nr150 oceanography sections 001 and 801 course syllabus … · 2020. 9. 15. · forest &...

Forest & Rangeland Stewardship

NR150_OCEANOGRAPHY Sections 001 and 801 COURSE SYLLABUS

Department of Forest and Rangeland Stewardship

Warner College of Natural Resources

Instructor Teaching Assistants Name: Ursula Quillmann Maya Valesco (Graduate Student TA) Office: NR209 and off campus [email protected] Phone: N/A Cami Marfizo (Undergraduate Student TA)

[email protected] E-Mail: [email protected] Alex Lopez (Undergraduate Student TA) Office Hours:

SEE BELOW and by appointment

[email protected] Shabana Hoosein (Graduate Student TA) [email protected]

_____________________________________________________________________________________ Term: Fall 2020 Class Meeting Days: Tu and Th Class Meeting Hours: 9:30-10:45AM Class Location: THIS COURSE WILL BE TAUGHT

ASYNCHRONOUSLY ONLINE

Course Credits: 3 _____________________________________________________________________________________

OFFICE HOURS (details in Canvas)

MST Monday Tuesday Wednesday Thursday Friday Sat. Sunday

8-9

Cami Maja Cami

9-10 Alex Cami Maja Cami

10-11 Alex

Alex

11-12 Maja Alex

Alex

12-1 Maja

Alex

3-4

Cami

4-5 Shabana Shabana Cami

5-6 Shabana Shabana

6-7 Ursula

7-8

Ursula Ursula

8-9 Ursula


WELCOME Welcome to NR150_Oceanography! I am happy to announce that I will be supported by an excellent teaching team this semester. Maya, Cami, Alex, and Shabana are assisting me this semester. Go to meet “Meet the Teaching Team” on our Canvas site to find out more about us. We are here for you and for your success. Please take advantage of our virtual office hours. We are also happy to meet with you (virtually) outside our regular office hours. This course will be offered asynchronously online. The course material is organized in modules. The weekly modules and assignments will open up Mondays at 12:05 AM (five minutes past midnight) and close on Sundays at 11:59 PM (one minute before midnight). All dates and times on our Canvas course site and in this syllabus are stated in Mountain Standard Times (MST). If you are in a different time zone, please make sure that you consider the time difference between your time zone and the MST time zone. It is up to you how to organize your week, but we will be happy to assist you with your planning and answer questions. Throughout the semester, we will offer workshops on how to succeed in our class. Watch out for announcements. We will communicate with you on a regular basis. I appreciate any honest feedback at any time during the semester. I am commited to improving this course where ever possible. If you have any questions, concerns, suggestions, please don’t hesitate to contact me or my teaching team.

COURSE OVERVIEW The ocean is under greater pressure from anthropogenic influence than ever before, and therefore it is important that we try to understand the nature of oceanic processes. We will take an interdisciplinary approach by breaking oceanography into marine geology, chemistry, physics, and biology. In our geological oceanography component, we will explore how ocean basins and ocean floor features formed, such as ocean spreading ridges, trenches, and hydrothermal vents. Why is the ocean salty and where do the nutrients in the ocean come from? We will find out in our chemical oceanography component! The physical oceanography component addresses wave formation, tides, tsunamis, ocean surface and thermohaline circulation, and how these are constrained by ocean basins and ocean floor features. Lastly, we will discuss biological oceanography in the context of geological, chemical, and physical oceanography to assess the complexity of marine life. We will study plankton, fishes, marine mammals, birds, and reptiles. Ecosystems like kelp forests, tidal pools, coral reefs, hydrothermal vents support an array of fascinating organisms. We will study how these organisms within an ecosystem interact with one another. Throughout the semester we will address the multiple threats the ocean is facing from human activities, including warming waters, plastic pollution, sand mining, ocean acidification, and sea level rise. We documented some of the consequences related to human activities during my Spring 2017 voyage with Semester at Sea. It gave me a deeper understanding of how pertinent it is to protect our ocean.


Figure: Visual Course Overview

Course LEARNING OBJECTIVES 1. Outline the fundamentals of oceanography by acquiring insights to four of the main disciplines in

oceanography (geological, physical, chemical, and biological oceanography) 2. Describe services the ocean provides for life on Earth and for humans 3. Analyze how the ocean plays a key role in shaping Earth's climate 4. Assess human impacts on ocean environments and climate 5. Synthesize the connection between marine life and the geology, physics, chemistry, and environment of

the ocean

CSU’S LAND ACKNOWLEDGMENT STATEMENT Colorado State University acknowledges, with respect, that the land we are on today is the traditional and ancestral homelands of the Arapaho, Cheyenne, and Ute Nations and peoples. This was also a site of trade, gathering, and healing for numerous other Native tribes. We recognize the Indigenous peoples as original stewards of this land and all the relatives within it. As these words of acknowledgment are spoken and heard, the ties Nations have to their traditional homelands are renewed and reaffirmed. CSU is founded as a land-grant institution, and we accept that our mission must encompass access to education and inclusion. And, significantly, that our founding came at a dire cost to Native Nations and peoples whose land this University was built upon. This acknowledgment is the education and inclusion we must practice in recognizing our institutional history, responsibility, and commitment. https://landacknowledgment.colostate.edu THIS IS AN INCLUSIVE CLASSROOM Inclusive teaching involves deliberately cultivating a learning environment where all students are treated equitably, have equitable access to learning, and feel valued and supported in their learning. Such teaching attends to social identities and seeks to change the ways systemic inequities shape dynamics in teaching-learning spaces, affect individuals’ experiences of those spaces, and influence course and curriculum design. – Adapted from http://crlt.umich.edu/node/90467


CSU’S PRINCIPLES OF COMMUNITY • Inclusion: We create and nurture inclusive environments and welcome, value and affirm all members of

our community, including their various identities, skills, ideas, talents and contributions. • Integrity: We are accountable for our actions and will act ethically and honestly in all our interactions. • Respect: We honor the inherent dignity of all people within an environment where we are committed to

freedom of expression, critical discourse, and the advancement of knowledge. • Service: We are responsible, individually and collectively, to give of our time, talents, and resources to

promote the well-being of each other and the development of our local, regional, and global communities.

• Social Justice: We have the right to be treated and the responsibility to treat others with fairness and equity, the duty to challenge prejudice, and to uphold the laws, policies and procedures that promote justice in all respects. https://diversity.colostate.edu/resources/principles-of-community/

REQUIRED TEXTS • “Oceanography: An Invitation to Marine Science, 9e” by Tom Garrison (and Robert Ellis)

ISBN-13: 978-1305105164

LIBRARY & RESEARCH HELP The CSU Libraries Help Desk provides basic research and technical assistance either in person at Morgan Library or by phone at 970-491-1841. Virtual assistance is also available via the Libraries’ Ask Us chat and email services (http://lib.colostate.edu/help/ask-us). Jocelyn Boice is the librarian supporting the Forest and Rangeland Stewardship Department and this course. Contact her for in-depth assistance at: [email protected]. CANVAS INFORMATION & TECHNICAL SUPPORT

Canvas is the where course content, grades, and communication will reside for this course.

• Login for Canvas • Canvas Support • For passwords or any other computer-related technical support, contact the Central IT Technical

Support Help Desk. o (970) 491-7276 o [email protected]

The Technical Requirements page identifies the browsers, operating systems, and plugins that work best with Canvas. If you are new to Canvas quickly review the Canvas Student Orientation materials.

IMPORTANT DATES TO REMEMBER • Last Day to Add/Drop Classes Without an Instructor Override: Sun, Aug 30, 2020 • Registration Closes: Wed, Sept 9, 2020 • Withdrawal Deadline (50% tuition refunded with ‘W’ grade): Mon, Oct 19, 2020 • Fall Recess: Sat, Nov 21–Sun, Nov 29, 2020 • Last Day to Process a University Withdrawal: Fri, Dec 11, 2020 • Final Examinations: Mon-Fri, December 14-18, 2020


Course specific*: *see Course Schedule for details

• Midterm Exam 1: Sept. 17 - Sept. 20 (Week 4) • Midterm Exam 2: Oct. 15 - Oct. 18 (Week 8) • Midterm Exam 3: Nov. 5 - Nov 8 (Week 11) • Final Exam: Dec 13 - Dec 16 (Finals Week)

• Useful websites with important dates to remember

o Registration Dates o Other

COURSE SCHEDULE* *subject to change WEEK 1: August 24-August 30

• Module 1: Why study the ocean and course overview o Reflection 1 o Discussion

• Module 2: Marine Resources o HW*: Marine Resources

*Homework

GEOLOGICAL OCEANOGRAPHY WEEK 2: August 31-September 6

• Documentary: Sand Wars o Documentary worksheet o Discussion

• Module 3: The Origin of the Ocean o HW: The Origin of the Ocean

WEEK 3: September 7-September 13

• Module 4: Earth Structure and Plate Tectonics o Reflection 2 o Discussion o HW: Earth Structure o HW: Plate Tectonics

WEEK 4: September 14-Septemberr 20

• Module 5: Ocean Basins (Continental Shelf) o Discussion o HW: Ocean Basins (Continental Shelf)

• Midterm Exam 1 (opens on Sept 17 at 12:05AM and closes on Sept 20 at 11:59PM)

Geological Oceanography (covers Modules 1-4 and Module 5 Ocean Basins (Part 1): Continental Shelf only)


WEEK 5: September 21-September 27

• Documentary: Drain the Ocean o Documentary worksheet

• Module 5: Ocean Basins (deep ocean) o HW: Ocean Basins Part 2: deep ocean

• Module 6: A History of Marine Science o HW: A History of Marine Science

Chemical Oceanography WEEK 6: September 28-October 4

• Module 7: Water and Ocean Structure o Reflection 3 o Discussion o HW: Water and Ocean Structure

• Module 8: Ocean Chemistry o HW: Ocean Chemistry

WEEK 7: October 5-October 11

• Module 9: Circulation of the Atmosphere o Discussion o HW: Circulation of the Atmosphere, Part 1 o HW: Circulation of the Atmosphere, Part 2

WEEK 8: October 12-October 18

• Module 10: Circulation of the Ocean, Part 1

• Midterm Exam 2 (opens on Oct. 15 at 12:05AM and closes on Oct.18 at 11:59PM) Covers material from Week 5-8. (Note: Module 10: Circulation of the Ocean will be on Exam 3)

Physical Oceanography WEEK 9: October 19-October 25

• Module 10: Circulation of the Ocean, Part 2 o Reflection 4 o Discussion o HW: Circulation of the Ocean, Part 1 o HW: Circulation of the Ocean, Part 2

• Documentary Plastic Paradise o Documentary worksheet o Discussion

WEEK 10: October 26-November 1


• Module 11: Waves o HW: Waves, Part 1

• Module 11: Waves, Part 2 and Tides o Discussion o HW: Tides o Module 12: Coasts, Part 1 o HW: Coasts

WEEK 11: November 2-November 8

• Module 13: Coasts, Part 2 o Discussion

• Midterm Exam 3 (opens on Nov.5 at 12:05AM and closes on Nov. 8 at 11:59PM)

Covers material from week 8-11.

Biological Oceanography WEEK 12: November 9-November 15

• Documentary: The Whale

o Documentary worksheet o Discussion

• Module 14: Life in the Ocean o HW: Life in the Ocean

WEEK 13: November 16-November 22

• Module 15: Primary Producers o Discussion o HW: Primary Producers

• Module 16: Marine Animals, Part 1 o HW: Marine Animals, Invertebrates o Reflection 5

Fall Reccess: The week of November 21 WEEK 14: November 29-December 6

• Module 16: Marine Animals, Vertebrates o Discussion o HW: Marine Animals, Vertebrates I o HW: Marine Animals, Vertebrates II

WEEK 15: December 7-December 13

• Module 16: Marine Communities o Discussion o HW: Marine Communities

WEEK 16: (opens on Dec. 13 at 12:05AM and closes on Dec.16 at 11:59PM)

• FINAL EXAM (cumulative with emphasis on the Material after Midterm Exam 3)


ASSIGNMENTS The assignments are designed to support students in their learning journey. The assignments lign up with the course and module learning objectives of this course. Detailed module learning objectives are posted on Canvas. Rubrics and expectations are posted on Canvas. The assignments are broking into several categories to take the pressure off students who are not good exam takers. Assignments a-d are set up to provide a “safety net” (55% of the total grade). Students can find more details about the grading scheme on Canvas.

a. Weekly Online Discussions: 90 points (15%) Fifteen weekly online discussions, 6 points each, will provide students the opportunity to actively engage with their peers and explore the material together. Expectations and rubrics will be posted on Canvas. We will adhere to community rules as determined by the students, the teaching team, and the university.

b. Homework: 15o points (25%) There will be a total of 22 homeworks offered throughout the semester. Each homework is worth 7.5 points and the two lowest scores will be dropped. The course schedule outlines the homework schedule. The homeworks are designed to help students study the material and to prepare for the midterm exams and the final exam. The questions on the homework are similar in form to exam question and therefore, a good practice. As soon as students submit their homework, they will see which questions they missed. Students have a chance to check their notes and textbook to see why they missed the questions. Students have a second attempt to submit the homework with the correct answers.

c. Documentary Worksheets: 60 points (10%) The four documentaries we will watch this semester were chosen to place the course content into real life situations. The worksheets (15 points each) associated with the documentaries were designed for students to process the content of the documentaries, some of which can spark emotional responses. The worksheets have a discussion component, which will allow students to pose questions and incite discussions among their peer group. Expectations and rubrics will be posted on Canvas.

d. Reflections: 30 points (5%) The responses to the five reflections (6 points each) are addressed to the instructor. It will give me a chance to check on the well-being of the students, how the students are doing in class and outside the class environment. Students who participate in the reflections will receive full points. Expectations and rubrics will be posted on Canvas.

e. Midterm Exams: 180 points (30%)

There will be three midterms. Each midterm is worth 60 points. Exams will be online. Exams will test students' understanding of oceanographic concepts and facts. Exams will be multiple choice, True/False, and fill-in-the-blank questions. Midterm exams are timed and students have one attempt only.

f. Final Exam: 90 points (15%) The cumulative final will give students the chance to see the connection between geological, chemical, physical, and biological oceanography. Emphasis will be on the new material covered since the third midterm exam. The final exam is timed and students have one attempt only.


BASIS FOR FINAL GRADE I’m committed to responding to your work in a timely manner. Discussions, worksheets, reflections should be graded within one week. If, however, due to unforeseeable circumstances, the grading of your work takes longer, I will keep you informed of my progress and make every effort to return your work with feedback as soon as I can.

Assignment Grade Points Grade Percentage a. Weekly online discussions (15 @ 6 points each) 90 15% b. Homework Quizzes (22 @ 7.5 points each)

Two lowest scores will be dropped 150 25%

c. Documentary Worksheets (4 @ 15 points each) 60 10%

d. Reflections (5 @ 6 points each) 30 5% e. Midterms (3 @ 60 points each) 180 30% f. Final Exam 90 15%

Total 600 100% Keep a backup copy of all work created for the course, including work submitted through Canvas. I highly recommending using a cloud system or flash drive to backup work. GRADE DESCRIPTION Grade Range A+ 100 % to 96.67% A < 96.67 % to 93.33% A- < 93.33 % to 90.0% B+ < 90.0 % to 86.67% B < 86.67 % to 83.33% B- < 83.33 % to 80.0% C+ < 80.0 % to 76.67% C < 76.67 % to 70.0% D < 70.0 % to 60.0% F < 60.0 % to 0.0%

CSU's grading scale does not allow C-, D+, and D- for final grades.

Course Policies Late Work Policy Modules will open up Mondays at 12:05AM and close Sundays at 11:59PM. All assignments, except midterm exams and the final exams, are due on Sundays at 11:59PM of the week they were assigned. Any changes will be communicated clearly. Late work will be accepted only if arrangements with the instructor were made beforehand. Canvas keeps track of each attempt the student makes to do the homework and records the attempt when the assignment is opened. ‘No computer’ or ‘no internet connection’ problems are not valid excuses for late assignments. Do not wait until the last minute to do your homework. Grades of "Incomplete" Per university policy, an instructor may assign temporary grade of Incomplete to a student who demonstrates that he or she could not complete the requirements of the course due to circumstances beyond the student's control and not reasonably foreseeable. A student must be passing a course at the time that an Incomplete is


requested unless the instructor determines that there are extenuating circumstances to assign an Incomplete to a student who is not passing the course. When an instructor assigns an Incomplete, he or she shall specify in writing using the Department Incomplete Grade Form the requirements the student shall fulfill to complete the course as well as the reasons for granting an Incomplete when the student is not passing the course. The instructor shall retain a copy of this statement in his or her grade records and provide copies to the student and the department head or his or her designee. (Section I.6 of the Academic Faculty and Administrative Professional Manual). For more information visit this link on the registrar’s webpage.

UNIVERSAL DESIGN FOR LEARNING/ACCOMMODATION OF NEEDS I am committed to the principle of universal learning. This means that our classroom, our virtual spaces, our practices, and our interactions be as inclusive as possible. Mutual respect, civility, and the ability to listen and observe others carefully are crucial to universal learning. If you are a student who will need accommodations in this class, please contact me to discuss your individual needs. Any accommodation must be discussed in a timely manner. A verifying memo from The Student Disability Center may be required before any accommodation is provided. The Student Disability Center (SDC) has the authority to verify and confirm the eligibility of students with disabilities for the majority of accommodations. While some accommodations may be provided by other departments, a student is not automatically eligible for those accommodations unless their disability can be verified and the need for the accommodation confirmed, either through SDC or through acceptable means defined by the particular department. Faculty and staff may consult with the SDC staff whenever there is doubt as to the appropriateness of an accommodative request by a student with a disability. The goal of SDC is to normalize disability as part of the culture of diversity at Colorado State University. The characteristic of having a disability simply provides the basis of the support that is available to students. The goal is to ensure students with disabilities have the opportunity to be as successful as they have the capability to be. Support and services are offered to student with functional limitations due to visual, hearing, learning, or mobility disabilities as well as to students who have specific physical or mental health conditions due to epilepsy, diabetes, asthma, AIDS, psychiatric diagnoses, etc. Students who are temporarily disabled are also eligible for support and assistance. Any student who is enrolled at CSU, and who self-identifies with SDC as having a disability, is eligible for support from SDC. Specific accommodations are determined individually for each student and must be supported by appropriate documentation and/or evaluation of needs consistent with a particular type of disability. SDC reserves the right to ask for any appropriate documentation of disability in order to determine a student's eligibility for accommodations as well as in support for specific accommodative requests. The accommodative process begins once a student meets with an accommodations specialist in the SDC. Colorado State University is committed to providing reasonable accommodations for all persons with disabilities. Students with disabilities who need accommodations must first contact the Student Disability Center before requesting accommodations from the professor. The Student Disability Center (SDC) is located in room 121 of The Institute for Learning and Teaching (TILT) building. Their phone is (970) 491-6385 (V/TDD). Students who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. COPYRIGHTED COURSE MATERIALS Please do not share material from this course in online, print, or other media. Course material is the property of the instructor who developed the course. Materials authored by third parties and used in the course are also subject to copyright protections. Posting course materials on external sites (commercial or not) violates both copyright law and the CSU Student Conduct Code. Students who share course content without the instructor’s express permission, including with online sites that post materials to sell to other students, could face appropriate disciplinary or legal action.


ATTENDANCE POLICY There are no make-ups, unless students have an excused absence or made an arrangement with the instructor beforehand. Students who will miss class due to participation in University-sanctioned extracurricular/co-curricular activities must inform their instructors prior to the anticipated absence and take the initiative to make up missed work in a timely fashion. Instructors must make reasonable efforts to enable students to make up work which must be accomplished under the instructor's supervision (e.g., examinations, laboratories). In the event of a conflict in regard to this policy, individuals may appeal using established University procedures. For the purposes of this regulation, University-sanctioned activities include competitions, events and professional meetings in which students are officially representing the institution. Appropriate sanctioned activities include:

a. Intercollegiate athletics; b. Collegiate club sports and competitions; c. Conferences and workshops recognized by the University not related to academics; d. Commitments on behalf of the University (ASCSU, band, etc.); and e. Professional activities recognized by the University related to academics. f. Department heads or their designated representatives must approve sanctioned professional and

departmental activities. Other sanctioned activities must be approved by the appropriate program director on record with the Division of Student Affairs offices or the Department of Athletics.

RELIGIOUS ACCOMMODATION Participation in official University activities, e.g., an out-of-town athletic event, or special religious observances may provide a legitimate reason for an excused absence. The student is responsible for discussing this with the instructor at the beginning of the semester. FINAL EXAM POLICY Final examination week is part of the regular semester. Student attendance shall be consistent with University policy. If a student has three or more final examinations (not classes) scheduled for the same day or if conflicts of examination times occur, the student may negotiate a time change with the instructors involved. If the parties involved cannot find a mutually agreeable time, the Registrar's Office indicates which courses must be changed. Note: The Registrar’s Office must be notified at least one week prior to Final Examination Week to allow instructors time to make appropriate accommodations. It is the student’s responsibility to initiate negotiations - link. PROFESSIONALISM POLICY Please review the core rules of netiquette for some guidelines and expectations on how to behave in an online learning environment. When emailing the instructor or TA, please include course number, your full name, and reason for email in the subject line, e.g. NR150_Frank Jones_question about HW “Ocean Basins” to help instructors and TAs to answer emails in a timely manner. In the body of your email please include your full name, CSU ID, and the course number. ACADEMIC INTEGRITY The Department of Forest and Rangeland Stewardship takes academic integrity seriously. At minimum, academic integrity means that no one will use another's work as their own. You can find an overview and CSU’s definition of plagiarism on the CSU Writing Center website.


If you plagiarize in your work you could lose credit for the plagiarized work, fail the assignment, or fail the course. Each instance of plagiarism, classroom cheating, and other types of academic dishonesty will be addressed according to the principles published in the CSU General Catalog (under “Academic Integrity/Misconduct”. This course will adhere to the CSU Academic Integrity Policies and Guiding Principles as found in the General Catalog and the Student Conduct Code. Academic integrity lies at the core of our common goal: to create an intellectually honest and rigorous community. Because academic integrity, and the personal and social integrity of which academic integrity is an integral part, is so central to our mission as students, teachers, scholars, and citizens, I will ask that you affirm the CSU Honor Pledge as part of completing your work in this course. CSU Honor Pledge: "I have not given, received, or used any unauthorized assistance." Further information about

Academic Integrity is available at CSU’s Practicing Academic Integrity. TITLE IX INFORMATION CSU’s Student Sexual Harassment and Violence policy, following national guidance from the Office of Civil Rights, requires that faculty follow CSU policy as a “mandatory reporter” of any personal disclosure of sexual harassment, abuse, and/or violence related experiences or incidents shared with the faculty member in person, via email, and/or in classroom papers or homework exercises. These disclosures include but are not limited to reports of personal relational abuse, relational/domestic violence, and stalking. While faculty are often able to help students locate appropriate channels of assistance on campus (e.g., see the CSU Health Network link below), disclosure by the student to the faculty member requires that the faculty member inform appropriate CSU channels to help ensure that the student’s safety and welfare is being addressed, even if the student requests that the disclosure not be shared. For counseling support and assistance, please see the CSU Health Network, which includes a variety of counseling services that can be accessed at CSU Health Network. And, the Sexual Assault Victim Assistance Team is a confidential resource for students that does not have a reporting requirement and that can be of great help to students who have experienced sexual assault. Some helpful websites: Sexual Assault Information and Sexual Assault. UNDOCUMENTED STUDENT SUPPORT Any CSU student who faces challenges or hardships due to their legal status in the United States and believes that it may impact their academic performance in this course is encouraged to visit Student Support Services for Undocumented, DACA & ASSET for resources and support. Additionally, only if you feel comfortable, please notify your professor so they may pass along any additional resources they may possess. NON-DISCRIMINATION STATEMENT

Colorado State University does not discriminate on the basis of race, age, creed, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, gender identity or expression, or pregnancy. The University complies with the Civil Rights Act of 1964, as amended, related Executive Orders 11246 and 11375, Title IX of the Education Amendments Act of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, Section 402 of the Vietnam Era Veterans’ Readjustment Assistance Act of 1974, as amended, the Age Discrimination in Employment Act of 1967, as amended, The Pregnancy Discrimination Act of 1978, Americans with Disabilities Act of 1990, the Civil Rights Act of 1991, the ADA Amendments Act of 2008, the Genetic Information Nondiscrimination Act of 2008, and all civil rights laws of the State of Colorado. Accordingly, equal opportunity of employment and


admission shall be extended to all persons. The University shall promote equal opportunity and treatment in employment through a positive and continuing affirmative action program for ethnic minorities, women, persons with disabilities, and veterans. The Office of Equal Opportunity is located in 101 Student Services. Source: Non-Discrimination Statement

GT PATHWAYS NATURAL & PHYSICAL SCIENCES Lecture Course without Required Laboratory (GT-SC2) The Colorado Commission on Higher Education has approved NR150-OCEANOGRAPHY for inclusion in the. Guaranteed Transfer (GT) Pathways program in the GT-SC2 category. For transferring students, successful completion with a minimum C‒ grade guarantees transfer and application of credit in this GT Pathways category. For more information on the GT Pathways program, go to http://highered.colorado.gov/academics/transfers/gtpathways/curriculum.html.

The lecture content of a GT Pathways science course (GT-SC1 or GT-SC2) – students should be able to:

a. Develop foundational knowledge in specific field(s) of science. b. Develop an understanding of the nature and process of science. c. Demonstrate the ability to use scientific methodologies. d. Examine quantitative approaches to study natural phenomena.

Inquiry & Analysis Select or Develop a Design Process

a. Select or develop elements of the methodology or theoretical framework to solve problems in a given discipline.

Analyze and Interpret Evidence b. Examine evidence to identify patterns, differences, similarities, limitations, and/or implications

related to the focus. c. Utilize multiple representations to interpret the data.

Draw Conclusions a. State a conclusion based on findings.

Quantitative Literacy Interpret Information

a. Explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words).

Represent Information a. Convert information into and between various mathematical forms (e.g., equations, graphs,

diagrams, tables, words).

nr150 oceanography sections 001 and 801 course syllabus … · 2020. 9. 15. · forest &...

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