I. ASCRC General Education Form
Group
XI – Natural Sciences
Dept/Program
DBS/BIOL
Course Title
Prerequisite
Course #
BIOL 135N
Biology of Yellowstone hot springs
NA
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Scott R. Miller
Instructor
Date
Phone / Email
X5149
Program Chair
Charles Janson
Dean
Gerald Fetz
III. Description and purpose of the course: General Education courses must be introductory
and foundational. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm
Description: A field and laboratory-based exploration of the microbial diversity of the thermal
features of our first national park. Topics to be discussed include how these communities are
shaped by the physical and chemical conditions of the environment, how microorganisms can
thrive at life’s extremes, and the technological and economic potential of these extremophiles.
Includes a field trip to Yellowstone National Park.
Purpose: The principal objectives of the course are: (1) to use the diverse hot springs of
Yellowstone NP as a natural laboratory to provide a foundation for integrating student
understanding of the natural sciences through the experiential, field-based demonstration of
how biology, chemistry and geology interact to shape the structure and function of the natural
world; and (2) to foster a hands-on appreciation of how science works as a process, both by
discussing the park’s rich history of revolutionary microbiological research, and through
laboratory experiences aimed at enhancing our understanding of novel microorganisms in these
communities.
IV. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
The course explicitly explores the geological and chemical factors that shape the structure and
function of the microbial communities of diverse Yellowstone hot springs. It satisfies Criterion 1 by
addressing how hypotheses in microbiology have been resolved using insights obtained from
experimental observations of Yellowstone microorganisms. To do so, we will introduce questions
during a field trip (e.g., why does this microbe live in this hot spring, and not that one?), then
subsequently develop the framework of the scientific process for testing such questions – thereby
satisfying Criterion 2. To satisfy Criterion 3, students will perform experiments in the instructor’s
laboratory to explicitly test a subset of these questions, thereby developing the process of scientific
inquiry to fruition – from field observation, to hypothesis, experimental design and data collection,
and, finally, to interpretation. In addition, in consultation with the instructor, students will also
develop a question of their own in a research proposal to be written and presented in class at the end
of the semester. The proposal will be based on their observations during the field trip, and describe
how they would go about testing it.
V. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
We will introduce and develop general principles of microbiology in the classroom,
laboratory and field, informed by basic principles of geology and chemistry (Goal 1). Goal 2
will be met by performing all aspects of the scientific method as described in IV above. Goal
3 will be accomplished through direct experimentation to test hypotheses developed from
field observations of Yellowstone microorganisms, as well as thorugh the development of a
research proposal. Goal 4 will be met through discussion of case studies in the classroom as
well as through hands-on experience with hypothesis-testing in the lab. Goal 5 will be met
via replication of measurements in the field and lab to illustrate how analytic uncertainty is
quantified and expressed.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Attached.
*Please note: As an instructor of a general education course, you will be expected to provide
sample assessment items and corresponding responses to the Assessment Advisory Committee.