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: Matthew A. Tornow
Phone: 8-5496
Email: matornow@stcloudstate.edu
2.
Requesting Unit: Social Sciences, Dept. of Sociology and Anthropology
3.
Department, Course Number, Title: ANTH 140, Human Origins
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:
Summary, based on the last 7 million years of fossil evidence, of the
major biological events leading to the development of modern human beings. 3
Cr. F.
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.
General education only
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)
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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.
In Human Origins, we explore scientific knowledge of the natural
world, by using theory and methods from a variety of scientific
disciplines, including physical anthropology, evolutionary biology,
population genetics, geology, and vertebrate paleontology to
investigate the evolutionary history of our order Primates. We aim to
understand central concepts and principles of science through the
evaluation of hypotheses of human and non-human primate evolution and
competing hypotheses for the origins of modern humans. We experience
the process of scientific inquiry through the analysis of extinct and
extant hominoid morphology and its use in supporting or refuting
competing hypotheses for the origins and subsequent evolution of apes
and humans. We aim to comprehend science as a human endeavor through
an investigation of the history of biological and anthropological
thought, the self-corrective nature of the discipline, and their
relationship to understanding the place of humans within the natural
world. We aim to understand the impact of science on individuals and
on society through an examination of competing hypotheses for the
origins of anatomically modern humans and the implications of these
alternative hypotheses for understanding modern human diversity.
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
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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 is achieved by contextualizing evolutionary theory and related
concepts within a framework of the scientific method and applying this
theory to an understanding of the fossil evidence for human evolution. This
is done through class lecture and discussion, and through laboratory
exercises that apply these concepts to evaluating the fossil record of human
evolution. This SLO is assessed through laboratory exercises and
examinations.
SLO 2 is achieved through laboratory exercises that ask students
to examine fossil specimens, collect data from those specemens, and apply
those data in the formulation of phylogenetic hypotheses.This SLO is
assessed through laboratory exercises and examinations.
SLO 3 is achieved through in-class disucssion of current hypotheses
regarding the behavior, ecology, evolution, and biology of extant and
extinct human and non-human primates. We then apply basic research
questions to laboratory analysis of fossil/skeletal specimens where we
evaluate alternative hypotheses of species delineation and higher-level
evolutionary relationships as well as functional correlates of primate
behavior. This SLO is assessed through testing, and laboratory assignments.
SLO 5 is achieved through our investigation and discussion of
species delineation and phylogeny formulation as hypotheses that are
continuously reevaluated and revised. Students critically evaluate current
hypotheses, formulate alternative hypothesis , and investigate the self
corrective nature of the discipline. In addition, students are required to
read and evaluate recent (within the past 6 months) news articles that
report on the latest discoveries / hypotheses relevant to understanding
human evolution. This SLO is assessed through news article reviews and
examinations.
SLO 6 is achieved by evaluating alternative explanations for the
origins of anatomically modern humans and the implications that different
explanations have for understanding diversity in living human populations.
By contextualizing human diversity within an evolutionary context, students
are given the opportunity to address questions surrounding the antiquity of
the variation seen in modern humans and to evaluate fossil evidence used to
support these alternative views. Students are encouraged to decide which
hypotheses are best supported and to consider their implications for current
racial thought in biological and social contexts. This SLO is assessed
through testing and laboratory assignments geared toward evaluating sources
of biological variation in the human fossil record.
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”. (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,
12/11/2009
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
Course includes:
Laboratory
Lab-like experience
Description: There are three lab-like experiences in this course. In each
of these lab assignments, students participate in hands-on analysis of nonhuman primate and hominin skeletal and dental materials for the purpose of
1) identifying the relationship between function and morphology, 2)
identifying similarities and differences between different species of
hominin and non-human primates, and 3) using dental and skeletal morphology
to create hypotheses of evolutionary relationships between humans and other
primate species.
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.
Introduction. Basic biological and temporal definitions 10% (SLO 1,5)
Order Primates and the Cenozoic Era 10% (SLO 1,2,3,5)
Dawn Apes: Eocene Anthropoids; Oligocene and Miocene Hominoids 10% (SLO 1)
Approaching humanity: Australopithecus; the Pliocene-Pleistocene Hominids
10% (SLO 1,2,3,5)
Becoming human: Homo habilis; the Pliocene-Pleistocene Hominids 10% (SLO
1,2,3,5)
Bigger brains and cultural adaptations: Homo erectus; the Pleistocene
Hominids 10% (SLO 1,2,3,5)
Approaching 'modernity'" Early Archaic Homo sapiens: Middle Pleistocene
Hominids 10% (SLO 1,2,3,5)
The question of Neanderthal: Late Archaeic Homo sapiens: Upper Pleistocene
Hominids 10% (SLO 1,2,3,5,6)
Anatomically Modern Homo sapiens; Late Pleistocen-Holocene Hominids 10% (SLO
1,2,3,5,6)
Us; modern humanity and some questions pertaining to our culture 10% (SLO
1,2,3,5,6)
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St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Sociology and Anthropology
Course or Course(s): ANTH 140
Robert H. Lavenda
Department or Unit Chair Signature
02/18/2010
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