CEGE 3190 -- Proposed New Course

Tue Mar 21 10:56:30 2017

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Approvals Received:
on 03-09-17
by Tiffany Ralston
Approvals Pending: College/Dean  > Provost > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1173 - Spring 2017
Course: CEGE  3190
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11101 - CSENG Civil, Envrn & Geo-Eng
Course Title Short: Curricular Practical Training
Course Title Long: Curricular Practical Training Internship
Max-Min Credits
for Course:
1.0 to 1.0 credit(s)
Work assignment involving advanced civil engineering. Reviewed by the director of undergraduate studies.
Prereq: CE, EnvE, or Geo major
Print in Catalog?: Yes
Grading Basis: S-N only
Topics Course: No
Honors Course: No
Online Course: No
Freshman Seminar: No
Is any portion of this course taught
outside of the United States?:
Community Engaged Learning (CEL) : None
Contact Hours:
1.0 hours per week
Course Typically Offered: Every Fall, Spring & Summer
Component 1 : FWK (no final exam)
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
Allow up to 2 repetition(s) totalling up to 2.0 credit(s).
Allow multiple enrollments in a single term.
for Catalog:
<no text provided>
No course equivalencies
Cross-listings: No cross-listings
Add Consent
No required consent
Drop Consent
No required consent
(course-based or
CEGE student
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Sponsor Name:
Sponsor E-mail Address:
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.

Students will work with mentors on real-world engineering problems.

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.

Mentors will provide feedback on the students' work. The outcome will be considered achieved if the students' exhibit satisfactory performance.

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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Statement of Certification: This course is certified for a Core, effective as of 
This course is certified for a Theme, effective as of 
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 2,500 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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Statement of Certification: This course is certified as Writing Internsive effective  as of 
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.

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. The University "Syllabi Policy" can be found here

Any syllabus older than two years should be replaced with a current version when making ECAS updates.

CEGE 3190: Curricular Practical Training Internship

CEGE 3190 is a one-credit S-N course, which is intended to provide international students with an opportunity to gain practical professional experience as part of their undergraduate program.

Course Outcomes
To provide students with an experiential learning opportunity associated with field experience in the civil, environmental or geo- engineering discipline.

ABET1 Outcomes
(a)        An ability to apply knowledge of mathematics, science, and engineering
(e)        An ability to identify, formulate, and solve engineering problems
(f)        An understanding of professional and ethical responsibility
(k)        An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

1ABET  is the organization that accredits engineering programs

Your grade is based on satisfactory performance as documented by your employer/supervisor over the agreed time period worked.
Strategic Objectives & Consultation
Name of Department Chair
Cathy French
Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

Strategic Objectives - Core
Does the unit consider this course to be part of its core curriculum?

Strategic Objectives -
Consultation with Other
Before submitting a new course proposal in ECAS, circulate the proposed syllabus to department chairs in relevant units and copy affiliated associate dean(s). Consultation prevents course overlap and informs other departments of new course offerings. If you determine that consultation with units in external college(s) is unnecessary, include a description of the steps taken to reach that conclusion (e.g., catalog key word search, conversation with collegiate curriculum committee, knowledge of current curriculum in related units, etc.). Include documentation of all consultation here, to be referenced during CCC review. If email correspondence is too long to fit in the space provided, paraphrase it here and send the full transcript to the CCC staff person. Please also send a Word or PDF version of the proposed syllabus to the CCC staff person.

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