I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or
renew 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 ×
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 CFC\DECS\Wildlife Biology
Course #
WILD105
Course Title
Prerequisite
Wildlife and People
none
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
2/21/13
Instructor
David Naugle
Phone / Email x5364 david.naugle@umontana.edu
Program Chair Daniel Pletscher
Dean
Jim Burchfield
III. Type of request
New
One-time Only
Renew
x
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Scheduled renewal
Description of change
Renewal request
IV. Description and purpose of the 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 for students (non-wildlife majors) interested in learning about the
interactions of wildlife and people in today’s society. In this course, students will be introduced
to ecological principles on the population, community and ecosystem levels. Students will
engage the scientific method, understand how to ask scientific questions, and embrace rigor and
uncertainty in wildlife biology. We will apply our knowledge of wildlife science to wildlife
management issues, assess human impacts on wildlife populations, and investigate ways that
wildlife and people live together.
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
Criteria:
1. Explore a discipline in the natural sciences
and demonstrate how the scientific method is
used within the discipline to draw scientific
conclusions.
2. Address the concept of analytic uncertainty
and the rigorous process required to take an
idea to a hypothesis and then to a validated
scientific theory.
3. Lab courses engage students in inquiry-based
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.
Criteria met by:
I provide lectures and readings that take
students step-by-step through the scientific
method. We then work through practical
examples in class so that students see how
the method is applied to particular questions
in the wildlife discipline. I have a specific
class period devoted to advocacy versus
science so that students understand the
difference. Lastly, we take 2 entire class
periods and discuss articles from the
Missoulian and other media outlets to
examine the role of science in today’s
society. Specifically, students bring in
articles that interest them and we openly
discuss whether science play a role in
decision-making and see if students can
identify the difference between science and
advocacy in local issues/topics.
I bring into the classroom real examples of
high-profile wildlife research in Montana
and western North America to teach students
the concept of scientific rigor and analytic
uncertainty. Examples also include my own
research into energy development and
wildlife conservation, a highly controversial
topic of national importance to society.
Students openly discuss and question my
analytic research designs and see first-hand
how science is used by decision-makers and
viewed by the public. Examples stress to
students how to identify and deal with
uncertainty in science and the decisionmaking process. Most importantly, I teach
students that it’s OK for science to tell the
public when it doesn’t have the answer to a
pressing question.
This course does not have a laboratory
component. I largely meet criteria #3 using a
lecture format except rather than a hands-on
approach. I started this course as a new
offering when I came to UM seven years
ago. It quickly went from 20 to 120+ student
enrollment. This number of students would
make a lab format difficult without
increasing the number of credits.
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. Courses explore a discipline in the natural
Stated Student Learning Goals and
sciences and demonstrate how the scientific
Objectives in Syllabus include:
method is used within the discipline to draw
scientific conclusions.
1. Understand the historic and
contemporary issues in wildlife
science and management in Montana
and in western North America
2. Identify with and understand the role
that society plays in the use and
conservation of Montana’s wildlife
habitats and populations
I have structured this course into 5 distinct
segments to cover the most important
general principles in the wildlife discipline.
These segments are used to group lectures
as identified in the syllabus into
introductory, management, population,
community, and ecosystem and global
concepts. Individual lectures are outlined by
topic by day in the syllabus below. I have
structured this course into 5 distinct
segments to cover the most important
general principles in the wildlife discipline.
These segments are used to group lectures
as identified in the syllabus into
introductory, management, population,
community, and ecosystem and global
concepts. Individual lectures are outlined by
topic by day in the syllabus below.
I use the recent wildlife literature in lectures
to provide context for an issue and ask
students to construct an appropriate set of
research questions. Then I show them how
the research was designed. We discuss
outcomes and how that work can be
implemented to solve real-world problems
in wildlife management.
2. Courses address the concept of analytic
uncertainty and the rigorous process required to
take an idea to a hypothesis and then to a
validated scientific theory.
Stated Student Learning Goals and
Objectives in Syllabus include:
3. Learn principles of the scientific
method and the difference between
science and advocacy in decisionmaking
4. Understand how scientific
investigations are conducted and
implications of science in
management of wildlife resources
5. Develop a knowledge base that will
enable students to critically evaluate
societal positions in natural resource
management and conservation
We detail scientific theories throughout the
course. For example, in community
concepts we explore theories related to
succession and natural disturbance,
adaptations in animals to their
environments, speciation and extinction.
Almost every lecture in class explores
scientific uncertainty in research and
theories that drive wildlife interactions with
people and society. For example, in
population concepts we talk about wildlife
harvest management (i.e., hunting), a topic
important in Montana’s economy and to a
large proportion of individual citizens. We
discuss the pros and cons of this activity and
highlight the science and uncertainty behind
setting harvest quotas. Lastly, we discuss
how funds raised from hunting licenses are
used to fund conservation of wildlife
habitats and populations. This is usually an
eye-opener for students. I link this back to
the types of jobs that people do in this
discipline.
3. Lab courses engage students in inquiry-based
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.
This course does not have a laboratory
component. I largely meet criteria #3 using
a lecture format except rather than a handson approach. I started this course as a new
offering when I came to UM seven years
ago. It quickly went from 20 to 120+ student
enrollment. This number of students would
make a lab format difficult without
increasing the number of credits.
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).
No rationale; it’s 3 credits with no pre-reqs and is targeted to 100 level
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.