Thu May 27 09:56:53 2010
| College: |
New:
TIOT - College of Science and Engineering Old: TIOT - Institute of Technology |
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| Component 1: |
New:
LEC (with final exam) Old: LAB (no final exam) |
| Component 2: |
New:
Old: LEC (with final exam) |
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Graded Component: |
New:
LEC Old: LAB |
| Editor Comments: |
New:
<no text provided> Old: This is a copy of EE 1701: Energy, Environment, and Society |
| Proposal Changes: |
New:
Submission
for new LE Theme, Civic Life and Ethics Theme. Also added
Learning Outcomes. And I noticed that this course is incorrectly
labeled as a Lab with lecture when it is a straight lecture course, so
I corrected that. Old: <no text provided> |
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Faculty Sponsor E-mail Address: |
New:
imberts@ece.umn.edu Old: |
| Student Learning Outcomes: |
* Student in the course:
- Can identify, define, and solve problems
New:
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Students are expected to actively participate in classroom activities designed to lead them, through self-discovery, to an understanding of the various problems related to energy use in our society. 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. These SLOs are primarily assessed through the student�s three magazine articles and the preparatory work they perform for these articles. The open nature of these articles allows many of the SLOs to be directly assessed. Old: unselected - Can locate and critically evaluate information
New:
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 on three major research/writing assignments throughout the semester. Their task in these assignments is to create magazine articles on energy related topics. Their topics will be chosen from a list of possible topics. Many of the topics will deal with civic life and ethics. At least one of these articles will be group work. And one of the articles will be a larger individual project that they will work on throughout the entire semester. 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. These SLOs are primarily assessed through the student�s three magazine articles and the preparatory work they perform for these articles. The open nature of these articles allows many of the SLOs to be directly assessed. Old: unselected - Have mastered a body of knowledge and a mode of inquiry
New:
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. While the students will not be experts in the field of energy by the end of this class, they will have substantially mastered the topic of their semester-long article assignment from the point of view of their work. 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. These SLOs are primarily assessed through the student�s three magazine articles and the preparatory work they perform for these articles. The open nature of these articles allows many of the SLOs to be directly assessed. Old: unselected - Understand diverse philosophies and cultures within and across societies
New:
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. The framework for understanding energy in our society that is developed in this class relies heavily on an extensive review of the history of energy use from the beginning of human history and across the spectrum of human cultures. 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. These SLOs are primarily assessed through the student�s three magazine articles and the preparatory work they perform for these articles. The open nature of these articles allows many of the SLOs to be directly assessed. Old: unselected - Can communicate effectively
New:
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Students will produce three magazine articles throughout the semester. By their nature, magazine articles demand a high level of communication skills. There just isn�t time in a magazine article to repeatedly restate your point. And if you aren�t moving your thesis along in a timely fashion, your reader will toss your article in the trash. The nature of the magazine article forces students to hone their communication skills. 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. These SLOs are primarily assessed through the student�s three magazine articles and the preparatory work they perform for these articles. The open nature of these articles allows many of the SLOs to be directly assessed. Old: unselected - Understand the role of creativity, innovation, discovery, and expression across disciplines
New:
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Energy touches on every aspect of life, culture, and society. And the students in this class come from every discipline from across the university. This is a potent combination, and creates an ideal environment to highlight the role of creativity, innovation, discovery, and expression across disciplines. In particular, this facet of the course is encouraged during the group article writing assignment and in directed group discussions. 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. These SLOs are primarily assessed through the student�s three magazine articles and the preparatory work they perform for these articles. The open nature of these articles allows many of the SLOs to be directly assessed. Old: unselected - Have acquired skills for effective citizenship and life-long learning
New:
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Self-directed inquiry, into topics of student interest, will promote a desire on the part of the students to continue thoughtful examination and life-long learning into the many aspects of energy in our society. This works particularly well in this class because the students are in control of the topics and focus of the course even though the course material is highly structured. 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. These SLOs are primarily assessed through the student�s three magazine articles and the preparatory work they perform for these articles. The open nature of these articles allows many of the SLOs to be directly assessed. Old: unselected |
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Requirement this course fulfills: |
New:
CIV
- CIV Civic Life and Ethics
Old: |
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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:
New: <no text provided> Old: This course offers numerous opportunities to bring up aspects of citizenship and public ethics. Discussions and writing assignments will be used to help the students clarify their positions, and understand opposing positions, on issues of citizenship and ethics. In the concrete, this course fulfills the particular requirements of the citizenship and public ethics theme by including the following aspects. a. The course will present a consideration of the issues and themes of citizenship, public affairs, and public ethics in the abstract as these relate to society's use of energy, and will highlight those occasions when energy use reaches beyond the area of simple technical and economic realities and becomes an issue of central ethical practice. The abstract concept of public ethics will be tested by asking if ethical issues and measurements of fairness should be included in energy policy decision-making. That is, should energy policy decisions be based solely on technical and economic factors with the expectation that if the best choice (technically and economically) is made, society would adjust itself to the new reality of those decisions through purely economic forces, or do we have a responsibility to consider the ethical ramifications of our energy policy? b. The abstract issues of ethics and citizenship will be applied to specific cases of energy policy. A typical question: When deciding whether to pursue alternative energy solutions, whether by corporate funding or public money, are the ethical issues the same for all parties involved (power company executives, politicians, and private citizens)? c. The course will include class discussion and writing components to help students to develop their own civic judgement, skills, and capacities for ethical deliberation concerning energy use and energy policy. |
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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:
New: This is a proposal to list the course Energy, Environment and Society, EE 1701W, for the new Civic Life and Ethics Theme. Following sections describe how EE 1701W meets the: 1. General requirements of Liberal Education courses 2. Common goals of Theme courses 3. Specific goals of the Civic Life and Ethics Theme, and 4. How the course addresses University of Minnesota Student Learning Outcomes (SLO), and 5. How the course assesses Student Learning Outcomes. Course Background: The goal of this course is to give students a broad and meaningful understanding of energy as it relates to social and environmental issues for today and the future. Basic coverage begins with the fundamentals of energy, including what it is, how it is used, and what its limitations are. An extensive overview of the history of energy use in societies from ancient times to today leads to a deep understanding of our current situation. Students discover that our current energy crisis is nothing new, that we have been here many times before, but we have yet to get it right. And students find that they have the unique opportunity and responsibility to design a new energy future. EE 1701W �Energy, Environment and Society� has been offered each fall semester since 1999. The course is currently approved for the Environmental and Citizenship and Public Life Themes and fulfills a writing intensive requirement. 1. General requirements of Liberal Education courses: The following requirements must be met by all courses fulfilling Liberal Education cores and themes. The course, Energy, Environment and Society (EE 1701W), meets these general requirements Liberal Education courses: � Requirement: 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. This course brings together students from many backgrounds and disciplines, many of whom have never thought that their area of study was in any way related to a broader view of the world and society. This course shows students that no disciples can viably exist outside of the broader context of the interrelated world view promoted by a liberal education. This is shown through concrete examples, such as how flooded coal mines led to the modern transportation infrastructure, in group discussions, where the views of students from across the spectrum of the university are presented, and in their major assignments. Students work on three major research/writing assignments throughout the semester. Their task in these assignments is to write magazine articles on topics related to energy. They select their topics from a list of possible topics many of which deal with civic life and ethics. At least one of these articles is group work, and one of the articles is a larger individual project that they work on throughout the entire semester. � Requirement: Meet one or more of the Student Learning Outcomes (SLOs). In the syllabus you submit, specify which of the SLO(s) that the course meets, how it addresses the outcome(s), and how the learning that is associated with the outcome(s) will be assessed. See later section on SLOs � Requirement: Be offered on a regular schedule. EE 1701W is offered every year in the Fall semester. � Requirement: Be 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. EE 1701W is taught by Paul Imbertson. Paul Imbertson is an Education Specialist with the Electrical and Computer Engineering Department on a continual appointment with the faculty-approved title of Teaching Professor. � Requirement: Be at least 3 credits (or at least 4 credits for biological or physical sciences, which must include a lab or field experience component). EE 1701W is a 3 credit course. 2. Common goals of Theme Courses: All Theme courses have the common goal of cultivating in students a member of habits of mind. The following requirements must be met by all courses fulfilling Liberal Education themes. The course, Energy, Environment and Society (EE 1701W), meets these common goals of Theme courses: � Thinking ethically about important challenges facing our society and world. The topic of energy offers numerous opportunities to examine ethical aspects of challenges faced by our society and world. Examples of topics covered in this vein include: global warming, nuclear hazards, acid rain, cost of wind energy, energy use in transportation and the role of city planning in transportation, possible hazards of electro-magnetic fields, energy exploration, energy security, ANWAR, Standard Oil, alternative energy as a community development tool, and the list can go on. This partial list shows the rich diversity of the topic of energy. Each topic is fertile ground for new discussions on public ethics and citizenship. � Reflecting on the shared sense of responsibility required to build and maintain community. A major focus of our historical examination of energy concerns the way people and societies have grappled with issues of energy use and resource depletion. The students discover that, for better or for worse, decisions matter, decisions are made by people individually and in groups, and that these decisions shape our communities. These lessons are applied directly to current situations requiring difficult decisions regarding energy. � Connecting knowledge and practice. Students will work on three major research/writing assignments throughout the semester. Their task in these assignments is to create magazine articles on energy related topics. They choose their topics from a list of possible topics, many of which deal with civic life and ethics. At least one of these articles will be group work. And one of the articles will be a larger individual project that they will work on throughout the entire semester. � Fostering a stronger sense of our roles as historical agents. Students will take on the role of historical agents in writing their articles. The students will find that their role in writing these articles is to record, to explain, and to present options and alternatives on areas involving the wide range of energy topics. 3. Goals of the Civic Life and Ethics Theme: The following criteria must be met by all Civic Life and Ethics Theme courses. The course, Energy, Environment and Society (EE 1701W), meets these common goals of Civic Life and Ethics Theme: � The course presents and defines ethics and the role of ethics in civic life. The course presents clear examples of the complex intersection of energy, technology, society, environment, and ethics; for example: issues of social justice regarding developing nations and their environments. � The course explores how the ethical principles of a society or societies have been derived and developed through group processes, and debated in various arenas. The course extensively covers the history of energy use with a focus on societal driving forces. This historical perspective shows how societies have dealt with pressing issues of energy throughout human history. For example, current arguments about environmental justice put these ethical issues into a modern perspective. � The course encourages students to develop, defend, or challenge their personal values and beliefs as they relate to their lives as residents of the United States and members of a global society. Lively discussions, controversial student presentations, and presentations from invited speakers challenge students to step outside of their comfort zone. They discover that many viewpoints that they thought had no value must also be considered if we are to have constructive discourse. Examples of topics from previous semesters include nuclear energy, coal resources, oil viewed as the blood of war, and the death of environmentalism. � Students have concrete opportunities to identify and apply their knowledge of ethics, both in solving short-term problems and in creating long-term forecasts. In writing their magazine articles, students have a perfect opportunity to actively apply ethical thinking in the context of real-life problems. Magazine articles are by nature personal statements, and they give the students a free and open format in which to examine and express their personal statements. The course concludes with a mini-seminar in which the students individually make a presentation on a topic they have been researching. These presentations include a fair amount of focus on public-ethics aspects of energy. The format of the mini-seminar (presentations grouped by topic followed by discussions) is a tangible example of the working mechanism of public discourse. By the end of the semester, the students have seen the problems, asked the questions, and finally discussed the issues in an open forum. Old: <no text provided> |
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Provisional Syllabus: |
Please
provide a provisional syllabus for new courses and courses in which
changes in content and/or description and/or credits are proposed that
include 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 (texts, authors,
frequency, amount per week); required course assignments; nature of any
student projects; and how students will be evaluated. The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester. New: EE 1701 Energy, Environment, and Society (3 credits) Fall 2010 (pending approval of Civic Life and Ethics Theme) Faculty Paul Imbertson EE/CSci 5-109; 612-625-6529; imberts@ece.umn.edu Office Hours: TBD Teaching Assistant TBD Time and Place TBD Text �Energies: An Illustrated Guide to the Biosphere and Civilization�, Vaclav Smil Course Description The course Energy, Environment, and Society (EE 1701W) is an introduction to energy and its role in our world and society. It is open to students from across the University and utilizes the broad range of the student�s experiences and backgrounds to present a multi-disciplinary view of energy. The major student work of the course is the production of three magazine articles on topics involving energy and how energy relates to our environment and society. Additionally, students may choose to presents some aspects of their work in the seminar portion of the course. Course Goals The goal of this course is to present a broad and meaningful understanding of energy as it relates to social and environmental issues for today and the future. Basic coverage begins with the basics of energy, including what it is, how it is used, and what its limitations are. An extensive overview of the history of energy use leads to a deep understanding of our current situation. Course Format The course is a mix of lecture, readings, directed classroom discussion, student presentations, and presentations from invited speakers. Students are expected to actively participate in classroom activities. They are also required to submit three writing assignments along with preparatory work for these assignments. A presentation can be substituted for one of the writing assignments. Liberal Education This course brings people together from many backgrounds and disciplines, and shows that no disciple can viably exist outside of the broader context of the interrelated world view promoted by a liberal education. This is shown through concrete examples, in group discussions, and in major assignments. Civic Life and Ethics Theme (proposed) EE 1701W fulfills the LE Civic Life and Ethics Theme (proposed). The course presents clear examples of the complex intersection of energy, technology, society, environment, civic life, and ethics; for example: issues of social justice regarding developing nations and their environments. Old LE Themes EE 1701W fulfills the old LE Theme requirements for Citizenship and Public Ethics and Environment. Topics related to C/PE Theme -Consideration of issues and themes of citizenship, public affairs, and public ethics in the abstract, as these relate to energy. -Application of these abstract issues and themes to concrete instances. -Inclusion of class discussions and writing components designed to help develop civic judgment, kills, and capacities for ethical deliberation. Topics related to Environmental Theme -A focus on the interdependency of humans and the natural environment and a use of critical issues of this interaction for illustrative and explanatory purposes. -Consideration of the regenerative capacity of the biosphere. -Consideration of both the cultural and social implications of human intervention in biophysical planetary processes. Student Learning Objectives The University of Minnesota Student Learning Objectives state that at the time of receiving a bachelor's degree, students: 1. Can identify, define, and solve problems 2. Can locate and critically evaluate information 3. Have mastered a body of knowledge and mode of inquiry 4. Understand diverse philosophies and cultures within and across societies 5. Can communicate effectively 6. Understand the role of creativity, innovation, discovery, and expression across disciplines 7. Have acquired skills for effective citizenship and life-long learning. It is expected that students in EE 1701W will make considerable and measurable gains towards achieving these objectives. Much of the work towards these goals will be self-directed as students work on their individual and group projects. Awareness of these objectives and thoughtful documentation of work and effort will greatly enhance the value of this class. Course Information Course information can be found on webVista including announcements, changes, dates, and further information, and will be updates throughout the semester. Grading Students will produce three magazine articles worth 100 pts each, earned as follows: Proposal 10 pts Preparatory 1 20 pts Preparatory 2 20 pts Final 50 pts Preparatory 1 and 2 are assignments designed to lead you through the research/reflection/writing process. Students can opt to substitute a presentation for one of the magazine articles. Incompletes The following is the Univ. Senate statement: "The I shall be assigned at the discretion of the instructor when, due to extraordinary circumstances, the student was prevented from completing the work of the course on time. The assignment of an I requires a written agreement between the instructor and student specifying the time and manner in which the student will complete the course requirements. In no event may any such written agreement allow a period of longer than one year to complete the course requirements." The 'extraordinary circumstances' must be verifiable. Academic dishonesty The following is taken from the Office for Student Academic Integrity web page: Academic integrity is essential to a positive teaching and learning environment. All students enrolled in University courses are expected to complete coursework responsibilities with fairness and honesty. Failure to do so by seeking unfair advantage over others or misrepresenting someone else�s work as your own, can result in disciplinary action. The University Student Conduct Code defines scholastic dishonesty as follows: Scholastic Dishonesty: submission of false records of academic achievement; cheating on assignments or examinations; plagiarizing; altering, forging, or misusing a University academic record; taking, acquiring, or using test materials without faculty permission; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement. Within this course, a student responsible for scholastic dishonesty can be assigned a penalty up to and including an "F" or "N" for the course. If you have any questions regarding the expectations for a specific assignment or exam, ask. Writing-Intensive courses Undergraduate students are required to pass four Writing-Intensive (WI) courses in addition to a course in first-year writing. All WI courses assign formal writing and include instruction on the written aspect of those assignments. These formal assignments will be in addition to any informal, exploratory writing or in-class exams assigned in the course, and will include at least one for which students will revise a draft after receiving comments from the instructor. Grades assigned in WI courses are substantially influenced by the quality of the writing produced. Plagiarism Plagiarism, a form of scholastic dishonesty and a disciplinary offense, is described by the Regents as follows: "Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; or altering, forging, or misusing a University academic record; or fabricating or falsifying of data, research procedures, or data analysis." http://www1.umn.edu/regents/policies/academic/StudentConductCode.html Resources for Student Writers Student Writing Support: 15 Nicholson Hall and satellite locations varying by semester (612.625.1893) http://writing.umn.edu/sws. Student Writing Support offers face-to-face consulting for all University of Minnesota students working on any writing project. Consulting is available by appointment in Nicholson Hall and walk-in at satellites around campus. Two non-native speaker specialists and two history specialists are on staff. In addition, SWS offers a number of web-based resources on avoiding plagiarism, documenting sources, and planning and completing a writing project. See http://www.writing.umn.edu/sws/webresources.htm (Brief In-Class Visits: Students are more likely to take advantage of SWS's free services after meeting a member of our staff. Writing consultants are available to visit classes and give brief presentations about our services. Request a visit with our online brief in-class visit request form: writing.umn.edu/sws/classvisit.htm.) College of Education and Human Development Writing Center: Academic Resource Center, Appleby Hall (612.624.0342) http://www.gen.umn.edu/resources/arc/writing/ This service offers one-to-one tutoring on a walk-in basis or by appointment. Available to students outside of GC, including graduate students, on a limited basis. University Libraries: http://www.lib.umn.edu The ultimate resource for research, the University library has five major facilities and eleven branch sites with a wealth of reference materials, online resources, books, articles, newspapers, microforms, government documents, maps and more. Librarians are available and happy to help orient students to all aspects of the library system. You can find research assistance at http://tutorial.lib.umn.edu. The library tutorial, QuickStudy, is a self-paced tutorial covering the research process at the University of Minnesota Libraries. It starts with selecting a topic for a paper and ends with citing sources for a bibliography. Through this tutorial students can also learn how to use RefWorks ( www.lib.umn.edu/site/refworks.phtml). RefWorks is a web-based citation manager that allows you to create your own databases of citations by importing references from MNCAT (the library catalog) and other databases or by entering them using a template. RefWorks automatically generates bibliographies in all major styles (MLA, APA, Turabian, Chicago, etc.) in seconds, and then exports them as several document types (Word, RTF, HTML, etc.). Hands-on research tutorials with a research librarian are also available. Sign up at http://www.lib.umn.edu/registration. These workshops focus on effectively using MNCAT, the library catalogs, the Expanded Academic Index, and more. The library website also has an assignment calculator at http://www.lib.umn.edu/help/calculator/. This tool allows you to break down any assignment for any course into manageable steps. After entering a due date and the academic department in which the course is being offered, you are given a series of suggested stages and deadlines to follow as they complete the assignment�the newest version of this tool will even provide email reminders if students request it. Disability Services: 180 McNamara (612.626.1333) V/TTY http://ds.umn.edu/ It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact their instructors to discuss their individual needs for accommodation or to contact Disability Services to schedule an appointment with a Specialist. Non-Native Speakers: Lind Hall 306C (612.624.4524) http://composition.cla.umn.edu/student_web/ Non-Native Speakers (NNS) and professors who have questions about writing resources at the University of Minnesota can contact Sheryl Holt, the English Composition Coordinator for Non-Native Speakers (holtx001@tc.umn.edu). In particular, English Composition has dedicated composition courses (EngC 1011, 5051, and 5052) for non-native speakers. For assistance with writing tasks, the Student Writing Center has non-native speaker specialists who are specifically trained to work with NNS students http://writing.umn.edu English as a Second Language: 201 Wesbrook Hall (612.624.4000) www.cce.umn.edu/esl The Minnesota English as a Second Language (ESL) Program helps international students prepare for academic work in an English-speaking college or university setting. A variety of credit and noncredit courses are available throughout the year. For more information contact Bethany Maupin (bmaupin@cce.umn.edu). University of Minnesota Counseling & Consulting Services: 109 Eddy Hall (612.624.3323) http://www.ucs.umn.edu/ UCCS Counseling program helps students with their concerns and offers an opportunity to talk with an experienced counselor who can help students select and achieve goals for personal and career development. The center offers three types of counseling: personal counseling, academic counseling and career counseling. The Learning and Academic Skills Center offers classes, workshops, and individual assistance aimed at helping students achieve academic goals. The Student Writing Guide: A guidebook providing student writers with detailed, step-by-step guidance through the writing process and lists numerous writing resources. Available on the web in pdf at: http://writing.umn.edu/docs/sws/swgpdf.pdf or at the Center for Writing, 10 and 15 Nicholson Hall, (612.626.7579), writing@umn.edu. Old: <no text provided> |