Course Syllabus

Course Information
Assessment
Course Expectations
Policies

Course Information

Course Description

This course promotes students’ investigation of fossils to interpret the character of 3.5 billion years of biological evolution and ecological change on earth. By way of scientific reasoning, mathematical inference, and applicable technologies, emphasis is on the exploration of earliest evidence of life, development of multi-celled plants and animals, dinosaur evolution, mass extinction events, mammal diversification, human origins as well as appraisal of the societal reliance on fossil resources and the persistent debate over evolution versus creation. Learning is assessed through labs, a fieldtrip, an exam, video summaries, contributions to online discussions, and a research paper in a scientific format.

Learning Experience

This online course progresses through 10 paleobiology-themed modules that employ a combination of readings (text and scholarly articles) and multimedia resources (archived online videos, Paleontology Society Portal websites, and National Science Digital Library multimedia). Corresponding laboratory exercises and analytical video reviews alternate every other week with laboratory exercises employing fossil specimen kits, online 3D virtual fossils, online paleontology databases (Fossilworks), as well as online simulations of natural selection and the history of life (Bio-alive). Students are required to participate in weekly online discussions that reinforce module concepts and student critical thinking through original contributions and collaborative responses to classmates. Students undertake a structured self-directed fieldtrip to a natural history museum (e.g., Field Museum, Milwaukee Public Museum) or an actual fossil site to conduct an original study centering on a paleontological hypothesis. Students also complete an original inquiry research paper following a scientific format and complete a short answer essay exam.

Course Resources

To buy your books, go to http://depaul-loop.bncollege.com.

Required Reading:

Tattersall, I. (2010). Paleontology: A brief history of life. West Conshohocken, PA: Templeton Press.

Palmer, D., Lamb, S., Gavira, G. A., Frances, P., & DK Publishing, Inc. (2012). Prehistoric life: [the definitive visual history of life on earth]. New York, N.Y: DK Pub. ISBN-13: 978-0756699109  ISBN-10: 075669910X  Edition: Reprint.

Additional scholarly articles may be made available as e-reserves at: http://library.depaul.edu/services/coursereserves.aspx

Recommended reading (not required):
Cowen, R. (2013). History of life. Chichester: Wiley-Blackwell.

Required Resource:

“What are Fossils? How do Fossils Form?” from the General Fossil Collection, available for purchase through mbs or through geology.com. ($16.95).

Additional Resources:

Core Videos (embedded in course, no purchase required):

Prehistoric Earth: A Natural History (Before the Dinosaurs: Walking With Monsters / Walking With Dinosaurs / Allosaurus / Walking With Prehistoric Beasts / Walking With Cavemen). (2008).

Course Website. The complete Prehistoric Life course guide, course learning materials, discussion forums, and additional resource links including supplementary videos are available through the course management system, D2LTM at SNLonline:  http://d2l.depaul.edu

Writing Resources. DePaul offers a comprehensive suite of services for students to assist in their writing activities through the University Center for Writing-based Learning (UCWbL) at: http://condor.depaul.edu/writing/writers/writers_index.html.  In particular, students may request an appointment with Writing Tutors to get detailed feedback regarding an assignment such as their research paper.

Course Learning Goals

After completing this course, you will be able to:

General Outcomes: Upon successful completion of this course, all students are expected to have demonstrated:

Course Learning Outcomes - Liberal Studies Program

Category Learning Outcome

Scientific Inquiry Domain (SID-1)

Students will understand the major principles guiding modern scientific thought.

Scientific Inquiry Domain (SID-2)

Students will demonstrate a mastery of the science content knowledge of their SID courses.

Scientific Inquiry Domain (SID-3)

Students will know that science, technology, and math serve as mechanisms for inquiry into the nature of the universe.

Scientific Inquiry Domain (SID-4)

Students will understand and appreciate the interrelationships among science, technology and math.

Scientific Inquiry Domain (SID-5)

Students will understand and appreciate the role of science in society and in their lives.

Scientific Inquiry Domain (SID-6)

Students will understand the nature of science, technology, and mathematics.

The following table describes how Liberal Studies Learning outcomes will be fostered and demonstrated by students in Prehistoric Life.

Category Learning Outcome

Scientific Inquiry Domain (SID-1)

Students in Prehistoric Life will be introduced to the principles of scientific inquiry in course readings as well as engage in making observations, developing hypotheses, formulating predictions and undertaking procedures (i.e., experimentation) to verify or falsify predictions about the history of life in course activities such as labs, research papers and a fieldtrip.

Scientific Inquiry Domain (SID-2)

Students are required to develop proficiency in content areas that include: fossil preservation, radiometric dating, origin of life theories, patterns of evolution, evolutionary relationships, extinction modes, the diversification of major groups (plants, invertebrates, and vertebrates), discerning paleoecology, dinosaur paleobiology, mammal diversification, models for human origins, pseudoscience explanations of evolution (creationism and intelligent design), and the relationships of fossils to natural resources such as oil, natural gas and coal.

Scientific Inquiry Domain (SID-3)

The Prehistoric Life self-directed fieldtrip requires students to identify a plausible research question/hypothesis through examination of current scholarly literature. Students determine and apply an appropriate methodology to address the question, collect data at the selected museum, analyze their results with regard to falsification or support of their hypothesis and indicate their study’s caveats and conclusions. The research paper assignment parallels this strategy but students are required to obtain their data via the literature (i.e., versus field data). Students communicate their research and experimentation following a science journal format that includes the sections: abstract, introduction, literature review/statement of problem, methods, results, discussion, conclusion and references. The format of these learning activities necessitates that students make the crucial distinction between their results and their subsequent interpretation and conclusions drawn from results. The conveyance of paleontological theories and content in labs also centers on testing hypotheses, including multiple working hypotheses.

Students apply mathematics to explore key concepts of paleontology including radiometric dates for fossil deposits (i.e., concepts of error and confidence intervals), morphometric analyses of key fossils related to the hominid lineage (e.g., statistical analysis of trends by least squares), statistical comparison of species richness between fossil localities, and frequency analysis of fossil preservation characteristics for different localities.

 

Scientific Inquiry Domain (SID-4)

Paleontology is a hybrid science that applies mathematics (especially statistics) and draws technologies from a variety of other sciences and engineering fields to address research questions. The readings and supporting materials in Prehistoric Life demonstrate the evolution of our knowledge of earth’s past biodiversity including how this view has been improved by successive waves of technology improving the accuracy and precision of tools that are routinely employed by paleontologists.

Students in Prehistoric Life will be introduced to and gain an appreciation for technologies that contribute to discerning fossil chronology (radiometric dating, chronostratigraphic dating,) isotope geochemistry (e.g., analysis of carbon cycles in fossil record as a proxy for climate), mechanical modeling (establishing biomechanical properties of the anatomy of extinct organisms), simulations (establishing the motion of extinct mammals through computer simulations), computer analysis (using parsimony statistics to establish phylogenetic relationships), CT scans to analyze concealed fossil structures, and DNA analysis of extinct organisms.

Scientific Inquiry Domain (SID-5)

In readings and course multimedia, students will regularly consider how the field of paleontology contributes broadly to human concern such as its impact on understanding the evolution of life on earth, the character of extinction, global environmental change over long durations, transformation of physical geography and the corresponding origin of resources such as oil, coal and natural gas.

This course makes detailed use of multimedia and articles from approachable and enduring online resources such as the Paleontology Portal and the National Science Digital Library (NSDL). Likewise interesting weekly stories (‘this week in earth history”) are linked on the D2L site under ‘news’ so students can read popular reports about the latest paleontology findings. This learning strategy of incorporating popular resources to compliment the course texts and other course materials fosters an ongoing and lifelong appreciation of paleontology and science.

Scientific Inquiry Domain (SID-6)

The fossil record and its interpretation constantly evolve as paleontologists discover new remains and emerging technologies are applied to gather and analyze information. Students in Prehistoric Life will regularly observe certainties in paleontology that involve discrete observations such as the oldest fossils (lowest stratigraphic position), organisms change shape/features in rock sequences, organisms in the fossil record often have no living relatives (i.e., extinction), geographic locations on earth change in ecology over time (e.g., former oceans now underlie farmland). Likewise quantitative aspects of paleontology that involve measurements will demonstrate to students the ideas of uncertainty (i.e., error and probability). Examples of principal measurement areas in paleontology are radiometric dating of fossils, first appearance of fossil taxa in the stratigraphic record, measuring phylogenetic relationships between species, morphometric analysis of fossil anatomy, and taxonomic diversity analysis.
Liberal Studies Program Outcomes

Reflectiveness:

The exploration of prehistoric life raises and bears upon some of the most profound philosophical and metaphysical questions that can be pondered by humans. How did life begin? What are the evolutionary factors producing the human lineage? Are humans a ‘special’ species? Will humans inevitably become extinct like other past species and if so what is the meaning of our existence? Is there a human purpose beyond survival? Are the conditions of the past earth unique or could the origin of life be ubiquitous in the universe? In the Prehistoric Life course and particularly through the vehicle of online discussion assignments students are directed to consider how the paleontological perspective has been produced and how it is (or is not) reshaping their own view of these quintessential questions. The meta-level learning outcome of this reflection is for the students to gain a keener appreciation for their own existence.

Critical and creative thinking:

The Prehistoric Life course advances the development of critical thinking skills and explores methods of formal inquiry as preparation for lifelong independent research. The course research paper is a key activity to foster critical and creative thinking with its emphasis on generating and evaluating a novel hypothesis based on the review of up-to-date scholarly literature. Students must find a ‘gap’ in our current knowledge of a subject and find a creative means (e.g., methodology) to contribute to closing the gap. In this way, Prehistoric Life promotes a broader perspective of research and innovation to solve problems.

Course Competencies

The following competencies are offered through the Prehistoric Life course:

S1B

S2X

S3D

S4

S5

The above competencies will be developed as outlined in the following tables:

Competence:  S1B

Competence Statement

Facets of the Competence

Learning Outcomes

Assignments/
Deliverables demonstrating this competence

Assessment Criteria

S-1-B Can use public or private institutions as resources for learning science.
  1. Uses the resources of an institution (e.g., natural history museum) to investigate a scientific problem or question.
  2. Assesses the appropriateness and reliability of the institution for this investigation.

Student will visit a natural history museum with paleobiological collections and demonstrate that they can learn directly about a fossil group of their choice as well as to investigate a corresponding issue regarding the group’s evolution. In addition, the student will be able to provide an evaluation of the museum’s paleobiology exhibits as they represent the scientific perspective of prehistoric life.

 

Discussion Responses (Based on readings and websites)

Video summaries

Laboratory Reports

Research Paper (tied to the specific competence)

Self-directed fieldtrip(tied to the specific competence)

This competence will be chiefly evidenced and assessed through a competence specific research paper and a self-directed fieldtrip. Other assignments provide complimentary background and context.

Narrative/Explanation: Museums and other natural history institutions are the ultimate repositories of fossils unearthed by paleontologists. As such, these institutions can serve as special places to learn about the history of life on earth. To satisfy this competence, students will make a hands-on visit to a museum, make detailed observations of exhibits, and draw conclusions about the subject of their research.

Competence:  S2X

Competence Statement

Facets of the Competence

Learning Outcomes

Assignments/
Deliverables demonstrating this competence

Assessment Criteria

S-2-X Can describe, differentiate, and explain form, function, and variation within a prehistoric species or fossil group and can explain corresponding evolutionary change as a product of ecological variation through geologic time.
  1. Describes at least one prehistoric life form (for example an invertebrate, reptile, plant, mammal species or group) in terms of its structure, organization, and variation.
  2. Contrasts the life form to other prehistoric life forms on the basis of comparative anatomy and functional morphology.
  3. Articulates the process by which evolution occurs and is evidenced in the fossil record of the prehistoric group.

Student will be able to describe and differentiate the character of a fossil group of their choice (e.g., dinosaurs, plants, mammals, invertebrates.). When this has been accomplished, the student will then assess the forms, morphological function, and biological variation within this group.

Student will be able to demonstrate an understanding of the basic principles of ecology as they provide a basis for understanding evolution and the patterns of ancient biodiversity.

Discussion Responses (Based on readings and websites)

Video summaries

Laboratory Reports

Research Paper (tied to the specific competence)

Self-directed fieldtrip(tied to the specific competence)

This competence will be chiefly evidenced and assessed through a competence-specific research paper as well as discussions and laboratory assignments. Other assignments provide complimentary background and context.

Narrative/Explanation: In order to understand the enormous variety and complex interactions of life on earth, paleobiologists collect, describe, and then differentiate fossils into groups. When this has been accomplished, the forms, function, and variation within the ancient biological world can be investigated. Students focusing on this competence will examine how scientists determine the characteristics of past biodiversity and the corresponding evolutionary processes generating and extinguishing biodiversity on earth. Core to understanding how earth’s habitats have evolved their biotas is to discern the interactions and exchanges between organisms and their physical environments. To achieve this competence, students will examine the dynamic character of earth’s ancient ecology (paleoecology) including the paleoecology that promoted the human species.

Competence:  S3D

Competence Statement

Facets of the Competence

Learning Outcomes

Assignments/
Deliverables demonstrating this competence

Assessment Criteria

S-3-D Can use scientific knowledge to understand varying perspectives on a policy issue.
  1. Identifies and describes a current public policy issue that has significant scientific or technological elements.
  2. Analyzes the scientific theories, methods, or standards taken by two or more perspectives on this issue.

Students undertaking this competence will be able to evaluate two perspectives on a contemporary issue (e.g., evolution, biological extinction trends, impact of global change on biodiversity, or place of humans in the universe) for which paleontology provides essential insights.

For example, a student might contrast the scientific and religious views of intelligent design and evolution incorporating insights about species origination and extinction as expressed in the fossil record.

Discussion Responses (Based on readings and websites)

Video summaries

Laboratory Reports

Research Paper (tied to the specific competence)

Self-directed fieldtrip(tied to the specific competence)

This competence will be chiefly evidenced and assessed through a competence-specific research paper as well as discussions and laboratory assignments. Other assignments provide complimentary background and context.

Narrative/Explanation: The scientific field of paleontology provides society with a great amount of data and conclusions that contribute to a broader understanding of contemporary issues and humanity. In satisfying this competence students will evaluate a contemporary issue through the perspective of paleontology and another perspective. The alternative perspective may be at great odds with paleontological view (e.g., religion) or the alternative perspective may be a complimentary but challenging one within the sciences itself (another field of science with a varying conclusion).

Competence:  S4

Competence Statement

Facets of the Competence

Learning Outcomes

Assignments/
Deliverables demonstrating this competence

Assessment Criteria

S-4 Can describe and explain connections among diverse aspects of nature.
  1. Describes one or more natural systems.
  2. Explains how parts of the system are interconnected.
  3. Demonstrates how such connections are found elsewhere in nature.

Student will be able todescribe and explain the interconnections of earth’s past biodiversity to climate, extinction, evolution, ancient environments and/or natural resources.

Student will be able to compare and contrast the interconnections observed for prehistoric life to those discerned within the modern biosphere.

 

Discussion Responses (Based on readings and websites)

Video summaries

Laboratory Reports

Research Paper (tied to the specific competence)

Self-directed fieldtrip(tied to the specific competence)

This competence will be chiefly evidenced and assessed through a competence-specific research paper as well as discussions and laboratory assignments. Other assignments provide complimentary background and context.

Competence:  S5

Competence Statement

Facets of the Competence

Learning Outcomes

Assignments/
Deliverables demonstrating this competence

Assessment Criteria

S-4 Can explain and evaluate the nature and process of science.

1. Explains and analyzes the types of questions, assumptions and claims that define science as a way of knowing.

2. Assesses how evidence, theories, and hypotheses are used to establish scientific claims.

3. Explains the role of uncertainty in science.

4. Evaluates the role of communication, collaboration, diversity and peer review in the scientific process.

 

 

For students enrolled in the S-5 section of the course, the required assignments and assessment criteria will be provided in a supplemental set of handouts.

 

Narrative/Explanation: The stability of life on planet earth depends on a great variety of interrelated factors such as the interplay between biological, atmospheric, terrestrial and hydrospheric conditions. Students pursuing this competence will examine the important interconnections of nature that have acted to promote diverse life forms and generally stable habitats for hundreds of millions of years on earth. For example, a student could research questions concerning the fossil record’s support of the GAIA hypothesis, how predator-prey relationships have been ongoing for hundreds of millions of years, how life recovers after mass extinction events, or how varying climate impacts evolution and so on

Assessment of Learning

Assessment Approaches

Students will be assessed through a variety of approaches in Prehistoric Life including online discussions, lab reports, a research paper, an exam, video summaries, a geologic time exercise, and a fieldtrip report.

Discussions.(200 points). Each module of the course has its own discussion forum for a total of 10. Discussion forum questions are formulated by the instructor to motivate student interaction and reflection around that week’s topics.An excellent response is considered 1) accurate, 2) original, 3) relevant, 4) teaches classmates something, 5) clearly incorporates information from the readings and/or other learning materials, and 6) is well written. Excellent responses add substantial teaching/learning presence to a course and stimulate additional thought about the topic under discussion

Lab Reports.(250 points). In alternating modules of the course, students undertake lab activities structured to reinforce paleobiology principles and scientific reasoning. The first lab on fossil preservation and common fossil groups has students analyze specimens from a uniform fossil kit to sharpen observation and categorization skills. In Lab 2, students develop multiple models for how echinoid species originated and then analyze their natural selection by synthesizing data of species morphology, biogeography, ecological characteristics, stratigraphy and chronology. In Lab 3, students develop and test a hypothesis about paleoecology through the statistical analysis of fossil preservation features in rock specimens and comparison with known characteristics of depositional environments. In Lab 4 students make predictions about the food niche of extinct mammal groups based on dental characteristics and their correlation to food source type. Lastly, in Lab 5, students assess published models for human evolution based on comparison and measurement of fossil skull features as represented by virtual 3D models.

Research Paper Description and Final Draft.(250 points). Students are provided detailed guidelines for writing a scientifically formatted research paper. Early in the course they are required to submit their research question and approach whereas their final draft is due near the end of the course. An excellent research paper has the following qualities: 1) the research question is original and relevant; 2) paper adheres to the required scientific format; 3) resources are scholarly and relevant; 4) scholarly information is integrated and synthesized; 5) citations are of proper format and used consistently; 6) information is evaluated reasonably and critically; 7) corresponding conclusions are consistent with preceding information and arguments.

Exam.(100 points).Students will undertake a short answer essay exam towards the conclusion of the course that will address key topics of the class.

Video Summaries.(75 points). Students are required to review, evaluate, and reflect on videos that reinforce module topics.  An excellent video summary has the following qualities: 1) a summary of the key concepts presented, 2) specific examples (e.g., fossils, species, habitats, etc.) 3) a statement  of how this learning helped in gaining a better understanding of the module topic as well as observed weaknesses in the presentation, and 4) the summary is well written.

Geologic Time Exercise.(25 points). Students apply appropriate mathematical formulae to evaluate rock ages and geologic time.

Museum or Fossil Site Field Trip Report.(100 points).Students will undertake a scientific investigation using a natural history museum or fossil site. An excellent report has the following qualities: 1) statement of research question and observations, 2) specific examples of what was observed (e.g., species, habitats, theories, principles, etc.), 3) sound results and conclusions, 4) reflection on the results of the learning activity, and 5) information is accurately communicated and report is well written.

Percentage distribution of Assessments

Grading Category:

Number of Assignments

Point Value Each

Total Point Value

% of Final Grade:

Discussions

10

20

200

20%

Lab Reports

5

50

250

25%

Research Paper (Description)

1

50

50

5%

Research Paper (Final)

1

200

200

20%

Exam

1

100

100

10%

Video Summaries

5

15

75

7.5%

Geologic Time Exercise

1

25

25

2.5%

Museum or Fossil Site Field Trip Report

1

100

100

10%

Total

    

1000 Points

100%

Course Structure

This course consists of 10 modules. The time to complete each module is one week. The following tables outline the Assignments and Readings for the course. Full details of assignments, assessments, course topics, readings and supplemental resources are provided in the course guide.

Assignments and Assessment

Assign. #

Graded Item

Discussion (D)
Drop Box (DB)

Max. Points and percentage of total

Due Date

 

Module Association and Title

 

 

 

1

0  Introductions

D

0

Middle Week 1

2

1.1 Scientific Reasoning

D

10

End of Week 1

3

1.2 Lab Report 1

DB

50

End of Week 2

4

1.3 Fossils and Fossil Preservation

D

10

End of Week 1

5

2.1 Origin of Earth and Earth as a Time Recorder

D

20

End of Week 2

6

2.2 Age of Earth Exercise

DB

25

End of Week 2

7

3.1 Origin of Life and Mass Extinction

D

20

End of Week 3

8

3.2 Research Paper Description

DB

50

End of Week 3

9

3.3 Video Summary 1

DB

15

End of Week 3

10

4.1 The Tree of Life

D

20

End of Week 4

11

4.2  Lab Report 2

DB

50

End of Week 4

12

4.3 Video Summary 2

DB

15

End of Week 4

13

5.1 Plants: Base of Life on Earth

D

20

End of Week 5

14

6.1 Ancient Environments Discussion

D

20

End of Week 6

15

6.2 Lab Report 3

DB

50

End of Week 6

16

7.1 When Reptiles Ruled the Earth

D

20

End of Week 7

17

7.2 Museum Fieldtrip Report

DB

100

End of Week 7

18

7.3 Video Summary 3

DB

15

End of Week 7

19

8.1 Rise of the Mammals

D

20

End of Week 8

20

8.2 Video Summary 4

DB

15

End of Week 8

21

8.3 Lab Report 4

DB

50

End of Week 8

22

9.1 Human Origins

D

20

End of Week 9

23

9.2 Lab Report 5

DB

50

End of Week 9

24

9.3 Video Summary 5

DB

15

End of Week 9

25

10.1 Human Evolution & Intelligent Design

D

20

End of Week 10

26

10.2 Research Paper Final Draft

DB

200

End of Week 10

27

10.3 Final Exam

DB

100

End of Week 10

 

Final Calculated Grade

 

1000

 

Module #

Readings and Additional Resources

1

Readings

  • Tattersall = Chap. 1
  • Prehistoric Life by DK = pp. 34-43

Supplemental:

Additional Resources

  • The first lab utilizes a general 15 specimen fossil kit that students must purchase from geology.com (or the bookstore per availability).

2

Readings

  • Prehistoric Life by DK = pp. 12-21

Supplemental Websites:

3

Readings

  • Tattersall = Chap. 2 & 4
  • Prehistoric Life by DK = pp. 26-29, 32-33, 50-63

Additional Resources

Videos:

4

Readings

  • Tattersall = Chap. 3 & 5
  • Prehistoric Life by DK = pp. 30-31, 68-93, 106-107, 128-139

Additional Resources

Videos:

  • BBC Prehistoric Earth Series: Walking with Monsters Episode 1

5

Readings

  • Prehistoric Life by DK = pp. 96-99, 112-121, 144-153, 174-177, 198-201, 226-233, 284-295, 362-367, 390-395, 418-423

Supplementary Reading:

Additional Resources

Videos:

6

Readings

  • Prehistoric Life by DK = pp. 22-25, 64-67, 82-23, 108-111, 140-143, 170-173, 194-197, 222-225, 280-283, 358-361, 386-389, 414-417

Supplementary Information:

Additional Resources

Videos:

7

Readings

  • Tattersall = Chap. 6
  • Prehistoric Life by DK = pp. 162-169, 182-193, 206-221, 244-279, 304-357

Additional Resources

Videos:

  • Prehistoric Earth: A Natural History Walking with Dinosaurs
  • Episodes 1 and 2
  • "New Blood"
  • "Time of the Titans"

8

Readings

  • Tattersall = Chap. 7
  • Prehistoric Life by DK = pp. 374-385, 404-413, 430-439

Additional Resources

Videos:

  • Prehistoric Earth: A Natural History Walking with Prehistoric Beasts
  • Episodes 1 and 3
  • "New Dawn" and "Whale Killer"

9

Readings

  • Tattersall = Chap. 8 & 9
  • Prehistoric Life by DK = pp. 440-479

Additional Resources

Videos:

  • Prehistoric Earth: A Natural History Walking with Cavemen Beasts
  • Episodes 1 and 2
  • "First Ancestors" and "Blood Brothers"

10

Readings

  • Tattersall = Chap. 10

Additional Resources

Websites:

  • On pro-Intelligent Design and Scientific Perspectives (see Overview section)

Writing Expectations
To assess student learning, the Prehistoric Life course incorporates several forms of writing assignments including laboratory reports, a research paper following a scientific journal format, video summaries, weekly online discussions, and a self-directed museum fieldtrip report. There are 5 laboratory reports on the topics of Fossil Preservation, Origin of Life, Paleoecology, Mammal Biodiversity, and Human origins each of which incorporate worksheets that serve as the template to collect and analyze data and a summary/conclusion section in essay format. The required research paper follows a science journal format and has a length of 2500+ words. Five video summaries at 300 words each are submitted on a standardized form centering on video case examples and student reflection. Students are also required to submit a self-directed fieldtrip report that is structured in a scientific format involving testing a hypothesis through observations and data collection via a museum exhibit. Students take a short answer essay style exam covering key course topics. Finally students’ weekly discussions conducted online require original written contributions based upon course materials as well as collegial responses with other students around their submissions.

Each writing assignment type above has a detailed set of instructions and assessment rubric which is provided to students in the Prehistoric Life course guide. All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.

Grading Policies and Practices

To complete the course, students must fulfill each of the assignments as described in the course and submit them to the instructor by the assigned deadline. In addition, students must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary. Points will be deducted for late work that has not been exempted with the instructor (i.e., for medical or significant personal reasons).

Course Grading Scale

Grading Scale

Percentage

Verbal Descriptor

A

100-93%

Excellent

A-

92-90%

 

B+ -> B-

89-80%

Very Good

C+ -> C-

79-69%

Satisfactory

D+ -> D-

68-60%

Poor

F

< 60%

Unacceptable

Please note: Grades lower than a C- do not earn credit or competence in the School for New Learning.

DePaul University Rubric for Letter Grades

A     The instructor judged the student to have accomplished the stated objectives of the course in an EXCELLENT manner.
B     The instructor judged the student to have accomplished the stated objectives of the course in a VERY GOOD manner.
C     The instructor judged the student to have accomplished the stated objectives of the course in a SATISFACTORY manner.
D     The instructor judged the student to have accomplished the stated objectives of the course in a POOR manner.
F     The instructor judged the student NOT to have accomplished the stated objectives of the course.
IN     Temporary grade indicating that, following a request by the Student, the Assistant Dean for Student Affairs and the Instructor have given permission for the student to receive an incomplete grade. In order to qualify, the student must have:
1.  satisfactory record in the work already completed in the course;
2.  encountered unusual or unforeseeable circumstances, which prevent him/her from completing the course requirements before the end of the term; and
3.  applied to the instructor and to the Assistant Dean for permission to receive the IN. The incomplete will expire at the end of the following semester. If the work is not complete, the student will receive a failing grade.

Course and Workload Expectations

Workload, Time Management, and Attendance
This online course is not self-paced and requires a regular time commitment each week throughout the quarter. Students are required to log in to the course at least four times a week so that they can participate in the ongoing course discussions. Online courses are no less time consuming than onsite courses. Students will have to dedicate some time every day or at least every second day to their studies. A typical four credit hour onsite course with a lab component at DePaul involves 6 hours of onsite learning. In addition, students can expect to spend at least three to six hours of study and homework per week. Therefore, to work towards an excellent grade in Prehistoric Life, students should expect to commit at least 10 hours of time spread out through each week of the quarter.

Discussion Forums
Discussion Forums are an important component of a student’s online experience. This course contains discussion forums related to the topics students are studying each week. A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where students can ask ‘process’ questions and receive answers throughout the course.

Course Netiquette
Online discussions are an important part of the course experience. To ensure a positive learning environment, students should follow the guidelines below:

Instructor's Role

The instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure students log in regularly and submit their assignments. The instructor will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. Students will receive feedback to assignments through the D2L assessment system.

Office Hours

The instructor will designate times where students will receive timely response to questions and input regarding ongoing learning activities such as research papers, labs, and self-directed fieldtrips. This response may be by e-mail, telephone or prearranged online meetings. Generally, students will receive a response to emailed or posted queries within 48 hours.

Student’s Role

Online students must take a proactive approach to the learning. As the course instructor's role is that of a learning guide, the role of the student is that of the leader of their own learning. Students will be managing their own time to assure completion of the readings, activities and assignments for the course. In addition, students are expected to take a more active role in peer learning expressed in the discussion forums.

About the Instructor

Kevin F. Downing, Professor – DePaul University

Dr. Downing is a Professor at DePaul University’s college for adult learners, the School for New Learning. His research interests include the investigation of fossil mammals, fossil corals, and online science learning practices. He is the author of numerous publications in geology, paleontology and science education and is the co-author of the book, Online Science Learning: Best Practices and Technologies. Dr. Downing received B.S. degrees in Astronomy and Geology (University of Illinois-Champaign), an M.S.T. in Geology (University of Florida-Gainesville), and Ph.D. in Geosciences/Evolutionary Biology and Ecology (University of Arizona, Tucson).

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Course Expectations

Time Management and Attendance

SNL's online courses are not self-paced and require a regular time commitment EACH week throughout the quarter.

You are required to log in to your course at least four times a week so that you can participate in the ongoing course discussions.

Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SNL involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.

This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.

The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.

If you find yourself getting behind, please contact the instructor immediately.

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Your Instructor's Role

Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments.

The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.

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Your Role as a Student

As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.

You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.

Please also note that this is a course offered by DePaul University's School for New Learning (SNL), a college for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomes the perspectives and encourages the participation of all DePaul students, and students who take this course should respect and be mindful of SNL's mission in supporting a diverse and inclusive environment. More information about SNL can be found here.

View this brief demo Taking SNL Online courses in D2L to learn how to navigate through your course.

If you’re new to SNL Online see additional resources on the course home page under Student Resources/Getting Started.

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Course Netiquette

Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:

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Policies

Academic Integrity

DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas.

Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook for further details.

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Plagiarism

Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following:

Plagiarism, like other forms of academic dishonesty, is always a serious matter. If an instructor finds that a student has plagiarized, the appropriate penalty is at the instructor's discretion.

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DePaul University Incomplete Policy

The intent of the Incomplete grade is to allow students extra time to complete their final assignments. This need arises because, in the closing weeks of the course, they have an event of significant magnitude that adversely affects their ability to complete the course, e.g. serious illness, death in the family, overseas deployment, or natural disaster.

You must request an incomplete grade in writing two weeks before the end of the quarter. Incomplete grades will be considered only after you have satisfactorily completed at least 75 percent of the coursework, and you have such an unexpected, uncontrollable event that prevents you from completing your course. Do not assume that you will qualify for an incomplete. Students who are failing the course at the point where they request an incomplete will not receive one, nor will they be granted after the end of the quarter. Incomplete grades are given at the discretion of the instructor.

If you do receive permission from the instructor to take an incomplete in the course, you will be required to complete a contract with the instructor, specifying how you will finish the missing work within the next two quarters (excluding summer). See the Incomplete Grade Contract Form.

Undergraduate and graduate students will have up to two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs. NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four-week grace period before final degree certification.

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Description of Pass/Fail Grading Options

Students have the option of taking all SNL undergraduate courses as Pass/Fail even if a class is initially structured for a letter grade assessment. In these cases a Pass is awarded when competence is demonstrated at a level that would otherwise earn a grade of C- or higher.

In deciding to select Pass/Fail grading students should be aware that competencies assessed in a course as Pass will earn credit hours toward degree completion but will not be included in computing grade point averages. Attempted competence demonstration assessed within a class as Fail will not only be recorded as credit hours attempted but will also be included in computing a student's grade point average.

For SNL students, competencies awarded for Independent Learning Pursuits and in the Lifelong Learning Domain do not count toward the university's specification that only twenty credit hours may be earned through the Pass/Fail assessment option.

Please note:There are three SNL courses within the BA curriculum that are always assessed on a Pass/Fail basis: Foundations of Adult Learning (course number LL 250; competences L-2 and F-1), Advanced Project (course number FA 303; competences F-11 and F-12) and Summit Seminar (course number LL 390; competence L-12). These classes may not be taken for a letter grade assessment. Therefore, work that might otherwise be assessed at grades A through C- will earn a Pass in these classes.

There are an additional five SNL courses within the Lifelong Learning Area of the BA curriculum for which instructors regularly use a Pass/Fail grading system that may instead be taken for a letter grade assessment if this is a student's preference. These classes are: Independent Learning Seminar (course number LL 103; competence L1); Writing for Competence (course number LL 260; competence L-4), Critical Thinking (course number LL 270; competence L-5), Research Seminar (course number LL 300; competences L-8 and L-9), and Externship (course number LL 302; competences L-10 and L-11). In addition, SNL's undergraduate Writing Workshop (course number LL 140; competence H-3-J) regularly uses Pass/Fail, although students may request a letter grade assessment. In these instances SNL offers undergraduate students the opportunity to request a letter grade assessment from their instructor. Students who need a letter grade for tuition reimbursement may wish to consider this option, as well as those who wish to raise their GPA. Students planning to attend graduate school may also prefer letter grades to Pass/Fail assessments.

If a student wants to switch the method of assessment, either to or from the Pass/Fail option, this must be requested from the instructor in writing by the beginning of the third week of the quarter. For courses that meet fewer than ten weeks of the quarter, this request must be made by the beginning of the third week of the course. The grading basis may not be changed after these deadlines, with no exceptions.

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For Students Who Need Accommodations Based on the Impact of a Disability

Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are two office locations:

Center for Students with Disabilities (CSD)
Loop Campus: Lewis Center 1420. (312) 362-8002
Lincoln Park Campus: Student Center 370. (773) 325-1677
csd@depaul.edu

Students are also invited to contact their instructor privately to discuss your challenges and how the instructor may assist in facilitating the accommodations you will use in this course. This is best done early in the term and the conversation will remain confidential.

Dean of Students Office

The Dean of Students Office (DOS) helps students in navigating the university, particularly during difficult situations, such as personal, financial, medical, and/or family crises. Absence Notifications to faculty, Late Withdrawals, and Community Resource Referrals, support students both in and outside of the classroom. Additionally we have resources and programs to support health and wellness, violence prevention, substance abuse and drug prevention, and LGBTQ student services. We are committed to your success as a DePaul student. Please feel free to contact us.

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Protection of Human Subjects

For more information see: http://research.depaul.edu/

Demonstrating the acquisition of competencies in this course can involve "interactions"—interviewing and or observing other people—discussing those interviews or observations with other class members and writing them up in one or more final report(s). As such, these activities qualify as "research" with "human subjects" and are subject to University and Federal guidelines. Because it takes place in the context of this course, your research is exempt from approval by the School for New Learning's Local Review Board only under the following conditions:

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Copyright and Student Privacy

In accordance with DePaul’s Acceptable Use Policy, commentary and materials within SNL Online classes shall not be copied, reproduced or published elsewhere without the express written consent of individuals involved.

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Credits

This course was authored by Dr. Kevin F Downing and produced by Dr. Downing and the staff at SNL Online of the School for New Learning of DePaul University.

© 2014 School for New Learning, DePaul University. All Rights Reserved by SNL during contractual interval with the author. Printed in the USA.

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