Title

II 302

Authors

Document Type

Course Change

Alternate Date

2007 - 2008

Abstract

KEENE STATE COLLEGE 2007-2008 COURSE PROPOSAL FORM DATE: August 28, 2007 SPONSORING PROGRAM AND CHAIR: This is an interdisciplinary course to be offered as part of the Integrative Studies Program. Faculty from the Department of Psychology and the Technology, Design and Safety Department have collaborated to create this course. Psychology Department Chair: Dr. Susan Menees Technology Design and Safety Chair: Dr. Larry McDonald PROPOSAL SPONSOR: Dr. Karen Jennings, 358- 2336, kjennings1@keene.edu Dr. Melinda Treadwell, 358-2945, mtreadwe@keene.edu TITLE SUMMARY: II 302 Mercury: Power, Poison & Privilege 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 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 302: Mercury: Power, Poison & Privilege (4 credits) Abbreviated: Mercury:Power,Poison&Privilege PROPOSED (NEW) COURSE: 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. This course will explore the complex topic of mercury in our environment and its impact on society. Students will engage with faculty to understand the health and environmental consequences of emissions of this toxin and will be challenged to develop recommendations that limit adverse societal impacts working in multi-disciplinary teams. 24 credits in ISP including ITW 101 & IQL 101. Spring COURSE OBJECTIVES: Identify the knowledge and/or skills the student will have an opportunity to gain as a result of completing 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 As an interdisciplinary offering in Keene State College’s Integrative Studies program, this course will engage students in a challenging learning environment that will develop the skills necessary to effectively participate as a member of society when faced with complex multi-disciplinary challenges. This course will apply a multi-disciplinary teaching method. Upon completion of this course, student will be expected to be able to: 1. identify emission sources for mercury in our environment; 2. identify the environmental fate and transport and exposure pathways for this toxic metal; 3. describe the toxicological and psychological impacts of mercury in the developing brain; 4. describe the complex policy challenges and myriad of societal impacts of mercury and its compounds; and 5. apply critical thinking, creative thinking, and critical dialogue skills to engage with members of our society regarding this topic. LEARNING OUTCOMES: State knowledge and/or skills students will be expected to demonstrate by 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 Social and Environmental Engagement Integrative Outcome: Upon completion of this course students will be able to both: • demonstrate a commitment to analyzing and/or solving social and/or environmental issues and • articulate the interrelations of natural and social-cultural systems, and the ways in which human agency can both degrade and sustain the environment Students will be able to: Interdisciplinary Outcomes: • Examine national and international issues through artistic, philosophical, cultural, scientific, technological, economic, social and political lenses. This course will highlight the latter six viewpoints. • Assess their own roles and responsibilities as members of diverse communities. Primary skills---focus of instruction in course: throughout this course it is expected that students will apply and develop the following skills. Skills Outcomes: Critical Thinking  Demonstrate the ability and willingness to approach a particular idea, problem, task, or goal from multiple perspectives  Ask sophisticated questions when engaging an idea, problem, task, or goal  Gather evidence, formulate conjectures, and implement alternative strategies related to a given idea, problem, task, or goal  Apply critical thinking to important ethical and societal issues and problems  Acknowledge and develop both insight and perspective Creative Thinking  Use multiple models or representations of ideas  Express personal ideas, points of view, or feelings and bring those to a product  Confront questions with multiple answers  Form new combinations of ideas  Consider diverse points of view in order to reconstruct them imaginatively, emphatically, and accurately Critical Dialogue  Demonstrate thoroughness of research and effective preparation in making a formal presentation  Demonstrate active listening in order to avoid disengagement with the speaker  Demonstrate appropriate nonverbal behaviors (attention, engagement)  Practice listening objectively  Recognize emotional involvement while listening  Practice mental engagement with the speaker in order to formulate thoughtful questions based on conversations and presentations Secondary skills----supportive of course objectives, but not primary instructional areas: these skills will support the students’ development of the primary skills stated previously. The secondary skills are supportive skills and will not be primary instructional objectives in this course. Information literacy  Find a broad array of informational material both physically, in the stacks, and on electronic sources  Evaluate usefulness and reliability of information and sources  Incorporate information into written work and oral presentations  Properly cite sources  Identify discipline-specific scholarly sources within and beyond KSC  Utilize discipline-specific resources in order to find information  Evaluate sophistication of sources for potential information appropriate to task Reading  Select information relevant to a purpose  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 RATIONALE: 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 course are both members of the Keene State College Integrative Studies Program Committee and are enthusiastic about developing new pedagogies that reach across their respective disciplinary boundaries. As noted under the course objectives above: this experimental course will seek to engage students in a challenging learning environment that will develop the skills necessary to effectively participate as a member of society when faced with complex multi-disciplinary challenges. The course is proposed as an upper-level interdisciplinary course as it will require foundational skills expected of all advanced students and will seek to develop deeper multi-disciplinary learning and advanced individual skills for all participants. RESOURCES: For course proposals, include the name Dr. Karen Jennings, Associate Professor, Psychology 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. Melinda Treadwell, Associate Professor, Safety Studies No additional resources will be necessary. Although team developed and taught, it is expected that each faculty member will be the instructor of record for one section of this course. The sections will meet jointly each week. Proposed course organization: This is an intensive multi-disciplinary course. Each class period will begin with a team instruction period and group discussion (both instructors present and leading the discussion to establish the framework for the evenings intellectual pursuit) -30 minutes. The class will break into two sub-groups and will engage with an individual faculty member to understand the disciplinary perspective of the instructor regarding the evening’s topic-50 minutes. Sub-groups will rotate to engage with the other instructor regarding the topic for the evening-50 minutes. The group will reconvene for a group discussion (both instructors will share in a discussion of the multi-disciplinary challenges regarding the evening’s topic)-50 minutes. 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? Yes, the faculty will work with their library liaisons to develop appropriate resources and to engage the library faculty in course content and delivery as necessary. 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.) None anticipated

Source

Senate Curriculum Committee

Language

English

Publisher

Keene State College

II 302

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