College of the Redwoods
SELECTED TOPIC CURRICULUM PROPOSAL
1. Course ID and Number: BIOL 99B
2. Course Title: Identification and Ecology of Selected Species
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course
is new)
Updated/revised course
If curriculum has been offered under a different discipline and/or name, identify the
former course:
Should another course be inactivated? No
Yes
Inactivation date:
Title of course to be inactivated:
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to
this course. Be sure to explain the reasons for any changes to class size, unit value, and
prerequisites/corequisites.
5. If any of the features listed below have been modified in the new proposal, indicate the “old” (current)
information and proposed changes. If a feature is not changing, leave both the “old” and “new” fields
blank.
FEATURES
OLD
NEW
Course Title
Catalog Description
(Please include complete text
of old and new catalog
descriptions.)
Grading Standard
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
Other
Curriculum Approval: April 11, 2008
Academic Senate: April 18, 2008
Page 1 of 6
College of the Redwoods
SELECTED TOPIC COURSE OUTLINE
1. DATE: Feb
8, 2009
2. DIVISION: Math, Science, and Engineering
3. COURSE ID AND NUMBER: BIOL- 99B
4. COURSE TITLE (appears in catalog): Identification and Ecology of Selected Species
5. SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces):
6. LOCAL ID (TOPS): 0401.00 (Taxonomy of Program codes
http://www.cccco.edu/Portals/4/AA/CP%20&%20CA3/TopTax6_rev_07.doc)
7. NATIONAL ID (CIP): 0401.00 (Classification of Instructional Program codes can be found in Appendix B of the TOPS
code book http://www.cccco.edu/Portals/4/AA/CP%20&%20CA3/TopTax6_rev_07.doc)
8. Discipline(s) (Select from CCC System Office Minimum Qualification for Faculty [copy following web address
and paste into web browser
http://www.cccco.edu/SystemOffice/Divisions/AcademicAffairs/MinimumQualifications/MQsforFacultyandAdministrators/tabid/75
3/Default.aspx ]Course may fit more than one discipline; identify all that apply): BIO
9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Summer 2009
10.
TOTAL UNITS: 0.5- 2.
[Lecture Units: 0.33-1.33
11. Lab Units: 0.17-0.67]
TOTAL HOURS: 15-60
[Lecture Hours: 6- 24
Lab Hours: 9-36]
(1 unit lecture=18 hours; 1 unit lab=54 hours)
11. MAXIMUM CLASS SIZE: 24
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
(If “yes,” attach a completed “Instructional Materials Fee Request Form”—form available in Public Folders>Curriculum>Forms)
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
Grade-Pass/No Pass Option
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
DESCRIPTION OF SELECTED TOPIC-- The description should clearly describe the scope of the course, its level, and
what kinds of student goals the course is designed to fulfill. The description should begin with a sentence fragment.
A hands-on study of selected plant, animal or fungal groups of particular interest and salience to
the biological sciences
Special notes or advisories (e.g. field trips required, prior admission to special program required, etc.):
Field trips are required; the College does not provide transportation
PREREQUISITE COURSE(S)
No
Yes
Course(s):
Rationale for Prerequisite:
Curriculum Approval: April 11, 2008
Academic Senate: April 18, 2008
Page 2 of 6
Describe representative skills without which the student would be highly unlikely to succeed .
COREQUISITE COURSE(S)
No
Yes
Course(s):
Rationale for Corequisite:
RECOMMENDED PREPARATION
No
Yes
Course(s): English 150
Rationale for Recommended Preparation:
Students must be able to read technical field guides, and be able to compose coherent written
answers to exam questions.
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a
result of taking this course?” State some of the objectives in terms of specific, measurable student actions (e.g.
discuss, identify, describe, analyze, construct, compare, compose, display, report, select, etc.). For a more complete
list of outcome verbs please see Public Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome
should be numbered.
1. Record and identify different species of organisms using local field guides, herbaria and
museums.
2. Organize observations made in the field into a descriptive field notebook or flash cards.
3. Describe specific adaptations of specific organisms to the their niche.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to
engage the course content (e.g., listening to lectures, participating in discussions and/or group activities, attending
a field trip). These activities should relate directly to the Course Learning Outcomes.
1. Listening to instructor presentations (in a classroom and/or in the field) on biological
principles and phenomena.
2. Participating in classroom discussions of specific questions and issues.
3. Responding to questions posed by the instructor and peers.
4. Participating in laboratory exercises studying the phylogeny and anatomy of plants.
5. Participating in field trips to observe plants in their natural habitats.
6. Practicing identification skills in the field
7. Providing detailed descriptions of species studied in the field.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to
provide evidence of achieving the Course Learning Outcomes.
Representative assessment tasks (These are examples of assessments instructors could use):
1. In-field activities that demonstrate student understanding of systematics and ecology of earth's
species.
2. Compilation of field observations (data) into a field book to be used for subsequent analyses.
3. Project (could be a poster) that demonstrates an ability to analyze scientific information.
4.Visual identification of taxa studied to the species level in the field.
Required assessments for all sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative
assessments above.): Visual recognition of species taught
COURSE CONTENT –This section describes what the course is “about”—i.e. what it covers and what knowledge
students will acquire. Each item should be numbered.
Describe course content and list texts for two representative selected topics, demonstrating clearly that each will
provide significantly different content.
Curriculum Approval: April 11, 2008
Academic Senate: April 18, 2008
Page 3 of 6
Representative Topic #1
Course Title: Identification and ecology of grasses
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate
course outcomes?
1. Identification of living organisms is based on morphology of conservative features like
flower structures.
2. Wind pollinated plants have small obscure flowers.
3. Grass identification is based on glume, lemma and palea morphology.
4. All scientists adhere to a set of international rules that define the process of naming
organisms (Nomenclature).
5. Grasses are the dominant group that characterize prairie ecosystems.
6.The fibrous root system of grasses is important in the development of the soil in prairie
ecosystems.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage?
1. The difficulty of precise identification without specimens with all of their reproductive and
vegetative structures at the proper maturity level
2. Organisms show different characters throughout their life cycle.
3. Individuals are genetically diverse but do still share species characteristics
Themes: What motifs, if any, are threaded throughout the course?
1. Adaptation through natural selection processes.
2. Patterns of similarity among species emerging as a result of environmental changes and
closeness of relationships.
3. The relationship between anatomical structure and function.
4. Reproductive parts are best learned by looking at position in the inflorescence.
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a
scientific calculator, read college-level texts, create a field notebook, safely use power tools, etc.)
1. The proper use of a dissecting microscope
2. The proper use of a hand lens in the field
3. The ability to follow a dichotomous key.
4. Create a field notebook
5. Write clearly
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not
required texts.
Author, Title, and Date Fields are required
Author Hickman Title
Jepson Manual
Author Harrington Title
Author
Title
Author Brown Title
Date
1993
How To Identify Grasses: And Grasslike Plants
Date
1977
Date
Grasses: An Identification Guide
Date
1992
Other Appropriate Readings:
Representative Topic #2
Course Title: Identification of North Coast Reptiles and Amphibians
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate
course outcomes?
Curriculum Approval: April 11, 2008
Academic Senate: April 18, 2008
Page 4 of 6
1. Scale presence is important in differetiating reptiles from amphibians.
2. Reptile species diversity is strongly influenced by climate.
2. Juvenile amphibians often are morphologically different from adults.
3. Egg arrangement and attachement are important features in identification of amphibians.
3. Amphibians are vulnerable to water and air pollutants due to the nature of their skin.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage?
1. Organisms show different characters throughout their life cycle.
2. Individuals are genetically diverse but do still share species characteristics.
3. Responsible environmental stewardship.
Themes: What motifs, if any, are threaded throughout the course?
1. Adaptation through natural selection processes.
2. Patterns of similarity among species emerging as a result of environmental changes and
closeness of relationships.
3. The relationship between anatomical structure and function.
4. Human influence on ecosystems and associated species.
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a
scientific calculator, read college-level texts, create a field notebook, safely use power tools, etc.)
1. Listening to lectures of appropriate material.
2. Participating in classroom discussions of specific questions and issues.
3. Responding to questions posed by the instructor and peers.
4. Participating in laboratory exercises studying the phylogeny and anatomy of reptiles and
amphibians.
5. Participating in field trips to observe reptiles and amphibians in their natural habitats.
6. Practicing identification skills in the field
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not
required texts.
Author, Title, and Date Fields are required
Author Stebbins Title
Series)
Date
A Field Guide to Western Reptiles and Amphibians (Peterson Field Guide
2003
Author Jones Title
Amphibians of the Pacific Northwest
Author
Title
Date
Author
Title
Date
Date
2005
Other Appropriate Readings:
http://www.californiaherps.com/
COURSE TYPES
1.
Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Restricted elective for degree (s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from
which students may choose to complete a specific number of units required for an approved degree.
2.
Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
Curriculum Approval: April 11, 2008
Academic Senate: April 18, 2008
No
Yes
Page 5 of 6
If yes, specify all program codes that apply. ( Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which
students may choose to complete a specific number of units required for an approved certificate.
3.
Is the course Stand Alone?
4.
Basic Skills: NBS Not Basic Skills
5.
Work Experience: NWE Not Coop Work Experience
6.
VATEA Funded Course (applies to vocational and tech-prep courses only):
7.
Purpose: A Liberal Arts Sciences
8.
Accounting Method: W Weekly Census
9.
Disability Status: N Not a Special Class
Submitted by:
No
Yes
(If “No” is checked for BOTH #1 & #2 above, the course is stand alone)
Teresa Sholars
Tel. Ext.
Division Chair/Director: Dave Bazard
yes
2686
no
Date: 2/9/09
Review Date:
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Academic Senate Approval Date: 3.6.9
Curriculum Approval: April 11, 2008
Academic Senate: April 18, 2008
Yes
Date: 2.27.9
Board of Trustees Approval Date: 4.6.9
Page 6 of 6