St. Cloud State University
General Education Goal Area 10
Environmental Issues
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Arriagada, Voelz, Julius
Phone: 308-1500
Email: jearriagada@stcloudstate.edu
2.
Requesting Unit: Biology
3.
Department, Course Number, Title: BIOL 152. Organismal Diversity
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
Existing Course
No
Diversity Proposal Accompanying This Form
6.
Will this course also satisfy another General Education Goal Area?
No
Yes
If “Yes” specify which goal area.
GE3 Natural Science
7.
Course bulletin description, including credits and semesters to be offered:
BIOL 152. Organismal Diversity
Organisms at the cellular, organismal, and ecological levels. Integrate knowledge, terminology and concepts from
all fields of biology to gain an initial appreciation of the origin of life, how species diversity arose and is
maintained. Lab. 4 Cr. F, S, SUM
We intend to submit an editorial change to include the following statement:
This course is designed for biology majors/minors, but it is also appropriate for well prepared general education
students by permission of instructor.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
This course is designed for biology majors,/minors but it is also appropriate for well prepared general
education students. No other known affected departments.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
Not applicable
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11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment has not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
12/11/2009
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 10: Environmental Issues
Examine the interrelationship of humans and the natural worlds from scientific and socio-cultural
perspectives and the complex environmental challenges that result.
Laboratory exercises, reading primary and secondary literature, and lectures are integrated to increase
understanding of the diversity and unity of life. This course uses biological science to examine organismal
and ecological processes including humans as organisms and ecological participants. The course
emphasizes knowledge of genetic and organismal diversty, evolution, and ecology, which includes
environmental challenges that are influenced by humans as part of the natural world.
13. In order for a course to be designated as fulfilling Goal Area 10, it must address at least 4 of the 5 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Explain the basic structure and function of various ecosystems and human adaptive strategies within those
systems.
2. Discern patterns of interrelationships of bio-physical and socio-cultural systems.
3. Describe the human institutional arrangements (social, legal, political, economic, and religious) that deal with
environmental and natural resource challenges.
4. Analyze environmental and natural resource issues in light of understandings about interrelationships,
ecosystems, and institutions.
5. Propose and assess alternative solutions to environmental problems including issues involving sustainability.
14.
Explain how each of the learning outcomes checked above is achieved by this course.
Fulfilling Goal Area 10
1. Explain the basic structure and function of various ecosystems and human adaptive strategies within those
systems.
Through lab experiments students make observations and collect data within a selected ecosystem. Through
exams students demonstrate understanding of coneopts and principals of structure and function of various
ecosystems and how organisms (including humans) have adapted to each. Students are also asked to enumerate
ways in which humans have modified these settings with positive and negative outcomes and to recommend
strategies for reclamation of habitat. For example one laboratory assignment might include a report in which
students determine and explain human impact on three different type of habitats.
2. Discern patterns of interrelationships of bio-physical and socio-cultural systems.
This course has greater emphasis on the bio-physical interrelationships, but will also ask students to study
conservation ecology (including socio-cultural systems) and behavioral ecology. In the lab projects involve
habitat, the explanation of human impact and use of land, managing diversity, and the economic implications.
3. Describe the human institutional arrangements (social, legal, political, economic, and religious) that deal with
environmental and natural resource challenges.
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Students examine conservation ecology and human management of organismal and genomic diversity to restore,
and maintain diversity. The course includes examples from different human societies and points in history as
students evaluate the failures & successes of different approaches to organismal diversity. For example, students
may learn about pesticides illegal in the U.S. being used elsewhere and returning in the U.S. food supply
demonstrating a failure of political, and legal boundaries to achieve a goal.
4. Analyze environmental and natural resource issues in light of understandings about interrelationships,
ecosystems, and institutions.
Ecology unit based on interrelationships and ecosystems, green movement and other institutions. Photosysnthesis
segment incorporates informations about changing CO2 concentrations, etc.
In habitat research Students contrast different habitats and analyze and critique land-use planning,
geomorphology, historical use, in cluding habitats like wetlands , farmland , and natural or restored areas.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further.
Course Objectives:
1. Learn enough about biology to allow you to make informed decisions about some of the important issues
concerning biology that face society today.
2. Begin to develop an understanding of science, its scopes and its limitations.
3. Begin to develop an appreciation of both the incredible diversity and the unity of life, of which humans are one
part.
4. Develop knowledge and a conceptual base in the areas of diversity, evolution, and ecology.
Unity of Life; Pre-biotic Earth; Scientific Method
Origin of Life; Systematics
Diversity
Plant Form & Function
Evidence for Evolution: Microevolution
Evidence for Evolution: Macroevolution
Animal Form & Function
Behavioral Ecology
Population and Community Ecology
Dynamics of Ecosystems
Conservation Ecology
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10%
10%
10% SLO 1
10% SLOs 1 2 3 4
10%
10%
5% SLOs 1 2
5% SLOs 1 2 3 4
10% SLOs 1 2 3 4
10% SLOs 1 2 3 4
10% SLOs 1 2 3 4
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department:
Course or Course(s):
Department or Unit Chair Signature
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date