Title

II 320

Authors

Document Type

Course Change

Alternate Date

2007 - 2008

Abstract

Page 1 of 5 KEENE STATE COLLEGE 2007-2008 COURSE PROPOSAL FORM DATE: October 5, 2007 SPONSORING PROGRAM AND CHAIR: Identify the department and chair. Include phone number and email address. Education Dr. Dottie Bauer, Chair dbauer@keene.edu 358-2864 General Science Dr. Sally Jean, coordinator sjean@keene.edu 358-2572 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. Education Dr. Deborah Black dblack@keene.edu 358-2295 General Science Dr. Sally Jean, coordinator sjean@keene.edu 358-2572 TITLE SUMMARY: II 320 SCIENCE EXPLORATIONS PROPOSED ACTION: Underline proposed changes . Course Addition Number Change Title Change Credit Change Description Change Prerequisite Change Course Deletion Course Replacement Page 2 of 5 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 N/A PROPOSED (NEW) COURSE TITLE: 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.). II 320 SCIENCE EXPLORATIONS (4 CREDITS) 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. Multi-disciplinary course (general science/education) exploring cutting edge environmental and social issues such as pollution, global warming, solar energy, and catastrophic events. Issues are student initiated, identified, researched, analyzed, and evaluated from multiple perspectives, emphasizing cooperative learning and community building. Activities will be developed and presented in after school programs. Prerequisites: 24 credits in ISP including ITW 101 & IQL 101 Spring COURSE OUTCOMES Students will be able to: • Integrate multi-disciplinary concepts to elucidate environmental and/or social issues • Perform hands-on activities to discover scientific concepts related to environmental and/or social issues • Analyze and evaluate data from research and personal activities • Recognize diverse perspectives to solve environmental and/or social problems • Participate in and develop pedagogy that recognizes diverse learners and includes methodology for social justice (i.e., student-centered environment, guided inquiry learning, cooperative group work) • Guide others through hands-on activities and sophisticated questioning to encourage insight into environmental and/or social issues while integrating multicultural education Page 3 of 5 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 . Students will be able to: Interdisciplinary Outcomes • analyze the assumptions and actions of society from multiple perspectives • assess their own roles and responsibilities as members of diverse communities Integrative Outcomes Students will be able to: Diversity • apply diverse perspectives and experiences to develop disciplinary arguments Students will be able to: Social and 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. Critical Thinking Skills Outcomes  Ask sophisticated questions when engaging an idea, problem, task, or goal  Analyze and interpret evidence, conjectures, and alternative strategies related to a given idea, problem, task, or goal  Gather evidence, formulate conjectures, and implement alternative strategies related to a given idea, problem, task, or goal  Develop analytical arguments  Apply critical thinking to important ethical and societal issues and problems Creative Thinking  Use novel ideas, perspectives, or solutions when engaging with a problem, task, or goal  Confront questions with multiple answers  Demonstrate open-mindedness and flexibility in thinking  Solve unstructured problems Quantitative Reasoning  Use an array of numerical manipulations to interpret basic information  Read and interpret graphs, charts and tables in common media  Analyze the relationships between two variables RATIONALE: Page 4 of 5 Explain why this change is being made. Address the connection with institutional mission, and/or department, program, and course objectives. The faculty members proposing this interdisciplinary course have been trying for years to find the right time to prepare a course for students that combine not only the multi-disciplinary scientific content areas (Life, Physical, and Earth/Space), but also to incorporate the most recent research on science teaching pedagogy. The Interdisciplinary Studies Program has given us that opportunity. Environmental and/or societal issues such as pollution, global warming, solar energy, catastrophic events requires a multi-disciplinary approach to identify, research, analyze, and evaluate several alternative solutions from multiple perspectives. There is also a service learning piece to this course. There have been several requests by Keene principals to run after school science programs. By developing lessons based on their own experiences and guiding local public school students through similar activities, KSC students will gain even greater depth of understanding…to teach is to learn. 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. Dr. Deborah Black, Full Professor in Education, Full-time Dr. Sally Jean, Associate Professor, General Science coordinator, Full-time No additional resources will be necessary. Material for the hands-on portion of the course has already been obtained through an NSF grant. 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 additional library resources will be 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. Page 5 of 5 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.) Education Department General Science Program

Source

Senate Curriculum Committee

Language

English

Publisher

Keene State College

II 320

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