Thu Jan 12 10:21:39 2012
Approvals Received: |
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Approvals Pending: | College/Dean > Catalog | |
Effective Status: | Active | |
Effective Term: | 1129 - Fall 2012 | |
Course: | IE 1101 | |
Institution: Campus: |
UMNTC - Twin Cities UMNTC - Twin Cities |
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Career: | UGRD | |
College: | TIOT - College of Science and Engineering | |
Department: | 11138 - Industrial & Systems Eng | |
General | ||
Course Title Short: | Found of Ind and Sys Engr | |
Course Title Long: | Foundations of Industrial and Systems Engineering | |
Max-Min Credits for Course: |
4.0 to 4.0 credit(s) | |
Catalog Description: |
History and development of industrial and systems engineering, operations planning, quality control, human factors, resource management, financial engineering, facility location and layout, optimization, probabilistic/stochastic models, simulation, project management, management systems design, computer and information systems management | |
Print in Catalog?: | Yes | |
CCE Catalog Description: |
<no text provided> | |
Grading Basis: | Stdnt Opt | |
Topics Course: | No | |
Honors Course: | No | |
Delivery Mode(s): | Classroom | |
Instructor Contact Hours: |
4.0 hours per week | |
Years most frequently offered: |
Every academic year | |
Term(s) most frequently offered: |
Fall | |
Component 1: |
LEC (no final exam) |
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Auto-Enroll Course: |
No | |
Graded Component: |
LEC | |
Academic Progress Units: |
Not allowed to bypass limits. 4.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 4.0 credit(s) |
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Repetition of Course: |
Repetition not allowed. | |
Course Prerequisites for Catalog: |
MATH 1371, MATH 1372, CSE student | |
Course Equivalency: |
No course equivalencies | |
Consent Requirement: |
No required consent | |
Enforced Prerequisites: (course-based or non-course-based) |
No prerequisites | |
Editor Comments: | <no text provided> | |
Proposal Changes: | <no text provided> | |
History Information: | <no text provided> | |
Faculty Sponsor Name: |
John Gunar Carlsson | |
Faculty Sponsor E-mail Address: |
jcarlsso@umn.edu | |
Student Learning Outcomes | ||
Student Learning Outcomes: |
* Student in the course:
- Have mastered a body of knowledge and a mode of inquiry
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Students will learn the fundamental principles of industrial and systems engineering and understand the abilities and responsibilities of an industrial and systems engineer. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Weekly assignments organized by topic, a final project, one midterm examination, and one final examination. | |
Liberal Education | ||
Requirement this course fulfills: |
None | |
Other requirement this course fulfills: |
None | |
Criteria for Core Courses: |
Describe how the course meets the specific bullet points for the proposed core
requirement. Give concrete and detailed examples for the course syllabus, detailed
outline, laboratory material, student projects, or other instructional materials or method.
Core courses must meet the following requirements:
<no text provided> |
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Criteria for Theme Courses: |
Describe how the course meets the specific bullet points for the proposed theme
requirement. Give concrete and detailed examples for the course syllabus, detailed outline,
laboratory material, student projects, or other instructional materials or methods. Theme courses have the common goal of cultivating in students a number of habits of mind:
<no text provided> |
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Writing Intensive | ||
Propose this course as Writing Intensive curriculum: |
No | |
Question 1 (see CWB Requirement 1): |
How do writing assignments and writing instruction further the learning objectives
of this course and how is writing integrated into the course? Note that the syllabus must
reflect the critical role that writing plays in the course. <no text provided> |
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Question 2 (see CWB Requirement 2): |
What types of writing (e.g., research papers, problem sets, presentations,
technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these
assignments meet the requirement that writing be a significant part of the course work, including
details about multi-authored assignments, if any. Include the required length for each writing
assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will
be met. <no text provided> |
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Question 3 (see CWB Requirement 3): |
How will students' final course grade depend on their writing performance?
What percentage of the course grade will depend on the quality and level of the student's writing
compared to the percentage of the grade that depends on the course content? Note that this information
must also be on the syllabus. <no text provided> |
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Question 4 (see CWB Requirement 4): |
Indicate which assignment(s) students will be required to revise and resubmit after
feedback from the instructor. Indicate who will be providing the feedback. Include an example of the
assignment instructions you are likely to use for this assignment or assignments. <no text provided> |
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Question 5 (see CWB Requirement 5): |
What types of writing instruction will be experienced by students? How much class
time will be devoted to explicit writing instruction and at what points in the semester? What types of
writing support and resources will be provided to students? <no text provided> |
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Question 6 (see CWB Requirement 6): |
If teaching assistants will participate in writing assessment and writing instruction,
explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will
they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone
directed studies course), explain how every faculty mentor will ensure that their students will receive
a writing intensive experience. <no text provided> |
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Readme link.
Course Syllabus requirement section begins below
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Course Syllabus | ||
Course Syllabus: |
For new courses and courses in which changes in content and/or description and/or credits
are proposed, please provide a syllabus that includes the following information: course goals
and description; format;structure of the course (proposed number of instructor contact
hours per week, student workload effort per week, etc.); topics to be covered; scope and
nature of assigned readings (text, authors, frequency, amount per week); required course
assignments; nature of any student projects; and how students will be
evaluated. The University "Syllabi Policy" can be
found here
The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester. (Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.) History and development of industrial and systems engineering, operations planning, quality control, human factors, resource management, financial engineering, facility location and layout, optimization, probabilistic/stochastic models, simulation, project management, management systems design, computer and information systems management. COURSE TOPICS: 1. History and major developments in industrial and systems engineering in the last 100 years, and relevant current examples of successful ISyE practices and principles in use. 2. Operations and production planning, operations and resource management, logistics, and quality control. 3. Human factors: equipment design, task design, and environmental design. 4. Optimization: linear, nonlinear, integer, and mixed-integer programming. 5. Probabalistic and stochastic models: modelling, understanding, and simulating uncertainty in engineering practice. COURSE OBJECTIVES 1. To give students an overview of what industrial and systems engineering is, and what industrial and systems engineers do. 2. To help students learn to analyze real-life problems encountered in industrial and systems engineering scenarios and use the appropriate methods to solve them and present solutions. 3. To introduce students to modern techniques, algorithms, and software for modelling, analyzing, and solving real-lifeproblems in industrial and systems engineering, including but not limited to Excel, MATLAB, CVX, CPLEX, and AMPL. 4. To engage students in interactive sessions with with practitioners of industrial and systems engineering in the private and public sectors. 5. To enable students to communicate and present their results effectively. COURSE OUTCOMES 1. Students will learn the fundamental principles of industrial and systems engineering and understand the abilities and responsibilities of an industrial and systems engineer. 2. Students will learn how to analyze and identify instances of industrial and systems engineering problems in real-life examples. 3. Students will learn how to use modern software tools for solving industrial and systems engineering problems. 4. Students will interact with industrial and systems engineering practitioners in the private and public sector to understand how ISyE techniques are adapted and utilized outside of the classroom. ASSESSMENT TOOLS: Weekly assignments organized by topic, a final project, one midterm examination, and one final examination. |
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Readme link.
Strategic Objectives & Consultation section begins below
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Strategic Objectives & Consultation | ||
Name of Department Chair Approver: |
Shuzhong Zhang | |
Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? <no text provided> |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? <no text provided> |
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Strategic Objectives - Consultation with Other Units: |
In order to prevent course overlap and to inform other departments of new
curriculum, circulate proposal to chairs in relevant units and follow-up with direct
consultation. Please summarize response from units consulted and include correspondence. By
consultation with other units, the information about a new course is more widely disseminated
and can have a positive impact on enrollments. The consultation can be as simple as an
email to the department chair informing them of the course and asking for any feedback
from the faculty. <no text provided> |
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