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
X
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 Dept. of Society & Conservation
Course #
PTRM/FOR 246
Course Title
Prerequisite
Natural History, Ecology & Environmental Management of Queensland
none
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Phone / Email
3
Date
Elizabeth Metcalf
4448
elizabeth.metcalf@umontana.edu
Program Chair Norma Nickerson
Ass. Dean
Michael Patterson
III. Type of request
New
One-time Only
Renew
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
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 focuses on the natural history and environmental management of Australia’s
natural resources through lectures, field trips, active participation, presentations and seminars,
research projects and field exercises. Queensland has a wonderful year-round tropical climate
and boasts some of the most diverse and remarkable natural resources in the southern
hemisphere. We begin our program on Magnetic Island, just offshore from the city of
Townsville, taking classes with experts from prestigious institutions such as the University of
Queensland, James Cook University, and the Queensland Parks and Wildlife Service. This is
followed by a 3-week field study of North Queensland. A typical itinerary includes snorkeling
on the Great Barrier Reef, hiking and wildlife viewing in the Daintree rainforest, and
experiencing Aboriginal culture and wildlife of the Outback.
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
1. Courses explore a discipline in the natural
Students will have the opportunity to study
sciences and demonstrate how the scientific
with field botanists, marine biologists,
method is used within the discipline to draw
zoologists and environmental educators to
scientific conclusions.
understand the natural history, ecology, and
conservation biology of four distinct
ecosystems of Queensland. The
implications of biology and ecology for
human utilization and conservation of
natural resources is emphasized.
2. Courses address the concept of analytic
Four research projects introduce students to
uncertainty and the rigorous process required to the challenges, limitations and imprecisions
take an idea to a hypothesis and then to a
of ecological data collection. Identification
validated scientific theory.
and refinement of testable hypotheses is
required prior to data collection, along with
consideration of prior ecological
understanding is required.
3. Lab courses engage students in inquiry-based While not proposed as a lab course, three of
learning activities where they formulate a
the four research projects require groups to
hypothesis, design an experiment to test the
formulate their own hypotheses and research
hypothesis, and collect, interpret, and present
design prior to data collection. Two of the
the data to support their conclusions.
projects involve verbal presentation of their
data along with conclusions and
implications. Three projects require
preparation of field research reports.
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
General ecological, biological and
with the discipline(s) studied
geological principles are introduced
alongside the specific natural history of the
four specific ecosystems studied.
2. understand the methodology and activities
scientists use to gather, validate and interpret
data related to natural processes
Students will learn the scientific methods
used by biologists and ecologists in their
study of natural processes, including
development of scientific hypotheses,
quantitative measurement, scientific
observation techniques, and the
interpretation of data.
3. detect patterns, draw conclusions, develop
Working with field guides and faculty,
conjectures and hypotheses, and test them by
students are introduced to scientific
appropriate means and experiments;
observation skills, field measurement
protocols and learn current ecological
principles and theories. Three small
research projects involve identifying and
developing testable hypotheses, along with
design of appropriate data collection
methods.
4. understand how scientific laws and theories
Ecological data and published research
are verified by quantitative measurement,
results are considered for three ecosystems
scientific observation, and logical/critical
(rainforest, reef, outback) along with the
reasoning;
current scientific understandings derived
from those data.
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
Attached.
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.