"This is an upper-division required petrology course with prerequisites of introductory geology, mineralogy, and introductory chemistry. The course has a required four-hour laboratory and a required two-day field trip."
"This is an introductory course with no pre-requisites and does not serve as a prerequisite for other courses. Typically, 50% of the students take the course as pre-service elementary teachers, and 50% of the students take the course to satisfy a general education requirement. The course has an optional lab. Students who decide to major in geology must take a subsequent course in physical geology."
"This is a seminar-style, topical introductory course with no prerequisites. The course satisfies the pre-requisite for all intermediate level courses for a geology major. 25-30% of students who take the course go on to major in geology. The course is writing intensive and has a two-hour lab and required field trip."
In the months and years after having finished a course, a student should be able to DO things in the discipline that he/she couldn't do before taking the course. Careful thought should go into what you want to enable your students to do, what value the course will add to their lives, and how the course will develop their skills and abilities. In this portion of the goals/syllabus submission form, you will have the opportunity to share goals of various types that you have for your students.
Please start by completing the entry for discipline-related goals. The entries for skills and attitudinal goals are optional.
In the box following the instructions below, please describe the discipline-related goals that you want your students to achieve. Please read the guidelines and examples carefully before proceeding.
Please DO NOT enter a list of content items.
Please DO NOT use vague and difficult-to-assess goals involving phrases such as "appreciate", "understand", "be exposed to", "see the value in", "know about", "learn about". Here are two examples of what we don't want you to do:
You may also have goals related to general skills in the context of your course. These might include goals involving improving skills such as
You may also have goals related to student attitude. These might include goals such as
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