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. Julius
Phone: 320-308-3035
Email: mljulius@stcloudstate.edu
2.
Requesting Unit: COSE/ Biology
3.
Department, Course Number, Title: BIOL102 The Living World
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.
General Education Area Goal 10
7.
Course bulletin description, including credits and semesters to be offered:
BIOL 102. The Living World Plants, animals, and microorganisms of North America. Interactions of
organisms with their environment. Minnesota habitats and their inhabitants. 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.
The course is designed for non-majors and is intended to serve only students interested in fullfilling
general education requirements of goal 3 and 10.
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.
None
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.
This course presents information concerning the diversity of biological forms and prensents major
conceptual issues of ecology and evolution.
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 ecology and evolution, and form and function as they
investigate the interactions of organisms with each other and their environment. .
2. Make observations and collect data, design and carry out experiments or other types of scientific
investigations.
Students design, execute, and analyze data from experimentation during laboratory portions of the course.
For example: record and track genetic information for phenotypic traits in a Hardy-Weinberg based exercise
concerning population genetics, they also record population dynamics in response to student selected varable
modifications during a computer model simulation of evolution and island biogeography. These data are used to
construct laboratory reports corroborating or reject student generated hypothesis addressed in the experiments.
3. Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
See answer for Outcome 2
4. Demonstrate awareness of the interdependent relationships of basic science, applied science, mathematics, and
technology.
12/11/2009
For example, students use mathematics to calculate gene distributions in populations and carring capaicities of
certain environments. Students also engage in discussion concerning how technology has advance environmental
and organismal databases in context of bioinformatics. Students also explore the dichotomy concerning
technological advancement and environmental degredation and the use of science and technology to address these
issues .
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 changing views of specimen collection and experimentation in context of alterations in ethical
and biodiversity considerations.
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 "public" debate over evoltionary biology.
Students read a general interest text on the subject (currently Carroll's Making of the Fittest) and write about the
disparaty in public opposition to evolutionary theory while implicitly accepting products produced by
evolutionary research. One example of this is the widespread acceptance of molecular information for crime
scene investigation and paternity testing. Students also have reading and laboratory assignments focusing on
environmental issues including global climate change and biodiversity. These presentation and discussions deal
with media presentation of the issues, the limits of the current scientific data sets relavent to these issues, and
where ongoing research is being conducted.
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 laboratory portions of the course.
For example: record and track genetic information for phenotypic traits in a Hardy-Weinberg based exercise
concerning population genetics, they also record population dynamics in response to student selected varable
modifications during a computer model simulation of evolution and island biogeography. These data are used to
construct laboratory reports corroborating or reject student generated hypothesis addressed in the experiments.
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 Biology (SLOs 5, 6)
5% Ways of Knowing Versus the Scientific Method (SLOs 1, 2, 3, 4, 5, 6)
15% Evolution via Natural Selection ((SLOs 1, 2, 3, 4, 5, 6)
15% Systematics and Phylogeny (SLOs 1, 3, 5)
10% Biology and the Tree of Life (SLO 1, 5, 6)
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20%Diversity of Life (SLOs 1, 2, 3, 4, 5, 6)
a.
Microorganisms
b.
Plants
c.
Animals
d.
Fungi
20% Ecology (SLOs 1, 2, 3, 4, 5, 6)
a. Behavior
b. Populations
c.Communities
d. Biomes
10% Current Environmental Issues(SLOs 1, 2, 3, 4, 5, 6)
a.
Global Climate Change
b.
Cultural Eutrophication
c.
Decline in Biodiversity
12/11/2009
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Biology
Course or Course(s): BIOL102
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