IE 4041 -- New Course

Fri Jan 13 12:11:03 2012

Approvals Received:
on 01-10-12
by Jeanne Sitzmann
Approvals Pending: College/Dean  > WI > Catalog
Effective Status: Active
Effective Term: 1129 - Fall 2012
Course: IE 4041
UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11138 - Industrial & Systems Eng
Course Title Short: Senior Design
Course Title Long: Senior Design
Max-Min Credits
for Course:
4.0 to 4.0 credit(s)
Each student works in a small team to address an open-ended problem in industrial and systems engineering.  Teams work with faculty and/or industry advisors.  Each team completes a project that solves its problem. Each team makes midterm and final presentations and produces a final report.
Print in Catalog?: Yes
CCE Catalog
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Grading Basis: A-F only
Topics Course: No
Honors Course: No
Delivery Mode(s): Classroom
Contact Hours:
4.0 hours per week
Years most
frequently offered:
Every academic year
Term(s) most
frequently offered:
Component 1: LEC (no final exam)
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
Repetition not allowed.
for Catalog:
1101, STAT 3021, 2021, 3012, 3522, 3553, 4011, 4511, 4541, ISyE Senior
No course equivalencies
No required consent
(course-based or
No prerequisites
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Sponsor Name:
William L. Cooper
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.

Students are able to formulate quantitative models for decision making. Students are able to implement quantitative models for decision making. Students are able to analyze quantitative models for decision making.

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.

Project, midterm and final presentations, final report, weekly progress reports.

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 (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.

This course is a capstone design course.  Students, working under the
direction of a faculty advisor, complete a single project during the
semester.  The project is selected to encompass many aspects of mechanical
engineering including:  analysis, design documentation, concept generation
and selection, and oral communication.  Design documentation, concept
generation and selection entail a significant amount of writing.
Descriptions of the types of writing required are listed in item 2.
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.

Design documentation consists of weekly memos and progress reports and a final design report.  Weekly memos are done on an individual basis.  The final report is written by the design team (3-6 students) and includes:  a description of the problem, an evaluation of the product market, a
description of the design process and a description of the final design.
The report is typically 50-100 pages long, including figures.  Concept generation and selection requires written documentation of the design stage. The design team writes a brief report which describes the designs considered, the selection criteria, the selection process and the selected
design. This brief report is included in the final design report.
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.

For the similar course, the grade weights for writing components are
as follows:  progress reports, 5%;  final report 30%.  For the semester
course, the writing portions will contribute to 35% of the final grade as
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.

Assignment, Weekly progress memos, to be completed by individual team

Progress memos are due each Monday of the quarter, up through the week of
the Design Show (10 in all).  The memos serve to communicate your work to
your Project Advisor and provide an opportunity for you to write every
week.  Submit your memos by e-mail to your advisor and send e-mail copies
to all other members in your group.  Requirements for the scope and style
of the weekly memos are available on WEB in the document

Example of progress_memos.txt

Every Monday, each student is required to turn in a progress memo to their
project advisor.  We do this for three reasons. First, to ensure that you
work on the design each week, second, so that everyone in the group knows
what everyone else is doing, and third, to give you practice writing.  The
memos should contain a description of what you accomplished during the
week, what your goals are for the coming week and a list of the number of
hours you spent on the course.  In describing what you did, you do not
have to deliver the minutes of a team meeting.  Instead, concentrate on
the action items resulting from the meeting that YOU worked on for the
week.  Your advisor will grade the memo on a 0-5 scale based on the
content and writing style.  Four is the expected grade, 0 means did not
turn in, 3 means needs work and 5 means excellent.  We suggest that you
spend some time at your Tuesday meetings discussing and peer grading the
memos.  Those who need help with their writing will be directed to the
appropriate sources.
Question 5 (see CWB Requirement 5):        
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?

Students will receive detailed written instructions on the content and
format for progress reports, and the final design report.  Sample
materials will be available. We will dedicate at least one lecture to writing and editing techniques. We will also conduct a peer review in class. For the peer review, design teams will trade drafts of the concept generation and selection report. The faculty advisor for each design team will also review the concept generation and selection draft. Teams will revise their drafts based on feedback from their peers and faculty advisor. We will implement a similar peer review proc for the project descrip and market analysis sections of the final report. The project faculty advisor will review and comment on progress reports as well.
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.

All reports are graded for technical content and writing style.  All formal
reports are submitted for review and are graded and returned for revision.
Students are required to submit a revised report that responds to the comments
made on the first version.  Detailed instructions for writing the formal report
are included in the laboratory course manual.  An outline of the required
sections in the report is given below:
a) introduction
b) background/theory
c) methods
d) results
e) discussion
Further details and examples of the content in each section is included in the
laboratory manual.  Additional instructions are given regarding writing style and
audience.  A copy of this lab manual can be provided if desired.
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.)

Identifying, formulating, and solving open-ended problems in industrial and systems engineering.
Writing project reports.
Oral presentations.
Strategic Objectives & Consultation
Name of Department Chair
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Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

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Strategic Objectives - Core
Does the unit consider this course to be part of its core curriculum?

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Strategic Objectives -
Consultation with Other
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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