EASC 111
COURSE SYLLABUS
Heartland Community College
MATH & SCIENCE DIVISION
Course Syllabus for students in:
EASC 111
ENVIRONMENT EARTH
FALL 2006
GENERAL INFORMATION
COURSE NUMBER/TITLE/CREDITS:
EASC 111
Environment Earth, 3 Semester Credit Hours
INTRODUCTION:
This class is designed as an introductory course to give an overview of the environmental
concerns of earth.
CATALOG DESCRIPTION:
Topics course for non-science majors who desire a physical science understanding of environmental
concerns. Topics may include ground water, air quality, land management, nuclear energy, and
solid waste disposal.
TEXTBOOK:
Environmental Science, Tenth Edition, Enger and Smith, McGraw-Hill, 2006.
PREREQUISITE FOR THIS COURSE:
None.
STUDENTS FOR WHOM THIS COURSE IS INTENDED:
Non-science majors who my have had little or no exposure to science in high
school.
INSTRUCTOR INFORMATION:
Name: Bob Dennison
Office: ICB 2408
Phone: (309) 268-8646
Email: robert.dennison@heartland.edu
Office Hours:
Monday/Wednesday/Thursday/Friday from 10-11
Tuesday from 12 -1
COURSE PURPOSE
GENERAL COURSE GOALS & LEARNING OUTCOMES:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Understanding of the scientific method by observing. gathering, and
evaluating information.
Develop an ability to use science as a tool for understanding the natural
world
Recognize environmental science as an integration of life, physical, and social scie nce
Understand basic ecological principles
Prepare written reports and evaluations.
Distinguish between biotic and abiotic factors in an ecosystem
Describe and apply the principle of sustainability
Describe environment and resources in terms of economic and non-economic value.
Demonstrate an awareness of local, national, and global environmental issues.
Discuss perspectives on the severity of disruptions of the integrity of ecosystems
Identify the impacts of humans on the environment.
Classify unwanted results of resource use including depletion, waste, and pollution.
Describe the demographic transition model.
Give examples of unsustainable use of resources.
Describe the positive and negative aspects of food production for human use.
Describe processes by which humans can protect the environment, including politically.
Communication
Learning
CODE
STATEMENT
QUALITIES
CO1
Students compose a
message and
provide ideas and
information suitable
to the topic,
purpose, and
audience.
Students create a
message using various
structures, claims,
support, credibility,
etc., depending upon
their topic, purpose,
and audience
CO2
Students effectively Students prepare
Outcomes
OUTCOME
#
METHOD
5
Group project, Position
deliver a message written, oral, visual,
via various
and/or experiential
channels/modalities. materials for an area of
study.
CO3
Students listen in
order to
comprehend
information,
critique and
evaluate a message,
show empathy for
the feelings
expressed by others,
and/or appreciate a
performance.
Students determine
what is expected of
them as listeners in an
interaction and respond
appropriately.
CO4
Students are selfreflective of the
communication
process.
Students objectively
analyze their own
communication and
modify it when
necessary.
CO5
Students
communicate
ethically through
monitoring their
behavior and
interactions with
others.
Students recognize the
meanings and values
associated with their
communication and
take these into account
during the
communication process
CO6
Students can
recognize and
negotiate
differences.
Students develop and
use appropriate conflict
management strategies.
papers, video quizzes
Diversity Learning Outcomes
CODE
DI 1
DI 2
DOMAIN
LEVEL
STATEMENT
OUTCOME #
METHOD
Receiving
Students are receptive
to beliefs and values
that differ from their
own.
Various
Lecture, Exam,
Environmental Club
Project
Responding
Students consider the
views of others in light
of those persons’
experiences and
particular
understandings
DI 3
DI 4
DI 5
Valuing
Students reflect upon
the formation of their
own perspectives,
beliefs, opinions,
attitudes, ideals, and
values.
Organizing
Students explain the
contributions of diverse
perspectives to the
development of various
fields of inquiry and to
society as a whole, and
re-examine their own
values and beliefs in
light of the insights they
have gained from their
study of other cultures.
Characterizing
Students consistently
and characteristically
approach diversity
issues in a manner that
exemplifies respect for
and appreciation of
difference.
16
Exams, lectures, quizzes
Problem-Solving Learning Outcomes
CODE
STATEMENT
QUALITIES
OUTCOME # METHOD
PS 1
Student can solve
problems based
on examples and
frameworks
provided by
instructor.
Student can only solve
problems that they are
shown first. Student
sees answers as only
being right or wrong.
Student is highly
dependent on the
instructor.
1
Lecture, written exam
PS 2
Student identifies
the type of
problem and use
a framework to
solve the
Student can solve
problems different from
those shown. Student
2
recognizes where the
process broke down
Lecture, written exam
problem.
when incorrect answers
result.
PS 3
Student identifies
the type of
problem and,
from multiple
problem solving
methods, chooses
the best method
and solves
problem.
Student tries to apply
multiple strategies to
solve problems. Student
shows ability to solve
problems which have
not been previously
demonstrated by the
instructor. Student is
not as dependent on the
instructor
PS 4
Student analyzes
the situation,
explores different
outcomes from
multiple
frameworks,
applies the
appropriate
solution,
analyzes the
results, and
refines the
solution.
Student sees problem
solving as a process and
is not satisfied with first
answer to problem reviews answers for
validity. Student
transfers problem
solving ability across
the disciplines.
PS 5
Student has the
ability to define,
interpret, and
solve problems
through
collaboration
with others.
Student has the ability
to consult with students
from other disciplines to
solve problems in all
situations. Student
perseveres until solution
is found.
Critical Thinking Learning Outcomes
CODE
STATEMENT
QUALITIES
OUTCOME #
CT 1
Students gather
knowledge, apply
it to a new
situation, and
draw reasonable
conclusions in
ways that
demonstrate
Students inquire into an
unfamiliar situation
2, 6, 8, 10, 11,
given a strategy or
13, 14, 15
concept. (Responding in
a similar situation)
METHOD
Lectures, exams, pop
quizzes, video quizzes,
small group discussion,
group project
comprehension.
CT 2
Students
determine value
of multiple
sources or
strategies and
select those most
appropriate in a
given context.
Students compare
various perspectives,
strategies or concepts
and respond using the
most appropriate
alternative. (Making a
decision)
CT 3
Students generate
an answer,
approach, or
solution through
an effective
synthesis of
diverse sources
and arguments
and provide a
rationale.
Students use creative
thinking to produce a
product, idea, or
12
method that is new to
them. (Designing your
own)
CT 4
Students actively
reflect on their
answer,
approach, or
solution and act
upon those
reflections to
improve the final
result.
Students justify,
challenge, and revise
their position,
judgment, or conclusion
through self-assessment
and active reflection.
(Reflecting upon one’s
own thought process)
7, 9
Lectures, exams, pop
quizzes, video quizzes,
small group discussion,
group project
Group project
RELATIONSHIP OF COURSE TO STUDENT ACADEMIC DEVELOPMENT
EASC 111 provides a basic scientific foundation necessary for further college-level courses.
RELATIONSHIP OF COURSE TO GENERAL EDUCATIONAL REQUIREMENTS
This class will fulfill lab science credit in the A. A. and A. S. degree requirements.
EDUCATIONAL BELIEFS:
BELIEFS ABOUT STUDENT LEARNING:
Students must take an active role in the learning process for it to take place and for
you to feel a sense of accomplishment. Desire, effort, and persistence are the key
ingredients to your success.
BELIEFS ABOUT TEACHER’S ROLE:
I will be responsible for creating an atmosphere conducive to the learning process. Please feel free
to ask me questions either during your class period or my office hours or whenever we can make a
connection.
DESCRIPTION OF INSTRUCTIONAL TECHNIQUES AND RATIONALE:
Lecture discussion, tests, quizzes, and written reports. Students will have the opportunity to ask
questions and contribute throughout.
DESCRIPTION OF LEARNING FORMAT:
Students will be able to achieve success by:
1.
2.
3.
4.
5.
6.
Attending class regularly and taking all the exams.
Participating in discussions and group work.
Asking questions about material you do not understand.
Doing careful, thoughtful and thorough work.
Reading the assigned material before class lecture and again afterwards.
Taking good notes and reviewing them regularly.
7.
8.
9.
10.
Reviewing the key terms and questions at the end of each chapter.
Reviewing the material listed on your test review sheets.
Forming a study group with other members of this class.
Attending class on time.
FEEDBACK AND GRADING
GRADING SYSTEM/METHOD OF EVALUATION:
Scale: A > 90%, B = 80-89%, C = 70-79%, D =60-69%, F<60% based upon percentage of total points.
There will be a total of five exams [four exams over lecture material and a final exam]. The lecture
exams are worth 100 points each and consist of 50 multiple choice questions. Any make-up exams will
consist of 20+ essay questions with a 45 minute time limit to complete the questions. You must notify me
before your test is scheduled by phone [268-8646] or you will not be able to take the make-up exam.
Makeup tests must be completed in a timely manner as determined by your instructor. Make-up exams
are only worth a maximum of 95% of the original test. Failure to do so will result in a score of ZERO for
that exam. The remainder of your grade will consist of a 100 point group project in which you will be
graded both as a group and individually, quizzes, writing assignments, and attendance. Attendance points
will be granted not only by your attendance but also by your participation in class lectures. Everyone
must take the final exam during its scheduled time. All grading issues are left to the discretion of the
instructor including allowing makeup exams for missed tests.
HEARTLAND'S GRADING PHILOSOPHY
Letter Grade Rubrics
A (4.0) This grade represents consistently outstanding performance that demonstrates superior
understanding and skillful use of important course concepts. Performance at this level signifies that the
student is extremely well prepared to continue with more advanced study of the subject.
B (3.0) This grade represents performance significantly beyond the level necessary to achieve the course
objectives. Work is of high quality but not consistently at an outstanding level. Performance at this level
signifies that the student is well prepared to continue with more advanced study of the subject.
C (2.0) This grade represents an acceptable achievement of the course objectives. Performance at this
level signifies that the student is reasonably well prepared to continue with more advanced study of the
subject.
D (1.0) This grade represents less than adequate performance. It signifies questionable readiness to
proceed with more advanced study of the subject.
F (0.0) This grade reflects unacceptable performance. The student is not yet ready to proceed with more
advanced study of the subject, and must repeat the course successfully to receive credit.
Philosophy of Grades
The Heartland Community College grading philosophy grows out of our vision of educational excellence.
This common philosophy provides a framework for each academic division and instructor as they
establish their own individual course grading system, evaluation methods, and course policies using the
shared general rubrics for letter grades given below.
Letter grades serve as a vehicle to promote meaningful evaluation of student achievement, to inform
students of academic progress, and, as necessary, to improve student performance, habits, and practices.
Using a letter grade as a prerequisite for subsequent courses means we believe that the grade was
assigned through a conscious judgment about a student's readiness to proceed to more advanced study.
At Heartland, students' academic achievement is measured by their mastery of course objectives and
content. We challenge students to meet these recognized standards of achievement and we assign grades
based on their success in doing so. Simply stated, we believe that the responsibility for academic
achievement rests with the student and that holding students responsible for their learning promotes their
academic growth.
POLICIES ON ASSIGNMENTS/TESTS/MAKE-UPS:
Makeup exams will only be granted in unusual circumstances. Students are expected to show up
and take their tests when scheduled by the instructor. Students must notify the instructor BEFORE
their scheduled test begins by phone [268-8646] in order to be allowed an opportunity for a makeup
exam. Students must make arrangements with the instructor no later than 24 hours after the test is
given to set aside a time for their makeup exam. Failure to do so will result in a score of ZERO for
that exam. Students are expected to turn in their assigned work on time. No exceptions will be
granted for late assignments. Assignments are due per the instructor’s direction.
POLICIES ON ATTENDANCE:
Regular class attendance and coming on time is an important part of educational success and is
expected of all students. No make up quizzes will be given. You are responsible for the
information presented in each class for the exams. Students will be dropped for excessive missing
of class at the instructor's discretion.
ACADEMIC INTEGRITY
Academic integrity is a fundamental principle of collegial life at Heartland Community College and is
essential to the credibility of the College’s educational programs. Moreover, because grading may be
competitive, students who misrepresent their academic work violate the right of their fellow students. The
College, therefore, views any act of academic dishonest as a serious offense requiring disciplinary measures,
including course failure, suspension, and even expulsion from the College. In addition, an act of academic
dishonesty may have unforeseen effects far beyond any officially imposed penalties.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning cheating or
other acts of academic dishonesty, plagiarism, misrepresentation of data, falsification of academic records or
documents and unauthorized access to computerized academic or administrative records or systems.
Definitions of these violations may be found in the college catalog.
Plagiarism
Plagiarism is the presenting of others’ ideas as if they were your own. When you write a paper,
create a project, do a presentation or create anything original, it is assumed that all the work, except
for that which is attributed to another author or creator, is your own. Plagiarism is considered a
serious academic offense and may take the following forms:

Copying word-for-word from another source and not giving that source credit.

Paraphrasing the work of another and not giving that source credit.

Adopting a particularly apt phrase as your own.

Using an image or a copy of an image without crediting its source.

Paraphrasing someone else’s line of thinking in the development of a topic as if it were
your own.

Receiving excessive help from a friend or elsewhere, or using another project as if it
were your own.
[Adapted from the Modern Language Association’s MLA Handbook for Writers of Research
Papers. New York: MLA, 1995: 26]
Note that word-for-word copying is not the only form of plagiarism. The penalties for plagiarism
may be severe, ranging from failure on the particular piece of work, failure in the course or
expulsion from school in extreme cases.
Many plagiarism problems can be remedied by citing the sources of the original
work.
When in doubt, cite the source according to the style your instructor directs. Usually
this is APA or MLA Style.
Don’t be daunted by citing sources which are not books. You can cite everything –
including pamphlets, maps, cereal boxes, telephone conversations, movies, television
shows, Internet and world-wide web sites.
Most cases of plagiarism arise from carelessness or haste. Violators often attempt to
excuse themselves by saying that they were not told of the nature of plagiarism. You
have been told. You must not include either the phrases or ideas of another writer in
your papers without acknowledgment. Otherwise, you are stealing. Plagiarism is
dishonest. It is cheating and is subject to severe penalties. It may endanger your
whole career. Don’t do it.
SUPPORT SERVICES
Heartland Library Information http://www.heartland.edu/library
The Library, located in the Students Commons Buildings at the Raab Road campus, provides
Heartland students with a full range of resources including books, online journal databases, videos,
newspapers, periodicals, reserves, and interlibrary loan. Librarians are available to assist in locating
information.
For more information please call the Library (309) 268-8200 or (309) 268-8292
Tutoring Center
Heartland Community College offers tutoring in various forms at not cost to
Heartland students at the Academic Support Center (ASC) in Normal and at the Pontiac
and Lincoln Centers. Tutors are available at convenient times throughout the week.
Study groups, group tutoring facilitated by a specially-trained tutor, are also available by
request. For more information about services available at each location, please call the
ASC in Normal (309) 268-8231; the Pontiac Center (815) 842-6777; the Lincoln Center
(217) 735-1731.
Testing Center
The Testing Center provides a quiet environment for students to complete make-up exams, online
exams, and exams for students with special accommodations. Students may be able to complete
exams in the Testing Center if arrangements are made with their instructor. For more information,
contact the Testing Center at (309) 268-8231.
Open Computing Lab
http://www.heartland.edu/asc/computerlab.html
The Open Computing Lab provides free computing for HCC students at convenient times throughout
the week. The computer lab is staffed by trained Lab Assistants and offers the use of approximately
70 computers, a scanner, a laser printer, and an electric typewriter.
If you have a documented disability and wish to discuss academic accommodations, please contact:
Anita Moore at 268-8249 or anita.moore@heartland.edu.
CURRICULAR AND TRANSFER STATUS
DEGREE/CERTIFICATE:
This course counts toward completion of the A. A. Degree or the A. S. Degree.
TRANSFERABILITY:
Check with an advisor to get specific transfer information related to the school you wish to attend.
STUDENT ASSIGNMENTS AND PURPOSE
RELATIONSHIP OF COURSE GOALS TO ASSIGNMENTS:
Each assignment provides background needed to achieve course goals.
RATIONALE FOR COURSE CONTENT:
Course content covers science fundamentals and basic techniques necessary for more advanced
science courses. Topics in the class will increase earth-environment awareness.
WHAT STUDENTS NEED TO BRING TO EACH LAB MEETING:
1.
2.
3.
4.
5.
6.
Pencil and/or pen
Calculator
Textbook
Notebook
Highlighter
If you bring a cell phone, make certain it is turned OFF during class.
CALENDAR & ASSIGNMENTS
ASSIGNMENTS
TEST ONE MATERIAL
Introduction to Earth Science
Chapter 1 – Environmental Interrelationships
Chapter 2 - Environmental Ethics
Chapter 3 - Risk and Cost: Elements of Decision Making
Test One - approximately week 4 of the semester
TEST TWO MATERIAL
Chapter 5 – Interactions: Environments and Organisms
Chapter 6 – Kinds of Ecosystems and Communities
Chapter 7 – Population Principles
Chapter 8 - Human Population Issues
Test Two- approximately Week 8 of the semester
TEST THREE MATERIAL
Chapter 9 – Energy and Civilization: Patterns of Consumption
Chapter 10 - Energy Sources
Chapter 12 - Biodiversity Issues
Chapter 15 –Agricultural Methods and Pest Management
Test Three - approximately Week 12 of the semester
TEST FOUR MATERIALS
Chapter 16 – Water Management
Chapter 17 – Air Quality Issues
Chapter 20 – Environmental Policy and Decision Making
Test Four - approximately week 15 of the semester
TEST FIVE MATERIALS [FINAL EXAM]
A comprehensive final taken from all the material above. See schedule below for dates and times of
your final exams.
DATES FOR EXAMS/QUIZZES:
You will be informed at least one week in advance of the tests. Quizzes can occur with or
without prior notice. You will also be notified in class of the time allowed for assignments
to be completed. In most cases you will have one week to turn in written assignments.
FINAL EXAM SCHEDULE
EASC 111 – 01, will have a final on Wednesday, December 13th from 8:00 -9:50
EASC 111 - 03, will have a final on Tuesday, December 12th from 11- 12:50
EASC 111 – 04, will have a final on Monday, December 11th from 12:00 - 1:50
EASC 111 - 05, will have a final on Wednesday, December 13th from 2:00 - 3:50
CLASS CANCELLATION ON INTERNET
Notice of Canceled Class Sessions
Cancelled class sessions, for all HCC classes, will be listed under Cancelled Class Meetings in the
A-Z Index and under Academic Information in the Current Students page on the HCC Web site. Go
to http://www.heartland.edu/classCancellations/ to learn what classes have been cancelled for that
day and the upcoming week. Be sure to check the last column, which might contain a message from
the instructor.
WITHDRAWAL DATES
Students are responsible for officially dropping/withdrawing in writing to Student
Services/Registration from a course for which they have enrolled. Drop/Withdrawal requests made
by telephone will not be accepted.
Last date to withdraw:
Regular semester: November 8th
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