Mon Jun 5 09:46:26 2017
Approvals Received: |
Department
on 5/25/17
by Jennifer Kroschel
(jkrosche@umn.edu)
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Approvals Pending: | College/Dean > Provost > Catalog |
Effective Status: |
Active
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Effective Term: |
1183 - Spring 2018
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Course: |
PHYS 1906
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Institution: |
UMNTC - Twin Cities/Rochester
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Campus: |
UMNTC - Twin Cities
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Career: |
UGRD
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College: |
TIOT - College of Science and Engineering
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Department: |
11140 - Physics & Astronomy, Sch of
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Course Title Short: |
What is Space Weather?
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Course Title Long: |
What is Space Weather (and why should you care)?
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Max-Min Credits for Course: |
2.0 to 2.0 credit(s)
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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.
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Print in Catalog?: |
Yes
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CCE Catalog Description: |
false
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Grading Basis: |
OPT
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Topics Course: |
No
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Honors Course: |
No
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Online Course: |
No
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Freshman Seminar: |
Yes
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Is any portion of this course taught outside of the United States?: |
No
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Community Engaged Learning (CEL): |
New:
None
Old:
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Instructor Contact Hours: |
2.0 hours per week
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Course Typically Offered: |
Periodic Spring
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Component 1: |
LEC
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Auto Enroll Course: |
No
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Graded Component: |
LEC
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Academic Progress Units: |
2.0 credit(s) (Not allowed to bypass limits.)
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Financial Aid Progress Units: |
2.0 credit(s) (Not allowed to bypass limits.)
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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 text provided>
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Cross-listings: | No cross-listings |
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): |
001475 - Freshman and FRFY
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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.
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Proposal Changes: |
<No text provided>
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History Information: |
<No text provided>
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Faculty Sponsor Name: |
Cynthia Cattell
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Faculty Sponsor E-mail Address: |
cattell@umn.edu
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Student Learning Outcomes |
* Students in this course: - Can communicate effectivelyHow 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 |
Requirement this course fulfills: |
<no text provided>
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Other requirement this course fulfills: |
<no text provided>
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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:
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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:
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LE Recertification-Reflection Statement (for LE courses being re-certified only): |
<No text provided>
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Statement of Certification: |
This course is certified for a Core
(blank) as of
This course is certified for a Theme
(blank) as of
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Propose this course as Writing Intensive curriculum: |
No
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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.
<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 for a Theme
(blank) as of
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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.
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Name of Department Chair Approver: |
Ron Poling
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Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives of the unit?
n/a freshman seminar
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum?
no - freshman seminar
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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 - freshman seminar
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