Required Checklist for All Curricular Proposals

WINONA STATE UNIVERSITY REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program: GEOS 215 Earth & Space Systems This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals. If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals. Note: This form need not be completed for notifications.

1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided. ___X___ Completed

2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable. ______Completed __ X ______NA

2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter. ______Completed ___ X _____ NA

3. Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered. ____X___ _ Completed Name and office phone number of proposal's representative: _Jennifer L. B. Anderson 457-2457 [email protected]

4. Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered. ___X___ Completed ______NA

5. The course name and number is listed for each prerequisite involved in this proposal. ___X___ Completed ______NA

6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ______Completed ____X___ NA

7. In this proposal for a new or revised program, the following information for each required or elective course is provided: a. The course name and number. b. A brief course description. c. A brief statement explaining why the program should include the course. ______Completed ___X___ NA

8. This course or program revision proposal: a. Clearly identifies each proposed change. b. Displays the current requirements next to the proposed new requirements, for clear, easy comparison. ______Completed ____X___ NA

9. This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed. ____X___ _ Completed ______NA

______Department's A2C2 Representative or Alternate Date [Revised 9-05]

GEOS 215 Earth & Space Systems 1 J. L. B. Anderson University Studies Proposal WINONA STATE UNIVERSITY PROPOSAL FOR UNIVERSITY STUDIES COURSES

Department GEOSCIENCE Date March 27, 2010

GEOS 215 Earth & Space Systems 4 Course No. Course Name Credits

This proposal is for a(n) ___X___ Undergraduate Course

Applies to: ___XX___ Major ______Minor _XX_ Required _____ Required _____ Elective _____ 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 __XX__ 2. Natural Science _____ 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 Permission of the Instructor

Provide the following information (attach materials to this proposal):

1. Course proposals must address all specified outcomes. 2. The course proposal must include documentation of Course Requirements and learning activities designed to meet the course outcomes specifics for the area. 3. The course proposal must include a course description (e.g., a syllabus or course outline for distribution to students) that clearly identifies (to the student) the course as a University Studies Course. 4. The course description (e.g., a syllabus or course outline for distribution to students) should also include information directed to the student that clearly identifies course activities and assignments that address the course outcomes. 5. Sequences of courses may be submitted to satisfy area requirements. In this case the requested material or documentation in items 1-4 must be submitted for all of the courses in the sequence. 6. The USS may request other material (e.g., textbooks) for review in evaluation course proposal. 7. The USS may request additional information for re-approval.

Attach a University Studies Approval Form.

Department Contact Person for this Proposal:

______Jennifer L. B. Anderson [email protected] ___ Name (please print) Phone e-mail address [Revised 9-05]

GEOS 215 Earth & Space Systems 2 J. L. B. Anderson University Studies Proposal Course Catalog Description

215 – Earth & Space Systems – 4 S.H. An introduction to the Earth System and its place in our Universe designed specifically for 5-12 science education majors. Inquiry-based exploration of the processes and relations between the lithosphere, hydrosphere, atmosphere, and biosphere, including internal and external energy inputs. Comparison of Earth to other planets in our solar system. Investigation of the various ways that humans interact with these Earth systems. Focus on development of pre-service student pedagogical content knowledge and connections to state and national science education standards as relates to teaching Earth and space science in grades 5-12. Field trips required. Lecture and laboratory combined. Prerequisites: Permission of instructor. Offered yearly.

Course Outline

1. Introduction to Earth & Space Systems 6. The Solar System II a. Lithosphere a. Earth & Her Sister Planets b. Hydrosphere a.i. How/Why are they Similar? c. Atmosphere a.ii. How/Why are they Different? d. Biosphere b. Solar System Formation e. External Energy c. Exo-Solar Systems e.i. the Sun 7. History of the Earth f. Internal Energy a. Geologic Time f.i. Gravitational Contraction b. Life & Mass Extinctions f.ii. Radioactive Decay 8. The Universe 2. Our Solar System I a. History a. Classification & Scales b. Future b. General Overview 9. The Role of Water c. Our Star a. Water Reservoirs d. Planetary Motions b. The Water Cycle e. Phases of the Moon & Eclipses 10. Atmospheres 3. The Structure of the Earth a. Composition and Structure a. Planetary Formation b. Energy and Heat b. Planetary Differentiation c. Earth’s Orbit & Seasons c. Chemical Layers d. Atmospheric Convection d. Physical Layers e. Weather & Storms 4. Earth Materials & Processes 11. Climate a. Elements, Chemistry, and Minerals a. Global Climate Patterns b. Rock Classification b. Climate Change in Earth’s History c. Volcanism & Igneous Rocks c. C, N, O Cycles d. Weathering & Sedimentary Rocks d. Human Influences on Climate e. Mountain Building & Metamorphic 12. Human Interactions Rocks a. Mineral and Energy Resources f. Earthquakes b. Land and Water Use Practices g. Impact Cratering c. Natural Hazard Mitigation 5. Plate Tectonics a. Observations and Evidence a.i. Continental Shapes a.ii. Fossils a.iii. Mountain Ranges a.iv. Rock Types a.v. Glaciers and Deserts a.vi. Magnetism and Sea Floor Spreading b. The Unifying Theory of Geology c. Topography/Bathymetry d. Earthquake Locations e. Volcano Locations f. Hot Spot Volcanism

GEOS 215 Earth & Space Systems 3 J. L. B. Anderson University Studies Proposal Course requirements and means of evaluation

We will meet for three hours of lecture and three hours of lab each week, but the lecture and lab time will be integrated so that we meet in blocks of time, for example in three two-hour class periods throughout the week. This will allow for more hands- on, inquiry-based exploration of the course content as well as the opportunity for pre-service teachers to learn in an environment that will be more similar to their future 5-12 grade classroom. Students will be evaluated via their in-class work, assigned homework, lab activities and reports, and standard exams.

Assessment of Outcomes

Students will be assessed on the following: Two to Three Mid-term Exams (~20% each) Final Exam (~20%) Homework, Lab, and Field-Based Assignments (~30%) In-Class Participation & Discussion (~10%)

Grading (Students must take the course for a letter grade): A = 90 – 100 B = 80 – 89 C = 70 – 79 D = 60 – 69 F = < 60

Course materials (textbook(s), bibliography, additional references)

 Grotzinger, J., Jordan, T.H., Press, F., and Siever, R. (2007) Understanding Earth, 5th ed. WH Freeman.  Kump, L.R., Kasting, J.F., and Crane, R.G. (2004) The Earth System, 2nd ed. Pearson Prentice Hall: Upper Saddle River.  Mackenzie, F.T. (1998) Our Changing Planet: And Introduction to Earth System Science and Global Environmental Change, 2nd ed. Pearson Prentice Hall: Upper Saddle River.  McConnell, D.A., Steer, D., Owens, K., and Knight, C. (2010) The Good Earth: Introduction to Earth Science, 2nd ed. McGraw Hill: Dubuque.  Reynolds, S., Johnson, J., Kelly, M., Morin P., and Carter, C. (2010) Exploring Geology, 2nd ed. McGraw-Hill: Dubuque.  Skinner, B.J., Porter, S.C. and Botkin, D.B. (1999) The Blue Planet: An Introduction to Earth System Science, 2nd ed. Wiley: New York.  Tarbuck, E.J., Lutgens, F.K., and Tasa, D. (2009) Earth Science, 12th ed. Pearson Prentice Hall: Upper Saddle River.  Zaprowski, B. (2005) Earth & Beyond: An Introduction to Earth-Space Science Laboratory Manual, 3rd ed. McGraw- Hill: Dubuque.

***Readings from popular science magazines and peer-reviewed scientific literature will also be assigned periodically

Major Focus and Course Objectives

Course objectives will be achieved via in-class activities and discussion, lecture, homework, lab activities, and field work.

 Examine the interrelationships between the Earth’s major systems (lithosphere, hydrosphere, atmosphere, and biosphere), and its energy sources (the Sun, radioactivity, and gravitational contraction).  Examine the role that life has played and continues to play in these systems, particularly human interactions.  Investigate the elements, minerals, and rocks that make up the Earth, the processes that form them, and where they are found within the internal structure of the Earth.  Investigate the unifying theory of geology, plate tectonics, including the evidence for this theory, its role throughout Earth’s history, its implications for natural disasters, and how tectonics is expressed throughout the solar system.  Investigate the Earth’s atmosphere, weather, climate, and the role of water and oceans.  Place the Earth within the context of our solar system, focusing on why the Earth is similar or different to its GEOS 215 Earth & Space Systems 4 J. L. B. Anderson University Studies Proposal sister planets and what this tells us about the Earth.

GEOS 215 Earth & Space Systems 5 J. L. B. Anderson University Studies Proposal University Studies Outcomes

The following U.S. statement to students exactly as it will be included on syllabus:

This course qualifies as a University Studies course satisfying the outcomes of the Natural Science Category. If you successfully complete the course requirements, you will earn 4 credits toward completion of the Natural Science with Laboratory category.

The purpose of the Natural Science requirement in the University Studies program is to provide students with the tools to understand and be able to apply the methods by which scientific inquiry increases our understanding of the natural world.

GEOS 215 is designed specifically with 5-12 science teachers in mind and so the majority of the class will be hands-on, inquiry-based group activities and exercises which model good practice for how you, as future science teachers, could interact with your future 5-12 students. This is a particularly powerful means to help you address the following outcomes which will be integrated throughout the course content.

These courses must include requirements and learning activities that promote students' abilities to...

a. understand how scientists approach and solve problems in the natural sciences; Working in groups, students will explore and experience how scientists approach and solve problems in geology, astronomy, meteorology, and environmental science. The history of astronomy and geology are explored so that students gain an appreciation for how these fields and their fundamental theories developed over time. They will utilize standard methods employed in interpreting and solving geologic and astronomical problems. Through inquiry, students are encouraged to view the process of science as a living, growing, and changing body of knowledge and as a way to approach the natural world and make educated decisions about Earth and space-science related issues such as climate change.

b. apply those methods to solve problems that arise in the natural sciences; Students will apply basic geologic and astronomical methods to solving problems. The inquiry-based laboratory activities challenge students to step outside of their comfort zone and work toward a solution of a problem. Students will integrate many different concepts from astronomy and geosciences in order to address realistic (though simplified) problems.

c. use inductive reasoning, mathematics, or statistics to solve problems in natural science; As part of the inquiry-based activities, students will use inductive reasoning and mathematics as they solve problems. For example, mathematics and data analysis will be used when monitoring and analyzing meteorological data throughout the semester as well as in other activities. Inductive reasoning will be utilized as students complete inquiry-based laboratory activities wherein they explore plate tectonics, Earth materials, and the classification of our Solar System.

d. engage in independent and collaborative learning; The majority of activities will be completed in groups of 2-4 students in part to model the best practice for teaching science to 5-12 students and to encourage collaboration and team-work between students which mimics the true process of science. Independent learning is ensured by homework assignments and laboratory exams.

e. identify, find, and use the tools of information science as it relates to natural science; Throughout the semester, students will work with real geologic and astronomical data as part of their laboratory activities. Google Earth, Google Moon, Stellarium, and meteorological websites will be used within assignments and laboratory exercises along with Microsoft Excel for data analysis.

f. critically evaluate both source and content of scientific information; and As part of course activities and assignments, students will be asked to critically evaluate scientific information by interpreting various datasets and the various hypotheses offered as explanations of the observations. In addition, students will read and evaluate how science is presented to the general public through popular science magazines and television shows.

g. recognize and correct scientific misconceptions. All students, college-level and 5-12, carry scientific misconceptions with them. Students will be challenged to

GEOS 215 Earth & Space Systems 6 J. L. B. Anderson University Studies Proposal identify their misconceptions and then reason their way to a more correct understanding through inquiry-based activities and new information as presented.

GEOS 215 Earth & Space Systems 7 J. L. B. Anderson University Studies Proposal WINONA STATE UNIVERSITY UNIVERSITY STUDIES APPROVAL FORM

Routing form for University Studies Course approval. Course____GEOS 215 Earth & Space Systems_____

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

[Revised 9-05]

GEOS 215 Earth & Space Systems 8 J. L. B. Anderson University Studies Proposal