This proposal outlines a revised Clare 302 - Inquiry in the Natural World course that aims to strengthen the Franciscan perspective, encourage interest in Clare College, expand the environmental program, include a research component, and take a more specialized approach. The course would combine lectures on the history of scientific inquiry with a laboratory section involving hands-on research and community outreach. Students would examine current environmental issues through the lens of the scientific method and Franciscan values of discovery, community, and respect for dignity.

1. CLARE 302 – Inquiry in the Natural World
COURSE PROPOSAL
Sinead Coleman
Mary Yankelovich Senior Fellow
Effective: Semester TBD
This format was created by Sinead Coleman to be submitted to the Clare College program ean
and then to the Academic Vice President. The comments and recommendations of the Dean and
Vice President will be sent onto the Faculty Senate for approval and evaluated by the Clare
College Coordinating Committee (CCCC).
This proposal fits the requirements for a change in a course which require a change in the catalog
listing for the course.
This proposal is open to changes from the Clare College dean as well as the possible
Sustainability minor teaching faculty.
Outline
I. Mary Yankelovich Endowed Fellowship Summary
II. Proposal Summary
III. Rational
IV. Purpose and Need
V. Department members consulted
VI. Course Proposal
VII. Catalog description
VIII. List of Service Opportunities
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2. I. MARY YANKELOVICH ENDOWED FELLOWSHIP
The Mary Yankelovich Endowed Fellowship program’s mission is to not only recognize
exceptional talent and character, but also promoting and developing it. Those dedicated to
transformation of society based on the Franciscan ideals of peace, justice, reconciliation, and
service are granted this endowed fellowship.
Mary Yankelovich Fellows, integrating theory and practice, develop and model the core
values of St. Bonaventure University — discovery, community and respect for the dignity of all
persons — and are prepared to undertake a life of humane service.
Mary Yankelovich Fellows participate in a two-year leadership development program under the
mentorship of a St. Bonaventure University faculty or staff member. This leadership
development program of courses is designed to: reinforce an appreciation of the University’s
core values, foster an understanding of the opportunities for social transformation in light of the
goals, values and styles of Franciscan leadership develop training and skills in Franciscan
leadership, and develop confidence and courage in one’s capacity to be an agent of change while
at the University and in the future. On the basis of their junior year training and their own
interests, senior year Fellows are responsible for the design and execution of a service project —
mentored by an individual authorized by the Mary Yankelovich Fellowship Committee —
thereby modeling the qualities of Franciscan leadership for the junior Fellow and for the campus
community generally.
Fellows receive $1,000 stipends each semester of their senior year. In addition, senior Fellows
are given a $1,000 service project budget as well as the assistance of a junior year Fellow. Upon
completion of the program, Fellows will receive a framed citation as well as permanent
recognition on a plaque prominently displayed at the University. Mentors of the Fellows receive
$250 endowment-funded stipends each semester of the Fellow's senior year.
Awarded Spring 2011
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3. II. PROPOSAL SUMMARY
Mentors: Dr. Ted Georgian and Dr. David DiMattio
Proposal/Summary
The Clare College’s curriculum is a very important core aspect to the lives of the St. Bonaventure student
and the university’s mission. Each course provides a step for the students along their intellectual journey
as they explore the larger context for their personal, professional and civil lives. My project is to
collaborate the natural sciences requirement and the Franciscan values of discovery, community and
respect for dignity which are core to the values of St. Bonaventure University.
Franciscan Perspective
Weaving a thread of the Franciscan values throughout the learning process are the key factors that will
help the students see the worldwide context of their education. The goal is gaining a sense of value of the
sciences so students may see how this field is important to them in everyday life and in their professional
careers. As stewards for creation, the Franciscan order inspired a vision and living tradition that can help
us respond to pressing environmental and social issues. By revisiting why the natural world should play
an important role as a human, the sciences will not seem as scary or mystifying.
What I Studied
Under advisement of Dr. Dave DiMattio, Dr. Ted Georgian, the Yankelovich Fellowship committee as
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4. well as the sustainability experts I am studying curriculum techniques such as Franciscan care for creation
programs, differentiated instruction, sustainability topics, social business theories, and service learning
methods.
Sustainability is an ever changing process for students where they can learn the foundations behind the
facts and figures of why the world has gotten to how it is today, as well as a adventure into new
technologies, new issues and concerns as well as new creative ideas for solutions to various
environmental and social issues. This course will guide students through the process of inquiry within the
natural science disciplines and enable students to understand and apply basic investigatory skills in a
problem solving context
Local outreach
During the research and community outreach portion of the Inquiry into the Natural World course,
students gain knowledge of local and/or international issues. From this, students learn how to address the
pressing issues of our time. By having students come step outside of the classroom and come face to face
with the people and the places, the science sinks in. The active research and implementation will give life
to the mode of inquiry which have contributed to the developments in the sciences. From this foundation,
students will gain awareness of other cultures and confront humanity’s challenges to address ultimate
questions regarding the nature of God, persons, and the world with particular reference to the Catholic
and Franciscan traditions.
III. RATIONAL
Clare 302, Inquiry in the Natural World, has long been regarded as an innovative approach to
introducing liberal arts students to the examination of scientific inquiry. However, its popularity
with St. Bonaventure students is less than satisfactory. Multiple attempts to improve the course
curriculum have expanded the variety of sections offered and also tackled the relevance of the
historical examples used in the course to understanding the scientific process today.
With receiving of the Mary Yankelovich Endowed Fellowship, a student has drawn broad
support for a revised course format described in this proposal. By working with members of
various departments, consulting other universities as well as the Franciscan community the
student has supported discussion and implementation of potential course improvements.
Currently, there are two approaches with teaching Clare 302 that are offered alongside each
other. This was to assess both student learning and student satisfaction with different approaches
to the teaching of Clare 302, providing a data-driven approach to future revision of the course.
The “classic” Clare 302 outline the rise of our modern scientific understanding of the natural
world from ancient Egyptian, Persian and Greek civilizations throughout the end of the 20th
century. A more specialized Clare 302, introduced in 2008 simplifies the topics into 10 topics
that then considers the practical importance in the second half of the semester. Some examples of
specialized courses include weather and climate modification, evolutionary biology, astronomy,
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5. drugs, and alternative medicine and wellness.
This new proposal is designated into two parts, one a more radical change from previous Clare
302 than the other. The lecture will be a specialized version of the Clare 302 lecture. The
laboratory section is more specialized to tailor subjects being taught simultaneously in the lecture
as well as expanding the laboratory role outside the classroom into the community. Students who
take the Clare 302 lecture are required to also take the specialized laboratory section.
Goals of the new Clare 302 format:
1. Strengthen Franciscan Perspective
2. Encourage Interest in Clare College
3. Expand Environmental Program
4. Design a Research Component
5. Specialized Approach
IV. PURPOSE AND NEED
The present organization of the Clare College ‘Inquiry in the National World’ course has not
been popular with students on a qualitative and quantitative level. Students do not speak highly
of the course and are therefore unresponsive. Such complaints include:
a. Students didn’t see larger picture of the sciences
b. ‘What do the sciences matter to me?’
c. No Franciscan link to the Clare College
d. Lack of differentiated learning opportunities
This is bad public relations for the Clare College program, the natural sciences, the St.
Bonaventure University teaching staff and overall, the environment. Students purposefully delay
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6. taking this course until their senior year to avoid taking the course. This leads to a decrease in
interest and/or an inability to catch students who may be now interested in the sciences.
More seniors take this course than any other collegiate year. Also the grades in these classes
seem to be lower in Clare 302 and students can be satisfied with this low grade. This will bring
down the academic repertoire of St. Bonaventure University.
Research into Previous Attempts
There are courses in various departments: political science, biology, environmental science,
philosophy and Clare Forum that focus on environmental issues. There is no core Clare 302
course available with a focus on the Environment.
First Clare Forum class with focus on the Environment:
Article from BV Novemeber 2000:
Final Clare course proposed
By Jessica Keltz
News Editor
The current proposal for University Forum would strive to educate next year's
seniors about the environment and help them form a position on the issue.
At Monday's open Faculty Senate meeting, Stephen Horan, assistant professor of
finance and chair of the senate's curriculum committee, said he hopes to have a
final proposal for the class, the only Clare College course that has yet to be
taught, by early next semester. The first forum would be held in the fall, he said
Michael Chiariello, dean of Clare College, said he has discussed making
University Forum a two-credit class that would be offered only in the fall
semester with department chairmen and chairwomen.
All seniors would attend events such as a speaker or movie viewing that would
be held once every other week. Then, students would attend a 50-minute
seminar each week, with seminar sections capped at 14 students, he said.
Chiariello said he prefers to offer the class in the fall to allow students who fail
the course another chance to graduate on time, he said. He said he did not yet
know how students could make up the class. Having the course only once a year
would make scheduling speakers easier, he added.
The current course proposal has the title "Environmental Ethics, Law and
Justice." It includes discussions on humans' responsibility for the environment,
global environmental issues, local impacts of environmental problems and the
question of nuclear energy.
Chiariello said he would also like to include a Franciscan perspective and a
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7. discussion of management issues relevant to environmental policy. He said he
would like the course to appeal to as many majors as possible.
The environment focus fulfills the Clare goal of teaching students to think
critically and to present positions on current challenges facing humanity,
Chiariello said. The Clare capstone, he added, should assess whether students
have learned to present their views both orally and in writing, as this course
would require them to do.
The current course proposal estimates costs of $36,000 for speakers, overloads,
adjuncts and faculty and course development, which would cost the university
$30,000 after anticipated grants.
The idea to focus on environmental issues came from professors who typically
teach in Clare College, Chiariello said, adding he has worked with the
curriculum committee to put the course proposal together.
Depending on student feedback, later seminars may or may not have the same
topic, he said, adding that he welcomes feedback on the proposal.
Although Horan said the completed proposal will not be ready for the senate's
Dec. 1 meeting, he said it should be complete by the time prospective seniors
register for Fall 2001 classes.
Job opportunities
Opportunities for those who have training/background in environmental sustainability:
• Direct work with environmental issues programs
• Positions with federal agencies
• Research
• Business opportunities
• Analysis, planning and policy development
V. CONSULTED
DiMattio, David; Bennington, Joel; Georgian Theodore; Mayeaux, Darryl; Vogel, Kevin;
Watson, Claire; Kush, Suzanne; Fischer, Anne-Claire; Kriso, Kevin; Spear, Martin; Elliott,
Christy; Kaplan, Michael.
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8. VI. COURSE PROPOSAL
This course is designed to introduce the natural sciences to the students and allow an
opportunity for the non-science major to relate environmental issues to their own major/interest
using the ideals of peace, justice, and service. The end goal of the course is to combine theory
and practice to develop the values of discovery, community and respect. Starting with an
environmental issue and breaking the issue into its basic science concepts, students will be
introduced to the history behind the science, the theories and research. Students will learn about
the current events in the sciences, how to use problem based learning, and how to implement
research into the solutions.
Using the scientific method, the students will tackle current issues and understand the
mode of inquiry. The methodology will be carried on into the lab section in which the students
will perform research and provide a service to the community.
Description: This section of Clare 302 will cover topics identical to those covered in all 302
sections. These topics outline the rise of our modern scientific understanding of the natural
world, from the times of ancient Egyptian, Persian, and Greek civilizations through the20th
century. The second half of the semester focuses on sustainability topics. Throughout the
semester, student will integrate practical experience into the laboratory.
Class hours per week: 3 hours per week, 3 lab hours per week, and 3 credits
Rationale: To allow the students to participate in an informative overview and comprehensive
assessment of basic scientific concepts and their application to sustainability issues, problems,
and solutions. This connection will be made using the Franciscan values of discovery,
community and respect.
Target Audience: Those who need to fulfill the natural sciences core curriculum. This course is
designed for liberal arts students within the Clare College. In future semesters, this course could
also be used as a foundational course for the upcoming Environmental Studies Major or
Sustainability Minor.
Duration: Semester.
Prerequisites: None.
Subjects: Biology, chemistry, physics, and computer science.
Objectives: At the completion of this course the participant will be able to:
1. Students will examine the mode of inquiry of the natural sciences.
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9. 2. Students will apply investigatory skills of the natural sciences in a problem-solving context.
3. Students will analyze a sequence of discoveries that illustrate the ongoing scientific process.
Outcomes: Upon completion of this course, students will have a conceptual framework to
assess stresses to environmental sustainability and develop practical solutions in a creative,
Franciscan, and scientific manner. More specifically, students will be able to:
• Have an awareness of self, others, macro systems issues and dynamics
• See opportunities in the world and sensing their potential role
• Create a project to transform at the personal & organizational levels.
• Become a Catalyst for Sustainability
Identification of Assignments/activities used to Determine How Well Students attained
Learning Objectives:
a. Lecture:
Examinations
There will be intermediate exams based on the lectures and a final exam. These exams follow the
same schedule as the general Inquiry into the Natural World course curriculums
Discussion
Students will be asked to join in cooperative learning experiences in the lecture to discuss the
mode of inquiry to deeper the understanding the natural phenomena, analyzing arguments, reasons
and data, begin to think historically, interpret texts and be creative.
b. Laboratory:
Presentations:
1.) Individual Introductory Media presentation
Starting with an introductory individual PowerPoint presentation in which students will learn
the proper PowerPoint presentation setup, students will receive an individual critique of the
presentation and of the presentation of the subject material. Utilizing research papers to
understand the scientific method will be the focus of this presentation. APA citation needed.
Goal: to have students understand the scientific method, understand how scientists follow this
method, learn the correct PowerPoint presentation rules, and be introduced to an environmental
issue of their choice.
Projects: Students will complete an individual projects as well as group community outreach
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10. project, each project is chosen from a list of topics. The individual project may be chosen based
on your interest in the topic or from the list provided. However the project idea must be approved
by the professor if it is relevant. The group project will receive a single grade based on the
instructor’s evaluation and peer evaluation.
Research Projects:
2.) Individual Research Project
3.) Group Project – Research and Implementation (part of laboratory grading)
In the laboratory credited section of the course, students will be meeting in a laboratory
classroom setting and also a group work setting documenting hours of group work. The group
work will follow a peer evaluation model in which the student’s progress will be evaluated over
time by peers and a professor during the lab.
1.) At certain dates, students will be given a chance to approach an Individual Project chosen
from a list of topics. Student will integrate what they have learned in the classroom
setting with the topic and provide real world examples and possible solutions. Primary
research is stressed. This project can be presented in various ways depending on the
students strengths (investigative reporting, PowerPoint presentation, financing, hands-on
research, taking a political approach (how it affects real world legislation), drawing,
video etc.).
Goal: the individual project is to allow students with integrate what they have learned in lecture
with current events or with their interests. This project also is differentiated so students with
different strengths or backgrounds can provide a unique point of view to a topic.
2.) Throughout the semester a group project will be occurring in which a group of 4 students
will implement a change on campus or in the local community to help make the area,
building, and/or people more sustainable. This is the community outreach and service
component of the course. Students are expected to have a 2 page response as well as
documented hours of work.
Goal: This group project is designed for the service learning and community outreach portion of
this course. Students will go beyond the classroom to use the concepts covered in the field.
Implementation
a. Faculty member to whom the course may be assigned
An undergraduate faculty from one of the contributing departments will be assigned to direct the
course depending upon their background and interest. Professors that are involved in the
Environmental Studies major and Sustainability minor development are preferred. These
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11. professors include, but are not limited to: Dr. Ted Georgian, Dr. Darryl Mayeaux, and Dr. David
Hilmey.
b. Additional costs to students
There are no additional costs to students.
c. Texts and supplementary materials to be used
Any resources which have a necessary cost are to be supplemented with the Mary Yankelovich
Fellowship budget. This total budget is $1,000. Budgeting details will follow.
Such materials may include: Participants’ Handouts, room visuals, internet access, case studies,
videos/documentaries
Energy - http://www.withouthotair.com/ (HTML book available)
Basic concepts - http://thehappyscientist.com/science-video/water-cycle
New Climate prediction model: http://edgcm.columbia.edu/software2/
VII. LIST OF SERVICE OPPORTUNITIES
This section gives examples of opportunities in which the student may devise a group project to
volunteer on a constant basis, propose a solution to an issue and document efforts. This is
included under the laboratory section.
a. Canticle Farm:
Maintenance
Farm Sale Stand
Expansion of land Bonaventure land or across the river
Moving of compost from Bonaventure to Canticle Farm
Testing of soil and water
Seasonal turnover
Addressing biodiversity loss
b. Business
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12. Are NGOs evading the problem of addressing poverty, environmental issues and hunger?
Do businesses around the local area have social responsibility plans or social business plans?
In what ways can a local business become more cost effective while also reducing their impact?
c. Poverty
Determine how much food is not going towards feeding people
Why are agricultural professons the the hungriest people in the world?
d. Water
Testing local streams regularly
What is the price of water here in comparison to other nations? Do we have cleaner water?
Compare and contrast two nations water supplies.
Examine Coca Cola vs. Indian Farmers and compare and contrast this with the people of
Pennsylvania and hydrofracking companies.
e. Energy
Working with Facilities
Perform an analysis of energy efficiency on a local home, business or a campus building
f. Armark (Dining Services)
Work on their “ Green Thread” Program
Track this program
Help with the composting transition
Healthiest of food
Address the limitations of variety
g. Plastics
Recycling program expansion
h. Pollution
Testing water, soil and air
Brownfield areas
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13. Hydrofracking locations in PA and test areas in NY
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