Fri Apr 1 13:06:54 2016
Approvals Received: |
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Approvals Pending: | College/Dean > Provost > Catalog | |
Effective Status: | Active | |
Effective Term: | 1165 - Summer 2016 | |
Course: | IE 4094 | |
Institution: Campus: |
UMNTC - Twin Cities/Rochester UMNTC - Twin Cities |
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Career: | UGRD | |
College: | TIOT - College of Science and Engineering | |
Department: | 11138 - Industrial & Systems Eng | |
General | ||
Course Title Short: | Directed Research | |
Course Title Long: | Directed Research | |
Max-Min Credits for Course: |
4.0 to 1.0 credit(s) | |
Catalog Description: |
Research with faculty adviser on a topic in industrial and systems engineering or operations research. Student contacts adviser to develop project description prior to registering for course. | |
Print in Catalog?: | Yes | |
CCE Catalog Description: |
<no text provided> | |
Grading Basis: | A-F only | |
Topics Course: | No | |
Honors Course: | No | |
Online Course: | No | |
Instructor Contact Hours: |
2.0 hours per week | |
Course Typically Offered: | Every Fall, Spring & Summer | |
Component 1 : |
IND (no final exam) |
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Auto-Enroll Course: |
Yes | |
Graded Component: |
IND | |
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: |
Allow up to 3 repetition(s) totalling up to 12.0 credit(s). | |
Course Prerequisites for Catalog: |
<no text provided> | |
Course Equivalency: |
No course equivalencies | |
Add Consent Requirement: |
Department | |
Drop Consent Requirement: |
No required consent | |
Enforced Prerequisites: (course-based or non-course-based) |
004254 - Ind & Systems Engr B I Sy E, sr | |
Editor Comments: | <no text provided> | |
Proposal Changes: | <no text provided> | |
History Information: | <no text provided> | |
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 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. Directed research will include identification, reading, and evaluation of information, such as academic articles. 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. Faculty mentor will work with student to ensure appropriate information is identified and evaluated. Mentor will review agreed upon student deliverables to assess the student's learning. | |
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:
<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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LE Recertification-Reflection Statement: (for LE courses being re-certified only) |
<no text provided> | |
Statement of Certification: |
This course is certified for a Core,
effective
as of
This course is certified for a Theme, effective as of |
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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. <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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Statement of Certification: | This course is certified as Writing Internsive effective as of | |
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.) Directed research course is used to allow students to receive credit for a research project under the mentorship of a University of Minnesota faculty member. Generally, this course is used to enable the student to perform research in the field. Each credit hour of directed research requires at least 45 hours of mentored work over the course of the semester (so a 2 credit course will require 90 hours of work in the semester). To register for the course, the student must send an e-mail to info@isye.umn.edu at least 10 days prior to needing the course permission number. The e-mail must contain the following information: Faculty mentor Note from faculty mentor approving project Topic(s) of research Expected class deliverables, as determined by the student and faculty mentor |
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Readme link.
Strategic Objectives & Consultation section begins below
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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> |
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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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