Proposal for UNIV 1301: Scientific
Revolutions
Fall 2003
This
section of UNIV 1301 is directed at science and engineering students in a CircLES
cluster who are
enrolled in the developmental Mathematics course MATH 0310. A considerable
number of these students will also be enrolled in a developmental English
course or an ESOL course.
The
class will investigate the history of two of the major revolutions in
scientific thought. As a first example, the students will learn about the
concepts of velocity and acceleration and the scientific revolution in physics
that started during the Renaissance, leading from a geocentric model of the
universe to a heliocentric model, and culminating in the birth of classical
mechanics.
In
the second half of the course we will investigate some of the basic concepts of
population biology and afterwards study the scientific revolution in biology
during the second half of the 19th century, which led to a basic understanding
of the evolutionary process as well as classical genetics, and the interaction
between these two theories.
Using
Excel spreadsheets modeling discrete dynamical systems will allow the
instructor to discuss the mathematical concepts needed without relying on
algebraic skills the students might still be lacking.
As
their first assignment, students will read an excerpt from Bob Moses: “Radical Equations", leading to a discussion on
such diverse topics as the civil rights movement in the United States, the impact of technology on society during
the last forty years and society's need at the beginning of the third
millennium for an ever increasing number of “knowledge workers".
Goal
1.
- The
theme will stress the importance of mathematics within science and
engineering while allowing students to strengthen their mathematical
skills in an informal context.
- The
course will familiarize students with academic policies and requirements
as well as the academic expectations set forth by UTEP and the Colleges of
Science and Engineering. A guest speaker will address the issue of
academic honesty.
Goals
2 and 3.
- Students
will regularly engage in small group activities during class designed to
strengthen their quantitative reasoning and critical thinking skills.
- Students
will meet with the library liaison early in the semester to learn about
the resources the UTEP library has to offer.
- Groups
of three to four students will prepare a PowerPoint presentation about an
eminent scientist or engineer such as Ptolemy, Newton, Darwin, Mendel,
Heaviside, et al. Students will utilize both “traditional" library
sources and the Internet to find resources for their presentation.
- In
addition, each student will read a popular science or engineering book and
write a book review about the book of their choice.
- The
mandatory class textbook David
Ellis: “Becoming a Master Student" will help students to acquire
the necessary skills to survive in college. The instructional team will
put particular emphasis on time management skills, and note and test
taking strategies. The students will take the time-management module
developed by the University Studies department.
- Students
will meet once during the semester with the instructor and once with the
peer facilitator to discuss their progress in the transition from high
school to college and to discuss their career choices.
- All
students will be required to obtain a UTEP email address, and submit one
of their homework assignments via email.
Goals
4 and 5.
- Each
student will use the career goal clarification software “Pinpoint".
- Students
will be informed about and encouraged to join one of the numerous student
organizations in the Colleges of Science and Engineering.
- Each
student will be required to write a resume.
- Students
will attend UTEP's Career Expo and two other cultural, social or
intellectual events on campus (such as the “Pandemonium” steel drum
concert).