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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.) 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 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: • • • • • • • • 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