Fri Jan 13 12:11:03 2012
Approvals Received: |
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Approvals Pending: | College/Dean > WI > Catalog | |
Effective Status: | Active | |
Effective Term: | 1129 - Fall 2012 | |
Course: | IE 4041 | |
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: | Senior Design | |
Course Title Long: | Senior Design | |
Max-Min Credits for Course: |
4.0 to 4.0 credit(s) | |
Catalog Description: |
Each student works in a small team to address an open-ended problem in industrial and systems engineering. Teams work with faculty and/or industry advisors. Each team completes a project that solves its problem. Each team makes midterm and final presentations and produces a final report. | |
Print in Catalog?: | Yes | |
CCE Catalog Description: |
<no text provided> | |
Grading Basis: | A-F only | |
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: |
Spring | |
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: |
1101, STAT 3021, 2021, 3012, 3522, 3553, 4011, 4511, 4541, ISyE Senior | |
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: |
William L. Cooper | |
Faculty Sponsor E-mail Address: |
billcoop@me.umn.edu | |
Student Learning Outcomes | ||
Student Learning Outcomes: |
* Student in the course:
- Can identify, define, and solve problems
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Students are able to formulate quantitative models for decision making. Students are able to implement quantitative models for decision making. Students are able to analyze quantitative models for decision making. 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. Project, midterm and final presentations, final report, weekly progress reports. | |
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: |
Yes | |
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. This course is a capstone design course. Students, working under the direction of a faculty advisor, complete a single project during the semester. The project is selected to encompass many aspects of mechanical engineering including: analysis, design documentation, concept generation and selection, and oral communication. Design documentation, concept generation and selection entail a significant amount of writing. Descriptions of the types of writing required are listed in item 2. |
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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. Design documentation consists of weekly memos and progress reports and a final design report. Weekly memos are done on an individual basis. The final report is written by the design team (3-6 students) and includes: a description of the problem, an evaluation of the product market, a description of the design process and a description of the final design. The report is typically 50-100 pages long, including figures. Concept generation and selection requires written documentation of the design stage. The design team writes a brief report which describes the designs considered, the selection criteria, the selection process and the selected design. This brief report is included in the final design report. |
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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. For the similar course, the grade weights for writing components are as follows: progress reports, 5%; final report 30%. For the semester course, the writing portions will contribute to 35% of the final grade as well. |
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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. Assignment, Weekly progress memos, to be completed by individual team members: Progress memos are due each Monday of the quarter, up through the week of the Design Show (10 in all). The memos serve to communicate your work to your Project Advisor and provide an opportunity for you to write every week. Submit your memos by e-mail to your advisor and send e-mail copies to all other members in your group. Requirements for the scope and style of the weekly memos are available on WEB in the document "progress_memos.txt". Example of progress_memos.txt Every Monday, each student is required to turn in a progress memo to their project advisor. We do this for three reasons. First, to ensure that you work on the design each week, second, so that everyone in the group knows what everyone else is doing, and third, to give you practice writing. The memos should contain a description of what you accomplished during the week, what your goals are for the coming week and a list of the number of hours you spent on the course. In describing what you did, you do not have to deliver the minutes of a team meeting. Instead, concentrate on the action items resulting from the meeting that YOU worked on for the week. Your advisor will grade the memo on a 0-5 scale based on the content and writing style. Four is the expected grade, 0 means did not turn in, 3 means needs work and 5 means excellent. We suggest that you spend some time at your Tuesday meetings discussing and peer grading the memos. Those who need help with their writing will be directed to the appropriate sources. Question 5 (see CWB Requirement 5): |
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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? Students will receive detailed written instructions on the content and format for progress reports, and the final design report. Sample materials will be available. We will dedicate at least one lecture to writing and editing techniques. We will also conduct a peer review in class. For the peer review, design teams will trade drafts of the concept generation and selection report. The faculty advisor for each design team will also review the concept generation and selection draft. Teams will revise their drafts based on feedback from their peers and faculty advisor. We will implement a similar peer review proc for the project descrip and market analysis sections of the final report. The project faculty advisor will review and comment on progress reports as well. |
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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. All reports are graded for technical content and writing style. All formal reports are submitted for review and are graded and returned for revision. Students are required to submit a revised report that responds to the comments made on the first version. Detailed instructions for writing the formal report are included in the laboratory course manual. An outline of the required sections in the report is given below: 1. TITLE PAGE 2. ABSTRACT 3. TABLE OF CONTENTS 4. MAIN BODY a) introduction b) background/theory c) methods d) results e) discussion 5. CONCLUSIONS 6. APPENDICES Further details and examples of the content in each section is included in the laboratory manual. Additional instructions are given regarding writing style and audience. A copy of this lab manual can be provided if desired. |
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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.) Identifying, formulating, and solving open-ended problems in industrial and systems engineering. Writing project reports. Oral presentations. |
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Readme link.
Strategic Objectives & Consultation section begins below
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Strategic Objectives & Consultation | ||
Name of Department Chair Approver: |
<no text provided> | |
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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