WINONA STATE UNIVERSITY
PROPOSAL FOR UNIVERSITY STUDIES COURSES
Department ________Biology________________________________
Date ____August 26, 2011________________
___BIOL 111__
Course No.
_Human Biological Diversity __________________________
Course Name
This proposal is for a(n)
___x___ Undergraduate Course
Applies to: ______ Major
_____ Required
_____ Elective
______ Minor
_____ Required
_____ Elective
University Studies (A course may be approved to satisfy only one set of outcomes.):
Course Requirements:
Basic Skills:
Arts & Science Core:
_____ 1. College Reading and Writing
_____ 2. Oral Communication
_____ 3. Mathematics
_____ 4. Physical Development & Wellness
Flagged Courses:
_3__
Credits
_____ 1. Humanities
__x 2. Natural Science
_____ 3. Social Science
_____ 4. Fine & Performing Arts
Unity and Diversity:
_____ 1. Critical Analysis
_____ 2. Science and Social Policy
_____ 3. a. Global Perspectives
_____ b. Multicultural Perspectives
_____ 4. a. Contemporary Citizenship
_____ b. Democratic Institutions
_____ 1. Writing
_____ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
Prerequisites ______________________none__________________________________________________________
Provide the following information (attach materials to this proposal):
Please see “Directions for the Department” on previous page for material to be submitted.
Attach a University Studies Approval Form.
Department Contact Person for this Proposal:
______Robin Richardson
Name (please print)
____457-5128_________
Phone
_____rrichardson@winona.edu___________
e-mail address
[Revised 9-05]
Proposal for University Studies Course-Course Requirements:
1. Outcomes in Natural Sciences
Outcomes Grid for BIO 111
Topics:
Outcomes
Lectures
X
X
X
X
X
X
X
Guided Discussions
X
X
X
X
X
X
X
Lecture Assignments
X
X
X
X
X
X
X
Human Decoupage Project
X
X
X
X
X
X
X
Critical Readings
X
X
X
X
X
X
X
Exams and Quizzes
X
X
X
Journal
X
X
X
1.
2.
3.
4.
5.
6.
7.
X
X
X
X
X
Understand how scientists approach and solve problems in the natural sciences: the diversity class will
develop this understanding in every aspect of the class.
Apply those methods to solve problems that arise in natural sciences: problems will be presented in
lecture
Use inductive reasoning, mathematics, or statistics to solve problems in natural science:
Engage in independent and collaborative learning:
Identify, find and use the tools of information science as it relates to natural science:
Critically evaluate both source and content of scientific information: The professor will lead (role model)
the process of evaluating scientific information.
Recognize and correct scientific misconceptions:
2. Course requirements and Learning Activities:
Details in the proposal for new course (attached)
3 and 4: Syllabus that includes grade determination and expectations
Biology 111 Human Biological Diversity
Syllabus and Tentative Schedule
Professor Robin Richardson
This Course Satisfies the University Studies Requirements for a Natural Science.
Office: 246 Pasteur (phone 457-5128). My email is spider@winona.edu
Office hours are posted at my office-come and write them down.
Text is mostly PDF’s but be prepared to spend some money on readings. You need supplies (art tablet and
colored pencils) from the bookstore. You need everything the first week.
Grade Determination: You can (and should) keep track of your grade as it is based on the percentage of
points offered (listed below) that you earn. Quizzes will be both announced and unannounced and I expect
you to attend class so I assign exercises and pop quizzes as if everyone is always there. If you miss class
you must 1) notify me (not a machine or another person) and 2) receive my acceptance of your excuse.
Make-up exams are very difficult and require a proportionately important reason. Do not take the
likelihood of a make-up for granted! You may make a maximum of one request for a make-up (quiz, test or
exercise) throughout the entire term.
Points Offered: You can figure out your grade at any time as it is based on your percentage earned of the
points offered. 90-100% is an A, 80-90% is a B, 70-80% is a C and below 60% is failing.
Points offered:
3 lecture tests @ 100 each=300
Journal exercises
=100
Discussions and decoupage =100
Debates
= 50
Total possible
550
Exam and Quiz Format: Exams will be primarily visual and verbal presentations of your ideas related to
the questions. Bring your colored pencils every day and they are required on tests. Exercises are done
outside of class or in collaboration with others and may involve reading or drawing. You need to make
regular entries in your journal to build the human decoupage required the last week. Anything that is not
complete by the deadline is devalued by 10 percent per day (including weekends and holidays).
Hint: Successful completion of this course requires that you quickly get into the proper frame of mind.
You should plan on keeping up and concentrating on the reading. I am not here to assign you a grade.
Rather, my role is to help you learn material. I will focus on this goal and I expect you to also focus on the
content of the class. Questions that will be answered are framed in curiosity.
A ride home is not grounds for an excused make-up.
Course Philosophy: Curiosity about the world, starting with yourself is an expected prerequisite for this
course. Questions based on curiosity will be pursued. You receive credit for you contribution to the
learning atmosphere. The learning atmosphere encompasses attendance, attitude and the fostering of
curiosity.
Biology of Human Diversity
Tentative Schedule
January 10-first meeting-dichotomies and us; assign identities
January 12-an overview of the “laws of Nature” and Nurture’s revisions
January 14-human in an animal context, what does biology include and
similarity/diversity: Do the curves.
January 19-Movie: Human Family Tree (journal exercise)
January 21-finish the movie
January 24-is race real? What is the biology and usefulness?
January 26-medical uses of race if it is real
January 28-cultural aspects of race and social class
January 31-summarize our thoughts on race and its role in diversity
February 2-sex vs. gender vs. orientation
February 4-gender brains
February 7-biological roles of the sexes/are they based on gametes?
February 9-hormones and behavior
February 11-environmental influences: Are they nature or nurture?
February 14-beauty and symmetry: Is selection at work?
February 18-is what we see up to us? Bring in the elephant
February 21-first test
February 23-discuss diversity so far: Culture and science
February 25-how do we learn/brain wiring
February 28-biology of obesity
March 2-obesity and bacteria
March 4-obesity and illness/Erasmus Darwin weighs in
March 14-Tidbits of Brain Books: right versus left
March 16-Tidbits of Brain Books: constructivist and other theories
March 18-Tidbits of Brain Books: Plasticity of emotional brain
March 21-what we learn about the brain from trauma and damage
March 23-Body Thinking (chapter on website)
March 25-go play with the “Race Machine” and come back with critique
March 28- age and sex (death and sexual reproduction-where is the choice?)
March 30-biology of aging-tentacles to brain, beauty and other traits
April 1- The Art and Science of Evil
April 4- second test
April 6-what is happiness and how valuable is it?
April 8-is there diversity in happiness?
April 11-can the level of happiness change? Biology?
April 13-weaving science and culture
April 15-faith and altruism and science
April 18-first human decoupage
April 20-your “role” in life
April 25-another human decoupage
April 27-another human decoupage
April 29-another human decoupage
Final exam will be in our regular room