ANT - 412 - Advanced Forensic Anthropology

ZZ - New Course (Effective 2019-20 Catalog)

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General Catalog Information
Next

  • * READ BEFORE YOU BEGIN *

    To assist you in completing this form correctly, turn on the help text by clicking on the blue circle icon in the top right corner of this pane.

    STEP 1.  Complete all required fields (denoted by an asterisk), as well as other informational fields, as needed.  Be sure to upload files as needed.  Failure to complete all required fields will delay your proposal.

  • Department*
    Click on Add Item. A dialogue box will open; scroll to select your department. Once you select your department, you will see in the right pane appropriate individuals/committees will appear based on your department/school.
  • Subject Prefix*
    ANT
    ANT
    Enter your course prefix all in CAPS
    Course Number*
    412
    412
    Enter your course number AFTER you have contacted the Registrar's office.

  • Be sure to contact the Registrar's Office to confirm your course number is not already in use or has not been previously used in academic history.

  • Select One*
    Your selection will populate the appropriate curriculum committee (CCRC/GFEC or BOTH) in the right pane. If you select shared resource, you must complete a new course proposal for each course.
  • Course Title*
    Advanced Forensic Anthropology
    Advanced Forensic Anthropology
    Enter the title of your course.
  • * Abbreviated Course Title
    Adv Forensic Anthro
    Adv Forensic Anthro
    Enter an abbreviated course title, if needed. (Max 30 characters/spaces)
  • Catalog course description (see help text).*

    In-depth look at the role of the forensic anthropologist in medico-legal investigations, emphasizing human skeletal analysis. Acquire practical experience in human osteology, constructing the biological profile, individuation, and field recovery methods. Culminating project involves conducting an excavation/recovery at one of the College’s outdoor facilities.

    Please DO NOT include the frequency code or Pre/Corequisites in the course description; you will make these choices below. The catalog course description should be concise. One to three brief sentences or phrases are usually enough. A complete sentence is not always necessary. The catalog course description should not use abbreviations unless there is a standard acceptable abbreviation. The catalog course description should not include phrases such as: “The students will…” or “This course focuses on…”
  • Expected Student Learning Outcomes*

    1. Demonstrate competency and proficiency in the following content areas of forensic anthropology:

    • Advanced human osteology (i.e., side and identify bones in the human body, including fragmentary remains)
    • Bone cellular and macroscopic biology
    • Human skeletal and dental variation
    • Application of methods for establishing the forensic context
    • Crime scene identification and processing, survey techniques, and recovery of evidence and human remains using archaeological methods
    • Application of methods for establishing the biological profile (age, sex, ancestry, stature)
    • Application of methods of individuation
    • Evaluation of cause and manner of death
    • Mechanics, timing, and classes of trauma
    • Evaluation of postmortem taphonomic processes
    • Estimation of postmortem interval
    • Application of evidentiary standards for scientific evidence
    • Ethical issues related to study of human skeletal remains

    2. Demonstrate the ability to apply anthropological methods of observation, data collection, and evaluation to human skeletal remains through completion of full skeletal analysis, including assessment of age at death, skeletal sex, ancestry, and stature and evidence of pathology and trauma.

    3. Demonstrate critical thinking skills in the evaluation of evidentiary standards for scientific evidence as they apply to weighing different lines of anthropological data.

    4. Demonstrate effective written and oral communication skills.

    5. Demonstrate the ability to work effectively both independently and as members of coordinated teams.

    6. Reflect on the role of the forensic anthropologist in medico-legal contexts, their engagement in the applied learning experience, and their intellectual development during the course.

  • Do you plan to submit this course for any of the following attributes? Check all that apply.*
    Check the appropriate box to add an attribute(s). If there are no attributes, you must check None. For each attribute selected, please complete the respective section(s) below. You no longer have to submit separate forms for these attributes.
  • Attach a course outline/ syllabus*
    Course outline must include: title, prefix, number, catalog description, student learning outcomes, and topical outline of course content. To attach a file, scroll up and navigate to the top of the right pane; hover over the icons and select FILES. The right pane will now allow you to browse your computer and upload your file(s).

  • Note:  If this is a shared resources course, a cross-listed course, or submitting for approval of an attribute, refer to the respective fields below for additional information to be included in your course outline/syllabus.

  • * Frequency Code*
  • Credit Hours*
    (3 cr. hr.)
    (3 cr. hr.)
    When entering credit hours, be sure to use the proper catalog format (e.g. (3 cr. hr.))....please include the parenthesis.
  • Can the course be repeated for additional credit?*
  • If yes, specify maximum number of credits total; OR
  • If yes, what is the maximum number of times the course can be repeated
  • Select grade mode*
    Click on Add Item and select your grade mode.
  • Justification for new course*

    The topics of the course are an area of my expertise that is not addressed at an advanced level in other courses in either the Sociology/Anthropology Department or other departments on campus. An introductory level forensic anthropology is being proposed, but it is designed to provide a broad overview to the field. The advanced course is designed to provide high-level, hands-on training in an applied learning environment. The couse will highlight the unique experiential learning opportunities at SUNY Cortland through use of the College's outdoor education facilities.

    what College or departmental needs are being met by this course
  • Justification of course level*

    The intensive training required for the necessary skill-level in human osteology, the ability to work independently, and the ability to comport oneself appropriately at the College's outdoor educational facilities justify the 400-level designation.

  • Lecture/Lab Hours
    Enter any lecture/lab hours information in this field. This information should not be included in any other fields.
  • Are there Prerequisite(s) and/or Corequisite(s)?*
  • If yes, please specify prerequisite and/or corequisite course(s).

    Prerequisite: ANT 206 or CRM 206.

    List course prefix and number only. Do not provide name of the course.
  • Provide justification for each prerequisite listed above.

    Students must be familiar with the field and practice of forensic anthropology before attempting the advanced course.

  • Provide justification for each corequisite listed above.
  • Can the prerequisite(s) be taken concurrently with the proposed course?*
  • Are there any course restrictions? *
    e.g. by major, by class level, by GPA, by degree
  • If yes, please describe the restriction(s)

    Course requires special permission to confirm that students will be able to participate in the required Saturday field trip to the College's outdoor facility that is part of the culminating project. 

  • Will this course require additional fees which will be billed to students (materials, travel, lodging etc...)?*

  • To request a new course fee you must complete the Student Fee Request Form.  This form can be found by using the search tool on SUNY Cortland's homepage.

  • Will this course be a part of a shared resources offering?*
    To attach a file, scroll up and navigate to the top of the right pane; hover over the icons and select FILES. The right pane will now allow you to browse your computer and upload your file(s).

    If yes, attach the course outline for both undergraduate and graduate courses, clearly defining the requirements and expectations for earning undergraduate and graduate credit.

  • Catalog notes

    Required Saturday meeting at Cortland's Outdoor Education Center in Hoxie Gorge.

    The catalog notes field can be used to include additional administrative information that will appear in the catalog with the course description (e.g., indicating a Raquette Lake trip is required).
  • Is this course a requirement of a new or exisiting program? *
    If yes, please specify and submit program proposal.
  • Provide program name
    For an existing program, enter the program name as it appears in the College Catalog (e.g. Early Childhood and Childhood Education (Birth-6) [EDD] )
  • Do the contents of this course overlap with offerings of other departments?*
  • If yes, include comments from those departments regarding the addition of this course.
    You may copy and paste your comments in this text box. Alternatively, comments can be attached by uploading a word or PDF file. To attach a file, scroll up to the top of the right pane and hover over the icons and select file. The right pane will now allow you to browse your computer and upload your file.
  • List other courses now offered in the same general area, including by other departments.
  • Will this course be part of a cross-listing (equivalent) offering? (Does not include shared resource)*
    Please note cross-listed courses are considered equivalent in the Banner system.
    If yes, please specify cross-listed course(s)
    CRM 412
    CRM 412
    Provide the course prefix and number ONLY. i.e. AAS 334. If adding more than one cross-listing, format should be AAS 334 and HIS 334. If the cross-listing is also a new course, a new course proposal must be submitted.

  • If yes, attach the course outline for both courses, which clearly defines course title, course content, and catalog description that includes the statement "also listed as....".   The department associated with the cross-listed course must submit a course alteration form requesting the cross-listing.

  • Will new expenditures be required for this new course?*
    e.g. equipment, library holdings or other support. To attach a file, scroll up and navigate to the top of the right pane; hover over the icons and select FILES. The right pane will now allow you to browse your computer and upload your file(s).
    If yes, attach a detailed listing and indicate that the consultation with appropriate personnel has occurred.

  • STEP 2:  Complete the course scheduling information section below.

    STEP 3:  Complete the respective course attribute section(s) below, if applicable.

    STEP 4:  When this proposal is complete, you must launch the proposal.  Once launched, your proposal will now be located in the My Proposals tab.

    To launch the proposal:  scroll up to the top portion of this pane and click on the blue right arrow icon to Launch.

    STEP 5:  Approve your proposal.  When you have completed the proposal, as the originator you must Approve your proposal.  By approving your proposal, this will move it to the next step in the approval process.  To approve, scroll to the top of the right pane and click on the Decisions icon (5th icon).  Click Approve then click Make My Decision.

  •  

  • COURSE SCHEDULING INFORMATION
  • Schedule Type - How will this course be typically offered? Select One from the dropdown menu.*
  • Is this a mutually exclusive course? (Turn on help text for clarification)*
    Mutually exclusive indicates significant overlap in two or more courses. Only one of the courses may be completed for credit. Students are not permitted to enroll in a mutually exclusive course when another is taken. This differs from cross-listed which are courses that are equivalent ("also listed as" in the College Catalog).
  • If yes, list course(s) [course prefix and number only]
  • Is this a Capstone Course (UG)?*
  • Is this a Graduate Culminating Activity Course (GR)?*
  • Is this course a required part of a fully online degree program?*
  • Will this course be offered exclusively as an online course?*
  • Does this course qualify as full-time work on a thesis or independent study (GR Only)?*
General Education
Next

  • Complete this section ONLY if this course is being submitted for approval for a General Education attribute.

    You may go to the GE webpage to access the General Education Course Proposal Guidelines.

  • Select General Education category for this course
  • First Semester/Year Course to be Offered
  • How does this course meet the goal of this GE Category?
  • How will each of the learning outcomes for the identified GE Category be fulfilled?
  • How will faculty teaching the course be informed of the course inclusion in SUNY Cortland GE Assessment process?
    e.g. syllabi review, outcome assessment

  • Attach a course outline which includes the following:

    1. The catalog course description.

    2. GE category, goals, and learning outcomes.

    3. Subject topics and readings

    4. How the writing requirement of a minimum of 5 pages will be completed.

Liberal Arts
Next

  • Complete this section ONLY if this course is being submitted for approval for LASR designation.

  •  

  • Please indicate how this course will fulfill the following criteria      (you must choose a minimum of 5):

  • Historical Perspective

    The course reviews the history of evidentiary standards for expert (i.e., scientific) testimony as it relates to forensic anthropology. Students review the earliest court cases involving testimony regarding evidence from human skeletal remains and the effects of more recent cases (e.g., Daubert, Frye) regarding standards for expert testimony.

  • Theoretical Considerations

    The course content repeatedly emphasizes one of the fundamental theories of biological anthropology: modern evolutionary theory, incorporating genetic, epigenetic, behavioral, developmental, and symbolic inheritance. Human phenotypic variation is explained using population genetics (selection, gene flow, and genetic drift) and as a product of our biocultural evolution.

  • Relational-Complexity

    Because the course emphasizes critical evaluation of the ways in which continuous phenotypic variation is partitioned into cultural categories (e.g., male-female, child-adult, so-called races, etc.) that are critical to social organization (sexual division of labor, institutional racism, etc.) students are encouraged to develop a more nuanced and complex understanding of human variation, its biological significance, and its social, economic, and political consequences.

  • Breadth of Knowledge
  • Inquiry-Analysis
  • Critical Examination

    Scientific methods for analyzing human skeletal variation are not developed in a bias-free vacuum. Scientists are influenced by their social norms and beliefs, and these norms and beliefs are often unwittingly incorporated into scientific methodology. Students critically reflect on the ways in which social norms influence methods for describing and classifying human variation, especially as it relates to skeletal sex and ancestry. One goal of the class is for students to appreciate how biological variation is continuous and not easily partitioned into discrete (socially-recognized) categories based on sex and race.

  • Ethical Perspective

    The course highlights various ethical issues related to knowledge production in forensic anthropology. Specifically, we consider the role of human skeletal collections to developing standards for evaluating human skeletal remains, we consider the composition of various skeletal collections (i.e., how were collections created and whose ancestors are disproportionately studied), and we reflect on whether museums have an ethical obligation to repatriate human skeletal remains that were not willingly donated via informed consent.

  • Independent Learning

    Students complete a culminating project in which they apply what they've learned over the course of the semester to complete their own forensic anthropology analysis. Students work independently to conduct a full skeletal analysis, including application of standard techniques for estimating age at death, skeletal sex, ancestry, and stature. Students also assess their assigned skeleton for evidence of taphonomic changes, trauma, and pathology. Although assignment guidelines and evaluation rubrics are provided, students are provided independent learning space to apply their knowledge via independent, experiential learning.

Writing Intensive
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  • Complete this section ONLY if this course is being submitted for approval for Writing Intensive designation.

  •  

  • Instructor's name if different than the originator of this course proposal.

  • Attach a course syllabus that includes all writing assignments (including drafts) and that indicates how writing will be taught in the course. Then, write a detailed answer to how each WI requirement will be met. Please do not refer us to your syllabus.

  • 1.  All WI courses must ask students to write an equivalent of at least 15 typed pages, with two or more pieces of writing submitted in multiple drafts. Upper division WI courses may use a single project towards this 15-page minimum. 

  • 1A. Please describe the writing assignments for this course, noting page length and number of drafts for each assignment.

  • 2.  In WI courses, instructors are required to respond to students’ writing through written comments, conferences, or both. Students must revise their work and use their instructor's feedback as they write their revisions.

  • 2A. How will you respond to student writing in this course, and how will the course be organized to encourage students to use that feedback to revise their writing?

  • 3.  Instructors of WI courses must dedicate class time to teach students how to write in a particular discipline, which may include discipline-specific writing techniques, strategies, and genres. (For example, this course may teach students how to write in genres important to your discipline, such as lesson/unit plans, lab reports, field notes, or argumentative essays. You may teach these writing techniques and strategies through a sequence of assignments, in-class workshops, or by giving and explaining models of your discipline’s writing.)

  • 3A. What discipline-specific writing techniques, strategies, and genres will you teach students through this WI course, and how will you teach these techniques, strategies, and genres?

  • 4. How the writing component forms a significant percentage of the course grade.

  • 4A. Please explain how the writing assignments in this course factor into the final course grade.
Presentation Skills
Next

  • Complete this section ONLY if this course is being submitted for approval for Presentation Skills designation.

  • Please respond to each criteria illustrating how it is met through this course.

  • Students will make at least one presentation in the course and respond to questions and comments following the presentation.
  • Students must submit at least one outline with attached source list related to the presentation.
  • Students must evaluate their own presentation and those of other students, according to criteria provided by the instructor.
  • Faculty provide instruction in effective presentation skills specific disciplines including requirements and methods of preparation for oral assignments (i.e. structure, research, outlining, visual components, creativity and delivery). Highlight these on course syllabus.

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