Mon Apr 17 11:31:27 2017
Approvals Received: |
Department
on 3/22/17
by Nancy Thao
(thao@umn.edu)
|
Approvals Pending: | College/Dean > Provost > Catalog |
Effective Status: |
Active
|
Effective Term: |
1183 - Spring 2018
|
Course: |
CHEM 1903
|
Institution: |
UMNTC - Twin Cities/Rochester
|
Campus: |
UMNTC - Twin Cities
|
Career: |
UGRD
|
College: |
TIOT - College of Science and Engineering
|
Department: |
11098 - Chemistry
|
Course Title Short: |
Chem in the Kitchen
|
Course Title Long: |
Chemistry in the Kitchen
|
Max-Min Credits for Course: |
3.0 to 3.0 credit(s)
|
Catalog Description: |
This seminar will look at the chemistry behind cooking and baking. In this course, we?ll cover topics such as coffee roasting, gluten formation, caramelization, ?unscrambling? an egg, the science of ice cream, and molecular gastronomy. We will discuss some of the fundamental processes and chemical transformation that occur when we step into the kitchen. In addition to chemistry, this course will touch on interdisciplinary concepts from biochemistry, neuroscience, materials science, and physics.
|
Print in Catalog?: |
Yes
|
CCE Catalog Description: |
false
|
Grading Basis: |
OPT
|
Topics Course: |
No
|
Honors Course: |
No
|
Online Course: |
No
|
Freshman Seminar: |
Yes
|
Is any portion of this course taught outside of the United States?: |
No
|
Community Engaged Learning (CEL): | None |
Instructor Contact Hours: |
3.0 hours per week
|
Course Typically Offered: |
Periodic Fall & Spring
|
Component 1: |
LEC
|
Auto Enroll Course: |
No
|
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: |
Allow up to 2 repetition(s) totalling up to 6.0 credit(s).
|
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): |
001475 - Freshman and FRFY
|
Editor Comments: |
<No text provided>
|
Proposal Changes: |
Renee Frontierra
Chemistry
Time/DAY:TBD
East Bank
Renee Frontiera is a McKnight Land-Grant Assistant Professor in the Department of Chemistry. She earned B.A. degrees in Chemistry and Chinese at Carleton College, and received a Ph.D. in Chemistry from the University of California-Berkeley. She was a postdoctoral fellow at Northwestern University before coming to UMN in 2013. She has taught graduate and undergraduate classes in quantum mechanics and spectroscopy. Her research involves using light to probe chemical reactions occurring in nanomaterials, in solar cells, and in cellular membranes.
|
History Information: |
<No text provided>
|
Faculty Sponsor Name: |
<No text provided>
|
Faculty Sponsor E-mail Address: |
<No text provided>
|
Student Learning Outcomes |
* Students in this course: - Understand the role of creativity, innovation, discovery, and expression across disciplinesHow will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. This seminar will look at the chemistry behind cooking and baking. In this course, we?ll cover topics such as coffee roasting, gluten formation, caramelization, ?unscrambling? an egg, the science of ice cream, and molecular gastronomy. We will discuss some of the fundamental processes and chemical transformation that occur when we step into the kitchen. In addition to chemistry, this course will touch on interdisciplinary concepts from biochemistry, neuroscience, materials science, and physics. 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 students learning students will be graded on class participation, homework, minute papers, a group presentation, and a research paper. |
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:
|
|
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:
|
|
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
|
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: |
Chemistry 1905: Freshman Seminar Renee R. Frontiera
Spring Semester 2018 Office: Smith Hall 233
Room and Time TBD rrf@umn.edu
Chemistry in the Kitchen
Class description: This seminar will look at the chemistry behind cooking and baking. In this course, we?ll
cover topics such as coffee roasting, gluten formation, caramelization, ?unscrambling? an egg, the
science of ice cream, and molecular gastronomy. We will discuss some of the fundamental processes
and chemical transformation that occur when we step into the kitchen. In addition to chemistry, this
course will touch on interdisciplinary concepts from biochemistry, neuroscience, materials science, and
physics.
Textbooks:
Readings will be required from the following books, which can be found on reserve in Walter Library:
?On Food and Cooking?, Harold McGee
?The Food Lab?, Kenji Alt?Lopez and posts on http://www.seriouseats.com/the?food?lab
?Chemistry in your Kitchen?, Matthew Hartings
Office hours: By appointment. I am always happy to set up a meeting to talk about anything in the
course or at the University of Minnesota. To set up a meeting, please email me at rrf@umn.edu at least
two days before you?d like to meet.
Attendance: Attendance and participation are very important in this class! You are responsible for all
material and reading covered. More than two unexcused absences will result in a failing grade.
Moodle: All assignments and announcements will be posted on our course?s Moodle site, so be sure to
check it regularly. The link is here (TBD)
Course grading:
Component Weight
Course Participation 10%
Homework 15%
Minute Papers 15%
Group Presentation 30%
Research Paper 30%
Minute Papers: Every week send a concise e?mail to bowser@umn.edu describing the major topics
discussed in that class. These e?mails are limited to <150 words and are due 24 hours after class.
In?Class Group Presentation: Groups will be responsible for presenting the background information on
an assigned topic. Presentations will be approximately 30 minutes long. More details will be discussed in
class.
Research Paper: Students will write a 10?page research paper on a related topic of their choosing.
Students will be required to submit via e?mail a proposed topic no later than TBD. A first draft of the
paper will be due in class on TBD. The final paper will be due in class on TBD. All late assignments will be
penalized 10% per day that they are submitted after the deadline.
Letter grades: Please refer to the Undergraduate Catalog at http://www.catalogs.umn.edu/ug/ for
details on the University's grading policy.
Students with Disabilities: Students with disabilities that affect their ability to participate fully in class
or to meet all course requirements are encouraged to bring this to the attention of Prof. Frontiera as
soon as possible so that appropriate arrangements can be made. You will need a letter from the Office
of Disability Services (612?626? 1333).
Scholastic Dishonesty: Scholastic dishonesty is any conduct described as follows (from the CLA
Classroom Grading and Examinations Procedures): "Scholastic dishonesty is any act that violates the
rights of another student with respect to academic work or that involves misrepresentation of a
student's own work. Scholastic dishonesty includes (but is not limited to) cheating on assignments or
examinations; plagiarizing (misrepresenting as one's own anything done by another); submitting the
same or substantially similar papers for more than one course without consent of all instructors
concerned; depriving another of necessary course materials; sabotaging another's work." If a student is
guilty of scholastic dishonesty, the instructor will assign a grade of zero on the work involved and will
report the matter to the Office for Student Conduct and Academic Integrity
(http://www1.umn.edu/oscai/conduct/student/index.html).
Other important university policies: University policies on student conduct, personal electronic devices,
makeup work, grading, sexual harassment, students with disabilities, mental health, and more can be
found at: http://policy.umn.edu/education/syllabusrequirements?appa.
|
Name of Department Chair Approver: |
David Blank
|
Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives of the unit?
freshmen seminar
|
Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum?
na
|
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.
na
|