Tue Jan 15 10:28:53 2013
| Approvals Received: |
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| Approvals Pending: | College/Dean > Catalog > PeopleSoft Manual Entry | |
| Effective Status: | Active | |
| Effective Term: | 1139 - Fall 2013 | |
| Course: | BMEN 3315 | |
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Institution: Campus: |
UMNTC - Twin Cities UMNTC - Twin Cities |
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| Career: | UGRD | |
| College: | TIOT - College of Science and Engineering | |
| Department: | 11143 - Biomedical Engineerng, Dept of | |
| General | ||
| Course Title Short: | Biomaterials Lab | |
| Course Title Long: | Biomaterials Lab | |
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Max-Min Credits for Course: |
1.0 to 1.0 credit(s) | |
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Catalog Description: |
Lab that accompanies BMEn 3311 Biomaterials | |
| Print in Catalog?: | Yes | |
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CCE Catalog Description: |
<no text provided> | |
| Grading Basis: | A-F or Aud | |
| Topics Course: | No | |
| Honors Course: | No | |
| Online Course: | No | |
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Instructor Contact Hours: |
1.0 hours per week | |
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Years most frequently offered: |
Every academic year | |
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Term(s) most frequently offered: |
Spring | |
| Component 1: |
LAB (no final exam) |
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Auto-Enroll Course: |
No | |
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Graded Component: |
LAB | |
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Academic Progress Units: |
Not allowed to bypass limits. 1.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 1.0 credit(s) |
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Repetition of Course: |
Repetition not allowed. | |
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Course Prerequisites for Catalog: |
2101, &3311, BMEN Upper Div or % | |
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Course Equivalency: |
No course equivalencies | |
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Consent Requirement: |
No required consent | |
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Enforced Prerequisites: (course-based or non-course-based) |
BMEN 2101, &BMEN 3311, BMEN Upper Div | |
| Editor Comments: | The BME department is dividing all of its 3000-level courses so that instead of a single 4-credit lecture/discussion/lab course, there are two course numbers: one with a 3-credit lecture/discussion and one with a 1-credit lab. The teaching and structure and content of the courses will remain completely unchanged. The reason for splitting the two components into different course numbers is so that students have more lab options when registering since our current model has students register for a lab which auto-enrolls into a discussion and the lecture. | |
| Proposal Changes: | <no text provided> | |
| History Information: | The BME department is dividing all of its 3000-level courses so that instead of a single 4-credit lecture/discussion/lab course, there are two course numbers: one with a 3-credit lecture/discussion and one with a 1-credit lab. The teaching and structure and content of the courses will remain completely unchanged. The reason for splitting the two components into different course numbers is so that students have more lab options when registering since our current model has students register for a lab which auto-enrolls into a discussion and the lecture. | |
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Faculty Sponsor Name: |
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Faculty Sponsor E-mail Address: |
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| 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. addressed and evaluated by: the ability to conduct labs and to write lab reports. 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. addressed and evaluated by: the ability to conduct labs and to write lab reports. - 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. addressed and evaluated by: the ability to conduct labs and to write lab reports. 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. addressed and evaluated by: the ability to conduct labs and to write lab reports. - Have mastered a body of knowledge and a mode of inquiry Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. addressed and evaluated by: the ability to conduct labs and to write lab reports. 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. addressed and evaluated by: the ability to conduct labs and to write lab reports. - Can communicate effectively Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. addressed and evaluated by: the ability to conduct labs and to write lab reports. 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. addressed and evaluated by: the ability to conduct labs and to write lab reports. - 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. addressed and evaluated by: the ability to conduct labs and to write lab reports. 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. addressed and evaluated by: the ability to conduct labs and to write lab reports. | |
| Liberal Education | ||
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Requirement this course fulfills: |
None | |
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Other requirement this course fulfills: |
None | |
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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:
<no text provided> |
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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:
<no text provided> |
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| Writing Intensive | ||
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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> |
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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> |
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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. <no text provided> |
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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. <no text provided> |
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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? <no text provided> |
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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. <no text provided> |
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Readme link.
Course Syllabus requirement section begins below
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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.) Syllabus: BMEn 3315 Biomaterials, Labs Course objective: provide students with experience in handling and testing biomaterials. Instructor: Teaching Assistant: Location: MoosT 3-244, MoosT 3-343 Grading: Written reports will be collected when you attend the next lab (two weeks later). Each group submits one report for each lab. Everybody is required to sign on each report to confirm s/he attends the lab and participates in writing the report. Absence from a lab without permission will lead to 0 credit even if your name appears on the lab report. Labs (Lab instructions will be posted on WebCT prior to the lab sessions) Lab 1: Surface characterization Students will use contact angle goniometers to measure contact angles of a polymer surface with various liquids and use these numbers to approximate surface free energy. The students will then make inferences as to the polymer identity and performance characteristics. Lab 2: Mechanical testing Two different types of polymers and two different kinds of metals will be tested using a single-screw mechanical tester. Tests will be conducted in tension, and parameters such as strength and modulus will be determined. Lab 3: Material failure Mechanical testing on items from Lab 3 will be used to illustrate material degradation and fatigue. Chemically accelerated material degradation will be demonstrated on both degradable and non-degradable polymers. Fatigue characteristics for two different metals will be determined. Lab 4: Polymer synthesis Nylon 6,6 will be synthesized. This reaction will illustrate one of the main types of synthesis reactions; namely, condensation. The final products will be characterized by colorimetric end group analysis based on the detection of primary amine groups. Lab 5: Cell attachment to biomaterial surface Students will use cell culture techniques to investigate cell attachment on various material surfaces. Standard viability assays will be used to determine cell number and proliferation. Assays will be determined using spectrophotometry. Lab 6: Cytotoxicity Fibroblastic 3T3 cells will be cultured and three different material extracts will be investigated for cytotoxicity. Standard viability assays will be used to determine cell number and proliferation. Assays will be determined using spectrophotometry. * Students will be expected to conduct themselves in a manner consistent with the Regents⿿ Student Conduct policy. * Students are expected to be available on the day for each lab. Permission to being absent from a lab will be given only in extenuating circumstances that must be cleared with the instructor (going on vacation is not an extenuating circumstance, no matter how far in advance it is planned). Any appeals of a grade will be accepted no later than one week after the assignment has been returned. BMEn 3315 Biomaterials Lab Report Format Lab Reports - Typical Components 1. The Title Page needs to contain the name of the experiment, the names of lab partners, and the date. Titles should be straightforward, informative, and less than ten words (i.e. Not "Lab #4" but "Lab #4: Sample Analysis using the Debye-Sherrer Method"). 2. The Abstract summarizes four essential aspects of the report: the purpose of the experiment (sometimes expressed as the purpose of the report), key findings, significance and major conclusions. The abstract often also includes a brief reference to theory or methodology. The information should clearly enable readers to decide whether they need to read your whole report. The abstract should be one paragraph of 100-200 words (the sample below is 191 words). Quick Abstract Reference Must have: 1. Purpose 2. Key result(s) 3. Most significant point of discussion 4. Major conclusion May include: 1. Brief method 2. Brief theory Restrictions: ONE paragraph 200 words MAX. Sample Abstract This experiment examined the effect of line orientation and arrowhead angle on a subject's ability to perceive line length, thereby testing the Müller-Lyer illusion. The Müller-Lyer illusion is the classic visual illustration of the effect of the surrounding on the perceived length of a line. The test was to determine the point of subjective equality by having subjects adjust line segments to equal the length of a standard line. Twenty-three subjects were tested in a repeated measures design with four different arrowhead angles and four line orientations. Each condition was tested in six randomized trials. The lines to be adjusted were tipped with outward pointing arrows of varying degrees of pointedness, whereas the standard lines had inward pointing arrows of the same degree. Results showed that line lengths were overestimated in all cases. The size of error increased with decreasing arrowhead angles. For line orientation, overestimation was greatest when the lines were horizontal. This last is contrary to our expectations. Further, the two factors functioned independently in their effects on subjects' point of subjective equality. These results have important implications for human factors design applications such as graphical display interfaces. 3. The Introduction is more narrowly focused than the abstract. It states the objective of the experiment and provides the reader with background to the experiment. State the topic of your report clearly and concisely, in one or two sentences: Example: The purpose of this experiment was to identify the specific element in a metal powder sample by determining its crystal structure and atomic radius. These were determined using the Debye-Sherrer (powder camera) method of X-ray diffraction. A good introduction also provides whatever background theory, previous research, or formulas the reader needs to know. Usually, an instructor does not want you to repeat the lab manual, but to show your own comprehension of the problem. For example, the introduction that followed the example above might describe the Debye-Sherrer method, and explain that from the diffraction angles the crystal structure can be found by applying Bragg's law. If the amount of introductory material seems to be a lot, consider adding subheadings such as: Theoretical Principles or Background. Quick Intro Reference Must Have: 1. Purpose 2. Important background and/or theory May include: 1. Description of specialized equipment 2. Justification of experiment's importance Note on Verb Tense Introductions often create difficulties for students who struggle with keeping verb tenses straight. These two points should help you navigate the introduction: The experiment is already finished. Use the past tense when talking about the experiment. "The objective of the experiment was..." The report, the theory and permanent equipment still exist; therefore, these get the present tense: "The purpose of this report is..." "Bragg's Law for diffraction is ..." "The scanning electron microscope produces micrographs ... 4. Methods and Materials (or Equipment) can usually be a simple list, but make sure it is accurate and complete. In some cases, you can simply direct the reader to a lab manual or standard procedure: "Equipment was set up as in CHE 276 manual." 5. Experimental Procedure describes the process in chronological order. Using clear paragraph structure, explain all steps in the order they actually happened, not as they were supposed to happen. If your professor says you can simply state that you followed the procedure in the manual, be sure you still document occasions when you did not follow that exactly (e.g. "At step 4 we performed four repetitions instead of three, and ignored the data from the second repetition"). If you've done it right, another researcher should be able to duplicate your experiment. 6. Results are usually dominated by calculations, tables and figures; however, you still need to state all significant results explicitly in verbal form, for example. Example: Using the calculated lattice parameter gives, R = 0.1244nm. Graphics need to be clear, easily read, and well labeled (e.g. Figure 1: Input Frequency and Capacitor Value). An important strategy for making your results effective is to draw the reader's attention to them with a sentence or two, so the reader has a focus when reading the graph. In most cases, providing a sample calculation is sufficient in the report. Leave the remainder in an appendix. Likewise, your raw data can be placed in an appendix. Refer to appendices as necessary, pointing out trends and identifying special features. Quick Results Reference 1. Number and Title tables and graphs 2. Use a sentence or two to draw attention to key points in tables or graphs 3. Provide sample calculation only 4. State key result 7. Discussion is the most important part of your report, because here, you show that you understand the experiment beyond the simple level of completing it. Explain. Analyse. Interpret. Some people like to think of this as the "subjective" part of the report. By that, they mean this is what is not readily observable. This part of the lab focuses on a question of understanding "What is the significance or meaning of the results?" To answer this question, use both aspects of discussion: 1. Analysis What do the results indicate clearly? What have you found? Explain what you know with certainty based on your results and draw conclusions: Since none of the samples reacted to the Silver foil test, therefore sulfide, if present at all, does not exceed a concentration of approximately 0.025 g/l. It is therefore unlikely that the water main pipe break was the result of sulfide-induced corrosion. 2. Interpretation What is the significance of the results? What ambiguities exist? What questions might we raise? Find logical explanations for problems in the data: Although the water samples were received on 14 August 2000, testing could not be started until 10 September 2000. It is normally desirably to test as quickly as possible after sampling in order to avoid potential sample contamination. The effect of the delay is unknown. More particularly, focus your discussion with strategies like these: Compare expected results with those obtained. If there were differences, how can you account for them? Saying "human error" implies you're incompetent. Be specific; for example, the instruments could not measure precisely, the sample was not pure or was contaminated, or calculated values did not take account of friction. Analyze experimental error. Was it avoidable? Was it a result of equipment? If an experiment was within the tolerances, you can still account for the difference from the ideal. If the flaws result from the experimental design explain how the design might be improved. Explain your results in terms of theoretical issues. Often undergraduate labs are intended to illustrate important physical laws, such as Kirchhoff's voltage law, or the Müller-Lyer illusion. Usually you will have discussed these in the introduction. In this section move from the results to the theory. How well has the theory been illustrated? Relate results to your experimental objective(s). If you set out to identify an unknown metal by finding its lattice parameter and its atomic structure, you'd better know the metal and its attributes. Compare your results to similar investigations. In some cases, it is legitimate to compare outcomes with classmates, not to change your answer, but to look for any anomalies between the groups and discuss those. Analyze the strengths and limitations of your experimental design. This is particularly useful if you designed the thing you're testing (e.g. a circuit). 8. Conclusion can be very short in most undergraduate laboratories. Simply state what you know now for sure, as a result of the lab: Example: The Debye-Sherrer method identified the sample material as nickel due to the measured crystal structure (fcc) and atomic radius (approximately 0.124nm). Notice that, after the material is identified in the example above, the writer provides a justification. We know it is nickel because of its structure and size. This makes a sound and sufficient conclusion. Generally, this is enough; however, the conclusion might also be a place to discuss weaknesses of experimental design, what future work needs to be done to extend your conclusions, or what the implications of your conclusion are. Quick Conclusion Reference Must do: 1. State what's known 2. Justify statement Might do: 3. State significance 4. Suggest further research 9. Appendices typically include such elements as raw data, calculations, graphs pictures or tables that have not been included in the report itself. Each kind of item should be contained in a separate appendix. Make sure you refer to each appendix at least once in your report. For example, the results section might begin by noting: "Micrographs printed from the Scanning Electron Microscope are contained in Appendix A." Useful Further Reading: Porush, David. (1995). A Short Guide to Writing About Science. (HarperCollins). Although, this book uses the "scientific article" as the basic form for writing, it essentially views that as an extended lab report. Therefore, it has useful chapters on each of the sections of a lab report. General tips about lab report writing 1. When you have some time at the library, look up a journal article in the Journal of Biomedical Materials Research. Notice the contents of the abstract and the discussion section, and how results are presented. Look at how charts and tables are captioned. See how the conclusion wraps up the experiment succinctly. 2. Put the abstract on a separate page. Make sure it mentions the primary objective, the name of the techniques used, the most important results with std. dev. and the most important conclusion arrived at based on the results and pre-lab etc. 3. Use page numbers. Table of contents is not necessary, but it⿿s good to number your sections and sub sections. Make the section headings bold and stand out, so give them enough space before and after. Also, don⿿t leave a section heading hanging at the bottom of a page with no text below it. 4. Keep introductions brief, but be sure to explain the basic objective and theory, and comparisons with other relevant techniques. Using figures here is good to illustrate points. Most of this you can get from the lab handout, and using one other source of reference shows good effort to understand the experiment. Avoid copying verbatim from any source. 5. Materials and methods are very important, so don⿿t go light here. The purpose is for someone to be able to duplicate your experiment based purely on your report. List all the materials and equipment, neatly, and if you know their concentrations, or compositions, shape, etc, list that too. In the methods, be thorough, and explain your own experience in following the handout. Don⿿t simply reference that handout or use the words verbatim. Mention what difficulties you had and any expected errors, which you can later explain in the discussion. If you use abbreviations and acronyms, be sure to explain these at the first occurrence. Don⿿t number the steps, and use very concise language, and separate logical groups of steps in paragraphs. 6. In the results section, don⿿t just include a chart and a table and no text. These have to be described adequately in the results text. Say something like Table 1 shows the . and the associated .. values with standard deviations. Don⿿t simply repeat the table data one for one in the results text. Rather pick out important values and report them in some context. This is important: put all raw data in the appendix, and only the averages etc in the body. Also, number and caption every chart or table, and give it a concise caption that explains what is being tabulated or charted, and use chart legends and labels suitably. Don⿿t just say: Fig 1: Stress-strain plot. Instead, say: Fig. 1: Stress plotted against strain for three samples of stainless steel 316L at 8mm/min strain rate. Don⿿t put theory and explanations here. That should have been done in the introduction, including any equations. Here you just report the experimental values and the analysis results with brief descriptions. 7. Discussion is the MOST important section in your lab report. Go into depth here. This is a multi-page section. Explain how the theory is compared to other relevant techniques and why or why not the best way to do this analysis. Compare the expected and actual results and explain inconsistencies. Offer improvements to your procedure. In the error analysis, rank sources of error so that the most important error sources are emphasized. If you are not sure about an explanation, be sure to say it is probable or likely etc. Try to exhaust sources of error. Distinguish between systematic and random error. If you must exclude some data points, justify that clearly. 8. Conclusion is a bit like your abstract, except more brief. It should still convey what was attempted, what was learned about the samples and where the work could be most improved (if there was some serious challenge). 9. Once you have a template, you can keep reusing that. Tables and charts and appendices can become more consistent this way. Raw data is better typed up. It⿿s good to number all pages, and make extra effort not to have to hand-write anything. If you want to include a page from your lab note, it looks better to photocopy that on a clean letter-size sheet with a page number on it. |
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Readme link.
Strategic Objectives & Consultation section begins below
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| Strategic Objectives & Consultation | ||
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Name of Department Chair Approver: |
<no text provided> | |
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Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? <no text provided> |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? <no text provided> |
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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> |
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