Department: BCES
AREAS OF INQUIRY
Course Number: BIOL 114
Course Name: Topics in Evolution and Diversity
see attached course proposal
INVESTIGATING THE
NATURAL WORLD
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 an evolution-based topic as the basis, specifically bizarre beasts.
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 with the diversity and biology of bizarre beasts as
the focus. The creatures of myth and lore will be investigated in terms of their connection to actual
organisms, their evolution, ecology, and basic biology. Historically important and contemporary research
will be considered and used to provide an understanding of our present knowledge. Basic biological and
zoological concepts will be explored. Current misconceptions regarding animals will be considered.
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
BIOLOGY 114
Biology of Bizarre Beasts
Spring 2005
Dr. Rick Sherwin
Science Building Room 115
rsherwin@cnu.edu
(757) 594-7454
Office Hours: TBA
General Information: This course designed to introduce students to the wonders of the biological world.
We will investigate the evolutionary and ecological foundations of diversity, and study the biological
templates that formed the creatures of myths and legend. We will study some of the worlds most fascinating
and bizarre creatures and use them as points of references to gain a broad understanding of biology, zoology,
and diversity. You will be encountering many new and unfamiliar terms and ideas, some of them concrete
and some abstract. As the semester progresses, the material will build upon that which has preceded it. Thus,
it is imperative that you keep up with the material from the first day and that you incorporate new material
into the body of information previously learned.
Keys to Success:
 Be here. On time. Lectures and quizzes will begin on time regardless of whether or not all (or any)
students are present.
 Participate. Adequate preparation before class is expected and assumed. Chapter readings are assigned
for each week we meet (see attached schedule). It is your responsibility to have done the readings in advance
of lecture. Materials for quizzes will be derived from both the assigned reading for that session and from
prior lectures.
 Be considerate of fellow students. Socialize before lecture begins; turn off pagers, cell phones and other
potentially disturbing devices. If you arrive late, quietly take your seat near the exit. If you cause disruptions
in class you will be asked to leave, if this occurs you will forfeit all quiz points for that week. Repeat
offenders will be removed from the class rolls.
 Be inquisitive. If you wish to ask questions during lecture, please do, however I do ask that you raise
your hand and wait to be called upon. Listen to the answers when others ask questions. If you develop
questions outside of lecture come to my office hours for assistance.
 Work together. Study with classmates. I can’t stress enough how important it is to work together.
Explaining concepts to others is the best way to master the material.
Attendance: Daily attendance will not be taken, however you are expected to be at all lectures throughout the
semester. If you miss class it is your responsibility to learn the material covered during your absence.
Text: To be determined
Testing: Expect weekly quizzes throughout the semester. Quizzes will generally be given at the start of class
and no additional time will be given to those who arrive late. There will be no make-up quizzes offered,
however, your two lowest quiz scores will be dropped. Three midterm exams and a comprehensive final will
be administered and you must take each exam to pass the course. No make-up exams will be offered,
however, under rare extenuating circumstances, arrangements can be made to take the exam early.
Grading:
Weekly Quizzes……………………………………………………….50% (two lowest grades
dropped)
Three exams, OR comprehensive final score (whichever is higher)….50%
The final grade will be determined as:
A 92.6-100, A- 89.6-92.5, B+ 86.6-89.5, B 82.6-86.5, B- 79.6-82.5, C+ 76.6-79.5, C 72.6-76.5,
C- 69.6-72.5, D+ 66.6-69.5,
D 62.6-66.5, D- 59.6-62.5, F <59.6
Contacting me: Email is the surest way to contact me, however, if you send me an email please write
“Biology 107” in the subject line. This is particularly important as I do not open email messages unless the
subject line clearly pertains to me, or I recognize the email address of the sender. My office hours are listed
above, and you can rely on me being there during those times. If you cannot make it during my office hours,
let me know and we can set up an alternate time to meet.
Special Needs: If you have a disability, you should make an appointment with me to discuss your needs for
the semester. In order to receive accommodation, your disability must be on record with the Academic
Advising Center (594-8763, Administration Building, Room 125). Please bring me that office’s official
recommendations early in the semester so that I can make appropriate arrangements.
All athletes with games that conflict with class times need to see me within the first two weeks of class with
their game-conflict schedule. Athletes will only be permitted to take quizzes or exams in advance of the
conflict not after the rest of the class has taken the test.
All requirements and rules discussed in the University handbook apply. All graded work must be
original and represent your own independent effort. Plagiarism and cheating are very serious
offences and will be dealt with appropriately.
BIOLOGY OF BIZARRE BEASTS –Schedule
Week
Lecture
1
Mythical Beasts and Humans: defining boundaries of reality and lore
2
Continued
3
A primer in evolution: why do animals look the way they do?
4
A primer in ecology: why do animals act the way they do?
5
Colorful males and drab females: the importance of sex in physical appearance
6
The science of bigness: size does matter
7
The science of littleness: does size really matter?
8
The behaviors of Beasts: Unbelievable mating rituals
9
The behaviors of Beasts: Unbelievable diets and hunting strategies
10
The Aerial Bestiary: The price paid for flight
11
The Aquatic Bestiary: A world of friction and buoyancy
12
The Subterranean Bestiary: Life in the dark
13
The Terrestrial Bestiary: Our realm…or is it?
14
The Bestiary of “Other bizarre worlds”: subnivean, and saxicolous life
15
Creating new “myths”
16
FINALS
UNDERGRADUATE CURRICULUM COMMITTEE
NEW COURSE PROPOSAL FORM
Does this proposal affect Liberal Learning requirements? Yes _X__ No ___
1.
Title of Course: Topics in Evolution and Diversity
Proposed Course Number (cleared with Registrar): BIOL 114
Prerequisite Courses: None
Catalogue Description (including credits, lecture, and lab hours): (3,0,3)
Topics in evolution and diversity 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. The basic concepts and processes of this biological area will
be covered. Effects on society will be discussed. The various sections will be one-semester courses with titles
that may include: The Biology of Bizarre Beasts, Pollination: Coevolution at work, Biodiversity & Extinctions,
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
2.
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 specific topics as the means.
3.
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
4.
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? N/A
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.
7.
How will the course be staffed?
Various faculty members already teaching in the introductory biology program
8.
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.)
|
Department(s): (1)
Date: ________
(2)
Date: ________
College Curriculum
Committee:
Date: ________
Dean:
Date: ________
Dean:
Date: ________
Undergraduate Curriculum
Committee:
Date: ________
Concur
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
Do Not
Concur**