St. Cloud State University
General Education Goal Area 3
Natural & Physical Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number:
1.
Prepared by: Kate S. Pound, Alfred H Pekarek
Phone: 308-2014, 308-4127
apekarek@stcloudstate.edu
Email: kspound@stcloudstate.edu,
2.
Requesting Unit: EAS
3.
Department, Course Number, Title: EAS 109. The Geologic Environment
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:
The study of the basic concepts of geology and the utilization of these concepts to develop an
understanding of the dynamic earth, with individual lab experience. 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.
General Education , Elementary Education Science Cognate.
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.
NA
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.
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.
By definition, geology is the study of the natural world. Through discussion of the development of the
major concepts of the science of geology, students explore the struggle of early scientists to develop our
current understanding of how the earth works. Discussion of contemproary issues such as climate
change, energy, and natural hazards (volcanoes, earthquakes,mudslides) in their geological context
connects science to society.
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.)
Students in EAS 109 are provided with individual rock and mineral kits which form the basis for at least 3 of the
Lab Activities.
1: Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
(a) Students will be able to explain the development of the Theory of Plate Tectonics, and the key steps in its
development. This is assessed through in-class questions and a D2L quiz.
(b) Students will be able to determine the relative age and geological history of rock units displayed in a cross
section through use of the key principles of stratigraphy and cross-cutting relations. This will be assessed through
in-class questions, a D2L quiz, and a Lab exercise.
(c) Students will be able to accurately predict movement of sediment on coastlines based on knowledge of
longshore transport, and evaluate consequences of mitigation measures. This is assessed in class questions.
12/11/2009
SLO 2: Make observations and collect data, design and carry out experiments or other types of scientific
investigations.
(a) Students will examine rock and mineral samples, make observations and perform tests to correctly identify
the samples. This is assessed in several Lab exercises.
(b) Students will make and record field observations and construct a simple geologic map, and use the data to
interpret the geologic history of an area. This is assessed in a field-based lab exercise.
SLO 3: Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify questions for further investigation.
(a) Students will examine data for movement and recession of a selected alpine glacier, calculate rates of
movement and retreat, interpret implications for these rates of change, infer past climate conditions, consider
controlling variables, and select an area for further investigation. This is assessed in a Lab exercise.
(b) Students will examine sediment core data from Antarctica, use basic geologic principles to select locations for
future drillsites that will provide material and answers to remaining questions. This is assessed in a Lab exercise.
SLO 4: Demonstrate an awareness of the interdependent relationships of basic science, applied science,
mathematics, and technology
(a) Students will use real-world seismograph data, and basic math to determine distance from an earthquake
epicenter; they will use knowledge of substrate properties to predict earthquake damage and suggest planning
guidelines. This is assessed in a Lab exercise.
(b) Students will plot age (and magnetic) data collected from DSDP/IODP cores and determine rate of seafloor
spreading. This is assessed in a Lab or in-class exercise.
(c) Students will use data on Minnesota Geology to evaluate the geological natural resource base in Minnesota.
This is assessed in a D2L Quiz or a Lab exercise.
SLO 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 scientists
personal identity on the scientific process.
(a) Students will investigate and analyze recently acquired data from Antarctica that are being used to resolve
ongoing disagreements about the initiation of 'Big Ice' in Antarctica. This is assessed in a Lab Exercise.
(b) Students will be able to explain the multiple steps in the development of the Theory of Plate Tectonics, and
the role that individuals and technology played in it. This is assessed through in-class questions, and a D2L quiz.
SLO 6: Evaluate societal issues from a science perspactive, question the evidence presented, and make informed
judgements about these issues
(a) Students will examine mass wasting features, use evidence to determine probable cause, and provide
suggestions for hazard mitigation. This is assessed in a Lab exercise.
(b) Students will use oxygen isotope data from ocean sediment cores to interpret global climate over the past 65
million years, and review current datain this context. This is assessed in a Lab exercise.
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
12/11/2009
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
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.
Topic
% Time
Lab
Field trip
SLO #
1. Introduction - Scientific Method
5%
yes
2. Plate Tectonics, Seafloor, Paleomagnetism
10%
yes
3. Igneous Rocks, Volcanic Activity
10%
yes
4. Minerals
5%
yes
5. The Rock Cycle, Sediments, Weathering
5%
yes
6. Mass Wasting
5%
yes
SLO 6
10%
yes
SLO 2
7. Sediments and Sedimentary Rocks, Rivers
8. Geologic Time & Dating Techniques, Earth History
yes
SLO 1
SLO 4, 5
yes
SLO 2
SLO 2
yes
10%
yes
9. Deformation & Mountain Building
5%
yes
SLO 4
10. Metamorphic Rocks
5%
yes
SLO 2
11. Earthquakes
10%
yes
SLO 4
12. The Cryosphere (Glaciers)
10%
yes
5%
no
SLO 1
10%
yes
SLO 5, 6
13. Deserts and Shorelines
14. Case Studies (Earth Resources, Climate Change)
12/11/2009
yes
SLO 3
yes
SLO 1
SLO 3
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department:
Course or Course(s):
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