CSCI 121, COMPUTER TECHNOLOGY AND PEOPLE: This course serves as an introduction to computer technology and examines the impact and implications of the computer on modern society. Questionnaires, syllabi, and related materials were submitted for three faculty teaching the course. The syllabi document consistency among the sections. All of the instructors give course descriptions and a weekly listing of topics that a very similar. Two of the sections require a 3-5 page paper, while the third requires two 2-3 page papers. The course clearly meets the criteria of a Special Topics course in that it focuses on scientific technology and its impact on society. As a result experimental and quantitative aspects of the natural sciences are not emphasized. However, critical thinking skills are emphasized throughout the course, and critical thinking and written communication skills are reinforced through the papers required in all of the sections. The course fails to meet the Special Topics in Science and Technology criteria regarding class size and format. The criteria for courses meeting this objective states that courses "shall be in a small lecture/discussion format". One of the instructors notes on the questionnaire that "Now I have over 60 in my classes and the amount of student interaction is reduced when class size is increased." From the materials submitted, the Committee believes that this course is appropriate for its section and should be recertified as a G.E. course, but notes that the large lecture format is contrary to the stated requirements for the course (see Category comments and recommendations below).

CATEGORY COMMENTS AND RECOMMENDATIONS

In terms of their purposes and content, the four courses fully meet the content requirements of this category and appear to be interesting courses fully relevant to the natural sciences general education of students.But as noted in the individual reviews, none of the courses meets the category requirement to be taught in the small lecture format. A creeping tendency to exceed small-lecture size was noted in the previous Natural Sciences review (1992), and clearly the problem has worsened since then.

Following from the preceding observations, the Committee recommends that:

(a) The School Curriculum Committee address and seek to resolve the problem of failure of the courses to meet the small-lecture format requirement (see Recommendation No. 3, p 13)

(b) Courses state objectives in their syllabi which will clearly inform students of the learning outcomes they can expect to derive from a course (see Recommendation No. 2, p. 13).

CATEGORY B-5. INTEGRATIVE CAPSTONE IN THE NATURAL SCIENCES

Integrative capstones are to provide students with an understanding of the interrelationships among disciplines and their applications to contemporary complex environments. Courses will integrate, develop, and explore the implications of the skills and knowledge acquired in the lower division courses, in effect providing a culminating experience in each school by building upon that knowledge and those skills taught in the lower division General Education courses. In so doing, as with the upper division electives, the Integrative Capstone courses are expected to provide a higher level of analysis than lower division courses. Seven options are available in this category: