international nuclear non-proliferation programs and activities, proliferation risk assessment, and nuclear materials management and safeguards, including physical protection systems, material accounting and control, monitoring, and regulatory issues
This course is needed to provide instruction and technical capabilities for students entering the field of nuclear safeguards or related supporting technical areas. There is an increasing need for nuclear and related professionals to support programs of nuclear non-proliferation and safeguards. This growth is due to increasing U.S. and international programs to support international safeguards. The need is even greater due to the aging workforce in the DOE complex and the expected retirement of a large fraction of this workforce.
This course provides an overview of international nuclear non-proliferation programs and activities, proliferation risk assessment, and nuclear materials management and safeguards, including physical protection systems, material accounting and control, monitoring, and regulatory issues.
An online (distance delivery) course is needed since all Nuclear Engineering courses are offered online (distance delivery) in addition to on campus as designed and justified from the beginning of the program. Moreover, offering the course in the summer provides for a needed elective in the summer semester and many students that are otherwise on campus are completing practicums, internships, or co-ops and hence are not able to take classes on campus.
July 25, 2018Dear Dr. Knight,On behalf of the Department of Chemistry and Biochemistry I am writing in support of theproposed new course EMCH 550 which will have listed a prerequisite of CHEM 111. Allengineering majors are required to take CHEM 111 as part of the curriculum therefor the additionof a course that requires CHEM 111 as a prerequisite should not impose a burden on ourdepartment or courses. Thank you for bringing this to our attention.Sincerely,Ken D. ShimizuDepartment ChairProfessor of Chemistry and Biochemistry
FROM: Richard Creswick, Interim Chair fllf
Department of Physics and Astronomy
DATE: May 16, 2018
SUBJECT: Establishing PHYS 211as Prerequisite for EMCH 550
On behalf of the Department of Physics and Astronomy, I have no objection to the establishment of PHYS 211 as a prerequisite for EMCH 550, "Introduction to Nuclear Safeguards".
Please do not hesitate to contact me if there are any questions or additional information is needed.
Travis W. Knight, Ph.D.Professor and Director, Nuclear Engineering ProgramDepartment of Mechanical Engineering, University of South Carolina300 Main Street, Columbia, SC 29208Dear Travis,This letter is to express our concurrence with your department’s prerequisiterequirements for the new course proposal for EMCH550.Sincerely,Anton R Schep,Chair and Professor
From: KNIGHT, TRAVIS Sent: Monday, February 13, 2017 1:53 PM To: LYONS, JED Subject: RE: New course proposal, Intro to Nuclear Safeguards
Can you reject and send back?
From: LYONS, JED Sent: Monday, February 13, 2017 1:51 PMTo: KNIGHT, TRAVIS <KNIGHTTW@cec.sc.edu>Subject: RE: New course proposal, Intro to Nuclear Safeguards
I recommend that the prerequisites be explicity listed, e.g.:
CHEM 112, CHEM 112L, PHYS 212, PHYS 212L, MATH 241, MATH 242.
This text should then be deleted: “No prerequisites are listed.... ...safeguards programs and projects”
The proposal give the tally of “learning minutes” at 6200. The committee’s rubric states 6300.
There’s a statement “and if desired some mathematical software such as Mathcad, Maple, Mathmatica, Matlab, etc. (see further details below).” I would delete the phrase “(see further details below)” and replace it with “(mathematical software is available on the college network, which is accessible by VPN connection).”
Comments from the InDEV On-Line Courses Committee
USC Palmetto College
Here is a summary of the committee remarks and the INDEV checklist for Dr. Knight:
1. The Course Objectives should be labeled "Learning Outcomes"; it is ok to have course objectives and learning outcomes but the learning outcomes must be specified.
4. The learning minutes are indicated as one lump sum in each section. Is it possible to segment the learning minutes by topic? This would give us a better idea if the learning minutes are accurate.
5. If this is an asynchronous course, state that. There needs to be an option for students
that cannot attend the meetings so recordings would be good.
6. Specify the turn-around time for assignments to be graded.
7. Explain the security of quizzes and tests.
8. Please explain the late policy for turning-in assignments late.
9. Please have the grading rubric for paper assignments, presentations and discussions in the syllabus or online so students can see it.
10. You need a statement that this is equivalent to a face to face course.
11. Correct format for textbook citation.
12. While the justification supports the need of this course, there is no justification explaining the need to deliver the course as a distance-education course. Please correct.
13. Graduate students need a few separate learning outcomes.
14. Please also see the attached INDEV checklist for clarification.
The Instructional Development Committee is requesting the following revisions to EMCH 550.
Summary of comments for EMCH 550
Regarding InDev Rubric item#:
9a – Proposal needs to include a fuller description of major assignments, and should demonstrate to the reader that those activities correspond to the course learning objectives. Provide more detail about graduate assignment, as well, and consider adding video equipment to the technology statement since you are requiring a video presentation.
9c – Does the student get to choose the test security option? If not, when do you let them know which one is used? Are there fees associated?
10 – How will assignments be graded? Is there a points system? Also, since quizzes and papers make up 100% of the grade, then students will likely perceive discussion forums as optional. This may defeat your intention of having student-student interaction.
14 – Schedule of course activities needs work. Learning minutes should be related to specific activities.
For example, undergraduates will complete "Quizzes/Short papers (7)" for 100% of their grade. How many of each / which? Additionally, in the breakdown of learning minutes, the assignments are simply numbered 1-7. What are they?
It might be helpful to make an appointment with CTE.
If you have further questions regarding the proposal, then please feel free to contact me at:
Thank you for submitting your proposal to the Committee on Curricula & Courses. We have approved the proposal and are moving it forward to the Faculty Senate. It is recommended someone from the department attend the next Faculty Senate meeting in case there are questions from the floor regarding your proposal.
We appreciate your patience and commitment to undergraduate and graduate education.
John Gerdes, Chair803firstname.lastname@example.orgFaculty Senate Committee on Curricula and Courses