Core Course Review Documentation
Foundational Component Area: LIFE & PHYSICAL SCIENCES
Component Area Option?
No
Proposed Course: Historical Geology, GEOS 1234
Credit Hours: 4
Proposed by: Dr. Jesse Carlucci
Date: 9/27/2012
Please document how the proposed course meets each of the following requirements. (You
may provide a written explanation or copy and paste the appropriate information from the
syllabus.)
Content:
Courses in this category focus on describing, explaining, and predicting natural
phenomena using the scientific method.
Historical Geology (GEOS 1234) provides the student with a comprehensive survey of the major
events in the physical development of Earth and the history of life. Most importantly, this class
addresses how processes like plate tectonics and climate interact with life, forming an
integrated system. The first half of the class focuses on concepts, and the second on a
chronologic overview of major biological and physical events in different geologic periods.
Course content is designed to draw a link between geologic and biologic science, and historical
and experimental science. Students learn content through lectures, readings, an essay project
and hands-on inquiry based laboratory activities.
SKILLS: Courses involve the understanding of interactions among natural phenomena and the
implications of scientific principles on the physical world and on human experiences.
Students in GEOS 1234 will be able to
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Apply scientific methods of understanding to the history of the Earth, and associated
processes like plate tectonics, climate, oceanography, and evolution.
Relate change through time to underlying geologic variables that predict and explain the
current geography, climate, and distribution of life on Earth.
Develop critical thinking skills that allow them to evaluate scientific hypotheses, both in lab
class and in real world situations that involve natural science.
Create a deeper link between the history of science and elements of the natural world that
they interact with on a daily basis, allowing for a deeper understanding of concepts.
Explain the major scientific events in paleontology, tectonics, and marine science, and how
observations of the past can be used to infer the relative importance of these events.
Learning Activities –
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Reading textbook material that supports lecture topics.
Reading and then engaging in group discussions on popular science articles that reinforce
concepts, and facilitate oral skills.
Laboratory assignments on natural science topics like stratigraphy and paleontology that
include quantitative (scientific measurements) and critical thinking objectives (synthesizing
and interpreting data).
A research paper that engages the students interests, and develops research and written
communication skills.
ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and direct.
The following four Core Objectives must be addressed in each course approved to fulfill this category
requirement:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and
synthesis of information
Critical thinking skills are developed through lectures, class discussions on readings, essay
project research and inquiry based learning in lab class. Quizzes and exams often require the
student to synthesize and make a critical thinking “leap” to properly find the answers.
The attached invertebrate paleontology lab illustrates an assessment of critical thinking skills
that incorporates the AACU Critical Thinking Value Rubric (attached) model for learning
evaluation. Specifically, milestones 3, 2, and 1 of the evidence, student interpretation, and
conclusion rows reflect prominently on the learning outcomes of the paleontology lab. For
example, students must use reasoning in a dichotomous key (pages 9-17 of this document) to
recreate what the fossil looked like when it was alive, apply concepts like symmetry to the
specimens, and make a determination based on the available evidence. Moreover, the fossils
and radiometric exercise (pages 18-19), illustrates how students must synthesize multiple lines
of evidence (radiometric dates, fossils, order of rock layers) to reach a supportable conclusion .
Communication Skills - to include effective development, interpretation and expression of ideas through
written, oral, and visual communication
Communication skills are developed by interacting and working with other students during lab,
expression of ideas in class discussions on assigned readings, and by writing a 6-8 page research
paper on a historical geology topic that personally interests them. See essay format attached
as part of the GEOS 1234 syllabus.
The essay project in GEOS 1234 develops the written communication skills of the students,
and integrates well with the AACU Written Communication rubric (attached). Milestones 3, 2,
and 1 of the content development, sources and evidence, and control of syntax and mechanics
rows are particularly relevant to the learning outcomes of the science-based research essay in
GEOS 1234.
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
Quantitative skills are primarily developed in lab class, where most exercises require the
student to make some sort of measurement, interpret numerical data, or apply abstract
quantitative information to observable geologic phenomena. Quizzes and exams present
numerical data in some instances, and ask the student to defend an informed conclusion based
on the evidence.
The attached invertebrate paleontology lab illustrates an assessment of quantitative skills, as
shown by the AACU Quantitative Values Literacy rubric (attached). The fossils and radiometric
dating lab exercise (pages 18-19 of this document) demonstrates a problem that students must
analyze by calculating the age of rock layers from isotope decay curves. These data are then
synthesized with relative time information from fossils to reconstruct a geologic history. The
Interpretation, calculation, and communication rows of milestones 3, 2 and 1 are directly
applicable to this problem as achievable learning outcomes.
Teamwork - to include the ability to consider different points of view and to work effectively with others
to support a shared purpose or goal
Teamwork skills are developed through group activities in lab class, and group discussion of
popular science articles. The attached invertebrate paleontology lab illustrates an assessment
of teamwork skills. In the attached lab, students work in groups as they go through the
dichotomous key to reach a final answer. This element of teamwork incorporates the following:
fosters constructive team climate, responds to conflict, and facilitates the contribution of team
members portion of milestones 2 and 1 of the AACU Teamwork Value rubric (attached).
ADDITIONAL INFORMATION: Provide any additional information supporting course
inclusion in the core (optional).
Historical geology is a unique class because of the breadth of information covered. It allows
students to develop their critical thinking skills while being engaged in multiple avenues of
natural science. The interdisciplinary nature of the class and the focus on scientific thinking
make it an ideal option for inclusion in the core curriculum. The research and writing
requirement provides the students with an opportunity to learn how to research a subject using
school resources. They also have the option to have me comment on early drafts, providing
them with a way to directly apply feedback on their writing skills.
PLEASE ATTACH THE FOLLOWING
1. Syllabus
2. Assessment for Critical Thinking Skills
3. Assessment for Communication Skills
4. Assessment for Empirical & Quantitative Skills
5. Assessment for Teamwork