IE 3522 -- New Course

Fri Jan 13 12:10:36 2012

Approvals Received:

Department
on 01-06-12
by Jeanne Sitzmann
(sitzm001@umn.edu)

Approvals Pending:

College/Dean > Catalog > PeopleSoft Manual Entry

Effective Status:

Active

Effective Term:

1129 - Fall 2012

Course:

IE 3522

Institution:
Campus:

UMNTC - Twin Cities
UMNTC - Twin Cities

Career:

UGRD

College:

TIOT - College of Science and Engineering

Department:

11138 - Industrial & Systems Eng

General

Course Title Short:

Quality Engr & Reliability

Course Title Long:

Quality Engineering and Reliability

Max-Min Credits
for Course:

4.0 to 4.0 credit(s)

Catalog
Description:

Quality engineering/Management, economics of quality, statistical process control, reliability, maintain ability, availability

Print in Catalog?:

Yes

CCE Catalog
Description:

Grading Basis:

A-F only

Topics Course:

Honors Course:

Delivery Mode(s):

Classroom

Instructor
Contact Hours:

4.0 hours per week

Years most
frequently offered:

Every academic year

Term(s) most
frequently offered:

Spring

Component 1:

LEC (no final exam)

Auto-Enroll
Course:

Graded
Component:

LEC

Academic
Progress Units:

Not allowed to bypass limits.
4.0 credit(s)

Financial Aid
Progress Units:

Not allowed to bypass limits.
4.0 credit(s)

Repetition of
Course:

Repetition not allowed.

Course
Prerequisites
for Catalog:

STAT 3021, MATH 2372, MATH 2374, ISyE Major

Course
Equivalency:

IE 3522/IE 5522

Consent
Requirement:

No required consent

Enforced
Prerequisites:
(course-based or
non-course-based)

No prerequisites

Editor Comments:

Proposal Changes:

History Information:

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.

1. To teach various statistical control procedures. 2. To demonstrate how SPC procedures are useful in avoiding special causes from operating during manufacturing. 3. To teach how to establish cause effect relationships, cause effect diagrams. 4. To teach how the design of diagnostic procedures work in trouble shooting. 5. To teach the importance of formulating design problems as multi-objective problems, the objectives being functionality, manufacturability, maintainability, life cycle cost including disposal, reliability, etc. 6. To teach how to conduct statistically designed experiments to generate new knowledge needed for improving product and process designs. 7. To emphasize that quality improvement focus has to be on improving product and process designs and on improving SPC procedures during manufacturing instead of on acceptance sampling. 8. To emphasize that quality improvement is a continuous process and how it is to be pursued proactively. 9. To teach about quality costs and importance of reporting quality costs on regular basis. 10. To use quality cost information for identifying opportunities for improvements, developing re-engineering proposals, conducting benefit cost analysis and developing a schedule for their perusal. 11. To demonstrate that quality projects are usually broad in scope, cross functional in nature requiring cooperation, teamwork, and good communication.

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.

1. Class exams. 2. Homework. 3. Class discussions. 4. Assigned a paper to write on some quality topic.

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.

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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.

Writing Intensive

Propose this course
as Writing Intensive
curriculum:

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.

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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 minimum word count (or its equivalent) for finished writing will be met.

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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.

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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.

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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?

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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.

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Readme link. Course Syllabus requirement section begins below

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.)

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Readme link. Strategic Objectives & Consultation section begins below

Strategic Objectives & Consultation

Name of Department Chair
Approver:

Strategic Objectives -
Curricular Objectives:

How does adding this course improve the overall curricular objectives ofthe unit?

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Strategic Objectives - Core
Curriculum:

Does the unit consider this course to be part of its core curriculum?

<no text provided>

Strategic Objectives -
Consultation with Other
Units:

In order to prevent course overlap and to inform other departments of new curriculum, circulate proposal to chairs in relevant units and follow-up with direct consultation. Please summarize response from units consulted and include correspondence. By consultation with other units, the information about a new course is more widely disseminated and can have a positive impact on enrollments. The consultation can be as simple as an email to the department chair informing them of the course and asking for any feedback from the faculty.

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