Liberal Arts Core Review of Category IV · The Committee’s examination of the Liberal Arts Core Category IV courses indicates that all courses are relevant to the goals of this

UNIVERSITY OF NORTHERN IOWA

Liberal Arts Core Review of Category IV

Natural Science and Technology

Review Committee Dorothy Brecheisen – Department of Biology

Ken De Nault – Department of Earth Science (Chair and Secretary)

Nalin Goonesekere – Department of Chemistry and Biochemistry

Jeff Morgan – Department of Physics

Dave May – Department of Geography

Tyler O’Brien – Department of Sociology, Anthropology, and Criminology

John Ophus – Department of Biology

December 3, 2010

Report of the Review Committee for Category IV, Natural Science and Technology, of the

Liberal Arts Core Program at the University of Northern Iowa.

Liberal Arts Core Category IV Review

2

TABLE OF CONTENTS

A. Statement of category and subcategory goals, outcomes, and competencies. ........................ 4

Current Statement of Purpose for Category IV of the LAC ................................................... 4

Current Catalogue Description ............................................................................................... 5

Life Sciences (3 or 4 hours required) .............................................................................. 5

Physical Sciences (3 or 4 hours required) ....................................................................... 5

B. Discussion of the extent to which the goals of the category have been met and continue to

be relevant to the goals of the Liberal Arts Core. ................................................................... 6

Purpose and Goals of the Liberal Arts Core ........................................................................... 6

Review Committee’s Assessment ........................................................................................... 6

C. Analysis of the category description and course syllabi statements. ...................................... 7

D. Comments about the description or specific components of the Liberal Arts Core, Category

IV, Natural Science and Technology. ..................................................................................... 9

Science as Inquiry ................................................................................................................... 9

Science Courses Apart from the Major ................................................................................... 9

Science Courses Exclusively for Education Majors ............................................................. 10

Instructors ............................................................................................................................. 10

Technology ........................................................................................................................... 10

Incorporation of Mathematics ............................................................................................... 10

Reassignment of Core Courses ............................................................................................. 11

E. Analysis of the student outcomes assessment plan and data. ............................................... 11

F. Analysis of enrollment records according to courses, credit hours, student profiles, class

size, percentage of credit hours taught by tenure/tenure track faculty for the period Fall 2002

to Fall 2007. .......................................................................................................................... 12

Life Science Area .................................................................................................................. 12

Area Summary .............................................................................................................. 12

Individual Course Summaries ....................................................................................... 13

TABLE 8. Complete individual course data. ............................................................... 19

Physical Science Area ........................................................................................................... 31

Area Summary .............................................................................................................. 31

Individual Course Summaries ....................................................................................... 32

TABLE 19. Complete individual course data. ............................................................. 40

G. Completion of a Liberal Arts Core Course Form by the Category Review Team in

consultation with relevant faculty and administrators for each course in the review area. .. 51

Life Science .......................................................................................................................... 52

Course Number and Title: 820:032 Inquiry into Life Science ...................................... 52


3

Course Number and Title: 840:012 Life: The Natural World ...................................... 54

Course Number and Title: 840:013 Life: The Natural World - Lab ............................. 56

Course Number and Title: 840:014 Life: Continuity and Change ............................... 58

Course Number and Title: 840:015 Life: Continuity and Change - Lab ...................... 60

Course Number and Title: 990:010 Human Origins .................................................... 62

Physical Sciences .................................................................................................................. 65

Course Number and Title: 820:031 Inquiry into Physical Science .............................. 65

Course Number and Title: 820:033 Inquiry into Earth Science ................................... 68

Course Number and Title: 860:010 Principles of Chemistry ....................................... 71

Course Number and Title: 860:011 Molecules and Life ............................................... 73

Course Number and Title: 870:010 Astronomy ......................................................... 76

Course Number and Title: 870:021 Elements of Weather ............................................ 78

Course Number and Title: 870:031 Introduction to Geology ....................................... 81

Course Number and Title: 880:011 Conceptual Physics .............................................. 84

Course Number and Title: 880:012 Physics in Everyday Life ...................................... 87

Course Number and Title: 970:026 Physical Geography ............................................ 90

H. Summary of the Category Review Team’s research examining student and faculty

perceptions of the course(s). ................................................................................................. 93

I. Executive summary of the review area including successes and challenges and specific

recommendations. ................................................................................................................. 94

Specific Recommendations ................................................................................................... 94

Required Laboratories ................................................................................................... 94

Loss of Capstone Focus ................................................................................................ 94

Renaming Category IV ................................................................................................. 94

Proposed Revised Statement of Purpose for Category IV of the LAC ......................... 95

Proposed Revised Catalogue Description ..................................................................... 95

Instruction ..................................................................................................................... 97

Non-Major LAC Courses .............................................................................................. 97

Category Outcomes Assessment ................................................................................... 97

J. Appendices ............................................................................................................................ 98

Liberal Arts Core Course Review Questions ........................................................................ 98


4

A. Statement of category and subcategory goals, outcomes, and competencies.

Current Statement of Purpose for Category IV of the LAC

In a highly technological society, science plays an enormous role in how things are done

and how we view and come to understand the natural world around us. Through the activities of

science, humans have learned to control certain aspects of their environment, have produced

understandings with great promise for the future, and have unleashed posers that threaten to end

all civilization. Issues of great political, social, and religious significance have arisen from the

scientific endeavor. To develop an informed awareness of the interconnectedness of all aspects

of the human and natural environments and the forces that operate in nature and society, students

must understand science, how it operates, its inherent values, its limits, and its credibility. Since

it is impossible to separate the process of science from the body of knowledge generated by this

process, principles, concepts, and factual material of selected disciplines must also be part of the

Liberal Arts Core.

The content of the natural science component of the Liberal Arts Core should assure that

students learn the following:

1. Science is a process of learning about the universe and consists of more than the

collection of information in textbooks.

2. The formulation of testable hypotheses, which can be supported or refuted by evidence,

is a necessary part of the scientific process.

3. Science has validity and merit within the limits in which it operates and is quite different

from the pseudoscience, which has been offered to the public in recent years.

4. Modes of thinking in the sciences include the use of classification schemes, the

collection and analysis of numerical data in many forms, the skeptical approach to all

tentative conclusions, a creative imagination, and an understanding of the difference

between observation and inference.

5. The process of science is not conducted in a vacuum, but rather, by humans who have all

the characteristics of other humans and who live in societies largely governed by non-

scientific influences. The scientific enterprise is intimately connected to all other human

activities.

6. There is a relationship between science and technology, and these entities interact with

the larger society.

Within these courses, the students should have at least one laboratory experience.


5

Current Catalogue Description

Courses in natural science promote an understanding of science as a human process that

investigates matter and energy acting within complex organic and inorganic systems.

Fundamental principles of both physical and life sciences are included

Students are required to take a course with a scheduled laboratory from either Life

Science, Physical Science or another laboratory course offered by the College of Natural

Sciences. Only 6 hours are required for students who meet the Liberal Arts Core laboratory

requirement with a course other than one listed in Life of Physical Sciences.

Life Sciences (3 or 4 hours required)

For all courses listed under Life Sciences and Physical Sciences, with the exception of

990:010, a student must have satisfied university entrance requirements in English and

Mathematics (College of Natural Science majors and Health Promotion Major/Science Intensive

Environmental Health Option may meet the Life Science requirement by completing 840:051 or

840:051)

820:032* Inquiry into Life Science (4 hrs.)

840:012 Life: The Natural World (3 hrs.)

840:013* Life: The Natural World – Lab (1 hr.)

840:014 Life: Continuity and Change (3 hrs.)

840:015* Live: Continuity and Change – Lab (1 hr.)

990:010 Human Origins (3 hrs.)

*Lab Course

Physical Sciences (3 or 4 hours required)

For all courses listed under Life Sciences and Physical Sciences, with the exception of

990:010, a student must have satisfied university requirements in English and Mathematics

(College of Natural Sciences majors may meet the Physical Sciences requirement by completing

860:044, 860:070, 880:054, or 880:130. Health Promotion Major/Science Intensive:

Environmental Health Option students may meet the Physical Sciences requirement by

completing 860:044, 860:048, or 860:070.)

820:031* Inquiry into Physical Science (4 hrs.)

820:033* Inquiry into Earth Science (4 hrs.)

860:010** Principles of Chemistry (3-4 hrs.)

860:011 Molecules and Life (3 hrs.)

870:010** Astronomy (3-4 hrs.)

870:021 Elements of Weather (3 hrs.)

870:031* Introduction to Geology (4 hrs.)

880:011* Conceptual Physics (4 hrs.)

880:012 Physics in Everyday Life (3 hrs.)

870:026** Physical Geography (3-4 hrs.)

*Lab course

**Lab Course if 4-hour option elected.


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B. Discussion of the extent to which the goals of the category have been met

and continue to be relevant to the goals of the Liberal Arts Core.

Purpose and Goals of the Liberal Arts Core1

The purpose of the Liberal Arts Core (LAC) is to actively engage students to become self-

aware participants in their own perusal development through thoughtful and informed decision-

making, promotion of life-long learning, enlarging the scope of their world to global issues and

diverse cultures, and increasing their strategies for solving complex problems that they will

encounter in the future.

Skills

Students develop skills in verbal and visual literacy and communication, quantitative and

logical reasoning, information and technological literacy, aesthetic discernment, critical

thinking, creativity, problem-solving, and interpersonal and social relationships in diverse

linguistic and cultural settings. Courses throughout the LAC enhance these skills, which provide

the tools for intellectual growth, career achievement, and civic engagement.

Knowledge

Students acquire knowledge of diverse disciplines and realms of human achievement, their

histories, methods, and conceptual frameworks. Thus LAC courses illuminate the range and

interconnectedness of knowledge, and encourage multiple ways of viewing and exploring.

Perspectives and Values

Students explore diverse cultural values and intellectual perspectives with skills and

knowledge learned in their LAC courses. These perspectives guide students in their

understanding and respect for different cultures and principles, their engagement in local,

national and global communities, and their development of innovative approaches to challenges

they will face in their personal, social, and professional lives.

Review Committee’s Assessment

The Committee’s examination of the Liberal Arts Core Category IV courses indicates that all

courses are relevant to the goals of this category and the Liberal Arts Core in general. Courses in

Category IV develop important problem-solving skills and give students fundamental knowledge

critical to the challenges they will face after graduation. Scientific knowledge, scientific inquiry,

and understanding scientific methodology are essential tools for globally literate and challenged

future graduates. Scientific inquiry is essential to problem solving, understanding the world, and

understanding the interrelationship between the environment and societies. However, the

committee strongly feels that the process of science is taught best through experimentation, and

student learning in this category would be greatly enhanced if all courses in both Life Science

and Physical Science required laboratory experiences.

1 Purpose and Goals of the Liberal Arts Core approved by the University of Northern Iowa

Faculty Senate, October 12, 2009.


7

C. Analysis of the category description and course syllabi statements.

The current Liberal Arts Core Category IV description is fuzzy, verbose, out-dated, and

should be changed; see Section I for specific recommendations. A general criticism is that all

courses in the category should have a laboratory component; see Section I for specific

recommendations. Specific assessments of individual course descriptions are included in Section

F. Following is a summary of specific course self-criticisms:

820:032 Inquiry into Life Science Better infrastructure in terms of supplies (slides,

labware, etc.) are needed.

820:031 Inquiry into Physical Science The breadth of topics covered could be

increased.

820:033 Inquiry into Earth Science It is difficult to cover the basics of astronomy,

geology, and meteorology in a one-semester

course.

840:012 Life: The Natural World A better connection between this course and the

laboratory course (840:013) needs to be made.

Class size needs to be reduced.

840:013 Life: The Natural World – Lab A better connection between this course and the

lecture course (840:012) needs to be made.

Internet connections need to be added to the

laboratory rooms.

840:014 Life: Continuity and Change Individual class size is too large and needs to be

reduced.

840:015 Life: Continuity and Change – Lab Equipment needs to be modernized. Current

equipment is hand-me-downs from major

courses.

860:010 Principles of Chemistry More topics need to be covered despite the wide

range of student backgrounds and preparation.

860:011 Molecules and Life A laboratory experience needs to be required.

870:010 Astronomy All students should enroll in the laboratory.

Better consistency needs to be established

between instructors.

870:021 Elements of Weather A laboratory should be added to the course. The

rigor of some sections could be improved.

870:031 Introduction to Geology The number of field activities needs to be

increased.

880:011 Conceptual Physics More practical mathematics could be included

in the course. Coordination between lecture and

laboratory activities could be improved.


8

880:012 Physics in Everyday Life Limited use of mathematics. Large lecture

sections limits student-instructor interaction.

970:026 Physical Geography A greater portion of the course could be spent in

dealing with the technological aspects of

science.

990:010 Human Origins Some quantitative mathematics should be added

to the course.


9

D. Comments about the description or specific components of the Liberal Arts

Core, Category IV, Natural Science and Technology.

Science as Inquiry

The committee strongly feels that science should be taught as an inquisitive process, and

that courses within this category are strong contributors to the development of students’ critical

thinking skills. Two factors currently hamper that effort. First, although all students are required

to take two science courses, only one of those courses must include laboratory experience. The

committee notes that it is exceedingly difficult to avoid having students view science merely as a

collection of facts without time to experiment in a laboratory setting. Second, many of the

lecture portions of liberal arts core science courses are large, limiting faculty-student dialogue

and flexibility in delivering the course. The committee feels that UNI students would gain a far

better grasp of the nature of science within their LAC requirements if all courses contained a

required laboratory experience, and the sizes of core courses were limited to encourage greater

faculty-student interactions.

Science Courses Apart from the Major

The committee discussed the pedagogical pros and cons of having, in many instances,

LAC courses that are not part of some major program. Some may argue that courses for non-

scientists need to be different because these students often have an aversion to science, and often

lack the background (usually mathematical) to succeed in introductory courses within a major.

However, this practice may be contributing to the development of a highly technologically

literate, yet scientifically ignorant, student body.2

The committee notes that the practice of separate courses for science and non-science

majors might discourage otherwise interested students from taking up a major within a given

department, as a completed liberal arts core science course may not contribute to the completion

of a science degree. The committee therefore encourages departments with separate introductory

courses to consider taking steps to eliminate this practice, while at the same time critically

examining the structure of their curriculum so that introductory courses might serve both majors

in the department and students seeking merely to complete the LAC requirements. At the same

time, the committee encourages the university as a whole to consider our admission standards

and requirements, so that all students entering the university might reasonably be expected to

have the tools to complete successfully introductory courses within some field or fields of

science.

Finally, it should be noted that when an LAC course also serves as the introductory and

recruitment course for a major, there might be greater attention paid to the course, both in the

selection of instructor and support. Courses that do not serve this function and only function as

LAC courses can become orphans. They may be viewed by a department as only credit-hour

generators.

2 One might note, for example, that there are not separate language courses for language majors

and non-majors or separate humanities courses (or sections) for majors (history for example)

and non-majors.


10

Science Courses Exclusively for Education Majors

The committee discussed the pedagogical pros and cons of having LAC science courses

offered exclusively for Education Majors. On the one hand, the courses offered are exemplary

for their hands-on approach to teaching science. They provide all students in the course to

experience science as an inquisitive activity. As such, should such an opportunity be limited to

only a select group of students? On the other hand, these courses are often the only science

course that future teachers may have, particularly future elementary education teachers. This

exposure, though highly beneficial, is limited in scope. It may be better for their future pupils to

have teachers that are more knowledgeable about science. Elementary students are perhaps the

most inquisitive and impressionable group of pupils a teacher encounters. Considering the

aversion to science expressed by many elementary education majors, it may be better for them to

have to take a more “standard” science course as well as the Inquiry courses.

Instructors

The committee notes that in some of the LAC Category IV courses, a significant number

of course hours are taught by adjunct instructors. At many prestigious institutions, teaching

courses within the liberal arts core are reserved for the most senior faculty. While the committee

commends the work of our colleagues teaching as adjunct instructors, and while the committee

offers no specific recommendation on concrete changes to the selection of course instructors, we

do feel that the university should consider what approach to instructor selection ought to be

employed at our institution. If the liberal arts requirements truly are the “core” of the university

experience, should not the best available instructors be assigned to those courses?

In addition, utilizing senior faculty to teach LAC courses might help in obtaining

adequate funding and support for their instruction. Senior faculty might have more clout in

arguing for such support. This would be especially true if the LAC course is the beginning

course in a major. Furthermore, new faculty in the sciences need to focus on their research and

the publication of their results. LAC courses generally have limited focus on a new faculty’s

research and generally do not lead to peer-reviewed publications. Senior faculty are not as

constrained and thus may be able to devote more time and attention to these courses.

Technology

In the past, we looked at “science” and “technology” as separately identifiable, but

inseparable pools of knowledge. Currently, scientists are more inclined to describe “technology”

as a vastly different area of study, albeit one that helps to understand how science works. In that

context, using the term “Natural Science and Technology” to define Category IV may be

incorrect. There are no classes in this category that reflect the current idea of technology.

Incorporation of Mathematics

In the most recent CNS Strategic Plan, the phrase “Science, Technology, and

Mathematics” was used in place of “Science and Technology.” Mathematics is currently

included in LAC Category 1C. The committee urges colleagues throughout the college to

consider whether there be any benefit in placing mathematics in Category IV with a concomitant


11

increase in the required credit hours, and if not, to what degree mathematical ideas and

competency should be infused within the current Category IV courses.

Reassignment of Core Courses

The committee feels that Molecules and Life (860:011) is a better fit in Category IVA, Life

Sciences, although it is presently in Category B, Physical Sciences.

E. Analysis of the student outcomes assessment plan and data.

The committee believes each instructor is conscientious and diligent in assessing the progress

of each student in his or her class. The committee feels that individual instructors are actively

engaged in improving their courses as student’s needs, preparation, and abilities change.

The primary goal of the Liberal Arts Core Category IV, Science and Technology is to

provide students with understandings of science and technology that enables them to be better

informed citizens and provide a background for life-long learning. Typical undergraduates are

neither sufficiently mature nor have sufficient life experiences to enable them to assess

adequately or objectively the effectiveness of their Liberal Arts Core Category IV, Science and

Technology courses. Course and instructor assessments administered while students are taking

these courses are informative and interesting, but provide little appropriate feedback on the long

term effectiveness of their learning. It is recommended that students be canvassed after

graduation when they have additional life experiences and maturity to judge the effectiveness of

their Liberal Arts Core Category IV education. This type of assessment is the only appropriate

instrument to judge student outcomes from any Liberal Arts Core courses or curriculum. See

section I for specific recommendations.


12

F. Analysis of enrollment records according to courses, credit hours, student

profiles, class size, percentage of credit hours taught by tenure/tenure

track faculty for the period Fall 2002 to Fall 2007.

Life Science Area

Area Summary

Table 1 is a summary of the enrollment records for the Life Science Area. The data

includes total credit hours completed, the average retention rate (percent of students who register

for a course that complete the course), percentage of credit hours taught by tenure/tenure track

faculty, average class size, and average grade point for the period Fall 2002 to Fall 2007. No

student profile data was available. On the following pages is detailed analysis of enrollment data

for each course in the Life Science Area. Note that data for Fall 2007 does not include credit

hours generated, credit hours completed, or average grade point.

Course

Total Credit

Hours

Completed

Average

Retention

Percent

Tenure/Tenure

Track Instructors

Average

Class Size

Average

Grade

Point

TABLE 2. 820:032 Inquiry into Life Science (Education Majors Only)3,012 98.26% 76.67% 25.9 3.21

TABLE 3. 840:012 Life: The Natural World 7,806 96.53% 92.73% 56.9 2.62

TABLE 4. 840:013 Life: The Natural World Laboratory 1,367 95.55% 3.79% 24.7 3.02

TABLE 5. 840:014 Life: Continuity and Change 13,167 96.96% 45.57% 60.1 2.80

TABLE 6. 840:015 Life: Continuity and Change Laboratory 2,861 96.49% 33.80% 19.7 3.22

TABLE 7. 990:010 Human Origins 4,800 93.27% 63.33% 44.7 2.50

TABLE 1. Summary of Enrollment Data for Life Science Area for Fall 2002 to Fall 2007


13

Individual Course Summaries

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total number

Graded

Percent

Retention

Average

Class Size Average GPA

Credit Hours

Completed

20022 100.00% 115 114 99.13% 28.8 3.10 456

20023 100.00% 47 46 97.87% 23.5 3.22 184

20032 100.00% 115 112 97.39% 28.8 2.83 448

20042 100.00% 118 115 97.46% 29.5 3.22 460

20043 50.00% 40 39 97.50% 20.0 3.28 156

20052 100.00% 109 107 98.17% 27.3 3.41 428

20053 50.00% 54 54 100.00% 27.0 3.51 216

20062 50.00% 105 105 100.00% 26.3 2.85 420

20063 66.67% 63 61 96.83% 21.0 3.44 244

20072 50.00% 108 27.0

Average 76.67% 87.4 83.7 98.26% 25.9 3.21 334.7

TABLE 2. 820:032 Inquiry into Life Science (Education Majors Only)

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Average GPA

0

20

40

60

80

100

120

140

Total 3rd Week Enrollment

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

% Instructors Tenure/Tenure Track


14

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total number

Graded

Percent

Retention

Average


Credit Hours

Completed

20022 100.00% 355 343 96.62% 71.0 2.73 1029

20023 100.00% 307 298 97.07% 61.4 2.32 894

20032 100.00% 328 319 97.26% 54.7 2.80 957

20033 100.00% 235 233 99.15% 58.8 2.59 699

20042 100.00% 258 250 96.90% 51.6 2.81 750

20043 100.00% 202 186 92.08% 40.4 2.40 558

20052 100.00% 224 219 97.77% 56.0 2.90 657

20053 100.00% 250 242 96.80% 50.0 2.40 726

20062 100.00% 286 276 96.50% 71.5 2.71 828

20063 80.00% 248 236 95.16% 49.6 2.52 708

20072 40.00% 307 61.4

Average 92.73% 272.7 260.2 96.53% 56.9 2.62 780.6

TABLE 3. 840:012 Life: The Natural World

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Average GPA

0

50

100

150

200

250

300

350

400


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



15

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total number

Graded

Percent

Retention

Average


Credit Hours

Completed

20022 25.00% 218 210 96.33% 27.3 3.13 210

20023 0.00% 167 161 96.41% 27.8 3.23 161

20032 0.00% 149 144 96.64% 24.8 3.23 144

20033 16.67% 148 143 96.62% 24.7 3.21 143

20042 0.00% 132 130 98.48% 26.4 3.16 130

20043 0.00% 92 88 95.65% 23.0 2.73 88

20052 0.00% 128 116 90.63% 21.3 2.97 116

20053 0.00% 117 107 91.45% 23.4 2.90 107

20062 0.00% 156 148 94.87% 26.0 2.87 148

20063 0.00% 122 120 98.36% 24.4 2.83 120

20072 0.00% 136 22.7

Average 3.79% 142.3 136.7 95.55% 24.7 3.02 136.7

TABLE 4. 840:013 Life: The Natural World Laboratory

0.0

5.0

10.0

15.0

20.0

25.0

30.0

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Average GPA

0

50

100

150

200

250


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



16

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total number

Graded

Percent

Retention

Average


Credit Hours

Completed

20022 12.50% 624 614 98.40% 78.0 2.86 1842

20023 16.67% 445 426 95.73% 74.2 2.89 1278

20031 100.00% 17 17 100.00% 17.0 3.29 51

20032 20.00% 471 462 98.09% 94.2 2.84 1386

20033 20.00% 391 386 98.72% 78.2 2.77 1158

20041 100.00% 16 16 100.00% 16.0 2.60 48

20042 20.00% 483 471 97.52% 96.6 2.65 1413

20043 33.33% 383 378 98.69% 63.8 2.69 1134

20051 100.00% 13 13 100.00% 13.0 2.97 39

20052 20.00% 434 415 95.62% 86.8 2.67 1245

20053 33.33% 430 419 97.44% 71.7 2.62 1257

20061 100.00% 16 15 93.75% 16.0 2.96 45

20062 20.00% 412 400 97.09% 82.4 2.71 1200

20063 33.33% 358 343 95.81% 59.7 2.67 1029

20071 100.00% 16 14 87.50% 16.0 2.81 42

20072 0.00% 392 98.0

Average 45.57% 306.3 292.6 96.96% 60.1 2.80 877.8

TABLE 5. 840:014 Life: Continuity and Change

0.0

20.0

40.0

60.0

80.0

100.0

120.0

20

02

2

20

02

3

20

03

1

20

03

2

20

03

3

20

04

1

20

04

2

20

04

3

20

05

1

20

05

2

20

05

3

20

06

1

20

06

2

20

06

3

20

07

1

20

07

2

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.002

00

22

20

02

3

20

03

1

20

03

2

20

03

3

20

04

1

20

04

2

20

04

3

20

05

1

20

05

2

20

05

3

20

06

1

20

06

2

20

06

3

20

07

1

20

07

2

Average GPA

0

100

200

300

400

500

600

700

20

02

2

20

02

3

20

03

1

20

03

2

20

03

3

20

04

1

20

04

2

20

04

3

20

05

1

20

05

2

20

05

3

20

06

1

20

06

2

20

06

3

20

07

1

20

07

2


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

20

02

2

20

02

3

20

03

1

20

03

2

20

03

3

20

04

1

20

04

2

20

04

3

20

05

1

20

05

2

20

05

3

20

06

1

20

06

2

20

06

3

20

07

1

20

07

2% Instructors Tenure/Tenure

Track


17

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total number

Graded

Percent

Retention

Average


Credit Hours

Completed

20022 0.00% 434 426 98.16% 25.5 3.44 426

20023 13.33% 319 304 95.30% 21.3 3.24 304

20031 100.00% 14 14 100.00% 14.0 3.19 14

20032 21.43% 310 298 96.13% 22.1 3.19 298

20033 18.18% 250 244 97.60% 22.7 3.12 244

20041 100.00% 10 10 100.00% 10.0 2.97 10

20042 30.77% 322 316 98.14% 24.8 3.11 316

20043 10.00% 246 241 97.97% 24.6 3.27 241

20051 100.00% 8 7 87.50% 8.0 3.48 7

20052 30.77% 292 279 95.55% 22.5 3.19 279

20053 15.38% 274 264 96.35% 21.1 3.06 264

20062 0.00% 240 232 96.67% 18.5 3.17 232

20063 0.00% 238 226 94.96% 21.6 3.39 226

20072 33.33% 237 19.8

Average 33.80% 228.1 220.1 96.49% 19.7 3.22 220.1

TABLE 6. 840:015 Life: Continuity and Change Laboratory

0.0

5.0

10.0

15.0

20.0

25.0

30.0

20

02

2

20

02

3

20

03

1

20

03

2

20

03

3

20

04

1

20

04

2

20

04

3

20

05

1

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

20

02

2

20

02

3

20

03

1

20

03

2

20

03

3

20

04

1

20

04

2

20

04

3

20

05

1

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2

Average GPA

050

100150200250300350400450500

20

02

2

20

02

3

20

03

1

20

03

2

20

03

3

20

04

1

20

04

2

20

04

3

20

05

1

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

20

02

2

20

02

3

20

03

1

20

03

2

20

03

3

20

04

1

20

04

2

20

04

3

20

05

1

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2



18

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total number

Graded

Percent

Retention

Average


Credit Hours

Completed

20022 60.00% 244 229 93.85% 48.8 2.25 687

20023 0.00% 98 89 90.82% 49.0 2.64 267

20032 60.00% 269 250 92.94% 53.8 2.31 750

20033 0.00% 101 98 97.03% 50.5 2.66 294

20042 100.00% 246 235 95.53% 49.2 2.30 705

20043 100.00% 93 89 95.70% 46.5 2.73 267

20052 100.00% 201 185 92.04% 40.2 2.53 555

20053 100.00% 92 90 97.83% 46.0 2.51 270

20062 60.00% 156 128 82.05% 31.2 2.71 384

20063 66.67% 218 207 94.95% 36.3 2.32 621

20072 50.00% 161 40.3

Average 63.33% 170.8 160.0 93.27% 44.7 2.50 480.0

TABLE 7. 990:010 Human Origins

0.0

10.0

20.0

30.0

40.0

50.0

60.0

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Average GPA

0

50

100

150

200

250

300


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



19

TABLE 8. Complete individual course data.

Semester Course # Sec. Course Name

Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20022 820:032 1 Inquiry into Life Science TT Biology 26 26 3.10 with lab 4




% TT Total 115 114

100.0% Average 29 29 3.19 456


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20022 840:012 2 Life: The Natural World TT Biology 95 91 2.46 3





% TT Total 355 343

100.0% Average 71 69 2.73 1029


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20022 840:013 1 Life: The Natural World Lab Non-TT Biology 28 25 3.03 lab only 1

20022 840:013 2 Life: The Natural World Lab TT Biology 27 25 2.84 lab only 1







% TT Total 218 210

25.0% Average 27 26 3.13 210


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20022 840:014 1 Life: Continuity and Change Non-TT Biology 97 95 2.84 3




20022 840:014 5 Life: Continuity and Change TT Biology 98 98 2.56 3




% TT Total 624 614

12.5% Average 78 77 2.86 1842


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20022 840:015 1 Life: Cont & Change Lab Non-TT Biology 30 30 2.98 lab only 1

















% TT Total 434 426

0.0% Average 26 25 3.44 426

Total Credit Hrs Completed






20


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20022 990:010 1 Human Origins Non-TT SAC 49 48 2.36 3

20022 990:010 2 Human Origins TT SAC 49 49 2.10 3




% TT Total 244 229

60.0% Average 49 46 2.25 687


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits



% TT Total 47 46

100.0% Average 24 23 3.22 184


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 307 298

100.0% Average 61 60 2.32 894


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits







% TT Total 167 161

0.0% Average 28 27 3.23 161


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits







% TT Total 445 426

16.7% Average 74 71 2.89 1278


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits


20023 840:015 2 Life: Cont & Change Lab TT Biology 10 10 2.47 lab only 1














% TT Total 319 304

13.3% Average 21 20 3.24 304








21


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits



% TT Total 98 89

0.0% Average 49 45 2.64 267


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits


% TT Total 17 17

100.0% Average 17 17 3.29 51


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits


% TT Total 14 14

100.0% Average 14 14 3.19 14


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits





% TT Total 115 112

100.0% Average 29 28 2.83 448


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits


20032 840:012 2 Life: The Natural World TT Biology 19 19 3.61 Honors Section 3





% TT Total 328 319

100.0% Average 55 53 2.80 957


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits







% TT Total 149 144

0.0% Average 25 24 3.23 144


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 471 462

20.0% Average 94 92 2.84 1386









22


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits















% TT Total 310 298

21.4% Average 22 21 3.19 298


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 269 250

60.0% Average 54 50 2.31 750


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits





% TT Total 235 233

100.0% Average 59 58 2.59 699


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits







% TT Total 148 143

16.7% Average 25 24 3.21 143


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 391 386

20.0% Average 78 77 2.77 1158







23


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits












% TT Total 250 244

18.2% Average 23 22 3.12 244


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits



% TT Total 101 98

0.0% Average 51 49 2.66 294


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits


% TT Total 16 16

100.0% Average 16 16 2.60 48


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits


% TT Total 10 10

100.0% Average 10 10 2.97 10


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits


20042 820:032 2 Inquiry into Life Science TT MPLS 30 28 3.70 with lab 4


20042 820:032 4 Inquiry into Life Science Non-TT Biology 30 29 3.46 with lab 4

% TT Total 118 115

100.0% Average 30 29 3.22 460


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 258 250

100.0% Average 52 50 2.81 750


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 132 130

0.0% Average 26 26 3.16 130









24


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 483 471

20.0% Average 97 94 2.65 1413


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits














% TT Total 322 316

30.8% Average 25 24 3.11 316


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 246 235

100.0% Average 49 47 2.30 705


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits



% TT Total 40 39

50.0% Average 20 20 3.28 156


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 202 186

100.0% Average 40 37 2.40 558


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits





% TT Total 92 88

0.0% Average 23 22 2.73 88








25


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits







% TT Total 383 378

33.3% Average 64 63 2.69 1134


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits











% TT Total 246 241

10.0% Average 25 24 3.27 241


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits



% TT Total 93 89

100.0% Average 47 45 2.73 267


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits


% TT Total 13 13

100.0% Average 13 13 2.97 39


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits


% TT Total 8 7

100.0% Average 8 7 3.48 7


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits





% TT Total 109 107

100.0% Average 27 27 3.41 428


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits





% TT Total 224 219

100.0% Average 56 55 2.90 657









26


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits







% TT Total 128 116

0.0% Average 21 19 2.97 116


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 434 415

20.0% Average 87 83 2.67 1245


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits














% TT Total 292 279

30.8% Average 22 21 3.19 279


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits



20052 990:010 3 Human Origins TT SAC 14 13 3.64 Honors Section 3



% TT Total 201 185

100.0% Average 40 37 2.53 555


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits



% TT Total 54 54

50.0% Average 27 27 3.51 216


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 250 242

100.0% Average 50 48 2.40 726








27


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 117 107

0.0% Average 23 21 2.90 107


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits







% TT Total 430 419

33.3% Average 72 70 2.62 1257


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits













20053 840:015 13 Life: Cont & Change Lab Non-TT Bio 15 14 3.17 lab only 1

% TT Total 274 264

15.4% Average 21 20 3.06 264


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits



% TT Total 92 90

100.0% Average 46 45 2.51 270


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20061 840:014 1 Life: Continuity and Change TT Bio 16 15 2.96 3

% TT Total 16 15

100.0% Average 16 15 2.96 45


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits





% TT Total 105 105

50.0% Average 26 26 2.85 420


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits





% TT Total 286 276

100.0% Average 72 69 2.71 828









28


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits







% TT Total 156 148

0.0% Average 26 25 2.87 148


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 412 400

20.0% Average 82 80 2.71 1200


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits














% TT Total 240 232

0.0% Average 18 18 3.17 232


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits



20062 990:010 3 Human Origins TT SAC 23 23 3.67 Honors Section 3



% TT Total 156 128

60.0% Average 31 26 2.71 384


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits




% TT Total 63 61

66.7% Average 21 20 3.44 244







29


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits





20063 840:012 5 Life: The Natural World Non-TT Biology 15 15 3.51 3

% TT Total 248 236

80.0% Average 50 47 2.52 708


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits






% TT Total 122 120

0.0% Average 24 24 2.83 120


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits







% TT Total 358 343

33.3% Average 60 57 2.67 1029


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits












% TT Total 238 226

0.0% Average 22 21 3.39 226


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits







% TT Total 218 207

66.7% Average 36 35 2.32 621


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20071 840:014 1 Life: Continuity and Change TT Bio 16 14 2.81 3

% TT Total 16 14

100.0% Average 16 14 2.81 42








30


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20072 820:032 1 Inquiry into Life Science TT MPLS 25 with lab 4

20072 820:032 2 Inquiry into Life Science TT Biology 27 with lab 4

20072 820:032 3 Inquiry into Life Science Non-TT Biology 29 with lab 4

20072 820:032 4 Inquiry into Life Science Non-TT Biology 27 with lab 4

% TT Total 108

50.0% Average 27


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20072 840:012 1 Life: The Natural World TT Biology 79 3

20072 840:012 3 Life: The Natural World Non-TT Biology 66 3

20072 840:012 4 Life: The Natural World TT Biology 90 3



% TT Total 307

40.0% Average 61


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20072 840:013 1 Life: The Natural World Lab Non-TT Biology 25 lab only 1






% TT Total 136

0.0% Average 23


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20072 840:014 1 Life: Continuity and Change Non-TT Biology 128 3




% TT Total 392

0.0% Average 98


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20072 840:015 1 Life: Cont & Change Lab Non-TT Biology 21 lab only 1


20072 840:015 3 Life: Cont & Change Lab TT Biology 17 lab only 1










% TT Total 237

33.3% Average 20


Instructor

Rank Department

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits

20072 990:010 1 Human Origins Non-TT SAC 38 3

20072 990:010 2 Human Origins TT SAC 39 3

20072 990:010 3 Human Origins Non-TT SAC 39 3

20072 990:010 4 Human Origins TT SAC 45 3

% TT Total 161

50.0% Average 40


31

Physical Science Area

Area Summary

Table 9 is a summary of the enrollment records for the Physical Science Area. The data

includes total credit hours completed, the average retention rate (percent of students who register

for a course that complete the course), percentage of credit hours taught by tenure/tenure track

faculty, average class size, and average grade point for the period Fall 2002 to Fall 2007. No

student profile data was available. On the following pages is detailed analysis of enrollment data

for each course in the Physical Science Area. Note that data for Fall 2007 does not include credit

hours generated, credit hours completed, or average grade point.

Comparison of course data may be misleading in the Liberal Arts Core Physical Science

area because of the different methods that departments use to list laboratory and non-laboratory

courses. In some cases, the same course number is utilized for laboratory and non-laboratory

versions but the credit hours are different, typically 3 credit hours for lecture only and 4 credit

hours for lecture plus laboratory. In other cases, separate laboratory courses are listed. In many

cases there are common large lecture sections with smaller laboratory sections. Sometimes these

are one course with separate sections, while in other cases the laboratory is listed as a separate

course. An example is the of problem in attempting to properly ascertain data when a

tenure/tenure-track faculty teaches the lecture section of a course and a non-tenure track faculty

teaches one or more of the laboratory sections.

Course

Total Credit

Hours

Completed

Average

Retention

Percent

Tenure/Tenure

Track Instructors

Average

Class Size

Average

Grade Point

TABLE 10. 820:031 Inquiry into Physical Science (Education Majors Only)3,124 98.02% 63.64% 24.7 3.02

820:033 Inquiry into Earth Science

TABLE 11. 860:010 Principles of Chemistry 3,017 94.78% 15.91% 29.7 2.67

TABLE 12. 860:011 Molecules and Life 576 94.63% 33.33% 40.8 2.85

TABLE 13. 870:010 Astronomy 6,631 94.93% 87.50% 31.1 2.82

TABLE 14. 870:021 Elements of Weather 6,792 90.29% 22.34% 38.2 3.04

TABLE 15. 870:031 Physical Geology 3,708 94.55% 95.45% 17.8 2.48

TABLE 16. 880:011 Conceptual Physics 724 96.51% 100.00% 20.3 2.74

TABLE 17. 880:012 Physics in Everyday Life 3,384 93.81% 100.00% 70.6 2.73

TABLE 18. 970:026 Physical Geography 4,791 94.78% 86.04% 25.5 2.42

TABLE 9. Summary of Enrollment Data for Physical Science Area for Fall 2002 to Fall 2007

New course - no data available for period covered


32

Individual Course Summaries

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total

number

Graded

Percent

Retention

Average

Class Size

Average

GPA

Total

Credit

Hours

Completed

20022 50.00% 119 116 97.48% 29.8 2.81 464

20023 100.00% 59 58 98.31% 29.5 2.83 232

20032 100.00% 118 118 100.00% 29.5 2.93 472

20033 50.00% 50 49 98.00% 25.0 3.19 196

20042 75.00% 109 106 97.25% 27.3 2.87 424

20043 50.00% 36 35 97.22% 18.0 2.92 140

20052 50.00% 91 88 96.70% 22.8 3.11 352

20053 33.33% 62 61 98.39% 20.7 3.14 244

20062 75.00% 88 88 100.00% 22.0 3.15 352

20063 66.67% 64 62 96.88% 21.3 3.30 248

20072 50.00% 105 26.3

Average 63.64% 81.9 78.1 98.02% 24.7 3.02 312.4

TABLE 10. 820:031 Inquiry into Physical Science (Education Majors Only)

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

20

02

2

20

02

3

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Average GPA

0

50

100

150


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

20

02

2

20

02

3

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2



33

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total

number

Graded

Percent

Retention

Average

Class Size

Average

GPA

Total

Credit

Hours

Completed

20022 50.00% 132 131 99.24% 33.0 2.65 524

20023 25.00% 117 109 93.16% 29.3 2.83 383

20032 33.33% 103 100 97.09% 34.3 2.68 360

20033 33.33% 96 91 94.79% 32.0 2.68 334

20042 33.33% 97 88 90.72% 32.3 2.79 324

20043 0.00% 63 58 92.06% 21.0 2.67 232

20052 0.00% 60 57 95.00% 30.0 2.50 228

20053 0.00% 50 48 96.00% 25.0 2.71 192

20062 0.00% 57 55 96.49% 28.5 2.62 220

20063 0.00% 59 55 93.22% 29.5 2.52 220

20072 0.00% 64 32.0

Average 15.91% 81.6 79.2 94.78% 29.7 2.67 301.7

TABLE 11. 860:010 Principles of Chemistry

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

20

02

2

20

02

3

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Average GPA

0

20

40

60

80

100

120

140


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

20

02

2

20

02

3

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2



34

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total

number

Graded

Percent

Retention

Average

Class Size

Average

GPA

Total

Credit

Hours

Completed

20043 0.00% 31 31 100.00% 31.0 2.77 93

20052 100.00% 32 26 81.25% 32.0 3.03 78

20053 0.00% 52 52 100.00% 52.0 2.93 156

20062 100.00% 37 34 91.89% 37.0 2.63 102

20063 0.00% 49 49 100.00% 49.0 2.89 147

20072 0.00% 44 44.0

Average 33.33% 40.8 38.4 94.63% 40.8 2.85 115.2

TABLE 12. 860:011 Molecules and Life

0.0

10.0

20.0

30.0

40.0

50.0

60.0

20043 20052 20053 20062 20063 20072

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

20043 20052 20053 20062 20063 20072

Average GPA

0

10

20

30

40

50

60

20043 20052 20053 20062 20063 20072


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

20043 20052 20053 20062 20063 20072



35

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total

number

Graded

Percent

Retention

Average

Class Size

Average

GPA

Total

Credit

Hours

Completed

20022 25.00% 231 223 96.54% 46.2 3.14 669

20023 20.00% 208 204 98.08% 41.6 3.00 612

20031 0.00% 34 31 91.18% 34.0 3.27 93

20032 20.00% 229 222 96.94% 45.8 2.91 666

20033 42.86% 259 250 96.53% 37.0 2.90 750

20041 0.00% 30 29 96.67% 30.0 3.39 87

20042 0.00% 186 181 97.31% 46.5 3.02 543

20043 33.33% 241 231 95.85% 40.2 3.08 693

20051 0.00% 26 24 92.31% 26.0 3.17 72

20052 0.00% 179 176 98.32% 44.8 3.00 528

20053 20.00% 199 194 97.49% 39.8 3.19 582

20061 0.00% 32 30 93.75% 32.0 2.71 90

20062 33.33% 250 239 95.60% 41.7 3.04 717

20063 20.00% 205 201 98.05% 41.0 2.99 603

20071 100.00% 29 29 100.00% 29.0 2.79 87

20072 42.86% 247 0.00% 35.3

Average 22.34% 161.6 150.9 90.29% 38.2 3.04 452.8

TABLE 14. 870:021 Elements of Weather

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

50.0

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Average GPA

0

100

200

300

20

02

2

20

02

3

20

03

1

20

03

2

20

03

3

20

04

1

20

04

2

20

04

3

20

05

1

20

05

2

20

05

3

20

06

1

20

06

2

20

06

3

20

07

1

20

07

2


0.00%20.00%40.00%60.00%80.00%

100.00%



36

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total

number

Graded

Percent

Retention

Average

Class Size

Average

GPA

Total

Credit

Hours

Completed

20022 100.00% 128 121 94.53% 21.3 2.61 484

20023 50.00% 104 98 94.23% 17.3 2.32 392

20032 100.00% 114 108 94.74% 19.0 2.47 432

20033 100.00% 76 73 96.05% 15.2 2.64 292

20042 100.00% 112 102 91.07% 18.7 2.44 408

20043 100.00% 86 84 97.67% 14.3 2.44 336

20052 100.00% 109 101 92.66% 21.8 2.42 404

20053 100.00% 75 71 94.67% 15.0 2.09 284

20062 100.00% 84 80 95.24% 21.0 2.59 320

20063 100.00% 94 89 94.68% 15.7 2.75 356

20072 100.00% 96 16.0

Average 95.45% 98.0 92.7 94.55% 17.8 2.48 370.8

TABLE 15. 870:031 Physical Geology

0.0

5.0

10.0

15.0

20.0

25.0

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

20

02

2

20

02

3

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2

Average GPA

020406080

100120140


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

20

02

2

20

02

3

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2



37

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total

number

Graded

Percent

Retention

Average

Class Size

Average

GPA

Total

Credit

Hours

Completed

20022 100.00% 31 30 96.77% 31.0 2.52 120

20023 100.00% 39 38 97.44% 39.0 2.56 152

20032 100.00% 29 29 100.00% 14.5 2.91 116

20033 100.00% 25 24 96.00% 12.5 2.42 96

20042 100.00% 13 13 100.00% 13.0 2.64 52

20043 100.00% 17 16 94.12% 17.0 3.11 64

20053 100.00% 15 14 93.33% 15.0 2.38 56

20063 100.00% 18 17 94.44% 18.0 3.37 68

20072 100.00% 23 23.0

Average 100.00% 23.3 22.6 96.51% 20.3 2.74 90.5

TABLE 16. 880:011 Conceptual Physics

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Average GPA

0

10

20

30

40

50


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



38

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total

number

Graded

Percent

Retention

Average

Class Size

Average

GPA

Total

Credit

Hours

Completed

20022 100.00% 133 125 93.98% 66.5 2.43 375

20023 100.00% 111 107 96.40% 55.5 2.64 321

20031 100.00% 8 8 100.00% 8.0 3.13 24

20032 100.00% 149 133 89.26% 74.5 2.51 399

20033 100.00% 111 100 90.09% 55.5 2.47 300

20042 100.00% 116 102 87.93% 58.0 2.29 306

20043 100.00% 91 87 95.60% 45.5 2.87 261

20052 100.00% 105 90 85.71% 105.0 2.39 270

20053 100.00% 94 90 95.74% 94.0 3.12 270

20062 100.00% 138 136 98.55% 69.0 3.07 408

20063 100.00% 152 150 98.68% 152.0 3.14 450

20072 100.00% 128 64.0

Average 100.00% 111.3 102.5 93.81% 70.6 2.73 307.6

TABLE 17. 880:012 Physics in Everyday Life

0.0

20.0

40.0

60.0

80.0

100.0

120.0

140.0

160.0

20

02

2

20

02

3

20

03

1

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.002

00

22

20

02

3

20

03

1

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2

Average GPA

0

50

100

150

200

20

02

2

20

02

3

20

03

1

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2


0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

20

02

2

20

02

3

20

03

1

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

2

20

06

3

20

07

2% Instructors

Tenure/Tenure Track


39

Semester

% Instructors

Tenure/Tenure

Track

Total 3rd

Week

Enrollment

Total

number

Graded

Percent

Retention

Average

Class Size

Average

GPA

Total

Credit

Hours

Completed

20022 75.00% 162 152 93.83% 20.3 2.12 543

20023 87.50% 194 183 94.33% 24.3 2.36 651

20032 100.00% 174 161 92.53% 21.8 2.52 559

20033 75.00% 171 166 97.08% 21.4 2.23 584

20042 100.00% 207 196 94.69% 51.8 2.41 638

20043 100.00% 131 126 96.18% 26.2 2.45 432

20052 60.00% 123 117 95.12% 24.6 2.76 401

20053 60.00% 91 85 93.41% 18.2 2.63 296

20061 100.00% 7 7 100.00% 7.0 2.57 21

20062 100.00% 112 106 94.64% 28.0 2.15 358

20063 100.00% 98 89 90.82% 32.7 2.44 308

20072 75.00% 121 30.3

Average 86.04% 132.6 126.2 94.78% 25.5 2.42 435.5

TABLE 18. 970:026 Physical Geography

0.0

10.0

20.0

30.0

40.0

50.0

60.0

20

02

2

20

02

3

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

1

20

06

2

20

06

3

20

07

2

Average Class Size

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

20

02

2

20

02

3

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

1

20

06

2

20

06

3

20

07

2

Average GPA

050

100150200250

20

02

2

20

02

3

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

1

20

06

2

20

06

3

20

07

2


0.00%20.00%40.00%60.00%80.00%

100.00%

20

02

2

20

02

3

20

03

2

20

03

3

20

04

2

20

04

3

20

05

2

20

05

3

20

06

1

20

06

2

20

06

3

20

07

2% Instructors

Tenure/Tenure Track


40

TABLE 19. Complete individual course data.

Semester Course # Sec. Course Name Rank Dept.

3rd Week

Enrollment

Number

graded

Course

GPA Notes Credits Additional Comments

20022 820:031 1 Inquiry into Physical Science TT Phys 31 30 2.71 with lab 4

20022 820:031 2 Inquiry into Physical Science Non-TT Phys 31 30 2.46 with lab 4


20022 820:031 4 Inquiry into Physical Science Non-TT Phys 31 30 2.87 with lab 4

% TT Total 119 116

50.0% Average 29.8 29.0 2.81 464


3rd Week

Enrollment

Number

graded

Course


20022 860:010 1 Principles of Chemistry TT Chem 29 29 2.58 with lab 4

20022 860:010 2 Principles of Chemistry Non-TT Chem 18 18 2.65 with lab 4 Common lecture for sec 2,3


20022 860:010 4 Principles of Chemistry TT Chem 60 59 3.02 3 Special section with emphasis in the Chem of Life

% TT Total 132 131

50.0% Average 33.0 32.8 2.65 524


3rd Week

Enrollment

Number

graded

Course


20022 870:010 1 Astronomy TT ES 75 73 3.02 3

20022 870:010 2 Astronomy TT ES 69 67 2.90 3

20022 870:010 3 Astronomy TT ES 10 9 3.15 3 Offered via WebCT

20022 870:010 4 Astronomy TT ES 17 17 2.51 with lab 4 Common lecture for sec 4,5,6



% TT Total 200 195

100.0% Average 33.3 32.5 2.76 631


3rd Week

Enrollment

Number

graded

Course


20022 870:021 1 Elements of Weather TT ES 49 49 3.05 3

20022 870:021 2 Elements of Weather Non-TT ES 44 44 3.27 3




% TT Total 231 223

25.0% Average 46.2 44.6 3.14 669


3rd Week

Enrollment

Number

graded Course GPANotes Credits Additional Comments

20022 870:031 1 Physical Geology TT ES 18 17 2.41 with lab 4 Common lecture for sec 1,2,3






% TT Total 128 121

100.0% Average 21.3 20.2 2.61 484


3rd Week

Enrollment

Number

graded

Course


20022 880:011 1 Conceptual Physics TT Phys 31 30 2.52 with lab 4

% TT Total 31 30

100.0% Average 31.0 30.0 2.52 120


3rd Week

Enrollment

Number

graded

Course


20022 880:012 1 Physics in Everyday Life TT Phys 68 65 2.37 3


% TT Total 133 125

100.0% Average 66.5 62.5 2.43 375


3rd Week

Enrollment

Number

graded

Course


20022 970:026 1 Physical Geography TT Geog 17 16 2.17 with lab 4 Common lecture for sec 1,2,3,5,6,7






20022 970:026 10 Physical Geography Non-TT Geog 43 41 2.53 3


% TT Total 162 152

75.0% Average 20.3 19.0 2.12 543


3rd Week

Enrollment

Number

graded

Course




% TT Total 59 58

100.0% Average 29.5 29.0 2.83 232


3rd Week

Enrollment

Number

graded

Course




20023 860:010 3 Principles of Chemistry Non-TT Chem 26 24 2.65 with lab 4


% TT Total 117 109

25.0% Average 29.3 27.3 2.83 383












41


3rd Week

Enrollment

Number

graded

Course


20023 870:010 1 Astronomy TT ES 76 75 2.22 3

20023 870:010 2 Astronomy TT ES 80 77 2.46 3

20023 870:010 3 Astronomy Non-TT ES 18 18 2.96 with lab 4 Common lecture for sec 3,4,5,6




% TT Total 225 219

33.3% Average 37.5 36.5 2.61 724


3rd Week

Enrollment

Number

graded

Course






20023 870:021 5 Elements of Weather TT ES 23 23 3.17 3 Offered via WebCT

% TT Total 208 204

20.0% Average 41.6 40.8 3.00 612


3rd Week

Enrollment

Number

graded

Course





20023 870:031 4 Physical Geology TT/Non-TT ES 10 8 2.46 with lab 4 Common lecture for sec 4,5,6, Lab taught by non-TT



% TT Total 104 98

50.0% Average 17.3 16.3 2.32 392


3rd Week

Enrollment

Number

graded

Course



% TT Total 39 38

100.0% Average 39.0 38.0 2.56 152


3rd Week

Enrollment

Number

graded

Course




% TT Total 111 107

100.0% Average 55.5 53.5 2.64 321


3rd Week

Enrollment

Number

graded

Course


20023 970:026 1 Physical Geography TT Geog 16 16 2.48 with lab 4 Common lecture for sec 1,2,3






20023 970:026 7 Physical Geography TT Geog 45 41 2.33 3


% TT Total 194 183

87.5% Average 24.3 22.9 2.36 651


3rd Week

Enrollment

Number

graded

Course


20031 870:010 1 Astronomy TT ES 16 15 2.76 with lab 4 Common lecture for sec 1,2

20031 870:010 2 Astronomy TT ES 22 21 2.29 3 Common lecture for sec 1,2

% TT Total 38 36

100.0% Average 19.0 18.0 2.53 123


3rd Week

Enrollment

Number

graded

Course



% TT Total 34 31

0.0% Average 34.0 31.0 3.27 93


3rd Week

Enrollment

Number

graded

Course



% TT Total 8 8

100.0% Average 8.0 8.0 3.13 24


3rd Week

Enrollment

Number

graded

Course






% TT Total 118 118

100.0% Average 29.5 29.5 2.93 472












42


3rd Week

Enrollment

Number

graded

Course





% TT Total 103 100

33.3% Average 34.3 33.3 2.68 360


3rd Week

Enrollment

Number

graded

Course


20032 870:010 1 Astronomy TT ES 68 61 2.92 3

20032 870:010 2 Astronomy TT ES 68 58 2.69 3





% TT Total 208 185

100.0% Average 34.7 30.8 2.81 606


3rd Week

Enrollment

Number

graded

Course







% TT Total 229 222

20.0% Average 45.8 44.4 2.91 666


3rd Week

Enrollment

Number

graded

Course








% TT Total 114 108

100.0% Average 19.0 18.0 2.47 432


3rd Week

Enrollment

Number

graded

Course


20032 880:011 1 Conceptual Physics TT Phys 11 11 2.88 with lab 4 Common lecture for sec 1,2


% TT Total 29 29

100.0% Average 14.5 14.5 2.91 116


3rd Week

Enrollment

Number

graded

Course




% TT Total 149 133

100.0% Average 74.5 66.5 2.51 399


3rd Week

Enrollment

Number

graded

Course










% TT Total 174 161

100.0% Average 21.8 20.1 2.52 559


3rd Week

Enrollment

Number

graded

Course



20033 820:031 2 Inquiry into Physical Science Non-TT MPLS 23 23 3.14 with lab 4

% TT Total 50 49

50.0% Average 25.0 24.5 3.19 196


3rd Week

Enrollment

Number

graded

Course





% TT Total 96 91

33.3% Average 32.0 30.3 2.68 334











43


3rd Week

Enrollment

Number

graded

Course


20033 870:010 1 Astronomy TT ES 79 77 2.29 3

20033 870:010 2 Astronomy TT ES 80 78 2.20 3




% TT Total 227 219

100.0% Average 45.4 43.8 2.84 721


3rd Week

Enrollment

Number

graded

Course









% TT Total 259 250

42.9% Average 37.0 35.7 2.90 750


3rd Week

Enrollment

Number

graded

Course


20033 870:031 1 Physical Geology TT ES 19 19 2.12 with lab 4 Common lecture for sec 1,3




20033 870:031 6 Physical Geology TT ES 12 12 3.89 with lab 4 Honors Section

% TT Total 76 73

100.0% Average 15.2 14.6 2.64 292


3rd Week

Enrollment

Number

graded

Course




% TT Total 25 24

100.0% Average 12.5 12.0 2.42 96


3rd Week

Enrollment

Number

graded

Course




% TT Total 111 100

100.0% Average 55.5 50.0 2.47 300


3rd Week

Enrollment

Number

graded

Course










% TT Total 171 166

75.0% Average 21.4 20.8 2.23 584


3rd Week

Enrollment

Number

graded

Course




% TT Total 31 26

100.0% Average 15.5 13.0 2.41 93


3rd Week

Enrollment

Number

graded

Course



% TT Total 30 29

0.0% Average 30.0 29.0 3.39 87


3rd Week

Enrollment

Number

graded

Course



20042 820:031 2 Inquiry into Physical Science Non-TT Chem 28 28 2.79 with lab 4


20042 820:031 4 Inquiry into Physical Science TT Chem 24 24 2.74 with lab 4

% TT Total 109 106

75.0% Average 27.3 26.5 2.87 424


3rd Week

Enrollment

Number

graded

Course





% TT Total 97 88 8.38

33.3% Average 32.3 29.3 2.79 324












44


3rd Week

Enrollment

Number

graded

Course


20042 870:010 1 Astronomy TT ES 71 66 2.87 3

20042 870:010 2 Astronomy TT ES 67 64 3.10 3





% TT Total 217 203

100.0% Average 36.2 33.8 2.84 659


3rd Week

Enrollment

Number

graded

Course






% TT Total 186 181

0.0% Average 46.5 45.3 3.02 543


3rd Week

Enrollment

Number

graded

Course








% TT Total 112 102

100.0% Average 18.7 17.0 2.44 408


3rd Week

Enrollment

Number

graded

Course



% TT Total 13 13

100.0% Average 13.0 13.0 2.64 52


3rd Week

Enrollment

Number

graded

Course




% TT Total 116 102

100.0% Average 58.0 51.0 2.29 306


3rd Week

Enrollment

Number

graded

Course






% TT Total 207 196

100.0% Average 51.8 49.0 2.41 638


3rd Week

Enrollment

Number

graded

Course




% TT Total 36 35

50.0% Average 18.0 17.5 2.92 140


3rd Week

Enrollment

Number

graded

Course




20043 860:010 3 Principles of Chemistry Non-TT Chem 15 13 2.62 with lab 4

% TT Total 63 58

0.0% Average 21.0 19.3 2.67 232


3rd Week

Enrollment

Number

graded

Course


20043 860:011 1 Molecules and Life Non-TT Chem 31 31 2.77 3

% TT Total 31 31

0.0% Average 31.0 31.0 2.77 93


3rd Week

Enrollment

Number

graded

Course


20043 870:010 1 Astronomy TT ES 74 68 2.33 3

20043 870:010 2 Astronomy TT ES 75 72 2.43 3





% TT Total 247 234

100.0% Average 41.2 39.0 2.87 769












45


3rd Week

Enrollment

Number

graded

Course








% TT Total 241 231

33.3% Average 40.2 38.5 3.08 693


3rd Week

Enrollment

Number

graded

Course








% TT Total 86 84

100.0% Average 14.3 14.0 2.44 336


3rd Week

Enrollment

Number

graded

Course



% TT Total 17 16

100.0% Average 17.0 16.0 3.11 64


3rd Week

Enrollment

Number

graded

Course




% TT Total 91 87

100.0% Average 45.5 43.5 2.87 261


3rd Week

Enrollment

Number

graded

Course







% TT Total 131 126

100.0% Average 26.2 25.2 2.45 432


3rd Week

Enrollment

Number

graded

Course



% TT Total 26 24

0.0% Average 26.0 24.0 3.17 72


3rd Week

Enrollment

Number

graded

Course






% TT Total 91 88

50.0% Average 22.8 22.0 3.11 352


3rd Week

Enrollment

Number

graded

Course




% TT Total 60 57

0.0% Average 30.0 28.5 2.50 228


3rd Week

Enrollment

Number

graded

Course


20052 860:011 1 Molecules and Life TT Chem 32 26 3.03 3

% TT Total 32 26

100.0% Average 32.0 26.0 3.03 78


3rd Week

Enrollment

Number

graded

Course


20052 870:010 1 Astronomy TT ES 76 76 2.82 3

20052 870:010 2 Astronomy TT ES 73 72 2.38 3


20052 870:010 4 Astronomy TT ES 20 17 3.16 with lab 4 Common lecture for sec 4,5,6,7



20052 870:010 7 Astronomy TT ES 1 1 2.33 3 Common lecture for sec 4,5,6,7


% TT Total 239 231

100.0% Average 29.9 28.9 3.01 749












46


3rd Week

Enrollment

Number

graded

Course






% TT Total 179 176

0.0% Average 44.8 44.0 3.00 528


3rd Week

Enrollment

Number

graded

Course







% TT Total 109 101

100.0% Average 21.8 20.2 2.42 404


3rd Week

Enrollment

Number

graded

Course



% TT Total 105 90

100.0% Average 105.0 90.0 2.39 270


3rd Week

Enrollment

Number

graded

Course







% TT Total 123 117

60.0% Average 24.6 23.4 2.76 401


3rd Week

Enrollment

Number

graded

Course





% TT Total 62 61

33.3% Average 20.7 20.3 3.14 244


3rd Week

Enrollment

Number

graded

Course




% TT Total 50 48

0.0% Average 25.0 24.0 2.71 192


3rd Week

Enrollment

Number

graded

Course



% TT Total 52 52

0.0% Average 52.0 52.0 2.93 156


3rd Week

Enrollment

Number

graded

Course


20053 870:010 1 Astronomy TT ES 74 73 2.85 3





% TT Total 150 144

100.0% Average 30.0 28.8 2.74 483


3rd Week

Enrollment

Number

graded

Course


20053 870:021 1 Elements of Weather TT ES 20 20 3.75 3 Honors Section





% TT Total 199 194

20.0% Average 39.8 38.8 3.19 582











47


3rd Week

Enrollment

Number

graded

Course







% TT Total 75 71

100.0% Average 15.0 14.2 2.09 284


3rd Week

Enrollment

Number

graded

Course



% TT Total 15 14

100.0% Average 15.0 14.0 2.38 56


3rd Week

Enrollment

Number

graded

Course



% TT Total 94 90

100.0% Average 94.0 90.0 3.12 270


3rd Week

Enrollment

Number

graded

Course







% TT Total 91 85

60.0% Average 18.2 17.0 2.63 296


3rd Week

Enrollment

Number

graded

Course




% TT Total 21 21

100.0% Average 10.5 10.5 3.36 78


3rd Week

Enrollment

Number

graded

Course



% TT Total 32 30

0.0% Average 32.0 30.0 2.71 90


3rd Week

Enrollment

Number

graded

Course



% TT Total 7 7

100.0% Average 7.0 7.0 2.57 21


3rd Week

Enrollment

Number

graded

Course






% TT Total 88 88

75.0% Average 22.0 22.0 3.15 352


3rd Week

Enrollment

Number

graded

Course




% TT Total 57 55

0.0% Average 28.5 27.5 2.62 220


3rd Week

Enrollment

Number

graded

Course


20062 860:011 1 Molecules and Life TT Chem 37 34 2.63 3

% TT Total 37 34

100.0% Average 37.0 34.0 2.63 102


3rd Week

Enrollment

Number

graded

Course





20062 870:010 4 Astronomy TT ES 73 68 3.33 3

20062 870:010 5 Astronomy Non-TT ES 60 60 3.03 3


% TT Total 211 197

83.3% Average 35.2 32.8 2.79 642













48


3rd Week

Enrollment

Number

graded

Course








% TT Total 250 239

33.3% Average 41.7 39.8 3.04 717


3rd Week

Enrollment

Number

graded

Course






% TT Total 84 80

100.0% Average 21.0 20.0 2.59 320


3rd Week

Enrollment

Number

graded

Course




% TT Total 138 136

100.0% Average 69.0 68.0 3.07 408


3rd Week

Enrollment

Number

graded

Course


20062 970:026 1 Physical Geography TT Geog 21 21 2.33 with lab 4 Common lecture for sec 1,2




% TT Total 112 106

100.0% Average 28.0 26.5 2.15 358


3rd Week

Enrollment

Number

graded

Course





% TT Total 64 62 9.91

66.7% Average 21.3 20.7 3.30 248


3rd Week

Enrollment

Number

graded

Course




% TT Total 59 55

0.0% Average 29.5 27.5 2.52 220


3rd Week

Enrollment

Number

graded

Course



% TT Total 49 49

0.0% Average 49.0 49.0 2.89 147


3rd Week

Enrollment

Number

graded

Course


20063 870:010 1 Astronomy TT ES 75 71 2.32 3

20063 870:010 2 Astronomy TT/Non-TT ES 21 20 3.15 with lab 4 Common lecture for sec 2,3,4, Lab taught by non-TT



% TT Total 140 134

25.0% Average 35.0 33.5 2.99 465










49


3rd Week

Enrollment

Number

graded

Course







% TT Total 205 201

20.0% Average 41.0 40.2 2.99 603


3rd Week

Enrollment

Number

graded

Course







20063 870:031 6 Physical Geology TT ES 9 9 3.85 with lab 4 Honors Section

% TT Total 94 89

100.0% Average 15.7 14.8 2.75 356


3rd Week

Enrollment

Number

graded

Course


20063 880:011 1 Conceptual Physics TT Phys 18 17 3.37 with lab 4 Common lecture for 880:011 & 880:012

% TT Total 18 17

100.0% Average 18.0 17.0 3.37 68


3rd Week

Enrollment

Number

graded

Course


20063 880:012 1 Physics in Everyday Life TT Phys 152 150 3.14 3 Common lecture for 880:011 & 880:012

% TT Total 152 150

100.0% Average 152.0 150.0 3.14 450


3rd Week

Enrollment

Number

graded

Course





% TT Total 98 89

100.0% Average 32.7 29.7 2.44 308


3rd Week

Enrollment

Number

graded

Course


20071 870:010 1 Astronomy TT ES 18 18 2.91 with lab 4 Common lecture for 1,2

20071 870:010 2 Astronomy TT ES 9 9 2.33 3 Common lecture for 1,2

% TT Total 27 27

100.0% Average 13.5 13.5 2.62 99


3rd Week

Enrollment

Number

graded

Course



% TT Total 29 29

100.0% Average 29.0 29.0 2.79 87


3rd Week

Enrollment

Number

graded

Course


20072 820:031 1 Inquiry into Physical Science Non-TT MPLS 27 with lab 4

20072 820:031 2 Inquiry into Physical Science TT Phys 26 with lab 4

20072 820:031 3 Inquiry into Physical Science TT Phys 28 with lab 4

20072 820:031 4 Inquiry into Physical Science Non-TT Bio 24 with lab 4

% TT Total 105

50.0% Average 26.3


3rd Week

Enrollment

Number

graded

Course


20072 860:010 1 Principles of Chemistry Non-TT Chem 32 with lab 4 Common lecture for 1,2

20072 860:010 2 Principles of Chemistry Non-TT Chem 32 with lab 4 Common lecture for 1,2

% TT Total 64

0.0% Average 32.0











50


3rd Week

Enrollment

Number

graded

Course


20072 860:011 1 Molecules and Life Non-TT Chem 44 3

% TT Total 44

0.0% Average 44.0


3rd Week

Enrollment

Number

graded

Course


20072 870:010 1 Astronomy Non-TT ES 77 3

20072 870:010 2 Astronomy TT ES 74 3

20072 870:010 3 Astronomy TT ES 24 3 Offered via WebCT

20072 870:010 4 Astronomy TT ES 15 with lab 4 Common lecture for sec 4,5,6



% TT Total 225

83.3% Average 37.5


3rd Week

Enrollment

Number

graded

Course


20072 870:021 1 Elements of Weather TT ES 43 3

20072 870:021 2 Elements of Weather Non-TT ES 45 3




20072 870:021 6 Elements of Weather TT ES 27 3 Offered via WebCT

20072 870:021 60 Elements of Weather TT ES 1 3 Offered via WebCT

% TT Total 247

42.9% Average 35.3


3rd Week

Enrollment

Number

graded

Course


20072 870:031 1 Physical Geology TT ES 10 with lab 4 Common lecture for sec 1,2,3






% TT Total 96

100.0% Average 16.0


3rd Week

Enrollment

Number

graded

Course


20072 880:011 1 Conceptual Physics TT Phys 23 with lab 4 Common lecture for 880:011 & 880:012

% TT Total 23

100.0% Average 23.0


3rd Week

Enrollment

Number

graded

Course


20072 880:012 1 Physics in Everyday Life TT Phys 55 3 Common lecture for 880:011 & 880:012

20072 880:012 2 Physics in Everyday Life TT Phys 73 3 Common lecture for 880:011 & 880:012

% TT Total 128

100.0% Average 64.0


3rd Week

Enrollment

Number

graded

Course


20072 970:026 1 Physical Geography TT Geog 19 with lab 4 Common lecture for sec 1,2

20072 970:026 2 Physical Geography TT Geog 20 with lab 4 Common lecture for sec 1,2

20072 970:026 3 Physical Geography TT Geog 50 3

20072 970:026 4 Physical Geography Non-TT Geog 32 3

% TT Total 121

75.0% Average 30.3









51

G. Completion of a Liberal Arts Core Course Form by the Category Review

Team in consultation with relevant faculty and administrators for each

course in the review area.

In reviewing the current Liberal Arts Core Course Form it appears that the course review

questions need to be modified. For example, question 2 on the current form asks, “To what

degree does the current course outline correspond to the course content as approved by the

Liberal Arts Core Committee.” In talking with Dr. Siobhan Morgan, Former Chair of the Liberal

Arts Core Committee, it appears that there is no record of the approved course for most of the

Liberal Arts Core courses, particularly the courses in Category IV. Thus, it is difficult or

impossible to answer question 2. With this in mind, a revised course review questionnaire was

utilized. A copy of this questionnaire is in the appendix.


52

Life Science

Course Number and Title: 820:032 Inquiry into Life Science

Course Catalog Description: Inquiry-oriented introduction to fundamental concepts and

processes in life science that includes ecology, evolution, genetics, cell biology, physiology,

and microorganisms. Integrated lecture/lab for 4 periods; plus 1 hour arranged. For

Elementary Education majors only. Prerequisite(s): student must have satisfied university

entrance requirements in English and Mathematics. (Offered Fall and Spring)

Credit Hours: 4

Laboratory (yes/no): Yes

Number of Instructors: 3

Questions:

1. Catalog description.

a. To what degree does the catalog description reflect the course as it is currently delivered?

Catalog description accurately reflects course as currently delivered.

b. Are changes to the catalog description or course content needed? If so, identify needed

changes

Catalog and course content are congruent. No changes are needed.

2. Course content.

a. To what degree does the current course content fulfill the expectations of Category IV of

the Liberal Arts Core?

The Course fulfills the expectations of the Category IV of the Liberal Arts Core.

b. In the last five years, have changes been made in the relative emphasis of content areas

within the course? If so, please identify the changes.

No significant changes have been made.

c. If multiple sections of the course are offered, how is comparability across sections

assessed and insured?

Instructors typically meet weekly to discuss content activities. In addition, virtually all

assignments are graded using identical rubrics between sections.

3. Instruction.

a. What are the primary instructional methods used in the course?

Primary instructional methods include limited lecture format. Most classes are

centered around laboratory-based inquiry activities. Small group discussions and

individual reflection are also used. The course is taught in a manner consistent with

national science teaching standards. While students learn how to teach science in a

later class, proper teaching techniques are modeled in inquiry into life science. An

additional strength of the course is that lecture and lab are melded together. Students

do not have an “official” lab time, activities and lectures are conducted together.


53

Additionally, students are shown a variety of assessment methods that they may use

later on in the classroom.

b. What type(s) of student activities are included in the course?

Students are expected to write a paper on a genetic disorder of their choosing.

Students also have to create a journal for a potential 1st or 2nd grade class. Answers

from tests or assignments are critiqued for writing ability to prep potential teachers.

4. Grading.

a. How is student achievement of course objectives assessed?

This course utilizes a variety of assessment methods. Traditional paper and pencil tests

are given to the students; however, students are also expected to write a paper on a

genetic disorder (with the goal of improving writing skills). Students perform a

number of performance assessments (i.e. designing a flower to demonstrate their

knowledge and understanding of flower anatomy and different types of pollination). In

addition, students create a journal suitable for a first or second grade classroom while

growing “fast-plant” type seeds.

b. How is a student’s achievement conveyed to the student?

5. University-wide practice and training of basic skills.

a. What writing opportunities are there within the course?

Students write a paper and laboratory reports. These are assessed on qualify,

organization, and neatness of the work completed.

b. What computational (mathematical) opportunities are there within the course?

c. What speaking opportunities are there within the course?

6. Course critique.

a. What are the major strengths of the course?

b. What are the major weaknesses of the course?

As biology is such a huge area of content, it would be beneficial to add additional time

or credits onto the class. Additionally, better infrastructure, in terms of supplies

(slides, labware, etc.) are vital to the success of this course.

7. Additional comments about the course.

None


54

Course Number and Title: 840:012 Life: The Natural World

Course Catalog Description: Examines living organisms with an emphasis on how the natural

world functions as a system and how plants, animals, including humans, interact. Declared

biology majors cannot receive either university or elective credit for this course.

Prerequisite(s): student must have satisfied university entrance requirements in English and

Mathematics. (Offered Fall and Spring)

Credit Hours: 3

Laboratory (yes/no): No



a. To what degree does the catalog description reflect the course as it is currently

delivered?

Catalog description and course content are congruent.

b. Are changes to the catalog description or course content needed? If so, identify

needed changes

No changes are needed.

2. Course content.

a. To what degree does the current course content fulfill the expectations of Category IV

of the Liberal Arts Core?

b. In the last five years, have changes been made in the relative emphasis of content

areas within the course? If so, please identify the changes.

Current course outlines and LAC approved course content are different. The

changes include less emphasis on energy flow per se and more on biological

systems and their interactions.



Current instructors ensure comparability across sections. New instructors confer

with previous and current instructors for syllabi, texts and content ideas. Within

sections, instructors use test scores, presentation scores in-class questions.

d. Please attach an outline of the course to the end of this document.

3. Instruction


Primary instructional methods include weekly lectures and regular discussions

among student groups. Student presentations are included in some sections.



55

4. Grading


Assessment of student achievement of the course objectives includes in-class

participation, current event papers, written exams, and class presentations.




Writing opportunities range from short papers written on current event topics to

writing PowerPoint presentations.



6. Course critique.


Major strengths of the course include (a) exposure of non-majors to biological

topics, including environmental science, ecology, evolution, and behavior; (b)

engaging students during classes (not simply one-sided lectures); and (c) focusing

on the nature of science and critical thinking.


There are no major weaknesses. Areas that could be improved are making the

connections between the lecture and lab better (the lab, 840:013, is not required)

and having more in-class discussions and reviews of current literature.

The integrity of the class would be enhanced by having smaller class sizes.


None


56

Course Number and Title: 840:013 Life: The Natural World - Lab

Course Catalog Description: Activities illustrating the importance, origins, and maintenance of

bio-diversity with a focus on the interactions among organisms and between organisms and

the environment. Declared biology majors cannot receive either university or elective credit

for this course. Prerequisite(s): student must have satisfied university entrance requirements

in English and Mathematics. Prerequisite(s) or corequisite(s): 840:012. (Offered Fall and

Spring).

Credit Hours: 1


Number of Instructors:

Questions:



delivered?

Catalog description and course content are congruent


needed changes


2. Course content.





Current course outlines and LAC approved course content are different. The

changes include less emphasis on energy flow per se and more on biodiversity and

biological systems and their interactions. The course description from the LAC

website: Activities illustrating basic life science concepts regarding energy flow

within ecosystems, biodiversity, and their interrelationships with human activities.



Current instructors ensure comparability across sections. All lab sections do the

same labs in the same order and receive the same in-lab assignments and exams.

In addition, a general lesson plan is distributed to all lab instructors.

3. Instruction.


Primary instructional methods include twelve in-class reaction assignments, out-of-

class data analyses, one in-class DNA fingerprinting worksheet, three exams that

involve written, diagramming, graphing and equation questions.


57


See above.

4. Grading.


Each individual lab has specific objectives; assessments of student achievement of

these objectives include lab questions and exams.




Writing opportunities include short answer questions at the end of each lab and

exams that include short and long answer written questions.



6. Course critique.


Major strengths of the course include (a) a focus on how course topics relate to

students' everyday lives; (b) applying knowledge via assignments; (c) helping

students become more comfortable with and less fearful of science.


There are no major weaknesses. There could be improvement in making better

connections between the lab and lecture.


The lab room does not have internet capabilities (nor computers); this technology

would allow us to do web-based labs and use instructional software. In addition the

lab room needs general maintenance/repair.


58

Course Number and Title: 840:014 Life: Continuity and Change

Course Catalog Description:

Credit Hours: 3



Questions:



delivered?



needed changes.


2. Course content.



Current course outlines and LAC approved course content is similar, as indicated

below:

Course description from the LAC website:

Introduction to contemporary topics in biology. Emphasis on study of gene

structure and function and applications of biology to human concerns.

Course description from the 2006-2008 UNI Catalog:

Introduction to contemporary topics in biology. Emphasis on study of gene

structure and function and applications of biology to human concerns.



No significant changes have been made.



While instructors discuss course content and information informally, there is

currently no formal attempt to coordinate content.

3. Instruction.


Primary instructional methods include weekly lectures.



59

4. Grading.


Assessment of student achievement of the course objectives includes the use of

„minute papers‟ (conducted at the end of class, students must answer the following

items: What was the most meaningful, useful, or interesting thing you learned in

class today? What is your answer for the question of the day? Questions or

comments.). These papers are used to take roll during each class.

Additionally assessment in the course is presented in the form of eight worksheet

assignments detailing each unit, eight article reviews about material covered in

each unit, as well as multiple choice exams.




Writing opportunities include the article review papers that require students to find

articles written for the general public regarding one of the topics in each unit.



6. Course critique.


Major strengths of the course include that it is presented at a level that is

appropriate for non-science majors but still remains challenging. The topics are of

interest to most students and are coordinated with information and issues that will

affect them in the future.


Smaller class sizes (typically over 100, currently), would allow for more group

discussions. Additionally, with the large size of the classes, student graders would

be of great benefit. The integrity of the course would be enhanced by having

smaller class sizes.


None.


60

Course Number and Title: 840:015 Life: Continuity and Change - Lab

Course Catalog Description: Process of science and application of biology to human concerns

stressed through student activities involving basic life science concepts encompassing cell

structure and function, human genetics, and disease transmission. Emphasis on assisting

students in understanding role of biology in our present society. Lab, 2 periods. Declared

biology majors cannot receive either university or elective credit for this course.


Mathematics. Prerequisite(s) or corequisite(s): 840:014 or equivalent. (Offered Fall and

Spring)

Credit Hours: 1



Questions:



delivered?



needed changes


2. Course content.



Current course outlines and LAC approved course content is similar. Course

description from the LAC website: Process of science and application of biology to

human concerns stressed through student activities involving basic life science

concepts encompassing cell structure and function, human genetics, and disease

transmission. Emphasis on assisting students in understanding role of biology in

our present society.



No significant changes made.



Current instructors ensure comparability across sections. All lab sections do the

same labs in the same order and receive the same in-lab assignments and exams.

In addition, all lab instructors meet weekly to discuss upcoming labs.


61

3. Instruction.


Each individual lab has specific objectives; assessment of the objectives includes

lab questions and exams.


4. Grading.





Writing opportunities include weekly homework assignments that are problem-

based in nature. Additionally, exams contain short-answer essay questions.

Writing opportunities also include short answer questions at the end of each lab

and exams that include short and long answer written questions.



6. Course critique.


Major strengths of the course include relating biological concepts to everyday life

and practical applications of knowledge. The course also helps students become

more comfortable with and less fearful of science.


There are no major weaknesses. There could be improvement in making better

connections between the lab and lecture. The integrity of the course would be

strengthened with modernized equipment. Much of the equipment used currently is

hand-me-downs from major‟s courses.


None


62

Course Number and Title: 990:010 Human Origins

Course Catalog Description: Introduction to physical anthropology and archaeology with

emphases on evolutionary theory, variation and adaptation, primatology, paleoanthropology,

animal and plant domestication and the rise to early civilization.

Credit Hours: 3


Instructors: 2 – 3 (varies by semester)

Questions:



delivered?

The course catalog for the next curricular cycle reflects changes that have been

made to the course description. The updated description (see above) more

accurately reflects the course as it is currently delivered.


needed changes.

Discussion among the instructors of this course resulted in the appropriate and

needed changes to the previous course description.

2. Course content.



The instructors believe the current course content completely fulfills the

expectations.



Changes to the basic course content have not been made. However, recent

scientific advancements in the field are always, regularly and frequently

incorporated to update the information presented.



Instructors participate in formal and informal discussions throughout the year to

maintain a relative sense of consistency between the two to three professors that

teach Human Origins. Furthermore, instructors receive much feedback from their

students‟ responses (i.e., verbal and written) during our annual Student Outcome

Assessment procedure. Currently, instructors employ various pedagogical

techniques but all instructors are teaching the same general principles in physical

anthropology and archaeology (e.g., evolutionary theory, genetics, adaptation and

variation, primate evolution and behavior, human evolution and prehistory, and

basic archaeological method and theory).


63

3. Instruction.


Presently, all instructors employ various methods that include: lecture, reading,

heavy emphasis on visuals (e.g., handouts, pictures, slides, videos), and hands-on

learning (e.g., fossil and stone tool casts and replicas).


Activities include: problem solving, classroom discussions, debates, and critical

thinking exercises.

4. Grading.


Various testing procedures including these formats: quizzes, tests, exams, and small

writing assignments. The employment of any of these methods is variable by

professor.


Grades are returned to the student in a prompt manner, and are open to discussion

typically on a one-to-one basis between the student and professor.



The class sizes and nature of the material for this class do not make assigning

regular, long writing assignments conducive. However, the employment of these

opportunities is variable by professor. Most tend to use some form in the testing

procedure (e.g., essays on exams).


Presently, instructors express the value, relevance, need, and importance of this

form of knowledge as it applies to our fields of anthropology yet we do not employ it

directly in our classes to any large extent. There are minor examples that we

discuss in our respective classes that deal with computational problems, where the

opportunity to perform mathematical calculations exist.


This is variable depending on the professor, but we all permit questions to be asked

during class, and appropriate discussion to follow.

6. Course critique.


For most students, the material presented and discussed in class is absolutely brand

new information about the world, and humans in general; and more importantly,

about themselves. Students often express how the material is interesting and

challenging.


64


There are often too many students per section and not enough resources to support

the scientific value of the course. Currently, the instructors can think of no

changes that need to be made to insure the integrity of this class offering.


Presently, there are, depending on the semester, two or three professors who teach

Human Origins: one physical anthropologist and two archaeologists, one of which

has a part-time commitment to teaching Humanities. All of the instructors give a

slightly different focus to the class – which give students some choice depending on

whether they are most interested in the biological components or the archaeology

components.


65

Physical Sciences

Course Number and Title: 820:031 Inquiry into Physical Science


processes in physics and chemistry that includes energy, force and motion, and the nature of

matter. Integrated lecture/lab for 5 periods. For Elementary Education majors only.


Mathematics (Offered Fall and Spring).

Credit Hours: 4



Questions:



delivered?

The catalog description is accurate, albeit somewhat generic.


needed changes.

In its current form, there is no true “lecture” component to the course. Also, the

term “period” is somewhat irrelevant to a university setting. The description could

be revised to read “Integrated discussion/lab for 5 hours” to reflect the fact that the

course meets for 5 hours per week.

At present, the instructors do not view the content as needing revision.

2. Course content.



The number of principles and processes studies within this course are relatively

small, compared with other introductory science courses. However, this approach

is purposeful, as the goal is to have future elementary school teachers build a

strong understanding of a few basic principles in physics and chemistry. The

course spends significant time exploring the process of science, as students learn

through experimentation, not lectures. Course discussion includes the historical

development of scientific models, and explorations into how children learn science.



Beginning in the 2006-2007 academic year, instructors in the course began field

testing the Physical Science & Everyday Thinking curriculum, the culmination of

an NSF sponsored project led by Fred Goldberg at San Diego State University.

With the use of these materials, earth science content previously included in the


66

course was dropped. Science Education began offering a new course for

elementary education majors entitled Inquiry into Earth Science that included this

content, and more. Both courses are required for students who are completing the

Basic Science minor, but either can be taken by elementary education majors to

fulfill their LAC Category IV requirements.



Although multiple sections are offered, all instructors use the same curriculum,

and the instructional team meets occasionally to discuss their section‟s progress

through the course. Although instructors write their own exams, exam questions

are similar to those included in homework activities, which are identical for each

section. In addition, students in each section take a standardized pretest and

posttest available from the curriculum developers, and instructors periodically

examine these results to help judge comparability.

3. Instruction.


The course uses regular small group experimentation, small group discussion, and

occasional whole-class discussion, guided by the questions from the Physical

Science & Everyday Thinking text. Instructors move from table to table, engaging

small groups in Socratic dialogue.


This course in activity based. Students complete guided experiments as a portion of

most chapter activities, and answer a series of accompanying questions. Computers

and electronic probeware are utilized for data collection. For content not easily

accessible through simple experiments, computer simulations are used. Most

chapter activities include accompanying homework assignments.

4. Grading.


Homework that accompanies the chapter activities is assigned regularly, collected

(on paper or electronically, depending on the instructor), graded, and returned. Six

chapter exams are administered throughout the semester. In addition, a conceptual

survey authored by the curriculum developers is administered as a pretest and

posttest at the beginning and end of the course.


Graded homework and exams are returned to the students with written comments.

Instructors provide regular grade updates to students, either in person or via

WebCT.


67



Each activity throughout the course consists of a series of guided question; student

formulate and write answers to each question. In addition, students write

responses to questions on homework assignments, and regularly practice writing

narrative explanations to scientific questions. Exams contain several essay-style

questions for students to respond to.


Although there is far less emphasis on equations than might be found in other

introductory physics or chemistry courses, several key relationships (i.e. Newton‟s

2nd

Law, the Ideal Gas Law) are formulated throughout the course. Activity and

homework questions occasionally involve calculations. The course requires the

students to engage in a great deal of proportional reasoning.


Students work in small groups of 3-4, and communicate regularly with their

tablemates as they work through activities and experiments. Activities begin and

end with whole-class discussions, where representatives of each table are asked to

share responses to questions, explain diagrams, or agree or disagree with fictional

student or instructor reasoning.

6. Course critique.


Highly activity/experiment based – students do a lot of science, instead of hearing

someone talk about science.

Focuses on a few themes (forces, energy, small particle models) and uses those

themes to analyze a variety of situations.

Provides a non-threatening, supportive science learning environment for a

population that often begins the course afraid of and/or disliking science. (This is

important, as these students will give many children in their future classrooms their

initial impression of science.)

Models an effective way to learn science through exploration.

Requires students to practice effective written and verbal science communication.

Integrates technology where appropriate, but also includes many experiments with

simple equipment that can be performed in elementary schools.


Limited in the amount of science content covered during the course.


None.


68

Course Number and Title: 820:033 Inquiry into Earth Science


processes in meteorology, astronomy, and geology using active investigation. Integrated

lecture/lab for 4 periods; plus 1 hour arranged. For Elementary Education majors only.


Mathematics. (Offered Spring and Fall)

Credit Hours: 4


Number of Instructors: 2 (1 to 2 each semester)

Questions:



delivered?

The course currently meets for 5 periods of integrated lab/discussion per week and

no longer has one 1 hour of arranged time.


needed changes.

In its current form, there is no true “lecture” component to the course. Also the

term period is misleading to the actual class format. The description could be

improved by changing it to …”Integrated discussion/lab for five hours” to reflect

the fact that the course meets for five hours each week.

2. Course content.



The number of principles and properties studied in this course are fewer than in

other introductory earth science LAC courses, but span a broader, more diverse,

range of concepts. The goal of Inquiry into Earth Science (IiES) is to provide

future elementary teachers with a strong understanding of basic principles from

geology, meteorology, and astronomy so they can effectively communicate this

knowledge to the next generation. The laboratory-based activities and

investigations both teach the core concepts as listed in the Iowa Core Curriculum

and improve student self efficacy towards teaching science. This course does fulfill

the expectations of the LAC (Cat. IV).



Inquiry into Earth Science (IiES) is a newly developed course that was first taught

during the 2008 Spring semester. Earth Science curricular concepts were

previously covered in Inquiry into Physical Science (820:031) then dropped during

the 2006-2007 academic year. The two faculty members currently teaching this

course are finalizing a list of inquiry-based activities that teach the course concepts.


69

In addition, IiES is required for students who are completing the Basic Science

minor, but either this course or Inquiry into Physical Science may be taken by

elementary education majors to fulfill their LAC Category IV requirement.



The IiES class is near the end of the development and testing phase. The two

instructors are currently collaborating to finalize a cohesive set of curriculum and

student-centered activities. While the core curriculum and activities will be similar

across each section, individual instructors will implement the activities in slightly

different manners due to the student-centered nature of class discussions.

3. Instruction.


The course uses small group (up to 4 students per group) experimentation, projects,

activities, peer/professor discussion, and whole-class interpretation of collective

experimental data. The professors move from group to group to encourage

productive and accurate use of the scientific process and facilitate understanding of

the target concepts. Besides teaching the foundational earth science concepts, the

experiments, activities, or assignments conducted in IiES also develop student

understanding of the nature of science and appropriate science process skills

including ways in which earth science inquiry differs from more laboratory-based

science disciplines.


This is an activity-based course. Students work on open to guided experiments,

collect data, and use their data to make interpretations. Computer simulations and

Geographic Information Systems (GIS) are used as tool to help students collect,

analyze, and interpret data.

4. Grading.


Students‟ achievement is formally assessed using a variety of methods. Homework

on class activities or over the required reading are collected and graded. Materials

from the in-class activities are periodically collected and graded as well. Students

also write short reflections on what they have learned and how they could teach the

same concept to their intended grade level. Three exams plus a final exam also

provide a summative assessment of student achievement. One instructor is

currently administering the Geoscience Concept Inventory as a pretest/post-test

instrument. If it can be demonstrated that this research-based instrument

accurately reflects student achievement, it will begun to be used in all sections of

the course.


All graded assignments are returned to the students with written comments in a

timely manner.


70



Each activity contains a laboratory writing component

There are one to two short (4 to 6 pages) papers in the class

There are also writing components on classroom activities (think-pair-share

activities, home works, and exams


Basic math


6. Classroom activities (e.g. think-pair-share) at least once a week the students are required to

orally present their activities interpretations

There are one to two (approx. 10 min.) oral presentations required

7. Course critique.


This is an activity-based class and provides a lot of „hands-on‟ experience with

working on the scientific process.

Provides a wide range of experiences within the Earth Sciences (Astronomy,

Geology, and Meteorology)

Promotes teaching through student-based/active-learning techniques

Provides a constructive learning environment for science with a student audience

that is typically not interested/afraid of science.

Integrates technologies such as Geographic Information Systems, Atmospheric,

and Astronomic/seasonal modeling.


IiES provides greater content depth than when the Earth Sciences were covered

within Inquiry into Physical Science, it is still difficult to cover the basics of

Astronomy, Geology, and Meteorology with much depth.

Currently there is not a required field trip, there should be


The IiES professors are continuing to improve this course.


71

Course Number and Title: 860:010 Principles of Chemistry

Course Catalog Description: Basic concepts of chemistry, the periodic table and its relation to

atomic structure and chemical properties. How the understanding of changes in matter and

energy is important in both living and non-living systems. Work of the chemist and the

interactions of chemistry with other activities of humankind. Discussion, 3 periods; lab, 2

periods. Occasionally offered as a 3-hour class without lab. No credit for students with credit

in any college chemistry course. Prerequisite(s): student must have satisfied university

entrance requirements in English and Mathematics (Offered Fall and Spring)

Credit Hours: 4 (sometimes 3)

Laboratory (yes/no): Yes, usually


Questions:



delivered?

Needs revision


needed changes.

The course should be listed as always having a laboratory: Discussion 3 periods,

lab 2 periods.

The credits should be 4.

Description: Basic concepts of chemistry presented in relationship to society and in

particular matter and energy changes in living and nonliving systems as well as the

interactions of chemistry with activities of humankind.

2. Course content.



The current course content fulfills very well the expectations of Category IV of the

Liberal Arts Core.





Not applicable.


72

3. Instruction.


Lecture, some discussion, overhead projection, newspaper articles, models of

compounds.


Homework, handouts with problem solving done in class, labs, use of computers in

lab, and model building.

4. Grading.


Homework, labs, and tests.


Grades are posed using student numbers with their permission.



Lab write-ups, some questions on homework, some test answers.


Use algebra skills in homework, learn to use logs and antilog calculations with

their calculators as well as other scientific calculations pertaining to homework,

handouts, labs, and tests.


Students are encouraged to ask questions and add to any information presented

from the book as well as current events from the newspaper.

6. Course critique.


Reading the text material keeps students interested and presents new topics to

students not in regular chemistry classes.

Presents a chemistry class for a student with no background in chemistry.

Chemistry concepts are presented on a need to know basis for the topics presented.


Wide range of student backgrounds – some topics need to be covered that other

students would rather not delve on.


None.


73

Course Number and Title: 860:011 Molecules and Life

Course Catalog Description: Basic concepts of chemistry, with an emphasis on the structure

and function of molecules in living systems. Discussion, 3 periods. No credit for student with

credit in any college chemistry course. Prerequisites: student must have satisfied university

entrance requirements in English and Mathematics. (Offered Fall and Spring).

Credit Hours: 3


Number of Instructors: 1 per semester

Questions:



delivered?

The catalog description is accurate.


needed changes

No.

2. Course content.



This course intends to provide the theoretical tools required to understand the basic

properties of molecules in living systems. An exposition of the properties of atoms

leads to an understanding of why atoms combine to form molecules, and an

understanding of the interesting chemical and physical properties displayed by

them. In the final section of the course, the students apply their knowledge in

deciphering the mode of action of biological macromolecules.

This course generally fulfills the objectives of LAC IV, with the exception that in

the absence of a laboratory component, gathering of experimental evidence to

support or refute a hypothesis is not possible



There has been a shift in focus to lay a greater emphasis on biological

macromolecules such as DNA, RNA, and proteins.



Not applicable.


74

3. Instruction.


The primary method of instruction is through the three weekly discussion periods.,

and optional tutorial sessions. PowerPoint presentations are used for presentation

of material, and for purposes of visualizing complex molecules. The discussion

periods also include in-class demonstrations.


Activities include in-class problem solving, use of molecular models, use of in-class

demonstration to stimulate discussion, and homework assignments.

4. Grading.


Achievement is measured through three hourly exams and a final. From the Fall

of 2008, an online system for evaluating homework will be introduced. This system

also provides for a set of tutorial-type questions with hints, designed to guide and

develop problem-solving skills of students.


Student achievement is conveyed via performance in homework assignments,

weekly quizzes, and three hourly exams and a final.



Writing opportunities are limited to homework assignments and in-class

examinations.


The course material offers many opportunities for developing the mathematical

abilities of students. Some examples are use of scientific notation, and calculations

involving the mole concept, concentration, and pH.


The class attempts to implement the “Socratic method” of learning (i.e. through

gentle probing of students in a non-threatening atmosphere) which provides for

many speaking opportunities for students.


75

6. Course critique.


A major strength of this course is that within a one-semester period, it introduces

the basic theoretical tools that describe the properties of atoms and then applies it

in the context of molecules: from simple organic and inorganic substances to an

understanding of the structure and function of complex biological macromolecules

such as DNA and protein.


In the absence of a laboratory, the testing of scientific hypothesis is not possible.


None.


76

Course Number and Title: 870:010 Astronomy

Current Catalog Description: Introduction to the Universe, solar system, stars, and galaxies,

including apparent motions of bodies in the sky; development of astronomy and its impact on

humankind. Prerequisite(s): student must have satisfied university entrance requirements in

English and Mathematics (Offered Fall, Spring, and Summer)

Credit Hours: 4 (with laboratory) or 3 (without laboratory).

Laboratory (yes/no): The course may be taken with a laboratory (4 credit hours) or without

laboratory (3 credit hours).

Number of instructor: 2

Questions:



delivered?

The catalog description was updated for the 2006-2008 catalog. The description

might be enhanced by including language referring to evolutionary processes and

changes in the universe.


needed changes.

Introduction to the Universe, solar system, stars and galaxies, including apparent

motions of bodies in the sky; development of astronomy and its impact on

humankind; origin and evolution of planets, stars, galaxies, and the Universe.

Prerequisite(s): student must have satisfied university entrance requirements in

English and Mathematics (Offered Fall, Spring, and Summer)

2. Course content.



Both instructors feel that the course meets the six expectations for the Natural

Science and Technology category. In addition, students often have the opportunity

to peruse recent discoveries popularized in the media.



A greater emphasis has been placed on models of thinking. The content continues

to evolve as new discoveries are incorporated into the course.



There is no effort to assure comparability across sections.

3. Instruction.



77

Instructional methods include demonstrations, media, lectures including standard

chalkboard and power point, movies, field trips, laboratories, observatories, and

planetarium. Laboratories use the night sky when weather permits, otherwise

laboratory activities include computer simulations and analysis of images.


Participatory demonstrations, in-class assignments, group exercises, homework,

tests including pop quizzes, and laboratory activities.

4. Grading.


Quality of homework, tests, quizzes, laboratory activities, and other written

assignments. Tests include both mathematical problems and qualitative questions.


Student achievement is conveyed either in person or via WebCT. All coursework is

returned to the student with comments.



Short answer writing opportunities on tests, homework, laboratory exercises, and

quizzes. Occasionally there are longer writing assignments.


Students are required to perform mathematical work on homework assignments

and tests. Mathematics is used often in the laboratory exercises.


Students orally report on group exercises and often participate in demonstrations in

one instructor‟s section but do not make oral presentations in the other instructor‟s

section. Students are encouraged to ask and answer questions during lectures.

6. Course critique.


The material is interdisciplinary, current, and often in the news. Students often

enroll in the course believing that they will only be learning constellations and they

are pleased to discover that the universe is much more interesting than expected.


Not all students enroll in the laboratory. There is a lack of consistency between

instructors in terms of course rigor, laboratory activities, and the amount of

quantitative work required.


None.


78

Course Number and Title: 870:021 Elements of Weather

Course Catalog Description: Meteorological elements and their applications to environment;

interpretation of weather maps and weather data; forecasting and briefing on daily weather.

Discussion 3 periods. No credit for those who have completed 870:121. Prerequisite(s):

student must have satisfied university entrance requirements in English and Mathematics.

(Offered Fall, Spring, and Summer)

Credit Hours: 3


Instructors: 4

Questions:



delivered?

The current description is adequate but more detail could be added (see 1b).


needed changes.

A possible new catalogue description might read: Introduction to weather and

climate. Topics include atmospheric composition and structure; Earth‟s radiation

budget; clouds and precipitation; fronts; severe weather and hurricanes;

interpretation of weather maps and weather data; forecasting and briefing on daily

weather.

2. Course content.



The course meets the requirements of Category IV, but it does not have a scheduled

laboratory. Interwoven in the course is the important difference between

observation and interpretation. Few aspects of the physical world are as easily

observed as weather. In studying weather, students learn about hypotheses that are

posed and confirmed/refuted on a daily basis (i.e., forecasts are a type of repeatable

scientific experiment). The shortcomings of predictive physical models are

discussed. The relationship between subject and people‟s lives is obvious,

particularly here in the Midwest. The relationship between science and technology

is also readily apparent in the course, because computers, satellites, radar, etc. are

integral tools to provide data for modern weather analysis and forecasting.



In the last five years, improved access to online, real time weather data has allowed

us to emphasize the potential for life-long learning about weather and climate. The

use of online products in the course has increased. The emphasis and content

areas have not changed.


79



All sections utilize the same textbook. Instructors attempt to keep the pace of each

section comparable. Student assessments are conducted in each section and the

results analyzed by the Department head.


3. Instruction.


The primary instructional method is lecture. Lectures include chalkboard, internet,

and power point demonstrations.


Students have homework assignments on weather forecasting. Students utilize the

internet for real-time data.

4. Grading.


Student achievement is determined through proficiency on homework assignments

and examinations.


Homework is returned with comments. Interaction is encouraged during lectures.



Some of the homework assignments require written responses. Some instructors

have questions that require short, written answer on their examinations.


Computations are required on homework assignments (temperature conversion,

calculation of relative humidity, radiation, etc.).


Most instructors use interrogatory lectures. This gives students the opportunity to

respond and interject thoughts into the lecture. This sometimes leads to in-class

weather discussions. One instructor gives points for class participation.

6. Course critique.


The course is relevant to daily life. It gives non-science majors a grasp of science

at a level they can understand without a deep knowledge of either mathematics or

physics. The subject presents potential for life-long learning. The course is

popular and fills quickly.


80


A laboratory is not a required component of the course. Some instructors feel that

the course may not rigorous enough for science majors. There are too many

students in each section for instructors to give adequate one-on-one attention to

each student.


Some instructors feel that the academic rigor of the course may need to be increased.


81

Course Number and Title: 870:031 Introduction to Geology

Course Catalog Description: Introduction to the physical environment, emphasizing materials

of the Earth and processes that lead to changes within and on the Earth. Lab emphasis

includes rocks and minerals, geologic processes, and landscape development. Discussion, 3

periods; lab, 2 periods. Prerequisite(s): student must have satisfied university entrance

requirements in English and Mathematics. (Offered Fall and Spring)

Credit Hours: 3



Questions:



delivered?

The catalogue description is an accurate description of the course as currently

taught.


needed changes.

It would be desirable to add one or more required field trips to the course. There

are significant logistical issues that will need to be addressed to accomplish this.

9. Course content.



The course addresses all six categories. There may be limited emphasis on

technology.



Greater emphasis on the Earth as a dynamic planet, groundwater, economic

mineral deposits, options for careers in the geosciences, and the relevancy of

geology to humans. There has been some reduction in discussion of arid climate

with the addition of hydrology. New discoveries and theories are incorporated.



Though the different instructors emphasize different aspects of geology, there are

common laboratory exercises, and textbooks are very similar and comparable.

Instructors in courses that follow find preparation among students from different

instructors comparable. Comparability between instructors is maintained through

personal communications, sharing of course outlines, and occasional meetings to

discuss the course content. Though the different sections are not identical,

instructors do not believe the differences are significant.


82


10. Instruction.


Lecture, overhead projections, movies, slides, power point, demonstrations, tests,

homework, quizzes, textbook, class discussion and personal observation in

laboratories.


Most student activities take place in the laboratory where there is discussion,

hands-on activities, and individual attention. Students learn to recognize physical

properties of rocks and minerals and how to use these properties to identify and

classify. Students learn how to use and interpret topographic maps, cross-section,

geologic maps, and block diagrams by interpreting existing maps and constructing

their own. Students learn to interpret seismic records by examining records of

historic earthquakes. Students learn to recognize landforms through visual

presentation in lectures coupled with laboratory exercises that reinforce the lecture

presentations. In general, the background to geologic investigations is given in

lecture and the method of scientific investigation utilized is augmented and

enhanced by hands-on laboratory exercises where students perform similar

scientific inquiry.

11. Grading.


Examinations in both lecture and laboratory. Students are also graded on their

individual laboratory exercises and homework. Students may receive extra credit in

some sections by attending guest lectures or other activities, such as field trips.

These credits can raise a grade but lack of participation will not lower a grade.


All tests, homework, and laboratory exercises are returned to the student with

comments on the grade earned. Students having difficulty are encouraged to

discuss the course with instructors on an individual basis.



Several instructors have short essay questions on examinations. Laboratory

assignments require writing descriptions, synthesis, and interpretations of geologic

information. Some sections require additional reports


Students must construct and utilize graphs, must calculate rates of various

processes, and solve simple equations to determine geologic information. The

course requires students to have satisfied university entrance requirements in

English and Mathematics.


83


Class discussion in both the lectures and laboratories are encouraged. Students

may work in small group settings where interpersonal communication is a

necessary component.

13. Course critique.


The laboratory is considered a great strength of the course. The laboratory

provides students with the opportunity to gather data through their own

observations, synthesize this data, and present postulates. This is real science as

opposed to lectures presenting “facts” to be memorized and regurgitated. In

addition, geology and geologic processes have often been observed by students prior

to taking the course. The course provides students a framework to organize these

observations and to apply this understanding to environmental and other problems

that face the future.


There is limited opportunity to go out into the field and the plethora of geologic

features in our immediate area is limited.


An introductory course in geology should be a required part of any “liberally-educated”

person‟s education. To live on Earth and not have at least a basic understanding and

appreciation for Earth and how it works and how we are a part of this system is living an

incomplete life.

Another reason to include geology in the curriculum is that everything we have – the food

on our plate, the plate itself, the clothes on our backs, the buildings we live in, the cars we

drive and the roads we drive them upon, everything! – comes from the Earth. The stuff of

our lives comes either through the biosphere (agriculture, forestry, or fisheries) or directly

from the Earth through mining. Earth resources are the base of all human economic

systems and these resources are not evenly distributed around the world. With a human

population of over six billion and growing, the supply and disposal of these resources will

largely determine humanities future. And, related to the questions of resources are the

geologic hazards that many will face as the planet becomes more crowded and people are

forced or choose to live in increasingly dangerous places. Geology is a very important part

of the educated person‟s knowledge.

There may be a problem with Category IV-Life Science/Physical Science format. Only

three of the courses require a laboratory whereas six do not. The pedagogical

disadvantages of attempting to teach science without a laboratory should be examined.

Students do not necessarily think the same way as curriculum developers. Perhaps a

laboratory should be required in both the life science and the physical science areas.


84

Course Number and Title: 880:011 Conceptual Physics

Course Catalog Description: Energy; temperature and heat; waves and sound; electricity and

magnetism; light and color; and atomic and nuclear structure of matter. Emphasis on

observation, interpretation, and conceptual understanding of physical phenomena.

Discussion, 3 periods; lab, 2 periods. Students may not earn credit in both 880:011 and

880:012. Prerequisite(s): student must have satisfied university entrance requirements in

English and Mathematics. (Offered Fall and Spring)

Credit Hours: 4



Questions:



delivered?

The catalog description is accurate, though at present the lecture portion of

880:011 and 880:012 are identical, which is not reflected in the respective catalog

descriptions.


needed changes.

As noted above, 880:011 and 880:012 have identical lecture portions in their

present form; creating a single course that is offered with and without a laboratory

section might make this clearer to students.

2. Course content.



In the lecture portion, students study a small number of basic physics principles,

then apply those principles to a wide variety of “real-life” examples. Because of the

size of the lecture, there are limited opportunities to see or do experiments; rather,

the discussion often centers on the results of work others have done. There are

regular discussions of the historical development of scientific ideas. The laboratory

component provides students opportunities to study simple physical systems, take

measurements, graph data, and analyze results.



No content changes have been made recently.



There is only one section of Conceptual Physics offered each semester.


85

3. Instruction.


The primary instruction method in the discussion sections is lecture. The

laboratory section utilizes small group experimentation, including measurement

and analysis of data.


In the lecture sessions, small-group activities and mini-experiments are included as

frequently as possible. Occasional instructor-performed demonstrations are used.

Some instructors utilize clicker questions to increase the interactivity of the

lectures. In the laboratory, students perform experiments.

4. Grading.


Some instructors assign homework problems, which are collected 6-8 times during

the semester, graded, and returned to the students with written comments. Other

instructors utilize weekly quizzes, delivered during the lecture or electronically via

WebCT. All instructors administer 3-4 exams during the semester, which contain a

mixture of multiple choice, short answer, and calculation-based problems; exams

are graded and returned to students. Students also write laboratory reports that

accompany each experiment; these are submitted to the laboratory instructor,

graded, and returned to the students.


Feedback on homework, quizzes, laboratory reports, and exams is periodically

given to students. Instructors post grades electronically, either via WebCT or

instructor-developed course web pages.



Because the course emphasizes conceptual understanding, many of the homework,

quiz, and exam questions require students to write explanations for physical

behavior. Additionally, students must write and submit laboratory reports that

accompany each experiment.


Because of the conceptual focus of the course, Conceptual Physics utilizes less

mathematical problem solving than other introductory physics courses. However,

occasional numerical problem solving is demonstrated during the lecture sections,

and a small portion of homework assignments, quiz questions, and exam questions

require students to perform calculations to determine physical quantities.


86


Students have occasional opportunity within the lectures to speak to each other

while considering questions or completing small-group activities. In the

laboratory, students communicate with each other while working on experiments.

There are no formal, assessed speaking opportunities within the course.

6. Course critique.


The course emphasizes real-life objects and phenomena (i.e. microwaves, musical

instruments, woodstoves, light bulbs, skateboards, etc.) that students are already

familiar with to teach physical principles.

The course is conceptually based, which makes it more accessible to math-phobic

students who might struggle in a more equation and calculation-based physics

course.

The course includes a laboratory section with a limited number of students that

allows for hands-on experimentation and discussion with the instructor.


Because the lecture sessions (combined with Physics in Everyday Life) are large,

there are limited opportunities for the students to engage in active learning and

hands-on experimentation; they hear about science far more than they do science.

The large lecture sections can feel impersonal – it is difficult for the lecture

instructor to get to know more than a handful of students.

The amount of problem solving done by students is limited by the large size of the

lecture sections; it is impossible to provide lots of personalized feedback to each

student on a great deal of homework.

Different instructors, who may emphasize different aspects of physics, teach the

laboratory and lecture sections.

Many of the experiments are two weeks in duration, and do not always align with

the topic(s) under discussion in the lecture section.


None.


87

Course Number and Title: 880:012 Physics in Everyday Life

Course Catalog Description: Basic laws and concepts of physics introduced and demonstrated

through operation of everyday devices and systems. Emphasis on understanding physical

principles behind working of modern technologies and interplay between science and

technology. Students may not earn credit in both 880:011 and 880:012. Prerequisite(s):

student must have satisfied university entrance requirements in English and Mathematics.

(Offered Fall and Spring)

Credit Hours: 3



Questions:



delivered?

The catalog description is accurate, though at present the lecture portions of

880:011 and 880:012 are identical, which is not reflected in the respective catalog

descriptions. (The current catalog description of 880:012 is a more accurate

description of the current lectures.)


needed changes

As noted above, 880:011 and 880:012 have identical lecture portions in their

present form; creating a single course that is offered with and without a laboratory

section might make this clearer to students.

2. Course content.



In the lecture portion, students study a small number of basic physics principles,

then apply those principles to a wide variety of “real-life” examples. Because of the

size of the lecture, there are limited opportunities to see or do experiments; rather,

the discussion often centers on the results of work others have done. There are

regular discussions of the historical development of scientific ideas.



No content changes have been made recently.



There are two sections of Physics in Everyday Life taught each semester, both by

the same instructor. Typically, two different versions of exams are written for each

exam to minimize cheating opportunities, and the exam averages of the two


88

sections are compared, with scores adjusted as necessary. Although different

instructors teach the course in different semesters, the same text is used and the

same set of topics is addressed.

3. Instruction.


The primary instruction method in the course is lecture.


In the lecture sessions, small-group activities and mini-experiments are included as

frequently as possible. Occasional instructor-performed demonstrations are used.

Some instructors utilize clicker questions to increase the interactivity of the

lectures.

4. Grading.


Some instructors assign homework problems, which are collected 6-8 times during

the semester, graded, and returned to the students with written comments. Other

instructors utilize weekly quizzes, delivered during the lecture or electronically via

WebCT. All instructors administer 3-4 exams during the semester, which contain a

mixture of multiple choice, short answer, and calculation-based problems; exams

are graded and returned to students.


Feedback on homework, quizzes, and exams is periodically given to students.

Instructors post grades electronically, either via WebCT or instructor-developed

course web pages.



Because the course emphasizes conceptual understanding, many of the homework,

quiz, and exam questions require students to write explanations for physical

behavior.


Because of the conceptual focus of the course, Physics in Everyday Life utilizes less

mathematical problem solving than other introductory physics courses. However,

occasional numerical problem solving is demonstrated during the lecture sections,

and a small portion of homework assignments, quiz questions, and exam questions

require students to perform calculations to determine physical quantities.


Students have occasional opportunity within the lectures to speak to each other

while considering questions or completing small-group activities. There are no

formal, assessed speaking opportunities within the course.

6. Course critique.


89


The course emphasizes real-life objects and phenomena (i.e. microwaves, musical

instruments, woodstoves, light bulbs, skateboards, etc.) that students are already

familiar with to teach physical principles.

The course is conceptually based, which makes it more accessible to math-phobic

students who might struggle in a more equation and calculation-based physics

course.


Because the lecture sessions (combined with Conceptual Physics in one section) are

large, there are limited opportunities for the students to engage in active learning

and hands-on experimentation; they hear about science far more than they do

science.

The large lecture sections can feel impersonal – it is difficult for the lecture

instructor to get to know more than a handful of students.

The amount of problem-solving done by students is limited by the large size of the

lecture sections; because of the number of enrolled students, it is impossible to

provide lots of personalized feedback to each student on a great deal of homework.

The course has no laboratory component.


None.


90

Course Number and Title: 970:026 Physical Geography

Course Catalog Description: Explanation of patterns of solar energy receipt, atmospheric

pressure, winds, and precipitation around the Earth. Emphasis on how solar energy, water,

and crustal movements interact to determine characteristics of natural environments on

Earth. Prerequisite(s): student must have satisfied university entrance requirements in

English and Mathematics. (Offered Fall and Spring)

Credit Hours: 3-4

Laboratory (yes/no): Yes with 4-credit option


Questions:



delivered?

The catalog description accurately reflects the course content.


needed changes.

Generally no changes are needed. If a change were proposed, it would be to reflect

an increased emphasis on the relationship between Earth processes and

environmental change.

2. Course content.



The course fulfills all the requirements, but it could incorporate more explicitly the

relationship between science and technology.



There has been some change in some sections to emphasize more explicitly the

scientific basis for understanding the physical processes that constrain observed

global changes.



Informal conversations and meetings about approaches, topics, laboratory

exercises, teaching styles, and textbook have been effective in coordinating course

material and student expectations. One instructor is responsible for all laboratory

sections, thus ensuring comparability.


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3. Instruction.


Lecture (supplemented with power point presentations, online material, and

video/DVD), group discussion, regular homework assignments, frequent in-class

group work, some individual in-class work, and laboratory exercises (for the

section of the course with a laboratory).


Worksheets, weather journal, in class participation (students coming to the board

and illustrating various topics covered in class. Out-of-class assignments that

require critically reading the textbook, working problem sets, interpreting graphs

and maps in the textbook, summarizing portions of the textbook, writing reaction

papers to videos shown in class, and relating the material in class to the textbook to

their personal experiences.

4. Grading.


Assessment of student achievement is based upon written homework assignments,

quizzes, exams, and evaluation of in-class participation.


Student‟s assignments are critiqued and returned with written comments and

corrections. Grades are available in eLearning.



Students are required to write short essays on quizzes and exams, homework

assignments require written answers, sometimes lengthy; laboratory assignments

require written answers, some sections require students to keep a weather journal.


Worksheets, laboratory activities, and several homework assignments require the

use of math.


Class participation is required. One section requires students to present their final

homework exercise to the class during the final exam period.

6. Course critique.


This course provides students with the opportunity to explore our physical Earth

from a global perspective. Students are introduced to the Earth‟s dynamic systems

and processes that relate to current changes in the Earth‟s environment. The

interactive nature of the course provides students with the opportunity to achieve


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an understanding of the scientific process and how that is applied to the

understanding of current environmental changes.


There is a need to more build into lectures more explicitly the relations between the

scientific method and our knowledge of the Earth‟s various geo-environmental

systems.

Technology needs to be integrated more effectively into the class and more time

needs to be devoted to impress on students the indirect effects of science and

technology on their world.


None.


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H. Summary of the Category Review Team’s research examining student and

faculty perceptions of the course(s).

Faculty perceptions of individual courses are reflected in the individual course reviews and

assessments in Section G. In general, faculty perceive the courses to be good, well taught, and to

fulfill the requirements and expectations of the Liberal Arts Core Category IV. Student

perceptions were not evaluated due to paucity of data and the fact that all data was anecdotal.


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I. Executive summary of the review area including successes and challenges

and specific recommendations.

Specific Recommendations

Required Laboratories

It is recommended that all courses be 4 credits and include a laboratory component. The

laboratory component should include data gathering, data analysis, and hypothesizing. Students

should present and defend their hypotheses in written or oral presentations. Data analysis should

include computational mathematics, either in manipulating data or determining statistical

measurements. The laboratory component can either be incorporated into the course, such as in

Inquiry into Life Science or Physical Geology or as a separate course, such as Life: The Natural

World – Lab. If the laboratory is a separate course, it is recommended that students be required

to take the laboratory at the same time they take the lecture section.

The Review Committee realizes that this proposal will place a strain on limited

departmental resources in terms of staffing, facilities, equipment, supplies, support, and in some

areas travel. One of the goals of the LAC Core is the development of problem-solving skills.

Passing on knowledge and understandings in science generally does not require laboratory

experience but learning to use and understanding the scientific method does. The scientific

method is fundamental to problem solving and if the essential goal of the LAC is to be met,

graduates need to have acquired competency in its use, application, and limitations. This is best

achieved in laboratory settings. The Review Committee urges the administration to support this

recommendation by reprioritizing and reallocating funds and resources so that this proposal can

be implemented. Such support will not only enhance our future graduates but also help place

UNI on a path to become a premier undergraduate institution.

Loss of Capstone Focus

In general, technology is introduced and discussed as it relates to tools used in various

courses in Category IV of the Liberal Arts Core, such as computers, measuring devices, etc. The

influence of technology on society is not generally discussed. The study of the interaction and

influence of technology on society was the original intent of the Liberal Arts Core Category VI,

Capstone Experience in the course, Environment, Technology, and Society. With the expansion

of this category to include more diverse topics, the original intent of discussing the influence of

technology on society and the environment has been lost in many of the courses now offered.

The review committee laments this loss and encourages a return to the original intent of the

Environment, Technology, and Society course.

Renaming Category IV

Because of the current course emphases in Category IV, it is recommended that the category

be renamed Natural Science.


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Proposed Revised Statement of Purpose for Category IV of the LAC

It is recommended that the Statement of Purpose for Category IV be revised to read as

follows:

Science is a process of inquiry and the collection of knowledge gained by that inquiry. It

is essential that U.N.I. graduates have both a working understanding of the process of science, its

limitations, and an understanding of the current body of scientific knowledge. The process

consists of observation, recording, hypothesizing, and testing. Without testing, one has

pseudoscience. Science has limitations to its understanding but is unbounded in its areas of

pursuit. Science is a paradox in that the more we learn; the more there is to learn. Scientific

discoveries have been a driving force shaping modern society. Yet, societal understanding of

science is poor, at best. U.N.I. graduates should be able to apply scientific methods to

understand the natural, as opposed to the metaphysical, environment and have background

knowledge of the current scientific understanding of the natural environment. Current and future

attempts by society to mitigate the effects of natural events, such as floods, pandemics, famine,

and tornadoes, underscores the centrality of science to any college graduate. Graduates should

understand that the process of science is not conducted in a vacuum, but rather, by humans who

have all the characteristics of other humans and who live in societies largely governed by non-

scientific influences. The scientific enterprise is intimately connected to all other human

activities.

To meet the goal that U.N.I. graduates have both a working understanding of the

scientific method and an understanding of the current knowledge about the physical world, all

courses in Category IV of the Liberal Arts Core shall do the following:

1. Develop critical thinking and problem solving skills by instructing students in the

practical application of the scientific method. This instruction shall include

observation, recording, interpreting, hypothesizing, and testing hypotheses. With

these skills, students should be encouraged to explore and critically question the

world around them.

2. Instruct students in the current understanding of some specific branch of science. A

good grounding in a specific area of science allows students to build upon this

knowledge throughout their life and provides a basis for the student to explore other

areas of science.

Proposed Revised Catalogue Description

It is recommended to change the catalog description of Category IV of the Liberal Arts

Core to indicate a requirement that all courses in the category require students to have satisfied

university entrance requirements in English and Mathematics. The catalogue description should

be revised to read as follows:

Courses in natural science promote an understanding of science as a human process that investigates matter and energy acting within complex organic and inorganic systems. Fundamental principles of both physical and life sciences are included

Students are required to take a course with a scheduled laboratory from both Life Science and Physical Science areas. Less hours are required for students who meet the


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Liberal Arts Core laboratory requirements with a course or courses other than ones listed in Life or Physical Sciences.

For all courses listed under Life Sciences and Physical Sciences, a student must have

satisfied university entrance requirements in English and Mathematics.

Life Sciences (4 hours required)

College of Natural Sciences majors and Health Promotion Major/Science Intensive

Environmental Health Option may meet the Life Science requirement by completing 840:051 or

840:051.)

820:032* Inquiry into Life Science (4 hrs.)

840:012 Life: The Natural World (3 hrs.)

840:013* Life: The Natural World – Lab (1 hr.)

840:014 Life: Continuity and Change (3 hrs.)

840:015* Life: Continuity and Change – Lab (1 hr.)

860:011 Molecules and Life (3 hrs.)

990:010 Human Origins (3 hrs.)

*Lab Course

Physical Sciences (4 hours required)

College of Natural Sciences majors may meet the Physical Sciences requirement by

completing 860:044, 860:070, 880:054, or 880:130. Health Promotion Major/Science Intensive:

Environmental Health Option students may meet the Physical Sciences requirement by

completing 860:044, 860:048, or 860:070.)

820:031* Inquiry into Physical Science (4 hrs.)

820:033* Inquiry into Earth Science (4 hrs.)

860:010** Principles of Chemistry (3-4 hrs.)

870:010** Astronomy (3-4 hrs.)

870:021 Elements of Weather (3 hrs.)

870:022* Elements of Weather Laboratory (1hr.)

870:031* Introduction to Geology (4 hrs.)

880:011* Conceptual Physics (4 hrs.)

880:012 Physics in Everyday Life (3 hrs.)

870:026** Physical Geography (3-4 hrs.)

*Lab course

**Lab Course if 4-hour option elected.


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Instruction

Departments should consider assigning senior, tenured faculty to teach LAC courses

offered within their departments.

Non-Major LAC Courses

Departments that offer introductory courses that are separate and do not count toward a

major should examine the advantages and disadvantages of these offerings to both their

programs and to LAC students. Are these courses sufficiently staffed, funded, and supported?

Do such courses in their Department encourage students to undertake further study of an area or

do they inhibit such inquiry? Would the department be better served if all courses they offer in

the LAC also count toward a major in their area?

Category Outcomes Assessment

It is recommended that students be questioned 5, 10, and 20 years after graduation about

their Liberal Arts Core courses and their relevancy to their lives. It is recommended that this

survey be conducted by the Office of Institutional Research rather than the Alumni Office

because graduates associate the Alumni Office with fund raising. Many alumni are unhappy

with the current practice of the Alumni Office to skim a portion of their contributions. It is felt

that a better response would be obtained if a different organization conducts the survey. As a

sidelight, such a survey could also include an assessment of the former student’s major in terms

of the applicability and preparation the major did for their employment.


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J. Appendices

Liberal Arts Core Course Review Questions

Course Number and Title:

Course Catalog Description:

Credit Hours:

Laboratory (yes/no):

Questions:



delivered?


needed changes.

2. Course content.








3. Instruction.



4. Grading.







6. Course critique.




8. Comments about the description or specific components of the Liberal Arts Core, Category

4, Natural Science and Technology.

Documents

Liberal Arts Core Review of Category IV · The Committee’s examination of the Liberal Arts Core Category IV courses indicates that all courses are relevant to the goals of this