ME 4053 -- Proposed New Course

Thu Apr 20 11:38:44 2017



Approvals Received:
Department
on 4/17/17
by Jeanne Sitzmann
(sitzm001@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog
Effective Status:
Active
Effective Term:
1183 - Spring 2018
Course:
ME 4053
Institution:
UMNTC - Twin Cities/Rochester
Campus:
UMNTC - Twin Cities
Career:
UGRD
College:
TIOT - College of Science and Engineering
Department:
11135 - Mechanical Engineering

General

Course Title Short:
ME Modeling
Course Title Long:
Mechanical Engineering Modeling
Max-Min Credits for Course:
4.0 to 4.0 credit(s)
Catalog Description:
This course is aimed at teaching undergraduate students mechanical engineering modeling, technical analysis and technical design capabilities from a non-compartmentalized perspective. The course focuses on, (i) modeling complex, multi-disciplinary mechanical engineering problems by identifying critical elements of a problem, (ii) design and development of analysis tools using analytical and numerical techniques and (iii) developing optimized solutions/designs to problems/challenges. PREREQ: ME 3221, ME 3222, ME 3281, ME 3331, ME 3332, ME 3333
Print in Catalog?:
Yes
CCE Catalog Description:
false
Grading Basis:
OPT
Topics Course:
No
Honors Course:
No
Online Course:
No
Freshman Seminar:
No
Is any portion of this course taught outside of the United States?:
No
Community Engaged Learning (CEL): None
Instructor Contact Hours:
4.0 hours per week
Course Typically Offered:
Every Fall & Spring
Component 1:
LEC
Auto Enroll Course:
No
Academic Progress Units:
4.0 credit(s) (Not allowed to bypass limits.)
Financial Aid Progress Units:
4.0 credit(s) (Not allowed to bypass limits.)
Repetition of Course:
Repetition not allowed.
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):
No prerequisites
Editor Comments:
<No text provided>
Proposal Changes:
<No text provided>
History Information:
<No text provided>
Faculty Sponsor Name:
A. Aksan/F. Kelso
Faculty Sponsor E-mail Address:
aaksan@umn.edu

Student Learning Outcomes

Student Learning Outcomes

* Students in this course:

- Can identify, define, and solve 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.

Students will (i) model complex, multi-disciplinary mechanical engineering problems by identifying critical elements of a problem, (ii) design and develop of analysis tools using analytical and numerical techniques and (iii) develop optimized solutions/designs to problems/challenges.

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

1. Midterm exam 2. Homework 3. Case studies

- Have mastered a body of knowledge and a mode of inquiry

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.

Students will (i) model complex, multi-disciplinary mechanical engineering problems by identifying critical elements of a problem, (ii) design and develop of analysis tools using analytical and numerical techniques and (iii) develop optimized solutions/designs to problems/challenges.

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

1. Midterm exam 2. Homework 3. Case studies

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:
COURSE NUMBER: ME 4053, 4 credits COURSE TITLE: Engineering Modeling TERMS OFFERED: Fall, Spring PREREQUISITES: ME3331, ME3332, ME3333, AEM2021, AEM3031, ME3281, ME3221, ME3222 TEXTBOOKS/REQUIRED MATERIAL: Web-based tutorials, lecture notes, video-casts PREPARED BY: A. Aksan, Ph.D. DATE OF PREPARATION: March 27th, 2017 COURSE LEADER(S): A. Aksan, Ph.D.; F. Kelso, Ph.D. CLASS/LABORATORY SCHEDULE: 4x50 min lectures/week CONTRIBUTION OF COURSE TO MEETING PROFESSIONAL OBJECTIVES: 100% Engineering Fundamentals and Applications CATALOG DESCRIPTION: This course is aimed at teaching undergraduate students mechanical engineering modeling, technical analysis and technical design capabilities from a non-compartmentalized perspective. The course focuses on, (i) modeling complex, multi-disciplinary mechanical engineering problems by identifying critical elements of a problem, (ii) design and development of analysis tools using analytical and numerical techniques and (iii) developing optimized solutions/designs to problems/challenges. COURSE TOPICS: 1. Review of mechanical engineering fundamentals (Thermodynamics, Heat Transfer and Fluid Mechanics, Controls, Dynamics, and Strength of Materials) from the unified perspective of analysis-based engineering design. 2. Modeling of complex engineering systems through scaling and force analysis, determination of design constraints, assumptions, and the critical parameters of the problem. 3. First-order modeling and analysis as a first step for detailed analysis. 4. Fundamentals of numerical analysis techniques, and algorithms including finite-difference and finite-element/volume techniques. 5. Introduction to numerical solvers (e.g. Matlab, share/freeware, ANSYS) 6. Case studies on different mechanical engineering sub-disciplines with special emphasis on analyzing and solving multi-disciplinary and cross-disciplinary cases. COURSE OBJECTIVES Students learn: 1. To understand mechanical engineering fundamentals from a unified perspective of analysis-based design and engineering problem solving. 2. To apply engineering modeling to the design and analysis of complex mechanical engineering systems. 3. To conduct dimensional analysis to determine the relevant phenomena in an engineering problem/system and to develop simplified models of that system. 4. The fundamentals and application of numerical analysis, algorithm development and simulation. 5. A variety of numerical solvers and acquire the ability to select appropriate solution tools for the specific problem at hand. 6. To model and analyze complex engineering problems starting with a first-order analysis then progressing towards construction of detailed models and application of analysis tools. 7. To intelligently search, identify, and utilize the tools and information widely available through code libraries, free/share-wares and the web. COURSE OUTCOMES (Letters shown in brackets are linked to program outcomes a-k) At the conclusion of the course, students will have: 1. An ability to simplify, model, simulate, and analyze complex engineering problems and conduct analysis. [a, e, i, j, k] 2. An ability to perform dimensional analysis to identify and bound the principal drivers of an engineering problem. [a, e, j, k] 3. An ability to find or develop a variety of numerical solution algorithms and simulation tools and learn to select and use the one suitable for their specific problem. [a, c, e, i, j, k] 4. An understanding of the ethical and legal consequences of applying third-party software to the solution of engineering problems. [f, h] 5. A basic working level knowledge of all mechanical engineering sub-disciplines that could play a role in a real life analysis. [a, e, i, j, k] 6. An ability to conduct a structured analysis, which begins with first-order models and progresses toward more complex and computationally expensive models. [a, e, i, j, k] 7. An ability to tackle real world problems in the capstone design course. [c, e, h] ASSESSMENT TOOLS: 1. Midterm exam 2. Homework 3. Case studies ME 4053

Strategic Objectives & Consultation

Name of Department Chair Approver:
T. R. Chase
Strategic Objectives - Curricular Objectives:

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

This course is designed to strengthen students' ability to apply skills learned in the mechanical engineering core courses to new problems that they will encounter in the capstone senior design course and in their jobs. These new skills will help them to establish themselves as practicing professionals (objective 1), to apply engineering principles to develop products, processes or knowledge; to solve technical or societal problems; or to otherwise contribute to the betterment of society (objective 2), and to realize the value of continuing their intellectual development following graduation (objective 3).
Strategic Objectives - Core Curriculum:

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

ME 4053 is not a part of the mechanical engineering core curriculum at this time. However, it will be considered for adaptation into the core after its outcomes are assessed.
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.

Date: Tue, 18 Apr 2017 11:45:28 -0500 From: Barry Kudrowitz <barryk@umn.edu> To: "Thomas R. Chase" <trchase@umn.edu> Cc: Alptekin Aksan <aaksan@umn.edu> Subject: Re: ME Course Proposal This sounds like a great idea! There was a similar class like this at MIT for undergrads in which students could apply the theory they learned in their core courses. It was almost like an advanced version of a science fair. In that class, students could pick their mini real world case studies and the finale event was a showcase of analysis of different objects and phenomena... somewhat like a theory/experiment version of the ME 2011 Robot Show. I don't know enough about the ME scheduling, but would requiring this prior to capstone push more students into the Spring semester of Capstone? In any case, I support going forward with this class. best, Barry