Approved by University Studies Sub-Committee March 22, 2006

Approved by University Studies sub-committee March 22, 2006.

Approved by Faculty Senate April 3, 2006

WINONA STATE UNIVERSITY

UNIVERSITY STUDIES APPROVAL FORM

Routing form for University Studies Course approval. Course__Geos 425 Global Climate Change

Department Recommendation_____ Approved_____ Disapproved
______
Department Chair Datee-mail address
Dean’s Recommendation_____ Approved_____ Disapproved*
______
Dean of College Date
*In the case of a dean’s recommendation to disapprove a proposal, a written rationale for the recommendation to disapprove shall be provided to the University Studies Subcommittee.
USS Recommendation_____ Approved_____ Disapproved_____ No recommendation
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University Studies Director Date
A2C2 Recommendation_____ Approved_____ Disapproved
______
Chair of A2C2 Date
Faculty Senate Recommendation_____ Approved_____ Disapproved
______
President of Faculty Senate Date
Academic Vice President Recommendation_____ Approved_____ Disapproved
______
Academic Vice President Date
Decision of President_____ Approved_____ Disapproved
______
President Date
Please forward to Registrar.
Registrar ______Please notify department chair via e-mail that curricular change has been recorded.
Date entered

WINONA STATE UNIVERSITY

REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS

Course or Program_____Geos 425 Global Climate Change______

This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just the ideas proposed or drafts of proposals.

If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted proposals have the same status as newly submitted proposals.

Note: This form need not be completed for notifications.

1.The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant descriptions, rationales, and notifications have been provided.

___XX___ Completed

2a.The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.

______Completed___XX___ NA

2b.For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions on this matter.

______Completed__XX___ NA

3.Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered.

___XX___ Completed

Name and office phone number of proposal's representative: ____Toby Dogwiler, Max 134, x5267________

4.Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal. Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.

______Completed___XX__ NA

5.The course name and number is listed for each prerequisite involved in this proposal.

______Completed__XX___NA

6.In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit hour calculations. ______Completed __XX__ NA

7.In this proposal for a new or revised program, the following information for each required or elective course is provided:

a.The course name and number.

b.A brief course description.

c.A brief statement explaining why the program should include the course.

______Completed___XX____ NA

8.This course or program revision proposal:

a.Clearly identifies each proposed change.

b.Displays the current requirements next to the proposed new requirements, for clear, easy comparison.

______Completed___XX___ NA

9.This course proposal provides publication dates for all works listed as course textbooks or references using a standard form of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.

______Completed____XX__ NA

______

Department's A2C2 Representative or AlternateDate [Revised 9-05]

WINONA STATE UNIVERSITY

PROPOSAL FOR UNIVERSITY STUDIES COURSES

DIRECTIONS FOR THE DEPARTMENT

This form, Proposal for University Studies Courses, is to be used to submit course proposals for inclusion in the University Studies Program. Read the directions below for information on providing course descriptions. The department must include the University Studies Approval Form with this proposal. Copies of each of these forms are attached. Refer to Regulation 3-4, Policy for Changing the Curriculum and the University Studies Program and Policies Document for complete information on submitting University Studies courses.

The following points are contained in the University Studies Program and Policies Document (Section IV. Course Approval Process).

Material to be submitted for course approval for Course Requirements:

1. Course proposals must address all specified outcomes.
2. The course proposal must include documentation of Course Requirements and learning activities designed to meet the course outcomes specifies for the area.
3. The course proposal must include a course description (e.g., a syllabus or course outline for distribution to students) that clearly identifies (to the student) the course as a University Studies Course.
4. The course description (e.g., a syllabus or course outline for distribution to students) should also include information directed to the student that clearly identifies course activities and assignments that address the course outcomes.
5. Sequences of courses may be submitted to satisfy area requirements. In this case the requested material or documentation in items 1-4 must be submitted for all of the courses in the sequence.
6. The USS may request other material (e.g., textbooks) for review in evaluation course proposal.
7. The USS may request additional information for re-approval.

Material to be submitted for course review of Flagged Courses:

Page 1 of 14GEOS 425 Global Climate Change

USP U&D Global Perspectives Proposal

1.The USS recognizes that decisions as to which courses meet department flag requirements reside with the department offering the courses. Nevertheless, departments are required to demonstrate how flagged courses address the relevant outcomes for each flag.

2.Departments should submit course descriptions for flagged courses to the USS and the syllabus should clearly identify the course as a course that satisfies a flag requirement within the University Program.

3.The course descriptions for flagged courses should include information directed to the students which clearly identifies activities and assignments that address the outcomes.

4.The USS has the right to comment on department plans for flagged courses and to offer suggestions.

5.No flagged course will satisfy University Studies Course Requirements in the University Studies Program.

If the proposed course is a new course, it must be submitted for approval as a new course (see above) before submission as a University Studies course.

WINONA STATE UNIVERSITY

PROPOSAL FOR UNIVERSITY STUDIES COURSES

Department ______Geoscience______Date ______3-8-2006______

______425______Global Climate Change______3_____

Course No.Course NameCredits

This proposal is for a(n)__XX__ Undergraduate Course

Applies to:__XX__ Major__XX__ Minor

___ Required_____ Required

_XX__ Elective_XX__ Elective

University Studies (A course may be approved to satisfy only one set of outcomes.):

Course Requirements:

Basic Skills:Arts & Science Core:Unity and Diversity:

_____ 1. College Reading and Writing_____ 1. Humanities_____ 1. Critical Analysis

_____ 2. Oral Communication_____ 2. Natural Science _____ 2. Science and Social Policy

_____ 3. Mathematics_____ 3. Social Science_XX_ 3. a. Global Perspectives

_____ 4. Physical Development & Wellness_____ 4. Fine & Performing Arts_____ b. Multicultural Perspectives

_____ 4. a. Contemporary Citizenship

_____ b. Democratic Institutions

Flagged Courses:_____ 1. Writing

_____ 2. Oral Communication

_____ 3. a. Mathematics/Statistics

_____ b. Critical Analysis

Prerequisites ______Geoscience 325 Environmental Geoscience or Instructor’s Permission______

Provide the following information (attach materials to this proposal):

Please see “Directions for the Department” on previous page for material to be submitted.

Attach a University Studies Approval Form.

Department Contact Person for this Proposal:

______Toby Dogwiler____________

Name (please print)Phonee-mail address

Narative for faculty colleagues discussing how GEOS 425 will address the goals of the Global Perspectives requirement in the University Studies Program. I have also included this narrative in the attached syllabus for the course.

Global Perspectives Outcomes

The purpose of the Global Perspectives requirement in University Studies is to improve students’ understanding of the growing inter-relatedness of nations, people, and the environment, and to enhance students’ ability to apply a comparative perspective to cross-cultural social, economic, political, spiritual, and environmental experiences. Courses that fulfill the global perspectives requirement must address at least two of the following outcomes:

1. Understand the role of the world citizen and the responsibility world citizens share for their common global future.

As the name implies, global climate change is an issue that is not restricted by political boundaries. Climate change connects our actions locally (e.g., energy generation and consumption, conservation practices, etc.) to an outcome that will be shared worldwide. Thus, addressing this issue and mitigating the associated risks are problems that all countries and peoples are faced with. Thus, individual nations will be required to find ways to work together in solving the problems that accompany a rapidly changing climate.

In this class we will develop an understanding of the science that has investigated past changes in Earth’s climate. Because of the complexity that is inherent in Earth’s climate system there has been, until very recently, a great deal of uncertainty in precisely how the Earth’s climate will respond to various natural and anthropogenic perturbations (e.g., greenhouse gas emissions). However, over the past two decades, climate scientists have compiled sufficient data and developed accurate numerical models that allow global and regional-scale predictions of responses to climatic perturbations with high levels of confidence. Nonetheless, scientists have not mastered local-scale forecasting of these same responses (although they are rapidly getting better).

Understanding the science of climate change is critical for all world citizens—scientists and non-scientists. Policy makers, business leaders, and voters all have a stake in understanding the future effects of climate variation. Making sound decisions requires knowledge about the Earth’s climate system. Thus, this course will incorporate assignments (described below) that require forecasting, based on sound scientific data, how society will be effected by climate change.

1. Describe and analyze social, economic, political, spiritual, or environmental elements that influence the relations between living beings and their environments or between societies.

Past climate change has had profound effects on human societies and culture. The period from 1350-1850 AD has been termed the Little Ice Age. During this time a global cooling took place during which mountain glaciers advanced, winters became colder, and faunal and floral habitats shifted. Of course, people living during the Little Ice Age had no idea that their lives were occurring during a period of global cooling. Nonetheless, scientists and other scholars have now recognized that societies in Europe, Asia, and North America were all influenced and effected by this global cooling. For example, art from this period has a tendency to portray European landscapes as gray, gloomy, and cold—certainly reflecting the challenges of living through harsher, longer winters. Artists also portray scenes of ice skating on Dutch canals that no longer freeze during the winter. The effects were by no means limited to art. Prior to the Little Ice Age there was a prolonged warm period in northern Europe which supported widespread viticulture (grape growing) in the British Isles. During the Little Ice Age British viticulture was decimated and southern France became the nexus of wine making in Europe—a position it has never relented.

Students will research the relation between a specific historical culture and climate change. Through a series of student-led presentations and discussions, the class will build an understanding of how climate influences human cultures. In the final project (described below) each student will analyze and interpret how a future human social, economic, political, or spiritual system will be affected by the currently predicted changes in future climate. In other words, we will combine our understanding of climate science and the lessons of the past into an informed, well-reasoned prediction of the future.

1. Identify and analyze specific global issues, illustrating the social, economic, political, spiritual, or environmental differences that may affect their resolution.

Throughout this course we will consider the Kyoto Protocol and the controversy surrounding its ratification in the US and elsewhere. The Kyoto Protocol has been criticized by nearly all factions in the debate over mitigating and controlling global climate change. By utilizing the Kyoto Protocol as a recurring theme during discussions we will be able to better understand and contextualize the complex interactions that occur between scientific interpretations, local perceptions and interests, and public policy. We will also discuss alternative protocols that have been proposed and compare them to the Kyoto Protocol. These discussions will reinforce the objectives described above under outcome b.

GEOS 425 Global Climate Change

T/Th Time: 3-5 PM

Room PA 109

Instructor: Dr. Toby Dogwiler, PA 114A,

Course Catalog Description:

425 – Global Climate Change—3 S.H.

Exploration of the Earth’s most recent glacial/interglacial cycles: geological and faunal evidence, the sequence of historical events, potential causative factors, environmental responses and rates of change, and pertinence to contemporary global change. An emphasis will be placed on understanding the mechanisms of climate change in relation to geological processes. Prerequisites: GEOS 325 or permission of the instructor.

Course Philosophy

Global climate change has come to the forefront of scientific, political, and societal discussions over the course of the Twentieth century. However, the history of climate change and dynamics is poorly understood by large segments of society—including many scientists. As recently as the late 1970’s many climate experts were publicly concerned that the Earth was on the brink of an Ice Age. Some twenty-five years later the general consensus is centered on global warming and the Greenhouse Earth.

Global climate is characterized by constant change at various timescales. As humans, we are most aware of climatic patterns that occur on time scales we experience in our lifetimes. This human-bias continues to affect cultural and scientific perceptions of climate change. Nonetheless, the past decade of research has brought the true dynamics of climate change into focus and demonstrated the rapidity with which the Earth can switch from Icehouse to Greenhouse.

A robust understanding of climate dynamics is a prerequisite for understanding the social and cultural consequences of global climate changes. In this course we will strive to develop a sound understanding of the science of climate change. By exploring the climatic record of the past two million years—the Quaternary—we will develop a broad context in which to assess recent (past 150 years) and future climatic variations. The synthesis of this exploration will provide a basis for discussing how public policy and human society will intersect with science in dealing with the challenges of climate change.

Course Objectives

Course objectives will be achieved via a scholarly review of the literature, lectures, discussions, and student presentations.

• Define climate and what parameters we use to quantify its variation
• Understand the variations in global climate over the past 2 million years (Quaternary).
• Investigate the mechanisms of climate change and over what time scales they are significant.
• Investigate historical, faunal, and geological climate records and how they were compiled or deciphered.
• Based on an understanding of past climate changes consider the implications of future climate change on our society and public policy.

Literature

Required texts:

The Little Ice Age: How Climate Made History, 1300-1850, Brian M. Fagan, ISBN: 0465022723

Floods, Famines, and Emperors : El Nino and the Fate of Civilizations, Brian Fagan, ISBN: 0465011217

The Weather Factor: How Nature Has Changed History, Erik Durschmied, ISBN: 1559706244

The Change in the Weather: People, Weather, and the Science of Climate, William K. Stevens, ISBN: 0385320078

The Two-Mile Time Machine: Ice Cores, Abrupt Climate Change, and Our Future, Richard B. Alley, ISBN: 0691102961

Is the Temperature Rising?: The Uncertain Science of Global Warming, S. George Philander, ISBN: 0691050341

In addition to readings from the primary literature, readings from the following texts may be assigned (will be made available in the library) :

Broecker, W.S., 1995, The Glacial World According to Wally: Eldigio Press, New York.

Dawson, A.G., 1992. Ice Age Earth: Late Quaternary Geology and Climate: Routlegde, London.

Gates, D.M., 1993, Climate Change and its Biological Consequences: Sunderland, MA, Sinauer Associates, 280 p.

Gribbin, J.R., and Lamb, H.H., 1978, Climatic change in historical times, in Gribbin, J.R., ed., Climatic Change: Cambridge, Cambridge University Press, p. 68-82.

Grove, J.M., 1988, The Little Ice Age: London, Methuen & Co., 498 p.

Lamb, H.H., 1995, Climate, History and the Modern World: London, Routledge.

Martin, P.S., and Klein, R.G., 1989, Quaternary Extinctions: A Prehistoric Revolution: The University of Arizona Press, Tuscon, 892p.

Rampino, M.R., Sanders, J.E., Newman, W.S., and Königsson, L.K. (editors), 1987, Climate: History, Periodicity, and Predictability: Van Nostrand Reinhold Company, New York, 588p.

Ruddiman, W.F., and Wright, H.E., Jr. (eds.), 1987, North America and Adjacent Oceans during the Last Deglaciation, The Geology of North America: Geological Society of America, Denver, vol. K-3.

Wright, H.E., Jr., et al. (eds.), 1993, Global Climates since the Last Glacial Maximum: University of Minnesota Press, Minneapolis.