St. Cloud State University
General Education Goal Area 3
Natural & Physical Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Marcatillio, Schrank, Restani
Phone: 308-1500
Email: ajmarcatillio@stcloudstate.edu
2.
Requesting Unit: Biology
3.
Department, Course Number, Title: BIOL 101 Environment and Society
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
No
If “Yes” specify which goal area.
GE10
Course bulletin description, including credits and semesters to be offered:
7.
Existing Course X
X
No
Diversity Proposal Accompanying This Form
X
Yes
Causes and possible solutions to major local, national and global environmental problems. Soil, water,
air, forests, energy, wildlife, and related topics. 3 Cr. F, S. Sum
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
This course is designed for general education only and was listed as an option in AREA B of the previous General
Education Program. The clientele for this class would be all students in the Liberal Education Program. We do
not anticipate affected departments in terms of majors and minors.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
Not applicable.
12/11/2009
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
X
The Requesting Unit understands and recognizes the above conditions.
13.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 3: Natural & Physical Sciences
Explore scientific knowledge of the natural world. Understand the central concepts and principles of
science; experience the process of scientific inquiry; comprehend science as a human endeavor and
understand the impact of science on individuals and on society.
This course utilizes the scientific method (basic and applied) to examine environmental processes and identifies
environmental problems and potential solutions. Laboratory exercises, reading primary and secondary literature,
video presentation, take home assignments and lectures are integrated to demonstrate the scientific approach to
environmental issues.
14. In order for a course to be designated as fulfilling Goal Area 3, it must address at least 5 of the 6 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
X
1. Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
X
2. Make observations and collect data, design and carry out experiments or other types of scientific investigations.
X
3. Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
X
4. Demonstrate awareness of the interdependent relationships of basic science, applied science, mathematics, and
technology.
X
5. Recognize the human nature of the scientific enterprise, including the importance of curiosity, creativity, and
imagination; the dual nature of scientific knowledge as changeable and durable; and the impact of a scientist's
personal identity on the scientific process.
X
6. Evaluate societal issues from a science perspective, question the evidence presented, and make informed
judgments about these issues.
15.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
Fulfilling Goal Area 3
1. Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
Students learn principles of the interrelatedness of matter, energy, and the environment. In completing
problem sets, unit exercises, laboratory reports or evaluation of assigned papers, they demonstrate their
understanding of these principles and their ability to apply them to real world examples.
12/11/2009
2. Make observations and collect data, design and carry out experiments or other types of scientific
investigations.
Students learn about the scientific method through assigned readings and handouts. They demonstrate their
ability to apply knowledge through critique of case histories, suggestions for improvement of experimental
design for applied environmental problems (e.g. testing effectiveness of modifying traffic flow in large cities),
and testing hypotheses using computer simulations of demographic data.
3. Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
Students formulate research questions and test hypotheses using population statistics and programs for
demography. They can formulate research questions and modify variables such as energy input, population size,
and fertility rates. They then use computer models to determine the validity of their predictions.
4. Demonstrate awareness of the interdependent relationships of basic science, applied science,
mathematics, and technology.
During the introductory unit for the course, students evaluate sources of information (data from fields such as
engineering, law, ethics, biology, psychology, social science, physics, economics, chemistry, and earth sciences)
that are applied in the solution of complex environmental problems. They are asked to indicate what each
source of information contributes to the potential solution and why input from diverse sources is valuable.
5. Recognize the human nature of the scientific enterprise, including the importance of curiosity, creativity,
and imagination; the dual nature of scientific knowledge as changeable and durable; and the impact of a
scientist’s personal identity on the scientific process.
Students complete three units of readings on anthropogenic activity and the environment and one unit on
scientific knowledge and its use in environmental policy and decision making. Students evaluate and critique
examples from case histories and the current literature related to changes in environmental policy based on
scientific studies. Selected case histories and showcase not only the science but also the background and
passion of the scientist (e.g. Garrett Hardin and Wangari Maathai).
6. Evaluate societal issues from a science perspective, question the evidence presented, and make informed
judgments about these issues.
Students complete a unit containing case studies and environmental global perspectives of environmental
interrelationships and critique management and sustainability strategies in diverse ecosystems (e.g. greater
Yellowstone ecosystem, Mekong River delta, etc.). Students are asked to suggest alternative management
strategies or justify existing ones based on their understanding of the evidence presented.
16.
Courses satisfying Goal Area 3: Natural & Physical Sciences must have either a “traditional lab course or a lab-like
experience”. Check which of these apply and supply a brief explanation of how the course is either a laboratory
course or incorporates a “lab-like experience”.
Course includes:
X
Laboratory
Lab-like experience
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The following quote from a National Research Council subcommittee report may help to identify a course with a
laboratory. ”Laboratory experiences provide opportunities for students to interact directly with the material world
(or with data drawn from the material world), using the tools, data collection techniques, models, and theories of
science.” America's Lab Report: Investigations in High School Science (Free Executive Summary)
http://www.nap.edu/catalog/11311.html
Students will conduct a number of exercises in data collection/analysis/interpretation/presentation on environmental
processes from actual and simulated online exercises.
17.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
Course Outline
Foundation of Environmental Science 15%
Principles of Science and Ecology
17%
Population Ecology
17%
Applying Science to Pollution Problems 17%
Human Impact on Land and Biosystems 17%
Energy
17%
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Alignment with SLO’s
1-2-5
1-2-5
1-2-4-6
2-3-4-5-6
2-3-4-6
1-2-4-6
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department:
Course or Course(s):
Department or Unit Chair Signature
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date