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WINONA STATE UNIVERSITY PROPOSAL FOR UNIVERSITY STUDIES COURSES Department ____GEOSCIENCE______Date ___10/5/03______325______ENVIRONMENTAL GEOSCIENCE______3______Course No. Course Name Credits This proposal is for a(n) __XX__ Undergraduate Course Applies to: __XX___ Major __XX__ Minor _XX__ Required _____ Required _XX__ Elective __XX_ Elective University Studies (A course may be approved to satisfy only one set of outcomes.): Course Requirements: Basic Skills: Arts & Science Core: Unity and Diversity: _____ 1. College Reading and Writing _____ 1. Humanities _____ 1. Critical Analysis _____ 2. Oral Communication _____ 2. Natural Science _XX__ 2. Science and Social Policy _____ 3. Mathematics _____ 3. Social Science _____ 3. a. Global Perspectives _____ 4. Physical Development & Wellness _____ 4. Fine & Performing Arts _____ b. Multicultural Perspectives _____ 4. a. Contemporary Citizenship _____ b. Democratic Institutions Flagged Courses: _____ 1. Writing _____ 2. Oral Communication _____ 3. a. Mathematics/Statistics _____ b. Critical Analysis Prerequisites __Completion of any University Studies Natural Science with laboratory course or Instructor's Permission______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: __Toby [email protected]______Name (please print) Phone e-mail address WINONA STATE UNIVERSITY UNIVERSITY STUDIES APPROVAL FORM Routing form for University Studies Course approval. Course__GEOS 325______Department Recommendation _____ Approved _____ Disapproved ______Department Chair Date e-mail address Dean’s Recommendation _____ Approved _____ Disapproved* ______Dean of College Date *In the case of a dean’s recommendation to disapprove a proposal, a written rationale for the recommendation to disapprove shall be provided to the University Studies Subcommittee. USS Recommendation _____ Approved _____ Disapproved _____ No recommendation ______University Studies Director Date A2C2 Recommendation _____ Approved _____ Disapproved ______Chair of A2C2 Date Faculty Senate Recommendation _____ Approved _____ Disapproved ______President of Faculty Senate Date Academic Vice President Recommendation _____ Approved _____ Disapproved ______Academic Vice President Date Decision of President _____ Approved _____ Disapproved ______President Date Please forward to Registrar. Registrar ______Please notify department chair via e-mail that curricular change has been recorded. Date entered Geoscience 325 1 T. Dogwiler Environmental Geoscience Course Proposal Science and Social Policy requirement in the University Studies Program The purpose of the Science and Social Policy requirement in the University Studies program is to promote students' understanding of the interrelated concerns of society and the sciences. These courses should integrate issues related to one of the sciences with the social and government policy decisions that stem from these issues. Issues might include the environment, genetic testing and mapping, applications of technology, etc. They should be treated from the perspective of the scientific foundations of the problem and address ethical, social, historical, and/or political implications of the issue. GEOS 325 is an interdisciplinary course that deals both with geologic processes involving soil, water, energy resources, and the atmosphere and with some of the social and political issues created by human interactions with the Earth. A number of environmental problems resulting mainly from human interference with natural, geologic and atmospheric processes are discussed in the context of historical and modern society. Connections are also made to related biological and ecological problems. Potential solutions to these environmental problems often require significant changes in current human behavior, so the scientific, political, economic, and social ramifications of the problem-solving process are integrated into course content and activities. These courses must include requirements and learning activities that promote students' abilities to... a. understand the scientific foundation of the topic; Environmental issues related to soil, water, energy resources, and air require a fundamental understanding of Earth surface and atmospheric processes in order to grasp why the problems have presented themselves in the first place. The structure of the course is designed to introduce students to the relevant scientific material before and during investigation of each environmental problem. Examinations, in-class exercises such as graph interpretation, and homework assignments probe students' understanding of these concepts. b. understand the social, ethical, historical, and/or political implications; While an understanding of the scientific basis of environmental problems is important, such issues cannot but fully understood without delving into the social, ethical, historical, and political context of the story. In GEOS 325, students investigate and grapple with all sides of particular environmental issues through a series of readings, videos, case studies researched by students, and in-class discussions. The historical side of certain issues is traced through one or more case studies. As an example, students research the causes and effects of the intense soil erosion that occurred in the American Dust Bowl during the 1930's. In addition to learning about the origin of the Soil Conservation Service, they later discover how lessons learned from the Dust Bowl led both to laws affecting cattle grazing and streams on public lands in the west and to modern overuse of groundwater resources in the Plains states. Highly politicized issues such as global warming and the CO2 greenhouse effect are investigated and discussed, and critical pieces of environmental legislation like the Clean Water Act are part of lectures and discussions. In response to the case studies and various readings, students are encouraged to write about and discuss the ethical implications of human actions with regard to the natural world. They are also encouraged to reflect on the impact that common social attitudes and activities have on the environment, especially during the section of the course on atmospheric problems such as smog, acid rain, and global warming. Geoscience 325 2 T. Dogwiler Environmental Geoscience Course Proposal c. understand and articulate the need to integrate issues of science with social policy; To be scientifically literate in a way that enables them to make intelligent decisions as citizens, students must develop an understanding of both the scientific issues and the ramifications of social policy on environmental problems. Through in-class discussions, researching and writing about environmental issues, and answering examination questions, students in GEOS 325 learn, write, and speak about the closely intertwined nature of science, social policy, and environmental issues. For example, during the section on global warming, students clearly see how a solid understanding of the science is needed to provide motivation to change policy before disaster strikes. At the same time, policy and economics may influence scientific findings and opinions in subtle yet significant ways. d. evaluate the various policy options relevant to the social dilemmas posed by the science; In-class discussions, short, written preparation exercises, and the letter to the editor assignment give students the chance to explore and evaluate a variety of solutions to the environmental problems covered. Often, these solutions involve not only social changes but also various policy options that could be implemented in the United States and around the world. Students are encouraged to assess the effectiveness, ethics, and realistic chances of implementation for different environmental and social policies. In some cases, policies already in place in other countries allow them to judge the effectiveness of a range of approaches to a particular problem. e. and articulate, choose among, and defend various policy and/or scientific options to cope with the challenges created. Part of the process of evaluating policy options (described above) involves students choosing which solutions are most viable from a scientific and social standpoint. During discussions and homework assignments they articulate and support their views on a wide spectrum of solutions to particular environmental problems based on analysis of real data sets. This aspect of the activities provides an important link between the scientific method, the classroom, and real life and promotes the kind of critical thinking about environmental issues that will enable students to make better decisions as scientists, private citizens, and voters. Sample Syllabus GEOS 325 Environmental Geoscience MWF 11:00 – 11:50 Room 206 Stark Hall Instructor: Dr. Toby Dogwiler, PA 114A, 457-5267, [email protected] Course Catalog Description: 325 – Environmental Geoscience—3 S.H. Study of the environmental implications of human interactions with natural geological systems. An emphasis is placed on understanding environmental science concepts and how scientific findings ultimately shape public policy and political decisions. Topics typically include climate change, water Geoscience 325 3 T. Dogwiler Environmental Geoscience Course Proposal resources, alternative energy resources, soils and weathering, and coastal processes. Course is taught from an Earth systems perspective. Discussion-oriented lecture format. Lecture only. Prerequisites: University studies natural science laboratory course or instructors permission. Course Philosophy Environmental science is an inherently interdisciplinary endeavor. Environmental issues span the realm of geoscience, chemistry, biology, atmospheric science, soil science and other natural sciences. An environmental scientist must be well versed in how concepts from these disciplines are integrated to address environmental issues. Thus, although we will deal primarily with Geoscience- related environmental issues it will be necessary to appreciate the insight provided by other disciplines. The course is taught from an Earth Systems Science perspective. This paradigm emphasizes the integrated nature of Earth systems and stresses an interdisciplinary approach. Nonetheless, this course strives to not only teach the concepts of environmental science but also the manner in which this knowledge is applied in social and public policy decision making processes. To this end, approximately 2/3 of class meetings will be devoted to learning relevant geoscience concepts and the remaining 1/3 of the course meetings will focus on discussing and debating how these concepts should inform policy decisions. Course Objectives Course objectives will be achieved via a scholarly review of primary and secondary literature, lectures, homework assignments, and discussions. Investigate how the scientific method is applied to solving environmental problems in the geosciences Explore geoscience concepts related to environmental issues Learn how to delineate scientific fact from interpretation as well as delineate assumptions inherent in scientific analysis. Analyze how scientific results and knowledge are utilized in public policy decision making processes Discuss the ethical framework within which environmental scientists must work and what their obligations are to ensure that public policy is based on sound scientific principals. Literature Required texts: Merritts, D.J., De Wet, A., and Menking, K., 1998, Environmental Geology: An Earth System Science Approach: New York, W.H. Freeman, 452 p. Poulton, M.M., 2001, Mineral Uses and Consumption, EarthInquiry: New York, W.H. Freeman and Company, p. 12. Ridky, R.W., 2001, Recurrence Interval of Floods, EarthInquiry: New York, W.H. Freeman and Company, p. 16. Ruddiman, W.F., and Huntoon, J.E., 2002, Long-Term Climate Change, EarthInquiry: New York, W.H. Freeman and Company, p. 12. In addition to readings from the primary literature, readings from the following text will be assigned: Gribbin, J.R., 1978, Climatic Change: Cambridge, Cambridge University Press, p. 280. Hidore, J.J., 1996, Global Environmental Change: Its Nature and Impact: Upper Saddle River, NJ, Prentice Hall, 263 p. Geoscience 325 4 T. Dogwiler Environmental Geoscience Course Proposal Mackenzie, F.T., 1998, Our Changing Planet: An Introduction to Earth System Science and Global Environmental Change: Upper Saddle River, NJ, Prentice Hall, 486 p. McConnell, R.L., 2002, Environmental Issues: Measuring, Analyzing, and Evaluating: Upper Saddle River, NJ, Prentice Hall, 302 p. Ruddiman, W.F., and Wright, H.E., Jr. (eds.), 1987, North America and Adjacent Oceans during the Last Deglaciation, The Geology of North America: Geological Society of America, Denver, vol. K-3. Singer, M.J., 1995, Soils: An Introduction: Upper Saddle River, NJ, Prentice Hall, 480 p. Turekian, K.K., 1996, Global Envrionmental Change: Past, Present, and Future: Upper Saddle River, NJ, Prentice Hall, 200 p. Wright, H.E., Jr., et al. (eds.), 1993, Global Climates since the Last Glacial Maximum: University of Minnesota Press, Minneapolis. Justification for Increasing the Course Level/Number The content and scope of the course have been narrowed so that more time is spent on fewer topics. This more in-depth examination of the course material facilitates a greater appreciation amongst the students of the interdisciplinary linkages that are vital to understanding environmental issues. Furthermore, the increased emphasis on the science and social policy aspects of the course as well as greater dependence on classroom discussions and debates about environmental issues in the public policy arena require the intellectual maturity typically expected in a 300- or 400-level course. Students are expected to do more out-of-class preparation including research on issues and short writing assignments designed to help them develop their own well-reasoned, scientifically-supported stances on complicated environmental issues. Thus, although I am not necessarily increasing the expected prerequisite knowledge for the course, I am greatly increasing the level of intellectual investment and maturity required to succeed in the course. This combination of changes justifies the increase in the course level. Evaluation Exams (3) (Final exam will be semi-comprehensive) 50% Letter to the Editor Assignments 10% Through a series of shorter assignments, students are required to obtain and read letters to the editor regarding environmental geoscience issues and analyze the motivation, bias, and thesis of the author. Subsequently, they are required to write a letter to the editor opinion-type article about an environmental geoscience issue that is thoroughly researched, well-supported, and persuasive. Homework 10% Homework assignments are primarily based on a series of modules (the EarthInquiry series listed in the required bibliography) that guide students through the process of obtaining web-based data on climate change, flood hazards, and energy and mineral resources. After obtaining the data, students quantitatively analyze the information and perform a series of manipulations (graphs, tables, etc.) to the data. Finally, students are asked a series of open-ended questions that give them an opportunity to apply the data to realworld public policy issues. For example, in the “Recurrence Interval of Floods” module, after analyzing flood data for a town on the Mississippi River in Missouri, students are asked if the town should be allowed to rebuild in its current location after the next flood. They are required to support their stance with the data they have obtained. Each module also emphasizes critical analysis of data quality and potential sources of errors. Geoscience 325 5 T. Dogwiler Environmental Geoscience Course Proposal Pop Quizzes 10% The pop quizzes are short exercises designed to encourage students to complete the assigned reading on time. Class Participation/Discussion/Misc 20% Students are expected to regularly participate in the in-class discussions. Short writing assignments and other brainstorming activities, both individual and as a group, are assigned to help students organize their thoughts and consider their stance on discussion topics. Total 100% Grading scale will be the standard >90% A, 80-89% B, 70-79% C, 60-69% D, <60% F Course Outline: I. Introduction to Environmental Science A. Interdisciplinary scope B. Related disciplines 1. Sciences 2. Humanities 3. Social Sciences C. Geoscience Issues II. Water Resources A. Hydrologic Cycle 1. Atmospheric, terrestrial, and soil stores 2. Oceanic circulation (brief introduction) 3. Glaciers (brief introduction) B. Surface Water Systems 1. Scientific Concepts 2. Environmental Issues C. Groundwater Systems 1. Scientific Concepts 2. Environmental Issues D. The Rivers South (Case study of Chatahoochee River Water Resources Management) III. Global Warming A. Atmospheric Systems 1. Evolution of Primordial Atmosphere 2. Atmospheric Structure and Composition 3. Circulation Patterns B. Oceanic Systems 1. Paleo-oceanography 2. Oceanic structure 3. Global Heat Conveyer 4. Sea-level change C. Soil Systems 1. Soils and climate 2. Agricultural practices a) Dust bowl era D. Carbon Cycle 1. Reservoirs 2. Stocks 3. Residence times E. Greenhouse warming 1. Concepts 2. Hazards and Issues IV. Energy Resources A. Overview 1. Renewable vs. Non-renewable resources 2. Global consumption patterns B. Fossil Fuels 1. Formation and Development 2. Consumption, Reserves, Uses C. Nuclear Energy D. Alternative Energies 1. Biodiesel 2. Wind 3. Solar 4. Biomass 5. Tidal energy 6. others This course qualifies as a University Studies course satisfying the outcomes of the Science and Social Policy category. If you successfully complete the course, you will fulfill the Science and Social Policy requirement under the Unity and Diversity category of the University Studies Program. Geoscience 325 6 T. Dogwiler Environmental Geoscience Course Proposal University Studies Outcomes The purpose of the Science and Social Policy requirement in the University Studies program is to promote students' understanding of the interrelated concerns of society and the sciences. These courses should integrate issues related to one of the sciences with the social and government policy decisions that stem from these issues. Issues might include the environment, genetic testing and mapping, applications of technology, etc. They should be treated from the perspective of the scientific foundations of the problem and address ethical, social, historical, and/or political implications of the issue. These courses must include requirements and learning activities that promote students' abilities to... a. understand the scientific foundation of the topic; b. understand the social, ethical, historical, and/or political implications; c. understand and articulate the need to integrate issues of science with social policy; d. evaluate the various policy options relevant to the social dilemmas posed by the science; and e. articulate, choose among, and defend various policy and/or scientific options to cope with the challenges created. Course activities described throughout the remainder of this syllabus will be coded to the above list of outcomes by the corresponding letter. Course Activities In addition to readings and lectures designed to enhance your understanding of basic geologic and atmospheric processes (outcome a), we will be doing a series of skill-building activities and discussions. You will be asked to research and write about environmental issues which we will then discuss in class (outcomes b, c, d, e). These and other assignments such as the letter to the editor assignment (outcomes ae) and the EarthInquiry module homework exercises (outcomes a, c, d, e) and in-class activities are designed to help you acquire or enhance your ability to: (1) read and interpret different types of scientific graphs, charts, and tables (outcome a), (2) locate reliable sources of information about environmental issues on the web and in the library and to summarize and interpret your findings (outcomes c, d, e), and (3) integrate your knowledge of science and other subjects to evaluate how people's perspectives (scientific, economic, political, etc.) affect the way they react to and handle environmental problems (outcome b). Disabilities: If you have a physical or cognitive disability, please come talk to me as soon as possible so that we can discuss how best to accommodate your needs.