Title

IN GEOL 300

Authors

Document Type

Course Change

Alternate Date

2007 - 2008

Abstract

KEENE STATE COLLEGE 2007-2007 COURSE PROPOSAL FORM DATE: October 24, 2007 SPONSORING PROGRAM AND CHAIR: Identify the department and chair. Include phone number and email address. Geology P.A Nielsen 8-2553 pnielsen@keene.edu PROPOSAL SPONSOR: Identify the person(s) who should be contacted regarding the proposal. Include phone number and email address. This person is expected to attend Divisional and/or Senate Curriculum meetings to discuss the proposal. P.A Nielsen 8-2553 pnielsen@keene.edu PROPOSED ACTION: Underline proposed changes . Course Addition Number Change Title Change Credit Change Description Change Prerequisite Change Course Deletion Course Replacement Other: EXISTING (OLD) DATA: Insert the course information as it exists in the current KSC Catalog. You may copy the information electronically from the KSC Web page: http://www.keene.edu/catalog/mdc.cfm PROPOSED (NEW) COURSE TITLE: GEOSCIENCE ISSUES AND SOCIETY Limit the course title to 30 characters, including spaces. If more characters are absolutely necessary for clarity, the sponsor should submit an abbreviated title to assure an intelligible abbreviated title of choice (for use in student information system, on transcripts, etc.). INGEOL 300 GEOSCIENCE ISSUES AND SOCIETY PROPOSED (NEW) COURSE DESCRIPTION: Limit the Course Description to 50 words, not including prerequisites. Prerequisites should be clear and specific, e.g., as courses (e.g., ENG 101) or number of credits required. Finally, specify semester(s) the course will be offered. INGEOL 300 GEOSCIENCE ISSUES AND SOCIETY A course focusing on the cause and effect of geologic processes that impact society. Content may vary, but includes earthquakes, tsunamis, floods, volcanic activity, resource issues, and the geologic record of climate change. Students are expected to closely monitor popular media to document current geologic events and their effects. Prerequisite: 24 credits in ISP, including ITW101, IQL 101 and one course from the IS category. Occasional LEARNING OUTCOMES: State knowledge and/or skills students will be expected to demonstrate upon completion of this course. For more information, see Guidelines for Developing Program Objectives, Course Objectives, and Learning Outcomes: http://www.keene.edu/senate/proposals/help/Writing4.cfm . Disciplinary Outcomes: To develop an understanding of the dynamic nature of Earth including both internal and external processes and their impact on human systems. To develop an understanding of the important system cycles on earth including the water, carbon and rock cycles and the interrelationships between humans and those cycles. To develop an understanding of environmental issues related to use/abuse of geologic resources including fuels, water, metals and industrial minerals. [SCIENCE OUTCOME: SCIENTIFIC METHOD, THEORIES] Understand how the scientific method led to the Theory of Plate Tectonics, a major paradigm shift that revolutionized our understanding of the environmental hazards associated with both internal and surface processes. To distinguish and assess the impact that knowledge and methodology in the natural sciences have on our understanding of self, society and environment. Integrative Outcomes: [INTEGRATIVE OUTCOME: SOCIAL AND ENVIRONMENTAL ENGAGEMENT] Recognize the importance of geology to human activities and demonstrate an understanding of the strong feedback loops involving earth processes and human actions, specifically social policy related to geo-hazards). Skills you will be using and expectations for those skills: [SKILLS OUTCOMES] Achieve higher proficiency in the following skills areas by practicing them throughout the semester through class preparation and class participation: Reading with purpose and comprehension in order to be able to successfully complete the specific assignments developed during investigation of specific events,  Ask questions that lead to greater understanding of material  Demonstrate the ability to summarize and identify key points  Demonstrate an understanding and ability to relate discipline-or interdiscipline specific information to theories presented in a course Writing with clarity in responding to issues raised in class discussion,  Organize, state and develop ideas clearly  Understand and value academic honesty  Ask questions that lead to a richer product  Cultivate disciplinary and interdisciplinary expertise necessary to question sources, develop ideas, and offer interpretations Quantitative Reasoning through analysis of both graphical and tabulated data as presented in the assigned readings as well as successfully completing class exercises, and  Read and interpret graphs, charts and tables in discipline specific media  Critically evaluate conclusions and inferences drawn by others based on data presented as support Critical and Creative Thinking through participation in class discussion important questions related to energy and environmental issues, and social policy related to geo-hazards. Critical thinking  Develop analytical arguments  Apply critical thinking to important ethical and societal issues and problems  Synthesize information, arguments, and perspectives in order to create new meaning, insight, and understanding Creative thinking  Confront questions with multiple answers  Reframe new ides (metaphors, analogies, use of models) RATIONALE: Explain why this change is being made. Address the connection with institutional mission, and/or department, program, and course objectives. The proposed changes are in response to the goals of the Integrative Studies Program and the rationale provided earlier in the change to a 4-credit model. RESOURCES: For course proposals, include the name of the faculty member(s) who will be teaching this course, whether tenure-track, full-time, or adjunct. Indicate whether additional staffing, facilities, and/or equipment will be required. Also, consider the long-term impact of adding a course or altering a program. When a proposal has staffing, space or monetary implications, the VPAA must be consulted and his or her comments should be included in this section. Peter Nielsen (tenured, full time) or the adjuncts currently teaching INGEOL 110. This course is designed to provide a Natural Sciences Perspectives course for students who defer that component of their ISP until their junior or senior year. What additional library resources will be required? Has the library been consulted to determine the adequacy of library holdings or to estimate the cost to improve these sufficiently? No new library resources required ADVISORY OPINIONS: List the names of affected departments and include department responses. Advisory opinions are required whenever a proposal affects the curricula of other programs. A proposal must list all affected departments. An Advisory Opinion must be solicited at least two weeks prior to delivery of the proposal to the DCC. Affected departments have two weeks to respond to the request for an Advisory Opinion. Responses should be attached to the proposal. In the event that affected departments do not respond, evidence of the request for an Advisory Opinion from non-respondents must be provided. If a proposal affects a curriculum in a division other than that of the sponsor, each relevant department and the DCC in that division must review and approve the proposal as well. (The electronic curriculum review process tracks votes, advisory opinions and comments as required at each stage of the review.) No advisory opinions are required. This course is open to all students that meet the ISP prerequisites.

Source

Senate Curriculum Committee

Language

English

Publisher

Keene State College

IN GEOL 300

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