PHYS 1906 -- Proposed New Course

Mon Jun 5 09:46:26 2017

Approvals Received:

Department

on 5/25/17

by Jennifer Kroschel

(jkrosche@umn.edu)

Approvals Pending:

College/Dean > Provost > Catalog

Effective Status:

Active

Effective Term:

1183 - Spring 2018

Course:

PHYS 1906

Institution:

UMNTC - Twin Cities/Rochester

Campus:

UMNTC - Twin Cities

Career:

UGRD

College:

TIOT - College of Science and Engineering

Department:

11140 - Physics & Astronomy, Sch of

General

Course Title Short:

What is Space Weather?

Course Title Long:

What is Space Weather (and why should you care)?

Max-Min Credits for Course:

2.0 to 2.0 credit(s)

Catalog Description:

In this class, we will explore the way our sun changes over the eleven year solar cycle and how this can affect events from airline travel, cell phone coverage, and power outages to beautiful aurora and manned spaceflight to Mars. We will also touch on space weather on other planets (including exoplanets) and the possible impact on development of life. If the space weather cooperates, we will try to observe the aurora and related phenomena including sunspots.

Print in Catalog?:

Yes

CCE Catalog Description:

false

Grading Basis:

OPT

Topics Course:

Honors Course:

Online Course:

Freshman Seminar:

Yes

Is any portion of this course taught outside of the United States?:

Community Engaged Learning (CEL):

New: None

Old:

Instructor Contact Hours:

2.0 hours per week

Course Typically Offered:

Periodic Spring

Component 1:

LEC

Auto Enroll Course:

Graded Component:

LEC

Academic Progress Units:

2.0 credit(s) (Not allowed to bypass limits.)

Financial Aid Progress Units:

2.0 credit(s) (Not allowed to bypass limits.)

Repetition of Course:

Repetition not allowed.

Course Prerequisites for Catalog:

Course Equivalency:

Cross-listings:

No cross-listings

Add Consent Requirement:

No required consent

Drop Consent Requirement:

No required consent

Enforced Prerequisites: (course-based or non-course-based):

001475 - Freshman and FRFY

Editor Comments:

new FS proposal for Spring 17 Professor Cynthia Cattell School of Physics and Astronomy Days offered: TBD Times Offered: TBD East Bank Cynthia Cattell is a professor in the School of Physics and Astronomy.

Proposal Changes:

History Information:

Faculty Sponsor Name:

Cynthia Cattell

Faculty Sponsor E-mail Address:

cattell@umn.edu

Student Learning Outcomes

* Students in this course:

- Can communicate effectively

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.

Students will write a paper, participate in group discussions and individual presentations in class

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

paper and discussions will be graded and constructive feedback will be provided to the students

Liberal Education

Requirement this course fulfills:

Other requirement this course fulfills:

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:

They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.

They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.

They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.

They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.

They are offered on a regular schedule.

They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

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:

thinking ethically about important challenges facing our society and world;

reflecting on the shared sense of responsibility required to build and maintain community;

connecting knowledge and practice;

fostering a stronger sense of our roles as historical agents.

LE Recertification-Reflection Statement (for LE courses being re-certified only):

Statement of Certification:

This course is certified for a Core (blank) as of

This course is certified for a Theme (blank) as of

Writing Intensive

Propose this course as Writing Intensive curriculum:

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? Also, describe where in the syllabus there are statements about the critical role writing plays in the course.

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.

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.

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.

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?

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.

Statement of Certification:

This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus:

What is space weather (and why should you care)? 2 cr, 2hrs lecture per week (Detailed syllabus yet to be developed) You may have seen dramatic images of blasts of plasma from the sun with dire warnings of the possible effects on satellites in earth orbit. Have you wondered what space weather really is and whether it might really affect your life? In this class, we will explore the way our sun changes over the eleven year solar cycle and how this can affect events from airline travel, cell phone coverage, and power outages to beautiful aurora and manned spaceflight to Mars. We will also touch on space weather on other planets (including exoplanets) and the possible impact on development of life. If the space weather cooperates, we will try to observe the aurora and related phenomena including sunspots. Detailed topics to be covered will depend, in part, on the interests and backgrounds of the enrolled students. Tentative topics include; (1) the history of space weather (for example, Galileo?s observations of sunspots), (2) what did famous scientists think and were they correct? (3) space weather studies prior to the space age; (4) how do we make measurements from spacecraft; (5) What are the potential impacts of space weather in our technological society? ; (6) Is there space weather on other planets? and (7) Can we observe space weather on other stars? The course will include lectures, demonstrations, hands-on experiments, and group presentations and discussions on readings. Students will write one paper and do a presentation on the paper topic. Primary Textbook: Introduction to Space Weather by Mark Moldwin Readings will be assigned each week from the text and from supplementary materials.

Strategic Objectives & Consultation

Name of Department Chair Approver:

Ron Poling

Strategic Objectives - Curricular Objectives:

How does adding this course improve the overall curricular objectives of the unit?

n/a freshman seminar

Strategic Objectives - Core Curriculum:

Does the unit consider this course to be part of its core curriculum?

no - freshman seminar

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 - freshman seminar

Approvals Received:	Department on 5/25/17 by Jennifer Kroschel (jkrosche@umn.edu)
Approvals Pending:	College/Dean > Provost > Catalog
Effective Status:	Active
Effective Term:	1183 - Spring 2018
Course:	PHYS 1906
Institution:	UMNTC - Twin Cities/Rochester
Campus:	UMNTC - Twin Cities
Career:	UGRD
College:	TIOT - College of Science and Engineering
Department:	11140 - Physics & Astronomy, Sch of

Requirement this course fulfills:	<no text provided>
Other requirement this course fulfills:	<no text provided>
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: They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens. They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it. They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning. They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements. They are offered on a regular schedule. They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.
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: thinking ethically about important challenges facing our society and world; reflecting on the shared sense of responsibility required to build and maintain community; connecting knowledge and practice; fostering a stronger sense of our roles as historical agents.
LE Recertification-Reflection Statement (for LE courses being re-certified only):	<No text provided>
Statement of Certification:	This course is certified for a Core (blank) as of This course is certified for a Theme (blank) as of