AEM 1907 -- New Course

Mon Sep 20 11:29:29 2010

Approvals Received:
on 09-20-10
by Thomas Shield
Approvals Pending: College/Dean  > LE > Catalog
Effective Status: Active
Effective Term: 1113 - Spring 2011
Course: AEM 1907
UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11090 - Aerospace Eng & Mechanics
Course Title Short: Build and Fly a Model Aircraft
Course Title Long: Freshman Seminar: Build and Fly a Model Aircraft
Max-Min Credits
for Course:
2.0 to 2.0 credit(s)
Hands on construction and flight of an electric powered radio controlled model plane.  Flight testing is required, primarily during normal class periods.  Analysis of data from flight tests. Additional activities associated with manned and unmanned aircraft, including the engineering challenges of past, current, and future aircraft.
Print in Catalog?: Yes
CCE Catalog
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Grading Basis: OPT No Aud
Topics Course: No
Honors Course: No
Delivery Mode(s): Classroom
Contact Hours:
2.0 hours per week
Years most
frequently offered:
Other frequency
Term(s) most
frequently offered:
Component 1: SEM (no final exam)
Progress Units:
Not allowed to bypass limits.
2.0 credit(s)
Financial Aid
Progress Units:
Not allowed to bypass limits.
2.0 credit(s)
Repetition of
Repetition not allowed.
for Catalog:
No course equivalencies
No required consent
(course-based or
000912 - fr with no more than 30 cr
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Sponsor Name:
Sponsor E-mail Address:
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.

Hands on learning building a model aircraft and testing it in flight.

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.

By the success of their model and their participation in the course.

Liberal Education
this course fulfills:
Other requirement
this course fulfills:
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.

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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:
  • 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
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.

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Question 2: How does assigning a significant amount of writing serve the purpose of this course?

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Question 3: What types of instruction will students receive on the writing aspect of the assignments?

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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?

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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?

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Question 6: How will the assistants be trained and supervised?

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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.

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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.)

Brief description:  One of the first questions asked by newcomers to aviation is ⿿How do airplanes fly?⿝ In this hands-on course we will explore this question by designing, building, and flying small radio controlled model airplanes. The aircraft will be electric powered with a 3 foot wingspan and weigh under 2 pounds. Students will learn the fundamentals of flight and have the opportunity to pilot their aircraft. Flight testing will be a required class activity primarily during normal class periods. Additional elements of the course will be data analysis from the flight tests to validate the design decisions, lectures, discussions, and activities associated with manned and unmanned aircraft, including the engineering challenges of past, current, and future aircraft.

Three sentence biography of faculty member teaching the seminar: Austin Murch is a Research Fellow in the Aerospace Engineering and Mechanics Department and is the Director of the department⿿s UAV Research Group, which operates several small unmanned aircraft in support of a range of research activities. He holds a BS and MS in Aerospace Engineering and previously worked at the NASA Langley Research Center conducting research in aerodynamic modeling, subscale flight testing, and simulation development. Austin also has experience in radio controlled model aircraft and holds a Commercial Pilot⿿s License.