Curriculum Proposal
BIOL (Course Mods & New Course) 13-14 #1
Packet Contents
Course Mods & New Course
1.2 Summary
Course Modifications
1.2 BIOL 1120 added as a companion
course in Goal Area 10
New Course
1.14 BIOL 2339 added as a new course
proposed for Goal Area 9
1.24 Signatures
1
BSU Curriculum Forms
Form 1
Curriculum Modification Summary
College: College of Arts and Sciences
Department: Biology
Proposer: Elizabeth Rave
Proposer’s position: Professor and Chair
Describe the modification(s) you propose, and how it (/they) will work to students' advantage. (This
description and explanation will be included in Curriculum Report packets forwarded to the Faculty
Senate.):


BIOL 1120 General Biology: Evolution And Ecology has been modified to be included as a
companion course in Goal Area 10. This will allow students more opportunity to satisfy this
goal area.
BIOL 2339 Ethics Of Fish And Wildlife Management is a new course that is proposed for
Liberal Education Goal Area 9. This class is designed to help students explore the ethical
aspects of fishing and hunting. Public perception about ethical considerations, such as the pain
and suffering of game species, has a large influence on the management of affected species.
Modifications proposed (specify number of each):
__1__Course Modification(s) (form 2)
__1__New Course(s) (form 3)
_____Course Drop(s) (form 4)
_____Program Modification(s) (form 5)
_____New Program(s) (form 6)
_____Program Drop(s) (form 7)
The modifications affect (check):
__X__Liberal Education
__X__Undergraduate Curriculum
_____Graduate Curriculum
_____Teacher Licensure Program(s)
2
BSU Curriculum Forms
Form 2
Course Modification Form
Current Course Number(s):
Undergraduate: 1120
Graduate:
Proposed Course Number(s), if different:
Undergraduate:
Graduate:
Current Course Title: General Biology: Evolution And Ecology
Proposed Course Title, if different:
Current Course Description: A general introduction to modern biology with an emphasis on evolution, ecology,
and the diversity of life. Intended for nonbiology majors. Includes laboratory simulations and field exercises.
Liberal Education Category 3.
Proposed Course Description, if different: A general introduction to biology with an emphasis on evolution,
ecology, and the diversity of life. Intended for nonbiology majors. Includes laboratory simulations and field
exercises. Liberal Education Categories 3 and 10.
Current Credits: 3
Proposed Credits, if different:
Current Prerequisite(s): None
Proposed Prerequisite(s), if different:
1) Reason(s) for change(s): This course is being submitted for inclusion as a companion course in Goal Area 10.
2) May this modified course replace the current course for students remaining in the old curriculum? Yes
__X___ No _____ If not, please drop the current course and submit a new course form for the modification.
3) Do these modifications change any of the following? For all Yes answers, please provide updated
information on the next page.
Student Learning Outcomes
Yes __X__ No _____
Major Content Areas
Yes _____ No _X___
Projected Maximum Class Size (Cap) Yes __X__ No _____
Additional student learning outcomes have been added to satisfy Goal Area 10 requirements (see LIBERAL
EDUCATION PROGRAM COURSE SUBMISSION FORM GOAL AREA 10: PEOPLE AND THE ENVIRONMENT form
below, which stipulates which student learning outcomes will be added and, in the syllabus, how those
outcomes will be assessed).
The projected maximum class size cap has been lowered to 50. This will give faculty and students a better
chance to discuss environmental topics within the course.
4) Current Course fee(s) per student: $15 per credit differential tuition
for:
Proposed Course fee(s) per student, if different: $
for:
3
5) Service Areas:
This course is a requirement or an elective in the programs/areas listed below. To locate where this course
appears please search the online catalog, as follows:
a) go to http://www.bemidjistate.edu/academics/catalog/ and choose the most recent catalog(s),
b) click on “Areas of Study, and Course Descriptions,”
c) click on “PDF of Entire Catalog” in upper right,
d) press Ctrl F, and enter the prefix and number of the course(s) from this form.
Non-licensure programs: ENVR 4400: BIOL 1120 is a prerequisite option for this course
Teacher Licensure programs:
Liberal Education: Goal Area 3
The above “service area” programs/departments were notified of this modification on _10/29/13___ (date)
by __email___________ (mail, email, or phone).
Please check one of the items below:
___X__ No comments were received from other programs or departments within one week of the notification.
______ Comments were received within one week of the notification, and are attached.
4
LIBERAL EDUCATION PROGRAM
FORM FOR MODIFIED COURSE SUBMISSIONS
This form should be completed if a course is currently in the University Catalog and modifications to the
course are desired. Modifications may include addition or deletion of a goal area or student learning
outcomes/competencies within a goal area; change to the department prefix and number; title change; and,
alteration of a course description, prerequisites, credits, and frequency of offering. A goal area-specific
COURSE SUBMISSION FORM may also be required; please see I and III below.
If you have questions about these forms or the curriculum review process for Liberal Education courses, contact
the Liberal Education Director or a Liberal Education Committee member. A current committee member list is
available at http://www.bemidjistate.edu/faculty_staff/faculty_association/. (Click on “Senate and
Committees,” then “Faculty Committee Roster,” and then scroll down to Liberal Education Committee.)
I.
Summary of Modification(s).
In the middle column please provide information on the course as it is currently described in the University
Catalog. In the far right column, please provide all proposed modifications. If there is no proposed change
to an item (e.g., department prefix and number), the cell in the far right column may remain blank.
Type(s) of Course Modification
LE Goal Area(s)
(Changes require completion of a Course
Submission Form for the appropriate goal
area(s)—see III below)
Department Prefix & Number
Title
Current-Complete all cells
3
Proposed-Complete all cells that apply
3 and 10
BIOL 1120
General Biology: Evolution And
Ecology
Description
(Changes require completion of a Course
Submission Form for the appropriate goal
area(s) if the changes also affect the student
learning outcomes/competences—see III
below)
Prerequisite(s)
A general introduction to
modern biology with an
emphasis on evolution,
ecology, and the diversity of
life. Intended for nonbiology
majors. Includes laboratory
simulations and field
exercises. Liberal Education
Category 3.
None
Credits
3
Frequency of offering
Every year
A general introduction to
biology with an emphasis on
evolution, ecology, and the
diversity of life. Intended for
nonbiology majors. Includes
laboratory simulations and
field exercises. Liberal
Education Categories 3 and
10.
II. Explanation for proposed modification(s). Please use the space below for the explanation.
This course is being submitted for inclusion as a companion course in Goal Area 10.
III. Competencies Checklist
5
If a Liberal Education goal area is being added or deleted, OR if the course description is being changed in such a
way that the student learning outcomes/competencies covered are affected, complete a COURSE SUBMISSION
FORM for the appropriate goal area. The goal area forms can be found at
http://www.bemidjistate.edu/faculty_staff/faculty_association/forms/. Each course submission form describes
the student learning outcomes/competencies for that goal area (e.g., Goal Area 1: Communication) and the
student learning outcomes/competencies for Goal Area 2: Critical Thinking.
IV. Signatures and Contact Person
Originator:
_Elizabeth Rave_________
Name Typed
______________________________
Signature
___________
Date
Department Chair: _Elizabeth Rave_________
Name Typed
______________________________
Signature
___________
Date
Dean:
______________________________
Signature
___________
Date
_Colleen Greer_________
Name Typed
Person to be contacted for further information:
Name: _Elizabeth Rave_________
Phone: _x2785______
E-mail: [email protected]
V. Submission Process Information
The completed form, including signatures, follows the same process as a curriculum proposal. Liberal
Education forms may be submitted concurrently with curriculum proposals for new or modified courses. To
begin the process, submit your proposal to your department chair. See the chart below for routing.
Routing Steps for Liberal Education
Curriculum Review
New Courses (not in the
catalog)
Courses in Catalog
but New to LE
Modification of
Courses already in
LE
Department Chair
X
X
X
Dean
X
X
X
Academic Affairs (for tracking)
X
X
X
Curriculum Coordinator (Records Office)
X
X
X
Curriculum, Graduate, Teacher Education
Committees, as appropriate
X
Liberal Education Committee
X
X
X
Curriculum Report
X
X
X
Faculty Senate
X
X
X
Academic Affairs
X
X
X
X
LIBERAL EDUCATION PROGRAM COURSE SUBMISSION FORM
GOAL AREA 10: PEOPLE AND THE ENVIRONMENT*
This form should be completed for the following circumstances:

For a new course proposed for the Liberal Education Program
6


For a course modification involving adding this goal area to an already existing course
For a course modification involving the student learning outcomes/competencies associated with an already
existing course in this goal area.
STEP ONE: GENERAL INFORMATION
Name of course: General Biology: Evolution And Ecology
Prefix and number: BIOL 1120
Credits: 3
Course description: A general introduction to modern biology with an emphasis on evolution, ecology, and the
diversity of life. Intended for nonbiology majors. Includes laboratory simulations and field exercises. Liberal
Education Category 3.
(Proposed description: A general introduction to biology with an emphasis on evolution, ecology, and the diversity
of life. Intended for nonbiology majors. Includes laboratory simulations and field exercises. Liberal Education
Categories 3 and 10.)
Are there any prerequisites? Typically, courses in the Liberal Education Program do not have prerequisites. No
Reasons for creating this course: This is an existing course that is being submitted for inclusion into Goal Area 10.
How often will this course be offered? Every year
What is the projected maximum class size (cap)? 50
*All courses in the Bemidji State University Liberal Education Program also address some aspect of Goal Area 2 Critical Thinking.
___________________________________________________________________________________________
STEP 2: SELECTION OF STUDENT LEARNING OUTCOMES/COMPETENCIES TO BE MET BY THE PROPOSED COURSE
Goal Area 10: People and the Environment
Part A: All students must complete this part.
Requirements: One course; 3-4 credits
Goals: The overall goal of this goal area is to improve students' understanding of today's complex environmental
challenges. Students will examine the interrelatedness of human society and the natural environment. Knowledge of
bothbio-physical principles and socio-cultural systems is the foundation for integrative and critical thinking about
environmental issues.
Courses that satisfy Goal Area 10 Part A include:

People and the Environment team taught courses taught either on campus or through hybrid delivery: These
courses are numbered either 2925 or a 2926. Faculty developing a 2925/2926 course for delivery must meet Goal
Area 10 competencies C, E, and F noted on page 2 of this document. The remaining competencies/student
learning outcomes (A, B, and D) will be met in the large group meeting of the course or for those faculty teaching a
hybrid course through recorded lectures developed specifically for faculty teaching a section of this course.
Courses meeting Goal Area 10 Part A must also meet at least one of the competencies/student learning outcomes
associated with Goal Area 2 Critical Thinking (see page 2).
AND
7

Companion Courses: These courses proposed for inclusion in Goal Area 10A must provide for 51% (any four of the
six) competencies/student learning outcome, A through F, listed on page two of this document. Courses meeting
Goal Area 10 Part A must also meet at least one of the competencies/ student learning outcomes associated with
Goal Area 2 Critical Thinking (see page 2). NOTE: Students who take one of the companion courses and who plan
to graduate from Bemidji State University will need to also take a one-credit course from the list of approved
courses in Part B.
Please checkmark the Goal Area 10 competency categories/student learning outcomes met by the course under
consideration.
__X__
_____
_____
__X__
__X__
__X__
A. Students will be able to explain the basic structure and function of various natural ecosystems and
of human adaptive strategies within those systems.
B. Students will be able to discern patterns and interrelationships of bio-physical and socio-cultural
systems.
C. Students will be able to describe the basic institutional arrangements (social, legal, political,
economic, religious) that are evolving to deal with environmental and natural resource challenges.
D. Students will be able to evaluate critically environmental and natural resource issues in light of
understandings about interrelationships, ecosystems, and institutions.
E. Students will be able to
 Propose alternative solutions to environmental problems, and
 Assess alternative solutions to environmental problems
F. Students will be able to
 Articulate the actions they would take on various environmental issues, and
 Defend the actions they would take on various environmental issues.
Goal Area 2: Critical Thinking
All courses in BSU’s Liberal Education Program are expected to incorporate critical thinking skills. The overall goal for this
area of the Minnesota Transfer Curriculum is to develop thinkers who are able to unify factual, creative, rational, and valuesensitive modes of thought. Critical thinking skills are taught and used throughout the BSU Liberal Education curriculum in
order to develop students' awareness of their own thinking and problem-solving procedures. To integrate new skills into
their customary ways of thinking, students must be actively engaged in practicing thinking skills and applying them to openended problems.
Please checkmark one or more of the competencies/student learning outcomes met by the course under consideration.
Students will be able to:
_____
_____
__X__
_____
A. Gather factual information and apply it to a given problem in a manner that is relevant, clear,
comprehensive, and conscious of possible bias in the information selected.
B. Imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which
can give alternative meanings or solutions to given situations or problems.
C. Analyze the logical connections among the facts, goals, and implicit assumptions relevant to a
problem or claim; generate and evaluate implications that follow from them.
D. Recognize and articulate the value assumptions which underlie and affect decisions, interpretations,
analyses, and evaluations made by ourselves and others.
Part B. Sustainability
Completion of goal area 10B is a liberal education requirement for Bemidji State University students who
complete Part A with a course from the “Companion Courses” course list. Part 10B is not a goal area in the
Minnesota Transfer Curriculum.
Because Goal Area 10 Part B is not a part of the Minnesota Transfer Curriculum, course proposals are open to
any disciplinary prefix (which means the discipline’s prefix may be attached to the course).
8
Requirements: (One course, 1-credit)
Goals: To improve students' ability to understand sustainability’s essential elements, to communicate that
knowledge, and to apply that knowledge.
Student Learning Outcomes/Competencies: All courses proposed to meet the requirements for this one course have
to meet three student learning outcomes—student learning outcome A (see below) must be addressed and any two of the
remaining four outcomes (B through E) must be addressed in any course proposal.
Please checkmark the Goal Area 10 Part B competency categories/student learning outcomes met by the
course under consideration.
Students will be able to:
_____
_____
_____
_____
_____
A. Communicate sustainability’s essential elements;
B. Use and integrate knowledge and skills drawn from several disciplines to analyze humanenvironment interactions
C. Understand how sustainability applies to their major, chosen career path, and everyday life;
D. Apply scientific expertise to create sustainable solutions, technology, and applications;
E. Promote sustainable communities on and beyond the University’s campus.
___________________________________________________________________________________________
STEP 3: ADDITIONAL INFORMATION TO BE PROVIDED FOR EACH STUDENT LEARNING OUTCOME/
COMPETENCY SELECTED
As you create the materials to be submitted (e.g., a course syllabus) please detail how the student learning
outcomes/competencies checked in Step 2 above (for Goal Areas 10 and 2) will be assessed in this course.
Please attach a course syllabus and any other relevant material.
Goal Area 10: People and the Environment
A.
Students will be able to explain the basic structure and function of various natural ecosystems and
of human adaptive strategies within those systems.
D. Students will be able to evaluate critically environmental and natural resource issues in light of
understandings about interrelationships, ecosystems, and institutions.
E. Students will be able to
 Propose alternative solutions to environmental problems, and
 Assess alternative solutions to environmental problems
F. Students will be able to
 Articulate the actions they would take on various environmental issues, and
 Defend the actions they would take on various environmental issues.
Goal Area 2: Critical Thinking
C.
Analyze the logical connections among the facts, goals, and implicit assumptions relevant to a problem
or claim; generate and evaluate implications that follow from them.
The above student learning outcomes will be assessed through multiple choice exams and written
assignments based on computer simulations and lab/field exercises. Assignments include (1)
predicting an outcome of a natural selection experiment and evaluating whether the prediction was
valid based on data collected (student learning outcomes A and C); (2) predicting the phylogenetic
9
relationships of animal phyla and evaluating whether the prediction was valid (SLO C); (3) evaluating
the species richness in a given area and articulating whether the richness is high or low and why (SLO
D and C); and (4) researching a regional environmental issue and writing a paper defending their
stance on the issue (SLO E and F).
THANK YOU! WE LOOK FORWARD TO RECEIVING YOUR COURSE PROPOSAL!
10
Biol 1120
General Biology: Evolution and Ecology
Websites:
Dr. E. Rave
S218 C
http://www.talkorigins.org/
http://www.pbs.org/wgbh/evolution/
There is no textbook for this course. Rather, online readings will be required. Please
see the D2L course website for a list of required readings.
-----------------------------------------------------------------------------------------------------------------Week 1 Introduction
Origin of Evolutionary Thought
Evidence for Evolution
Week 2 Natural Selection
Evolution: Fact & Theory
Microevolution
Week 3 Adaptations
Evolutionary Medicine
LECTURE EXAM 1
Week 4 Sexual Selection
Speciation
Macroevolution: Mode & Tempo
Week 5 Fossil Record
Transitions in the Fossil Record
Cultural Evolution
Week 6 LECTURE EXAM 2
Classification
Viruses
Week 7 Bacteria
Protists
Fungi
Week 8 Plants 1
Plants 2
LECTURE EXAM 3
Week 9 Animals 1
Animals 2
Vertebrates 1
Week 10
Vertebrates 2
Social Behavior
Ecosystem Ecology
Week 11
Biomes
11
LECTURE EXAM 4
Population Ecology
Week 12
Community Ecology
Connections in the Natural World
Biodiversity
Week 13
Habitat Destruction
Overexploitation & Exotics
Invasive Species
Week 14
Climate Change
Ecosystem Services
Conservation Strategies
Week 15
FINAL EXAM
----------------------------------------------------------------------------------------------------------------This course will emphasize the implications of evolution and ecology for human affairs. Some questions that will be asked in
this course are (1) What is the evidence for evolution? (2) How do populations and species evolve? (3) How diverse are
living organisms? (4) How do species interact with one another? (5) What effects do human populations have on the
biosphere?
Student Learning Outcomes: Students will be able to
1. explain the basic structure and function of various natural ecosystems and of human adaptive strategies within those
systems.
2. evaluate critically environmental and natural resource issues in light of understandings about interrelationships,
ecosystems, and institutions.
3. propose and assess alternative solutions to environmental problems.
4. articulate and defend the actions they would take on various environmental issues.
5. analyze the logical connections among the facts, goals, and implicit assumptions relevant to a problem or claim; generate
and evaluate implications that follow from them.
Student learning outcomes will be assessed through multiple choice exams and written assignments
based on computer simulations and lab/field exercises. Assignments include (1) predicting an
outcome of a natural selection experiment and evaluating whether the prediction was valid based
on data collected (student learning outcomes #1 and 5); (2) predicting the phylogenetic relationships
of animal phyla and evaluating whether the prediction was valid (SLO #5); (3) evaluating the species
richness in a given area and articulating whether the richness is high or low and why (SLO #2 and 5);
and (4) researching a regional environmental issue and writing a paper defending their stance on the
issue (SLO #3 and 4).
GRADING: Grades are based on 5 exams (4 lecture exams and a final), each of which is worth 16% of
your final grade. Four assignments are each worth 5% of your final grade. Any assigned readings (i.e.
links within the lectures) and anything covered in the lecture notes are fair game for exams.
Grading is as follows:
12
A = 90 - 100%
B = 80 - <90%
C = 70 - <80%
D = 60 - <70%
F = <60%
EXAM POLICY: You are expected to take all exams during the time scheduled. If, on the day of an exam,
you have an excused absence for a scheduled university activity, you may make up the exam BEFORE
the scheduled time (you must provide me with documentation of the activity). If you are sick or
otherwise incapacitated on an exam day, NOTIFY ME BEFORE 10:00 AM by calling either my office
(755-2785) or the front office (755-2920) or by emailing me ([email protected]). DO NOT tell
me AFTER 10:00 AM on the exam day that you could not make it (you will NOT be allowed to take the
test if this occurs).
ACADEMIC INTEGRITY: DO NOT CHEAT OR PLAGIARIZE. Plagiarism is a form of cheating (see BSU's
policy on academic integrity; see also Plagiarism.org, particularly the sections "What is Plagiarism?"
and "Types of Plagiarism"). The penalties are severe! STUDENTS WHO CHEAT on exams or assignments
will FAIL THIS COURSE.
HELP: If you need help or have questions, feel free to see me during my office hours or by
appointment, or contact me via email at [email protected].
COURTESY: Do not text, use your cell phone, listen to your iPod, read newspapers, study other
coursework, talk to others, etc. during class. It's rude and disruptive to others.
Upon request, this document can be made available in alternate formats. Please contact me or the
Disabilities Office (201 Sanford) at 755-3883 or [email protected] for assistance. You
may also call the Minnesota Relay Service at 1-800-627-3529.
13
BSU Curriculum Forms
Form 3
New Course Form
Course Number: BIOL 2339
Undergraduate: BIOL 2339
Graduate: NA
Course Title: Ethics Of Fish And Wildlife Management
Course Description: This class is designed to explore the ethical aspects of various fish and
wildlife management related topics in order to better understand how ethical viewpoints at
both the social and political levels have influenced natural resource policy throughout
history at the local, regional, and global scales.
Credits: 3
Prerequisite(s): None
1. Reason(s) for creating this course: Because of the location of BSU many of our students either hunt
or fish. This class is designed to help students explore the ethical aspects of those
activities. Public perception about ethical considerations, such as the pain and suffering
of game species, has a large influence on the management of affected species. Therefore,
providing our students with a detailed knowledge base about these ethical issues will help
them make informed decisions related to these activities in the future. Additionally, both
the Wildlife Society and the American Fisheries Society require 6 credits of human
dimensions courses that are related to fisheries or wildlife. This class would provide
access to a liberal education course that would simultaneously fulfill the certification
and liberal education requirements making it much easier for our students here at BSU to
receive a certification at the professional level.
2. How often will this course be offered? Every summer
3. What are the student learning outcomes for the course (please precede each outcome with "Students will…")?
Students will be able to
 Examine their own ethical views.
 Articulate their own ethical views.
 Apply their own ethical views.
Students will be able to
 Discuss the ethical dimensions of legal, social, and scientific issues.
 Analyze the ethical dimensions of legal, social, and scientific issues.
Students will be able to distinguish the diversity of political motivations and interests
of others.
Students will be able to imagine and seek out a variety of possible goals, assumptions,
interpretations, or perspectives which can give alternative meanings or solutions to
given situations or problems.
4. What are the major content areas for the course?
Lecture topics would include:
14
Do fish feel pain?
Animal stress resulting from hunting and trapping.
Strategies to minimize stress of fish during recreational use
Strategies to minimize stress of animals while hunting or trapping
Public perception of ethical issues related to fishing
Public perception of ethical issues related to hunting
The influence of public perception on policy decisions
Ethical issues related to required resources vs. recreational use
Ethical issues related to catch and release fishing
Financial ramifications of hunting and fishing
Carrying capacity related consequences
A world without hunting or fishing
5. Is this course repeatable for credit, and if so, what is the maximum number of credits that can be
earned? No, students will only be able to repeat the course in order to improve their
grade, not for additional credits.
6. If this course is intended primarily for off-campus delivery (not offered on campus), what delivery
mechanism will be used? All lectures and discussions will take place on Bemidji State
University’s Desire to Learn (D2L) software.
7. What is the projected maximum class size (cap)? 20-25 – The discussion based structure of
the course limits the maximum cap size. I have tried to select a number that makes the
course financially feasible for the university while still allowing excellent
professor/student interaction.
8. What qualified faculty will be available to teach this course?
Andrew W. Hafs, Ph.D.
Assistant Professor of Aquatic Biology
Bemidji State University
Ph.D., Fisheries and Wildlife Resources, West Virginia University, 2011
Dissertation Title: Bioelectrical Impedance Analysis Methods for Prediction of
Brook Trout Salvelinus fontinalis Percent Dry Weight
M.S., Fisheries and Wildlife Science, Arkansas Tech University, 2007
Thesis Title: Smallmouth Bass Survival, Movement, and Habitat Use in Response to
Seasonally Discontinuous Surface Flow.
B.S., Double major in Water Resources and Biology, University of Wisconsin at Stevens
Point, 2005
NOTE WELL: Department and dean, in approving this proposal, attest both to the adequacy of the
qualifications of faculty here named, and to their availability to teach the course at the frequency
specified above, without excessive overload or disruption to other curriculum.
9. What additional library and other resources need or should be provided for this course, that are not
already available? None, all assigned readings and additional materials will be provided
by the instructor
15
10. What special personal property or service fee(s) would be charged to students taking this course?
These charges would be for 1) items that are retained by the student and have an educational or personal
value beyond the classroom, or 2) services that are on the student’s behalf (see MnSCU Board Policy
5.11).
Amount per student: $15 per credit differential tuition fee
For: Providing manuscripts and other literature for the course.
11. Attach a sample syllabus for the course. Note: if this course is double-numbered (u-grad/grad), the
syllabus must include an additional component for graduate students.
Attached on next page.
16
Ethics Of Fish And Wildlife Management - BIOL 2339
Summer 2014
Location: Online
Lecture: One lecture will be posted online daily Monday-Friday except on test days
Course meets: May term 2014
Andrew W. Hafs, Ph.D.
Assistant Professor of Aquatic Biology
Sattgast 218A
Bemidji State University
Bemidji, MN 56601
[email protected] (preferred)
(218) 755-2789
Prerequisites: None
Recommended Text: Assigned readings will be provided by the instructor
Course description and objectives: This class is designed to explore the ethical aspects of various fish
and wildlife management related topics in order to better understand how ethical viewpoints at both
the social and political levels have influenced natural resource policy throughout history at the local,
regional, and global scales.
Grading:
Grading
Test 1
Test 2
Debate
Final (Cumulative)
Total points
# of points
100
100
100
200
500
A ≥ 450 points
B ≥ 400 points
C ≥ 350 points
D ≥ 300 points
Details of the online debate are as follows:
The debates will consist of two online discussions. The first debate will be based on if hunting is ethical and
should be allowed to continue in the future. The second debate will be based on if fishing is ethical and should
be allowed to continue in the future.
For each discussion within a debate, each student will argue once that hunting (or fishing) is ethical and should
be allowed and will argue a second time that hunting (or fishing) is unethical and should stop. In each debate
each student will be required to make at least two comments. Each comment posted must be accompanied by a
valid link to a source found on Google scholar (http://scholar.google.com/) that supports the argument made.
The instructor will moderate the discussion and select the winning side based on the quantity and quality of the
posts and sources.
Lecture
Subject
17
Week 1
May 15
May 16
May 17
Week 2
May 20
May 21
May 22
May 23
May 24
Week 3
May 27
May 28
May 29
May 30
May 31
Do fish feel pain?
Animal stress resulting from hunting and trapping.
Start fishing debate at 12 pm
Strategies to minimize stress of fish during recreational use
Strategies to minimize stress of animals while hunting or trapping
Public perception of ethical issues related to fishing
Test 1 (100 points)
End debate on fishing at 12 pm
Start hunting debate at 12 pm
Public perception of ethical issues related to hunting
The influence of public perception on policy decisions
Ethical issues related to required resources vs. recreational use
Ethical issues related to catch and release fishing
Test 2 (100 points)
End hunting debate at 12 pm
No Class (Memorial Day)
Financial ramifications of hunting and fishing
Carrying capacity related consequences
A world without hunting or fishing
Final Exam (Cumulative 250 points)
Dates are based on summer 2013 schedule and will be corrected upon release of the summer 2014 schedule.
This syllabus is a tentative plan that may need to be altered as the semester progresses.
The most up to date syllabus along with all other course materials will always be available on D2L.
Academic Integrity Statement: BSU students are expected to practice the highest standards of ethics, honesty and integrity in all of their
academic work. Any form of academic dishonesty (e.g., plagiarism, cheating and misrepresentation) may result in disciplinary action.
Possible disciplinary actions may include failure for part of all of a course as well as suspension from the University.
Students with Special Needs Statement: Upon request this document can be made available in alternate formats. Please contact
Disabilities Services at (218) 755-3883 for assistance or the AUC Office at 262-6753 or (800) 369-4970 .
18
LIBERAL EDUCATION PROGRAM COURSE SUBMISSION FORM
GOAL AREA 9: ETHICAL AND CIVIC RESPONSIBILITY*
This form should be completed for the following circumstances:
 For a new course proposed for the Liberal Education Program
 For a course modification involving adding this goal area to an already existing course
 For a course modification involving the student learning outcomes/competencies associated with an
already existing course in this goal area.
STEP ONE: GENERAL INFORMATION
Name of course: Ethics Of Fish And Wildlife Management
Course prefix and number: BIOL 2339
Credits: 3
Course description: This class is designed to explore the ethical aspects of various fish and wildlife
management related topics in order to better understand how ethical viewpoints at both the social
and political levels have influenced natural resource policy throughout history at the local, regional,
and global scales.
Are there any prerequisites? Typically, courses in the Liberal Education Program do not have prerequisites. No
Reasons for creating this course: Because of the location of BSU many of our students either hunt or fish. This class is
designed to help students explore the ethical aspects of those activities. Public perception about ethical considerations,
such as the pain and suffering of game species, has a large influence on the management of affected species. Therefore,
providing our students with a detailed knowledge base about these ethical issues will help them make informed decisions
related to these activities in the future. Additionally, both the Wildlife Society and the American Fisheries Society require 6
credits of human dimensions courses that are related to fisheries or wildlife. This class would provide access to a liberal
education course that would simultaneously fulfill the certification and liberal education requirements making it much
easier for our students here at BSU to receive a certification at the professional level.
How often will this course be offered? Every summer
What is the projected maximum class size (cap)? 20-25 – The discussion based structure of the course
limits the maximum cap size. I have tried to select a number that makes the course financially feasible
for the university while still allowing excellent professor/student interaction.
*All courses in the Bemidji State University Liberal Education Program also address some aspect of Goal Area
2 Critical Thinking.
_____________________________________________________________________________________
STEP 2: SELECTION OF STUDENT LEARNING OUTCOMES/COMPETENCIES TO BE MET BY THE PROPOSED
COURSE
Goal Area 9: Ethical and Civic Responsibility

Students need to take one course and earn at least two credits
The overall goal of this goal area is to develop students' capacity to identify, discuss, and reflect upon the ethical
dimensions of political, social, and personal life and to understand the ways in which they can exercise responsible and
productive citizenship. While there are diverse views of social justice or the common good in a pluralistic society, students
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should learn that responsible citizenship requires them to develop skills to understand their own and others' positions, be
part of the free exchange of ideas, and function as public-minded citizens.
According to the Minnesota Transfer Curriculum (MnTC) to be accepted for inclusion in this goal area the course must
provide for three of the five listed competencies, A-E. Please checkmark the competencies met by the course under
consideration.
___X__ A. Students will be able to
 Examine their own ethical views.
 Articulate their own ethical views.
 Apply their own ethical views.
_____ B. Students will be able to apply core concepts (e.g., politics, rights and obligations, justice,
liberty) to specific issues.
___X__ C. Students will be able to
 Discuss the ethical dimensions of legal, social, and scientific issues.
 Analyze the ethical dimensions of legal, social, and scientific issues.
___X__ D. Students will be able to distinguish the diversity of political motivations and interests of
others.
_____ E. Students will be able to identify ways to exercise the rights and responsibilities of citizenship.
Goal Area 2: Critical Thinking
All courses in BSU’s Liberal Education Program are expected to incorporate critical thinking skills. The overall goal for this
area of the Minnesota Transfer Curriculum is to develop thinkers who are able to unify factual, creative, rational, and valuesensitive modes of thought. Critical thinking skills are taught and used throughout the BSU Liberal Education curriculum in
order to develop students' awareness of their own thinking and problem-solving procedures. To integrate new skills into
their customary ways of thinking, students must be actively engaged in practicing thinking skills and applying them to openended problems. Please checkmark one or more of the competencies/student learning outcomes met by the course
under consideration.
Students will be able to:
_____
A. Gather factual information and apply it to a given problem in a manner that is relevant, clear,
comprehensive, and conscious of possible bias in the information selected.
___X__ B. Imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which
can give alternative meanings or solutions to given situations or problems.
_____ C. Analyze the logical connections among the facts, goals, and implicit assumptions relevant to a
problem or claim; generate and evaluate implications that follow from them.
_____ D. Recognize and articulate the value assumptions which underlie and affect decisions, interpretations,
analyses, and evaluations made by ourselves and others.
_____________________________________________________________________________________
STEP 3: ADDITIONAL INFORMATION TO BE PROVIDED FOR EACH STUDENT LEARNING OUTCOME/
COMPETENCY SELECTED
As you create the materials to be submitted (e.g., a course syllabus) please detail how the student learning
outcomes/competencies checked in Step 2 above (for Goal Areas 9 and 2) will be assessed in this course.
Goal Area 9: Ethical and Civic Responsibility
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A.
Students will be able to
 Examine their own ethical views.
 Articulate their own ethical views.
 Apply their own ethical views.
C.
Students will be able to
 Discuss the ethical dimensions of legal, social, and scientific issues.
 Analyze the ethical dimensions of legal, social, and scientific issues.
Student learning outcomes A and C will be assessed by grading the quality of the student’s participation in an
online discussion/debate.
Details of the online debate are as follows:
The debates will consist of two online discussions. The first debate will be based on if hunting is ethical
and should be allowed to continue in the future. The second debate will be based on if fishing is ethical
and should be allowed to continue in the future.
For each discussion within a debate, each student will argue once that hunting (or fishing) is ethical and
should be allowed and will argue a second time that hunting (or fishing) is unethical and should stop.
In each debate each student will be required to make at least two comments. Each comment posted
must be accompanied by a valid link to a source found on Google scholar (http://scholar.google.com/)
that supports the argument made. The instructor will moderate the discussion and select the winning
side based on the quantity and quality of the posts and sources
D.
Students will be able to distinguish the diversity of political motivations and interests of
others.
I will devote a lecture to “The influence of public perception on policy decisions” and a second lecture to the
“Financial ramifications of hunting and fishing”. Exams made up of short answer questions will be used to assess
student understanding of topics. An example of one such question is: How has the ethical opinions of Minnesota
residents influenced fish and wildlife management related policy decisions differently than in societies from other
parts of the world? Provide specific examples from those presented in the class.”
Goal Area 2: Critical Thinking
B.
Imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which
can give alternative meanings or solutions to given situations or problems.
Details of the online debate are as follows:
The debates will consist of two online discussions. The first debate will be based on if hunting is ethical
and should be allowed to continue in the future. The second debate will be based on if fishing is ethical
and should be allowed to continue in the future.
For each discussion within a debate, each student will argue once that hunting (or fishing) is ethical and
should be allowed and will argue a second time that hunting (or fishing) is unethical and should stop. In
each debate each student will be required to make at least two comments. Each comment posted must
be accompanied by a valid link to a source found on Google scholar (http://scholar.google.com/) that
supports the argument made. The instructor will moderate the discussion and select the winning side
based on the quantity and quality of the posts and sources
Please attach a course syllabus and any other relevant material.
THANK YOU! WE LOOK FORWARD TO RECEIVING YOUR COURSE PROPOSAL!
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Ethics Of Fish And Wildlife Management - BIOL 2339
Summer 2014
Location: Online
Lecture: One lecture will be posted online daily Monday-Friday except on test days
Course meets: May term 2014
Andrew W. Hafs, Ph.D.
Assistant Professor of Aquatic Biology
Sattgast 218A
Bemidji State University
Bemidji, MN 56601
[email protected] (preferred)
(218) 755-2789
Prerequisites: None
Recommended Text: Assigned readings will be provided by the instructor
Course description and objectives: This class is designed to explore the ethical aspects of various fish
and wildlife management related topics in order to better understand how ethical viewpoints at both
the social and political levels have influenced natural resource policy throughout history at the local,
regional, and global scales.
Grading:
Grading
Test 1
Test 2
Debate
Final (Cumulative)
Total points
# of points
100
100
100
200
500
A ≥ 450 points
B ≥ 400 points
C ≥ 350 points
D ≥ 300 points
Details of the online debate are as follows:
The debates will consist of two online discussions. The first debate will be based on if hunting is ethical and
should be allowed to continue in the future. The second debate will be based on if fishing is ethical and should
be allowed to continue in the future.
For each discussion within a debate, each student will argue once that hunting (or fishing) is ethical and should
be allowed and will argue a second time that hunting (or fishing) is unethical and should stop. In each debate
each student will be required to make at least two comments. Each comment posted must be accompanied by a
valid link to a source found on Google scholar (http://scholar.google.com/) that supports the argument made.
The instructor will moderate the discussion and select the winning side based on the quantity and quality of the
posts and sources
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Lecture
Week 1
May 15
May 16
May 17
Week 2
May 20
May 21
May 22
May 23
May 24
Week 3
May 27
May 28
May 29
May 30
May 31
Subject
Do fish feel pain?
Animal stress resulting from hunting and trapping.
Start fishing debate at 12 pm
Strategies to minimize stress of fish during recreational use
Strategies to minimize stress of animals well hunting or trapping
Public perception of ethical issues related to fishing
Test 1 (100 points)
End debate on fishing at 12 pm
Start hunting debate at 12 pm
Public perception of ethical issues related to hunting
The influence of public perception on policy decisions
Ethical issues related to required resources vs. recreational use
Ethical issues related to catch and release fishing
Test 2 (100 points)
End hunting debate at 12 pm
No Class (Memorial Day)
Financial ramifications of hunting and fishing
Carrying capacity related consequences
A world without hunting or fishing
Final Exam (Cumulative 250 points)
Dates are based on summer 2013 schedule and will be corrected upon release of the summer 2014 schedule.
This syllabus is a tentative plan that may need to be altered as the semester progresses.
The most up to date syllabus along with all other course materials will always be available on D2L.
Academic Integrity Statement: BSU students are expected to practice the highest standards of ethics, honesty and integrity in all of their
academic work. Any form of academic dishonesty (e.g., plagiarism, cheating and misrepresentation) may result in disciplinary action.
Possible disciplinary actions may include failure for part of all of a course as well as suspension from the University.
Students with Special Needs Statement: Upon request this document can be made available in alternate formats. Please contact
Disabilities Services at (218) 755-3883 for assistance or the AUC Office at 262-6753 or (800) 369-4970 .
23
BSU Curriculum Forms
Form 8
Signatures
_Elizabeth Rave / Chair /_________________________8/30/13___________________________
Proposer / Title / Date
_Elizabeth Rave / Biology /______________________8/30/13___________________________
Chair or Director / Department or Program / Date
Note: "All departmental recommendations [on curriculum] must be reviewed and approved by the
department's faculty."--IFO/MnSCU Master Agreement
2009-2011, 20.A.3 (p. 80).
_Colleen Greer / CAS / 9/17/2013________________________________
Dean / College / Date
[Note: at this point, packet goes to Academic Affairs Office.]
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