Sensing, data acquisition, and data processing for evaluation of performance and system health. Integration and implementation of health management systems.
This course will provide engineering students an interdisciplinary research topic on sensing, data acquisition, data analysis, algorithm desgin, performance evalaution, and system integration and impleemntation. This course teaches cutting-edge research in condition-based maintenance, prognostics and health management and its practical applications in mechanical systems, electrical systems, and various manned/unmanned vehicles. Students will learn both theoretical foundations of engineering system design and practical problem-solving skills.
The "catalog description" in the syllabus is different from the text entered in the APPS data field "course description". They should be identical. In my opinion, the one in the syllabus is the best (most informative). If the one in the "course description" field is used instead, add an "s" to the word "system" to make it "... with applications to safety critical systems, ..." I'm approving with the provision that the official description should be the one in the syllabus.
Please correct the course description per department chair comment.
Add a column to the topical outline table, next to the one that says "Instructor Contact Minutes," to indicate how many minutes of homework are expected each week. Title this "Homework and other Learning Minutes." The total of this column should be 4200 minutes, or roughly 300 minutes per week for the 14-week schedule. Total of instructor contact (lecture) and learning (homework and reading) should be 6300 for an asynchronous course.
correct typo as discussed
ELCT 533 - INDEV Committee Comments
December 2, 2016
Chair: Don Jordan
9. a) Full description of major assignments and course activities which correspond to the course learning outcomes and grading policy, b) Rubric information, and c) How tests/quizzes are secured (if applicable)
Required only for 500-600 level courses: At least one additional, distinct assignment must be required of graduate students.
33. It is not clear what the more extensive work for graduates will be - needs clarification on that assignment and all assignments.
34. Details needed throughout.
35. Proponent should attend the meeting.
The attendance policy is not consistent with an asynchrounus course. Consider changing this to
Students are expected to keep up with all asynchronous learning materials on schedule. Failure to do so could have a negative impact on learning, as course concepts build upon one another.
Please make the difference in graduate and undergraduate credit more clear. It appears that graduate students give a presentation and undergrads do not. If this is correct, change the table to
ELCT 533 | Comments
There needs to be a statement on rubrics. This can be something as simple as “rubrics for all assignments will be made available via Blackboard” or some such statement.
There needs to be a statement on how exams will be secured (It is stated that all assignments will be given via Blackboard. This could be revised to also address the password protection feature of assignments in Blackboard, assuming that is how assignments will be secured).
Learning minutes are evenly distributed at 150/300 minutes per week (for 6300 total, though not stated). Since this is a new course, it's possible that realistic learning minutes might not be accurately known; however, a more realistic and accurate break down of learning minutes per activity and assignment is necessary.
There needs full description of course activities. The module-by-module schedule needs to include both topics and specific activities within topics. Adding these details would help to address the previous comment.
Under Course Assessment heading a statement is made that "All home work, exam, and project assignments will be via Blackboard." Under Course Outline/Schedule the following statement appears: "Homework assignments will be handed out at least one week prior to due date." The "handed out" statement needs to be changed to reflect that home work assignments will be made distributed via Blackboard.
There needs to be a statement clarifying that the course is similar to face to face instruction.
There needs to be a description of how course communication will be conducted and what the turnaround time will be for emails, posts, assignments, etc.
Within APPS, under “Course Delivery Method(s)” it states that the course is Web Delivery Synchronous – 100%, Web Delivery Asynchronous – 100%, and Traditional Face-to-Face Instruction – 33%-49%. This is ambiguous. What portions of the course are synchronous and/or asynchronous and to what extent for each, and are students expected to meet Face-to-Face for 33%-49% of the course? If so, then the face-to-face and synchronous components need to be clearly stated and scheduled in the syllabus. Again, this could be clarified by providing a detailed module break down with accurately distributed learning minutes. In other words, it needs to be made clear to students what their options and expectations are with regard to the delivery of content and the scheduling of assignments.
Sorry to bounce back again, but it looks like something happened to the improved wording of the "Course Topics". The improved wording does not appear, and a couple of lines that should appear under Course Delivery Methods have moved up into the Course Topics area.
Thank you for submitting your proposal to the Committee on Curricula & Courses. We are moving your proposal 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