CSE 2501 -- Proposed New Course

Thu Jul 20 10:12:50 2017



Approvals Received:
Department
on 7/19/17
by Megan Whaley
(whale071@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog > PeopleSoft Manual Entry
Effective Status:
Active
Effective Term:
1179 - Fall 2017
Course:
CSE 2501
Institution:
UMNTC - Twin Cities/Rochester
Campus:
UMNTC - Twin Cities
Career:
UGRD
College:
TIOT - College of Science and Engineering
Department:
11055 - Sci and Engineer, Coll of-Adm

General

Course Title Short:
Ireland: Career Readiness
Course Title Long:
Ireland: Career Readiness for the STEM Industry
Max-Min Credits for Course:
3.0 to 3.0 credit(s)
Catalog Description:
In this global seminar, you will learn about Ireland, the STEM industry, what it takes to get and maintain a fulfilling career and more about you. You will discover the rich intellectual, cultural and economic history of Ireland and how it shapes the business and organizational cultural of today. You will continue to develop your core career competencies through career and work related activities, such as business and organizational site visits, informational interviews, resume critiques, and interview practice. You will discover more about yourself and your own path toward career readiness.
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?:
Yes
Community Engaged Learning (CEL):
New: None
Old:
Instructor Contact Hours:
3.0 hours per week
Course Typically Offered:
Periodic Spring
Component 1:
DIS
Auto Enroll Course:
No
Graded Component:
DIS
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:
Repetition not allowed.
Course Prerequisites for Catalog:
<No Text Provided>
Course Equivalency:
CLA 2501/CSE 2501
Cross-listings:
Parent course: CLA 2501, cross-list: CSE 2501
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:
This is a new learning abroad course being co-taught between CLA and CSE. It will be taught for the first time in January 2018. Admissions will grant the LE on this course due to time constraints, and the instructor does plan to submit to the CLE for the permanent LE. A very similar version of this course was already seen by the CLE (CLA 3501) and was given feedback, which has been addressed in the current syllabus.
Faculty Sponsor Name:
Paul Strykowski
Faculty Sponsor E-mail Address:
pstry@umn.edu

Student Learning Outcomes

Student Learning Outcomes

* Students in this course:

- Understand diverse philosophies and cultures within and across societies

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.

By the end of the course student will be able to: have a brief understanding of modern Irish history from approximately 1801 to present; be able to articulate how that history has affected modern day Ireland; understand the current economy especially around STEM industries; determine three goals for interacting in a new culture and describe a plan for achieving them; reflect on expectations and experiences in a global context before, during, and after time abroad.

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

This will be assessed through group discussions, the cross cultural goal assignment, and the Irish cultural reflection paper.

Liberal Education

Requirement this course fulfills:
<no text provided>
Other requirement this course fulfills:
<no text provided>
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.

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.

? focusing on understanding the Irish culture by seeking to understand Irish history, economy and current cultural themes and trends. This will happen through lectures on history, culture and economy as well as through visits to historical places, corporate and organizational site visits and specific readings and films. ? seeking to compare Irish culture, history and economy to that of the United States. You will have the opportunity to get to know the Irish culture through readings, visits, and even informal conversations with people throughout the experience. The assessment of this will happen primarily through the Irish culture reflection paper. ? looking at work culture in Ireland and how it compares to a work culture in the United States. We will have corporate and organizational site visits, reflective site visit debriefs and informational interviews that will assist in this goal.

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:
Global Seminar 14 meetings over 16 days, each meeting is 4+ hours = 56 hours Ireland: Career Readiness for the STEM Industry CLA 2501/CSE 2501 3 Credits Instructor: Andy Gammons (agammons@umn.edu) 612-624-5291 114 Johnston Hall Faculty: Professor Alena Talkachova (talkacal@umn.edu) 612-626-2719 Required Text: CLA Career Readiness Guide. Moody, T. W., F. X. Martin, Dermot Keogh, and Patrick Kiely. The course of Irish history. Lanham, MD: Roberts Rinehart Publishers, 2012. Print. Roberts, Joanna; Worrall, J.J.; Burke, Elaine; Connolly, Philip; Newenham, Pamela. Silicon Docks : The Rise of Dublin as a Global Tech Hub. Dublin: Liberties Press, 2015. Ebook Library. Web. 23 May. 2017. Syllabus Ireland is a global hub for the STEM industry: biomedical technology, pharmaceuticals, information technology and more. Are you interested in the STEM industry, working on the technical side, the marketing or communication side, management? Join us as we journey through Ireland on the road to career readiness in the STEM industry. We will focus on career readiness through the acquisition of ten Core Career Competencies. Nine of these competencies represent the very essence of liberal arts education ? and the competitive advantage it represents in today?s uncertain and dynamic economy. Career management, the tenth competency, gives you the necessary tools to seek and obtain the career you desire. Career Readiness means you can articulate how your education prepares you for your future career to yourself, and to your family and future employers. In this global seminar, you will learn about Ireland, the STEM industry, what it takes to get and maintain a fulfilling career and more about you. You will discover the rich intellectual, cultural and economic history of Ireland and how it shapes the business and organizational cultural of today. You will continue to develop your core career competencies through career and work related activities, such as business and organizational site visits, informational interviews, resume critiques, and interview practice. You will discover more about yourself and your own path toward career readiness. Course Objectives and Learning Outcomes This course will meet the learning outcome of helping students to understand diverse philosophies and cultures within and across societies. By the end of the course student will be able to: have a brief understanding of modern Irish history from approximately 1801 to present; be able to articulate how that history has affected modern day Ireland; understand the current economy especially around STEM industries; determine three goals for interacting in a new culture and describe a plan for achieving them; reflect on expectations and experiences in a global context before, during, and after time abroad. This will be assessed through group discussions, the cross cultural goal assignment, and the Irish cultural reflection paper. Liberal Education Requirements: Global Perspective Theme The University of Minnesota and its faculty are committed to providing an education that invites you to investigate the world from new perspectives, learn new ways of thinking, and grow as an active citizen and lifelong learner. The University?s liberal education requirements for all students are designed to be integrated throughout your four-year undergraduate experience. These courses provide you an opportunity to explore fields outside your major and complement your major curriculum with a multidisciplinary perspective. All 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. This course will do this by asking questions about gentrification and other repercussions of the developing Irish economy; ? reflecting on the shared sense of responsibility required to build and maintain community. This course will do this by developing a community amongst the students in the course and by looking at the various communities in Ireland; ? connecting knowledge and practice. The course will help students do this in the areas of career readiness through a focus on interpreting the study abroad experience for future employers; ? fostering a stronger sense of our roles as historical agents. The course will do this by seeking to understand how Irish history has led to the current economic, political and sociological situation. This course meets the Global Perspectives theme by: ? focusing on understanding the Irish culture by seeking to understand Irish history, economy and current cultural themes and trends. This will happen through lectures on history, culture and economy as well as through visits to historical places, corporate and organizational site visits and specific readings and films. ? seeking to compare Irish culture, history and economy to that of the United States. You will have the opportunity to get to know the Irish culture through readings, visits, and even informal conversations with people throughout the experience. The assessment of this will happen primarily through the Irish culture reflection paper. ? looking at work culture in Ireland and how it compares to a work culture in the United States. We will have corporate and organizational site visits and reflective site visit debriefs that will assist in this goal. Course Policies Late Assignments Students are responsible for turning in completed assignments on the day the assignments are due. Late work will receive a 10% penalty for each day it is late. Work is considered late if it is handed in after the class period it is due. Assignments turned in five or more days late will be worth at most 50% of the original points. Please note that computer or printer malfunctions do not excuse you from submitting your assignments on time. If you have missed a class, it is your responsibility to get the assignment information, and you are still expected to get the work done on time unless you make other arrangements with me in advance of the due date. Missing class for any reason does not excuse you from completing any assignments on their original due date. Assignments Participation 40 points Accountability contract 10 Career Readiness reflection 20 Cross-culture goals 20 Company group presentation 20 Site visit questions 20 1-on-1 with Andy 10 Site visit reflection 20 Irish culture reflection 20 Final resume 20 TOTAL 200 points Course Schedule Date Readings and Assignment Due Orientation DUE Return signed Accountability Contract to Andy?s office (114 Johnston Hall) TASK Research company group presentation Saturday, Dec. 30, 2017 DEPART MINNEAPOLIS Day 1 Sunday, Dec. 31, 2017 Program introduction, welcome dinner, New Year?s Eve celebration in Dublin Day 2 Monday, Jan. 1, 2018 Tour of Dublin, Career Readiness, Career Competencies, Career Management model, career path discussion DUE Cross-culture goals Initial resume Career readiness reflection READ Career Competencies and Career Management model, GUIDEBOOK TASK Set up 1-on-1?s with Andy Day 3 Tuesday, Jan. 2, 2018 Ingenious Dublin walking tour, Traditional music night TASK 1-on-1?s with Andy Day 4 Wednesday, Jan. 3, 2018 Irish history lecture Networking Visit Kilmainham Gaol READ The Course of Irish History, selected chapters Networking, GUIDEBOOK VIEW Michael Collins film Day 5 Thursday, Jan. 4, 2018 Celtic Tiger and beyond: Irish economy lecture Visit National Museum of Ireland: Archeology Literary Pub Crawl READ Smyth, Gerry. ?Irish National Identity after the Celtic Tiger.? Day 6 Friday, Jan. 5, 2018 Visit Boyne Valley, Trim Castle, Bective Abbey READ The Course of Irish History, selected chapters Day 7 Saturday, Jan. 6, 2018 Workplace Culture Site Visit #1 Visit and tour Trinity College & Book of Kells READ Bersin, Josh. ?Culture: Why It's The Hottest Topic In Business Today.? Silicon Docks, Introduction, Chapters 1-7 DUE Group 1?Company Group Presentation Site visit questions Sunday, Jan. 7, 2018 unscheduled day in Dublin (suggested excursions) Day 8 Monday, Jan. 8, 2018 Silicon Docks lecture Site Visit #2 IDA READ Silicon Docks, Chapter 9 DUE Group 2?Company Group Presentation Site visit questions Day 10 Tuesday, Jan. 9, 2018 Visit Trinity College Science Gallery Site Visit #3 Travel to Galway READ Silicon Docks, Chapter 10 DUE Group 3?Company Group Presentation Site visit questions Day 11 Wednesday, Jan. 10, 2018 Galway Site Visit #4 Irish Company DUE Group 4?Company Group Presentation Site visit questions Day 12 Thursday, Jan. 11, 2018 Visit the Aran Islands Day 13 Friday, Jan. 12, 2018 Return to Dublin Translating your Study Abroad Experience Resumes Resume peer review LinkedIn READ Selby, Katie M. , ?Study Abroad Storytelling for Interviews.? P. 75-9. https://www.capa.org/sites/default/files/Career_Integration_Booklet_lowres.pdf READ Resumes, GUIDEBOOK Day 14 Saturday, Jan. 13, 2018 Visit County Wicklow, Powerscourt Gardens and House, Glendalough Monastic Settlement Dublin debrief Sunday, Jan. 14, 2018 Return home DUE Irish Culture Reflection Video (due by Sunday January 21, 2018.) Assignment Details 1. Participation Due to the discussion and interaction-oriented format of this course, much of the learning is hands-on or experiential and requires you to be present and actively engaged in the class. Your contributions during class and excursions are essential. While it is recognized that some people are more comfortable with participating than others, it is expected that you will be actively present, be prepared, and be willing to share your thoughts, ideas, and experiences. Since this course involves interacting with others involved in the same exploration and planning process, it provides an excellent opportunity to work toward common goals with others who may hold differing values, interests, and life experiences. It will be your responsibility to make group activities productive, rewarding experiences 2. Accountability contract To be discussed at pre-departure meeting 3. Career Readiness reflection In approximately 500 words (two pages) explain where you are at in your career readiness journey. In narrative form, answer the majority of the following questions. EDUCATION: What is your major? How did you come to choose it? If you are undecided, what are your main areas of interest? What minors are you taking or interested in? What other courses have been highlights for you? Are you thinking about graduate school? CAREER: What career do think you might want to have one day? Why are you attracted to that career? How did you come to this career choice? What are the things you value most about the career? EXPERIENCES: What experiences in college and before have led you to this place? Leadership positions, internships, jobs, relationships, etc.? What experiences to think you need to have in order to further prepare you for your career? 4. Cross-culture goals Set three goals about how you will engage with the Irish culture. These goals should be specific, attainable and measurable (SAM.) For instance, ?Get to know people? would not be a SAM goal, as it is neither specific nor measurable. ?Become fluent in the Gaelic language? would also be out as it is not attainable in the time that we will have. Once you have set the goals, please discuss briefly (a paragraph or two) your plan to meet this goal during your time in Ireland. 5. Company Group Presentation Working with your assigned group, you will research one of the companies that we will visit. You will present on what the companies does, a brief history of the company and three to five current news stories about the company. This presentation will take 10-15 minutes. 6. Site Visit Questions For every one of the five site visits, you will prepare and ask two questions to someone at the site. These two questions will be collected before each visit. They should pertain specifically to something that you already know or would like to know about the company or organization we will be visiting. 7. 1-on-1 with Andy You will schedule and attend an hour long meeting with Andy to discuss your career goals and to develop a mentoring relationship with him. 8. Site visit reflection After one of the four site visits, you will submit a 250-500 word (1-2 page) essay discussing the workplace culture of the business or organization and how it does or does not line up with your values. Would you be interested in working at an organization like this? Why or why not? What would your ideal work place culture look like? 9. Irish culture reflection video In a video that is approximately 2-3 minutes, discuss what you have learned about the Irish culture during your time there. What is significant about these things you?ve learned? What were things that surprised you? Were any of your initial thoughts about Irish culture confirmed or denied? Compare and contrast the Irish culture with your home culture. Are there things that you will take away from the Irish culture? 10. Final resume Your final resume should include the addition of your learning abroad experience in Ireland as well as any edits that were suggested in the peer review process. Additional Course Policies Student Responsibilities Student Conduct Code: The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community. As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf. Note that the conduct code specifically addresses disruptive classroom conduct, which means ?engaging in behavior that substantially or repeatedly interrupts either the instructor?s ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities.? Sexual Harassment ?Sexual harassment? means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual?s work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf Equity and Diversity The University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy:http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf. Services for Students with Disabilities The University of Minnesota is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact the DRC at 612-626-1333 to arrange a confidential discussion regarding equitable access and reasonable accommodations. If you are registered with the DRC and have a current letter requesting reasonable accommodations, please contact your instructor as early in the semester as possible to discuss how the accommodations will be applied in the course. For more information, please see the DRS website, https://diversity.umn.edu/disability/. Academic Freedom and Responsibility Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled.* Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost. * Language adapted from the American Association of University Professors ?Joint Statement on Rights and Freedoms of Students?. Mental Health and Stress Management Services As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu. Grading Because of the experiential nature of this class, in order to perform well you must: ? Attend and participate in all class sessions. ? Satisfactorily complete all course assignments; Note that participation and attendance account for a portion of your grade. Failure to arrive on time, or to participate actively, will impact your final grades. Grading: A = 90 ? 100%, AB = 86 ? 89%, C = 70 ? 74%, CD = 65 ? 69%, D = 60 ? 64%, F = 0 ? 59% For more information on grading, see the policy, http://cei.umn.edu/support-services/tutorials/u-m-syllabus-requirements-policy-statements/grade-definitions.

Strategic Objectives & Consultation

Name of Department Chair Approver:
Paul Strykowski
Strategic Objectives - Curricular Objectives:

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

Study abroad experience for CSE students
Strategic Objectives - Core Curriculum:

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

no.
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.

Exempt from consultation.