Download Entire Proposal - New Page - Suffolk County Community College

SUFFOLK COUNTY COMMUNITY COLLEGE
LETTER-OF-INTENT
T0 COLLEGE ASSOCIATE DEAN FOR
CURRICULUM DEVELOPMENT
PROPOSER E-MAILS LETTER-OF-INTENT AS WORD DOCUMENT TO DR.
ALLEN JACOBS, COLLEGE ASSOCIATE DEAN FOR CURRICULUM
DEVELOPMENT. Dr. Jacobs determines which campuses are affected by proposal
and fills out the Response to Proposal Form below. Dr. Jacobs returns the Letter-of
Intent and Response to Proposal forms to proposer with copies to the appropriate
Executive Deans.
Proposer _Scott A Mandia_______
(name)
Campus:
A__X__
E____
G_____
Department/Discipline __Physical Sciences _________________________
Telephone____451-4104 _____________
[email protected]
Name of Curriculum/Course Proposal__MET103: Global Climate Change____
Date___09/23/2011_________________________________________________
College Associate Dean for Curriculum Development completes form below this line.
******************************************************************
Type of Proposal
Course
New ______________X__________________
Revised_______________________________
Adoption______________________________
Curriculum
New__________________________
Revised________________________
Expedited Revision_______________
A.A._____ A.S. _____ A.A.S _____
Certificate __
This proposal requires the following approval(s)
Single Campus __X___
*College_____
*College approval is required when the proposal has an
impact on more than one campus.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 2
SUFFOLK COUNTY COMMUNITY COLLEGE
LETTER-OF-INTENT
T0 COLLEGE ASSOCIATE DEAN FOR
CURRICULUM DEVELOPMENT
Description of proposal idea and rationale.
(Proposer should present description of proposal idea on this page along with a
rationale for the proposal.)
Description:
The impact of global climate change is far-reaching, both for humanity and the
environment. This course will provide students with the scientific background to
understand the role of natural and human-forced climate change so that they are
better prepared to become involved in the discussion. Students will learn how past
climates are determined and why humans are causing most of the observed
modern day warming. The technical and political solutions to climate change will
also be addressed.
Rationale:
Climate change is a very current topic that crosses many scientific disciplines
including climatology, meteorology, geology, modeling, oceanography, biology,
zoology, chemistry, and astronomy as well as including economics, environmental
politics, and other non-hard science disciplines.
According to the United States National Academy of Sciences (2010):
A strong, credible body of scientific evidence shows that climate change is occurring,
is caused largely by human activities, and poses significant risks for a broad range of
human and natural systems…. Some scientific conclusions or theories have been so
thoroughly examined and tested, and supported by so many independent
observations and results, that their likelihood of subsequently being found to be
wrong is vanishingly small. Such conclusions and theories are then regarded as
settled facts. This is the case for the conclusions that the Earth system is warming
and that much of this warming is very likely due to human activities.
According to The Geological Society of America [GSA] (2010):
"Decades of scientific research have shown that climate can change from both
natural and anthropogenic causes. The Geological Society of America (GSA) concurs
with assessments by the National Academies of Science (2005), the National
Research Council (2006), and the Intergovernmental Panel on Climate Change
(IPCC, 2007) that global climate has warmed and that human activities (mainly
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 3
greenhouse gas emissions) account for most of the warming since the middle 1900s.
If current trends continue, the projected increase in global temperature by the end of
the twenty-first century will result in large impacts on humans and other species.
Addressing the challenges posed by climate change will require a combination of
adaptation to the changes that are likely to occur and global reductions of CO2
emissions from anthropogenic sources."
The impact of global climate change will be world-wide and difficult decisions will
need to be made very soon. This course will provide students with the scientific
background to understand the role of natural and human-forced climate change so
that they are better prepared to become involved in the important discussion now
underway. Our students are the voters and policy-makers of the future so they
must be properly informed of the science.
This course is designed to attract non-majors in the hopes that they become
interested in the sciences and perhaps consider science as a career. It is also
designed for science majors. Currently, our majors take two or three courses in
our program in their major and then move on to their physics, calculus, and
chemistry courses. Having an additional cross-discipline course to choose from will
keep those students interested in their major and will also provide a “taste” of the
other Earth & Space Sciences content.
This course has been successfully run for two semesters as Special Topics (MET295)
and I now wish to offer the course as a permanent catalog course.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 4
SUFFOLK COUNTY COMMUNITY COLLEGE
RESPONSE TO PROPOSAL
FROM COLLEGE ASSOCIATE DEAN FOR CURRICULUM
DEVELOPMENT
College Associate Dean for Curriculum Development uses this form to respond to
the proposal with instructions for further developing proposal (e.g., which forms to
use, the campuses and departments who need to be consulted, items to be
considered when developing the proposal.)
******************************************************************
TO: Scott Mandia
FROM: Allen Jacobs
DATE: September 23, 2011
***********************************************************
Comments:
Please proceed with the proposal process by completing a New Course Proposal
Form . After the entire proposal has been completed, email it along with a Campus Dean
Final Approval Form to Dean Sherwood. After receiving Dean Sherwood’s approval, email the
entire proposal packet to the Chair of the Ammerman Campus Curriculum Committee, Debra
Wakefield .
Please note that a Letter of Support is no longer required from the Executive Dean.
Cc:
Appropriate Executive Deans/Deans of Instruction
Tina Good, College Curriculum Committee Chair
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 5
SUFFOLK COUNTY COMMUNITY COLLEGE
NEW-COURSE PROPOSAL FORM
ORIGINATING CAMPUS: ( X ) Ammerman ( ) Eastern
( ) Grant
Date Submitted to Curriculum Committee: _____mm/yy_____
To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology.
PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE
APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.
Proposal Checklist
Proposer records appropriate departmental votes here and checks to be sure all the documents are
contained within the packet.
( X ) Electronic Letter-of-Intent
( X ) Electronic Letter-of-Support from Executive Dean(s)
( X ) Vote(s) of Department:
Name of Department: _(Physcial Sciences/Ammerman)_
For: __13___ Against: __0___
Abstentions: _____
Date of Vote: __________ Proposer's Initials: _SAM____
Select One: Approved__X___ Not approved_____
Name of Department: _(Name of Department/Campus)_
For: _____
Against: _____
Abstentions: _____
Date of Vote: __________ Proposer's Initials: _____
Select One: Approved_____ Not approved_____
Name of Department: _(Name of Department/Campus)_
For: _____
Against: _____
Abstentions: _____
Date of Vote: __________ Proposer's Initials: _____
Select One: Approved_____ Not approved_____
( X ) Campus Dean Final-Approval Form(s)
(Proposer completes form to this line before sending entire proposal packet to the
appropriate Curriculum Committee Chair)
-------------------------------------------------------------------------------------cc:
Dr. Candice Foley, College Associate Dean for Curriculum Development
Dr. Tina Good, Chair of College Curriculum Committee
Academic Chairs of affected departments
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 6
Curriculum Committee Chair completes form below this line and, upon
approval, the Curriculum Committee Chair e-mails the entire proposal
packet to the College Associate Dean for Curriculum Development, with
electronic copies to the appropriate Executive Deans and the College
Curriculum Committee Chair. (If the proposal is not approved, the Curriculum
Committee Chair e-mails proposer and explains why proposal was not approved and
sends an electronic copy of explanation to the College Curriculum Chair and the
College Associate Dean for Curriculum Development.)
******************************************************************
( )
Vote of Curriculum Committee
Name of Committee:_______________________________
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
( )
Vote of Ammerman Faculty Senate (if appropriate)
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
Abstention_____
( )
Vote of East Congress (if appropriate)
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
Abstention_____
( )
Vote of Grant Assembly (if appropriate)
For: _____ Against: _____
Abstentions: _____
Date of Vote: __________
Select One: Approved_____ Not approved_____
Abstention_____
******************************************************************
Proposal is _____Approved
_____Not Approved
Date________________________________________
Comments:
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 7
NAME OF PROPOSAL: MET103 – Global Climate Change____________
DEPARTMENT/DISCIPLINE:__Physical Sciences/Earth & Space Sciences
I.
CATALOG DESCRIPTION:
The impact of global climate change is far-reaching, both for humanity and
the environment. This course will provide students with the scientific
background to understand the role of natural and human-forced climate
change so that they are better prepared to become involved in the
discussion. Students will learn how past climates are determined and why
humans are causing most of the observed modern day warming. The
technical and political solutions to climate change will also be addressed.
II.
STATEMENT OF LEARNING OUTCOMES
(Course outcomes should be stated in the form of what students will be expected to learn in
the course precise, e.g., “Upon successful completion of this course, students will be able to
demonstrate . . . . ”)
Upon completion of this course students will be able to:
a. Develop well-reasoned arguments for the long- and short-term causes of
climate change
b. Identify and classify past climate by analyzing various temperature
proxies such as isotopic chemical signatures from ice cores and
sediment, tree rings, corals, and boreholes
c. Evaluate and describe the observed evidence for modern climate change
d. Describe the relationship between atmosphere and oceans and
demonstrate their application to climate change
e. Describe the carbon budget and demonstrate its role in climate change
f. Describe the radiative heat budget of Earth and evaluate the role of
greenhouse gases in this budget
g. Detail the impacts of climate change on humans and nature
h. Evaluate and describe the various solutions for addressing modern day
climate change and the increasing world energy needs
III.
RELATIONSHIP TO STUDENTS
A.
Credits and Contact Hours
(Provide a rationale for proposed credits and contact hours. See the formula for credit
hours and contact hours on the Curriculum Website.)
B.
Credit Hours__3___
Contact Hours__3___
Lecture__X___
Studio_____
Lab_____
Internship_____
Course Fees
(Will the student be charged additional fees for this course?)
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 8
Lab Fees____NA______ Course Fees___NA_______
Please explain as necessary:_________________________________
C.
Required/Elective/Restricted Elective
(Will this be a required course? If so, for which curricula? Provide a rationale as to
why this course should be required. If this is proposed as an elective or restricted
elective course, state what elective category it will fulfill and why it is appropriate for
that elective category.)
Elective science course for liberal arts program math/science
requirements
D.
Prerequisites/Co-requisites
(What prerequisites or co-requisites will be required for this course? Provide a
rationale for these requirements.)
MAT007 – All ESS courses currently have MAT007 pre-req.
E.
Transferability
(Would this course transfer to any other institutions? If so, give examples of transfer
institutions/departments who would accept this course. Give the name(s) of the
courses it would transfer as. Demonstrate how transferability was determined.)
SUNYSB: ATM 201 - E: Introduction to Climate and Climate Change
ATM 201 - E: Introduction to Climate and Climate Change
An introduction to the earth's climate system as it exists today, how the climate
system has changed in the past, and what future climates may look like in the future.
Topics include the causes of climate change, the response times of different parts of
the climate system, interactions and feedbacks between the atmosphere, oceans, ice,
continents, and vegetation, and the role of carbon as it moves within the climate
system on different time-scale
3 credits
SUNY Geneseo: GSCI 107 : N/Geology-Climate Chge&Energy
GSCI 107 : N/Geology-Climate Chge&Energy
This course is intended for non-science majors who have an interest in understanding
the relationship between energy usage in the industrial era and climate change.
Understanding and adapting to global-scale climate change is one of the most
important issues facing scientists and world leaders in the 21st century. The
interrelationship of past climate changes and energy consumption from fossil fuels is
clear, and understanding the response of the Earth system to rising greenhouse gas
concentrations in the atmosphere is of critical interest as the human population
approaches maximum sustainable levels. This course explores the fundamental
geologic records of global climate change, Earth-system processes in the context of
climate change and the global carbon cycle, critical improvements to the scientific
understanding of natural verses human-induced climate change, and the recent and
future impact of global-scale energy use on the Earth system. Lectures cover
fundamental concepts of Earth system science with emphasis on topics of atmospheric
science, oceanography, climate change during the past five million years, and the
geology of energy resources. Lab assignments include a set of exercises that develop
skills necessary to understand global-scale processes in space and time; the geological
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 9
context for energy and climate change; and the biological, chemical and geological
signatures of climate change. Credits: 0-4
SUNY Adirondack: GEO 103 – Earth’s Climate
GEO 103 - Earths Climate
A course exploring the history and causes of climate change, the natural response
times of the many components of the climate system, interactions and feedbacks
among the various components, the role of carbon as it moves through the system at
each time scale, potential consequences of future climate change, and the history of
public understanding of anthropogenic contributions to change. Does not satisfy the
laboratory science requirement. Cannot be used for the major requirement of the
Math/Science AS degree.
3.000 Credit hours
3.000 Lecture hours
SUNY Oneonta: METR 212 Climatology
METR 212 Climatology
3 s.h.
The nature of different types of climates and the mechanisms producing them. Topics
include the atmosphere’s energy and hydrologic cycles, global circulations, air masses,
monsoons, lake effects, climate classification, and climatic change. (LA, WS2)
* See last page for correspondence
F.
Master Schedule
(How would this course fit into the Master Schedule? How often would it be offered?
Would it be offered in the Fall? Spring? Summer? Winter?)
Proposed for Spring 2012 with a course offered each subsequent
semester, including summers. Fully enrolled in spring and strong
enrollment in summer semester.
G.
Estimate of student enrollment
(How many students are anticipated to initially enroll in this course per
semester? Per year? How were these enrollment figures determined?)
33 – standard lecture course enrollment
H.
Class Size
(What is the maximum number of students that should be allowed to enroll in one
section of this course? Provide a rationale for this class size. Should the class size be
forcible?)
33 – standard lecture course enrollment
IV.
RELATIONSHIP TO FACULTY
A.
Number of current faculty available to teach proposed course and
number of additional faculty required.
Four (4) FT and one (1) adjunct on Ammerman campus. No additional
faculty required.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 10
B.
Number of other staff positions required.
NA
C.
Discipline(s) required and/or minimum preparation in order to teach
the course.
M.S. in one of the ESS disciplines especially Geology and Meteorology
with demonstrated knowledge of current climate science research.
V.
RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*
Is this course being proposed as a SUNY General Education Course. If so,
A.
Identify which of the ten SUNY knowledge and skills areas the course
would fulfill.
*The ten SUNY knowledge and skill areas are Mathematics, Natural
Sciences, Social Sciences, American History, Western Civilization, Other
World Civilizations, Humanities, The Arts, Foreign Language, Basic
Communication.
Not being offered as a Gen Ed course.
B.
Demonstrate how the course outcomes map to the SUNY Learning
Outcomes for the knowledge and skills areas you have identified. (See
the Curriculum Website for further details about the required
outcomes.)
C.
How does this course incorporate the SUNY infused competencies of
Critical Thinking and Information Management? (See the Curriculum
Website for further details about the required outcomes for
Information Management and Critical Thinking.)
D.
Do the faculty within the department/discipline agree to assess this
course according to the approved *SUNY General Education
Assessment Plan, using assessment measures, i.e., instruments that
measure the attainment of student learning outcomes as described in
the plan?
*Be sure to see if the original assessment plan has been updated either
through the strengthened campus-based assessment plan or through a
the-loop process. Contact Dr. Allen Jacobs, College Associate Dean for
Assessment of Academic and Student Affairs for further information.
closing-
VI.
COSTS
List costs and space requirements.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 11
No additional costs for staff or equipment. Lecture room with LCD and
Internet-connected PC is required.
VII.
COURSE SYLLABUS
(See Appendix Below.)
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 12
SUFFOLK COUNTY COMMUNITY COLLEGE
COLLEGE COURSE SYLLABUS FORM
To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider
issues arising from elements of cultural diversity in areas of textbook choice, selection of library and
audio-visual materials, and teaching methodology. (Please note that a course syllabus is not the same
as a course outline. A course syllabus outlines the general requirements for a course. A course
outline is the specific document created by the individual faculty member to distribute to a specific
course section. Please see the Faculty Handbook for further details as to what to include in a course
outline. A SAMPLE course outline should be attached below.)
I.
Course Number and Title:
(Be sure to consider whether this course is a 100- or 200-level course and give a
rationale for the decision.)
MET103: Global Climate Change
Entry-level course with no other science pre-req so it should be 100
level.
II.
Catalog Description:
The impact of global climate change is far-reaching, both for humanity and
the environment. This course will provide students with the scientific
background to understand the role of natural and human-forced climate
change so that they are better prepared to become involved in the
discussion. Students will learn how past climates are determined and why
humans are causing most of the observed modern day warming. The
technical and political solutions to climate change will also be addressed.
III.
*Learning Outcomes: (Main concepts, principles, and skills
you want students to learn from this course)
Upon completion of this course students will be able to:
i. Develop well-reasoned arguments for the long- and short-term causes of
climate change
j. Identify and classify past climate by analyzing various temperature
proxies such as isotopic chemical signatures from ice cores and
sediment, tree rings, corals, and boreholes
k. Evaluate and describe the observed evidence for modern climate change
l. Describe the relationship between atmosphere and oceans and
demonstrate their application to climate change
m. Describe the carbon budget and demonstrate its role in climate change
n. Describe the radiative heat budget of Earth and evaluate the role of
greenhouse gases in this budget
o. Detail the impacts of climate change on humans and nature
p. Evaluate and describe the various solutions for addressing modern day
climate change and the increasing world energy needs
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 13
V.
Programs that Require this Course: (List or indicate none.)
None but this course satisfies the science elective course required by many
programs
VI.
Major Topics Required:
Week 1: What’s Up with the Weather? (A general overview)
 Climate Stability
 Climate Forcing & Feedback
 Long-Term Climate Changers: Tectonics & Milankovitch Cycles
 Short-Term Climate Changers: El Nino & Volcanoes
 Ocean – Atmosphere Balance
 Greenhouse Gases
 Climate Models
Week 2: Evidence for Climate Change
 Changes in Sea Level
 Changes in the Cryosphere (ice)
 Changes in the Atmosphere
 Changes in the Oceans
 Changes in Precipitation
 Changes in Severe Weather
Week 3: The Climate Machine
 Sunspots
 Milankovitch Cycles
 Seasons
Week 4: The Climate Machine (cont.)
 Atmospheric Temperature Structure
 Global Energy Budget
 Greenhouse Effect
 Aerosols and Global Dimming
 Black Carbon
 Ozone Depletion
Week 5: The Climate Machine (cont.)


Three-Cell Global Atmospheric Circulation Model
Weather Fronts
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 14

Monsoons
Week 6: The Climate Machine (cont.)
 CO2 Sources & Sinks (Carbon Cycle)
 Ocean Circulation
 Cryosphere Albedo and Feedbacks
 Climate Modeling
Week 7: Determining Past Climate
 Dendrochronology (Tree-rings)
 Corals
 Sediments
 Ice Cores
 Isotopic Chemistry
 Boreholes
Week 8: Determining Past Climate (cont.)
 Climate Reconstructions
 Medieval Warm Period
 Little Ice Age
 “Hockey Stick” Controversy
Week 9& 10: Impact of Climate Change
 Sea Level Rise
 Diminishing Cryosphere
 Environmental Vulnerabilities (land and ocean)
 Water Scarcity
 Ocean Acidification
Week 11: Impact of Climate Change - Geopolitics
 Military National Security Documents
 Immigration
 Famine & Higher Food Costs
 Increased Authoritarian Governments
 Water Conflicts Between Nuclear Nations
Week 12: Turning Knowledge Into Action
 History of Greenhouse Gas Science
 UNFCCC
 Kyoto Protocol
 US Policy (Cold War to present)
 COP15 (Copenhagen Conference 2009)
 The Role of NGOs and Mass Media
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 15


Cap and Trade vs. Carbon Tax
European Views on Climate Change vs. US Views
Week 13: The Energy Crisis & Associated Costs
 World Energy Demand
 Fossil Fuel-Based
 Nuclear Power
 Renewable Sources of Energy
 Carbon Mitigation Techniques: The Science and the Cost
Week 14: Emission Projections & Associated Climate Change
 Mitigation Wedges
 Adaptation?
Week 15: Student Projects Discussion – Final Exam
VI.
Special Instructions:
A.
Prerequisite(s) to this Course: (List or indicate none)
MAT007 – All ESS courses currently have MAT007 pre-req.
B.
Course(s) that Require this Course as a Prerequisite:
(List courses or indicate none)
NA
C.
NA
VII.
External Jurisdiction: (List credentialing organization/association if
appropriate or indicate none.)
Supporting Information: (Examples – newspapers, journals,
Internet resources, CD-ROMS, Videos, other teaching materials, textbooks, etc.)
Climate Change by David Kitchen, 1st ed. All other materials are available on
faculty Website and other open Internet sites
VIII.
Optional Topics: (List or indicate none)
NA
IX.
Evaluation of Student Performance:
List possible methods to be used for evaluating students’ achievement of the
course’s learning outcomes.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 16
Tests: 60%



Homework: 25%
Term Paper: 15%
Test questions will consist of written answers. Time to complete tests: 45 minutes. The
lowest test score will not be counted. A missed test will be considered a zero - no
exceptions.
Homework will be done weekly. Homework is always due at the start of Monday’s class
(8 AM) in person or via email. A missed or late homework will be considered a zero - no
exceptions.
Term paper is due XXXX and should be 3-5 pages in length. A rubric will be used to
assign the final grade. Students should use this rubric to maximize their success. A late
paper will be assigned a zero – no exceptions.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 17
X.
Sample Course Outline
(See Faculty Handbook online at http://depthome.sunysuffolk.edu/FacultyHandbook/
for guidelines.)
SUFFOLK COMMUNITY COLLEGE
Department of Physical Sciences
INSTRUCTOR:
Scott A. Mandia, Professor, Asst. Chair
E-MAIL:
[email protected]
HOME PAGE:
www2.sunysuffolk.edu/mandias
climatemandia.wordpress.com
OFFICE: T-202
PHONE: 451-4104
BLOG:
REQUIRED MATERIALS:
Text: Climate Change, by David Kitchen (Free!)
COURSE OBJECTIVES:
The impact of global climate change is far-reaching, both for humanity and the
environment. This course will provide students with the scientific background to understand
the role of natural and human-forced climate change so that they are better prepared to
become involved in the discussion. Students will learn how past climates are determined
and why humans are causing most of the observed modern day warming. The technical and
political solutions to climate change will also be addressed.
Upon completion of this course students will be able to:
a. Develop well-reasoned arguments for the long- and short-term causes of climate
change
b. Identify and classify past climate by analyzing various temperature proxies such
as isotopic chemical signatures from ice cores and sediment, tree rings, corals,
and boreholes
c. Evaluate and describe the observed evidence for modern climate change
d. Describe the relationship between atmosphere and oceans and demonstrate
their application to climate change
e. Describe the carbon budget and demonstrate its role in climate change
f. Describe the radiative heat budget of Earth and evaluate the role of greenhouse
gases in this budget
g. Detail the impacts of climate change on humans and nature
h. Evaluate and describe the various solutions for addressing modern day climate
change and the increasing world energy needs
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 18
EVALUATION OF STUDENT PERFORMANCE:
Tests: 60%



Homework: 25%
Term Paper: 15%
Test questions will consist of written answers. Time to complete tests: 45 minutes. The
lowest test score will not be counted. A missed test will be considered a zero - no
exceptions.
Homework will be done weekly. Homework is always due at the start of Monday’s class
(8 AM) in person or via email. A missed or late homework will be considered a zero - no
exceptions.
Term paper is due August 1 and should be 3-5 pages in length. A rubric will be used to
assign the final grade. Students should use this rubric to maximize their success. A late
paper will be assigned a zero – no exceptions.
*** There is NO GRADE CURVE. There are NO MAKE-UP TESTS. ***
You may officially withdraw from this course NO LATER than WED. JUL 20. No W
will be granted after this date without a well-documented emergency. Any
student whose name appears on the final grade roster will receive a grade.
WEEKLY OUTLINE OF TOPICS AND ASSIGNMENTS:
Week 1: What’s Up with the Weather? (A general overview)
 Climate Stability
 Climate Forcing & Feedback
 Long-Term Climate Changers: Tectonics & Milankovitch Cycles
 Short-Term Climate Changers: El Nino & Volcanoes
 Ocean – Atmosphere Balance
 Greenhouse Gases
 Climate Models
Week 2: Evidence for Climate Change
 Changes in Sea Level
 Changes in the Cryosphere (ice)
 Changes in the Atmosphere
 Changes in the Oceans
 Changes in Precipitation
 Changes in Severe Weather
Week 3: The Climate Machine
 Sunspots
 Milankovitch Cycles
 Seasons
Week 4: The Climate Machine (cont.)
 Atmospheric Temperature Structure
 Global Energy Budget
 Greenhouse Effect
 Aerosols and Global Dimming
 Black Carbon
 Ozone Depletion
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 19
Week 5: The Climate Machine (cont.)
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Three-Cell Global Atmospheric Circulation Model
Weather Fronts
Monsoons
Week 6: The Climate Machine (cont.)
 CO2 Sources & Sinks (Carbon Cycle)
 Ocean Circulation
 Cryosphere Albedo and Feedbacks
 Climate Modeling
Week 7: Determining Past Climate
 Dendrochronology (Tree-rings)
 Corals
 Sediments
 Ice Cores
 Isotopic Chemistry
 Boreholes
Week 8: Determining Past Climate (cont.)
 Climate Reconstructions
 Medieval Warm Period
 Little Ice Age
 “Hockey Stick” Controversy
Week 9 & 10: Impact of Climate Change
 Sea Level Rise
 Diminishing Cryosphere
 Environmental Vulnerabilities (land and ocean)
 Water Scarcity
 Ocean Acidification
Week 11: Impact of Climate Change - Geopolitics
 Military National Security Documents
 Immigration
 Famine & Higher Food Costs
 Increased Authoritarian Governments
 Water Conflicts Between Nuclear Nations
Week 12: Turning Knowledge Into Action
 History of Greenhouse Gas Science
 UNFCCC
 Kyoto Protocol
 US Policy (Cold War to present)
 COP15 (Copenhagen Conference 2009)
 The Role of NGOs and Mass Media
 Cap and Trade vs. Carbon Tax
 European Views on Climate Change vs. US Views
Week 13: The Energy Crisis & Associated Costs
 World Energy Demand
 Fossil Fuel-Based
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 20
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Nuclear Power
Renewable Sources of Energy
Carbon Mitigation Techniques: The Science and the Cost
Week 14: Emission Projections & Associated Climate Change
 Mitigation Wedges
 Adaptation?
Week 15:
Student Projects Discussion – Final Exam
OFFICIAL RULES AND POLICIES:
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•
The College defines excessive absence or lateness as more than the equivalent of one
week of class meetings during the normal semester. Excessive absence may result in a
"W" for the course.
Do NOT schedule ANY appointments during normal class times unless it is healthrelated.
An absence is excused only if I consider it to be an emergency.
While in discussions, be focused on task at hand and not on “social activities.”
Cheating of ANY sort will result in a zero on that assignment and possibly an "F" for the
course.
A calculator is the ONLY device allowed during quizzes and exams. A student caught
with ANY other device (cell phone, PDA, computer, etc.) is assumed to be
cheating. Please put all devices away before quizzes and exams!
If I determine your behavior to be disruptive, you will be excused from class. Phones,
text messaging, beepers, popping gum, talking, etc., are all considered disruptive.
The result will be an unexcused absence and no materials will be accepted for
that day.
NEVER TEXT MESSAGE WHILE IN CLASS – YOU CANNOT LEARN IF YOU ARE NOT
PAYING ATTENTION. I will give you one warning before asking you to leave the class.
If you miss a class, it is YOUR responsibility to ask me for any materials missed.
If your absence is unexcused you will NOT be able to make up missed content.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
New-Course Proposal Form, Pg. 21
SUFFOLK COUNTY COMMUNITY COLLEGE
CAMPUS DEAN FINAL-APPROVAL FORM
PROPOSER E-MAILS COMPLETED PROPOSAL TO APPROPRIATE EXECUTIVE
DEAN(S) AND REQUESTS A COMPLETED CAMPUS DEAN FINAL-APPROVAL
FORM. The Executive Dean(s) completes this form and returns it to the proposer.
******************************************************************
*
The Campus Dean Final Approval acknowledges a campus’s ability and
commitment to support a proposal in terms of:
 Academic Merit
 Availability of Personnel
 Adequacy of Facilities
 Budgetary Needs for Supplies and Equipment
******************************************************************
*
Name of Proposal: ____MET103: GLOBAL CLIMATE CHANGE__________________
Campus:
A__X__
E____
G_____
Type of Proposal:
___New Curriculum ___Curriculum Revision
_X__New Course
___Expedited Curriculum Revision
___Course Revision ___Inter-Campus Course Adoption
Approved__James E. Sherwood_____________________
Not Approved____________________
(Name of Executive Dean)
Date___October 5, 2011_________________________
******************************************************************
*
Comments:
cc:
Dr. Alan Jacobs, College Associate Dean for Curriculum and Assessment
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
Revised 10/2008