CHEM 1903 -- Proposed New Course

Mon Apr 17 11:31:27 2017



Approvals Received:
Department
on 3/22/17
by Nancy Thao
(thao@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog
Effective Status:
Active
Effective Term:
1183 - Spring 2018
Course:
CHEM 1903
Institution:
UMNTC - Twin Cities/Rochester
Campus:
UMNTC - Twin Cities
Career:
UGRD
College:
TIOT - College of Science and Engineering
Department:
11098 - Chemistry

General

Course Title Short:
Chem in the Kitchen
Course Title Long:
Chemistry in the Kitchen
Max-Min Credits for Course:
3.0 to 3.0 credit(s)
Catalog Description:
This seminar will look at the chemistry behind cooking and baking. In this course, we?ll cover topics such as coffee roasting, gluten formation, caramelization, ?unscrambling? an egg, the science of ice cream, and molecular gastronomy. We will discuss some of the fundamental processes and chemical transformation that occur when we step into the kitchen. In addition to chemistry, this course will touch on interdisciplinary concepts from biochemistry, neuroscience, materials science, and physics.
Print in Catalog?:
Yes
CCE Catalog Description:
false
Grading Basis:
OPT
Topics Course:
No
Honors Course:
No
Online Course:
No
Freshman Seminar:
Yes
Is any portion of this course taught outside of the United States?:
No
Community Engaged Learning (CEL): None
Instructor Contact Hours:
3.0 hours per week
Course Typically Offered:
Periodic Fall & Spring
Component 1:
LEC
Auto Enroll Course:
No
Academic Progress Units:
3.0 credit(s) (Not allowed to bypass limits.)
Financial Aid Progress Units:
3.0 credit(s) (Not allowed to bypass limits.)
Repetition of Course:
Allow up to 2 repetition(s) totalling up to 6.0 credit(s).
Course Prerequisites for Catalog:
<No Text Provided>
Course Equivalency:
No Course Equivelencies
Cross-listings: No cross-listings
Add Consent Requirement:
No required consent
Drop Consent Requirement:
No required consent
Enforced Prerequisites: (course-based or non-course-based):
001475 - Freshman and FRFY
Editor Comments:
<No text provided>
Proposal Changes:
Renee Frontierra Chemistry Time/DAY:TBD East Bank Renee Frontiera is a McKnight Land-Grant Assistant Professor in the Department of Chemistry. She earned B.A. degrees in Chemistry and Chinese at Carleton College, and received a Ph.D. in Chemistry from the University of California-Berkeley. She was a postdoctoral fellow at Northwestern University before coming to UMN in 2013. She has taught graduate and undergraduate classes in quantum mechanics and spectroscopy. Her research involves using light to probe chemical reactions occurring in nanomaterials, in solar cells, and in cellular membranes.
History Information:
<No text provided>
Faculty Sponsor Name:
<No text provided>
Faculty Sponsor E-mail Address:
<No text provided>

Student Learning Outcomes

Student Learning Outcomes

* Students in this course:

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

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.

This seminar will look at the chemistry behind cooking and baking. In this course, we?ll cover topics such as coffee roasting, gluten formation, caramelization, ?unscrambling? an egg, the science of ice cream, and molecular gastronomy. We will discuss some of the fundamental processes and chemical transformation that occur when we step into the kitchen. In addition to chemistry, this course will touch on interdisciplinary concepts from biochemistry, neuroscience, materials science, and physics.

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

To assess the students learning students will be graded on class participation, homework, minute papers, a group presentation, and a research paper.

Liberal Education

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.

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.

LE Recertification-Reflection Statement (for LE courses being re-certified only):
<No text provided>
Statement of Certification:
This course is certified for a Core (blank) as of
This course is certified for a Theme (blank) as of

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? Also, describe where in the syllabus there are statements about the critical role 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 2,500 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>
Statement of Certification:
This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus:
Chemistry 1905: Freshman Seminar Renee R. Frontiera Spring Semester 2018 Office: Smith Hall 233 Room and Time TBD rrf@umn.edu Chemistry in the Kitchen Class description: This seminar will look at the chemistry behind cooking and baking. In this course, we?ll cover topics such as coffee roasting, gluten formation, caramelization, ?unscrambling? an egg, the science of ice cream, and molecular gastronomy. We will discuss some of the fundamental processes and chemical transformation that occur when we step into the kitchen. In addition to chemistry, this course will touch on interdisciplinary concepts from biochemistry, neuroscience, materials science, and physics. Textbooks: Readings will be required from the following books, which can be found on reserve in Walter Library: ?On Food and Cooking?, Harold McGee ?The Food Lab?, Kenji Alt?Lopez and posts on http://www.seriouseats.com/the?food?lab ?Chemistry in your Kitchen?, Matthew Hartings Office hours: By appointment. I am always happy to set up a meeting to talk about anything in the course or at the University of Minnesota. To set up a meeting, please email me at rrf@umn.edu at least two days before you?d like to meet. Attendance: Attendance and participation are very important in this class! You are responsible for all material and reading covered. More than two unexcused absences will result in a failing grade. Moodle: All assignments and announcements will be posted on our course?s Moodle site, so be sure to check it regularly. The link is here (TBD) Course grading: Component Weight Course Participation 10% Homework 15% Minute Papers 15% Group Presentation 30% Research Paper 30% Minute Papers: Every week send a concise e?mail to bowser@umn.edu describing the major topics discussed in that class. These e?mails are limited to <150 words and are due 24 hours after class. In?Class Group Presentation: Groups will be responsible for presenting the background information on an assigned topic. Presentations will be approximately 30 minutes long. More details will be discussed in class. Research Paper: Students will write a 10?page research paper on a related topic of their choosing. Students will be required to submit via e?mail a proposed topic no later than TBD. A first draft of the paper will be due in class on TBD. The final paper will be due in class on TBD. All late assignments will be penalized 10% per day that they are submitted after the deadline. Letter grades: Please refer to the Undergraduate Catalog at http://www.catalogs.umn.edu/ug/ for details on the University's grading policy. Students with Disabilities: Students with disabilities that affect their ability to participate fully in class or to meet all course requirements are encouraged to bring this to the attention of Prof. Frontiera as soon as possible so that appropriate arrangements can be made. You will need a letter from the Office of Disability Services (612?626? 1333). Scholastic Dishonesty: Scholastic dishonesty is any conduct described as follows (from the CLA Classroom Grading and Examinations Procedures): "Scholastic dishonesty is any act that violates the rights of another student with respect to academic work or that involves misrepresentation of a student's own work. Scholastic dishonesty includes (but is not limited to) cheating on assignments or examinations; plagiarizing (misrepresenting as one's own anything done by another); submitting the same or substantially similar papers for more than one course without consent of all instructors concerned; depriving another of necessary course materials; sabotaging another's work." If a student is guilty of scholastic dishonesty, the instructor will assign a grade of zero on the work involved and will report the matter to the Office for Student Conduct and Academic Integrity (http://www1.umn.edu/oscai/conduct/student/index.html). Other important university policies: University policies on student conduct, personal electronic devices, makeup work, grading, sexual harassment, students with disabilities, mental health, and more can be found at: http://policy.umn.edu/education/syllabusrequirements?appa.

Strategic Objectives & Consultation

Name of Department Chair Approver:
David Blank
Strategic Objectives - Curricular Objectives:

How does adding this course improve the overall curricular objectives of the unit?

freshmen seminar
Strategic Objectives - Core Curriculum:

Does the unit consider this course to be part of its core curriculum?

na
Strategic Objectives - Consultation with Other Units:

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.

na