SYLLABUS

Meeting Times: T/Th 8:30-9:45 AM Room 344
Instructor: Dr. Krysia Kornecki
Office: Ho 126 (you can also find me in Ho 124) - swing by, make an appointment or
Office Hours: Wednesdays 2:30-4:30, Fridays 1:30-2:30

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Students will develop critical paleoclimatic literacy by understanding both the power and limitations of proxy records. This course offers two complementary approaches to learning paleoclimate science. Both tracks develop critical scientific thinking, engage with primary literature, and require rigorous analysis. You'll choose your track by the end of Week 1.

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Course Learning Objectives

By the end of this course, you will be able to:

1. Explain major paleoclimate events and evaluate proxy systems, age-dating methods, and their limitations

2. Critically analyze paleoclimate literature by assessing data quality, identifying assumptions, and evaluating evidence

3. Communicate paleoclimate science clearly through effective writing, presentations, and visualizations adapted for diverse audiences

4. Collaborate productively by engaging respectfully with peers, providing constructive feedback, and contributing to inclusive discussions

5. Connect past climate to present action by using paleoclimate knowledge to inform understanding of modern climate change, future trajectories, and equitable responses
    

Course Grading

This course uses competency-based grading. Your grade reflects what you can actually do as a paleoclimatologist: think critically, communicate clearly, collaborate productively, and connect past climate to present action. As such, there will not be exams.

 

Structure:​

Paleoclimate Roundtables
Rotate through roles (presenter, facilitator, participant, etc.). ​

Term Project
Choose a research or data analysis track. Create a deliverable + oral presentation. Evaluated by instructor and peers.

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The Four Competencies (assessed in both components):

1. Content Mastery & Investigation - Understanding paleoclimate events, proxies, methods, limitations; connecting past to present/future

2. Scientific Communication - Presenting clearly, creating effective visuals, adapting for audiences

3. Collaboration & Process - Working with peers, giving/receiving feedback, time management

4. Applied Context - Connecting to climate action and environmental justice; articulating why it matters

Each competency earns an A, B, or C. Your final grade is the average across all competencies.
 

Built-In Flexibility

• Start with 3 tokens, earn more through excellent work

• Use tokens for: extensions, revisions, absences, "I need grace today"

• Knowledge check-ins: formative feedback only (0% of grade)
   

Why This Approach?

Science requires more than memorizing facts—it demands critical thinking, clear communication, and understanding how knowledge informs action. This grading system reflects that reality while acknowledging that life happens and learning isn't linear.

Full rubric available online. Questions? Come to office hours!

 

Required Materials

Textbooks & Resources

• Primary: Ruddiman, W.F. "Earth's Climate: Past and Future" (2rd edition is fine) and peer reviewed journal articles

• Supplementary: Bradley, R.S. "Paleoclimatology" (3rd edition); Cronin, T.M. “Paleoclimates: Understanding Climate Change Past and PResent”; Cronin, T.M. “Principles of Paleoclimatology” (I can provide scans of these)

• Digital: Access to GeoScienceWorld, Web of Science for primary literature
   

Technology Requirements

• Statistical Software: R/RStudio (free) or equivalent (don’t know how to code/use R? That’s okay! We can work on honing skills in excel or other software/explore other options)

• *SEM Training: Required safety and operation training (*potentially; for research track)

• AI Tools: Students may use ChatGPT, Claude, etc. for research assistance (must cite their use)

 

 

About the Instructor

I'm Dr. Krystyna Kornecki (please call me Krysia - rhymes with Trisha). My research has taken me from Cretaceous seafloors to the bottom of Lake George - deep-time marine systems to modern freshwater biomonitoring. Along the way I've published on testate amoebae as water quality proxies, led field courses in the Paha Sapa (Black Hills), and worked in consulting geology, museum education, and science communication. Outside academia, I run a permaculture farm, which has taught me that understanding any system - ecological, geological, or social - means acknowledging we're part of it, not separate observers. That shapes how I approach these courses: science isn't objective, it's shaped by who asks questions and whose knowledge gets valued. I see our classroom as a collaborative space where we learn from each other, and I'll adapt throughout the semester based on where your interests take us.

 

Course materials and readings will be available at krysiakornecki.wixsite.com/shellsignals. You'll also find some of my other work there - including the EcoResilience Games project and the farm, so feel free to poke around if you're interested.