ESCI 1901 -- Proposed Changes

Wed Feb 1 10:28:16 2017

Effective Term:	New: 1179 - Fall 2017 Old: 1169 - Fall 2016
Course Title Short:	New: Polar Environments Old: Freshman Seminar: Environment
Course Title Long:	New: Polar Environments: Rocks, Ice, and Human Impact Old: Freshman Seminar: Environment
Catalog Description:	New: With a focus on the Earth?s polar regions, this freshman seminar addresses general principles of Earth science, climate change on various temporal scales, and the relation among human activities, climate, and the environment. These principles are illustrated by selected readings of the Earth science and climatology literature, which will allow students to connect knowledge with real-world practice. Assignments develop research skills, writing proficiency, oral expression, logical reasoning, and critical analysis. Emphasis is placed on current debates, particularly regarding global climate change, such that students develop critical and ethical thinking skills related to these challenges. Reading assignments are chosen to show that solutions to environmental issues are part of a larger societal evolution, where individuals in society are viewed as historical agents, one that involves a combination of technological advances, science policy, and shared individual and community responsibility. Work for this course involves synthesis of datasets, writing of essays based on journal and magazine articles, and group presentations. The science and policy part of the course is balanced by writers and artist?s expression of the beauty and awesomeness of polar landscapes. Three credits are justified by the amount of work required to come prepared for seminar, upon which the success of the course rests, and the time spent on personal research and writing assignments, as well as the preparation of group presentations. Old: Topics vary. See Class Schedule.
Grading Basis:	New: Stdnt Opt Old: A-F or Aud
Topics Course:	New: No Old: Yes
Instructor Contact Hours:	New: 3.0 hours per week Old: 0.0 hours per week
Repetition of Course:	New: Repetition not allowed. Old: Allow up to 2 repetition(s) totalling up to 6.0 credit(s). Allow multiple enrollments in a single term.
Editor Comments:	New: Christian Teyssier Earth Sciences Mondays (10:10-11:50 a.m.) and Fridays (10:10-11:00 a.m.) East Bank Professor Teyssier was educated in France, obtained a doctorate in Australia, and has been at the University of Minnesota since 1985. His teaching and research interests include structural geology and tectonics, and the understanding of rock deformation from the grain to the global scale. He has conducted fieldwork in many places, including Antarctica and the Arctic region. Old: We will offer two freshman seminars with environmental theme in Fall 2016. Applications have been submitted to the Office of Undergraduate Education.
Proposal Changes:	New: Changing freshman seminar from topics course to regular course. Old: Need to add course in this system in order to add topic titles
Faculty Sponsor Name:	New: Christian Teyssier Old: Variety of faculty members
Faculty Sponsor E-mail Address:	New: teyssier@umn.edu Old: Variety of faculty members
Student Learning Outcomes:	* Student in the course: - Can locate and critically evaluate information New: Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Course assignments, such as essays, student presentations, and discussions, will require that student learn how to find and synthesize trustworthy, scientifically peer-reviewed literature. 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. In instances where non-peer-reviewed sources are used, students will be expected to critically examine the information to understand issues of intent, bias, and whether information is supported by reasonable, factual detail. Old: unselected
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. New: With a focus on the Earth?s polar regions, this freshman seminar addresses general principles of Earth science, climate change on various temporal scales, and the relation among human activities, climate, and the environment. These principles are illustrated by selected readings of the Earth science and climatology literature, which will allow students to connect knowledge and real-world practice. Assignments develop research skills, writing proficiency, oral expression, logical reasoning, and critical analysis. Emphasis is placed on current debates, particularly regarding global climate change, such that students develop critical and ethical thinking skills related to these challenges. Reading assignments are chosen to show that solutions to environmental issues are part of a larger societal evolution, where individuals in society are viewed as historical agents, one that involves a combination of technological advances, science policy, and shared individual and community responsibility. Work for this course involves synthesis of datasets, writing of essays based on journal and magazine articles, and group presentations. The science and policy part of the course is balanced by writers and artists expression of the beauty and awesomeness of polar landscapes. Three credits are justified by the amount of work required to come prepared for seminar, upon which the success of the course rests, and the time spent on personal research and writing assignments, as well as the preparation of group presentations. Old: <no text provided>
Provisional 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. New: FALL 2017 ESCI 1901 - Polar Environments: Rocks, Ice, and Human Impact ? 3 credits Syllabus INSTRUCTOR: Professor Christian Teyssier, John T. Tate Hall Email: teyssier@umn.edu Class hours: M (10:10-11:50 am) and F (10:10-11:00 am) OFFICE HOURS: F (11:00-11:50 am), or preferably by appointment (send me email) Course Description: A liberal education invites students to investigate the world from new perspectives, learn new ways of thinking, and grow as an active citizen and lifelong learner. This course meets the University?s liberal education requirements for all students and is taught regularly by full time faculty. With a focus on the Earth?s polar regions, this freshman seminar addresses general principles of Earth science, climate change on various temporal scales, and the relation among human activities, climate, and the environment. These principles are illustrated by selected readings of the Earth science and climatology literature, which will allow students to connect knowledge with real-world practice. Assignments develop research skills, writing proficiency, oral expression, logical reasoning, and critical analysis. Emphasis is placed on current debates, particularly regarding global climate change, such that students develop critical and ethical thinking skills related to these challenges. Reading assignments are chosen to show that solutions to environmental issues are part of a larger societal evolution, where individuals in society are viewed as historical agents, one that involves a combination of technological advances, science policy, and shared individual and community responsibility. Work for this course involves synthesis of datasets, writing of essays based on journal and magazine articles, and group presentations. The science and policy part of the course is balanced by writers and artist?s expression of the beauty and awesomeness of polar landscapes. Three credits are justified by the amount of work required to come prepared for seminar, upon which the success of the course rests, and the time spent on personal research and writing assignments, as well as the preparation of group presentations. This course fulfills the Liberal Education (LE) Environment Theme through its focus on the relationship between the world?s polar regions and processes related to modern climate change as it is influenced by human activities. The course assignments will enable students to make the connections between knowledge about natural processes operating on a variety of timescales and the human activities that modify these processes. Through student-led presentations, discussions, and essays the class will be encouraged to develop a sense of shared responsibility for addressing environmental change, and to evaluate various proposed technological and policy responses to climate change in the context of their own ethics and societal values. While this course meets portions of many of the University?s mandated Student Learning Outcomes (SLOs), it focuses primarily on ensuring that students Can locate and critically evaluate information. Course assignments, such as essays, student presentations, and discussions, will require that student learn how to find and synthesize trustworthy, scientifically peer-reviewed literature. In instances where non-peer-reviewed sources are used, students will be expected to critically examine the information to understand issues of intent, bias, and whether information is supported by reasonable, factual detail. Course Materials Readings are provided; these include journal articles, news articles, and debate in the media. Students build a portfolio of these readings and of their weekly writing assignments that synthesize and critically discuss reading material. Many of these materials will be available through the course Moodle site, but students will need to locate certain studies and sources independently using scientific literature indices and search engines. Course Grades Grades will be based on writing assignments, preparation and delivery of class presentations, and active participation. Grade Distribution The University intermediate grades scheme will be used (A, A-, B+, etc.). For students taking the course S-N, an 'S' will be equivalent to a 'C minus' or better. Incompletes The University only allows an incomplete to be given when a student has previously signed an incomplete agreement form. Individual participation Active participation is highly encouraged. Please don't be afraid to ask questions. I hope you learn a good deal in this class, and also have fun!! Use of Electronic Devices: The use of cell phones and computers in class, can be potentially distracting, and is allowed only when they are required to complete an activity or assignment as indicated by the instructor. Accommodations, Classroom Conduct, Student Code of Conduct, Equity and Diversity This course adopts the university policies regarding disability accommodations, classroom conduct, academic integrity, use of personal electronic devices, absences, class notes, sexual harassment, equity and diversity, and mental health. These policies are important and I encourage you to refer to the following University policy pages for more detailed information: https://diversity.umn.edu/disability/ http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf http://regents.umn.edu/sites/default/files/policies/Academic_Freedom.pdf http://www.mentalhealth.umn.edu/ http://www.mentalhealth.umn.edu/stressmgmt/index.html http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf FALL 2017 ESCI 1901- FRESHMAN SEMINAR Polar Environments: Rocks, Ice, and Human Impact SEMINAR CONTENT Week 1- Introduction to course Week 2- Introduction to plate tectonics Week 3- Introduction to geologic time Week 4- [PAPER DUE: Plate tectonics] 100 million-year timescale record of climate change on Earth Week 5- One million-year timescale record of climate change on Earth: Ice record and air bubbles Week 6- [ORAL PRESENTATION: Mass extinctions] - Millenia timescale record of climate change on Earth - Week 7- Current climate in polar regions: record, trends, projections- The elements of climate (please read Burroughs? book excerpt) Week 8- [PAPER DUE AND ORAL PRESENTATION: Ice cores]- The Little Ice Age; the rise and fall of polar civilizations Week 9- Why such vigorous controversy regarding climate change? The human dimension Week 10- No class Nov 5 (I am at meeting)- We?ll meet on Nov 9 for discussion prior to climate debate on Nov 12. Week 11- [PAPER DUE: Climate Debate; we also have a class debate in which you will make use of this paper; PAPER: You are an elected official, how do you prioritize global climate change issues? (I?ll give you a list of questions, as an example of issues that generate debate; you will prepare for debate with your group ahead of time.) Week 12- [ORAL PRESENTATION + PAPER (group): Polar explorers] Week 13- The latest in climate studies Week 14- [ORAL PRESENTATION + TRAVEL BROCHURE]: You are heading an eco-tourism agency; prepare an oral presentation as well as a brochure to advertise the exploration of a polar region of your choice]- Assessment of course Week 15- General discussion- what have we learned? Old: Variety of syllabus -- will be submitted for approval for each section.
Name of Department Chair Approver:	New: Donna Whitney Old: <no text provided>

Effective Term:

New: 1179 - Fall 2017
Old: 1169 - Fall 2016

Course Title Short:

New: Polar Environments
Old: Freshman Seminar: Environment

Course Title Long:

New: Polar Environments: Rocks, Ice, and Human Impact
Old: Freshman Seminar: Environment

Catalog
Description:

New: With a focus on the Earth?s polar regions, this freshman seminar addresses general principles of Earth science, climate change on various temporal scales, and the relation among human activities, climate, and the environment. These principles are illustrated by selected readings of the Earth science and climatology literature, which will allow students to connect knowledge with real-world practice. Assignments develop research skills, writing proficiency, oral expression, logical reasoning, and critical analysis. Emphasis is placed on current debates, particularly regarding global climate change, such that students develop critical and ethical thinking skills related to these challenges. Reading assignments are chosen to show that solutions to environmental issues are part of a larger societal evolution, where individuals in society are viewed as historical agents, one that involves a combination of technological advances, science policy, and shared individual and community responsibility. Work for this course involves synthesis of datasets, writing of essays based on journal and magazine articles, and group presentations. The science and policy part of the course is balanced by writers and artist?s expression of the beauty and awesomeness of polar landscapes. Three credits are justified by the amount of work required to come prepared for seminar, upon which the success of the course rests, and the time spent on personal research and writing assignments, as well as the preparation of group presentations.
Old: Topics vary. See Class Schedule.

Grading Basis:

New: Stdnt Opt
Old: A-F or Aud

Topics Course:

New: No
Old: Yes

Instructor
Contact Hours:

New: 3.0 hours per week
Old: 0.0 hours per week

Repetition of
Course:

New: Repetition not allowed.
Old: Allow up to 2 repetition(s) totalling up to 6.0 credit(s).
Allow multiple enrollments in a single term.

Editor Comments:

New: Christian Teyssier
Earth Sciences
Mondays (10:10-11:50 a.m.) and Fridays (10:10-11:00 a.m.)
East Bank
Professor Teyssier was educated in France, obtained a doctorate in Australia, and has been at the University of Minnesota since 1985. His teaching and research interests include structural geology and tectonics, and the understanding of rock deformation from the grain to the global scale. He has conducted fieldwork in many places, including Antarctica and the Arctic region.
Old: We will offer two freshman seminars with environmental theme in Fall 2016. Applications have been submitted to the Office of Undergraduate Education.

Proposal Changes:

New: Changing freshman seminar from topics course to regular course.
Old: Need to add course in this system in order to add topic titles

Faculty
Sponsor Name:

New: Christian Teyssier
Old: Variety of faculty members

Faculty
Sponsor E-mail Address:

New: teyssier@umn.edu
Old: Variety of faculty members

Student Learning Outcomes:

* Student in the course:

- Can locate and critically evaluate information

New:

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

Course assignments, such as essays, student presentations, and discussions, will require that student learn how to find and synthesize trustworthy, scientifically peer-reviewed literature.

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.

In instances where non-peer-reviewed sources are used, students will be expected to critically examine the information to understand issues of intent, bias, and whether information is supported by reasonable, factual detail.

Old: unselected

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.

New: With a focus on the Earth?s polar regions, this freshman seminar addresses general principles of Earth science, climate change on various temporal scales, and the relation among human activities, climate, and the environment. These principles are illustrated by selected readings of the Earth science and climatology literature, which will allow students to connect knowledge and real-world practice. Assignments develop research skills, writing proficiency, oral expression, logical reasoning, and critical analysis. Emphasis is placed on current debates, particularly regarding global climate change, such that students develop critical and ethical thinking skills related to these challenges. Reading assignments are chosen to show that solutions to environmental issues are part of a larger societal evolution, where individuals in society are viewed as historical agents, one that involves a combination of technological advances, science policy, and shared individual and community responsibility. Work for this course involves synthesis of datasets, writing of essays based on journal and magazine articles, and group presentations. The science and policy part of the course is balanced by writers and artists expression of the beauty and awesomeness of polar landscapes. Three credits are justified by the amount of work required to come prepared for seminar, upon which the success of the course rests, and the time spent on personal research and writing assignments, as well as the preparation of group presentations.
Old: <no text provided>

Provisional
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.
New: FALL 2017
ESCI 1901 - Polar Environments: Rocks, Ice, and Human Impact ? 3 credits

Syllabus

INSTRUCTOR: Professor Christian Teyssier, John T. Tate Hall
Email: teyssier@umn.edu
Class hours: M (10:10-11:50 am) and F (10:10-11:00 am)
OFFICE HOURS: F (11:00-11:50 am), or preferably by appointment (send me email)
Course Description:
A liberal education invites students to investigate the world from new perspectives, learn new ways of thinking, and grow as an active citizen and lifelong learner. This course meets the University?s liberal education requirements for all students and is taught regularly by full time faculty.

With a focus on the Earth?s polar regions, this freshman seminar addresses general principles of Earth science, climate change on various temporal scales, and the relation among human activities, climate, and the environment. These principles are illustrated by selected readings of the Earth science and climatology literature, which will allow students to connect knowledge with real-world practice. Assignments develop research skills, writing proficiency, oral expression, logical reasoning, and critical analysis. Emphasis is placed on current debates, particularly regarding global climate change, such that students develop critical and ethical thinking skills related to these challenges. Reading assignments are chosen to show that solutions to environmental issues are part of a larger societal evolution, where individuals in society are viewed as historical agents, one that involves a combination of technological advances, science policy, and shared individual and community responsibility. Work for this course involves synthesis of datasets, writing of essays based on journal and magazine articles, and group presentations. The science and policy part of the course is balanced by writers and artist?s expression of the beauty and awesomeness of polar landscapes. Three credits are justified by the amount of work required to come prepared for seminar, upon which the success of the course rests, and the time spent on personal research and writing assignments, as well as the preparation of group presentations.
This course fulfills the Liberal Education (LE) Environment Theme through its focus on the relationship between the world?s polar regions and processes related to modern climate change as it is influenced by human activities. The course assignments will enable students to make the connections between knowledge about natural processes operating on a variety of timescales and the human activities that modify these processes. Through student-led presentations, discussions, and essays the class will be encouraged to develop a sense of shared responsibility for addressing environmental change, and to evaluate various proposed technological and policy responses to climate change in the context of their own ethics and societal values.
While this course meets portions of many of the University?s mandated Student Learning Outcomes (SLOs), it focuses primarily on ensuring that students Can locate and critically evaluate information. Course assignments, such as essays, student presentations, and discussions, will require that student learn how to find and synthesize trustworthy, scientifically peer-reviewed literature. In instances where non-peer-reviewed sources are used, students will be expected to critically examine the information to understand issues of intent, bias, and whether information is supported by reasonable, factual detail.

Course Materials
Readings are provided; these include journal articles, news articles, and debate in the media. Students build a portfolio of these readings and of their weekly writing assignments that synthesize and critically discuss reading material. Many of these materials will be available through the course Moodle site, but students will need to locate certain studies and sources independently using scientific literature indices and search engines.

Course Grades
Grades will be based on writing assignments, preparation and delivery of class presentations, and active participation.

Grade Distribution
The University intermediate grades scheme will be used (A, A-, B+, etc.). For students taking the course S-N, an 'S' will be equivalent to a 'C minus' or better.

Incompletes
The University only allows an incomplete to be given when a student has previously signed an incomplete agreement form.

Individual participation
Active participation is highly encouraged. Please don't be afraid to ask questions.
I hope you learn a good deal in this class, and also have fun!!

Use of Electronic Devices: The use of cell phones and computers in class, can be potentially distracting, and is allowed only when they are required to complete an activity or assignment as indicated by the instructor.
Accommodations, Classroom Conduct, Student Code of Conduct, Equity and Diversity
This course adopts the university policies regarding disability accommodations, classroom conduct, academic integrity, use of personal electronic devices, absences, class notes, sexual harassment, equity and diversity, and mental health. These policies are important and I encourage you to refer to the following University policy pages for more detailed information:
https://diversity.umn.edu/disability/ http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf http://regents.umn.edu/sites/default/files/policies/Academic_Freedom.pdf http://www.mentalhealth.umn.edu/ http://www.mentalhealth.umn.edu/stressmgmt/index.html http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf

FALL 2017
ESCI 1901- FRESHMAN SEMINAR
Polar Environments: Rocks, Ice, and Human Impact

SEMINAR CONTENT

Week 1- Introduction to course

Week 2- Introduction to plate tectonics

Week 3- Introduction to geologic time

Week 4- [PAPER DUE: Plate tectonics] 100 million-year timescale record of climate change on Earth

Week 5- One million-year timescale record of climate change on Earth: Ice record and air bubbles

Week 6- [ORAL PRESENTATION: Mass extinctions] - Millenia timescale record of climate change on Earth
-
Week 7- Current climate in polar regions: record, trends, projections- The elements of climate (please read Burroughs? book excerpt)

Week 8- [PAPER DUE AND ORAL PRESENTATION: Ice cores]- The Little Ice Age; the rise and fall of polar civilizations

Week 9- Why such vigorous controversy regarding climate change? The human dimension

Week 10- No class Nov 5 (I am at meeting)- We?ll meet on Nov 9 for discussion prior to climate debate on Nov 12.

Week 11- [PAPER DUE: Climate Debate; we also have a class debate in which you will make use of this paper;
PAPER: You are an elected official, how do you prioritize global climate change issues? (I?ll give you a list of questions, as an example of issues that generate debate; you will prepare for debate with your group ahead of time.)

Week 12- [ORAL PRESENTATION + PAPER (group): Polar explorers]

Week 13- The latest in climate studies

Week 14- [ORAL PRESENTATION + TRAVEL BROCHURE]: You are heading an eco-tourism agency; prepare an oral presentation as well as a brochure to advertise the exploration of a polar region of your choice]- Assessment of course

Week 15- General discussion- what have we learned?

Old: Variety of syllabus -- will be submitted for approval for each section.

Name of Department Chair
Approver:

New: Donna Whitney
Old: <no text provided>