CTAHR | Academics | Course Approvals | Sample Course Justification | TPSS 480L

Justification for new course

TPSS 480L: Life in the Soil Environment Lab

UHM | CTAHR | TAE

UHM Justification for new course per UHM-1 instruction form

Rationale for the request

The soil is arguably one of the most important resources available to humanity.  It is the foundation in which most of the pants (including food crop) on the planet can be found and a cradle of an incredible diversity of life on this planet.  Humans are an integral part of this environment and our activities have fundamental effects from small localized changes in soil biochemistry to large changes such as carbon cycling and global warning.  It is indeed a great integrator of environment and society.  As citizens of the 21st century, students must be able to understand the essential biological processes that govern the soil and how these processes can have consequences on a global scale.

The proposed course will highlight the biological component of the soil from the very tiny viruses to large burrowing animals.  It is an interdisciplinary approach to a biology course, rather than focusing on individual group of organisms as traditional biology courses do, this course focuses on the soil biome.  It will integrate microbiology, zoology, biochemistry, ecology and evolution into a single stream.  This is integration allows students to connect various disparate disciplines into a greater ecosystem context.  Such a course with structure and content is not currently being offered at UH-Manoa.

This course is essential for the health of the Tropical Agriculture and the Environment (TAE) degree, a joint degree through the Department of Tropical Plant and Soil Sciences and the Department of Plant and Environmental Protection Services.  The TAE program currently does not have many undergraduate soils classes, and this class was identified as an important requirement for a Concentration in Soil Science Certificate currently being reviewed for the TAE program.  Beyond the TAE program, this course would be important for students across multiple departments within the College of Tropical Agriculture and Human Resources, and would have broader appeal to students in the College of Natural Sciences.  As such, this course is expected to receive good enrollment across the university's biology discipline.

UHM Institutional learning and CTAHR learning objectives

See Table 1 below.

Expected course enrollment

18-25 students

Additional resources required to teach the course

A graduate teaching assistant is requested; laboratory fee from the university, supplemented by student laboratory fee ($30) are requested.  Fees will allow this course to expand and allow students to perform more interesting experiments, but not required for students to achieve learning objectives.

Academic units for which the course is or will be a major or degree requirement

CTAHR

Confirmation of consultation with academic units/departments that might be impacted by the new course

The Chair of the Department of Biology had been informed about creation of this course, and is aware that a cross-listing is requested for the course.

CTAHR Justification for new course or modification

1. What is the course modification?  If the proposal is to modify a course, describe the change.
   
   A new course, TPSS 480L is proposed.
    
2. Why is the course being requested or modified?  Explain the philosophy behind the action.  Why is the action being requested now?  What will the impact of the proposal being approved or disapproved?
   
   The soil is arguably one of the most important resources available to humanity.  It is the foundation in which most of the plants (including food crop) on the planet can be found and a cradle of an incredible diversity of life on this planet.  Humans are an integral part of this environment and our activities have fundamental effects from small localized changes in soil biochemistry to large changes such as carbon cycling and global warming.  It is indeed a great integrator of environment and society.  As citizens of the 21st century, students must be able to understand the essential biological processes that govern the soil and how these processes can have consequences on a global scale.
   
   The proposed course will highlight the biological component of the soil from the very tiny viruses to large burrowing animals.  It is an interdisciplinary approach to a biology course, rather than focusing on individual group of organisms as traditional biology courses do, this course focuses on the soil biome.  It will integrate microbiology, zoology, biochemistry, ecology and evolution into a single stream.  This integration allows students to connect various disparate disciplines into a greater ecosystem context.  Such a course with structure and content is not currently offered at UH-Manoa.
   
   This course is essential for the health of the Tropical Agriculture adn the Environment (TAE) degree, a joint degree through the Department of Tropical Plant and Soil Sciences and the Department of Plant and Environmental Protection Services.  The TAE program currently does not have many undergraduate soils classes and this class was identified as an important requirement for a concentration in Soil Science Certificate currently being reviewed for the TAE program.  Beyond the TAE program, this course would be important for students across multiple departments within the College of Tropical Agriculture and Human Resources, and would have broader appeal to students in the College of Natural Sciences.  As such, this course is expected to receive good enrollment across the university's biology discipline.
   
   This lab course is designed to complement the lecture course and will highly enrich student's learning experience of the material.  It will also cover some gaps in the CTAHR student learning objectives that is not covered by the lecture course.
    
3. How will the content be organized? Include a detailed syllabus which indicated the material to be covered throughout the semester and the period of time allotted to each topic. The syllabus should list the specific student learning outcomes that the proposed course will support.
   
   The course is taught through prelab lectures and practical laboratory experiments, and students are challenged through 2 exams, 12 lab reports, 12 weekly quizzes, and a term project presentation.  Please see attached syllabus for more details.
    
4. What other courses at UHM closely parallel the proposed course and in what way will the latter make a distinct contribution? To avoid duplication of course offerings and to assure that the course makes a unique contribution to the curriculum, discuss the proposal with academic colleagues in other units offering courses that may overlap with the one being proposed. CTAHR routinely circulates the proposal to departments with possible interest. Whenever possible, document the coordinating efforts (e.g., attach a letter of support from the department chairperson or deans of the other unit to the proposal).
   
   This course is unique in that it pulls materials from other courses that students would have learned throughout their undergraduate career and integrate them together into a broader ecosystem understanding of the life in soil and how it interacts with the rest of the world.  Several other courses may touch on some of these topics, but none are specific to the soil: MICR 485 Microbes and Their Environment, MICR 351 Biology of Microorganisms are two classes that have some overlaps with this proposed course.  However, they are not regularly taught, and the content of the courses do not necessarily focus on the soil environment as well as the integration of the biogeochemistry associated with soil life.
    
5. Where or how does the proposed course fit into the current and future curriculum? Describe in writing or schematically, how the proposed course integrates with other courses in contributing to the overall curriculum.
   
   The current course would be integrated into the TAE program, and will serve as a core course for the soils certificate within the program.
    
6. Why is the number and level justified? Explain the prerequisites and the absence thereof. Prerequisites are generally required for non-introductory courses, or courses beyond the 200-level. Credits are assigned at UH using the following guidelines: Lecture course: 50 minutes of contract per week= 1 credit hour; Laboratory sessions: 150 (50x3) minutes of contact per week = 1 credit hour; Reminder: Preparation for lectures and labs are not considered part of the contact hours.
   
   This lab course will be 1 credit hour.
   
   The 400 level of the course is required because the material is so wide-ranging and will have needed for students to take more advanced level courses.  It will also allow graduate students to take it for credit since the graduate level Soil Microbiology (TPSS 604) class that I am teaching is not offered every year.
    
7. How will the course assist students to achieve the critical skills and competencies expected of CTAHR graduates? The CTAHR Curriculum Task Force identified a list of critical skills and competencies which all CTAHR graduates should have (see "Critical Skills and Competencies for CTAHR Graduates"). For each critical skill, either state that your course proposal (or modification) will not address that skill, or describe briefly (In a sentence or two) how the students will be assisted in gaining mastery of the critical skill.
   
   Table 1.  Learning objectives and learning outcomes at the institutional level, college level, and program level as required by some documents accompanying the UHM-1 form
    

   UHM Institutional Learning Objectives	Students will be able to:
   Breadth and Depth of knowledge
   General education	Apply the ability to think generally outside of specializations using a broad and integrative approach.
   Specialized field	Apply depth of knowledge and appreciate the complexity of the soil environment.
   Intellectual and Practical Skills
   Thinking critically and creatively	Improve critical thinking and problem-solving skills through discussion and challenging examinations.
   Conduct research	Apply a hands-on approach where students can apply research skills in various types of experiments.
   Communicate and report	Communicate findings through scientific writing by utilizing various graphics, charts, tables, statistical methods, and effective writing.
   Personal and Social Responsibility
   Continuous learning and personal growth	Develop a practical knowledge base and appreciation for soil biology where they may be applied throughout student's lives.
   Respect for people and cultures	Not particularly relevant to this course.
   Stewardship of the natural environment	Engage in environmental challenges facing us today and provide ways for students to understand their roles in environmental stewardship.
   Civic participation in communities	Understand and engage in discussions about current environmental and agricultural problems that could lead to a lifelong participation in solving these problems.

    

   CTAHR Skills and Competencies	Students will be able to:
   1. Demonstrate effective written communications	Demonstrate effective written communications though lab reports.
   2. Demonstrate effective oral communications	Demonstrate effective oral communications though term project presentations.
   3. Demonstrate proficiency in analytical/problem solving skills	Demonstrate proficiency in analytical problem solving through practical experimentation and analysis of data.
   4. Demonstrate personal characteristics that will lead to a successful career	Demonstrate effective personal characteristics through integration of experiments with lab mates.
   5. Demonstrate human relations skills	Not relevant to this course.
   6. Understand and utilize business management skills	Not relevant to this course.
   7. Recognize career opportunities	Recognize career opportunities and develop career interests through practical applications in lab.
   8. Demonstrate leadership skills	Demonstrate leadership skills through the term project.
   9. Demonstrate proficiency with computer software	Demonstrate proficiency with computer software by recording raw data, images, and analyze data by using various software packages.
   10. Understand the global perspective to markets, resources, and culture	Not directly addressed this lab course; see accompanying Lecture course.

    

   TAE program learning outcomes	Students will be able to:
   Demonstrate understanding of the science of agriculture and its interaction with the environment from molecules to ecosystems	Demonstrate practical skills of soil biology from genes to ecosystems and how it is fundamental to the health of soils and agriculture.
   Demonstrate the ability to critically evaluate scientific evidence, knowledge and issues associated with agriculture in a dynamic world	Demonstrate the ability to critically evaluate scientific evidence from laboratory experiments and provide sufficient reasoning to apply these findings to modern agriculture and environment.
   Demonstrate the ability to identify problems associated with agroecosystems and apply the scientific method to develop solutions	Demonstrate the ability to apply available tools and fundamental principles of soil biology to develop solutions to solve agricultural and environmental solutions.
   Demonstrate proficiency in oral and written communication for both professional and lay audiences	Demonstrate proficiency in oral and written communication and leadership through lab group experiments, term project, presentation, and written lab reports.

   
    
8. How will students be evaluated? In all courses, particularly those involving practicum and field work, credit must depend on documentation that appropriate learning has occurred, rather than "time spent on-site". Students have a right to know, at the start of the course, what is expected of them and how the will be evaluated.
   
   Students will be evaluated through quizzes (12), lab reports (12), exams (2), and project presentation (1).  Evaluation criteria are included in the syllabus.
    
9. What are the minimum qualifications for teaching this course? Is a qualified instructor now available? Indicate whether an instructor is currently available, and if the instructor becomes unavailable (e.g., takes an extended leave or another position), the academic requirements necessary for another individual to teach the course.
   
   A PhD in a soil biology or related field and some teaching experience is the minimum qualification.  Yes, a qualified instructor is now available.
    
10. How will the course be financed, assuming no further cutbacks? This question pertains to lecturer funds, equipment, and supplies necessary for the course which are above and beyond normal departmental operating funds.
    
    Currently, CTAHR laboratories are equipped with enough equipment to support this class.  Fees requested from the students are to cover some consumables and the ability to teach the course beyond the very basic necessities.  Collaboration with the biology department may also alleviate needs for purchasing of some of the resources, as well as provide a TA line for well-enrolled classes.
     
11. Has the course been offered before? Is there a demand for it? If the course has been given before on an experimental basis, provide enrollment data or other indicators of demand or need. If the proposal is for a new course, demand might be indicated by reference to the disciplinary literature, legislative mandate, or other ways. Need can all be documented by stating that the course is required or a prerequisite for another course.
    
    No, it has not been offered before.  Yes, there is a critical need for it.
     
12. Is the course cross-listed with another department? Cross-listed courses require the approvals of all departmental chairpersons offering the course. However, the UHM0-1 Form should be submitted by only one department.
    
    Yes, it is requested that the course be cross-listed with BIOL.

TAE Curriculum Committee Review of New Course Proposals

Item 11: Repeat Limit