mcginnis
Fri, 10/20/2023 - 18:37
Edited Text
California University of Pennsylvania
Guidelines for New Course Proposals
University Course Syllabus
Approved: 10/19/12
Department of Justice, Law and Society
A.
Protocol
Course Name:
Course Number:
Credits:
Prerequisites:
Research Laboratory in Physical Anthropology
ANT 340
3 credits
ANT 100, ANT 245, and ANT 254; MAT 215 or 225 or PSY 220; or
permission of instructor
Maximum Class Size: 30
B.
Objectives of the Course:
Upon successful completion of the course the student will be able to:
1. Demonstrate the ability to accurately sort a set of data such as biological, skeletal, or dental
specimens into categories for further analysis.
2. Demonstrate the ability to recognize and accurately measure and record the major
characteristics of skeletal, biological or dental specimens using standard nomenclature.
3. Demonstrate the ability to develop a hypothesis and then test it using a set of data either
collected by the student or provided by the instructor.
4. Demonstrate the usage of basic descriptive statistics to characterize variation within a set of
data.
5. Report the results of research accurately and clearly using representations such as tables,
graphs, and illustrations.
C.
Catalog Description:
This course will provide the student practical, hands-on experience in the cleaning/conservation,
cataloguing process, basic analysis (classification and description) of specimens commonly used
in physical anthropology, and how to report the results of laboratory analysis. It shows also how
analysis and theory are inescapably linked. Hands-on projects use skeletal elements, dental,
biological, and paleontological specimens. Students will apply the scientific method in their
analysis of data and will report the results in a professional manner within the classroom.
D.
Outline of the Course:
I. Introduction to the purpose of the course.
II. Data analysis and the role of archaeological theory and hypothesis testing
III. Research design, hypothesis and sampling
IV. Measurement scales used in the analysis of physical remains
V. Basic descriptive statistics
VI. Report preparation and presentation
VII. Completion of a course research report and its presentation
E.
Teaching Methodology (face to face or classroom)
A variety of teaching methodologies may be used in teaching this course. They include, but are
not limited to: lectures, PowerPoint images, assigned readings, case studies, multi-media
presentations, group discussions, and guest speakers. Emphasis will be placed on engaging the
learner for involvement and active participation in the learning process.
F.
Text
The text(s) will vary depending on the instructor and research focus chosen for that term.
A sample text includes:
Blau, S and Ubelaker, D (eds). 2009. Handbook of Forensic Anthropology and Archaeology.
Walnut Creek, CA; Left Coast Press.
Stanford, C, Allen, JS and Anton, SC. 2007. Exploring Biological Anthropology: The
Essentials. Upper Saddle, NJ: Pearson.
G.
Assessment Activities (face to face or classroom). Individual instructors may customize
different activities.
1.
2.
3.
4.
5.
6.
7.
H.
Performance assessment tasks
Weekly assignments and reports
Exams and/or quizzes
Individual/Group projects
Case studies
Research Reports
Article/Book Critiques
Accommodations for Students with Disabilities:
Accommodations for Students with Disabilities
Students with disabilities:
• Reserve the right to decide when to self-identify and when to request accommodations.
• Will register with the Office for Students with Disabilities (OSD) each semester to receive
accommodations.
• Might be required to communicate with faculty for accommodations which specifically involve the
faculty.
• Will present the OSD Accommodation Approval Notice to faculty when requesting
accommodations that involve the faculty.
Requests for approval for reasonable accommodations should be directed to the Office for Students with
Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation Approval
notice and provided to the student. Students are expected to adhere to OSD procedures for self-identifying,
providing documentation and requesting accommodations in a timely manner.
Contact Information:
• Location:
• Phone:
• Fax:
Azorsky Hall – Room 105
(724) 938-5781
(724) 938-4599
• Email:
Web Site:
I.
osdmail@calu.edu
http://sai.calu.edu/osd
Supportive Instructional Materials, e.g. library materials, web sites, etc.
The Anthropology Lab in Frich 203 has actual skeletal material and casts and metric aids for
skeletal analysis.
The Manderino Library has a strong assortment of forensic anthropology, osteology and related
biological anthropology resources, in the format of books, ebooks, journals, and electronic
journal access. The following is just a sample of some of the resources available:
Cal U Library Subject Page for Anthropology: http://library.calu.edu/anthropology
Includes links for Anthropology-related article index search tools, such as AnthroSource,
SocINDEX, and OneSearch, as well as links to specific (and general) Anthropology
journals.
Cal U Library Subject Page for Forensic Sciences:
http://library.calu.edu/content.php?pid=403748&sid=3305356
Includes links for forensic-science related article index search tools, and links to full-text
electronic journals, such as the Journal of Forensic Sciences, and links to index searches
for the American Journal of Physical Anthropology. It also has easy access to ebooks
owned by the university related to forensic anthropology and related osteological texts.
Baker, Brenda, Dupras, Tosha, and Tocheri, Matthew. 2005. The Osteology of Infants and
Children. Texas A&M University Press.
Blau, S and Ubelaker, D (eds). 2009. Handbook of Forensic Anthropology and Archaeology.
Walnut Creek, CA; Left Coast Press.
Cox, M and Mays, S. 2000. Human Osteology in Archaeology and Forensic Science. London;
Greenwich Medical Media.
Reichs, K (ed). 1998. Forensic Osteology: Advances in the Identification of Human Remains.
Springfield, IL; CC Thomas.
Shaefer, M, Black S, Scheuer, L. 2009. Juevenile Osteology: A Laboratory and Field Manual.
London; Academic Press.
Shipman, Patricia and Alan Walker. 1985. Human Skeleton. Cambridge, MA; Harvard
University Press.
Swartz, Jeffrey H. 1998. What the Bones Tell Us. Tucson, AZ; University of Arizona Press.
Ubelaker, DH. 1978. Human Skeletal Remains: Excavation, Analysis, Interpretation.
Washington, DC; Taraxacum.
White, T, Black, M, Folkens, P. 2012. Human Osteology. San Diego, CA; Academic Press.
Additional Information for Course Proposals
J.
Proposed Instructors:
Faculty within the Department of Justice, Law (or Society or the Department of Biological and
Environmental Sciences, if needed) with the appropriate background in Biological Anthropology
may teach this course.
K.
Rationale for the Course:
This course is designed to provide students with a hands-on methods course, which will help to
teach the basic skills in the identification, analysis, and reporting of osteological, biological,
dental, paleopatholoigcal, and nonhuman primate specimens. Such a course does not exist and
the proposed lab methods course is vital to helping student develop practical skills needed
within the field of physical anthropology.
L.
Specialized Equipment or Supplies Needed:
No specialized equipment or supplies is needed. The Anthropology Lab in Frich 203 is
equipped with skeletal material and tools required.
M.
Answer the following questions using complete sentences:
1.
Does the course require additional human resources?
No additional human resources are required.
2.
Does the course require additional physical resources?
No additional physical resources are required.
3.
Does the course change the requirements in any particular major?
This course is a requirement for Anthropology majors (Forensic concentration).
3.
Is the course replace an existing course?
This course does not replace an existing course.
4.
How often will the course be taught?
This course will be taught every third semester.
5.
Does the course duplicate an existing course in another Department or College?
This course will not duplicate an existing course in another Department or College.
6.
What is the recommended maximum class size for this course?
It is recommended that no more than 25 student may enroll in this class.
N.
If the proposed course includes substantial material that is traditionally taught in another
discipline, you must request a statement of support from the department chair that houses that
discipline.
This course is taught within the Anthropology discipline.
O.
Please identify if you are proposing to have this course considered as a menu course for General
Education. If yes, justify and demonstrate the reasons based on the categories for General
Education. The General Education Committee must consider and approve the course proposal
before consideration by the UCC.
This course will not be considered as a General Education menu course at this time.
P.
Provide Approval Form (electronically).
Additional Guidelines
The following are additional guidelines that you must follow which will expedite your course
proposal. Failure to follow these guidelines will result in the return of the proposal to the department.
1.
Be sure that your proposal is in the correct format (Guidelines for New Course Proposals)
and that all questions have been completely answered.
2.
Be sure that you have completed and attached the Application to Establish a New Course
form and/or the Advisement Sheet Revision form and that the appropriate signatures
have been affixed. Please send through the process electronically (the preferred method)
or by paper. No items will be placed on the agenda until the Chair of the UCC is in
possession of these forms.
3.
Be sure that you include an updated advisement sheet for any course that is being
required by the department or is classified as a restricted elective. In addition, you must
include an electronic copy (MS Word or PDF) of the current advisement sheet(s) with
your proposal. Be certain that all advisement sheets affected by the proposed course
change be included with your proposal.
4.
When submitting materials for consideration by the Curriculum Committee, you must
provide an electronic copy of each item to be reviewed to the Chairperson.
5.
All completed items must be in the hands of the Chairperson of the Curriculum
Committee a minimum of one week prior to the next regularly scheduled meeting.
6.
Any department requesting a course name change, number change, prefix changes, credit
changes, etc. must submit this request on the Application to Establish a New Course
Form and submit electronically.
7.
New advisement sheets, major proposals, minors, or changes to advisement sheets will
become effective the fall semester following committee approval. The advisement
sheets must also include the committee approval date and the effective date on the
advisement page. Submit this request on the Advisement and /or Program Changes
form.
8.
New courses will become effective the semester following committee approval.
9.
Any references listed must be in the appropriate bibliographic format for the discipline.
10.
Online courses must follow the Quality Matters™ rubric and is posted on the UCC
website. Be sure that you include the online teaching methodology statement (refer E.2
above) that refers to the Quality Matters™ rubric.
11.
All course objectives must follow Bloom’s Taxonomy learning domains located on the
UCC website.
Guidelines for New Course Proposals
University Course Syllabus
Approved: 10/19/12
Department of Justice, Law and Society
A.
Protocol
Course Name:
Course Number:
Credits:
Prerequisites:
Research Laboratory in Physical Anthropology
ANT 340
3 credits
ANT 100, ANT 245, and ANT 254; MAT 215 or 225 or PSY 220; or
permission of instructor
Maximum Class Size: 30
B.
Objectives of the Course:
Upon successful completion of the course the student will be able to:
1. Demonstrate the ability to accurately sort a set of data such as biological, skeletal, or dental
specimens into categories for further analysis.
2. Demonstrate the ability to recognize and accurately measure and record the major
characteristics of skeletal, biological or dental specimens using standard nomenclature.
3. Demonstrate the ability to develop a hypothesis and then test it using a set of data either
collected by the student or provided by the instructor.
4. Demonstrate the usage of basic descriptive statistics to characterize variation within a set of
data.
5. Report the results of research accurately and clearly using representations such as tables,
graphs, and illustrations.
C.
Catalog Description:
This course will provide the student practical, hands-on experience in the cleaning/conservation,
cataloguing process, basic analysis (classification and description) of specimens commonly used
in physical anthropology, and how to report the results of laboratory analysis. It shows also how
analysis and theory are inescapably linked. Hands-on projects use skeletal elements, dental,
biological, and paleontological specimens. Students will apply the scientific method in their
analysis of data and will report the results in a professional manner within the classroom.
D.
Outline of the Course:
I. Introduction to the purpose of the course.
II. Data analysis and the role of archaeological theory and hypothesis testing
III. Research design, hypothesis and sampling
IV. Measurement scales used in the analysis of physical remains
V. Basic descriptive statistics
VI. Report preparation and presentation
VII. Completion of a course research report and its presentation
E.
Teaching Methodology (face to face or classroom)
A variety of teaching methodologies may be used in teaching this course. They include, but are
not limited to: lectures, PowerPoint images, assigned readings, case studies, multi-media
presentations, group discussions, and guest speakers. Emphasis will be placed on engaging the
learner for involvement and active participation in the learning process.
F.
Text
The text(s) will vary depending on the instructor and research focus chosen for that term.
A sample text includes:
Blau, S and Ubelaker, D (eds). 2009. Handbook of Forensic Anthropology and Archaeology.
Walnut Creek, CA; Left Coast Press.
Stanford, C, Allen, JS and Anton, SC. 2007. Exploring Biological Anthropology: The
Essentials. Upper Saddle, NJ: Pearson.
G.
Assessment Activities (face to face or classroom). Individual instructors may customize
different activities.
1.
2.
3.
4.
5.
6.
7.
H.
Performance assessment tasks
Weekly assignments and reports
Exams and/or quizzes
Individual/Group projects
Case studies
Research Reports
Article/Book Critiques
Accommodations for Students with Disabilities:
Accommodations for Students with Disabilities
Students with disabilities:
• Reserve the right to decide when to self-identify and when to request accommodations.
• Will register with the Office for Students with Disabilities (OSD) each semester to receive
accommodations.
• Might be required to communicate with faculty for accommodations which specifically involve the
faculty.
• Will present the OSD Accommodation Approval Notice to faculty when requesting
accommodations that involve the faculty.
Requests for approval for reasonable accommodations should be directed to the Office for Students with
Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation Approval
notice and provided to the student. Students are expected to adhere to OSD procedures for self-identifying,
providing documentation and requesting accommodations in a timely manner.
Contact Information:
• Location:
• Phone:
• Fax:
Azorsky Hall – Room 105
(724) 938-5781
(724) 938-4599
• Email:
Web Site:
I.
osdmail@calu.edu
http://sai.calu.edu/osd
Supportive Instructional Materials, e.g. library materials, web sites, etc.
The Anthropology Lab in Frich 203 has actual skeletal material and casts and metric aids for
skeletal analysis.
The Manderino Library has a strong assortment of forensic anthropology, osteology and related
biological anthropology resources, in the format of books, ebooks, journals, and electronic
journal access. The following is just a sample of some of the resources available:
Cal U Library Subject Page for Anthropology: http://library.calu.edu/anthropology
Includes links for Anthropology-related article index search tools, such as AnthroSource,
SocINDEX, and OneSearch, as well as links to specific (and general) Anthropology
journals.
Cal U Library Subject Page for Forensic Sciences:
http://library.calu.edu/content.php?pid=403748&sid=3305356
Includes links for forensic-science related article index search tools, and links to full-text
electronic journals, such as the Journal of Forensic Sciences, and links to index searches
for the American Journal of Physical Anthropology. It also has easy access to ebooks
owned by the university related to forensic anthropology and related osteological texts.
Baker, Brenda, Dupras, Tosha, and Tocheri, Matthew. 2005. The Osteology of Infants and
Children. Texas A&M University Press.
Blau, S and Ubelaker, D (eds). 2009. Handbook of Forensic Anthropology and Archaeology.
Walnut Creek, CA; Left Coast Press.
Cox, M and Mays, S. 2000. Human Osteology in Archaeology and Forensic Science. London;
Greenwich Medical Media.
Reichs, K (ed). 1998. Forensic Osteology: Advances in the Identification of Human Remains.
Springfield, IL; CC Thomas.
Shaefer, M, Black S, Scheuer, L. 2009. Juevenile Osteology: A Laboratory and Field Manual.
London; Academic Press.
Shipman, Patricia and Alan Walker. 1985. Human Skeleton. Cambridge, MA; Harvard
University Press.
Swartz, Jeffrey H. 1998. What the Bones Tell Us. Tucson, AZ; University of Arizona Press.
Ubelaker, DH. 1978. Human Skeletal Remains: Excavation, Analysis, Interpretation.
Washington, DC; Taraxacum.
White, T, Black, M, Folkens, P. 2012. Human Osteology. San Diego, CA; Academic Press.
Additional Information for Course Proposals
J.
Proposed Instructors:
Faculty within the Department of Justice, Law (or Society or the Department of Biological and
Environmental Sciences, if needed) with the appropriate background in Biological Anthropology
may teach this course.
K.
Rationale for the Course:
This course is designed to provide students with a hands-on methods course, which will help to
teach the basic skills in the identification, analysis, and reporting of osteological, biological,
dental, paleopatholoigcal, and nonhuman primate specimens. Such a course does not exist and
the proposed lab methods course is vital to helping student develop practical skills needed
within the field of physical anthropology.
L.
Specialized Equipment or Supplies Needed:
No specialized equipment or supplies is needed. The Anthropology Lab in Frich 203 is
equipped with skeletal material and tools required.
M.
Answer the following questions using complete sentences:
1.
Does the course require additional human resources?
No additional human resources are required.
2.
Does the course require additional physical resources?
No additional physical resources are required.
3.
Does the course change the requirements in any particular major?
This course is a requirement for Anthropology majors (Forensic concentration).
3.
Is the course replace an existing course?
This course does not replace an existing course.
4.
How often will the course be taught?
This course will be taught every third semester.
5.
Does the course duplicate an existing course in another Department or College?
This course will not duplicate an existing course in another Department or College.
6.
What is the recommended maximum class size for this course?
It is recommended that no more than 25 student may enroll in this class.
N.
If the proposed course includes substantial material that is traditionally taught in another
discipline, you must request a statement of support from the department chair that houses that
discipline.
This course is taught within the Anthropology discipline.
O.
Please identify if you are proposing to have this course considered as a menu course for General
Education. If yes, justify and demonstrate the reasons based on the categories for General
Education. The General Education Committee must consider and approve the course proposal
before consideration by the UCC.
This course will not be considered as a General Education menu course at this time.
P.
Provide Approval Form (electronically).
Additional Guidelines
The following are additional guidelines that you must follow which will expedite your course
proposal. Failure to follow these guidelines will result in the return of the proposal to the department.
1.
Be sure that your proposal is in the correct format (Guidelines for New Course Proposals)
and that all questions have been completely answered.
2.
Be sure that you have completed and attached the Application to Establish a New Course
form and/or the Advisement Sheet Revision form and that the appropriate signatures
have been affixed. Please send through the process electronically (the preferred method)
or by paper. No items will be placed on the agenda until the Chair of the UCC is in
possession of these forms.
3.
Be sure that you include an updated advisement sheet for any course that is being
required by the department or is classified as a restricted elective. In addition, you must
include an electronic copy (MS Word or PDF) of the current advisement sheet(s) with
your proposal. Be certain that all advisement sheets affected by the proposed course
change be included with your proposal.
4.
When submitting materials for consideration by the Curriculum Committee, you must
provide an electronic copy of each item to be reviewed to the Chairperson.
5.
All completed items must be in the hands of the Chairperson of the Curriculum
Committee a minimum of one week prior to the next regularly scheduled meeting.
6.
Any department requesting a course name change, number change, prefix changes, credit
changes, etc. must submit this request on the Application to Establish a New Course
Form and submit electronically.
7.
New advisement sheets, major proposals, minors, or changes to advisement sheets will
become effective the fall semester following committee approval. The advisement
sheets must also include the committee approval date and the effective date on the
advisement page. Submit this request on the Advisement and /or Program Changes
form.
8.
New courses will become effective the semester following committee approval.
9.
Any references listed must be in the appropriate bibliographic format for the discipline.
10.
Online courses must follow the Quality Matters™ rubric and is posted on the UCC
website. Be sure that you include the online teaching methodology statement (refer E.2
above) that refers to the Quality Matters™ rubric.
11.
All course objectives must follow Bloom’s Taxonomy learning domains located on the
UCC website.