EE 1703 -- Proposed New Course

Mon Sep 25 11:18:16 2017



Approvals Received:
Department
on 9/25/17
by Frances Wood
(fkwood@umn.edu)
Approvals Pending: College/Dean  > Provost > Catalog
Effective Status:
Active
Effective Term:
1183 - Spring 2018
Course:
EE 1703
Institution:
UMNTC - Twin Cities/Rochester
Campus:
UMNTC - Twin Cities
Career:
UGRD
College:
TIOT - College of Science and Engineering
Department:
11122 - Electrical & Computer Eng

General

Course Title Short:
Energy Environment Society Lab
Course Title Long:
Laboratory for Energy, Environment and Society
Max-Min Credits for Course:
1.0 to 1.0 credit(s)
Catalog Description:
Laboratory to complement and accompany EE 1701. Experiments to include among 1) Demonstration of Global Warming by CO2, 2) characteristics of Light for Power Generation through PVs, Lighting through LEDs, andGrowing Plants in Greenhouses, 3) Energy Generation Using PV Panels and the Maximum Power Point, 4) PV Panels in Series and Parallel combinations, 5) Wind Turbine Characteristics and the Maximum Coefficient of Performance, 6) Wind Turbine Characteristics for varying wind speeds and Pitch Control of Blades, 7) Battery Characteristics, 8) AC Electric Systems: Real and Reactive Power, 1-Phase, 9) Three-Phase Systems, Motors and Generators, 10) LEDs compared to Incandescent Lamps and CFLs, 11) Growing Plants using LEDs and batteries in Greenhouses, 12) Air Conditioning and Heat Pumps, 13) Simulation of various energy resources to meet the load demand on the electric grid, 14) Economic Calculations of using an Electric Vehicle and Participating in Community SolarGardens). Prereq: EE 1701 or concurrent registration is required (or allowed) in EE 1701
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):
New: None
Old:
Instructor Contact Hours:
2.0 hours per week
Course Typically Offered:
Every Fall & Spring
Component 1:
LAB
Auto Enroll Course:
No
Graded Component:
LAB
Academic Progress Units:
1.0 credit(s) (Not allowed to bypass limits.)
Financial Aid Progress Units:
1.0 credit(s) (Not allowed to bypass limits.)
Repetition of Course:
Repetition not allowed.
Course Prerequisites for Catalog:
<No Text Provided>
Course Equivalency:
<No text provided>
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:
New lab class to supplement and complement already existing EE 1701 class also by Professor Mohan. This class will also seek later approval for the Lib Ed Physical Sciences Core from the Office of Undergraduate Education.
History Information:
<No text provided>
Faculty Sponsor Name:
Ned Mohan
Faculty Sponsor E-mail Address:
mohan@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 have to undertake laboratory experiments which will emphasize and explore topic material presented in EE 1701. They will learn how to assess, explore and develop solutions, even from a personal level, required to address the global energy problems presented.

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

Students will complete laboratory experiments to learn knowledge; these will be additionally assessed with the submission of laboratory reports.

- 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 use laboratory experiments to develop and cement their knowledge and understanding of renewable and sustainable energy sources and applications in the modern world. Students will also be able to learn a greater appreciation for the impact humans have on the world and how to overcome these impacts.

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

Students will complete laboratory experiments to learn knowledge; these will be additionally assessed with the submission of laboratory reports.

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.

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:
EE 1703: Laboratory for Energy, Environment and Society Lab Syllabus (1 credits) Prerequisites: EE1701 (prior or concurrent registration) Course Schedule: Starting in Spring, 2018: 2 hour lab per week Course Instructor: Ned Mohan, Professor (www.ece.umn.edu/~mohan) Department of Electrical and Computer Engineering Phone: 612-625-3362, Email: mohan@umn.edu Instructor Contact Information: Please email the instructor and the TAs for any questions or comments and your email will be responded within 24 hours. Required readings: There will be pre-lab reading/homework for each of the experiments. Software Requirements: Access to moodle and the internet for further inquiry on each topic for the latest developments. Lab Objectives: This lab is to complement what students are learning in the associated three-credit course EE1701. This lecture course was started in Spring 2017 with a registration of 53 students. It?s being taught again and 97 students are registered. Also, through our university?s College in the Schools (CIS) program, it?s being taught in three Saint Paul high schools. There are nearly 500 high schools in Minnesota and therefore the potential is huge. The faculty coordinator for this CIS course is Professor Bill Robbins. EE1701 meets the LE Theme of ?Technology and Society.? If we are allowed to offer the associated lab EE1703, then we will request that both, EE1701 and EE1703, be granted the ?Physical Science? core that will encourage many more students to take it. I am in touch with Prof. Tom Shield of the CSE Curriculum Committee and Prof. Ken Leopold who is on the university-level committee that decides on LE themes and the cores such the Physical Science core. EE1701 has a course website (http://z.umn.edu/ee1701) that has the syllabus and the course learning outcomes. The course learning outcomes of the proposed lab EE1703 will be similar: to recognize that the climate is dramatically changing because of us, the consequences are unimaginable ? a sixth mass extinction - and the end of all life as we know it, and the time to act is now, based on the plentiful resources like solar and wind and through the technologies that we already have. In this respect, this course challenges our moral and ethical responsibility since it?s our actions that are responsible for this genocide in the making, with billions of the poorest of the poor on the frontline. Experiments: 1.Demonstration of Global Warming by CO2 2.Characteristics of Light for Power Generation through PVs, Lighting through LEDs, andGrowing Plants in Greenhouses ? to be developed with the help of Prof. Jim Leger 3.Energy Generation Using PV Panels and the Maximum Power Point 4.PV Panels in Series and Parallel combinations 5.Wind Turbine Characteristics and the Maximum Coefficient of Performance 6.Wind Turbine Characteristics for varying wind speeds and Pitch Control of Blades 7.Showing Battery Characteristics 8.AC Electric Systems: Real and Reactive Power, 1-Phase 9.Three-Phase Systems, Motors and Generators 10.LEDs compared to Incandescent Lamps and CFL 11.Growing Plants using LEDs and batteries in Greenhouses 12.Air Conditioning and Heat Pumps 13.Simulation of various energy resources to meet the load demand on the electric grid 14.Economic Calculations of using an Electric Vehicle and Participating in Community SolarGardens This is a work in progress and we will be ready with 5 experiment setups by the Spring 2018 to offer this laboratory course to a limited number of students in this first offering.

Strategic Objectives & Consultation

Name of Department Chair Approver:
Emad Ebbini
Strategic Objectives - Curricular Objectives:

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

Adding EE 1703 to our EE portfolio to supplement our already established EE 1701 class is valuable to the ECE Department and it's curricular aims most particularly in terms of recruitment to our majors. This lower level class is general enough that many pre-ECE students (and more) can take this class and explore ECE material. This is a nice lower level addition to the EE portfolio and adds additional depth to our class offerings for pre-ECE students.
Strategic Objectives - Core Curriculum:

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

EE 1701 is not part of the core curriculum for ECE as it is not a required class for either the EE or CompE degrees we offer. It is however, along with EE 1701, a valuable lower level class to attract students towards ECE classes and the subject matter of ECE.
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.

N/A.