II TDS 160


Document Type

Course Change

Alternate Date

2007 - 2008


KEENE STATE COLLEGE 2006-2007 COURSE PROPOSAL FORM DATE: October 1, 2007 SPONSORING PROGRAM AND CHAIR: Department: Technology, Design & Safety Program: Technology Studies (sponsoring TDS elective) Chair: Larry McDonald, 603-358-2976 lmcdonal@keene.edu PROPOSAL SPONSOR: Dr. Richard L. Foley (603-358-2893 rfoley@keene.edu) TITLE SUMMARY: II-TDS 160 Peak Oil and Sustainable Solutions Abbreviated: Peak Oil & Sustainability PROPOSED ACTION: (Underline proposed changes ) Course Addition Number Change Title Change Credit Change Description Change Prerequisite Change Course Deletion Course Replacement Other: Four Credit Transition and listing as ISP- Interdisciplinary EXISTING (OLD) DATA: TDS 160 Introduction to Power and Energy Development of concepts and skills related to mechanical, fluid, electrical, and thermal processes systems. Includes an overview of energy sources and conversion processes. 2-hour lecture, 2-hour lab. Spring PROPOSED (NEW) COURSE TITLE: II-TDS 160 Peak Oil and Sustainable Solutions (4 credits) Apply tools of many different disciplines to explore national and international issues surrounding “Peak Oil” — impacts of dwindling supplies of fossil fuels, environmental and social costs of energy conversion processes, national energy polices and grassroots activism. Develop interdisciplinary problem-solving skills by promoting sustainable solutions in Service Learning project. 4-hour seminar. Spring PROPOSED (NEW) COURSE: NA COURSE OBJECTIVES: Upon completion of this course each student should be able to: • expand their knowledge and understanding of energy concepts, technologies and issues. • gain an appreciation for the wide range of literature related to energy technology and its impact on the planet, on our quality of life, and on national and international social, economic, and political systems. • describe the major epochs that mark the development of civilizations using the criteria of the dominant energy sources. • differentiate between non-renewable (extractive) and renewable energy sources and the efficacy of different conversion systems in relation to end-use. • acquire a broad-based perspective and the basic tools to evaluate the “social costs” and environmental trade-offs for the use of different energy sources and conversion systems. • feel more confident around laboratory activities that are designed to reinforce the learning of scientific concepts and quantative analysis directly related to energy systems. • more fully appreciate the “open-ended” nature of energy issues and specific problems and the fact that sustainable solutions must draw on dozens of academic fields of knowledge. • identify and assess the critical energy related issues facing their generation; eg: climate change, “Peak Oil,” globalization and the “War on Terrorism.” • generalize their knowledge of power & energy technology to their own fields of interest; eg: architecture, computer science, education, EHS (environmental health and safety), environmental science, engineering, management, product design or private enterprise. LEARNING OUTCOMES: During this course, students will pursue specific outcomes related to the Integrated Studies program, the program’s Interdisciplinary component and the Integrated Skills Sets. During their work in this course, students will: IS: Global Issues • approach global issues from multiple perspectives in deriving solutions to potential conflicts. . • critique a discipline through the lens of other cultural values. • demonstrate a commitment to analyzing and/or solving global issues. • demonstrate knowledge about cultures, societies, religious worldviews and /or political/economic systems outside of the western context. IS: Social & Environmental Engagement • identify elements of social and/or environmental structures: individual, group and system. • demonstrate a commitment to analyzing and/or solving social and/or environmental issues. • articulate the interrelations of natural and social-cultural systems, and the ways in which human agency can both degrade and sustain the environment. Interdisciplinary • cross disciplinary boundaries to reveal new patterns and connections that reframe knowledge. • analyze the assumptions and actions of society from multiple perspectives. • examine national and international issues through artistic, philosophical, cultural, scientific, technological, economic, social and political lenses. Integrated Skills Sets Primary skills — focus on instruction in the course: Critical Thinking • Demonstrate the ability and willingness to approach a particular idea, problem, task or goal from multiple perspectives • Analyze and interpret evidence, conjectures, and alternative strategies related to a given ideas, problem, task or goal • Synthesize information, arguments, and perspectives in order to create new meaning, insight and understanding • Apply critical thinking to important ethical and societal issues and problems Information Literacy • Identify general kinds of information available in the Mason library and at KSC • Incorporate information into written work and oral presentations • Develop research (project) using information appropriately #3 Quantitative Reasoning • Use an array of numerical manipulations to interpret basic information • Read and interpret graphs, charts and tables in discipline specific media • Draw conclusions and inferences supported by own data analysis Secondary skills — supportive of course objectives, but not primary instructional areas: Creative Thinking • Use novel ideas, perspectives, or solutions when engaging in a problem, task or goal ��� Engage a problem, task or goal with sustained effort over a period of time • Use multiple models or representations of ideas • Express personal ideas, points of view, or feelings and bring those to a product • Invent and re-apply ideas • Create new uses for existing patterns or structures • Form new combinations of ideas • Solve unstructured problems Critical Dialogue • Organize what one wishes to convey • Speak with purpose when conveying thoughts/ideas • Demonstrate thoroughness of research and effective preparation in making formal presentation • Engage the listener through verbal and non-verbal behaviors • Practice mental engagement with the speaker in order to formulate thoughtful questions based on conversation and presentations Technological Fluency • Use Internet search techniques and engines with discrimination to find resources and information • Use appropriate presentation software to deliver a formal presentation • Use an information management program (e-portfolio or institutional repository) to organize , interpret and convey ideas • Employ computer media (visual images, sound, graphical displays, etc.) as appropriate in academic work RATIONALE: As a Professor in the Technology Design and Safety Department, I have been instructing TDS 160 Introduction to Power and Energy continuously since my appointment in 1978. Based largely on my doctoral work at Umass-Amherst (national energy policy, energy conservation, renewable sources), I radically revised the course content over the years to meet TDS programmatic changes. This course has evolved from its Industrial Arts teacher-training roots with in-depth training in the narrow field of mechanics (small engine/auto mechanics; hydraulics, pneumatics) to an orientation to energy systems as they apply to the commercial/industrial, residential and transportation sectors. In the last decade I have worked consciously to develop this course as an interdisciplinary and multi-disciplinary exploration of how local initiatives can remedy the problematic combination of flawed federal energy planning and international energy corporate control. To encourage students to apply creative problem-solving strategies to unstructured problems related to local energy issues, I employ a Problem-Based Service Learning or PBSL project (involving local non-profit agencies) that serves as the ‘final examination.” The course most recently served as a TDS elective in the Technology Studies major and as an open elective that consistently attracted students campus wide — Technology (Product Design and Development), Architecture, Environmental Studies, Computer, Education, Mathematics, Safety, science and social science degree candidates, as well as students pursuing transfer to engineering schools. [refer to attached Appendix: Rationale, Student Outcomes II, Service Learning, Assessment and Texts for more background] RESOURCES: No additional staffing, facilities, and/or equipment will be required to move this course to the four-credit model. The development of safe, portable technologies and/or simulation software by educational vendors (Applied Physics, LEGO, and other packages) has progressively eliminated the need for dedicated laboratory in-class time. Existing classroom and laboratory facilities in Butterfield Hall will be utilized to support the proposed course. Dr. Foley had been working with the library staff to expand reading material and media resources to meet the needs of students in TDS 140, TDS 160 and IDSS 150. While delivering ITW courses (pilots in the fall 2006 and spring 2007 and three sections fall 2007), Dr. Foley and librarian Judy Hildebrandt have collaborated on developing a formal strategy to improve student research using the library’s resources. Their efforts should position Dr. Foley to assist II-TDS 160 Peak Oil students in maximizing the library’s resources. ADVISORY OPINIONS: No degree programs will be affected by this course change since II-TDS 160 would serve as an Interdisciplinary elective under the new Integrative Studies program.


Senate Curriculum Committee




Keene State College

II TDS 160