WEBER STATE UNIVERSITY

Area: LIFE SCIENCE

Date:

College: Honors Program

Department: Honors Program

Catalog Abbreviation: HNRS 1510

Catalog Title: Perspectives in Life Sciences

Course Number: 1510

Credit Hours: 3

Substantive: ______

New: ______

Revised: ______

Renewal _X___

Course description as you want it to appear in the catalog:

The Honors Program General Education classes offer students an opportunity to fulfill the Life Sciences learning outcomes in the setting of a class designed according to the following guidelines provided by the National Collegiate Honors Council (NCHC):

Within this Honors context, "Perspectives in Life Sciences" is designed to fulfil Weber’s General Education requirements.

Because of the variation in faculty teaching the classes as well as the different course topics, the director of the Honors Program is responsible for assuring that "Perspectives in Life Sciences" meets the General Education learning outcome requirements. To fulfil this responsibility, the director meets with faculty the semester before they teach to introduce them to the course requirements. The General Education learning outcomes will be included in the packet of materials which are discussed at the meeting. Faculty will also be provided with a syllabus template to help them craft an appropriate syllabus for the course. (A copy of that syllabus template is

included with this packet.)

We also require Honors faculty provide us with a written syllabus at least two months before they teach. The Honors director takes responsibility for reading the "Perspectives in Life Sciences" each semester to ensure the syllabus clearly indicates the 8 point learning outcomes will be covered in the class.

Nature of science. Scientific knowledge is based on evidence that is repeatedly examined, and can change with new information. Scientific explanations differ fundamentally from those that are not scientific.

Every science class teaches students how to acquire knowledge based on material evidence so students learn that science is a way of knowing. For example, in his syllabus, Dr. Lorowitz says of his class, "this course will provide a foundation in general biology and microbiology."

Integration of science. All natural phenomena are interrelated and share basic organizational principles. Scientific explanations obtained from different disciplines should be cohesive and integrated.

For example, integration is reflected in William Lorowitz’s syllabus purpose: "Overall, this course will integrate . . .general and specific concepts in these fields with topics in physics, chemistry and math."

Science and society. The study of science provides explanations that have significant impact on society, including technological advancements, improvement of human life, and better understanding of human and other influences on the earth’s environment.

For example, Dr.Skopec says of her class, "This course will use Michael Pollan’s best selling book, The Omnivore’s Dilemma, as a jumping off point for learning how the human diet has changed over time and its implications for our health as well as that of the environment."

Problem solving and data analysis. Science relies on empirical data, and such data must be analyzed, interpreted, and generalized in a rigorous manner.

For example, Dr. Skopek’s class gathers data about the human diet from local sources such as the farmer’s market, the Beehive Cheese Company, and analysis of recipes and menus. The theory of nutrition goes hand in hand with empirical data and analysis. Students participate directly in the process of problem solving and data analysis in this class.

Levels of organization: All life shares an organization that is based on molecules and cells and extends to organisms and ecosystems.

For example, in his syllabus, Dr. Mull says of his class, "This section of Honors LS1510 will introduce many of the major topics normally found in a one-semester, introductory biology course: scientific reasoning, cell biology, genetics, evolution, anatomy and physiology, taxonomic classification, and ecology."

Metabolism and homeostasis: Living things obtain and use energy, and maintain homeostasis via organized chemical reactions known as metabolism.

For example, Dr. Mull’s says of the study of ants, "anyone who understands one group in all of its major details will have a good general understanding of the biological processes common to all organisms." Studying ants inevitably involves such issues as water balance, respiration, metabolism of food, elimination of waste, and the regulation of body temperature.

Genetics and evolution: Shared genetic processes and evolution by natural selection are universal features of all life.

For example, Dr. Skopek says of her class, "Through readings and discussions we will cover the basics of nutrition, ecology and evolution." Dr. Mull discusses the evolutionary relationship between ants and other insects.

Ecological interactions: All organisms, including humans, interact with their environment and other living organisms.

Whether its ants or humans, all these classes focus on the way living organisms live in conjunction with each other and their environment.

The following three syllabi are attached as examples of this course:

Dr. William Lorowitz: "Perspectives in Life Science"

Dr. Michele Skopec: "The Omnivore’s Dilemma"

Dr. John Mull: "Secrets of the Sisterhood: An Ant-centered Perspective on Biology"

Current General Education Courses and Existing Courses Seeking General Education Status:

At the end of each semester, we distribute the following evaluation forms:

Samples of those three forms are attached.

Each step of the assessment process feeds into the next step so that Honors works in a continuous loop of assessment leading to improved student learning which we then assess.

First, in preparation for teaching, I convene an orientation meeting each semester for the faculty teaching the next semester. The faculty receive a packet information, including General Education requirements and assessment materials as part of their training.

At the end of each semester, we administer the three evaluation forms listed above. As Honors director, I read all the evaluations at the end of the semester. I then write a personal letter to each Honors teacher, quoting from the student comments. When faculty receive poor student evaluations, I discuss the class with that teacher.

I am currently implementing an assessment program based on samples of student work , collected at the end of each semester. A group of faculty work with me to read the student samples in terms of meeting both Honors and General Education learning outcomes.

The Omnivores Dilemna” – Honors LS 1510

Course Syllabus – Fall 2009

Time: 12:30 – 3:10 PM (M)                           Location:            LI 227

Instructor: Dr. Michele Skopec                     Office Hours:      M 9:30-11:30 AM

Office:        408 Science Lab                                                       F 9:30-11:30 AM

Phone:       626-6167                                       Zoology Office:  626-6165                           

Email:        micheleskopec@weber.edu                                                        

Text: The Omnivore’s Dilemma A Natural History of Four Meals. By Micheal Pollan. Penguin Press. New York, New York. 2006.

Other reading:  Other reading assignments will be provided in class.

Objectives:  This course will use Michael Pollan’s best selling book “The Omnivore’s Dilemma” as a jumping point for learning how the human diet has changed over time and its implications for our health as well as that of the environment.  Through readings and discussions we will cover the basics of nutrition, ecology and evolution.

Expectations:  This course will involve daily discussions, field trips, and guest speakers.  It is therefore essential to attend class.  Many of the assignments will be described only in class or may depend on attending a field trip or the lecture of a guest speaker.  Come to class prepared by completing the reading assignments prior to class.  Cheating and plagiarism will not be tolerated and will result in academic discipline. A description of cheating and possible sanctions may be found in the Student Code. Copies are available from the vice president for student services and ASWSU.

Grading:   Grades will be determined based on attendance and participation worth 100 points, five assignments worth 20 points each, a final project worth 100 points presented during the last week of the semester and making a meal for the class worth 100 points.   Attendance and participation is worth 20% of your grade or 100 points, because this class only meets once per week and is dependent on group discussions, guest speakers, and field trips so attendance and participation is mandatory.  Each absence without a valid excuse, such as illness etc., will result in 15 points being taken from your attendance and participation score. 

Assignments (5 worth 20pts each)                              100pts

Journal                                                                         100pts

Final project                                                                100pts

Meal                                                                            100pts

Attendance and participation                                     100pts

Total points                                                                 500pts

Grades will be based on the percentage of total points attained.

90-100% = A, 80-89% = B, 70-79% = C, 60-69% = D, <60% = E 

Course Schedule

H1N1 campus closure:  In the event of an extended campus closure I will continue to provide instruction by utilizing the Blackboard online course system and e-mail. Additional assignments will be posted on Blackboard and discussions will be made available to allow you to interact with other students and me about course material discussions.  I will check email within the Blackboard course on a daily basis should you need to communicate with me personally.