CSE 1001 -- New Course

Fri Apr 15 11:51:47 2011

Approvals Received:
Department
on 04-13-11
by Crystal Schwietz
(schwi098@umn.edu)
Approvals Pending: College/Dean  > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1119 - Fall 2011
Course: CSE 1001
Institution:
Campus:		 UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11055 - Sci and Engineer, Coll of-Adm
General
Course Title Short: First Year Experience
Course Title Long: First Year Experience
Max-Min Credits
for Course:		 1.0 to 1.0 credit(s)
Catalog
Description:		 Learning about resources and strategies for college success.  Exploring majors and career opportunities offered in the physical sciences, mathematics and engineering. Understanding personal responsibility, academic integrity, and level of academic rigor required for success. Developing a personal action plan for achievement in CSE.
Print in Catalog?: Yes
CCE Catalog
Description:		 <no text provided>
Grading Basis: A-F only
Topics Course: No
Honors Course: No
Delivery Mode(s): Classroom, Partially Online
Instructor
Contact Hours:		 1.0 hours per week
Years most
frequently offered:		 Every academic year
Term(s) most
frequently offered:		 Fall
Component 1: SEM (no final exam)
Auto-Enroll
Course:		 No
Graded
Component:		 SEM
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:		 CSE Freshman
Course
Equivalency:		 No course equivalencies
Consent
Requirement:		 No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)		 This course can not be taken concurrently with CSE 1411, Exploring Careers in Science and Engineering
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Faculty
Sponsor Name:
Faculty
Sponsor E-mail Address:
Student Learning Outcomes
Student Learning Outcomes: * Student in the course:

- Understand the role of creativity, innovation, discovery, and expression across disciplines

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

⿢ Connect students to colleges and campus-wide resources and services to aid in the development of strategies for academic success. ⿢ Develop an understanding of the different majors offered in CSE and gain exposure to career and industry opportunities ⿢ Assist in your transition to college by providing a small community for discovery and connection. ⿢ Gain an increased knowledge of various ways to get involved both on and off campus ⿢ Aid in your ability to think critically, plan for, and reflect on your college experience for growth as a student.

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.

Group activities and personal action plan
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.

 <no text provided>
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.


 <no text provided>
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.

 <no text provided>
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.

 <no text provided>
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.

 <no text provided>
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?

 <no text provided>
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.

 <no text provided>
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.)


 Course Catalog Description:
(1.0 cr; A-F only, fall every year, new freshman only; cannot be taken concurrently with CSE 1411 Exploring Careers in Science and Engineering)

Key outcomes: Learning about resources and strategies for college success.  Exploring majors and career opportunities offered in the physical sciences, mathematics and engineering. Developing a personal action plan for success in CSE.  Course will be team taught by members CSE student services, including the Student Programs Office, the Career Center for Science and Engineering, and the Academic Advising Office.

Structure:
Sections of up to 40 students will be taught by professional staff from CSE Student Services. The course will be structured in 2-week blocks: students will meet in class for 50 minutes in the first week of the block, followed by a required small group meetings in the second week. The second week may incorporate on-line materials as well as panel presentations on topics ranging from major and career exploration, preparing for international/global perspectives, involvement in student organizations, financing your education through scholarships and loans, and preparing for undergraduate research, internships, or cooperative learning.

Each section of 40 students will be divided into teams of approximately 5 students, which will form a study and exploration cohort for the semester. When practical, teams should be formed around cluster areas congruent with commonly selected CSE majors.


Course Objectives:
⿢        Connect students to colleges and campus-wide resources and services to aid in the development of strategies for academic success.
⿢        Develop an understanding of the different majors offered in CSE and gain exposure to career and industry opportunities
⿢        Assist in your transition to college by providing a small community for discovery and connection.
⿢        Gain an increased knowledge of various ways to get involved both on and off campus
⿢        Aid in your ability to think critically, plan for, and reflect on your college experience for growth as a student.

Final project: Personal action plan
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.

 <no text provided>