ESCI 5805 -- Proposed New Course

Thu Nov 30 09:57:36 2017

Approvals Received:

Department

on 11/29/17

by Sharon Kressler

(kress004@umn.edu)

Approvals Pending:

College/Dean > Provost > Catalog

Effective Status:

Active

Effective Term:

1183 - Spring 2018

Course:

ESCI 5805

Institution:

UMNTC - Twin Cities/Rochester

Campus:

UMNTC - Twin Cities

Career:

UGRD

College:

TIOT - College of Science and Engineering

Department:

11130 - Earth Sciences, Dept of

General

Course Title Short:

Professional Geosci Standards

Course Title Long:

Standards and Practices for Professional Geoscienists

Max-Min Credits for Course:

3.0 to 3.0 credit(s)

Catalog Description:

This course is meant to provide students with a clear understanding of the standards and practices regularly used by Geoscience professionals in industry and agency. The course builds on the foundational knowledge offered through the core curriculum of the Earth Sciences undergraduate major, and fills a critical gap in showing how this knowledge is translated into common standards and practices, regulations, funding mechanisms, and even professional expectations within a variety of geoscience disciplines. In short, this course aims to smooth a student?s transition from University to an entry-level position from which they can build a successful and sustainable career. This course is targeted for both upper level undergraduates and graduate students. Aspects of the course include: -Detailed discussion of regional stratigraphy, bedrock and glacial geology and how they relate to various industrial applications and environmental issues. -Examination of state and federal environmental regulations, as well as the phases of environmental impact statements. -Survey of fundamental investigation techniques (GeoProbe drilling, hollow-stem auger drilling, well installation, analytical testing ? soil, groundwater, air). -Introduction to environmental clean-up grants and their management. -Assessment of topics covered in the National Association of State Boards of Geology (ASBOG) Fundamentals of Geology (FG) exam. This exam is a required step on the way to becoming a registered geologist. The exam is offered in mid-March, and the expectation is that students participating in the class will take it. -Coordination and completion of the 40 hour HAZWOPER training through UMN. -Invited lectures from select representatives of various subfields and professional organizations (groundwater & contaminant hydrogeology, mining & geophysical exploration, environmental engineering, petroleum) to give students a jumpstart in their professional networking.

Print in Catalog?:

Yes

CCE Catalog Description:

false

Grading Basis:

OPT

Topics Course:

Honors Course:

Online Course:

Freshman Seminar:

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

Community Engaged Learning (CEL):

New: None

Old:

Instructor Contact Hours:

3.0 hours per week

Course Typically Offered:

Every Spring

Component 1:

LEC

Auto Enroll Course:

Graded Component:

LEC

Academic Progress Units:

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

Financial Aid Progress Units:

3.0 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):

No prerequisites

Editor Comments:

Note about instructor contact hours and relation to credit hours: While there are only 2 hours of instructor contact hours per week, there is also an additional 40 hours related to the HAZWOPER training. Collectively, this adds up to roughly 70 hours of instructor contact time over the semester, and is equivalent to over 4 hours of instructor contact time per week. ECAS requires the instructor contact hours be number of credits or greater, hence it is set at 3.

Proposal Changes:

New course.

History Information:

11/27/17: Returned for clarification by CCC. -RLR

Faculty Sponsor Name:

Joshua Feinberg

Faculty Sponsor E-mail Address:

feinberg@umn.edu

Student Learning Outcomes

* Students in this course:

- Have mastered a body of knowledge and a mode of inquiry

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.

Professional geologists working in the upper Midwest typically specialize in one of two main, broad categories: hydrology and environmental consulting. Both of these disciplines are becoming increasingly regulated, and consequently, licensure as a professional geologist is becoming increasingly important for entry-level hiring decisions, as well as for subsequent promotion and career development. Professional licensure for geologists is regulated by the National Association of State Boards of Geology (ASBOG) and consists of two exams: the Fundamentals of Geology (FG) exam, and the Professional Geologist Exam (PG), the latter of which can only be taken after an individual has accumulated 5 years of professional experience. Students taking this course are required to master a body of geologic knowledge such that they are able to successfully pass the ASBOG Fundamentals of Geology (FG) exam. This exam covers a wide range of geologic material that is useful to employment in industry and agency, including field geology, mineralogy, petrology, geochemistry, sedimentology, stratigraphy, paleontology, geomorphology, surficial processes, Quaternary geology, structure, tectonics, seismology, hydrogeology, engineering geology, economic geology, and energy resources. Many of the topics on the exam are the focus of prior course work within the Earth Sciences major, while others (e.g., economic and engineering geology) will be introduced to students for the first time. Proficiency in all of these topics will be measured using weekly multiple choice practice tests that are meant to mimic the test taking atmosphere of the FG exam, as well as the FG exam itself.

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

Examples of the ways in which student learning related to this outcome will be assessed include (1) weekly multiple choice practice tests, and (2) the FG exam itself. The national pass rate for the FG exam is 65%, where many students are required to retake the exam if they are unable to pass. This course was taught as an ESCI seminar during Spring semester 2017, and the pass rate among the students was 80%. This earlier pass rate for UMN students establishes a baseline for further assessment of this SLO and suggests that our undergraduate curriculum is providing a strong geologic foundation for professional growth.

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:

Standards and Practices for Professional Geoscientists ESCI 5805 Spring 2018 - Syllabus Time: Mondays, Wednesdays 10:10 ? 11:00 AM Instructor: Josh Feinberg, feinberg@umn.edu, 651-500-5839 Office Hours: Thursdays, 10 AM to noon, Room 239 Tate Hall or by appointment Prerequisites: Students should be in the last year of their major or recently graduated. Minimum of 80 credits or permission of the instructor. Credits: 3 cr. Course Description: This course is meant to provide students with a clear understanding of the standards and practices regularly used by Geoscience professionals in industry and agency. The course builds on the foundational knowledge offered through the core curriculum of the Earth Sciences undergraduate major, and fills a critical gap in showing how this knowledge is translated into common standards and practices, regulations, funding mechanisms, and even professional expectations within a variety of geoscience disciplines. In short, this course aims to smooth a student?s transition from University to an entry-level position from which they can build a successful and sustainable career. This course is targeted for both upper level undergraduates and graduate students. Aspects of the course include: *Detailed discussion of regional stratigraphy, bedrock and glacial geology and how they relate to various industrial applications and environmental issues. *Examination of state and federal environmental regulations, as well as the phases of environmental impact statements. *Survey of fundamental investigation techniques (GeoProbe drilling, hollow-stem auger drilling, well installation, analytical testing ? soil, groundwater, air). *Introduction to environmental clean-up grants and their management. *Assessment of topics covered in the National Association of State Boards of Geology (ASBOG) Fundamentals of Geology (FG) exam. This exam is a required step on the way to becoming a registered geologist. The exam is offered in mid-March, and the expectation is that students participating in the class will take it. *Coordination and completion of the 40 hour HAZWOPER training through UMN. *Invited lectures from select representatives of various subfields and professional organizations (groundwater & contaminant hydrogeology, mining & geophysical exploration, environmental engineering, petroleum) to give students a jumpstart in their professional networking. Attendance: This class meets twice a week for a total of 2 hours, and also includes a 40 hour training program to meet federally mandated HAZWOPER safety training. If a class must be missed due to illness or other legitimate excuse, please let me know immediately and arrangements for making up the class will be made. Course Requirements and Grading Protocol: Individual Practice Test Reporting via email (five times) (50%) Curriculum Vitae Preparation and External Review by MN-AIPG (20%) Networking experience (10%) Exam (10%) Participation and discretionary points (10%) Total (100%) Students are welcome to inquire about their progress in the course and grade at any time. A schedule is attached on the last page of this syllabus. Please note, that we may not follow it exactly, so please be flexible. I will keep you informed of all changes in topics and reading assignments, and will update the class webpage with this information. Assignment submission and regrading: Individual assignments will be due on the day and time of your class meeting. Unless otherwise noted, assignments will be submitted via email. So, be sure to have your assignment submitted before you go to class. Assignments will be returned in class or via email or Moodle upload. Requests for regrading must be made within one week of the return of an assignment. Assignment files: To me track your assignment, please use your first initial and last name in the file name for your CVs. For example, ?JFeinberg_CV.pdf? Use of Electronic Devices: Use of cell phones and computers in class is allowed only when they are required to complete an activity or assignment as indicated by the instructor. Otherwise, electronics can be disruptive, and so, if anyone?s phone rings during class, that person will automatically be expected to provide donuts for everyone at the next class. 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. Please refer to the University policy pages: 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/stressmgmt/index.html http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf A special note on Mental Health 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 and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu.

Strategic Objectives & Consultation

Name of Department Chair Approver:

Donna Whitney

Strategic Objectives - Curricular Objectives:

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

While a number of our undergraduate students enter graduate programs immediately following graduation from our department, a majority of our majors want to find employment. This course provides students with additional training and networking opportunities that smooth the transition from University to that first hard-to-land entry level position in industry or agency. No other existing course within our department provides this kind of employment-focused training. This course contributes to the objectives of our department to the degree that our Earth science curriculum is designed to prepare students for careers in industry, agency, and academia.

Strategic Objectives - Core Curriculum:

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

No.

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.

A catalog search yielded no cross-over with other departments.

Approvals Received:	Department on 11/29/17 by Sharon Kressler (kress004@umn.edu)
Approvals Pending:	College/Dean > Provost > Catalog
Effective Status:	Active
Effective Term:	1183 - Spring 2018
Course:	ESCI 5805
Institution:	UMNTC - Twin Cities/Rochester
Campus:	UMNTC - Twin Cities
Career:	UGRD
College:	TIOT - College of Science and Engineering
Department:	11130 - Earth Sciences, Dept 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