Tue Mar 21 10:56:30 2017
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Approvals Received: |
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Approvals Pending: | College/Dean > Provost > Catalog > PeopleSoft Manual Entry | |
Effective Status: | Active | |
Effective Term: | 1173 - Spring 2017 | |
Course: | CEGE 3190 | |
Institution: Campus: |
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities |
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Career: | UGRD | |
College: | TIOT - College of Science and Engineering | |
Department: | 11101 - CSENG Civil, Envrn & Geo-Eng | |
General | ||
Course Title Short: | Curricular Practical Training | |
Course Title Long: | Curricular Practical Training Internship | |
Max-Min Credits for Course: |
1.0 to 1.0 credit(s) | |
Catalog Description: |
Work assignment involving advanced civil engineering. Reviewed by the director of undergraduate studies. Prereq: CE, EnvE, or Geo major |
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Print in Catalog?: | Yes | |
Grading Basis: | S-N only | |
Topics Course: | No | |
Honors Course: | No | |
Online Course: | No | |
Freshman Seminar: | No | |
Is any portion of this course taught outside of the United States?: |
No | |
Community Engaged Learning (CEL) : | None | |
Instructor Contact Hours: |
1.0 hours per week | |
Course Typically Offered: | Every Fall, Spring & Summer | |
Component 1 : |
FWK (no final exam) |
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Auto-Enroll Course: |
No | |
Graded Component: |
FWK | |
Academic Progress Units: |
Not allowed to bypass limits.
1.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits.
1.0 credit(s) |
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Repetition of Course: |
Allow up to 2 repetition(s) totalling up to 2.0
credit(s). Allow multiple enrollments in a single term. |
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Course Prerequisites for Catalog: |
<no text provided> | |
Course Equivalency: |
No course equivalencies | |
Cross-listings: | No cross-listings | |
Add Consent Requirement: |
No required consent | |
Drop Consent Requirement: |
No required consent | |
Enforced Prerequisites: (course-based or non-course-based) |
CEGE student | |
Editor Comments: | <no text provided> | |
Proposal Changes: | <no text provided> | |
History Information: | <no text provided> | |
Faculty Sponsor Name: |
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Faculty Sponsor E-mail Address: |
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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 will work with mentors on real-world engineering problems. 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. Mentors will provide feedback on the students' work. The outcome will be considered achieved if the students' exhibit satisfactory performance. |
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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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LE Recertification-Reflection Statement: (for LE courses being re-certified only) |
<no text provided> | |
Statement of Certification: |
This course is certified for a Core,
effective
as of
This course is certified for a Theme, effective as of |
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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 2,500 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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Statement of Certification: | This course is certified as Writing Internsive effective as of | |
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. 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. The University "Syllabi Policy" can be found here Any syllabus older than two years should be replaced with a current version when making ECAS updates. CEGE 3190: Curricular Practical Training Internship CEGE 3190 is a one-credit S-N course, which is intended to provide international students with an opportunity to gain practical professional experience as part of their undergraduate program. Course Outcomes To provide students with an experiential learning opportunity associated with field experience in the civil, environmental or geo- engineering discipline. ABET1 Outcomes (a) An ability to apply knowledge of mathematics, science, and engineering (e) An ability to identify, formulate, and solve engineering problems (f) An understanding of professional and ethical responsibility (k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice 1ABET is the organization that accredits engineering programs Grading Your grade is based on satisfactory performance as documented by your employer/supervisor over the agreed time period worked. |
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Readme link.
Strategic Objectives & Consultation section begins below
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Strategic Objectives & Consultation | ||
Name of Department Chair Approver: |
Cathy French | |
Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? N/A |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? N/A |
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Strategic Objectives - Consultation with Other Units: |
Before submitting a new course proposal in ECAS, circulate the proposed syllabus to department chairs in relevant units and copy affiliated associate dean(s). Consultation prevents course overlap and informs other departments of new course offerings. If you determine that consultation with units in external college(s) is unnecessary, include a description of the steps taken to reach that conclusion (e.g., catalog key word search, conversation with collegiate curriculum committee, knowledge of current curriculum in related units, etc.). Include documentation of all consultation here, to be referenced during CCC review. If email correspondence is too long to fit in the space provided, paraphrase it here and send the full transcript to the CCC staff person. Please also send a Word or PDF version of the proposed syllabus to the CCC staff person.
N/A |
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