EE 100 -- New Course

Wed Jun 12 11:38:50 2013

Approvals Received:
on 06-12-13
by Kyle Dukart
Approvals Pending: College/Dean  > Provost > Catalog
Effective Status: Active
Effective Term: 1135 - Summer 2013
Course: EE  100
UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11122 - Electrical & Computer Eng
Course Title Short: REU
Course Title Long: Research Experience for Undergrads
Max-Min Credits
for Course:
0.0 to 0.0 credit(s)
A zero credit course for visiting students participating in REU programs in ECE.
Print in Catalog?: No
CCE Catalog
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Grading Basis: No Grade
Topics Course: No
Honors Course: No
Online Course: No
Contact Hours:
0.0 hours per week
Years most
frequently offered:
Every academic year
Term(s) most
frequently offered:
Component 1: IND (no final exam)
Progress Units:
Not allowed to bypass limits.
0.0 credit(s)
Financial Aid
Progress Units:
Not allowed to bypass limits.
0.0 credit(s)
Repetition of
Allow up to 3 repetition(s) totalling up to 0.0 credit(s).
for Catalog:
<no text provided>
No course equivalencies
No required consent
(course-based or
No prerequisites
Editor Comments: <no text provided>
Proposal Changes: Visiting students are having trouble accessing resources they legitimately should have access to.  Enrolling in a course will fix a few or all of these issues.
History Information: <no text provided>
Sponsor Name:
Sponsor E-mail Address:
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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LE Recertification-Reflection Statement:
(for LE courses being re-certified only)
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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.

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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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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.)

Summer Research Experiences for Undergraduates (REU), Department of Electrical and Computer
Engineering, includes 10 weeks of exciting, cutting-edge research. The REU program is sponsored by the
National Science Foundation and is open to U.S. Citizens and permanent residents only. Students from
underrepresented groups and from smaller colleges without graduate research opportunities are encouraged
to apply.
    ⿢ Explore aspects of engineering research     
    ⿢ Interact with world-renowned faculty and staff     
    ⿢ Work with state-of-the-art research equipment and facilities     
    ⿢ Learn about the role of graduate education in your future
    ⿢ Improve your interpersonal and communications skills     
    ⿢ Meet program participants from across the United States

The Program:
The 10-week Summer REU program matches participants one-on-one with faculty
mentors for research projects in a broad range of areas including:
   ⿢ Biomedical engineering
   ⿢ Computer engineering and VLSI design
   ⿢ Control systems
   ⿢ Magnetic recording technology
   ⿢ Microelectronics materials and devices
   ⿢ Nanotechnology
   ⿢ Optics and photonics
   ⿢ Power systems and electronics
   ⿢ Signal processing and communications

The Experience:
In addition to the research projects, students will participate in
    ⿢ Weekly seminars with student and faculty research presentations
    ⿢ Workshops on graduate education, career planning, and ethics
    ⿢ Field trips to local high tech industries and research centers
    ⿢ Evening/weekend social activities - canoeing, museums, theater, etc.
    ⿢ Concluding all-campus Summer Undergraduate Research Symposium.

The Facilities:   
    ⿢ Keller Hall - Electrical and Computer Engineering AND Computer Science and Engineering
    ⿢ Nanofabrication Center
    ⿢ Characterization Facility
    ⿢ Digital Technology Center
    ⿢ U of M Libraries

The Community:
    University of Minnesota Visitors Center

Who Should Apply:
Independent, motivated undergraduates majoring in Electrical Engineering, Computer Engineering,
Computer Science, Physics, Mathematics, and related fields are encouraged to apply.
Women, underrepresented minorities and students from colleges or universities without significant
research opportunities are strongly encouraged to apply.

    ⿢ Must be completing your sophomore or junior year with a GPA of 3.3 or higher.
    ⿢ Must be a citizen or permanent resident of the United States or its possessions.

Stipend: $500/week
Housing: Dorm housing with meals provided
Travel: Expenses paid within the continental United States
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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