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GE-020-067, SCI 102/102A, Life Paths in Science and Mathematics (1/1)
General Education Course – Area E
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA
ACADEMIC SENATE
GENERAL EDUCATION COMMITTEE
REPORT TO
THE ACADEMIC SENATE
GE-020-067
SCI 102/102A, Life Paths in Science and Mathematics (1/1)
General Education Course – Area E
(note: SCI 101/101A and 102/102A together satisfy GE Area E)
General Education Committee Date: 3/4/08
Executive Committee
Received and Forwarded Date: 4/9/08
Academic Senate Date: 4/16/08
First Reading
5/14/08
Second Reading
BACKGROUND:
This course is a two-quarter sequence that satisfies GE Area E requirements, as described in EO 595. Behaviors and skills conducive to student success are examined. Stress and other health related factors are discussed. Establishing relationships and other social aspects are explored. The emphasis is on student development to prepare them for lifelong learning in Science and Mathematics.
RESOURCES CONSULTED:
Keith Arnold (Biological Sciences), Francis Flores, Michael Green (Mathematics & Statistics), Michael Keith (Chemistry), Robert Kerbs (Computer Science), John Klasik (Geological Sciences), Mary Mogge (Physics), Pamela Sperry (Biological Sciences), Mandayam Srinivas (College of Science); College of Science Chairs, Claudia Pinter-Lucke, Faculty Teaching Courses in Area E
REVIEW:
This course has been considered by the GE Committee in two consecutive years and approved each time. In this academic year, GE committee members have asked for specific information that justifies approving this class as an area E offering. Several revisions were supplied by the course authors and those revisions are reflected in the accompanying Extended Course Outline.
RECOMMENDATION:
The GE Committee voted 8-0-1 to approve this course, and now forwards it to the Academic Senate for approval.
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA
2007-2008
EXPANDED COURSE OUTLINE
Course Title: Science and Mathematics: Freshman Experience
Course Numbers: SCI 101/101A and 102/102A
Prepared By: Keith Arnold, Gary Carlton, John Chan, Pamela Sperry (Biological Sciences), Michael Keith, Edward Walton (Chemistry), Robert Kerbs, Amar Raheja (Computer Science), John Klasik (Geological Sciences), Brent Deschamp, Michael Green (Mathematics & Statistics), Mary Mogge (Physics), Mandayam Srinivas (College of Science)
Date Prepared: November 21, 2007 (Revised Draft: January 22, 2008)
I. Catalog Description:
SCI 101/101A Science and Mathematics: Freshman Experience I (1/1) FW
Development of the student as a scientist or mathematician. Role of science and mathematics in society. Developing attitudes and behaviors leading to academic success and active learning. Community building through collaborative learning activities. Development of long-term good health and wellness practices. Co-curricular activities in science and mathematics areas. 1 lecture, 1 two-hour activity. Concurrent enrollment required. SCI 101/101A and SCI 102/102A together satisfy GE Area E.
SCI 102/102A Science and Mathematics: Freshman Experience II (1/1) WS Continued development of the student as a scientist or mathematician. Exploring the impact of science and mathematics on various disciplines. Analysis of current issues involving science and mathematics in society and exploration of possible solutions. Scientific values and integrity. Co-curricular activities in discipline areas. Guest lectures by professionals in the disciplines. 1 lecture, 1 two-hour activity. Concurrent enrollment required. SCI 101/101A and SCI 102/102A together satisfy GE Area E.
II. Required Background or Experience:
None.
III. Expected Outcomes:
This two-course sequence is designed for entering freshmen interested in mathematics and science. The emphasis is on student development to prepare them for lifelong learning in a social and physical environment increasingly infused with issues related to science and mathematics. The first quarter focuses on the scientific method and its strengths and limitations, on building a sense of community among students, and on academic and personal development. The second quarter emphasizes professional development through an exploration of the history of science and mathematics and an investigation of career opportunities in the student’s major discipline. Specific student learning outcomes are:
· Explore the history and development of science and mathematics
· Understand the philosophical and conceptual foundations of science and mathematics
· Recognize the strengths and limitations of science
· Explore the role that science and mathematics play in society
· Examine accepted scientific values and expectations of scientific integrity
· Understand the nature of human learning and develop personal lifelong learning styles
· Understand the value of functioning in groups in not only an academic but also social setting, and learn the interpersonal skills needed in a diverse community
· Cultivate an ability to reason scientifically, critically analyze written and spoken information, and communicate effectively with others both in written and oral form
· Discover specific academic strengths and interests, set academic goals consistent with those strengths and interests, and develop a personalized academic plan and timeline to graduation
· Develop active planning, goal setting, time management skills, stress management, and personal and financial skills needed to succeed academically
· Learn to use the full range of campus resources in pursuit of personal and professional growth within the major discipline
· Learn about the career opportunities available in the major discipline and specific skills needed for obtaining and maintaining a successful career
Relationship to GE Area E
This two-course sequence satisfies GE Area E requirements, as described in EO 595 (page 5):
A minimum of three semester units or four quarter units in study designed to equip human beings for lifelong understanding and development of themselves as integrated physiological and psychological entities. Instruction approved for fulfillment of this requirement should facilitate understanding of the human being as an integrated
physiological, social, and psychological organism. Courses developed to meet this requirement are intended to include selective consideration of such matters as human behavior, sexuality, nutrition, health, stress, key relationships of humankind to the social and physical environment, and implications of death and dying. Physical activity could be included, provided that it is an integral part of the study described herein.
Behaviors and skills conducive to student success are examined. Stress and other health-related factors are discussed. Establishing relationships and other social aspects are explored. The emphasis is on student development to prepare them for lifelong learning and to understand the fundamental method of science and the impact on society of science and mathematics.
III. Instructional Materials:
Required Textbooks
Ellis, D. Becoming a Master Student. 11th Edition. Houghton Mifflin, New York, NY. 2006.
Paul, R. and Elder, L. A Miniature Guide to Scientific Thinking. Foundation for Critical Thinking. 2003. (www.criticalthinking.org)
Other Resources
A variety of other resources will be used, including books, articles and on-line materials. The resource list will be frequently refreshed to remain current and contextual. Here is an initial list:
Books
Astor, B. What Can You Do with a Major in Biology: Real people. Real jobs. Real rewards. Cliffs Notes, 2005.
Balashov, Y. and Rosenberg, A. Philosophy of Science: Contemporary Readings. Routledge, London, UK. 2002.
Camenson, B. Great Jobs for Geology Majors. Second Edition. McGraw-Hill, New York, NY. 2006.
Carey, S.S. A Beginner’s Guide to Scientific Method. Third Edition. Thomson/Wadsworth, Toronto, Canada. 2002.
Christophorou, L.G. Place of Science in a World of Values and Facts. Kluwer Academic/Plenum Publishers, New York, NY. 2001.
Easton, T. Careers in Science. Fourth Edition. McGraw-Hill, New York, NY. 2004.
Ellis, D. Becoming a Master Student. 11th Edition. Houghton Mifflin, New York, NY. 2006.
Gauch, H.G., Jr. Scientific Method in Practice. Cambridge University Press, Cambridge, UK. 2003.
Goldberg, J. Great Jobs for Computer Science Majors. Second Edition. McGraw-Hill, New York, NY. 2002.
Hamachek, A. Coping with College: A Guide for Academic Success. Third Edition. Pearson Prentice Hall, Upper Saddle River, NJ. 2007.
Henry, J. The Scientific Revolution and the Origins of Modern Science. Second Edition. Palgrave, New York, NY. 2002.
Henson, J. The Real Freshman Handbook: A Totally Honest Guide to Life on Campus. Houghton Mifflin, New York, NY. 2003.
Holschuh, J.P. and Nist, S.L. Effective College Learning. Pearson, New York, NY. 2007.
Jacobs, L.F. and Hyman, J.S. Professors’ Guide to Getting Good Grades in College. Collins. 2006.
Laudan, L. Science and Values: The Aims of Science and Their Role in Scientific Debate. Reprint Edition. University of California Press, Berkeley, CA. 1986.
Losee, J. A Historical Introduction to the Philosophy of Science. Fourth Edition. Oxford University Press, Oxford, UK. 2001.
Mach, M. How to Succeed in College: Choosing a Major, Transferring, and Completing Your Degree in Four Years or Less. ScareCrow Education, Lanham, MD. 2004.
Machamer, P. and Silberstein, M. The Blackwell Guide to the Philosophy of Science. Blackwell Publishers, Malden, MA. 2002.
Macrina, F.L. Scientific Integrity: An Introductory Text with Cases. Second Edition. American Society Microbiology. 2000.
Navigating Your Freshman Year: How to Make the Leap to College Life-and Land on Your Feet (Students Helping Students) Prentice Hall, New York, NY. 2005.
Reynolds, J.A. College Success: Study Strategies and Skills. Allyn and Bacon, Needham Heights, MA. 1996.
Rigden, J.S. Landing Your First Job: A Guide for Physics Students. Springer, New York, NY. 2002.
Robinson, A. What Smart Students Know: Maximum Grades. Optimum Learning. Minimum Time. Three Rivers Press. 1993.
Santrock, J.W. and Halonen, J.S. Your Guide to College Success: Strategies for Achieving Your Goals. Second Edition. Wadsworth, Belmont, CA. 2002.
Sterrett, A. (Ed.) 101 Careers in Mathematics. Second Edition. Mathematical Association of America. 2003.
Woodburn, J.H. Opportunities in Chemistry Careers. Second Edition. McGraw-Hill, New York, NY. 2002.
Ziman, J. Real Science. Cambridge University Press, Cambridge, UK. 2002.
On-line resources
University Catalog
BroncoDirect
Schedule of classes
BroncoCompass
Department home pages and road maps
Financial planning tools
Student club web sites
www.howtostudy.org
www.ehow.com/how_1576_avoid-freshman-15.html
www.csupomona.edu/~jkchan/pre-prof/index_pre.htm
Two and four-year schedule of course offerings
Discipline-specific web pages
Career-related web pages
Web sites of professional organizations in discipline:
American Institute of Biological Sciences www.aibs.org
American Society for Cell Biology www.acsb.org
Botanical Society of America www.botany.org
American Society for Microbiology www.asm.org
Ecological Society of America www.esa.org
American Chemical Society www.acs.org
American Society for Biochemistry and Molecular Biology www.asbmb.org
Association of Computing Machinery www.acm.org
Geological Society of America rock.geosociety.org
American Association of Petroleum Geologists www.aapg.org
American Geophysical Union www.agu.org
Association of Engineering Geologists www.aegweb.org
Society for Sedimentary Geology www.sepm.org
American Mathematical Society www.ams.org
American Statistical Association www.amstat.org
American Physical Society www.aps.org
American Institute of Physics www.aip.org
V. Minimum Student Materials
Assigned textbooks:
Ellis, D. Becoming a Master Student. 11th Edition. Houghton Mifflin, New York, NY. 2006.
Paul, R., and Elder, L. A Miniature Guide to Scientific Thinking. Foundation for Critical Thinking. 2003. (www.criticalthinking.org)
Access to all resources listed above.
VI. Minimum College Facilities:
Smart (TELS) classroom; Internet and library access.
VII. Course Outline:
Week / Theme / Topics / Readings1-2 / Introduction to Science and Human Pursuits
Activity: Course Introduction / What differentiates science from other fields of study? The claims of science and the role of presupposition, evidence, and logic in scientific inquiry (PEL model). Philosophical arguments for and against science. University expectations, important university dates and policies, classroom etiquette and personal responsibility. / Ellis: Intro
Paul & Elder:
pp. 2-13
3-4 / Deductive Logic & Fallacies
Activity: Lecture & Lab Skills. GPA Learning Styles / The differences between inductive and deductive logic. The movement from fact to hypothesis in deductive logic. Common fallacies in deductive logic. Teaching and learning styles, study skills, note taking, and preparing for exams. The role of lab work in scientific learning. Grades, GPA, and academic standing. / Ellis:
Ch 1,5,6,7
Paul & Elder
pp. 14-19
5-6 / Probability and Logic in Science
Activity: Campus Resources and Community / Introduction to probability and the role of probability in deductive logic. Mistakes in probability reasoning. Recognizing the importance of pluralism, diversity, civility and interpersonal skills. Developing a sense of community through clubs, cultural centers, and campus events. / Ellis:
Ch 6, 7,9
Paul & Elder
pp. 20-27
7-8 / Inductive Logic & Statistics
Activity: Student Planning for Success / Introduction to inductive logic, the statistical nature of inductive logic, and the process of moving from collected data to constructed model. Bayesian and frequentist approaches to statistics. The process and benefits of goal setting, time management, and financial planning. / Ellis:
Ch 2,7
Paul & Elder:
pp. 28, 41-45
9-10 / Parsimony. The Limitations of Science
Activity: Logic Application to Life Student Group Presentations / Application of deductive and inductive logic to generate and test scientific hypotheses. Application of the PEL model to personal behavior to predict consequences of decisions and habits and to make lifestyle changes. Introduction to the concept of parsimony with examples from science history. The power and limitations of science. Health and safety, lifestyle issues, managing stress. Health Center, CAPS. Student presentations. / Ellis:
Ch. 8,11
11-12 / Introduction to Science & Math Disciplines
Activity: Student Learning, Career Resources / Introduction to specific disciplines in science and mathematics. Use of campus resources and information technology in academics and careers in science and mathematics. Library, tutoring center, writing center, career center, and online resources. Assessment of career interests. Résumés and cover letters. / Ellis:
Ch 10,12
13-14 / History - Eminent Scientists
Activity: Scientific Integrity Scientific Values / History and development of science disciplines. Eminent scientists and their contributions to science and society. Mathematics concepts and problems. Ethics in the discipline and academic integrity. The Office of Judicial Affairs. Guest speaker. Topics vary by discipline. / Ellis: Ch 8,10
Paul & Elder:
pp. 29-40
pp. 46,47
15-16 / Science & Math in the professional world.
Activity: Course & Career Track Advising / Exploration of science and math in the professional world, including prominent professionals and their contributions. Mathematics concepts and problems. Guest speakers. Topics vary by discipline. / Ellis: Ch 12
17-18 / Career Preparation
Activity: Individualized Learning Opportunities / On-campus research opportunities. Mentoring versus advising. Internships, cooperative education, and work-study programs. Co-curricular activities. Pre-professional advising. Using your summer job to make life choices. Guest speaker. Topics vary by discipline. / No assigned
readings
19-20 / Role of Science & Math in Society
Activity: Student Academic Plans & Presentations / Exploring the role and contributions of science or mathematics discipline in society. Professional organizations. Student presentations. / No assigned
readings
VIII. Instructional Methods: