Shared Learning Outcomes Plan Worksheet for General Education Courses
Department:____Geography & Planning_________________________________
Course Number and Title:____GHY 1011: Global Climate Change___
Name of Faculty Member:___L. Baker Perry____________________________
List the Shared General Education
Indicate Study (S),
Learning Outcomes you and your colleagues
Demonstrate (D)
have agreed upon for all sections of the course or both*
Students will be able to use a proxy data set
to determine climatic conditions prior to the
instrumental record. (Goal 1: Thinking
Critically and Creatively)
S&D
Students will articulate the relationships
between changing atmospheric composition
and climatic conditions at local and global
scales. (Goal 3: Making Local to Global
Connections)
S&D
Students will develop an understanding of
the Earth’s radiation balance by examining
variability in the measured parameters
comprising the balance across the ASU
campus. (Goal 1: Thinking Critically and
Creatively)
S&D
Describe the types of class activities in which students will study
and/or demonstrate the outcome in your sections of the course
Class Activity: 1) Class lecture material to introduce the idea that
proxy measurements (e.g., ice cores, pollen, tree rings) can extend our
knowledge of climatic conditions on Earth prior to the instrument
record, 2) A laboratory section where students use tree-ring data,
instrumental climate data, and linear regression to reconstruct
climatic conditions several hundred years prior to the instrumental
record.
Class activity: 1) Class lecture material to introduce concepts linking
atmospheric composition and surface energy balance, 2) A laboratory
section where students will compile both global-scale and local-scale
data sets containing surface temperature records from instruments,
then statistically and graphically relate surface temperatures with
atmospheric carbon dioxide concentrations.
Class activity: 1) Class lecture material to introduce the concept of the
Earth’s radiation balance and the four primary measured components
of the balance, 2) A laboratory section where students use
instrumentation to measure the four components of the energy
balance for topographically diverse locations on the ASU campus,
then use the measured components to calculate net radiation.
Students will demonstrate understanding of
the relationships among anthropogenic
climate change, natural climate variability,
and various forms of severe weather (e.g.,
tropical cyclones, floods, droughts). (Goal 3:
Making Local to Global Connections)
S&D
Students will articulate relationships
between various hemispheric and global
teleconnection patterns (e.g., El NiñoSouthern Oscillation, Arctic Oscillation, and
Pacific Decadal Oscillation) and local climatic
conditions. (Goal 3: Making Local to Global
Connections)
S
Class activity: 1) Class lecture material to introduce types of
severe weather and current scientific understanding in trends in
the context of climate change and climate variability. 2) A review
paper where students examine the scientific evidence linking
increased tropical cyclone activity to anthropogenic climate
change.
Class activity: 1) Class lecture material and small group
discussions to introduce major teleconnection patterns, discuss
their various impacts across the Southeastern U.S. and Southern
Appalachian Mountains, and examine how atmospheric
circulation has changed since 1950.
* For each outcome, indicate whether students in your sections of the course will:
o Study (S) it in lectures, readings, discussions, or activities
o Demonstrate (D) their achievement of it in course assignments, exams, or projects
o Both study (S) and demonstrate (D) it
Form prepared by P. Marty 3/8/12