Download GEOS 425 Global Climate Change

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.
Department Recommendation
Course__Geos 425 Global Climate Change
_____ Approved
_________________________________
Department Chair
________________
Date
Dean’s Recommendation _____ Approved
_________________________________
Dean of College
_____ Disapproved
____________________________________________
e-mail address
_____ Disapproved*
________________
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
_________________________________
University Studies Director
A2C2 Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
Chair of A2C2
Faculty Senate Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
President of Faculty Senate
_____ Disapproved
________________
Date
Academic Vice President Recommendation _____ Approved
_________________________________
Academic Vice President
Decision of President
_____ Approved
_________________________________
President
_____ No recommendation
_____ Disapproved
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_____ Disapproved
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Please forward to Registrar.
Page 1 of 14
GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
Registrar
Page 2 of 14
_________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
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.
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
1.
__________________________________________________
Department's A2C2 Representative or Alternate
Page 3 of 14
______________________
Date
[ Revised 9-05]
GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
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.
2.
3.
4.
5.
6.
7.
Course proposals must address all specified outcomes.
The course proposal must include documentation of Course Requirements and learning activities designed to meet the
course outcomes specifies for the area.
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.
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.
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.
The USS may request other material (e.g., textbooks) for review in evaluation course proposal.
The USS may request additional information for re-approval.
Material to be submitted for course review of Flagged Courses:
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.
Page 4 of 14
GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
WINONA STATE UNIVERSITY
PROPOSAL FOR UNIVERSITY STUDIES COURSES
Department ________Geoscience____________________________________
Date _______3-8-2006________
________425___________
Course No.
__________Global Climate Change_____________________
Course Name
This proposal is for a(n)
__XX__ Undergraduate Course
Applies to: __XX__ Major
___ Required
_XX__ Elective
__XX__ Minor
_____ Required
_XX__ Elective
University Studies (A course may be approved to satisfy only one set of outcomes.):
Course Requirements:
Basic Skills:
Arts & Science Core:
_____ 1. College Reading and Writing
_____ 2. Oral Communication
_____ 3. Mathematics
_____ 4. Physical Development & Wellness
Flagged Courses:
_______3_____
Credits
_____ 1. Humanities
_____ 2. Natural Science
_____ 3. Social Science
_____ 4. Fine & Performing Arts
Unity and Diversity:
_____ 1. Critical Analysis
_____ 2. Science and Social Policy
_XX_ 3. a. Global Perspectives
_____ b. Multicultural Perspectives
_____ 4. a. Contemporary Citizenship
_____ b. Democratic Institutions
_____ 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________________________ ____5267________
Name (please print)
Phone
Page 5 of 14
[email protected]_________
e-mail address
GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
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 crosscultural social, economic, political, spiritual, and environmental experiences. Courses that
fulfill the global perspectives requirement must address at least two of the following
outcomes:
a. 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.
b. 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
Page 6 of 14
GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
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, wellreasoned prediction of the future.
c. 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.
Page 7 of 14
GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
GEOS 425 Global Climate Change
T/Th Time: 3-5 PM
Room PA 109
Instructor: Dr. Toby Dogwiler, PA 114A, [email protected]
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
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GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
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.
University Studies
This course has been approved to fulfill the Global Perspectives requirements of the Unity and
Diversity section of the University Studies Program requirements. The following narrative describes
the goals of the Global Perspectives requirement. Additionally, the narrative describes how we will
address the specific outcomes prescribed for the Global Perspectives requirement. Subsequently, in
the section on course assignments, each assignment is denoted with regard to the outcome to which
it most directly relates.
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:
a. 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
Page 9 of 14
GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
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.
b. 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.
c. 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.
Activities and Strategies outlined below which are associated with Global Perspectives
outcomes are denoted with the appropriate letter: a, b, or c.
Instructional Plan
This course meets during an extended period to facilitate a variety of classroom activities. Most
class meetings will involve student-led lectures, discussions, or presentations on topics listed in the
course outline (see below). The other portion of the class time will be spent on discussion of
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GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
assigned readings, in-class exercises demonstrating how to use the internet to “mine” climate data,
and discussion and presentation of student projects.
This class is designed to fulfill three credits of the Global Perspectives requirement in the
University Studies program. Thus, we will continually relate the science of global climate change to
the global cultural, economic, social, political, and environmental consequences of climate variation.
This course is somewhat unique in the sciences. Although it is a 400-level course, it is designed
and intended for a diverse audience that includes students of the humanities, social sciences,
business and economics, and other non-science fields. The disciplinary expertise of each student will
add to the discussion and analysis that is integral to the objectives of the course. Thus, the
instructor is committed to encouraging students from diverse backgrounds (academically and
otherwise) to enroll in the course. Non-Geoscience majors are assured that the 400-level
designation reflects an expected level of commitment and effort rather than an expected level of
prerequisite scientific knowledge.
Assignments
Students will be required to complete a series of assignments over the duration of the course. Some
assignments will be quantitative in nature, enabling students to become familiar with the types of
climate data that are available and the manner in which they are analyzed and interpreted. Other
assignments will involve essays and short papers investigating topics discussed in class in greater
detail. The exact nature of these assignments will be determined by the interests of individual
students and will be negotiated with the instructor. Assignments will include:
*For each of the following assignments, I will set aside class time during which each student will be
expected to orally update the rest of the class on their progress.
1. *Obtain, analyze, and interpret a climatic dataset that was compiled from direct
meteorological observations. Analysis will include some type of statistical
exploration of the data. [c] You will turn in an Excel workbook with the data and data
analysis and a Word file with a 500-750 word discussion of the data, including
consideration of the accuracy and resolution of the data. (10% of final grade)
2. *Obtain, analyze, and interpret a climatic dataset that was compiled based on
proxy information. Analysis will include some type of statistical exploration of
the data. [c] This dataset must investigate the same climate parameter (i.e.,
temperature, precipitation, etc.) as the first assignment and the coverage must overlap in
time and geography. You will turn in an Excel workbook with the data and data analysis
and a Word file with a 500-750 word discussion of the data, including consideration of the
accuracy and resolution of the data. (10% of final grade)
3. *Integrate the datasets from assignments 1 and 2. This will require the
establishment of a method for converting the data into compatible formats and
resolutions. [c] You will turn in an Excel workbook with the data and data integration.
You will also turn in a Word file with a 750-1000 word summary. Be sure to discuss if the
trend(s) observed in the data are consistent between the direct and proxy data. What
limitations would you predict in comparing the data sets if they did not overlap? (10% of
final grade)
4. *Give an oral presentation to the class that outlines how the data compiled and
analyzed in assignments 1-3 relate to a social, economic, political, spiritual, or
environmental issue that is of global consequence. [c] You should take the
approach that you have developed this method and are the world’s foremost expert on it.
After years of work you are ready to unveil it to the scientific community. You will be
expected to discuss the resolution, precision, applicability, and usefulness of the method.
We will discuss formatting guidelines and space requirements in class. (15% of final
grade)
5. *Based on the suggestions of the instructor, class discussion about your topic, as
well as the peer-review comments from your class mates, continue to research
the issue identified in assignment 4. Discuss the evidence [including your
climate data from assignments 1-3] for the effects and the significance of
climate change in shaping social, economic, political, spiritual, or environmental
Page 11 of 14
GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
policies or outcomes relating to the issue you chose to explore. [a,b] You will turn
in a Word file with text and figures. Support your discussion with real data. Maximum
length is 20 pages, double-spaced (not including figures or your extensive ‘References
Cited’ list. (15% of final grade)
6. *Attempting to stay grounded in scientific reality, conjecture how American [or
other] culture will adapt and react to global warming in the 21 st century, should
it occur. [a,b] This report should be prepared for a general, rather than a technical,
audience. You should support your predictions with lessons gleaned from the previous
assignment and your study of global climate change. You will report your results to the
class as a PowerPoint presentation during the final exam period. We will follow the
Geological Society of America Annual Meeting oral talk format (12 minute talk, 3 minutes
Q & A). If class size necessitates, some students will be asked to make their presentation
during the final lecture meeting. ALL students will be required to attend ALL the
presentations. (15% of final grade)
In-class Discussions
I lecture very little in this course, in fact, my goal is to never lecture. I see my role as the
learning “facilitator”. For the most part you—the students—will teach the class. Students will lead
most classroom sessions. Sometimes this will involve formal presentations (such as with
PowerPoint) and other times this will entail leading discussions about reading assignments (often
chosen by the discussion leader).
For reading assignments, the discussion leader will be responsible for providing a brief (5 minute)
overview to the class of other background literature that has a bearing on the featured article(s).
The leader will then be responsible for facilitating a class discussion of the article. The leader should
be prepared to pose challenging questions to the class to help stimulate discourse. At least one day
prior to the discussion or presentation, the discussion leader will turn into the instructor a summary
analysis of the key components of the readings as well as talking points they intend to pursue. All
students, not just the discussion leader, are expected to be prepared for class.
Obviously, being a discussion leader or presenter will require significant effort beyond simply
doing the reading. A big part of this course will involve individual research, reading, and
preparation. I am expecting each member of the class to become an expert on some aspect of
global climate change [a,b,c] and be able to effectively communicate their knowledge to the rest of
the class through oral and written communications.
Evaluation
Evaluation will be based on the assignments described above. The final assignment described above
will constitute the final exam.



75% of Final Grade will be determined by the assignments outlined above.
20% of Final Grade will be earned for student-led discussions and presentations
o Please note that your performance at orally presenting ideas and information will also
be a significant portion of the 75% of your grade determined by the assignments
outlined above.
o As part of your grade, you will receive regular evaluation from the instructor regarding
your oral communications. Additionally, you will also receive peer-reviews from your
fellow students.
5% of Final Grade will be earned for completing peer evaluations of other student’s work
Grading scale will be the standard >90% A, 80-89% B, 70-79% C, 60-69% D, <60% F
Course Outline:
I.
What is climate?
A. Climatic Parameters
1. Temperature
2. Precipitation
a) Snow fall and accumulation
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GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
II.
III.
IV.
V.
VI.
VII.
3. Winds
4. Incoming Solar Radiation
5. Albedo
6. Sea water temperatures and ice volume
7. Others
Quaternary and Holocene Climate
A. Putting the climate change in context. What types of climatic variations have occurred in
the geologic past.
1. What are the different scales at which climate changes occur?
2. Global versus local climate variations. Why do some places get warmer while
others are experiencing cooler climates?
Mechanisms of climate change
A. Natural vs. anthropogenic influences
B. Orbital forcing—Milankovitch Cycles
C. Oceanic circulation
D. Distribution of the continents
E. Greenhouse gases
F. Solar dynamics
G. Volcanic Activity
H. Sea floor spreading rates
Proxy climate records
A. How have pre-historic climate data been compiled?
1. Overview of ice core, faunal/paleontological, stable isotopes, marine sediments,
lichenometry, and other geoarchives of climate data.
2. What are the resolution and precision of these data?
3. At what time scales are these records most useful.
Historical climate data
A. How many years of direct meteorological observation do we have access to?
B. Historical proxy data. glacial termini, first lake freezes, archaeological evidence, tree
lines, etc.
C. What are the resolution and precision of these data?
D. How do they compare to proxy data? Are they apples and oranges?
The Geological Record of Glacial/Interglacial Cyclicity
A. The terrestrial record -- glacial sediments, ice-cores, pollen, other
B. The marine record – deep-sea sediments, coral reefs, other
C. Environmental Change During the Cycles
1. Climate and environment
2. Rates of climatic and environmental change
3. Species compositions of Quaternary environments
4. Modern global change
Human Perceptions
A. How do our societal perceptions of climate over the short-term bias the science of climate
study?
B. The Little Ice Age (Depth and breadth of this topic will depend on available time)
1. Is the Little Ice Age really a little ice age or just a cold period?
a) How is it defined? When did it begin and end?
2. Regional Climate Changes and Social/Cultural Affects
a) Scandinavia, Iceland, and Greenland
(1) Rise and fall of Scandinavian settlement, agriculture, and commerce
in the North Atlantic
b) Europe
(1) The Black Death, the Great Famine, and viticulture
(2) The role of art and literature in understanding historic climate
conditions
c) North America
(1) Too warm, too cold: 1700’s in the eastern US
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GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal
VIII.
(a) Too warm: perceptions of early 1700’s settlers
(b) Too cold: The Revolutionary War
(2) Faunal redistributions
d) Asia
(1) Glacial advance in the Himalayas
C. International perspectives.
1. Compare / contrast US global warming policies with those of other countries.
2. What are the motivating factors that are influencing the US to minimally
address/acknowledge global warming while other countries are taking proactive steps
to mitigate risks
D. Kyoto Protocol
1. What is the protocol?
a) Strengths
b) Limitations
2. Exam consequences of US ratification (or lack thereof) of the protocol
3. Other proposed international agreements on dealing with global warming
The future of Global Climate Change and its influences on society and culture
A. Defense Department report on National Security Implications of Future Climate Change
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GEOS 425 Global Climate Change
USP U&D Global Perspectives Proposal