CHEN 4712 -- New Course

Thu Apr 21 09:52:18 2011

Approvals Received:
Department
on 04-20-11
by Laura Ericksen
(erick073@umn.edu)
Approvals Pending: College/Dean  > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1123 - Spring 2012
Course: CHEN 4712
Institution:
Campus:		 UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11093 - Chemical Eng & Mat Sci
General
Course Title Short: Rheology Laboratory Project
Course Title Long: Rheology Laboratory Project  
Max-Min Credits
for Course:		 1.0 to 1.0 credit(s)
Catalog
Description:		 Learn how to make rheological laboratory measurements. Students will select a rheologically interesting material with help of instructor and characterize it. This course is designed as a laboratory complement to CHEN 4702 Principles & Applications of Rheology.  
Print in Catalog?: Yes
CCE Catalog
Description:		 <no text provided>
Grading Basis: A-F or Aud
Topics Course: No
Honors Course: No
Delivery Mode(s): Classroom
Instructor
Contact Hours:		 0.0 hours per week
Years most
frequently offered:		 Every academic year
Term(s) most
frequently offered:		 Spring
Component 1: LAB (no final exam)
Auto-Enroll
Course:		 No
Graded
Component:		 LAB
Academic
Progress Units:		 Not allowed to bypass limits.
1.0 credit(s)
Financial Aid
Progress Units:		 Not allowed to bypass limits.
1.0 credit(s)
Repetition of
Course:		 Repetition not allowed.
Course
Prerequisites
for Catalog:		 3005, &4702, #
Course
Equivalency:		 No course equivalencies
Consent
Requirement:		 Instructor
Enforced
Prerequisites:
(course-based or
non-course-based)		 prereq 3005, &4702, instr consent
Editor Comments: 4/8/11 Adding the lab section to ChEn 4702, so students that wish can participate in a lab experience, but not all students may want to, so they can just take the lecture (4702).  LLE
Proposal Changes: <no text provided>
History Information: <no text provided>
Faculty
Sponsor Name:		 Chris Macosko
Faculty
Sponsor E-mail Address:		 macosko@umn.edu
Student Learning Outcomes
Student Learning Outcomes: * Student in the course:

- 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.

Students will be able to make rheological measurements using modern rheometers, to evaluate the quality of their data and to recognize common errors. Students will be able to interpret their data with common rheological models and relate their results to molecular and microstructural aspects of materials.

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.

Through evaluation of oral and written report on their project.
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.


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

 <no text provided>
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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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.)


 During the first half of the semester students will be enrolled in 8102 Principles and Applications of Rheology. Through 8102 lectures and through additional sessions in the rheology laboratory they will be introduced to the various rheometers and learn their operation. By mid semester they will determine the topic and scope of their project.  They will meet with the instructor then turn in an abstract for the experimental rheology project the week before Spring break.

The project will include a description of the material(s) and the rheological material functions studied and why they were chosen.  It will include some exploration of both linear and non-linear rheological
phenomena. Students will schedule instrument time in the rheology laboratory in consultation with instructor.

Students will present orally results and their interpretation in terms of constitutive models and microstructural interpretation 14th week of semester.  They will submit written report last week of semester.
Strategic Objectives & Consultation
Name of Department Chair
Approver:		 <no text provided>
Strategic Objectives -
Curricular Objectives:		 How does adding this course improve the overall curricular objectives ofthe unit?

 <no text provided>
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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