College of the Redwoods
CURRICULUM PROPOSAL
1.
Division: Math, Science, and Engineering
2.
Course ID and Number: NR 80
3.
Course Title: Introduction to Watershed Management
4.
Discipline(s) (Select from CCC System Office Minimum Qualification for Faculty [copy following web
address and paste into web browser http://www.cccco.edu/divisions/esed/aa_ir/psmq/min_qual/min_quals%20_revApr406.pdf]
Course may fit more than one discipline; identify all that apply): FOR, NR
5.
Check one of the following:
New Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Watershed Management
Change to existing course (course discipline and number are not changing)
Should another course be inactivated?
Title of course to be inactivated:
6.
No
Yes
Inactivation date:
Is course part of a CR Degree/Certificate Program? (If New is selected above, check No) No
Yes
If yes, specify program code(s). (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):FOR-
NR.AS.TECHNICIAN FOR-NR.AS.NATURAL RESOURCES FOR-NR.CA.FOREST
TECHNICIAN
Required course
Restricted elective
7.
Provide explanation and justification for addition/change/deletion:
Updated catalog description, course learning outcomes, themes, concepts, skills,
and learning assessments.
8. List any special materials, equipment, tools, etc. that students must purchase:
appropriate field clothes and field notebooks.
9. Will this course have an instructional materials fee? No
Fee: $
Submitted by:
Tim Baker
Tel. Ext. 4348
Division Chair: Tony Sartori
Yes
Date: 9/5/2007
Review Date: 09/19/07
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Board of Trustees Approval Date: 11/6/07
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Yes
Date: 9/28/07
Page 1 of 8
May 29, 2016
SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
Grading Standard
OLD
NEW
A study of how water
resources are managed on
forest land and factors that
affect water quality and
quantity and movement
through the hydrologic cycle
An introduction to hydrology and
the science of managing
watersheds. Topics include
atmospheric inputs, run-off and
erosion, storm-flow components,
evapo-transpiration impacts and
groundwater use. Students
participate in field exercises on
the evaluation and measurement
of water resources.
Select
Select
AG 17, FOR 1
ENGL 350, MATH 106
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
25
Repeatability—
Maximum Enrollments
Other
GE status,Course learning
outcomes, course content,
learning assessments
If any of the listed features have been modified in the new proposal, indicate the “old” (current) information and
proposed changes.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 2 of 8
May 29, 2016
College of the Redwoods
COURSE OUTLINE
DATE: 9/5/2007
COURSE ID AND NUMBER: NR 80
COURSE TITLE: Introduction to Watershed Management
FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: SPRING 2008
TOTAL UNITS: 3
TOTAL HOURS: 90
[Lecture Units: 2
[Lecture Hours: 36
Lab Units: 1]
Lab Hours: 54]
MAXIMUM CLASS SIZE: 25
GRADING STANDARD
Letter Grade Only
CR/NC Only
Is this course repeatable for additional credit units: No
Grade-CR/NC Option
Yes
If yes, how many total enrollments?
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.
CATALOG DESCRIPTION
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the
course is designed to fulfill.
An introduction to hydrology and the science of managing watersheds. Topics include
atmospheric inputs, run-off and erosion, storm-flow components, evapo-transpiration
impacts and groundwater use. Students participate in field exercises on the evaluation
and measurement of water resources.
Special notes or advisories:
Field trips are required; the College does not provide transportation.
PREREQUISITES
No
Yes
Course(s):
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed.
COREQUISITES
No
Yes
Rationale for Corequisite:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Course(s):
Page 3 of 8
May 29, 2016
RECOMMENDED PREPARATION
No
Yes
Course(s): ENGL 350, MATH 106
Rationale for Recommended Preparation:
Students will have difficulty understanding the reading material without the necessary
language skills. Symbolic models that can be re-arranged to solve for different parts of the
hydrologic cycle are difficult for students to grasp without basic algebra skills.
COURSE LEARNING OUTCOMES
What should the student be able to do as a result of taking this course? State some of the objectives in terms of
specific, measurable student accomplishments.
1. Determine watershed size, streamflow volume, and identify likely impacts of
management.
2. Explain the basic hydrologic cycle and the symbolic modeling.
3. Synthesize hydrology and watershed management information to describe alternative
scenarios.
4. Identify relevant watershed features and stream components.
General education specific outcomes:
5. Communication - present the results of small-group projects using visual and auditory
techniques and author a position paper on current watershed science issues (e.g. the
removal of the Klamath River dams, the salmon die-off, sedimentation and flooding in the
Elk and Freshwater drainages).
6. Critical thinking A) assess alternatives in solving watershed issues and evaluate criteria used in judging
best management practices for a particular issue (e.g. assessing the impact of clear
cutting vs. selective cutting and attendant road building on stream quality).
B) Employ the Scientific Method to examine water quality.
7. Global awareness - evaluate the impact of changing climate patterns on disparate
natural allocation of water resources and the possible social effects of this disparity.
8. Personal responsibility - as part of a functioning group, students will have to gather
and evaluate information from a variety of sources.
COURSE CONTENT
Themes: What themes, if any, are threaded throughout the learning experiences in this course?
1. The impact of individual management activities on the entire hydrologic cycle (e.g. how
building a road impacts streamflow, precipitation, evapo-transpiration, etc.).
Concepts: What concepts do students need to understand to demonstrate course outcomes?
1. Symbolic models of the hydrologic cycle.
2. Weather and climate patterns and impact on precipitation distribution
3. Relationship of topography to movement of water.
4. Groundwater and aquifer recharge and depletion.
5. Impact of land management on movement and quality of water.
6. Application of scientific method to address water problems.
7. Impact of uneven precipitation distribution on global communities.
Issues: What primary issues or problems, if any, must students understand to achieve course outcomes (including
such issues as gender, diversity, multi-culturalism, and class)?
The balance between competing human and ecological needs for water.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 4 of 8
May 29, 2016
Skills: What skills must students master to demonstrate course outcomes?
1. Read topographic maps to determine watershed boundaries and stream patterns.
2. Quantify various water resources (e.g. streamflow, dissolved oxygen levels, pH) as
demonstrated in lab exercises.
3. Use algebraic reformulation to solve hydrologic model permutations.
4. Apply the Scientific Method to examine water quality problems.
5. Be able to explain X/Y graphs of data.
REPRESENTATIVE LEARNING ACTIVITIES
What will students be doing (e.g., listening to lectures, participating in discussions and/or group activities, attending
a field trip)? Relate the activities directly to the Course Learning Outcomes.
1. Lectures on hydrology and watershed management.
2. Discussions on watershed science and the relationship to social needs.
3. Participate in lab exercises in the practical application of techniques.
4. Participate in group projects examining relevant watershed management issues
important in the region.
ASSESSMENT TASKS
How will students show evidence of achieving the Course Learning Outcomes? Indicate which assessments (if any)
are required for all sections.
Representative assessment tasks:
1.
2.
3.
4.
Quizzes and exams on terminology, concepts and management practices.
Small-group projects on analyzing watershed management issues.
Laboratory exercises on watershed science techniques.
Group presentations on watershed topics.
Required assessments for all sections – to include but not limited to:
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
Author, Title, and Date Fields are required
Author Brooks
et al.
Title
Hydrology and the Management of Watersheds
Author
Title
Date
Author
Title
Date
Author
Title
Date
Date
2003
Other Appropriate Readings:
peer-reviewed journal articles
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 5 of 8
May 29, 2016
PROPOSED TRANSFERABILITY:
CSU
UC
If CSU transferability is proposed (courses numbered
1-99), indicate whether general elective credit or specific
course equivalent credit is proposed.
If specific course equivalent credit is proposed, give
course numbers/ titles of at least two comparable lower
division courses from a UC, CSU, or equivalent
institution.
None
General elective credit
Specific course equivalent
1.
,
(Campus)
2.
,
(Campus)
CURRENTLY APPROVED GENERAL EDUCATION
CR
CSU
IGETC
CR GE Category:
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION
Rationale for CR General Education approval (including category designation): This course introduces and
examines characteristics of the environment that have broad social impacts and uses both
physical and biological science to examine the relationship between management of
watersheds and the goods and services demanded of them. Symbolic models are used in
describing the hydrologic cycle. The scientific method is used to demonstrate the
patterns of thought necessary to arrive at objective answers to water problems (e.g. a
student observes warm temperatures in one stream compared to another and develops
tests to underand possible causes). A basic understanding of the relationship of
management activities to the hydrologic cycle will enable students to better understand
their own actions and the impacts they have on water supply and aquatic organisms,
including endangered salmonids that reproduce in local waters.
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE)
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign
Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature,
Philosophy, Foreign Language)
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
Page 6 of 8
May 29, 2016
E. Lifelong Understanding and SelfDevelopment
E1 – Lifelong Understanding
E2 – Self-Development
D6 – History
D7 – Interdisciplinary Social or Behavioral
Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC)
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Same as above
Page 7 of 8
May 29, 2016
FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER NR-80
TECHNICAL INFORMATION
1. Department: SCI Science
16. CoRequisite Course: None
2. Subject: Natural Res Course No: 80
17. Recommended Prep: ENGL-350, MATH -106
3. Credit Type: D Credit Degree Applicable
18. Maximum Class Size: 25
4. Min/Maximum Units: 3.0 to
19. Repeat/Retake: NR No repeats
variable units
5. Course Level: D Possibly Occupational
20. Count Retakes for Credit:
yes
no
6. Academic Level: UG Undergraduate
21. Only Pass/No Pass:
yes
no
7. Grade Scheme: UG Undergraduate
22. Allow Pass/No Pass:
yes
no
8. Short Title: Intro to Watershed Management
23. VATEA Funded Course:
yes
no
9. Long Title: Introduction to Watershed
24. Accounting Method: W Weekly Census
Management
25. Disability Status: N Not a Special Class
10. National ID
(CIP):
03.0101
26. Billing Method: T-Term
11. Local ID
(TOPS):
011500
27. Billing Period: R-Reporting Term
12. Course Types:
 Level One Basic Skills: NBS Not Basic Skills

Level Two Work Experience:
28. Billing Credits: 3.0
29. Purpose: I Occupational Ed
NWE Not Coop Work Experience
30. Articulation No.

Level Three:
(CAN):
Placeholder for GE OR
31. Articulation Seq.
(CAN):
DOES NOT APPLY
32. Transfer Status: B Transfers to CSU only

Level Four: If GE : Choose One:
33. Equates to another course?
(course number).
13. Instructional Method: LL Lecture/Lab
14. Lec TLUs: 3.0 Contact Hours: 36
Lab TLUs: 3.0 Contact Hours: 54
Lecture/Lab TLUs: 6.0 Contact Hours: 90
34. The addition of this course will inactive
number). Inactive at end of
term.
15. Prerequisite: None
Particular Comments for Printed Catalog.
.
Curriculum Approval Date: 9/28/07
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 8 of 8
May 29, 2016
(course