Department: BCES
Course Number: BIOL 112
Course Name: Topics in Zoology
see attached course proposal
This form must be submitted to the Faculty Council on Liberal Learning and Academic Life as part of the submission process.
Please attach a proposed syllabus for this course and the Undergraduate Curriculum Course Proposal Form.
DEADLINE FOR PROPOSALS: 16 September 2005
Please answer the following questions:
This is a new course that we are now proposing for this Area of Inquiry.
1. Name and contact information for the department chair administrating this course.
Harold Cones, 4-7061
2. In any given semester, how many sections of this course is your department willing to offer?
2-4 depending on personnel
3. Why is this course being offered/what is it designed to achieve (Course purpose/goal)?
This course is being offered for nonmajors as a course to use to satisfy the Investigating the Natural
World Area of Inquiry. Students will gain an understanding of how science operates and its role in modern society and do so using a zoological topic as the basis, specifically sex in animals.
4.
All courses must address every objective listed below.
Lecture

Understand the process of science and the strengths and weaknesses of this process

Understand that our present knowledge of the natural world is the result of the progression of scientific
ideas over time

Apply scientific knowledge to the definition, understanding, and evaluation of issues of contemporary
society

Gain an understanding of a body of knowledge in at least one natural science discipline
5.
Briefly explain how this class addresses the above objectives.
Students will be introduced to the process of science. The biology of sex in animals will be the focus.
Students will explore the role of sex in the life cycle of animals, and will do so by examining the reproductive process of animals with a focus on humans. The development of current views in this field will form the basis for applying knowledge in this field to aspects of modern society.
6.
Course Assessment: Identify how this course will accomplish the above objectives (choose at least one).

Participating in class discussion and debate

Engaging in teamwork and other collaborative exercises

Writing analytical or evaluative papers, perhaps incorporating original research

Making oral presentations


Performing laboratory experiments

Conducting data analysis

Participating in fieldwork

Other means – please identify
It is anticipated that sections of this course initially will have to accommodate 90 students on average in order to meet demand. Given this size class the types of assessment done are somewhat limited. Some collaborative group work, limited class discussion, short papers, and problem-solving activities will be done. As class size is reduced it is expected that oral presentations and longer analytical papers can be used.
7.
Attach a proposed syllabus, which includes a statement of purpose, course objectives, and how these objectives will be accomplished.
The attached syllabus is an example of one specific topic/section that could be taught for this course. The departmental curriculum committee will evaluate all proposed sections of these AoI courses. All approved sections will have the following purpose and objectives.
Purpose: to introduce students to a particular area/problem of biology and to use this topic as a way for students to understand how science works and what the role of science is in modern society.
Objectives: to learn about a particular biological topic to understand how science works to understand what our state of knowledge of this topic is & how it was achieved to understand the role of science in modern society to be able to find the information necessary to understand other contemporary scientific issues
Prior to preregistration each semester a list of sections of the courses to be taught will be made available.
Each section will have a specific title and a description of the topic for that section.
8. Please identify and explain if this course contributes to the Foundations of Liberal Learning expectations for:
Information Literacy: students will gain knowledge in a scientific field and about how new knowledge is acquired in the sciences.
9. Explain how this course connects to Vision 2010 – the CNU Strategic Plan
This course will provide good ways to connect students to science, its process and its role in today’s society. Current topics will be of interest to students, making it more likely that they will be engaged with the material. Having faculty members present topics more aligned with their areas of interest and expertise will be beneficial to both students and instructors. All in all, these courses will be good additions to the curriculum and they will help prepare students to be informed and aware citizens.
Submission Checklist:
By the deadline, submit a packet with the following documents to the Assistant Dean for Liberal Learning. Please submit in electronic and hard copy form.
_____ Area of Inquiry Course Proposal Form
_____ Syllabus for the Course
_____ Undergraduate Curriculum Committee Course Proposal Form

Instructor:
Contact:
Email: bsavitz@cnu.edu
Dr. Barbara A. Savitzky
Office: NS 216 (enter through 218); Telephone: 594-7782;
Office Hours: Mondays, Wednesdays & Fridays: 1200-1345; Mondays: 1600-1700;
Thursdays: 1230-1330
Purpose and Objectives: The purpose of this course is to understand sex from a biological point of view. While sex might be something your dream about, giggle about, or worry about, sex is ultimately about reproduction. Reproduction is one of the characteristics of life. Sexual reproduction is the most common form of reproduction in animals (and plants). Sex is really about the formation of two different types of gametes (sperm and eggs) and getting those gametes together to form an offspring with the genes of the individuals who produced those gametes. The gametes may come from one individual or two.
They never come from more than two individuals, which is quite interesting. If there are two individuals, they don’t necessarily come in contact with each other. Many animals in the ocean release gametes into the water simultaneously. The gametes may or may not meet up with each other. Sex doesn’t even make sense to many theoretical biologists because it isn’t very efficient. It would really make more sense if individuals could reproduce themselves alone. Finally, we humans are really strange animals because we often engage in sex without any intention of reproducing. We also “do it” all year long, not just during a particular time of year like most animals. We also live for many years after our ability to reproduce has ceased or diminished and continue to engage in sexual activity. Why? Biologically, what’s the point? Many animals live just long enough to reproduce and die very soon after reproduction. No other animals outlive their ability to reproduce.
We will first examine the reproductive process in organisms and sexual reproduction as a reproductive strategy. Then we will examine sexual reproduction in humans. We will end by evaluating human sexual mores from a sociobiological point of view.
Resources: Students will purchase three books:
Gribbin, J., and J. Cherfas. 2001. The Mating Game. Barnes and Noble Books, New York, NY. (hardback) $9.95
Diamond, J. 1997. Why is Sex Fun? The Evolution of Human Sexuality . Basic Books, New York, NY. (paperback)
$11.00
Roughgarden, J. 2004. Evolution’s Rainbow: diversity, gender, and sexuality in nature and people.
California Berkely and Los Angeles Press, Berkely, CA. (paperback) $17.95
University of
Primary and secondary literature articles will also be assigned. The course will occasionally be supplemented by material from introductory biology textbooks in the form of Powerpoint presentations.

Written Communication: Students will write 2-3 page summaries of two scientific articles selected from photocopies provided by the instructor. The goal is to summarize the main issues addressed by the articles, the methods used in the research, the results, and the inferences from the research. Students are invited to critically examine these conclusions in a separate paragraph(s) at the end of their summary. Papers will be rewritten after editing by the instructor if needed. Other short writing projects and/or quizzes will also be given in order to assess students’ understanding of the material between exams.
Oral Communication: Each student will be responsible for acting as an instructor to select and present the critical information from a scientific paper to the class and then lead a discussion of the article.
Exams: Three exams will be given. They will be a mix of multiple choice and short answer questions.
Assessment: Summaries
“ Quizzes”
Exams
Article Presentation
(100 pts. Each)
(150 pts. Each)
75 points
450 pts.
200 pts.
150 pts.
75 pts.
Participation/citizenship 50 pts.
920 pts.
Grading Scale
A=100-92; A- = 91-90;
B+ = 89-88; B = 87-82; B- = 81-80;
C+ = 79-78; C = 77-72; C- = 71-70;
D+ = 69-68; D = 67-62; D- = 61-60;
F=< 60
If you believe that you have a disability, you should make an appointment to see me to discuss your needs. In order to receive an accommodation, your disability must be on record in the Academic Advising Center, 594-8765, Administration Building, Room 125.

Assignments: Powerpoint presentations will be made available on WebCT. Additionally, articles, links to articles, or titles of articles available in electronic reserve through the library will be posted on WebCT. Check WebCT for these assigned articles each week.
Date Topic
Week 1 Reproduction & DNA
Assignments
Powerpoint;
MG Ch. 1, 2
ER Ch. 1
Week 2
Paper 1
Reproduction of cells: mitosis
Asexual forms of Reproduction
Week 3 Gender: Why two sexes? Do we need men?
Gender in plants.
Week 4 Gender: Gametogenesis and development
Week 5
Exam 1
Of gender in plants and animals
Finish Gender Formation
Week 6 Variations on Gender in Nature
Articles
Powerpoint
Article; Powerpoint
ER Ch. 2, 3, 5
MG Ch. 3, 5
Powerpoint
ER Ch. 10, 11
Articles; Powerpoint
Week 7
Paper 2
Sexual Selection
Week 8 Mating Systems
ER Ch. 6, 8
Article
Powerpoint; ER Ch. 7
Articles; MG Ch. 5, 7
Powerpoint; Article;
MG Ch. 6, WSF Ch. 5
Week 9 Sex Roles & Differences ER Ch. 4, 12, 14;
WSF Ch. 2, 3
WSF Ch. 7, MG Ch. 8 Week 10
Exam 2
Finish Sex Roles, Sexual Selection
Week 11 Interesting Variations in Nature and Humans Articles
ER Ch. 8, 19
Week 12 Humans: The Animals with the Weirdest Sex Life WSF Ch. 1, 4, 6,
Powerpoint
Week 13 Humans Weirdness Causes Problems
Week 14 Culture, Religion, and Human Sexuality
Week 15 Final Exam
ER Ch. 13, 14, 15, 16
ER Ch. 18, 20, 21, 22

7.
8.
2.
3.
4.
1.
UNDERGRADUATE CURRICULUM COMMITTEE
NEW COURSE PROPOSAL FORM
Does this proposal affect Liberal Learning requirements? Yes __X___ No ____
Title of Course: Topics in Zoology
Proposed Course Number (cleared with Registrar): BIOL 112
Prerequisite Courses: None
Catalogue Description (including credits, lecture, and lab hours): (3,0,3)
Topics in zoology will be used to introduce the process of science and this process will be the overriding theme of the course. The course will also look at the history of a particular topic and see how the history has helped to shape contemporary views. Effects on society will be discussed. The various sections will be onesemester courses with titles that may include: the biology of sex, the domestication of animals, animal communication, animal societies, and these will be taught on a rotating basis. Each individual section will go through the departmental curriculum committee for approval.
Is the course cross-listed? If so, what is the number of the other course? N/A
**A proposed syllabus, including complete text and/or reference information, as well as any relevant information to this decision, must be appended.
NOTE: All affected department chairs must sign approval on last page.
For whom is the course primarily intended? Explain why it should be added to the curriculum.
Non-biology majors as an AOI in Investigating the Natural World.
The course will introduce the process of science using exciting current topics as the means.
If this course is required, append a description of how the course fits into the curriculum. Indicate how it affects hours required for graduation. N/A
Has this course been offered previously as a special topics course? If so, when? What course number was used? N/A
5. Has this course, or one closely related to it, been offered at CNU previously?
If so, is that course currently being offered? How does the proposed course differ? When is the last term the old course will be offered? N/A
6. What is the anticipated enrollment per offering for the next three years? 90 per section originally
During which term will this course first be offered?
Fall 2006 Spring 20___ Summer 20___
During which semesters will this course regularly be offered?
Fall 2006 Spring 2007 Summer 20___
Print in the 2006-2007 (academic year) Undergraduate Catalog.
How will the course be staffed?
Various faculty members already teaching in the introductory biology program
Does the course involve a particular classroom, special equipment, or costs beyond those usually associated with a course at CNU? If so, please explain. N/A
9. Is the course repeatable for additional credit? If so, is there a limit to the number of times the course can be repeated? (e.g., applied music courses) NO

10.
If this course is for an Area of Inquiry a. Identify the Area of Inquiry Investigating the Natural World b. Demonstrate how your course will meet the objectives of this Area of Inquiry
The various sections of this course will address all areas required of this AOI including: understanding the process of science including its strengths and weaknesses; how present knowledge is the result of a progression of scientific thought; applications of the field to contemporary society; gaining understanding of a scientific discipline.
This course was approved by:
(Liberal learning core courses must be reviewed by BOTH academic Deans.) Concur Do Not
| Concur**
Department(s): (1) Date: ________
(2) Date: ________
College Curriculum
Committee: Date: ________
Dean: Date: ________
Dean: Date: ________
Undergraduate Curriculum
Committee: Date: ________
Changes to the Liberal Learning requirements must be reviewed by the Faculty Senate.
Faculty Senate President: Date: ________
Provost Date: ________
Distribution by Provost Office following approval:
Department Chair(s), UCC Chair, Deans, Registrar
** If “Do Not Concur” is checked, please attach a statement of explanation.
Rev. 01/26/05