I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab X
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Anthropology
Course #
Anty 210N
Course Title
Prerequisite
Introduction to Physical Anthropology
none
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Ashley H. McKeown
3
Date
02/14/2
013
Phone / Email 243-2145
Program Chair Gilbert Quintero
Dean
Chris Comer
III. Type of request
New
One-time Only
Renew X
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
N/A
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
This course is designed to provide an introduction to the major subfields of physical
anthropology. Students will become familiar with human genetics and the processes of
evolution, biology and behavior of non-human primates, primate and human evolution, and
modern human adaptation and variation. The application of this information to understanding
the natural world, and our place in it, is discussed.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Courses explore a discipline in the natural
This is a broad survey course that exposes
sciences and demonstrate how the scientific
students to evolutionary theory and its
method is used within the discipline to draw
application to understanding human and
scientific conclusions.
primate evolution and variation. Lectures
discuss how data regarding primate and
human evolution as well as human
adaptation and variation are observed and
how the data are interpreted using the
scientific method. The means by which
prevailing theories and hypotheses regarding
these topics have been developed and tested
are also discussed.
Courses address the concept of analytic
This class presents data collected by
uncertainty and the rigorous process required to scientists working on the topics addressed
take an idea to a hypothesis and then to a
and how that data is used (or at times has
validated scientific theory.
been misused) to interpret human and
primate evolution and variation. This course
seeks to show students how the scientific
method is used to develop and test
hypotheses and theories about these topics.
Lab courses engage students in inquiry-based
N/A – Not a lab course
learning activities where they formulate a
hypothesis, design an experiment to test the
hypothesis, and collect, interpret, and present
the data to support their conclusions.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1) understand the general principles associated
This survey course exposes students to the
with the discipline(s) studied
broad range of subfields within
physical/biological anthropology including
human genetics, evolutionary theory and
process, human evolution, and the
biocultural adaptations of humans, our
ancestors, and our closest living relatives,
the non-human primates.
2) understand the methodology and activities
scientists use to gather, validate and interpret
data related to natural processes
This course exposes students to the
scientific method and how information
derived through scientific inquiry is applied
in the various subfields of
physical/biological anthropology. Students
are asked to think critically about the
theories discussed and alternate theories are
sometimes debated.
3) detect patterns, draw conclusions, develop
Lectures focus on biological patterns
conjectures and hypotheses, and test them by
observed in extant and extinct humans and
appropriate means and experiments
non-human primates. Students are often
asked to draw conclusions based on the data
presented in class and the validity of those
ideas is discussed. The means by which
prevailing theories and hypotheses have
been developed and tested are also
discussed.
Lectures discuss how data regarding primate
4) understand how scientific laws and theories
and human evolution and human adaptation
are verified by quantitative measurement,
and variation are collected and interpreted.
scientific observation, and logical/critical
The foundation for understanding evolution
reasoning
and variation in humans and non-human
primates is genetics and the forces of
evolution. Several lectures focus on the laws
and rules that guide genetic inheritance
including the studies that have provided the
supporting quantitative data
5) understand the means by which analytic
Throughout this course the processes by
uncertainty is quantified and expressed in the
which hypotheses are generated and tested
natural sciences
and scientific theories are validated are
discussed. The concept of analytic
uncertainty is inherent in this process and is
addressed during class lectures.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. 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
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.