Mon Oct 19 11:38:01 2009
Approvals Received: |
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Approvals Pending: | College/Dean > LE > Catalog | |
Effective Status: | Active | |
Effective Term: | 1103 - Spring 2010 | |
Course: | CHEM 4094V | |
Institution: Campus: |
UMNTC - Twin Cities UMNTC - Twin Cities |
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Career: | UGRD | |
College: | TIOT - Institute of Technology | |
Department: | 11098 - Chemistry | |
General | ||
Course Title Short: | Dir Research | |
Course Title Long: | Directed Research | |
Max-Min Credits for Course: |
5.0 to 1.0 credit(s) | |
Catalog Description: |
Learning experience in areas not covered by regular courses. Individually arranged with faculty member. | |
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: |
0.0 hours per week | |
Years most frequently offered: |
Every academic year | |
Term(s) most frequently offered: |
Fall, Spring, Summer | |
Component 1: |
DST (no final exam) |
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Auto-Enroll Course: |
No | |
Graded Component: |
DST | |
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 15 repetition(s) totalling up to 75.0 credit(s). | |
Course Prerequisites for Catalog: |
<no text provided> | |
Course Equivalency: |
No course equivalencies | |
Consent Requirement: |
Instructor | |
Enforced Prerequisites: (course-based or non-course-based) |
000571 - honors student | |
Editor Comments: | This is a copy of CHEM 4094W: Directed Research | |
Proposal Changes: | <no text provided> | |
History Information: | <no text provided> | |
Faculty Sponsor Name: |
Gary Gray | |
Faculty Sponsor E-mail Address: |
grgray@umn.edu | |
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: |
What
types of writing (e.g., reading essay, formal lab reports, journaling)
are likely to be assigned? Include the page total for each writing
assignment. Indicate which assignment(s) students will be required to
revise and resubmit after feedback by the instructor or the graduate TA. This course requires a formal research paper that is written in the style and format of any leading journal in the field of investigation. These papers are typically 15-20 pages in length including any necessary tables, figures, and graphs. However, students who use this course to meet the requirement for graduation with honors are required to write a thesis that is usually much longer ( typically, 30-50 pages). |
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Question 2: |
How does assigning a significant amount of writing serve the purpose
of this course? In Directed Research, students are introduced to important, unsolved problems in chemistry, given guidance by an individual faculty member in developing a research plan, selecting the appropriate methodology, and conducting the experiments, and, finally, given instruction in the preparation of a formal research report. The latter must contain the background to the research problem, the experimental methods that were used, the results that were obtained, a discussion of those results relative to the results of published work, and a reference list of cited work. |
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Question 3: |
What types of instruction will students receive on the writing aspect
of the assignments? See paper copy. |
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Question 4: |
How will the students' grades depend on their writing performance?
What percentage of the overall grade will be dependent on the quality and level of the students'
writing compared with the course content? Research is of no value unless the results are clearly and accurately presented and, thus, available for scrutiny by others. Students will not be given a grade in this course until they have submitted a written report that meets minimal standards for presentation, style, and clarity. It will be at the discretion of each research advisor to establish the percentage of the final grade that the written report will represent, but from experience, I would recommend that it be in the range of 10-20% (approximately one letter grade). Setting an exact percentage is quite difficult, however, as it is often impossible to discern the actual quality of the research itself if the report is poorly written. |
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Question 5: |
If graduate students or peer tutors will be assisting in this course,
what role will they play in regard to teaching writing? See paper copy. |
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Question 6: |
How will the assistants be trained and
supervised? <no text provided> |
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Question 7: |
Write up a sample assignment handout here for a paper
that students will revise and resubmit after receiving feedback on the initial
draft. Students enrolled in this course are not given an assignment handout. Instead, when they first meet with their research advisor to get an overview of the project, they are given leading references to published work, as well as copies of any unpublished work emanating from the research advisor's laboratory, that describe the nature of the research problem and any progress made on that problem to date. They are also typically given references to any special techniques that are to be used. At this point, they are expected to research the background to the problem and to familiarize themselves with the theoretical basis of the appropriate techniques. At this stage they are in a position to develop a research plan which outlines the goal(s) of the project and the experimental method(s) to be employed. This research plan, which is formulated with help from the research advisor, is continually revised as necessitated by experimental results. Thus, the scope of the writing assignment and its basic content are evident at all stages of the research project. |
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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.) <no text provided> |
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