LIBERAL STUDIES PROPOSAL/DELETION FORM
CHECK THE APPROPRIATE BOX(ES)
Distribution Blocks
This is a new course that I want to offer for Liberal Studies Distribution Block credit.
A UCC New Course Proposal Form must also be submitted to the UCC.
This is an existing course that is not currently approved for liberal studies Distribution Block
credit, but I would like for it to be considered for the next catalog year.
This course is already approved for liberal studies Distribution Block credit, but I would like to
realign it with the liberal studies changes that took affect in fall 2007.
This course is already approved for liberal studies Distribution Block credit, but I would like to
make substantial changes to the syllabus, so I am submitting it for re-approval.
Provide details about the change(s) here or on the attached syllabus.
A UCC Course Change Proposal Form may also need to be submitted to the UCC.
This course is already approved for liberal studies Distribution Block credit, but I would like to
delete it from the list of approved courses.
If the course is to be deleted from the catalog a UCC Course Deletion Form also must be
submitted to the UCC
Junior Level Writing
This is a new course that I want to offer as a Junior Level Writing course.
A UCC New Course Proposal Form must also be submitted to the UCC.
This is an existing course that is not currently approved as a Junior Level Writing course, but I
would like for it to be considered for the next catalog year.
This course is already approved as a Junior Level Writing course, but I would like to make
substantial changes to the syllabus, so I am submitting it for re-approval.
Provide details about the change(s) here or on the attached syllabus.
A UCC Course Change Proposal Form may also need to be submitted to the UCC.
This course is already approved as a Junior Level Writing course, but I would like to delete it
from the list of approved courses.
If the course is to be deleted from the catalog a UCC Course Deletion Form also must be
submitted to the UCC
Senior Capstone
This is a new course that I want to offer as a Senior Capstone.
A UCC New Course Proposal Form must also be submitted to the UCC.
080508 Liberal Studies Proposal Form
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This is an existing course that is not currently approved as a Senior Capstone course, but I would
like for it to be considered for the next catalog year.
This course is already approved as a Senior Capstone course, but I would like to make
substantial changes to the syllabus, so I am submitting it for re-approval.
Provide details about the change(s) here or on the attached syllabus.
A UCC Course Change Proposal Form may also need to be submitted to the UCC.
This course is already approved as a Senior Capstone course, but I would like to delete it from
the list of approved courses.
If the course is to be deleted from the catalog a UCC Course Deletion Form also must be
submitted to the UCC
Other. Please explain.
PROVIDE THE FOLLOWING INFORMATION
Course subject/catalog number:
Course title:
GER 350W
Capstone Seminar
Department chair name, phone, email:
Joseph.Collentine@nau.edu
College contact name, phone, email:
523-7791
SELECT ONE DISTRIBUTION BLOCK
If a topics course, must apply to ALL sections.
Aesthetic and Humanistic Inquiry
Cultural Understanding
Science/Applied Science
Social and Political Worlds
SELECT ONE ESSENTIAL SKILL TO BE ASSESSED
Critical Thinking
Effective Writing
Scientific Reasoning
Is this a topics course?
Effective Oral Communication
Quantitative Reasoning
yes
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no
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Approvals:
Department chair: _______________________________________________
Department curriculum committee chair: ______________________________
Dean of college: __________________________________________________
When completed, please save this proposal (with the syllabus pasted below) as
a .doc file and email it as an attachment to shelly.pleasants@nau.edu. Please
also send a hard copy, complete with signatures, to Shelly Pleasants at NAU
Box 4122.
_____________________________________________________________________
Date __________
For Liberal Studies Committee
Approved as submitted
Approved as modified
Date __________
For University Curriculum Committee
Approved as submitted
Approved as modified
_____________________________________________________________________
The syllabus below represents a master syllabus, which means that it reflects
elements common among all sections of this course.
For topics courses, the syllabus below identifies the student learning outcomes
that will be found in all topic syllabi, and also explains by what methods
student learning outcomes will be assessed in all topic syllabi offered under this course number.
Click here for a syllabus template.
Course Syllabus
General Information
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College of Arts and Letters
GER 350W – Environmental Sustainability in Germany: Issues, Models, and
Applications.
Offered every Spring semester
3 credit hours
Dr. Bernd Conrad
BAA 222
T 5-730
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Course prerequisites
GER 202
Course description
GER 350W is a junior-level writing course for the revised BA in Modern
Languages (under review as of the completion of this syllabus). This course
will help students to develop an in-depth knowledge of the language and
concepts associated with environmental sustainability in Germany. Being
considered one of the world’s leaders in the development and use of green
technologies, Germany has become a showcase of business ventures that aim to
be economically viable while maintaining a sustainable relationship to the
environment. Video documentaries of sustainability projects recorded on
location and regularly featured on TV will be the primary source of
materials. Students will learn about the people, places, and cultural trends
that propel the sustainability movement. The course will also offer a
framework for exploring new developments in environmental science and
technologies in Germany and their potential to serve as models world-wide. In
order to apply a synthesis of the knowledge acquired from the video
documentaries, students will collaborate on a simulated environmental
sustainability project to be presented to an audience of upper division
students.
Student Learning Expectations/Outcomes for this Course
As a 300-level course, GER 350W will refine skills acquired in lower division
and provide additional opportunities for oral and written discourse.
Consistent with the emphasis on writing, the course requires draft and
revision of four composition tasks that satisfy the Junior Level Writing
requirement. Language skills related outcomes are defined on the basis of the
B1 proficiency level of the European Common Reference Framework for Language
Study. Critical thinking and analysis skills expectations are informed by the
department's Global Engagement goals: to create opportunities for becoming
equipped with, experiencing, and exploring environmental sustainability
thought the lens of a culture that is a global leader in this area.
Specifically, learning outcomes and expectations for GER 350W are as follows:
1.
2.
3.
Students will be able to identify key concepts of environmental
sustainability and will be able to analyze them in target-language oral
and written discourse.
Students will be able to compare and contrast the important environmental
sustainability approaches in Germany and their local impact as well as
assess their potential for global implications and applications.
Students investigate the scientific, technological, and economic
developments important to environmental sustainability and produce
target-language written or oral discourse communicating their findings
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Course structure/approach
The introductory phase is to provide students with a conceptual framework for
environmental sustainability and to prepare them linguistically for
reflecting and investigating the topic in German. In the familiarization
phase, the first of two main units of the course, the key ideas will be
contextualized for them by showcasing established and experimental
sustainability projects via video and -–to a lesser extent— via printed
documentation. Having familiarized themselves with a variety of
sustainability applications in class, students will be ready to explore
additional projects by researching or discovering them on the web on their
own. This third phase, exploration, will partially overlap with the previous
one. In order to apply a synthesis of the knowledge acquired in and outside
of the classroom, students will collaborate to create in the last phase of
the course a simulated environmental sustainability project to be presented
at the end of the semester to an audience of upper division students.
Textbook and required materials
selected features from Deutsche Welle TV programs Made in Germany, Projekt
Zukunft, Kultur.21, fit & gesund, Global 3000;
compilation of transcripts of TV broadcasts, magazine, newspaper articles,
and transcripts of TV broadcasts;
Assessment of Student Learning Outcomes
Semester
project
15%
Final exam
15%
Exams
30%
HW:
30%
Participation
10%
Upon initial brainstorming and planning in conjunction
with your instructor in class, you will complete outside
of class a collaborative small-group project designing,
describing, and orally presenting in the target-language
a simulation of an environmental sustainability semester
project. The written description of your project serves
as one of four compositions to be included in the junior
level writing portfolio.
You will take a comprehensive written final exam over
the concepts and language presented in the course
materials
There will be one written exam at the end of the
introductory phase and one at the end of the
familiarization phase. Both will assess aural
comprehension, writing ability, and understanding of key
sustainability concepts
You will complete various homework assignments to
develop your listening, reading, and writing skills,
including all four compositions to be included in the
junior level portfolio.
You will be assessed at the end of the semester as to
the extent to which you participated in class
discussions, came to class prepared, and cooperated
during group work activities.
Junior Level Writing Portfolio
The written portfolio consists of four writing tasks that represent different
discourse modes and follow a draft and revision procedure. At the end of the
semester, present to your instructor all revised papers in one folder.
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1. Summary (for week 4). Summarize the distinction "nachhaltig" (sustainable)
versus "wiederverwertbar" (recyclable) in the context of the "Schubladen"
sustainability venture presented in class
2. Narrative (for week 8). Give details about characters, setting, and
actions observed in the presentation of one of the experimental materials
projects. Write your narrative account in the past tense.
3. Personal Letter (for week 12). Write a letter to a friend about one of the
sustainability projects you explored on your own online during weeks 9-11.
4. Description (for week 15). Describe your collaborative semester project.
Give as many details as possible about materials, production process, product
shape, color, and function.
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Grading System
A
B
C
D
F
90-100%
80-89%
70-79%
60-69%
< 60%
Course outline
Topics and Activities
Homework (HW) & Exams
PHASE I
Introduction to sustainability concepts & language
Week 1
conceptual framework & key
terminology
HW: reading
Week 2
people, places, and the culture
of sustainability
HW: reading
Week 3
sustainable versus recyclable:
The "Schubladen" project
HW: reading
PHASE II Familiarization with Sustainability Projects
Week 4
green fashion 1: "Ökomode"
HW: writing task 1
first exam
Week 5
green fashion 2: "Ökomode"
HW: video review &
reading
Week 6
alternative materials:
experimentation
HW: video review
worksheet
Week 7
alternative materials: products
HW: video review &
reading
Week 8
renewable energies
HW: video review
worksheet
HW: writing task 2
PHASE III Familiarization and Exploration
Week 9
food: "Haus Bollheim" &
HW: video review &
"Überfischung"
explore
Week 10
economics & finance 1: "Not
business as usual"
HW: video review &
explore
Week 11
economics & finance 2: "Not
business as usual"
HW: video review &
explore
PHASE IV Sustainability Project Design Experience
Week 12
planning and brainstorming
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HW: writing task 3
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second exam
Week 13
planning and brainstorming
HW: video review tech
design
& science
Week 14
design
HW: video review tech
& science
Week 15
description draft & revision
HW: writing task 4
Week 16
FINALS
Final exam: Consult the final exam schedule at:
http://home.nau.edu/registrar/calendars.asp
Course policy
 Retests/makeup will only be granted for excused absences.
 Attendance is mandatory and missed classes or meetings will result
in a lower participation grade.
 This course enforces strictly to the university policy on academic
honesty.
NORTHERN ARIZONA UNIVERSITY POLICY STATEMENTS
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy seeks to prohibit
discrimination and promote the safety of all individuals within the
university. The goal of this policy is to prevent the occurrence of
discrimination on the basis of sex, race, color, age, national origin,
religion, sexual orientation, disability, or veteran status and to prevent
sexual harassment, sexual assault or retaliation by anyone at this
university.
You may obtain a copy of this policy from the college dean’s office or from
the NAU’s Affirmative Action website http://home.nau.edu/diversity/. If you
have concerns about this policy, it is important that you contact the
departmental chair, dean’s office, the Office of Student Life (928-523-5181),
or NAU’s Office of Affirmative Action (928-523-3312).
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by
contacting Disability Resources (DR) at 523-8773 (voice)or 523-6906 (TTY),
dr@nau.edu (e-mail)or 928-523-8747 (fax).Students needing academic
accommodations are required to register with DR and provide required
disability related documentation. Although you may request an accommodation
at any time, in order for DR to best meet your individual needs, you are
urged to register and submit necessary documentation (www.nau.edu/dr) 8 weeks
prior to the time you wish to receive accommodations. DR is strongly
committed to the needs of student with disabilities and the promotion of
Universal Design. Concerns or questions related to the accessibility of
programs and facilities at NAU may be brought to the attention of DR or the
Office of Affirmative Action and Equal Opportunity (523-3312).
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INSTITUTIONAL REVIEW BOARD
Any study involving observation of or interaction with human subjects that
originates at NAU—including a course project, report, or research paper—must
be reviewed and approved by the Institutional Review Board (IRB) for the
protection of human subjects in research and research-related activities.
The IRB meets monthly. Proposals must be submitted for review at least
fifteen working days before the monthly meeting. You should consult with your
course instructor early in the course to ascertain if your project needs to
be reviewed by the IRB and/or to secure information or appropriate forms and
procedures for the IRB review. Your instructor and department chair or
college dean must sign the application for approval by the IRB. The IRB
categorizes projects into three levels depending on the nature of the
project: exempt from further review, expedited review, or full board review.
If the IRB certifies that a project is exempt from further review, you need
not resubmit the project for continuing IRB review as long as there are no
modifications in the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each
department’s administrative office and each college dean’s office or on their
website: http://www.research.nau.edu/vpr/IRB/index.htm. If you have
questions, contact the IRB Coordinator in the Office of the Vice President
for Research at 928-523-8288 or 523-4340.
ACADEMIC INTEGRITY
The university takes an extremely serious view of violations of academic
integrity. As members of the academic community, NAU’s administration,
faculty, staff and students are dedicated to promoting an atmosphere of
honesty and are committed to maintaining the academic integrity essential to
the education process. Inherent in this commitment is the belief that
academic dishonesty in all forms violates the basic principles of integrity
and impedes learning. Students are therefore responsible for conducting
themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying
instances of academic dishonesty. Faculty members then recommend penalties to
the department chair or college dean in keeping with the severity of the
violation. The complete policy on academic integrity is in Appendix G of
NAU’s Student Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm.
ACADEMIC CONTACT HOUR POLICY
The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2206, Academic Credit) states: “an hour of work is the equivalent of 50
minutes of class time…at least 15 contact hours of recitation, lecture,
discussion, testing or evaluation, seminar, or colloquium as well as a
minimum of 30 hours of student HW: is required for each unit of credit.”
The reasonable interpretation of this policy is that for every credit hour, a
student should expect, on average, to do a minimum of two additional hours of
work per week; e.g., preparation, HW:, studying.
SENSITIVE COURSE MATERIALS
If an instructor believes it is appropriate, the syllabus should communicate
to students that some course content may be considered sensitive by some
students.
“University education aims to expand student understanding and awareness.
Thus, it necessarily involves engagement with a wide range of information,
ideas, and creative representations. In the course of college studies,
students can expect to encounter—and critically appraise—materials that may
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differ from and perhaps challenge familiar understandings, ideas, and
beliefs. Students are encouraged to discuss these matters with faculty.”
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