UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: GLG 439C
2. Units:
See upper and lower division undergraduate course definitions.
3. College: CEFNS
4. Academic Unit:
1-2
SESES
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
The goal of this course is to develop your field skills to the point that you can independently
conduct and complete a field-mapping project either assigned by an employer or as part of a
graduate thesis. Basic mapping skills are essential for careers in environmental and
engineering geology, geophysics, hydrogeology, petroleum geology, the minerals industry,
basic research, and even some sub disciplines within the life sciences. We will also introduce
you to using modern mapping techniques of using a computer in the field with interactive GPS
and GIS software for mapping. You should develop the abilities to visualize geospatial
relations in three and four dimensions, develop and critically evaluate multiple working
hypotheses, prepare accurate, neat, professional geologic maps, and to write clear, concise
reports. We encourage you to work in groups in the field but all assignments, including maps,
cross-sections, reports, and GIS projects (and all parts of all of these) must be exclusively
your work.
(1) Locate yourself on a topographic map
(2) Measure strike and dip of bedding planes and other surfaces (faults, mineral foliation,
etc.)
(3) Recognize basic minerals in the igneous, metamorphic, and sedimentary rocks
(4) Describe rocks in the field, including igneous, metamorphic, and sedimentary structures
and textures.
(4) Follow and accurately map contacts in the field
(5) Recognize and accurately map faults in the field
(6) Recognize and accurately map unconformities in the field
(7) Apply the principle of crosscutting relations in the field to determine relative ages of
geologic features and events
(8) Know common geologic map symbols (strike and dip of bedding, contacts, faults, fold
axes)
(9) Draw a topographic profile and basic cross section from a geologic map
(10) Plot planes, poles to planes, and lines on a stereonet
(11) Define a pi axis from poles to bedding plotted on a stereonet (and know what it means)
Effective Fall 2012
(12) Be able to make basic interpretations of environments of deposition
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
In the past, we have run GLG 440C partly in May after graduation. We are switching the former
May projects to winter session so that the students can graduate on time.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2016
8. Long course title:
PROFESSIONAL DEVELOPMENT
(max 100 characters including spaces)
9. Short course title:
PROFESSIONAL DEVELOPMENT
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
Course focuses on gathering and interpreting geologic data in the field. Projects may include
fieldwork in sedimentary, igneous, and metamorphic rocks, geophysics, hydrogeology, and
surficial deposits. Involves one to two weeks during Winter term and includes a GIS
component.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
Geology; B.S.
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
Some content from GLG 440C is being extracted and included in GLG 439C
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with: N/A
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
N/A
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
Effective Fall 2012
17. May course be repeated for additional units?
17a. If yes, maximum units allowed?
17b. If yes, may course be repeated for additional units in the same term?
Yes
No
Yes
No
GLG 324, GLG 340, GLG 350W,
18. Prerequisites:
GLG 435
If prerequisites, include the rationale for the prerequisites.
This is a capstone course. The prerequisites are required for the student to be able to
complete the work required for GLG 439C.
19. Co requisites:
N/A
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
No
NEED
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
3/12/2015
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Effective Fall 2012
Date
No
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Approved as submitted:
Approved as modified:
Date
Yes
Yes
No
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Approved as modified:
Effective Fall 2012
Yes
Yes
No
No
GLG 439C - Advanced Geologic Field Methods
Geology Program, School of Earth Sciences and Environmental Sustainability
Northern Arizona University, Winter 2016
One to two credits
Course Prerequisites: GLG 324, GLG 340, GLG 350W, GLG 435
Course Description
The geologist's laboratory is the earth. The outdoors or field is the starting point for all geological
investigations, even those that involve subsequent laboratory or office work. The geologic map and
notebook are the primary tools for recording and interpreting geologic relations in the field. Our goal
is to apply skills you have learned in previous classes, develop mapping skills, and solve geologic
problems. We will emphasize field observation, field mapping, and interpretation of data in light of
work done by previous workers in the selected field area.
Student Outcomes for this Course
The goal of this course is to develop your field skills to the point that you can independently conduct
and complete a field-mapping project either assigned by an employer or as part of a graduate thesis.
Basic mapping skills are essential for careers in environmental and engineering geology, geophysics,
hydrogeology, petroleum geology, the minerals industry, basic research, and even some sub
disciplines within the life sciences. We will also introduce you to using modern mapping techniques of
using a computer in the field with interactive GPS and GIS software for mapping. You should develop
the abilities to visualize geospatial relations in three and four dimensions, develop and critically
evaluate multiple working hypotheses, prepare accurate, neat, professional geologic maps, and to
write clear, concise reports. We encourage you to work in groups in the field but all assignments,
including maps, cross-sections, reports, and GIS projects (and all parts of all of these) must be
exclusively your work.
Course Approach
Our field camp has a research emphasis. We will be posing specific unanswered questions and
trying to answer them by detailed field investigations. Projects vary from year to year but may include
fieldwork in sedimentary, igneous, and metamorphic rocks, geophysics, hydrogeology, and surficial
deposits. The course involves 5-6 field days and 1-2 office days in the Winter term. In the event of
cancellation of a field trip due to inclement weather, we may have to schedule a “make-up”
field trip.
Basic skills that you are expected to possess at the start of GLG 440C
(1) Locate yourself on a topographic map
(2) Measure strike and dip of bedding planes and other surfaces (faults, mineral foliation, etc.)
(3) Recognize basic minerals in the igneous, metamorphic, and sedimentary rocks
(4) Describe rocks in the field, including igneous, metamorphic, and sedimentary structures and
textures.
Effective Fall 2012
(4)
(5)
(6)
(7)
Follow and accurately map contacts in the field
Recognize and accurately map faults in the field
Recognize and accurately map unconformities in the field
Apply the principle of crosscutting relations in the field to determine relative ages of geologic
features and events
(8) Know common geologic map symbols (strike and dip of bedding, contacts, faults, fold axes)
(9) Draw a topographic profile and basic cross section from a geologic map
(10) Plot planes, poles to planes, and lines on a stereonet
(11) Define a pi axis from poles to bedding plotted on a stereonet (and know what it means)
(12) Be able to make basic interpretations of environments of deposition
Textbooks and Required Readings
There is no formal textbook for this course. Readings will be assigned throughout the semester,
either as handouts or as PDF copies of articles.
Required Materials
The Department of Geology will supply you with basic mapping materials: maps, Brunton
compass, computer hardware & software. Transportation will be provided by University vehicles.
YOU will need to supply all of the following items for the field:
1. Geology hammer.
2. Hand lens.
3. Field notebook: a pocket-type such as K & E 360B or Post 385 is best.
4. 2-3 straight-edge/protractors ("C-Thru" brand, protractor/ruler, model W-5).
5. 2-3 Mechanical pencils, preferably a Pentel 0.5mm, 0.3mm, or equivalent, with spare lead (2H
minimum hardness). Alternatively, 2H or 4H, pencils with pocket clips, erasers, and sharpener.
6. Water bottles: you MUST have a MINIMUM of 3 -- 1 qt/liter capacity water bottles.
Dehydration is the single largest threat to your health and happiness out here, far beyond snakes,
bears, or fellow humans.
7. Day pack to carry lunch, equipment, and rock samples. No backpacking will be required.
8. Map board or clipboard for carrying map in the field.
9. Personal first aid supplies (Band-Aids, moleskin, sunscreen, insect repellent, etc.).
10. 0.1mm and 0.4mm drafting pens for inking maps.
11. Complete set of colored pencils (24 Berol Verithin pencils or the equivalent).
12. Supply of paper and usual items for drafting maps, cross sections, and stratigraphic sections and
writing reports.
Weather will be variable in January and it can rain or snow. It is recommended that your field
clothing include long pants; sturdy field boots with hard soles (we'll be working in areas of jagged rock
outcrops and cactus); a warm, wind-resistant jacket; rain gear; field hat, sunscreen, and sunglasses.
You will want to include some warm clothes as evenings can get cold. In the event of cancellation
of a field trip due to inclement weather, we have scheduled a “make-up” field trip the following
weekend (see schedule).
Effective Fall 2012
You will need a warm sleeping bag, ground cloth, air mattress or foam pad, and a tent. A duffel bag
or backpack will serve to keep your belongings together. You may bring additional camping
equipment as long as we have room to carry it, but we request that you keep it to a minimum. A small
chair is a nice addition. Prepare for simple breakfasts and packing your own lunch. Many people find
it handy to have a sandwich-size or larger plastic container for lunches. There will be a cook for all
projects (Tony Wolkowinsky).
Assessment of Student Learning Outcomes
Students will be assessed on the basis of the quality of their geologic maps and cross sections
(where appropriate), and lab or office work required for a specific project, and their synthesis of
geologic data gathered via a formal, professional-style report.
Grading System
Each project will be graded separately by the instructor(s) and teaching assistant(s) of that project.
The criteria for grading the individual projects will be given to you in an individual syllabus for each
project. Each project will contribute the following portion of your total grade. The grade for course
citizenship and professional attitude is explained further in the next section.
Grading policy is the following:
90-100% = A
80-89+% = B
70-79+% = C
60-69+% = D
< 60% = F
Precautions
Although not common, poisonous snakes and insects inhabit the field areas. Caution, not fear, is
necessary, especially in loose rock, rocky ledges, or high grass. Biting and stinging insects may be
locally abundant. Plants that possess thorns or dagger-like stickers, such as yucca and agave, are
potentially hazardous. Falling rock, whether natural or human-caused, constitutes another hazard.
Be especially careful when climbing slopes or ledges above others. Crossing streams on wet rocks
or logs may be hazardous when done carelessly and can usually be avoided. Mother Nature is
unforgiving of those who are thoughtless or careless.
General Course Policies
Following are some (not necessarily all) of the general rules of civilized behavior under which we will
need to live for the field projects. The basic standard that will guide our actions will be respect and
consideration for other persons outside our group and within our group.
1. If a student misses a field day or days, it is the responsibility of the student to make up the missed
day(s) on his/her own. Instructors will not be available for individual days in the field, even if there is a
legitimate reason for missed field day(s).
Effective Fall 2012
2. If a student misses a field day or days, project deadlines will be retained, unless an individual
instructor chooses to extend project deadlines after consultation with the student.
3. When camping, 10:00 p.m. will be the quiet hour; avoid making loud or disturbing noise while
others are sleeping.
4. Firearms are not allowed in the field areas under any circumstances.
5. Be on time for all meetings.
6. Help to keep the vans clean; do not stuff garbage and empty cans under the seats; properly
dispose of your garbage, wrappers, cans, etc., when we return from the field after each project.
7. University insurance insists that no non-University personnel will drive a state vehicle.
8. Field work involves somewhat greater risks of injury than sedentary pursuits. We encourage you
to obtain good health insurance, and to consciously think safety at all times.
9. We expect everyone to contribute to routine camp chores such as helping in the kitchen, setting
up and breaking down camp, etc.
10. Depending on weather conditions, smoking may be prohibited. If you do smoke, please sit down
to ensure that ashes are not spread about and carry out the stub.
Statement on Cheating and Plagiarism
Cheating or copying the work of others will not be tolerated and will result in a grade of zero for that
project. Trust us, it’s not that hard to see when cheating has occurred.
Field Techniques
We will use fundamental field-mapping techniques such as locating oneself on topographic maps,
recognizing and defining of map units, tracing depositional and fault contacts, measuring attitudes
(strike/dip; trend/plunge), and construction of structural cross-sections using the field data. All of
these techniques are discussed in assigned readings and you should have a basic understanding of
them before beginning the each project. We will remind you how to use a Brunton compass. In the
course of the field course, we will provide written expectations concerning making a geologic map,
constructing cross sections and stratigraphic sections, and the expected results of the individual
projects. There will be additional field techniques introduced when analyzing stratigraphy,
geomorphology, and structure.
In addition to using traditional field techniques, you will learn how to use ArcGIS when planning and
previewing a potential field project. You will use ArcGIS to create a digital geologic map,
georeference photos, field descriptions, and other data, and generate layouts and professional map
products.
NAU POLICY STATEMENTS
Safe Environment Policy
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any
Effective Fall 2012
kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the
university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy
from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/. If you
have questions or 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 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu.
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).
Academic Contact Hour Policy
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2 -224),
for every unit of credit, a student should expect, on average, to do a minimum of three hours of work
per week, including but not limited to class time, preparation, homework, studying.
Academic Integrity
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but also in all University relationships
and interactions connected to the educational process, including the use of University resources. An
NAU student’s submission of work is an implicit declaration that the work is the student’s own. All
outside assistance should be acknowledged, and the student’s academic contribution truthfully
reported at all times. In addition, NAU students have a right to expect academic integrity from each of
their peers. Individual students and faculty members are responsible for identifying potential
violations of the university’s academic integrity policy Instances of potential violations are adjudicated
using the process found in the university Academic Integrity Policy.
Research Integrity
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including
NAU students engaged in research are adequately trained in the basic principles of ethics in
research. Additionally, this policy assists NAU in meeting the RCR training and compliance
requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating
Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C
Effective Fall 2012
18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the
RCR (NOT-OD-10-019; “Update on the Requirement for Instruction in the Responsible Conduct of
Research”). For more information on the policy and the training activities required for personnel and
students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/.
Sensitive Course Materials
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
differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.
Classroom Disruption Policy
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectation and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
delivery of education by instructors or receipt of education by students, within or outside a class. The
complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
Effective Summer 2014
Approved UCC-1/28/14
Approved UGC-2/12/14
Effective Fall 2012