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Physical Geography
GEOG 105
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
GEOG 105
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Physical Geography
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
student version
contents links
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
submission of work
netiquette
_________________________
IDEA objectives & IDEA description
course overview
required textbooks
grading scale
learning outcomes
course schedule
external links
financial aid
library resources
Academic Honesty Policy
APA formatting and style
APA resources for students
Student Success Center (SSC)
services for students with disabilities
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Benedictine Current Students
Moser Center Student Information
Student Login to D2L
Student E-Mail Login
Academic Calendars
BenUConnect  MyBenU
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
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Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
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Phone: (630)schedule
829-6289&
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Fax: (630) 829-1375
moser college mission and vision
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Content Links
Physical Geography | GEOG 105
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* web path
Benedictine Univ
Academic Programs
Moser College
About Blended Learning
Blended learning is the integration of different learning environments: mainly
the online format with the face-to-face format, but may also include mobile
learning. Blended learning, also referred to as hybrid learning, relies on both
the advantages of digital/technology innovation and the methods of face-toface instruction. At Moser College, we use blended learning by combining
asynchronous online classroom sessions with a face-to-face classroom
environment. We alternate between the online session and the face-to-face
session in 5-week courses, with the A session being face-to-face and the B
session being online.
hallmarks of a Benedictine Education:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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About
Physical Geography | GEOG 105
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Physical Geography | GEOG 105
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Physical Geography | GEOG 105
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Netiquette
Physical Geography | GEOG 105
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
IDEA
Physical Geography | GEOG 105
Student Evening Course Overview
Course Description
A physical science laboratory course that includes the study of key principles of
earth and space science through the investigation of real world problems. The earth science
component includes: the study of large-scale dynamic forces, events, and processes that affect the
earth’s land, water, and atmospheric systems; identification and evaluation of the uses of the earth’s
resources; and the processes involved in the life cycle.
The space science component focuses on concepts that explain the composition, structure of and
changes in the universe and earth’s place in it. By working and studying within the context of a real
world problem, students learn how scientific principles are used and applied in everyday life.
Course Materials
Required Textbook and Materials
Christopherson, R.W., (2013). Elemental geosystems plus
mastering Geography with eText--Access card package. (7th ed.).
ISBN 9780321768254
Suggested Course Materials
The program “Google Earth” should be installed on the student computer.
Technological Computer Requirements
Students in the blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
The Course Grading Scale
Discussion Forum Guidelines
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
posts are worth up to 5 points and the total response
posts are worth up to 5 points total. Each discussion
will total up to 10 points.
course
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Course Overview
Physical Geography | GEOG 105
Student Evening Course Outcomes
Wk
Learning Objective
Assignment
Pts
N/A
Predict the impact of outside forces on the Earth
No pre-assignments for this course
Team assignment: Asteroid
10 pts
Examine Earth location and observation systems and
general position, motion, and structure of the Earth
In class activities- Google Earth
40 pts
Examine personal energy budget in relation to energy
efficiency and cost effectiveness
Personal energy budget
100 pts
Identify the areas that will be required to solve the
sustainability problem
PBL step 1: Introduction to Problem Based Learning
100 total
points
1B
Explain the effects of earth’s varying temperatures on
atmospheric layers
One discussion post and two response posts on D2L
10 pts
2A
Predict the conditions of a planet who’s rotation is twice as
fast as Earth
Team Activity: Planet X
10 pts
Evaluate various types of drinking water, examine the
quality and costs
In class activity: Drinking water
40 pts
Determine level of prior knowledge on topic and area
PBL step 2: Students will begin to look at target area
and population
Points at
end
Estimate summer weather for your geographic area
Categorize the atmospheric, climatic and coastal
conditions
100 pts
2B
Predict and discuss ways in which humans will change the
natural circulation and temperature of the Earth’s
atmosphere and hydrosphere
One discussion post and two response posts on D2L
10 pts
3A
Predict how the world will appear in 200 million years
Group Activity: Pangaea and types of faults and
volcanoes
10 pts
Explain the correlation between stream flow and weather
In class activity: Stream flow
40 pts
Investigate geographic area
PBL step 3: Students will investigate the geologic
history of the region. Review the existence or
absence of volcanic features
Points at
end
Create a narrative utilizing information from a specific
geologic time scale
Personal Narrative: Time Machine
100 pts
Develop arguments if favor of naming our human epoch in
the geologic time scale.
One discussion post and two response posts on D2L
10 pts
1A
3B
about Bloom’s Taxonomy
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Learning Outcomes
Physical Geography | GEOG 105
Student Evening Course Outcomes
Wk
Learning Objective
Assignment
Pts
Construct a proposal regarding studying at the South Pole
Group critical thinking activity: South Pole
10 pts
Survey region to determine specific attributes
Coral reefs
PBL step 4
40 pts
Evaluate the local emergency response plan
PBL steps 4 & 5: Summary of local emergency plan
and determination if plan is adequate
Points at end
Discuss glacial features
Exploration paper
100 pts
4B
Develop a reasonable land use plan
One discussion post and two response posts on
D2L
10 pts
5A
Debate global versus local resources
Group: Evaluating natural resources
10 pts
Evaluate human impact on natural settings
In Class Activity: 12 paradigms
40 pts
Complete sustainability PBL and present to class
Presentation of marketing plan and grand strategy
100 pts
Determine carbon footprint and propose ways to reduce
Carbon footprint
100 pts
Discuss solutions to the “oily bird” problem
One discussion post and two response posts on
D2L
10 pts
4A
5B
Total Points for the Course
Discussion Questions
10 pts ea x 5
= 50 pts
6% of the total points
Written Assignments
100 pts ea x 5
= 500 pts
55% of the total points
Team Assignments
10 pts ea x 5
= 50 pts
6% of the total points
In Class Assignments
40 pts ea x 5
= 200 pts
22% of the total points
PBL project/presentation
100 pts x 1
= 100 pts
11% of the total points
Total Points for the Course
= 900 pts
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
Learning Outcomes
Physical Geography | GEOG 105
Student Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Ch. 1 – Essentials of
Geography
•
•
•
•
•
•
•
•
•
01 B
online
Effects of Solar Energy
and the Atmosphere
•
•
•
•
•
•
02 A
F2F
No pre-assignment for session 1A
Introduction to Chapter 1 of the textbook
Introduction of Google Earth, GPS and GIS
Activity to review latitude, longitude, time zones and
international date line
Activity to illustrate methods used in cartography (projections
and map scale)
Illustration of modern uses of technology (GPS and GIS)
Team activity: Asteroid impact activity
Introduction to PBL: Predict sustainability of a region
brainstorm
Personal energy budget
Read Ch. 2 and 3
Discussion #1
Compile data on your home
Find your home on Google Earth
PBL step 1 cont.: Students will begin to look at the target area
and population
Explain the effects of earth’s varying temperatures on
atmospheric layers
Atmospheric Water,
Weather and Oceanic
Circulation
•
•
•
•
•
Read Ch. 4 and 5
Use site to determine relative humidity: Can humans survive on
Planet X
Drinking water evaluation quality and cost
PBL step 2: Discuss sustainability
Categorize the atmospheric, climatic and coastal conditions
02 B
online
Water Resources and
Climate Systems
•
•
•
Read Ch. 6 and 7
Discussion #2
How will humans change aspects of the Earth
03 A
F2F
The Dynamic Planet:
Tectonics, Earthquakes,
and Volcanoes
•
•
•
Read Ch. 8 and 9
Predict how the world will look
Using critical thinking 8.1 on page 256, determine arguments for
adding the Anthropocene Epoch to the geologic time scale
Determine the location of each of the four types of faults and
three types of volcanos
PBL step 3: Investigate geologic history and review the
existence or absence of volcanic features
Determine water budget
•
•
•
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Physical Geography | GEOG 105
Student Evening Course Schedule
Session
Loc.
Class Title
Assignments
03 B
online
Weathering, Erosion and River
Systems
•
•
•
•
Read Ch. 10 and 11
Discussion #3
Personal narrative
Determine relationship between found on Earth’s surface
and forces that produce them
04 A
F2F
Wind and Coastal Processes
•
•
•
•
•
•
Read Ch. 12 and 13
Image of sand dunes
South Pole living
Coral reefs
Identify types of sand dunes and wind directions
PBL steps 4 & 5: Summary of local hazards and disaster
plan
Identify geographic features
•
04 B
online
Glacial Formations and
Geography of Soils
•
Read Ch. 14 and 15
Discussion #4
Exploration Paper
Using Google Earth, find an example of a glacial
landform Change the image so that it is viewable at a low
angle. Label the formation
Use pages 394-395, develop a land plan
•
•
•
•
05 A
F2F
Earth and the Human
Denominator
•
•
•
•
•
•
Read Ch. 17
Use sites on page 527 to determine your carbon footprint
Determine ways to reduce footprint
Divide 12 issues and determine impact
Use Critical Thinking 17.1 page 531, to answer questions
PBL Final: Present impact of area over 100 years
05 B
online
Earth and the Human
Denominator
•
Read article on Exxon Valdez oil spill
•
Discussion #5
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
12
Course Schedule