St. Cloud State University
General Education Goal Area 3
Natural & Physical Sciences
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 X
X
No
Diversity Proposal Accompanying This Form
6.
Will this course also satisfy another General Education Goal Area?
No
X Yes
If “Yes” specify which goal area.
GE10
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 by permission of instructor. 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 is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
X
The Requesting Unit understands and recognizes the above conditions.
13.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 3: Natural & Physical Sciences
Explore scientific knowledge of the natural world. Understand the central concepts and principles of
science; experience the process of scientific inquiry; comprehend science as a human endeavor and
understand the impact of science on individuals and on society.
Laboratory exercises, reading primary and secondary literature, and lectures are integrated to demonstrate the
scientific method (both basic and applied, with its scope and limitations) to increase understanding of the diversity
and unity of life. Students develop knowledge and a conceptual base in the areas of genetic and organismal
diversity, evolution, and ecology. Labs are designed to mimic situations that scientists face—students work in
groups to formulate hypotheses, design & execute experiments, analyze and report data with conclusions.
Through this experience, students do see the impact of human limitations on the progress of science. The course
content (see outline) includes material demonstrating the impact of this field of science on humans.
14. In order for a course to be designated as fulfilling Goal Area 3, it must address at least 5 of the 6 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
X
1. Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
X
2. Make observations and collect data, design and carry out experiments or other types of scientific investigations.
X
3. Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
X
4. Demonstrate awareness of the interdependent relationships of basic science, applied science, mathematics, and
technology.
X
5. Recognize the human nature of the scientific enterprise, including the importance of curiosity, creativity, and
imagination; the dual nature of scientific knowledge as changeable and durable; and the impact of a scientist's
personal identity on the scientific process.
X
6. Evaluate societal issues from a science perspective, question the evidence presented, and make informed
judgments about these issues.
15.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
Fulfilling Goal Area 3
1. Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
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Lecture exams students demonstrate knowledge of biological science of the diversity of organisms, evolution,
and ecology (see course outline for concepts covered). In lab they practice the discovery of scientific principles
on a small scale, through reviewing literature, on concepts and principles performing observation and
experiments on related to 1) habitat and 2) plant physiology and 3) study of microorganisms in a freshwater
ecosystem.
2. Make observations and collect data, design and carry out experiments or other types of scientific
investigations.
Students design and execute 3 large lab projects (see above). In the habitat and freshwater projects students
must make observations, collect data, carry out the experiments, and report conclusions. In the plant
physiology project they manipulate one or more variables which they creatively select, and carry out the
experiments as above. They also perform 2 smaller experiments in which they explore the scientific method and
practice writing papers in a scientific format.
3. Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
In each lab project (including the small lab projects) students always formulate testable hypotheses and analyze
and interpret data. In most of these students are also required to identify further questions that could be
investigated in the future.
4. Demonstrate awareness of the interdependent relationships of basic science, applied science,
mathematics, and technology.
In labs and lectures students compare and contrast basic and applied biological science. For example, in studying
plant physiology students will link basic science findings to agricultural applications. Through lectures and
laboratory exercises students learn how the Hardy/Weinberg equation helps us predict and quantify microevolutionary processes. In laboratory exercises students learn the important practice of quantifying data and
use basic statistical tests of data to formulate conclusions based on quantitative evidence. In the study of
evolution, students might quantify and predict effects of changing mutation rates.
5. Recognize the human nature of the scientific enterprise, including the importance of curiosity, creativity,
and imagination; the dual nature of scientific knowledge as changeable and durable; and the impact of a
scientist’s personal identity on the scientific process.
Lectures include some of the history of the scientists (Darwin, Linnaeus, etc.) who developed major theories of
organismal diversity. Laboratory activities mimic the scientific process thus exposing students to the human
nature of science.
6. Evaluate societal issues from a science perspective, question the evidence presented, and make informed
judgments about these issues.
At least 10% of the course covers conservation biology. This requires some inclusion of societal issues. Students
must make informed judgments on the importance of biological diversity (both organismal and genetic). For
example, students complete a unit containing case studies of environmental interrelationships and students
critique management and sustainability strategies in diverse ecosystems (e.g. a greater Yellowstone ecosystem,
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a local prairie or wetland ecosystem, or Mekong River delta, etc.). Students are asked to suggest alternative
management strategies or justify existing ones based on their understanding of the evidence presented. Exams
test student’s knowledge of macro- and micro-evolution and require that students can address issues from this
scientific perspective.
16.
Courses satisfying Goal Area 3: Natural & Physical Sciences must have either a “traditional lab course or a lab-like
experience”. Check which of these apply and supply a brief explanation of how the course is either a laboratory
course or incorporates a “lab-like experience”.
Course includes:
X
Laboratory
Lab-like experience
The following quote from a National Research Council subcommittee report may help to identify a course with a
laboratory. ”Laboratory experiences provide opportunities for students to interact directly with the material world
(or with data drawn from the material world), using the tools, data collection techniques, models, and theories of
science.” America's Lab Report: Investigations in High School Science (Free Executive Summary)
http://www.nap.edu/catalog/11311.html
This is a traditional lab course. See SLOs 1 2 3 above for more details. Students will conduct a number
of exercises in data collection/analysis/interpretation/presentation on environmental processes from
actual and simulated online exercises. This typically includes projects with 1) local habitats 2) plant
physiology and 3) study of microorganisms from a nearby freshwater ecosystem.
17.
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. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
Course Outline
Alignment with SLO’s
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% SLOs 1 2 3 4 5 6
10% SLOs 1 3 4 5 6
10% SLO 1 6
10% SLOs 1 2 3 4 5 6
10% 1 2 3 4 5 6
10% 1 2 3 4 5 6
5% SLOs 1 2 3 4 5 6
5% SLOs 1 2 3 4 5 6
10% SLOs 1 2 3 4 5 6
10% SLOs 1 2 3 4 5 6
10% SLOs 1 2 3 4 5 6
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