Mon Nov 30 10:30:17 2009
Approvals Received: |
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Approvals Pending: | College/Dean > Catalog > PeopleSoft Manual Entry | |
Effective Status: | Active | |
Effective Term: | 1109 - Fall 2010 | |
Course: | GEOE 4000H | |
Institution: Campus: |
UMNTC - Twin Cities UMNTC - Twin Cities |
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Career: | UGRD | |
College: | TIOT - Institute of Technology | |
Department: | 11101 - Civil Engineering | |
General | ||
Course Title Short: | Honors Research Seminar | |
Course Title Long: | Honors Research Seminar | |
Max-Min Credits for Course: |
1.0 to 1.0 credit(s) | |
Catalog Description: |
Research seminars in Civil & Geological Engineering given by faculty members and visiting scholars. | |
Print in Catalog?: | Yes | |
CCE Catalog Description: |
<no text provided> | |
Grading Basis: | A-F only | |
Topics Course: | No | |
Honors Course: | Yes | |
Delivery Mode(s): | Classroom | |
Instructor Contact Hours: |
1.0 hours per week | |
Years most frequently offered: |
Every academic year | |
Term(s) most frequently offered: |
Fall, Spring | |
Component 1: |
LEC (no final exam) |
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Auto-Enroll Course: |
No | |
Graded Component: |
LEC | |
Academic Progress Units: |
Not allowed to bypass limits. 1.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 1.0 credit(s) |
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Repetition of Course: |
Allow up to 2 repetition(s) totalling up to 2.0 credit(s). | |
Course Prerequisites for Catalog: |
Upper division in CE | |
Course Equivalency: |
CE 4000H | |
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: |
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Faculty Sponsor E-mail Address: |
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Student Learning Outcomes | ||
Student Learning Outcomes: |
* Student in the course:
- Understand the role of creativity, innovation, discovery, and expression across disciplines
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. The content of the seminars is state of the art research germane to Civil Engineering, which is inherently creative, innovative, and multi-disciplinary. 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 grading the summaries of the lectures written by the students. |
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Liberal Education | ||
Requirement this course fulfills: |
None | |
Other requirement this course fulfills: |
None | |
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:
<no text provided> |
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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:
<no text provided> |
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Writing Intensive | ||
Propose this course as Writing Intensive curriculum: |
No | |
Question 1: |
What
types of writing (e.g., reading essay, formal lab reports, journaling)
are likely to be assigned? Include the page total for each writing
assignment. Indicate which assignment(s) students will be required to
revise and resubmit after feedback by the instructor or the graduate TA. <no text provided> |
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Question 2: |
How does assigning a significant amount of writing serve the purpose
of this course? <no text provided> |
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Question 3: |
What types of instruction will students receive on the writing aspect
of the assignments? <no text provided> |
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Question 4: |
How will the students' grades depend on their writing performance?
What percentage of the overall grade will be dependent on the quality and level of the students'
writing compared with the course content? <no text provided> |
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Question 5: |
If graduate students or peer tutors will be assisting in this course,
what role will they play in regard to teaching writing? <no text provided> |
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Question 6: |
How will the assistants be trained and
supervised? <no text provided> |
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Question 7: |
Write up a sample assignment handout here for a paper
that students will revise and resubmit after receiving feedback on the initial
draft. <no text provided> |
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Readme link.
Course Syllabus requirement section begins below
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Course Syllabus | ||
Course Syllabus: |
For new courses and courses in which changes in content and/or description and/or credits
are proposed, please provide a syllabus that includes the following information: course goals
and description; format;structure of the course (proposed number of instructor contact
hours per week, student workload effort per week, etc.); topics to be covered; scope and
nature of assigned readings (text, authors, frequency, amount per week); required course
assignments; nature of any student projects; and how students will be
evaluated. The University "Syllabi Policy" can be
found here
The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester. (Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.) Students will attend one seminar each week (16 total seminars) and write a half-page summary of the seminar. Acceptable seminars include the Warren Lecture series as well as those offered by the sub-disciplines within Civil Engineering (Environmental, Structural, Transportation, Geomechanics, and Water Resources). |
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