Appendix IB - Syllabi - Inside Mines

The following appendix is divided into the three sections:
1. Required Core Curriculum
2. Required Program Curriculum
3. Program (Technical) Electives
1 1. Required Core Curriculum CSM101-Freshman Success Seminar
EBGN201-Principles of Economics
EPIC151-Design I
EPIC251-Design II
LAIS100-Nature and Human Values
MACS111- Calculus for Scientists and Engineers I
MACS112- Calculus for Scientists and Engineers II
MACS213- Calculus for Scientists and Engineers III
MACS315-Differential Equations
PHGN100-Physics I - Mechanics
PHGN200-Physics II - Electromagnetism and Optics
SYGN101-Earth and Environmental Systems
SYGN200-Human Systems 1. Department, Number and Title: Student Life, CSM101-- Freshman Success
Seminar 2. Designation: Required 3. Catalog Description: A "college adjustment" course, taught in small
groups, designed to assist students with the transition from high school to
CSM. Emphasis is placed on appreciation of the value of a Mines education,
and the techniques and University resources that will allow freshmen to
develop to their fullest potential at CSM. 4. Prerequisites: none 5. Textbook and/or other required material:
No textbook required.
Student Handbook
Undergraduate Bulletin 6. Course objectives: CSM has offered CSM101 - Freshman Success Seminar -
for over 15 years. CSM 101 is a 0.5 credit hour "college adjustment"
course designed to help CSM freshmen successfully transition from high
school to college in general, and to CSM in particular. The overall format
of the course is based on three objectives:
. Become an integrated part of the CSM community
. Explore, select, and connect with a career field
. Develop as a person and as a student This course is designed to be active and interactive, with assignments that
are created to help students acquire sets of skills that are necessary for
developing a sense of identity at Mines and for successful careers in
engineering, science and economics. The interaction is between Mentor and
student, between freshmen themselves, and also between freshmen and upper-
class students, in order to increase the likelihood of both academic and
social integration and success. Mastery of objective 1) will be demonstrated through completion of
assignments and discussion in class and outside of class that require the
exploration of, and connection with, student organizations and campus
resources. Mastery of objective 2) will be demonstrated by successfully
completing assignments that require exploring and evaluating the academic
majors at CSM, as well as completion of the registration process with the
CSM Career Center. Mastery of objective 3) will be demonstrated through
discussion of campus rules and regulations and the Student Honor Code, as
well as mid-term and end of term academic progress. 7. Topics:
Class 1: Focus - The first CSM 101 class is held during New Student
Orientation, even before all other classes have started. This class
meeting is designed to facilitate the development of relationships.
Students are likely to adjust and acclimate to college if they have at
least one person, specially designated for him/her, to contact with
questions and problems even before classes begin. Class 2: Focus - This class provides an opportunity to explain the
requirements and structure of the class, and to again reaffirm that we are
here to help students be successful. This class also provides an
opportunity for students to voice their questions and expectations. Class 3: Focus - Increased freedom is one of the most significant
transitions students experience when they go to college. Students have the
opportunity to make good choices - or bad choices. It is important that
students understand the rules and regulations of CSM and know about the
Student Honor Code and associated policies and procedures. Class 4: Focus - Mines is a typical undergraduate college in many ways, but
it is also offers some very unique challenges when it comes to student
success. The academic rigors and stressors combined with the higher
incidence of social introversion can affect student success. Research
consistently indicates a correlation between campus involvement and
success. Success can be defined broadly and this class offers an
opportunity to discuss and participate in a variety of activities related
to a broadly-defined concept of success. 2
3 Class 5: Focus - Students have been at Mines for a month now... this is a
good time to have them stop and reflect on their experience so far,
especially since they will likely have experienced their first round of
college-level exams. This class is purposely left a little open-ended so
the Mentor can pick a topic of particular interest for the class. Suggested
topics include:
4 Stay with the self-assessment topic (materials are provided)
5 Select one of these topics (contact the Advising Coordinator for
information)
6 Time management
7 Study skills
8 Myers Briggs Type Indicator
9 Select your own topic and use your own materials for the class.
10
11 Class 6: Focus - Eventually, students will graduate and enter the work
force. This class provides an opportunity for students to investigate how
their academic/social experiences in college will impact their future
careers. The decisions they make now will, indeed, affect the rest of
their lives! This includes choosing a major and establishing a good
working relationship with faculty and their academic advisor.
12
13 Class 7: Focus - The focus of this class is registration for spring
courses. Even though the Registrar's Office builds freshman schedules for
the spring semester, it is critical that the students learn the
registration process as they will be responsible for managing it in the
future. An important aspect of the registration process is building a
relationship between a student and his/her academic advisor.
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15 Class 8: Focus - This is the final class of CSM 101 - a good time to
celebrate with students as they reflect on what they've accomplished this
semester, to help them gear up for finals, the holiday season, and
returning in January to start a brand new semester! 8. Class Schedule:
Eight 1-hour class sessions during the Fall semester. Students also meet
individually outside of class with their instructor/mentor.
Student/faculty ratio is approximately 11/1 per section, with each class
team taught by two faculty. During the Fall 2005 semester, 75 sections of
this course were scheduled. Course instructors also serve as
mentors/academic advisors for the entire freshman year. 9. Contribution of course to meeting the professional component:
This course is designed to serve as an engineering-themed academic seminar,
with uniform, yet flexible, course content that supports the development of
a clear conception of engineering education and professions. 10. Relationship of course to program outcomes:
This course establishes the foundation for the CSM Graduate Profile through
helping students to develop: knowledge and skills necessary to identify an
area of specialization and appreciation of the breadth of engineering and
science; an increased understanding of engineering as a profession;
critical thinking, communication, and teamwork skills through
participation, discussion and exploration; an appreciation of diverse
attitudes, cultures and approaches; and ethical considerations involved in
engineering. 11. Person(s) Preparing Description and Date of Preparation: Ron Brummett
(January 2006)
1. Department, Number and Title: Economics and Business, EBGN 201
Principles of Economics 2. Designation: Required 3. Catalog Description: EBGN 201 Principles of Economics (3 semester hours)
examines the basic social and economic institutions of market capitalism;
contemporary economic issues; business organization; price theory and
market structure; economic analysis of public policies; and inflation,
unemployment, and economic growth. These topics and concepts together
provide a framework for understanding human-environment relations. Special
attention is paid to contemporary debates about sustainable development and
natural resource management. 4. Prerequisites: None. 5. Textbook and/or Other Required Material: Miller, Roger Leroy,
Understanding Modern Economics, 1st edition, Addison Wesley, 2004. 6. Course Objectives: After completing this course, students will be able
to (a) describe the economy as a whole using indicators such as gross-
domestic product growth, inflation, and unemployment, as well as the
important public-policy tools that a national government uses to influence
the state of the economy (macroeconomics), (b) understand how specific
markets within a national economy operate and how public policies influence
these markets (microeconomics), and (c) apply economic principles to issues
and problems related to natural resources and the environment. 7. Topics Covered:
. Introduction to the Shared Concepts of Microeconomics and
Macroeconomics
. Microeconomics (demand, supply, markets and market structures)
. Macroeconomics (unemployment, inflation, economic growth, US banking
system, monetary and fiscal policies, international trade)
. Environmental Economics, Natural Resource Economics, and Sustainable
Development (externalities, environmental policy, renewable and
nonrenewable natural resources) Class /Laboratory Schedule: Two lectures a week (during Fall Semester 2005,
Mondays and Wednesdays, either 2:00-2:50pm or 3:00-3:50pm) and one
recitation section of 50 minutes per week on either Thursday or Friday
(multiple offerings). 9. Contribution of course to Meeting Professional Component: Course
contributes three credit hours to General Education. 10. Relationship of Course to Program Outcomes: This course has primary
emphasis in ABET Criterion 3 o