Tue Feb 21 12:29:49 2017
| Back to Proposal List | ||
| Approvals Received: |
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| Approvals Pending: | College/Dean > Provost > Catalog | |
| Effective Status: | Active | |
| Effective Term: | 1179 - Fall 2017 | |
| Course: | AST 1912 | |
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Institution: Campus: |
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities |
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| Career: | UGRD | |
| College: | TIOT - College of Science and Engineering | |
| Department: | 11092 - Astrophysics, MN Inst for | |
| General | ||
| Course Title Short: | Exoplanets | |
| Course Title Long: | Exoplanets | |
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Max-Min Credits for Course: |
2.0 to 2.0 credit(s) | |
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Catalog Description: |
This seminar will explore which regions in the solar system may harbor life at present or may have supported life in the past. The prime focus will be on Mars, Earth, comets, and satellite worlds of the Jovian planets. We will explore the link between science and science fiction related to our fascination with Mars as a planet for human colonization and contact with “alien life forms.” Our discussion of astrobiology will also focus on the potential requirements of the habitability zones in the exo-planetary systems. The necessary conditions for supporting life will also be discussed. We will also discuss the historical evolution of this emerging branch of astronomy, discuss the roles of the “citizen scientist” and review NASA missions (including Kepler) and ground-based programs conducted at the U of Minnesota designed to search for alien worlds. The necessary conditions for supporting life in the Universe will also be discussed. We will also explore the link between science and science fiction related to our fascination of cosmic impacts as seen through the eye of the media and popular culture. The material is presented in a seminar format, wherein the instructor and the students share in the pedagogical process through discussions, readings, and presentations. My role as the instructor is that of a facilitator. Your role as a participant is to utilize the text, ancillary reading materials, multi-media presentations, class discussion, and web forum exchange as seeds for further exploration and inquiry. | |
| Print in Catalog?: | Yes | |
| Grading Basis: | A-F only | |
| Topics Course: | No | |
| Honors Course: | No | |
| Online Course: | No | |
| Freshman Seminar: | Yes | |
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Is any portion of this course taught outside of the United States?: |
No | |
| Community Engaged Learning (CEL) : | None | |
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Instructor Contact Hours: |
2.0 hours per week | |
| Course Typically Offered: | Periodic Fall & Spring | |
| Component 1 : |
LEC (no final exam) |
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Auto-Enroll Course: |
No | |
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Graded Component: |
LEC | |
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Academic Progress Units: |
Not allowed to bypass limits.
2.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits.
2.0 credit(s) |
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Repetition of Course: |
Repetition not allowed. | |
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Course Prerequisites for Catalog: |
<no text provided> | |
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Course Equivalency: |
No course equivalencies | |
| Cross-listings: | No cross-listings | |
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Add Consent Requirement: |
No required consent | |
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Drop Consent Requirement: |
No required consent | |
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Enforced Prerequisites: (course-based or non-course-based) |
No prerequisites | |
| Editor Comments: | <no text provided> | |
| Proposal Changes: | To convert the Freshman Seminar topics courses to the regular scheduling method and create new catalog numbers. | |
| History Information: | <no text provided> | |
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Faculty Sponsor Name: |
Charles Woodward | |
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Faculty Sponsor E-mail Address: |
woodw024@umn.edu | |
| Student Learning Outcomes | ||
| Student Learning Outcomes: |
* Student in the course:
- Can identify, define, and solve problems
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Understand diverse philosophies and cultures within and across societies How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Student will peer-evaluate each other in groups seminar activities that require oral and written presentations. These peer-critques then form the basis of and overall evaluation of the learning outcomes combined with the entirety of written portfolio statements and materials that are collected throughout the seminar on a weekly basis. |
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| Liberal Education | ||
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Requirement this course fulfills: |
None | |
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Other requirement this course fulfills: |
None | |
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Criteria for Core Courses: |
Describe how the course meets the specific bullet points for the proposed core
requirement. Give concrete and detailed examples for the course syllabus, detailed
outline, laboratory material, student projects, or other instructional materials or method.
Core courses must meet the following requirements:
<no text provided> |
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Criteria for Theme Courses: |
Describe how the course meets the specific bullet points for the proposed theme
requirement. Give concrete and detailed examples for the course syllabus, detailed outline,
laboratory material, student projects, or other instructional materials or methods. Theme courses have the common goal of cultivating in students a number of habits of mind:
<no text provided> |
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LE Recertification-Reflection Statement: (for LE courses being re-certified only) |
<no text provided> | |
| Statement of Certification: |
This course is certified for a Core,
effective
as of
This course is certified for a Theme, effective as of |
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| Writing Intensive | ||
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Propose this course as Writing Intensive curriculum: |
No | |
| Question 1 (see CWB Requirement 1): |
How do writing assignments and writing instruction further the learning objectives
of this course and how is writing integrated into the course? Note that the syllabus must
reflect the critical role that writing plays in the course. <no text provided> |
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| Question 2 (see CWB Requirement 2): |
What types of writing (e.g., research papers, problem sets, presentations,
technical documents, lab reports, essays, journaling etc.) will be assigned? Explain
how these assignments meet the requirement that writing be a significant part of the
course work, including details about multi-authored assignments, if any. Include the
required length for each writing assignment and demonstrate how the 2,500 minimum word
count (or its equivalent) for finished writing will be met. <no text provided> |
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| Question 3 (see CWB Requirement 3): |
How will students' final course grade depend on their writing performance?
What percentage of the course grade will depend on the quality and level of the student's writing
compared to the percentage of the grade that depends on the course content? Note that this information
must also be on the syllabus. <no text provided> |
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| Question 4 (see CWB Requirement 4): |
Indicate which assignment(s) students will be required to revise and resubmit after
feedback from the instructor. Indicate who will be providing the feedback. Include an example of the
assignment instructions you are likely to use for this assignment or assignments. <no text provided> |
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| Question 5 (see CWB Requirement 5): |
What types of writing instruction will be experienced by students? How much class
time will be devoted to explicit writing instruction and at what points in the semester? What types of
writing support and resources will be provided to students? <no text provided> |
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| Question 6 (see CWB Requirement 6): |
If teaching assistants will participate in writing assessment and writing instruction,
explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will
they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone
directed studies course), explain how every faculty mentor will ensure that their students will receive
a writing intensive experience. <no text provided> |
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| Statement of Certification: | This course is certified as Writing Internsive effective as of | |
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Readme link.
Course Syllabus requirement section begins below
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| Course Syllabus | ||
| Course Syllabus: |
For new courses and courses in which changes in content and/or description and/or credits are proposed, please provide a syllabus that includes the following information: course goals and description; format; structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (text, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated. Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly. The University "Syllabi Policy" can be found here Any syllabus older than two years should be replaced with a current version when making ECAS updates. Ast1905 “Exoplanets” (Sec 1) Fall 2015 U. Minnesota Page 1 of 7 ©CEW 2015 The Large Binocular Telescope LMIRCam image in L′ band of the HR 8799 multiple-planet system. The field of view is ∼4′′. The image is binned (2×2 binning). The intensity scale is linear. Credit: A.-L. Marie, C.E. Woodward and the LEECH Team (2015 A&A 576,A133) DOI: 10.1051/0004-6361/201425185 Instructor – Dr. Chick Woodward Thurs. 10:10AM – 12:05PM Lind Hall 216 Instructor Contact Information Academic Email: woodw024@umn.edu Phone: 612 624 0254 Office: 327 Shepard Lab Office Hours: Fri 11:00AM – 11:59AM or by appointment Moodle2.8 Site: https://ay15.moodle.umn.edu/course/view.php?id=3394 EXOPLANETS & ASTROBIOLOGY FRESHMAN SEMINAR (2 credits) Outline This seminar will explore which regions in the solar system may harbor life at present or may have supported life in the past. The prime focus will be on Mars, Earth, comets, and satellite worlds of the Jovian planets. We will explore the link between science and science fiction related to our fascination with Mars has a planet for human colonization and contact with “alien life forms.” Our discussion of astrobiology will also focus on the potential requirements of the “habitability zones” in the exo-planetary systems. The necessary conditions for supporting life will also be discussed. We will discuss the historical evolution of this emerging branch of astronomy, discuss the roles of the “citizen scientist,” and review NASA missions designed to search for alien worlds. The necessary conditions for supporting life in the Universe will also be discussed. The primary text for our seminar is Five Billion Years of Solitude (Lee Billings, 2013 [Penguin Group Press]), supplemented by other directed readings, and multi-media activities We will also explore the link between science and science fiction related to our fascination cosmic impacts as seen through the eye of the media and popular culture. The material is presented in a seminar format, wherein the instructor and the students share in the pedagogical process through discussions, readings, and presentations. My role as the instructor is that of a facilitator. Your role as a participant is to utilize the text, ancillary reading materials, multimedia presentations, class discussion, and web forum Ast1905 “Exoplanets” (Sec 1) Fall 2015 U. Minnesota Page 2 of 7 ©CEW 2015 exchange as seeds for further exploration and inquiry. You should come to class prepared to discuss issues in the reading assignments, other assigned activities, and materials presented as part of our seminar dialogue. Questions That We As A Seminar Group Will Discuss and Explore • Why are we driven to explore the cosmos in search of new worlds? • What makes a planet “habitable” with a biosphere conducive to life? • Do we have a sufficient and comprehensive definition of “life?” • How can we best overcome our ignorance about microbial life on Earth? • How do we search for planets around other stars? • How would we find and identify an inhabited planet? • How do scientists develop ideas and communicate discovery? • Can you become a “citizen scientist?” EVALUATION METRICS AND OUTCOMES Performance Evaluation Your performance in the seminar will be evaluated on your: (1) weekly class attendance and participation, (2) completion of Moodle assignments, (3) in class response essay(s), (4) class group presentation, and (5) capstone paper. There will be no “extra credit” opportunities and no “curve” will be applied to the aggregate course point totals. You are expected to all complete reading assignments and review of ancillary materials that I may assign prior to coming to seminar. To receive a passing grade in the seminar you must complete and hand in to the instructor the in class writing responses, the final capstone paper, and actively participate in the development and delivery of group presentation. Each individual in the seminar will be evaluated and assigned a grade as a result of the following activities. Weekly Moodle Assignments (12 total @ 10pts ea.): 120pts Weekly Class Attendance and Participation (13 seminar days @ 5pts ea.): 65pts “In Class” Moodle Writing Response (2 assignments @ 40pts ea.): 80 pts “In Class” Group Presentation (1 assigned during semester @ 15pts ea): 15pts Capstone Paper (1 assigned): 60 pts Total Possible Points: 340 pts Seminar Grade Bins [A]340-286; [B]285-231; [C]230-175; [D]174-150; [F]149-0. Ast1905 “Exoplanets” (Sec 1) Fall 2015 U. Minnesota Page 3 of 7 ©CEW 2015 Performance Evaluation Requirements Regardless of your point standing you must satisfactorily complete the group presentation, the in-class response(s), and capstone paper (submit by the proscribed deadline) obligations to receive a passing grade. Also, you must attend at least 90% of the scheduled seminar meetings (Lind 216 weekly THURS 10:10 am to 12:05 pm). • Cumulative points earned for assignments will be tracked within your Moodle grade book. SEMINAR ASSIGNMENT MECHANICS Weekly Moodle Posts As part of the seminar, you will post short reactions to the “Weekly Moodle Forum” on the class Moodle site. The narrative response is required prior to the next seminar meeting – the “PRE-Seminar” post. As instructor, I will moderate and review all posting to the seminar site, and the expectation for students is that you will have read and potentially responded to issues and ideas offered by your peers. “PRE-Seminar” Posting Structure: You are required to post a short discussion of your reaction (approximately 300 words maximum) to the assigned readings for the next class period on the class Moodle site. This reaction must be more than summary of the readings; it requires succinct expression of your interpretation of the context that thoughtfully integrates seminar discussion and connections to other areas of intellectual inquiry. Your reaction post also must include one (1) separate question (no more that 30 words long) that may be selected as a key talking point for the next seminar session. You also are required to include in your post a reflection of your reaction our discussions, peer-group activities, multimedia presentations, etc. that occurred during the prior seminar meeting. This reaction must be more than a summary of the seminar; it must express your interpretation of the seminar experience. This should include a clear statement of at least one (1) new idea, viewpoint, or “take-away” that has made an impression on your “world-view.” Your peers will be able to read you posts, and may also respond to issues and ideas that you provide. All electronic “PRE-Seminar” postings are due by 11:55 PM on each TUES prior to seminar on THURS. Further instructions on the content and format and the seminar Moodle site. First required posting is 15 September 2015. The will be no required post on Tuesday 24 November 2015. Ast1905 “Exoplanets” (Sec 1) Fall 2015 U. Minnesota Page 4 of 7 ©CEW 2015 Moodle Grading Rubric: You will be assigned: • Ten (10) to six (6) points if your post is thoughtful, integrates one additional new source’s (including citation, e.g., URL link) content into your post, including a including citation (e.g., URL link or article title, author, date, page number), contains no writing errors, has a well-formulated question, and indicates that you reviewed the postings of your classmates; • Five (5) to one (1) points if your blog post is less than 50 words, identifies a new source but does not integrate its context into the broader response nor provide a citation, has occasional writing errors, and lacks a well-formulated question; and • Zero (0) points if your blog post is less than 25 words, fails to be responsive in content and accuracy, lacks identification of a new source, contains a multitude of errors that distract from the content, contains no question, or is not submitted by the electronic deadline. In Class Writing Responses Two (2) “in-class” writing response activities will be given in lieu of normal seminar activities. The first is on Thursday Oct. 15, 2015 and the second on Thursday Nov. 19, 2015. You will be given 1 hour to respond to a provided prompt, submitting your response electronically via the Moodle portal. This is an independent assignment; you must create your own original response. You are not permitted to collaborate, discuss, etc. the prompt with other students. Seminar will not meet that day. You can access Moodle from your place of choice. Capstone Activity & Paper A 5-page (~1,500 words) capstone paper (or equivalent creative endeavor) is required and is due electronically in *.pdf form by 11:55 PM on Weds. Dec 09, 2015. The capstone paper is a culminating expression of your understanding of course material and your pursuit of a course-related question or idea that reaches beyond our reading and discussion. Capstone papers may take many forms, including but not limited to an academic essay, a personal essay, a short story, a collection of poems, or a series of blog entries that explore your theme and your process of investigation. You must submit your theme and a tentative format for approval no later than 11:55AM, Friday 20 Nov. 2015 to the Moodle folder; failure to meet this requirement will result in a loss of 20 pts (i.e., 33% reduction in possible score) On the final day of seminar, each individual will be allotted ~5 min to summarize their capstone exposition in class. Ast1905 “Exoplanets” (Sec 1) Fall 2015 U. Minnesota Page 5 of 7 ©CEW 2015 Conduct Expectations, Academic Standards and Communication Seminar Policies University (http://advisingtools.class.umn.edu/cgep/studentconduct.html) scholastic conduct and (http://advisingtools.class.umn.edu/cgep/classroomprocedures.html) classroom procedures will be followed. You are responsible for being familiar with these. Students are welcome to work together, exchange ideas, etc. However, each student is responsible for submitting original work for evaluation (including proper citations). The use of cell phones or the sending of text messages during a quiz or an exam will be understood to be an act of academic dishonesty and shall be grounds for awarding a grade of F or N for the course. To provide an uninterrupted seminar environment and to promote discussion without distraction, use of cell phones, pagers, text message, instant messaging, i-chat devices, and Ipods™ are not permitted in the classroom. You must turn these devices off and stow them away prior to the start of seminar. Academic Integrity and Course Materials The University expects the highest standards of honesty and integrity in the academic performance of its students. Any act of scholastic dishonesty is regarded as a serious offense, which may result in expulsion. Scholastic dishonesty is defined as plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. Aiding and abetting an act of scholastic dishonesty is also considered a serious offense with the same possible consequences. Students may not make commercial use of their notes of lectures or University-provided materials without the express written consent of the instructor. Special Needs The University of Minnesota is committed to providing all students equal access to learning opportunities. Disability Services (DS) is the campus office that works with students who have disabilities to provide and/or arrange reasonable accommodations. • Students who have, or think they may have, a disability (e.g. mental health, attention, learning, vision, hearing, physical or systemic), are invited to contact DS to arrange a confidential discussion at 612- 626-1333 (V/TTY) or ds@umn.edu . Ast1905 “Exoplanets” (Sec 1) Fall 2015 U. Minnesota Page 6 of 7 ©CEW 2015 • Students registered with DS, who have a letter requesting accommodations, are encouraged to contact the instructor early in the semester to discuss accommodations outlined in their letter. Any students with special learning needs (http://diversity.umn.edu/disability) must contact their professor during the first two weeks of class. If you have known absences for legitimate University or personal reason during the semester, please contact me at least one-week in advance to make the necessary arrangements. Mental Health and Stress Management As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce your ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via http://www.mentalhealth.umn.edu Contact and Communication Email is the good method to contact me if you have question. I read my University account normally once per day and will respond to queries within ~48 hrs. Else, call or drop by my office. Please put ast1905 in the subject line, as spam filters, etc. may redirect your message to /dev/null. Ast1905 “Exoplanets” (Sec 1) Fall 2015 U. Minnesota Page 7 of 7 ©CEW 2015 Seminar Topics and Reading Assignments from Primary Text Wk. Class Dates Topics/Themes Readings* 01 10 September Seminar Introduction Syllabus 02 17 September Earth-like Planets, Conditions for Life B pp. 09-45 03 24 September Finding “Habitable” Exoplanets B pp. 46-70 04 01 October Exoplanet Missions and Capabilities – Ground & Space B pp. 71-92 05 08 October Exobiological Sites of Interest B pp. 93-120 06 15 October “In Class” Moodle Response #1 07 22 October The Role of CO2 on “Habitability” B pp. 121-147 08 29 October Defining “Habitability Zones” with Group Presentations B pp. 149-184 09 05 November Are Earth-like Planets Rare? B pp. 185-210 10 12 November Exoatmospheres & Characterizing Exoworlds B pp. 211-235 11 19 November “In Class” Moodle Response #2 12 26 November Thanksgiving Break 13 03 December Biomarkers & Signatures of “Life” B pp. 237-265 14 10 December Capstone Highlights and Seminar Summary with Presentations • *Readings from primary seminar text: “B” = 5 Billions Years of Solitude, Lee. Billings [rev 2015Aug28 cew – Subject to Change |
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Readme link.
Strategic Objectives & Consultation section begins below
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| Strategic Objectives & Consultation | ||
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Name of Department Chair Approver: |
Evan Skillman | |
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Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? N/A |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? No |
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Strategic Objectives - Consultation with Other Units: |
Before submitting a new course proposal in ECAS, circulate the proposed syllabus to department chairs in relevant units and copy affiliated associate dean(s). Consultation prevents course overlap and informs other departments of new course offerings. If you determine that consultation with units in external college(s) is unnecessary, include a description of the steps taken to reach that conclusion (e.g., catalog key word search, conversation with collegiate curriculum committee, knowledge of current curriculum in related units, etc.). Include documentation of all consultation here, to be referenced during CCC review. If email correspondence is too long to fit in the space provided, paraphrase it here and send the full transcript to the CCC staff person. Please also send a Word or PDF version of the proposed syllabus to the CCC staff person.
N/A |
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