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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 ________________ Date _____ Disapproved ________________ Date 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 Page 8 of 14 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 Page 10 of 14 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 Page 12 of 14 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 Page 13 of 14 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 Page 14 of 14 GEOS 425 Global Climate Change USP U&D Global Perspectives Proposal