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: Rodney Kubesh
Phone: 308-4217
Email: rjkubesh@stcloudstate.edu
2.
Requesting Unit: EAS
3.
Department, Course Number, Title: EAS 260 Introductory Meteorology
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
+EAS 260. Introductory Meteorology
Atmospheric structure and processes, including radiant energy, humidity, clouds, winds, global circulations,
weather map interpretation, climate regimes, air pollution and climate change issues, severe weather, calculation
of physical processes. Lab. Prereq.: MATH 112 or equivalent. 4 Cr. F, S.
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.
EAS 260 is a primarily an introductory course for prospective meteorology majors. It also fulfills a
requirement for earth science, geology, hydrology, and earth/space science teaching majors. The course also
attracts a number of students from other majors within the college including computer science and it is an elective
course for environmental majors in ETS.
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.
12/11/2009
This is a new course in General Education. It is taken by many students considering a major in
meteorology that subsequently major in another discipline across a wide spectrum. The only other similar course
on campus is our own EAS 104.
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.
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.
EAS 260 provides an introduction to the science of meteorology, in which principles of physics are
applied both qualitatively and quantitatively to aspects of the earth's atmosphere including radiation,
temperature changes, pressure variations, phase transitions, precipitation formation, the forces acting to
produce the wind, and influences on the earth's changing climate. The coursework is related to the
observed weather in both daily discussions and the student forecasting exercise.
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.
1. Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
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.
4. Demonstrate awareness of the interdependent relationships of basic science, applied science, mathematics, and
technology.
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.
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.)
SLO 1: Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
1.
Students will examine the evolution of a middle-latitude cyclone using surface and upper-air
observations.
2.
Students will analyze aspects of atmospheric stability using a thermodynamic diagram.
3.
Students will demonstrate knowledge of polar front theory by performing surface frontal analysis.
12/11/2009
SLO 2: Make observations and collect data, design and carry out experiments or other types of scientific
investigations.
1.
Students will collect real-time upper-air data and use them to evaluate the thermal structure of the
atmosphere.
2.
Students will observe clouds and classify them according to type, height, and sky coverage.
3.
Students will apply meteorological principles to the forecast of the next day’s weather using current
weather observations.
SLO 3: Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
1.
Students will explore the effects of geography on temperature using climate data.
2.
Students will analyze data from radiosonde ascents to test predictions based on geostrophic and gradient
wind balance.
3.
Students will test polar front theory by verifying predictions of changes in daily weather based on this
theory.
SLO 4: Demonstrate awareness of the interdependent relationships of basic science, applied science,
mathematics, and technology.
1.
Students will apply the laws of electromagnetic radiation to meteorological problems through calculation
of relevant quantities.
2.
Students will investigate the limits on the accuracy weather forecasts.
3.
Students will explore solar influences on the seasons using a numerical model of the earth's energy
budget.
SLO 6: Evaluate societal issues from a science perspective, question the evidence presented, and make informed
judgments about these issues.
1.
Students will demonstrate understanding of the role of anthropogenic emissions on the earth’s greenhouse
effect, and uncertainties associated with it.
2.
Students will investigate media and political influences on the public’s perception of climate change
issues.
3.
Students will explore the meteorological impact of severe weather, including hurricanes and tornadoes,
on people and communities.
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:
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
12/11/2009
The EAS 260 laboratory sections meet at times separate from the lectures. The laboratory exercises are
fully integrated into the course and are concurrent with the relevant lecture material. Real-time weather
data are collected and analyzed in the context of the laboratory exercises, and are used, along with
quantitative analysis, to explore basic physical principles as applied to the atmosphere.
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
% time
I. Atmospheric Composition and Structure
3
II. Scientific Fundamentals
A. Solar and Terrestrial Radiation
9
B. Controls on Temperature
5
C. Atmospheric Moisture
5
D. Stability and Cloud Development
9
E. Condensation and Precipitation
5
F. Meteorological Optics
3
III. Weather Systems
A. Atmospheric Dynamics
8
B. Air Masses and Fronts
4
C. Cyclones in the Midlatitudes
8
D. Weather Forecasting
3
E. Thunderstorms and Tornadoes
8
F. Tropical Cyclones
5
IV. Earth's Changing Climate
A. The Climate System
3
B. Climate Change including
3
Anthropogenic Impacts
V. Weather Forecasting
A. Daily weather discussion and
20
continuing forecast assignment
12/11/2009
SLO #
1
1,3,4
3
3
2
2
2
1,3
1
2,4
6
6
6
6
3
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: EAS
Course or Course(s): EAS 260
Tony Hansen
Department or Unit Chair Signature
2-17-10
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