TYPE OF PROPOSAL

PERMANENT
EXPERIMENTAL

TYPE OF PROPOSAL

PERMANENT
EXPERIMENTAL

COURSE PROPOSAL FORM

For office use only:
CCC
SENATE
CHANCELLOR
PROPOSING
DEPARTMENT: / Natural Sciences
SECOND DEPARTMENT
FOR JOINT PROPOSAL:
COURSE TITLE:
(maximum 50 characters and spaces) / First Year Seminar for Natural Sciences
COURSE ABBREVIATION:
(maximum 20 characters and spaces) / First Year Sem NS
COURSE STATUS: / NEW
REVISED
COURSE NUMBER:
Contact Registrar’s Office for designated
course number. / NSF100
TYPE NAME OF
REGISTRAR CONTACT
& GET INITIALS / Burhan Siddiqui
CREDITS / 2
PER WEEK:
CLASSROOM
HOURS / 2
LAB HOURS / 1
STUDENT
HOURS / 3
FACULTY
HOURS / 2
DO THE LAB HOURS REPRESENT FACULTY CONTACT HOURS?
YES
NO
IF THIS IS A REVISED COURSE,
CHECK OFF ALL ITEMS BELOW THAT HAVE BEEN CHANGED:
TITLE CHANGE
CATALOG DESCRIPTION
NUMBER OF CREDITS
NUMBER OF HOURS
PREREQUISITES
COREQUISITES
INSTRUCTIONAL OBJECTIVES
PERFORMANCE OBJECTIVES
GRADING STANDARDS
LIBRARY ARTICULATION
COMPUTER SOFTWARE
ARTICULATION
TOPICAL OUTLINE
OTHER
Please specify:
IF THE CLASSROOM HOURS & THE NUMBER
OF CREDITS ARE NOT IDENTICAL, EXPLAIN
THE DIFFERENCE BELOW:
The lab hour is a studio hour supervised by peer mentors.
URBAN STUDIES
YES
NO
LIBERAL ARTS
YES
NO

REV. 07/18/05

CATALOG DESCRIPTION: (maximum of 500 characters and spaces)
The catalog description should provide students with a description of the course content and methodology. The reading level of the description should be designed for our student population. Also, since catalog descriptions will be used by other colleges as a basis for granting transfer credits, the description should provide adequate information to guide other colleges in their deliberations.
This First Year Seminar is required of all new students in any of the majors offered by the Natural Sciences Department. Its goals are to help students transition to campus culture, develop a clear understanding of the learning process, and acquire the skills and dispositions essential to the study and practice of science. Taught by NS faculty and supported by peers, advisors, and co-curricular professionals, this course addresses issues related to contemporary college life and majors within the natural sciences.
Course is Required for:
(e.g., students in the Occupational Therapy Program)
All students within Natural Sciences
majors
Course is Elective for:
(e.g., students meeting the pre / pre-co / corequisites)
None
Course is Closed to:
(e.g., all students not meeting the pre / pre-co / corequisites
All Non-Science majors
This Course Replaces:
(If it is not a replacement course, write “none”.)
None
This course is part of the following curriculum
(program), option, career pattern, cluster, and/or sequence.
N/A
Was this course offered experimentally?
YES
NO
If offered experimentally, indicate when:
PRE/PRE-CO/COREQUISITES:
In determining these requirements, please consider the skills (i.e. reading level, writing level, mathematical ability) the student must possess in order to meet the performance objectives. If any minimum competencies are being waived, explain why they are not required.
None
Basic skills and/or ESL / Prerequisites / Pre/Corequisites / Corequisites
Reading (e.g., none,
CSE095): / None
Writing (e.g., none,
ENA099): / None
Mathematics (e.g.,
none, MAT096): / None
ESL (e.g., none, ESL097, ESL098): / None
College-Level Course Prerequisites: List the highest college-level prerequisites within each discipline. Do not include embedded prerequisites for courses in this list – e.g., if ENG102 is a prerequisite, do not list ENG101.
Prerequisites / Pre/Corequisites / Corequisites
NONE / NONE / NONE
Additional Pre/Pre-Co/Corequisites:
Specify pre/pre-co/corequisite, e.g., Prerequisite EMT Certification; Prerequisite CPR Certification, etc.
None
This course will first be offered in: (e.g., Fall 12 week Session 2003)
Spring I 2014
How many times per year will this course be offered?
2
Proposed maximum
class size:
25
Estimated # of students per year:
60
Subsequent to the first offering, this course will be
offered in the following sessions: (check all that apply)
FALL 12 Weeks / FALL 6 Weeks
SPRING 12 Weeks / SPRING 6 Weeks
Provide a rationale for the proposed course or course revisions.
Part of LaGuardia's First Year Experience, this course is designed to assist incoming science students to make a successful transition to the major and college life. The Seminar's pedagogy reflects current First Year Seminar practices; and its discipline-based content develops students' strong and persistent connections to the College and to the goal of achieving academic, personal, and professional success.
Grading Standards:
Describe how you will assess the work of students in this class. Please be specific when describing types of assessment tools. Please note that the total of all categories (assignments, exams, oral presentations,
research papers, etc.) must be 100%. If appropriate, list the number and percentage value of each type of assessment.
For example: 3 written quizzes at 10% each = 30%.
CATEGORY / %
4 Reflections @10pts each / 40%
ePortfolio / 10%
1 Research Paper / 20%
1 Oral Presentation / 10%
2 Co-Curriculars @ 10pts each / 20%
TOTAL / 100%
Provide information about any government, legal, industrial, and professional requirements or vocational objectives, for which the course is designed.
N/A
Indicate if the course is being developed for a grant. If so, provide relevant details.
N/A
INSTRUCTIONAL OBJECTIVES:
These objectives should focus on the goals of the proposed course, that is, what the instructor expects to achieve. The instructional objectives must be part of the course outline distributed to students at the beginning of each session. Some examples of beginning phrases which may be used for an instructional objective follow.
During this course, the instructor expects to:
enable..
familiarize..
introduce..
provide the student with..
reinforce..
List of instructional objectives:
During this course, the instructor expects to: / PERFORMANCE OBJECTIVES:
These objectives describe, in behavioral terms, what the students should be able to do at the end of the course. Your performance objectives must be part of your course outline and should parallel, if possible, your instructional objectives. Some examples of beginning phrases which may be used for a performance objective follow:
At the conclusion of this course students will be able to:
analyze.. identify..
compare and contrast.. illustrate..
compute.. interpret..
define.. locate..
describe.. prepare..
draw.. solve..
explain.. write..
List of performance objectives:
At the conclusion of this course, students will be able to:
1. Introduce students to the foundational knowledge, key concepts, and habits of mind of science.
2. Familiarize students with the constantly evolving, empirical nature of science by reinforcing the various facets of the scientific method.
3. Familiarize students with the concepts of ethics and values related to science.
4. Provide students with the fundamental written and oral communication tools necessary to develop skills for college success. / 1. Identify foundational knowledge and habits of mind essential to scientific success in science, for example,the ability to observe, predict, conceptualize and analyze data. (Inquiry and Problem Solving)
2. Explain the scientific method and how it is used to carry out scientific investigations. (Inquiry)
3. Interpret the values and ethics of science and how these values and ethics directly influence their own personal, academic, and professional success in their science careers. (Inquiry and Integration)
4. Interpret the structure and logic of scientific writing; show a basic level of proficiency in the fundamental written and oral communication skills necessary to deliver information in a contextual and coherent manner.
(Inquiry and Problem solving)
INSTRUCTIONAL OBJECTIVES (CONTINUED): / PERFORMANCE OBJECTIVES (CONTINUED):
5. Support new students’ transition to college by orienting them to College purposes, policies and culture, and structuring engagement with faculty, staff, and other students.
6. Familiarize students with key academic support resources related to student life and engage them in using these resources to advance academic success.
7. Connect students with their advising team, which will guide them in setting goals, exploring educational and career options related to science, and developing an individualized educational plan.
8. Provide students with sustained opportunities to cultivate academic habits of success.
9. Design opportunities for students to situate and contextualize their learning by making connections across disciplines, to prior learning, and to non-academic learning experiences, including co-curricular learning.
10. Guide students’ exploration and collaboration across the contours of global diversity as manifested at LaGuardia Community College.
Introduce students to the use of LaGuardia’s digital tools for learning and advisement. / 5. Define the purposes of higher education and the policies and expectations of LaGuardia Community College and its faculty; and engage with the life of the College through active curricular, advising, and co-curricular participation. (Inquiry and Integration)
6. Locate the multiple resources available at LaGuardia and use these to solve academic problems related to advising, course selection, academic skills, and extracurricular activities.
(Problem Solving)
7. Identify education and career goals and prepare an individualized educational plan, based on a structured exploration of personal interests, skills and values. (Inquiry and Integration)
8. Define and practice academic survival and success strategies (e.g., note-taking, active reading, test preparation and -taking, collaborative learning skills) and the self-management habits necessary for academic success (e.g., time-management, motivation, self-responsibility and financial literacy). (Problem Solving and Integration)
9. Define the use of skills and knowledge from diverse experiences to enhance learning and success.(Integration)
10. Describe the diversity of LaGuardia Community College and demonstrate capacities to collaborate across differences in culture and perspective. (Inquiry, Global Citizenship and Integration)
COURSE OUTLINE:
Provide a weekly, topical outline that will be used to guide instructors in teaching this course. The weekly topical outline should delineate 12 weeks of instruction and the thirteenth week should be labeled “Final Exam.” If a course is designed for 6-week sessions only, the outline should delineate 6 weeks of instruction and the seventh week should be labeled “Final Exam.”
LECTURE
WEEK 1: Introduction to the First Year Seminar
• Introductions, information, syllabus reviews
WEEK 2: A Closer Look at LaGuardia Community College
• Campus life and virtual tour of LaGuardia
• Expectations and rubric for oral presentation (Announce topic)
• Science documentary # 1
WEEK 3: Habits of Mind, Academic Survival and Success
• Academic survival, success strategies and self-management habits
• Science documentary # 2
• Reflection on documentary # 1 due on ePortfolio
WEEK 4: Technology and Learning Strategies
• Effective learning of technology available at LaGuardia (ePortfolio, Bb, Web 2.0, social media, professional email, animations, Connect etc.)
• Reflection of documentary #2 due on ePortfolio
WEEK 5: Oral Communication
• Significance of oral communication skills in science careers
• Upload oral presentation on ePortfolio for peer review
WEEK 6: Exploration of the Natural Sciences
• Study of the natural world and career opportunities in science
WEEK 7: Career Choices
• Discuss Science majors, career options, scholarships and transfer.
• Peer-evaluations and discussions of uploaded oral presentations on ePortfolio (Reflection # 3 – Peer Evaluations due on ePortfolio)
WEEK 8: The Scientific Method – I
WEEK 9: The Scientific Method – II
WEEK 10: Case Study: How to Read and Break Down a Research Paper
WEEK 11: Researcher’s talk about their research – Co-Curricular Activity
• Participate in a science seminar either on-campus or off-campus
• Educational Career Goals revisited (5-year plan)
WEEK 12: Bringing it all home
• Finalize educational plans for the upcoming semesters.
WEEK 13: Finals
• # Final Research paper due
• Polish and Peer Review portfolios
• Submit portfolios for evaluation
COURSE OUTLINE: (CONTINUED)
WEEK 7: Career Choices
• Discuss science majors, career options, scholarships and transfer
• Peer-evaluations and discussions of uploaded oral presentations on ePortfolio (Reflection # 3 – peer evaluations due on ePortfolio)
WEEK 8: The Scientific Method – I
WEEK 9: The Scientific Method – II
WEEK 10: Case Study: How to Read and Break Down a Research Paper
WEEK 11: Researchers Talk About Their Research – Co-Curricular Activity
• Participate in a science seminar either on-campus or off-campus
• Educational career goals revisited (5-year plan)
WEEK 12: Bringing it All Home
• Finalize educational plans for the upcoming semesters
• Co-curricular activity -- Reflection #4 due on ePortfolio
WEEK 13: Finals
• Final research paper due
• Polish and peer review portfolios
• Submit portfolios for evaluation
COURSE OUTLINE (CONTINUED): / COURSE OUTLINE (CONTINUED):
LAB (STUDIO HR)
WEEK 1: Introduction to the First Year Seminar
• Introduction to FYS studio hour
• Start on About Me and Reflection sections
WEEK 2: A Closer Look at LaGuardia Community College
• How to upload your oral presentations and peer evaluations
• ePortfolio career goals page completed
WEEK 3: Habits of Mind, Academic Survival and Success
• Time management; introduction to the advisement team for Natural Sciences
• Documentary Reflection # 1 due
WEEK 4: Technology and Learning Strategies
• Effective learning of technology available to me at LaGuardia (ePortfolio, Bb, Web 2.0, social media, professional email, animations, Connect, etc.)
• Documentary reflection # 2 due
WEEK 5: Oral Communication
• Significance of oral communication skills in science careers
• Upload oral presentation for peer review
WEEK 6: Exploration of the natural sciences
• Study of the natural world and career opportunities in science / Week 7: Career Choices
• Career choices
• Health and wellness
• Reflection #3 - peer evaluations due on ePortfolio
WEEK 8: Advisement Session 1
WEEK 9: Advisement Session 2
WEEK 10: Advisement Session 3
WEEK 11: Co-Curricular Activity
WEEK 12: Bringing it All Home
• Finalize educational plan for the upcoming semesters
• Polish and peer review portfolios
• Co-curricular activity – Reflection # 4
WEEK 13: Finals
• Summative reflection
LIBRARY/FACILITIES ARTICULATION
Please give author, title, edition, publisher and date for each book; title and publisher for each periodical title. Provide ISBN or ISSN if easily accessible. For media items, include distributor. After each item, indicate the status as follows: in collection (IC), on order (O/O), or recommended for purchase (R).
#1 TEXTBOOK(S): (Text on tape will be ordered if available.) (Specify STATUS at end of each entry.)
WEEK 11: New Advancements in Biology and Bioethics
• Current Advancements in Biology and Medicine
• Ethical questions that arise from these Advancements
• Understanding the evolving nature of scientific knowledge
• Final checks
WEEK 12: Bringing it all home
•
•
•
WEEK: 13: Final Research Paper: Review and Trouble shooting
Final Exam. Final Research Paper due
WEEK 11: New Advancements in Biology and Bioethics
• Current Advancements in Biology and Medicine
• Ethical questions that arise from these Advancements
• Understanding the evolving nature of scientific knowledge
• Final checks
WEEK 12: Bringing it all home
•
•
•
WEEK: 13: Final Research Paper: Review and Trouble shooting
Final Exam. Final Research Paper due
WEEK 12: Bringing it all home
•
•
•
WEEK: 13: Final Research Paper: Review and Trouble shooting
Final Exam. Final Research Paper due
WEEK 12: Bringing it all home
•
•
•
WEEK: 13: Final Research Paper: Review and Trouble shooting
Final Exam. Final Research Paper due
WEEK: 13: Final Research Paper: Review and Trouble shooting
Final Exam. Final Research Paper due
WEEK 6: Oral Communication
•Significance of Oral Communication skills in Science careers
•Peer-evaluations of uploaded oral presentations
•Discussions based on oral presentations
Oral Presentation (Rubric needs to be created) (uploaded on eportfolio)
WEEK 7: Science Careers
•Career Choices
•Alternative Career Choices
•Writing an individual educational plan based on personal interest, skills and values.
WEEK 8: The Scientific Method
•Identify the Problem
•Gather the evidence
•Propose a Hypothesis
•Make Predictions
•Test the Hypothesis
•Observe and Record Data
•Make a Conclusion
Case Study #1: How to Read and Break Down a Research Paper
•Abstract
•Introduction
•Materials and Methods
WEEK 9: Case Study #1: How to Read and Break Down a Research Paper
•Results
•Discussion
WEEK 10: Co-Curricular Activies
•Guest lectures from 4-year college research professors talk to students about what it’s like conduct research in a 4-year college setting and life at 4-year colleges. OR
•Attending “Cell Talks” hosted by the Biology Department
•Final Research Paper topic discussion and outline review
WEEK 11: Case Study # 2: Second Research paper
• Developing a robust concept of what the paper was trying to talk about
• Describing potential flaws in Methodology and Design
• Developing alternative conclusions and/or new experiments supporting preliminary data
• Understanding the evolving nature of scientific knowledge
WEEK 12: Bringing it all home
• Short ePortfolio presentations
• Research Paper discussions and trouble shooting
• Final checks of ePortfolio for grading as per rubric (STUDIO HR)
• Final Course Reflection Activity #4 (STUDIO HR)
WEEK: 13: Finals
• Short ePortfolio presentations Contd.
• Final Research Paper due Final
• Final checks of ePortfolio for grading as per rubric (STUDIO HR) / #2 ADDITIONAL BOOKS TO SUPPORT THIS COURSE: (Specify STATUS at end of each entry.)
AUTHOR(S): / John N. Gardner & Betsy O. Barefoot
TITLE: / Step by Step to College & Career Success
EDITION: / 5th Edition
PUBLISHER: / Bedford/St. Martin's
DATE: / November 26, 2012
ISBN: / 1457606348
STATUS: (Check one) / IC 0/0 R
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/ AUTHOR(S):
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AUTHOR(S):
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STATUS: (Check one) / IC 0/0 R
AUTHOR(S):
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EDITION:
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STATUS: (Check one) / IC 0/0 R

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