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: M. Tubbiola
Phone: 320-308-3035
Email: mltubbiola@stcloudstate.edu
2.
Requesting Unit:
3.
Department, Course Number, Title: BIOL107 Biology of Women
4.
New Course
5.
Will this course be flagged as a diversity course?
X
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
7.
Course bulletin description, including credits and semesters to be offered:
Existing Course X
No
Diversity Proposal Accompanying This Form
X
No
Yes
+BIOL 107. Biology of Women (Diversity/MGM)
Biology of human female: functional anatomy, physiology, sexuality, reproduction, pregnancy and aging.
Examination of women's health related to these topics. Lab. 3 Cr. F, S, SUM.
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 attracts students from General Education, and those taking it as an elective for Women’s
Studies. Email consent from Beth Berila in Women’s studies was received on 1/6/10 from Beth Berila, Ph.D.,
Director, Women’s Studies Program.
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.
N/A
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
12/11/2009
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.
Human females are a part of the natural world that has been well-studied using scientific principles. This
topic is familiar to students and provides a practical example of the process of science and its impact.
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.)
1. Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
Students expand their understanding of concepts of cellular and molecular communication, and form and function
as they investigate hormonal control of human menstrual cycles, as well as male reproductive endocrinology.
Students discuss modern genetics, developmental changes over a life cycle, and basic population biology.
2. Make observations and collect data, design and carry out experiments or other types of scientific investigations.
3. Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
Students design, execute, and analyze data from experimentation during and outside of laboratory sessions.
For example: students record daily body temperature data, cervical mucus information, and ovulation predictor
test results over the course of one menstrual cycle. Data are submitted anonymously and each student uses these
combined class data to address their own hypothesis. The hypothesis, data, analysis and conclusion are submitted
in a report.
4. Demonstrate awareness of the interdependent relationships of basic science, applied science, mathematics, and
technology.
12/11/2009
For example, students use mathematics to analyze records of menstrual cycles to predict the next menses, the likely date of
ovulation, and the window of fertility. Students use technology and discuss the relationship to basic science as they use
ovulation prediction tests and discuss pregnancy tests and methods of contraception.
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.
Students are introduced to errors in scientific understanding and ethical lapses by scientists. For example, students discuss
the Tuskeegee experiment and testing of contraceptives.
6. Evaluate societal issues from a science perspective, question the evidence presented, and make informed
judgments about these issues.
In written work and discussions, student express their views about the science and information presented to a non-technical
audience. For example, students must find an article from the popular press, and one from a scholarly source on the same
topic related to the course material. They must write their own critical evaluation with a conclusion related to the articles. In
other examples, students discuss societal issues related to human reproduction in laboratory exercises.
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
Students design, execute, and analyze data from experimentation during and outside of laboratory sessions.
For example: students record data for daily body temperature, cervical mucus, and ovulation predictor tests over
the course of one menstrual cycle. Data are submitted anonymously and each student uses these data to address
their own hypothesis. The hypothesis, data, analysis and conclusion are submitted in a report.
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.
5% History of Study of Women’s Biology (SLOs 5, 6)
5% Ways of Knowing Versus the Scientific Method (SLOs 1, 2, 3, 4, 5, 6)
15% Development of Female Sex, Gender and Orientation (SLOs 1, 3, 5, 6)
10% Anatomy and Physiology of Sexual Functions (SLOs 1, 3, 5)
20% Reproduction (SLOs 1, 2, 3, 4, 5, 6)
a. Physiology of the Reproductive Cycle
b. Common Variations
c. Manipulation of the Cycle and Fertility in Western and Other Cultures
d. Reproductive Technologies
15% Pregnancy (SLOs 1, 3, 4, 5, 6)
a. Physiology of Pregnancy
b. Childbirth Around the World
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c. Medical Intervention
15% Taking Care of Women’s Bodies (SLOs 1, 2, 3, 5)
a. Nutrition and Health
b. Body Composition
c. Women and Motion
d. Physical Exams for Women
10% Aging in Women (SLOs 1, 3, 4, 5, 6)
a. Menopause
b. Cancers in Women
5% Women and Health Care (SLOs 3, 4, 5, 6)
12/11/2009
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