Download Memo To: The Faculty of Arts and Science Academic Regulations

Memo To: The Faculty of Arts and Science Academic Regulations and Curriculum Committee
(ARCC)
Memo From: Dr. Reehan Mirza, Chair of Biology and Chemistry
Re: Course creation and course description alterations
Date: Nov 20, 2013
Motion #1:
That ARCC recommend to the Arts & Science Executive creation of Biology 3566 Evolution.
Rationale:
Every other Ontario university offers a course in evolution (except RMC which offers a biology program
in partnership with Rocky Mountain College); most require the course for the Biology major. Nipissing
does not have an evolution course. The principles of evolution are central to an understanding of
processes in biology, from the molecular and cellular level to the level of populations, communities,
ecosystems, and beyond.
Twelve institutions offer the course at the 3rd year level (3000); four universities place Evolution at the 2nd
year or 2000 level. Since the subject builds on fundamentals from genetics and ecology, which are second
year core courses at Nipissing, it seems logical to place the course at the 3rd year level.
This course will be part of the regular teaching load of an existing, tenured faculty member.
Motion #2:
That ARCC recommend to the Arts & Science Executive BIOL 4107 Freshwater Biology and
renaming the course Limnology.
Rationale:
The course will be part of the workload of a newly assigned Tenured Faculty member in the
department. The new course title “Limnology” covers both Freshwater Biology and the
environmental context in which freshwater organisms live; it is the more usual term used to describe
the field, and Limnology courses are offered at most other Ontario Universities.
Motion #3:
That ARCC recommend to the Arts & Science Executive changing the calendar course descriptions
for BIOL 2336 Biology of Seedless Plants, BIOL 4107 Freshwater Biology and BIOL 3436
Conservation Biology.
Rationale:
BIOL 2336: Fungi are not photosynthetic organisms. Removal of the word “photosynthetic” from
the description does not alter the groups of organisms that may be examined as part of the course’s
curriculum. Furthermore, the word “photosynthetic” is not necessary when listing groups of
organisms that perform photosynthesis (see supporting documentation below).
BIOL 3436: The new course description provides a more current characterization of the field of
conservation, and directly addresses the conceptual framework and motivation of the discipline (see
recent article in the Chronicle of Higher Education, http://chronicle.com/article/Who-IsConservation-For-/142853/). The techniques for assessment listed in the old description are still
covered, but within a context of the modern practice of this applied field, which incorporates
recognition of habitat as well as species. These changes will not affect any other courses or existing
programs (see supporting documentation below).
BIOL 4107: The revised description allows the amalgamation of a previously listed second year
course BIOL 2107 (described as “limnology”, but which dealt primarily with assessment of water
quality), and the Freshwater Biology course BIOL 4107, that was rarely offered. In addition it
incorporates the content of the current offering of Limnology under the “Special Topics in Applied
Ecology BIOL 4506” header (see supporting documentation below).
Motion #4:
That ARCC recommend to the Arts & Science Executive the addition of a lab component and
changes to the course description of BIOL 3117 Biostatistics.
Rationale:
This is a required course in the specialization and honours specialization in biology, as well as the
environmental biology and technology program. The course provides students with knowledge and
experience in research design and analysis, both of which are critical to the achievement of our
program level expectations. In order to cover both the philosophy and application of these methods,
we believe that the course must include both a lecture and lab component. These elements cannot
be combined, as conveying an understanding of the theory behind statistical methods requires a
different pedagogical approach than explaining the proper execution of these methods using
contemporary software packages. The course description has been revised to reflect a greater
balance between theory and practical work than was previously reflected (see supporting
documentation below).
Supporting documentation Motion #1 for ARCC
A) Descriptive Data: Please provide as much detail as possible.
1. New Course Proposal: Evolution, BIOL 3566
Course code:
BIOL 3566
Course title:
Evolution
Short title:
(maximum 29
characters)
Evolution
If this course
belongs to a major
that has course
groupings, please
indicate which
group the course
belongs with:
Course
Prerequisites:
n/a
BIOL 2446 and BIOL 2557
Course Corequisites:
none
Antirequisite:
none
Total Hours:
36
(Lecture / Lab /
Seminar)
Breakdown of Hours Three hours of lecture per week for one term
(e.g. Two hours of
lecture and one hour
of laboratory work per
week for one term.)
Course Credits:
3
Course Description: Evolutionary processes operate at several scales and help explain
(as it will appear in the biodiversity, speciation, development, physiology, sex, death, the
ongoing arms race between pathogens and their hosts, and the apparent
academic calendar)
“fit” between organisms and their environment. The course will build
on your understanding of ecology and genetics, and will show how
several lines of evidence converge to help us understand and appreciate
the diversity of life.
Program
This course is a foundational course in Biology programs.
Implications:
Learning
Expectations/
Outputs
(6-8, visible,
measurable, in
active verbs)
Students will be able to understand and explain the process of
evolution through natural selection in terms of multiple lines of
evidence, including:









The fossil record
The molecular record in terms of protein sequences, DNA and
RNA
Comparative structure, physiology and behavior of organisms
The role of stochasticity, genetic isolation and founder effects
in evolution
Directional, stabilizing and disruptive selection pressures
Genetic diversity, sexual reproduction, breeding sytems and
sexual selection pressures
The value of studies of homology, development, “imperfect
structures” and vestigial structures in the interpretation of
evolutionary relationships
The difference between convergent evolution and
characteristics that are shared through common ancestry
The relevance of all lines of evidence to understanding the
evolutionary relationships among present day, and extinct
organisms
Students will also be prepared to participate in informed discussion of
ethical and evolutionary aspects of:





Cross-listing or
cross-coding
(please indicate if this
course is approved for
either cross-listing or
cross-coding, and to
which discipline)
Artificial selection, which has led to the many varieties of crops and
domesticated animals
Development, consumption and release of genetically modified organisms
Loss of biodiversity and genetic diversity
The ongoing evolution of new pathogens, and development of
microbial resistance to medicines
Political and religious opposition to the teaching and study of
evolution
n/a
B) Comparative Data: Please list course numbers and titles. Course descriptions are not necessary.
University
Brock
Equivalent Course(s) and Titles
BIOL 2P05
Evolution
Non-Equivalent but 50% or more
overlap
Carleton
Guelph
Lakehead
Laurentian
McMaster
Ottawa
Queen’s
RMC
Ryerson
Toronto
Trent
Waterloo
Western
Wilfrid
Laurier
Windsor
York
Required for Biology major
BIOL 3609 [0.5 credit]
Evolutionary Concepts
BIOL 2400
Evolution
Biology 3671
Evolutionary Concepts
BIOL 3006 EL
Evolutionary Biology
3FF3
Evolution
BIOL 3122
Evolutionary Biology
BIOL 302
Population and Evolutionary
Biology
There is no Biology program onsite
Courses in Biology are taken
through Rocky Mountain College
which offers
BIO 306 - Evolution
BLF 315
Evolution
EEB 324 H1
Evolutionary Ecology
BIOL 2600H
Evolution
BIOL 359
Evolution
Biology 2486A
Evolution
BI 304
Evolution
55-341
Evolution
SC/BIOL 3200
Processes of Evolution
BIOL 206 Evolutionary Genetics
NATS 1690
Evolution (for non-majors)
Other:
C) Statement of Need
Every other Ontario university offers a course in evolution (except RMC which offers a biology program
in partnership with Rocky Mountain College); most require the course for the Biology major. Nipissing
does not have an evolution course. The principles of evolution are central to an understanding of
processes in biology, from the molecular and cellular level to the level of populations, communities,
ecosystems, and beyond.
Twelve institutions offer the course at the 3rd year level (3000); four universities place Evolution at the 2nd
year or 2000 level. Since the subject builds on fundamentals from genetics and ecology, which are second
year core courses at Nipissing, it seems logical to place the course at the 3rd year level.
D) Statement of Resource Requirements
This course will be part of the regular teaching load of an existing, tenured faculty member.
Supporting documentation Motion# 3 for ARCC
Please provide a description of the new course (as defined above) and highlight the modification. (Current course
descriptions are available in the academic calendar.) Please provide the rationale for the change and address the impact
that this change will have on program requirements and on other courses.
Current Calendar Description:
BIOL2336 Biology of Seedless Plants
An examination of the structure, taxonomic and evolutionary relationships, physiology,
ecology and economic importance of photosynthetic organisms belonging to the groups
cyanobacteria, algae, fungi, lichens, bryophytes, ferns and fern allies.
Proposed change:
BIOL2336 Biology of Seedless Plants
An examination of the structure, taxonomic and evolutionary relationships, physiology,
ecology and economic importance of photosynthetic organisms belonging to the groups
cyanobacteria, algae, fungi, lichens, bryophytes, ferns and fern allies.
Rationale for change:
Fungi are not photosynthetic organisms. Removal of the word “photosynthetic” from the
description does not alter the groups of organisms that may be examined as part of the course’s
curriculum. Furthermore, the word “photosynthetic” is not necessary when listing groups of
organisms that perform photosynthesis.
Impact that this change will have on program requirements and on other courses:
None
BIOL 3436 Conservation Biology
Prerequisite: BIOL 2446
Hours: Three hours of lecture per week for one term.
Credits: 3
Conservation involves protection of “Species and Spaces” at risk. It has been described as both a
“crisis science” and a “mission-oriented science” that aims to protect, manage and restore nature in
the face of human population growth. Conservation has been motivated both by an inherent
appreciation of wilderness and natural areas, and by “enlightened self-interest,” assigning a dollar
value to “nature’s services.” We will consider global, national and regional conservation strategies
and the role of protected areas as well as projects involving ecological restoration and reintroduction of species.
This course explores the science and management of scarcity and diversity. Issues covered include
fitness and viability of populations of plants and animals, effects of habitat fragmentation, habitat
supply analysis, measures of biodiversity and sustainability, issues of scale, special needs of sensitive
species, and aspects of the design of ecological reserves. The degree to which these concepts are
integrated into current management practices are discussed.
Rationale:
The new course description provides a more current characterization of the field of conservation,
and directly addresses the conceptual framework and motivation of the discipline (see recent article
in the Chronicle of Higher Education, http://chronicle.com/article/Who-Is-Conservation-For/142853/ ). The techniques for assessment listed in the old description are still covered, but within a
context of the modern practice of this applied field, which incorporates recognition of habitat as
well as species. These changes will not affect any other courses or existing programs.
BIOL 4107 Limnology Freshwater Biology
Prerequisite: BIOL 2446. Restricted to students in the third or fourth year of the Honours Biology
or Environmental Biology and Technology program.
Hours: Three hours of lecture per week for one term
Credits: 3
The study of inland waters: lakes, rivers, streams and wetlands --their formation, physical and
chemical attributes and the diversity, life histories, adaptations and ecology of the organisms that live
there. The global supply and distribution of freshwater and the management and protection of
freshwater systems will be reviewed.
Old (deleted) description
Students will survey major taxonomic groups of aquatic organisms and study morphological and
physiological adaptations that allow aquatic biota to occupy dilute and dynamic freshwater habitats.
Although emphasis will be placed on locally indigenous species, globally significant freshwater issues
will be discussed. These topics include the effects of water pollution on freshwater biota, freshwater
distribution and abundance, and the future of freshwater
Rationale:
The new course title “Limnology” covers both Freshwater Biology and the environmental context in
which freshwater organisms live; it is the more usual term used to describe the field, and Limnology
courses are offered at most other Ontario Universities (except RMC which has no Biology program
of its own). The revised description allows the amalgamation of a previously listed second year
course BIOL 2107 (described as “limnology”, but which dealt primarily with assessment of water
quality), and the Freshwater Biology course BIOL 4107, that was rarely offered. In addition it
incorporates the content of the current offering of Limnology under the “Special Topics in Applied
Ecology BIOL 4506” header. As a result the treatment of the physical, chemical and biological
aspects of inland waters and freshwater habitats will be offered each year on a reliable basis, and the
number of course listings can be rationalized. The term “inland waters” is used today rather than
“freshwater” because there are several important inland (non-marine) waters that are saline. The
previous restriction to students in Honours Biology or Environmental Biology and Technology no
longer makes sense as the course is of potential interest to all students in Biology and, for example,
students in Geography who may be interested in water quality and/or taking related courses in
Hydrology in the Geography Department. A background in Principles of Ecology, BIOL 2446, a
core course in Biology is a more accurate way of stating what is required to succeed in the course.
Several terms from the original course description are retained, but there is explicit recognition that
freshwater organisms are best understood in the context of the physical and chemical attributes of
the environment. This fits with our departmental scope as a department of Biology and Chemistry
and acknowledges the relevance of physical/chemical as well as biological factors in Ecology. These
changes will not affect any other courses or existing programs, although the course will provide a
useful perspective for students in Biology, and a relevant elective or minor course outside the major
for students in Geography.
Supporting documentation Motion# 4 for ARCC
Current Calendar Description:
BIOL 3117 Biostatistics
Prerequisites: BIOL 1007 and a MATH at the 1000 level (excluding MATH 1070, 1911, 1912 and
1922)
Hours: Three hours of lecture and practical work per week for one term.
Credits: 3.0
Students will learn the philosophical underpinnings of experimental design in traditional and
contemporary biological inquiry. Data sets that highlight both field and laboratory realities will be
analyzed and interpreted using basic univariate and/or multivariate statistical techniques on common
software packages.
Proposed change:
BIOL 3117 Biostatistics
Prerequisites:BIOL 1007 and a MATH at the 1000 level (excluding MATH 1070, 1911, 1912 and
1922)
Hours:Three hours of lecture and three hours of laboratory work per week for one term.
Credits: 3.0
Students will learn the philosophical underpinnings and pratical applications of research design and
analysis in biological inquiry. Emphasis will be placed on hypothesis development, experimental
design, sampling protocols, data collection and management, description and inference,
interpretation and presentation of results. Practical exercises will explore data sets representing both
field and laboratory realities that will be analyzed and interpreted using appropriate univariate
and/or multivariate statistical techniques available in common software packages.
Rationale for change:
This is a required course in the specialization and honours specialization in biology, as well as the
environmental biology and technology program. The course provides students with knowledge and
experience in research design and analysis, both of which are critical to the achievement of our
program level expectations. In order to cover both the philosophy and application of these methods,
we believe that the course must include both a lecture and lab component. These elements cannot
be combined, as conveying an understanding of the theory behind statistical methods requires a
different pedagogical approach than explaining the proper execution of these methods using
contemporary software packages. The course description has been revised to reflect a greater
balance between theory and practical work than was previously reflected.
Impact that this change will have on program requirements and on other courses:
This change applies to a course required for all students in the specialization, honours specialization,
and environmental biology and technology programs. The addition of a new lab section will require
part of the teaching load of a laboratory instructor be dedicated to this course.