BIO 291 Course Info

Natural History Field Studies
BIO 291 (1-4 credit hours)
Instructor: Kevin Patton

Field course covering topics in the natural history of a specific region of the world involving supervised on site field studies and specific coursework outlined in an individual learning agreement. Coursework may involve lectures, directed readings, writing and other creative projects, or online/distance coursework. Students must also register for and participate in an approved academic study tour, study abroad, or field experience.

Course Objectives

To develop students’ understanding of the principles and procedures of natural history studies, emphasizing the biological processes in nature of a specific world region (Ireland); students will be able to apply empirical methods of scientific inquiry to studying nature in the field; students will demonstrate an understanding of how scientific discovery changes theoretical views of the world, informs our imaginations, and shapes human history and society; students will demonstrate an understanding that science is shaped by historical and social contexts; students will incorporate an interdisciplinary, integrative view into their studies

Additional (optional) Learning Goals

Additional learning goals for this course may be optionally added in an individual Learning Agreement in consultation with the instructor. These optional goals help focus the course through the lens of an individual student's goals in taking this course.

How the Course Works

Students will consult with the instructor prior to, during, and/or after the study tour travel experience to organize the specific learning activities that are attempted (outlined below). The student is responsible for carrying out the learning components and meeting the objectives of the course. All evidence of completion of course activities/objectives must be submitted to the instructor in time for evaluation, grading, and reporting to the SCC Registrar. Failure to complete all course requirements in time for grading (that is, one week before grades are due in the Registrar’s Office) will result in an “Incomplete” grade (I). An I grade automatically becomes “F” if the course is not completed by the end of the following academic term.

Although flexibility and creativity in learning is encouraged and rewarded in this course, it is important that the student work in consultation with the instructor when organizing how the learning goals will be met.

Specific learning components and expectations are outlined below. Students attempting one credit hour must complete the requirements outlined for “First Credit Learning.” Students attempting two credit hours must complete both “First Credit Learning” and “Second Credit Learning” requirements. Students attempting three or four credit hours must complete all listed learning components up through the number of hours that they attempt. Students taking this course should expect to do most, if not all, of their reading and other non-travel learning activities outside the time of the tour (that is, before and/or after the tour).

Students should consult the SCC catalog, SCC student handbook, and other official documents of for other policies and procedures related to SCC courses and student expectations.

How to Contact the Instructor

Kevin Patton, SCC Professor of Life Science

Click here for complete contact information.

Credit One Learning:

Field notebook/journal

Typed transcript of a daily field notebook and journal recorded by the student during the study tour. Standard American English grammar and spelling (including appropriate scientific nomenclature and symbol use) is expected for narrative. Field notes may also include hand-drawn or other figures, graphs, sketches, rubbings, etc.
Field notes and journal records wildlife sightings (description, behavior, and location/ecological context), geological and meteorological data, and overall field experiences.
Journal records general and specific impressions of natural places, experience of people with nature, and experiences encountered.
Journal includes reactions of the student to the natural world encountered while on tour.
Where possible, the journal should emphasize experiences new to the student and in contrast to one’s “native” environment.

Study tour participation

Student will attend all on-campus preview meetings before the study tour (excused absences may be made up by arrangement with instructor).
Student will participate in appropriate group activities during the study tour, including guided tours, narrated drives and nature walks, and other learning activities.

Field identification
1. Student will demonstrate the proper use of field guides in identification of wildlife specimens.
2. Student will use field guides to identify a minimum number of specimens of native wildlife to be determined by the instructor. Identifications will be noted in a separate identification list as well as in the field notebook described above.
3. Student will be make some of the assigned identifications under the supervision of the instructor and/or naturalist-guide, who will verify proper techniques of identification.

Credit Two Learning:

All of the above learning components, plus the following.
Field Notebook/Journal Summary

Student will submit a two-page essay (typed, double spaced, 12pt Time font, 1-inch margins) expressing a thoughtful synthesis and interpretation/conclusion of the study tour journal cited in (1) above. The context of the essay should be the course objectives cited above.
The summary may be alternatively presented by the student in the form of another medium (e.g., film, model, poster) with the prior approval of the instructor.

Independent learning

Student will explore one topic related to natural history (related to a field experience while on tour).
The topic may be explored by reading a group of articles, a book, a film, or other mode of exploration—chosen in consultation with and as approved by the instructor.
Student will submit a two-page report (typed, double spaced, 12pt Time font, 1-inch margins) summarizing the learning experience and the scientific principles explored.
Instead of (c) above, the student may submit evidence of learning in another format or medium such as video, model, poster presentation, web page(s), etc., with prior approval by the instructor.

Credit Three Learning:

All of the above learning components, plus the following.
Bibliography
1. Annotated listing of books/films that identifies books read, films viewed, and material reviewed that relates directly to the course objectives and the regions visited in the study tour.
Independent learning

Student will explore one additional topic related to natural history (related to a field experience while on tour).
The topic may be explored by reading a group of articles, a book, a film, or other mode of exploration—chosen in consultation with and as approved by the instructor.
Student will submit a two-page report (typed, double spaced, 12pt Time font, 1-inch margins) summarizing the learning experience and the scientific principles explored.
Instead of (c) above, the student may submit evidence of learning in another format or medium such as video, model, poster presentation, web page(s), etc., with prior approval by the instructor.

Credit Four Learning:

All of the above learning components, plus the following.
Project Demonstrating Learning (PDL)

This is a project that in some way synthesizes much of what was learned in the course.
The PDL can take any form: a written paper or essay, an annotated photo album/scrap book, a film, a digital presentation such as a PowerPoint program or website, an annotated/illustrated time line or map, a poster presentation, a 3D model, or other medium, with the prior approval of the instructor.
The PDL should address some or all of the objectives listed above for the course.
The PDL may incorporate elements of the other learning components, but must also stand alone as an independent work.
The PDL may be produced by more than one student in the same course (with prior permission), but must demonstrate participation and learning by all parties involved.

Additional (optional) Learning Components:

Additional learning components may be optionally added or substituted in consultation with the instructor in order to better fit with an individual student's learning goals.

A = Students completes all course requirements, most or all of which are done in an exemplary manner*

B = Student completes all course requirements in a satisfactory manner*

C = Student completes most course requirements in a satisfactory manner*

D = Student completes some course requirements in a satisfactory manner*

F = Student fails to satisfactorily* complete most course requirements

I = Student fails to complete the course on time (by one week before grades are due to Registrar)

* Satisfactory work meets the expectations of average or better-than-average college-level competencies in learning and expression (writing, communication), college-level thinking skills, and diligent work in completing the course goals; exemplary work far exceeds average expectations for college-level learning

Examples and Suggestions

Based on feedback from previous students, we have found that a list of examples and suggestions of topics and resources such as books and films can help you choose topics and resources that will help you in this course.

Click here to select and view the current list.

The SCC Library staff can help you find these works and MANY others (including other media such as encyclopedias and web sources) that might interest you and be useful for this course.

Learning Agreement

Students sign a Learning Agreement (Syllabus) and agree that its contents will be the scope and nature of this course and that any significant deviations from this agreement will only be with the prior approval of the instructor.