WINONA STATE UNIVERSITY
NEW AND REVISED COURSE AND PROGRAM APPROVAL FORM
Routing form for new and revised courses and programs.
Course or Program___ GEOS 401___________________
Department Recommendation
_________________________________
Department Chair
________________
Date
Dean’s Recommendation _____ Yes
_________________________________
Dean of College
____________________________________________
e-mail address
_____ No*
________________
Date
*The dean shall forward their recommendation to the chair of the department, the chair of A2C2, and the Vice Presdient for
Academic Affairs.
A2C2 Recommendation
_____ Approved
_____ Disapproved
_________________________________
Chair of A2C2
________________
Date
Graduate Council Recommendation
(if applicable)
_____ Approved
_________________________________
Chair of Graduate Council
________________
Date
_________________________________
Director of Graduate Studies
________________
Date
Faculty Senate Recommendation
_____ Approved
_________________________________
President of Faculty Senate
_____ Disapproved
_____ Disapproved
________________
Date
Academic Vice President Recommendation _____ Approved
________________________________
Academic Vice President
Decision of President
_____ Approved
_________________________________
President
_____ Disapproved
________________
Date
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
[Revised 9-1-10]
WINONA STATE UNIVERSITY
REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS
Course or Program___GEOS 401_______________________________
This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for
Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed
by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of
proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just
the ideas proposed or drafts of proposals.
If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone
consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted
proposals have the same status as newly submitted proposals.
Note: This form need not be completed for notifications.
1.
The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant
descriptions, rationales, and notifications have been provided.
___X___ Completed
2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.
___ X ____ Completed ________ NA
2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been
enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by
existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions
on this matter.
___ X ___ Completed
________ NA
3.
Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both
the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered.
___X___ Completed
Name and office phone number of proposal's representative: _S. T. Allard ___ X-2739_______________
4.
Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal.
Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal
Subcommittee meeting at which this proposal is considered.
________ Completed
__ X ____ NA
5.
The course name and number is listed for each prerequisite involved in this proposal.
___ X ___ Completed
________NA
6.
In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes
all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit
hour calculations. ________ Completed
___ X __ NA
7.
In this proposal for a new or revised program, the following information for each required or elective course is provided:
a.
The course name and number.
b.
A brief course description.
c.
A brief statement explaining why the program should include the course.
________ Completed
___ X ___ NA
8.
This course or program revision proposal:
a.
Clearly identifies each proposed change.
b.
Displays the current requirements next to the proposed new requirements, for clear, easy comparison.
________ Completed
___ X __ NA
9.
This course proposal provides publication dates for all works listed as course textbooks or references using a standard form
of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.
__ X ___ Completed
________ NA
__________________________________________________
Department's A2C2 Representative or Alternate
______________________
Date
[Revised 9-05]
WINONA STATE UNIVERSITY
PROPOSAL FOR NEW COURSES
Department ____Geoscience_______________________________________
Date _____March 28, 2011_
Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular
changes.
___ GEOS 401__________
Course No.
__ Geological Field-Research Methods_____________
Course Title
This proposal is for a(n)
__ X __ Undergraduate Course
Applies to:
__ X __ Major
__ X ___ Minor
_____ Required
_____ Required
__ X __ Elective
__ X _ Elective
__Var. 2-4____
Credits
______ Graduate Course
______ University Studies*
__ X ___ Not for USP
Prerequisites GEOS 235, Earth & Life Through Time & GEOS 301, Field Methods& GOES 305, Minerals & Rocks or permission
Grading method __ X __ Grade only
______ P/NC only
______ Grade and P/NC Option
Frequency of offering ___ May/summer term, as demand allows__________________________
*For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and
submitted according to the instructions on that form.
Provide the following information:
A.
Course Description
1. Catalog description.
2. Course outline of the major topics and subtopics (minimum of two-level outline).
3.a Instructional delivery methods utilized: (Please check all that apply).
Lecture: Auditorium
ITV
Online
Web Enhanced
Lecture: Classroom X
Service Learning
Travel Study
Laboratory
Other: (Please indicate) X-field based
3.b. MnSCU Course media codes: (Please check all that apply).
None: X
3. Internet
6. Independent Study
1. Satellite
4. ITV Sending
7. Taped
2. CD Rom
5. Broadcast TV
8. ITV Receiving
4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
5. Course materials (textbook(s), articles, etc.).
6. Assessment of Outcomes
7. List of references.
B.
9. Web Enhanced
10. Web Supplemented
Rationale
1.
2.
3.
C.
Web Supplemented
Internship/Practicum
Statement of the major focus and objectives of the course.
Specify how this new course contributes to the departmental curriculum.
Indicate any course(s) which may be dropped if this course is approved.
Impact of this Course on other Departments, Programs, Majors, or Minors
1.
2.
Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which
department(s)?
Attach letter(s) of understanding from impacted department(s)
Department Contact Person for this Proposal:
___Stephen T. Allard_____________________
Name (please print)
________X-2739____
Phone
__sallard@winona.edu______________
e-mail address
[Revised 9-1-10]
A.
Course Description
Geological research commonly involves significant fieldwork with an underlying basic skill set; however, each sub discipline in
Geoscience requires experience in specialized techniques or equipment. This course proposal describes a course intended to allow
each current or future faculty member to teach the course in locations most suitable for their emphasis with flexibility to focus on the
specific skills for that sub discipline. Furthermore, Geoscience is a rapidly changing discipline with field and research methods
changing almost yearly. By intentionally leaving this course description broad, it will allow for adjustments when new equipment are
acquired or as new techniques become available. Where specifics are given, such as the course outline and evaluation methods, these
are current plans for the first offering of this course in summer 2012 and given only as an example of the types of projects that would
address the overarching goals of this course
1.
Catalog description.
A Field-based course that introduces students to a variety of mapping and field research techniques in locations of geologic interest
appropriate for the specific focus of the course. The skills emphasized can include those specific to traditional geologic field
mapping or more specialized research methods appropriate for geochemical, geophysical, paleontological, or surficial field
research. In all cases the underlying skills of scientific observation, documentation, and hypothesis development will be practiced.
Offered summer session as demand allows.
2.
Course outline of the major topics and subtopics (minimum of two-level outline).
This course, regardless of emphasis, will be a series of projects with increasing difficulty allowing students to first learn the theory
and methods, and then build confidence by practicing these skills multiple times on increasingly more complex problems in order to
hone their abilities with a final project designed to test the limits of their field skills. Below is the planned outline specific to the
geologic mapping course to be run summer 2012, but serves as an example outline for the other sub disciplines.
- Pre-trip review of mapping skills- in Winona classroom
-reading a topographic map
-Making a topographic profile
-Reading the geology from the topography
-Intro to field note taking
-Intro to field sketching
-Intro to geologic cross sections
-Intro to geologic summaries
- Mapping in flat-lying sedimentary rocks
-Rock descriptions of the stratigraphy-what makes good field notes
-Sample collecting
-Locating outcrops on a map using topography
-“Connecting the dots”-interpolating geologic contacts between discontinuous outcrop exposures
-“Beyond the dots” extrapolating geologic contacts into areas beyond that traversed based on topographic clues
-Field sketching-practice
-Constructing a topographic profile and geologic cross sections
-Estimating lithologic thickness
-Mapping in tilted sedimentary rocks
-Geologic mapping on a topographic base of 3 rock units exposed on a hogback (Monocline)
-Locating outcrops on the topo base
-Describing and identifying the rock units
-Measuring the strike and dip of bedding
-Transferring field data and creating a finish geologic map
-Geologic summary including rock descriptions
-Creating a topographic profile and geologic cross section of the mapped area
-Reconnaissance traverse, on foot
- Geologic traverse from flat lying sedimentary rocks, across the monocline and into the underlying basement
-Discussion of what notes should be recorded
-Discussion of what data should be included on field map and how to represent it.
-Discussion of how to develop multiple hypotheses based on the limited data from the traverse
-Sketching a simplified cross section representing the hypotheses
-Discussion of how to make a research plan to test the hypotheses
-Reconnaissance traverse, in vehicles
-Traverse across the crystalline core
-overview and discussion of the Precambrian igneous and metamorphic rocks
-Overview and discussion of the Precambrian structure
-Introduction to the GPS unit
-Introduction and practice identifying, describing, and measuring advanced structural features and fabrics
-Identifying, describing and measuring planar and linear fabrics
- Identifying, describing and measuring overlapping fabrics
-Interpreting fabrics
-Describing folds and discussion of how to document them and what measurements are required
- Collecting oriented samples
-Documenting with photographs
-Capstone mapping project in crystalline terrane-small group projects in areas where the answer is unknown
-Field mapping of complexly deformed crystalline rocks
-documenting through field notes
-Documenting using field sketches
-Documenting using field photographs
-Working with GPS while mapping
-Creating a final geologic map
-Written geologic summary including rock descriptions and interpretation of the structure
-Oral presentation of final findings to entire class
-Final exam
- 2-hour practical exams at two different structurally complex outcrops
-sketch of the outcrop
-take notes and measurements
-1-page written summary of their observations with interpretation
-they will be assessed on:
-well documented sketch
-completeness of notes
-completeness and clarity of summary
-quality of their interpretation
-skillfulness and accuracy in measuring structural elements
4.
Course requirements (papers, lab work, projects, etc.) and means of evaluation.
The course will take place during approx 2 classroom days in Winona followed by 15 days of field work with evening
discussions, mini lectures, and office work associated with the projects described above in part 3. Occasionally the students will
receive a day off from fieldwork to complete project requirements. Each individual project will have a set of maps, cross sections,
notes and summary papers appropriate to assessing the skills being practiced during that project, which will be evaluated as
described in part 6 below to ensure the students are learning and improving the required skills during the course of the class.
Student participation and engagement in the field will be assessed subjectively throughout the course to ensure the students are
making progress.
5.
Course materials (textbook(s), articles, etc.).
While each geologic emphasis may have slightly different required materials, all will require a relevant textbook or other required
reading, basic field equipment the students would have been required to purchase for the prerequisite courses (e.g.: field notebook,
map board, colored pencils, rock hammer, etc.), and presumably general hiking equipment (e.g.: backpack, water bottles, raingear,
hiking boots, etc.).
Specific course material requirements for the summer 2012 course will be:
-Geology in the Field, Compton, 1985, Wiley & Sons
-Introduction to Mineralogy*, Nesse, 2000, Oxford Press (or equivilant)
-Field equipment: map board*, measuring board*, drafting supply kit*, mineral ID kit*, Field Notebook*, rock hammer,
Brunton compass (supplied), backpack, hiking boots, raingear, water bottles, camera,
*purchased for prerequisite courses
6.
Assessment of Outcomes
- Pre-trip introduction to mapping skills- in Winona classroom-10% of final grade
There will be a series of 3-5 worksheets that the students will be required to complete. Assessment will be on quality,
clarity, accuracy, and effort.
- Mapping in flat-lying sedimentary rocks-15 % of final grade
Students will be assessed on my observations of their performance in the field (5%), clarity and completeness of rock
descriptions (5%), quality, clarity and accuracy of map, sketch and cross section (5%)
-Mapping in tilted sedimentary rocks-20 % of final grade
Students will be assessed on my observations of their performance in the field (5%), clarity and completeness of geologic
summary and rock descriptions (5%), quality, clarity and accuracy of map (5%), sketch and cross section (5%)
-Reconnaissance traverse, on foot -5 % of final grade
Students will be assessed on my observations of their performance in the field I will make attempt with my TA to observe
and speak to each student individually at least once during the day assessing their progress at reading the rocks, ability to
measure features, and their engagement in discussion.
-Reconnaissance traverse, in vehicles-5 % of final grade
Students will be assessed on my observations of their performance in the field I will make attempt with my TA to observe
and speak to each student individually at least once during the day assessing their progress at reading the rocks, ability to
measure features, and their engagement in discussion.
-Capstone mapping project in crystalline terrane-25 % of final grade
Students will be assessed on quality, clarity and accuracy of field notes (5%), on quality, clarity and accuracy of map
(5%), clarity and completeness of geologic summary and rock descriptions (5%), group presentation of results (5%),
assessment of their group participation by peers and myself (5%)
-Final exam-15 % of final grade
Students will be assessed on quality, clarity and accuracy of field notes (3%), sketch (4%), geologic summary (3%) and
skillfulness and accuracy in measuring structures (5%)
7. List of references.
Compton, Robert, 1985, Geology in the Field, John Wiley & Sons
Barnes, John W, 1995, Basic geological mapping, John Wiley & Sons
Freeman, Tom, 1999, Procedures in Field Geology. Blackwell Science Ltd
McClay, Ken, 1987, The Mapping of Geologic Structures, John Wiley & Sons
Nesse, William, 2000, Introduction to Mineralogy, Oxford Press
Raymond, Loren, 2002, Petrology, Waveland Press
Davis, George H and Reynolds, Stephen J, 1996, Structural Geology of Rocks and Regions, John Wiley & Sons
B.
Rationale
1.
Statement of the major focus and objectives of the course.
The focus of this course will be on introducing, practicing, and honing field skills our students will need for jobs in industry or to
help prepare them for field research in graduate school. The objectives will be to build on the skills introduced in the field methods
class each student is required to take in their sophomore year. Additionally, as a field-based course, the students will be taken to
geologic locations appropriate for the emphasis of the course, which are too distant to include as field trips during regular fall or
spring courses. It is expected by exposing student to these locations they will gain valuable experience they otherwise would not
receive in their undergraduate curriculum.
This course does not intend to replace a 6-8 week summer field camp commonly attended by geology students, but intends to act as
additional preparation for field camp and/or a research project, or to offer a shorter field experience to students who do not intend to
attend a field camp.
2. Specify how this new course contributes to the departmental curriculum.
This course would be included in electives pool for the GEGE, GEES, GSCE and ESCT degrees.
3. Indicate any course(s) which may be dropped if this course is approved.
No courses will be dropped if this course is approved.
C.
Impact of this Course on other Departments, Programs, Majors, or Minors
1.
Does this course increase or decrease the total credits required by a major or minor of any other department? If
so, which department(s)?
This course does not increase the total credits required in any of our majors or minors on the WSU campus
2.
Attach letter(s) of understanding from impacted department(s)
N/A
WINONA STATE UNIVERSITY
FINANCIAL AND STAFFING DATA SHEET
Course or Program_____ GEOS 401____________________
Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.
Please answer the following questions completely. Provide supporting data.
1.
Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by
adjunct faculty, include a rationale.
This course will be taught by existing faculty and because it will typically be taught during May term or summer session it will require
no changes in staffing numbers, and summer salary will be covered by summer tuition paid by the attendees.
2.
What impact would approval of this course/program have on current course offerings? Please discuss number of sections of
current offerings, dropping of courses, etc.
This course will be taught by existing faculty during summer sessions so it would have no impact on department course loads and will
not change any other course offerings.
3.
What effect would approval of this course/program have on the department supplies? Include data to support expenditures for
staffing, equipment, supplies, instructional resources, etc.
The Department of Geoscience already runs field trips so all camping and cooking supplies are currently available.
[Revised 9-05]