CHEM 2912 -- Proposed New Course

Thu Oct 12 09:53:03 2017

Approvals Received:

Department

on 10/11/17

by Nancy Thao

(thao@umn.edu)

Approvals Pending:

College/Dean > Provost > Catalog

Effective Status:

Active

Effective Term:

1183 - Spring 2018

Course:

CHEM 2912

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:

Career Options for Chemists

Course Title Long:

Career Options for Chemists

Max-Min Credits for Course:

1.0 to 1.0 credit(s)

Catalog Description:

A degree in chemistry opens doors to a wide range of careers. Chemistry is involved in our everyday lives and there is a vast range of jobs and careers open to those who have studied chemistry at any level; great career opportunities exist both inside and outside the lab. This course will present some of the many options for careers. Students will identify with what interests them and work on action plans to help in their pursuit of their desired career prereq: 1 sem 1xxx chemistry or instr consent

Print in Catalog?:

Yes

CCE Catalog Description:

false

Grading Basis:

SNV

Topics Course:

Honors Course:

Online Course:

Freshman Seminar:

Is any portion of this course taught outside of the United States?:

Community Engaged Learning (CEL):

New: None

Old:

Instructor Contact Hours:

1.0 hours per week

Course Typically Offered:

Every Fall & Spring

Component 1:

LEC

Auto Enroll Course:

Graded Component:

LEC

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:

Allow up to 6 repetition(s) totalling up to 6.0 credit(s).

Course Prerequisites for Catalog:

Course Equivalency:

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:

Proposal Changes:

previously a topics course (not a freshmen sem course) now the course has an official course title per request of OUE There are over 30 technical division of the American Chemical Society. Over the course of a year we would never be able to cover all the possible topics or careers a chemist could pursue. In Chem 2912, there are different speakers each week and they differ by each term as well. There are a block of speakers in the fall that focus on advanced programs (Graduate, Medical, Dental, and Pharmacy School, Education, etc). Throughout both terms speakers from various departments on campus talk about their research and since chemistry happens in so many areas on campus there is no end to the variety of speakers we can have.We also have alumni come back to talk about their car

History Information:

Faculty Sponsor Name:

Lee Penn

Faculty Sponsor E-mail Address:

rleepenn@umn.edu

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.

Some students choose a course of study with an intended outcome but the majority of students aren�t aware of their options or how to go about determining their goals. This course is intended to open their minds to some of the many options there are in the field of chemistry. Speakers from all disciples with a background in chemistry and other sciences will discuss careers paths for students. The important thing is to make an informed decision about where you are going and what will get you there.

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 student learning, students are required to attend at least 11/13 (90% of the course meeting times) course meeting times and complete the weekly pre-lecture assignments (10 are required). They will complete the assessment survey with their intended interest and career plans at the beginning of the term. Each student will meet with the instructor for a personal coaching session to produce an Action Plan and students will be required to write up about two of those items in their plan. (i.e. work on resume with career services, register on GoldPass, meet with faculty to determine research opportunities, etc.) The final survey at the end of the term will be a reflection of the course, noting the changes they have made in their career readiness and an assessment of their progress towards their interest and career plans.

Liberal Education

Requirement 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.

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):

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:

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.

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.

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.

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.

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?

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.

Statement of Certification:

This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus:

Chemistry 2912 Career Options For Chemists Spring 2018, Thursdays 12:20-1:10, Smith 331 Instructor: Stephanie Stathopoulos Contact: stephs@umn.edu, 612-624-8008 Office: 135 Smith Hall, available most weekdays between 9-3 Best to email before you drop by. Grade Base: S-N or Audit Prereqs: 1 sem 1xxx chemistry or instr consent Textbook: none required Exams: this course does not have any exams Course Requirements: Students must attend all but two talks. Weekly pre-lecture assignments, two online surveys, one meeting with the instructor for a career coaching session which will produce an action plan from which two write ups will be required. (Details below.) Course goals and objectives: A degree in chemistry opens doors to a wide range of careers. Chemistry is involved in our everyday lives and there is a vast range of jobs and careers open to those who have studied chemistry at any level; great career opportunities exist both inside and outside the lab. This course will present some of the many options for careers. Students will identify with what interests them and work on action plans to help in their pursuit of their desired career. Attendance: Attendance will be taken at each class period. You are allowed to miss up to two class periods. If you miss more than two classes a grade of N will be assigned. Assignments: Weekly Pre-Presentation Activity: Prior to the speaker?s presentation, students will go online to prepare for the topic with a brief assignment and prepare questions about the topic for the week. Must complete ten during the term. Online Assessment Survey: An online survey will address interests and major/minor decisions along with core career competencies that define career readiness. Career Coaching meeting with instructor: The coaching session will use the career management model of Explore (possible careers and personal interests), Experience (meaningful opportunities that build skills), and Excel (preparation for the next step). This meeting should be completed before the end of the eleventh week to allow time to work on the action plan and complete at least two action items. The student will leave with an action plan. Action Items: It will be expected that students will follow up on their action plan and submit writeups on two items in the plan. Online Final Survey: Completion of the course will end with a reflection of the course, changes noted in career readiness, and steps taken in the action plan. No exams, no extra credit Student Learning Outcomes http://www.academic.umn.edu/provost/teaching/cesl_loutcomes.html Succeeding in Chem 2910 will help students come closer to achieving 6 of the 7 Student Learning Outcomes that together describe the anticipated capabilities of students who have earned their bachelor's degrees at the U of M: ? Can identify, define, and solve problems This course provides a vehicle for understanding core career competencies and learning to develop ones own career readiness. Many of the speakers will present scientific and career information that will challenge students to determine their skill and interest level in a variety of opportunities. ? Can locate and critically evaluate information With the abundant career options for someone in the chemical/scientific fields a student will need to self-evaluate their interests and abilities along with locating and researching those opportunities. ? Have mastered a body of knowledge and a mode of inquiry We will cover many career options but will only scratch the surface of the diverse paths one can go down. Learning how to access one?s own skills and career readiness and how to go about expanding one?s experience thru meaningful opportunities that build one?s skills is a ?mode of inquiry? not often explored in traditional courses. ? Can communicate effectively Each week students can ask career questions to the invited speakers. Students will also hone their oral communication skills through interactions with the instructor during the coaching session by assisting in defining an action plan based off their interests. ? Understand the role of creativity, innovation, discovery, and expression across disciplines The invited speakers will come from a variety of backgrounds/skills/disciplines and they will describe their environments where they work and the skills needed to interact with a variety of people to accomplish shared goals. ? Have acquired skills for effective citizenship and life-long learning. A career path is seldom ever linear and one needs to go back and pick up skills constantly. Hopefully this course will give students a guide to career exploration that can assist in informed decision making and effective citizenship. Additional Links to Recommended U of M Syllabus Policy Statements http://www.policy.umn.edu/Policies/Education/Education/SYLLABUSREQUIREMENTS.html 1. Grading and transcripts: http://www.policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html 2. Studentconductcode,scholasticdishonesty: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf If you have additional questions, please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonest in the context of a particular class; e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam. The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html 3. Makeupworkforlegitimateabsences: http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html 4. Academicfreedomandresponsibility: http://regents.umn.edu/sites/default/files/policies/Academic_Freedom.pdf 5. Teaching and learning, student responsibilities: The materials provided in this course are intended only for the students officially enrolled in this section and are to be used to learn and practice the course material. Disseminating class notes, videos, exams, etc. beyond the classroom community or accepting compensation (in the form of cash or trade, such as access to a study website) violate shared norms and standards of the academic community and are not allowed. For additional information, see: http://www.policy.umn.edu/Policies/Education/Education/STUDENTRESP.html 6. Sexualharassment: http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf 7. Equity,diversity,equalopportunity,andaffirmativeaction: http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf 8. Student Mental Health and Stress Management: Students 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. U of M services are available to assist students with addressing these and other concerns. To learn more about the broad range of confidential mental health services available on campus, see: http://www.mentalhealth.umn.edu/

Strategic Objectives & Consultation

Name of Department Chair Approver:

Lee Penn

Strategic Objectives - Curricular Objectives:

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

While most courses in Chemistry are meant to build on fundamental knowledge in chemistry this course opens the students minds to some of the many career options there are in the field of chemistry. An understanding of their long term goal may help them select their coursework in a way that they will be best prepared.

Strategic Objectives - Core Curriculum:

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

This course is not required in the core curriculum but it is highly recommended.

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.

Over the years that this has been offered as a lecture/presentation only course the college office would often encourage students to take this course as a good way to explore what they could do with a degree in chemistry. That won�t change as stated by the college offices: "I will refer students who are considering applying to the Chemistry BA to take CHEM 2912. This is an excellent opportunity for students to learn about career opportunities in the field of chemistry, engage with departmental faculty, and gain exposure to research opportunities. Through required meetings with the major advisor, students are better prepared to graduate in a timely manner while also maximizing their experience in the department.� Barbara Goodwin CLA Academic Advisor "CHEM 2912 has been a huge help to students in our college who are exploring careers and opportunities in the field of chemistry. The staff, faculty, and industry contacts that students make in this class are so critical to their success both in and outside of the classroom. We only wish that this type of opportunity was available for all or our majors!� Amy Gunter, Director, Office of Academic Advising, College of Science & Engineering

Approvals Received:	Department on 10/11/17 by Nancy Thao (thao@umn.edu)
Approvals Pending:	College/Dean > Provost > Catalog
Effective Status:	Active
Effective Term:	1183 - Spring 2018
Course:	CHEM 2912
Institution:	UMNTC - Twin Cities/Rochester
Campus:	UMNTC - Twin Cities
Career:	UGRD
College:	TIOT - College of Science and Engineering
Department:	11098 - Chemistry

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