HAWAII PACIFIC UNIVERSITY
FACULTY ASSEMBLY
Gen Ed Curriculum Subcommittee of UCC
(To select a
box, highlight it
and press “x”.)
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Proposal Type:
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Five themes category . . . . . . .  
―Special‖ 5 themes category. .   
5 Themes with Cross Theme.
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UD Service Learning. . . . . . .
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UD Global Citizenship. . . . . .
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UD Research and writing. . . .
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GECS RECORD OF CURRICULUM ACTION AND REVIEW
(RCAR FORM)
[To be filled out by Proposal Author(s)]
School/College:
International Studies
Course Alpha/#:
GEOG 1000
Proposed by:
William H. Warren
Category or
Type of UD
course
Global Systems A: Natural Systems
Title:
Program:
Introduction to Physical Geography
E-Mail:
Record of GECS Action
Online reading Date:
1st Reading:
Date:
Discussion:
Geography
[email protected]
Proposal received by GECS on: 03-06-06
03-15-06 to 04-09-06
04-10-06
Joseph Patoskie was present to address the proposal. The GECS commended the
proposal on its clarity and thoroughness. The provided sample exam questions were
especially helpful.
Action:
The GECS unanimously recommends that the UCC endorse this course for Global
Systems A: Natural Systems
________________________________________________________________________
SIGNATURE SHEETS OMITTED IN PDF COPY
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HAWAII PACIFIC UNIVERSITY
GENERAL EDUCATION CURRICULUM
SUBCOMMITTEE OF UCC
GENERAL EDUCATION COMMON CORE COURSE PROPOSAL FORM
Course Alpha/#:
GEOG 1000
Title:
Category
Global Systems A: Natural Systems
Introduction to Physical Geography
Required Gen Ed learning outcome #1: Global Systems 1
Utilize various systems approaches or theories to comprehend natural global processes.
Explanation: Physical geography is the study of Earth systems at both macro and micro
levels. It starts with the flow of energy from the Sun to Earth and its flows through
virtually all aspects of Earth’s physical environment. Solar energy can be thought of as
the engine that ultimately powers all of Earth’s physical systems. The entire course uses
systems approaches to investigate the nature of flows and dynamic interactions that shape
global processes. Examples include: hydrologic cycle, carbon cycle, plate tectonics, soil
development, ecosystem development, weather systems, and the coriolis effect.
Relevance to course content—provide examples of assignments, course readings,
supplementary materials, or in-class activities from each sample syllabus that will help
students to achieve this learning outcome and/or demonstrate their ability to do so.
This course readings and lectures focus on the flow of solar energy from the sun and how
it flows through various Earth systems. Much of this occurs through atmospheric
circulation patterns that result in wind and weather systems that, at the macro level, can
be viewed as ways that solar energy is distributed from energy surplus areas to energy
deficit areas. This is all closely connected to the hydrologic cycle, another area of course
emphasis. This cycle tears down landforms through its erosional agents of water and ice,
that were originally built up by another cyclical process – plate tectonics.
Student Assessment—According to each sample syllabus, how will the instructor assess
whether students have achieved this outcome? How will achievement of these learning
outcomes be reflected in the grade for the course?
Assessment for this outcome focuses on the hydrologic cycle and atmospheric systems,
and is largely accomplished through questions on the midterm and final examinations.
Sample questions asked include: (1) Explain why the hydrologic cycle is a closed system
whereas the Earth as a whole is an ―open‖ system. (2) Explain whether the coriolis effect
is strongest near the poles or near the equator…and why?
Required Gen Ed learning outcome #2: Global Systems 2
Integrate knowledge and understanding from various disciplines in the analysis of global
systems.
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Explanation: The fundamental nature of physical geography is interdisciplinary.
Physical geography uses the knowledge, traditions, and methods from geology,
oceanography, atmospheric science, ecology, environmental science, and biology.
Physical geography also connects these disciplines with the social sciences.
Relevance to course content—provide examples of assignments, course readings,
supplementary materials, or in-class activities from each sample syllabus that will help
students to achieve this learning outcome and/or demonstrate their ability to do so.
The interdisciplinary linkages in this course are concentrated in three areas. First is the
study of the atmospheric environment, weather, and climate that all have close linkages
with atmospheric science. The second is the study of plate tectonics and the creation of
landforms. These topics are closely connected with geology and hydrology. The third
focus of the course is on biogeography (soils and vegetation) which is closely connected
with ecology, biology, and environmental science.
Student Assessment—According to each sample syllabus, how will the instructor assess
whether students have achieved this outcome? How will achievement of these learning
outcomes be reflected in the grade for the course?
Both the individual assignment and group project involve making connections between
physical geography and other disciplines. The individual assignment involves a climatic
comparison of two different cities with similar latitudes and the reasons behind these
differences. This assignment will be assessed on how well students make the connections
between the climatic differences and atmospheric science and oceanography and other
areas. The group project involves a ―scavenger hunt‖ across the U.S. and Canada where
student groups must plan a trip that visits all of the major climate regions and many
different types of landforms. Students are assessed on how well they can identify the
climate regions and landforms and explain their relationship with other
systems/phenomena. This outcome is also covered on the midterm and final
examinations. Sample questions include: (1) Why do certain earthquakes form tsumanis
while others do not? (2) How might volcanic activity impact global climate? (3) Why is
it that the Big Island of Hawaii has very few perennial streams whereas Kauai has many?
Required Gen Ed learning outcome #3: Global Systems 5
Understand the importance of global environmental systems and the interactions between
humans and the environment.
Explanation: More and more the processes shaping Earth’s environment are influenced
by humans. For example, global warming is largely a human caused phenomenon that
will have a major impact on Earth’s physical systems. Physical geography is deeply
concerned about the causes of global warming and its potential impact around the world.
Another example would be the effect of cutting down forests world wide and the impact
of this on atmospheric moisture and precipitation, on erosion and steamloads, and on the
changes to local and regional ecosystems, their ability to recover, and the effects on
people’s livelihoods.
Relevance to course content—provide examples of assignments, course readings,
supplementary materials, or in-class activities from each sample syllabus that will help
students to achieve this learning outcome and/or demonstrate their ability to do so.
Within all of the topics presented in the course, the human element will be discussed.
Moreover, many of the videos shown focus on this human-environment interaction and
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the textbook has many case studies on the human – environment relationships.
Student Assessment—According to each sample syllabus, how will the instructor assess
whether students have achieved this outcome? How will achievement of these learning
outcomes be reflected in the grade for the course?
This area will be assessed primarily through examinations questions. Sample questions
include: (1) Explain the phenomenon of El Nino and the impact it has on weather events
in different parts of the world. (2) Explain the impact of rapid increase in the melting of
our world’s ice caps and (with respect to the Arctic) its effect on the Gulf Stream current.
(3) Explain how the monsoon season affects the lives and livelihoods of people living in
India. (4) Explain how human activity has increased erosion and the associated long-term
impacts in the following areas: farming and grazing; Urban sprawl (particularly in arid
locations); waterfront (i.e., river, lake, coastal) development; and logging.
Required Gen Ed learning outcome #4: Research and Epistemology 5
Seek and achieve understanding of numerical data.
Explanation: Physical Geography is a data intensive subject. Much of the work involves
measuring physical phenomena and then analyzing and interpreting the data. Examples
would include measuring solar radiation as it hits Earth’s surface and how that varies
through time and place and why those variations occur. Much attention is also focused
on weather and climate data and studying how this varies over time. Moreover, such
physical geography topics as evapotranspiration, soil qualities, stream flows, sediment
deposition, and vegetation transects all involve extensive data acquisition, analysis, and
interpretation.
Relevance to course content—provide examples of assignments, course readings,
supplementary materials, or in-class activities from each sample syllabus that will help
students to achieve this learning outcome and/or demonstrate their ability to do so.
The Individual Research Assignment involves determination of map projections,
calculating map distances and latitude and longitude, monthly precipitation and
temperature values (graphed in excel), and using this data to discuss climatic influences
affecting their chosen locations. The Group Research Project involves the determination
of distances and areas (i.e. map scales) as well as the locations of physical features and
Koppen climatic classification zones across North America using strategic analysis
techniques through an online mapping program. Finally, the textbook emphasizes data
analysis through a series of case studies entitled ―Geography as a Physical Science‖ and
―Geography as Environmental Science.‖
Student Assessment—According to each sample syllabus, how will the instructor assess
whether students have achieved this outcome? How will achievement of these learning
outcomes be reflected in the grade for the course?
This is largely done through assessing the Individual Research Assignment and the Group
Research Project. Furthermore, many of the midterm and final examination questions
involve data interpretation and analysis. Sample questions: (1) After given the average
monthly temperature and precipitation of several locations students would be asked to
analyze the data and indicate what parts of the world those locations could be and what
are the locational and physical forces that make that climate the way it is. (2) Students
are given a set of hourly steam gauging station data taken at a location starting just before
a major thunderstorm and continuing for several days afterwards. The students would be
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required to plot the data on a graph and explain what the data says using key terms and
concepts learned in the course. Students are then asked what would happen if the area
upstream from the gauging station (now undeveloped) was cleared of vegetation and
replaced with a large housing development. How would this affect the gauging station
data assuming a storm of similar intensity.
If the curriculum proposal requires a 5th outcome (R&EA) or if the program offering the
course wants to designate additional gen ed outcomes that will be covered in every
section of the course, copy the above questions and continue filling out the table as
necessary. The sample syllabi may address additional outcomes that will not necessarily
be covered by every section of the course. In that case do not include these outcomes in
this table.
Course is taught by one or two instructors only: check here x_ and attach a sample
syllabus below
Course is taught by three or more instructors: check here ___ attach two sample syllabi
from different instructors. Optional: If the curriculum area faculty have developed a
generic course outline with a course description and information on required or
recommended course outcomes, topics and assignments (some programs call this a
―model syllabus‖) it may be helpful to include a copy of this document as well, but it is
not required.
Note: Please update the syllabi to reflect gen ed theme and category applied for and to list
the relevant gen ed outcomes
Attach syllabus or syllabi here.
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GEOG 1000
INTRODUCTION TO PHYSICAL GEOGRAPHY
COURSE SYLLABUS
SPRING 2006
INSTRUCTOR: DR. JOSEPH PATOSKIE
CLASS HOURS:
CLASS LOCATION
OFFICE HOURS:
OFFICE:
OFFICE PHONE:
E-MAIL ADDRESS:
T-TH 2:05 p.m. – 3:30 p.m.
UB 912A
T-TH 10:00 a.m. – 10:50 a.m. & 5:00 p.m. – 6:00 p.m.; or By Appointment
UB 912J
544-9398
[email protected]
General Education Learning Outcomes
Introduction to Physical Geography (GEOG 1000) fulfills the Global Systems A: Natural
Systems category of the General Education Core Curriculum. GEOG 1000 fulfills the
following General Education Learning Outcomes:
1. Global Systems 1: Utilize various systems approaches or theories to comprehend
natural global processes.
2. Global Systems 2: Integrate knowledge and understanding from various
disciplines in the analysis of global systems.
3. Global Systems 5: Understand the importance of global environmental systems
and the interactions between humans and the environment.
4. Research and Epistemology 5: Seek and achieve understanding of numerical
data.
A. DESCRIPTION
This course examines the physical environment as it is distributed beneath, at, and above the
Earth‟s surface. It focuses on the inter-relationships between these regimes, with attention placed
on the processes and the resulting features and phenomena that define our planet. The course
approaches this task from the standpoint of earth as a life-supporting “system” consisting of the
atmosphere (the air that surrounds the planet), the lithosphere (the landforms on the planet), the
hydrosphere (the waters on our planet), and the biosphere (all the living matter). Because earth
as a whole largely represents a „closed‟ system, the impacts humans make on the environment –
and ultimately themselves – are noted and investigated throughout the course.
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B. ORGANIZATION
The course begins by reviewing the fundamentals of map interpretation and projection, the
building blocks of geo-location analysis. From there, the semester is divided into two primary
sections: The first focuses on the atmosphere including temperature/heat distributions, pressure
differentials, wind, circulation patters, air masses, and the influx and dispersion of solar radiation
which drive these variables. The resulting prevailing climates that exist in different parts of our
world are then studied. The second portion of the course covers our planet‟s landforms and the
forces that shape them. Here, the uplifting processes associated with plate tectonics and volcanic
activity are examined followed by a breakdown of fluvial, aeolian, glaciation, and oceanic
weathering processes. Finally, the course concludes with an analysis of the different ecosystem
regimes and ecological processes and concerns of our biosphere.
C. COURSE OBJECTIVES
In accordance with HPU‟s five themes of educational development, students completing this
course will be able to do the following:
1. Evaluate research and analysis techniques as they pertain to spatial distribution patterns and
interactions. This will be assessed through exams and case studies.
2. Describe the global impact of man on earth‟s life-supporting systems. This will be assessed
through case studies and weekly classroom assignments.
3. Determine how today‟s values and resulting actions (or lack thereof) will create tomorrow‟s
challenges facing mankind. This will be assessed through case studies and class
presentations.
D. COURSE PROCEDURES
Exams: There are two exams (a mid-term and a final), one major project, and one class
assignment. Grad students have an additional assignment.
There may be unannounced pop quizzes that will count as extra credit toward your grade.
Class attendance is not mandatory, except for Midterm Exam week and class presentation
days. Absences on these dates will result in a ½ letter grade deduction to your project per
day missed.
You are responsible for all reading assignments as specified. Lectures may or may not cover
all the reading material, but all lectures are fair game for exam and/or quiz questions.
No plagiarism. Any found will incur an automatic F on that assignment with no opportunity for
make-up.
Internet access and the use of spreadsheet software will be needed for selected assignments.
There are NO makeup exams without professor‟s prior approval which may or may not be
granted.
Assignments turned in late without professor‟s prior approval will not be accepted; and are
subject to an automatic grade deduction of 5 pts (1/2 letter grade) for every day it is late.
Classroom discussion is encouraged, but distractions are not. Please be courteous to others
who are trying to learn. e.g., No food, no chatting, no unexcused trips in/out of class, cell
phones off. After one warning, the Professor reserves the right to excuse an individual from
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the classroom who he determines to be causing a distraction within the classroom.
While not anticipated, this syllabus may be modified at any time to take into account
unexpected events that might arise during the semester.
HPU standard policy will be used for situations not described herein.
E. COURSE GRADING
UnderGraduate Students
Activity
Quantity
Points
Percentage
Exam
2
25 & 35
60%
Group Project
1
23
23%
Individual Assignment
1
17
17%
Total
100%
Graduate Students
Activity
Quantity
Points
Percentage
Exam
2
20 & 30
50%
Group Project
1
17
17%
Individual Assignment
1
13
13%
Graduate Paper
1
20
20%
Total
100%
Grading Scale
90-100 = A
80-89 = B
70-79 = C
60-69 = D
< 60 = F
Withdrawel = W*
* Please check Campus Pipeline for the last date that is allowed to withdraw from the course
This class works well when you prepare (readings and assigned problems) and actively participate in
group and class discussions. The basic tools with which we work are stating, discussing and challenging
one another's ideas. Doing well in this class requires that you express your thoughts, defend them (if
asked), and thoughtfully address issues that are relevant and challenging.
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