NR 185 – Page 1
Date Approved:
2/23/90
Date Scanned:
5/25/2005
Date Inactivated
3/28/08
College of the Redwoods
CREDIT COURSE OUTLINE
DEPARTMENT AND COURSE NUMBER: NR 185
DEGREE APPLICABLE
NON-DEGREE APPLICABLE
FORMER NUMBER (If previously offered)
COURSE TITLE Introduction to Natural Resource Conservation
LECTURE HOURS: 18
LAB HOURS: 0
UNITS: 1.0
PREREQUISITE: none
Eligibility for: Engl 150
Math 105
Request for Exception Attached
CO-REQUISITE: none
GRADING STANDARD:
Letter Grade Only
TRANSFERABILITY:
CSUS
UC
Articulation with UC requested
Repeatable
yes
no
CR/NC Only
NONE
Max No. Units
Grade/CR/NC Option
Maximum Class Size 50
Max No. Enrollments
CATALOG DESCRIPTION:
This introductory course is an exploration of earth’s resources and the conservation of these resources.
Through lectures, demonstrations, video tapes and other techniques, the instructor will lead students to
an understanding of their role in preserving and replacing the renewable resources.
NOTE:
COURSE OUTCOMES/OBJECTIVES: List the primary instructional objectives of the class. Formulate
some of them in terms of specific measurable student accomplishments, e.g., specific knowledge and/or
skills to be attained as a result of completing this course. For degree-applicable courses, include
objectives In the area of “critical thinking.” Upon successful completion or this course, the student will be
able to:
To develop an understanding of how natural resources have fostered the event of civilization, the
expansion of industry, the causes of wars, the development of all sociopolitical entities and how the
immediate and future well-being of mankind is dependent upon replacing the renewable resources and
conserving non-renewable resources.
NR 185 – Page 2
Date Approved:
2/23/90
Date Scanned:
5/25/2005
Date Inactivated
3/28/08
COURSE OUTLINE:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
% of Classroom Hours Spent on Each Topic
The evolution of natural resource ownership in the U.S.
Conservation-the concept of present and future resources utilization
The original distribution of natural resources in the U.S.
Civilization and the exploitation of natural resources
Soil - its importance to mankind’s survival
Water and watershed management
Forests and forest products
Rangelands and grazing practices
Wildlife and aesthetic values
The aquatic environment and its resources
Human populations - its potential for resource depletion
Minerals and industry - the wealth and strength of a nation
Technology -its promises and problems
Resources as the basis for planning better population
Tests
5
5
5
10
5
5
10
10
5
10
10
5
5
5
5
100
APPROPRIATE TEXTS AND MATERIALS: (Indicate textbooks that may be required or recommended;
including alternate texts that may be used.)
Text(s)
Title
Natural Resource Conservation
Required
Alternate
Edition
4th
Recommended
Author
Oliver S. Owen
Publisher MacMillan
Date Published 1985
(Additional required, alternate, or recommended texts should be listed on a separate sheet and attached.)
For degree applicable courses the adopted texts have been certified to be college-level:
Yes. Basis for determination:
is used by two or more four-year colleges or universities (certified by the Division Chair or
Branch Coordinator, or Center Dean)
OR
has been certified by the LAC as being of college level using the Coleman and Dale-Chall
Readability Index Scale.
No. Request for Exception Attached
If no text or a below college level text is used in a degree applicable course, a Request for Exception form
must be completed and a rationale provided. This request for exception will be approved or denied by the
Curriculum Committee.
NR 185 – Page 3
Date Approved:
2/23/90
Date Scanned:
5/25/2005
Date Inactivated
3/28/08
METHODS TO MEASURE STUDENT ACHIEVEMENT:
Please check where appropriate; however, a degree applicable course must have a minimum of one
response in category 1, 2, or 3. If category 1 is not checked, the department must explain why
substantial writing assignments are an inappropriate basis for at least part of the grade.
1. Substantial writing assignments, including:
essay exam(s)
term or other paper(s)
written homework
reading report(s)
laboratory report(s)
other (specify) _____
If the course is degree applicable, substantial writing assignments in this course are inappropriate
because:
The course is primarily computational in nature.
The course primarily involves skill demonstrations or problem solving.
Other rationale (explain) __________________________________________
2. Computational or Non-computational problem-solving demonstrations, including:
exam(s)
quizzes
homework problems
laboratory report(s)
field work
other (specify)_______
3. Skill demonstrations, including:
class performance(s)
other (specify)____
4. Objective examinations, including:
multiple choice
completion
field work
performance exam(s)
true/false
other (specify)
matching items
5. Other (specify) ____________________________________
NOTE: A course grade may not be based solely on attendance.
REQUIRED READING, WRITING, AND OTHER OUTSIDE OF CLASS ASSIGNMENTS:
Over an 18-week presentation of the course, 3 hours per week are required for each unit of credit. ALL
Degree Applicable Credit classes must treat subject matter with a scope and intensity which require the
student to study outside of class. Two hours of independent work done out of class are required for each
hour of lecture. Lab and activity classes must also require some outside of class work. Outside of the
regular class time the students in this class will be doing the following:
Study
Answer questions
Skill practice
Required reading
Problem solving activity or exercise
Written work (essays/compositions/report/analysis/research)
Journal (reaction and evaluation of class, done on a continuing basis throughout the
semester)
Observation of or participation in an activity related to course content (e.g., play, museum,
concert, debate, meeting, etc.)
Field trips
Other (specify) ____________________________
NR 185 – Page 4
Date Approved:
2/23/90
Date Scanned:
5/25/2005
Date Inactivated
3/28/08
COLLEGE LEVEL CRITICAL THINKING TASKS/ASSIGNMENTS:
Degree applicable courses must include critical thinking tasks/assignments. This section need not be
completed for non-degree applicable courses. Describe how the course requires students to
independently analyze, synthesize, explain, assess, anticipate and/or define problems, formulate and
assess solutions, apply principles to new situations, etc.
After Introduction to Conservation, each student will compare utilization o the evolution of conservation
programs in the U.S. Analysis, by each student, of the role that the natural elements play in conservation
will be stressed. Additionally, problems of technology vs. conservation will be addressed in such a
manner that the student will be required to synthesize, formulate and express opinions supporting good
programs of conservation. Application of problem solution will be examined in the context of “what’s good
for planning for a better population.”
REQUEST FOR EXCEPTION
The Curriculum Committee Is authorized to determine the appropriateness of entrance skills and
requisites for any given course; to determine whether or not language and/or computational skills at the
associate degree level are essential to success in a given course; to determine what is “college level” in
learning skills, vocabulary, and in the ability to think critically and apply concepts; and to determine on a
case-by-case basis when any departure from the attached guidelines may be justified.
This form may also be used to provide justification for making a course repeatable.
To request an exception, provide the following information:
NR 185
Department and Course No.
Introduction to Natural Resource Conservation
Course Title
NATURE OF THE EXEPTION REQUESTED AND RATIONALE:
TEXTBOOK
The pamphlet, “Natural Resource Conservation, an Ecological Approach,” 4th edition, by Oliver S. Owen,
Department of Biology, University of Wisconsin-Eau Claire, used for this course, is the one which has
been used for two years. The instructors feel this material is very appropriate for the class.
Personally, I question the computerized analysis and believe that the material is freshman level.
Request permission to continue using this pamphlet.