BBE 4535 -- New Course

Wed Feb 3 11:29:31 2010

Approvals Received:
Department
on 01-13-10
by Susan O'Brien
(olsen005@umn.edu)
Approvals Pending: College/Dean  > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1109 - Fall 2010
Course: BBE 4535
Institution:
Campus:		 UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - Institute of Technology
Department: 11032 - Bioproducts & Biosyst Engineer
General
Course Title Short: Assess/Diag Impaired Waters
Course Title Long: Assessment and Diagnosis of Impaired Waters
Max-Min Credits
for Course:		 3.0 to 3.0 credit(s)
Catalog
Description:		 Assessing impaired waters and developing TMDL for conventional pollutants. Preparing/communicating legal, social and policy aspects. TMDL analysis of real-world impaired waters problem. Field trip to impaired waters site.
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:		 3.0 hours per week
Years most
frequently offered:		 Every academic year
Term(s) most
frequently offered:		 Fall
Component 1: LEC (with final exam)
Auto-Enroll
Course:		 No
Graded
Component:		 LEC
Academic
Progress Units:		 Not allowed to bypass limits.
3.0 credit(s)
Financial Aid
Progress Units:		 Not allowed to bypass limits.
3.0 credit(s)
Repetition of
Course:		 Repetition not allowed.
Course
Prerequisites
for Catalog:		 Upper division IT, CFANS or CBS students or #
Course
Equivalency:		 BBE 4535 and BBE 5533 and BBE 5535
Consent
Requirement:		 No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)		 No prerequisites
Editor Comments: New course proposal to be cross-listed with BBE 5535 which has changed the course number from BBE 5533 to BBE 5535
Proposal Changes: New course proposal to be cross-listed with BBE 5535 which has changed the course number from BBE 5533 to BBE 5535
History Information: <no text provided>
Faculty
Sponsor Name:
Faculty
Sponsor E-mail Address:
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.

The course will focus on the Clean Water Act (CWA) Section 303(d) also called Impaired Waters or TMDL (Total Maximum Daily Load). Classroom activities will involve instruction on the various legal, social and policy aspects of TMDLs, and on methods for assessing impaired waters and developing a TMDL for conventional pollutants, and approaches for preparing and communicating to TMDL stakeholder¿s technical information. One or two field trips will be conducted to visit field sites where impaired waters have been established. The students will be presented with one or more Minnesota water body (ies) that has (have) been placed on the state impaired waters 303(d) list, and the students will work in teams to develop the required elements of a TMDL report in line with the credit hour option selected. A final TMDL report will result from this work and the students will be expected to present (defend) their report before a TMDL study group that meets regularly on the St. Paul campus. Members of that study group will be requested to play roles of stakeholders (city official, farmer, homeowner/landowner, state agency, etc.) so as to simulate the real-life situation that a consultant would face in defending their work. After the completion of this course students should comprehend the elements of the Clean Water Act, the TMDL process and be able to communicate that understanding in the presentation of their report. Upon completion of this course, students seeking employment with an environmental consulting firm should be able to step into an entry level position with the needed knowledge and possible skills to write at least portions of a TMDL and present information at stakeholder meetings.

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.

There will be a total of 575 points based on two exams (a midterm and a final), writing, and project presentation. The midterm exam will be worth 100 points and the final exam will be worth 100 points. 75 points will be earned for regular assignments, 50 points will go for the project task reports, 200 points will go for the project final report, and 50 points will be evaluated for the final report presentation. Grades will be based on your percentage of the total points where: 95-100 % = A; 90 ¿ 94.9 % = A-; 86.6-89.9 % = B+; 83.6-86.5 % = B; 80-83.5 % = B-; 76.6-79.9 % = C+; 73.6-76.5 % = C; 70-73.5 % = C-; 66.6-69.9 % = D+; 63.6-66.5 % = D; 60-63.5 % = D-; < 60% = F

- Can locate and critically evaluate information

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

The course will focus on the Clean Water Act (CWA) Section 303(d) also called Impaired Waters or TMDL (Total Maximum Daily Load). Classroom activities will involve instruction on the various legal, social and policy aspects of TMDLs, and on methods for assessing impaired waters and developing a TMDL for conventional pollutants, and approaches for preparing and communicating to TMDL stakeholder¿s technical information. One or two field trips will be conducted to visit field sites where impaired waters have been established. The students will be presented with one or more Minnesota water body (ies) that has (have) been placed on the state impaired waters 303(d) list, and the students will work in teams to develop the required elements of a TMDL report in line with the credit hour option selected. A final TMDL report will result from this work and the students will be expected to present (defend) their report before a TMDL study group that meets regularly on the St. Paul campus. Members of that study group will be requested to play roles of stakeholders (city official, farmer, homeowner/landowner, state agency, etc.) so as to simulate the real-life situation that a consultant would face in defending their work. After the completion of this course students should comprehend the elements of the Clean Water Act, the TMDL process and be able to communicate that understanding in the presentation of their report. Upon completion of this course, students seeking employment with an environmental consulting firm should be able to step into an entry level position with the needed knowledge and possible skills to write at least portions of a TMDL and present information at stakeholder meetings.

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.

There will be a total of 575 points based on two exams (a midterm and a final), writing, and project presentation. The midterm exam will be worth 100 points and the final exam will be worth 100 points. 75 points will be earned for regular assignments, 50 points will go for the project task reports, 200 points will go for the project final report, and 50 points will be evaluated for the final report presentation. Grades will be based on your percentage of the total points where: 95-100 % = A; 90 ¿ 94.9 % = A-; 86.6-89.9 % = B+; 83.6-86.5 % = B; 80-83.5 % = B-; 76.6-79.9 % = C+; 73.6-76.5 % = C; 70-73.5 % = C-; 66.6-69.9 % = D+; 63.6-66.5 % = D; 60-63.5 % = D-; < 60% = F

- 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.

The course will focus on the Clean Water Act (CWA) Section 303(d) also called Impaired Waters or TMDL (Total Maximum Daily Load). Classroom activities will involve instruction on the various legal, social and policy aspects of TMDLs, and on methods for assessing impaired waters and developing a TMDL for conventional pollutants, and approaches for preparing and communicating to TMDL stakeholder¿s technical information. One or two field trips will be conducted to visit field sites where impaired waters have been established. The students will be presented with one or more Minnesota water body (ies) that has (have) been placed on the state impaired waters 303(d) list, and the students will work in teams to develop the required elements of a TMDL report in line with the credit hour option selected. A final TMDL report will result from this work and the students will be expected to present (defend) their report before a TMDL study group that meets regularly on the St. Paul campus. Members of that study group will be requested to play roles of stakeholders (city official, farmer, homeowner/landowner, state agency, etc.) so as to simulate the real-life situation that a consultant would face in defending their work. After the completion of this course students should comprehend the elements of the Clean Water Act, the TMDL process and be able to communicate that understanding in the presentation of their report. Upon completion of this course, students seeking employment with an environmental consulting firm should be able to step into an entry level position with the needed knowledge and possible skills to write at least portions of a TMDL and present information at stakeholder meetings.

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.

There will be a total of 575 points based on two exams (a midterm and a final), writing, and project presentation. The midterm exam will be worth 100 points and the final exam will be worth 100 points. 75 points will be earned for regular assignments, 50 points will go for the project task reports, 200 points will go for the project final report, and 50 points will be evaluated for the final report presentation. Grades will be based on your percentage of the total points where: 95-100 % = A; 90 ¿ 94.9 % = A-; 86.6-89.9 % = B+; 83.6-86.5 % = B; 80-83.5 % = B-; 76.6-79.9 % = C+; 73.6-76.5 % = C; 70-73.5 % = C-; 66.6-69.9 % = D+; 63.6-66.5 % = D; 60-63.5 % = D-; < 60% = F

- Understand the role of creativity, innovation, discovery, and expression across disciplines

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

The course will focus on the Clean Water Act (CWA) Section 303(d) also called Impaired Waters or TMDL (Total Maximum Daily Load). Classroom activities will involve instruction on the various legal, social and policy aspects of TMDLs, and on methods for assessing impaired waters and developing a TMDL for conventional pollutants, and approaches for preparing and communicating to TMDL stakeholder¿s technical information. One or two field trips will be conducted to visit field sites where impaired waters have been established. The students will be presented with one or more Minnesota water body (ies) that has (have) been placed on the state impaired waters 303(d) list, and the students will work in teams to develop the required elements of a TMDL report in line with the credit hour option selected. A final TMDL report will result from this work and the students will be expected to present (defend) their report before a TMDL study group that meets regularly on the St. Paul campus. Members of that study group will be requested to play roles of stakeholders (city official, farmer, homeowner/landowner, state agency, etc.) so as to simulate the real-life situation that a consultant would face in defending their work. After the completion of this course students should comprehend the elements of the Clean Water Act, the TMDL process and be able to communicate that understanding in the presentation of their report. Upon completion of this course, students seeking employment with an environmental consulting firm should be able to step into an entry level position with the needed knowledge and possible skills to write at least portions of a TMDL and present information at stakeholder meetings.

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.

There will be a total of 575 points based on two exams (a midterm and a final), writing, and project presentation. The midterm exam will be worth 100 points and the final exam will be worth 100 points. 75 points will be earned for regular assignments, 50 points will go for the project task reports, 200 points will go for the project final report, and 50 points will be evaluated for the final report presentation. Grades will be based on your percentage of the total points where: 95-100 % = A; 90 ¿ 94.9 % = A-; 86.6-89.9 % = B+; 83.6-86.5 % = B; 80-83.5 % = B-; 76.6-79.9 % = C+; 73.6-76.5 % = C; 70-73.5 % = C-; 66.6-69.9 % = D+; 63.6-66.5 % = D; 60-63.5 % = D-; < 60% = F

- Have acquired skills for effective citizenship and life-long learning

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

The course will focus on the Clean Water Act (CWA) Section 303(d) also called Impaired Waters or TMDL (Total Maximum Daily Load). Classroom activities will involve instruction on the various legal, social and policy aspects of TMDLs, and on methods for assessing impaired waters and developing a TMDL for conventional pollutants, and approaches for preparing and communicating to TMDL stakeholder¿s technical information. One or two field trips will be conducted to visit field sites where impaired waters have been established. The students will be presented with one or more Minnesota water body (ies) that has (have) been placed on the state impaired waters 303(d) list, and the students will work in teams to develop the required elements of a TMDL report in line with the credit hour option selected. A final TMDL report will result from this work and the students will be expected to present (defend) their report before a TMDL study group that meets regularly on the St. Paul campus. Members of that study group will be requested to play roles of stakeholders (city official, farmer, homeowner/landowner, state agency, etc.) so as to simulate the real-life situation that a consultant would face in defending their work. After the completion of this course students should comprehend the elements of the Clean Water Act, the TMDL process and be able to communicate that understanding in the presentation of their report. Upon completion of this course, students seeking employment with an environmental consulting firm should be able to step into an entry level position with the needed knowledge and possible skills to write at least portions of a TMDL and present information at stakeholder meetings.

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.

There will be a total of 575 points based on two exams (a midterm and a final), writing, and project presentation. The midterm exam will be worth 100 points and the final exam will be worth 100 points. 75 points will be earned for regular assignments, 50 points will go for the project task reports, 200 points will go for the project final report, and 50 points will be evaluated for the final report presentation. Grades will be based on your percentage of the total points where: 95-100 % = A; 90 ¿ 94.9 % = A-; 86.6-89.9 % = B+; 83.6-86.5 % = B; 80-83.5 % = B-; 76.6-79.9 % = C+; 73.6-76.5 % = C; 70-73.5 % = C-; 66.6-69.9 % = D+; 63.6-66.5 % = D; 60-63.5 % = D-; < 60% = F

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:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

 <no text provided>
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:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.


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Writing Intensive
Propose this course
as Writing Intensive
curriculum:		 No
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.

 <no text provided>
Question 2: How does assigning a significant amount of writing serve the purpose of this course?

 <no text provided>
Question 3: What types of instruction will students receive on the writing aspect of the assignments?

 <no text provided>
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?

 <no text provided>
Question 5: If graduate students or peer tutors will be assisting in this course, what role will they play in regard to teaching writing?

 <no text provided>
Question 6: How will the assistants be trained and supervised?

 <no text provided>
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.

 <no text provided>
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.)


 BBE 4535/5535
Assessment & Diagnosis of Impaired Waters
(Developing Impaired Waters Knowledge & TMDL Skills)

(3 cr; for BBE 4533 - upper div IT, upper div ESPM, upper div CBS; for BBE 5533 - grad, permission of instructor; A-F only; 2 lect per week).

Time, Location, Instructor:

Fall Semester
Tuesday/Thursday, 8:45 ¿ 10:00 am. Room 106 Biosystems and Agricultural Engineering Bldg.
Course Website:  https://wiki.umn.edu/twiki/bin/view/Wilson/CLWatersAssess

Dr. John Nieber (Professor, BBE) is the course organizer and one of the instructors.
Dr. Joe Magner (Minnesota Pollution Control Agency, Adjunct Professor in BBE)  

Contact information for the instructors:
Dr. Nieber; 612-625-6724 (office) or 651-249-8698 (cell), nieber@umn.edu.
Dr. Magner; 651-296-9268 (MPCA), 715-222-9809 (Cell), magne027@umn.edu, joseph.magner@pca.state.mn.us.

Learning Objectives:

The course will focus on the Clean Water Act (CWA) Section 303(d) also called Impaired Waters or TMDL (Total Maximum Daily Load). Classroom activities will involve instruction on the various legal, social and policy aspects of TMDLs, and on methods for assessing impaired waters and developing a TMDL for conventional pollutants, and approaches for preparing and communicating to TMDL stakeholder¿s technical information. One or two field trips will be conducted to visit field sites where impaired waters have been established. The students will be presented with one or more Minnesota water body (ies) that has (have) been placed on the state impaired waters 303(d) list, and the students will work in teams to develop the required elements of a TMDL report in line with the credit hour option selected. A final TMDL report will result from this work and the students will be expected to present (defend) their report before a TMDL study group that meets regularly on the St. Paul campus. Members of that study group will be requested to play roles of stakeholders (city official, farmer, homeowner/landowner, state agency, etc.) so as to simulate the real-life situation that a consultant would face in defending their work. After the completion of this course students should comprehend the elements of the Clean Water Act, the TMDL process and be able to communicate that understanding in the presentation of their report. Upon completion of this course, students seeking employment with an environmental consulting firm should be able to step into an entry level position with the needed knowledge and possible skills to write at least portions of a TMDL and present information at stakeholder meetings.

Note on registration for BBE 4535 versus BBE 5535.

Students will meet together for the same lecture, and exams. For BBE 4533 students will complete some aspects of a TMDL project where much of the information is provided to the students for conducting assessments. For BBE 5533 students will be required to do a full TMDL project including modeling, assessments, etc, and will be given more challenging questions on exams.

Text:

Minnesota Pollution Control Agency (MPCA) training materials will be used to provide detailed information about the Impaired Waters Program in Minnesota. We will use a variety of materials relevant to the topic of discussion; most material will be available on-line. All students must become familiar with the USEPA web, go to http://www.epa.gov. From the home page go the site on ¿water¿, then to the topics page. These sites will be important sources of information for your future reference. Specific to Minnesota TMDLs and listing guidance go to MPCA web sites ¿ http://www.pca.state.mn.us/water/tmdl/index.html + http://www.pca.state.mn.us/publications/reports/tmdl-guidetomaterial.pdf

The course has a website and important reference material supporting the course lectures are posted there. Students will be directed to those materials prior to each lecture.

Field trip(s):

The main focus of the field trips will be to visit one or more sites where the waters have been placed on the impaired waters list. The field trips will take place on Saturdays. Transportation, meeting location, and meeting time will be arranged by John Nieber. In general, a van will be arranged for such travel; however you are free to use your private vehicles (no mileage reimbursement) to travel to field locations. Because the weather may be unpredictable, you should plan accordingly, i.e., rain coat, warm gloves, etc. Also, because the course begins in January the first field trip will be scheduled for some time in late March. Earlier in the semester the class will be presented with one or two impaired water studies that have already been completed. Lessons learned from these cases will provide the student with good ideas of what to look for when we visit field sites, and also ideas for completing the TMDL report assignment.   

Writing and Modeling Assignments:

Throughout the course you will learn the legal, social and policy issues related to conduct impaired waters assessments. During the first few weeks of class you will learn about the assessment tools that are available for assessment analyses. Discussions about the assessment tools will continue throughout the course, most likely outside of class because students will be using those tools for the term project. The instructors will provide guidance on the sources of data, and the assessment tools that will be used for the project.

Technical assistance with the assessment tools will be provided by the instructors. Example assessment tools include the Load Duration Curve analysis, Stream channel assessment methods, EPA Stressor ID method, watershed modeling and Tailored Integrated Stream Watershed Assessment (TISWA). For the watershed modeling tool the students will be instructed in the use of the SWAT model. The SWAT model is a watershed-scale hydrology and water quality model that allows the user to examine the impact of land-use management on the hydrology and water quality of a watershed. Other hydrology/water quality models will also be discussed, but the focus will be on hands-on learning of the SWAT model.

The TMDL project report will be required to be in a format similar to reports typically submitted by consultants for TMDL analyses. Students will be required to prepare a project plan (based on project tasks), and to submit project task reports on schedule. The submitted final report will be judged critically for format and content.
  
Evaluation/Assignments:

There will be a total of 575 points based on two exams (a midterm and a final), writing, and project presentation. The midterm exam will be worth 100 points and the final exam will be worth 100 points. 75 points will be earned for regular assignments, 50 points will go for the project task reports, 200 points will go for the project final report, and 50 points will be evaluated for the final report presentation. Grades will be based on your percentage of the total points where: 95-100 % = A; 90 ¿ 94.9 % = A-; 86.6-89.9 % = B+; 83.6-86.5 % = B; 80-83.5 % = B-; 76.6-79.9 % = C+; 73.6-76.5 % = C; 70-73.5 % = C-; 66.6-69.9 % = D+; 63.6-66.5 % = D; 60-63.5 % = D-; < 60% = F   

Course Schedule:

A reading assignment guide associated with the lectures will be provided prior to the first week of class. This guide will be posted on the course website. Assigned lecturers will also be listed at that time.

Week 1        Introductions, Goals, Logistics and Clean Water Act

Week 2        Assignment of TMDL project and discussion of data sources for the project; development of level-of-effort proposals; project planning

        SWAT modeling for TMDL assessments

(Tutorial on use of the SWAT model. An 8-hour hands-on learning session on Saturday, January xx)

Week 3        Clean Water Act; Water Quality Standards; Minnesota Impaired Waters Program; Clean Water Legacy Act

        Sensitivity testing of SWAT

Week 4        Sensitivity testing of SWAT (cont¿d)

Calibration of SWAT using watershed data

Week 5        Calibration of SWAT (cont¿d)

Method for developing pollutant loads ¿ FLUX

Week 6        Pollutant Assessment methods ¿ Load Duration Curve

Pollutant Assessment methods ¿ Load Duration Curve
               
Week 7        Case study discussion of completed TMDL ¿ Long Prairie Low-DO TMDL

Index of Biological Integrity (IBI)

Week 8         Watershed Assessment (WARSSS, TISWA)

        EPA Stressor ID

Week 9        Midterm exam

        Case study discussion: Biological Impairment ¿ Hardwood Creek

Week 10        Stream assessment methods ¿ Channel geomorphology

        Channel stability assessments; BSTEM modeling
       
        Field trip to an impaired waters site (weather permitting)

Week 11         Assessment methods ¿ sediment transport modeling ¿ CONCEPTS

BATHTUB model (lake nutrient dynamics)
    
Tutorial on use of the BATHTUB model. An 8-hour hands-on learning session on Saturday, February xx

Week 12        Determination of Waste Load Allocation (WLA), Load Allocation (LA), Assignment of Margin of Safety (MOS), & Reserve Capacity (RC)
       
        Implementation Plan

Week 13        BMP Effectiveness Monitoring

Case study discussion of completed TMDL ¿ Sunrise River Fecal TMDL

        Field trip to an impaired waters site (weather permitting)

Week 14         Communication and the Public Participation Process

        Adaptive Management
       
Week 15        Presentation of final reports for TMDL study. Final written TMDL report the last day of class

Final exam is on May xx, xx:xx ¿ xx:xx

All field trip times and locations will be weather dependent. If there is an impending storm the instructor will send an e-mail Friday afternoon with instructions. Possible field trip locations include: point and non-point sources of pollution Hugo MN (Hardwood Creek impaired biota TMDL), Shingle Creek, and Sunrise River Watershed, Chisago County, MN.  We will discuss these trips and options during the first class. You are expected to attend all of the field trips!

Besides homework assignments, documents that need to be turned in are:

1.        Level-of-Effort proposal for the TMDL project.
2.        Project Task reports (on time!)
3.        Final project report.
4.        Hard copies of final report presentation.

Academic Integrity:

All students at the University of Minnesota are obligated to follow the Student Conduct code, found in the Statement of Student Conduct Enforceable by University Agencies. This University policy was first enacted in 1970 and carried out by Student Judicial Affairs. Please pay particular attention to sections IV and V, which outline the conduct code and related procedures and sanctions. Other resources related to Academic Integrity are available through the Office for Student Academic Integrity http://www.umn.edu/oscai/.