Permission to Cross-list an Undergraduate Course with a Graduate Course (To be used only for courses already approved by the UPCC or GPCC) Title of Undergraduate Course ______Evolutionary Biology___________________________ Course Prefix & Number _______________Biol 3380_________________________ Department Offering Course _____Biology & Physics______________ Title of Graduate Course ___Evolutionary Biology_______________________________ Course Prefix & Number _____Biol 5380____________________________________ Graduate Program _______Masters of Arts in Teaching Science (MAT-Science)__ (1) Please provide a brief rationale for cross-listing these courses. One of the primary objectives of the MAT-science degree program is to provide prospective teachers with the appropriate depth and breadth in their subject area so that they are fully prepared to convey current, in-depth, and accurate content knowledge to their students. This course, Biol 3380, is intended to deepen and broaden the graduate students’ understanding of ideas of evolutionary biology that are central to the discipline. Biol 3380 is currently offered as an upper-level required content course in our programs. (2) In what ways will there be a substantial difference between undergraduate and graduate instruction? Instruction during class will focus on helping undergraduate and graduate students understand the core concepts of evolutionary biology while the graduate students will independently, and with guidance outside of class time as needed, seek to find connections and intersections between this course and the state-adopted secondary science curriculum, the Georgia Performance Standards (GPS). The expectation is that the graduate student will have a stronger foundation of content knowledge and will thus be expected to extend that understanding further than his/her undergraduate colleague. (3) In what ways are there substantially greater expectations for students enrolled for graduate credit? Graduate students will be expected to write a research paper and deliver a class lecture on the topic of their paper. By doing so, they will be expected to demonstrate how they will incorporate aspects of Evolutionary Biology into the courses they teach. The paper should be written at a level that can be understood by the students they would be teaching. (4) In what ways will the combined instruction of graduate and undergraduate students will be structured to ensure appropriate attention to both groups? Nothing is changing in terms of the undergraduate population. The additional work expected of the graduate students will be done outside of class time. The graduate students will be able to discuss their research project, and ways by which the can incorporate information from this class into their classrooms, by having discussions with the instructor of record. (5) Who will be the Instructor of Record for this course (the instructor of a crosslisted course must meet the university requirements for Provisional or Full Graduate Faculty status). Ronald H. Matson, Ph.D., 19 years of experience at KSU; undergraduate faculty status Thomas McElroy, Ph.D; years of experience at KSU; undergraduate faculty status Both have the qualifications necessary to be given graduate faculty status. (6) Please attach an undergraduate syllabus and a graduate syllabus for the crosslisted course (the requirements and expectations for students in each course must be identified in separate syllabi, which clearly identify evidence of substantially greater expectations for students enrolled for graduate credit. See attached syllabi (7) Please provide a summary diagram showing a comparison of requirements and expectations for undergraduate and graduate students enrolled in the course. BIOL 3380/5380 Undergraduate Expectations Graduate Expectations By the end of this course, students will Same as undergraduate with the following additional expectations and modifications: 1) Demonstrate an understanding of the centrality of evolutionary theory to all of biology. 2) Explain the impact of gene distribution in populations on evolution, adaptation, natural selection and speciation. 3) Be able to manipulate allele frequencies Write a 10-15 page research paper on a topic of their choice, but with the notion that the information they learn will be incorporated into the classes they teach in high school. Present the results of their research to the class. using Hardy-Weinberg. 4) Demonstrate the importance and usefulness of evolutionary theory in practical or applied applications. 5) Rely exclusively on empirical data when dealing with science issues. 6) Demonstrate the use of evolutionary theory as an integral theme in the Biology courses you teach. Approved______________________________ ____Graduate Program Director__________Date Approved___________________________________Department Chair __________Date Approved_____________________________________ GPCC Chair __________Date Approved____________________________________ Graduate Dean __________Date