sample proposal objective 8 - idaho state … proposals/gerc_obj-8...sample proposal objective 8 ......
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General Education Course Approval Form
College and Department: __CoSE ‐ Geosciences____________________________________
Course Name and Number:_GEOL1108:_Exploring Data and Information ___
General Education Objective:__Objective 8_‐ Information Literacy_______________________
Catalog Description: _Discover, evaluate, analyze and visualize information and data in the natural and
applied sciences efficiently and ethically. Learn how to find reliable data sources, design sampling
efforts, and manage a variety of data. Course themes used to illustrate topics will vary with instructor.
_______________________________________________________________
Signatures
Department Chair:_______________________________________ Date:_____________
Dean:___________________________________________ Date:_____________
Provide a brief description of the course including information about texts/resources used and
assignments/exams given. Demonstrate rigor appropriate to a General Education course.
GEOL1108 teaches students about the discovery, evaluation and analysis of information and data from
the natural and applied sciences. Students will learn to efficiently discover, utilize and visualize data and
will become savvy at evaluating the quality and reliability of data sources. They will learn how scientific
information can be used ethically and the variety of economic, legal and social implications of data
discovery, analysis and presentation.
The class will meet for lectures twice a week and once a week in smaller groups in a lab facilitated by
TAs and overseen by the course faculty instructor. This 3‐credit course will be divided into five modules
with in‐class assignments during each lab section, one homework assignment per module, plus one
midterm and a comprehensive final. We will also explore adapting the course to include online
components in the next few years. Course themes used to illustrate concepts and meet learning
objectives may vary by instructor.
Texts will be updated as needed, and may include Atlas of Science: Visualizing What We Know (by K.
Borner), Visualize This (by N. Yau), Show Me the Numbers (by S. Few), New and Numbers (by V. Cohn
and L. Cope), On the Shoulders of Giants (by L. A. Steen) and The Visual Display of Quantitative
Information (by E. Tufte).
How does the proposed course satisfy each of the defined student learning outcomes for this
particular objective? Provide specific examples.
1. Understand the nature and extent of the information/data needed to accomplish a specific purpose
SAMPLE PROPOSAL OBJECTIVE 8
Students will be able to describe different kinds of data (spatial, temporal, model‐derived, etc., and the
importance of units, significant figures, uncertainty), the information and data life cycle along with the
history of data (collection, archiving, distribution). Students will learn about extrapolation and
interpolation, qualitative vs. quantitative data, scientific method (data=standardized and repeatable),
etc.
Example exercise: Students will be given a list of basic research questions and asked to describe the data
needed to solve each problem. Descriptions should include identification of the measurements needed,
classification of the data as qualitative or quantitative, and indications of the amount of data or
temporal extent of data needed to answer each research question.
2. Identify sources and gather information/data effectively and efficiently
Students will learn to find data/information on a given subject using Google Scholar and library
databases, including effective use of search engine tools (Booleans, targeted word choice, etc.) and
demonstrate proper citation and reference format (MLA or Chicago). Students will learn proper
protocols for data collection: sample design, data management, QA/QC, storage and distribution,
metadata, and data ownership. They will also be able to collect and identify information that others
have collected, including professional publications (textbooks, journals), gray literature (webpages,
manuals, unreviewed reports), data distribution portals (understanding metadata), data mining, rescue,
legacy data, and digitization efforts. They will be trained in the ethical use of others’ data, including
attribution, collaboration, and misinterpretation.
Example exercise: Given a problem from the natural or applied sciences, gather 10 references (minimum
5 from peer‐reviewed journals) that could be used to analyze the problem. Write 1 sentence describing
the content in each paper and give proper MLA/Chicago reference documentation. This will be updated
as new data sources become available (e.g., EarthCube, NSF data management policy, data with DOIs,
peer reviewed data, etc.)
3. Evaluate credibility of sources and information/data
Students will learn about the relative value of different sources of information, including peer‐reviewed
papers, books, government/industry white papers, and websites, based on authority, intent of
publication, intended audience, currency, etc. This objective will build on the foundations laid out in
outcome 2 (above).
Example exercise: Students will choose from a list of research questions viewed as controversial within
the public realm (anthropogenic climate change, inorganic “deep” oil creation, autism‐vaccine link,
water fluoridation, etc.). Students will carry out and systematically compare a search engine (Google)
investigation vs. academic/research search results (Google Scholar, library database) to determine
extent/existence of debate within the scientific community as compared to general public. Students will
evaluate relative value of 5 key sources on each side of debate.
SAMPLE PROPOSAL OBJECTIVE 8
4. Understand the economic, ethical, legal, and social issues surrounding the creation, collection, and use of information/data
Student will learn about bias in sampling, data visualization and interpretation and research ethics. This
includes “lies, damn lies, and statistics” – Mark Twain, plagiarism, populations vs. sample effects,
visualization design, etc. Simple statistics will be used to demonstrate ability to bias interpretation
(average = mean, median or mode). Students will design graphs to minimize/maximize certain results.
Student will be introduced to improper or biased sampling practices (i.e. survey of 1 person will show
100% prefer Pepsi). It will also incorporate the use of others’ data and publication of your own data.
Example exercise: Groups of students will conduct simple sampling in class, such as Pepsi vs. Coke taste
test, shoe sizes, or opinion on nuclear power, to create new datasets that will be added to existing
datasets that will be provided. Students will then prepare a short (1‐2 page) typed report with a graph
and average calculation summarizing their results. Report must include explanation of issues
surrounding experimental design and justifying use of particular analysis and visualization methods.
5. Use information/data effectively to accomplish a specific purpose
Students will download data from the Internet, import and manipulate data in Excel, and create a graph
for data visualization/interpretation/analysis. Topics include axis scaling, unit labels, line style/plotting,
exporting graphs into a simple report.
Example exercise: Students will download stream flow data from USGS, plot a graph showing changing
water discharge (pre/post storm, or peak runoff) and interpret the graph (identify trends) within the
broader environmental context.
How will you assess the course’s ability to meet the objective’s student learning outcomes?
Lab assignments, lecture assignments, a midterm and a comprehensive final exam as well as in‐class
discussion sessions will allow evaluation of student learning outcomes. Lab assessments will be graded
based on a satisfactory (S) and unsatisfactory performance (U). Grades below 70% in the lab
assessments will be deemed unsatisfactory.
SAMPLE PROPOSAL OBJECTIVE 8