ABET
Self-Study Report
for the
B. S. in Metallurgical Engineering
at
South Dakota School of Mines and Technology
Rapid City, SD
April 10, 2010
CONFIDENTIAL
The information supplied in this Self-Study Report is for the confidential use of ABET and its
authorized agents, and will not be disclosed without authorization of the institution concerned,
except for summary data not identifiable to a specific institution.
i
SDSM&T: BS Metallurgical Engineering Program: Background
Table of Contents
BACKGROUND INFORMATION ............................................................................................. 1
CRITERION 1. STUDENTS ....................................................................................................1-1
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES...........................................2-1
CRITERION 3. PROGRAM OUTCOMES............................................................................3-1
CRITERION 4. CONTINUOUS IMPROVEMENT..............................................................4-1
CRITERION 5. CURRICULUM.............................................................................................5-1
CRITERION 6. FACULTY......................................................................................................6-1
CRITERION 7. FACILITIES ..................................................................................................7-1
CRITERION 8. SUPPORT ......................................................................................................8-1
CRITERION 9. PROGRAM CRITERIA ...............................................................................9-1
APPENDIX A – COURSE SYLLABI .....................................................................................A-1
APPENDIX B – FACULTY RESUMES ................................................................................. B-1
APPENDIX C – LABORATORY EQUIPMENT ..................................................................C-1
APPENDIX D – INSTITUTIONAL SUMMARY ..................................................................D-1
APPENDIX E – CONTINUOUS IMPROVEMENT DOCUMENTS .................................. E-1
APPENDIX F – GLOSSARY OF TERMS ............................................................................. F-1
ii
Self-Study Report
Metallurgical Engineering
Bachelor of Science Degree
South Dakota School of Mines and Technology
BACKGROUND INFORMATION
A. Contact information
Dr. Jon Kellar, Professor and Head
Department of Materials and Metallurgical Engineering
Mineral Industries Building
South Dakota School of Mines and Technology
501 E Saint Joseph Street
Rapid City, SD 57701
Ph: 605 394-2343
FAX: 605 394-3369
[email protected]
B. Program History
The metallurgical engineering program began with the establishment of then Dakota School of Mines in
1885. The state constitution specified, and continues to require, that mining and metallurgy be taught in
at least one state institution.
At the time of the 2004 ABET visit, all five of the departmental faculty members were full professors
with over 120 years of experience. Three of these professors have since retired. The department has
been fortunate in filling these vacated positions with three highly-qualified professors via open and
nationally advertised search process: Dr. Dana Medlin from Zimmer with university experience at the
Colorado School of Mines; Dr. Michael West from the University of Tennessee with extensive
experience at Oak Ridge National Laboratory; and Dr. William Cross who moved from a successful and
decades-long Research Scientist position within the department and who has been relied on regularly to
fill temporary vacancies in the department’s instructional program. The addition of new program
faculty has allowed the offering of new elective courses: MET 430/430L Welding Engineering and
Design of Welded Structures, and MET 450 Forensic Engineering. MET 430/430L has been offered
every even-year fall since 2006 and MET 450 every odd-year spring since 2009. No elective course
offerings were lost with the retirements. The new program course offerings allowed a previously
required course (MET 443 Composite Materials) to move to the ‘Directed Met Elective’ category,
giving students added flexibility in their curriculum.
1
SDSM&T: BS Metallurgical Engineering Program: Background
The biggest change in the program’s curriculum has been in the content of the junior and senior design
course sequence. In 2004 the department’s juniors and seniors were very engaged in primarily
mechanical engineering-based design projects: competition vehicle projects. These projects usually
involved national competitions, strict constraints on materials, and were often repeated year after year.
After several years of involvement in these projects, the metallurgical engineering team members were
found to be performing little new design work but were performing quality assurance work, primarily
with welds. Consequently, the metallurgical engineering faculty opted for more creative design
opportunities for our students. After some curricular experimentation with individual projects, the
program established the Samurai Sword Project in 2007, which produces a Samurai sword starting with
local iron ores. This project, which is ongoing, integrates all aspects of metallurgical engineering, and
draws heavily upon the program core curriculum. In addition, new design model cohorts junior (MET
351/352) and senior (MET 464/465) students on design teams and involves 100% of program faculty.
In 2008-9 all juniors and seniors were assigned to one of four Samurai Sword design teams: pelletizing,
reduction, forging, or quenching. In 2009-10 an additional team unrelated to the Samurai Sword Project
was formed to work on a NASA-funded moon dust simulation, once again involving a cohort of
junior/senior student. At the same time, the Samurai Sword Project added team members from
mechanical engineering and an advanced-placement high school senior.
A very recent change to the program curriculum involves the replacement of GE 130/130L Introduction
to Engineering with MET 110/110L. This change was driven by many engineering programs moving
away from the broad GE 130/130L course to discipline specific courses. Consequently, the university
decided to no longer offer GE 130/130L. MET 110/110L will be initially offered fall 2010.
C. Options
The BS in Metallurgical Engineering degree program has no options or tracks but the department offers
a minor in Materials Science – Metals for other degree programs. This minor is composed of courses
within the metallurgical engineering degree program so the teaching of no additional courses is
required. The minor has proven popular among BS Mechanical Engineering students (10 enrolled spring
2009), and has helped broaden the program’s multi-disciplinary training. The B. S. in Metallurgical
Engineering program has 14 credit hours of elective courses: five for free electives; six for science
electives; and six are for directed technical electives. The department maintains and publishes a list of
science courses that qualify as science electives. A suite of +400 level MET courses are available for
selection within the Directed Met Electives, or students can request to take an engineering course
outside of our program as long as it meets a related Metallurgical Engineering discipline component.
Students have considerable freedom in selecting their free electives but program faculty advisors
encourage students to select only substantial courses.
D. Organizational Structure
The Head of Department of Materials and Metallurgical Engineering reports to the Provost and Vice
President who reports to the President as shown in the below order:
Robert A. Wharton, President
Duane Hrncir, Provost and Vice President for Academic Affairs
Jon Kellar, Head, Department of Materials and Metallurgical Engineering
An organizational chart for the institution is shown in Figure A-1.
2
SDSM&T: BS Metallurgical Engineering Program: Background
E. Program Delivery Modes
The program mode of the BS Metallurgical Engineering program is a 100% day-time program.
Cooperative education courses (CP 297/397/497) courses generally involve students completing an
intern/coop experience with an off campus industrial firm. There is no difference in this program from
other engineering programs on campus. Shown in Table A.1 is the number of students enrolled in the
Metallurgical Engineering program and graduates since 2003.
Academic Year
FR SO JR SR 5thndergr
Fall 2009
Fall 2008
Fall 2007
Fall 2006
Fall 2005
Fall 2004
Fall 2003
FT
PT
FT
PT
FT
PT
FT
PT
FT
PT
FT
PT
FT
21 14
15 24
74
2
0
1
1
4
18 15
22
8
63
0
1
2
2
5
18 22
6
9
55
0
2
0
1
3
23
9
5
22
59
0
1
0
0
1
16
8
16 11
51
0
0
0
2
2
11 15
8
9
43
0
0
2
3
1
47
3
Total
Enrollment Year
Total
Table A-1 Enrollment trends in the BS Metallurgical Engineering program since 2003
Grad
Degrees Conferred
Bache
lor
12
4
8
16
6
0
7
Master
Doctor
SDSM&T: BS Metallurgical Engineering Program: Background
Figure A-1 SDSM&T Organizational Chart
4
SDSM&T: BS Metallurgical Engineering Program: Background
The enrollment in the Department of Metallurgical Engineering was been steady before the last self-study report
with between 45 and 55 students with approximately 10 graduates per academic year. In recognition of the need
to enhance recruiting efforts while faculty retirements were occurring, a part-time recruiting coordinator was hired
in 2003. The coordinator recruited for the BS programs in Metallurgical Engineering, Geology/Geological
Engineering and Physics. The recruiter helped bridge the transition between faculty retirements and the
establishment of new faculty, and more recently the program has relied on the extra-curricular activities such as
weekly blacksmithing, enhanced scholarship offers, prospective student interaction and tours, summer workshops,
and Material Advantage sponsored activities to further our recruiting efforts. These efforts have proven successful
as the program enrollment has grown to its largest size in the last +20 years.
F. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions taken to
address them
There were no program deficiencies, weaknesses, or concerns cited in the 2004 ABET Review.
Two “observations” were made in the 2004 ABET review about transitions associated with the retirement of
faculty and the new (at that time) course sequencing schedule (Set A-D). Clearly, the program has successfully
managed the faculty transitions, and the course sequencing schedule has been slightly refined, but has become
well accepted within the program advising process.
5
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
CRITERION 1. STUDENTS
A. Student Admissions
Incoming freshmen at the School of Mines are required to declare a major. Admission standards apply to
the institution overall and are not differentiated by program. Effective fall 2006, admission standards
were raised such that automatic admission is granted to any incoming freshman with an ACT composite
score of 25 or greater and a math ACT score of 25 or greater. Automatic admission is also granted to
applicants with a high school GPA of 3.5 or greater and four or more years of years of higher-level math.
Applicants with ACT composite scores of 20 or lower or a high school GPA of 2.0 or lower are denied
admission. All other applicants are evaluated on an individual basis by the Admissions Committee. Nontraditional students (i.e., age 24 or older), transfer students, and students seeking readmission are treated
according to Board of Regents policy 2:3, which can be viewed at http://www.sdbor.edu/policy/2Academic_Affairs/documents/2-3.pdf
Once admitted, students with an ACT math score of 25 or greater take the COMPASS test to determine
initial math placement. Students with an ACT math score of 24 or lower are placed in math based on that
ACT score. These automatically placed students may elect to take the COMPASS in order to challenge
their placement but are not required to do so. Table 1-1.1 below shows the history of admission standards
for all freshmen at the School of Mines over the last five years. Table 1-1.2 shows the history of
admission standards for the BS in Metallurgical Engineering program.
Table 1-1.1. History of Admissions for Freshmen: All Students1
Composite
ACT
Term
Fall 2009
Fall 2008
Fall 2007
Fall 2006
Fall 2005
Fall 2004
1
Composite
SAT
# Fed
Cohort
Students
Enrolled1
361
314
348
279
352
338
% Rank
High School
Min.
Avg.
Min.
Avg.
Min.
Avg.
16
15
17
17
14
15
26.1
26.1
25.8
25.5
24.4
24.3
840
770
780
820
790
760
1165.1
1176.5
1129.6
1187.6
1092.2
1179.5
0.0%
10.0%
4.7%
9.2%
0.5%
0.9%
72.5%
73.6%
73.6%
74.3%
71.0%
70.0%
Counts all students in IPEDS Federal Cohort, which means all first-time full time degree-seeking students
Table 1-1.2. History of Admissions for Freshmen: BS Metallurgical Engineering
Composite ACT
Term
Fall 2009
Fall 2008
Fall 2007
Fall 2006
Fall 2005
Fall 2004
Min.
23
20
21
21
19
19
Avg.
28.1
27.4
25.6
26.2
25.0
24.6
% Rank in High School
Min.
37.7%
27.3%
50.9%
38.1%
30.0%
23.8%
Avg.
67.0%
73.5%
75.5%
76.1%
74.9%
76.6%
Note: Composite SAT was not tracked for BS Metallurgical Engineering students
1-1
New Students Enrolled
16
14
14
19
13
8
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
B. Evaluating Student Performance
Student performance in each course is monitored by the course instructor in lecture courses through
homework assignments, hour exams, classroom participation; in laboratory courses through laboratory
reports and participation; and in design courses through periodic oral reports presented to the entire
design course and supervising faculty, periodic written reports that are reviewed by the instructor and
returned for incorporation of improvements, and faculty interaction with the team. Students typically
receive all graded work within one week of submitting it. Course exam statistics (high low, average) are
routinely reported to each class when the exams are returned along with the instructor’s assessment of the
students’ aggregate performance. Students are welcomed to receive an individual performance
assessment anytime during the semester. The university maintains an optional mid term grading system
for reporting failing student performance. Final grades are reported to the students with 72 hours after the
end of final exams via online system.
C. Advising Students
Summarize the process by which students are advised regarding curricular and career matters.
Academic Advising and Academic Support for key student groups
Campus-wide structures and processes for delivering targeted advising and academic support to students
who are “traditional,” transfer, “non-traditional,” Native American, female, veterans of military service,
international, and/or deemed to be ‘at risk’ are described below.
•
“Traditional” students are newly graduated from high school, less than 21 years of age, and are
enrolling in college for the first time. These students fill out a Course Registration Survey that
solicits the information needed for the office of the Registrar and Academic Services to create
their course schedules for the first year. While alterations to a student’s schedule can be readily
made in response to advisor input, providing a schedule for incoming students has proven to be
the best way to get first-time, full-time students off to a good start.
All universities in the SD State System consider College Entrance Examination Board Advanced
Placement scores of 3, 4, or 5 for course credit. Similarly, the System recognizes the rigor of the
International Baccalaureate (IB) courses and the IB Diploma Program and considers higher-level
courses for which students earned a five (5) or better on the final exam for credit. Details on
System policies regarding AP and IB credits can be found at
<http://www.sdbor.edu/administration/academics/CredValidation.htm>
The office of the Registrar and Academic Services (RAS) assigns each freshman a “freshman
advisor” from his or her discipline or a closely related discipline. These freshman advisors are
faculty members identified by the academic programs for designation as “freshman advisors”
because of their training, their mentoring skills, or both.
•
“Transfer students” enter the School of Mines with previously earned post-secondary credits.
See Section D below on “D. Transfer Students and Transfer Courses.”
•
“Non-traditional” students are 21 years of age or older and may have previous post-secondary
experiences and/or professional and life experiences that qualify as credit towards a degree. For
such students, we offer the College Board‘s College Level Examination Program (CLEP) and
credit by verification processes. Credit by examination can be arranged on a case-by-case basis;
however, credits earned through validation methods other than nationally recognized
examinations (that is, university-administered tests and verification like military credit or prior
1-2
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
learning) are not allowed. Credit by all examination methods cannot exceed 32 credits for
baccalaureate degrees. For details, see
<http://www.sdbor.edu/administration/academics/CredValidation.htm>.
•
Native American students enjoy the advocacy and support of the Office of Multicultural Affairs
(OMA) and the American Indian Science and Engineering Society (AISES) student group.
While the (OMA) responds to the needs of all under-represented students, including African
Americans, Latino/a students, and Asian Americans, concerted efforts are made to offer Native
Americans a structured support network that includes academic support services, peer mentoring,
workshops focused on career and personal development, and promotion of cultural competence
through access to community diversity education seminars. The School of Mines runs targeted
outreach to Native American high school students and has a thriving NSF-funded Tiospaye in
Engineering academic support and scholarship program designed to improve the recruitment and
retention of Native American students. (Additional information is available at
<http://multicultural.sdsmt.edu> and http://tiospaye.sdsmt.edu>.)
•
Female students make up roughly 30% of the overall student population and have been supported
since 2005 by the Women in Science and Engineering (WISE) program. Between 2005 and
2010, a dedicated director position existed for the coordination of WISE programming, including
a mentor and mentees (M&M) program that paired upper class women with freshmen and
sophomore students. The WISE office also conducts extensive outreach to middle- and highschool girls, and the annual “Girls’ Day” event has brought 200+ young women to campus for a
day-long engineering and science experience since 2005. Administrative oversight of the WISE
program is in transition and housed within Admissions as of the writing of this self-study.
Within the BS Metallurgical Engineering program, female students are encouraged to participate
in the Women in Metallurgical Engineering (WIME) and Culture and Attitude scholarship
programs.
•
“Veterans” are a growing sub-group of students with distinctive needs. In 2009, to supplement
the support given to veterans by the Veteran’s Information Registration Officer in RAS, a
Veteran’s Resource Center was created (See < http://vrc.sdsmt.edu/>). A Veteran’s Club for
deployed and returning veteran students is strongly supported by faculty and staff members in the
Department of Military Science and in the division of Student Affairs.
•
International students are supported throughout their time on campus by the Ivanhoe
International Center <http://www.hpcnet.org/international> A special online checklist is
maintained to guide international students through the enrollment process
<http://www.gotomines.com/admissions/accepted/international> , and Ivanhoe Center staff assist
with all matters, from VISA requirements to housing.
•
“At risk” students are identified as such via multiple indicators, such as academic probation,
multiple academic appeals and/or referral to the Early Alert Team by staff and instructors. At
risk students are contacted by the Director of Retention and referred to support services, including
University Counseling and ADA services, the Tech Learning Center for tutoring, supplemental
instruction sessions, and the Career Center for consultation on career interests and aptitudes.
Students whose cumulative grade point average falls below a 2.0 are placed on academic
probation and advised not to enroll in more than twelve (12) credits. While on academic
probation, a term grade-point average of 2.0 or better must be maintained in order to avoid
academic suspension. Suspension means a student must sit out of school for two semesters or
seek early readmission through the academic appeal process.
1-3
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
SD State System policy allows a student to register for a course three times before he or she must
receive permission from the Academic Appeals Committee to make a 4th attempt at a course. A
comprehensive plan to radically reduce the number of multiple attempts in foundational courses
in math and chemistry is being implemented at the School of Mines and will be fully operational
by fall 2010. The plan involves week-four evaluation of student progress and a schedule of
highly structured and mandatory interventions, including attendance at a weekly University
Success Symposium.
Academic Advising and Academic Support for all Students
Incoming freshmen are required to declare a major, and admission decisions are processed by Admissions
Office personnel as described above in Section A. Student Admissions.
Online interactive checklists are offered and updated each semester to guide first-time, non-traditional,
and international students through each step of the enrollment process. The standard “New Student
Checklist” directs students to clubs, organizations, and support services in order to ensure a good
transition to college. An example can be viewed at
<http://www.gotomines.com/admissions/accepted/checklist/standard/spring10>.
The ACT sub-scores for math and English are used to place students into mathematics and English
courses. A student may be required to take the ACT COMPASS test if
• The ACT scores are five years old and no college-level courses in math or English have been
taken in the intervening time
• The ACT math sub-score is 24 or greater
• The ACT math sub-score is 24 or lesser and the student wants to challenge the automatic
placement into a math course
• The ACT writing sub-score is 17 or less
• The ACT reading sub-score is 16 or less
The office of the Registrar and Academic Services (RAS) assigns each freshman a “freshmen advisor”
from his or her discipline or a closely related discipline. Transfer students are assigned to the transfer
advisor for the student’s major area of study. Freshmen and transfer advisors are faculty members
identified by the academic programs for these designations because of their training, their mentoring
skills, or both.
All academic programs have a Curriculum Check Sheet and most also have curriculum flow charts.
These items are reviewed and the checklist updated by the student hand his or her advisor according to a
schedule established in each program. All students are strongly encouraged to visit advisors at the
beginning of every semester; in addition, students can augment their advising experience through the use
of the on-line WebAdvisor software and the online student catalog anf student handbook. Registration
holds, regularly scheduled degree audits by the registration officer, and mandatory degree-check events
designed by each program help keep a student on track and well advised.
The SD State System general education requirements must be met prior to the junior year, with an
exception made for the School of Mines in the case of ENGL 289, Technical Communication II and for
three credit hours of humanities or social sciences. These two classes can be taken after the sophomore
year. The general education requirements prompt the registration officer to carefully track each student’s
academic progression and to place a registration hold on any student who advances too far into his or her
major program of study prior to completing his or her general education. An additional check and
formative assessment of student progress is the System requirement that all students take and score well
on the Collegiate Assessment of Academic Proficiency (CAAP) examination. Completion of 48 credit
1-4
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
hours at or above the 100 level is required for eligibility to take the exams. Students must take the exams
during the first semester in which they become eligible. Because satisfactory performance is required for
subsequent registration and the baccalaureate degree, low exam scores provide another indicator that an
intervention and/or targeted advising are needed.
Academic Advising and Academic Support for BS Metallurgical Engineering Program Students
Each academic program has an individualized process for transitioning new students from their freshmen
or transfer advisors to the advisor in the major who will remain the student’s advisor throughout their
undergraduate study. For the Metallurgical Engineering program, all faculty are assigned undergraduate
students for advising. Dr. Medlin, Dr. Cross and Dr. West are the primary freshman advisors. Those
advisees that are majoring in Metallurgical Engineering stay with these advisors through their sophomore
year. Following their sophomore year, Metallurgical Engineering student advising is split equally
between the five BS Metallurgical Engineering program faculty. Dr. Kellar is responsible for the final
degree audit prior to graduation.
The BS Metallurgical Engineering program maintains strong scholarship support for it students. For the
2009-2010 academic year, 60 program scholarships, totaling $59,150 were distributed to 56 program
students. Thus, nearly 75% of all program students received scholarship support.
For the BS Metallurgical Engineering program, the relevant curriculum check sheet is shown in Table 11.3; the current (Table 1-1.4) and future (Table 1-1.5) curriculum flow charts are also given, along with a
listing of program approved science electives (Table 1-1.6). These aids are used with the recommended
curriculum given in the catalog (http://resources.sdsmt.edu/catalog/current-catalog.pdf) to help students in
maintaining progress toward graduation. For new students, the three new student advisors email all new
advisees to establish contact and to begin to develop a secure mentoring relationship. All advisees of
Metallurgical Engineering program faculty are invited to program extracurricular activities, including the
weekly Hammer-In and Hammer-In-A-Q blacksmithing activities, Materials Advantage student chapter
activities including monthly meetings, and a “Meet The Professors” Dinner. In addition, the female
advisees are invited to participate in the Women in Metallurgical Engineering (WIME) activities. All
these activities have active program faculty participation often resulting in informal discussions
concerning student academic progress, general happiness and other important areas implicit in advising
and mentoring college students. Finally, advisors and students can informally check their degree progress
through WebAdvisor.
Career Advising for All Students and for Students in the BS Metallurgical Engineering Program
The Career Center is centrally located in the student center and very active in promoting services that
range from interest and aptitude inventories, career counseling; assistance with participating in the
Students Emerging as Professionals (STEPS) program for professional development; resume and
interview preparation; and linking students with coop, internship, and employment opportunities. More
detail can be found at <http://careers.sdsmt.edu>.
The Career Center hosts two career fairs on campus per year, one each in the fall and the spring. At the
time of the last general review, in fall 2004, fifty-seven employers were represented at the Career Fair.
The number and variety of employers represented increased each year and totaled 145 in fall 2008.
Economic conditions depressed the number of employers represented last year to 76 in fall 2009. The
percentage of students who graduate having completed an internships or coop experiences (i.e. 75% as of
academic year 2008-09), job placement rates (i.e., 98% for 2007-08 graduates), and average starting
salary (i.e., $56,215 for 2008-09 graduates) remain very solid. Since 2005, for graduates of the BS
Metallurgical Engineering program, the percentage of students with internships or coop experience was
80-90%; the job placement rate was 100%. The ten 2008-09 program graduates had an average starting
salary of $51,500.
1-5
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Table 1-1.3. BS Metallurgical Engineering Curriculum Check Sheet
1-6
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Table 1-1.4. BS Metallurgical Engineering Curriculum Flow Diagram 2009-2010
1-7
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Table 1-1.5. BS Metallurgical Engineering Curriculum Flow Diagram 2010-2011
1-8
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Table 1-1.6. B.S Metallurgical Engineering Approved Science Electives
Program
ATM
ATM
ATM
ATM
ATM
ATM
ATM
ATM
ATM
BIOL
BIOL
BIOL
BIOL
BIOL
BIOL
BIOL
BIOL
BIOL
BIOL
BIOL
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
CHEM
GEOL
GEOL
GEOL
GEOL
GEOL
Course #
301
401/501
402/502
403/503
404/504
405/505
406
450/450L
460/560
121
123
151
153
231
311
341
371
403
423
431
230
252
316
326
328
332
341
342
343
344
420/520
421/521
426/526
434
452/552
460/560
482/582
201
212/212L
331/331L
341/341L
351
Course Name
Introduction To Atmospheric Sciences
Atmospheric Physics
The Global Carbon Cycle
Biogeochemistry
Atmospheric Thermodynamics
Air Quality
Global Environmental Change
Synoptic Meteorology I
Atmospheric Dynamics
Basic Anatomy
Basic Physiology
General Biology I
General Biology Ii
General Microbiology
Principles Of Ecology
Microbial Processes In Engineering And Natural Sciences
Genetics
Global Environmental Change
Pathogenesis
Industrial Microbiology
Analytical Chemistry For Engineers
Systematic Inorganic Chemistry
Fundamentals Of Organic Chemistry
Organic Chemistry I
Organic Chemistry Ii
Analytical Chemistry
Physical Chemistry For Engineers I
Physical Chemistry I
Physical Chemistry For Engineers Ii
Physical Chemistry Ii
Organic Chemistry Iii
Spectroscopic Analysis
Polymer Chemistry
Instrumental Analysis
Inorganic Chemistry
Biochemistry
Environmental Chemistry
Physical Geology
Mineralogy And Crystallography
Stratigraphy And Sedimentation
Elementary Petrology
Geol Earth Resources And The Environment
1-9
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Table 1.1.6. B.S Metallurgical Engineering Approved Science Electives, Continued
Program
GEOL
GEOL
PHYS
PHYS
PHYS
PHYS
PHYS
PHYS
PHYS
PHYS
PHYS
PHYS
PHYS
PHYS
PHYS
Course #
420/520
670
275
312
314
341
343
361
421/521
433/533
439/539
445/545
451/551
471/571
481/581
Course Name
Introduction To Remote Sensing
Principles Of X-Ray Diffraction
Relativity
Experimental Physics Design I
Experimental Physics Design Ii
Thermodynamics
Statistical Physics
Optics
Electromagnetism
Nuclear And Elementary Particle Physics
Solid State Physics
Statistical Mechanics
Classical Mechanics
Quantum Mechanics
Mathematical Physics I
In the BS Metallurgical Engineering program, a variety of career planning support is available to
supplement the non-program specific efforts detailed previously. The program maintains contacts with as
many program alumni as possible. These alumni often approach the department with their needs for
summer interns and their companies open full-time positions. In addition, program faculty with on-going
research often hire program undergraduates as part of the team to accomplish their research. The
Advanced Materials Processing (AMP) Center and Back to the Future REU site are especially active in
this regard. The program faculty also work closely with the Materials Advantage student chapter to help
bring in speakers from various Metallurgical Engineering related companies and to help the students to
improve their resumes. Currently, 6 students are working as summer interns in industry, while 6 students
are performing research during the summer of 2010.
D. Transfer Students and Transfer Courses
“Transfer students” enter the School of Mines with previously earned post-secondary credits. An online
checklist is created each semester to guide transfer-student transitions to the School of Mines. (See
<http://www.gotomines.com/admissions/info-for/transfer> for an example.)
Upon admission, the registration officer in collaboration with the Associate Provost for Accountability
and Assessment determine which credits meet the general education requirements, upper-division
humanities or social sciences requirements (if applicable), and physical education requirements. The
registration officer sends a check list showing the results of this credit-transfer analysis to the student’s
advisor for review and inclusion in the student’s file.
Transfer-credit decisions for courses in the student’s major are made by the academic department. All
academic programs have a designated “transfer advisor,” and the registration officer assigns this person to
an incoming transfer student as his or her initial advisor. The universities in the SD State System share a
common course numbering system and common course descriptions for many courses, and these
commonalities ease the transfer of credit.
Transfer credits from other post-secondary schools (both domestic and foreign) are reviewed on a caseby-case and course-by-course basis. For mathematics, chemistry, physics, some of the sciences, general
1-10
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
engineering, and some science courses the typical course of action is for the course catalog description
and syllabus to be examined to determine sufficient similarity to a required course.
All transfer credit granted is fully documented on the Degree Check Sheet that is completed as part of
applying for graduation. If the Degrees Committee could have any questions about the application of
transfer credits, course syllabi and other documentation accompany the Degree Check Sheet when it is
forwarded to the Degrees Committee for final approval.
For the BS Metallurgical Engineering program, the Department head reviews the student transcripts of
any student who desires to transfer into the Metallurgical Engineering program from another SDSMT
program. Specifically, the Department Head uses the online Datatel system to print out the student’s
transcript and review that against the Graduation Progress Checklist for the Metallurgical Engineering
program. Next, the Department Head schedules a meeting with the student to review the status of the
student’s progress and outlines a semester-by-semester plan for the student to complete his/her degree.
The student’s Graduation Progress Checklist (Table 1-1.3) is then updated routinely, and ultimately used
for the Degree Audit the final semester prior to graduation. Table 1-2.1 shows the number of transfers
into SDSM&T overall and into the BS Metallurgical Engineering program over the last 6 years.
Table 1-2.1. Transfer Students for Last Six Academic Years
Term
Fall 2009
Fall 2008
Fall 2007
Fall 2006
Fall 2005
Fall 2004
Number of Transfer Students Enrolled
SDSM&T
BS MET. ENG.
92
0
72
3
100
1
82
0
110
0
111
0
E. Graduation Requirements
Early in the semester prior to the semester in which the student plans to graduate, the major advisor
completes a Degree Check for the office of the Registrar and Academic Services (RAS). A Degree Check
involves retrieving the student’s record from WebAdvisor and performing an inventory of the student’s
academic record in conjunction with both general education and program requirements.
The advisor annotates the Degree Check sheet whenever a substitute course has been allowed for one of
the required or recommended courses in the program. If a course was taken on an “Independent Study”
or “Special Topics” basis because of the SD State System requirements for minimum course enrollment,
this will be noted. Before a student’s application for graduation will be processed by RAS, the advisor
must sign and send to the registration officer a confirmation that a degree check has been performed and
the student has met all requirements.
The Office of Enrollment Services maintains records of all student course records. These records are
available via campus-wide digital systems: Datatel/Colleague and Webadvisor. Faculty members electing
not to use the digital system can readily and promptly secure any student’s records from a variety of
administrative personnel. These records are used by program faculty, in concert with each program’s
student participation, to maintain the BS in Metallurgical Engineering Course Check List (Table 1-1.3),
which shows progress towards graduation. The check list is typically reviewed every semester but at least
annually. Students failing to make programmatically specified progress towards graduation are counseled
by their advisor and, depending on the seriousness of the inadequacy, the program department head. The
university also effectively maintains and enforces policies 1) requiring minimum overall and recent
1-11
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
semester GPA performance, 2) specifying no more than three attempts in any one course, 3) requiring
certain grade attainment in selected prerequisite (usually math) courses, and 4) assuring satisfaction of
general education goals established by the Regents.
The Degrees Committee, with the help of Enrollment Management Services, makes a final check on all
graduating students to determine that all graduation requirements have been met. Prior to the Degrees
Committee degree check Dr. Kellar conducts a degree check using the attached form, Table 1-1.3. Dr.
Kellar sends a completed Table 1-1.3 for each student considered for graduation to Enrollment
Management Services for their consideration. The evaluation using Table 1-1.3 is completed at least 2
months prior to the student’s graduation.
Twelve of the credits listed in Table 1-1.3 as “Humanities/Social Sciences” must fulfill General
Education requirements specified by the South Dakota Board of Regents. At the January 1999
meeting of the South Dakota Board of Regents a system-wide general education core for
undergraduate education was established. This core is required for all students accepted to the
university for the Fall 1999 semester or later. General education core requirements must be
completed within the first 64 credits. Exceptions to this latter requirement for certain degree
programs are currently under consideration. The BS Metallurgical Engineering program
checklist of required goals of the General Education program is listed in Table 1-2.2. The goal
requirements are listed in Table 1-2.3, and the detailed requirements are given below.
General Requirements
The following rules on graduation requirements apply for the bachelor of science degree in any
curriculum offered by the university. Requirements that apply to many or all programs are
described below. Please refer to the curriculum for an individual degree program for specific
course requirements. Each candidate for a degree is personally responsible for meeting all
requirements for graduation. No university official can relieve a candidate of this responsibility.
The South Dakota School of Mines and Technology reserves the right to change any course of
study or any part of a curriculum in keeping with accreditation, educational, and scientific
developments. General Education Core Requirements General education core requirements must
be completed within the first sixty-four (64) credits. Requests for exceptions to these general
education requirements must be approved by the student‘s advisor and by the Vice President for
Academic Affairs/Provost. The required core is listed below. Courses in bold are required for
completion of the BS Metallurgical Engineering program.
Goal #1
Students will write effectively and responsibly and understand and interpret the written expression of
others. Student Learning Outcomes: As a result of taking courses meeting this goal, a student will
1. Write using standard American English, including correct punctuation, grammar, and sentence
structure;
2. Write logically;
3. Write persuasively, with a variety of rhetorical strategies (e.g., expository, argumentative,
descriptive);
4. Incorporate formal research and documentation in their writing, including research obtained
through modern, technology-based research tools.
1-12
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Table 1-2.2. System-Wide General Education Requirements Checklist
Name:
Instructions: SDSM&T courses used to satisfy requirements must be selected from those listed on the back of this
form. Enter the courses as you complete them and record the semester and year completed. Consult with your
advisor on transfer courses.
Goal 1 Written communications (6 credits)
Date
Cr. Hrs.
Course
Title (if transferred, from where?)
Goal 2 Speech Communications (3 credits)
Date
Cr. Hrs.
Course
Title (if transferred, from where?)
Goal 3 Social Sciences (6 credits, in 2 disciplines or course prefixes)
Date
Cr. Hrs.
Course
Title (if transferred, from where?)
Goal 4 Arts/Humanities (6 credits; in 2 disciplines, course prefixes or a sequence of a foreign language)
Date
Cr. Hrs.
Course
Title (if transferred, from where?)
Goal 5 Mathematics (3 credits)
Date
Cr. Hrs.
Course
Title (if transferred, from where?)
Goal 6 Science (6 credits) Lecture and Lab are required.
Date
Cr. Hrs.
Course
Title (if transferred, from where?)
Goal 7 Information Usage (9 credits) Courses indicated by * and bold on back
Date
Cr. Hrs.
Course
Title (if transferred, from where?)
Table 1-2.3. General Education Requirement Goals
Goal Number
Goal Objective
1
Effective Writing
2
Communicate Effectively
3
Social Sciences
4
Arts and Humanities
5
Mathematics
6
Natural Sciences
7
Information
Globalization
Understand Global Issues
Writing Intensive
Improve Writing
1-13
Credit Hours Needed
6
3
6
6
3
6
9
0.5 (MET 310)
0.5 (MET 321)
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Each course meeting this goal includes the following student outcomes:
Required: #1, #2, #3, and #4
Credit Hours: 6 hours
Courses:
ENGL 101 Composition I
ENGL 201 Composition II
ENGL 279/289 Technical Communications I and II1
Goal #2
Students will communicate effectively and responsibly through speaking and listening. Student
Learning Outcomes: Courses satisfying this goal will require students to
1. Prepare and deliver speeches for a variety of audiences and settings;
2. Demonstrate speaking competencies including choice and use of topic, supporting materials,
organizational pattern, language usage, presentational aids, and delivery;
3. Demonstrate listening competencies by summarizing, analyzing, and paraphrasing ideas,
perspectives and emotional content.
Credit Hours: 3 hours
Courses:
ENGL 279/289 Technical Communications I and II2
SPCM 101 Fundamentals of Speech1
Goal #3
Students will understand the organization, potential, and diversity of the human community through study
of the social sciences. Student Learning Outcomes: As a result of taking courses meeting this goal,
students will
1. Identify and explain basic concepts, terminology and theories of the selected social science
disciplines from different spatial, temporal, cultural, and/or institutional contents.
2. Apply selected social science concepts and theories to contemporary issues;
3. Identify and explain the social or aesthetic values of different cultures. In addition, as a result
of taking course meeting this goal, students will be able to demonstrate a basic understanding
of at least one of the following:
o The origin and evolution of human institutions;
o The allocation of human or natural resources within societies;
o The impact of diverse philosophical, ethical or religious views.
Each course meeting this goal includes the following student learning outcomes: Required: #1, #2, and #3
At least one of the following: #4, #5, or #6
Credit Hours: 6 hours in two disciplines
Courses:
ANTH 210 Cultural Anthropology
ECON 201 Principles of Microeconomics
ECON 202 Principles of Macroeconomics
GEOG 101 Introduction to Geography
GEOG 212 Geography of North America
HIST 151/152 United States History I/II
POLS 100 American Government
POLS 210 State and Local Government
PSYC 101 General Psychology
SOC 100 Introduction to Sociology
SOC 150 Social Problems SOC 250 Courtship
and Marriage
1-14
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Goal #4
Students will understand the diversity and complexity of the human experience through study of the arts
and humanities. Student Learning Outcomes: As a result of taking courses meeting this goal, students will
1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in the human
experience;
2. Identify and explain basic concepts of the selected disciplines within the arts and humanities.
In addition, as a result of taking courses meeting this goal, students will be able to do at least
one of the following:
Identify and explain the contributions of other cultures from the perspective of the selected disciplines
within the arts and humanities;
Demonstrate creative and aesthetic understanding;
Explain and interpret formal and stylistic elements of the literary or fine arts;
Demonstrate foundational competency in reading, writing, and speaking a non-English language.
Each course meeting this goal includes the following student learning outcomes: Required: #1, #2 At least
one of the following: #3, #4, #5, or #6
Credit Hours: 6 hours in two disciplines or in a sequence of foreign language courses)
Courses:
ART 111/112 Drawing I and II
ARTH 211 History of World Art I
ENGL 221/222 British Literature I and II
ENGL 241/242 American Lit I and II
ENGL 250 Science Fiction
FREN 101/102 Introductory French I and II
GER 101/102 Introductory German I and II
HIST 121/122 Western Civilization I and II
HUM 100 Introduction to Humanities
HUM 200 Connections: Humanities and
Technology
LAKL 101/102 Introductory Lakota I and II
MUS 100 Music Appreciation
PHIL 100 Introduction to Philosophy
PHIL 200 Introduction to Logic
PHIL 220 Introduction to Ethics
PHIL 233 Philosophy and Literature
SPAN 101/102 Introductory Spanish I and II
Goal #5
Students will understand and apply fundamental mathematical processes and reasoning. Student Learning
Outcomes: As a result of taking courses meeting this goal, students will
1. Use mathematical symbols and mathematical structure to model and solve real world
problems;
2. Demonstrate appropriate communication skills related to mathematical terms and concepts;
3. Demonstrate the correct use of quantifiable measurements of real world situations.
Each course meeting this goal includes the following student learning outcomes: Required:
#1, #2, and #3
Credit Hours: 3 hours
Courses:
MATH 102 College Algebra
MATH 115 Precalculus
MATH 120 Trigonometry
MATH 123 Calculus I
MATH 125 Calculus II
MATH 225 Calculus III
MATH 281 Statistics
1-15
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Goal #6
Students will understand the fundamental principles of the natural sciences and apply scientific methods
of inquiry to investigate the natural world. Student Learning Outcomes: As a result of taking courses
meeting this goal, students will
1. Demonstrate the scientific method in a laboratory experience;
2. Gather and critically evaluate data using the scientific method;
3. Identify and explain the basic concepts, terminology and theories of the selected natural
sciences;
4. Apply selected natural science concepts and theories to contemporary issues.
Each course meeting this goal includes the
following student learning outcomes: Required:
#1, #2, #3, and #4.
Credit Hours: 6 hours
Courses:
BIOL 151/151L General Biology I and
Laboratory
BIOL 153/153L General Biology II and
Laboratory
CHEM 106/106L Chemistry Survey/Laboratory
CHEM 108/108L Organic Chemistry/Laboratory
CHEM 112/112L General Chemistry I and
Laboratory
CHEM 114/114L General Chemistry II and
Laboratory
GEOL 201/201L Physical Geology/Laboratory
PHYS 111/111L Introduction to Physics I and
Laboratory
PHYS 113/113L Introduction to Physics II and
Laboratory
PHYS 211 University Physics I
PHYS 213/213L University Physics II and
Laboratory
Goal #7
Students will recognize when information is needed and have the ability to locate, organize, critically
evaluate, and effectively use information from a variety of sources with intellectual integrity. Student
Learning Outcomes: As a result of taking courses meeting this goal, students will
1. Determine the extent of information needed;
2. Access the needed information effectively and efficiently;
3. Evaluate information and its sources critically;
4. Use information effectively to accomplish a specific purpose;
5. Use information in an ethical and legal manner.
Each course meeting this goal includes the
following student learning outcomes:
Required: #1, #2, #3, #4, and #5
Credit Hours: 9 hours
1-16
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Courses:
ENGL 101 Composition I
SPCM 101 Fundamentals of Speech
ENGL 201 Composition II
ENGL 279/289 Technical Communications I
and II1
1
Engineering and sciences students at School of Mines take this six credit sequence in the sophomore and
junior years. Both courses develop written and speech communications in an integrated fashion in the
context of the major. Students must finish the entire sequence, as well as ENGL 101, to satisfy the
requirements of Goal #1 and Goal #2.
2
Technical Communications I and II develop written and speech communications in an integrated fashion
in the context of the major. Students must finish the entire sequence, as well as ENGL 101, to satisfy the
requirements of Goal #1 and Goal #2.
General Education Globalization/Global Issues and Writing Intensive Requirements
In addition to the seven system-wide general education requirements described above, all students will
achieve learning outcomes focused on advancing their writing skills and their knowledge of global issues.
Each academic program has designated one or more classes (the equivalent of one credit hour of study) as
meeting each of these requirements. The syllabi of the courses designated state the requirement(s) met
and explain how student achievement of the outcomes are assessed and factored into the course grade.
Globalization/Global Issues Goal Statement
Students will understand the implications of global issues for the human community and for the practice
of their disciplines.
Student Learning Outcomes: As a result of taking courses meeting this goal, students will
1. Identify and analyze global issues, including how multiple perspectives impact such issues;
and
2. Demonstrate a basic understanding of the impact of global issues on the practice of their
discipline.
Writing Intensive Goal Statement
Students will write effectively and responsibly in accordance with the needs of their own disciplines.
Student Learning Outcomes: As a result of taking courses meeting this goal, students will
1. Produce documents written for technical, professional, and general audiences within the
context of their disciplines;
2. Identify, evaluate, and use potential sources of information from within their disciplines for
writing assignments that require research and study; and,
3. Use instructor feedback throughout the semester to improve the quality of their writing.
F. Enrollment and Graduation Trends
The enrollment and graduation trends for SDSM&T and for the BS Metallurgical Engineering program
over the last six years are shown for SDSM&T in Tables 1-3.1 and 1-3.2 and for the BS Metallurgical
Engineering program in Table 1-3.3. The BS Metallurgical Engineering program graduates are listed in
Table 1-4.
1-17
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Outstanding Recent Graduate Awards
The Outstanding Recent Graduate Program honors graduates who have achieved exemplary career
progress and recognition within ten years of their graduation. The program was originated and is
sponsored by the SDSM&T Alumni Association and the SDSM&T Foundation. Candidates are reviewed
based on nominations submitted by their undergraduate degree-granting department or program. The
individuals selected for this award are considered excellent role models to show current students the
importance of continued personal growth in a rapidly changing world. Typically, five awards are given
yearly.
The BS Metallurgical Engineering program has a very strong record with respect to this award, and that
has continued in the recent past with awards won yearly from 2005-2010. Table 1-5 lists the recent
Outstanding Recent Graduate\ awards from BS Metallurgical Engineering program alumni
Table 1-3.1. Undergraduate Enrollment Trends for SDSM&T for the Past Six Academic Years: All
Students
Academic Year
Category
2004200520062007200820092005
2006
2007
2008
2009
2010
Full-time Student Summer
1
1
4
2
0
0
Full-time Student Fall
1540
1545
1372
1396
1389
1490
Full-time Student Spring
1405
1372
1264
1283
1255
1368
Part-time Student Summer
374
417
427
315
313
351
Part-time Student Fall
393
331
368
316
317
359
Part-time Student Spring
367
393
347
333
38
424
2
Student FTE Summer
102
117
125
84
86
92
Student FTE Fall2
1687
1678
1541
1550
1544
1663
Student FTE Spring2
1540
1543
1427
1435
1438
1574
Total BS Degrees
244
245
229
236
267
541
1
2
Total only includes 2009 Fall graduates; updated numbers will be available at the time of the visit
FTE indicate Full-time Equivalents or 15 credits per term
Table 1-3.2. Undergraduate Enrollment Trends for SDSM&T for the Past Six Academic Years:
Engineering Programs
Academic Year
Category
2004200520062007200820092005
2006
2007
2008
2009
2010
Full-time Student Summer
0
1
2
0
0
0
Full-time Student Fall
1196
1220
1141
1164
1158
1262
Full-time Student Spring
1092
1093
1055
1070
1054
1137
Part-time Student Summer
188
228
235
192
182
198
Part-time Student Fall
126
113
124
122
132
102
Part-time Student Spring
132
145
120
144
132
145
2
Student FTE Summer
53.9
65.5
70.7
54.3
51.9
59.5
Student FTE Fall2
1253
1268
1210
1240
1236
1324
Student FTE Spring2
1150
1169
1125
1145
1131
1218
Total BS Degrees
185
194
182
177
205
491
1
2
Total only includes 2009 Fall graduates; updated numbers will be available at the time of the visit
FTE indicate Full-time Equivalents or 15 credits per term
1-18
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Table 1-3.3. Undergraduate Enrollment Trends for SDSM&T for the Past Six Academic Years: BS
Metallurgical Engineering Program
Category
Full-time Student Summer
Full-time Student Fall
Full-time Student Spring
Part-time Student Summer
Part-time Student Fall
Part-time Student Spring
Student FTE Summer2
Student FTE Fall2
Student FTE Spring2
20042005
0
43
37
3
3
5
0.7
45.1
38.3
20052006
0
51
42
7
2
4
1.2
52.3
45.2
Academic Year
200620072007
2008
0
0
60
55
56
58
7
12
1
3
3
4
1.6
3.7
60.6
58.5
57.9
62.0
20082009
0
63
61
12
5
3
3.9.3.1
65.5
61.9
Total BS Degrees
0
6
16
8
4
Total only includes 2009 Fall graduates; updated numbers will be available at the time of the visit
2
FTE indicate Full-time Equivalents or 15 credits per term
20092010
0
74
01
13
4
01
92
78.1
01
12
1
Table 1-4. Program Graduates
ID
Year
Matr.
Year
Grad.
Placement
1649667
1589742
1533111
2005F
2005F
2005F
2009F
2009F
2009F
Spirit Aerospace
Nucor Steel
Grad School – SDSM&T
1650660
2005F
2009S
Grad School. – SDSM&T
1272729
1064669
1040413
1617233
1271234
1999F
2004F
2003F
2004F
2004F
2009S
2009S
2008F
2008S
2008S
Zyvex
Alcoa
Radiance
Chromalloy
Grad School– SDSM&T
1073912
1065108
2003F
2004F
2008S
2008S
Barrick Gold
Grad School– SDSM&T
1045500
1013220
2003F
2003F
2008S
2008S
Freeport-McMoran
Edison Welding Institute
1035690
2003F
2007F
1057677
1296552
1292148
1288301
1276470
1274217
1272561
2002S
2003F
2002F
2002F
2003F
2002F
2003S
2007M
2007S
2007S
2007S
2007S
2007S
2007S
Stork Materials Testing &
Inspection
Tinker AFB
Micron
Self Employed
Caterpillar
Self Employed
Tinker AFB
Grad School– SDSM&T
1272553
1994F
2007S
1272210
2002F
2007S
1073939
2003F
2007S
1068811
2003F
2007S
S-Spring; F-Fall; M-Summer;
Strathmore Minerals
Nucor Steel
Fischer Controls
RPM & Associates
1-19
Last
Name
Vayer-Jenkins
Middle
Name
First
Name
Werning
Ashley
Blake
Elizabeth
Matthew
Nelson
Austin
Christopher
Bergstrom
Cook
Schmidt
Zelfer
Caldwell
Casey
Robert
Travis
Travis
Chandler
Scott
Daniel
James
John
Russell
Hansen
Tlustos
Dane
Samuel
Christen
Edward
Horton
Hahn
Mark
Robbie
Christopher
Daniel
Pramann
Zachary
Thomas
Johnson
Lucas
David
Koch
Carlson
Patzer
Metzger
Beal
Calvert
Karl
Deborah
Ryan
Christopher
Jamie
Christian
John
Marie
Charles
Michael
LaRae
Joseph
Roalstad
Bielstein
Reisenweber
Lyndoe
Westendorf
Jerrod
Nickolas
Kyle
Matthew
Matthew
Andrew
Karl
Nicholas
Paul
Paul
SDSM&T: BS Metallurgical Engineering Program: Criterion 1. Students
Table 1-5. Program Outstanding Recent Graduates
Name
Cale Groen
Dustin Ellis
Mike Connell
Chris Kinney
Chris Misterek
Jeff Major
Year Graduated
1994
1996
1997
1997
1998
1999
1-20
Year Awarded
2005
2006
2007
2008
2009
2010
Employer
Caterpillar
GE
Micron
Caterpillar
John Deere
Lincoln Electric
SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
The terms and definitions used throughout this report are consistent with ABET publications and
guidelines. Appendix F contains a glossary of important terms used throughout this self study document.
A. Mission Statement
The mission and the objectives of the South Dakota School of Mines and Technology appear in the
catalog and on the web site at http://catalog.sdsmt.edu/mission-and-purpose .
UNIVERSITY MISSION, VISION, AND GOAL
The South Dakota School of Mines and Technology serves the people of South Dakota as their
technological university. Its mission is to provide a well-rounded education that prepares students for
leadership roles in engineering and science; to advance the state of knowledge and application of this
knowledge through research and scholarship; and to benefit the state, regions, and nation through
collaborative efforts in education and economic development.
The School of Mines is dedicated to being a leader in 21st century education that reflects a belief in the
role of engineers and scientists as crucial to the advancement of society. Our vision is to be recognized as
a premier technological university in the United States.
Most immediately, our goal is to be recognized as the university-of-choice for engineering and science
within South Dakota and among our peer group of specialized engineering and science universities.
UNIVERSITY STRATEGIC FOCUS AREAS
1.
2.
3.
4.
Optimizing enrollment
Securing resources
Growing the graduate education and the research enterprise
Continuous quality improvement
UNIVERSITY STATEMENT OF PURPOSES
The South Dakota School of Mines and Technology is dedicated to being a leader in 21st century
education that reflects a belief in the role of engineers and scientists as crucial to the advancement of
society. Responding to the unprecedented challenges facing today's world, the School of Mines will seek
opportunities to benefit the educational, civic, and economic activities of the community, state, and
region. The School of Mines will maintain and expand its role in research, scholarship, and creative
endeavors that advance knowledge, solve problems, develop individual potential, and explore the human
condition. Through its rigorous academic programs and co-curricular activities, the School of Mines is
committed to developing informed and responsible scientists and engineers who behave ethically, value a
global perspective, and accept the duties and responsibilities of citizenship.
The mission of the Department of Materials and Metallurgical Engineering appears in the catalog and on
the web site at http://www.hpcnet.org/ABETMetEngMissionObjectives.
The Mission of the Department of Materials and Metallurgical Engineering is to
•
Provide a quality program leading to the degree BS in Metallurgical Engineering
2-1
SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives
•
•
•
Participate in multi-disciplinary programs leading to the MS and PhD degree programs in
materials engineering and science
Contribute to the expansion of knowledge in the area of materials and metallurgical engineering
through scholarly activities
Help local, regional, national and international materials and metallurgical industries through
research and development activities
B. Program Educational Objectives
The objectives of the BS in Metallurgical Engineering Degree program are to graduate students who can
1. Successfully apply metallurgical engineering principles in their employment
2. Meet societal needs through science and technology
3. Grow professionally and personally
4. Serve their profession and community
These objectives appear on the departmental bulletin board, on the departmental web page
http://www.hpcnet.org/ABETMetEngMissionObjectives, in the 2010-2011 university catalog, and on
selected departmental promotional literature.
C. Consistency of the Program Educational Objectives with the Mission of the Institution
The metallurgical engineering program objectives are derived from the institutional mission. Table 2-1
shows the relationships among the institutional and the metallurgical engineering program objectives.
Table 2-1 Alignment of the BS Metallurgical Engineering program objectives with
SDSM&T institution’s objectives.
SDSM&T
A
Wellrounded
education
B.
Prepare
students for
Sci & Eng
leadership
MET ENG
C.
Advance the
state of
knowledge
through research
& scholarship
D
Provide
Collaborative
benefit through
Education and
Economic
Development
1. Apply Met Eng
Principles
2. Meet Societal Needs
3. Grow Prof &
Personally
4. Serve Community and
the Profession
D. Program Constituencies
The program constituents are
• Students enrolled in the BS metallurgical engineering program
• Private Industry and public agencies who employ our graduates
• Other departments and their students who enroll in metallurgical engineering courses
• Graduate programs that our BS metallurgical engineering graduates may enter
2-2
SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives
These are the stakeholders in the BS Metallurgical Engineering Degree program. Constituent input is
obtained through alumni surveys, constituent focus group meetings, and Advisory Board composition.
Alumni surveys are conducted every four years. Meetings with constituent focus group were held in
2001, 2004, and 2009. Advisory Board meetings are convened biannually.
E. Process for Establishing Program Educational Objectives
The department has a long tradition of external evaluation dating to 1970. Periodic surveys of both
alumni and their employers were routinely performed and acted on. The department was the source of the
current campus student opinion surveys starting in 1971. The department was also the point of initiation
for Industrial Advisory Boards (now more commonly called the Advisory Boards) beginning in the mid
1970s.
The design of the continuous improvement system began in 2000 and was followed by a staged collection
of materials beginning in the 2001-2 academic year. During the subsequent two years, the system was
continually refined and brought to full implementation. Although informal reviews and system
refinements were occurring on a weekly basis throughout 2001-2003, the first comprehensive objective
review involved all data collected up to the end of 2003. This initial “closing of the loops” occurred
during the Spring Semester of 2004. With the substantial faculty retirements (Stone, Han, and Marquis)
from 2005-2007, subsequent biannual Advisory Board reviews were renewed in 2007 with the newly
contracted faculty (Medlin, West, and Cross).
During the period from 2001 to 2004 the entire department faculty has met once or twice a week during
the academic year to create the continuous improvement system now in place. Dr. Howard attended
several conferences on ABET methodology during the 2001-3 period. Dr. Howard trained as an ABET
evaluator in the period 1999-2000 period. Dr. Kellar has also attended ABET training sessions for chairs.
Program faculty members have attended numerous campus sessions on continuous improvement
methodologies.
Since the 2004 ABET review, three of the five full-time tenured track faculty members have retired and
been replaced: Drs. Medlin and West were unfamiliar with the department’s continuous improvement
system while Dr. Cross being an internal candidate from the department research program had some
familiarity with the system. Extensive training was provided these new faculty members. As of 2010, all
program faculty members are well versed and directly involved in supporting and managing the
continuous improvement system. All teaching faculty members in the metallurgical engineering program
are actively engaged in periodic reviews of the program educational objectives.
The program faculty members proposed initial ABET-conforming program objectives in 2001. During the
subsequent year, program constituents were asked to review the objectives. The first review was
conducted by the 2002 Advisory Board, followed by reviews in 2004 by comprehensive and often
overlapping assemblages of program constituents grouped as follows:
Primary
•
Constituent focus groups
Alumni surveys
•
Employer surveys
•
Graduate student surveys
•
Recent outstanding graduate awardees surveys
•
Advisory Board reviews
Secondary
•
2-3
SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives
•
•
•
SDSM&T constituent departments surveys
SDSM&T undergraduate student opinion surveys
SDSM&T Student Satisfaction-Importance (SSI) Survey
After this pre-2005 exhaustive review of program educational objectives for use in our ABET-conforming
continuous improvement process, a more streamlined review has been employed that relies on the
Advisory Board, alumni surveys, and constituent focus groups. These groups overlap but have unique
functions and input methodologies both of which preclude consolidating the program educational
objective review under the purview of any one group. For example, the Advisory Board may engage in
the review of departmental personnel matters, which would be inappropriate to consider in a body
including students. There are many such matters requiring the use of several groups to complete a review
of program educational objectives. The secondary sources above are not specifically employed since the
departments are represented in the current constituent focus groups, opinion surveys are confidential, and
the Satisfaction-Importance Survey is more germane to assessment functions.
Since 2004 the program objectives have been reviewed by the
•
Advisory Board
•
Constituent focus group
•
Alumni survey.
The composition of the 2007-2012 Advisory Board is as follows:
• Dr. Ray Peterson, Aleris International, Advisory Board Chairman
• Dr. Everett Bloom, Oak Ridge National Laboratory – Retired
• Mr. Mark Benson, US Bank
• Ms. Wendy Craig, Mac Steel
• Mr. Christopher Misterek, John Deere
• Mr. Shawn Veurink , RPM and Associates
• Mr. Shane Vernon, Nucor Steel
• Mr. John Walenta, Caterpillar Inc.
• Mr. Richard Wensel, Micron Technology
The department holds biannual meetings with its Advisory Board to conduct a review of Program
Objectives and the department’s success in achieving them. The review also includes a re-examination of
the objectives to assure they are current and significant. Materials presented to the board include the
results of alumni and employer surveys, which are designed to gauge the extent to which program
graduates are achieving the program objectives. The board members are selected to represent as many of
the program’s constituents as possible.
The Advisory Board is provided the most recent survey information from alumni, current students,
constituents, etc. making their review the most comprehensive whereas the alumni surveys and the
constituent focus groups are generally asked to offer input on specific topics such as the currency of the
program education objectives. However, every group is encouraged to offer any constructive comments
they wish.
Alumni surveys query all alumni who graduated since the previous alumni survey. This means all alumni
are asked for their input. Owing to the variation in numbers of program graduates, alumni surveys are
grouped in four-year groups to preserve anonymity and ensure large enough numbers for statistical
meaningfulness. A total of 54 alumni were surveyed using Survey Monkey in 2008 with 51 responses.
This unusually high response is in itself an indication of the strong, favorable relationship between faculty
and program graduates. The three responses not received were caused by incorrect email addresses.
2-4
SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives
As shown in Table 2-1 the Advisory Board reviews are scheduled every two years; alumni surveys every
four years; and constituent focus group meetings every four years. The two surveys are staggered by two
years since some of those surveyed are the same individuals. This staggering precludes pestering some
alumni for the same information in the same year yet, assures important constituent input for objective
input. The schedule was revised in 2006 to restart the cycle in 2007 because of the 60 percent replacement
in program faculty that occurred between 2005 and early 2007. Restarting the cycle in fall of 2007
provided for all the new faculty members to participate in a common evaluation review cycle early in
their tenure.
The program faculty members review all program evaluation input every two years after the results of the
Advisory Board are available. The review culminates with action statements that are posted on the
program’s continuous improvement web site (www.ABETMetEng.or/SD).
Figure 2-1 shows a schematic of the continuous improvement process used by the metallurgical
engineering program to determine progress towards program objectives. Figure 2-2 shows this process
interfaced with the process to determine progress in meeting program outcomes.
Table 2-1. Program Educational Objectives Assessment and Evaluation
Schedule
04
05
06
07
08
09
10
11
12
13
14
15
16
Alumni Surveys
Advisory Board Review
Constituent Focus Group
Department Review
F. Achievement of Program Educational Objectives
The following process is used to determine the extent to which program educational objectives are being
achieved:
•
All program alumni are specifically surveyed on the achievement of the program objectives. The
survey asks for their self-assessment. It also asks for input related to the achievement of the
objectives, such as the extent of community and professional service. The survey results are used
by the program faculty to evaluate the level of attainment of the objectives.
•
Program constituent focus groups are convened to review the program’s direction and level of
achievement. The focus group includes employers, alumni, and other departments who engage our
graduates (most often as graduate students). The focus group is led by a non-program campus
professional to assure free exchange and anonymous input who writes a summary report to be used
by the program faculty in their evaluation.
•
The Advisory Board has all pertinent surveys and reports available to them when they conduct
their review. They are specifically charged with reviewing the program educational objectives and
progress in achieving them. They submit a report of their findings and recommendations.
•
The program faculty members meet several times a month on program and departmental matters.
Many of these meetings are specifically to review ongoing continuous improvement matters. Over
a period of several meetings consisting of an initial review, discussions, and a final review with
written documents is generated. Each biannual review begins with reviewing the previous
objective actions followed by a review of the alumni survey, focus group report, and the Advisory
Board reports. A summary is written as to the how the action items were addressed and the result
2-5
SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives
of the actions taken. Needed new action items for the coming period are then formulated and
documented.
As described above, the program faculty members review all program evaluation input every two years
after the results of the Advisory Board are available. The review process always consists of two action
categories:
1. Improvement in the evaluation process and
2. Improvement in the achievement of the program educational objectives.
The action statements summarize actions taken within the evaluation process and the curriculum. The
departmental faculty meets several times each month to discuss program operations and progress in the
implementation of needed program objective improvements. Dr. Howard is normally charged with
monitoring, tracking, and documenting assessment information and evaluation work. Chapter Criterion 4
Continuous Improvement contains these review results.
Figure 2-1 Continuous improvement model for the metallurgical engineering program
2-6
SDSM&T: BS Metallurgical Engineering Program: Criterion 2. Program Educational Objectives
Figure 2-2 Continuous improvement process for the metallurgical engineering program
2-7
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
CRITERION 3. PROGRAM OUTCOMES
The terms and definitions used throughout this report are consistent with ABET publications and
guidelines. Appendix F contains a glossary of important terms used throughout this document.
As of 2004 the program discontinued keeping records by academic year in favor of a strict calendar year
system. Using the calendar year reduces confusion and consequent errors in data management.
Furthermore, it simplifies labeling, for example, from 2008-2009 to simply 2008 or 2009. All assessment
and evaluation information is recorded and reported strictly by calendar year.
A. Process for Establishing and Revising Program Outcomes
Program outcomes were established in 2002. Initially, the same (a)-(k) outcomes suggested by
ABET were selected. Program faculty members attended numerous national assessment
conferences and ABET seminars during that period so as to equip themselves with current ideas
and best practices. During this period the initial (a)-(k) had grown to include several additional
outcomes. Some outcomes such as communication were broken into two separate outcomes:
oral and written. However, by the end of 2002, the need for such separations appeared weak and
so was not adopted. Suggested new outcomes were also abandoned because they were found to
be unrelated to a focused and systematic continuous improvement process. Consequently, the
original (a)-(k) were adopted as the program outcomes. This selection is reviewed and discussed
several times a year by program faculty: usually during the periodic outcome reviews. The same
suggestions arise as were proposed in 2002 and are rejected for the same reasons they were
rejected then. Program faculty members remain vigilant through ABET seminars and by serving
as continuous improvement consultants for new technical and societal trends that may need to be
addressed by additional outcomes; however, none has risen to the level of importance warranting
adoption.
B. Program Outcomes
The Outcomes for the Metallurgical Engineering Program correspond to the criteria for accrediting
engineering programs during the 2010-2011 accreditation cycle so no additional mapping is needed.
These outcomes are as follows:
a) Apply Knowledge of Math, Science, and Engineering
b) Design and Conduct Experiments and Analyze and Interpret Data and Information
c) Optimally Select Material and Design Materials Treatment and Production Processes
d) Function Well on Teams
e) Identify, Formulate, and Solve Engineering Problems
f) Know Professional and Ethical Responsibilities and Practices
g) Communicate Effectively
h) Know Engineering's Global Societal Context
i) Engage in Life-Long learning
j) Know Contemporary Issues
k) Use Engineering Techniques, Skills, and Tools
All program continuous improvement system (CIS) program documents are posted on the program CIS
website: www.ABETMetEng.org/SD . This website reflects all of the program CIS documents, which
reside on and are backed up on program computers. The website provides for selective controlled user
access. All program faculty members have complete download access to all CIS documents. The
3-1
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
introduction of new documents to the CIS is controlled by the program designated CIS officer who is
currently Dr. Howard.
C. Relationship of Program Outcomes to Program Educational Objectives
Table 3-1 shows the relationship of the metallurgical engineering program objectives to the program
outcomes.
Table 3-1. The relationship between Metallurgical Engineering program objectives and
EC2000 Criteria
SDSM&T
MET ENG
a
Apply
Know.
b
c
Design, Design
Anal
Select
Exp
d
e
f
g
h
i
j
k
Teams
Prob.
Solve
Ethics
Comm.
Global
Life
long
Cont
Issues
Tools
1 Apply Met Eng
Principles.
2 Meet Societal
Needs
3 Grow Prof &
Personally.
4 Serve Comm. &
Profession.
D. Relationship of Courses in the Curriculum to the Program Outcomes
Table 3-2 is a quality function deployment matrix (QFDM) that shows the relationship of
curricular elements, which are shown along the top row, to the program outcomes, which are
shown in the first column. A value of 9 indicates the curricular element is high important to the
program outcome; whereas, a 1 indicates a low importance. No value indicates that there is no
functional relationship. A non-linear scale (0, 1, 3, 9) is used to give emphasis to most important
curricular elements since two elements rating 3 would not be as significant to achievement of a
particular outcome s one element rated 9. Table 3-2 groups similar courses into groups and also
shows extra-curricular elements since the program graduate is formed by both course work and
extra-curricular activities.
A second QFDM for specific courses in the metallurgical engineering program is shown in Table
3-3. The table at the bottom indicates the total importance to program outcomes of each element.
The last column shows the number of high importance elements (highest rated) for each
outcome.
The QFDM is used to determine where in the curriculum action should be directed to achieve
improvement in a particular outcome. Of course, this information also satisfies this element of
the self study.
3-2
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
LEGEND
9 High importance
3 Medium Importance
1 Low Importance
No importance
3-3
1
9
1
1
6
17
3
1
1
Number of "high importance"
Placement office Programs
Free Electives
MET electives
Chem and Physics Sequence
1
3
1
3
3
5
3
2
1
3
1
3
3
2
1
3
1
1
9
10
1
1
1
3
1
1
1
1
9
10
1
1
1
1
3
1
3
1
1
3
3
1
3
1
1
1
3
1
1
11
1
1
1
9
1
Study Groups
ENGL Sequence
3
1
13
2
9
1
3
27
3
1
3
3
15
3
Library services
3
1
1
9
1
1
1
1
1
3
29
3
3
1
Learning Assistance Centers
GE electives or MET 110
1
Student Organization Activities
out-of-dept tech electives
1
PE, Music, Band, MS
Elective Courses
MET Eng Lecture courses
Laboratory Curriculum
9
9
1
9
1
3
1
7
1
1
9
1
9
3
18
1
1
3
1
1
8
1
3
1
9
1
3
17
1
9
9
9
1
9
3
3
1
9
3
1
3
1
3
3
67
1
1
9
3
3
1
1
1
9
9
3
9
9
1
1
3
3
76
1
H&SS curriculum
MATH sequence
Scholarship program
MET 464/5 - Senior Design
MET 351/2 - Junior Design
3
1
1
27
15
1
3
3
3
3
9
3
9
9
1
3
3
1
3
1
22
1
1
1
1
1
1
1
3
3
3
3
9
3
3
9
9
3
11
1
9
1
51
9
9
3
3
1
1
1
1
50
9
3
37
Retain students
Facilitate student employment
Graduates Solve Mat & Met Eng problems
will
Apply knowledge of math, science, and engineering (a)
Design and Conduct experiments (b1)
Analyze and interpret data and information (b2)
Optimally select material (c1)
Design materials treatment and production processes (c
Function well on teams (d)
Identify, formulate, and solve engineering problems (e)
Know professional and ethical responsibilities and practi
Communicate effectively (g)
Know engineering's global societal context (h)
Engage in life-long learning (i)
Know contemporary issues (j)
Use engineering techniques, skills, and tools (k)
System
will
Advising
Processes
Desired Outcomes
Indiv. faculty/student assistance
Table 3-2 Metallurgical Engineering - Quality Function Deployment Matrix
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-3 Quality Function Deployment Matrix for Metallurgical Engineering Courses
Chem/Physics Seq
Number of "high importance"
3
1
3
4
3
3
3
5
1
3
1
1
3
3
3
5
5
5
1
1
3
5
1
5
3
3
5
3
1
1
3
1
1
5
5
3
5
3
3
5
1
3
5
3
1
1
3
3
1
1
1
1
3
5
5
3
3
1
5
3
Math sequence
5
MET 465
3
MET 464
3
MET 445
3
MET 443
5
1
5
3
1
1
3
1
5
5
3
3
1
5
5
5
3
3
1
5
5
3
3
1
1
3
3
5
3
5
1
5
5
5
1
1
3
5
5
5
3
5
3
5
3
3
3
3
5
5
5
MET 440L
3
1
1
5
3
3
3
5
3
3
1
3
1
1
1
3
3
1
3
3
1
1
1
1
3
5
ENGL Sequence
12
5
1
PE, Music, Band, MS
3
5
5
MET 440
5
MET 433
5
MET 422
3
3
3
40
5
5
(h) The broad education necessary to
understand the impact of engineering
(i) Recognition of the need for and an
ability to engage in life-long learning
(j) Knowledge of contemporary issues
(k) Ability to use the techniques, skills,
and modern engineering tools necessary
3
MET 352
1
5
MET 351
1
5
MET 332
5
MET 330L
3
MET 330
3
MET 321
3
MET 320
MET 231
3
MET 310L
MET 220L
5
MET 310
MET 220
3
MET 232
MET 110
(a) Apply mathematics, science and
engineering principles
(b) Ability to design and conduct
experiments and interpret data
(c) Ability to design a system,
component, or process to meet design
(d) Ability to function on
multidisciplinary teams
(e) Ability to identify, formulate, and
solve engineering problems
(f) Understanding of professional and
ethical responsibility
(g) Ability to communicate effectively
Elective Courses
3
Outcome Criteria
H&SS curriculum
Met Electives
Course
1
5
5
3
1
1
1
3
5
5
3
5
3
1
1
1
2
5
3
3
1
5
5
26 27 25 28 11 33 29 20 29 15 38 10 22 30 21 14 26 26 18 14 31 31 13 14
6
3
6
1
1
6
3
1
10
1
2
1
8
1
2
3
0
1
2
1
8
6 19
8
35
30
25
20
15
10
5
0
1
2
3
4
5
6
7
8
9
10
11
3-4
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
E. Documentation
An automated digital system is used to store all outcome data and to processes it into a format that is
easily evaluated. All data is stored and backed up on program computers and uploaded for all program
faculty members to view and download. Hard copies of all instruments assessed (student work, etc.) are
maintained in the CIS hard copy archives.
The annual outcome assessment schedule is summarized in Figure 3-1.
An Instrument Inventory is the name used to refer to the collection of (student assignment, exams, etc.)
used in the assessment process. Table 3-4 is the 2009 Instrument Inventory. It is a Microsoft Excel® list
that shows the instruments (assignments, exams, etc.) used to assess a particular outcome. The
Instrument Inventory is used to create all the files and forms needed by the automated digital system that
ultimately digitally renders all of the assessment data into tabular and graphical forms that may be parsed
by a variety of ways: outcome, year, etc.
Each outcome is assessed using several instruments. Additionally, an attempt is made to use a
combination of assessment methods so as to achieve assessment triangulation. The assessment methods
are grouped as follows:
• Method 1: Archival Records/ Portfolios
• Method 2: Standardized Exams, Simulations, Performance Appraisals, External Examiner,
and Oral Exam.
• Method 3: Surveys, Exit Interviews
Since the program employs an alternating junior/senior cohort curriculum, odd year inventories differ
from even year inventories. (Again, all records are by calendar year.) In addition to the planned even/odd
year changes in inventory that occur, outcomes are changed for a variety of reasons primarily to improve
the assessment process in keeping with the continuous improvement goal. Table 3-5 shows the
Instrument Inventory for 2008. The first row is the same for both tables but has been truncated in Table
3-5 to preserve font size in the longer table.
Each instrument is assessed by a program faculty member. The assessment results are written (manually
or digitally) on the instrument’s specifically created corresponding Microsoft Excel® Assessment Score
Card and transmitted to the program CIS officer (currently Dr, Howard) who enters the score card into the
automated system. A typical score card is shown in Table 3-6.
The assessor always delivers to the CIS officer a hard copy of the score card attached to the underlying
instrument. For example, if the instrument is the MET 320 final exam, the score card on which the
assessment scores are recorded is attached to the final exams. This bundle of hard copies topped the
attached score card is filed into the CIS archives. The CIS officer is the only person permitted to enter
information into the automated digital system or into the hard copy archive; however, all faculty members
have unlimited access to the information. The hard copy archives normally reside in the department
office (MI 115) but will be placed at any location requested by the program evaluator. Furthermore, the
program evaluator will be provided full download access to the automated digital system upon request to
the program head: Dr. Kellar.
In addition to the assessment archival records, the program will make available copies of all exams, texts,
syllabi, other student work not in the assessment archive, etc. The relationship of each course to the
achievement of outcomes is shown in Tables 3-7 and 3-8 for 2008 and 2009.
3-5
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
The plan for organizing and presenting materials in the resource room for the ABET on-site visit is as
follows:
By Course
Course materials for all SDSM&T Met Eng courses used to meet graduation
requirements for the degree BS in Metallurgical Engineering will be arranged by course
on tables in the resource room. These materials will consist of the following:
•
Syllabus
•
Text
•
Graded representative samples of all exams
•
Graded representative samples of all graded homework
•
Graded representative samples of all lab reports
•
A compilation of all handouts and supplementary materials
By Outcome
A directory of all outcomes and the material assessed will be posted above these
documents.
Materials used to assess outcomes will be arranged by outcome on tables in the resource
room. There will be no referencing of materials within course files or on the web site.
By Objective
A directory of all objectives and the material assessed will be posted above these
documents.
Materials used to assess objectives will be arranged by objective on tables in the resource
room. There will be no referencing of materials on the web site.
F. Achievement of Program Outcomes
One of the department’s self-imposed requirements is that the program’s entire Continuous Improvement
System (CIS) resides on a website so that it is available to all faculty and constituents at any time and
place. The program’s efforts can be better appreciated by viewing the methodologies, tools, and results of
the continuous improvement process located at www.ABBBETmeteng.org/SD . The web site is the
culmination of the tremendous investment in time and effort in creating the current continuous
improvement system. The program faculty members elected to make markups of the web site and
procedural changes in real time during collaborative meetings. This procedure means that improvements
to the system are made immediately and disseminated to all faculty and interested constituents.
The Web site includes many automation features for updating data collection and compilation primarily
through VBA macros and linked Excel Worksheets. For example, many surveys are conducted on-line
using Survey Monkey©. No student work resides on the Continuous Improvement Web Site. The site
currently contains extensive files arranged by Objective Evaluation, Assessment of Outcomes,
Continuous Improvement System, Metrics, Maps, Reports, etc. Student work resides either on the
campus Digital Archival Tool or in hard copy form in the departmental office. The department was an
early supporter and user of the campus Digital Archive Tool where students can upload their digital work
for subsequent faculty retrieval and assessment. Of course, all confidential information is always
protected. (See “Summary of Archive Features at www.abetmeteng.org/SD/ResourcesExternal/ArchivalPlan-AssessmentMaterials.htm for more information on the Archive.)
All objective evaluation and outcome assessment records, compilations, reviews, actions, reports,
syllabi, vitae, and many other continuous-improved related documents are available on-line at the
address: www.abetmeteng.orgg/SD .
3-6
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Outcomes are assessed using a system that employs the following major elements:
• A set of specifically identified instruments (up to eight) is used to assess each outcome
• Each outcome is assessed by three assessment methods: assessment triangulation
• Each outcome is assessed using specifically stated metrics consisting of between two and four
performance criteria each with associated specifics that characterize specific levels of student
performance.
• The assessment of each instrument results in numerical scores.
Tables 3-4 and 3-5 show the instruments used to assess each outcome in years 2009 and 2008. The
instruments are arranged from top down by outcome criteria in column one. Columns two through four
show the instruments used to assess each outcome criterion. The first of these three columns contains
instruments that are classified as archival records (student work) or portfolios – the first of the three legs
of assessment triangulation. The next column contains instruments that are characterized as standardized
exams, simulations, performance appraisals, external exams, external examiners, or oral exams – the
second leg of triangulation assessment. The third leg of the assessment triangle instruments appears in
the last column and includes surveys and exit interview instruments. Not all of these assessment tools are
used for each outcome assessment but a concerted effort is made to gain triangulation for each outcome.
In rare cases some instruments listed might not be assessed each year. The minimal requirement for
assessment is that each outcome be assessed by at least one instrument each year. Of course, the goal and
usual practice is for a much broader assessment.
The assessment procedure for each instrument culminates with numerical scores that are compiled on a
Score Card. All program faculty members participate in scoring instruments. All tools and results are
available to them via web site posting. The results from the several instruments for one outcome are
summarized on a Outcome Summary as shown in Table 3-9 for outcome (a) in 2008. Each outcome has a
similar summary Score Card customized for the specific outcome. All Score Cards are automatically
summarized by linked worksheets to an Assessment Summary. Table 3-10 is the Assessment Summary for
2008. These results are also available in graphical format for analysis as shown in Figure 3-2. The
number of individual assessments and the total number of instrument-metrics applied are noted in he first
column. This last number equals the number of columns completed on the Score Card for each
instrument while the first number is the total entries on the Score Card. The assessment results for a
particular outcome over time are available as shown in Figure 3-3 for outcome (k) from 2001-2010.
A faculty review is completed for each outcome. Each review results in an Outcome Review Report. A
typical report is shown in Table 3-11. These reviews form the basis of discussion among the program
faculty members when deciding on what changes are to be made to improve the outcome assessment
process. Longitudinal reviews over time are auto generated. Table 3-12 shows such a review for
Outcome (a). Actions arising from the Outcome Review Reports are categorized as either
•
Curricular Actions or
•
Assessment Process Improvement Actions.
Figure 3.4 shows the Grand Summary of all outcome assessments for the nine years from 2001 through
2009. The vertical scale is a measure of achievement with 5 being the highest level of achievement
possible. The average that is plotted for each outcome for each year derives from the Assessment
Summary for each year. The numerical values appear at the bottom of the chart. The overall average of
all outcomes over all years is 3.8. Even though the goal is 5, student ability and effort limits the
maximum achievable score even with flawless program operation. Consideration is being given to
norming assessment scores to class GPA so as to obtain a better measure of program performance.
A complete set of all data, metrics, and reviews are available in Appendix E.
3-7
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Winter Break Faculty decides
and reports on
program changes
Faculty acts on
recommendations
Program faculty
evaluates data and
prepares report
Fall Sem Collection of data and
information needed
for assessment of
actions taken
Collection of data and
information needed
for assessment of
actions taken
Spring Sem Interim summary
of spring semester
assessments
Summer Break Figure 3-1 Annual cycle of continuous improvement for the metallurgical engineering program
3-8
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-4 Instrument Inventory for 2009
Criteria
Method 1
Archival Records/Portfolios
Method 2
Standardized Exams, Simulations,
Performance Appraisals, External
Examiner, and Oral Exam.
a
Apply knowledge of math, MET 320 - Annually (Fall)
. Final Exam
MATH 373 - Annually (Fall/Spring)
. Project Reports or Equiv
b
Design and Conduct
MATH 373 - Annually (Fall/Spring)
experiments Analyze and . Regression Analysis Problem
interpret data and
MET 231 - Annually (Fall/Spring)
. Hardness and Statistics Labs
c
Optimally select material MET 465 - Annually (Fall/Spring)
. Final Design Reports
and design materials
treatment and production MET 465
. Design Fair Presentation Evaluations
processes
d
Function well on teams
MET 465 - Annually (Fall/Spring)
. Final Design Reports
e
Identify, formulate, and
solve engineering
problems
MET 321 - Odd years (Spring)
. Final Exam (or All Exams)
f
Know professional and
MET 465 - Annually (Fall/Spring)
ethical responsibilities and . Final Design Report
practices
g
Communicate effectively
MET 231 - Annually (Fall/Spring)
. Charpy Impact Lab
MET 330 - Odd Years (Fall)
. Student Choice Lab Report
MET 465
. Final Design Reports
MET 465
. Design Fair Presentation Evaluations
h
Know engineering's global MET 321 - Odd years (Spring)
. Material Consumption in Adv
societal context
MET 321 - Odd years (Spring)
. Cost, Conc, Conservation, Creativity
MET 465 - Annually (Fall/Spring)
. Design Report Check List on Globali
Engage in life-long
MET 321 - Odd years (Spring)
learning
. Cognitive Devel Writing Assignment
j
Know contemporary
MET 321 - Odd years (Spring)
. Contemporary Issues Writing
issues
k
Use engineering
MET 220 - Annually (Spring)
techniques, skills, and
. Microtrack Lab Report
t l
MATH 373 - Annually (Fall/Spring)
. Regression-Optimization-LP hmwk
MATH 373 - Annually (Fall/Spring)
. Project Reports
3-9
Method 3
Surveys, Exit Interviews
MET 465
. FE Exam
MET 465
. Local Exam
MET 465
. Senior Survey
MET 465
. FE Exam
MET 465
. Local Exam
MET 465
. Senior Survey
MET 465
. Faculty Eval of Oral Final Report
MET 465
. Local Exam
MET 465
. Senior Survey
MET 465
. Local Exam
MET 465
. Senior Survey
MET 465 - Annually
. Student Self Eval
MET 465
. FE Exam
MET 465
. Local Exam
MET 465
. Senior Survey
MET 465
. FE Exam
MET 465
. Local Exam
MET 465
. Senior Survey
MET 465 - Annually (Spring)
. Faculty Eval of Oral Final Report
MET 465
. Local Exam
MET 465
. Senior Survey
MET 465
. Local Exam
MET 465
. Senior Survey
MET 465
. Local Exam
MET 465
. Senior Survey
MET 321 or Other
. Local Exam
MET 465
. Senior Survey
MET 465
MET 465
. FE Exam
MET 465
. Local Exam
. Senior Survey
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-5 Instrument Inventory for 2008
Criteria
Method 1
Archival Records/Portfolios
Method 2
Standardized Exams, Simulations,
P f
A
i l E t
l
Method 3
Surveys, Exit Interviews
MET 465 - Annually (Spring)
. Local Exam
MET 465 - Annually (Spring)
. FE Exam
MET 465 - Annually
. Senior Survey
MET 465 - Annually (Spring)
. Local Exam
MET 440
. Hardness QC Lab Sim
MET 465 - Annually (Spring)
. FE Exam
MET 465 - Annually
. Senior Survey
MET 465 - Annually (Spring)
. Final Design Reports
MET 465 - Annually (Spring)
. Faculty Eval of Oral Final Report
MET 465 - Annually (Spring)
. Local Exam
MET 465 - Annually
. Senior Survey
MET 465 - Annually (Spring)
. Final Design Reports
MET 465 - Annually (Spring)
. Local Exam
MET 465 - Annually
. Senior Survey
MET 465 - Annually
. Student Self Eval
MET 422 - Even years (Fall)
. Final Exam (or All Exams)
MET 310 - Even Years (Spring)
. Final Exam (or All Exams)
MET 440 - Even Years (Spring)
. Final Exam (or All Exams)
MET 465 - Annually (Spring)
. Local Exam
MET 465 - Annually (Spring)
. FE Exam
MET 465 - Annually
. Senior Survey
MET 465 - Annually (Spring)
. Local Exam
MET 465 - Annually (Spring)
. FE Exam
MET 465 - Annually
. Senior Survey
MET 465 - Annually (Spring)
. Faculty Eval of Oral Final Report
MET 465 - Annually (Spring)
. Local Exam
MET 465 - Annually
. Senior Survey
MET 465 - Annually (Spring)
. Local Exam
MET 465 - Annually
. Senior Survey
MET 465 - Annually (Spring)
. Local Exam
MET 465 - Annually
. Senior Survey
MET 465 - Annually (Spring)
MET 465 - Annually
a
Apply knowledge of math, MET 320 - Annually (Fall)
science, and engineering . Final Exam
MATH 373 - Annually (Fall/Spring)
. Project Reports
MET 422 - Even years (Fall)
. Final Exam
MET 310 - Even years (Spring)
. Selected Hour Exam
b
Design and Conduct
MATH 373 - Annually (Fall/Spring)
experiments Analyze and . Regression Analysis Problem
interpret data and
MET 231 - Annually (Fall/Spring)
. Hardness and Statistics Labs
information
MET 440 - Even years (Spring)
. SPC Assignments
c
Optimally select material
and design materials
treatment and production
processes
d
Function well on teams
e
Identify, formulate, and
solve engineering
problems
f
Know professional and
MET 310 - Even Years (Spring)
ethical responsibilities and . Ethics & Professional Practice Writing
practices
MET 465 - Annually (Spring)
. Final Design Report
g
Communicate effectively MET 231 - Annually (Fall/Spring)
. Charpy Impact Lab
MET 465 - Annually (Spring)
. Final Design Reports
MET 310 - Even Years (Spring)
. Student Choice Lab Report
MET 465 - Annually (Spring)
. Design Fair Presentation Evaluations
h
Know engineering's global MET 310 - Even Years (Spring)
. Global and Societal Writing Assign
societal context
MET 465 - Annually (Fall/Spring)
. Design Report Check List on Globali
Engage in life-long
MET 310 - Even years (Spring)
. Cognitive Devel Writing Assignment
learning
MET 440 - Even years (Spring)
. Updated Lifelong Learning Plan
j
Know contemporary
3-10
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-6 Typical Score Card
(a)
(a) Apply knowledge of math, science, and
engineering
_
T
a
r
g
_
T
a
r
g
_
T
a
r
g
_
T
a
r
g
2009 Outcome Score Card
MET_320
FinalExam
Team /
Student
Max
Ave
Min
1
Check Here if TeamsFALSE
2
3
4
5
6
7
Rate the
performance using
1 Lowest
5 Highest
8
9
10
11
12
13
14
Do not use 0's
15
16
Do not Change the
file name
17
18
19
20
21
Leave blank any
metric column that
does not apply
22
23
24
25
26
Type info into the
Green Cells
27
28
29
30
Do not exceed 50
entries
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
Method
Count
Assessor's Initials
Date
1
72
47
SMH
49
1/9/2010
50
48
3-11
_Proficient in
_Fundamental
_Concepts and
_Skills
5.00
3.08
1.00
3
3
1
5
5
5
3
5
1
1
5
1
5
5
5
5
1
1
1
3
3
3
3
1
Proficient in
Proficient in
Theoretical and Basic Science
Practical
Relationships
5.00
4.42
1.00
5
1
1
5
5
3
5
5
5
1
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5.00
4.00
1.00
5
3
1
5
3
3
3
3
5
3
3
3
5
5
5
5
5
3
5
5
5
3
5
5
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-7 Course-to-Instrument Map for 2008
Course
MATH_373
MATH_373
MATH_373
MATH_373
MET_220
MET_231
MET_231
MET_310
MET_310
MET_310
MET_310
MET_310
MET_310
MET_320
MET_422
MET_422
MET_440
MET_440
MET_440
MET_440
MET_440
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
Outcome Instrument
(a)
ProjectReports
(b)
RegressionAnalysisProblem
(k)
ProjectReports
(k)
Regression-Optimization-LPhmwk
(k)
MicrotrackLabReport
(b)
HardnessandStatisticsLabs
(g)
CharpyImpactLab
(a)
SelectedHourExam
(e)
FinalExam(orAllExams)
(f)
Ethics&ProfessionalPracticeWritingAssignments
(g)
StudentChoiceLabReport
(h)
GlobalandSocietalWritingAssign
(i)
CognitiveDevelWritingAssignment
(a)
FinalExam
(a)
FinalExam
(e)
FinalExam(orAllExams)
(b)
HardnessQCLabSim
(b)
SPCAssignments
(e)
FinalExam(orAllExams)
(i)
UpdatedLifelongLearningPlan
(k)
CharpyInstrmtdLabReport
(a)
FEExam
(a)
LocalExam
(a)
SeniorSurvey
(b)
FEExam
(b)
LocalExam
(b)
SeniorSurvey
(c)
FacultyEvalofOralFinalReport
(c)
FinalDesignReports
(c)
LocalExam
(c)
SeniorSurvey
(d)
FinalDesignReports
(d)
LocalExam
(d)
SeniorSurvey
(d)
StudentSelfEval
(e)
FEExam
(e)
LocalExam
(e)
SeniorSurvey
(f)
FEExam
(f)
FinalDesignReport
(f)
LocalExam
(f)
SeniorSurvey
(g)
DesignFairPresentationEvaluations
(g)
FacultyEvalofOralFinalReport
(g)
FinalDesignReports
(g)
LocalExam
(g)
SeniorSurvey
(h)
DesignReportCheckListonGlobal-SocietalConsiderati
(h)
LocalExam
(h)
SeniorSurvey
(i)
LocalExam
(i)
SeniorSurvey
(j)
LocalExam
(j)
SeniorSurvey
(k)
FEExam
(k)
LocalExam
(k)
SeniorSurvey
3-12
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-8 Course-to-Instrument Map for 2009
Course
MATH_373
MATH_373
MATH_373
MATH_373
MET_220
MET_231
MET_231
MET_320
MET_321
MET_321
MET_321
MET_321
MET_321
MET_321
MET_330
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
Outcome Instrument
(a)
ProjectReportsorEquiv
(b)
RegressionAnalysisProblem
(k)
ProjectReports
(k)
Regression-Optimization-LPhmwk
(k)
MicrotrackLabReport
(b)
HardnessandStatisticsLabs
(g)
CharpyImpactLab
(a)
FinalExam
(e)
FinalExam(orAllExams)
(h)
Cost,Conc,Conservation,Creativity
(h)
MaterialConsumptioninAdvEconomies
(i)
CognitiveDevelWritingAssignment
(j)
ContemporaryIssuesWriting
(j)
LocalExam
(g)
StudentChoiceLabReport
(a)
FEExam
(a)
LocalExam
(a)
SeniorSurvey
(b)
FEExam
(b)
LocalExam
(b)
SeniorSurvey
(c)
DesignFairPresentationEvaluations
(c)
FacultyEvalofOralFinalReport
(c)
FinalDesignReports
(c)
LocalExam
(c)
SeniorSurvey
(d)
FinalDesignReports
(d)
LocalExam
(d)
SeniorSurvey
(d)
StudentSelfEval
(e)
FEExam
(e)
LocalExam
(e)
SeniorSurvey
(f)
FEExam
(f)
FinalDesignReport
(f)
LocalExam
(f)
SeniorSurvey
(g)
DesignFairPresentationEvaluations
(g)
FacultyEvalofOralFinalReport
(g)
FinalDesignReports
(g)
LocalExam
(g)
SeniorSurvey
(h)
DesignReportCheckListonGlobal-SocietalConsiderations
(h)
LocalExam
(h)
SeniorSurvey
(i)
LocalExam
(i)
SeniorSurvey
(j)
SeniorSurvey
(k)
FEExam
(k)
LocalExam
(k)
SeniorSurvey
3-13
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-9 Typical Outcome Summary
5.00
3.86
2.00
4.71
3.38
2.00
4.00
3.06
2.00
Proficient in
Fundamental
Concepts and
Skills
Proficient in
Proficient in
Theoretical
Basic Science
and Practical
Relationships
Instrument
MET_320
(a)
FinalExam
SMH
1
FALSE
Method
Max
54
# Assessments
Ave
1
FALSE
Method
Max
6
# Assessments
Ave
1
FALSE
Method
Max
34
# Assessments
Ave
1
FALSE
Method
Max
36
# Assessments
Ave
2
FALSE
Method
Max
7
# Assessments
Ave
2
FALSE
Method
Max
15
# Assessments
Ave
1/20/09
Min
MATH_373
(a)
ProjectReports
SMH
1/1/08
Min
MET_422
(a)
FinalExam
SMH
1/24/08
Min
MET_310
(a)
SelectedHourExam
WMC
5/28/08
Min
MET_465
(a)
LocalExam
SMH
7/25/08
FEExam
SMH
12/31/08
Min
MET_465
(a)
SEN
5.00
3.59
1.00
3.00
2.00
1.00
3.00
2.00
1.00
5.00
5.00
5.00
5.00
3.12
1.00
5.00
3.17
1.00
5.00
3.17
1.00
SeniorSurvey
3
FALSE
Method
Max
18
# Assessments
Ave
1/6/09
Min
FALSE
Method
Max
# Assessments
Ave
Min
3-14
3.00
2.00
1.00
5.00
3.17
1.00
5.00
4.71
3.00
Min
MET_465
(a)
5.00
4.26
1.00
5.00
4.07
1.00
5.00
4.67
3.00
5.00
3.67
3.00
5.00
4.00
3.00
_
T
a
r
15 # Averages
Max
Ave
Min
_
T
a
r
170 # Assessments
_
T
a
r
Average Summary
(a) Apply knowledge of math, science, and
engineering
_
T
a
r
2008
Outcome Summary
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-10 Typical Assessment Summary
Assessment Metric Summary
Calendar Year
Outcome Description
a
(a) Apply
knowledge of
math, science,
#Totals
170
15
b
Performance
Objective 1
Performance
Objective 2
Performance
Objective 3
Proficient in
Fundamental
Concepts and
Proficient in
Theoretical and
Practical
Proficient in Basic
Science
5.00
3.86
2.00
(b) Design and
Conducts the
Conduct
design of
experiments
experiments.
Analyze and
interpret data and
information
#Totals
145
13
c
2008
4.67
2.83
1.00
4.71
3.38
2.00
Operates
equipment and
collects data for
analysis.
4.67
4.40
4.00
Understand the
Formulate
(c) Optimally
select material and engineering design possible
engineering
design materials process
solutions
treatment and
d i
#Totals
4.71
4.43
155
4.29
4.12
13
4.00
3.92
d
(d) Function well
on teams
#Totals
26
4
e
Responsible
Participation
3.29
3.29
3.29
(e) Identify,
Identify
formulate, and
solve engineering
#Totals
215
14
f
4.33
3.95
3.63
(f) Know
professional and
ethical
responsibilities
and practices
#Totals
62
8
Carries out
responsibilities in
a professional and
ethical manner
4.54
4.43
4.33
Interaction Skills
5.00
4.14
3.29
Formulate
4.63
3.92
3.29
Understands basic
engineering
principles and
practices, in terms
of professional
thi 4.85d
4.27
3.67
3-15
Performance
Objective 4
Instrument Average
Max
3.86
Ave
3.43
Min
3.06
4.00
3.06
2.00
Compares results
for experimental
measurements to
the literature and
conducts
interpretation of
res lts in ritten
4.52
4.08
3.00
Is able to collect
global information
and to use this
information in
evaluation and
interpretation of
Instrument Average
laborator data
4.52
Max
4.40
4.16
Ave
3.87
3.50
Min
2.83
Master the
Recognize and
iterative process in observe
engineering design constraints in
engineering
d i 4.43
4.67
4.31
3.83
Assimilation and
Receptiveness
3.67
3.67
3.67
3.87
3.33
Instrument Average
Max
4.31
Ave
4.14
Min
3.87
Instrument Average
Max
4.14
Ave
3.70
Min
3.29
Solve
4.67
3.72
3.25
Instrument Average
Max
3.95
Ave
3.86
Min
3.72
Instrument Average
Max
4.43
Ave
4.35
Min
4.27
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-10 Typical Assessment Summary (Cont’d)
g
(g) Communicate
effectively
#Totals
248
17
h
The organization of
memorandum and
technical reports is
consistent with styles
accepted by the
person’s primary
professional
engineering society.
The content of the
written or oral
presentation is
effective.
4.43
4.15
3.67
(h) Know
engineering's global
societal context
#Totals
79
9
5.00
4.24
3.62
Has the broad
education necessary
to understanding
impact of engineering
solutions in global
and societal context
Awareness of
contemporary state of
knowledge and
relationship to
engineering solutions
5.00
4.48
4.00
5.00
4.31
3.67
The design of slides
shows an
understanding of
vision limitation of the
audience and the
total time the
presenter plans to
spend on the visual
aid during oral
presentations.
5.00
4.03
3.25
Instrument Average
Max
4.24
Ave
4.14
Min
4.03
Recognition of the
need for, and ability
to engage in, life-long
learning
4.43
4.41
4.38
Instrument Average
Max
4.48
Ave
4.40
Min
4.31
(i) Engage in life-long Ability to adapt to
Understanding of the Cognitive Level
Assessment
learning
changing technology. need to continually
update one's skills
and knowledge.
I
#Totals
79
6
j
4.78
4.43
4.08
(j) Know
Ability to identify
contemporary issues basic problems and
contemporary issues
in engineering.
#Totals
19
3
k
#Totals
118
12
Application of
knowledge of
contemporary issues
to Metallurgical
Engineering
4.33
4.24
4.14
(k) Use engineering
techniques, skills,
and tools
Instrument Average
Max
4.43
Ave
4.41
Min
4.40
5.00
4.40
3.45
Instrument Average
Max
4.24
Ave
3.95
Min
3.67
3.67
3.67
3.67
Capable of using
tools such as Excel,
SolidWorks,
MathCAD ---
Proficient in operating Understands the
equipment used in
engineering design
the laboratory
method and can
program such as the apply this method in
MTS machine, rolling developing solutions
mill, hardness tester -- to engineering
problems.
-
5.00
3.75
2.00
4.71
4.33
4.00
3-16
5.00
4.28
3.50
Instrument Average
Max
4.33
Ave
4.12
Min
3.75
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
4.50
4.00
3.50
Performance
Metric
Low=1
Moderate=3
Exemplary=5
3.00
2.50
2.00
1.50
1.00
0.50
0.00
a
b
c
d
e
f
g
h
I
j
k
Low Ave
3.06
2.83
3.87
3.29
3.72
4.27
4.03
4.31
4.40
3.67
3.75
Ave Ave
3.43
3.87
4.14
3.70
3.86
4.35
4.14
4.40
4.41
3.95
4.12
High Ave
3.86
4.40
4.31
4.14
3.95
4.43
4.24
4.48
4.43
4.24
4.33
Outcome
Metric Target Variation for Each Outcome for Academic Year 2008
Figure 3-2 Assessment Summary for 2008
3-17
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Outcome (k) Use engineering techniques, skills, and tools
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
H
3.00
2.67
3.11
2.99
3.83
3.85
4.13
3.75
4.17
0.00
A
3.10
3.19
3.58
3.32
3.93
3.90
4.26
4.12
4.31
0.00
L
3.19
3.50
4.49
3.77
4.00
3.96
4.37
4.33
4.44
0.00
Figure 3-3 Results for Outcome (k) from 2001 to 2010
3-18
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-11 Typical Outcome Review Report
Outcome Review Form
Calendar Year:
Outcome:
Reviewer:
Date:
Met Eng
2008
(a) Apply Knowledge of Math, Science, and Engineering
WMC
Jan 8, 2009
Please complete the following table and indicate if 1) any instruments were missing or incomplete and 2) if you
reassessed any instrument.
Course
MET 320
MET 465
MATH 373
MET 422
MET 310
MET 465
MET 465
Instrument
Final Exam
FE Exam
Project Report
Final Exam
Selected Exam
Senior Survey
Local Exam
Missing
Reassessed
Review Results:
Each review always consists of two elements: curriculum results and assessment processes.
Recommendations
Curriculum Result
Perform a critical analysis on the accuracy, validity, and value of this outcome’s assessment based on the Outcome
Summary. This review may also include a review of the actual assessment documents but such depth is not typically
required. Note any significant differences among instruments, performance criteria, and instrument assessors.
Compare the assessed performance with previous years’ performance and recommend curriculum improvements, as
needed. The improvement does not need to be curriculum specific, but it would be helpful to suggest possible
improvements for faculty consideration. If no improvement is needed, state that the curriculum is performing
adequately. If a problem may be developing but there is inadequate evidence on which to act, note that the outcome
should be watched and note the concern.
Review
MET 320
MET 320 is a very important course in assessing student outcomes in their applying skills of math,
science and engineering. 27 exams were evaluated and the students showed themselves to be generally proficient in
their abilities with respect to applying math, science and engineering principles. The Met 320 curriculum indicates a
good coverage of math concepts in addition to science subjects.
MATH 373
Math 373 involves considerable opportunities for applying knowledge of math, science and
engineering. Two project reports were evaluated. These reports were average to poor.
MET 465 FE Exam
15 evaluations from the FE Exam were assessed. These evaluations indicated the student
proficiency at applying math, science, and engineering principles were generally good with an average slightly
above 4.
MET 465 Local Exam
A local exam testing students over material directly from the curriculum was given to all
graduating seniors. 15 evaluations from the local exam were assessed. As in 2007, the scores were outstanding.
MET 465 Senior Survey A short survey exam was given to graduating senior. The outcome assessments indicated
that the students taking this survey were good to excellent in their abilities when applying math, science and
engineering.
3-19
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-11 Typical Assessment Progress Report (Continued)
MET 422 Seventeen students were evaluated by a examining the courses final exam. The quality of the student
work appears to be good to very good with respect to applying math, science and engineering knowledge. The
students performed exceptionally well in their proficiency in basic fundamental concepts and skills, but were only
adequate in using theoretical and practical relationships. Much of the material covered by MET 422 appears to be
directed at this goal.
MET 310 Twelve students were evaluated by a examining a selected exam. The quality of the student work appears
to be adequate with respect to applying math, science and engineering knowledge. Much of the material covered by
MET 310 is directed at this goal.
Previous Year Comparison
MET 310 and 422 are offered in alternating years and both were taught by different Professors between the two
years. For the MET 320 course, all three areas decreased in 2008 as compared to 2007. For the MET 465 data, the
FE Exam and Local Exam scored very high both years, while the Senior Survey results were improved in 2008.
MATH 373 had considerably fewer in number and quality. This bears watching as the MATH 373 course changed
Professors. MET 320 results were quite similar between 2008 and 2007.
3-20
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-12 Action Review, Evaluation and Documentation from 2004 to 2009 for Outcome (a)
A= Action Needed, C= Continued, N=No action needed, W=Watch
Action Review for Outcome (a) Apply knowledge of math, science, and engineering
2004
Previous Curriculum Action Review Summary
• There was no specific Curriculum Action specified at the end of 2003 for Outcome (a) during 2004.
Curriculum Review Summary
• Outcome (a) scores increased from 2003 to 2004.
• Outcome (a) score variation among the three metrics decreased from 2003 to 2004
• Outcome (a) assessment indicates improving student performance but statistical variation in the assessment process has
not been established.
• No Action is needed at this time.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
• Seeking better instruments for Outcome (a) were suggested as an Assessment Process Action at the end of 2003 for
Outcome (a) during 2004. Instruments were the specific target, not metrics.
Assessment Process Review Summary
• The instruments for Outcome (a) seem to be functioning better than thought at the end of 2003. The Assessment Process
Action for 2004 in retrospect was not a significant need; however, there remains an interest in moving to more objective
measures of student performance using somewhat standardized Instruments.
• A method of using the FE Exam results for the assessment of many of the Outcomes, including (a) has been developed and
implemented.
• The use of questions on MET 320 and MATH 373 final exams is being considered for implementation. More objective
measures are needed.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
A
Better Assessment of Outcome (a)
Develop more objective instruments to assess Outcome (a).
2005
Previous Curriculum Action Review Summary
• There were no 2005 Curriculum Actions Needed.
Curriculum Review Summary
• Outcome (a) scores increased from 2004 to 2005.
• Outcome (a) score variation among the three metrics increased somewhat in 2005 compared to 2004.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
• The Assessment Process Actions for Outcome (a) for 2005 was the general action that all faculty members consider
producing metrics that provide for more reliable measures of student achievement. This has taken the form of more objective
measures as acquired through the Senior Exit Survey and the FE Exam.
Assessment Process Review Summary
• The current cadre of instruments appears to be good tools for assessing Outcome (a).
• The faculty are again asked to continually seek better measures of student performance.
• The Senior Survey is an excellent assessment instrument in that objective (faculty play no role in determining the
assessment score) results are obtained.
• A Senior Exit Exam would be an excellent improvement that it would yield objective results in that the faculty would play no
role in determining the assessment scores.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
A
Develop a Senior Exit Exam
A Senior Exit Exam is needed to achieve better Assessment of Outcome (c
).
3-21
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-12 Action Review, Evaluation and Documentation from 2004 to 2009 for Outcome (a)
A= Action Needed, C= Continued, N=No action needed, W=Watch (Continued)
2006
Previous Curriculum Action Review Summary
• There were no 2005 Curriculum Actions stated for 2006.
Curriculum Review Summary
• Outcome (a) scores decreased from 2005 to 2006.
• Outcome (a) score variation among the three metrics increased from 2005 to 2006
• The decrease in student performance may be within the statistical variation for measuring Outcome (a); however, curriculum
improvements are beneficial. To this end an improved and expanded textbook authored by the course instructor for MATH
373 will be introduced in 2007.
Code
Curriculum Action Title
Curriculum Action Brief Description
A new textbook for MATH 373 that addresses all the topics covered in the
A
New Textbook for MATH 373
course, unlike current textbooks, will be written and introduced.
Previous Assessment Process Action Review Summary
A need for improved Assessment Process for Outcome (c ) in the form of a Senior Exit Exam is an ongoing process
improvement. Dr Howard will assume responsibility for coordinating this effort.
Assessment Process Review Summary
• The current cadre of instruments appears to be good tools for assessing Outcome (a). The faculty are again asked to
continually seek better measures of student performance.
• The current Assessment Processes should be continued to assess Outcome (a), but other objective assessment data are
needed.
• A Senior Exam should be developed as was recommended last year.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
A
Local Senior Exit Exam
Develop a Senior Exit Exam to be administered to seniors as they near
graduation so as to gain objective assessment results specifically covering
as many metrics as possible.
2007
Previous Curriculum Action Review Summary
• The Curriculum Action caling for the introduction of a new textbook for MATH 373 was completed in 2007.
Curriculum Review Summary
• The scores for Outcome (a) remained the same for 2007 as for 2006.
• New program faculty could benefit from mentoring and better integration with experienced faculty more familiar with the
interfaces within the curriculum. Faculty training and mentoring could have sigificant affects on student performance.
Code
Curriculum Action Title
Curriculum Action Brief Description
A
New Faculty Curriculum Mentoring and New faculty mentoring and training for the classroom and curriculum
Training
interfaces is needed.
Previous Assessment Process Action Review Summary
• The 2006 Assessment Process Actions Needed called for the development and implimentation of a Local Senior Exit Exam,
now termed the Local Exam given to all seniors as they near graduation (usually during their last few weeks of course work).
This action was completed during the year and is used for many Outcomes including Outcome (a). It is an excellent objective
measurement.
Assessment Process Review Summary
• The drop in scores from 2005 and 2006 may be related to different reviewers as faculty turnovers occur. Faculty training in
the Continuous Improvement Process is essential and should continue with renewed emphasis.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
A
New Faculty Continuous Process
New faculty will be trained in the program's Continuous Improvement
Training
assessment processes and practices.
3-22
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
Table 3-12 Action Review, Evaluation and Documentation from 2004 to 2009 for Outcome (a)
A= Action Needed, C= Continued, N=No action needed, W=Watch (Continued)
2008
Previous Curriculum Action Review Summary
• As suggested for 2008, new faculty have undergone mentoring and training for the classroom and curriculum interfaces.
Curriculum Review Summary
• Student assessment of performance continues to decline. The new faculty integration and training is expected to show
improved studetnt performance so no Curriculum Action is recommended.
• Faculty training and mentoring is an ongoing departmental process and will no longer be mentioned specifically.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
• As suggested for 2007, new faculty have undergone training in the program's Continuous Improvement assessment
processes and practices.
Assessment Process Review Summary
• Student performance continues to decline. This may be the result of the assessed cohort's academic variation with the
academically superior 2005/6 cohort. This suggests the possible normalization of outcome assessment results with cohort
GPA's; however, that data is not readily available to the program from institutional databases.
• The most likely cause for performance decline is the recent turnover in program faculty.
• A watch of performance is warranted. If improvement is not seen in the coming year, action will be needed.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
Determine if the Senior Exit Exam has less variation from year to year and
W
Senior Exit Exam
how it compares with other metrics results.
New faculty are being trained in the program's Continuous Improvement
C
Continued Faculty Training and
assessment processes and practices.
Mentoring
2009
Previous Curriculum Action Review Summary
No Previous Curriculum Action Review Items were noted
Curriculum Review Summary
Mean student performance improved from 2008 to 2009, while the variation between instruments was considerably reduced.
•MATH 373 has ceased being a useful assessment tool.
A
MATH 373
Replace MATH 373
Previous Assessment Process Action Review Summary
Two Previous Assessment Process Action items were noted, a watch on the variation in the senior exit exam and a
continuation action concerning faculty training.
Assessment Process Review Summary
As previously, all student assessments for the local exam were the same. They were all very good, but with no variation. This
may indicate some changes in questions or how the scores are apportioned is needed.
• No results were returned for MATH 373.
• Scores have stabilized so the extra faculty training is likely having an effect
Replace MATH 373
A
MATH 373
W
Local Exam
Variability within instrument still low
3-23
SDSM&T: BS Metallurgical Engineering Program: Criterion 3. Program Outcomes
5
Legend
(a) Apply knowledge o
(b) Design and Conduc
(c) Optimally select
(d) Function well on
(e) Identify, formula
(f) Know professional
(g) Communicate effec
(h) Know engineering'
(i) Engage in life-lo
(j) Know contemporary
(k) Use engineering t
4
3
2
1
0
a
b
c
d
e
f
g
h
i
j
k
2001 3.56 2.62 0.00 3.73 3.16 1.00 3.52 0.00 0.00 0.00 3.10
2002 3.17 3.59 4.26 4.37 3.84 3.79 4.02 3.99 4.67 4.04 3.19
2003 2.81 2.92 4.18 4.43 3.00 1.00 4.30 4.33 3.50 3.50 3.58
2004 3.77 3.87 3.92 4.55 3.38 3.67 4.06 4.13 3.89 3.60 3.32
2005 4.42 4.09 4.11 4.31 4.15 4.50 4.25 3.25 4.00 4.00 3.93
2006 3.88 3.74 3.65 4.42 3.90 4.39 4.07 3.34 4.90 3.40 3.90
2007 3.66 3.45 3.53 3.95 3.61 3.99 3.88 3.08 3.64 3.68 4.26
2008 3.43 3.87 4.14 3.70 3.86 4.35 4.14 4.40 4.41 3.95 4.12
2009 3.81 3.14 4.00 3.99 3.31 3.58 4.24 4.07 4.39 3.85 4.31
Figure 3-4 Grand Summary of all outcome assessments by one-year periods from 2001 through 2009
3-24
SDSM&T: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
CRITERION 4. CONTINUOUS IMPROVEMENT
A. Information Used for Program Improvement
All of the information used by the program faculty for assessment or evaluation is posted
www.ABETMetEng.org. Any file requested by the program evaluator will be available in hard copy at
the time of the visit. The collection, recording, assessment, and evaluation of information for program
educational objectives and program outcomes are described below.
Program Educational Objectives: Information for program educational object evaluation is derived from
meetings with the Advisory Board, surveys of alumni, and meetings with constituent focus groups. The
reports from these groups and the surveys and the program review including actions and
accomplishments are stored digitally in the Continuous Improvement System (CIS) computers and
uploaded to the CIS website. Access to these files may be attained by contacting the program head Dr.
Jon Kellar. (Dr. Howard manages the files and site.)
Program Outcomes: Information for the program outcomes is derived from a wide range of sources
(called instruments), including student work, presentations, surveys, exams, etc. To the extent that the
source of the information is concrete (viz.-student reports, homework), it is stored in hard copy form in
the CIS hard copy archive located in the departmental office, MI 115. Currently, these files
approximately fill a four-drawer file cabinet. Each of these hard copy instruments is accompanied by its
score card onto which assessment scores are recorded. When abstract information is used to assess
outcomes (viz.-presentations, design fairs), the score cards completed by the assessor are filed in the CIS
hard copy archives often with a summary document describing the instrument. All of the score card
information is recorded and rendered into summary format digitally and uploaded onto the CIS website.
Any file requested by the program evaluator will be available in hard copy at the time of the visit.
All objective evaluation and outcome assessment records, compilations, reviews, actions, reports,
syllabi, vitae, and other continuous-improved related documents are available on-line:
www.ABETMetEng.org. Access is provided by contacting Dr. Jon. Kellar [email protected].
The previous sections of this report Criterion 2 and 3 describe the process by which assessment and
evaluation is performed. To assist the program evaluator in finding and indicating the documents need to
review the program’s processes, a summary of the salient documents is listed here with a brief
description of each. They are listed in the order in which information flows.
Program Outcomes
Each of the below items is a document except for abstract instruments such as an oral presentation.
Instrument
is the collection of a specific document, one per student or team, used to assess a Program Outcome.
Examples of the specific document may be a completed homework assignment or an exam, faculty
member-completed oral presentation assessment form, or students’ standardized exam results.
Score Card
is a Microsoft Excel table document on which the Program Outcome assessment results for one instrument
are recorded. These are typically completed by one designated faculty assessor.
4-1
SDSM&T: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Outcome Summary
is a Microsoft Excel table document for a specified Program Outcome onto which the all the Score Card
assessment results for the specified outcome are summarized and tabulated for one calendar year.
Assessment Summary
is a Microsoft Excel document consisting of a Table and a Chart onto which all Program Outcomes results
are organized for one academic year.
Grand Summary
is a Microsoft Excel document that shows the assessment results for all outcomes over all years, any one
outcome over time, or all outcomes for any selected year.
Outcome Review
is a Microsoft Excel worksheet onto which a designated Met Eng faculty member documents his critical
review of a selected Program Outcome for a specified academic year and includes actions needed.
Outcome Review Summary
is a Microsoft Excel worksheet that contains a complete sequential history of the evaluation, actions, and
results for one outcome review for all years.
Program Educational Objectives
Each of the below items is a document.
Alumni Survey
is the result of Survey Monkey on-line surveys that are downloaded and stored in the CIS digital archive.
Constituent Focus Group Report
is the report written by an on-campus professional who conducted the oral exchange with the focus group.
Advisory Board Report
is the report submitted by the board upon completion of their review of the department, which includes a
review of the BS metallurgical engineering program.
Faculty Review of Program Objectives
is the report prepared by the program faculty upon review of the above information and includes the
setting of new actions and implementation plans and the evaluation of previous actions.
B. Actions to Improve the Program
The actions taken to assure continuous improvement are summarized below first by program education
objectives followed by program outcomes.
Program Educational Objectives
Program personnel conduct a formal evaluation of program objectives every three years. However, in
the intervening period the faculty members are in frequent (weekly to monthly) discussion concerning
the means of achieving them through the actions identified previously as well as identifying new actions
that may need to be stated at the forthcoming review. Major themes since 2004 have focused on
•
Communication skills
•
Ethics and professionalism
•
Global issues
•
Professional and community service
•
Design skills
•
Computational skills.
4-2
SDSM&T: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Additionally, the evaluation process reveals procedural improvements that are also implemented as part
of the Continuous Improvement System (CIS).
Tables 4-1, 4-2, 4-3 are the Program Educational Objective Reviews completed by the program faculty
for 2004, 2007, and 2009.
Program Outcomes
Program personnel conduct an annual evaluation of assessment data. The review consists of individual
faculty members reviewing selected outcome data and writing an Outcome Summary. This summary has
been a Microsoft Word® file but more recently a transition to a Microsoft Excel® file was undertaken to
improve automation in the creation of Outcome Summary Reviews. In either case, the information
recorded is the same. The faculty member preparing the summary leads a discussion on the evaluation
of the outcome in CIS meetings. The discussion includes the degree to which previous action items have
been achieved. After thorough consideration of the summary including needed new actions, the faculty
member submits the completed and approved summary to the CIS officer (Dr. Howard). The summary
is then entered into the CIS system which adds the latest year’s evaluation to the previous year’s
evaluations to create the longitudinal Outcome Review Summary. The combined efforts of the faculty
members results in all outcomes being reviewed and evaluated. Assigning each faculty member specific
outcomes, fosters a sense of ownership and expertise valued by fellow faculty members. Table 4-4
shows the longitudinal Outcome Review Summaries for outcomes (a)-(k).
Appendix E contains the following additional assessment and evaluation documents:
Program Outcomes
•
Outcome metrics
•
Assessment Summaries
•
Grand Summary graphical renderings of each outcome over time
•
Outcome Review
•
Outcome Review Summary
Program Educational Objectives
•
Alumni Survey 2008
•
Constituent Focus Group Report 2009
•
Advisory Board Reports 2007, 2009
Outcome Summaries are not include in the self study but are available from the website within the Grand
Summary tabs under the Outcome Assessment/Results/Grand Summary website menu and available on
request. There are eleven Microsoft Excel® charts per year.
4-3
SDSM&T: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Table 4-1 Program Educational Objective Reviews for 2004
4-4
SDSM&T: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Table 4-2 Program Educational Objective Reviews for 2007
4-5
SDSM&T: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Table 4-2 Program Educational Objective Reviews for 2007 (Continued)
4-6
SDSM&T: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Table 4-3 Program Educational Objective Reviews for 2009
4-7
SDSM&T: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Table 4-3 Program Educational Objective Reviews for 2009 (Continued)
4-8
SDSM&T: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Table 4-4 Outcome Summary Review for Outcomes (a)-(k)
The following pages contain the Outcome Summary Reviews for the Outcomes
a) Apply Knowledge of Math, Science, and Engineering
b) Design and Conduct Experiments and Analyze and Interpret Data and Information
c) Optimally Select Material and Design Materials Treatment and Production Processes
d) Function Well on Teams
e) Identify, Formulate, and Solve Engineering Problems
f) Know Professional and Ethical Responsibilities and Practices
g) Communicate Effectively
h) Know Engineering's Global Societal Context
i) Engage in Life-Long learning
j) Know Contemporary Issues
k) Use Engineering Techniques, Skills, and Tools
4-9
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Action Review for Outcome (c) Optimally select material and design materials treatment and
production processes
2004
Previous Curriculum Action Review Summary
No Curriculum Action needs were stated for Outcome (c ) in 2004.
Curriculum Review Summary
• Students continue to perform well.
• No Curricular Action is needed.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
There was no previous Assessment Process Action needed for 2004
Assessment Process Review Summary
• Assessment instruments appear to be working well but additional methods are likely to improve assessment.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
A
Develop Better Instruments for
Outcome (c ) assessment could be improved by adding additional
Outcome (c )
instruments such as a survey or exit exam.
2005
Previous Curriculum Action Review Summary
There were no Curricular Actions needed for Outcome (c ) in 2005.
Curriculum Review Summary
• The students continue to perorm well.
• No Curriculum Action is needed
Code
Curriculum Action Title
Curriculum Action Brief Description
A
Develop a Senior Exit Exam
A Senior Exit Exam is needed to achieve better Assessment of Outcome (c
).
Previous Assessment Process Action Review Summary
Developing better or additional Instruments for all Outcomes was an Assessment Process Action needed for 2005. The Senior
Survey provides non-faculty subjective inputs for Outcome (c )
Assessment Process Review Summary
• There is some concern that there is too much reliance on the Senior Design Reports for the assessment of Outcome (c ).
• The continued general search for better metrics for all Outcomes is also noted here and should be addressed by development
of a Senior Exit Exam.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
A Senior Exit Exam needs to be developed to improve the Assessment
A
Develop a Senior Exit Exam
Process for Outcome (c ).
2006
Previous Curriculum Action Review Summary
There were no Curriculum Actions for Outcome (c ) in 2006.
Curriculum Review Summary
No Curriculum Action is needed for Outcome (c ) in 2006.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
A need for improved Assessment Process for Outcome (c ) in the form of a Senior Exit Exam is an ongoing process
improvement. Dr Howard will assume responsibility for coordinating this effort.
Assessment Process Review Summary
• Development of a Senior Exit Exam would improve the assessment of Outcome ( c).
Code
Assessment Process Action Title
Assessment Process Action Brief Description
A
Local Senior Exit Exam
Develop a Senior Exit Exam to be administered to seniors as they near
graduation so as to gain objective assessment results specifically covering
as many metrics as possible.
2007
4-10
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Previous Curriculum Action Review Summary
There were no Curriculum Actions for Outcome (c ) in 2007.
Curriculum Review Summary
• Student performance is essentially unchanged.
• As noted for other outcomes, there is a general need for the new faculty to be trained in the Continuous Improvement Process
and mentored in the curriculum interfaces. Variations in either of these items could explain the noted recent declines in
outcome scores and so are noted here and in the Assessment Process review.
Code
Curriculum Action Title
Curriculum Action Brief Description
Previous Assessment Process Action Review Summary
• The 2006 Assessment Process Actions Needed called for the development and implimentation of a Local Senior Exit Exam,
now termed the Local Exam given to all seniors as they near graduation (usually during their last few weeks of course work).
This action was completed during the year and is used for many Outcomes including Outcome (a). It is an excellent objective
measurement.
• As noted for other outcomes, there is a general need for the new faculty to be trained in the Continuous Improvement Process
and mentored in the curriculum interfaces. Variations in either of these items could explain the noted declines in outcome
scores and so are noted here and in the Assessment Process review.
Assessment Process Review Summary
• Assessment triangulation was achieved for Outcome (c ) assessment. There is some concern by some faculty members that
the program may become too reliant on the Senior Exit Exam (Local Exam).
• Training of new faculty in the Continuous Improvement Process is needed to provide for the consistant scoring via metrics.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
A
New Faculty Continuous Process
New faculty will be trained in the program's Continuous Improvement
Training
Process and practices.
2008
Previous Curriculum Action Review Summary
• As suggested for 2008, new faculty have undergone mentoring and training for the classroom and curriculum interfaces.
Curriculum Review Summary
• Students are performing well.
• There are no needed Curriculum Actions for 2009.
• Faculty training and mentoring is an ongoing departmental process and will no longer be mentioned specifically.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
• As suggested for 2007, new faculty have undergone training in the program's Continuous Improvement assessment processes
and practices.
• Faculty training in the Continuous Improvement Process is now an ongoing departmental process and will no longer be
mentioned specifically.
Assessment Process Review Summary
• Students are performing well.
• There are no needed Assessment Process Actions for 2009.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
New faculty are being trained in the program's Continuous Improvement
C
Continued Faculty Training and
assessment processes and practices.
Mentoring
2009
Previous Curriculum Action Review Summary
• Students were performing well.
• There were no needed Curriculum Actions for 2009.
Curriculum Review Summary
• Student performance mirrored that of 2009, which itself was at a high level.
• No recommended Curricular Actions are necessary for 2010.
N
No action required.
Previous Assessment Process Action Review Summary
• Students were performing well.
• There were no needed Assessment Process Actions for 2009.
4-11
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Assessment Process Review Summary
• Students continued to perform well with on this outcome.
• The tools used to assess this outcome are varied and robust.
• No recommended Assessment Process Actions needed for 2010.
N
No action required.
4-12
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Action Review for Outcome (d) Function well on teams
2004
Previous Curriculum Action Review Summary
• There were no Curriculum Actions Needed for 2004.
Curriculum Review Summary
• Students are performing very well in teams.
• There is no Curriculum Action Needed for 2005
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
• Seeking better instruments for Outcome (d) were suggested as an Assessment Process Action at the end of 2003 for
Outcome (d) during 2004. Instruments were the specific target, not metrics.
Assessment Process Review Summary
• The instruments for Outcome (d) seem to be functioning adequately at the end of 2003. There remains an interest in moving
to more objective (relative to faculty assessment) measures of student performance perhaps using student's self-reported
teaming experience.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
A
Better Assessment of Outcome (d)
Develop student-reported score assignment instruments of team experience
to assess Outcome (d).
2005
Previous Curriculum Action Review Summary
• There were no 2005 Curriculum Actions stated for 2006.
Curriculum Review Summary
• Student performance improved slightly but likely within the range of expected uncertainty in performance measurement for
Outcome (d).
• No Curriculum Action is needed.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
• The Assessment Process Actions for Outcome (d) for 2005 was the general action that all faculty members consider producing
metrics that provide for more reliable measures of student achievement. For Outcome (d) this has taken the form of using self
assessment to determine the students' team experience in design courses.
Assessment Process Review Summary
• The current cadre of instruments appears to be good tools for assessing Outcome (a).
• The faculty are again asked to continually seek better measures of student performance.
• The self assessment procedure is an excellent assessment instrument for this objective (faculty play no role in determining the
assessment score) results are obtained.
• A Senior Exit Exam would also be an improvement in that it would yield objective results in which the faculty would play no
role in determining the assessment scores.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
A
Develop a Senior Exit Exam
A Senior Exit Exam is needed to achieve better Assessment of Outcome
(d).
2006
Previous Curriculum Action Review Summary
• There were no 2006 Curriculum Actions stated for 2007.
Curriculum Review Summary
• Student performance improved slightly but likely within the range of expected uncertainty in performance measurement for
Outcome (d).
• No Curriculum Action is needed.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
A need for an improved Assessment Process for Outcome (d) in the form of a Senior Exit Exam is an ongoing process
improvement. Dr Howard will assume responsibility for coordinating this effort.
4-13
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Assessment Process Review Summary
• The current cadre of instruments appears to be good tools for assessing Outcome (d). The faculty are again asked to
continually seek better measures of student performance.
• The current Assessment Processes should be continued to assess Outcome (d), but other objective assessment data are
needed.
• A Senior Exam should be developed as was recommended last year.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
A
Local Senior Exit Exam
Develop a Senior Exit Exam to be administered to seniors as they near
graduation so as to gain objective assessment results specifically covering
as many metrics as possible.
2007
Previous Curriculum Action Review Summary
• There were no Curriculum Actions Needed for 2007 for Outcome (d)
Curriculum Review Summary
• The drop in Outcome (d) assessment scores from 2005 and 2006 may be related to different reviewers as faculty turnovers
occur. These scores are mostly determined by student input so are not as sensitive to faculty input and training as are other
outcomes.
• Nevertheless, faculty training in the Continuous Improvement Process is essential and should continue.
• The new Senior Exit Exam is attempts to use several metrics to assess Outcome (d).
Code
Curriculum Action Title
Curriculum Action Brief Description
A
New Faculty Continuous Process
New faculty will be trained in the program's Continuous Improvement
Training
assessment processes and practices.
Previous Assessment Process Action Review Summary
• The 2006 Assessment Process Actions Needed called for the development and implementation of a Local Senior Exit Exam,
now termed the Local Exam given to all seniors as they near graduation (usually during their last few weeks of course work).
This action was completed during the year and is used for many Outcomes including Outcome (d). It is an excellent objective
measurement.
• As noted for other outcomes, there is a general need for the new faculty to be trained in the Continuous Improvement Process
and mentored in the curriculum interfaces. Variations in either of these items could explain the noted declines in outcome
scores and so are noted here and in the Assessment Process review.
Assessment Process Review Summary
• The drop in scores from 2005 and 2006 may be related to different reviewers as faculty turnovers occur. Faculty training in the
Continuous Improvement Process is essential and should continue with renewed emphasis.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
New faculty will be trained in the program's Continuous Improvement
A
New Faculty Continuous Process
assessment processes and practices.
Training
2008
Previous Curriculum Action Review Summary
• As suggested for 2007, new faculty have undergone training in the program's Continuous Improvement assessment processes
and practices.
• Faculty training in the Continuous Improvement Process is now an ongoing departmental process and will no longer be
mentioned specifically.
Curriculum Review Summary
• Student performance continues to decline. This may be the result of the assessed cohort's academic variation with the
academically superior 2005/6 cohort. This suggests the possible normalization of outcome assessment results with cohort
GPA's; however, that data is not readily available to the program from institutional databases.
• The most likely cause for performance decline is the recent turnover in program faculty.
• A watch of performance is warranted. If improvement is not seen in the coming year, action will be needed.
Code
Curriculum Action Title
Curriculum Action Brief Description
W
Senior Exit Exam vs. Other Instruments Determine if the Senior Exit Exam agrees with the other Instruments.
Previous Assessment Process Action Review Summary
The Assessment Process Action recommended for 2008 was that new faculty would be trained in the program's Continuous
Improvement assessment processes and practices. This has been adopted as an ongoing departmental process and will no
longer be mention specifically.
Assessment Process Review Summary
4-14
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
The assessment process for Outcome (d) has evolved over the last several years from an assessment largely by faculty to one
largely by the students through surveys. The primary concern at this time is whether student's opinions concerning the workings
of the design teams are a legitimate measure of teaming skills and the proper balance between teaming knowledge and skills.
This will be watched and further considered over 2009.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
Are the students knowledgeable about teaming skills and do teaming
W
Teaming Experience vs. Skills
experiences measure this?
2009
Previous Curriculum Action Review Summary
Since the performance of this category had been decreasing, it was decided to "watch" the results during thid review period to
see if the declination continued. The slight decrease during the previous two years was attributed to academically superior
05/06 cohort and the recent turnover of the program faculty.
Curriculum Review Summary
The assessment results increased slightly during this review period indicating there was a normalization of the outcome
assessment from previous cohorts and the new faculty.
N
No action required.
Previous Assessment Process Action Review Summary
The primary concern for 2009 was whether the student's opions concerning the workings of the design teams are a legitimate
measure of teaming skills and the proper balance between teaming knowledge and skills.
Assessment Process Review Summary
In the future additional teaming and conflict resolution issues will be addressed in the design courses by either faculty in the
department or by faculty from other departments.
W
Working well with others
Additional materials to be taught in Design courses.
4-15
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Action Review for Outcome (e) Identify, formulate, and solve engineering problems
2004
Previous Curriculum Action Review Summary
No Curriculum Action needs were stated for Outcome (e ) for 2004.
Curriculum Review Summary
Student performance appears to be at a satisfactory level. A slight decrease is noted compared to the previous two years.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
• There was no previous Assessment Process Actions needed for 2004.
Assessment Process Review Summary
• Assessment instruments appear to be working well with consistent agreement between instruments.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2005
Previous Curriculum Action Review Summary
• No Curriculum Actions were identified for Outcome (e) for 2005.
Curriculum Review Summary
• Students continue to perform well solving engineering problems.
Code
Curriculum Action Title
Curriculum Action Brief Description
Previous Assessment Process Action Review Summary
• No Assessment Process Action was needed for Outcome (e) for 2005.
Assessment Process Review Summary
• Process seems adequate.
• A small number of instruments were used.
• Additional instruments may need to be added because of small number during odd years.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
W
Small Number of Instruments
* A small number of instruments are used to assess Outcome (e) in odd
years, additional instruments may need to be added in odd years.
2006
Previous Curriculum Action Review Summary
• No Curriculum Actions were identified for Outcome (e) for 2006.
Curriculum Review Summary
• Students continue to perform well.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
• No Assessment Process Action was needed for Outcome (e) for 2006.
Assessment Process Review Summary
• Process is adequate with good agreement between instruments.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2007
Previous Curriculum Action Review Summary
• No Curriculum Actions were identified for Outcome (e) for 2007.
Curriculum Review Summary
• Students continue to perform well solving engineering problems.
•The senior class of 2007 had a very high GPA. It is noted to watch performance for next year.
Code
Curriculum Action Title
Curriculum Action Brief Description
* Watch student performance in Outcome (e) in 2008.
W
High GPA of 2007 Class
Previous Assessment Process Action Review Summary
• No actions were proposed for 200
4-16
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Assessment Process Review Summary
• Assessment process appears adequate.
• In 2005, it was noted that only a small number of instruments were used in odd years. This has been addressed by adding
questions to the Local Exam.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2008
Previous Curriculum Action Review Summary
• No Curriculum Actions were recommended.
• It was recommended to watch student performance in 2008 because of high GPA of 2007 graduating seniors.
Curriculum Review Summary
• Student performance remains at a consistently high level for Outcome (e).
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
• There was no previous Assessment Process Action needed for 2008.
Assessment Process Review Summary
• Assessment process for Outcome (e) seems to be working well.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
2009
Previous Curriculum Action Review Summary
• No Curriculum Action was suggested.
Curriculum Review Summary
• Student performance seems satisfactory.
N
No action required.
Previous Assessment Process Action Review Summary
• No Assessment Process actions were suggested.
Assessment Process Review Summary
• It is noted that the Senior Survey indicates that the students are confident in their abilities to solve engineering problems;
however, Local Exam results indicate a different picture. This may indicate students are not doing as well as they think.
W
Local Exam vs. Senior Survey
* Local Exam results are much lower than Senior Survey. This difference
may need to be watched in the future.
4-17
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Action Review for Outcome (f) Know professional and ethical responsibilities and practices
2004
Previous Curriculum Action Review Summary
Meshing Ethics across the curriculum was a required Curriculum Action. This has been implemented in MET 310, MET design,
and emphasized in Material Advantage meetings. Ethics canons have also been broadcast on the department's Daktronics
board.
Curriculum Review Summary
The outcome summary of ABET criterion (f) for 2004 indicated an increase in student performance. The number of
assessments increased from 2 to 32.
Code
Curriculum Action Title
Curriculum Action Brief Description
Scores were greatly improved as was the number of metrics
N
No action needed
Previous Assessment Process Action Review Summary
No items specifc to Assessment Process Action Review for ABET criterion (f) were noted.
Assessment Process Review Summary
The FE Exam was only taken by one student. If few students are consistently taking the exam, its inclusion in the assessment
process may not be appropriate
Code
Assessment Process Action Title
Assessment Process Action Brief Description
The number of students taking the FE Exam is small.
W
FE Exam Numbers
2005
Previous Curriculum Action Review Summary
No items specifc to Curriculum Action Review for ABET criterion (f) were noted.
Curriculum Review Summary
The scores continued to increase, but the number of assessments was low.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
No items specifc to Assessment Process Action Review for ABET criterion (f) were noted.
Assessment Process Review Summary
The number of assessments were rather low.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2006
Previous Curriculum Action Review Summary
No items specifc to Curriculum Action Review for ABET criterion (f) were noted.
Curriculum Review Summary
The students scores werehigh again in 2006 and an increase in total number of assessments was noted.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
No items specifc to Assessment Process Action Review for ABET criterion (f) were noted.
Assessment Process Review Summary
The number of assessments were significantly increased.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2007
Previous Curriculum Action Review Summary
No items specifc to Curriculum Action Review for ABET criterion (f) were noted.
Curriculum Review Summary
The student's performance was split between areas in which said students perfomed exceedingly well and those in which they
performed adequately.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
4-18
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
No items specifc to Assessment Process Action Review for ABET criterion (f) were noted.
Assessment Process Review Summary
The number of assessment instruments are now plentiful, but the split in the scores indicates that more direct assessment of
ethics may be desirable.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2008
Previous Curriculum Action Review Summary
No items specifc to Curriculum Action Review for ABET criterion (f) were noted.
Curriculum Review Summary
The level of the students was very good. The number of assessments was also quite good.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
No items specifc to Assessment Process Action Review for ABET criterion (f) were noted.
Assessment Process Review Summary
While the number of instruments was good, few students took the FE exam. As the FE exam provides direct assessment of
material relevant to Outcome (f), more students should be encouraged to take the FE Exam.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2009
Previous Curriculum Action Review Summary
No Previous Curriculum Action Review Items were noted from 2008.
Curriculum Review Summary
For 2009, the curriculum in MET 465 (Design Reports) seems to have underemphasized ethics. However, the other methods
indicate good performance in Outcome (f).
Re-emphasize ethics
A
MET 465 Design Reports
Previous Assessment Process Action Review Summary
No Previous Assessment Process Action Reviews were noted from 2008.
Assessment Process Review Summary
The Assessment Process shows that Outcome (f) is adequately covered by the current instruments, once the issue with the
design reports is dealt with.
N
4-19
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Action Review for Outcome (g) Communicate effectively
2004
Previous Curriculum Action Review Summary
•Report Rewriting (g) – The program faculty will redouble their efforts to require more effort in writing “perfect” reports. This is
expected to replace total report quantities submitted with higher quality. The premise of this action is that students gain more
writing skill by focused effort on a high-quality work rather than a more diffuse effort with less faculty feedback. Dr. Kellar will
periodically require faculty reports on progress on this action item from all program faculty members.
•Seminar Series – The faculty believe that students will gain a better understanding of professional behavior, the need for
honed communication skills, and better interaction and assimilation skills through a more active seminar series offered by a
combination of off-campus invited speakers and presentations by their peers. Dr. Kellar will appoint a faculty member to
complete this task.
Curriculum Review Summary
• Outcome (g) scores remained at a high performance level.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
No Action
Previous Assessment Process Action Review Summary
•There was no specific Assessment Process Action specified at the end of 2003 for Outcome (g) during 2004
Assessment Process Review Summary
• there was a discussion on the need to develop new instruments to assess outcome (g) beyond course work but no action was
deemed necessary.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
No Action
2005
Previous Curriculum Action Review Summary
The curriculum review indicated that student performance was at a high level.
Curriculum Review Summary
•During this review cycle it was determined that the students communicate effectively, particularly orally.
•Attention should be given to student written communication skills. Using re-writing as a technique to improve written skills is a
strategy that should be pursued.
Code
Curriculum Action Title
Curriculum Action Brief Description
C
Rewriting as a method to imrpove
Faculty will utilize the re-writing technique to improve student skills.
written communication.
Previous Assessment Process Action Review Summary
•Better Metric matching
Assessment Process Review Summary
•The assessment process appears to be working well.
•There are enough and varied instruments to adequately review both the oral and written components to the communication
outcome.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
No action required.
2006
Previous Curriculum Action Review Summary
•No actions were identified, curriculum assessment process appears to be performing adequately.
Curriculum Review Summary
•The curriculum is performing adequately. Generally lower scores were reported for the senior level instruments that were
utilized compared to the Jr/Sr and Soph instruments that were used.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
No action required
Previous Assessment Process Action Review Summary
• No action was required of the assessement process for this metric.
Assessment Process Review Summary
4-20
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
•This Outcome utilized six different instruments, and thus, is very robust in terms of the amount of data collected. The data is
consistent with previous years’ data for this outcome, and the assessment process is performing adequately.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
No action required.
2007
Previous Curriculum Action Review Summary
•No Action needed.
Curriculum Review Summary
•There are little differences among instruments, performance criteria and instrument assessors. Overall, it appears that the
curriculum is performing very well.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
No action required.
Previous Assessment Process Action Review Summary
•No previous actions were required from the previous review cycle.
Assessment Process Review Summary
•This Outcome utilized eight different instruments, and thus, is very robust in terms of the amount of data collected. The data is
consistent with previous years’ data for this outcome.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
No action required.
2008
Previous Curriculum Action Review Summary
Watch to see if faculty change is yielding lower values by reduced writing emphasis (viz. exit Han and Stone) and/or through
different faculty member’s scoring variation.
Curriculum Review Summary
•It appears that the curriculum is performing adequately. Generally lower scores were reported for the design fair presentations
than for the other instruments that were reported.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
No action required
Previous Assessment Process Action Review Summary
•Watch to see if faculty change is yielding lower values by reduced writing emphasis (viz. exit Han and Stone) and/or through
different faculty member’s scoring variation. Assure that metrics are reviewed for scoring communication.
Assessment Process Review Summary
This outcome utilized six different instruments, and thus, is very robust in terms of the amount of data collected. Triagulation
was possible because of the relatively large number of instruments that were used.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
No action required
2009
Previous Curriculum Action Review Summary
•It appears that the curriculum is performing adequately. Generally lower scores were reported for the design fair presentations
than for the other instruments that were reported.
Curriculum Review Summary
• Overall quality of senior design reports appear to decrease from previous year’s quality. This finding bears watching into the
next assessment cycle as the capstone report often serves as a bell weather for overall program communication skills.
W
Monitor Senior Design
Monitor quality of communications, particularly Senior Design Report (note,
Communications
in the current cycle Juniors are also participating in these reports).
Previous Assessment Process Action Review Summary
• This outcome utilized six different instruments, and thus, is very robust in terms of the amount of data collected. Triangulation
was possible because of the relatively large number of instruments that were used.
Assessment Process Review Summary
The assessment instruments used were adequate and varied. Five different assessors were used and a total of seven
instruments in total, making the assessment process very robust.
N
No action required.
4-21
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Action Review for Outcome (h) Know engineering's global societal context
2004
Previous Curriculum Action Review Summary
Greater coordination of ABET criteria (h) and (i) within MET 321 and MET 310.
Curriculum Review Summary
Scores stayed essentially constant from 2003 to 2004, but the number and type of review was increased and incuded more than
senior design. The students performed well.
Code
Curriculum Action Title
Curriculum Action Brief Description
W
Watch coordination
Coordinate Outcomes (h) and (i) within MET 321 and MET 310.
Previous Assessment Process Action Review Summary
No Assessment Process Action was suggested.
Assessment Process Review Summary
Assessment Process seems to be working well.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2005
Previous Curriculum Action Review Summary
No Curriculum Action Review actions were suggested for outcome (h).
• A Curriculum Action Review watch item was given in 2004.
Curriculum Review Summary
The global and societal outcome showed a large decrease in student performance for 2005 as compared to 2004. This was
accompanied by a large decrease in the total number of assessments. The decrease in the number of assessments was likely
due to a shift in which portions of the curriculum were used to evaluate Outcome (h).
• The watch item from 2004 will be continued to 2005 as the curriculum shift of Outcome (h) was implemented in part due to this
watch, and the courses in which implementation occurs are offered every other year.
Code
Curriculum Action Title
Curriculum Action Brief Description
As the curricular areas assessing global and societal context are being
W
Curriculum Shift
shifted, watching to ensure this goes smoothly is important.
Previous Assessment Process Action Review Summary
No Assessment Process Action was suggested for Outcome (h) from 2004.
• A general assessment action item concerning better metric matching in all ABET Outcomes was delineated. This action
requested questions for an exit exam for the graduating seniors.
Assessment Process Review Summary
During 2005, the global and societal context requirements were a little sparse, most likely due to lag in changing class
procedures to accommodate this requirement. This situation should be monitored to ensure that the requirements are fulfilled.
• Question collection was begun, but the exit exam is not expected to be fully operational until 2007.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
W
Curriculum Shift
As the curricular areas assessing global and societal context are being
shifted, watching to ensure this goes smoothly is important.
A
Question Collection
Questions for a new exit examination will be sought.
2006
Previous Curriculum Action Review Summary
No Curriculum Action Review actions were suggested for outcome (h).
• A Curriculum Action Review watch item was given in 2004 and continued to 2005.
Curriculum Review Summary
Student performance was similar to that in 2005, but is somewhat lower than desired. The number of assessments was good
this year, indicating that the curriculum shift is working
Code
Curriculum Action Title
Curriculum Action Brief Description
W
Student Performance
Student perfromance has not been at the desired level for consecutive
years, if this continues action will be required.
Previous Assessment Process Action Review Summary
From 2005, a watch and an action were seen as needed for Assessment Process Action concerning Outcome (h).
•The watch related to the shoft in Outcome (h) assessments between courses.
4-22
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
• The action related to collecting questions for an exit examination.
Assessment Process Review Summary
The instruments used for assessment provided a large increase in the number of assessments, indicating that the watch can be
lifted.
• The question collecting action is in progress as the exit examination was not ready for implementation in 2006.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
2007
Previous Curriculum Action Review Summary
No Curriculum Action Review actions were suggested for outcome (h).
• A Curriculum Action Review watch item was given in 2006 regarding student performance.
Curriculum Review Summary
During 2007, the global and societal context students assessed were not quite up to the level desired. This was true in the
previous year also, indicating this area may need some curricular work.
• A watch item is felt to be necessary as new faculty have recently been hired and as these faculty begin to understand the what
is required in Outcome (h) the student's understanding of global and societal context should improve.
Code
Curriculum Action Title
Curriculum Action Brief Description
W
Student Performance
Student performance has not been subpar, but has been less than desired
for three years.
Previous Assessment Process Action Review Summary
No Assessment Process Action Items were given for 2007. An Assessment Process Action watch was given related to student
performance.
Assessment Process Review Summary
• The student performance watch item will be carried over, as this issue has yet to be resolved fully.
•The local exam was given for the first time. The results will need to be watched to ensure that the exam adequately assesses
ABET Outcome (h).
Code
Assessment Process Action Title
Assessment Process Action Brief Description
Correspondence of Local Exam results with other Assessment instruments.
W
Local Exam
2008
Previous Curriculum Action Review Summary
No Curriculum Action Review actions were suggested for outcome (h).
• A Curriculum Action Review watch item was given in 2007 regarding student performance.
Curriculum Review Summary
Student performance was much improved in 2008. The number of assessments remained high.
• Despite the improvements in performance, the watch \item will be continued to 2009 to ensure that 2008 was not a fluke.
Code
Curriculum Action Title
Curriculum Action Brief Description
Student performance has recently improved but a watch is needed to
W
Student Performance
ensure that this improvement is due to the curriculum and not a fluke
performance.
Previous Assessment Process Action Review Summary
No Curriculum Action Review actions were suggested for outcome (h).
• A Curriculum Action Review watch item was given in 2007 regarding student performance.
Assessment Process Review Summary
In general the Assessment Process appeasr to be working well.
• The watch action is still felt to be warranted, as one year of data is insufficient to determine whether or not the new faculty
initiatives are working.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
Student performance has recently improved but a watch is needed to
W
Student Performance
ensure that this improvement is due to the curriculum and not a fluke
performance.
2009
Previous Curriculum Action Review Summary
A Previous Curriculum Action Item watch was given in 2008, as performance had only recently begun increasing.
4-23
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Curriculum Review Summary
As the scores have been increasing the curriculum seems to be better addressing Outcome (h).
N
No action required.
Previous Assessment Process Action Review Summary
A Previous Assessment Process Watch Action was given in 2008 for 2009.
Assessment Process Review Summary
Student performance improved indicating that the watch does not need continuation.
• Little variation was observed in the mean assessments in both 2008 and 2009, so a watch may be needed to determine if this
is a short term fluke or if the instruments used are a little too blunt.
Watch if the variation of the means stays too small
W
Mean Variation
4-24
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Action Review for Outcome (i) Engage in life-long learning
2004
Previous Curriculum Action Review Summary
• Coordination of life-long learning (i) instruments in MET 310 and MET 321..
Curriculum Review Summary
• Life-long Learning - Dr. Han has implemented a writing assignment designed to assess cognitive development level. This has
been correlated to life-long learning behaviors. The assignment is designed to elicit from each student responses that target the
gates needed to determine their cognitive development. Dr. Howard will repeat this in the alternate-year MET 321 course.
Additionally, students will be required to write a personal/professional development plan and present it to their peers in MET
321.
• The average increased from 3.5 (2003) to 3.8 (2004). No score variation was given in 2004.
Code
Curriculum Action Title
Curriculum Action Brief Description
The importance of life-long learning will be enhanced by FC modules in
A
Coordination MET 310 and 321,
MET 310 and 321 (Han and Howard).
Previous Assessment Process Action Review Summary
Coordination MET 310 with MET 321with for cognitive assessment
Assessment Process Review Summary
Dr. Han completed this during the Spring 2004 presentation of MET 310. It will be continued in MET 321 spring 2005 by Dr.
Howard.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2005
Previous Curriculum Action Review Summary
Cognitive-Level Assessment is now Bi-annual. Discontinue the Met 321 cognitive writing instrument from outcome (i)
assessment. The results of the cognitive-level assessment are to be completed by Dr. Stu Kellogg. Although we appreciate
this service it does make our assessment dependant on personnel outside the program. We may want to consider paying Dr.
Kellogg for his service or training ourselves to complete the cognitive assessment. We will continue under the current aegis;
however, to minimize the burden on Dr Kellogg the cognitive assessment will be performed in Met 310 only.
Curriculum Review Summary
The outcome summaries increased and the range was about the same as the previous year.
Code
Curriculum Action Title
Curriculum Action Brief Description
Move the assessment from Met 321 to Met 310.
A
Move assessment to Met 310
Previous Assessment Process Action Review Summary
Remove assessment from Met 321.
Assessment Process Review Summary
Assessment was successfully remove from Met 321 and initiated in Met 310.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2006
Previous Curriculum Action Review Summary
No action needed. The assessment results derive from Dr. Stu Kellogg’s professional assessments. We are going to continue
to ask him for this service but need to recognize/reward his service to us.
Curriculum Review Summary
The outcome score continue to remain very high with a low range.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
Recognize/reward Dr. Stu Kellogg’s professional assessments service. Our program is highly dependent on him for his
assessment service for outcome (i).
Assessment Process Review Summary
No additional action.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
4-25
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
2007
Previous Curriculum Action Review Summary
No action needed.
Curriculum Review Summary
The scores remain comparitively high.
Code
Curriculum Action Title
N
Curriculum Action Brief Description
Previous Assessment Process Action Review Summary
Seek Training on Cognitive Assessment for life-long Learning – Our program is too dependent on Dr. Kellogg’s assessment
service for outcome (i). We need to obtain training.
Assessment Process Review Summary
Nothing to report. In general the assessment for life-long learning is sufficient.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2008
Previous Curriculum Action Review Summary
No action needed.
Curriculum Review Summary
The outcome scores continue to remain high.
Code
Curriculum Action Title
N
Curriculum Action Brief Description
Previous Assessment Process Action Review Summary
Seek Training on Cognitive Assessment for life-long Learning.
Assessment Process Review Summary
Nothing to report.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2009
Previous Curriculum Action Review Summary
No action needed.
Curriculum Review Summary
The assessment results for this instrument remain high.
N
No action required.
Previous Assessment Process Action Review Summary
No actions needed.
Assessment Process Review Summary
Nothing to report.
N
No action required.
4-26
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Action Review for Outcome (j) Know contemporary issues
2004
Previous Curriculum Action Review Summary
• There were no specific Curriculum Action items concerning (j) from the previous review cycle.
Curriculum Review Summary
• The mean for this outcome was virtually unchanged from 2003 to 2004.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
No Actions.
Previous Assessment Process Action Review Summary
• There were no specific Assessment Process Action items concerning (j) from the previous review cycle.
Assessment Process Review Summary
• There is a need to develop an Online Senior Survey as an instrument to assess outcome (j) and broaden instruments
inventory beyond MET 321 and 310 if additional instrument can be identified.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
Seek new instruments for the Outcome.
A
New metric development
2005
Previous Curriculum Action Review Summary
• No action required during the previous review cycle.
Curriculum Review Summary
• Need to augment Online Senior Survey as an instrument to assess outcome (j), and to broaden beyond 321 and 310
instruments.
Code
Curriculum Action Title
Curriculum Action Brief Description
Need to broaden the number of instruments beyond MET 321 and MET 310
A
Instruments utilized
instruments.
Previous Assessment Process Action Review Summary
• Remove FC module on contemporary issues from Met 321 and find it a new home.
Assessment Process Review Summary
• The assessment process is limited by the single instrument that was available to assess this outcome. Need to find areas in
the curriculum to assess this outcome.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
Need to identify new instruments to assess this outcome.
A
Instruments untilzed
2006
Previous Curriculum Action Review Summary
• The FC modules on contemporary issues remain in MET 321 but should be moved elsewhere in the curriculum.
Curriculum Review Summary
•The lack of data to assess (only one data set) clearly indicates that this outcome assessment process needs to be reviewed
and modified.
• The instrument inventory needs to be revaluated.
Code
Curriculum Action Title
Curriculum Action Brief Description
This is a continuing action that needs careful attention to the number and
A
Lack of data to assess outcome
quality of instruments to assess this outcome.
Previous Assessment Process Action Review Summary
• Move FC module on contemporary issues.
Assessment Process Review Summary
• The FC modules on contemporary issues remain in MET 321 but should be moved elsewhere in the curriculum. Since MET
321 is taught in alternate year sequence this provides for a lack of data, as is the case in this assessment cycle.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
FC modules and their utilization needs to determined.
A
Location and use of FC modules
2007
Previous Curriculum Action Review Summary
• Improve instruction on Outcome (j) is warranted.
Curriculum Review Summary
4-27
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
• Three instruments were available for assessment. Two different assessors were utilized and two different curricular
instruments were used.
Code
Curriculum Action Title
Curriculum Action Brief Description
* The use of the Local Exam and the Senior Survey appear to have brought
W
Evaluate curricular instruments
stability to the instrument inventory, but this needs continued monitoring. *
The metrics from this outcome (3.69 average) seem to indicate adequate
student performance.
Previous Assessment Process Action Review Summary
• Action is continuing to be assessed. Use of MET 321 during this cycle should improve the robustness of the assessment.
Assessment Process Review Summary
• Triangulation of this outcome was realized. There was little variation in the data across the three instruments that were
utilized. As noted above an increase in the number of instruments utilized would helped improve the diversity of the data
collected for this outcome.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
No action required.
2008
Previous Curriculum Action Review Summary
• Improved Instruction on Outcome (j) Contemporary Issues was warranted.
Curriculum Review Summary
•Two instruments were used to assess this outcome.
• A broader number of instruments would increase the robustness and depth of the assessment.
• Two different assessors (student self-assessment and a keyed assessment) were utilized.
• An average score of 4.24 is indicative that students are performing well on this Outcome.
Code
Curriculum Action Title
Curriculum Action Brief Description
Continue to monitor utility of the new instruments that have been developed
W
Watch use of curricular instruments.
to measure this Outcome.
Previous Assessment Process Action Review Summary
• Continue to strengthen the Contemporary Issues Module and embedding in MET 321 class in the Spring 2009.
Assessment Process Review Summary
• The instrument inventory needs to be expanded so that triangulation results. Otherwise the assessment process appears to
be performing adequately.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
W
Instrument invetory watch
Continue to watch the instruments utilized and if need be expand the
instrument inventory to measure this Outcome.
2009
Previous Curriculum Action Review Summary
• Improved Instruction on Outcome (j) Contemporary Issues was warranted.
Curriculum Review Summary
• It was found that the student scores from the instruments used during the assessment cycle were on average reasonably high
(average 3.92).
• Overall, the student performance on this outcome appears adequate.
N
No action required.
Previous Assessment Process Action Review Summary
• The instrument inventory needs to be expanded so that triangulation results.
Assessment Process Review Summary
• Unlike the previous assessment period triangulation assessment occurred.
• An additional instrument to the assessment "toolbox" would help make the Assessment Process for this Outcome more robust.
W
Consider Expanding Instrument
The instrument inventory should be monitored carefully, and if possible the
Inventory for (j)
instrument inventory expanded.
4-28
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
Action Review for Outcome (k) Use engineering techniques, skills, and tools
2004
Previous Curriculum Action Review Summary
There was no specific Curriculum Action specified at the end of 2003 for outcome (k) during 2004.
Curriculum Review Summary
• Outcome (k) scores decreased slightly from a 2003 to 2004.
•Outcome (k) score variation among the three metrics decreased somewhat from 2003 to 2004.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
A lab equipment quiz was recommended to improve outcome (k).
Assessment Process Review Summary
•The determination of whether the skills assessed with Outcome (k) using the existing WebCT on-line quiz and tutorial
administered to juniors and seniors is still not yet determined. Dr. Stone is heading up this work.
• There is concern that the MET 440 instrument is inadequate.
• There is concern that assessment of sophomores is inadvisable.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
W
Higher level of Skills in MET 440
Choose a different 440 lab assignment for future assessment.
W
Sampling sophomores in MET 220
Met 220 instrument appears adequate, the only concern is that it involves
sampling of Sophomores who might not have fully developed their
engineering skills.
2005
Previous Curriculum Action Review Summary
The Charpy impact instrument should not appear in outcome (k). The use of computer tools is better than the student’s use of
actual laboratory hardware; however, the overall trend for outcome (k) is upward. Faculty will endeavor to improve laboratory
instruction. Continue doing what we are doing.
Curriculum Review Summary
There was a considerable increase in the outcome scores from 2004 to 2005 and the overall range decreased as well.
Code
Curriculum Action Title
Curriculum Action Brief Description
A
Charpy tests
Remove the Charpy impact instrument from outcome (k)
Previous Assessment Process Action Review Summary
No actions were needed.
Assessment Process Review Summary
No actions wwere needed.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2006
Previous Curriculum Action Review Summary
No action needed
Curriculum Review Summary
The outcome review score remained almost unchanged.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
No actions are needed.
Assessment Process Review Summary
No actions were needed.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2007
Previous Curriculum Action Review Summary
No action needed.
Curriculum Review Summary
4-29
SDSMT: BS Metallurgical Engineering Program: Criterion 4. Continuous Improvement
The outcome review scores increased slightly and the range remained about the same. It is recommended that methods of
instruction and/or student design projects be studied to determine the increase in scores.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
No actions needed.
Assessment Process Review Summary
No actions.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2008
Previous Curriculum Action Review Summary
No action needed.
Curriculum Review Summary
The outcome review scores remained unchanged and the range values were about the same as the previous year.
Code
Curriculum Action Title
Curriculum Action Brief Description
N
Previous Assessment Process Action Review Summary
No action was needed.
Assessment Process Review Summary
No action needed.
Code
Assessment Process Action Title
Assessment Process Action Brief Description
N
2009
Previous Curriculum Action Review Summary
No action needed.
Curriculum Review Summary
The assessment results for this instrument increased slightly compared to 2008.
N
No action required.
Previous Assessment Process Action Review Summary
No action was needed.
Assessment Process Review Summary
Need to find another assessment instrument for Math-373 since a faculty member from the MET department is not teaching it.
Assessment information from other MET courses or labs needs to be added to this instrument.
Find other assessment methods to replace Math-373.
A
Assessment for Math-373
4-30
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
CRITERION 5. CURRICULUM
This section describes the curriculum for the BS Metallurgical Engineering Degree offered by the South
Dakota School of Mines and Technology.
A. Program Curriculum
The program curriculum requires 136 semester credit hours for graduation. One credit hour is earned for
completing a lecture class that meets one hour a week for the entire semester, which is approximately 15
weeks in duration. One credit is awarded for each three hours of laboratory work per week for the entire
semester.
A1. Student Preparation for a Professional Career and further Study in the BS Metallurgical
Engineering and Consistency of the Curriculum with the Program Educational Objectives
and Program Outcomes
The matter of Student Preparation for a Professional Career and further Study in the BS
Metallurgical Engineering is covered here in §5.1. The matter of Consistency of the Curriculum with
the Program Educational Objectives and Program Outcomes is covered in §5.4 using a quality
function deployment matrix (QFDM).
The South Dakota Regents specify General Education Requirement for all four-year degree South
Dakota college graduates. The mathematics and science requirements are easily satisfied by
engineering students. The humanities and social science requirements generally do not add additional
requirements beyond those required by ABET but do require some planning to meet the Regent’s
expectations.
The General Education Requirement supports program outcomes (a) through (k) outcomes:
particularly
(a) Apply Knowledge of Math, Science, and Engineering
(g) Communicate Effectively
(h) Know Engineering's Global Societal Context
(j) Know Contemporary Issues
(k) Use Engineering Techniques, Skills, and Tools
All students complete a 30 credit hour system-wide general education core curriculum consisting of
9 credits of written and oral communications,
6 credits of humanities,
6 credits of social sciences,
6 credits of a science with laboratory
3 credits of mathematics
South Dakota School of Mines and Technology (SDSM&T) engineering students take an additional 3
credits of humanities or social science at the upper division level, as well as mathematics and science
courses far in excess of those required to satisfy the general education requirements.
5-1
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Table 5-1 shows the course curriculum for the BS Metallurgical Engineering Degree at the South
Dakota School of Mines and Technology. The four columns on the right show the category that each
course is attributed to with regard to the objectives of the metallurgical engineering program and
institutional. The 136 required credits for graduation are allocated as follows:
•
Math and basic science”
40 credits
29.4%
•
Engineering topics
64 credits
47.1%,
•
General education
25 credits
18.4%
•
Other
7 credits
5.1%.
Table 5-2 is a summary of the relevant course in the metallurgical engineering curriculum, the
approximate number of sections taught in a year, and the average enrollment in each section.
The General Education Requirements are now described in some detail followed by a description of
the university and BS Metallurgical Engineering Degree program requirements.
General Education Requirements
The following seven learning outcomes for general education are held in common by all schools in
the South Dakota Board of Regents system:
1. Students will write effectively and responsibly and will understand and interpret the written
expression of others
2. Students will communicate effectively and responsibly through listening and speaking
3. Students will understand the organization, potential, and diversity of the human community
through study of the social sciences
4. Students will understand the diversity and complexity of the human experience through study
of the arts and humanities
5. Students will understand and apply fundamental mathematical processes and reasoning
6. Students will understand the fundamental principles of the natural sciences and apply
scientific methods of inquiry to investigate the natural world
7. Students will recognize when information is needed and have the ability to locate, organize,
critically evaluate, and effectively use information from a variety of sources with intellectual
integrity
The following rules on graduation requirements apply for the BS degree in any curriculum offered by
the university. General education core requirements must be completed within the first 64 credits of
course work. Requests for exceptions to these general education requirements must be approved by
the student‘s advisor and by the Vice President for Academic Affairs/Provost.
The following seven goals must be accomplished.
Goal #1
Students will write effectively and responsibly and understand and interpret the written expression of
others. Student Learning Outcomes: As a result of taking courses meeting this goal, a student will
1. Write using standard American English, including correct punctuation, grammar, and
sentence structure;
2. Write logically;
3. Write persuasively, with a variety of rhetorical strategies (e.g., expository, argumentative,
descriptive);
4. Incorporate formal research and documentation in their writing, including research obtained
through modern, technology-based research tools.
5-2
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Table 5-1 Curriculum for the BS Metallurgical Engineering Degree
Course
Year
Semester
Number
Year 1 MATH 123
Sem 1 CHEM 112
ENGL 101
MET 110
PE
HSS
Sem 2 MATH 125
BIOL 151 or
BIOL 153 or
CHEM 114
PHYS 211
CHEM 112L
PE
HSS
HSS
Year 2 MET 232
Sem 1 MET 231
MATH 321
PHYS 213
BIOL 151L
or
BIOL 153L
or CHEM
114L
ENGL 279
EM 214
Sem 2 MATH 225
EM 321 or
ME 216
PHYS 213L
MET 220
Title
Calculus I
General Chemistry
Composition I
Intro to Engineering
Physical Education
Hum or Soc Sci Elective
Calculus II
General Biology I
General Biology II
General Chemistry II
University Physics I
General Chem Lab
Physical Education
Hum or Soc Sci Elective
Hum or Soc Sci Elective
Prop of Materials
Struct & Prop of Mat Lab
Differential Eqs
University Physics II
Gen Biology Lab I
Gen Biology Lab II
Gen Chem II Lab
Technical Comm I
Statics
Calculus III
Mechanics of Materials
Intro to Solid Mechanics
Univ Physics II Lab
Min Proc & Resource Rec
Min Proc & Resource Rec
MET 220L
Lab
HSS
Hum or Soc Sci Elective(s)
Tech Comm II
Year 3 ENGL 289
Sem 1 MET 320
Metallurgical Thermo
MET 351
Eng Design I
Set A or C (7 (see below)
)
Sem 2 MET 352
Engineering Design II
5-3
Category (Credit Hours)
Engineering
Topics
Math &
General
Check if
Other
Basic
Education
Contains
Sciences
Significant
Design (9)
4
3
3
29
1
3
4
3
3
1
1
3
3
39
1
4
3
1
3
3
4
3
1
3
19
4
3
4
29
19
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
MATH 373
Elective
Set B or D
(11)
Year 4 MET 433
Sem 1 MET 464
IENG 301
Sci Elective
Set A or C (7)
Sem 2 MET 465
Elective
HSS
Set B or D
(11)
SET
MET 422
A
Elective
Intro to Numerical Analysis
Free Elective
(see below)
3
2
39
29
Process Control
Engineering Design III
Basic Engineering
Economics
2
3
(see below)
Engineering Design IV
Science Elective
Hum of Soc. Sci. Elective
19
3
3
Transport Phenomena
49
Free Elective
3
High Temp
MET 321
49
B
Extract/Conc/Rec
Elective
Directed Met Elective*
39
Intro Circuits, Machines,
4
EE 301
Sys
MET 330
Physics of Metals
3
C
MET 330L
Physics of Metals Lab
19
Thermomechanical
MET 332
39
Treatment
MET 440
Mechanical Metallurgy
3
D
MET 440L
Mechanical Metallurgy Lab
1
Elective
Directed Met Elective*
39
MET 310
Aqueous Extract/Conc/Rec
3
MET 310L
Aq Extract/Conc/Rec Lab
19
TOTALS-ABET BASIC-LEVEL
40
64
25
7
REQUIREMENTS
OVERALL TOTAL FOR DEGREE: 136 credit
hours
PERCENT OF TOTAL
29.4
47.1
18.4
5.1
Minimum semester credit hours
32 hrs
48 hrs
Minimum percentage
25%
37.5 %
*
Some of the Met Eng Directed Electives, such as MET 450, MET 443, MET 430/430L, have a
significant design component.
5-4
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Table 5-2 Course and Section Size Summary for BS Metallurgical Engineering
Course No.
Title
MATH 123
CHEM 112
ENGL 101
GE 130
PE
Calculus I
General Chemistry
Composition I
Intro to Engineering
Physical Education
Hum. Or SS Electives
Calculus II
General Chemistry II
General Biology I
General Biology II
MATH 125
CHEM 114
BIOL 151
BIOL 153
PHYS 211
CHEM 112L
PE
MET 232
MET 231
MATH 321
PHYS 213
CHEM 114L
BIOL 151L
BIOL 153L
ENGL 279
EM 214
MATH 225
EM 321
ME 216
PHYS 213L
MET 220
MET 220L
ENGL 289
MET 320
MET 351
MET 352
MATH 373
MET 464
IENG 301
MET 433
University Physics I
General Chem Lab
Physical Education
Hum. or SS Elective(s)
Properties of Materials
Struct. & Prop. of Mat. Lab
Differential Equations
University Physics II
General Chem II Lab
--or-- Gen. Biol. I Lab
--or-- Gen. Biol .II Lab
Technical Comm I
Statics
Calculus III
Mechanics of Materials
--or-- Intro to Solid Mech.
University Physics II Lab
Min Proc and Res Recov
Min Proc & Res Recov Lab
Hum. or Soc Sci Elective(s)
Technical Comm II
Metallurgical Thermo
Engineering Design I
Engineering Design II
Intro to Num. Analysis
Engineering Design III
Basic Engr Econ Sci. Elec
Hum or SS Elective(s)
Process Control
Responsible
Faculty Member
Math Dept
Chem Dept
Hum Dept
Engineering
PE Dept
Hum Dept
Math Dept
Chem Dept
CBE Dept
CBE dept
Physics Dept
Chem Dept
PE Dept
Hum Dept
Kellar/West
M. West
Math Dept
Physics Dept
Chem Dept
CBE Dept
CBE Dept
Hum Dept
CEE Dept
Math Dept
CEE Dept
ME Dept
Phys Dept
J. Kellar
W. Cross
HUM-SS Dept
Hum Dept
S. Howard
J. Kellar
S. Howard
Math Dept
D. Medlin
IE Dept
HUM-SS Dept
Chem Eng Dept
5-5
No. of
Avg Section
Sections
Enrollment
Offered in
Current Year
13
4
15
5
30
52
13
3
1
1
2
15
30
52
2
6
9
3
6
3
3
15
4
9
3
2
6
1
1
52
16
1
1
1
2
1
1
52
1
34
117
20
27
23
37
31
84
67
58
113
27
24
37
56.
14.
33
91
40
15
32
22
42
36
80
18
29
39
17.
37
18
22
10
10
45
15
26
37
10
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
MET 465
MET 310
Engineering Design IV
Aqueous Extrac., Conc. &
Recycling
MET 310L
Aqueous Extrac. Conc. & Recy.
Lab
MET 321/321L Hi Temp. Ext., Conc., and
Recycling
MET 330
Physics of Metals
MET 330L
Physics of Metals Lab
MET 332
Thermomechanical Treatment
MET 422
Transport Phenomena
MET 426/526
Steelmaking
MET 430/430L Weld. Engr. & Design of
Welded Struct.
MET 440/540 Mechanical Metallurgy
MET440L/540L Mechanical Metallurgy Lab
MET 443
Composite Materials
MET 455/545
Oxid and Corrosion of Metals
MET 450/550
Forensic Engineering
MET 491
Independent Study
MET 492
Special Topics
S. Howard
W. Cross
1
1
15
28
W. Cross
1
27
S. Howard
1
27
M. West
D. Medlin
D. Medlin
S. Howard
S. Howard
M. West
1
1
1
1
1
1
33
29
33
18
8
20
D. Medlin
D. Medlin
J. Kellar
D. Medlin
D. Medlin
MET Dept
MET Dept
1
1
1
1
1
2
3
32
30
10
18
12
1
2
Some courses are taught every two years. See Sets A, B, C, and D in Table 5-1
Credit Hours: 6 hours
Courses:
ENGL 101 Composition I
ENGL 201 Composition II
ENGL 279/289 Technical Communications I and II1
1 Engineering and sciences students at SDSM&T take this six credit sequence in the sophomore and
junior years. Both courses develop written and speech communications in an integrated fashion in
the context of the major. Students must finish the entire sequence, as well as ENGL 101, to satisfy
the requirements of Goal #1 and Goal #2.
Goal #2
Students will communicate effectively and responsibly through speaking and listening. Student
Learning Outcomes: Courses satisfying this goal will require students to
1. Prepare and deliver speeches for a variety of audiences and settings;
2. Demonstrate speaking competencies including choice and use of topic, supporting
materials, organizational pattern, language usage, presentational aids, and delivery;
3. Demonstrate listening competencies by summarizing, analyzing, and paraphrasing ideas,
perspectives and emotional content.
Credit Hours: 3 hours
Courses:
ENGL 279/289 Technical Communications I and II2
SPCM 101 Fundamentals of Speech1
2 Technical Communications I and II develop written and speech communications in an integrated
fashion in the context of the major. Students must finish the entire sequence, as well as ENGL 101,
to satisfy the requirements of Goal #1 and Goal #2.
5-6
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Goal #3
Students will understand the organization, potential, and diversity of the human community through
study of the social sciences. Student Learning Outcomes: As a result of taking courses meeting this
goal, students will
1. Identify and explain basic concepts, terminology and theories of the selected social
science disciplines from different spatial, temporal, cultural, and/or institutional contents.
2. Apply selected social science concepts and theories to contemporary issues;
3. Identify and explain the social or aesthetic values of different cultures. In addition, as a
result of taking course meeting this goal, students will be able to demonstrate a basic
understanding of at least one of the following:
•
The origin and evolution of human institutions;
•
The allocation of human or natural resources within societies;
•
The impact of diverse philosophical, ethical or religious views.
Credit Hours: 6 hours in two disciplines
Courses:
ANTH 210 Cultural Anthropology
ECON 201 Principles of Microeconomics
ECON 202 Principles of Macroeconomics
GEOG 101 Introduction to Geography
GEOG 212 Geography of North America
HIST 151/152 United States History I/II
POLS 100 American Government
POLS 210 State and Local Government
PSYC 101 General Psychology
SOC 100 Introduction to Sociology
SOC 150 Social Problems
SOC 250 Courtship and Marriage
Goal #4
Students will understand the diversity and complexity of the human experience through study of the
arts and humanities. Student Learning Outcomes: As a result of taking courses meeting this goal,
students will
1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in the
human experience;
2. Identify and explain basic concepts of the selected disciplines within the arts and
humanities. In addition, as a result of taking courses meeting this goal, students will be
able to do at least one of the following:
•
Identify and explain the contributions of other cultures from the perspective of the
selected disciplines within the arts and humanities;
•
Demonstrate creative and aesthetic understanding;
•
Explain and interpret formal and stylistic elements of the literary or fine arts;
•
Demonstrate foundational competency in reading, writing, and speaking a nonEnglish language.
Credit Hours: 6 hours in two disciplines or in a sequence of foreign language courses
Courses:
ART 111/112 Drawing I and II
ARTH 211 History of World Art I
ENGL 221/222 British Literature I and II
ENGL 241/242 American Lit I and II
5-7
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
ENGL 250 Science Fiction
FREN 101/102 Introductory French I and II
GER 101/102 Introductory German I and II
HIST 121/122 Western Civilization I and II
HUM 100 Introduction to Humanities
HUM 200 Connections: Humanities and Technology
LAKL 101/102 Introductory Lakota I and II
MUS 100 Music Appreciation
PHIL 100 Introduction to Philosophy
PHIL 200 Introduction to Logic
PHIL 220 Introduction to Ethics
PHIL 233 Philosophy and Literature
SPAN 101/102 Introductory Spanish I and II
Goal #5
Students will understand and apply fundamental mathematical processes and reasoning. Student
Learning Outcomes: As a result of taking courses meeting this goal, students will
1. Use mathematical symbols and mathematical structure to model and solve real world
problems;
2. Demonstrate appropriate communication skills related to mathematical terms and
concepts;
3. Demonstrate the correct use of quantifiable measurements of real world situations.
Credit Hours: 3 hours
Courses:
MATH 102 College Algebra
MATH 115 Precalculus
MATH 120 Trigonometry
MATH 123 Calculus I
MATH 125 Calculus II
MATH 225 Calculus III
MATH 281 Statistics
Goal #6
Students will understand the fundamental principles of the natural sciences and apply scientific
methods of inquiry to investigate the natural world. Student Learning Outcomes: As a result of taking
courses meeting this goal, students will
1. Demonstrate the scientific method in a laboratory experience;
2. Gather and critically evaluate data using the scientific method;
3. Identify and explain the basic concepts, terminology and theories of the selected natural
sciences;
4. Apply selected natural science concepts and theories to contemporary issues.
Credit Hours: 6 hours
Courses:
BIOL 151/151L General Biology I and Laboratory
BIOL 153/153L General Biology II and Laboratory
CHEM 106/106L Chemistry Survey/Laboratory
CHEM 108/108L Organic Chemistry/Laboratory
CHEM 112/112L General Chemistry I and Laboratory
CHEM 114/114L General Chemistry II and Laboratory
GEOL 201/201L Physical Geology/Laboratory
PHYS 111/111L Introduction to Physics I and Laboratory
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SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
PHYS 113/113L Introduction to Physics II and Laboratory
PHYS 211 University Physics I
PHYS 213/213L University Physics II and Laboratory
Goal #7
Students will recognize when information is needed and have the ability to locate, organize, critically
evaluate, and effectively use information from a variety of sources with intellectual integrity. Student
Learning Outcomes: As a result of taking courses meeting this goal, students will
1. Determine the extent of information needed;
2. Access the needed information effectively and efficiently;
3. Evaluate information and its sources critically;
4. Use information effectively to accomplish a specific purpose;
5. Use information in an ethical and legal manner.
Credit Hours: 9 hours
Courses:
ENGL 101 Composition I
SPCM 101 Fundamentals of Speech
ENGL 201 Composition II
ENGL 279/289 Technical Communications I and II1
In addition to the seven system-wide general education requirements described above, all students
will achieve learning outcomes focused on advancing their writing skills and their knowledge of
global issues. Each academic program has designated one or more classes (the equivalent of one
credit hour of study) as meeting each of these requirements. The syllabi of the courses designated
state the requirement(s) met and explain how student achievement of the outcomes are assessed and
factored into the course grade.
Globalization/Global Issues Goal Statement
Students will understand the implications of global issues for the human community and for the
practice of their disciplines. As a result of taking courses meeting this goal, students will
1. Identify and analyze global issues, including how multiple perspectives impact such
issues; and
2. Demonstrate a basic understanding of the impact of global issues on the practice of their
discipline.
Writing Intensive Goal Statement
Students will write effectively and responsibly in accordance with the needs of their own disciplines.
As a result of taking courses meeting this goal, students will
1. Produce documents written for technical, professional, and general audiences within the
context of their disciplines;
2. Identify, evaluate, and use potential sources of information from within their disciplines
for writing assignments that require research and study; and,
3. Use instructor feedback throughout the semester to improve the quality of their writing.
Students entering the South Dakota School of Mines and Technology are expected to have prepared
themselves to start with the curriculum show in Table 5-1. Students who are not able to begin at that
level are deemed in need of remedial courses. These Pre-general education courses include ENGL
031, ENGL 032, ENGL 033, READ 041, MATH 021, and MATH 101. Students taking Pre General
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SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Education Courses have the following requirements:
1. Students placed in pre general education courses must enroll in and complete the courses
within the first 30 credits hours attempted.
2. If a student does not complete the pre general education course(s) within the first 30
credit hours attempted, a registration hold is placed on the student‘s record. During the
next 12 credit hours attempted, the student must enroll in and complete the pre general
education course(s).
3. If the pre general education course(s) is not completed within the first 42 credit hours
attempted, the only course(s) in which a student may enroll is the pre general education
course(s); and the student‘s status is changed from degree seeking to non degree seeking.
4. Students transferring from non-regental institutions must enroll in pre-general education
courses during the first 30 attempted regental credit hours. These students may enroll in
other courses concurrently with the pre-general education courses. If the student does not
complete the pre-general education courses during the first 30 Regental credit hours
attempted during the next 12 credit hours attempted, the student must enroll in and
complete the pre-general education course(s). If the student does not successfully
complete the pre-general education course(s) within 42 attempted Regental credit hours,
the only course(s) in which a student may enroll in the pre-general education course(s);
and the student‘s status is changed from degree seeking to non-degree seeking. The Vice
President for Academic Affairs/Provost may grant an exception.
Credit hours for the pre general education courses are included in the total number of credit hours
attempted. The grades assigned for courses numbered less than 100 will be RI, RS and RU.
University Requirements
All BS programs require the general education core requirements as described earlier. Other
requirements for each degree are determined by the faculty in each program, with approval through
the university curriculum approval process. Some of these other program requirements are common
to most or all programs offered at SDSM&T. These include
A. Mathematical Sciences: all programs, with the exception of interdisciplinary science, geology
and mining engineering, require a minimum of 16 credit hours of mathematics at the level of
calculus and above. To qualify for MATH 123, Calculus I, a student must have completed at
least three units of mathematics in high school and must have obtained an acceptable score on
the SDSM&T mathematics placement examination. A student with less preparation in
mathematics may register as a freshman in engineering but will be required to start the
mathematics sequence at a level indicated by his or her formal preparation and all SDSM&T
mathematics placement examination scores or ACT placement score. Mathematics courses
taken below the level of MATH 123 are not totaled in the semester hours required for each
curriculum with the exception of the BS in Interdisciplinary Science and the A.A. in General
Studies. MATH 021 and MATH 101 do not count toward any degree.
B. Basic Sciences: minimum of 16 credit hours - CHEM 112, 112L, PHYS 211, and PHYS 213
are required for all engineering curricula.
C. Humanities and social sciences: minimum of 15 or sixteen 16 credit hours - This subject area
must include six credits in humanities and 6 credits in social sciences. The number required
for each major is listed in the department section of the catalog. Students majoring in
engineering must complete at least three of these credits at an advanced level.
D. All degree candidates must complete ENGL 101, ENGL 279, and ENGL 289, which cannot
be used to meet the humanities and social sciences requirements.
E. Physical Education: minimum of 2 credit hours. MUEN 101, 121, 122, and MSL 101L and
MSL 102L can be counted for the physical education requirement.
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SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
F. Electives: Free electives vary with the individual department. Any course may be selected
which is at freshman level or higher (i.e. 100 level or higher). ROTC credits may be accepted,
depending on the number of degree electives available in each department.
G. Science Electives: Courses may be selected —from biology, chemistry, geology, physics, or
atmospheric science.
Military Science credits may apply to all degrees as free electives. This option varies with the number
of free electives available in an individual curriculum. A veteran may petition the Registrar and
Director of Academic Services to receive credit for basic military science and physical education.
Transfer credit may be allowed for previous college education if the courses are equivalent to
required or elective courses at this university and if each course presented is of passing quality. The
acceptability of transfer credit is determined by the student‘s major department.
BS Metallurgical Engineering Degree Program Requirements
The General Education requirements do not add to the total course load required under the prevailing
university requirements. These consist essentially of
•
Mathematics
16
•
Hum and Soc Sci
16
•
Basic Science
16
•
Engl
9
•
PE
2
Total
59
This leaves the program 74 credits of course work assignment. Ten of these 74 credits are assigned as
follows: 3 for Intro to numerical Methods, 5 for free electives, and 2 for physical education. Table 5.1
summarizes these as
•
40 credits of Math and Basic Science, which are composed from 16 credits of universityrequired math plus 3 credits of MATH 373 (Introduction to Numerical Analysis), 21
credits of basic science of which 6 credits are electives;
•
25 credits of General Education, which are composed of 16 credits of university-required
16 credits of humanities and social sciences and 9 credits of writing (ENGL 101, 279, and
289);
•
7 credits of other composed of 2 credits of physical education and 5 credits of free
electives; and
•
64 credits of engineering course work, 46 of which are metallurgical engineering
coursework; 6 met directed electives; 2 engineering economics; 6 statics and strengths;
and 4 electrical engineering.
The metallurgical engineering curriculum is designed to provide students with a well-rounded
knowledge of metal origins, production, treatment, use, failure analysis, and recycling. Graduates
with the BS Metallurgical Engineering Degree are very adaptable in that they possess a wide range of
engineering skills pertaining to metallurgical engineering. To assure the graduates from the program
have strong fundamental skills which allow them to continue life-long learning through the
application of fundamental engineering principles, they are required to complete eight credits of
college-level chemistry/biology, seven credits of calculus-based physics, 19 credits of calculus-based
mathematics including differential equations and introduction to numerical methods. To foster the
students’ awareness of the historical, political, and societal context of their potent engineering skills
and the ethical application of those skills, each student is required to complete 16 credits of course
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SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
work in the humanities and social sciences. Of these 16 credits, 12 are part of the system general
education requirement, discussed earlier.
A total of 52 credits of metallurgical engineering course work are required: 12 in process/extractive
metallurgy, 15 in physical and mechanical behavior of metals and materials, 11 in general
metallurgical engineering science, and eight in design. These courses provide each student with a
solid fundamental knowledge that allows them to adapt to a wide range of industrial processes, as
well as an excellent foundation for graduate studies. These intrinsic metallurgical engineering skills
are bolstered with courses in statics and strengths of materials, engineering economics, and electrical
engineering system analysis. To assure the graduates possess excellent communication skills, each
one is required to complete nine credits of English/technical communication. Additionally, their
technical course work requires numerous laboratory reports, both oral and written. The laboratory
credits required in the curriculum give the students first-hand knowledge of natural systems and an
opportunity to develop their experimental and practical skills. Design assignments are common
throughout the curriculum. The design experience includes experiences in both the junior and senior
years and culminates in the senior year with a capstone design project where the many elements of
their course work are assimilated in the final hierarchy of learning. All of the students work in multidisciplinary teams and are required to present their work in written and oral format. In addition, they
are required to participate in the campus Annual Design Fair in the spring semester.
An important aspect of this undergraduate metallurgical engineering program is the integrated
understanding of the scientific and engineering principles underlying the four major elements of the
field: structure, properties, processing, and performance related to metallurgical engineering systems.
Structure: The fundamental scientific and engineering principles associated with the microstructure of
metallurgical elements and alloys is taught is several of the undergraduate lecture courses including
MET 232 (Properties of Materials), MET 330 (Physics of Metals), MET 332 (Thermomechanical
Treatment), and additional coverage of this topic is incorporated in several of the Directed Met
Elective courses. In addition, students obtain hands on laboratory experience with microstructural
principles and the application of these principles to engineering problems and materials selection
issues in the following laboratories: MET 231(Structure and Properties of Materials Laboratory) and
MET 330L (Physics of Metals Laboratory). The specific topics can be reviewed in the course syllabi
contained in the Appendix of this section and in the examples of course examinations and design
problems. Please see the following reference for more detailed information: Medlin, West, Kellar,
Mitchell, and Kellogg, “Improved Materials Science Understanding with Blacksmithing”,
Proceedings (AC 2009-2228) ASEE 2009 Annual Meeting, Austin, TX, June 2009.
Properties: The fundamental principles associated with material properties and their application to
solving engineering problems and material selection is taught in MET 232 (Properties of Materials),
MET 330 (Physics of Metals), MET 332 (Thermomechanical Treatment), MET 440 (Mechanical
Metallurgy), and several of the Directed Met Elective courses. In addition laboratory experience with
understanding how to measure and use material properties is taught in MET 231(Structure and
Properties of Materials Laboratory), MET 330L (Physics of Metals Laboratory) and MET 440L
(Mechanical Metallurgy Laboratory). The specific topics can be reviewed in the course syllabi
contained in the Appendix of this section and in the examples of course examinations and design
problems.
Processing: The fundamental principles and application to engineering problems of metallurgical
processing is taught in several of the courses including: MET 220 (Mineral Processing), MET 232
(Properties of Materials), MET 310 (Aqueous Extractive Metallurgy), MET 320 (Metallurgical
Thermodynamics), MET 321 (High Temperature Extractive Metallurgy), MET 332
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SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
(Thermomechanical Processing), and MET 442 (Transport Phenomena). Additional hands on
laboratory experience and application to engineering problems is taught in MET 220L (Mineral
Processing) and MET 310 (Aqueous Extractive Metallurgy). The specific topics can be reviewed in
the course syllabi contained in the Appendix of this section and in the examples of course
examinations and design problems.
Performance: Understanding the application of microstructure, properties and processing to the
performance of a material in an engineering design is a critical component in the undergraduate
curriculum. Many of the courses previously listed explain the importance of material performance
when the other three topics are covered. The professors in this program spend a significant amount of
time explaining to students the importance of material performance. Students are actively involved
with design projects and applied homework assignments that specifically concentrate on using the
principles of microstructure, properties and/or processing to solve engineering problems specifically
applied to metallurgical engineering.
Understanding Statistical and Computational Methods: Aspects of statistics and statistical data
analysis are covered in several courses within the program curriculum. These begin with MET 231
(Properties of Materials Laboratory), usually the first laboratory course MET program students take
followed by MET 220L (Mineral Processing and Resource Recovery Laboratory). Upper division
courses with significant statistics and statistical data analysis content are MET 310L (Aqueous
Extraction, Purification and Recycling Laboratory) and MET 440L (Mechanical Metallurgy
Laboratory). Generally, these are designed so that the experiences in MET 310L and MET 440L build
upon and extend the materials covered during MET 231 and MET 220L. At the end of this series, the
students are expected to be able to calculate basic statistical measures, such as mean and standard
deviation, perform hypothesis testing and determine confidence intervals, and design experiments,
including randomization, repeatability and reproducibility, to determine if data sets from experimental
procedures are from the same population. A synopsis of the statistical and computational elements of
each course is as follows:
MET 231
The first laboratory assignment in MET 231 involves an introduction to basic statistics
calculations, including mean, standard deviation, variance and significance. In addition, later
laboratory reports require least squares data fits and the determination and use of means and
standard deviation data to properly interpret data.
MET 220L
In this course, the statistical content is presented primarily in two laboratories, sampling and
sedimentation, which are usually the first and second assignments dealing with the collection and
interpretation of data. In the sampling lab, Gy’s sampling theorem is introduced and various types
of error, primarily fundamental sampling error and sample heterogeneity, are discussed. Precision
and accuracy as applied to data analysis are also covered. In the sedimentation laboratory,
counting statistics, such as mean and standard deviation, are covered. Material not previously
covered in MET 231 includes confidence interval determination and hypothesis testing.
MET 310L
In this course, the background from MET 231 and MET 220L are expanded through inclusion of
design and analysis of experiments concepts. This includes factorial design, analysis of variance
(ANOVA) and procedures for linking experimentation with analysis. All student group performed
laboratories involving designing a set of experiments to test a hypothesis and analyzing the
experimental results through proper procedures such as ANOVA or Yates method.
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SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
MET 440L
In this course, the background from MET 231 and MET 220L are used and expanded on through
three laboratory assignments – Hardness Reproducibility and Repeatability, Fatigue Analysis and
Statistical Process Control. In addition to using means, standard deviations and confidence
intervals, the students learn and use non-parametric statistics through the runs test and learn Six
Sigma procedures for process control.
A complete analysis of how the curriculum satisfies the ABET Program Criteria for Met Eng appears
in § Criterion 9.
Pre-BS Metallurgical Engineering Program Assessment and Evaluation Operations
The BS Metallurgical Engineering Degree program samples almost exclusively from the upperdivision courses to determine the level of achievement of the program outcomes. Sections 2, 3, and 4
describe the assessment and evaluation of program objectives and outcomes and the operation of the
program’s Continuous Improvement System (CIS). The program does meet periodically with math,
science, humanities, and social science department faculty to offer feedback on the program’s needs
and suggestions. However, the program relies on the university’s assessment and evaluation of
general education and other course work in the freshman and sophomore years as well as the
characteristics of incoming students. These tools have some relevance to the BS Metallurgical
Engineering Degree program but typically they are too early and only indirectly useful. The tools are
also used for other accreditation requirements (other than ABET) and as measures of added value,
which is not part of ABET’s quality assurance/continuous improvement process. These assessments
are typically performed on large groups of students using standardized tools described below.
The primary system-wide measurement of students’ achievement is the Collegiate Assessment of
Academic Proficiency (CAAP) test. All students must take the CAAP at the completion of their
sophomore year (i.e. completion of 48 credit hours) and must achieve a minimum score (i.e., systemwide “cut scores”) in order to remain enrolled and continue with their academic careers.
Table 5-3 below shows the mean CAAP scores of SDSM&T students enrolled in the metallurgical
engineering program over the past five years in comparison to all students in the South Dakota system
and to all students nationwide enrolled in four-year public institutions who take the CAAP at the
conclusion of their sophomore year. The breakout sub-scores for mathematical reasoning, reading,
science reasoning, and writing are given.
In the area of mathematical reasoning, students enter the SDSM&T better prepared than students
system wide or students nationally. In 2009, the average composite ACT score of entering students at
the SDSM&T was 26.1, and the mean math sub-score was 26.7. Unsurprisingly, at the conclusion of
their sophomore year when they take the CAAP test, approximately 13% of students at the SDSM&T
test in the 99th percentile of students nationally and 94% (or more) of SDSM&T students test above
the national mean score in math.
To better assess the actual gains in learning made by students regardless of their academic preparation
upon entry, the “ACT Gains Analysis” is done by using students’ incoming ACT in conjunction with
CAAP exam scores for the same students. The “gains” measured are a better indication of learning
gains than the CAAP scores alone.
ACT analyzes the “gains” made by the approximately 350-375 SDSM&T students who take the
CAAP in any given year to the approximately 36,000 students in our national reference group and
designates each student as making “lower than expected progress,” “expected progress,” or “higher
than expected progress” in each of the four sub-score areas.
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SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Over the last six years, between 12% and 27% of all SDSM&T students made “greater than expected”
gains in math and less than 1% made “lower than expected” gains in math. Again, these “gains” are a
measure of how much learning occurred between initial enrollment and the taking of the CAAP exam
at the end of the sophomore year.
Similar “gains” are seen for SDSM&T students in the sub-score of science reasoning. In the areas of
writing and reading, SDSM&T students do not out-perform students system wide or nationwide at the
same high level as they do in math; however, 77% or more score above the national mean in writing
and reading, and between 4 and 6% score in the 99th percentile nationally in these two areas.
Even though the CAAP scores primarily measure learning resulting from the general education
curriculum, they are an indicator of student learning in areas key to ABET, such as math and writing.
Table 5-3 History of CAAP scores for Metallurgical Engineering Students in IPEDS
Cohort since 2004
Term
student
enrolled1
SDSM&T Students
In Metallurgical
Engineering
Math
Fall 2009
Fall 2008
Read
Sci
Reas
Writ
System-All Students2
Math
Read
Sci
Reas
Writ
3
Nat'l Four-Year Public
Sophomores
Math
Read
Sci
Reas
58.8
62.8
62.0
64.2
Writ
66.6
66.1
67.4
67.2
58.9
62.7
62.4
64.2
57.8
61.8
58.7
63.1
Fall 2007
65.0
65.6
65.9
67.2
58.7
63.7
62.8
64.4
58.5
62.8
61.7
64.2
Fall 20064
64.0
64.6
65.7
66.7
58.8
63.0
62.6
64.4
Fall 2005
63.9
66.8
65.8
65.7
58.9
62.9
62.7
64.5
Fall 2004
1
2
3
4
65.9 65.4 66.8 67.8 58.5 63.8 62.8 64.5
Includes all students in the Federal IPEDS cohort of first-time, full-time students enrolled in a degree
program
SDSM&T students are included in the calculation of system-wide mean scores
No scores are given for students enrolling in fall 2009 as these students have not yet completed 48 hours and
have not taken the CAAP test.
National mean scores for 2004-2006 are not available
Oral and written communication skills are addressed in the ‘writing sequence” (i.e., ENGL 101 and
ENGL 279 and 289, Technical Communications I and II). To continually improve writing and oral
communication skills, faculty members who teach ENGL 101; the technical communication
sequence, ENGL 279 and ENGL 289; and Speech 101, design and conduct assessments of key skills
germane to general education outcomes 1 and 2.
For example, in AY2008-2009 instructors in ENGL 101, 279, and 289 randomly selected 28 papers to
evaluate for competence in use of references, sources and in-text documentation. Each paper was
evaluated by two faculty members, and all faculty members teaching these courses met to analyze the
results in conjunction with National Survey of Student Engagement (NSSE) scores and input gathered
from employers regarding students’ communication skills at the annual career fairs held on campus.
Similarly, a metric-based assessment of students’ oral communication skills was performed in Speech
101 and ENGL 279, Technical Communication I, in AY2008-09. An oral presentation rubric was
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SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
used in pre- and post-assessments of 81 students for the first attempt at a speech and the final version
of the same speech. Six dimensions of rubric scored (i.e., content, organization, style/tone,
preparation, presentation, and ethics).
The results of these writing and oral communication assessments as well as the conclusions and ideas
for improvement can be seen at <http://academics.sdsmt.edu/assessment/>; however, the general
conclusion was that the goal of fully preparing engineering and science students in oral and written
communication requires unflagging effort and the support of all faculty members across campus.
To reinforce and support the achievement of outcomes for written communication, a “writing
intensive” requirement was implemented in 2006 whereby each academic program designated one or
more courses at the junior or senior level to as “writing intensive” and designed the curriculum to
ensure each student exercises the skill of writing in the context of his or her discipline. For more
details on the writing-intensive courses in the engineering programs, please see Appendix D, Section
K on Academic Supporting Units.
General education learning in the area of global understanding and global issues is reinforced once
students move into their major areas of study through a “global-intensive” requirement. All
engineering programs at the SDSM&T designate courses at the 300 level or above as “globalintensive” and design the curriculum to prompt students to consider global and contemporary issues
in the context of their discipline. The placement of the global-intensive courses at the junior or senior
level supports the integration of general education outcomes into learning in the major and helps
support the attainment of ABET outcomes (h) and (j). For more details on the global-intensive
courses in the engineering programs, please see Appendix D, Section K on Academic Supporting
Units.
A2. BS Metallurgical Engineering Curriculum Credit Hour Distribution
The minimum credit hour distributions for the program are satisfied. Table 5-1 shows that of the136
total program credit hours 40 are math and basic science, which exceeds the 25% requirement by 6
credit hours. The required engineering topics requirement is to be 37.5% of the total 136 credit hours,
which is 51 credits. The program exceeds this by 13 credits with a total of 64 credits required in
engineering topics.
A3. Design in the BS Metallurgical Engineering Curriculum
The design experience is critical to the student’s incorporation of fundamental engineering skills into
a coherent understanding of the practice of engineering. This integrated understanding is an
underlying program criterion for the successful practice of metallurgical engineering. As such it is
specifically labeled here for easy reference in the program curriculum. Additionally an extensive
summary of the students’ design experience is provided.
Integrated Understanding: Many of the courses in the curriculum apply several of the four major
elements of the field together in the course content; however, the four capstone design courses are
designed to specifically challenge and stimulate the students’ knowledge and problem solving
abilities in these fundamental elements. The capstone design courses are
•
MET 351 (Metallurgical Design I)
•
MET 352 (Metallurgical Design II)
•
MET 464 (Metallurgical Design III)
•
MET 465 (Metallurgical Design IV)
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SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
This sequence of courses requires students to work on a design team and solve and a specific
metallurgical engineering problem. During the last several semesters multiple student teams have
worked on the Samurai Sword Design Project. The goal of this project was to design and make a
traditional samurai sword using iron ore from the Black Hills and have comparable mechanical
properties and appearance to a traditional sword. Four design teams were developed:
•
Agglomeration Team
•
Furnace Team
•
Forge Welding Team
•
Forge Drawing Team.
The faculty presented a paper on the project that is published in the 2009 TMS Conference
Proceedings: Kellar, Howard, Cross, West, Medlin, Kellogg, The Samurai Sword Design Project and
Opportunities for Metallurgical Programs, TMS Conference Proceedings, October 2009, Pittsburgh,
PA.
The Agglomeration Team took iron ore collected from the dewatering process at the Deep
Underground Science and Engineering Laboratory, removed impurities, added fluxes and made
pellets for the Furnace Team. The team designed a process that would develop the optimum iron
reducing pellets for the Furnace team and then made the pellets.
The Furnace Team designed a small blast furnace to reduce the pellets that the Agglomeration Team
produced and made a high and low carbon iron for the Forge Welding Team. The team designed and
made two difference blast furnaces and reduced several pounds of steel. The first blast furnace was
made from two joined water heaters and masonry refractory. The Team needed more time to develop
a higher quality steel for this project, however, the design and development of two furnaces was
remarkable.
The Forge Drawing Team was designed to take the low and high carbon steel from the previous two
teams and forge weld together a rough blank for a sword. The team designed two different sword
designs based on historical evidence of Japanese swords and modern metallurgical engineering
science. Because the previous two teams did not make sufficient quantity and quality steel, the Forge
Welding Team used modern steels to create their rough blank sword. They also design the heat
treatment procedure for the sword so the final sword would have the distinctive curved shape. The
final sword blank had the distinctive curved shape and was free from quench cracking.
The Forge Drawing Team took the sword blank developed by the Forge Welding Team and designed
a thermomechanical process to make a final sword. This involved designing a process to forge draw
the sword blank using traditional blacksmithing techniques, as well as designing a more efficient
system that utilized an air hammer. Temperature and forge strain rate limits needed to be accounted
for in this process. The team also evaluated the forge weld quality and microstructural consistency of
the final sword and what properties would be expected.
Another design team project unrelated to the Samurai Sword was the Lunar Regolith Simulant Team,
or sometimes referred to as the Moon Dust Team. The goal of the Lunar Regolith Simulant Team is to
produce a lunar regolith simulant in a more efficient method than the current processes. The project
employed a complete spectrum of skill elements of the mineral processing branch of metallurgical
engineering. This will be accomplished by separating the pyroxenes from the plagioclase. The
primary customer for this project is the NASA Marshall Space Flight Center and additional
contracted companies concerned with vehicles, travel on, and settling of the lunar surface. The
customer requirements are designing a separation process resulting in high concentrations (about
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SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
80%) of the minerals found on the lunar surface. The process must be reproducible on a large scale
and cost efficient.
A4. Alignment of Curricular Components with Program Outcomes and University and
Program Objectives
The relationship of program outcomes to program objectives and them to university objectives is
mapped in Table 2.1 in §Criterion 2 and Table 3.1 in §Criterion 3. The preferred means of relating
program curriculum to program outcomes is with a Quality Function Deployment Matrix (QDFM).
Figure 5-1 shows the QFDM for the BS Metallurgical Engineer Degree program. Each program
outcome is shown in the first column while program courses are shown in the top row. The functional
importance of each course to each outcome is assigned an importance from a high of 5 to a
low of 1. If there is no functional relationship, the cell is blank. Along the bottom the functional
ratings are totaled and plotted. The last column totals the number of curricular functions having the
highest functional relationship to the outcome. Every outcome has significant representation in the
last column except for Outcome (i): Recognition of the need for and an ability to engage in life-long
learning. There is no one place for the attainment of this outcome because it is believed to be a diffuse
outcome that is captured by the students through their entire educational experience and in particular
by their interaction with program faculty who are now communicating the need to develop a life-long
learning plan. Additionally, each student is required to write their plan in an assignment in MET 440.
The QFDM shows the desired uniform and well balanced distribution of metallurgical engineering
course function to program outcomes. A second QFDM for a broader spectrum of campus activities is
shown in Appendix E.
The seven General Education Goals described above are related to program outcomes.
Notwithstanding variation from student selection of different courses to fulfill the General Education
requirements, the specificity of the goals focuses each goal attainment into determinable relationships
with program outcomes. The alignment of learning outcomes in the General Education program with
the ABET a-k outcomes can be represented since a large majority of students take a readily
identifiable sub-set of high enrollment courses. Table 5-4 to Table 5-10 show how each General
Education learning maps with the ABET a-k outcomes.
Engineering programs typically have more difficulty inculcating their students with the soft skills of
professional, ethical, social, health and safety, and economic awareness than with the hard
engineering skills associated with typical engineering science and practice courses. In recognition of
the importance of these soft skills, the program works to assure the program students achieve
professional temperament, skill, understanding, and appreciation in each one through a deliberate
pedagogy as described below.
Professional Awareness
Students in the program often interact one-on-one with the faculty. Faculty members are very
careful to always project their dedication to ethical practice, social obligations, safe practice, and
the importance of economics to engineering. The senior capstone design projects require attention
to professional concerns including ethics, social obligations, safety, and economics. The junior
and senior students in the design courses are required to discuss, coordinate and develop plans
and strategies for these issues and incorporate their plans into weekly verbal and written update
reports and the final design report.
5-18
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Chem/Physics Seq
Number of "high importance"
3
1
3
4
3
3
3
5
1
3
1
1
3
3
3
5
5
5
1
1
3
5
1
5
3
3
5
3
1
1
3
1
1
5
5
3
5
3
3
5
1
3
5
3
1
1
3
3
1
1
1
1
3
5
5
3
3
1
5
3
Math sequence
5
MET 465
3
MET 464
3
MET 445
3
MET 443
5
1
5
3
1
1
3
1
5
5
3
3
1
5
5
5
3
3
1
5
5
3
3
1
1
3
3
5
3
5
1
5
5
5
1
1
3
5
5
5
3
5
3
5
3
3
3
3
5
5
5
MET 440L
3
1
1
5
3
3
3
5
3
3
1
3
1
1
1
3
3
1
3
3
1
1
1
1
3
5
ENGL Sequence
12
5
1
PE, Music, Band, MS
3
5
5
MET 440
5
MET 433
5
MET 422
3
3
3
40
5
5
(h) The broad education necessary to
understand the impact of engineering
(i) Recognition of the need for and an
ability to engage in life-long learning
(j) Knowledge of contemporary issues
(k) Ability to use the techniques, skills,
and modern engineering tools necessary
3
MET 352
1
5
MET 351
1
5
MET 332
5
MET 330L
3
MET 330
3
MET 321
3
MET 320
MET 231
3
MET 310L
MET 220L
5
MET 310
MET 220
3
MET 232
MET 110
(a) Apply mathematics, science and
engineering principles
(b) Ability to design and conduct
experiments and interpret data
(c) Ability to design a system,
component, or process to meet design
(d) Ability to function on
multidisciplinary teams
(e) Ability to identify, formulate, and
solve engineering problems
(f) Understanding of professional and
ethical responsibility
(g) Ability to communicate effectively
Elective Courses
3
Outcome Criteria
H&SS curriculum
Met Electives
Course
1
5
5
3
1
1
1
3
5
5
3
5
3
1
1
1
2
5
3
3
1
5
5
26 27 25 28 11 33 29 20 29 15 38 10 22 30 21 14 26 26 18 14 31 31 13 14
6
3
6
1
1
6
3
1
10
1
2
1
8
1
2
3
0
1
2
1
8
6 19
8
35
30
25
20
15
10
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Figure 5-1.Quality Function Deployment Matrix for Metallurgical Engineering Students
5-19
19
20
21
22
23
24
25
26
27
28
29
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Program students are active in Materials Advantage. They hold monthly meetings and engage in
several community service projects each year. They sponsor profession meetings and participate
in scholarship programs. They send representatives to the selected professional meetings as
funding and meeting location permits.
The department has a plasma screen TV and a digital display board to help with student
professional awareness. The plasma TV runs informational videos from professional societies
(TMS/ASM), industry, and alumni testimonials as well as other topical areas specific to the
program. The display board is updated regularly and contains historical information (such as the
history of steelmaking) as well as other topical information such as the “Metal of the Week”,
current metal prices, scholarships and other program opportunities (e.g. job openings, TMS/ASM
student meetings, seminar notices, field trips).
Ethical Awareness:
Ethical practice is a frequent item for discussion in the metallurgical engineering classroom. Each
professor in the department discusses ethical issues during their semester when issues regarding
ethics correspond to the discussion. Many metallurgical engineering students are inducted into the
Order of the Engineer during Engineers Week. Part of this ceremony is a pledge to ethical
practice.
Every student enrolled in required MET 422, Transport Phenomena, and MET 321, High
Temperature Extraction, Concentration, and Recycling, participates in two half-hour discussions
on ethical problems and the hierarchy of values needed to successfully address such issues. Every
student is given a copy of the Code of Conduct for Professional Engineers during their senior or
junior year as a prelude to discussions of ethics. Every departmental professor is asked to spend at
least a portion of one class period during the spring semester discussing ethical issues. Copies of
the Code of Conduct for Professional Engineers in made available to any student who has not
already received one during the semester.
Table 5-4 Map of General Education Goal#1 to Program Outcomes
Objective #1:
Students will write effectively and responsibly and understand and interpret the
written expression of others.
ABET Outcomes
→
High-Enrollment GenEd courses
that meet Objective
↓
ENGL 101 - Composition I
ENGL 201 - Composition II
ENGL 279 - Technical
Communications I
ENGL 289/289L - Technical
Communications II
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
Table 5-5 Map of General Education Goal#2 to Program Outcomes
5-20
(i)
(j)
(k)
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
GEP Objective #2: Students will communicate effectively and responsibly through speaking and
listening.
ABET Outcomes
→
High-Enrollment GEP courses
that meet Objective
↓
SPCM 101 - Fundamentals of
Speech
ENGL 279 - Technical
Communications I
ENGL 289/289L - Technical
Communications II
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
Table 5-6 Map of General Education Goal#3 to Program Outcomes
GEP Objective #3: Students will understand the organization, potential, and diversity of the
human community through study of the social sciences
ABET Outcomes
(a) (b) (c) (d) (e) (f) (g) (h) (i) (j)
→
High-Enrollment GEP courses
that meet Objective
↓
PSYC 101 - General Psychology
SOC 100 - Introduction to
Sociology
SOC 150 - Social Problems
SOC 251 - Marriage and the
Family
HIST 151/152: American History I
and II
(k)
Table 5-7 Map of General Education Goal#4 to Program Outcomes
GEP Objective #4: Students will understand the diversity and complexity of the human
experience through study of the arts and humanities
ABET Outcomes
→
High-Enrollment GEP courses
that meet Objective
↓
HIST 121 - Western Civilization I
HIST 122 - Western Civilization II
HUM 100 - Introduction to
Humanities
PHIL 100 - Introduction to
Philosophy
PHIL 200 - Introduction to Logic
(a)
(b)
5-21
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Table 5-8 Map of General Education Goal#5 to Program Outcomes
GEP Objective #5: Students will understand and apply fundamental mathematical processes and
reasoning.
ABET Outcomes
→
High-Enrollment GEP courses
that meet Objective
↓
MATH 102/102L - College Algebra
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
Table 5-9 Map of General Education Goal#6 to Program Outcomes
GEP Objective #6: Students will understand the fundamental principles of the natural sciences
and apply scientific methods of inquiry to investigate the natural world.
ABET Outcomes
→
High-Enrollment GEP courses
that meet Objective
↓
Chemistry 112/112 Lab
Physics 111
Physics 213 Lab
Physics 213/213 lab
Physics 211/211 lab
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
Table 5-10 Map of General Education Goal#7 to Program Outcomes
Objective #7:
Students will recognize when information is needed and have the ability to
locate, organize, critically evaluate, and effectively use information from a variety of sources
with intellectual integrity
ABET Outcomes
(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)
→
High-Enrollment GenEd courses
that meet Objective
↓
ENGL 101 - Composition I
ENGL 201 - Composition II
ENGL 279 - Technical
Communications I
ENGL 289/289L - Technical
Communications II
5-22
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Every student enrolled in MET 310, Aqueous Extraction, Concentration and Recycling, will write
an essay on Global Impacts of Metal Extraction Processes and another essay on Professional
Ethics. All senior capstone design projects include an ethical component during their final
presentation and report.
Social Awareness
Items contributing to overall student social awareness are listed below:
• The program’s moderate enrollment permits a great deal of discussion between faculty and
students. The faculty frequently engages the students in informal discussions outside the
classroom, for example in the student lounge or at the annual Materials Advantage picnic. The
faculty knows all the students and spends considerable effort with them to assure their
professional and social growth.
• Students exit interviews routinely indicate that the students are clearly aware of the devotion
of the faculty to the students’ development and success. The students recognize this devotion
exceeds professional obligations and is a measure of the faculty’s interest in the students’
success. This extra measure given by the faculty fosters a deep connection between
professional practice and service in each student.
• Students’ social skills are honed through social events including barbecues, banquets, local
professional meetings, and trips to the Annual TMS and SME meetings. Typically, when the
department has an important guest visiting, one or two undergraduate students are invited to
join the faculty and the guest at lunch or dinner. Faculty members routinely host students at
the local SME meetings where the subjects frequently focus on abiding environmental
obligations and responsibilities.
• Students are involved in a weekly Hammer-In. This is a blacksmithing activity held every
Friday afternoon where students are encouraged to design and make a variety of blacksmithing
items. Occasionally, students will have a barbecue and local professional blacksmiths will
participate in this activity to give students tips on what to do.
• The Women in Metallurgical Engineering get together during the semester to do a variety of
activities including blacksmithing, jewelry making, and glassblowing.
• Students are advised and guided by the faculty on matters of conduct with other professionals.
Students frequently visit with their advisors on a wide range of social and professional issues.
Students are routinely asked to visit their advisors before interview trips and professional
activities to assure they have a good sense of what behavior is expected as young
professionals.
• Meetings of the student Materials Advantage chapter are a frequent crucible of discussion of
good and bad practices. In the course of conducting chapter business, students discuss a
variety of proposals and arrive at good practices. The faculty advisor occasionally is needed to
help students consider potentially troublesome consequences in their deliberations.
• The Materials Advantage Chapter members perform highway cleanup during the year.
Health and Safety Awareness
Items contributing to overall student health and safety awareness are listed below:
• Students’ awareness of safety concerns is most strongly reinforced by their laboratory activity.
Every laboratory involving hazardous activity includes instructions on safe practice. These are
always presented orally and in most instances they are also written. The laboratory handouts in
the course materials may be reviewed for a more detailed accounting of safety instruction.
• Safety issues are also experienced during the weekly Hammer-Ins where the blacksmithing
activities incorporate several safety issues and students must take the time to educate new
students on all this important safety concerns.
5-23
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Economic Awareness
Items contributing to overall student economic awareness are listed below:
• Every metallurgical engineering student completes a two credit course in engineering
economics: IENG 301. Students are expected to perform some economic analysis in
departmental design assignments.
• All senior capstone designs must include an economic analysis during the preliminary
proposal presentation, the final presentation, and final report.
• The majority of the program students is involved with the campus Materials Advantage
chapter and routinely solicits the campus student association for chapter funding. This activity
requires the students to write a proposal, including a proposed budget, and to manage and
account for all funds secured.
• All of the students taking the capstone engineering design courses participate in the “Dollars
and Tons” activity sponsored by NUCOR Steel. Representatives from NUCOR Steel visit
campus and teach the students about business economics during an 8 hour business simulation
game. Students work in teams and learn how to build a steel mill and participate in the world
steel market. Typically, during the last 2-3 hours of the game, students get very intense about
this activity in trying to win.
5-5 Professional Cooperative Opportunities
The program faculty is actively involved in support and leading students in professional maturation.
Some of the salient activities of the program faculty are described below.
Professional Societies
The department has two primary professional societies: A joint student chapter of ASM/TMS
(Materials Advantage) and student chapter of SME. Most students are members of Materials
Advantage. The membership for the SME chapter is primarily mining engineering students. Students
regularly attend at least one area SME meeting each year. Every year approximately ten students
attend either the annual TMS or SME meeting. A few students typically also attend the Fall ASM
meeting. The department actively supports the TMS/ASM chapter by paying 50% of all new member
dues. Roughly 75% of all students in the program are members of Materials Advantage. Dr. Howard
is the advisor for the Joint Student ASM/TMS Chapter.
In 2008 Dr. West initiated a student chapter of the American Welding Society. His involvement with
the AMP Center and the large number of undergraduate projects involving friction stir welding and
other joining processes justified another student organization on campus.
Student Materials Advantage Chapter
Dr Howard serves as the chapter advisor. The students meet monthly and engage in a variety of
professional and community service projects. The chapter has sponsored the following industrial and
university speakers:
• Dr. Raymond Peterson, 2009 TMS President
• Dr. Alan Pelton, Nitinol Devices and Components
• Mr. Michael Blakely, Dynamic Materials
• Mr. Robert Mudge, RPM and Associates
• Mr. William Arbegast, Advanced Materials Processing Center
Professional Practice
As mentioned earlier, many of the students in the program have at least one intern before graduation.
In addition, some students are hired by the faculty to work on research projects during the summer,
and still others participate in the undergraduate research programs funded by various federal agencies,
5-24
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
particularly in the Advanced Materials Processing Center. It is rare for a student who wants an intern
position not to find one.
Many metallurgical engineering students participate in large campus-wide CAMP Program designing
competitive systems such as the Super mileage Vehicle, The Mini Indy Racer, Aeroteam, and the
Mini Baja. Most of the students participate in these competitions under the auspices of the Center for
Advanced Manufacturing and Production or the Advanced Materials Processing (CAMP) Laboratory.
Program faculty members provide considerable professional counseling to students. They help them
with
• Advice on seeking employment
• Advice and editing of professional letters
• Advice on writing of resumes
• Writing recommendation letters for them
• Identifying and applying for scholarships
• Counsel on conflict resolution, professional demeanor, and professional practice
• Frequent (unremitting) advice on professional bearing and communication
• Lively discussion on professional matters
• Advice on special projects outside normal departmental sphere of activity
• Sponsor and invite students to social skill seminars, dinners, and other such events
Professional Examination and Registration
Students in the metallurgical engineering program are strongly encouraged to take the Fundamentals
in Engineering Examination. Topic review sessions are offered by the university. The metallurgical
engineering faculty routinely teaches the Materials Science review session for all students at
SDSM&T. Two program faculty members (Howard and Medlin) have been active within TMS in
writing PE exam questions for the previous PE Metallurgical Engineering Exam and the new
Materials Engineering Exam.
Internships
Many program graduates complete at least one intern experience during their academic career. The
variety of these intern experiences vary from industrial to academic research. For example, shown in
Table 5-11 are the intern experiences from 2008-2010 for students in the program. This list only
shows the students that took a co-op position for course credit (CP 297, CP 397, CP 497). A majority
of students do not opt to pay to tuition to allow earning of credit for their co-op experience. Students
apply directly to prospective employers for available co-op/intern positions similar to the manner in
which graduating seniors apply for full-time positions.
The Career Center staff and faculty members assist students in identifying Co-op/intern opportunities
and in applying for available positions. Career services provided to students include career fairs each
fall and spring semester, campus interviews, resume and cover letter reviews, online job postings, and
a series of career development workshops. The first step in this process involves a visit between the
student and the program coop/intern coordinator (Dr. Kellar) to determine how many co-op credits
the student should register for. SDSM&T’s co-op policy allows 1-3 credit hours for the semester
students are on co-op. Co-op credits may be applied toward graduation requirements in accordance
with university policy and individual department curricular requirements. Because the work
performed by a co-op student is equivalent to the workload of a full-time student, a student on a co-op
assignment who is registered for credit is considered to have full-time status. Before returning to
campus, students must turn in a formal co-op/intern report (using a format specified by the Career
Planning Center) along with an employer evaluation form to Dr. Kellar to receive credit for the
coop/intern experience. Hallway displays are kept current and relevant to the program. For example, a
5-25
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Table 5-11. 2008-2010 Metallurgical Engineering Student Intern Summary
Company/Agency
Intern Name (last, first)
National Science Foundation (REU)
SDSM&T
Spirit Aerosystems
Barrick Gold
Freeport McMoRan
Nucor-Yamato Steel
Eaton
Nucor Steel
Nucor
Vishay Dale
Nucor Steel
SDSMT
South Texas Project
Nucor-Yamato Steel Co.
Newmont Mining
Cardalis
Baker
Beattie
Brausen
Cooper
Dinger
Fischer
Freese
Goebel
Gray
Hicks
Juhl
Kelley
Krebsbach
Nordby
O'Bryan
Well
Anastasia
Ashley
Ayla
Brandon
Kalli
Logan
Max
Shawn
Kevin
Matt
Emilia
Drew
Martha
Derek
Brooke
Adam
display case of relevant journals is updated to allow students to browse and borrow technical journals
of interest. The department also makes full use of email to keep students aware of co-op
opportunities.
A-6 Other Course Materials Available for Review
The plan for displaying course materials, student work, and Continuous Improvement System (CIS)
assessment and evaluation documents is shown in Table 5-1.3. A similar plan for support course
documentation (i.e. – “By Course”) will be observed.
B. Prerequisite Flow Diagram
Figure 5-2 shows the Curriculum Flow Diagram for the BS Metallurgical Engineering for the 2010-11
academic year.
C. Course Syllabi
Appendix A contains complete syllabi for all courses employed in the BS Metallurgical Engineering
Degree curriculum. Table 5-12 shows a listing of the Table of Contents for that Appendix A. It is a
directory to the available course syllabi and is arranged by significant categories.
5-26
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Table 5-12 Plan for Organizing and Presenting Course and Student Work Materials
BS Metallurgical Engineering Degree Program
(ABET Accreditation Policy and Procedure Manual (APPM) §II. E.3.c.(10))
Resource Room Course, Assessment, and Evaluation Documents
By Course
Course materials for all SDSM&T Met Eng courses used to meet graduation requirements for
the degree BS in Metallurgical Engineering will be arranged by course on tables in the
resource room. These materials will consist of the following:
•
Syllabus
•
Text
•
Graded representative samples of exams
•
Graded representative samples of graded homework
•
Graded representative samples of lab reports
•
A compilation of handouts and supplementary materials
By Outcome
•
A directory of all outcomes and the material assessed will be posted above these
documents.
•
Materials used to assess outcomes will be arranged by year followed by outcome on a
table in the resource room.
By Objective
•
A directory of all objectives and the material assessed will be posted above these
documents.
•
Materials used to evaluate objectives will be arranged by assessment vehicle (Alumni
Survey, Advisory Board Report, etc.) on a table in the resource room.
5-27
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Figure 5-2 Curriculum Flow Diagram for BS Metallurgical Engineering Degree:
2010-11
5-28
SDSM&T: BS Metallurgical Engineering Program: Criterion 5. Curriculum
Table 5-13 Table of Contents for Appendix A: Course Syllabi
Courses in the Metallurgical Engineering Curriculum
MET 110
Intro to Engineering
MET 220
Min Proc & Resource Rec
MET 220L
Min Proc & Resource Rec Lab
MET 231
Structures & Prop of Mat Lab
MET 232
Prop of Materials
MET 310
Aqueous Extract/Conc/Rec
MET 310L
Aq Extract/Conc/Rec Lab
MET 320
Metallurgical Thermodynamics
MET 321
High Temp Extract/Conc/Rec
MET 330
Physics of Metals
MET 330L
Physics of Metals Lab
MET 332
Thermomechanical Treatment
MET 351
Eng Design I
MET 352
Engineering Design II
MET 422
Transport Phenomena
MET 433
Process Control
MET 440
Mechanical Metallurgy
MET 464
Engineering Design III
MET 465
Engineering Design IV
Metallurgical Engineering Elective Courses
MET 426/526
Steelmaking
MET 430/430L
Weld. Engr. & Design of Welded Struct.
MET 443
Composite Materials
MET 450/550
Forensic Engineering
MET 455/545
Oxidation and Corrosion of Metals
Other Required Engineering Courses
EE 301
Intro Circuits, Machines, Sys
EM 214
Statics
EM 321 or
Mechanics of Materials
IENG 301
Basic Engineering Economics
ME 216
Intro to Solid Mechanics
Support Courses
CHEM 112
CHEM 112L
CH EM 114
CHEM 114L
ENGL 101
ENGL 279
ENGL 289
GE 130
MATH 123
MATH 125
MATH 225
MATH 321
MATH 373
PHYS 211
PHYS 213
PHYS 213L
General Chemistry
General Chem Lab
General Chemistry II
Gen Chem II Lab
Composition I
Technical Comm I
Tech Comm II
Intro to Engineering
Calculus I
Calculus II
Calculus III
Differential Eqs
Intro to Numerical Analysis
University Physics I
University Physics II
Univ Physics II Lab
5-29
SDSM&T: BS Metallurgical Engineering Program: Criterion 6. Faculty
CRITERION 6. FACULTY
A. Leadership Responsibilities
Dr. Jon J. Kellar is Head of the Department of Materials and Metallurgical Engineering which manages
the B.S. Metallurgical Engineering Degree program. Dr. Kellar has been Chair/Head since 2000. Dr.
Kellar reports to the Provost, Dr. Duane Hrncir.
Thus, Dr. Kellar is the lead administrator with primary responsibility for the B.S. Metallurgical
Engineering program. Dr. Kellar, in collaboration with program faculty members, has responsibility for
and control of the program curriculum and responsibility for program development and the design of new
programs. Additional primary responsibilities of Dr. Kellar include program enrollment management and
the fostering of opportunities for external funding.
Dr. Kellar is the administrator responsible for all hiring of faculty members and other personnel in the
program, annual evaluation for program personnel and faculty members, and the provision of input to the
Provost regarding annual evaluations and petitions for promotion and tenure. Dr. Kellar reviews each
faculty member’s Professional Development Plan and negotiates the terms of the plan with each faculty
member before it is sent to the Provost for final review and approval.
Dr. Kellar’s fiduciary responsibilities include managing the budget for the program, making salary
recommendations, and overseeing operating expenses and student support budgets. In addition, Dr.
Kellar provides an important oversight and coordinating step in the process of approving research
proposals submitted by faculty members in the program. Dr. Kellar provides input to the Provost on space
utilization, program needs, and any additional information needed by the administration to ensure the
effective management of institutional resources.
Other program leadership responsibilities in addition to those described above include assigning teaching
responsibilities, coordinating schedules, making committee assignments, setting and enforcing policy,
handling student and faculty concerns, performing faculty evaluations (including the Professional
Development Plan mentioned above) and assuring that continuous improvement processes are
established, understood, and implemented.
B. Authority and Responsibility of Faculty
The department head in collaboration with program faculty members has responsibility for and control of
the program curriculum and responsibility for program development and the design of new programs.
The program curriculum is controlled at the program level, with changes, modifications, and
developments vetted by the University Curriculum Committee and forwarded to the Faculty Senate for
approval.
Because of the integrated and interdependent way institutions in the Board of Regents system are
managed, some curricular changes and modifications may need Board of Regents approval. In these
instances, curricular changes are reviewed and approved by the provost before being taken to the
Academic Advisory Council (AAC). The AAC is comprised of the vice president or provost for
academic affairs at all institutions in the state system. The AAC forwards recommendations on curricular
matters to the Council of Presidents (COPS) which makes recommendations for final approval to the
Board of Regents.
6-1
SDSM&T: BS Metallurgical Engineering Program: Criterion 6. Faculty
Thus, the program curriculum modification process begins at the program level with discussions led by
Dr. Kellar among the program faculty. If it is agreed upon, that said curricular modification is needed, a
program faculty member is assigned the task of preparing the draft request for the University Curriculum
Committee. Standard system curriculum forms are used. Once the draft is prepared, it is reviewed, and if
necessary modified, by the program faculty before Dr. Kellar submits the request to the University
Curriculum Committee on behalf of the program.
A listing to each of the curricular standard forms, as well as the process from the university level to the
regental system for each can be found at the following link:
http://www.sdbor.edu/administration/academics/aac/guidelines.htm
Course consistency is ensured at the system level by a common course numbering system (e.g. CHEM
112 at SDSMT compared to same course at another regental institution). Because the Metallurgical
Engineering program is unique to the SD system the common course number system does not apply to
program courses. Rather, course consistency applies at the program level to those courses where different
instructors may teach the same course in different semesters. For example, MET 232 Properties of
Materials is routinely taught in the fall semester by Dr. Kellar and the spring semester by Dr. West. In
such cases the same textbook is used by both instructors and they coordinate the instruction so that the
same content (i.e. chapters) are covered each semester.
As a matter of Regents policy, all courses are evaluated by students with the IDEA end-of-semester
student opinion survey (SOS). (See <http://www.theideacenter.org> for more information on this
instrument.) Student evaluations of each course taught in the program are returned to the department
head who reviews the evaluations and follows up with an individual consultation with each faculty
member in the program. The results of all course surveys are placed in the faculty member’s permanent
file which resides in the Office of the Provost. While the provost has free access to all faculty member
files, the department head and the faculty member are the primary audience for end-of-course student
evaluations. The monitoring and improvement of teaching quality is the purview and primary
responsibility of the department head in collaboration with the faculty members in the program. If the
SOSs indicate a lack of quality instruction the Department Head works with the faculty member to help
improve course quality. This support includes one-on-one discussion of course delivery as well as
university support via programs offered by the Faculty Development Committee, as described in section
6F.
C. Faculty
The program has five full-time, tenure-track faculty all holding PhDs and three adjunct professors: Dr.
Bharat Jasthi of the Arbegast Advanced Materials Processing Center (AAMPC), Dr. Peter Kim from
Seokyeong University and Dr. James Sears of the Additive Materials Laboratory (AML). AAMPC and
AML reside within SDSM&T. Tables 6-1 and 6-2 show the general analyses and workloads for the five
full-time, tenure-track faculty and one supporting faculty member Dr. Jason Hower, Department of
Chemical and Biological Engineering. Dr. Hower teaches the program’s dual listed MET 433/ CBE 433
Process Control course.
D. Faculty Competencies
The faculty members collectively have an impressive teaching portfolio and complimentary
research/industrial backgrounds to cover the depth and breadth necessary for the Metallurgical
Engineering degree. These competencies are utilized to deliver the curricular needs of the degree
6-2
SDSM&T: BS Metallurgical Engineering Program: Criterion 6. Faculty
program. Faculty competencies include aqueous processing (Dr. William Cross), high temperature
processing (Dr. Stanley Howard), mineral and materials processing (Dr. Jon Kellar), physical metallurgy
(Dr. Michael West) and physical/mechanical metallurgy (Dr. Dana Medlin). As such, the faculty
expertise adequately encompasses the necessary four elements of the field, namely, structure, properties,
processing and performance. This broad range of competencies is reflected in the attached faculty
resumes (Appendix B).
In addition to teaching faculty, the program often draws upon the expertise of staff research scientists and
adjunct professors: Dr. James Sears (metal laser deposition), Dr. Bharat Jasthi (welding metallurgy), and
Dr. Haiping Hong (materials processing). The above faculty and associates are of sufficient number to
ensure good student-faculty interactions. Perhaps, the best example of such student-faculty interactions is
within the laboratory and design portions of the curriculum. For example, during the current review cycle
the program faculty have successfully competed for National Science Foundation and NASA awards to
support the undergraduate curriculum, as show in Table 6-0.1.
It is worth noting that the NSF award “Blacksmithing Metallurgy: A Multifaceted Curriculum and
Laboratory Plan” led to the on-going Samurai Sword Jr/Sr design project. Furthermore, that project has
been well received by the general public. Specifically, the project was featured in a live broadcast
(involving Dr. Kellar and students) in the Science Café series by SD Public Broadcasting (The Cutting
Edge) in December 2009.
(http://www.sdpb.org/tv/shows.aspx?MediaID=57574&Parmtype=Online&ParmAccessLevel=sdpb-all)
Similarly, the NASA supported design project resulted in coverage by SD Public Broadcasting in August
2009.
Finally, in February 2010 a group of students from the program were invited to present their Samurai
Sword design project to legislators at the state capitol. (http://news.sdsmt.edu/press/80535). In addition to
having a wide range of expertise and a demonstrated time in service to the program, program faculty are
very active professionally. In particular, Drs. Howard (TMS Board of Directors), Kellar (past Chair
MPD), and Medlin (ASM Fellow) all have distinguished records of service to their respective
professional societies. Shown in Table 6-0.2 are the teaching faculty and their primary professional
affiliations. In addition, Drs. Howard and Medlin are licensed Professional Engineers (South Dakota).
Faculty have also been recognized for teaching excellence. For example, during the past reporting period
Dr. Kellar (2008) was recognized nationally by the Carnegie Foundation as the South Dakota Professor of
the Year. This recognition compliments that of Dr. Howard, who in 2004 was recognized for his
dedication to teaching excellence when he received the AIME Mineral Industry Education Award.
Appendix B. shows current abbreviated resumes for all faculty members with the rank of instructor and
above who have primary responsibilities for course work associated with the program.
E. Faculty Size
Five faculty are responsible for delivery of the core Metallurgical Engineering curriculum. As mentioned
above, the faculty breadth runs from mineral processing through mechanical metallurgy, all the core areas
of Metallurgical Engineering.
All faculty are assigned undergraduate students for advising. Dr. Cross, Dr. Medlin and Dr. West are the
primary freshman advisors. Those advisees that are majoring in Metallurgical Engineering stay with
these advisors through their sophomore year. Following their sophomore year, Metallurgical Engineering
6-3
SDSM&T: BS Metallurgical Engineering Program: Criterion 6. Faculty
Table 6-0.1
NSF/NASA Supported Undergraduate Curriculum Awards during the current
review cycle.
Curriculum Award
(duration)
Abbreviated Award Abstract
Program Faculty
Members
Involved
West, Kellar,
This NSF award establishes an REU Site called
Cross, Medlin,
'Back to the Future' and offers a unique 10-week
Howard
summer research program that integrates
Metallurgical Engineering projects with historical,
cultural and artistic significance.
The goal of this project is to strengthen student
Kellar, Medlin
support programming and increase the number of
(with Industrial
female B.S. graduates from the Metallurgical
Engineering
Engineering (MetE) and Industrial Engineering (IE) faculty)
programs. Students who demonstrate an interest in
participating in the support programming and have a
high probability of success in MetE or IE are
selected as scholarship recipients.
Medlin, West,
This curricular project threaded kinesthetic
NSF : Blacksmithing
blacksmithing activities into the B.S. Metallurgical Kellar
Metallurgy: A
Multifaceted Curriculum Engineering Program to improve student learning
and motivation. The project redesigned sophomoreand Laboratory Plan
through senior laboratories to include metalworking
(2007-2008)
components to help students develop a better
understanding of microstructural development and
its relationship to mechanical properties.
Cross
NASA : Mineral
This NASA award funded a design project to
Separation Technology for produce lunar regolith simulant materials from
Lunar Regolith Simulant terrestrial minerals. The recipient worked closely
Materials (2009-2010)
with NASA personnel to develop the project’s
parameters while based at the Marshall Space Flight
Center. In addition to using mineral processing
techniques to concentrate and separate the terrestrial
simulants, the award necessitated inclusion of
system’s engineering principles into the
Metallurgical design class/projects.
NSF: Research
Experiences for
Undergraduates (REU)
Site: Back to the Future
(2009-2012)
NSF : Culture and
Attitude---Innovative
Partnerships for Success
(2009-2014)
6-4
SDSM&T: BS Metallurgical Engineering Program: Criterion 6. Faculty
Table 6-0.2. Program Teaching Faculty and Primary Professional Affiliations.
Primary Professional Affiliation(s)
Faculty Member
AWS/TMS
SME/MRS
SME
TMS
ASM/TMS
West
Cross
Kellar
Howard
Medlin
student advising is split equally between the five BS Metallurgical Engineering program faculty. Dr.
Kellar is responsible for the final degree audit prior to graduation.
Similarly, the student professional development activities are also distributed among the faculty. Dr.
Howard serves as the Materials Advantage (TMS/ASM/Acers) student chapter advisor, Dr. Charles
Kliche (Mining Engineering) is the SME student chapter advisor and Dr. West serves as the AWS student
chapter advisor. In addition to numerous professional development activities (e.g. trips to society annual
meetings) each of these student chapters routinely hosts service activities both on campus and within the
community. For example the Materials Advantage chapter annually hosts a ‘highway cleanup’ day and
hosts disadvantaged children at a local amusement park (Flags and Wheels).
During the current review cycle the program was fortunate to have been awarded a $1M endowment by
Nucor Steel for the establishment of a professorship. Dr. Medlin serves as the initial Nucor Professor and
has utilized the funds generated by the endowment for annual activities that directly positively impact
students in the program. These activities includes an extracurricular ‘Dollars and Tons’ activity which
simulates steelmaking with a business perspective and an annual trip to the Nucor facility in Norfolk, NE.
F. Faculty
Appendix B includes an abbreviated resume for each program faculty member with the rank of instructor
or above.
F. Faculty Development
All tenure-track and tenured faculty are required to prepare a professional development plan. These plans
are three-year plans for tenure-track faculty with less than three years at SDSM&T or six-year plans for
all other faculty. The professional development plans for faculty members who are not tenured full
professors indicate a progressive increase in the quality and significance of planned accomplishments
that, when fully and successfully implemented, will contribute toward promotion and/or tenure as
described in the appropriate standards document. The plans for tenured full professors indicate activities
that will support their continued professional growth and leadership. The goals detailed within the plan
are divided into three areas, teaching and advising, research, scholarship and creative endeavor, and
service, with effort relative to the departmental expectations in each area and to departmentally
established standards.
6-5
SDSM&T: BS Metallurgical Engineering Program: Criterion 6. Faculty
First, the completed plan is submitted to the Department Head for evaluation and possible revision. Once
approved by the Department Head, the faculty member’s plan is sent to the relevant Dean for final review
and approval.
Resources and support available to faculty unit members include program funds from the state,
institutional (Faculty Development Committee—see below), endowments (e.g. Fuerstenau Professorship,
Nucor Professorship) and external support (e.g. National Science Foundation/NASA)
At the Institutional level, faculty development is administered by the provost. In 2009, the Provost
created an advisory group for faculty development consisting of department heads and a faculty member
who is coordinator for faculty development. The faculty development coordinator, Dr. Jennifer Karlin, is
a faculty member in the industrial engineering program, and she has responsibility for the creation and
offering of faculty development activities that span the academic year and begin with new faculty
orientation at the beginning of the academic year.
The budget for faculty development is controlled by the provost, but signature authority has been granted
to the coordinator, Dr. Karlin. Institutional funds and state monies for faculty development are
approximately $38,000 per academic year. In addition, a new student fee instituted in 2009 generates
approximately $110,000 per year for targeted use in developing mobile computing applications in the
curriculum.
As a complement to faculty development, the Education and Assessment Research Seminar (EARS),
provides an outlet for campus faculty to be engaged in an ongoing dialogue on issues related to best
practices in engineering and science education and assessment. Over the past three years, EARS has
offered 23 seminars on a variety of faculty initiated topics including a discussion on ASEE’s year of
dialogue initiative, holistic learning, campus diversity initiatives, mathematics education, technology
enabled learning, and Research Experiences for Undergraduates (REU). Program faculty have given
EARS seminars on the NSF Back to the Future REU Site and the NSF Back in Black CCLI projects.
Other specific program professional development activities associated for each faculty member over the
past five years are as follows:
Dr. Howard
• Executive Board and Retirement Board of TMS;
• Yucca Mountain Nuclear Waste Containment Vessel Review Panel;
• ABET Consultant;
• High-Purity Ge Reduction, Zone Refining, and Crystal Growth;
• Metallurgical Thermodynamics textbook writing;
• Friction stir joining of amorphous metal; corrosion properties of friction stirred Alloy 22;
• Thermal expansion properties of friction stirred Invar; in-situ reaction stir processing;
• Four TMS financial officer board of director appointments;
• Functionally graded laser additive tool and die enhancement research.
• Numerical Methods textbook completion;
Dr. West
• SDSM&T Faculty Cohort “Tablet PC Strategies and Use in the Classroom”, Summer 2008;
• Site Director, NSF I/UCRC Center for Friction Stir Processing (CFSP), 2008-present;
• Advisory Board, Western Dakota Technical Institute, Welding Manufacturing Program;
• Committee Member, ASM Handbook Committee, 2009-present;
• Graduate course, AHED 755 “Principles of College Teaching”, Spring 2009;
6-6
SDSM&T: BS Metallurgical Engineering Program: Criterion 6. Faculty
•
•
Site Director, NSF Research Experiences for Undergraduates REU Site “Back to the Future”,
2009-present;
Fuel Cycle Research and Development (FCRD) Working Group Meeting, March 2010;
Dr. Cross
• Marshall Space Flight Center, NASA Faculty Internship, Huntsville, AL, Summer 2009;
• AHED 755 “Principles of College Teaching”, Teaching Pedagogy Course taken through South
Dakota State, 2009;
• Optomec, M3D Training Course, Rapid City SD, 2006;
• Information Management Institute, UV Ink Jet Course, Digital Printing Summer Camp,
Cambridge MA, 2005;
• Joint Institute for Nanoscience and Nanotechnology, Fabrication and Characterization of NanoMaterials Course, Pacific Northwest National Laboratories, Richland, WA, 2005;
• Expert Witness, State of South Dakota vs. Dirksen, Provided Expert Testimony of Infrared
Analysis of Evidence, 2004;
• Joint Institute for Nanoscience and Nanotechnology, Nanoclusters, Nanomaterials, and
Nanotechnology Course, Pacific Northwest National Laboratories, Richland, WA, 2004;
Dr. Medlin
• American Society for Testing Materials, Voting Committee Member, E-4 (Metallography) and E4 (Medical and Surgical Materials), current;
• American Society for Metals, Event Committee (2005-2008), MPMD Task Force and Organizing
Committee (2003-present), Handbook Committee (1998-2008);
• New Courses Developed at SDSM&T, Forensic Engineering (2006) and Biomaterials (2007);
• Ametek, Inc., Wallingford, CT, Metallurgical Engineering Consulting, 2009;
• Stryker Medical, Kalamazoo, MI, Metallurgical Engineering Consulting, 2010;
• L and H Industrial, Gillette, WY, Metallurgical Engineering Consulting, 2009-2010;
• Beardsley, Jensen and VonWald Law, Rapid City, SD, Failure Analysis & Expert Witness, 20082009;
• William Janklow Law, Sioux Falls, SD, Failure Analysis & Expert Witness, 2008-2009;
• Grant Writing Workshop, SDSM&T, July 2008;
• DUSEL Majorana Collaboration Meetings, Lead, SD, January 2009 and 2010;
Dr. Kellar
• NSF Panel Reviewer;
• External PhD dissertation reviewer (U of UT, U of Alberta, Wright State)
• DOE Panel Reviewer;
• Associate Editor Materials and Metallurgical Processing;
• Reviewer to numerous professional journals;
• SDSM&T Faculty Development Committee;
• 2004-2009 SME Mineral Processing Division (Chair 2008);
• National Resource Council (Canada) Panel Reviewer;
• SDSM&T Alumni Association Board of Directors;
• SDSM&T Foundation Board of Directors;
As shown in Table D-3.7.1 FY09 faculty travel (conferences etc.) was $70,528 or roughly $14,000 per
program faculty member. This support allows the faculty significant opportunities for professional
development.
6-7
SDSM&T: BS Metallurgical Engineering Program: Criterion 6. Faculty
Table 6-1 Faculty Workload Summary for BS Metallurgical Engineering
Total Activity Distribution2
Classes Taught
Research/
Faculty Member FT or PT4 (Course No./Credit Hrs.)
Teaching Scholarly Other3
1
Term and Year
Activity
Program Faculty
Jon Kellar
40
25
35
FT
MET 232, 3 cr., F09
FT
MES 790/890, 1 cr., F09
FT
MET 220, 3 cr., Sp10
FT
MET/ME 443, 3 cr., Sp10
Stanley Howard
50
30
20
FT
MET 320, 4 cr., F09
FT
MET 351, 2 cr., F09
FT
MET 464, 2 cr., F09
FT
MET 352, 1 cr., S10
FT
MET 465, 1 cr., S10
William Cross
50
35
15
FT
MES 601, 4 cr., F09
FT
MES 691, 3 cr., F09
FT
MET 220L, 1 cr., Sp10
FT
MET 310, 3 cr., Sp10
FT
MET 310L, 1 cr., Sp10
Dana Medlin
55
30
15
FT
MET 332, 3 cr., F09
FT
MET 330L, 1 cr., F09
FT
MES 670, 3 cr., F09
FT
MET 440, 3 cr., Sp 10
FT
MET 440L, 1 cr., Sp10
FT
MET 445, 3 cr., Sp10
Michael West
50
35
15
FT
MET 330, 3 cr.,F09
FT
MET 231, 1 cr., F09
FT
MET 232, 3 cr., Sp10
FT
MET 231, 1 cr., Sp10
Supporting Faculty
Jason Hower
FT
MET 433, 3 cr., F09
40
50
10
1
2
3
4
Indicate Term and Year for which data apply (the academic year preceding the visit).
Activity distribution should be in percent of effort. Members' activities should total 100%.
Indicate sabbatical leave, etc., under "Other."
FT = Full Time Faculty
PT = Part Time Faculty
6-8
SDSM&T: BS Metallurgical Engineering Program: Criterion 6. Faculty
Table 6.2 Faculty Analysis for Metallurgical Engineering
FT
FT
FT
FT
FT
PhD, Met Eng
PhD, Met Eng
PhD, Met Eng
PhD, Mat Eng
PhD, Mat Sci
U of UT (1991)
CO School of Mines (1971)
U of UT (1999).
U of NE Lincoln (1993)
U of TN Knoxville (2006)
TT = Tenure Track, T = Tenured, NTT = Non Tenure Track
6-9
14
20
39
16
8
4
20
39
16
4
4
PE
PE
Consulting/Summer
Work in Industry
T
T
TT
TT
TT
Institution from which Highest
Degree Earned & Year
Research
Professor
Professor
Assoc Prof
Assoc Prof
Asst Prof
Highest Degree
and Field
Professional Society
Jon Kellar
Stanley Howard
William Cross
Dana Medlin
Michael West
FT
PT
Level of Activity
Profession Registration/Certification
TT
T
NTT
This Institution
Rank
Total Faculty
Name
Govt./ Industry Practice
Years of
Experience
High
High
Low
High
Low
High
Med
Med
Med
Med
Low
Med
Med
Med
Low
SDSM&T: BS Metallurgical Engineering Program: Criterion 7. Facilities
CRITERION 7. FACILITIES
A. Space
The Department is located on the first floor of the Mineral Industries (MI) building. The facilities that
include office space and instructional laboratories occupy approximately 12,000 square feet on the first
floor of the MI building and are supplemented with facilities associated with the MET Foundry, the
Engineering and Mining Experiment Station (EMES) located in the MI building, and the Advanced
Materials Processing Center (AMP) located in the Civil/Mechanical Building.
1. Offices (Administrative, Faculty, Clerical, Teaching Assistants)
Adequate office space is available to support the program. Table 7-1 summarizes the location and
size of offices available to departmental personnel.
Table 7-1
OFFICE FACILITIES
Program: Metallurgical Engineering
Room Number
Administrative
MI 112
Faculty
MI 114
MI 104
MI 110
MI 101
Clerical
MI 115
Research Scientists
MI 106
CM 236A
Teaching Assistants
MI 128A
Undergraduate Commons
MI 105
Occupant(s)
Area (sq. ft.)
Dr. Jon Kellar (Head)
166
Dr. Stanley Howard
Dr. Dana Medlin
Dr. William Cross
Dr. Michael West
160
128
128
139
Ms. Cindy Hise
245
Dr. Haiping Hong
Dr. Bharat Jasthi
130
130
Teaching Assistants
330
Undergraduates
290
Total Area = 1846
2. Classrooms
The campus currently includes 651,847 square feet of building space with 33,374 square feet devoted
to classrooms, 139,416 square feet devoted to instructional and research laboratories and 75,162
square feet devoted to offices and administration. Two building are now under construction, The
Paleontology Research Laboratory (33,000 square feet), and the Chemical and Biological
Engineering/Chemistry Building Addition (45,000 square feet). In addition, the Tech Development
Laboratory is located near campus, and the Black Hills Business Development Center is located on
campus but is run as a collaborative enterprise between the School of Mines and the regional
7-1
SDSM&T: BS Metallurgical Engineering Program: Criterion 7. Facilities
economic development entities. Specific classroom space is not held by the Metallurgical
Engineering program or the Materials and Metallurgical Engineering Department. All classrooms are
scheduled by the institutional scheduling office or (for special technology classrooms) by
Instructional Technology Services. Almost all classrooms are equipped with ceiling mount projectors
and computers, with some classrooms also equipped with ELMOs. General purpose computer
laboratories are maintained by Information and Technology Services (ITS) in all academic buildings,
the library, the student center and each residence hall. Laboratory computers are on a three-year
replacement cycle.
Two circumstances have created temporary strain on classroom resources. Pending the opening in
fall 2010 of the University Center, West River, in Rapid City, students enrolled in nearby Black Hills
State University but attending classes in Rapid meet on the School of Mines campus. This special
arrangement ends in fall 2010. Also having an impact on classroom availability is the construction of
the Chemical and Biological Engineering/Chemistry Building Addition. The addition will add 45,000
square feet of laboratory, office, and classroom space and will be open for fall 2010 semester.
Beginning in fall 2010, considerably more classroom and lab resources will become available.
Computers and electronic multi-media (projectors, a/v systems, etc.) are supported by the SDSM&T
Information and Technology Services (ITS).
3. Laboratories
Table 7-2 and the individual laboratory course descriptions (given below) summarize the major
laboratories used by the program. Recent laboratory upgrades and related support programs such as
at the Engineering and Mining Experiment Station (EMES), Advanced Materials Processing Center
(AMP), and the Center for Advanced Manufacturing and Production (CAMP) have greatly enhanced
the laboratory facilities since the last ABET visit. In general, the capability and condition of
laboratory facilities can be considered to be “good.”
What follows below is a description of the departmental laboratory courses and an assessment of the
capabilities associated with a given laboratory component.
MET 220L - Mineral Processing and Resource Recovery Lab
Laboratory exercises for these courses are carried out in MI 113, MI 126 and MI 130 of the Mineral
Industry Building. Equipment and instrumentation are adequate for this laboratory. Some of the
crushers, grinding units and flotation cells are relatively old, but all are in good condition to conduct
undergraduate instruction. A new flotation cell, fume hood, jaw crusher, pH meter, and hot
plate/stirrers have been added since the last ABET visit.
MET 231 - Structure and Properties of Materials Lab
Laboratory practices are conducted in MI 124, MI 125, MI 127A, MI 231, and MI 128B of the
Mineral Industry Building. These rooms house sample mounting, grinding, polishing, imaging
(image analyzer, SEM, TEM, optical microscopes) and mechanical property testing equipment
(hardness testers, impact testers, tensile tester). A rolling mill is available in MI 125.
Significant equipment has either been purchased or upgraded since the last ABET visit. Specifically,
the tensile tester has been upgraded with a new small capacity load cell. A new inverted
metallurgical microscope with associated image analysis software has been purchased and is located
in MI 128B. Two new polishing stations and a new abrasive cut-off saw have been added. Finally,
new scanning electron microscope (SEM) has been acquired and is located in MI 231.
MET 310L – Aqueous Extraction, Concentration and Recycling Lab
Laboratory exercises for these courses are carried out in MI 113, MI 126, and MI 130 of the Mineral
Industry Building. Equipment and instrumentation (zeta meter, electrochemical cells, contact angle
goniometer, surface tensiometer) are adequate to conduct laboratory training. A new flotation cell,
fume hood, and hot plate/stirrers have been added since the last ABET visit. In addition, a new rare
earth magnetic separator has been added.
7-2
SDSM&T: BS Metallurgical Engineering Program: Criterion 7. Facilities
MET 330L - Physics of Metals Lab
Laboratory practices are conducted in MI 124, MI 125, MI 127A, MI 231, and MI 128B of the
Mineral Industry Building. These rooms house sample mounting, grinding, polishing, imaging
(image analyzer, SEM, optical microscopes) and mechanical property testing equipment (hardness
testers, impact testers, tensile testers). Significant equipment has either been purchased or rebuilt
since the last ABET visit. A rolling mill is available in MI 125.
Significant equipment has either been purchased or upgraded since the last ABET visit. Specifically,
the tensile tester has been upgraded with a new small capacity load cell. A new inverted
metallurgical microscope with associated image analysis software has been purchased and is located
in MI 128B. Two new polishing stations and a new abrasive cut-off saw have been added. A new
scanning electron microscope (MI 234) and a new x-ray diffractometer (MI 232) have been acquired.
MET 321L - High Temperature Extraction, Concentration, and Recycling
Laboratory exercises associated with this course are carried out in MI 128B and MI 121 of the
Mineral Industry Building, as well as in the Foundry Laboratory. Electric furnaces, a gas muffle
furnace, a bomb calorimeter, thermocouples, optical pyrometers and computers for data logging are
used. Equipment used in this laboratory is, in general, adequate. Differential scanning calorimetry
(DSC) equipment is located in MI 121. Since the last ABET visit, two new electric box furnaces and
a vacuum melting furnace have been added.
MET 440L - Mechanical Metallurgy Lab
Equipment and instrumentation devices are housed in MI 124, MI 125 of the Mineral Industry
Building and in the AMP extension of the Civil/Mechanical Building. Hardness testers, impact
testers, tensile testers, electric furnaces and rolling mills are used in this course. New impact testing
equipment (MI 125) and two new tensile/fatigue testers (located in the AMP) have been added to
support the laboratory. Non-destructive testing equipment is sought, and local facilities are currently
used for this purpose. (Ellsworth Air Force Base, Schoener Machine).
MET 430L – Welding Engineering and Design of Welded Structures
Equipment and facilities to support the welding lab are located in MI 124, MI 125 of the Mineral
Industry Building and in the AMP extension of the Civil/Mechanical Building. The facilities include
state-of-the-art fusion (gas and arc) welding equipment as well as solid-state (friction stir, friction stir
spot, and ultrasonic) welding equipment. All of this equipment has been added since the last ABET
visit.
Supplementary labs
Supplementary laboratory facilities that support classes that are not specifically lab based include• Corrosion Lab (MI 103A) – This lab supports activities in the MET 445 Oxidation and Corrosion
of Metals class.
• X-ray diffraction Lab (MI 232) – This lab supports the MET 330 Physics of Metals and MET
465 Design classes.
Laboratory and research facilities in the Department of Materials and Metallurgical Engineering and
support facilities, the AMP Center, and the Engineering and Mining Experiment Station have
improved dramatically since the last visit. The department has upgraded many new pieces of
equipment to support Metallurgical Engineering Program laboratory activities. Major new laboratory
equipment acquisitions are summarized in Table 7-3. These purchases or upgrades involved
approximately $7.6 million in funds. The Metallurgical Engineering program has long recognized
that a viable program must continually modernize laboratories so as to provide students training and
depth of study necessary to be competitive in a technical society. Table 7.4 shows a list of laboratory
equipment acquired between 1998 and 2003 reported on the last ABET Self Study. A complete list of
7-3
SDSM&T: BS Metallurgical Engineering Program: Criterion 7. Facilities
existing laboratory equipment to support the Metallurgical Engineering program is given in Appendix
C.
Laboratory Safety
Laboratory safety equipment has been upgraded or replaced in the majority of the labs along with
placing of new signage. All labs contain readily-accessible first aid kits and fire extinguishers.
Fume hoods have been replaced in the two main lab spaces that have chemical use (MI 124 and 126).
Fume hoods in other labs are in good working order. New eyewash stations are located in the labs
with chemical use (MI 121, 125, and 126). The shower to support these labs is located across from
MI 124. New acid safety cabinets have been installed in all chemical labs.
7-4
SDSM&T: BS Metallurgical Engineering Program: Criterion 7. Facilities
Table 7-2
LABORATORY FACILITIES
Program: Metallurgical Engineering
Physical Facility Building and Room
Purpose of Laboratory, Including Courses
Condition of Laboratory (2)
Adequacy for
Number Student Per Year
Area (sq. ft.)
Number (1)
Mineral Industries Room 113
Taught
Particle size analysis:
Instruction
good
good
30
200
Mineral Industries Room 121
MET 220L, MET 310L
Differential scanning calorimeter:
good
good
20
300
Mineral Industries Room 126
MET 321L
Solid/liquid separation, flotation,
good
good
30
1,140
Mineral Industries Room 130
hydrometallurgy: MET 220L, MET 310L
Mineral processing, sample preparation:
good
good
30
1,510
Mineral Industries Room 125
MET 220L, MET 310L, MET 321L
Mechanical testing: MET 231, MET 331,
good
good
40
1,000
Mineral Industries Room 124
MET 440L
Atomic force microscopy, contact angle
good
good
40
400
Mineral Industries Room 124
analysis: MET 231, MET 310L
Metallography: MET 231, MET 440L,
good
good
40
945
Mineral Industries Room 234
MET 330L
SEM: MET 231, MET 330L, MET 440L
good
good
40
282
Mineral Industries Room 232
X-ray Diffraction: MET 330L, MET 465
30
412
Mineral Industries Room 128 B
High Temp Processes, Heat Treat: MET
good
good
60
500
Mineral Industries Room 103A
231, MET 321L, MET 330L, MET 440
Corrosion Lab: MET 445
good
good
15
128
Foundry Lab
Foundry, welding: MET 321L, MET
good
good
15
1750
330L, MET 430L
TOTAL Area: 8,567
7-5
SDSM&T: BS Metallurgical Engineering Program: Criterion 7. Facilities
TABLE 7-3 Equipment and related software acquired or upgraded since 2004 for
metallurgical engineering
Description
Cost ($K)
Materials Processing
MTS ISTIR-10 3D Friction Stir Processing Equipment
2,500
MTS intelligent Laser Processing System (3 KW Nd: YAG laser, a
1,500
Fanuc M16i Robot, and two feed systems)
RIFTEC Refill Friction Stir Spot Welding System
80
Cold Spot, Refill Friction Stir Spot Welding System
40
Centerline, SST Cold Spray System
90
Union/Szegvari Inc, Attrition Mill
8
Direct Write Lab (includes Maskless Mesoscale Material Deposition,
300
Dimatix Ink Jet and nScrypt technology)
Hughes, 40 kW Induction Heating System
65
High frequency Sonicator
5
Ameritherm Induction heating system
40
Custom Thermoplastic Friction Stir Equipment
20
Dual-Reed Ultrasonic Welder
100
Centerline Cold Spray Unit
170
Jetline Automated MIG Seam Welder
75
Lincoln Electric Power MIG Welder
5
Big Blue Trip Hammer
8
Propane Forge
2
Coal forge (2)
1
Vacuum Melting Furnace
30
Jaw Crusher
5
Misc Blacksmithing Equipment
3
Carver hot press
15
Small Lindberg electric furnaces
4
Buehler polishing and grinding wheels
4
Fume hood (3)
8
Vacuum Oven
12
Flotation Cell
5
Rare Earth Magnetic Separator
18
Filter Press
2
Hot Plate/Stirrers (2)
1
Mechanical/Chemical Testing
MTS 70 kip Universal Testing Machine
100
MTS 810 110 kip Material Test System
175
MTS 810 55 kip Material Test System
175
MTS 858 5.5 kip Material Test System
185
Tytron 250 Micro Mechanical Tester
150
RPM NJ1630 Mechanical Wear Testing
5
Alternate Immersion Corrosion Test Cell
10
7-6
SDSM&T: BS Metallurgical Engineering Program: Criterion 7. Facilities
TA Instruments, Q800 DMA
LECO, Interstitial Analyzer
LECO CS-600, Carbon/Sulfur Determinator
LECO TCH-600, Oxygen/Hydrogen/Nitrogen Determinator
Cryogenic Tensile Test Facility-20 kip attachment
Dynamic Projectile Impact Tester, 200 fps
MTS 50 lb force transducer/load cell
Upgraded software EG&G PARC model 273A
potentiostat/galvanostat
Instron Instrumented Izod Impact Tester
Buehler Micromet 4 Microhardness Tester
Buehler Abrasimet Abrasive Cut-off Saw
Buehler Metallographic Sample Prep Equipment/Polisher Grinder
Mettler Toledo pH Meter
Analysis/Measurement
Zeiss Supra 40 VP SEM—Field Emission
Nicomp 780 Surface Charge and Particle Size Analyzer
Phillips Macroscopic Image Analysis System
Rigaku Ultima Plus X-ray Diffraction System
Nikon Metallographic Microscope with Buehler Omnimet Image
Analyzer
16-channel Data Acquisition Center
Tensiometer Goniometer
Misc Corrosion Equipment
Wilhelmy Plate Tensiometer
Bohlen Rheometer
Brookfield Viscometer
Omega Optical Pyrometer
Research Databases/Software
SolidWorks, MathCad, LabView, DICTRA, THERMOCALC
Virtual Welding system
TEM computer upgrade
Total
40
55
55
55
5
5
4
3
25
20
5
40
1
500
80
30
250
25
20
35
3
30
30
30
1
25
100
75
7,463
* If equipment acquired in the last ten years was not listed as new during the 2003 ABET visit, it
is listed here.
7-7
SDSM&T: BS Metallurgical Engineering Program: Criterion 7. Facilities
Table 7-4 Equipment and related software acquired or upgraded between
1998-2003 for metallurgical engineering
Equipment
2 Mounting Presses (LECO)-new
Polishing Station (LECO)-new
Image Analyzer (LECO)-upgrade
FT-IR Spectrometer (Biorad)-new
Impact Tester (Instron)-new
Tensile Tester (MTS)-upgrade
DSC (TA Instruments)-new
TMA (TA Instruments)-new
Laser Particle Size Analyzer (Microtrac)-new
Portable Caster (custom)-new
Scanning Electron Microscope-upgraded
Box Furnace-new
Rame-Hart Contact Angle Goniometer
Hitachi H-7000 FA TEM
Cost ($K)
5
5
30
150
20
25
60
60
40
10
75
3
20
150
Total
653
Major support services for the B.S. metallurgical engineering program are the library,
the Advanced Materials Processing (AMP) Laboratory, the Center for Advanced
Manufacturing and Production (CAMP), and ITS (Instructional Technology
Services). The support facilities have continued to improve since the last visit.
• The Metallurgical Engineering program is supported by the Devereaux Library.
Responsibility for the Devereaux Library lies with the Director of the Library who
reports to the Vice President for Academic Affairs. Although the library's
holdings are somewhat limited, the availability of documents and research
materials are adequate for undergraduate students and, in most cases, graduate
students. The library staff is very helpful in promptly locating and obtaining
interlibrary loans when needed. Our faculty and students are increasingly using
the Internet and on-line journals for much of their information needs. Program
funding for new purchases is adequate; however, the program could always use
more. The Materials and Metallurgical Engineering Department along with the
AMP Center purchase a yearly subscription to on-line version of the complete set
The ASM Metals Handbook. A student library has been started in MI 105 that
contains basic reference books on metallurgical engineering.
• The AMP Lab has proven very beneficial to student training. The AMP facility
brings together highly specialized equipment in a laboratory environment to
perform projects in Friction Stir Processing and Intelligent Laser Processing.
These multidisciplinary projects (primarily senior design projects) often involve
industrial partners, and government laboratories. In addition to use of equipment,
AMP has provided adjunct faculty to teach topical courses of interest (MET 492Friction Stir Processing).
7-8
SDSM&T: BS Metallurgical Engineering Program: Criterion 7. Facilities
•
•
The CAMP Program has also proven very beneficial to student training. The
CAMP program brings together students to work on multi-disciplinary senior
design projects such as the Solar Rolar, Mini-Indy and Mini-Baja. These multidisciplinary projects have proven to be superb design projects for students in our
program.
ITS provides distance learning services. The primary use of these services is for
course taping when professors travel.
B. Resources and Support
The resources and support available to the program are described below.
1. Computing resources, hardware and software used for instruction.
Information and Technology Services (ITS) ITS provides both computer and distance
learning assistance. Nearly all classrooms now have installed computer video
projection equipment. In addition, ITS supports a 5 station PC bank (MI 105) for
students in the program. Details on the campus network infrastructure, computing
resources, and serves provided by Information Technology Services (ITS) is found in
Appendix D, Section L. Non-Academic Supporting Units.
Computer services provided by ITS are primarily network services such as e-mail,
Internet access, and file serving. The faculty and staff of the department primarily
use Windows-based computers, which are supported by ITS. The ITS liaison for the
MI building is Mr. Thomas Leonard (MI 120C). Mr. Leonard is trained to provide
service on a variety of Windows-based operating systems and installations. The
computer service personnel have always exhibited excellent expertise and desire to
assist and will provide additional training to Mr. Leonard as needed.
2. Laboratory equipment planning, acquisition, and maintenance processes
In March 2005, the Board Regents approved a 22.3% increase in the fees for all
laboratory courses taught at the School of Mines. Funds collected from laboratory
fees are allocated in a manner that is determined to be most effective for the
maintenance and upgrading of laboratories across campus. The provost receives 10%
of all laboratory fees, and the remaining 90% is placed in a special account of the
department that offers the course for which the fees were levied. The department
head controls use of laboratory fee revenues. The provost typically redirects his 10%
of laboratory fee revenues to the departments. In AY 2009-2010, the provost
redistributed to the department heads $110,000 in laboratory fee revenues.
The construction of the Paleontology Research Laboratory (33,000 square feet) and
the Chemical and Biological Engineering / Chemistry Building Addition (45,000
square feet) will be important contributions to the upgrading of instructional
laboratories when these buildings are completed in the summer of 2010. The
Paleontology Building will function primarily as a repository for the specimen
collection and will house preparation, casting, and instructional laboratories for the
paleontology program. The instructional laboratories now used for chemistry and for
chemical and biological engineering will be replaced entirely by the new, state-of-the-
7-9
SDSM&T: BS Metallurgical Engineering Program: Criterion 7. Facilities
art laboratories in the new Chemical and Biological Engineering / Chemistry Building
Addition.
To further support the ongoing maintenance and upgrading of laboratories and
equipment, the allocation of “F&A funds” (i.e., the indirect costs charged to all
externally funded programs) was revised in 2006, and again in 2009 after the
elimination of the dean positions. The result is that the provost receives 10% of all
indirect costs, the vice president for research receives 15% of indirect costs, the
principal investigator (PI) of the externally funded program receives 10% of the
indirect costs, and the department head of the program where the PI resides receives
10% of the indirect costs.
The provost and vice president for academic affairs collaborates with and seeks
advice from the Materials and Metallurgical Engineering department about the best
use of the recouped indirect costs in the budgets of the provost and the vice president
for research. A technician and employees in the Physical Plant carry out the
maintenance of the metallurgical equipment associated with this program. These
people are responsible for the maintenance and repair of much of the equipment in the
department. Work is handled through a work order system. Work is done on a
priority basis with educational laboratory equipment receiving the highest priority.
The equipment associated with this program is well maintained. Some of the
equipment is old but is very serviceable and functional. Equipment that is no longer
repairable is removed from service and replaced. Laboratory fees charged on all
laboratory courses and campus technology fees provide funding for maintenance and
equipment replacement. Research accounts are billed on an hourly basis for more
specialized pieces of equipment. Equipment used through the campus Engineering
and Mining Experiment Station also is maintained on an hourly use rate basis.
The Materials and Metallurgical Engineering department has an ongoing plan to
improve laboratory facilities. The department’s plans focuses on 1) renovation of
existing laboratory space, 2) maintaining existing equipment, and 3) acquisition of
additional equipment. This has been our laboratory and program philosophy for the
last decade. Great strides toward lab modernization have been made during the last
decade. Our laboratories are structured to provide support to the engineering courses
with increasing emphasis on multi-disciplinary team design projects. Funding of the
laboratory plan rests upon continued state support of the program augmented by
grants and contracts for research. Several recent research contracts and grants,
including a recent NSF Course Curriculum Lab Improvement (CCLI) have resulted in
significant lab upgrades. In addition, the Advanced Materials and Processing Lab
has helped with the purchase and upgrade of several key pieces of equipment during
the past few years.
The program faculty have identified the following needs for replacement and
upgrading undergraduate laboratory equipment for the Metallurgical Engineering
undergraduate program. The equipment to be replaced or upgraded, in order of
priority is listed below.
7-10
SDSM&T: BS Metallurgical Engineering Program: Criterion 7. Facilities
1. Software upgrade for the MTS tensile testing system in MI-125. This
software system is outdated; however, the hardware is in good working order.
The estimated cost to upgrade this software system for an educational
institution is approximately $7,000.
2. The “Buehler Manual Polishing Wheels” are in poor working condition. Even
though this polishing system is out dated equipment, and is no longer used in
industry, the experience students’ gain using hand polishing is useful.
Upgrading the hand polishing wheels will cost approximately $15,000.
However, an upgrade to a modern semi-automatic polishing system can be
accomplished for $25,000.
3. Upgrade the extensometer system for the MTS tensile tester. The current
extensometer is inconsistent and occasionally does not record the data. The
estimated cost for this component is approximately $5,000.
4. The Mineral Processing Laboratory needs to upgrade the heavy media
separator for an approximate cost of $20,000.
5. The Mineral Processing Laboratory also needs three floatation cell
replacements at an estimated cost of $10,000 each ($30,000 total).
6. The Mineral Processing Laboratory also needs an electrostatic separator at an
estimated cost of $30,000.
Total estimated cost: $107,000 to $132,000.
3. Support personnel available to install, maintain, and manage departmental
hardware, software, and networks
One full-time computer and laboratory support specialist (Mr. Thomas Leonard) is
available to support and maintain departmental hardware. Campus network
infrastructure and computing resources are also directly supported by Information and
Technology Services (ITS). Details of services provided by ITS are found in
Appendix D, Section L.
4. Support personnel available to install, maintain, and manage laboratory
equipment.
One full-time computer and laboratory support specialist (Mr. Thomas Leonard) is
available to support and maintain laboratory equipment. In addition, one full time
engineer (Mr. Todd Curtis) is available to install and manage laboratory equipment
associated with the Advanced Materials Processing Center. Major equipment issues
are also supported by the campus Physical Plant.
C. Major Instructional and Laboratory Equipment
Appendix C lists all of all major equipment avail to the program.
7-11
SDSM&T: BS Metallurgical Engineering Program: Criterion 8. Support
CRITERION 8. SUPPORT
A. Program Budget Process and Sources of Financial Support
State support for the School of Mines accounts for slightly less than one third of the overall institutional
budget. The state support for FY09 for the program is shown in Table D-3.7.2. Once the South Dakota
Legislature approves the year's allocation for public higher education, the Board of Regents allocates
funds to the institutions based on a formula that takes into account many factors in addition to
enrollment. At the campus level, program funding from state sources is controlled by the Office of the
Provost.
Starting in April 2010, open budget hearings were held to which representatives from all academic
programs were invited and given time to present information on their academic program budget needs and
priorities. While the hearings were open to all, the primary audience was the Vice President for Business
Affairs, Tim Henderson, the President and the Provost. The information gathered from these April 2010
hearings was used in formulating the FY 2011 budget.
With regard to continuity of support, each year’s prior program state budget serves as a basis for the next
year. Over the current review cycle the relative state support for the program has remained very stable as
has that from the SDSM&T Foundation, while external grant/contract support has continually increased.
A significant indicator of continuity of support was with the replacement of three faculty FTEs through
retirement over the current review cycle. Financial support for the program is summarized in Tables D3.7.1 through D-3.7.4, and will be discussed more thoroughly in subsequent sections.
B. Sources of Financial Support
Tables D-3.7.1 through D-3.7.4 list all sources of financial support for FY09 including projections for
FY10 and FY11. The state support (Table D-3.7.2) for the program in FY09 was $478,394 or 49% of
total support. Non-state dollars (Foundation/grants/contracts) comprise the other 51% of program
support. 83% of the total FY09 state support went toward faculty salaries.
Another noteworthy source of support is that for faculty travel (FY09 $70,528). This support is
noteworthy in that it allows for faculty professional development. 73% of support for faculty travel is
derived from grants/contracts.
Outside of the support listed in Table D-3.71 through Table D-3.7.4 is that of student scholarship support.
In FY09 student scholarship support totaled over $59,000 and came from a variety of sources such as
Foundation endowments and professional societies. Program students historically have been very
competitive within the national professional societies and their scholarship programs. A total of 56
program students were supported with academic scholarships.
C. Adequacy of Budget
The state support ($478,394 in FY09) provides a critical base for program execution. Importantly, the
state support provides the necessary faculty FTEs to deliver the necessary breadth and depth of the
program.
8-1
SDSM&T: BS Metallurgical Engineering Program: Criterion 8. Support
However, the state support is itself inadequate to support fully all the program needs. Consequently,
program faculty have very deliberately, and successfully, looked to external sources to help broaden the
portfolio of support for the program. Noteworthy external program support secured during the current
review cycle includes that from the private sector (e.g. Nucor Professorship ($1M endowment), John
Deere Foundation) and through federal agencies (e.g. National Science Foundation, NASA). With regard
to federal support, Table 6-0.1 summarizes the undergraduate curriculum development awards that were
externally supported during the current review cycle.
We believe that the total program budget (FY09 $975,505) is more than adequate to support the program,
and in fact, has allowed us the means to create a very distinct and successful program.
D. Support of Faculty Professional Development
At the institutional level, faculty development is administered by the provost. In 2009, the provost created an
advisory group for faculty development consisting of department heads and a faculty member who is the
coordinator for faculty development. Dr. Kellar is a program representative for this advisory group. The faculty
development coordinator, Dr. Jennifer Karlin, is a faculty member in the industrial engineering program, and she
has responsibility for the creation and offering of faculty development activities that span the academic year and
begin with the new faculty orientation at the beginning of the academic year.
The budget for faculty development is controlled by the provost, but signature authority has been granted to the
coordinator, Dr. Karlin. Institutional and state funds for faculty development are approximately $38,000 per
academic year. In addition, a new student fee instituted in 2009 generates approximately $110,000 per year for
targeted use in developing mobile computing applications in the curriculum.
As shown in Table D-3.7.1 support for program faculty travel in FY09 was $70,528 augmenting the
support available from the institution and the faculty development advisory group. Annually the
Department Head (Kellar) reviews with the program faculty their Professional Development Plan, as
described in section 6A. As detailed in section 6F program faculty are involved in a wide and varied array
of faculty development activities.
E. Support of Facilities and Equipment
Described below are the resources used to acquire, maintain, and operate facilities and equipment for the
program.
Program Level
At the program level Dr. Kellar oversees the accumulated laboratory fees and allots those to support the
facilities and equipment. When necessary, Foundation funds are used to augment those fees.
Table D-3.7.1 shows that in FY09 over $54,000 was available for purchase of equipment. Included in
this amount were funds provided by the Provost ($13,000) for purchase of a rare earth magnetic separator
that will be used primarily to support undergraduate laboratories (MET 220L and MET 310L). Table D3.7.1 also shows that over $36,000 was used to support equipment for grants and contracts. While this
equipment is primarily for research activities it often serves dual usage with the BS-level program. A
prime example of this is the recent purchase of a field emission scanning electron microscopy (SEM)
through a National Science Foundation Major Research Instrumentation award. The SEM is used
routinely within the program’s laboratories.
8-2
SDSM&T: BS Metallurgical Engineering Program: Criterion 8. Support
Similarly, industrial/private sector support of our program has led to significant equipment/facilities over
the current review cycle. Specifically, an alumnus donated a trailer ($10,000) for outreach activities and
the John Deere Foundation ($20,000) has supported acquisition of blacksmithing equipment.
In summary, program faculty are acutely aware of the need to continually update our facilities/equipment
and have been able to accomplish this goal through an aggressive laboratory development plan that
involves funds from a wide variety of sources.
Institutional Level
In February, 2005, a request was made of the Board of Regents for a 100% increase in the laboratory fee
levied on students for engineering laboratory courses. Regents’ priorities for holding increases in student
fees to less than 5.5% led the Regents to approve a 22.3% increase in the fees for all laboratory courses
taught at SDSM&T. This increase was approved, effective in March, 2005. Funds collected from
laboratory fees are allocated in a manner that is determined to be most effective for the maintenance and
upgrading of laboratories across campus. The provost receives 10% of all laboratory fees, and the
remaining 90% is placed in a special account of the department that offers the course for which the fees
were levied. The department head controls use of laboratory fee revenues. The provost typically
redirects his 10% of laboratory fee revenues to the departments. In FY09, the provost redistributed to the
department heads $110,000 in laboratory fee revenues.
To further support the ongoing maintenance and upgrading of laboratories and equipment, the allocation
of “F&A funds” (i.e., the indirect costs charged to all externally funded programs) was revised in 2006,
and again in 2009 after the elimination of the dean positions. The result is that the provost receives 10%
of all indirect costs, the vice president for research receives 15% of indirect costs, the principal
investigator (PI) of the externally funded program receives 10% of the indirect costs, and the department
head of the program where the PI resides receives 10% of the indirect costs.
The provost and vice president for academic affairs collaborates with and seeks advice from the
department heads about the best use of the recouped indirect costs in the budgets of the provost and the
vice president for research.
F. Adequacy of Support Personnel and Institutional Services
Described below are support personnel and institutional services necessary to meet program needs.
Direct Program Support Services
Many of the technical needs of the individual programs are met through a personnel support pool. The
largest group in this pool is the Information Technology Services (ITS), which maintains and improves
the computing backbone for the institution, as well as providing computing technical assistance. Mr.
Tom Leonard, an ITS technician, supports the Metallurgical Engineering program and is located in the
Mineral Industries Building (room 124).
The secretary who supports the Metallurgical Engineering program is Ms. Cindy Hise. Work-study
students supplement the secretarial support during the academic year. For example, during the 2009-2010
academic year two work-study students supported Ms. Hise and the Metallurgical Engineering program.
Graduate Teaching Assistants (GTAs) are allocated on the basis of the number of undergraduate
laboratories and the number of graduate students in a particular program. The GTAs assist faculty
members in laboratory instruction, grading of assignments, and recitations. Through this process the
Metallurgical Engineering program was able to assign at least one GTA to each lab section and a grader
to larger courses taught (e.g. MET 232) during the 2009-2010 academic year. During FY09 $10,516 was
available for GTAs.
8-3
SDSM&T: BS Metallurgical Engineering Program: Criterion 8. Support
Institutional Support Services
Institutional support services on campus are provided by specific units or offices, each of which has
means of making services available and tracking user needs on a day-to-day basis. Key campus service
entities are detailed below.
Academic Support Entities
RAS office is staffed all regular work hours. RAS staff collaborates with other units on
Office of the
campus to offer weekend “COMPASS Test/Early Registration” days”, Admission’s
Registrar and
“Visit Mines” days and summer orientations. Online services offered
Academic
Services (RAS) through WebAdvisor which gives students 24/7 access student records, adding/dropping
classes, running a program evaluation, linking to the SDePay system for financial
information, and linking to the National Student Clearinghouse for enrollment
verifications, etc. NSSE and the SSI results are used to supplement informal daily
feedback on services.
Devereaux
Extended hours (i.e., open until Midnight five nights a week) are offered during fall and
Library
spring semesters. The Reference desk is staffed Sunday through Friday and assistance
available in person, by phone or email or online via blog, Facebook page, Twitter and
Meebo. Library informational sessions are offered one-on-one or large group upon
request. An extensive informational webpage keeps users informed and allows 24/7
access to online. Academic departments are surveyed yearly regarding collections and
acquisitions.
Chemical
Storeroom is open and staffed during weekdays, and when the Campus Chemical
Storeroom
Materials Coordinator is unavailable, the Environmental Health and Safety Director
serves as a back-up. Schedule information is posted, and storeroom inventory is
available online. Chemical orders can be dropped off any time of day. Information
about the chemical storeroom is included in graduate student seminars and is provided to
academic departments during the annual Environmental Health and Safety audit. The
Campus Chemical Materials Coordinator monitors filled orders to ensure needs are met.
Financial Aid
Office staffed weekdays. Asynchronous and off-hours communication is handled via
Office
[email protected]. A toll-free number is offered, and the Financial Aid web site
is kept up to date with extensive information on Federal, state and institutional aid
programs available at the School of Mines.
Admissions
Digital information is provided via the web or email. Print publications are distributed at
college fairs, during hosted campus events and personal visits. Campus visits and
consultations with admissions counselor and faculty members are by appointment or on a
drop-in basis. Counselors available online through a social network site (Zinch), by
phone, and by email.
The ITS Help Desk/Repair Center/Tablet Central is staffed extended hours Monday
Information
through Friday. Callers are given a 24-hour emergency pager number for after hour
Technology
issues. Assistance is available by person, phone or email, as well as online help on the
Services and
ITS website. Informational surveys are sent electronically once a year to students to
Helpdesk
identify service needs, and the ITS director meets each semester with the Student
Association. Faculty/Staff are queried about their needs during training sessions.
Graduate
Graduate office staffed during weekdays, and graduate education web site offers
Education
extensive information on all programs, including a web-automated admission application
form. Each semester graduate student orientation is offered at which time input on
services is solicited. Thesis/dissertation workshops and informational seminar/luncheons
are used to communicate about graduate services and to collect input. Email is regularly
8-4
SDSM&T: BS Metallurgical Engineering Program: Criterion 8. Support
Youth
Programs and
Continuing
Education
used to keep graduate students informed of requirements, services, and deadlines.
Web site is updated daily and includes links to the K-12 campus Web site. Programs and
events are actively marketed through brochures, mailings, fliers, advertising, Web sites,
and e-mail. Office staff is available via telephone or e-mail during regular campus hours
and during programs outside of office hours. Feedback and workshop ideas are solicited
via an evaluation form given at each program, and alumni and teacher surveys are used
to solicit program ideas
Student Support Entities
Counseling and Free counseling and disability services offered during weekday business hours and upon
ADA Services
request. Counseling offices are centrally located in the student center and close to dining
and residence hall facilities. Services are well advertised in student publications and on
our website, and contact can be made by phone, email, or personal visits. If needs are
not met by employees or graduate interns, off-campus referrals are made. A yearly
summary of service activity is compiled.
Career Center
Personalized assistance is given in the office during business hours, by appointment, and
via printed publications and electronic formats. An online system provides 24/7
information on job postings, campus interviews, career fairs, and career development
workshops. Feedback from students and employers is solicited on a regular basis through
surveys, individual conversations and emails. Careful tracking of placement rates and
starting salaries are all used to stay abreast of trends relevant to providing career
services.
Multicultural
Programs and events marketed through digital signage, brochures, mailings, fliers,
Affairs
advertising, Web site, and e-mail. An American Indians in Science and Engineering
Society (AISES) newsletter produced bi-annually. All offerings published via the online
streaming news. Web site has frequently updated streaming news and resource links.
Office is staffed during business hours and available during off-hour programming.
AISES meets weekly and the National Society of Black Engineers (NSBE) and Society
of Professional Hispanic Engineers (SHPE) meet bi-monthly. Free weekly multicultural
luncheons encourage drop-in contacts, and all ethnic minority students are contacted via
email regularly to ensure that information is shared and needs are being met. A
representative is part of the Early Alert team of faculty and staff that meets weekly to
discuss interventions for specific students at risk
Student
Weekly e-news letters are sent to all students, campus offices, and departments for
Activities and
printing and posting. The Student Activities and Leadership Center (SALC) is staffed
Leadership
during regular business hours for feedback and input regarding programming and student
needs. Activities, programs, and events are aggressively advertised through all
acceptable on-campus methods, including, electronic billboards, sidewalk chalk, and
posters. Student, staff, and event-specific surveys are used to get input on student needs
and interests. The webpage is updated weekly and the Facebook page semi-weekly.
Tech Learning
Free tutoring offered 7 days a week during fall and spring semester and weekdays in
Center
summer. Tutors are high performing students in math, chemistry, computer science,
English and/or physics. Tutoring Schedule and Areas of Expertise Charts are posted on
the web site, dormitories, and bulletin boards in campus buildings. Data collected on
services used is analyzed continuously to adjust programming. TLC coordinator visits
with veteran tutors and instructors of key chemistry and math courses to gather input on
tutoring service effectiveness. Supplemental instruction sessions are provided for
foundational math and chemistry courses.
Ivanhoe
Office staffed during work hours and email and fax is monitored continuously. A web
International
site for international students has in-depth information about admissions, maintaining
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SDSM&T: BS Metallurgical Engineering Program: Criterion 8. Support
Center
Residence Life
Office
Wellness
Center
Intramural
Sports
Swimming
Pool
status, and obtaining work permission. Questions about arrival plans, cultural
adjustment, and events on campus are handled one-on-one, in orientation sessions, and
via email. Email notifications are sent for events, deadlines, and requirements for
internationals. Seminars offered on regulatory issues, income tax assistance, etc.
Students studying abroad are supported via the web site, pre-travel orientations and the
offering of key information on health, safety, emergency planning, cultural adjustment
issues in print and digital formats.
Office staffed working hours to support mail delivery, key/door access management, and
assistance to students and the public. Hall directors and student staff are available 24/7
via on-call/on-duty rotations. Staff cell phone numbers are published. Programming and
activities to support students academically and socially are offered. To gain feedback on
services and needs, an evaluation is levied each semester (with a 70% average return
rate). Hall directors and ResLife Director meet with student groups throughout the year
to solicit in-put on services, policies and procedures.
The Center helps create an atmosphere and ethos of health and fitness for campus.
Facilities are open and monitored M-F from 7:00 AM – 8:00 PM, weekends 12:00 PM –
4:00 PM. Hours are customized for holidays. The facility is open for all on campus.
Intramural sports programming is run fall and spring semesters by the Intramural
Director and Intramural Manager and multiple work study referees. Offerings are
publicized via a web site, email and print publications.
The pool is open weekdays for as many hours as possible with work-study life guards.
Information publicized via e-mail, online, and print notices.
Administrative Support Entities
Finance Office A business services web site maintained with information about the full range of
administrative services and human resources. The “BUG” (Banner Users’ Group) meets
monthly for training. BUG-generated materials are posted on the system portal and
advertised via the BUG newsletter. Students are informed of services through mailings,
email, and Orientation information packets. Parents informed through the “Parents’
Primer on Finance” publication and parents’ sessions during Orientation. All new
employees receive a “Welcome to Mines” packet covering financial services and
reporting. Input on services and university finances and budgets are sought through the
Budget Advisory Committee.
Purchasing/
The Business Services web site includes purchasing, telecommunications, copier, thesis
Business
process and print center information and links is updated and available 24/7. Training
Services
sessions, e-mail instruction, and one-on-one meetings are offered on demand. The state
purchasing group publishes a quarterly newsletter, UPP Words: News from University
Procurement Professionals, and does a survey yearly to inquire into end-user needs and
satisfaction.
Scheduling
A complete campus scheduling service is offered online, including confirmation, room
set-up requests, a log-in book for guests signing up for an event, an event-planning
checklist, and detailed information on formation and setup of rooms available.
Human
Information and services pertaining to compensation, recruitment, benefits, performance
Resources
management, employee relations, and interpretation and enforcement of policies and
procedures are offered 24/7 through the HR website and the system portal. Leave and
timesheet submission announcements are sent via email. Recruitment, time card, and
leave reporting are all handled online. The director of human resources serves as the
campus Title IX/EEO (Equal Employment Office) representative for human rights issues
and is Co-Coordinator of ADA (Americans with Disabilities Act). Grievance procedures
are published online and via the system portal.
8-6
SDSM&T: BS Metallurgical Engineering Program: Criterion 8. Support
University
Publications
and Web
Support
Cashier /
Student
Accounts
Digital Signage
Keyless Entry
System
Email is used to inform campus of training sessions for web support and the university’s
web content management system. Website feedback is collected through e-mailsubmission feedback links on all web pages. Media contacts attend a yearly on-campus
luncheon at which their input is solicited. Staff members visit local media outlets yearly
to solicit feedback and maintain relationships. An online Media/Experts Guide is posted
to the website.
Office is centrally located in the student union and open 8-4 weekdays. Web site offers
24/7 access to e-commerce options, including information on payment of tuition, fees,
and bills through the South Dakota University System SDePay. Information and FAQs
also provided about mail payments, electronic funds transfer, campus debit-card system,
and the schedule of tuition and fees.
A campus digital signage system provides information, event listing, and campus
mapping. All campus entities can submit content for display via email An improved
approach to posting is under review as of spring 2010 following a request by the Student
Association.
A keyless entry system has been implemented in the student center, all residence halls,
and many labs. Expansion to other buildings and facilities is underway and monitored
and guided by a University task force.
Research and Related Support Entities
OSP maintains comprehensive website of services for both the Pre-Award and PostOffice of
Award aspects of grants. Site includes links to forms as well as contact information for
Sponsored
support staff charged with helping with grant-related tasks. A weekly Grant
Programs
Opportunities Newsletter is published to campus and includes specialized notices about
(OSP)
the down-select process for limited-applicant RFPs. Faculty and staff suggestions on
content and presentation are used to improve the newsletter. A monthly “Miner’s
Paydirt” is published to summarize awards granted by monthly and year-to-date. The
“Paydirt” also contains feature articles on select awards and campus issues germane to
research.
Office of
OTT receives disclosures from inventors in hard copy form, but an automated / online
Technology
submission system will be in place by June 2010. Online service capabilities will
Transfer
include tracking through all stages of the process of evaluation and patent application.
An MOU between the OTT and the Small Business Development Center (SBDC) in
Madison, SD enhances the level and quality of disclosure evaluation services. The OTT
is part of a regional Center for Business and Economics that coordinates the use of
experts nationwide in the evaluation of intellectual property.
Facilities and Infrastructure Support Entities
Environmental
Through an extensive web site, EHS provides links to and information on emergency
Health and Safety
management, campus alert system, incident reporting/tracking, risk management,
chemistry storeroom inventory, hazardous waste removal, campus training, campus
safety report and crime statistics, and sustainability initiatives. A campus standing
committee for Environmental Health, Safety, and Risk Management provides advice
on services and initiatives.
Bookstore
Located in the student center, the bookstore is open normal business hours and during
many campus special events. The bookstore maintains an online storefront through
which users can buy or sell new or used textbooks and purchase software or School of
Mines gifts and clothing.
Dining Services
Food services and catering are provided by Aramark, which maintains a web site
where users can access the online catering request system, catertrax; read menu
8-7
SDSM&T: BS Metallurgical Engineering Program: Criterion 8. Support
Facilities Services
(safety, parking,
grounds, mail, car
pool, maintenance,
building projects)
Child care
(Kids Kastle Little
Miner's Clubhouse)
Faculty and Staff
Lounge
offerings for the dining room, the miner’s shack snack bar, and java city coffee shop;
learn about the meal plan options; and check service hours.
Offices are staffed business hours and the campus safety office is staffed 24/7. The
facilities web site offers online request forms for parking passes, work order requests,
and fleet vehicle reservations. A monthly facilities newsletter is sent to all campus.
Campus standing committees for Parking, Campus and Facilities Planning,
Environmental Health, Safety, and Risk Management, and Signage provide input to
the vice president for oversight responsibilities for facilities and related services.
On-campus center serves children from four weeks to ten years old Monday through
Friday, 5:45 a.m. to 6:15 p.m. year round. Stipends for parents who are students are
available, and an application is offered online.
The lounge and its kitchen are open during business hours and is overseen by a
standing campus committee. Dues are solicited, and a cook is retained to make a
variety of cookies that are sold on an honor system. Beverages and snacks are sold on
an honor system, and the cash box remains unlocked.
Periodic formal master planning is done to ensure the currency and relevance of support services and
facilities. In 2005, the comprehensive campus master plan was reviewed and updated. Since that time,
two new buildings and a new dorm have been built and extensive remodeling and expansion work on the
student center was completed. An RFP for a facilities master plan that will encompass buildings and land
development went out to bid in June 2010 for com. We anticipate the RFP will go out to bid in June 2010
for completion in fall 2010. The Campus Facilities Planning Committee has broad representation and is
actively engaged in defining the scope and goals for our new facilities planning effort.
The School of Mines made a significant investment for the safety and well being of its campus in 2007
when it hired a professional Director of Environmental Health and Safety (EHS). EHS’s stated mission is
to promote a positive, responsible, integrated safety culture at all levels of the university
community. EHS accomplishes its role through education, consultation, and compliance monitoring.
Services include emergency management, campus alert system, incident reporting/tracking, risk
management, chemistry storeroom, hazardous waste removal, campus training, and sustainability
initiatives. The EHS website, along with frequent electronic campus updates, serves as an effective tool
for communicating this key support process. EHS serves as the coordinator and primary contact point
for campus emergency services and safety.
The School of Mines abides by the Campus Security Act which requires all public and postsecondary
institutions to comply with numerous safety and security policies and reporting requirements. Campus
crime statistics and other Campus Security Act information are found on the Student Life website. The
Facilities Services website provides information related to escort service, emergency services, parking
regulations, and vehicle registration.
Safety personnel monitor the campus and work closely with the Director of Environmental Health &
Safety and the Rapid City Police Department (RCPD) to enforce community, state, and federal laws.
The RCPD headquarters is located only six blocks from campus, and the institution has fostered a
longstanding relationship with the RCPD, who serves as our primary law enforcement entity.
The largest campus support group is the Information Technology Services (ITS), which maintains and
improves the computing backbone for the institution, as well as providing computing technical assistance.
All of the campus has hard-wired and wireless computer access. The wireless access, which was
completed during the current review cycle, greatly simplified the process of using the computing facilities
of the institution in classes and laboratories.
8-8
SDSM&T: BS Metallurgical Engineering Program: Criterion p. Program Criteria
CRITERION 9. PROGRAM CRITERIA
The program criteria consist of both curriculum and faculty requirements and are as follows for a
metallurgical engineering program:
Curriculum Criteria
The program must demonstrate that graduates have
1. the ability to apply advanced science (such as Chemistry and
Physics) and engineering principles to materials systems implied
by the program modifier: metals;
2. an integrated understanding of the scientific and engineering
principles underlying the four major elements of the field:
structure, properties, processing, and performance related to
material systems appropriate to the field
3. the ability to apply and integrate knowledge from each of the
above four elements of the field to solve materials selection and
design problems
4. the ability to utilize experimental, statistical and computational
methods consistent with the program educational objectives.
Faculty Criteria
The faculty expertise for the professional area must encompass the four
major elements of the field.
Quantitative satisfaction of the curriculum criteria is shown in Table 9-1 where program
outcomes corresponding to the program criteria are mapped to specific program outcome
assessments. The program criteria numbers in columns 3-6 correspond to the numbering of the
criteria above. The average score card assessment for each outcome shown in the rows is entered
into the correctly mapped location and averaged for years 2008 and 2009. The average for both
years is 3.9. According to the scale used for assessing outcomes (ref. Appendix E, Metrics), 3.0
is moderate performance and 5 is exemplary performance. Therefore, the program is meeting the
program criteria satisfactorily; however, the intent of the CIS system is continual performance
improvement.
9-1
SDSM&T: BS Metallurgical Engineering Program: Criterion p. Program Criteria
Table 9.1 Program criteria evaluation from corresponding outcome assessments
Curriculum Criteria
In terms of curricular activities, program students engage in a full spectrum of course work and
extracurricular activities that firmly support the program criteria. A description of these is
presented here.
The program satisfies the criteria that the program graduates have the following:
The ability to apply advanced science (such as Chemistry and Physics) and engineering
principles to materials systems implied by the program modifier
Each Metallurgical engineering graduate must complete PHYS 211 (University
Physics I, 3 cr.) and PHYS 213 (University Physics II, 3 cr.), and PHYS 213L
9-2
SDSM&T: BS Metallurgical Engineering Program: Criterion p. Program Criteria
(University Physics II Laboratory, 1 cr.), all of which are calculus-based. MATH
123 (Calculus I) is prerequisite for enrollment in PHYS 211.
Additionally, each metallurgical engineering graduate must complete CHEM 112
(General Chemistry I, 3 cr.), CHEM 112L (General Chemistry I Lab, 1 cr.). Students
are given an option between CHEM 114 (General Chemistry II, 3 cr.), CHEM 114L
(General Chemistry II Lab, 1 cr.), or BIOL 151/153 (General Biology I/II, 3 cr.),
BIOL 151L/153L (General Biology Lab I/II, 1 cr.). Additionally, each graduate must
complete six additional credit hours of science electives. Science courses frequently
taken by our students include, but are not limited to, CHEM 316 (Fundamental of
Organic Chemistry); CHEM 342 (Physical Chemistry I); CHEM 452 (Inorganic
Chemistry) and PHYS 361 (Optics). Thus, the above mentioned science
requirements (21 credits total) serve as the foundation for the application of science
to metallurgical systems.
Advanced science concepts are applied throughout all required metallurgical
engineering courses. Applied chemistry is most notably present in the following
required courses: MET 232, MET 220, MET 310, MET 320, MET 321, and MET
422. Applied chemistry is also present in the following directed elective courses:
MET 445, MET 443 and MET 426. Applied physics is most notably present in the
following required courses: MET 232, MET 320, MET 330, MET 332 and MET 440.
Applied physics is also present in the following directed elective courses: MET 443,
MET 430, and MET 426. Other sciences (e.g. geology, biology) are present and
applied in courses such as MET 220, MET 310, MET 320 and MET 321. The design
sequence (MET 351, MET 352, MET 464, MET 465) employs science concepts
throughout.
With respect to applying engineering principles, the following required courses serve as
the foundation for such application: GE 130 (Introduction to Engineering, 2 cr.), EM 214
(Statics, 3 cr.), and EM 321 (Mechanics of Materials, 3 cr.). MET 110 is replacing GE
130 in the program curriculum, but it will serve the same function as GE 130 with respect
to program criteria.
Advanced engineering concepts are applied throughout all required Metallurgical
engineering courses most notably MET 310, MET 320, MET 321, MET 422, MET 330,
MET 332, MET 443 (directed elective), MET 445 (directed elective), MET 426 (directed
elective) and MET 440. In addition, the design sequence (MET 351, MET 352, MET
464, MET 465) involves extensive use of engineering concepts.
An integrated understanding of the scientific and engineering principles underlying the
four major elements of the field: structure, properties, processing, and performance
related to material systems appropriate to the field
Program graduates are well prepared in the matters of structure, properties, processing,
and performance be it in extractive or materials aspects of the discipline.
Structure
Scientific and engineering principles related to material structure are covered in MET
231, MET 232, MET 330 and MET 332. Specific structure topics covered include basic
crystallography, x-ray diffraction, dislocations, slip phenomena, grain boundaries,
vacancies, annealing, and solid solutions. These topics are covered primarily from a
9-3
SDSM&T: BS Metallurgical Engineering Program: Criterion p. Program Criteria
scientific perspective. Structure topics are also covered from an engineering perspective
including elastic and plastic deformation under different force systems, dislocation
theory, fracture, internal friction, fatigue, creep, residual stresses, recovery,
recrystallization and grain growth. When these criteria were first adopted by ABET,
structure was deemed to include the extractive processing elements by considering the
structure of an extractive process, its properties, etc. [Dr. Gerald Liedl’s example for this
was an iron blast furnace and its structure, properties, processes, and its performance]. In
that sense the structure of such processes is covered in courses such as MET 310, MET
321, and MET 426 (directed elective).
Properties
Scientific and engineering principles related to material properties are covered in MET
231, MET 232, MET 330, MET 332 and MET 440. Topics covered include elastic and
plastic deformation under different force systems, fracture, internal friction, fatigue,
creep, residual stresses. In the extractive processing aspect of the discipline, the
properties of extractive processing equipment such as large-scale equipment are covered
in MET 310, MET 321, and MET 426.
Processing
Scientific and engineering principles related to material processing are covered in MET
220, MET 330, MET 332, MET 440, MET 443 (directed elective), MET 321, MET 310,
MET 422. Specific processing topics covered include heat treatments, hot and cold
working, Thermomechanical processing, oxidation/reduction processes, smelting,
electrorefining, comminution, sizing, solid/liquid separations, leaching, ion exchange,
solvent extraction, flocculation, froth flotation, and electrostatic separation.
Performance
Scientific and engineering principles related to material performance are most heavily
covered in MET 231, MET 231, MET 330, MET 332, MET 440, and MET 443 (directed
elective). Specific performance topics covered include hardness, strength, ductility,
fracture, fatigue, and product purity.
the ability to apply and integrate knowledge from each of the above four elements of the
field to solve materials selection and design problems
Scientific and engineering principles related to solving material selection and design are
covered in MET 231, MET 232, MET 310, MET 321, MET 330, MET 332, MET 440,
MET 422 and the design sequence (MET 351/MET 352/MET 464/MET 465). Specific
class projects where the application and integration of metal structure knowledge is
required include: a Cu-Ni solid solution project (MET 330L) and an Al alloy project
involving grain size control (MET 440L). Class projects where the application and
integration of metal processing knowledge is required have included: a Pb/Zn purification
project (MET 321), a MoS2 roaster (MET 321) project, a series of mineral processing unit
operation projects (MET 310L), and an Al alloy project involving grain size control
(MET 440L), and composites design (MET 443)
the ability to utilize experimental, statistical and computational methods consistent with
the program educational objectives.
Students are required to use Microsoft Excel® as their primary computation tool other
than handheld calculators. Excel use includes use of Goal Seek® and Solver® for
optimization as well as the writing of MACROS to perform more complex problems. In
MET 321 students must create a worksheet solution for a substantial heat and mass
9-4
SDSM&T: BS Metallurgical Engineering Program: Criterion p. Program Criteria
balance problem suitable for use by a technician. The worksheet must be clear and
concise and free from corruption by a novice user of the application. Excel is also used in
MATH 373 to solve PDQs describing heat transfer problems in solids. In MET 321 and
MATH 373 students use MathCad® or MATLAB® to solve systems of ODEs. IN MET
320- students are required to perform equilibrium computations in mixed systems using
Thermocalc®. An exhaustive list of computation instruction follows.
The campus requires each student have a standardized notebook computer. The university
provides robust server services including many software packages for student use as part
of their tuition. Software routinely used and available on the campus network includes:
•
Microsoft Office Pro (Excel, Power Point, Outlook, Publisher, Word. Project.)
•
MATHCad
•
MATLAB
•
C++
•
BASIC
•
AutoCad
•
Maple
•
Solid Works
•
Internet services
•
Materials Property Data Base prepared by ASM International
•
ThermoCalc/Dictra
•
Abacus
•
Fluent
The Metallurgical engineering Program promotes the development of student’s
knowledge and competency in the use of computers to solve computational problems and
to control processes.
Specific computer applications that are developed in Metallurgical engineering and
related courses are given below:
• MET 220/220L -Mineral Processing and Resource Recovery (4 cr.): Students are
required to use PCs to write and edit formal laboratory reports. Included in these
reports are plots generated by Microsoft Excel.
• MET 231 - Properties of Material Laboratory (1 cr.): Students are required to use
PCs to write and edit formal laboratory reports, use Microsoft Excel to make
calculations. Included in these reports are plots, which require use of graphical
software.
• MET 310/310L - Aqueous Extraction, Concentration and Recovery (4 cr.).
Students use Microsoft Excel and MATHcad in report writing and design
component.
• MET 321 - High Temperature Extraction, Concentration, and Recycling (4 cr.):
Students are required to use Microsoft Excel and MATHcad to solve heat and
mass balance problems. The purpose of these exercises is to reinforce the
algebraic solution o f such problems. Students are required to use EXCEL
SOLVER to solve linear and non-linear optimization problems, MatLab and
MATHCad to model control systems and solve ordinary differential equations,
and EXCEL to solve one and two dimensional unsteady-state problems in heat
and mass transfer. Students also use these same tools when completing
laboratory reports and design projects.
9-5
SDSM&T: BS Metallurgical Engineering Program: Criterion p. Program Criteria
•
•
•
•
MET 330L - Physics of Metals Laboratory (1 cr.); Students are required to use
Microsoft Excel to help develop an understanding of X-ray diffraction, resolved
shear stress and grain growth and grain size phenomena. Basic word processing
and Excel are used in report writing.
MET 440/MET 440L - Mechanical Metallurgy (4 cr.): Microsoft Excel is used to
generate solutions for fatigue analysis and model deformation process: e. g.
rolling. In addition, basic word processing is used in report writing.
MET 464/465 - Metallurgical Design (4 cr.): Many of the engineering projects
selected by students require the use of the computer. For example, many projects
involve the use computer for process control. In addition, CPM software is used
to schedule projects. A material property database (ASM International) is
available. All students are required to prepare reports and graphics using the
computer. CAD packages (AutoCad, SolidWorks), spreadsheet support (Excel),
Microsoft Word , MATHCad and MatLab are some of the computer software
available and used by students in design.
MATH 373 – Students make extensive use of Microsoft Excel including
SOLVER®, Goal Seek®, VBA’s, iterative routines, instructor-provided macros
for learning PDQ and LP solutions, matrix operations using matrix Add-Ins® by
Leonardo Volpi in additional to the simplistic, but common, uses of Excel. The
students also use MATHCad® or MATHLAB® for Runge-Kutta solutions to
ODE systems.
Statistics are taught and used throughout the Metallurgical engineering curriculum.
Through repeated, contextual use, students have an excellent fundamental working
knowledge of the meaning and use of statistics. Following is a synopsis of statistics
instruction in several departmental courses. In addition to the statistics use described
below, each course description includes a synopsis of statistics instruction.
• MET 220, 310/301L
1. Linear regression analysis with confidence limit. Students are encouraged to
use, whenever applicable, the conventional linear regression analysis. In
addition, they are encouraged to use the confidence limit with the help of the
t-table to see the spread of their data around the regression lines.
2. Linear regression analysis with confidence limit. Students are to carry out
chemical analysis on a porphyry copper ore. This exercise includes ore
sampling through coning and quartering. In addition, students are asked to
perform 90% and 95% confidence limits for the mean copper value of this
ore after chemical analysis using an atomic adsorption spectrophotometer.
• MET 440/440L
Students are expected to recognize that mechanical property measurement results
depend on the state of the material, measurement practice, and other unknown
factors. Therefore, students are expected to report measured mechanical
properties in a statistical form. In addition, students perform a repeatibilty and
reproducibility hardness laboratory.
• MET 321
1. Statistical Process Control: Subjects covered in this course segment include
the concepts of precision and accuracy, sampling, grand standard deviation
versus the standard deviation of the group means, the generation of range and
control charts including the concept of control lines and their relationship to
statistical distribution, the significance of length of runs, and number of runs.
9-6
SDSM&T: BS Metallurgical Engineering Program: Criterion p. Program Criteria
2. Data Adjustment: Students use Excel Solver to perform regression analysis
on data constrained by mass balances in process flow sheets to arrive at bestfit values for each process stream.
Regression Analysis: Students are taught in MATH 373 and MET 321 how
undetermined coefficients in their own mathematical models of engineering systems
may be determined through regression analyses using Excel’s Solver. Students
perform statistical-related assignments in regression analysis as it pertains to data
adjustment, curve fitting, and optimization.
.
Table 9-1 Summarizes the metallurgical engineering courses and their emphasis in applying and
integrating knowledge for materials selection and design.
Table 9-1 Metallurgical engineering courses and emphasis in applying and
integrating knowledge for materials selection and design.
MET 220/220L Mineral Processing and
Resource Recovery
MET 231 Structures and Properties of
Materials Lab
MET 232 Properties of Materials
MET 310/310L Aqueous Extraction,
Concentration, and Recycling
MET 320 Metallurgical Thermodynamics
MET 321/321L High Temperature Extraction,
Concentration, and Recycling
Optimal flotation chemistry systems are
designed with the objective of optimizing
reagent consumption to maximize product
recovery and grade at minimal cost
Design is emphasized throughout the lab
experiments. An emphasis is statistics as used
to measure properties of materials and how to
evaluate materials in a design environment.
The presentation of a design component in the
presentation of properties of materials is
inseparable. Students receive information about
mechanical, thermal and manufacturing
processing of materials as well as the science
and technology information regarding thermal mechanical processing of materials.
Mineral processing plant operations are
designed with selection and sizing of
hydrocyclones, screens, comminution
equipment and other equipment for recovery of
copper, nickel, gold and silver from electronic
scrap. Process flow sheets are created and
economic analyses are performed.
The objective of this course is to determine the
effect of T, P, and concentration on phase
transformations and CHEMical reactions and,
therefore, is essential to the proper selection of
materials.
A method is designed for recovering Zn from
an imperial smelting furnace requiring students
to propose methods of recovering Zn from the
ISF, supported by their thermodynamic
calculations and statistical process control.
Methods must be compared their methods with
those from conventional practice.
9-7
SDSM&T: BS Metallurgical Engineering Program: Criterion p. Program Criteria
MET 445 Oxidation and Corrosion of Metals
(directed elective)
MET 330/330L Physics of Metals
MET 332 Thermomechanical Treatment
MET 351/352 Engineering Design I/II
MET 422 Transport Phenomena
MET 426 Steelmaking (directed elective)
MET 433 Process Control-Hower
MET 440/440L Mechanical Metallurgy
MET 443 Composite Materials (directed
elective)
MET 464/465 Engineering Design III/IV
Material selections are made based on
corrosion resistance considerations and
economics for various corrosive environmental
conditions with the requirement for
consideration of alternate materials.
Design component involves advanced thermal
processing of materials.
Course concepts are applied to the design of
microstructures, thermo-mechanical treatments,
and materials selection.
Course concepts are applied to the design of
materials and structural components in order to
prevent failure.
This course includes fluids, heat transfer, and
some mass transfer. Insofar as these
phenomena determine conditions materials
encounter, they are important to material
selection.
This course is primarily the thermochemistry of
steel making
Design single-loop feedback control systems
with appropriate mathematical modeling
including:
a. Sketch block diagrams
b. Fit FOPDT parameters
c. Discuss stability/controllability and
establish appropriate controller action,
d. Propose tuning parameters
Course concepts are applied to the
measurement of mechanical properties and the
application of these properties to materials
selection and processing
Material selections are made based on weight
and performance considerations. Multidisciplinary teams of Metallurgical and
Mechanical Engineering students are involved.
This course involves the use of each student’s
selection of materials skills.
9-8
SDSM&T: BS Metallurgical Engineering Program: Criterion p. Program Criteria
The design sequence is clearly a critical component to satisfying specific program criteria. The
current design program consists of integrated junior-senior teams of primarily, but not
exclusively, metallurgical engineering students. Nearly all students are engaged in a design
project to recreate from local ore a finished Samurai sword.
Students take IENG 301, Basic Engineering Economics, which is a two credit hour course.
Students are exposed to the concepts of economic evaluation regarding capital investments,
including the time value of money and income tax effects. These courses are followed by a final
course in metallurgical design, MET 465. This is an integrated design course in which each
student must complete a comprehensive, integrated design.
Faculty Criteria
The program faculty expertise and experience satisfy the program criteria as described in sections
6D and 6E and as documented by the vitae in Appendix B.
9-9
SDSM&T: BS Metallurgical Engineering Program: Appendix A
APPENDIX A. COURSE SYLLABI
The following course syllabi are provided in the following order and grouping in this appendix:
Courses in the Metallurgical Engineering Curriculum
MET 110
Intro to Engineering
MET 220
Min Proc & Resource Rec
MET 220L
Min Proc & Resource Rec Lab
MET 231
Structures & Prop of Mat Lab
MET 232
Prop of Materials
MET 310
Aqueous Extract/Conc/Rec
MET 310L
Aq Extract/Conc/Rec Lab
MET 320
Metallurgical Thermodynamics
MET 321
High Temp Extract/Conc/Rec
MET 330
Physics of Metals
MET 330L
Physics of Metals Lab
MET 332
Thermomechanical Treatment
MET 351
Eng Design I
MET 352
Engineering Design II
MET 422
Transport Phenomena
MET 433
Process Control
MET 440
Mechanical Metallurgy
MET 464
Engineering Design III
MET 465
Engineering Design IV
Metallurgical Engineering Elective Courses
MET 426/526
Steelmaking
MET 430/430L
Weld. Engr. & Design of Welded Struct.
MET 443
Composite Materials
MET 450/550
Forensic Engineering
MET 455/545
Oxidation and Corrosion of Metals
Other Required Engineering Courses
EE 301
Intro Circuits, Machines, Sys
EM 214
Statics
EM 321 or
Mechanics of Materials
IENG 301
Basic Engineering Economics
ME 216
Intro to Solid Mechanics
Support Courses
CHEM 112
CHEM 112L
CH EM 114
CHEM 114L
ENGL 101
ENGL 279
ENGL 289
GE 130
MATH 123
MATH 125
MATH 225
MATH 321
MATH 373
PHYS 211
PHYS 213
PHYS 213L
General Chemistry
General Chem Lab
General Chemistry II
Gen Chem II Lab
Composition I
Technical Comm I
Tech Comm II
Intro to Engineering
Calculus I
Calculus II
Calculus III
Differential Eqs
Intro to Numerical Analysis
University Physics I
University Physics II
Univ Physics II Lab
A-1
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Courses in the Metallurgical Engineering Curriculum
MET 110
MET 220
MET 220L
MET 231
MET 232
MET 310
MET 310L
MET 320
MET 321
MET 330
MET 330L
MET 332
MET 351
MET 352
MET 422
MET 433
MET 440
MET 464
MET 465
Intro to Engineering
Min Proc & Resource Rec
Min Proc & Resource Rec Lab
Structures & Prop of Mat Lab
Prop of Materials
Aqueous Extract/Conc/Rec
Aq Extract/Conc/Rec Lab
Metallurgical Thermodynamics
High Temp Extract/Conc/Rec
Physics of Metals
Physics of Metals Lab
Thermomechanical Treatment
Eng Design I
Engineering Design II
Transport Phenomena
Process Control
Mechanical Metallurgy
Engineering Design III
Engineering Design IV
A-2
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 110: INTRODUCTION TO METALLURGICAL ENGINEERING DESIGN
CATALOG DATA:
MET 110/110L – INTRODUCTION TO METALLURGICAL ENGINEERING DESIGN; (1-1) Credits
1-1 credits. Prerequisites: none. An introductory design course for incoming freshman in
metallurgical engineering covering fundamental engineering practices. The course will include
group projects, problem solving (using spreadsheets and other current methods), and include
engineering ethics.
TEXTBOOK: (OPTIONAL)
Textbook: ENGINEERING DESIGN, A Materials and Processing Approach, George E. Dieter, McGraw-Hill
Company, Third Edition, 2000.
INSTRUCTOR:
Dr. Stanley M. Howard
Office: MI 114
Office Hours: MWF 10:00 to 11:00
Phone: (605) 394-1282, Fax: (605) 394-3369, e-mail: Stanley.howard.sdsmt.edu
REQUIRED/ELECTIVE
MET 110/110L is required for all B.S. Metallurgical Engineering students
EXPECTATIONS:
The course focuses on the presentation of two hours per week of design lectures and on the development of projects
with vertical and horizontal integration of concepts from all areas of Metallurgical Engineering. The student is
expected to begin to acquire the fundamental and applied knowledge of the engineering tenure. Specifically the
student is expected to acquire a good working knowledge of:
• Principles of product and process design
• Problem solving skills
• Analysis skills on materials microstructure/property relationships
• Communication skills, both oral and written
COURSE OBJECTIVES:
The objectives of this course are to provide hands on practical initial experience on Metallurgical Engineering
Design. Students develop their projects by working in interdisciplinary teams under the direction and supervision of
one or more Faculty mentors. During the development of the course the students will demonstrate acquire skills to:
• Assessment of need
• Proposal preparation
• Definition of design requirements
• Gather information
• Conceptualize various solutions
• Evaluation of design concepts and select a candidate design
• Work in an interdisciplinary team environment
• Communicate the design effectively by written reports and oral presentations
CLASS SCHEDULE:
MET 110/110L classes will meet Mondays and Wednesdays 3:00-3:50 in MI 320 and MI 220.
TOPICS:
Orientation for the Design Sessions, Presentation and Discussion of the Design Program, Design Process and
Projects, Literature Search , Brainstorming, Design of Experiments, Ethics, Creative Process, Process Analysis I.
COMPUTER USAGE:
As required by lectures and projects
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
COURSE OUTCOMES:
During this course students will demonstrate the ability to:
• Define the problem and establish the project specifications and constrains
• Gather information and establish the state of the art on the design science and technology
• Conceptualize various concept solutions to the design problem
• Use decision matrices for the selection of the candidate solution
• Establish the candidate design and the matrix of tasks needed to achieve this design
• Establish a project schedule
• Work effectively in a team environment
• Write progress and final design reports
• Make effective oral presentations
RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (d), (e), (f), (g)
LABORATORY:
As required by projects
ASSESSMENT AND EVALUATION:
The course objectives are evaluated by the following methods:
• Written reports and oral presentations
• Self-assessment of Team Effectiveness
Student Performance is determined by the following methods:
• 15% Design Reviews
• 15% Design Fair/Review
• 15% Oral presentations
• 15% Written Reports
• 15% Professionalism
• 15% Progress Meeting Project Goals
• 10% Assessment Tool Performance and Participation (Team Assessment, Survey, and Exit Exam)
PREPARED BY:
Dr. Stanley M. Howard
Professor of Materials and Metallurgical Engineering
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 220/220L MINERAL PROCESSING AND RESOURCE RECOVERY
CATALOG DATA:
MET 220 MINERAL PROCESSING AND RESOURCE RECOVERY (3-0) 3 credits.
Prerequisite: Sophomore standing. An introductory course in mineral processing highlighting
unit operations involved including comminution, sizing, froth flotation, gravity separation,
electrostatic separation, magnetic separation and flocculation. Other topics discussed include
remediation of contaminant effluents and the unit operations associated with recycling of postconsumer materials using mineral processing techniques. This course is cross-listed with ENVE
220.
TEXTBOOK:
Mineral Processing and Resource Recovery, K.N. Han and J.J. Kellar (an electronic text
available in electronic form to the students)
INSTRUCTOR:
Dr. Jon J. Kellar, Office Hours: 2:00-3:00 p.m. M-Th
REQUIRED/ELECTIVE:
MET 220 is required for all B.S. Metallurgical Engineering, and Mining Engineering students. It
is a required course for B.S. Environmental Engineering students taking the Metallurgical
Engineering emphasis.
COURSE OBJECTIVES:
The objective of this course is to provide students with the working knowledge required to
formulate and analyze problems in basic mineral process and particle technology. Students will
be able to determine the effects of chemical and physical processes on particle liberation,
separation and concentration. Upon completion of the course the students will be able to apply
this knowledge in design and in subsequent upper-level courses.
COURSE OUTCOMES:
•
Given a particular size reduction desired, the student will be able to construct a basic
mineral processing flowsheet, including the definition of fundamental mineral processing
terms.
•
The student will be able to perform a simple mass balance, and calculate grade and
recovery for basic mineral processing unit operations.
•
Given sieve data the student will be able to generate a Gaudin-Shuhmann size
distribution plot. From the Gaudin-Schuhmann diagram the student will be able to
determine the size and distribution modulus for the system.
•
The student will be able to calculate the specific surface area for regular and irregular
shaped particles given the appropriate physical constants.
•
Using a force balance approach, the student will be able to derive Stokes’ and Newton’s
Equation for a particle settling in a liquid.
•
The student will be able to distinguish the three regions of the electrical double layer, and
their influence on particle electrokinetic phenomena.
•
Given the specific gravities of the components of the system, the student will be able to
use the concentration criterion as a first approximation to determine the efficacy of
gravity concentration.
A-5
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
•
•
By analyzing the movement of particles in a viscous fluid, the student will be able to
interpret the effect of cyclic bed displacement, and particle separation in a jig.
Given the relative magnetic susceptibilities, the student will be able to predict the general
effectiveness of a magnetic based separation.
By performing a force balance on a particle on a magnetic drum surface the student will
be able to calculate the entrapment ratio, and the ease of separation from the drum
surface.
Knowing the influence of the electrical double layer on surface charge, the student will
be able to determine the effect of cation charge on flocculation.
A-6
SDSM&T: BS Metallurgical Engineering Program: Appendix A
TOPICS COVERED:
•
Abundance of the elements, domestic and world resources
•
Mass balances
•
Particle characterization
•
Comminution
•
Movement of solids in fluids
•
Classification devices
•
Froth flotation
•
Gravity concentration
•
Magnetic separation
•
Electrostatic separation
•
Thickening
CLASS SCHEDULE:
Lecture: 3 hours per week, 8:00-8:50 am, MWF
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (b), (e), (j), (k)
LABORATORY:
The course laboratory (MET 220L, required for Metallurgical Engineering students) parallels the
lecture portion, both in terms of objectives and topics covered. In addition, the laboratory
stresses hands-on applications of course content, and a large technical communication
component.
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
This course prepares students in the basics of resource production and conservation and thereby
provides the necessary basis for subsequent metallurgical engineering courses focused upon
more advanced processes such as hydrometallurgy (MET 310/310L) and pyrometallurgy (MET
321/321L).
Ethical practice is a frequent discussion item in MET 220, specifically, the role engineer’s play
in sound development of natural resources. Student social skills are stressed while on laboratory
field trips. Professional behavior is recognized, namely, attentiveness and punctuality associated
with such field trips.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Jon Kellar, March 30, 2010
A-7
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 232 PROPERTIES OF MATERIALS
CATALOG DATA:
MET 232 PROPERTIES OF MATERIALS (3-0) 3 credits. Prerequisite: MATH 123 and
PHYS 111. A course in engineering materials and their applications. The different technological
uses of metals, ceramics, plastics, and composite materials are discussed and explained in terms
of their basic atomic structure, and mechanical, thermal, optical, electrical, and magnetic
properties. Material selection in engineering design is emphasized.
TEXTBOOK:
Materials Science and Engineering: An Introduction, Eight Edition, William D. Callister, Jr.,
and David G. Rethwisch, John Wiley & Sons, Inc., 2010
INSTRUCTORS:
Dr. Jon Kellar, Office Hours: 2:00-3:00 p.m. M-Th
Dr. Michael West, Office Hours: 11:00-11:50 a.m. M, W, F
REQUIRED/ELECTIVE:
This course is required for all B.S. Metallurgical and Mechanical Engineering students. It is a
technical elective for Industrial and Chemical Engineering students.
COURSE OBJECTIVES:
The objective of this lecture program is to relate the properties of engineering materials to the
materials microstructure developed during thermal and mechanical processing. Students develop
the understanding to make informed engineering material selection decisions that will be safe
and economic. The laboratory exercises in MET 231 are timed to follow or coincide with lecture
content.
COURSE OUTCOMES:
•
Student will understand the basics of atomic bonding and the resulting structure of
crystalline solids.
•
Student will know and be able to identify the role imperfections in solids play in the
development of mechanical and physical properties of materials.
•
Students must be accomplished in using mass transport in solids as it pertains to design of
alloys and the carburization of steels.
•
Students will have experience in the interpretation of mechanical properties of materials,
and apply these material properties in the design system components.
•
Student will be introduced to dislocation theory and the role dislocations play in the
development of mechanical and physical properties of materials.
•
Student must be able to identify ductile, brittle, fatigue and high strain rate fractures.
•
Student must be accomplished in the use of binary phase diagrams to predict equilibrium
and non-equilibrium structures.
•
Students must be accomplished in the thermal processing of ferrous and non-ferrous
alloys.
•
A design project beginning at midterm involves individual team research and the
preparation of a technical style report.
A-8
SDSM&T: BS Metallurgical Engineering Program: Appendix A
TOPICS COVERED:
•
Metal Structures
•
Imperfections in Solids
•
Solid State Diffusion
•
Mechanical Behavior of Metals
•
Strengthening Mechanisms
•
Phase diagrams
•
Kinetics of Phase Transformations
•
Iron Carbon Alloys – Properties/Microstructure
•
Nonferrous metals Alloys -- Properties/Microstructure
•
Polymer Structures/Polymer Types/Mechanical Properties
CLASS SCHEDULE:
3 hours per week MWF, 1:00-1:50 p.m. (spring), 10:00-10:50 a.m. (fall)
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (c)
LECTURE:
The course lectures parallels the laboratory portion (MET 231L), both in terms of objectives and
topics covered.
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
One major team prepared design report is a critical part of this course.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Jon Kellar, March 30, 2010
A-9
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 443 COMPOSITE MATERIALS
CATALOG DATA:
MET 443 COMPOSITE MATERIALS (3-0) 3 credits. Prerequisites: ME 316 or concurrent
enrollment in MET 440. The course will cover heterogeneous material systems; basic design
concepts and preparation; types of composite materials; advances in filaments, fibers and
matrices; physical and mechanical properties; failure modes; thermal and dynamic effects; and
applications to construction, transportation and communication. This course is cross-listed with
ME 443.
TEXTBOOKS:
Introduction to Composite Materials Design, E.J. Barbero, Taylor & Francis, 1998
Composite Materials: Engineering and Science, F.L. Matthews and R.D. Rawlings, Chapman
and Hall, 1999
INSTRUCTORS:
Dr. Jon J. Kellar, Office Hours: 2:00-3:00 p.m. M-F
Dr. Lidvin Kjerengtroen, Office Hourse, 8:00-9:00 a.m. M, Tu, W, Th
REQUIRED/ELECTIVE:
MET 443 is required for all B.S. Metallurgical Engineering students.
COURSE OBJECTIVES:
Students will be able to determine the effects of mechanics and materials chemistry on composite
performance.
COURSE OUTCOMES:
Students completing this course satisfactorily will have
•
Working knowledge of the crystal structures and defect structures of typical conventional
ceramics and typical advanced ceramic materials.
•
Working knowledge of the manufacturing processes of glasses, conventional and
advanced ceramic materials.
•
Working knowledge of five of the most important strengthening mechanisms in glasses
and seven of the most important toughening mechanisms in advanced ceramics.
•
Calculation of the thermal shock resistance of advanced ceramics using five thermal
shock resistance parameters.
•
Calculation of the spalling resistance of advanced ceramics based on appropriate
properties.
•
Establishment of relationships between crystal structure / microstructure / processing /
fracture toughness / thermal shock resistance and spalling resistance of advanced
ceramics.
•
Working knowledge of metallic, ceramic and polymeric materials as matrix materials.
•
Design, manufacturing and properties of advanced fibers: glass, boron, carbon, organic,
ceramic and metallic.
•
Working knowledge of the role of interfaces and interface phases and their properties in
the design, manufacture and properties of PMCs, MMCs and CMCs.
A-10
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
Working knowledge of the design, manufacture, microstructure, properties (stiffness,
strength, fracture toughness and fatigue) and applications of PMCs, MMCs and CMCs.
Applications of micromechanisms in PMCs, MMCs and CMCs for the prediction of their
mechanical behavior: stiffness, strength, fracture toughness and fatigue.
TOPICS COVERED:
•
Fibers
•
Fibers and Whiskers and Nanocomposites
•
Reinforcement/Matrix Interface
•
Interfaces-Wettability
•
Interfaces-Bonding
•
The Interphase Methods for Measuring Bond Strength
•
Single Fiber Tests, Kelly Tyson Model
•
Anisotropic Stress strain relationships, material constants
•
Stiffness
•
Thermal and Moisture Expansion
•
Strength
•
Introduction to Visco – Elastic Material Behavior
•
Polymer Matrices
•
Polymer Matrix Composite Processing
•
Polymer Matrix Composite Interfaces/Interphases
•
Structure, Properties and Applications of PMCs
•
Metal Matrix Composites: In Situ and Artificial
•
Ceramic Matrix Composites
•
Stress and Strain
•
Off-Axis Stiffness
•
Macromechanics and Stiffness Design
•
Failure and Strength Design
•
Failure and Strength Design
CLASS SCHEDULE:
Lecture: 3 hours per week, 1:00-1:50 am, MWF
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (c)
LABORATORY:
There is no associated laboratory with this course.
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
This course prepares students in the basics of materials selection and design.
Ethical practice is a frequent discussion item in MET 443, specifically, the role engineer’s play
in selection of materials for critical applications such as defense, crash protection and aerospace.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Jon Kellar, January 14, 2004
A-11
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 220L MINERAL PROCESSING AND RESOURCE RECOVERY LABORATORY
CATALOG DATA:
MET 220L MINERAL PROCESSING AND RESOURCE RECOVERY LABORATORY (0-1)
14 credit.
An introductory laboratory course in mineral processing highlighting relevant unit operations.
This course is cross-listed with ENVE 220L. [nb. ENVE is ending the cross-listing in an attempt
to make things less conmfusing. Should we keep the cross-listing here?]
TEXTBOOK:
None
INSTRUCTOR:
Dr. William M. Cross, Office Hours: 11:00 AM - 12:00 PM MWF, 10 AM-11AM T, 9-10 AM
Th
REQUIRED/ELECTIVE:
MET 220L is required for all B.S. Metallurgical Engineering.
COURSE OBJECTIVES:
The objective of this course is to provide students with the working knowledge of a variety of
mineral processing equipment, formulas and concepts. Students will be able to better understand
the chemical and physical processes on particle liberation, separation and concentration. Upon
completion of the course the students will be able to apply this knowledge in design and in
subsequent upper-level courses.
COURSE OUTCOMES:
•
The student will be able to perform a simple mass balance, and calculate grade and
recovery for basic mineral processing unit operations.
•
The student will be able to comminute mineral samples and generate sieve data for a
Gaudin-Schuhmann size distribution plot. From the Gaudin-Schuhmann diagram the
student will be able to determine the size and distribution modulus for the system.
•
The student will be able to correctly sample ore samples of various sizes and
composition.
•
The student will be able to determine particle shape and show how shape effects surface
area and mineral processing unit operations.
•
The student will be able to compare particle size measurements from a variety of
measurement techniques and statistically examine this comparison.
•
The student will understand the trade-offs associated with maximizing grade and
recovery while minimizing costs.
•
The student will be able to perform bench-scale flotation tests and understand the
connection between comminution, adsorption, hydrophobic character and flotation
response.
A-12
SDSM&T: BS Metallurgical Engineering Program: Appendix A
TOPICS COVERED:
•
History of mineral processing and metallurgy
•
Mass balances
•
Comminution
•
Sampling
•
Particle characterization
•
Movement of solids in fluids
•
Froth flotation
•
Gravity concentration
•
Magnetic separation
•
Basic statistics
CLASS SCHEDULE:
3 hours per week, T, 1:00-3:50 p.m.
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: This course is used for
assessment (k) Use Engineering Techniques, Skills and Tools
LABORATORY:
The course laboratory parallels the lecture portion, both in terms of objectives and topics
covered. In addition, the laboratory stresses hands-on applications of course content, and a large
technical communication component.
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
This course prepares students in the basics of resource production and conservation and thereby
provides the necessary basis for subsequent metallurgical engineering courses.
Written communication skills are stressed through individual and group laboratory reports and
iterative rewriting of these reports. Teamwork is an important laboratory skills component.
Student social skills are utilized and improved while on laboratory field trips. Professional
behavior is recognized, namely, attentiveness and punctuality associated with such field trips.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
William M. Cross, March 29, 2010
A-13
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 231 STRUCTURE AND PROPERTIES OF MATERIALS LAB
CATALOG DATA:
MET 231 STRUCTURE AND PROPERTIES OF MATERIALS LAB (0-1) 1 credit.
Prerequisite: Concurrent registration in MET 232, or permission of instructor. A laboratory
involving quantitative metallography, heat treating practice, mechanical property measurements
and metallurgical design of the thermal mechanical treatment of metals.
TEXTBOOK:
Materials Science and Engineering: An Introduction, Eight Edition, William D. Callister, Jr.,
and David G. Rethwisch, John Wiley & Sons, Inc., 2010
INSTRUCTOR:
Dr. Michael West, Office Hours: 11:00-11:50 a.m. M, W, F
REQUIRED/ELECTIVE:
This course is required for all B.S. Metallurgical and Mechanical Engineering students. It is a
technical elective for Industrial and Chemical Engineering students.
COURSE OBJECTIVES:
The objective of this laboratory program is to relate the properties of engineering materials to the
materials microstructure developed during thermal and mechanical processing. Students will
become familiar with mechanical testing and metallurgical evaluation of materials according to
ASTM standards. Students will gain an understanding of the variability of material properties.
Finally, students will also practice writing technical reports that detail experimental findings. The
laboratory exercises in MET 231 are timed to follow or coincide with lecture content in MET
232.
COURSE OUTCOMES:
•
Given a set of experimental measurements, students will be able to calculate the mean
and standard deviation.
•
Given proper instruction of a hardness tester, students will be able to perform Rockwell
and microhardness tests on metals.
•
Given a micrograph with a scale-bar, students will be able to determine the magnification
of the micrograph.
•
Given a micrograph of a metal, students will be able to determine the ASTM grain size
number of the metal.
•
Given proper safety instruction, students will conduct a tensile test on metal alloys.
Given the results of load and displacement, students will be able to determine the elastic
modulus, yield strength, and tensile strength of the alloy.
•
Given proper safety instruction, students will conduct Charpy impact tests on metals.
Given the results of energy absorption, students will be able to estimate the ductile to
brittle transition temperature of the metal.
•
Given a micrograph of a Charpy impact specimen, students will be able to determine the
mode of failure: ductile or brittle.
•
Given results from a heat treatment of steel test, students will be able to construct a
Jominy curve.
A-14
SDSM&T: BS Metallurgical Engineering Program: Appendix A
TOPICS COVERED:
•
Statistics
•
ASTM Standards
•
Hardness Testing
•
Microhardness Testing
•
Charpy Impact Testing
•
Tensile Testing
•
Strain Gages
•
Optical Metallography
•
Scanning Electron Microscopy
•
Thermomechanical (Jominy) Testing
CLASS SCHEDULE:
3 hours per week, Recitation: 8:00-8:50 AM, Lab: 9:00-11:00 AM, 1:00-3:00 PM, or 3:00-5:00
PM. Tuesday (Fall), Thursday (Spring).
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES:
(b) Design and Conduct Experiments and Analyze and Interpret Data and Information
(g) Communicate Effectively
LECTURE:
The course consists of a recitation portion that parallels the lecture portion (MET 232), both in
terms of objectives and topics covered.
LABORATORY:
The laboratory focuses on conducting hands-on experiments related to course content in the
lecture. Students are required to write a large number of technical reports to satisfy the lab
component.
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
• The course prepares students in the basics of standards which govern materials testing
and properties.
• Written and oral communication skills are improved through the iterative writing of
technical reports and a final oral presentation.
ASSESSMENT AND EVALUATION
Six Team Technical Reports
Two Individual Technical Memoranda
One Lab Critique
One Team Oral Presentation/Seminar
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Michael West, April 18, 2010
A-15
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 232 PROPERTIES OF MATERIALS
CATALOG DATA:
MET 232 PROPERTIES OF MATERIALS (3-0) 3 credits. Prerequisite: MATH 123 and
PHYS 111. A course in engineering materials and their applications. The different technological
uses of metals, ceramics, plastics, and composite materials are discussed and explained in terms
of their basic atomic structure, and mechanical, thermal, optical, electrical, and magnetic
properties. Material selection in engineering design is emphasized.
TEXTBOOK:
Materials Science and Engineering: An Introduction, Eight Edition, William D. Callister, Jr.,
and David G. Rethwisch, John Wiley & Sons, Inc., 2010
INSTRUCTORS:
Dr. Jon Kellar, Office Hours: 2:00-3:00 p.m. M-Th
Dr. Michael West, Office Hours: 11:00-11:50 a.m. M, W, F
REQUIRED/ELECTIVE:
This course is required for all B.S. Metallurgical and Mechanical Engineering students. It is a
technical elective for Industrial and Chemical Engineering students.
COURSE OBJECTIVES:
The objective of this lecture program is to relate the properties of engineering materials to the
materials microstructure developed during thermal and mechanical processing. Students develop
the understanding to make informed engineering material selection decisions that will be safe
and economic. The laboratory exercises in MET 231 are timed to follow or coincide with lecture
content.
COURSE OUTCOMES:
•
Given electronegativity data the student will understand the basics of atomic bonding and
the resulting structure of crystalline solids.
•
Given a specific type of defect the student will know and be able to identify the role the
imperfection imparts in the development of mechanical and physical properties of
materials.
•
Given systems time, temperature data students will be able to perform using mass
transport in solids as it pertains to design of alloys and the carburization of steels.
•
Given basic input data such as stress and strain students will be able to determine the
mechanical properties of materials, and apply these material properties in the design
system components.
•
Given an image of a fractured specimen the student will be able to identify ductile,
brittle, fatigue and high strain rate fractures.
•
Given binary phase information the student will be able to predict equilibrium and nonequilibrium structures.
•
Given hardenability data for steel and a specified heat treatment schedule, the student will
be able to predict if the material meets minimum strength requirements.
TOPICS COVERED:
A-16
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
•
•
•
•
•
•
•
•
Metal Structures
Imperfections in Solids
Solid State Diffusion
Mechanical Behavior of Metals
Strengthening Mechanisms
Phase diagrams
Kinetics of Phase Transformations
Iron Carbon Alloys – Properties/Microstructure
Nonferrous metals Alloys -- Properties/Microstructure
Polymer Structures/Polymer Types/Mechanical Properties
CLASS SCHEDULE:
3 hours per week MWF, 1:00-1:50 p.m. (spring), 10:00-10:50 a.m. (fall)
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (c)
LECTURE:
The course lectures parallels the laboratory portion (MET 231L), both in terms of objectives and
topics covered.
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
One major design report is a required part of this course.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Jon Kellar, March 30, 2010
A-17
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET/ENVE 310. AQUEOUS EXTRACTION, CONCENTRATION
AND RECYCLING
CATALOG DATA:
MET 310. AQUEOUS EXTRACTION, CONCENTRATION AND RECYCLING (3-0) 3
credits. Prerequisites: MET 320 or CBE 321, or CHEM 342. Scientific and engineering
principles involved in the winning of metals from ores and scrap. Areas covered include the unit
operations of comminution, sizing, solid/liquid separations, leaching, ion exchange, solvent
extraction, and surface phenomena as related to flocculation, froth floatation, and electrostatic
separation. This course is cross-listed with ENVE 310.
TEXT BOOK:
K. N. Han, “Fundamentals of Aqueous Metallurgy”, SME, 2002. p. 212
INSTRUCTOR:
Dr. William M. Cross, Office Hours: 11:00 AM - 12:00 PM MWF, 10 AM-11AM T, 9-10 AM
Th
REQUIRED/ELECTIVE:
MET 310 is required for all B.S. Metallurgical Engineering. It is a required course for B.S.
Environmental Engineering students taking the Metallurgical Engineering emphasis.
COURSE OBJECTIVES:
Students successfully completing this course will be able to: (1) identify fundamental governing
principles in, (2) determine data required to and perform analysis of, and (3) design equipment
and circuits for ore and scrap processing. In addition, students completing this course will write
effectively and be able to discuss the global and societal context of metallurgical processing
operations.
COURSE OUTCOMES
•
The student will be able to understand the meaning of surface tension and apply this concept to
various practical processes.
•
The student will be able to understand how solids obtain the surface charges and understand
the significance of the surface potential, potential determining ion, Stern potential and zetapotential in relation to practical applications.
•
The student will be able to estimate the adsorption density from the adsorption isotherm and
comprehend the role of the surface charge and other adsorption driving forces on the
adsorption density and be able to apply in practices.
•
The student will be able to distinguish the major differences between sulfide and oxide froth
flotation.
•
The student will be able to correctly balance half-cell reactions.
•
The student will be able to calculate the equilibrium activities of products for
hydrometallurgical systems.
•
The student will be able to make and utilize Pourbaix diagrams to understand equilibrium
leaching and environmental phenomena.
•
The student will be able to formulate and suggest tests to confirm the rate expression for given
concentrations of reactants and products as a function of time.
•
The student will able to understand and apply the effect of temperature on the rate of reaction.
A-18
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
The student will be able to understand the solvent extraction/ion exchange mechanisms and the
selectivity relationship between the elements to be separated.
TOPICS COVERED:
• Hydrometallurgy; Activity Coefficients, Solubility Calculations, Metal Complexation, Effect
of Temp and Pressure on Equilibrium, Pourbaix Diagrams, Leachants, Leaching Techniques
• Leaching Kinetics: Kinetic Expression, Data Analysis, Temperature Effect on Leaching
Kinetics.
• Removal of Metal Ions from Leach Liquor: Solvent Extraction, Electrowinning, Ion Exchange
• Interfacial Phenomena: Surface Tension, Wetting Phenomena, Spreading, Theoretical Aspects
of Adsorption, Gibbs Adsorption Equation.
• Origin of Charges, Electrical Double Layer, Gouy Model, Stern and Grahame Approach,
Electrokinetics: Zeta and Streaming Potentials, Electrokinetics, Flotation of Oxides and
Sulfides.
CLASS SCHEDULE:
Classes: 9 AM-9:50 AM in MI 220, MWF
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (b), (e), (f), (g), (h), (i)
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
This course prepares students in the basics of resource recovery, concentration and recycling and
therefore provides students with the necessary basis to design, operate and optimize metallurgical
processes taking place in practice.
Ethical and professional conducts are emphasized throughout the course and also emphasized is global
awareness in the field of extractive metallurgy through writing assignments and iterative improvement
of these writings.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
William M. Cross, March 29, 2010
A-19
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET/ENVE 310L. AQUEOUS EXTRACTION, CONCENTRATION
AND RECYCLING LABORATORY
CATALOG DATA:
MET 310L AQUEOUS EXTRACTION, CONCENTRATION AND RECYCLING
LABORATORY (0-1) 1 credit. Prerequisites: Concurrent registration in MET 310 or permission
of instructor. Laboratory experiments in design of processing equipment and cost estimation,
zeta potential, surface tension, leaching kinetics, electrowinning, and solvent extraction. This
course is cross-listed with ENVE 310L.
TEXT BOOK:
None
INSTRUCTOR:
Dr. William M. Cross, Office Hours: 11:00 AM - 12:00 PM MWF, 10 AM-11AM T, 9-10 AM
Th
REQUIRED/ELECTIVE:
MET 310L is required for all B.S. Metallurgical Engineering students.
COURSE OBJECTIVES:
The objective of this course is to provide students with the laboratory experience required to
understand the principles governing, analyze the data produced from and design various pieces
of equipment for unit operations of material dissolution/separation from ores and scrap.
COURSE OUTCOMES
•
The student will be able to apply statistical design and analysis of experiments to
optimize a process.
•
The student will able to design a set of leaching process experiments which can be
analyzed statistically to optimize the process response surface.
•
The student will be able to measure surface tension of liquids contact angle of water with and
without surfactants to identify a set of experimental parameters to optimize grade, recovery or
their combination for a flotation system.
•
The student will be able to calculate the Gibbs free energy of adsorption of metal ions on solid
surface and examine the effect of charge of solids on the adsorption density of these ions.
•
The student will be able to understand important parameters affecting the leaching of metals
and calculate the activation energy.
•
The student will be able to understand the principles of solvent extraction, cementation, ion
exchange and solution precipitation.
TOPICS COVERED:
•
Experimental Design
•
Process Design
•
Leach Kinetics
•
Leaching Equilibrium
•
Rocvery of Metal Ions from Solution
•
Adsorption and Precipitation of Metal Ions
A-20
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
•
Contact Angle Measurements
Surface Tension Measurements
Froth Flotation
CLASS SCHEDULE:
3 hours per week. Thursday 1:00 – 3:50 PM in Rm 220 and 126/MI
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (b), (c), (d), (e), (f), (g), (h),
(k)
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
This course prepares students in performing, designing and analyzing metallurgical processes
based on situations occurring in professional practice.
This preparation includes life-long learning components, communication skills, in addition to
identifying, analyzing and solving engineering problems. Teamwork is emphasized throughout this
course.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
William M. Cross, March 29, 2010
A-21
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 320 - METALLURGICAL THERMODYNAMICS
(4-0) 4 credits. Prerequisites: PHYS 211, CHEM 112, MATH 125. The principles of chemical
thermodynamics and their application to metallurgical engineering processes. Topics covered include the
zeroth, first and second laws of thermodynamics, the fundamental equations of state for open and closed
systems, criterion of equilibrium, heat capacities, reaction equilibrium constants and their dependence
upon temperature and pressure, chemical potential, standard and reference states, stability diagrams, and
solution thermodynamics. This course is cross-listed with ENVE 320.
TEXTBOOK
Introduction to the Thermodynamics of Materials, 5th Ed. by David Gaskell
INSTRUCTOR
Dr. S. M. Howard
[email protected]
MI 114 Ph. 394 -1282
Open Office Policy
REQUIRED/ELECTIVE
MET 310 is required for all B.S. Metallurgical Engineering. It is a required course for B.S. Environmental Engineering
students taking the Metallurgical Engineering emphasis.
COURSE OBJECTIVES
Students who satisfactorily complete this course will be able to determine the effects of temperature, pressure, and concentration on
chemical reactions.
COURSE OUTCOMES
Students who satisfy the following outcomes will receive a passing grade
• Given the initial state (i.e..- two of the following: T, P, V), the final state (i.e..- one of the following: T, P, V),
and the path followed (isothermal, isochoric, isobaric, adiabatic, reversible, free expansion) by an ideal gas,
the student will be able to calculate ∆U, ∆H, ∆S, q, and w.
• The student will be able to calculate ∆Stotal when a body of given mass, heat capacity, and initial temperature
equilibrates with a heat sink of specified temperature.
• The student will be able to calculate ∆SMixing when two or more pure components at the same temperature,
pressure, and state form an ideal solution.
• Given a chemical reaction where the temperatures and amounts of reactants, the final temperature and
amounts of the products, and corresponding enthalpies of formation at 298 K and the heat capacities are
specified, the student will determine the heat added to or removed from the system.
• The student will be able to integrate the Clausius and the Clausius-Claperyon Equations and given all but one
of the variables in the equation solve for the remaining variable using the equation. The student must
recognize that melting or boiling point information constitutes a (T, P) set.
• The student will be able to calculate ∆G for a condensed-phase reaction at constant temperature as a function
of pressure given the molecular weights and densities of the reactants and products and the ∆G at a specified
pressure.
• The student will be able to determine the equilibrium constant for a reaction from ∆G° of formation data for
the reaction and to correctly describe the standard state for each component involved in the reaction.
• The student will calculate the equilibrium state (partial pressures, moles) for a reaction involving known
initial amounts of gases and pure condensed phases occurring at a given temperature and pressure. The
student will be provided either the ∆G° or KEquil for the reaction.
• The student will determine activities and activity coefficients for component i from the integral molar Gibbs
energy of mixing and from the partial molar Gibb's energy of mixing for component i.
• The student will derive the Fundamental equations for an open system, the Maxwell Relations, the "Other"
Thermodynamic relationships, the criterion of equilibrium for systems at constant temperature and pressure.
• The student will calculate the cell potential for electrolytic cells involving dissolved components in nonaqueous systems.
• The student will determine using the Ellingham Diagram relative oxide stabilities, equilibrium oxygen
pressures, equilibrium H2/H2O and CO/CO2 ratios for any reaction on the Ellingham Diagram.
A-22
SDSM&T: BS Metallurgical Engineering Program: Appendix A
TOPICS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
First Law of Thermodynamics (9 classes)
Forms of Energy, Heat and Work, Joules Experiments, Conservation of Energy, Concept of Maximum
Work, Isothermal Expansion, Reversible, Adiabatic Expansion, Constant Pressure Processes, Constant
Volume Processes, Enthalpy
Second Law of Thermodynamics (9 classes)
2nd Law Statement, Carnot Cycle, 4 Propositions
Statistical Entropy (2 classes)
Physical Meaning of Entropy, Boltzman Equation, Mixing Entropy, Stirling's Approximation
Auxiliary Functions (3 classes)
Fundamental Equations of State, Maxwell Relationships, Other Thermodynamic Relations, Chemical
Potential, Gibbs-Helmholtz Equation, Criteria of Equilibria
Heat Capacity and Entropy Changes (5 classes)
Sensible Heats, Transformation Heats, Reaction Heats, ΔCp, ΔH=f(T), ΔS=f(T), Adiabatic Flame
Temperatures, Heat Balances, JANAF Thermochemical Tables
Phase Equilibria in One Component Systems (6 classes)
Clausius-Claperyon Equation, Heats of Vaporization From Vapor Pressure Data, Shift in Transformation
Temperature with Pressure
The Behavior of Gases (3 classes)
Compressibility Factor, Law of Corresponding States, Equations of State, Fugacity
Reactions Equilibria (13 classes)
Equilibria in Gaseous Systems, The Equilibrium Constant and ΔG°, Reaction Extent Problems, Equilibria
in Systems Containing Condensed Phases, Ellingham Diagram, Activities, F*A*C*T
Solution Thermodynamics (9 classes)
Absolute and Partial and Integral Molar Quantities, Relative and Partial Integral Molar Quantities, Ideal
Solutions, Excess Quantities, Gibb's Duhem Equation, Tangent Intercept Method, a=f(T), Change in
Reference State, 1 wt % Reference State Interaction Parameters
Phase Equilibria and Electrochemistry (as time permits)
Tests (5 classes)
CLASS SCHEDULE
9:00 – 9:50 MWRF
MI 220
RELATIONS OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (a), (c)
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT
• This course prepares students in the basics of resource recovery, concentration and recycling and therefore provides
students with the necessary basis to design, operate and optimize metallurgical processes taking place in practice.
• Ethical and professional conducts are emphasized throughout the course and also emphasized is global
awareness in the field of extractive metallurgy.
LABORATORY: none
ASSESMENT AND EVALUATION
One final exam (required of all students), three or four hour exams, daily short quizzes
EXPECTATIONS: College Calculus, Chemistry, Physics
COMPUTER USAGE: Microsoft Excel, ThermoCalc
PREPARED BY
S. M. Howard
A-23
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 321 - HIGH TEMPERATURE EXTRACTION, CONCENTRATION, AND
RECYCLING
(3-1) 4 credits. Prerequisite: MET 320. Thermodynamic principles involved in the winning of metals. Areas covered
include calcination, oxidation, reduction processes, smelting, high -temperature refining, electrorefining, slags, and
slag-metal interactions. This course is cross-listed with ENVE 321/321L.
TEXTS
•
•
G. H. Geiger and D. R. Poirier, Transport Phenomena in Materials Processes, TMS, London, 1994.
David R. Gaskell, Introduction to the Thermodynamics of Materials, 3rd ed., Taylor & Francis,
Washington DC, 1995.
INSTRUCTOR:
Dr. S. M. Howard
[email protected]
MI 114 Ph. 394 -1282
Open Office Policy
REQUIRED/ELECTIVE:
MET 321 is required for all B.S. Metallurgical Engineering. It is a required course for B.S.
Environmental Engineering students taking the Metallurgical Engineering emphasis.
COURSE OBJECTIVE:
Students who satisfactorily complete this course will be able to apply chemical thermodynamics to analyze chemical processes and compute
phase equilibria associated with metal production and performance.
COURSE OUTCOMES:
Students who satisfy the following outcomes will receive a passing grade .
• Given sufficient but minimal mass flow information on an open process, the student shall calculate all
unstated mass flows. Typical problems appear in Schuhmann’s text in chapters 2, and 3.
• Given sufficient but minimal heat and mass flow information on an open process, the student shall calculate
all unstated heat and mass flows. Typical problems appear in Schuhmann’s text in chapter 4.
• Given isothermal activity data as a function of composition for a standard state, the student will be able to
calculate ∆G° for a new standard state and the corresponding variation of activity coefficients in the new
standard with respect to the new composition variable.
• Given liquidus temperature and composition data for a phase diagram in which a pure component A is in
equilibrium with the liquid, the student will be able to derive the equation for finding the activity of the
liquid component A in the solution relative to the pure, liquid A.
• Given the Fe-O-C phase diagram in which percent O2 vs T is plotted, the student will be provided the
underlying equations and cite the required data for calculating any equilibrium line on the diagram.
• The student will be able to calculate the cell potential for required for the reduction of any metal by molten
salt electrolysis given ∆G0 of formation for the salt. This includes combined reactions and reduction from
molten salt solutions such as encountered in the Hall Cell.
• The student will be able to describe the fundamental problem of producing Zn from ZnO by carbothermic
reduction and recommend at least two methods of effecting the recovery of metallic Zn.
• The student will sketch the silica slag network, show the effect of basic component additions on the network,
and describe the effect such additions have on slag viscosity and conductivity. The student must be able to
cite at least five basic slag components.
• Given a ternary phase diagram and the rules of interpretation, the student will determine the temperature and
order of solidification from the liquid state at any specified bulk composition and will describe all phases
present and their relative amounts at any given temperature.
• Given activity coefficient data for a component in a metal phase, the corresponding data for
the component in the oxidized state in a slag in equilibrium with the metal, the standard
Gibbs energy for the oxidation, and the chemical potential of the oxidation agent, the
student will determine the slag-metal distribution ratio of the component.
A-24
SDSM&T: BS Metallurgical Engineering Program: Appendix A
• Given an Ellingham diagram, the student will provide the order of oxidation in a specified matte smelting
process.
• The student will describe in detail all of the steps to performing a gold assay and the purpose of each step.
• The student will describe the differences in process in a mini steel mill and an integrated steel mill.
• The student will be able to determine the rate of free evaporation of liquid metals alloy components in
vacuum using the Langmuir equation. The student will be given the solution composition, activity
coefficient data for each component, their molecular weights, and the temperature.
TOPICS:
•
•
•
•
•
•
•
•
•
•
Lectures
Cost, conservation, and concentration of mineral resources (2 classes)
o Sampling
o Process Outline
o Library & Internet Resources
Thermo Review (I class)
o Phase Rule
Ternary Phase Diagrams (4 classes)
o (Handout)
Roasting (10 classes)
o Stability Diagrams (M-O-S, M-X-Y)•Roaster Diagrams•Mo Roasting
Sintering and Calcination (1 class)
Solution Thermodynamics (7 classes)
o Temperature Dependence of Activity
o Alternative Standard States
o Activities From the Phase Diagram (Handout)
o Gibbs-Duhem Integration using the Alpha Function (Handout)
o Derivation and Application of the Gibb's Phase Rule (Handout)
Processes by elemental group
o Oxidation - reduction reactions (8 classes)
o Smelting and converting reactions (6 classes)
o Refining processes (3 classes)
o Refractories and slags (2 classes)
o Fused salt electrolysis (4 classes)
Tests (3 or 4 classes)
Laboratory projects
Calculations laboratory: Stoichiometric calculations; heat balances; and mass balances (7 classes)
High temperature laboratory exercises: calorimetry (1); slags (1); temperature measurement (1); gold assay
(2); de-silvering of lead (1); phase diagram (1); lead recycling (1)
CLASS SCHEDULE:
1:00 – 1:50 MWF
MI 220
1:00 – 3:50 R MI 121
RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (a), (b), (c), (e), (h), (i), (j), (k)
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
LABORATORY: yes
ASSESSMENT AND EVALUATION:
One Final Exam – required by all students
Three or Four Hour Exams
Homework
Laboratory Reports
A-25
SDSM&T: BS Metallurgical Engineering Program: Appendix A
EXPECTATIONS:
Metallurgical Thermodynamics
College Calculus, Chemistry, Physics
COMPUTER USAGE:
Know Elementary Excel
PREPARED BY:
S. M. Howard
A-26
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 330 PHYSICS OF METALS
CATALOG DATA:
MET 330 PHYSICS OF METALS (3-0) 3 credits. Prerequisite: MET 232. The fundamental
principles of physical metallurgy with emphasis on the mathematical description of mechanisms
that control the structure of materials. Topics are structure of metals, x-ray diffraction,
elementary theory of metals, dislocations, slip phenomena, grain boundaries, vacancies,
annealing and solid solutions.
TEXTBOOK:
Fundamentals of Physical Metallurgy, John D. Verhoeven, John Wiley & Sons, Inc., 1975.
INSTRUCTOR:
Dr. Michael West, Office Hours: 11:00-11:50 a.m. M, W, F
REQUIRED/ELECTIVE:
This course is required for all B.S. Metallurgical Engineering students. It is a technical elective
for Mechanical and Chemical Engineering students.
COURSE OBJECTIVES:
The objective of this course is to introduce students to the physical structure of metals. Students
will understand the basic crystal structures of most metals. Students will be able to draw the
structure of a solidified pure metal and alloy ingot. Students will be able to quantify segregation
in a metal casting. Students will understand the role of defects in crystals on diffusion in the
solid state and mechanical properties. Students will also understand affects of grain size
reduction, alloying, and dislocation density on strength and recrystallization temperature of a
metal.
COURSE OUTCOMES:
•
Given unit cell and crystal structure information, students will be able to determine
volumetric, planar, and linear density within a crystal lattice.
•
Given atomic and structure information for metals, students will be able to predict the
degree of solubility of solid solutions.
•
Given an x-ray powder diffraction intensity scan, students will be able to determine the
crystal structure and lattice parameter for a metal.
•
Students will be able to calculate the resolved shear stress to cause slip in a metal crystal
structure.
•
Given activation energy for vacancy formation, students will be able to calculate the
equilibrium number of vacancies for a metal at high temperature.
•
Given diffusivity data for solid state diffusion, students will be able to estimate the
concentration profile of a diffusing species in a metal using Fick’s 2nd law.
•
Given a distribution coefficient based on the phase diagram, students will be able to
estimate the concentration gradient in a directionally solidified ingot.
•
Students will understand the nature of the energy barrier associated with homogeneous
nucleation. Given degree of subcooling, students will be able to estimate the critical
nucleus size for a metal.
•
Students will be able to describe the affects of grain size reduction, alloying, and
dislocation density on strength and recrystallization temperature.
A-27
SDSM&T: BS Metallurgical Engineering Program: Appendix A
TOPICS COVERED:
• Crystal Structure
• Structure Determination
• Plastic Deformation
• Grain Boundaries
• Dislocations
• Vacancies
• Solid State Diffusion
• Solidification
• Nucleation and Growth
• Solid Solutions
• Phase Diagrams
• Recovery and Recrystallization
• Phase Transformations
CLASS SCHEDULE:
3 hours per week, MWF 8:00-8:50 AM (odd years)
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES:
(a) Apply Knowledge of Math, Science, and Engineering
(c) Optimally Select Material and Design Materials Treatment and Production Processes
(k) Use Engineering Techniques, Skills, and Tools Use Engineering Techniques, Skills, and
Tools
LECTURE:
The course consists of a lecture portion that parallels the lab (MET 330L), both in terms of
objectives and topics covered.
LABORATORY:
None
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
• The course prepares students in the basics of the structure of metals and provides students
with the necessary basis to design important metallurgical processing techniques
including casting, grain size reduction, homogenizing, cold working, and annealing.
ASSESSMENT AND EVALUATION
Two or Three Hour Exams
One Final Examination
Homework
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Michael West, April 18, 2010
A-28
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 330L PHYSICS OF METALS LAB
CATALOG DATA:
MET 330L PHYSICS OF METALS LAB
(0-1) 1 credit. Prerequisites: MET 232 and MET 231
Practical laboratory exercises that involve (1) x-ray diffraction methods, (2) scanning electron microscopy
techniques for materials evaluations, (3) recovery, recrystallization and grain growth as it applies to annealing of
materials. (4) optical microscopy as it applies to the microstructure of materials, and (5)thermomechanical
processing of metals with limited regions of solid solubility.
TEXTBOOK:
Fundamentals of Physical Metallurgy, John D. Verhoeven, John Wiley & Sons, New York, 1974.
Materials Science and Engineering: An Introduction, Seventh Edition, William D. Callister, John
Wiley and Sons, 2003.
INSTRUCTOR:
Dr. Dana J. Medlin, Office Hours: 2:00-3:00 p.m. M-W-F
REQUIRED/ELECTIVE:
MET 330L is required for all B.S. Metallurgical Engineering Students
COURSE OBJECTIVES:
Professional level development of the relationship between microstructure structure of metals
and alloys and mechanical & physical properties of materials. There is an emphasis on
microstructural characterization and laboratory sessions where students create and evaluate
various microstructures by heat treating and hot forging.
COURSE OUTCOMES:
•
•
•
•
•
•
•
•
•
•
Given any binary phase diagram with any invariant reaction, the student can discuss the initial and final
microstructure through drawings and words formed during solidification and/or solid-state invariant
reactions. In addition students can compute the fraction of phases present at any specified temperature and
alloy composition.
Students will be able to identify microstructures in various steels, cast irons, aluminum alloys, and copper
alloys.
Students will be able to use phase diagrams, hardenability data, TTT curves, IT curves and other
information to develop specific microstructures by heat treating and hot forging. Students will be able to
metallographically prepare these samples and verify the microstructures and hardnesses. Some basic
blacksmithing skills are required to complete portions of this work.
Students are expected to derive the homogeneous nucleation model and relate this model to the
heterogeneous spherical cap model of nucleation as they relate to the solidification of metals.
Students will understand the subject of growth kinetics in the solid state. Specifically about mechanisms
relating to diffusion controlled and interface controlled growth.
Students will understand precipitation hardening of metal alloys. Given a phase diagram, students can
discuss the possibility of precipitate formation by a three step (1) solution heat treatment, (2) quench and
(3) aging process.
Students will understand the crystallography of martensite formation and the difference between dislocated
and twinned martensite. In addition, students will understand the volumetric changes, hardness and strength
changes associated with these phase transformations.
Students will understand the iron - carbon system, aluminum alloy systems, and copper alloy systems.
Given the Iron - carbon phase diagram and a alloy composition, the student can sketch and discuss the
equilibrium microstructure developed at any temperature. They will also be able to apply this to the
aluminum copper phase diagram and explain solution annealing and precipitation strengthening.
Given the TTT diagram for a steel alloy, the student can provide the cooling path for: Annealing,
normalizing, austempering and martempering and sketch the resulting microstructure.
A-29
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
Given the composition of a steel alloy and table of Hardenability Multiplying Factors, the student can
compute the ideal critical diameter for a quenched bar as a function of the severity of quench.
TOPICS COVERED:
Labs Supporting MET 330 Lecture Content
• Manufacture binary solid solution alloy and eutectic alloys
o Study microstructure as a function of the state of equilibrium
• Create microstructures based on fundamental materials data.
o Heat treat and hot forge steel and aluminum alloy samples.
o Evaluate the microstructures with metallography and hardness testing.
• Study properties of dislocation interacting with an interstitial atmosphere
o Return of the yield point in low carbon steels
• Study Strain-rate dependence of the flow stress
Labs Supporting MET 332 Lecture Content
• Conduct complete heat treatment of a precipitation hardening aluminum alloy and measure tensile and
hardness properties
• Conduct complete heat treatment of several steel alloys and measure the strengths and hardness peroperties.
CLASS SCHEDULE:
3 hours per week Tu, 1:00-3:50 p.m.
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (g)
LABORATORY:
The course laboratory parallels the lecture portion MET 330 and parts of MET 332, both in terms of objectives and
topics covered. In addition, the laboratory stresses hands-on applications and a large technical communication
component.
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
Technical writing is emphasized requiring comprehensive reports on must topics covered in lecture/laboratory
activities. All laboratory projects and technical writing exercises are conducted in a teaming environment.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Dana J. Medlin, March 23, 2010.
A-30
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 332 THERMOMECHANICAL TREATMENTS
CATALOG DATA:
MET 332 THERMOMECHANICAL TREATMENTS (3-0) 3 credits. Prerequisite: Met 232 and concurrent
registration in MET 320.
The relationship between the microstructure, crystal structure, and the properties of materials. Topics covered are
the iron-carbon system, hardenability of iron base alloys, stainless steels, cast irons, aluminum, copper and
magnesium. Concepts of heat treatment, age hardening, dispersion hardening, and hot and cold working correlated
with the modification of the structure and physical and mechanical properties.
TEXTBOOK:
Structure and Properties of Engineering Alloys, Second Edition, William F. Smith, McGrawHill, 1993.
INSTRUCTOR:
Dr. Dana J. Medlin, Office Hours: 2:00-3:00 p.m. MWF
REQUIRED/ELECTIVE:
MET 332 is required for all B.S. Metallurgical Engineering students.
COURSE OBJECTIVES:
To study of the relationships between the crystal structure and the microstructure, and the physical and mechanical
properties of materials and to achieve their control.
Calculation of free energies of solid solutions, quantitative prediction of solidification microstructures,
homogenization and carburization of iron-based alloys, calculations of driving forces for homogeneous and
heterogeneous nucleation, evaluation of casting defects, segregation and porosity, calculation of growth kinetics in
diffusion and interface controlled transformations, evaluation of microstructure and strength of martensite,
evaluation of microstructure and strength in precipitation hardening systems, evaluation of microstructure and
strength in dispersion hardening systems, design of microstructures and thermomechanical treatments.
Understanding similar processes in aluminum alloys, tool steels, aluminum alloys, copper alloys, titanium alloys,
and nickel alloys.
COURSE OUTCOMES:
•
•
•
•
•
•
•
Given any binary phase diagram with any invariant reaction, the student can discuss the initial and final
microstructure through drawings and words formed during solidification and/or solid-state invariant
reactions. In addition students can compute the fraction of phases present at any specified temperature and
alloy composition.
Students will understand the relationship between processing, microstructures, properties and performance
of carbon steels, alloy steels, cast irons, aluminum alloys copper alloys, stainless steels, tool steels, titanium
alloys, and nickel alloys.
Students will understand the steel making process, ingot and continuous solidification processes,
microstructures, heat treatments, mechanical processing, national and international alloy designations, and
surface hardening processes.
Students will understand basic technical terminology to specific alloy groups such as annealing, stress
relief, normalizing, tempering, martempering, austempering, quenching, solution annealing, precipitation
hardening, over aging, sensitization, work hardening, cold rolling, carburing, nitriding, etc.
Students will understand diffusion topics such as homogenization and carburization. Several solutions to
Fick’s second law are developed in class and used to solve engineering problems.
Students will understand alloy steels and the affects of alloy composition on performance. In addition,
students will understand how to use TTT curves, IT curves, hardenability data to design specific alloy
thermo-mechanical processes.
Students will understand the aluminum alloy designation system, aluminum refining processes, casting
methods, work hardening operations, solution and aging treatments, and the affect of alloying on specific
properties and processing.
A-31
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
•
Students will know the stainless steel designation systems, types of stainless steels, thermo-mechanical
processing methods, corrosion resistance issues, limitations, and processing cautions.
Students will understand the above topics for cast irons, tool steels, copper alloys, titanium alloys and
nickel based alloys.
Students will be able to design and select alloys for specific engineering applications.
TOPICS COVERED:
•
•
•
•
•
•
•
•
Binary phase diagrams
Solidification of metals
Nucleation and growth kinetics
Precipitation Hardening
Dispersion hardening
Deformation twinning and martensite reactions
The iron-carbon alloy system, aluminum alloy system, copper alloys system, titanium alloy system
The processing of steels, aluminum alloys, tool steels, stainless steels, copper alloys, titanium alloys
CLASS SCHEDULE:
Lecture: 3 hours per week, 1:00-1:50 pm, MWF
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (c)
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
The course concepts are applied to the design and manufacture of materials microstructures thermomechanical
treatments and ranges of physical and mechanical properties.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Dana Medlin, March 23. 2010.
A-32
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 351: METALLURGICAL ENGINEERING DESIGN I
CATALOG DATA:
MET 351 – METALLURGICAL ENGINEERING DESIGN I; (2-0) Credits
Prerequisites: Junior standing or graduation within five semesters, MET 220, MET 232
This course is the first semester of a two-course sequence in Junior Metallurgical Engineering Design that consist of
both lectures and design practice sessions. The following topics are covered: Introduction to engineering design.
Compare the scientific method with the engineering design method. Define the concept of need as it pertains to the
design process. Develop skills associated with the use of modern and classical sources of information. Lectures on
modeling and simulation, statistical process control, brainstorming, teaming, the creative process, economic
evaluation, materials selection processes interaction of materials, and materials processing topics are presented.
Focus on the design process, and the design method. The development of interdisciplinary teams is a high priority.
TEXTBOOK: (OPTIONAL)
Textbook: ENGINEERING DESIGN, A Materials and Processing Approach, George E. Dieter, McGraw-Hill
Company, Third Edition, 2000.
INSTRUCTOR:
Dr. Stanley M. Howard
Office: MI 114
Office Hours: MWF 10:00 to 11:00
Phone: (605) 394-1282, Fax: (605) 394-3369, e-mail: Stanley.howard.sdsmt.edu
REQUIRED/ELECTIVE
MET 351 is required for all B.S. Metallurgical Engineering students
EXPECTATIONS:
The course focuses on the presentation of two hours per week of design lectures and on the development of Junior
Mini Design Projects (JMDP) with vertical and horizontal integration of concepts from all areas of Metallurgical
Engineering. The student is expected to put together the fundamental and applied knowledge acquired during the
previous years of the engineering tenure. This means a comprehensive effort involving most of the components of
real-world design projects. Specifically the student is expected to acquire a good working knowledge of:
• Principles of product and process design
• Problem solving skills
• Analysis skills on materials microstructure/property relationships
• Communication skills, both oral and written
COURSE OBJECTIVES:
The objectives of this course are to provide hands on practical experience on Metallurgical Engineering Design.
Students develop their projects by working in interdisciplinary teams under the direction and supervision of one or
more Faculty mentors. During the development of the course the students will demonstrate acquire skills to:
• Assessment of need
• Proposal preparation
• Definition of design requirements
• Gather information
• Conceptualize various solutions
• Evaluation of design concepts and select a candidate design
• Work in an interdisciplinary team environment
• Communicate the design effectively by written reports and oral presentations
CLASS SCHEDULE:
MET 351 classes will meet Mondays and Wednesdays 3:00-3:50 in MI 320 and MI 220. An exam in addition to an
oral presentation and a written report on each JMDP are required.
TOPICS:
A-33
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Orientation for the Design Sessions, Presentation and Discussion of the Design Program, Design Process and
Projects, Literature Search , Brainstorming, Design of Experiments, Ethics, Creative Process, Process Analysis I,
Junior Mini Design Projects.
COMPUTER USAGE:
As required by lectures and projects
COURSE OUTCOMES:
During this course students will demonstrate the ability to:
• Define the problem and establish the project specifications and constrains
• Gather information and establish the state of the art on the design science and technology
• Conceptualize various concept solutions to the design problem
• Use decision matrices for the selection of the candidate solution
• Establish the candidate design and the matrix of tasks needed to achieve this design
• Establish a project schedule
• Work effectively in a team environment
• Write progress and final design reports
• Make effective oral presentations
RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (d), (e), (f), (g)
LABORATORY:
As required by projects
ASSESSMENT AND EVALUATION:
The course objectives are evaluated by the following methods:
• Written reports and oral presentations
• Self-assessment of Team Effectiveness
Student Performance is determined by the following methods:
• 15% Design Reviews
• 15% Design Fair/Review
• 15% Oral presentations
• 15% Written Reports
• 15% Professionalism
• 15% Progress Meeting Project Goals
• 10% Assessment Tool Performance and Participation (Team Assessment, Survey, and Exit Exam)
PREPARED BY:
Dr. Stanley M. Howard
Professor of Materials and Metallurgical Engineering
A-34
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 352:METALLURGICAL ENGINEERING DESIGN II
CATALOG DATA:
MET 352 – METALLURGICAL ENGINEERING DESIGN I; 1 (1-0) Credits
Prerequisites: Junior standing or graduation within five semesters, MET 220, MET 232, MET 351. This course is the
second semester of a two-course sequence in Junior Metallurgical Design that involve both lectures and design
practice sessions. It is a continuation of MET 351. Topics are designed to incorporate engineering standards and
realistic constrains, including most of the following considerations: economic, ethical, environmental and social.
Focus on the design process, and the design method. The development of interdisciplinary teams is a high priority.
The course integrates vertically and horizontally concepts from all areas of Metallurgical Engineering into a
practical design project designed to train the students in the design practice. Fundamentals of the design process,
specifications, decision-making, materials selection, materials process, experimental design, statistic process control
and preliminary design are the focus. This course consists in the students playing the role of apprentices to design by
teaming up with the interdisciplinary senior students in the senior capstone design projects.
TEXTBOOK:
Textbook: ENGINEERING DESIGN, a Materials and Processing Approach, George E. Dieter, McGraw-Hill
Company, Third Edition, 2000.
Reference: THE ENGINEERING DESIGN PROCESS, Atila Ertas and Jesse C. Jones, John Wiley & Sons, Inc.,
1993.
INSTRUCTOR:
Dr. Stanley M. Howard
Office: MI 114
Office Hours: MWF 10:00 to 11:00
Phone: (605) 394-1282, Fax: (605) 394-3369, e-mail: Stanley.howard.sdsmt.edu
EXPECTATIONS:
The course focuses on the development and completion of a Design Project with vertical and horizontal integration
of concepts from all areas of Metallurgical Engineering. The students are expected to put together the fundamental
and applied knowledge acquired during the previous years of the engineering tenure. This means a comprehensive
effort involving most of the components of real-world industrial design projects. This means a comprehensive effort
involving most of the components of real-world industrial design projects. Specifically the students are expected to
have a good working knowledge of:
• Principles of product and process design
• Problem solving skills
• Analysis skills on materials microstructure/property relationships
• Communication skills, both oral and written
• Materials Design and Materials Manufacture
COURSE OBJECTIVES:
The objectives of this course are to provide hands on practical experience on Metallurgical Engineering Design.
Students participate as apprentices to design in The Interdisciplinary Senior Capstone Design Projects (IDSCDP) by
working in teams under the direction and supervision of one or more Faculty mentors. In addition Junior students
have an opportunity to team up in Interdisciplinary Senior Capstone Design Projects were they play the role of
apprentices to the design process. During the development of the course the students will demonstrate acquire skills
to:
• Assessment of need
• Proposal preparation
• Definition of design requirements
• Gather information
• Conceptualize various solutions
• Evaluation of design concepts and select a candidate design
• Work in an interdisciplinary team environment
• Communicate the design effectively by written reports and oral presentations
A-35
SDSM&T: BS Metallurgical Engineering Program: Appendix A
CLASS SCHEDULE:
MET 352 classes will normally be scheduled Monday and Wednesday from 3:00-3:50 PM in MI 220; however
much of the course work is performed in the various design laboratory staging areas throughout the MI Building and
Foundry Laboratory.
TOPICS:
Students will play the role of apprentices to Design Interdisciplinary Junior/Senior Design Projects. Topics are
designed to incorporate engineering standards and realistic constrains, including most of the following
considerations: economic, ethical, environmental and social. Focus on the design process, and the design method.
The development of interdisciplinary teams is a high priority.
COMPUTER USAGE:
As required by lectures and projects
COURSE OUTCOMES:
During this course students will demonstrate the ability to:
• Work effectively in a team environment
• Integrate knowledge, vertically and horizontal and apply analytical tools from a variety of courses.
• Develop and implement experimental plans to evaluate possible solutions.
• Produce archival design drawings
• Manage the project effectively by using a project schedule and other management tools.
• Develop and implement appropriate and detailed manufacturing plans.
• Write progress and final design reports, incorporating ethical, environmental and societal issues pertinent to
the specific ISCDP.
• Make effective oral presentations incorporating in the discussion ethical, environmental and societal issues
pertinent to the specific ISCDP.
• Test and Evaluate Prototype performance.
RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (d), (e), (f), (g)
LABORATORY:
As required by projects
ASSESSMENT AND EVALUATION:
The course objectives are evaluated by the following methods:
• Written reports and oral presentations
• Self-assessment of Team Effectiveness
Student Performance is determined by the following methods:
• 15% Design Reviews
• 15% Design Fair/Review
• 15% Oral presentations
• 15% Written Reports
• 15% Professionalism
• 15% Progress Meeting Project Goals
• 10% Assessment Tool Performance and Participation (Team Assessment, Survey, and Exit Exam)
PREPARED BY:
Dr. Stanley M. Howard
Professor of Materials and Metallurgical Engineering
A-36
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 422 TRANSPORT PHENOMENA
(4-0) 4 credits. Prerequisite: MATH 321 and concurrent enrollment in MET 320. The principles of momentum, heat
and mass transfer and their application to metallurgical engineering. Topics covered include thermal conductivity,
mass diffusion, mechanisms of transport, Fourier’s and Fick’s Laws, shell balance, boundary conditions, equations
of change, unsteady-state transport, mass and heat distributions in turbulent flow, and interphase transport.
TEXTS
G. H. Geiger and D. R. Poirier, Transport Phenomena in Metallurgy, Addison-Wesley Publishing
INSTRUCTOR
Dr. S. M. Howard
[email protected]
MI 114 Ph. 394 -1282
Open Office Policy
REQUIRED/ELECTIVE
MET 422 is required for all B.S. Metallurgical Engineering. It is a required course for B.S. Environmental
COURSE OBJECTIVE
Students who satisfactorily complete this course will be able to determine velocity profiles in laminar flow
systems, drag forces in turbulent flow systems, unsteady-state temperature profiles in isotropic simple solids,
heat fluxes through boundary layers, net heat fluxes among gray surfaces from radiation, mass transfer rates
across interphase boundaries.
COURSE INSTRUCTIONAL OUTCOMES
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Students are expected to write Newton’s Law, Fourier’s Law, and Fick’s Law and describe the analogies
among them.
Students will perform shell balances for momentum, heat, and mass transfer and obtain the differential
equation describing the velocity, temperature, and concentration gradient.
Students are expected to understand the difference between Newtonian and non-Newtonian flows.
Students will be able to reduce the Equations of Continuity and Change for rectangular, cylindrical and
spherical coordinates to the terms applicable for a specified condition.
Students will be able to derive from linear, steady-state flow distributions in laminar flow volumetric and
average flow equations.
Students provided a set of independent variables upon which a dependent variable depends will reduce the
set to a dimensionless set using Buckingham Pi Theory.
Students will be able to design packed and fluidized beds for given system for uniform particles given their
density, shape, and size and the fluid’s rheolgical properties.
Students must determine the modes of heat transfer (conduction, convection, and radiation) and describe
the governing equations for each mode.
Students are expected to calculate the heat transfer rate for convective heat transfer given heat transfer
correlation and its pertinent parameters.
Students will determine heat loss from radiative systems using Kirchoff Loop electric analog solution
method.
Students will solve 1D USS and 2D SS heat transfer and mass transfer problems using spreadsheets.
Students will determine the concentration dependency of diffusivity.
Students will be able to derive differential equations describing diffusion through a stagnant gas film, a
moving gas stream, and a falling liquid film.
Students will describe the mathematical similarities between turbulent convective heat transfer and
turbulent diffusion including the correspondence between dimensionless groups.
TOPICS
• Introduction to momentum, energy and mass transfer analogies between Newton's,
Fourier's, and Fick's Laws (1)
•
•
Theoretical and semi-empirical equations for viscosity of gases, liquids, and molten slags (3)
Newtonian and non-Newtonian fluids (1)
A-37
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Laminar flow and momentum balances: flow of a falling film;flow through a circular tube (3)
Equations of continuity: rectangular volume, arbitrary shape using vectors (3)
Substantial time derivative; cf total and partial time derivatives (2)
General equations of momentum transfer: Navier-Stokes, Euler equations (2)
Applications of the general equation of motion: flow through a long vertical cylindrical duct
Couette-Hatschek viscometer, creeping flow around a sphere; flow near the leading edge of a flat plate
Dimensional analysis: Re, Fr numbers (1)
Turbulent flow: time-smoothed quantities Interphase transport: friction factor (2)
Flow through packed and fluidized beds (4)
Theoretical and semi-empirical equations for thermal conductivity of fluid and solids (1)
Heat conduction flat plates, cylinders through composite walls with generation (4)
Heat transfer with forced and natural convection (4)
Transient systems (4)
Solidification heat transfer (2)
Dimensional analysis: Nu, Gr numbers (1)
Molar and mass flux Theoretical and semiempirical equations for diffusivity of gases, liquids
and ionic species (3)
Diffusion in solids of gas through thin film, concentration dependent diffusivity transient diffusion (3)
Mass transfer in fluid systems diffusion through a stagnant gas film, diffusion in a moving gas stream, diffusion
into a falling liquid film, forced convection (4)
Dimensional analysis: Sh, Sc numbers (1)
CLASS SCHEDULE
11:00 – 11:50 MWF MI 222
RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES
a) Apply Knowledge of Math, Science, and Engineering
b) Optimally Select Material and Design Materials Treatment and Production Processes
c) Identify, Formulate, and Solve Engineering Problems
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT
•
•
This course prepares students in the basics of transport Phenomena and, therefore, provides students with
the necessary basis to design, operate and optimize metallurgical processes.
Ethical and professional conducts are emphasized throughout the course and also emphasized is global
awareness in engineering.
LABORATORY: None
ASSESSMENT AND EVALUATION
One Final Exam – required by all students
Three or Four Hour Exams
Homework
EXPECTATIONS
Metallurgical Thermodynamics
College Calculus, Chemistry, Physics
COMPUTER USAGE
•
•
•
Excel
VBA
MathCad or MATLAB
PREPARED BY
S. M. Howard
A-38
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 433 PROCESS CONTROL
CATALOG DATA:
MET 433 PROCESS CONTROL
(3-0) 3 credits.
Prerequisites: MATH 321 and senior standing.
Analysis and design of process control systems for industrial processes, including controller tuning and design of
multivariable control schemes. This course is cross-listed with CBE 433.
TEXTBOOK:
“Principles and Practice of Automatic Process Control”, C.A. Smith and A.B. Corripio, 3rd Ed, Wiley, 2006
INSTRUCTOR:
Jason C. Hower, EEP119, 394-2627 (w), [email protected]
Office hours:
2:00-3:00pm MWF
EXPECTATIONS:
•
Energy and material balances;
•
Application of ordinary differential equations.
COURSE OBJECTIVES:
To provide students with a working knowledge required to understand and solve practical problems which require
both process dynamic analysis, and basic process-control theory.
CLASS SCHEDULE:
12:00-12:50 pm MWF, C303
TOPICS:
•
•
•
•
Dynamic process modeling in Laplace space
Feedback control methods
Control algorithms and tuning methods
Feedforward and cascade control methods
COMPUTER USAGE:
Students are expected to use computer software (Excel, Polymath, EES, Maple) to assist in solving complicated
equations involving numerical solutions, integration, and simple ODEs.
COURSE OUTCOMES:
After successful completion of this course a student is expected to be able to:
1. Model the dynamic behavior of physical processes and automatic control systems using algebraic and
differential equations, and by using block diagrams representing the Laplace transforms of those equations.
2. Tune feedback controllers to produce a desired mode of response.
3. Identify and sketch graphs illustrating overdamped, critically damped, underdamped, undamped and
unstable systems, and predict which response will occur based on the transfer functions describing a
system.
4. Model complex process behavior using empirical first-order-plus-dead-time models, and tune automatic
controllers based on those process models.
5. Illustrate control techniques and response modes using simulation software.
6. Explain advanced control techniques of feed-forward and cascade control using block diagrams, process
and instrumentation diagrams, and time-domain graphs.
7. Explain and use concepts of statistical process including statistics of central tendency and variability,
control charts, and hypothesis testing.
RELATION OF COURSE TO PROGRAM OUTCOMES: (a), (b), (c), (e), (g), and (k)
A-39
SDSM&T: BS Metallurgical Engineering Program: Appendix A
LABORATORY:
None
ASSESSMENT AND EVALUATION:
•
Quizzes
•
Homework
•
Final Exam
PREPARED BY:
Jason Hower, March 12, 2010
A-40
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 440/540 MECHANICAL METALLURGY
CATALOG DATA:
MET 440/540 MECHANICAL METALLURGY (3-0) 3 credits.
Prerequisite: Met 232and concurrent or completion in EM 217. A course concerned with the response of metals to
loads. Areas covered include elastic and plastic deformation under different force systems, fracture, fatigue, creep,
residual stresses, and general fundamentals of metal working. Students enrolled in MET 540 will be held to a higher
standard than those enrolling in MET 440.
TEXTBOOK:
“Mechanical Metallurgy,” by G. E. Dieter, McGraw Hill, Third Edition, 1986.
INSTRUCTOR:
Dr. Dana J. Medlin, Office Hours: 3:00-4:00 p.m. MWF
REQUIRED/ELECTIVE:
MET 440 is required for all B.S. Metallurgical Engineering students.
COURSE OBJECTIVES:
To rationalize, predict, control and change the response of metals and alloys to forces and loads in order to prevent
failure, and control plastic flow (deformation processing).
Determine the state of stress using Mohr’s circle, calculation of elastic stresses from elastic strains, stress
distribution and stress concentration in mechanical components, strength theories for ductile and brittle materials,
yield surfaces and yield envelops, calculation of final dimensions and final state of stress in mechanical components,
design with linear elastic and elastic-plastic fracture mechanics, design for fatigue in structural components,
determine stress concentrations and basic fracture mechanics, design for creep in structural components.
COURSE OUTCOMES:
•
Graphical and analytical determination of a state of stress in mechanical components. Vector and tensor
representation in different system of axis. Calculation of elastic stresses from elastic strains and elastic
stress/strain relationships.
•
Stress distribution and stress concentration in mechanical components.
•
Strength theories for design in brittle and ductile materials. Yield surfaces and yield envelops.
•
Given the original dimensions of a mechanical component and the original tridimensional state of stress,
calculate the final dimensions and the final state of stress in the mechanical component.
•
Calculation in engineering materials of the: (a) theoretical cohesive tensile strength, (b) cohesive tensile
strength from the stress concentration point of view, establishment of the fracture stress by the Griffith’s
equations and (d) establishment of the fracture stress by the Griffith-Orowan equations.
•
Measurement of the fracture toughness of engineering materials: Plane strain, COD, CTOD, J integral and
R curves. Calculation of plasticity corrections.
•
Calculation of dimensions, failure stresses and failure envelopes in mechanical components using linear
elastic fracture mechanics and fracture theories for design.
•
Criteria for the fatigue design of mechanical components including fatigue crack initiation and fatigue
crack propagation. Calculation of the dimensions and fatigue life of mechanical components under specific
fatigue parameters.
•
Establishment of creep mechanisms and plotting of creep data for engineering design. Working knowledge
of creep deformation maps.
•
Calculation of constants in creep equations, creep stresses and life time, in the creep design of engineering
components.
•
Introduction to the methodologies for evaluating failure analysis of metallic components.
•
Calculation of stress intensity factors, strain energy release rates, fracture toughness, plane strain toughness
testing methods, and toughness of materials.
TOPICS COVERED:
•
Introduction (Mechanical Behavior under 1D Stress)
•
Macroscopic theory of elasticity
•
Macroscopic theory of plasticity
•
Strengthening mechanisms
A-41
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
•
•
•
Fracture
Fracture mechanics
Fatigue of metals
Creep and stress rupture
Brittle fracture and impact testing
CLASS SCHEDULE:
Lecture: 3 hours per week, 8:00-8:50 am, MWF
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (b), (c), (e), (g), (k)
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
The course concepts are applied to the design and manufacture of materials and structural components in order to
prevent failure and control plastic flow in deformation processing.
Ethical practice is a frequent discussion item in MET 440, specifically, the role engineer’s play in sound
manufacture of materials and structural components.
PREPARED BY:
Dana Medlin, March 23, 2010.
A-42
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 464: METALLURGICAL ENGINEERING DESIGN III
CATALOG DATA:
MET 464 – METALLURGICAL ENGINEERING DESIGN III; (0-2) Credits
Prerequisites: Senior standing or graduation within three semesters, MET 351, MET352
This course is the first semester of a two-course sequence in Interdisciplinary Senior Capstone Design Project
(ISCDP) that involve both lecture and design practice sessions. The course integrates vertically and horizontally
concepts from all areas of Metallurgical Engineering into a practical senior capstone design project design to
train the students in the design practice. Fundamentals of the design process, specifications, decision-making,
materials selection, materials process, experimental design, statistic process control and preliminary design are
the focus. The major part of this course consists in the development of the senior capstone design project.
TEXTBOOK: (OPTIONAL)
Textbook: ENGINEERING DESIGN, A Materials and Processing Approach, George E. Dieter, McGraw-Hill
Company, Third Edition, 2000.
INSTRUCTOR:
Dr. Stanley M. Howard
Office: MI 114
Office Hours: MWF 10:00 to 11:00
Phone: (605) 394-1282, Fax: (605) 394-3369, e-mail: Stanley.howard.sdsmt.edu
EXPECTATIONS:
The course focuses on the development and completion of Interdisciplinary Senior Capstone Design Projects
(ISCDPs) with vertical and horizontal integration of concepts from all areas of Metallurgical Engineering. The
students are expected to put together the fundamental and applied knowledge acquired during the previous years
of the engineering tenure. This means a comprehensive effort involving most of the components of real-world
industrial design projects. Specifically the students are expected to have a good working knowledge of:
• Principles of product and process design
• Problem solving skills
• Analysis skills on materials microstructure/property relationships
• Communication skills, both oral and written
• Materials design and materials manufacture
Both a Preliminary and Final Design Review will be required as part of the combined MET 464/465 sequence.
Monthly oral presentation and written summary progress reports are required. Students will present Monthly
Oral Report Presentation and submit Monthly Written Reports.
COURSE OBJECTIVES:
The objectives of this course are to provide hands on practical experience on Metallurgical Engineering Design.
Students develop their projects by working in interdisciplinary teams under the direction and supervision of
various faculty mentors from various departments as appropriate. During the development of the course the
students will engage in the following activities:
• Assessment of need
• Definition of design requirements
• Gather information
• Conceptualize various solutions
• Evaluation of design concepts and select a candidate design
• Work in an interdisciplinary team environment
• Communicate the design effectively by written reports and oral presentations
CLASS SCHEDULE:
MET 464 classes will normally be scheduled Monday and Wednesday from 3:00-3:50 PM in MI 220; however
much of the course work is performed in the various design laboratory staging areas throughout the MI Building and
Foundry Laboratory.
A-43
SDSM&T: BS Metallurgical Engineering Program: Appendix A
TOPICS:
Interdisciplinary Senior Capstone Design Projects
COMPUTER USAGE:
As required by projects
COURSE OUTCOMES:
During this course students will demonstrate the ability to:
• Work effectively in a team environment
• Integrate knowledge, vertically and horizontal and apply analytical tools from a variety of courses.
• Develop and implement experimental plans to evaluate possible solutions.
• Produce archival design drawings
• Manage the project effectively by using a project schedule and other management tools.
• Develop and implement appropriate and detailed manufacturing plans.
• Write progress and final design reports, incorporating ethical, environmental and societal issues pertinent to
the specific ISCDP.
• Make effective oral presentations incorporating in the discussion ethical, environmental and societal issues
pertinent to the specific ISCDP.
• Test and Evaluate Prototype performance.
RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (c), (d), (e), (f),
(g), (h)
LABORATORY:
As required by projects
ASSESSMENT AND EVALUATION:
The course objectives are evaluated by the following methods:
• Written reports and oral presentations
• Self-assessment of Team Effectiveness
Student Performance is determined by the following methods:
• 15% Design Reviews
• 15% Design Fair/Review
• 20% Oral presentations
• 20% Written Reports
• 15% Professionalism
• 15% Progress Meeting Project Goals
PREPARED BY:
Dr. Stanley M. Howard
Professor of Materials and Metallurgical Engineering
A-44
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 465:METALLURGICAL ENGINEERING DESIGN IV
CATALOG DATA:
MET 465 – METALLURGICAL ENGINEERING DESIGN IV; 1(0-1) Credits
Prerequisites: Senior standing or graduation within three semesters, MET 351, MET352, MET 465. This course
is the second semester of a two-course sequence in Interdisciplinary Senior Capstone Design Project (ISCDP)
that involves design practice sessions. It is the continuation of MET 464. The course integrates vertically and
horizontally concepts from all areas of Metallurgical Engineering into a practical senior capstone design project
design to train the students in the design practice. Fundamentals of the design process, specifications, decisionmaking, materials selection, materials process, experimental design, statistic process control and preliminary
design are the focus. This course consists in the development and completion of the senior capstone design
project.
TEXTBOOK: (OPTIONAL)
Textbook: ENGINEERING DESIGN, a Materials and Processing Approach, George E. Dieter, McGraw-Hill
Company, Third Edition, 2000.
Reference: THE ENGINEERING DESIGN PROCESS, Atila Ertas and Jesse C. Jones, John Wiley & Sons,
Inc., 1993.
INSTRUCTOR:
Dr. Stanley M. Howard
Office: MI 114
Office Hours: MWF 10:00 to 11:00
Phone: (605) 394-1282, Fax: (605) 394-3369, e-mail: Stanley.howard.sdsmt.edu
EXPECTATIONS:
The course focuses on the development and completion of Interdisciplinary Senior Capstone Design Projects
(ISCDPs) with vertical and horizontal integration of concepts from all areas of Metallurgical Engineering. The
students are expected to put together the fundamental and applied knowledge acquired during the previous years
of the engineering tenure. This means a comprehensive effort involving most of the components of real-world
industrial design projects. Specifically the students are expected to have a good working knowledge of:
• Business practices
• Entrepreneurialism
• Ethical practice and industrial safety
• Principles of product and process design
• Problem solving skills
• Analysis skills on materials microstructure/property relationships
• Communication skills, both oral and written
• Materials design and materials manufacture
Both a Preliminary and Final Design Review will be required as part of the combined MET 464/465 sequence.
Monthly oral presentation and written summary progress reports are required. Students will participate in the
Annual Design Fair, present a Final Oral Report Presentation, and submit a Final Written Report.
COURSE OBJECTIVES:
The objectives of this course are to provide hands on practical experience on Metallurgical Engineering Design.
Students develop their projects by working in interdisciplinary teams under the direction and supervision of
various faculty mentors from various departments as appropriate. During the development of the course the
students will engage in the following activities:
• Assessment of need
• Definition of design requirements
• Gather information
• Conceptualize various solutions
• Evaluation of design concepts and select a candidate design
• Work in an interdisciplinary team environment
• Communicate the design effectively by written reports and oral presentations
A-45
SDSM&T: BS Metallurgical Engineering Program: Appendix A
CLASS SCHEDULE:
MET 465 classes will normally be scheduled Monday and Wednesday from 3:00-3:50 PM in MI 220; however
much of the course work is performed in the various design laboratory staging areas throughout the MI Building and
Foundry Laboratory.
TOPICS:
Interdisciplinary Senior Capstone Design Projects
COMPUTER USAGE:
As required by projects
COURSE OUTCOMES:
During this course students will demonstrate the ability to:
• Work effectively in a team environment
• Integrate knowledge, vertically and horizontal and apply analytical tools from a variety of courses.
• Develop and implement experimental plans to evaluate possible solutions.
• Produce archival design drawings
• Manage the project effectively by using a project schedule and other management tools.
• Develop and implement appropriate and detailed manufacturing plans.
• Write progress and final design reports, incorporating ethical, environmental and societal issues pertinent to
the specific ISCDP.
• Make effective oral presentations incorporating in the discussion ethical, environmental and societal issues
pertinent to the specific ISCDP.
• Test and Evaluate Prototype performance.
RELATIONSHIPS OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (c), (d), (e),
(f), (g), (h)
ASSESSMENT AND EVALUATION:
The course objectives are evaluated by the following methods:
• Written reports and oral presentations
• Graduating Senior Exit exam
• Graduating Senior survey
• Self-assessment of Team Effectiveness
Student Performance is determined by the following methods:
• 15% Design Reviews
• 15% Design Fair/Review
• 15% Oral presentations
• 15% Written Reports
• 15% Professionalism
• 15% Progress Meeting Project Goals
• 10% Assessment Tool Performance and Participation (Team Assessment, Survey, and Exit Exam)
PREPARED BY:
Dr. Stanley M. Howard
Professor of Materials and Metallurgical Engineering
A-46
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Metallurgical Engineering Elective Courses
MET 426/526
MET 430/430L
MET 443
MET 450/550
MET 455/545
Steelmaking
Weld. Engr. & Design of Welded Struct.
Composite Materials
Forensic Engineering
Oxidation and Corrosion of Metals
A-47
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 426/526 STEELMAKING
(3-0) 3 credits. Prerequisites: MET 320 or graduate standing. Chemical reactions and heat and mass transport
phenomena associated with the production of steel. Unit operations studied include the blast furnace, the basic
oxygen furnace, the electric arc furnace, and selected direct reduction processes. Students enrolling in MET 526 will
be held to a higher standard than those enrolling in MET 426.
TEXTBOOK:
The Making Shaping & Treating of Steel (Steelmaking and Refining Volume)11th ed., Iron & Steel Institute,
Pittsburgh. http://www.steelfoundation.org/publications/msts.htm Stock Number R34, $95.
INSTRUCTOR:
Dr. S. M. Howard
[email protected]
MI 114 Ph. 394 -1282
Open Office Policy
REQUIRED/ELECTIVE:
MET 326/526 is an elective course
COURSE OBJECTIVE:
Students who satisfactorily complete this course will be able to perform the thermochemical computations and
analyses needed for iron and steel production.
COURSE OUTCOMES:
TOPICS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Overview of Steel Industry (2 class)
History, Integrated Mills, Mini Mills, Direct Reduction Plants
Solution Thermodynamics (7 classes)
Alternative Standard States( 1 wt % Standard State), Interaction Coefficients
Reduction Processes (7 classes)
Oxygen Potential, Ellingham Diagrams, Blast Furnace, Kinetic Studies
Refining Processes & Principles (10 classes)
Impurity Treayment, Oxidation Potential, Basic Oxygen Furnace, Alternative Methods
Deoxidation ( 3 classes)
Deoxidant Addition, Sparging, vacuum
Mini Mill Processing (3 classes)
Tramp Elements, Ladle Metallurgy, Quality
Direct Reduction Processes (3 classes)
Tramp Elements, Ladle Metallurgy, Quality
Specialty Steels (3 classes)
Stainless Steel, AOD Process
Continuous Casting (2 classes)
Carburization (3 classes)
Tests (3 classes)
CLASS SCHEDULE:
12:00 - 12:50 MWF MI 320
RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (a), (e)
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL
COMPONENT:
This course contributes to the one and one-half years of engineering topics consisting of engineering sciences
A-48
SDSM&T: BS Metallurgical Engineering Program: Appendix A
LABORATORY:
None
ASSESSMENT AND EVALUATION:
One Final Exam – required by all students
Three Hour Exams
Homework
EXPECTATIONS:
College Calculus, Chemistry, Physics, Metallurgical Thermodynamics
COMPUTER USAGE
Intermediate Excel
PREPARED BY
S. M. Howard, 6/2010
A-49
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 430/430L PHYSICS OF METALS
CATALOG DATA:
MET 430/430L WELDING ENGINEERING AND DESIGN OF WELDED STRUCTURES (2-1) 3
credits. Introduces the state-of-art in welding processes and technology. Discusses fundamentals of the
fabrication welded structures by introducing basics of solidification in welds, metallurgy of welds, fatigue
and fracture in welds, joint design and weld defects and inspection. Laboratory exercises will focus on
advanced welding processes, characterization, and materials testing methods.
TEXTBOOK:
The Procedure Handbook of Arc Welding, 14th ed., James F. Lincoln Arc Welding Foundation, 1994.
INSTRUCTOR:
Dr. Michael West, Office Hours: 11:00-11:50 a.m. M, W, F
REQUIRED/ELECTIVE:
This course is technical elective for B.S. Metallurgical Engineering students and for B.S. Mechanical
Engineering students.
COURSE OBJECTIVES:
The objective of this course is to provide students a working knowledge in welding processes and
welding safety. Students will understand the affect of welding on the properties of metal alloys.
Students will understand the differences between major solid state and fusion welding processes.
Students will be able to select an appropriate welding process given a material. Students will
understand the concept of “weldability” and will be able to select between different metal alloys that
need to be joined. Students will become familiar with appropriate standards which govern welding
processes.
COURSE OUTCOMES:
•
Given a fusion welding process for aluminum alloys, students will be able to select an alloy to
avoid hot cracking in welds.
•
Given geometry and type of steel alloy, students will be able to determine welding parameters to
avoid cold cracking.
•
Given the thermal history for a fusion weld or solid state weld, students will be able to predict the
microstructure in weld and heat-affected zones in steel and aluminum alloys.
•
Students will understand the nature of segregation in fusion welds.
•
Students will be able to appropriately size butt and fillet welds for required loading on a welded
structure.
•
Students will be able to choose an appropriate non-destructive evaluation method to detect
defects in a welded structure.
•
Students will be able to locate appropriate standards which govern welding processes.
TOPICS COVERED:
• Overview and classification of welding processes
• Fusion and non-fusion welding
• Flow of heat in welds
• Solidification theory basics
• Nature of residual stresses, shrinkage and distortion
• Review of metallurgy of steel, aluminum
• Review of microstructure development as a function of temperature
A-50
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
•
•
•
•
•
Microstructure of the heat affected zone
Nature of welding discontinuities/defects
Weldability issues
Welded joint design
Introduction to fracture and fatigue in welded joints
Corrosion in welds
Inspection of welds
CLASS SCHEDULE:
3 hours per week, MWF 8:00-8:50 AM (even years)
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES:
(a), (b), (f), (k)
LECTURE:
The course consists of a lecture portion that parallels the lab both in terms of objectives and topics
covered.
LABORATORY:
In the laboratory section, students are instructed in proper welding safety. The laboratory section is
designed to introduce students to welding processes through a number of hands-on activities. Written
reports are required.
Laboratory topics include:
• Gas Welding/Cutting
• GMA Welding
• GTA Welding
• Laser Welding
• Ultrasonic Welding
• Friction Stir Welding
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
• The course and provides students with the necessary basis to design materials joining processing
techniques including selecting between materials and available welding processes.
• The course prepares students to work with appropriate standards and codes within the engineering
discipline.
• The course contributes to the design component. Student teams design their own weld evaluation
project that involves making welds using a welding process, mechanical testing, and metallurgical
evaluation.
ASSESSMENT AND EVALUATION
Two Hour Exams
One Mid-term Research Paper
One Weld Evaluation Design Project
Homework
Five Technical Lab Reports
One Final Exam
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Michael West, April 18, 2010
A-51
SDSM&T: BS Metallurgical Engineering Program: Appendix A
A-52
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 443 COMPOSITE MATERIALS
CATALOG DATA:
MET 443 COMPOSITE MATERIALS (3-0) 3 credits. Prerequisites: ME 316 or concurrent
enrollment in MET 440. The course will cover heterogeneous material systems; basic design
concepts and preparation; types of composite materials; advances in filaments, fibers and
matrices; physical and mechanical properties; failure modes; thermal and dynamic effects; and
applications to construction, transportation and communication. This course is cross-listed with
ME 443.
TEXTBOOK:
Engineering Mechanics of Composite Materials, 2nd Edition, Daniel and Ishai, Oxford 2006
INSTRUCTORS:
Dr. Jon J. Kellar, Office Hours: 2-3 pm M, Tu, W, Th
Dr. Lidvin Kjerengtroen, Office Hours, 2-3 pm M, Tu, W, Th
REQUIRED/ELECTIVE:
MET 443 is a Directed Technical Elective for B.S. Metallurgical Engineering students.
COURSE OBJECTIVE:
Students will be able to determine the effects of mechanics and materials chemistry on composite
performance.
COURSE OUTCOMES:
•
•
•
•
•
•
•
•
Given a particular matrix/reinforcement combination students will be able to identify a
manufacturing process to produce a desired composite part.
Given one of the major fibrous reinforcements the students will be able to describe the
design, manufacturing and properties of advanced fibers.
For a given matrix/reinforcement systems students will be able to determine the role of
interfaces and interface phases and their properties in the design, manufacture and
properties of PMCs, MMCs and CMCs.
For a given matrix/reinforcement system student will be able to predict the
microstructural properties (stiffness, strength, fracture toughness and fatigue).
For a given composite system the student will be able to describe the fundamental
properties/parameters such as anisotropic, orthotropic, and non-homogenous material
behavior.
For a given composite system the student will be able to carry out two dimensional
transformations of stress, strain, and directional elastic parameters.
For a given set of constituent properties the student will be able to estimate laminate
material properties including laminate properties and strength estimates using common
failure criteria.
Given a laminate system the student will have basic understanding of the assumptions of
laminate behavior and the significance of laminate stacking order.
TOPICS COVERED:
•
Fibers
A-53
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
•
•
•
•
•
•
•
•
•
•
•
Fibers and Whiskers and Nanocomposites
Reinforcement/Matrix Interface
Interfaces-Wettability
Interfaces-Bonding
The Interphase Methods for Measuring Bond Strength
Polymer Matrices
Polymer Matrix Composite Processing
Polymer Matrix Composite Interfaces/Interphases
Structure, Properties and Applications of PMCs
Elastic behavior of composite lamina-Micromechanics
o Basic concepts including RVE
o Stiffness
o Thermal and moisture expansion
o Lamina Strength
Ply Mechanics
o Coordinate systems
o Stress, strain, and constitutive relationships
o Off-axis Stiffness and properties
Macro Mechanics
o Basic assumptions of laminates
o Computation of stress
o Common laminate types: symmetric, balanced, and quasi-isotropic, and specially
orthotropic
o Carpet plots
Failure and Strength
o Tsai-Hill
o Tsai-Wu
o Maximum Strain Criterion
CLASS SCHEDULE:
Lecture: 3 hours per week, 1:00-1:50 am, MWF
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (c)
LABORATORY:
There is no associated laboratory with this course.
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
This course prepares students in the basics of materials selection and design.
Ethical practice is a frequent discussion item in MET 443, specifically, the role engineer’s play
in selection of materials for critical applications such as defense, crash protection and aerospace.
One major design report is a required part of this course.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Jon Kellar and Lidvin Kjerengtroen, May 6, 2010
A-54
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET/CHE/ME/ENVE 445/545. OXIDATION AND CORROSION OF METALS
CATOLOG DATA:
MET45/545 OXIDATION AND CORROSION OF METALS (3-0) 3 credits. Prerequisites.
MET 320 or CHE 222 or ME 311 or graduate standing. Initially the thermodynamics of
electrochemical processes are covered; use of the Nernst Equation and Pourbaix diagram is
presented in this material. Fundamentals of electrode kinetics are then discussed with special
emphasis on the derivation of the Butler-Volmer equation and application of the Evan’s diagram.
Following presentation of these fundamental concepts, phenomena observed in corrosion and
oxidation such as uniform attack, pitting, stress corrosion cracking, and corrosion fatigue are
discussed. Finally, selection of materials for site specific applications is covered. Students
enrolled in Met 545 will be held to a higher standard than those enrolling in Met 445. This
course is cross-listed with ENVE 445/545, CHE 445/545, ME 445/545.
TEXT BOOK:
Denny Jones, “Principles and Prevention of Corrosion” Second Edition, Prentice Hall, 1996.
INSTRUCTOR:
Dr. Dana J. Medlin, Office Hours: 3:00-4:00 p.m. MWF
REQUIRED/ELECTIVE:
MET 445/545 is an elective course to students pursuing for a B.S. or an M.S. degree in
Metallurgical, Chemical, Mechanical and Environmental Engineering. Students taking the course
under 545 are required to carry out additional work worthy for graduate standing.
COURSE OBJECTIVES:
The objective of this course is to provide students with the working knowledge required to
understand the principles governing oxidation and corrosion of metals and other materials.
Students are also able to analyze various corrosion problems. Identify the corrosion mechanism,
and prevent or minimize oxidation of corrosion of metals and alloys.
COURSE OUTCOMES
•
Students will be able to understand what oxidation, reduction, anodic and cathodic reactions
are in relation to corrosion of metals and alloys.
•
Students will be able to obtain the EMF values from the free energy information and vice
versa.
•
Students will be able to understand the effect of ionic activity on EMF and obtain the activity
coefficient for ionic species if concentration is given.
•
Students will be able to understand origin of galvanic corrosion and its practical implication.
•
Students will be able to understand what passivation is and how this property is used in
practice to prevent or minimize corrosion of various metals and alloys.
•
Students will be familiar with how complexing agents affect the corrosion behavior.
•
Students will be able to understand how to construct and use the Pourbaix diagram for simple
systems and how it is used in relation to metal corrosion.
•
Students will be able to apply the role of various ingredients in alloy systems in corrosion
prevention.
A-55
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
•
•
•
Students will be able to apply various corrosion mechanisms and their preventive measures to
practical systems.
Students will be familiar with basic corrosion testing procedures for typical systems.
Students will be familiar with various materials used in corrosion related areas and to know
how to select right materials for various corrosive media.
Students will be able to select various metals, alloys and other materials used in corrosion
applications.
Students will be able to understand the major differences between wet and dry corrosion
situations and know important variables affecting dry corrosion.
TOPICS COVERED:
•
Introduction
•
Electrochemical aspects of corrosion cell potentials; Electromotive force; Ionic activity;
Steps involved in corrosion; Cell polarization
•
Stability of ions, metals and alloys; Pourbaix Eh-pH diagrams;
•
Stability of ions in solutions
•
Different forms of corrosion; Galvanic, Erosion, Crevice, Pitting, Selective leaching,
Intergranular corrosion, Stress corrosion
•
Corrosion testing; Classification, Purposes; Surface preparation; Duration
•
Material selection; Metals, Alloys; Thermoplastics; Coatings
•
Effect of mineral acids; Sulfuric acid, Nitric acid; Hydrochloric acid
•
High temperature corrosion; Mechanisms and kinetics
•
High temperature materials
CLASS SCHEDULE:
3 hour lectures: 12 to 12:50 p.m. MWF.
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a)
Taking this course will help students to fulfill the following aspects of the expected program
outcomes.
•
Knowledge and skills required for a successful careers in metallurgical engineering
•
Fundamental and practical knowledge required to meet societal needs through science
and technology
•
Tools for continued professional and personal development
•
Critical reasoning, team, and effective written and oral communication skills
•
Professional ethics foundation and awareness
•
Commitment to professional and community activities
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
This course prepares students in the basic and applied knowledge in corrosion mechanisms and
preventative measures.
Ethical and professional conducts are emphasized throughout the course and also emphasized is global
awareness in the field of corrosion and oxidation metals and alloys.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Dana J. Medlin, March 23, 2010.
A-56
SDSM&T: BS Metallurgical Engineering Program: Appendix A
MET 450/550 Forensic Engineering
CATALOG DATA:
MET 450/550 FORENSIC ENGINEERING
(3-0) 3 credits. Prerequisites: MET 231, MET 232, EM 321 or ME 216, or permission of
instructor. The principles of physical metallurgy, mechanical metallurgy, manufacturing
processes, and service environments will be used to determine the cause(s) for failure of metallic,
composite, and polymer engineering components. Analytical techniques and procedures to
characterize fractographic features and microstructures will also be reviewed, such as optical
metallography, macrophotography, and scanning electron microscopy. Actual failed engineering
components from a variety of industrial applications will be used as examples and be evaluated
in the course. Fundamental engineering concepts, legal procedures of forensic engineering,
failure mechanisms, technical report writing, and remedial recommendations will also be
discussed. Students enrolled in MET 550 will be held to a higher standard than those enrolled in
MET 450.
TEXTBOOK:
“Failure Analysis of Engineering Materials” C.R. Brooks and A. Choudhury, McGraw-Hill,
2002. (required)
INSTRUCTOR:
Dr. Dana J. Medlin, Office Hours: 3:00-4:00 p.m. MWF
REQUIRED/ELECTIVE:
MET 450 is an elective course for B.S. Metallurgical Engineering and Mechanical Engineering
students. Students taking this course for 550 credit are required to perform additional work.
COURSE OBJECTIVES:
The objective of this course is to cover both the methods of forensic engineering and the science of
common modes of failure in engineering systems (failure analysis). This includes examination of case
studies related to equipment analysis and system design failures, and accidents that derived from errors
and omissions in the engineering process. In addition, we will cover the topic of “warnings” and
“failure to warn” on engineering systems. We will also introduce methodology of forensic engineering
from initial on-site investigation to final report and possible testimony as an expert witness.
COURSE OUTCOMES:
• Understand and implement the approach (methodology) of failure analysis to fractured
materials.
• Understand the application of optical microscopy, stereomicroscopy, SEM, and other
related techniques in the analysis of failed components.
• Be able to prepare and preserve fractured samples, clean samples for proper evaluation,
and document samples future evaluation.
• Apply the mechanical aspects and macroscopic fracture surface orientation to failed
components. This includes tensile testing, principle stresses, stress concentrations, plane
stress, plane strain, strain rate, temperature, crack propagation, and fracture mechanics.
• Be able to identify fracture modes including ductile, brittle, and fatigue failures. This
includes understanding the macroscopic features and characteristics.
A-57
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
Be able to identify and explain the microscopic features and characteristics of fracture
surfaces such as cleavage, river patterns, microvoid coalescence, quasicleavage,
intergranular, striations, etc.
• Understand the application of governmental and industrial standards to failures and how
to apply them to failure analysis.
• Review a variety of case studies in a forensic engineering analysis.
• Understand the basic legal issues involved with forensic engineering and the role of an
engineer in the process.
• Understand the importance, purpose and legal issues associated with warnings and safety
systems in mechanical devices.
• Be able to write a comprehensive forensic engineering report on an actual failed
component including testing data and analysis.
TOPICS COVERED:
• Overview of Ductile, Brittle and Fatigue Failures
• Approach to Failure Analysis
• Mechanical Aspects of Failures
• Macroscopic Aspects of Failures
• Fracture Modes and Features
• Residual Stresses: heat treatment, thermal, mechanical, chemical, etc.
• Other Failures Modes: wear, corrosion, elevated temperature, etc.
• Fracture Mechanics: stress state, stress concentrations factors, cycles, predictions, etc.
• Warnings: purpose, requirements, logic, legal issues, failure to warn, etc.
• Report Writing: content, style, terminology, etc.
• Legal Issues: liability, terminology, lawyers, requirements, etc.
• Electronic Failures
• Case Studies: numerous case studies will be reviewed during the semester
CLASS SCHEDULE:
Lecture: 3 hours per week, 13:00-13:50 am, MWF
RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (b), (c), (e), (g), (k)
CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:
This course prepares students in the basic and applied knowledge of failure analysis of
mechanical components used in engineering systems.
Ethical and professional conducts are emphasized throughout the course and also emphasized is global
awareness in the field of metallurgical engineering.
PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:
Dana Medlin, March 23, 2010.
A-58
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Other Required Engineering Courses
EE 301
EM 214
EM 321
ME 216
IENG 301
Intro Circuits, Machines, Sys
Statics
Mechanics of Materials
Intro to Solid Mechanics
Basic Engineering Economics
A-59
SDSM&T: BS Metallurgical Engineering Program: Appendix A
EE301/301L – Introductory Circuits, Machines and Systems
Spring Semester 2010
Elective/ Required Course
Catalog Data: (3-1) 4 credits. Prerequisite: Math 125 completed with a “C-“ or better, and Math321
completed or concurrent. Not for majors in electrical engineering or computer engineering. Introduces
the essential concepts of electrical engineering concerning circuits, machines, electronics, and systems.
Prerequisites: Math 125 completed and Math 321 Completed or concurrent:
Course Web Page:
http://sdmines.sdsmt.edu/sdsmt/directory/courses/2010sp/ee301/301LM001
Textbook:
Principles and Applications of Electrical Engineering, (5th ed.). Rizzoni, 2005.
Instructor:
Elaine Linde
EP 316
x5196 [email protected]
Office Hours: TBD, check schedule posted outside office
Lecture: Section 01
Sections 51/52/53
Lab:
MWF 11:00-11:50 EP 254
Th 8:00-9:50/10:00-11:50/12:00-1:50 EP 342
Goals:
The objective of this course is to provide non-electrical engineering students with a solid understanding of
circuit analysis as well as overview knowledge of a wide range of electrical engineering topics. The
laboratory instruction is used to link theoretical concepts with experimental results as well as gaining ability
to use electrical engineering laboratory equipment.
Tentative Grading:
Exams (30%), Final Exam (25%), Weekly Quizzes (15%), Lab Projects (10%), Homework (10%), Lab Exam (10%)
Topics:
•
•
•
•
•
•
•
•
Fundamentals of Electric Circuits.
DC Analysis Techniques
AC Circuit Analysis
Transient Analysis
Frequency Analysis
Semiconductors
Digital Logic
Electrical Machines and AC Power
Laboratory projects: Projects involving topic areas listed above. Includes instruction on basic equipment
such as DMM’s, power supplies, function generators, and oscilloscopes
OUTCOMES:
Upon completion of this course, students should demonstrate the ability to:
1. Apply the fundamentals of electric circuits including Ohm’s Law, Kirchhoff’s Current and
Voltage Laws, and voltage and current division to analyze and build circuits.
2. Use DC circuit analysis techniques such as node analysis, mesh analysis, and Norton and
Thevenin equivalent circuits to solve for circuit parameters.
3. Extend DC analysis techniques to AC networks using phasor notation and conversion of time
domain sinusoidal voltages and currents..
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
4. Identify the characteristics of first and second order transients.
5. Have an awareness of the advantages of using the frequency domain by way of Bode plot, Fourier
series and filtering..
6. Use the basic operation and applications of operational amplifiers including inverting, noninverting, summing, differential amplifiers using ideal analysis and the limitations of real opamps..
7. Be familiar with the basic operation and applications of semiconductor devices such as diodes,
LED’s, and BJT transistors.
8. Be familiar with the basic operation of digital logic gates and their application and link to other
technologies (PLC, microcontrollers).
9. Have an awareness of electric machines and AC power and their uses.
10. Use basic laboratory measurement equipment including the power supplies, digital multimeters,
function generators, and oscilloscopes to conduct experiments..
RELATION OF COURSE TO PROGRAM OBJECTIVES:
These course outcomes fulfill the following program objectives:
(a) An ability to apply knowledge of mathematics, science, and engineering.
(b) An ability to design and conduct experiments, as well as to analyze and interpret data.
(c) An ability to design a system, component, or process to meet desired needs.
(d) An ability to function on multi-disciplinary teams.
(e) An ability to identify, formulate, and solve engineering problems.
(f) An understanding of professional and ethical responsibility.
(g) An ability to communicate effectively.
(h) The broad education necessary to understand the impact of engineering solutions in a global and
societal context.
(i) A recognition of the need for, and an ability to engage in life-long learning.
(j) A knowledge of contemporary issues.
(k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering
practice.
The following table indicates the relative strengths of each course outcome in addressing the program
objectives listed above (on a scale of 1 to 4 where 4 indicates a strong emphasis).
Outcomes
1
2
3
4
5
6
7
8
9
10
Objectives
(a)
4
4
4
4
4
3
3
2
2
4
(b)
2
2
2
2
2
2
2
1
4
1
(c)
1
1
2
3
3
1
1
1
2
(d)
2
2
2
1
1
(e)
1
1
2
2
2
2
2
1
2
(f)
3
(g)
4
(h)
1
2
2
1
(i)
2
2
2
2
2
2
2
2
2
2
(j)
2
2
2
(k)
3
3
3
3
3
2
2
2
2
4
NOTES: Outcome (d) is emphasized in relation to teams that student will likely be a
part of when on the job and how knowledge of other members’ disciplines (EE in
this case) can be of benefit. Outcome (i) is emphasized due to this being a course
outside the students’ discipline and discussions of how a basic knowledge could be
turned into a deeper knowledge with further study
PREPARED BY: Elaine Linde, Date: last update January 15, 2010
A-61
SDSM&T: BS Metallurgical Engineering Program: Appendix A
EM 214 - Statics – Spring 2010
Lois Arneson-Meyer, Assistant Professor
South Dakota School of Mines & Technology
Credits: (3-0) 3 credits
CB 116
MWF 10-10:50 AM
Course Description: Prerequisite Math 125 completed with a grade of “C” or better. The study of
external forces acting on stationary rigid bodies in equilibrium. Vector algebra is used to study two and
three-dimensional systems of forces. Trusses, frames and machines, shear and moment in beams.
Friction, centroids, moments of inertia and mass moments of inertia are discussed.
Course Objective: This course is designed to provide students with basic knowledge for the analysis of
effects of external forces acting on stationary rigid bodies in equilibrium.
Course Outcomes: Students successfully completing this course will have the ability to:
1. Determine the components of a force in rectangular coordinates
2. Draw complete and correct free-body diagrams and write the appropriate
equilibrium equations from the free-body diagram.
3. Evaluate forces acting on static bodies including determining resultants
and 3D components
4. Calculate moments in 2D and 3D about a point and an axis utilizing
cross products and dot products.
5. Determine the support reactions on a structure.
6. Determine the connection forces in trusses and in general frame structures.
7. Given standard shapes and corresponding centroids and or moment of inertia,
be able to compute centroids and or moment of inertia for composite bodies.
8. Determine how to identify and solve problems involving dry friction, wedges
and belt friction.
9. Determine the internal reactions in a beam, draw correct shear force and
bending moment diagrams.
Text:
Vector Mechanics for Engineers, Statics, 9th Ed., Beer & Johnston. You are required to
bring your text to every class. Your book is your portable instructor. I suggest you use it
– read the text and study the examples.
Supplies:
Engineering paper for all homework, engineering pencil, straight edge, scientific
calculator.
Homework:
Homework will be due at the beginning of the next class period. Staple all pages
together. Homework must be prepared in a professional manner. Use a straight edge for
figures and free body diagrams. An average score of 70% on the homework is
required to pass the course. Homework more than one week late will not be accepted.
No homework accepted after the last day of class. Late homework is 20% off/calendar
day. Quizzes will be occurring regularly over the semester.
Academic integrity:
Cheating of any type will result in an F in the course; this includes
the copying of homework.
Attendance:
Students with five absences will be asked to withdraw from the class.
Grading:
Tests (60%), Final (20%), Homework (20%)
A-62
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Tests:
Tests will be given at specific time and dates indicated in the syllabus. No low scores will
be dropped. No makeup and no retakes on tests. You are allowed one 8.5 x 11 inch crib
sheet.
Office:
Civil Mechanical Building Rm: 121, Open door policy.Phone: 394-2446.
FBD’s:
Free Body Diagrams must be shown on all answers to homework and exam questions as
appropriate. FBD’s must include forces, distances, dimensions,angles, and directions as
appropriate in addition to any other parameters necessary to understand and/or solve the
problem. Answers without FBD’s will not be graded and will count as zero.
Final Exam: All students are required to take the final exam at the assigned period during the final
exam week.
Prepared by: Dr. Lois Arneson-Meyer, Civil and Environmental Engineering, May 2010
A-63
SDSM&T: BS Metallurgical Engineering Program: Appendix A
EM 216 – Statics & Dynamics – Spring 2010
Lois Arneson-Meyer, Assistant Professor
Credits: (4 - 0) 4 credits
CB 309 8-8:50 am
MTWF Section 01
Course Description:
Prerequisite: Math 125 completed with a grade of “C” or better. STATICS:
The study of effects of external forces acting on stationary rigid bodies in
equilibrium. Frames and machines, friction, centroids and moments of inertia of
areas and mass
are discussed. DYNAMICS: Newton’s laws of motion are applied to particles
and
rigid bodies. Topics considered are absolute and relative motion; force, mass and
acceleration (of particles and rigid bodies); work and energy; impulse and
momentum.
Course Objective:
analysis
This course is designed to provide students with the basic knowledge for the
and
of the effects of external forces action on stationary rigid bodies in equilibrium
the study of particles and rigid bodies in motion.
Course Outcomes:
The students successfully completing this course will have the ability to:
1. Determine the components of a force in rectangular coordinates
2. Draw complete and correct free-body diagrams and write appropriate
equilibrium equations from the free-body diagrams.
3. Evaluate forces acting on static bodies including determining resultants
and 3D components
4. Calculate moments in 2D and 3D about a point utilizing cross products.
5. Determine the support reactions on a structure
6. Determine the connection forces in trusses and in general frame
structures.
7. Given standard shapes and corresponding centroids and or moment of
inertia
be able to compute centroids and or moment of inertia for composite
bodies.
8. Determine forces required to overcome initial friction and calculate
friction
losses for bodies in motion.
9. List the principles of rectilinear and curvilinear kinematics and apply
them to
problems of particle motion.
10. List the principles of rectilinear and curvilinear kinematics and apply
them to
problems of rigid bodies in motion.
11. Explain and apply Newton’s Second Law of Motion, Linear and angular
momentum and motion under a central force for rigid bodies.
12. Explain work and energy principals for particles and rigid bodies.
Text:
Johnston.
Vector Mechanics for Engineers STATICS & DYNAMICS, 9TH Ed., Beer &
You are required to bring your text to every class. Your book is your portable
A-64
SDSM&T: BS Metallurgical Engineering Program: Appendix A
instructor. It is available 24/7. I suggest you use it – read the text and study the
examples.
Supplies:
Engineering paper for all homework, engineering pencil, straight edge, scientific
calculator.
Homework:
Homework will be due at the beginning of the next class period. Staple all pages
together. Homework must be prepared in a professional manner. Use a straight
edge for figures and free body diagrams. Homework more than one week late
will not be accepted. No homework accepted after the last day of class. Late
homework is 20% off/calendar day.
Academic integrity:
Cheating of any type will result in an F in the course; this includes
the copying of homework.
Attendance:
Students with five absences will be asked to withdraw from the class.
Grade basis:
Tests and
Quizzes
Final
Homework
90-100
80 – 89
70 – 79
60 – 69
60%
20%
20%
A
B
C
D
Tests:
Tests will be given at normal class time. 4 exams (100 points each) will be given
and
one 50 point exam. No makeup on
quizzes. No retakes on tests. You are allowed one 8.5 x 11 inch crib sheet.
Office:
Civil Mechanical Building Rm: 121, hours will be posted on door.
Phone: 394-2446. The instructor will be available for study table in the
Library or Miners Shack during designated times as announced in class.
FBD’s:
Free Body Diagrams must be shown on all answers to homework and exam
questions as appropriate. FBD’s must include forces, distances, dimensions,
angles, and directions as appropriate in addition to any other parameters
necessary to understand and/or solve the problem. Answers without FBD’s
will not be graded and will count as zero.
Final Exam:
If you have a 93 percent overall total on homework and tests and quizzes you
will not be required to take the final. All other students will be required to take
the final exam at the assigned period during final exam week.
Prepared by: Dr. Lois Arneson-Meyer, Civil and Environmental Engineering, May 2010
A-65
SDSM&T: BS Metallurgical Engineering Program: Appendix A
EM 321 - Mechanics of Materials
Required
Course Description: (3-0) 3 credits Basic concepts of stress and strain that result from axial,
transverse, and torsional loads on bodies loaded within the elastic range. Shear and moment
equations and diagrams; combined stresses; Mohr’s circle; beam deflections; and column action
and equations.
Prerequisite: EM 214 (Statics)
Textbook:
Philpot, T.A., Mechanics of Materials: An Integrated Learning System, 1st
Edition, John Wiley& Sons
Additional Required Materials: Course Packet, available at the bookstore
Course Learning Outcomes
By the end of the semester, students should be able to demonstrate their ability to:
1. Calculate a state of stress for a point on a loaded object, including normal stress (due
to a combination of axial loads, flexure and/or internal pressure) and shear stress (due
to a combination of torsion and transverse shear) (a,e);
2. Calculate section properties including area, centroid and moment of inertia for
homogeneous cross-sections (a,e);
3. Calculate stresses and strains due to tension, compression, shear (direct and
transverse), torsion, bending and combined loads (a,e);
4. Apply major concepts of equilibrium and compatibility and use them to solve simple
indeterminate problems (a,e);
5. Calculate principal stresses and strains and transform states of stress to different
orientations (a);
6. Apply major concepts to real world problems, including creating simple models of
complex systems (a,e,k);
7. Design members or systems to withstand prescribed loadings based on a maximum
allowable stress (c,e);
8. Draw shear and bending moment diagrams (a); and
9. Exhibit the ability to adequately explain core concepts orally and in writing (g).
Topics Covered: Average normal and direct shear stress; average normal and shear strain;
material properties; axial stress and deformation; solution of interminate axial systems; torsional
stress and angle of twist; section properties; shear and bending moment diagrams; flexural
stresses; beam shear stress; stresses due to combined loadings; column buckling; pressure
vessels; principal stresses and stress transformations.
Class schedule: Three lectures per week lasting one hour per lecture
Contribution to meeting criterion 5: The course provides 3 credits of engineering science
A-66
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Relationship Between Program Objectives and Course Objectives:
(1 = min. 2 = avg. 3 = max)
Course
ABET Program Outcomes
Outcomes
a
b
c
d
e
f
g
h
1
3
2
2
3
2
3
3
2
4
3
2
5
3
2
6
2
3
7
1
2
2
8
3
9
2
i
j
Prepared by: Dr. Andrea E. Surovek, Civil and Environmental Engineering, May 2010
A-67
k
2
SDSM&T: BS Metallurgical Engineering Program: Appendix A
IENG 301
Basic ENGINEERING ECONOMICS
Spring Term 2010
M,W,F: 12:00 PM – 12:50 PM
2 CR. HRS
CB 204W
Instructor Contact Information:
Instructor:
Dr. Dean Jensen
Office Location:
CM 322
Office Hours:
M, W, F: 11:00 AM – 11:50 AM
E-mail for an appointment outside of office hours.
Office Phone:
394 – 1278
E-mail: [email protected]
Course Description:
Catalog Description: Introduces the concepts of economic evaluation regarding capital
investments, including the time value of money and income tax effects. Graduation credit cannot
be given for both IENG 301 and IENG 302.
Additional Course Description: To develop a basic understanding of the methods of
engineering economic study – problem solving using cash flow diagrams, table factors, and
comparison of alternatives considering the time value of money. This is a service course for
students in departments that do not require the completion of inflation, depreciation, and tax
effect studies. This course will be co-located with IENG 302 until completing the third exam.
Course Prerequisites:
Junior standing preferred. Students may use spreadsheet software to complete portions of the
course. It is expected that students will be able to access and download internet files.
Description of Instructional Methods:
This course utilizes electronic (PowerPoint, spreadsheet, …) and traditional (chalkboard,
overhead, …) methods of lecture delivery. Students will solve problems using standard
engineering economic practices both manually and electronically.
Course Requirements:
Required Materials:
• Blank, L. & Tarquin, A. (2005). Engineering Economy (6th ed.). New York NY:
McGraw – Hill. 759pp. ISBN 0-07-320382-3.
• Engineering Problems Paper – 8-1/2" x 11", three hole drilled, ruled five squares/division, 50
pp. (approx.).
• Engineering Notebook – 9-3/4" x 7-1/2", 5x5 quad-ruled, 80-100 pp. (approx.).
• Engineering/Scientific calculator.
Supplementary Materials:
Course Website: http://webpages.sdsmt.edu/~djensen/IENG302
Student Learning Outcomes:
Students will demonstrate:
• the ability to move various cash flows across time while accounting for discrete or continuous
compound interest, e.g., single payment factors, uniform-series factors, and arithmetic and
geometric gradient factors.
• the ability to apply the concept of minimum attractive rate of return in economic decisionmaking.
A-68
SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
•
•
•
the ability to identify the most appropriate engineering economy tool for evaluating
alternatives.
the ability to evaluate asset alternatives using present worth analysis, annual worth analysis,
rate of return analysis, and benefit / cost analysis.
the ability to utilize computer spreadsheets and their functions to solve engineering economy
problems.
the ability to determine the economic service life of an asset that minimizes the total annual
worth of costs.
the ability to perform an asset replacement study between the defender and the best
challenger.
Evaluation Procedures:
Tests: Three exams will be given, and missed exams are not normally made-up. If a single
midterm is missed for an instructor-approved reason, then the weight of the final (third) exam will
be doubled. All exams are open engineering notebook, and use of a scientific calculator is
encouraged. Other materials, including graded and returned homework, may not be used. Access
to PDAs, cell phones, and devices with QWERTY keyboards is not allowed during exams. These
devices may be checked with the instructor prior to the exam, and recovered at the end of the
exam period.
Assignments: Assigned problems should be turned in on engineering problem (EP) paper, and
should be reasonably lettered. Word-processor/spreadsheet output is also acceptable. Illegible or
poorly documented problems may not be graded – this decision is at the discretion of the grader.
State all necessary assumptions. All portions of an assignment should be stapled together, and
the student’s name should appear on each page. Assignments are minimally graded. Each
problem in an assignment set is scored on a 10 point basis, and the percentage earned out of the
assignment total is recorded. All assignment sets are equally weighted.
Tentative Course Outline:
Topic Set 1
Time Value of Money
Cash Flow Patterns
Effective Interest Rates
Complex Cash Flows
Topic Set 2
Net Present Worth and Lifetime Issues
Annual Worth Analysis
Bonds and Perpetuity (Capitalized Costs)
Internal Rate of Return/Incremental Analysis
Topic Set 3
Benefit/Cost Analysis
Incremental Benefit/Cost Analysis
Replacement/Economic Service Life
See course website for current schedule at: http://webpages.sdsmt.edu/~djensen/IENG302
A-69
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Support Courses
CHEM 112
CHEM 112L
CHEM 114
CHEM 114L
ENGL 101
ENGL 279
ENGL 289
GE 130
MATH 123
MATH 125
MATH 225
MATH 321
MATH 373
PHYS 211
PHYS 213
PHYS 213L
General Chemistry
General Chem Lab
General Chemistry II
Gen Chem II Lab
Composition I
Technical Comm I
Tech Comm II
Intro to Engineering
Calculus I
Calculus II
Calculus III
Differential Eqs
Intro to Numerical Analysis
University Physics I
University Physics II
Univ Physics II Lab
A-70
SDSM&T: BS Metallurgical Engineering Program: Appendix A
CHEMISTRY 112—General Chemistry I
Department:
Chemistry
Designation:
Required
Catalog Data:
(3-0) 3 credits. Prerequisite: MATH 102. An introduction to the basic principles of
chemistry for students needing an extensive background in chemistry (including
chemistry majors, science majors, and pre-professional students). Completion of a high
school course in chemistry is recommended.
Prerequisites:
1.
2.
Textbook:
A minimum of one year of high school chemistry.
Concurrent enrollment in, or completion of, Math 102 or a score on the math placement
exam sufficient to place in Math 115 or higher.
Chang, Raymond. Chemistry, 9th ed., McGraw-Hill: New York, 2007
Optional: Cruickshank, Brandon and Chang, Raymond. Student Solutions Manual for
use with Chemistry, 9th ed., McGraw-Hill: New York, 2007.
Course Learning Outcomes:
1. Understand, and use correctly, the symbolic representations, chemical notation, formulas, and
systematic rules of nomenclature that characterize the language of chemistry.
2. Understand and apply the mole concept in a variety of chemical calculations, including
calculating the number of particles in a given mass of substance (and vice versa), and the
quantitative relationships between reactants and products in a chemical reaction.
3. Recognize the different types of chemical transformations: acid-base, precipitation, combination,
decomposition, single-replacement, oxidation-reduction, double replacement, and combustion.
4. Understand the basic principles of energy transfer involving chemical systems, including the
transfer of heat and work between system and surroundings, the qualitative and quantitative
interpretation of thermochemical equations, and the application of Hess’s Law.
5. Understand the various models of atomic structure, the basic principles of quantum theory, and
the experiments that led to those principles.
6. Write ground-state electron configurations for atoms and ions of any representative element and
the 3d transition series elements.
7. Understand the fundamental aspects of chemical bonding, including writing Lewis structures,
describing the bonding in molecules by simple valence-bond theory, and using Valence Shell
Electron Pair Repulsion Theory to predict the geometries of molecules and ions.
8. Use modern atomic theory to understand and predict the properties of different elements.
9. Understand the properties of the different states of matter.
10. Qualitatively and quantitatively describe the properties of the gaseous state and the fundamental
laws governing the behavior of gases.
11. Understand, qualitatively and quantitatively, the behavior of solutions and their colligative
properties.
12. Understand how fundamental intermolecular interactions among particles determine the physical
and chemical properties of a system.
13. Understand the fundamental postulates of kinetic-molecular theory and use them to explain the
physical behavior of the three states of matter.
Topics treated in the first semester are: measurements, atomic theory,
stoichiometry, thermochemistry, states of matter, periodicity, bonding, and
physical properties of solutions.
Class/Laboratory Schedule:
Varies
Topics:
Contribution to Criterion 5:
3 credits of math / basic sciences
A-71
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Low
Mediu High
m
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
X
X
X
X
PREPARED BY: Dr. Duane Hrncir, Ph.D. Chemistry and Provost and Vice President for
Academic Affairs, June 1, 2010
A-72
SDSM&T: BS Metallurgical Engineering Program: Appendix A
CHEM 112L: General Chemistry I Lab
Department:
Chemistry
Designation:
Required
Catalog Data:
(0-1) 1 credit. Prerequisite or corequisite: CHEM 112. Laboratory designed to
accompany CHEM 112.
Prerequisites:
CHEM 112
Textbook:
Manual: General Chemistry I Lab – CHEM112L
Course Learning Outcomes:
Students will learn common chemical laboratory safety practices and the
experimental methods used in investigating and analyzing the properties
and the behavior of matter.
•
•
•
•
•
•
•
•
•
Topics:
Understand the basic concept of chemical experiments.
Understand the distinction between qualitative and quantitative analysis.
Identify sources of error in chemical experiments.
Interpret experimental results and draw reasonable conclusions.
Analyze data in terms of the precision and accuracy of results.
Learn the importance of performing accurate and precise quantitative
measurements.
Lean and understand laboratory safety procedures.
Keep complete experimental records.
Reinforce and apply the knowledge learned in CHEM112.
Laboratory safety, experimental and analytical methods, and the properties and
the behavior of matter.
Class/Laboratory Schedule:
Varies
Contribution to Criterion 5:
basic sciences
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Low
Mediu High
m
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
A-73
X
X
SDSM&T: BS Metallurgical Engineering Program: Appendix A
economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
X
PREPARED BY: Dr. Duane Hrncir, Ph.D. Chemistry and Provost and Vice President for
Academic Affairs, June 1, 2010
A-74
SDSM&T: BS Metallurgical Engineering Program: Appendix A
CHEM 114: General Chemistry II
Department:
Chemistry
Designation:
Required
Catalog Data:
3-0) 3 credits. Prerequisite: CHEM 112 and MATH 102. A continuation of
CHEM 112. An introduction to the basic principles of chemistry for students
needing an extensive background in chemistry.
Prerequisites:
CHEM 112 and MATH 102.
Textbook:
Brady, Senese; “Chemistry: Matter and Its Changes”, Fifth edition, Wiley
text with enrollment in WileyPLUS with CATALYST
Course Learning Outcomes:
Students will obtain a foundation in the fundamental principles and models of chemistry
necessary for an understanding of the composition, structure, and properties of matter and the
changes that matter undergoes.
• Understand rates of reaction and conditions affecting rates.
• Derive the rate equation, rate constant, and reaction order from experimental data.
• Use integrated rate laws.
• Understand the collision theory of reaction rates and the role of activation energy.
• Understand the nature and characteristics of chemical equilibria.
• Understand the significance of the equilibrium constant, K.
• Understand how to use the equilibrium constant in quantitative studies of chemical
equilibria.
• Understand and use Le Châtelier’s Principle in predicting the effects of stresses on
equilibrium systems.
• Use the Brønsted-Lowry and Lewis concepts of acids and bases.
• Apply the principles of chemical equilibrium to acids and bases in aqueous solution.
• Understand the control of pH in aqueous solutions with buffers.
• Evaluate the pH in the course of acid-base titrations.
• Apply chemical equilibrium concepts to the solubility of ionic compounds.
• Understand the concept of entropy and how it relates to spontaneity.
• Use tables of data in thermodynamic calculations.
• Define and use free energy in predicting the spontaneity of chemical processes.
• Balance net ionic equations for oxidation-reduction reactions.
• Understand the principles of voltaic and electrolytic cells
Topics:
An introduction to the basic principles of chemistry for students needing an
extensive background in chemistry
Class/Laboratory Schedule:
MWF 9:00-10:30 PM
Contribution to Criterion 5:
3 credits of basic sciences
Relationship of Course to ABET Outcomes (a) through (k)
A-75
SDSM&T: BS Metallurgical Engineering Program: Appendix A
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
Level of Emphasis
Low
Mediu High
m
X
X
X
PREPARED BY: Dr. Duane Hrncir, Ph.D. Chemistry and Provost and Vice President for
Academic Affairs, June 1, 2010
A-76
SDSM&T: BS Metallurgical Engineering Program: Appendix A
CHEM 114L: General Chemistry II Lab
Department:
Chemistry
Designation:
Required
Catalog Data:
(0-1) 1 credit. Prerequisite: CHEM 112L, Prerequisite or corequisite: CHEM 114
Prerequisites:
CHEM 114.
Prepackaged set of experiments Thomson Custom Solutions
(ISBN- 10: 0-495-40783-6).
Course Learning Outcomes:
ƒ Students will gain familiarity with the principles and techniques of inorganic qualitative
analysis, chemical kinetics, and the synthesis of selected chemical compounds.
ƒ Perform procedures for the analytical separation and qualitative determination of selected
anions and cations in an aqueous solution.
ƒ Understand the fundamental and operational principles upon which common methods of
separation and purification of chemical substances are based.
ƒ Identify sources of error in chemical experiments.
ƒ Interpret experimental results and draw reasonable conclusions.
ƒ Practice laboratory safety procedures.
ƒ Anticipate, recognize, and respond to hazards of chemical materials and manipulations.
ƒ Learn the importance of following correct laboratory procedures.
• Keep legible and complete experimental records.
• Collaborate with peers in obtaining and interpreting data.
Textbook:
Topics: Principles and techniques of inorganic qualitative analysis, chemical kinetics, and the
synthesis of selected chemical compounds.
Class/Laboratory Schedule:
Varies
Contribution to Criterion 5:
Basic sciences
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Low
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
A-77
Medium
High
X
X
SDSM&T: BS Metallurgical Engineering Program: Appendix A
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
X
PREPARED BY: Dr. Duane Hrncir, Ph.D. Chemistry and Provost and Vice President for
Academic Affairs, June 1, 2010
A-78
SDSM&T: BS Metallurgical Engineering Program: Appendix A
ENGLISH 101 - COMPOSITION I
Department:
Humanities and Social Science
Designation:
Required
Catalog Data:
(3-0) 3 credits. Appropriate student placement based on entry level assessment or
completion of ENGL 031, 032, or 033. Practice in the skills, research, and
documentation needed for effective academic writing. Analysis of a variety of
academic and non-academic texts, rhetorical structures, critical thinking, and
audience will be included.
Prerequisites:
None
Textbook:
Reid, Stephen. The Prentice Hall Guide for College Writers. 8th ed. Upper
Saddle River, NJ: Prentice Hall, 2006.
Course Learning Outcomes
As a result of taking courses meeting this goal, students will
1. Write using standard American English, including correct punctuation, grammar, and sentence
structure.
• Recognize and repair common errors in grammar, punctuation, and usage in their papers.
• Apply standard English grammar, punctuation, and other mechanical aspects to all written
assignments.
• Compose clear, effective sentences and combine them into focused, coherent paragraphs that
match the assigned writing purpose.
• Improve their mastery of punctuation, grammar, and sentence structure through class
discussions and exercises, quizzes, instructor feedback, and the draft and revision process.
2. Write logically.
• Recognize and repair common focus and organization errors in their papers.
• Apply common organizational strategies to all written assignments.
• Write clear, effective paragraphs and combine them into a logical sequence and focal pattern
that match the assigned writing purpose.
• Improve their mastery of organization and logical writing through class discussions, written
exercises, instructor feedback, and the draft and revision process.
3. Write persuasively, with a variety of rhetorical strategies (e.g. expository, argumentative,
descriptive).
• Identify and repair common rhetorical and reasoning errors in their papers.
• Apply common rhetorical and reasoning strategies to all written assignments.
• Design and produce writing using appropriate rhetorical strategies that match audience needs
and assigned writing purpose.
• Improve their mastery of persuasion and rhetorical strategies through class discussions,
written exercises, instructor feedback, and the draft and revision process.
4. Incorporate formal research and documentation into their writing, including research obtained
through modern, technology-based research tools.
• Identify and repair common documentation errors in their papers.
• Apply common research strategies to all written assignments that require it.
• Design and produce writing using appropriate research tools that match audience needs,
proper documentation requirements, professional ethical standards, and assigned writing
purpose.
• Improve their mastery of research and documentation methods through class discussion,
written exercises, quizzes, instructor feedback, and the draft and revision process.
A-79
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Topics
Fundamentals of expository writing, including writing about observation, writing from reading,
writing to explain, writing to evaluate, and writing an argument.
Class/Laboratory Schedule
Varies
Contribution to Criterion 5
General Education
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Low
Medium
High
ABET Outcome
(a) an ability to apply knowledge of mathematics, science, and
engineering
(b) an ability to design and conduct experiments, as well as to
analyze and interpret data
(c) an ability to design a system, component, or process to meet
desired needs within realistic constraints such as economic,
environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and
societal context
(i) a recognition of the need for, and an ability to engage in lifelong learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice.
PREPARED BY
Dr. Sue Shirley, Department Chair, Humanities and Social Science, June 1, 2010
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
ENGL 279 TECHNICAL COMMUNICATIONS I
Department:
Humanities and Social Sciences
Designation:
Required
Catalog Data:
(3-0) 3 credits. Prerequisites: ENGL 101 or equivalent and sophomore standing.
Introductory written and oral technical communications with emphasis on
research and explanations of scientific and engineering topics.
Prerequisites:
ENGL 101 or equivalent and sophomore standing
Textbook:
Brusaw, Charles T., Gerald J. Alred, and Walter E. Oliu. Handbook of
Technical Writing. 9th ed. New York: Bedford/St. Martin’s P, 2009;
Lannon, John. Technical Communication. 11th ed. New York: Pearson,
2008.
Instruction Manual
Course Learning Outcomes: As a result of taking courses meeting this goal, students will
1. Prepare and deliver speeches for a variety of audiences and settings.
Assessment: Students will:
a. analyze the relevant characteristics of their intended audience.
b. prepare and deliver speeches of differing lengths, topics, and purposes for a variety of
technical, professional, and general audiences.
c. improve their mastery of audience and setting analysis through class discussion and
exercises, peer review, instructor feedback, practice and final speeches.
2. Demonstrate listening competencies including choice and use of topic, supporting materials,
organizational pattern, language usage, presentational aids, and delivery.
Assessment: Students will:
a. recognize the different speech goals and organizational patterns used for informational,
demonstration, and/or persuasion speeches.
b. demonstrate in individual and/or collaborative speeches their competency in selecting and
using appropriate supporting materials and presentational aids for the intended type of
speech and audience.
c. demonstrate in individual and/or collaborative speeches their competency in using
appropriate language for the intended type of speech and audience;
d. incorporate effective delivery techniques, both vocal and nonverbal, for the intended
speech and audience in individual and/or collaborative speeches;
e. improve their mastery of choosing and using appropriate topics and organizational
plans, supporting materials, language, presentation aids, and delivery techniques through
class discussion and exercises, peer review, instructor feedback, practice and final
speeches..
3. Demonstrate listening competencies by summarizing, analyzing, and paraphrasing ideas,
perspectives, and emotional content.
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
Assessment: Students will
a. demonstrate listening competencies through peer review exercises.
b. improve their mastery of listening skills through class discussions and exercises,
instructor and student feedback, practice and final speeches.
Topics: written and oral technical communications, research and explanations of scientific and
engineering topics.
Class/Laboratory Schedule: Varies
Contribution to Criterion 5: General Education, 3 credits
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Low
Medium
High
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health
and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
PREPARED BY: Dr. Sue Shirley, Department Chair; June 1, 2010
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
ENGL 289 TECHNICAL COMMUNICATIONS II
Department:
Humanities and Social Sciences
Designation:
Required
Catalog Data: (3-0) 3 credits. Prerequisites: ENGL 279 or equivalent and
sophomore standing. Advanced written and oral technical communications with
emphasis on the research, preparation, and delivery of complex technical
documents.
Prerequisites:
ENGL 279 or equivalent and sophomore standing
Textbook:
•
•
•
•
Brusaw, Charles T., Gerald J. Alred, and Walter E. Oliu. Handbook of Technical Writing. 9th ed.
New York: Bedford/St. Martin’s P, 2009;
Lannon, John. Technical Communication. 11th ed. New York: Pearson, 2008.
Instruction Manual: Pfeiffer, William S. Pocket Guide to Technical Writing. 4rd ed. New Jersey:
Prentice Hall, 2007.
Gurak, L. and J. Lannon. A Concise Guide to Technical Communication. 3rd Ed., 2007
Course Learning Outcomes: As a result of taking courses meeting this goal, students will
•
•
•
•
•
•
•
•
•
•
Topics:
Prepare and deliver speeches for a variety of audiences and settings. Assessment: Students
will Analyze the relevant characteristics of their intended audience;
Prepare and deliver speeches of differing lengths, topics, and purposes for a variety of
technical, professional, and general audiences;
Improve their mastery of audience and setting analysis through class discussion and
exercises, peer review, instructor feedback, practice and final speeches.
Demonstrate listening competencies including choice and use of topic, supporting materials,
organizational pattern, language usage, presentational aids, and delivery.
Assessment: Students will recognize the different speech goals and organizational patterns
used for informational, demonstration, and/or persuasion speeches;
Demonstrate in individual and/or collaborative speeches their competency in selecting and
using appropriate supporting materials and presentational aids for the intended type of speech
and audience;
Demonstrate in individual and/or collaborative speeches their competency in using
appropriate language for the intended type of speech and audience;
Incorporate effective delivery techniques, both vocal and nonverbal, for the intended speech
and audience in individual and/or collaborative speeches;
Improve their mastery of choosing and using appropriate topics and organizational plans,
supporting materials, language, presentation aids, and delivery techniques through class
discussion and exercises, peer review, instructor feedback, practice and final speeches.
Demonstrate listening competencies by summarizing, analyzing, and paraphrasing ideas,
perspectives, and emotional content. ssessment: Students will 1) Demonstrate listening
competencies through peer review exercises; Improve their mastery of listening skills through
instructional practices and procedures.
Written and oral technical communications, research, and the preparation, and delivery of
complex technical documents.
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
Class/Laboratory Schedule: Varies
Contribution to Criterion 5: General Education, 3 credits
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Low
Medium
High
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health
and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
PREPARED BY: Dr. Sue Shirley, Department Chair; June 1, 2010
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
GE 130: Introduction to Engineering
Department:
Office of the Provost
Designation:
Required
Prerequisites:
MATH 102
Catalog Data:
(1-1) 2 credits. Prerequisite: MATH 102. This course serves as an introduction to
engineering profession and to its various disciplines. This course is designed to give
students the opportunity to learn how to solve engineering analysis and design
problems. Students will develop various computational skills, sharpen
communication skills, and be exposed to professional development in the form of
team building, technology tools, and project management. In addition, students will
have the opportunity to learn from professional engineers and scientists through
interaction with industry.
Text:
GE 130 Introduction to Engineering
Course Learning Outcomes:
1. Understand an engineering program enough to work with an Academic Advisor
and commit to a major and create an education/career plan
2. Become an effective team member and campus leader
3. Develop the communication skills necessary to package their technical and
professional skills to succeed in an engineering practice.
4. Be able to use Excel tools to analyze and solve engineering problems
5. Be able to understand the difference between analysis and design
Topics:
Class Time
Introduction to the engineering profession and its various disciplines
Solving engineering analysis and design problems
Computational skills
Communication skills
Team building
The use of technology tools
Project management
Professional and ethical practice in engineering
T, R 10:00 – 11:00 a.m., 12:00-1:00 p.m. (EP 255)
Mentorship – In addition to class attendance you will be required to meet with one of
the instructors twice during the semester.
Contribution to Criterion 5:
2 credits of “engineering topics”
Relationship of Course Outcomes and Assignments to the ABET (a) – (k)
The following table indicates the relative strengths of the 12 main course activities and assignments
(detailed below) in addressing the ABET a through k outcomes. A designation of “3” indicates a
strong level of emphasis.
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
Course Assignments
GE 130
1
2
1
2
3
4
5
6
7
8
9,a
9,b
10
11
12
A
1
2
B
1
2
1
1
3
2
3
Engineering Ethics Problem
4
Formulas and Functions
7
8
2
3
2
3
3
3
Homework Assignments
"Who Wants to Be An Engineer" Responseware game with teams focused on
reading “What is Engineering?,”
Engineering Careers & Disciplines,” and
“Studying Engineering: The Keys to
Success.” Game involves researching
SDSM&T Engineering Department web
pages and highlights great engineering feats
.
Microsoft Excel Basics
6
D
1
2
H
2
2
I
1
J
1
2
K
1
3
3
3
5
C
ABET Outcomes a-k
E
F
G
2
2
3
1
Working with Excel Charts
Engineering Design Problem Statement and
Criteria for Success
Trebuchet/Catapult Tournament - In
conjunction with Project 2, students modify
their designed trebuchet or catapult to
launch a tennis ball into a garbage can 50 ft
away.
Team survey for Project 2
2
2
1
2
1
3
3
2
3
3
2
2
3
1
1
3
3
2
1
1
1
1
2
Outcomes of assignment or activity
1. Class begins to work in teams.
2. Effective method of presenting general information
without lecturing. Students are actively involved.
3. Game allows for determination of topics that need
further discussion during class and/or follow up.
4. Provides familiarization of department web sites.
5. Final round in game involve teamwork as students
wager points on knowledge of great engineering feats.
Addresses subject of "Can you be an Engineer Without
Studying Ethics?" Teams break up to discuss and
determine best course of action to address engineering
problem and discuss what engineering ethical theories were
used to come up with course of action. Teams will present
solutions to class and field questions.
Familiarization with Excel
Create formulas in a worksheet, locate and use Excel's
predefined functions, use absolute and relative cell
references in formulas and functions and debug formulas.
Extra Credit offered for those with prior Excel experience
Familiarization with which chart to use. Create and
manipulate charts, determine best fit trend lines.
Define engineering problems in clear and unambiguous
terms. Determine specifications a design solution must
meet or attributes it must posess to be considered
successful. Students are encouraged to look at a need or
problem within their anticipated field of study.
Application of principles of physics and open-ended
thinking to modify final design to reach target.
Determine individual involvement in team.
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
9
10
Project 1
Part a: Greatest Challenge Affecting
Engineers in the 21st Century
part b: First semester classes have the
choice of the above or Dollars and Ton
game offered by the Metallurgy Department
- ( game developed & conducted by Nucor
Steel over the course of 3 evenings)
Project 2
Trebuchet or Catapult Design - Basic kit
provided
11
Research Paper
Mentorship Session
12
a. First major team project involving research and formal
PowerPoint presentation. Application of communication
skills needed to give an effective presentation and field
questions from the type of audience they are addressing.
b. Dollars and Tons Game provides a team approach to
project management and the interplay between engineering
and finance.
Provide opportunity for hands-on application of the
principles of physics (analysis) and the opportunity for
creativity (design) in a team setting. Provides further
opportunity to use communication skills and teamwork to
design and analyze trebuchet/catapult, give presentation,
field questions, and write engineering report.
Follow up to department presentations. Student answers
the following questions: 1) What field do I want to become
educated in? 2) Why have I chosen this field?, and 3) What
kind of employment do I hope to gain in this field?
Determine students adjustment to SDSM&T. Encourage
involvement with Academic advisors, Professors, and Peer
Advisors. Encourage involvement in campus/community
activities depending on their interests. Discuss any
problems students might be experiencing. Answer
questions or find answers to their questions.
PREPARED BY: Kathleen Hanley, Instructor; June 1, 2010
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
MATH 123 CALCULUS I
Department:
Mathematics and Computer Science
Designation:
Required
Catalog Data: (4-0) 4 credits. Prerequisite: MATH 115 with a minimum grade of “C” or appropriate
mathematics placement or permission of instructor. Students who are initially placed into
MATH 102 or below must complete MATH 102 and MATH 120 with a minimum grade
of “C” before enrolling in MATH 123. Students who are placed in MATH 120 should
consult their advisor to determine whether their placement score was sufficiently high to
allow concurrent registration in MATH 123. The study of limits, continuity, derivatives,
applications of the derivative, antiderivatives, the definite and indefinite integral, and the
fundamental theorem of calculus.
Prerequisites: College Algebra (MATH 102) with a grade of C or better or an acceptable ACT score.
Corequisite of Trigonometry (MATH 120) with a grade of C- or better or an acceptable
score on the COMPASS Placement Exam.
Textbook:
Calculus by Rogawski, published by Freeman, 2008.
Course Learning Outcomes: As a result of taking a course meeting this goal, students will:
1. Use mathematical symbols and mathematical structure to model and solve real world problems.
Assessment: Students will
o Identify, interpret, and correctly apply standard mathematics symbols to solve problems
requiring the derivative. This will be demonstrated on quizzes, labs, homework, and/or
exams.
o Identify, interpret, and correctly apply standard mathematics symbols to solve problems
requiring the integral. This will be demonstrated on quizzes, labs, homework, and/or
exams.
2. Demonstrate appropriate communication skills related to mathematical terms and Assessment:
Students will
o Correctly use functional notation of algebra, trigonometry, and calculus. This will be
demonstrated on quizzes, labs, homework, and/or exams.
3. Demonstrate the correct use of quantifiable measurements of real world situations Assessment:
Students will
o Apply their knowledge of the integral in applications such as area, volume, moments,
work, arc length, and surface area. This will be demonstrated on quizzes, labs,
homework, and/or exams.
o Apply their knowledge of the derivative in applications such as related rates, linear
approximations, curve sketching, optimization, velocity, and acceleration. This will be
demonstrated on quizzes, labs, homework, and/or exams
Topics: The study of limits, continuity, derivatives, applications of the derivative, antiderivatives, the
definite and indefinite integral, and the fundamental theorem of calculus.
Class/Laboratory Schedule:
MWF 3:00-3:50 PM
Contribution to Criterion 5: basic math and sciences
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Low
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
PREPARED BY: Dr. Kyle Riley, Department Head; June 1, 2010
A-89
Medium
High
X
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
MATH 125 CALCULUS II
Department:
Mathematics and Computer Science
Designation:
Required
Catalog Data:
(4-0) 4 credits. Prerequisite: MATH 120 completed with a minimum grade of “C” or
appropriate score on departmental Trigonometry Placement Examination and MATH
123 completed with a minimum grade of “C.” A continuation of the study of calculus,
including the study of sequences, series, polar coordinates, parametric equations,
techniques of integration, applications of integration, indeterminate forms, and
improper integrals.
Prerequisites: MATH 120 (Trigonometry) completed with a grade of “C” or better or an acceptable
score on the COMPASS Trigonometry Placement Examination, and MATH 123
completed with a grade of “C” or better. (Trigonometry is a critical prerequisite for this
course. Students should ensure that they have passed MATH 120 or the COMPASS
Trigonometry Placement Examination before enrolling in MATH 125.)
Textbook: Calculus by Jon Rogawski
Course Learning Outcomes:
•
Use mathematical symbols and mathematical structure to model and solve real world
problems.
•
Students will identify, interpret, and correctly apply standard mathematics symbols to
solve problems requiring differentiation and integration techniques. This will be
demonstrated on quizzes, labs, homework, and/or exams.
•
Demonstrate appropriate communication skills related to mathematical terms.
•
Students will correctly use functional notation of algebra, trigonometry, and calculus.
This will be demonstrated on quizzes, labs, homework, and/or exams.
•
Demonstrate the correct use of quantifiable measurements of real world situations.
•
Students will apply their knowledge of calculus in one-variable, infinite sequences
and series, and parametric equations and polar equations in applications such as area
computation, function approximation, and arc-length computation. This will be
demonstrated on quizzes, labs, homework, and/or exams.
•
Students will be able to produce indefinite integrals using Maple (int)
•
Students will be able to compute definite integrals using Maple - including
approximate numerical computation when necessary (int versus evalf(int(...)))
•
Students will be able to compute Taylor approximations using the Taylor and normal
commands in Maple
Topics:
•
•
•
•
•
•
Integrals and Derivatives involving Exponential, Logarithmic, Inverse, and
Hyperbolic functions.
Integration techniques
Indeterminate Forms and L’Hopital’s rule
Improper integrals
Vectors and applications
Matrices and linear algebra
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
•
•
Infinite Series
Tests for convergence Taylor Series, Fourier Series
Class/Laboratory Schedule:
MTWF
MTWF
9:00-9:50
1:00-1:50
Contribution to Criterion 5: basic math and sciences
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Mediu
Low
High
m
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health
and safety, manufacturability, and sustainability
x
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
PREPARED BY: Dr. Kyle Riley, Department Head; June 1, 2010
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
MATH 225 CALCULUS III
Department:
Mathematics and Computer Science
Designation:
Required
Catalog Data:
(4-0) 4 credits. Prerequisite: MATH 125 completed with a minimum
grade of “C”. A continuation of the study of calculus, including an
introduction to vectors, vector calculus, partial derivatives, and multiple
integrals.
Prerequisites:
Math 125 with a grade of ‘C’ or better.
Textbook:
Calculus with Analytic Geometry, Eighth Edition, Larson, Hostetler,
and Edwards
Course Learning Outcomes:
A student who successfully completes this should, at a minimum:
1. know basic vector operations
2. know how to work with lines and planes in space
3. understand vector functions and their derivatives
4. be able to compute position, velocity and acceleration vectors
5. understand functions of several variables
6. be able to compute partial derivatives and gradients using multivariate chain rules
7. be able to find extremals of constrained and unconstrained functions
8. understand iterated integrals
9. be able to set up and evaluate double and triple integrals in various coordinate
10. systems
11. understand vector fields
12. be able to compute line integrals
13. understand the basic integral theorems of vector analysis
Topics: vectors, vector calculus, partial derivatives, and multiple integrals..
Class/Laboratory Schedule:
Varies
Contribution to Criterion 5:
basic math and sciences
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Low
ABET Outcome
(a) an ability to apply knowledge of mathematics, science, and
engineering
(b) an ability to design and conduct experiments, as well as to
analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as economic,
environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
A-92
Medium
High
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and
societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
PREPARED BY: Dr. Kyle Riley, Department Head; June 1, 2010
A-93
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
MATH 321 DIFFERENTIAL EQUATIONS
Department:
Mathematics and Computer Science
Designation:
Required
Catalog Data:
(4-0) 4 credits. Prerequisite: MATH 125 with a minimum grade of “C”.
Selected topics from ordinary differential equations including
development and applications of first order, higher order linear and
systems of linear equations, general solutions and solutions to initialvalue problems using matrices. Additional topics may include Laplace
transforms and power series solutions. MATH 225 and MATH 321 may
be taken concurrently or in either order. In addition to analytical methods
this course will also provide an introduction to numerical solution
techniques.
Prerequisites:
Math 125 with a grade of ‘C’ or better.
Textbook:
Differential Equations With Boundary Value Problems, 7th edition, Zill
Course Learning Outcomes:
1. know how to use separation of variables
2. be able to solve first order ordinary differential equations
3. be able to solve second order linear ordinary differential equations
4. understand the difference between homogeneous and non-homogeneous
linear systems
5. be familiar with at least one science or engineering application of
differential equations
6. be able to compute the Laplace transform and inverse Laplace transform
for simple functions
7. understand the basic process of how to use the Laplace transform to
solve an initial value problem
8. be familiar with a numerical technique for solving an initial value
problem, such as Euler’s Method or the Runge Kutta method
9. be able to carry out basic matrix addition and matrix multiplication
10. be able to solve a linear system in matrix form
11. be able to use matrices to solve simple linear first order systems of
ordinary differential equations
Topics:
Topics for Exam 1
Basic definitions and terminology
Direction fields and solution curves
First order differential equations and their applications, including
1) separable, 2) Linear, 3) Exact, 4) Bernoulli, 5) Numerical Methods
Topics for Exam 2
Higher order differential equations…homogeneous and nonhomogeneous
Method of undetermined coefficients
Method of variation of parameters
Applications of higher order differential equations
Simple harmonic motion
Damped motion
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
Forced motion
Electric circuits and analogous systems
Topics for Exam 3
Basic LaPlace transforms and their inverses
Laplace transforms
Inverse Laplace transforms
Operational Properties
Applications
Topics for Exam 4
systems of linear first order equations
Matrices
Gauss elimination
Systems of ordinary differential equations
Eigenvalues
Variation of Parameters
Class/Laboratory Schedule:
Varies
Contribution to Criterion 5:
Basic math and sciences
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Low
ABET Outcome
(a) an ability to apply knowledge of mathematics, science, and
engineering
(b) an ability to design and conduct experiments, as well as to
analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as economic,
environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and
societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
PREPARED BY: Dr. Kyle Riley, Department Head; June 1, 2010
A-95
Medium
High
X
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
MATH 373 INTRODUCTION TO NUMERICAL ANALYSIS
Department:
Mathematics and Computer Science
Designation:
Required
Catalog Data:
(3-0) 3 credits. Prerequisite: MATH 321 and CSC 150 or permission of
instructor. This course is an introduction to numerical methods. Topics include
elementary discussion of errors, polynomial interpolation, quadrature, non-linear
equations, and systems of linear equations. The algorithmic approach and
efficient use of the computer will be emphasized. Additional topics may include:
calculation of eigenvalues and eigenvectors, numerical differentiation and
integration, numerical solution of differential equations.
Prerequisites:
Math 321 and CSC 150..
Textbook:
•
•
•
•
Optional: Numerical Methods for Engineers (5 ed.), by Chapra and Canale,
McGraw-Hill, 2006
Optional: Excel for Scientists and Engineers (Numerical Methods), by E.
Joseph
Billo, Wiley, 2007.
There is also a wiki textbook on Numerical Methods
We will also be using a text by Dr. Stan Howard
Course Learning Outcomes:
1. Students will be able to write finite approximations of the first and second
derivatives.
2. Students will able to explain the Mean Value Theorem and its relationship to error
estimation.
3. Students will be able to derive the LaPlace Equation in rectilinear, cylindrical, and
spherical coordinates with a generation term.
4. Students will be able to solve on a spreadsheet
•
1D SS HT problems
Explicitly
•
1D USS HT problems
Explicitly, by Saul’yev, by Frankel-DuFort, and by Crank-Nicolson all with
fixed, zero-flux, gradient, and convection BC’s.
•
2D SS HT problems
Explicitly by relaxation with fixed, zero flux, gradient, and convection BC’s.
•
2D USS HT problems
Explicitly and Implicitly by ADI methods with fixed, zero flux, gradient, and
convection BC’s.
5. Students will be able to perform numerical integration by
Rectilinear Rule, Trapezoid Rule, Simpson’s 1/3 and 3/8 Rules, Gaussian
Quadrature
6. Students will be able to solve a system of Ordinary Differential Equation of any order
by Runge-Kutta Methods including the Fourth Order form by hand and by using
MathCad.
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SDSM&T: BS Metallurgical Engineering Program: Appendix A
7. Students will be able to find roots by the following methods
• Interval Halving
• False Position
• Secant
• Newton-Raphson
• One-point Iteration
8. Students will be able to construct objective functions necessary for LP and Data
Adjustment problem solutions solved by Excel Solver.
9. Students will submit a written project report and orally present the numerical
solution to an engineering problem.
Topics:
Polynomial interpolation, quadrature, non-linear equations, systems of linear equations, the
algorithmic approach, calculation of eigenvalues and eigenvectors, numerical differentiation
and integration, and numerical solution of differential equations
Class/Laboratory Schedule:
Varies
Contribution to Criterion 5:
basic math and sciences
Relationship of Course to ABET Outcomes (a) through (k)
Low
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
PREPARED BY: Dr. Kyle Riley, Department Head; June 1, 2010
A-97
Level of Emphasis
Medium
High
X
X
SDSM&T: BS Metallurgical Engineering Program: Appendix A
PHYS 211: University Physics I
Department:
Physics
Designation:
Required
Catalog Data:
(3-0) 3 credits. Prerequisite: MATH 123 or permission of instructor. This
is the first course in a two semester calculus-level sequence, covering
fundamental concepts of physics. This is the preferred sequence for
students majoring in physical science or engineering. Topics include
classical mechanics and thermodynamics. The School of Mines course
covers classical mechanics only.
Prerequisites:
MATH 123 or permission of instructor.
Textbook:
Fundamentals of Physics, D. Halliday, R. Resnick, J. Walker, 8th Ed. Pt. 1
Course Learning Outcomes:
•
Demonstrate the scientific method in a laboratory experience. This outcome will be
achieved and assessed in Phys 213L course.
•
Gather and critically evaluate data using scientific method. Assessment: Students will be
able to critically evaluate data (given or obtained) with proper accuracy using appropriate
laws and formulas of classical mechanics for scientifically sound presentation of
laboratory reports, homework assignments, and of solutions on quizzes and exams.
•
Identify and explain the basic concepts, terminology and theories of selected natural
sciences. Assessment: Students will be able to identify and apply basic concepts and
appropriate laws of classical mechanics in order to solve assigned problems in
homework, quizzes, exams, and in oral presentation.
•
Apply selected natural science concepts and theories to contemporary issues.
Assessment: Students will be able to explain how physics concepts, laws, and phenomena
relate to contemporary engineering and science in classroom discussions and written
assignments.
Topics:
Classical mechanics
Class/Laboratory Schedule:
Varies
Contribution to Criterion 5:
3 credits of math / basic sciences
A-98
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Low
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
Prepared By: Dr. Andre Petukhov, Department Head; June 1, 2010
A-99
Medium
High
X
SDSM&T: BS Metallurgical Engineering Program: Appendix A
PHYS 213 UNIVERSITY PHYSICS II
Department:
Physics
Designation:
Required
Catalog Data:
(3-0) 3 credits. Prerequisite: PHYS 211. This course is the second course in a two
semester calculus-level sequence, covering fundamental concepts of physics.
This is the preferred sequence for students majoring in physical science or
engineering. Topics include electricity and magnetism, sound, light, and optics.
The School of Mines course covers electricity and magnetism only.
Prerequisites:
PHYS 211.
Textbook:
Fundamentals of Physics, Part 3, Halliday, Resnick, Walker, 8th Ed. with Wiley
Plus
Course Learning Outcomes:
As a result of taking courses meeting this goal, students will:
1. Critically evaluate data using the scientific method. Assessment:
Students will be able to critically evaluate data (given or obtained),
with proper accuracy, using appropriate physical laws and
formulas for laboratory reports, homework assignments, and
solutions on quizzes and exams.
2. Identify and explain the basic concepts, terminology, and theories
of the selected natural sciences. Assessment: Students will identify
and apply basic concepts and appropriate physical laws in order to
solve assigned problems in homework, quizzes, exams, and oral
presentations.
3. Apply selected natural science concepts and theories to contemporary
issues. Assessment: Students will be able to explain how physics
concepts, laws, and phenomena relate to contemporary engineering
and science in classroom discussions and written assignments.
Topics:
Electric Charge, charge, conductors and insulators, Coulomb’s Law
Applications of Coulomb’s Law
Applications of Coulomb’s Law
Electric Fields, electric field lines, electric field due to a point charge
Electric field due to a dipole, continuous charge distributions
Electric fields due to continuous charge distributions
Electric fields due to continuous charge distributions
Point charge and dipole in a electric field
Gauss’ Law, flux of an electric field, Gauss’ Law
Electric Potential , electric potential energy, electric potential, potential from
the field
Potential due to a point charge
Potential due to continuous charge distributions
A-100
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Field from potential
Capacitance, calculating the capacitance
Capacitors in parallel and in series
Energy stored in an electric field
Capacitor with a dielectric
Current and Resistance, current and current density
Resistance and resistivity
Class/Laboratory Schedule:
Varies
Contribution to Criterion 5:
basic math and sciences
Relationship of Course to ABET Outcomes (a) through (k)
Level of Emphasis
Low
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
PREPARED BY: Dr. Andre Petukhov, Department Head; June 1, 2010
A-101
Medium
High
X
SDSM&T: BS Metallurgical Engineering Program: Appendix A
PHYS 213L UNIVERSITY PHYSICS II LABORATORY
Department:
Physics
Designation:
Required
Catalog Data:
(0-1) 1 credit. Prerequisite or corequisite: PHYS 213. This laboratory
accompanies PHYS 213. Introduction to physical phenomena and measurements.
Recording and processing data, determining uncertainties, reporting results. The
experiments supplement the work in PHYS 211 and PHYS 213
Prerequisites:
Concurrent registration in or completion of PHYS-213..
Textbook:
Suggested Ref.: Experimentation, D. C. Baird, 3d Edition
Course Learning Outcomes:
As a result of taking courses meeting this goal, students will:
1. Demonstrate the scientific method in a laboratory experience.
Assessment: Students will be able to relate obtained experimental data
with corresponding physics laws and formulas and critically evaluate these
data with proper accuracy using appropriate formulas, and present
scientifically sound laboratory reports.
2. Gather and critically evaluate data using scientific method. Assessment:
Students will be able to critically evaluate data (given or obtained) with
proper accuracy using appropriate laws and formulas of classical
mechanics for scientifically sound presentation of laboratory reports.
Topics:
physical phenomena and measurements, recording and processing data,
determining uncertainties, and reporting results
Class/Laboratory Schedule:
Varies
Contribution to Criterion 5:
basic math and sciences
A-102
SDSM&T: BS Metallurgical Engineering Program: Appendix A
Relationship of Course to ABET Outcomes (a) through (k)
Low
ABET Outcome
(a) an ability to apply knowledge of mathematics, science,
and engineering
(b) an ability to design and conduct experiments, as well as
to analyze and interpret data
(c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering
problems
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact
of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in
life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
PREPARED BY: Dr. Andre Petukhov, Department Head; June 1, 2010
A-103
Level of Emphasis
Medium
High
X
X
X
SDSM&T: BS Metallurgical Engineering Program: Appendix B. Faculty Vitae
APPENDIX B – FACULTY RESUMES
The following program faculty vitae are provided below.
•
William Cross
•
Stanly Howard
•
Jon Kellar
•
Dana Medlin
•
Michael West
B-1
SDSM&T: BS Metallurgical Engineering Program: Appendix B. Faculty Vitae
Cross, William M.
Academic rank:
Associate Professor
Degrees with fields, institution, and date
B.S.
Metallurgical Engineering, South Dakota School of Mines and Technology, 1984
M.S. Metallurgical Engineering, South Dakota School of Mines and Technology, 1986
Ph.D. Metallurgical Engineering, University of Utah, 1999
Number of years of service on this faculty and date of appointment and advancement
17 years in service, original appointment 1993
1993-1997
Research Associate
1997-2007
Research Scientist III
2007-present
Associate Professor
Other related experience
2009
NASA grantee working at Marshall Space Flight Center, Summer 2009.
Consulting, patents, etc.
Patent
•
J. J., Kellar, W. M., Cross, F. J., Johnson, and M. E., Connell, U. S. Patent Number 6,198,861, issued
March 6, 2001, Use of Thin-Clad Near Infrared Transparent Optical Glass Fibers as Evanescent Wave
Sensors
• Disclosure -- J. Kellar, D. Hansen, W. Cross, D. Medlin; “Formation of Low Temperature Metal
Clay”, disclosure 12/08
Consulting: Micron Technology, IMI Tami (Israel), Avecia Chemical Company
State(s) in which registered as a Professional Engineer
None
Principal publications of last five years
1.
2.
3.
4.
5.
6.
7.
G.W. Douglas, S. Schnabel, L. Kjerengtroen, W.M. Cross and J.J. Kellar, "Utilizing minerals and
materials with negative properties", Minerals and Metallurgical Processing, invited feature article,
volume 27(1) February 2010 pp.1-7.
M. Alghamdi, R. McGlothlen, W. Cross, J. J. Kellar, L. Kjerengtroen, “Design and Testing of a Compact
Drift Machine for Manufacturing of Continuous Fiber Thermoplastic Composites”, Proceedings
Society for the Advancement of Material and Process Engineering (SAMPE) ’09. May 2009, Baltimore,
MD.
W. Weyer, W. Cross, J. Kellar, L. Kjerengtroen, “Characterization of Composites Having Negative
Stiffness Inclusions”, Proceedings Society for the Advancement of Material and Process Engineering
(SAMPE) ’09. May 2009, Baltimore, MD.
Wensel, J., Wright, B., Thomas, D., Douglas, W., Mannhalter, B., Cross, W., Hong, H., Kellar, J., Smith, P.
and Roy, W., "Enhanced thermal conductivity by aggregation in heat transfer nanofluids containing metal
oxide and carbon nanotube," Applied Physics Letters, 2008, 92, 023110.
W.M. Cross, G.W. Douglas, L. Schlink, W.C. Weyer, L. Kjerengtroen, J.J. Kellar and J. Welsh,
“Dimensional Analysis of Au Nanocomposites”, Proceedings Society for the Advancement of Material
and Process Engineering 2007. June 2007, Baltimore, MD.
S. Schnabel, J. Kellar, L. Kjerengtroen, W. Cross, W. Weyer and J. Welsh, “Nanoscale Zirconium
Tungstate Synthesis and Use as a Filler For Dimensional Stability”, Proceedings Society for the
Advancement of Material and Process Engineering 2007, June,2007, Baltimore, MD.
W.C. Weyer, J.J. Kellar, L. Kjerengtroen, J. Welsh and W.M. Cross, “Negative Stiffness Filler Effects on
Polymer Matrix Composite Performance”, Proceedings Society for the Advancement of Material and
Process Engineering 2007, June 2007, Baltimore, MD.
B-2
SDSM&T: BS Metallurgical Engineering Program: Appendix B. Faculty Vitae
8.
L.D. Nielsen, W.M. Cross, S.P. Decker and J.J. Kellar, “Mica, and its Ability to be Chemically
Exfoliated”, in Functional Fillers and Nanoscale Minerals II, J.J. Kellar, ed., Society for Mining,
Metallurgy and Exploration, Littleton, CO, 2006.
9. W.M. Cross, B.D. Henderson, W.C. Weyer, C. Kroetch, L. Kjerengtroen, J. Welsh and J.J. Kellar,
“Functional Fillers for Dimensional Stability”, in Functional Fillers and Nanoscale Minerals II, J.J.
Kellar, ed., Society for Mining, Metallurgy and Exploration, Littleton, CO, 2006.
10. W.C. Weyer, W.M. Cross, B.D. Henderson, J.J. Kellar, L. Kjerengtroen, J. Welsh and J. Starkovich,
“Achieving Dimensional Stability Using Functional Fillers”, 46th AIAA/ASME/ASCE/AHS/ASC
Structures, Structural Dynamics & Materials Conference Proceedings, 18-25 April 2005, Austin TX, paper
#AIAA 2005-2091.
11. Wensel, J., Wright, B., Thomas, D., Douglas, W., Mannhalter, B., Cross, W., Hong, H., Kellar, J., Smith, P.
and Roy, W., "Enhanced thermal conductivity by aggregation in heat transfer nanofluids containing metal
oxide and carbon nanotube," Applied Physics Letters, 2008, 92, 023110.
12. C. Griswold, W. M. Cross, L. Kjerengtroen and J. J. Kellar, “Interphase Variation in Silane-Treated GlassFiber Reinforced Epoxy Composites”, Journal of Adhesion Science and Technology, 2005, 19 (3/5), 279.
Scientific and professional societies of which a member
Materials Research Society (MRS), Society for Advanced Materials and Process Engineering
(SAMPE), Society for Mining, Metallurgy and Exploration (SME)
Honors and awards
none
Institutional and professional service in the last five years
• Minerals and Metallurgical Processing, Reviewer
• Minerals Engineering, Reviewer
• Energy and Environment Research Task Force
• Council on Graduate Education
• Environmental Engineering Program Advisory Committee
Professional development activities in the last five years
1.
2.
3.
4.
5.
6.
7.
8.
Marshall Space Flight Center, NASA Faculty Internship, Huntsville, AL, Summer 2009.
AHED 755 – Principles of College Teaching, Teaching Pedagogy Course taken through South Dakota
State, Fall 2009.
Information Management Institute, 5th Annual Security Printing Conference, Baltimore MD, 2008.
Optomec, M3D Training Course, Rapid City SD, 2006.
Information Management Institute, UV Ink Jet Course, Digital Printing Summer Camp, Cambridge MA,
2005.
Joint Institute for Nanoscience and Nanotechnology, Fabrication and Characterization of Nano-Materials
Course, Pacific Northwest National Laboratories, Richland, WA, 2005.
Expert Witness, State of South Dakota vs. Dirksen, Provided Expert Testimony of Infrared Analysis of
Evidence, 2004.
Joint Institute for Nanoscience and Nanotechnology, Nanoclusters, Nanomaterials, and Nanotechnology
Course, Pacific Northwest National Laboratories, Richland, WA, 2004.
Percentage of time available for research or scholarly activities
35%
Percentage of time committed to the program
95%
B-3
SDSM&T: BS Metallurgical Engineering Program: Appendix B. Faculty Vitae
STANLEY M. HOWARD
Academic rank:
Professor - Tenured
Degrees with fields, institution, and date
•
•
BS., Metallurgical Engineering, Colorado School of Mines, Golden, CO (1967)
Ph.D., Metallurgical Engineering (Minor - Chemical Petroleum Refining Engineering), Colorado School of
Mines, Golden, CO (1971)
Number of years of service on this faculty and date of appointment and advancement
33 years in service
1971- Assistant Professor tenure Track - original appointment
1976 - Associate Professor
1980 - Professor
Other related experience
1967
1967 - 71
1976 - 77
1981 - 88
1986 - 87
1988 - 91
1992 - 01
2002 - 03
Atomic Weapons Division
Dow Chemical Company
Golden, CO
Department of Metallurgical Engineering
Colorado School of Mines
Golden, CO
Stanford Research Center
Menlo Park, CA
Group V Metals, Inc.
Rapid City, South Dakota
Kerr-McGee Corporation
Oklahoma City, OK
Electronic Manufacturing & Production Facility
U. S. Department of the Navy
Ridgecrest, CA
Caterpillar Corporation
Technical Center
Peoria, IL Consultant
Oak Ridge National Laboratory
Metals and Ceramic Division
Oak Ridge, T
Engineer
Research Fellow
Visiting Scientist
President (81 - 84), Vice President (84 - 88)
Consultant
Consultant
Consultant
Consulting, patents, etc.
•
•
Howard, S. and Stone, G; "High Strength and High Electrical Conductivity Copper Alloys." U.S. Patent
#6074499, 2000.
________,
and Stone, G; "High Strength and High Electrical Conductivity Copper Alloys." US
Patent #6231700.
State(s) in which registered as a Professional Engineer
SD #2219
1972-present
Principal publications of last five years
•
•
Barbara Szczerbinska, S. M. Howard, et al., “Center For Ultra-Low Background 2 Experiments at Dusel”, Acta Physica
Polonica B, Vol. 41 (2010), No 6, 2010
Bharat Jasthi and S. M. Howard, -, Re: 8th International Symposium on Friction Stir Welding, “Microstructure and
Corrosion Properties of Friction Stir Welded Alloy 22” , 8th International Symposium on Friction Stir Welding,
MARITIM Seehotel, Timmendorfer Strand, Germany, May 18-20, 2010
B-4
SDSM&T: BS Metallurgical Engineering Program: Appendix B. Faculty Vitae
•
•
•
•
•
•
•
•
•
Bharat K. Jasthi, William J. Arbegast, Glenn J. Grant, and Stanley M. Howard: “In-situ Reactions Using Friction Stir
Reaction Processing”, submitted 2010
Kellar, J., Howard, S., West, M., Cross, W., Medlin, D. and Rattling Leaf, J., “The Samurai Sword Project and
Opportunities for Metallurgical Programs,” MS&T 2009 Proceedings, Pittsburgh, PA, September 2009.
Bharat Jasthi, William Arbegast, Stanley M. Howard, Thermal Expansion Coefficient and Mechanical Properties Of
Friction Stir Welded Invar (Fe-36%Ni), Journal of Materials Engineering and Performance, Manuscript ID JMEP-0802-0736, Volume 18, Number 7,November 21, 2008.
Stanley M. Howard, editor, 2008 EPD Congress, TMS, Warrendale, PA, 2008
Stanley M. Howard, editor, 2007 EPD Congress, TMS, Warrendale, PA, 2007
Rakesh Suravarapu, Katharine Flores, William Arbegast, Stanley Howard: “Friction Stir Welding of Bulk Metallic
Glasses – Vitreloy 106A”, Friction Stir Welding and Processing IV, TMS Annual Meeting & Exhibition, Proceedings:
Friction Stir Welding and Processing – IV, 2007
Bharat K. Jasthi, Aaron C. Costello, William J. Arbegast, Stanley M. Howard, Investigation of Laser Deposition of
High Temperature Refractory Pin Tools for Friction Stir Welding, Friction Stir Welding and Processing IV, Edited by
K. V. Jata, et al, TMS (The Minerals, Metals & Materials Society), 2007
James W. Sears, Sudip Bhattacharya, Jerrod Roalstad, Stanley M. Howard and Aaron Costello, "Material Solution for
the Improvement of High Temperature Wear Characteristics of Industrial Tools and Dies by Laser Powder Deposition
", ALAC2006, Advanced Laser Application Conference Proceedings, Novi, Michigan, September 18-21,2006
Stanley M. Howard; Bharat K. Jasthi1 ;William J. Arbegast; Glenn J. Grant; Santosh Koduri; Darrell R. Herling:
Friction Surface Reaction Processing in Aluminum Substrates; Friction Stir Welding and Processing III, Edited by
Kumar V. Jata, et al. TMS 2005 Annual Meeting, San Francisco, CA, 2005
Scientific and professional societies of which a member
•
•
TMS –Executive Board of Directors, Financial Planning Officer, Professional Registration Committee
ASM; ACeRS; AIST
Honors and awards
1966 - ΑΣΜ: Alpha Sigma Mu Honorary Society
1970 - ΣΞ: The Society of Sigma Xi
1974 - Honored Guest: Kroll Institute Dedication; Golden, CO
1994 - Presidential Award: South Dakota School of Mines & Technology; Rapid City, SD
1994 - Benard A. Ennenga Faculty Award (1994)
2003 - AIME Mineral Industry Education Award
Institutional and professional service in the last five years
Professional Service: TMS-Exec Board of Directors/Financial Planning Officer, EPD-Publications Chair
Faculty Committees: Academic Appeals Committee; Faculty Senate; Senate Chair Chair Elect 2010-2012
Professional development activities in the last five years
High-Purity Ge Reduction, Zone Refining, and Crystal Growth; Metallurgical Thermodynamics textbook
writing; Numerical Methods textbook completion; Yucca Mountain Nuclear Waste Containment Vessel
Review Panel; ABET Consultant; friction stir joining of amorphous metal; corrosion properties of friction
stirred Alloy 22; Thermal expansion properties of friction stirred Invar; in-situ reaction stir processing;
Executive Board and Retirement Board of TMS; four financial officer board of director appointments;
functionally graded laser additive tool and die enhancement research.
Percentage of time available for research or scholarly activities
30%
Percentage of time committed to the program
100%
B-5
SDSM&T: BS Metallurgical Engineering Program: Appendix B. Faculty Vitae
Kellar, Jon J.
Academic rank
Professor - Full-time
Degrees with fields, institution, and date
•
•
•
B.S.
M.S.
Ph.D.
Metallurgical Engineering, South Dakota School of Mines and Technology, 1984
Metallurgical Engineering, South Dakota School of Mines and Technology, 1986
Metallurgical Engineering, University of Utah, 1991
Number of years of service on this faculty and date of appointment and advancement
•
•
•
•
20 years in service, original appointment 1990
Assistant Professor, August 1990
Associate Professor, 1994
Professor, 2000
Other related experience
None
Consulting, patents, etc.
Patent
J. J., Kellar, W. M., Cross, F. J., Johnson, and M. E., Connell, U. S. Patent Number 6,198,861, issued March 6,
2001, Use of Thin-Clad Near Infrared Transparent Optical Glass Fibers as Evanescent Wave Sensors
Intellectual Property Disclosure (2007)
J. Kellar, D. Hansen, W. Cross, D. Medlin; “Formation of Low Temperature Metal Clay”, disclosure 12/07.
Consulting
Micron Technology, IMI Tami (Israel), Avecia Chemical Company
State(s) in which registered as a Professional Engineer
None
Principal publications of last five years
•
•
•
•
•
•
•
Hansen, D., Mitchell, D. and Kellar, "Nanotechnology and Silver-Metal Clay for Artisans," Leonardo
Transactions, in press.
Douglas, G.W., Schnabel, S., Kjerengtroen, L., Cross, W.M. and Kellar, J.J., “Utilizing Minerals and
Materials with Negative Properties,” Minerals and Metallurgical Processing, V. 27, N.1, pg 1-7, 2010
(featured article).
Kellar, J., Howard, S., West, M., Cross, W., Medlin, D. and Rattling Leaf, J., “The Samurai Sword Project
and Opportunities for Metallurgical Programs,” MS&T 2009 Proceedings, Pittsburgh, PA, September 2009.
West, M., Medlin, D., Kellar, J., Mitchell, D. and Kellogg, S., “Back in Black: Innovative Curricular,
Outreach and Recruiting Activities at the South Dakota School of Mines and Technology,” MS&T 2009
Proceedings, Pittsburgh, PA, September 2009.
Medlin, D., West, M., Mitchell, D., Kellar, J., and Kellogg, S., “Improved Materials Science Understanding
with Blacksmithing,” Proceedings (AC 2009-2228) ASEE 2009 Annual Meeting, Austin, TX, June 2009.
Wensel, J., Wright, B., Thomas, D., Douglas, W., Mannhalter, B., Cross, W., Hong, H., Kellar, J., Smith, P.
and Roy, W., "Enhanced Thermal Conductivity by Aggregation in Heat Transfer Nanofluids Containing
Metal Oxide and Carbon Nanotube," Applied Physics Letters, Volume 92, Issue 2, 2008.
Whites, K.W., Amert, A., Woessner, S.M., Kim, N-S, Decker, S. and Kellar, J., "Direct-write printing of
multilayered appliqué antennas on high impedance surfaces," Proc. IEEE Antennas and Propagat. Soc. Int.
Symp., Honolulu, HI, pp. 2765-2768, June 10-15, 2007.
B-6
SDSM&T: BS Metallurgical Engineering Program: Appendix B. Faculty Vitae
•
•
•
Kroetch, C.A., Weyer, W.C., Cross, W.M., Henderson, B., Kellar, J.J., Kjerengtroen, L., Welsh, J.,
Starkovich, J., “Mechanical Properties of ZrW2O8 Filled Polymers Functional Fillers for Dimensional
Stability,” 47th AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics & Materials Conference,
May 2006, Newport, Rhode Island, paper # AIAA 2006-2257.
Nielsen, L.D., Cross, W.M. Decker, S.P., and Kellar, J.J., "Mica, and its Ability to be Chemically
Exfoliated,” Functional Fillers and Nanoscale Minerals II, Editor: Jon J. Kellar, Society for Mining,
Metallurgy, and Exploration, Inc., pgs. 69-78, 2006.
Cross, W.M., Henderson, B.D, Weyer, W.C., Kroetch, C., Kjerengtroen, L, Welsh J., and Kellar, J.J.,
"Functional Fillers for Dimensional Stability," Functional Fillers and Nanoscale Minerals II, Editor: Jon J.
Kellar, Society for Mining, Metallurgy, and Exploration, Inc., pgs. 127-140, 2006.
Scientific and professional societies of which a member
· Society for Mining, Metallurgy and Exploration
Honors and awards
•
•
•
•
•
•
2008
1999
1997
1996
1994-9
1993
Carnegie Professor of the Year for state of SD
SDSM&T Presidential Award for Outstanding Professor
South Dakota Board of Regent’s Award for Excellence in Research
Elected to Young Leader’s Program-The Mineral, Metals and Materials Society
National Science Foundation Presidential Faculty Fellow
Benard Ennenga Faculty Award
Institutional and professional service in the last five years
•
•
•
•
•
Department Chair/Head, Department of Materials and Metallurgical Engineering
National Science Foundation Panel Reviewer
Department of Energy Program Reviewer
Mineral and Metallurgical Processing (Editorial Board)
International Journal of Mineral Processing (Editorial Board)
Professional development activities in the last five years
NSF Panel Reviewer; DOE Panel Reviewer; Associate Editor Materials and Metallurgical Processing; Reviewer to
numerous professional journals; SDSM&T Faculty Development Committee; 2004-2009 SME Mineral Processing
Division (Chair 2008); National Resource Council (Canada) Panel Reviewer; SDSM&T Alumni Association Board
of Directors; SDSM&T Foundation Board of Directors
Percentage of time available for research or scholarly activities
25%
Percentage of time committed to the program
100%
B-7
SDSM&T: BS Metallurgical Engineering Program: Appendix B. Faculty Vitae
Medlin, Dana J.
Academic rank
Associate Professor – NUCOR Professor of Metallurgy - Full-time
Degrees with fields, institution, and date
•
•
•
B.S.
M.S.
Ph.D.
Mechanical Engineering (Metallurgy Option), University of Nebraska, 1988
Mechanical Engineering (Metallurgy Option), University of Nebraska, 1990
Materials Science Engineering, University of Nebraska, 1993
Number of years of service on this faculty and date of appointment and advancement
•
•
5 years in service, original appointment 2005
Associate Professor, July 2005
Other related experience
•
•
•
•
•
•
Global Metallurgy Leader, Research & Biologics Department, Zimmer Incorporated, Warsaw, IN, 2003-2005.
Principal Engineer, Metals Research Department, Zimmer Incorporated, Warsaw, IN, 2003-2005.
Materials Specialist, Bearing Materials and Metallurgy Department, Timken Company, Canton, OH, 19992000.
Principal Engineer, Bearing Materials and Metallurgy Department, Timken Company, Canton, OH, 1998-1999.
Materials Specialists, Supervisor of Analytical Services Group, LTV Steel Technology Center, Independence,
OH, 1997-1998.
Research Assistant Professor, Metallurgical and Materials Engineering Department, Colorado School of Mines,
Golden, CO, 1993-1997.
Consulting, patents, etc.
Patents
•
•
Medlin, et.al., “Method for Attaching a Porous Metal Layer to a Metal Substrate”, United States Patent
#6,945,448, September 20, 2005.
Medlin, Swarts, Charlibois, and Clarke “Diffusion Bonding a Porous Tantalum form to Metallic
Substrates”, United States Patent #6,988,218, December 2, 2006.
Consulting
•
•
•
•
•
•
•
•
•
•
•
•
•
Dakota Arms, Firearms Manufacturer, Sturgis, SD
Oahe Plains Systems Corporation, Pipeline Company, Pierre, SD
Smith and Nephew, Medical Implant Company, Memphis, TN
L and H Industrial, Heavy Equipment Manufacturer, Gillette, WY
Noland International, Water Purification Company, Lincoln, NE
Engineering Systems Incorporated, Consulting Group, Chicago, IL
Ametek Incorporated, Specialty Metals Manufacturer, Wallingford, PA
First Dakota Enterprises, Construction Company, Fort Pierre, SD
Beardsley, Jensen and Von Wald, Attorneys, Rapid City, SD
Brad Bonynge, Attorney, Sioux Falls, SD
Brian Donahoe, Attorney, Sioux Falls, SD
Lindsey Manufacturing, Irrigation Systems, Lindsey, NE
Lehman Trikes, Motorcycle Manufacturer, Spearfish, SD
State(s) in which registered as a Professional Engineer
•
•
Registered Professional Engineer, State of Ohio, License #E-63399
Registered Professional Engineer, State of South Dakota, License #9297
Principal publications of last five years
•
•
J. Fuerst, J. Sears, D. Neufeld, D. Medlin, “LASER Deposited Engineered Surfaces For Orthopedic
Implants for Increased Device Longevity”, Proceedings of Materials and Processes for Medical Devices,
August 2009, ASM International, In review.
Donald L. Johnson, Dana J. Medlin, Larry E. Murphy, Matthew A. Russell, James D. Carr, David L.
Conlin and Brent M. Wilson, “Weins Number – Integrated Long Term Corrosion Decay of iron Based
Alloy Shipwrecks and Artifacts on the Seafloor”, Corrosion Journal of Science and Engineering, National
Associate of Corrosion Engineers, 2009, in review.
B-8
SDSM&T: BS Metallurgical Engineering Program: Appendix B. Faculty Vitae
•
•
•
•
•
•
Kellar, J., Howard, S., West, M., Cross, W., Medlin, D. and Rattling Leaf, J., “The Samurai Sword Project
and Opportunities for Metallurgical Programs,” MS&T 2009 Proceedings, Pittsburgh, PA, September 2009.
West, M., Medlin, D., Kellar, J., Mitchell, D. and Kellogg, S., “Back in Black: Innovative Curricular,
Outreach and Recruiting Activities at the South Dakota School of Mines and Technology,” MS&T 2009
Proceedings, Pittsburgh, PA, September 2009.
Medlin, D., West, M., Mitchell, D., Kellar, J., and Kellogg, S., “Improved Materials Science Understanding
with Blacksmithing,” Proceedings (AC 2009-2228) ASEE 2009 Annual Meeting, Austin, TX, June 2009.
T. Ryno, L. Nielsen, C. Voyles, S. Richards, D. Medlin, “Effect of Thermal Treatments on Copper
Dissolution of SAC 305 Solder”, MS&T 2009 Proceedings, Pittsburgh, PA, September 2009.
D. Johnson, L. Murphy, D. Conlin, M. Russell, D. Medlin, “Recent Developments and Application of
Concretion Equivalent Corrosion Rate (CECR) Methodology”, International Journal of Archaeology,
November 2008.
D.J. Medlin, “New Developments in Orthopedic Metallic Implant Materials”, Materials and Processes for
Medical Devices 2008, Keynote Presentation, Cleveland, OH, ASM-International, August 2008.
Scientific and professional societies of which a member
•
•
•
•
•
•
American Society for Materials-International (ASM), member, 1988 – present.
o Materials for Medical Devices Task Force, Original Committee Member, 2001 – present.
o Conference Co-Chairman, Fourth International Conference on Materials and Processes for
Medical Devices, August, 2011, St. Paul, MN, initial planning.
International Metallographic Society (IMS) – member, 1990 – present.
American Society for Testing Materials (ASTM), member, 1998 – present.
Sub-committee E-4, Metallography, 1999 - present.
Sub-committee F-4, Medical and Surgical Materials and Devices, 2001 – present.
The Metallurgical Society, Member (TMS), 1996 – present.
Society for Biomaterials, Associate Member, 2001 – present.
National Association of Corrosion Engineers (NACE), member.
Honors and awards
•
•
•
•
•
•
Honored as a Fellow of ASM-International, July, 2007.
LTV Steel Special Achievement Award for Analysis of Surface Defects in Sheet Steel Technology,
Customer Technical Center Award, September 1998.
Alpha Sigma Mu Honorary Society, 1993.
1997 Lindburg Best Technical Paper, ASM - Heat Treat Society, “Effects of Induction Hardening and Prior
Cold Work on a Microalloyed Medium Carbon Steel”
American Society for Materials International (ASM) - Great Plains Chapter, Outstanding Young Student
Member Award, 1988.
National Association of Corrosion Engineers (NACE) - Undergraduate Summer Research Grant, 1987.
Institutional and professional service in the last five years
•
•
•
•
•
•
•
•
Interim Biomedical Engineering Graduate Program Director, 2010
Materials Science and Engineering Graduate Committee
Biomedical Engineering Committee
SDSM&T Scholarship Committee
Tenure & Promotion Committee, 2007-2009
“Materials Characterization”, Editorial Review Board, 2006 – present.
“Advanced Materials and Processes”, Reviewer
“Metallurgical Transactions” – A, Reviewer
Professional development activities in the last five years:
•
Grant Writing Workshop, SDSM&T, July 2008.
Professional Development Activities in the Last 5 Years:
•
Federal grant writing course.
Percentage of Time Available for Research and Scholarly Activities:
•
30%
Percentage of Time Committed to the Program:
•
100%
B-9
SDSM&T: BS Metallurgical Engineering Program: Appendix B. Faculty Vitae
West, Michael K.
Academic rank
Assistant Professor - Full-time
Degrees with fields, institution, and date
•
•
•
B.S.E
M.S.
Ph.D.
Nuclear Engineering, Arizona State University, 1994
Nuclear Engineering, Texas A&M University, 1998
Materials Science and Engineering, University of Tennessee, Knoxville, 2006
Number of years of service on this faculty and date of appointment and advancement
•
•
3 years in service, original appointment 2006
Assistant Professor, August 2006
Other related experience
2009-present
1999-2004
2004-2006
1999
1995-1999
1991
Interim Director, SDSM&T Advanced Materials Processing Center (AMP)
Graduate Research Assistant, University of Tennessee, Knoxville
Teaching Assistant, University of Tennessee, Knoxville
Post-Masters Fellowship, Oak Ridge National Laboratory
Graduate Research Assistant, Ion Beam Laboratory, Texas A&M
University
Research Fellowship, Crocker Nuclear Laboratory, University of
California at Davis
Consulting, patents, etc.
None
State(s) in which registered as a Professional Engineer
None
Principal publications of last five years
•
L. Zhang, P. Kopperstad, M. West, N. Hedin, H. Fong, “Generation of Polymer Ultrafine Fibers Through
Solution (Air-) Blowing”, Journal of Applied Polymer Science, Vol. 114 (2009) 3479-3486.
•
L. Zhang, R. Chandrasekar, J.Y. Howe, M.K. West, N.E. Hedin, W.J. Arbegast, H. Fong, “A Metal Matrix
Composite Prepared from Electrospun TiO2 Nanofibers and Al1100 alloy via Friction Stir Processing”,
ACS Applied Materials and Interfaces, v 1 n 5 (2009) 987-991.
•
J. Kellar, S. Howard, M. West, W. Cross, D. Medlin and S. Kellogg, “The Samurai Sword Design Project
and Opportunities for Metallurgical Programs,” in 2009 MS&T Proceedings: Status of Metals Engineering
Education in the United States.
•
D. Medlin, M. West, D. Mitchell, J. Kellar and S. Kellogg, “Improved Materials Science Understanding
with Blacksmithing,” publication AC 2009-2228, 2009 ASEE Annual Meeting, Austin TX.
•
M. West, D. Medlin, J. Kellar, D. Mitchell, S. Kellogg and J. Rattling Leaf, “Back in Black: Innovative
Curricular, Outreach, and Recruiting Activities at the South Dakota School of Mines and Technology,” in
2009 MS&T Proceedings: Status of Metals Engineering Education in the United States.
Scientific and professional societies of which a member
•
•
American Welding Society
ASM International
B-10
SDSM&T: BS Metallurgical Engineering Program: Appendix B. Faculty Vitae
•
•
The Minerals, Metals, and Materials Society (TMS)
Materials Research Society
Honors and awards
•
•
•
•
Tau Beta Pi, Engineering Honor Society, 1993
Alpha Nu Sigma, Nuclear Engineering Honor Society, 1996
Phi Kappa Phi, Academic Honor Society, 1997
Tennessee Advanced Materials Laboratory (TAML) Fellowship, 2001
Institutional and professional service in the last five years
•
•
•
•
•
•
•
•
Faculty Advisor, SDSM&T American Welding Society Student Chapter
Committee Member, SDSM&T Degrees Committee
Organizer/Instructor, ASM International “Materials Camp” for High School Students
Advisory Board, Western Dakota Technical Institute, Welding Manufacturing Program
Instructor, FE Exam Review
Instructor, STEPS Camp for Middle School Students
Instructor, Youth in Engineering Adventure (YEA)
Instructor, Gear-UP Program for Native American Students
Professional development activities in the last five years
•
•
•
•
•
•
SDSM&T Faculty Cohort “Tablet PC Strategies and Use in the Classroom”, Summer 2008
Site Director, NSF I/UCRC Center for Friction Stir Processing (CFSP), 2008-present
Committee Member, ASM Handbook Committee, 2009-present
Graduate course, AHED 700 “Principles of College Teaching”, Spring 2009
Site Director, NSF Research Experiences for Undergraduates REU Site “Back to the Future”, 2009-present
Fuel Cycle Research and Development (FCRD) Working Group Meeting, March 2010
Percentage of time available for research or scholarly activities
35%
Percentage of time committed to the program
100%
B-11
SDSM&T: BS Metallurgical Engineering Program: Appendix C Laboratory Equipment
APPENDIX C– LABORATORY EQUIPMENT
Table C-1 Equipment available to the BS Metallurgical Engineering Program
Description
Materials Processing
MTS ISTIR-10 3D Friction Stir Processing Equipment
MTS intelligent Laser Processing System (3 KW Nd: YAG laser, a Fanuc M16i
Robot, and Two Feed Systems)
RIFTEC Refill Friction Stir Spot Welding System
Cold Spot, Refill Friction Stir Spot Welding System
Centerline, SST Cold Spray System
Direct Write Lab (includes Maskless Mesoscale Material Deposition, Dimatix Ink
Jet and nScrypt technology)
Hughes, 40 kW Induction Heating System
High frequency Sonicator
Ameritherm Induction heating system
Custom Thermoplastic Friction Stir Equipment
Dual-Reed Ultrasonic Welder
Centerline Cold Spray Unit
Jetline Automated MIG Seam Welder
Lincoln Electric Power MIG Welder
Big Blue Trip Hammer
Gas Forge (2)
Coal Forge (2)
Blacksmithing Equipment (Tongs, Hammers, Anvils)
Metal Repose Equipment (Stakes, Hammers)
Vacuum Melting Furnace
Vacuum Oven
Lindberg Electric Furnaces (2)
Box Furnaces (2)
Assay Muffle Furnace
Horizontal Quartz Tube Inert Gas Furnace
Glass Slumping Kiln
Salt Pots (2)
Jaw Crusher
Crushing and Grinding Equipment (Roll Mill, Flour Mills)
Ball Mill Rolls (2)
Union/Szegvari Inc, Attrition Mill
Sizing and Sieving Equipment
Carver Hot Press
Portable Casting Equipment (custom)
C-1
SDSM&T: BS Metallurgical Engineering Program: Appendix C Laboratory Equipment
Buehler Polishing and Grinding Wheels (2)
Buehler Abrasimet Cutoff Saw
LECO Polishing and Grinding Wheels (3)
Fenn 6” 1-High Rolling Mill
Shaking Table
Flotation Cell
Rare Earth Magnetic Separator
Filter Press
Hot Plate/Stirrers (2)
Ultrasonic Bath
Fume Hood (4)
Mechanical/Chemical Testing
MTS 70 kip Universal Testing Machine
MTS 810 110 kip Material Test System
MTS 810 55 kip Material Test System
MTS 858 5.5 kip Material Test System
MTS 20 Kip Material Test System
MTS 50 lb Force Transducer/Load Cell
MTS 1” Extensometer
MTS Tytron 250 Micro Mechanical Tester
RPM NJ1630 Mechanical Wear Testing
Alternate Immersion Corrosion Test Cell
TA Instruments, Q800 DMA
LECO, Interstitial Analyzer
LECO CS-600, Carbon/Sulfur Determinator
LECO TCH-600, Oxygen/Hydrogen/Nitrogen Determinator
Cryogenic Tensile Test Facility-20 kip attachment
Dynamic Projectile Impact Tester, 200 fps
Upgraded software EG&G PARC model 273A Potentiostat/Galvanostat
Instron Instrumented Izod Impact Tester
Instron Instrumented Charpy Impact Tester
Buehler Micromet 4 Microhardness Tester
Rockwell Hardness Tester (2)
Brinell Hardness Tester
Buehler Metallographic Polisher/Grinder (2)
LECO Vibratory Polisher
LECO Mounting Presses (2)
LECO Polisher/Grinder (3)
Mettler Toledo pH meter
Analysis/Measurement
Zeiss Supra 40 VP Field Emission SEM
Hitachi H-7000 FA TEM
Atomic Force Microscope
Nicomp 780 Surface Charge and Particle Size Analyzer
Phillips Macroscopic Image Analysis System
C-2
SDSM&T: BS Metallurgical Engineering Program: Appendix C Laboratory Equipment
Rigaku Ultima Plus X-ray Diffraction System
Biorad FT-IR Spectrometer
TA Instruments Differential Scanning Calorimeter
TA Instruments Thermomechanical Analyzer
Nikon Metallographic Microscope with Buehler Omnimet Image Analyzer
Olympus Microscope with LECO IA32 Imaging software
Microtrac Laser Particle Size Analyzer
16-channel Data Acquisition Center
Omega Bridge Completion/Strain Gage Unit (2)
Rane-Hart Contact Angle Goniometer
Corrosion Measurment Equipment
Wilhelmy Plate Tensiometer
Bohlen Rheometer
Brookfield Viscometer
Omega Optical Pyrometer
Oxygen Bomb Calorimeter
Precision Balances (2)
Balances (2)
Metallographic Sample Catalog
Research Databases/Software
SolidWorks
MathCad
LabView
DICTRA
THERMOCALC
Virtual Welding system
C-3
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Appendix D: Institutional Summary
A. The Institution
1. Name and Address of the Institution
2. Name and Title of Chief Executive Officer
B. Type of Control
C. History of Institution
D. Student Body
E. Regional or Institutional Accreditation
F. Personnel and Policies
1. Promotion and Tenure
2. The process used to determine faculty salaries
3. Faculty benefits
G. Educational Unit
H. Credit Unit
I. Instructional Modes
J. Grade Point Average
K. Academic Supporting Units
L. Non-Academic Supporting Units
1. Devereaux Library
2. Information Technology Services
3. Career Center
4. Student Services and the STEPS Program
M. Faculty Workload
N. Tables
Table D-1. All Programs Offered by the Educational Unit
Table D-2. Degrees Awarded and Transcript Designations for all Programs offered at the School
of Mines
D-1
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Tables D-3. Support Expenditures
Table D-3.1.1, Support Expenditures, All Sources, for Chemical Engineering
Table D-3.1.2, Institutional Expenditures for Chemical Engineering
Table D-3.1.3, Foundation Support for Chemical Engineering
Table D-3.1.4, Externally Funded Grants and Contracts for Chemical Engineering
Table D-3.2.1, Support Expenditures, All Sources, for Civil and Environmental
Engineering
Table D-3.2.2, Institutional Expenditures for Civil and Environmental Engineering
Table D-3.2.3, Foundation Support for Civil and Environmental Engineering
Table D-3.2.4, Externally Funded Grants and Contracts for Civil and environmental
Engineering
Table D-3.3.1, Support Expenditures, All Sources, for Electrical and Computer
Engineering
Table D-3.3.2, Institutional Expenditures for Electrical and Computer Engineering
Table D-3.3.3, Foundation Support for Electrical and Computer Engineering
Table D-3.3.4, Externally Funded Grants and Contracts for Electrical and Computer
Engineering
Table D-3.4.1, Support Expenditures, All Sources, for Geology and Geological
Engineering
Table D-3.4.2, Institutional Expenditures for Geology and Geological Engineering
Table D-3.4.3, Foundation Support for Geology and Geological Engineering
Table D-3.4.4, Externally Funded Grants and Contracts for Geology and Geological
Engineering
Table D-3.5.1, Support Expenditures, All Sources, for Industrial Engineering
Table D-3.5.2, Institutional Expenditures for Industrial Engineering
Table D-3.5.3, Foundation Support for Industrial Engineering
Table D-3.5.4, Externally Funded Grants and Contracts for Industrial Engineering
Table D-3.6.1, Support Expenditures, All Sources, for Mechanical Engineering
Table D-3.6.2, Institutional Expenditures for Mechanical Engineering
Table D-3.6.3, Foundation Support for Mechanical Engineering
Table D-3.6.4, Externally Funded Grants and Contracts for Mechanical Engineering
Table D-3.7.1, Support Expenditures, All Sources, for Metallurgical Engineering
Table D-3.7.2, Institutional Expenditures for Metallurgical Engineering
Table D-3.7.3, Foundation Support for Metallurgical Engineering
Table D-3.7.4, Externally Funded Grants and Contracts for Metallurgical Engineering
Table D-3.8.1, Support Expenditures, All Sources, for all programs in the Educational
Unit
Table D-3.8.2, Institutional Expenditures for all programs in the Educational Unit
Table D-3.8.3, Foundation Support for all programs in the Educational Unit
Table D-3.8.4, Externally Funded Grants and Contracts for all programs in the
Educational Unit
D-2
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Tables D-4 Personnel and Students
Table D-4.1 Personnel and Students, all programs in the educational unit, 2009
Table D-4.2 Personnel and Students, Chemical Engineering, 2009
Table D-4.3 Personnel and Students, Civil and Environmental Engineering, 2009
Table D-4.4 Personnel and Students, Computer Engineering, 2009
Table D-4.5 Personnel and Students, Electrical Engineering, 2009
Table D-4.6 Personnel and Students, Geological Engineering, 2009
Table D-4.7 Personnel and Students, Industrial Engineering, 2009
Table D-4.8 Personnel and Students, Mechanical Engineering, 2009
Table D-4.9 Personnel and Students, Metallurgical Engineering, 2009
Tables D-5 Enrollment and Degree Data
Table D-5.1 Program Enrollment and Degree Data for all Students and all Programs in
the Educational Unit
Table D-5.2 Program Enrollment Data: All Students, All Programs
Table D-5.3 Program Enrollment Data for Programs in the Educational Unit
Table D-5.4 Transfer Students for Past Six Academic Years: All Students
Table D-5.5 Transfer Students for Past Six Academic Years: All Programs in the
Educational Unit
Tables D-6 Faculty Salary Data
Table D-6.1 Faculty Salary Data for all programs in the educational unit
Table D-6.2 Faculty Salary Data for Chemical Engineering
Table D-6.3 Faculty Salary Data for Civil and Environmental Engineering
Table D-6.4 Faculty Salary Data for Computer Engineering
Table D-6.5 Faculty Salary Data for Electrical Engineering
Table D-6.6 Faculty Salary Data for Geological Engineering
Table D-6.7 Faculty Salary Data for Industrial Engineering
Table D-6.8 Faculty Salary Data for Mechanical Engineering
Table D-6.9 Faculty Salary Data for Metallurgical Engineering
D-3
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
APPENDIX D – INSTITUTIONAL SUMMARY
A. The Institution
1. Name and Address of the Institution
South Dakota School of Mines and Technology
501 East Saint Joseph Street
Rapid City, SD 57701-3994
2. Name and Title of the Chief Executive Officer of the Institution
Dr. Robert A. Wharton, President
B. Type of Control
State public university, governed by the South Dakota Board of Regents
C. History of Institution
The South Dakota School of Mines and Technology (SDSM&T) is a public specialized science and
engineering university located in Rapid City at the eastern boundary of the Black Hills that offers 16 B.S.,
13 M.S., and 7 Ph.D. degree programs in science and engineering. Established in 1885 to provide
instruction in mining engineering, it diversified as a science and engineering school following World War
I, and the name of the institution became the South Dakota School of Mines and Technology in 1943.
The school is part of the South Dakota Board of Regents system of six state universities and one
cooperative university center located in Sioux Falls. A cooperative university center located in Rapid City
to serve the western part of the state is slated to open in fall 2010. All universities in the Regents system
are governed by a single Board of Regents the offices of which are located in the middle of the state in
Pierre. Institutions in the Regents system have common course numbering and equivalencies, shared
academic calendars and academic policies, uniform personnel policies and contracts, and collaborative
discipline councils. In addition, all contribute to a system-wide Electronic University Consortium.
The campus currently includes 651,847 square feet of building space with 33,374 square feet devoted to
classrooms, 139,416 square feet devoted to instructional and research laboratories and 75,162 square feet
devoted to offices and administration. Two building are now under construction, The Paleontology
Research Laboratory (33,000 square feet), and the Chemical and Biological Engineering/Chemistry
Building Addition (45,000 square feet). In addition, the Tech Development Laboratory is located near
campus, and the Black Hills Business Development Center is located on campus but is run as a
collaborative enterprise between SDSM&T and the regional economic development entities.
Serving 1,912 undergraduate and 264 graduate students (2,177 total) at SDSM&T are 126 full-time
faculty members (excluding adjuncts), 100 full-time administrators, 91 full-time career service and
D-4
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
professional staff members.1 In July 2009, the administrative structure was flattened through elimination
of college divisions and two dean positions. Department head positions are transitioning to 12-month
contracts, and the scope of control and responsibility of the position has been enlarged.
For fiscal year 2009, SDSM&T was awarded approximately $21 million in external funds for research
and, as such, plays the leadership role for the western half of the state in technology transfer and
economic development. On a per capita basis our faculty involvement in externally funded research is
the highest in the state.
In fall 2008, after becoming SDSM&T’s’ 18th president, Dr. Robert Wharton articulated four strategic
foci to guide planning and decision making:
• Optimizing enrollment
• Securing resources
• Developing graduate programs and the research enterprise, including DUSEL (the Deep
Underground Science and Engineering Laboratory, a planned national lab to be located in the
former Homestake gold mine in Lead, SD)
• Continuously improving quality
SDSM&T is a small, primarily undergraduate engineering and science institution, with a relatively low
cost of attendance and a dedicated faculty and staff. Graduates are highly valued by employers for their
training and their distinctively strong Midwestern work ethic. Because of our relatively small size, our
student to faculty ratio is small (i.e., less than 14 students per faculty member), and there is a sense of
community among faculty, students, and alumni/alumnae. Given our strong reputation for academic
excellence, we are particularly pleased to have been ranked one of America’s 100 Best College Buys for
twelve consecutive years. For more information on the 100 Best College Buys designation, see
<http://sdmines.sdsmt.edu/roi>.
D. Student Body
In fall 2009, the South Dakota School of Mines and Technology enrolled 2,177 students. Of these, 1,338
were undergraduate engineering majors. The student body is composed primarily of males (71.4%),
Caucasians (at least 81.2%), and South Dakota residents (60.3%). American Indian students comprise
3.2% of the student population. Students are not required to report ethnicity, and 5.8 % refrained from
doing so.
The data tell us that our students are smart, focused, and have distinctive educational and developmental
needs. Results from the National Survey of Student Engagement (NSSE) and Student Satisfaction
Inventory (SSI) results make clear that SDSM&T students are highly goal and task oriented,
technologically skilled, yet relatively homogeneous in their Western cultural views. They place high
importance on values and ethics but too seldom interact with people from diverse and differing cultural
and religious orientations. More of them work off campus and have family or caregiver responsibilities
than students at peer STEM institutions. And despite the relatively modest cost of attending SDSM&T
(i.e., $11,588/ year for residents; $12,996 for non-residents) including tuition and fees, room and board,
and books and supplies, 47% receive Federal financial aid.
1
Numbers are from our IPEDS report for the 2009-2010 reporting year
D-5
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
SDSM&T students are generally well prepared academically. In 2008, the national average composite
ACT score for entering college freshmen was 22. Entering freshman at SDSM&T in 2009 entered with
an average composite ACT score of 26.1 (with a mean 26.7 math score) and an average high school GPA
of 3.51. We are systematically raising our admission standards and anticipate achieving our goal of
having all students be calculus ready upon admission. Our students outperform students within the
Regents system. South Dakota is one of two states nationwide that uses ACT and Collegiate Assessment
of Academic Proficiency (CAAP) scores as bookend assessments of learning gains in the general
education program and requires a passing score for degree progression beyond the sophomore year. All
regents’ institutions have conducted proficiency testing since 1998. Compared to national norms, South
Dakota students test higher than the national norms in all four testing areas (writing, mathematics, reading
and science reasoning), and SDSM&T students consistently score highest in the state.
The 6-year undergraduate completion rate for our IPEDS-defined Federal Cohort stood at 35.5 percent for
the 2003 cohort with two percent still enrolled in fall 2009; our institutional goal is 65 percent.
Freshmen-to-sophomore retention (fall 2008 to fall 2009) is 82.5 percent. Our institutional goal is 80
percent. The most recent freshmen to junior retention rate stands at 61.1 percent (fall 2007 to fall 2009).
SDSM&T students fare well in the job market. More than 98% of the 2007-08 graduates were placed in
jobs in their career fields or graduate professional programs in 2008, and for those who entered the
workplace, the 2008 average starting salary was $56,000. They also need to be prepared for a diverse,
international job market, so gaining a global perspective even though the undergraduate population is
fairly homogenous in terms of race and age is one example of our students’ distinctive educational needs.
Intercollegiate athletics attracts 10% of the undergraduate population. Teams are competitive in the NAIA
Dakota Athletic Conference (DAC). For the fourth consecutive year, SDSM&T was named the recipient
of the Dakota Athletic Conference Scholars Award. The award is presented annually to the school with
the highest percentage of athletes honored as DAC Scholar-Athletes. In all, more than half of Hardrocker
athletes were honored for their academic achievements.
Our goals for student earning and shaping the academic climate are focused on developing informed and
responsible scientists and engineers who behave ethically, value a global perspective, and accept the
duties and responsibilities of citizenship. Our curricula and co-curricular programming reflect our belief
that engineers and scientists are crucial to the advancement of society and that a well rounded education is
part of preparing them to assume leadership roles in engineering and science.
The STEPS (STudents Emerging as Professionals) program run by the Division of Student Affairs is
critical to student development in the technical, professional, and affective domains. The STEPS program
was designed to align with the student learning outcomes required of all programs accredited by ABET.
All our undergraduate programs covered by one or more of the commissions of ABET, Inc. are
accredited with the exception of mining engineering which is awaiting the results of an initial
accreditation visit that occurred in fall 2009.
The outcomes of STEPS were developed with help from alumni, business and industry partners, and
University Advisory Board (UAB) members. All input endorsed the need for graduates to have technical
competence and professional skills in order to contribute to society and advance professionally. The
following nine STEPS outcomes are sought for all students, regardless of major:
1. act with integrity
2. value diversity
3. respect self and others
D-6
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
4.
5.
6.
7.
8.
9.
communicate
lead and serve on teams
value a global perspective
apply technical understanding
serve the community
engage in life-long learning
To shape and educate well-rounded, professional, and technically competent scientists and engineers, we
emphasize hands-on education, promote undergraduate research, and require all seniors to complete a
design project. Multidisciplinary team projects and industry-based or sponsored projects are encouraged
in many majors and, although participation in a co-op or internship is not mandatory, approximately 75%
of graduates have one or more of these experiences.
Teaming, design, and advanced problem-solving skills are fostered through the multidisciplinary student
teams fielded by our Center for Applied Manufacturing and Production (CAMP) program. Students of all
class levels can contribute to teams, such as those for the Concrete Canoe, West Regional Mini Baja,
IEEE Robotics, Human Powered Vehicle, SAE Aero Design, and the Unmanned Aerial Vehicle. Student
teams compete nationally and internationally.
E. Regional or Institutional Accreditation
The institution is accredited by the following:
Accreditation Unit
Date of Initial Accreditation
Date of Most Recent
Accreditation
2006
Higher Learning Commission
1925
of the North Central
Association
Engineering Accreditation
1936
2009
Commission of ABET, Inc.
American Chemical Society
1950
2007*
Computing Accreditation
1992
2008
Commission of ABET, Inc.
*The American Chemical Society “approves” programs in chemistry on a 5-year review cycle
F. Personnel and Policies
1. The promotion and tenure system
To be eligible for promotion, the faculty member must meet the minimum rank qualifications set forth in
the Agreement between the South Dakota Board of Regents and the Council of Higher Education, an
affiliate of the South Dakota Education Association. These specify educational experience and years of
experience required for each rank. In addition to the minimum promotion criteria, faculty must meet
institutional and departmental standards for promotion and tenure.
Faculty members who wish to be considered for promotion must notify their department head in writing
no later than October 5. It is the responsibility of the faculty member to prepare and submit all favorable
documentation that he or she wants considered in the decision and to submit this with the request for
consideration. This documentation, together with the recommendation of the department head, is then
forwarded to the Office of the Provost and Vice President for Academic Affairs by November 5.
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Faculty members are considered for tenure in their sixth year of tenure-track service, and must have
achieved the rank of Associate Professor to be granted tenure. The procedures for tenure application are
the same as those for promotion described above. Faculty who do not apply for or who are not granted
tenure must be given notice of non-renewal of their tenure-track contract. The contract between the Board
of Regents and the Council on Higher Education requires that unsuccessful applicants for tenure be
granted one additional term contract following the decision not to award tenure.
The Office of the Provost and Vice President for Academic Affairs then makes these materials available
to the institutional Promotion and Tenure Committee. By contract, the Promotion and Tenure Committee
must consist of equal numbers of members elected by the faculty and members appointed by the
President.
The Promotion and Tenure Committee reviews all materials and has access to the faculty member’s
personnel file. The committee consults with the faculty member and other appropriate individuals as it
sees fit. By January 15, the committee forwards all information, together with its recommendation, to the
President who then forwards his recommendation for or against promotion and/or tenure to the Board of
Regents.
2. The process used to determine faculty salaries
Distribution of salary monies appropriated by the Legislature is negotiated by the Board of Regents and
the Council on Higher Education. The allocation of salary increases is based on market, performance and
institutional priorities, with specific formulas for this allocation specified in the negotiated agreement.
Most recently, the market, performance, and priorities factors were allocated 30%, 60%, and 10% of the
salary pool respectively. During the annual performance evaluation, department heads must indicate
whether, in their estimation, the faculty member has met, fallen short of, or exceeded expectations in
teaching, in scholarship, and in service.
There was no salary increase for fiscal year (FY) 2010 and will be none for FY 2011. However, unlike
many systems, the budget cuts we faced in FY 2010 were modest, and the cuts in state funding for FY
2011 (i.e., $211,684) are being managed with careful planning. The FY11 cut in state funding is 1.5% of
the total general fund support we receive from the state (i.e., 1.5% of $13,973,202). Average salary
increases of 4.0% were awarded in FY07, FY08, and FY09.
3. Faculty benefits
Benefits: Faculty at SDSM&T must participate in the state retirement system. Six percent of salary is
deducted each month and matched with another six percent by the institution. The six percent of deducted
salary is not federally taxed; nor is the state contribution taxed. One must be employed by the state for
three years before being vested, but a percentage of contributions are reimbursed to faculty members who
leave prior to that time.
Health insurance, including major medical, is paid for each faculty member by the institution. Faculty
members can select from amongst deductible plans. The faculty member has the option of paying for
other members of his or her family as well as for supplemental dental, vision, major injury protection, and
hospital income protection plans.
Consulting: Under South Dakota Board of Regents Policy faculty members will not contract to devote
more than four (4) days per month on such activity if said activity requires the faculty unit member's
absence from duties. Such consultation and related activity privileges are cumulative to a maximum of
six (6) days, with all accumulated time to terminate with the end of the faculty member's contract period.
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SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Such activity must promote state and local economic development or must benefit the professional
discipline and development of the individual. A faculty member who wishes to engage in consulting must
apply in writing to the president and must limit such activity so that it will not interfere with assigned
responsibilities. Consulting activities develop the faculty member’s expertise and help the faculty member
bring relevant experience to the classroom and so are encouraged.
Sabbaticals and Career Improvement Leave: Faculty members may apply for sabbatical leave after six
years of service at the university. Approval for sabbatical leave is contingent on the faculty member
presenting plans for formal study, research or other experiences that will enhance the professional
development of the individual. Sabbaticals may be taken for one semester at full pay or for one year at
half pay. The number of faculty members on sabbatical at any one time is limited by Board policy to no
more than five percent of the faculty.
Faculty members may be granted career improvement or career redirection leave after three (3)
consecutive years of full-time employment in the system. The faculty member applies to the department
head, Provost, President and the BOR, as in the case of sabbatical leave applications. Career
improvement or career redirection leave can be for up to 12 months in duration, and the faculty member is
paid 8% of the salary which would have been paid on full-time employment for each full year of
consecutive full-time service up to a maximum of fifty percent (50%) of salary, or not more than six (6)
consecutive months at sixteen percent (16%) of the salary which would have been paid on full-time
employment, for each full year of consecutive service up to a maximum of one hundred percent (100%)
of salary.
G. Educational Unit
On July 1, 2009, the college structure consisting of a College of Engineering and a College of Science and
Letters was disbanded. The administrative structure was flattened through the elimination of the dean
positions, and the academic program leadership was strengthened by transitioning the 9-month chair
positions to 12-month department head positions. Currently, five of the eight departments offering
programs under review by ABET, Inc. have department heads. The remaining chair positions will be
converted to head positions as budget and hiring allow. Department heads and chairs report directly to
the Provost and Vice President for Academic Affairs and meet with him weekly in an Academic
Leadership Council.
For the purposes of presenting tabular data in connection with self-study and accreditation review under
ABET, Inc., the “educational unit” is defined as all programs reviewed and/or accredited by ABET., Inc.
Included in tabular data citing the “educational unit” are the following programs:
1. Chemical Engineering
2. Civil Engineering:
(housed in a single Department of Civil and Environmental
Engineering)
3. Computer Engineering :
(housed in a single Department of Electrical and Computer
Engineering)
4. Computer Science
(housed in a single Department of Math and computer Science)
5. Electrical Engineering
(housed in a single Department of Electrical and Computer
Engineering)
6. Environmental Engineering
(housed in a single Department of Civil and Environmental
Engineering)
7. Geological Engineering
(housed in a single Department of Geology and Geological
Engineering)
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8.
9.
10.
11.
Industrial Engineering
Metallurgical Engineering
Mechanical Engineering
Mining Engineering
When deemed to be of greater usefulness to the evaluation team, data for the institution as a whole (i.e.,
all academic programs) is given and clearly labeled as such. Current organizational charts for the
institution as a whole and for the division of Academic Affairs are included below.
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SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
H. Credit Unit
The South Dakota School of Mines and Technology operates on a semester credit hour basis. Under
South Dakota Board of Regents policy a semester shall consist of a minimum of fifteen (15) weeks. The
number of class days in a given semester shall be inclusive of those days set aside for registration,
assessment/performance testing and final examinations but exclusive of holidays and days set aside for
new student orientation. The final examination period typically is five days.
A credit hour is three hours of in-class time and preparation combined per week for one semester. A
recitation or lecture is scheduled as one fifty-minute period plus two hours of preparation for an average
student per week per credit hour. Each credit hour of laboratory work is scheduled as 110 to 170 minutes
per week. Laboratories scheduled for two hours per credit hour are expected to require one hour of work
outside of the scheduled time per week per credit hour.
I. Instructional Modes
Instruction in all programs is predominately in a classroom/laboratory format. SDSM&T believes that
experiential learning is a valuable way to enhance this instructional format and numerous programs have
incorporated such activities. Examples of these include internship/co-ops, participation in undergraduate
research, local, regional, national, and international field work, and participation in engineering contests.
In 2006 SDSM&T began a tablet PC program under which each entering freshman is issued a tablet PC.
The faculty is continuing to incorporate the use of the tablets into the curricula. SDSM&T faculty
members collaborate with colleagues at the other regental institutions by providing instruction via
streaming video, web-based courses, and hybrid courses. The MS in Technology Management is
delivered entirely asynchronously.
The Information Technology Services office provides support for the tablet PC program and all other
areas of technology usage in the classroom.
J. Grade-Point Average
An overall grade point average of 2.0 is required for graduation.
K. Academic Supporting Units
Foundational courses for all engineering programs at the South Dakota School of Mines and Technology
are provided by faculty in chemistry, physics, mathematics, humanities, and social sciences. Additionally,
mining engineering also shares some course offerings with geological engineering.
All students complete a 30 credit hour system-wide general education core curriculum consisting of 9
credits of written and oral communications, 6 credits of humanities, 6 credits of social sciences, 6 credits
of a science with laboratory, and 3 credits of mathematics. SDSM&T engineering students take an
additional 3 credits of humanities or social science at the upper division level, as well as mathematics and
science courses far in excess of that required for meeting the general education requirements.
In addition, under board policy, each program has identified within the major requirements at least one
course that is “writing intensive” and one course that is “global intensive.” In order to better ensure
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SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
integration of general education skills into the major and to reinforce key skills at the junior and senior
level, the engineering programs at SDSM&T all designated courses at the 300 level or above as the
“writing-“ and “global-intensive” courses students are required to take.. The purpose of a “writingintensive” course at the 300-level or above is to ensure each student exercises the skill of writing in the
context of his or her discipline.
For the “writing-intensive” course(s) in the discipline, the following objective and outcome statements are
modified and included in the course objectives and outcomes:
OBJECTIVE: Students will write effectively and responsibly in accordance with the needs of their own
disciplines.
OUTCOMES: As a result of taking courses meeting this goal, students will:
1. Produce documents written for technical, professional, and general audiences within the context
of their disciplines.
2. Identify, evaluate, and use potential sources of information from within their disciplines for
writing assignments that require research and study.
3. Use instructor feedback throughout the semester to improve the quality of their writing.
Writing-intensive courses are designated as such in Board of Regents policy and must have the following
features:
• The syllabus clearly articulates the goals, learning outcomes, and assessments related to writing.
• The student’s writing is evaluated as part of the course.
• Students have the opportunity to improve their writing skills during the course.
• Performance on writing assignments contributes to the student’s grade for the course.
The “writing-intensive” courses for the engineering program reviewed this cycle are as follows:
Major
Prefix
Course Title
Chemical Engineering
Civil Engineering
Computer Engineering
Computer Engineering
Electrical Engineering
Electrical Engineering
Environmental
Engineering
Environmental
Engineering
Geological Engineering
Geological Engineering
Industrial Engineering
Mechanical Engineering
Mechanical Engineering
Metallurgical Engineering
Metallurgical Engineering
ChE 487
CEE 463
CENG 464
CENG 465
EE 464
EE 465
Global and Contemporary Issues in Chemical Engineering.
Engineering Professions
Computer Engineering Design I
Computer Engineering Design II
Electrical Engineering Design I
Electrical Engineering Design II
EnvE 327
Introductory Environmental Engineering Design
ATM 505
GEOE 461
GEOE 466
IENG 366
ME 481L
ME 482L
MET 310
MET 321
Air Quality
Petroleum Production
Engineering and Environmental Geology
Management Processes
Adv. Product Development Lab I
Adv. Product Development Lab II
Aqueous Extraction, Concentration, and Recycling
High Temperature Extraction, Concentration, & Recycling
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For the “global-intensive” course(s) in the discipline, the following objective and outcome statements are
modified and included in the course objectives and outcomes:
OBJECTIVE: Students will understand the implications of global issues for the human community and
for the practice of their disciplines.
OUTCOMES: As a result of taking courses meeting this goal, students will:
1. Identify and analyze global issues including how multiple perspectives impact such issues;
2. Demonstrate a basic understanding of the impact of global issues on the practice of their
discipline.
Global-intensive courses are designated as such in Board of Regents policy and must have the following
features:
• The syllabus clearly articulates the goals, learning outcomes, and assessments related to global
issues.
• The student’s understanding of the issues addressed in the course is evaluated through graded
assignments, reports, papers, tests, etc.
• Performance on such assignments contributes to the student’s grade for the course.
The “global-intensive” courses for the engineering program reviewed this cycle are as follows:
Major
Prefix
Course Title
Chemical Engineering
ChE 487
Global and Contemporary Issues in Chemical Engineering.
Chemical Engineering
Civil Engineering
Civil Engineering
Computer Engineering
Computer Engineering
Electrical Engineering
Electrical Engineering
Environmental Engineering
Environmental Engineering
Geological Engineering
Geological Engineering
Industrial Engineering
Mechanical Engineering
Mechanical Engineering
Metallurgical Engineering
Metallurgical Engineering
ChE 464
CEE 464
CEE 465
CENG 464
CENG 465
EE 464
EE 465
EnvE 464
EnvE 465
GEOE 464
GEOE 465
IENG 464
ME 477
ME 479
MET 310L
MET 465
Chemical Engineering Design I
Civil Engineering Capstone Design I
Civil Engineering Capstone Design II
Computer Engineering Design I
Computer Engineering Design II
Electrical Engineering Design I
Electrical Engineering Design II
Environmental Engineering Design I
Environmental Engineering Design II
Geological Engineering Design Project I
Geological Engineering Design Project II
Senior Design Project I
Mechanical Engineering Design I
Mechanical Engineering Design II
Aqueous Extraction, Concentration, and Recycling Laboratory
Engineering Design IV
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The following people provide leadership for the academic supporting units:
Department
Chemistry
Geology and Geological Engineering
Humanities
Mathematics and Computer Science
Physics
Social Sciences
2009-2010
Dr. Dan Heglund, Chair*
Dr. Maribeth Price, Chair*
Dr. Sue Shirley, Head
Dr. Kyle Riley, Chair*
Dr. Andre Petukhov, Head
Dr. Sue Shirley, Head
* department chair positions are being converted to 12-month head positions as quickly as budgets allow.
L. Non-Academic Supporting Units
Information Technology Services; Bryan Schumacher, Director
Information Technology Services (ITS) comprises two groups: Information Services and Technology
Services. The mission of Technology Services is to be proactive in providing responsive, people-centered
technology, training and support in the SDSM&T computing and networking environment. The mission
of Information Services is to create and develop software campus-wide to support the efforts of all
campus computing needs. The ITS Help Desk, located in Library, operates as a single point of contact for
all students, faculty, and staff, providing technical assistance and scheduling services for equipment and
facilities. The ITS Help Desk works with faculty and staff not only in a technical assistance role, but also
in supporting classroom activity.
ITS supports all campus network facilities and connectivity, as well as centrally managed computing
facilities available for use by students (both local and remote), faculty, staff and administrators. Specialpurpose networks and computing facilities in academic departments are usually managed by local system
administrators, with support from the ITS group. ITS has developed cooperative agreements with
departments to ensure that distributed support personnel receive appropriate training and professional
development opportunities, and that their expertise is available campus-wide.
ITS also provides technologies for the classroom, including computers, projection systems, video capture
and streaming, self-serve disc duplicating equipment; supports faculty using instructional technologies,
WWW, collaborative software, and smart classrooms; participates in faculty development; and provides
and coordinates services to distance education students.
Services available to assist faculty and students include:
1. ITS Help Desk facility, open hours during the academic year:
• 7:30 am to 9 pm, Monday-Thurs
• 7:30 am to 5 pm, Friday
• 2 pm to 10 pm, Sunday
• Holiday and summer hours vary, based on needs.
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SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
2. Emergency pager service, 24 hours x 7 days. Any student, faculty or staff member may report
outages or malfunctions via the ITS pager service.
3. Shared peripherals, including page scanners, laser printer, color printer, a large-format color
plotter, media duplicating equipment, including video capture and streaming.
4. Introductory workshops, seminars and tours, informal training, and one-on-one training and
support for individual faculty.
5. Answers to many common questions, and additional information regarding computing and
networking is available through the ITS homepage, its.sdsmt.edu. Selected portions of this
information are also available in printed form.
6. In-depth consulting and assistance with software, hardware or other technologies including repair
and upgrade of desktop equipment, setup and configuration of peripherals, and network
connection of desktop PCs, UNIX workstations, and departmental servers.
7. A fairly complete suite of Microsoft products, including Office 2007, is widely available on
campus. Several current programming languages and environments are available to students and
faculty. Solidworks and AutoCAD are available for student use, in addition to other specialized
software packages used mostly in upper-division mechanical and civil engineering. ArcInfo and
virtually the entire suite of ESRI products are available through a statewide licensing agreement;
these are now used in atmospheric sciences, geology and geological engineering, and civil
engineering. IDL/ENVI is site licensed for the campus, and will be available for use in electrical
engineering, physics and computer engineering, as well as atmospheric sciences and geology and
geological engineering, where it is currently used. The MSDN program allows enrolled students
to down load a variety of Microsoft software products for use in academic pursuits
Access to central computing facilities or network connectivity for students is based on legitimate enrolled
status. Each student is assigned an account number and password and an email account. In general,
students have access to all computer labs whenever the buildings are open.
In Fall 06, the SDSMT Tablet PC Program was brought online with incoming freshmen. Each semester
thereafter new students were enrolled in the program, and as of fall 2010, all students are now part of the
Tablet Program. The students are issued a Tablet PC, and have wireless capabilities covering the entire
campus, including the dorms and sports arenas.
Currently all residence hall rooms are wired and active, and support approximately 450 connections. All
dorms also have wireless access so students are not tied to their rooms for a network connection. A
volunteer-based group has been formed in the residence halls to provide extended computing support to
resident students. ITS provides training for student volunteers, and supplies additional funding and
coordination for publicity and organizational tasks.
The on-campus wired network is growing and SDSM&T’s connectivity to Internet and other national
networks is near effective capacity. In the Fall of 2008, SDSMT was brought on board the REED
network, which is a 10GB link to other institutions and government agencies. Students and faculty and
the applications they require to pursue academic goals increasingly require 24 hr/7 days a week
production-quality network and computing services. ITS personnel do an excellent job in providing these
critical services despite low fulltime staffing levels and intense dependence on part-time student
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SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
employees. ADA access to some computing facilities is problematic due to building restrictions, although
accommodations are always made.
The FY10 institutional budget for ITS is $1,247,069 and includes roughly equal amounts for personnel
and for operations and maintenance.
Significant technology expenditures are also made using non-ITS funds. ITS reviews such expenditures
by other campus entities, in an effort to consolidate purchases, determine when site licensing or other
options can be cost effective, and track and anticipate developing needs across campus. Campus wide
computing facilities supported by ITS include the following.
Instructional Computer Labs (Open for general use when not scheduled for classes)
Building and Room
Number
Purpose of Lab,
Courses Taught
Condition of lab
No of student
stations
Civil/Mechanical 227
CEE284, GE117,
CEE117, CEE437,
ME 110, IENG 411
CHE250, CSC150,
Geog 211, MIS 205
(BH)
3.0 Ghz 1Gb Mem
40
2.8GHZ 1Gb Mem
23
Electrical
Engineering/ Physics
307
TOTAL
63
Other SDSM&T Computer Laboratory Facilities
Building and Room
Purpose of Lab,
Number
Courses Taught
Library (dispursed
throughout building)
Surbeck Center 106
TOTAL
Condition of Lab
Number of student
stations
Open lab
2.8Ghz 1Gb Mem
20
Open lab
2.4Ghz 512 Mem
12
32
All PC lab machines are running Windows XP Pro with Office 2007 along with various other software
packages.
Every year, ITS solicits requests from each academic program regarding specialized software that needs
to be loaded on faculty member and/or lab computers for the program. Faculty members are also asked
about any software deemed useful to include in the “base image” used to load a minimum standard of
updated software on all computers campus wide.
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The following is a list of software items in the “base image” as well as specialized software in all
programs reviewed by ABET, Inc.
Base Image
Office 2010
Symantec Antivirus
Adobe Reader
Macromedia Authorware Player
Microsoft .NET Framework 3.5
Specialized Software, by lab or program
CAD
Solid Works
Chemistry
Logger Pro 3.8
Chemical / Biological Engineering
Adobe Shockwave Player
Polymath 2009
Java
EES
Adobe Flash Player
Loop-Pro (Control Station)
Real Player
Aspen / SQL Server
Windows Media Encoder
Windows Media Player
MD Solid
Civil and Environmental Engineering
DVD Player Codec
Visual Analysis 5.5
Quicktime Player
GeoStudio Slope 7.1.3
Internet Explorer 8
LPILE v5
Opera
VISSIM v5.1
Chrome
Arc GIS 9.3.1 and Python
Firefox
RAM and STAAD
Rocsience
Misc Software
CMD Here Powertoy for Windows
PuTTY
winspc416
7 ZIP 4.65
Tortiose SVN 1.5.6
VIM 7.2
GhostScript
HEC HMS/RAS/GeoHMS/GeoRAS
Computer Science
Microsoft Visual Studio 2008/SDK/SQL Server
Math
Maple 13
Math CAD/Ghostscript
MiniTab 15
Electrical Engineering
MathType Fonts
ADS 2009
Pidgin 2.5.3
B2 Spice AD v4 Lite
Dyknow
IE3D (Zeland Products)
Visual Studio 2005
Pspice
Hummingbird
CST 2009
Turning Point Responseware
MatLab
Geology
ENVI+IDL 4.5
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IDV 2.7
Industrial Engineering
Arena 12
Mechanical Engineering
ABAQUS
Fluent
Metallurgical Engineering
Thermocalc/DICTRA
Math CAD/Ghostscript
Devereaux Library, Patricia Andersen, Director
The Devereaux Library maintains a totally integrated collection and supports the instructional and
research activities of all programs. The engineering collections can be found using the Library of
Congress classification scheme.
Reference is available, in person or via phone at 394-2419, Monday through Friday 8:00 am to 5:00 pm.
Reference is also available through instant message and email. Reference resources can be accessed
online at <http://library.sdsmt.edu/contact.htm>.
General information databases are available through the South Dakota Library Network (see
<http://www.sdln.net>) and from vendors such as EbscoHost, InfoTrac and ProQuest. Research
databases provided by the Devereaux Library and accessible only on-campus cover a variety of
disciplines. Titles such as: Engineering Village 2 (Engineering Index); SciFinder Scholar; Web of
Knowledge; Scitation; Applied Science & Technology Full-Text, Knovel and GeoRef are all available.
Library hours during the academic year are as follows:
• Monday through Thursday 7:30 am - 12 midnight
• Friday 7:30 am - 5 pm
• Saturday 12 noon - 5 pm
• Sunday 12 noon - 12 midnight
Fewer hours of operation are observed during the summer and during breaks from classes. Access to all
books and other library materials are available all the hours the library is open. The library seating
capacity is 419.
Each department on campus has designated a library liaison to work with the library staff in determining
the best materials for the department. Each liaison works with his/her department to determine how
monies should be spent. The library maintains control of the budget and will purchase only those items
that align with the mission of the school.
SDSM&T library makes every effort to provide for the needs of engineering students despite the
escalating cost of journals and books. Keeping journal subscriptions current limits expansion of the book
collection. Journal costs have forced some cancellations of titles in the last few years. Additions of
online services through the Internet have helped address our limitations in the general education
undergraduate areas. Items for engineering majors past the first two years of study are limited.
Interlibrary loan is available and full-text databases help in some areas but is cost prohibitive in others.
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Expenditures for books and periodicals for the past four years are detailed below.
ACQUISTIONS DURNG LAST
CURRENT COLLECTION
RESOURCES
THREE (3) YEARS
Books
Entire Institutional Library
Periodicals
Books
Periodicals
4625
12950
110,126
105753
Engineering
247
0
20,012
672
Chemistry
1186
0
3425
77
Mathematics
0
0
2240
62
Physics
24
0
3266
139
In the following fields
(included above)
FY 2008
FY 2009
FY 2010
FY 2011
(estimated)
Total Library Current Funds
$801,328
$722,221
$640,892
$640,892
Expenditures for the Engineering
Unit (Total) (ALL AREAS)
*
*
*
*
Books
$29,240
$28,863
$25,000
$
Periodicals
$334,111
$273,065
$192,903
$
The library has a very good collection of maps, most coming from the Library Program Service through
the Federal Government. Devereaux Library is a selective depository library, and through this system we
collect maps in geology and mining and topographic maps of South Dakota and Wyoming. Our
microfiche collection consists mostly of government information and we have a microfilm collection of
older journal titles. Audio, video, and DVD materials are limited. These items come under the book
budget and more emphasis is placed on scholarly materials than recreational materials. Currently the
Friends of the Devereaux Library is a group that raises funds for the library through an annual film series
purchases movies and other non-educational materials.
The Career Center, Dr. Darrell Sawyer, Director
The Career Center informs, guides, and supports students as they plan their careers and search for fulltime, summer and co-op opportunities. Placement services are offered to alumni free of charge. The
Center assists students with their resumes, cover letters, interviewing skills and job searches through a
series of workshops offered throughout the academic year. The Center also works with students on an
individual basis. Professional development workshops are regularly sponsored with the aim of helping
students develop their social networking, business etiquette, and cultural awareness skills. Career
counseling and vocational interest inventories also are available to all students.
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The Career Center coordinates scheduling of interviews for the 150+ employers that typically visit
campus each year to recruit students for full-time, summer and co-op positions. Each September and
February the Career Center hosts a South Dakota School of Mines Engineering and Science Career Fair.
More than 150 employers from across the country participate in these events and recruit South Dakota
School of Mines students in a wide range of disciplines. These career fairs provide students at all levels
with opportunities to speak directly with employers and discuss career possibilities. On the day following
the Fair, many industry representatives conduct interviews, speak to classes and student organizations,
interact with faculty, and host evening seminars. The Career Center also tracks placement and starting
salary data for new graduates and average wages for co-op/intern students. In addition, the Career Center
manages an online job posting system to assist students and alumni in applying for jobs with employers
that do not visit the campus.
SDSM&T’s Cooperative Education (Co-op) Program is a partnership with business, industry and
government agencies that is administered by the Career Center. Students may earn academic credit for
their co-op experience with the approval of their department’s Cooperative Education Coordinator who is
responsible for assessing the student’s performance and assigning the grade for the co-op credits earned.
More than 75% of SDSM&T graduates have summer internship or co-op experience upon graduation.
Student Services and the STEPS Program
In 2006, the STEPS (Students Emerging as Professionals <http://steps.sdsmt.edu/>.) program was created
to closely align Student Affairs programming with the achievement of key outcomes. As of the creation
of this self-study, 1,083 students have taken the STEPS pre-assessment. The STEPS outcomes align with
and support the ABET (a) through (k) as follows:
STEPS Outcome
ABET Outcome supported by
STEPS assessments and
programming
1
Engage in lifelong learning
Outcome (i)
2
Apply technical understanding
Outcome (k)
3
Serve the community
Outcome (h)
4
Value a global perspective
Outcomes (h) and (j)
5
Lead and serve on teams
Outcome (d)
6
Communicate
Outcome (g)
7
Respect self and others
Outcome s(d) and (f)
8
Value diversity
Outcome (d) and (j)
9
Act with integrity
Outcome (f)
Student Affairs staff worked closely with engineering faculty members to identify the dimensions of
student development that can be advanced and reinforced through co-curricular offerings and support
services offered by student affairs.
All freshmen take an online assessment that introduces them to and measures their attainment of the nine
STEPS outcomes. The assessment is an individualized developmental snapshot in time that the student
D-22
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
can access and compare to results of his or her reassessments. Students are encouraged to retake the
assessment at key points in their academic career.
To reinforce and promote the attainment of the ten STEPS outcomes, students are given a calendar of
events that cross references the STEPS outcome the event will reinforce. (See the “calendar” link at
<http://steps.sdsmt.edu/>.) The goal is to remind students of the importance to their development as
professionals of these outcomes, to give them opportunities to exercise and develop these outcomes, and
to make clear how highly valued these outcomes are by all aspects of the campus community.
Also published by the STEPS program is information about resources germane to each outcome. For
example, links to the National Society of Professional Engineers Code of Ethics and other professional
ethical creeds are given to support the “Act with Integrity” outcome. For the “Lead and Serve on Teams”
outcome, students are directed to the Leadership Development Team and its programming, to CAMP, to
the All-Campus Leadership retreat, and other resources.
An online database of STEPS assessment results is provided to faculty so they can track the number and
class level of students in the program who have taken the STEPS assessments. While most of the results
are currently for freshmen and sophomores, within a few years, the engineering programs will have pretest, formative-assessment, and post-test results for students as they develop during their academic careers
at SDSM&T.
A folder detailing the STEPS program and efforts by Student Affairs to reinforce and advance the
attainment of key ABET (a) through (k) outcomes will be available in the resource room at the time of the
visit.
M. Faculty Workload
A nominal full load for a faculty member is formally defined under the Agreement with the Council on
Higher Education. From faculty members whose primary responsibilities are instructional, an effort
equivalent to that needed to deliver thirty credit hours of undergraduate instruction per academic year is
expected. Faculty members whose primary responsibilities involve instruction will be assigned
reasonable time (typically six credit hours of undergraduate instruction, or its equivalent, per academic
year) to support active research, scholarship or creative artistic activity or active discipline-related
professional service. From faculty members whose primary responsibilities are research, effort needed to
maintain a research program recognized nationally for its excellence is expected. Faculty members
whose primary responsibilities involve research or professional service are expected to engage in
instructional activities consistent with their primary assignments.
While these vary between programs, typical teaching loads amongst engineering faculty members are two
or three scheduled courses per semester plus independent study and project-guidance activity. If the
faculty member is released for research, he or she is relieved for teaching duties proportionately. If the
faculty member is involved in guiding a significant number of graduate students, teaching load is
sometimes reduced. If a faculty member is involved in developing new courses, a teaching load reduction
may be made. If he/she is involved in administration (such as being a department head), the teaching
workload is proportionately reduced. Graduate teaching assistant support is used to provide assistance in
laboratories and in grading.
Part-time faculty (adjuncts, part-time instructors, graduate teaching assistants, etc.) are supervised relative
to competence in teaching, course conduct and availability to students, by their respective department
D-23
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
heads and the lead faculty to whom they are assigned. Typically, part-time instructors are used in the
engineering programs to assist when a full-time faculty member is on sabbatical leave and often are
retired professors or individuals from local industry with a long association with the institution. Graduate
teaching assistants are most often used to assist with laboratories and only in exceptional circumstances
do they have full responsibility for a course.
N. Tables
The requested tables follow.
D-24
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Chemical Engineering
X
4
Dr. Robb Winter
Civil Engineering
X
4
Computer Engineering
X
Computer Science
Dr. Henry Mott
Office of the Provost
Office of the Provost
X
X
4
Dr. Michael Batchelder
Office of the Provost
X
X
4
Dr. Kyle Riley
Office of the Provost
Electrical Engineering
X
4
Dr. Michael Batchelder
Office of the Provost
X
Environmental Engineering
X
4
Dr. Henry Mott
Office of the Provost
X
Geological Engineering
Industrial Engineering and Engineering
Management1
X
4
Dr. Maribeth Price
Office of the Provost
X
X
4
Dr. Stuart Kellogg
Office of the Provost
X
Metallurgical Engineering
X
4
Dr. Jon Kellar
Office of the Provost
X
Mechanical Engineering
X
4
Dr. Michael Langerman
Office of the Provost
X
X
Office of the Provost
Mining Engineering
X
4
Mr. Shashi Kanth
1
Industrial Engineering is currently accredited; submitted for initial accreditation during this cycle is the Engineering Management component of the program
D-25
Not Now
Accredited
Now
Accredited
Administrative
Head
Administrative
Unit or Units
(e.g. Dept.)
Exercising
Budgetary
Control
Offered, Not
Submitted
for
Evaluation
Not Now
Accredited
Nominal
Years to
Complete
Alternate
Mode
Off Campus
Cooperative
Education
Program Title
Day
Modes Offered
Submitted
for
Evaluation
Now
Accredited.
Table D-1. Programs Offered by the Educational Unit
X
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-2. Degrees Awarded and Transcript Designations for all Programs offered at SDSM&T
Program Title
Atmospheric Sciences MS
Atmospheric Sciences PhD
Biomedical Engineering MS
Biomedical Engineering PhD
Chemical and Biological Engineering PhD
Chemical Engineering BS
Chemical Engineering MS
Chemistry BS
Civil Engineering BS
Civil Engineering MS
Computer Engineering BS
Computer Science BS
Construction Management MS
Electrical Engineering BS
Electrical Engineering MS
Environmental Engineering BS
Geological Engineering BS
Geology and Geological Engineering MS
Geology and Geological Engineering PhD
Geology BS
Industrial Engineering and Engineering
Management BS
Interdisciplinary Sciences BS
Materials Engineering and Science MS
Materials Engineering and Science PhD
Mathematics (Applied and Computational) BS
Mechanical Engineering BS
Mechanical Engineering MS
Mechanical Engineering PhD
Metallurgical Engineering BS
Mining Engineering BS
Nanoscience and Nanoengineering PhD
Paleontology MS
Physics BS
Modes Offered
Off
Day Co-op Campus
Alt.
Mode
Name of Degree Awarded
Designation on Transcript
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Master of Science
Doctor of Philosophy
Master of Science
Doctor of Philosophy
Doctor of Philosophy
Bachelor of Science
Master of Science
Bachelor of Science
Bachelor of Science
Master of Science
Bachelor of Science
Bachelor of Science
Master of Science
Bachelor of Science
Master of Science
Bachelor of Science
Bachelor of Science
Master of Science
Doctor of Philosophy
Bachelor of Science
Bachelor of Science
Master of Science in Atmospheric Sciences
Doctor of Philosophy in Atmospheric Sciences
Master of Science in Biomedical Engineering
Doctor of Philosophy in Biomedical Engineering
Doctor of Philosophy in Chemical and Biological Engineering
Bachelor of Science in Chemical Engineering
Master of Science in Chemical Engineering
Bachelor of Science in Chemistry
Bachelor of Science in Civil Engineering
Master of Science in Civil Engineering
Bachelor of Science in Computer Engineering
Bachelor of Science in Computer Science
Master of Science in Construction Management
Bachelor of Science in Electrical Engineering
Master of Science in Electrical Engineering
Bachelor of Science in Environmental Engineering
Bachelor of Science in Geological Engineering
Master of Science in Geology and Geological Engineering
Doctor of Philosophy in Geology and Geological Engineering
Bachelor of Science in Geology
Bachelor of Science in Industrial Engineering1
X
X
X
X
X
X
X
X
X
X
X
X
Bachelor of Science
Master of Science
Doctor of Philosophy
Bachelor of Science
Bachelor of Science
Master of Science
Doctor of Philosophy
Bachelor of Science
Bachelor of Science
Doctor of Philosophy
Master of Science
Bachelor of Science
Bachelor of Science in Interdisciplinary Sciences2
Master of Science in Materials Engineering and Science
Doctor of Philosophy in Materials Engineering and Science
Bachelor of Science in Mathematics (Applied and Computational)
Bachelor of Science in Mechanical Engineering
Master of Science in Mechanical Engineering
Doctor of Philosophy in Mechanical Engineering
Bachelor of Science in Metallurgical Engineering
Bachelor of Science in Mining Engineering
Doctor of Philosophy in Nanoscience and Nanoengineering
Master of Science in Paleontology
Bachelor of Science in Physics
D-26
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Physics MS
X
Master of Science
Master of Science in Physics
Robotics and Intelligent Autonomous Systems
X
Master of Science
Master of Science in Robotics and Intelligent Autonomous Systems
MS
Technology Management MS
X
Master of Science
Master of Science in Technology Management
1
If program name change is approved for addition of the engineering management component, the designation on transcript will be as follows: “Bachelor of Science in Industrial
Engineering and Engineering Management”
2
Specializations, the Associate of Arts, and non-degree programs are not listed
D-27
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Tables D-3. Support Expenditures
Support expenditure information is presented below by providing four tables for each program
being reviewed:
1. Support expenditures, all sources, for the program
2. Institutional expenditures for the program
3. Foundation support for the program
4. Support for the program coming from external funding such as grants and contracts
Support expenditures for academic programs housed in tandem within a closely related program
are reported for both programs in combination. This is the case for civil and environmental
engineering, electrical and computer engineering, and geology and geological engineering.
Additionally, a single table aggregating all support expenditures for all eleven programs
reviewed by ABET, Inc. for each of these three sources of support is provided.
Updated tables will be available in the resource room at the time of the visit. The updated tables
will report actual FY10 expenditures, and the actual may be significantly higher than the
“projected” for some programs because of the time lag involved in processing expenditure
records in the Banner database from which the figures are extracted.
Individual programs will provide evaluators with details on support expenditures when needed.
D-28
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.1.1 Support Expenditures, All Sources, for Chemical Engineering
FY09
FY10
FY11
Actual
Projection
Projection
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Equipment (Foundation/External / Grant
Funding Only)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
TOTALS
$
$ 13,007.00
$
5,467.00
$ 207,785.00
$ 16,967.00
$
1,165.00
$ 48,047.00
$ 81,648.00
$
2,959.00
$
$
4,204.00
$
7,220.00
$ 45,266.00
$ 17,000.00
$
2,181.00
$ 113,198.00
$ 74,447.00
$
3,000.00
$
$
$
$
$
$
$
$
$
50,000.00
4,127.00
6,632.00
30,138.00
17,000.00
1,360.00
86,039.00
69,480.00
2,000.00
$
$
1,980.00
$ 185,638.00
$
$ 48,169.00
$
1,200.00
$ 710,742.00
$ 1,324,774.00
$
$
$ 69,828.00
$
$ 55,000.00
$ 12,000.00
$ 684,687.00
$ 1,088,031.00
$
$ 50,000.00
$ 123,561.00
$
$ 58,000.00
$ 12,000.00
$ 701,398.00
$ 1,211,735.00
Table D-3.1.2, Institutional Expenditures for Chemical Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel
Equipment (Institutional Funds)
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
$
$
$
$
$
7,580
2,585
16,778
16,967
20,922
18,149
2,959
48,169
1,200
588,902
724,212
D-29
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
4,000
3,000
21,000
17,000
32,000
22,000
3,000
55,000
12,000
551,000
720,000
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
4,000
4,000
15,000
17,000
31,000
23,000
2,000
58,000
12,000
558,000
724,000
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.1.3, Foundation Support for Chemical Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
7,229
9,062
980
17,271
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
9,000
10,000
19,000
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
50,000
10,000
10,000
50,000
80,0002
200,000
Table D-3.1.4, Externally Funded Grants and Contracts for Chemical Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (External/Grant Funding Only)
Computer Equipment
Equipment
Lab Equipment
Office Furniture
$
$
$
$
$
$
$
$
5,427
2,882
191,007
1,165
19,896
54,437
FY10
Projection
$
-
1,980
184,658
-
2
$
-
$204
$4,220
$24,266
$127
$2,632
$15,138
$2,181
$72,198
$42,447
$1,360
$45,039
$36,480
$
$
$
$
FY11
Projection
$69,828
$43,561
The new addition to the Chemistry and Chemical Engineering Building will be completed in 2011 and private
funds have been raised to outfit the new laboratories.
D-30
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
121,840
583,292
$133,687
$304,031
$143,398
$189,662
Table D-3.2.1 Support Expenditures, All Sources, for Civil and Environmental
Engineering
FY09
FY10
FY11
Actual
Projection
Projection
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Equipment (Foundation/External / Grant
Funding Only)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
TOTALS
$
$ 10,536.00
$ 13,849.00
$ 138,513.00
$
$
1,660.00
$ 71,245.00
$ 82,141.00
$ 11,236.00
$
$
$
$
$
$
$
$
$
15,000.00
5,142.00
20,299.00
72,044.00
58,833.00
53,799.00
6,000.00
$
1,280.00
$ 34,164.00
$ 34,793.00
$
$ 60,948.00
$
4,604.00
$ 980,867.00
$ 1,445,836.00
$
9,000.00
$ 50,000.00
$
$
$ 54,000.00
$
5,000.00
$ 1,188,484.00
$ 1,537,601.00
$
$
$
$
$
$
$
$
$
5,093.00
15,362.00
47,751.00
44,429.00
47,661.00
5,000.00
$
5,000.00
$ 30,000.00
$
$
$ 57,000.00
$
5,000.00
$ 1,209,608.00
$ 1,471,904.00
Table D-3.2.2, Institutional Expenditures for Civil and Environmental Engineering
FY09
Actual
FY10
Projection
FY11
Projection
Operations (not including staff):
Buildings and Improvements
$
Computer Hardware
$
Computer Software
Contractual Services
-
$
-
$
-
10,536
$
5,000
$
5,000
$
8,708
$
3,000
$
4,000
$
17,650
$
10,000
$
7,000
Depreciation Expense
$
-
$
-
$
-
Other Expenses
$
1,660
$
-
$
-
Supplies and Materials
$
23,366
$
21,000
$
21,000
$
28,803
$
23,000
$
24,000
Travel
D-31
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Equipment (Institutional Funds)
$
11,236
$
6,000
$
5,000
Graduate Teaching Assistants
$
60,948
$
54,000
$
57,000
Part-Time Assistance
$
4,604
$
5,000
$
5,000
Faculty Salaries
$
$
882,690
1,050,200
$
$
969,000
1,096,000
$
$
981,000
1,109,000
D-32
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.2.3, Foundation Support for Civil and Environmental Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
8,969
18,378
1,280
34,164
3,011
65,802
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
15,000
25,000
10,000
9,000
50,000
100,000
209,000
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
15,000
10,000
5,000
30,000
100,000
160,000
Table D-3.2.4, Externally Funded Grants and Contracts for Civil and Environmental
Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (External / Grant Funding Only)
Computer Equipment
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
5,141
120,863
38,910
34,960
$
$
$
$
$
$
$
31,782
98,177
FY10
Projection
$
$
$
$
142.00
17,299.00
62,044.00
$
$
$
$
93.00
11,362.00
40,751.00
$
$
12,833.00
20,799.00
$
$
8,429.00
13,661.00
D-33
FY11
Projection
$
119,484.00
$
128,608.00
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
$
329,833
D-34
$
232,601.00
$
202,904.00
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.3.1 Support Expenditures, All Sources, for Electrical and Computer
Engineering
FY09
FY10
FY11
Actual
Projection
Projection
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Equipment (Foundation/External / Grant
Funding Only)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
TOTALS
$
$ 7,819.00
$ 4,589.00
$ 8,848.00
$ 1,886.00
$
$ 35,707.00
$ 24,791.00
$ 4,225.00
$
$ 4,080.00
$ 4,130.00
$ 114,921.00
$ 2,000.00
$
115.00
$ 34,372.00
$ 35,683.00
$ 18,000.00
$
$
$
$
$
$
$
$
$
4,007.00
6,011.00
19,278.00
2,000.00
10.00
37,701.00
34,149.00
14,000.00
$ 21,050.00
$
18.00
$ 8,402.00
$
$ 55,890.00
$ 32,658.00
$ 705,182.00
$ 911,065.00
$ 16,900.00
$
$
$
$ 49,000.00
$ 23,000.00
$ 676,474.00
$ 978,675.00
$ 20,000.00
$
$ 20,000.00
$
$ 52,000.00
$ 24,000.00
$ 698,299.00
$ 931,455.00
Table D-3.3.2, Institutional Expenditures for Electrical and Computer Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel
Equipment (Institutional Funds)
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
$
$
$
$
$
7,819
4,589
8,848
1,886
20,212
4,983
4,225
55,890
25,695
611,500
745,646
D-35
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
4,000
4,000
16,000
2,000
22,000
2,000
18,000
49,000
23,000
569,000
709,000
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
4,000
6,000
11,000
2,000
22,000
2,000
14,000
52,000
23,000
576,000
712,000
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
D-36
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.3.3, Foundation Support for Electrical and Computer Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
14,117
14,600
21,050
18
7,848
6,963
82,309
146,904
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
4,000
8,000
16,900
80,000
108,900
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
15,000
10,000
20,000
20,000
1,000
80,000
146,000
Table D-3.3.4, Externally Funded Grants and Contracts for Electrical and Computer
Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (External / Grant Funding Only)
Computer Equipment
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
$
$
1,378.00
5,208.00
$
FY10
Projection
$
$
$
80.00
130.00
98,921.00
$
$
$
7.00
11.00
8,278.00
$
$
$
115.00
8,372.00
25,683.00
$
$
$
10.00
701.00
22,149.00
554.00
D-37
FY11
Projection
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Part-Time Assistance
Faculty Salaries
$
$
11,373.00
18,513.00
D-38
$
$
27,474.00
160,775.00
$
$
42,299.00
73,455.00
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.4.1 Support Expenditures, All Sources, for Geology and Geological Engineering
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Equipment (Foundation/External / Grant
Funding Only)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
FY09
Actual
TOTALS
FY10
Projection
FY11
Projection
16,971.00
26,463.00
1,189.00
9,583.00
155.00
29,268.00
63,468.00
3,596.00
$
$ 55,570.00
$ 15,000.00
$ 103,727.00
$ 10,000.00
$
$ 15,000.00
$ 61,257.00
$ 27,000.00
$
$
$
$
$
$
$
$
$
$ 1,017.00
$
155.00
$
$
$ 53,467.00
$
176.00
$ 715,186.00
$ 920,694.00
$
$
$ 41,031.00
$
$ 54,000.00
$
$ 727,710.00
$ 1,110,295.00
$
$
$ 33,910.00
$
$ 57,000.00
$
$ 740,033.00
$ 1,087,939.00
$
$
$
$
$
$
$
$
$
50,471.00
21,000.00
74,428.00
10,000.00
15,000.00
65,097.00
21,000.00
Table D-3.4.2, Institutional Expenditures for Geology and Geological Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel
Equipment (Institutional Funds)
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
$
$
$
$
$
16,711
26,463
(2,470)
9,583
17,158
12,669
3,596
53,467
176
685,459
822,812
D-39
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
55,000
15,000
102,000
10,000
13,000
16,000
27,000
54,000
695,000
987,000
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
50,000
21,000
73,000
10,000
13,000
17,000
21,000
57,000
703,000
965,000
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
D-40
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.4.3, Foundation Support for Geology and Geological Engineering
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
FY09
Actual
Actual
FY10
Projection
Projection
FY11
Projection
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
7,141
13,217
1,017
21,376
2,000
4,000
6,000
2,000
4,000
6,000
Table D-3.4.4, Externally Funded Grants and Contracts for Geology and Geological
Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (External / Grant Funding Only)
Computer Equipment
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
FY10
Projection
FY11
Projection
$
260.00
$
570.00
$
471.00
$
3,659.00
$
1,727.00
$
1,428.00
$
$
$
155.00
4,969.00
37,582.00
$
41,257.00
$
44,097.00
$
155.00
$
41,031.00
$
33,910.00
D-41
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Part-Time Assistance
Faculty Salaries
$
$
29,727.00
76,507.00
$
$
32,710.00
117,295.00
$
$
37,033.00
116,939.00
Table D-3.5.1 Support Expenditures, All Sources, for Industrial Engineering
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Equipment (Foundation/External / Grant
Funding Only)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
251.00
$ 2,462.00
$
$
$ 12,117.00
$ 41,953.00
$
-
$
$ 1,000.00
$
$ 6,020.00
$
$
$ 19,159.00
$ 27,541.00
$ 2,000.00
$
$ 1,000.00
$
$ 3,569.00
$
$
$ 18,740.00
$ 29,818.00
$ 2,000.00
$
209.00
$
$
$
399.00
$ 9,094.00
$ 2,839.00
$ 463,357.00
$ 532,681.00
$
$
$
$
$ 6,000.00
$ 1,000.00
$ 441,525.00
$ 504,245.00
$
$
$
$
$ 6,000.00
$ 1,000.00
$ 443,393.00
$ 505,520.00
FY09
Actual
TOTALS
FY10
Projection
FY11
Projection
Table D-3.5.2, Institutional Expenditures for Industrial Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel
Equipment (Institutional Funds)
Graduate Teaching Assistants
Part-Time Assistance
$
$
$
$
$
$
$
$
$
$
$
251
2,462
8,983
5,241
9,094
2,839
D-42
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
1,000
2,000
11,000
5,000
2,000
6,000
1,000
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
1,000
1,000
11,000
5,000
2,000
6,000
1,000
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Faculty Salaries
$
$
427,637
456,508
D-43
$
$
395,000
423,000
$
$
400,000
427,000
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.5.3, Foundation Support for Industrial Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
2,625
27,461
209
399
23,231
53,925
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
7,000
15,000
24,000
46,000
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
7,000
15,000
24,000
46,000
Table D-3.5.4, Externally Funded Grants and Contracts for Industrial Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (External / Grant Funding Only)
Computer Equipment
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
$
$
509.00
9,251.00
D-44
FY10
Projection
FY11
Projection
$
4,020.00
$
2,569.00
$
$
1,159.00
7,541.00
$
$
740.00
9,818.00
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Faculty Salaries
$
$
12,489.00
22,249.00
D-45
$
$
22,525.00
35,245.00
$
$
19,393.00
32,520.00
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.6.1 Support Expenditures, All Sources, for Mechanical Engineering
FY09
FY10
FY11
Actual
Projection
Projection
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Equipment (Foundation/External / Grant
Funding Only)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
TOTALS
$
$ 11,249.00
$ 15,039.00
$ 106,293.00
$ 15,020.00
$
61.00
$ 68,571.00
$ 43,677.00
$
1,611.00
$
500.00
$ 26,150.00
$ 46,152.00
$ 59,559.00
$ 15,000.00
$
$ 102,365.00
$ 41,564.00
$ 22,000.00
$
$ 42,237.00
$ 76,749.00
$ 93,387.00
$ 15,000.00
$
$ 139,009.00
$ 63,609.00
$ 17,000.00
$
129.00
$
417.00
$ 197,231.00
$
$ 18,704.00
$
3,844.00
$ 939,709.00
$ 1,421,555.00
$
1,000.00
$
$ 62,312.00
$
$
8,000.00
$
5,000.00
$ 930,670.00
$ 1,320,272.00
$
1,500.00
$
5,000.00
$ 108,614.00
$
$
8,000.00
$
5,000.00
$ 1,117,034.00
$ 1,692,139.00
Table D-3.6.2, Institutional Expenditures for Mechanical Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel
Equipment (Institutional Funds)
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
$
$
$
$
$
5,228
7,331
(8,510)
15,020
23,555
4,483
1,611
18,704
3,844
755,382
826,648
D-46
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
500
3,000
5,000
8,000
15,000
26,000
6,000
22,000
8,000
5,000
733,000
831,500
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
3,000
7,000
6,000
15,000
25,000
6,000
17,000
8,000
5,000
742,000
834,000
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
D-47
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.6.3, Foundation Support for Mechanical Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
3,163
9,187
129
2,701
15,180
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
15,000
6,000
1,000
22,000
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
10,000
7,500
1,500
5,000
3,000
40,000
67,000
Table D-3.6.4, Externally Funded Grants and Contracts for Mechanical Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (External / Grant Funding Only)
Computer Equipment
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
FY10
Projection
FY11
Projection
$
$
$
6,021.00
7,708.00
114,803.00
$
$
$
23,150.00
41,152.00
51,559.00
$
$
$
39,237.00
69,749.00
87,387.00
$
$
$
61.00
41,853.00
30,007.00
$
$
61,365.00
29,564.00
$
$
104,009.00
50,109.00
$
$
417.00
194,530.00
$
62,312.00
$
105,614.00
D-48
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Faculty Salaries
$
$
184,327.00
579,727.00
D-49
$
$
197,670.00
466,772.00
$
$
335,034.00
791,139.00
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.7.1 Support Expenditures, All Sources, for Metallurgical Engineering
FY09
FY10
FY11
Actual
Projection
Projection
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Equipment (Foundation/External / Grant
Funding Only)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
TOTALS
$
$
$
$
$
$
$
$
$
10,080.00
7,640.00
69,027.00
11,532.00
384.00
84,254.00
70,528.00
18,786.00
$
110.00
$
$ 36,480.00
$
$ 10,516.00
$ 7,572.00
$ 648,596.00
$ 975,505.00
$
$
$
$
$
$
$
$
$
97,102.00
77,021.00
12,000.00
63,473.00
65,135.00
-
$
$ 117,047.00
$
$ 92,050.00
$ 12,000.00
$
$ 77,103.00
$ 74,341.00
$
-
$
200.00
$
$ 206,444.00
$
$
5,000.00
$ 11,500.00
$ 635,952.00
$ 1,173,827.00
$
200.00
$
$ 251,149.00
$
$
5,000.00
$ 11,000.00
$ 746,402.00
$ 1,386,292.00
Table D-3.7.2, Institutional Expenditures for Metallurgical Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel
Equipment (Institutional Funds)
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
$
$
$
$
$
162
3,680
14,476
11,532
12,198
4,230
18,786
10,516
4,670
398,144
478,394
D-50
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
5,000
3,000
12,000
13,000
2,000
5,000
8,000
425,000
473,000
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
5,000
2,000
12,000
13,000
2,000
5,000
8,000
430,000
477,000
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
D-51
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.7.3, Foundation Support for Metallurgical Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
15,953
14,974
110
521
2,902
151
34,610
FY10
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
6,000
16,000
200
3,500
600
26,300
FY11
Projection
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
10,000
15,000
200
3,000
500
28,700
Table D-3.7.4, Externally Funded Grants and Contracts for Metallurgical Engineering
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (External / Grant Funding Only)
Computer Equipment
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
$ 9,918.00
$ 3,960.00
$ 54,551.00
FY10
Projection
FY11
Projection
$ 92,102.00
$ 112,047.00
$ 74,021.00
$ 90,050.00
$
384.00
$ 56,103.00
$ 51,324.00
$ 44,473.00
$ 47,135.00
$ 54,103.00
$ 57,341.00
$ 35,959.00
$ 206,444.00
$ 251,149.00
D-52
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Faculty Salaries
$ 250,301.00
$ 462,500.00
D-53
$ 210,352.00
$ 674,527.00
$ 315,902.00
$ 880,592.00
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.8.1 Support Expenditures, All Sources, for all programs in the Educational
Unit 1
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Equipment (Foundation/External / Grant
Funding Only)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
TOTALS
FY10
Projection
$
$
$
$
$
$
$
$
$
25,829.00
98,271.25
73,874.74
554,502.56
54,988.00
3,425.11
384,880.96
445,231.33
44,723.00
$
$
$
$
$
$
$
$
24,975.00
36,733.19
462,792.65
399.00
272,289.00
82,279.00
6,647,862.84
9,213,056.63
FY11
Projection
$
$
$
$
$
$
$
$
$
15,500.00
217,247.89
92,800.52
487,556.70
56,000.00
2,295.66
431,185.85
389,822.40
81,000.00
$
30,470.00
$
56,000.00
$ 379,615.33
$
$ 249,000.00
$
75,500.00
$ 6,827,762.85
$ 9,391,757.20
$
$
$
$
$
$
$
$
$
50,000.00
245,982.38
125,754.82
366,599.99
56,000.00
1,369.90
451,064.78
416,154.85
63,000.00
$
28,700.00
$
91,000.00
$ 537,233.27
$
$ 262,000.00
$
76,000.00
$ 7,219,167.49
$ 9,990,027.47
Table D-3.8.2, Institutional Expenditures for all programs in the Educational Unit 1
FY09
Actual
FY10
Projection
FY11
Projection
Operations (not including staff):
Buildings and Improvements
$
Computer Hardware
$
Computer Software
-
$
500
$
-
76,581
$
101,000
$
94,000
$
54,184
$
30,000
$
42,000
Contractual Services
$
69,621
$
171,000
$
121,000
Depreciation Expense
$
54,988
$
56,000
$
56,000
Other Expenses
$
1,660
$
-
$
-
Supplies and Materials
$
140,103
$
150,000
$
148,000
Travel
$
89,608
$
86,000
$
89,000
Equipment (Institutional Funds)
$
44,723
$
81,000
$
63,000
Graduate Teaching Assistants
$
272,289
$
249,000
$
262,000
Part-Time Assistance
$
66,989
$
70,000
$
70,000
D-54
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Faculty Salaries
$
5,815,033
$
5,850,000
$
5,921,000
$
6,685,778
$
6,844,500
$
6,866,000
Programs included are as follows: chemical, civil, electrical, computer, environmental, geological, industrial,
mechanical, metallurgical, and mining engineering and computer science
1
D-55
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-3.8.3, Foundation Support for all programs in the Educational Unit 1
FY09
Actual
FY10
Projection
FY11
Projection
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (Institutional Funds)
Computer Equipment & Software
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
$
25,829 $
15,000 $
50,000
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
78,126 $
75,000 $
83,000
$
132,855 $
87,800 $
90,500
$
$
$
$
24,975 $
30,470 $
28,700
$
34,182 $
56,000 $
91,000
$
15,310 $
$
103,000
$
399 $
$
$
$
$
$
15,290 $
5,500 $
6,000
$
105,692 $
209,600 $
249,500
$
432,656 $
479,371 $
701,700
1
Programs included are as follows: chemical, civil, electrical, computer, environmental, geological, industrial,
mechanical, metallurgical, and mining engineering and computer science
Table D-3.8.4, Externally Funded Grants and Contracts for all programs in the Educational Unit 1
FY09
Actual
Operations (not including staff):
Buildings and Improvements
Computer Hardware
Computer Software
Contractual Services
Depreciation Expense
Other Expenses
Supplies and Materials
Travel, Conference, Registration, Meals
Equipment (External / Grant Funding Only)
Computer Equipment
Equipment
Lab Equipment
Office Furniture
Graduate Teaching Assistants
Part-Time Assistance
Faculty Salaries
FY10
Projection
$
$ 21,690.25
$ 19,690.74
$ 484,881.56
$
$
1,765.11
$ 166,651.96
$ 222,768.33
$
$
$
$
$
$
$
$
$
$
2,551.19
$ 447,482.65
$
$
$
$ 727,137.84
$
$
$ 379,615.33
$
$
$
$ 768,162.85
D-56
116,247.89
62,800.52
316,556.70
2,295.66
206,185.85
216,022.40
FY11
Projection
$
$
$
$
$
$
$
$
151,982.38
83,754.82
245,599.99
1,369.90
220,064.78
236,654.85
$
$
$ 434,233.27
$
$
$
$ 1,048,667.49
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
$2,094,619.63
1
$ 2,067,887.20
$ 2,422,327.47
Programs included are as follows: chemical, civil, electrical, computer, environmental, geological, industrial,
mechanical, metallurgical, and mining engineering and computer science
D-57
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Tables D-4 Personnel and Students
Table D-4.1 Personnel and Students, all programs in the educational unit,1 2009
FTE
HEAD
COUNT
Administrative 2
Faculty (tenure-track) (Includes Tenure)
Other Faculty (excluding student
Assistants)
Student Teaching Assistants
Student Research Assistants
Technicians/Specialists 3
Office/Clerical Employees
Others
Undergraduate Student enrollment
Graduate Student enrollment
FT
11
54
PT
0
0
5.13
58.05
9
2
19
13
7
7
49
49
2
2
10.075
24.5925
44.971
12.8
8.206
1280
86
102
35
1340.77
76.75
RATIO
TO
FACULTY
0.361
0.660
0.188
0.120
19.7 4
1.1 4
1
The “educational unit” is defined as the 11 programs reviewed and/or accredited by ABET, Inc. at SDSM&T. See
Section G, Educational Unit, above for a listing
2
The department chairs and academic directors are counted under the administrative headcount although they are
also members of the teaching faculty. For this reason, the faculty FTE exceeds the faculty headcount.
3
Technicians/Specialists include - Technicians, Specialists, Research Scientists, Engineers and Coordinators.
4
Ratios are calculated using FTE of "faculty" plus “other faculty" as counted in rows two and three above
Table D-4.2 Personnel and Students, Chemical Engineering, 2009
HEAD
COUNT
FT
PT
1
8
2
1
8
3
5
3
1
Administrative *
Faculty (tenure-track) (Includes Tenure)
Other Faculty (excluding student Assistants)
Student Teaching Assistants
Student Research Assistants
Technicians/Specialists **
Office/Clerical Employees
Others
Undergraduate Student enrollment
Graduate Student enrollment
126
14
D-58
7
2
FTE
0.5
8.5
0.835
2.554
6.253
3
0.75
133.93
11.75
RATIO TO
FACULTY
0.274
0.670
0.321
0.080
14.3
1.3
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
* The department chair is counted under the administrative headcount although he is also a member of the
teaching faculty. For this reason, the faculty FTE exceeds the faculty headcount.
** Technicians/Specialists include - Technicians, Specialists and Research Scientists.
Table D-4.3 Personnel and Students, Civil and Environmental Engineering, 2009
HEAD
FTE
RATIO TO
COUNT
FACULTY
FT PT
Administrative *
1
0.3
Faculty (tenure-track) (Includes Tenure)
9
9.7
Other Faculty (excluding student Assistants)
2
2
Student Teaching Assistants
13
5.4
0.462
Student Research Assistants
2
11
8.13
0.695
Technicians/Specialists
1
1
1.4
0.120
Office/Clerical Employees
1
1
0.085
Others
Undergraduate Student enrollment
195
11
204.13
17.4 1
Graduate Student enrollment
26
6
22.33
1.9 1
* The department chair is counted under the administrative headcount although he/she is also a member of
the teaching faculty. For this reason, the faculty FTE exceeds the faculty headcount.
1
Ratios are calculated using FTE of "faculty" plus "other faculty" as counted in rows two and three above
Table D-4.4 Personnel and Students, Computer Engineering, 2009
HEAD
COUNT
FT
PT
1
9
1
3
1
Administrative *
Faculty (tenure-track) (Includes Tenure)
Other Faculty (excluding student Assistants)
Student Teaching Assistants
Student Research Assistants
Technicians/Specialists
Office/Clerical Employees
Others
Undergraduate Student enrollment
Graduate Student enrollment
1
68
D-59
1
FTE
0.3
9
0.1
1.5
0.24
1.29
3
69.4
RATIO TO
FACULTY
0.165
0.026
0.000
0.142
7.6
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
* The department chair is counted under the administrative headcount although he is also a member of the
teaching faculty for mathematics. For this reason, the administrative FTE is lower than the administrative
headcount.
D-60
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-4.5 Personnel and Students, Electrical Engineering, 2009
HEAD
COUNT
FT
PT
1
5
3
1
7
1
3
1
Administrative *
Faculty (tenure-track) (Includes Tenure)
Other Faculty (excluding student Assistants)
Student Teaching Assistants
Student Research Assistants
Technicians/Specialists **
Office/Clerical Employees
Others
Undergraduate Student enrollment
Graduate Student enrollment
112
9
FTE
0.65
5.35
1.37
4.265
0.921
3
0.75
8
4
114.23
8.17
RATIO TO
FACULTY
0.635
0.137
0.446
0.112
17.0
1.2
* The department chair is counted under the administrative headcount although he is also a member of the
teaching faculty. For this reason, the faculty FTE exceeds the faculty headcount. Department chair FTE also
includes partial Center Director.
** Technicians/Specialists include - Specialists, Research Scientists and Engineers
Table D-4.6 Personnel and Students, Geological Engineering, 2009
HEAD
COUNT
FT
PT
2
5
2
9
6
Administrative *
Faculty (tenure-track) (Includes Tenure)
Other Faculty (excluding student Assistants)
Student Teaching Assistants
Student Research Assistants
Technicians/Specialists **
Office/Clerical Employees
Others
Undergraduate Student enrollment
Graduate Student enrollment
1
1
38
16
3
4
FTE
RATIO TO
FACULTY
0.8
5.7
2.5
4.284
2.682
0.522
0.327
0.833
0.102
39.87
13.83
4.9 1
1.7 1
Ratios are calculated using FTE of "faculty" plus "other faculty" as counted in rows two and three above
* The department chair is counted under the administrative headcount although she is also a member of the
teaching faculty. For this reason, the faculty FTE exceeds the faculty headcount.
D-61
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-4.7 Personnel and Students, Industrial Engineering, 2009
Administrative *
Faculty (tenure-track) (Includes Tenure)
Other Faculty (excluding student Assistants)
Student Teaching Assistants
Student Research Assistants
Technicians/Specialists **
Office/Clerical Employees
Others
Undergraduate Student enrollment
Graduate Student enrollment
HEAD
COUNT
FT
PT
1
3.5
1
2
1
1
1
0.5
4.0
0.27
0.96
0.059
0.4
0.833
89
1
95.13
7.7
5
20
FTE
RATIO TO
FACULTY
0.225
0.013
0.094
0.195
22.3
1.8
* The department chair is counted under the administrative headcount although he is also a member
of the teaching faculty. For this reason, the faculty FTE exceeds the faculty headcount.
** Technicians/Specialists include - Coordinators
Table D-4.8 Personnel and Students, Mechanical Engineering, 2009
HEAD COUNT
Administrative *
Faculty (tenure-track) (Includes Tenure)
Other Faculty (excluding student
Assistants)
Student Teaching Assistants
Student Research Assistants
Technicians/Specialists **
Office/Clerical Employees
Others
Undergraduate Student enrollment
Graduate Student enrollment
FT
2
8
PT
363
9
1
RATIO
TO
FACULTY
0.7
9.3
3
4
3
1
FTE
3
2.094
14.042
3
1
4
18
33
6
378.77
8.42
0.170
1.142
0.244
0.081
30.8
0.7
Ratios are calculated using FTE of "faculty" plus "other faculty" as counted in rows two and three above
* The department chair and academic directors are counted under the administrative headcount
although they are also members of the teaching faculty. For this reason, the faculty FTE exceeds the
faculty headcount.
D-62
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
** Technicians/Specialists include - Technicians, Research Scientists and Engineers.
D-63
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-4.9 Personnel and Students, Metallurgical Engineering, 2009
HEAD
COUNT
FT
PT
1
4
Administrative *
Faculty (tenure-track) (Includes Tenure)
Other Faculty (excluding student Assistants)
Student Teaching Assistants
Student Research Assistants
Technicians/Specialists **
Office/Clerical Employees
Others
Undergraduate Student enrollment
Graduate Student enrollment
10
2
3
6
4
9
RATIO TO
FACULTY
0.5
4.5
1.416
12.645
2
0.375
1
74
11
FTE
78.1
10.83
0.315
2.810
0.444
0.083
17.4
2.4
* The department chair is counted under the administrative headcount although he is also a member of the
teaching faculty. For this reason, the faculty FTE exceeds the faculty headcount.
** Technicians/Specialists include - Specialists and Research Scientists
D-64
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Enrollment Year
Academic Year
Fall 2009
Fall 2008
Fall 2007
Fall 2006
Fall 2005
Fall 2004
FR
SO
JR
SR
5th
Undergrad
total
Table D-5.1 Program Enrollment and Degree Data for all Students and all Programs in the Educational Unit1
Bachelor
2
FT
425
261
228
348
1262
PT
22
16
19
44
101
FT
374
231
257
296
1158
PT
25
17
30
59
131
FT
380
253
227
304
1164
PT
14
27
26
53
120
FT
353
273
205
308
1139
PT
16
25
25
53
119
FT
399
258
236
324
1217
PT
24
27
20
39
110
FT
403
251
217
323
1194
PT
29
24
21
50
124
1
Degrees
Conferred
224
205
236
182
194
185
Programs included are as follows: chemical, civil, electrical, computer, environmental, geological, industrial, mechanical,
metallurgical, and mining engineering and computer science. The “educational unit” is defined as the 11 programs reviewed and/or
accredited by ABET, Inc. at SDSM&T.
2
24 students with dual Engineering and Science programs are included in this figure
D-65
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-5.2 Program Enrollment Data: All Students, All Programs
Year
Year
Year
Year
Year
Year
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
1
1
4
2
0
0
Full-time Students Fall
1540
1545
1372
1396
1389
1490
Full-time Students Spring
1405
1372
1264
1283
1255
1368
Part-time Students summer
374
417
427
315
313
351
Part-time Students Fall
393
331
368
316
317
359
Part-time Students Spring
367
393
347
333
384
424
102.3
116.9
124.6
83.5
85.6
91.9
1687.4
1678.1
1541.4
1550.1
1543.9
1663.2
1539.6
1543.0
1426.7
1434.9
1438.2
1574.3
244
245
229
236
267
274
Full-time Students Summer
2
Student FTE summer
Student FTE Fall
2
2
Student FTE Spring
Total BS Degrees
2
FTE= "Full time equivalent" and this means 15 credit hours per term
Table D-5.3 Program Enrollment Data for Programs in the Educational Unit3
Year
2004-2005
Year
2005-2006
Year
2006-2007
Year
2007-2008
Year
2008-2009
Year
2009-2010
0
1
2
0
0
0
Full-time Students Fall
1196
1220
1141
1164
1158
1262
Full-time Students Spring
1092
1093
1055
1070
1054
1137
Part-time Students summer
188
228
235
192
182
198
Part-time Students Fall
126
113
124
122
132
102
Part-time Students Spring
132
145
120
144
132
146
Student FTE summer2
53.9
65.5
70.7
54.3
51.9
59.5
1252.5
1268.2
1210.2
1239.5
1236.1
1323.5
1150.0
1168.9
1125.4
1144.6
1131.1
1217.8
Full-time Students Summer
Student FTE Fall2
2
Student FTE Spring
Degrees Awarded
185
194
182
177
205
2
FTE= "Full time equivalent" and this means 15 credit hours per term
3
Programs included are as follows: chemical, civil, electrical, computer, environmental, geological, industrial,
mechanical, metallurgical, and mining engineering and computer science. The “educational unit” is defined as
the 11 programs reviewed and/or accredited by ABET, Inc. at SDSM&T.
D-66
224
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-5.4 Transfer Students for Past Six Academic Years: All Students
Term
Number of Transfer
Students Enrolled
Fall 2009
Fall 2008
92
Fall 2007
100
Fall 2006
82
Fall 2005
110
Fall 2004
111
72
Table D-5.5 Transfer Students for Past Six Academic Years: All Programs in the
Educational Unit1
Term
1
Number of Transfer
Students Enrolled
Fall 2009
Fall 2008
68
Fall 2007
68
Fall 2006
62
Fall 2005
70
Fall 2004
60
48
Programs included are as follows: chemical, civil, electrical, computer, environmental, geological, industrial,
mechanical, metallurgical, and mining engineering and computer science. The “educational unit” is defined as
the 11 programs reviewed and/or accredited by ABET, Inc. at SDSM&T.
D-67
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-6.1 Faculty Salary Data for all programs in the educational unit1
Academic Year 09-10
Number
High
Mean
Low
Professor*
32
$133,000
$99,263
$79,401
Associate
Professor
13
$84,988
$72,093
$58,000
Assistant
Professor
24
$75,459
$63,116
$33,306
Instructor**
9
$102,003
$38,849
$5,900
1
The “educational unit” is defined as the 11 programs reviewed and/or accredited by ABET, Inc. at
SDSM&T. See Section G, Educational Unit, above for a listing
*Professor includes Department Chair with a 10 month salary converted to a 9 month salary
**Instructor includes part-time instructors and one Department Chair 10 month salary converted to a 9
month salary
Table D-6.2 Faculty Salary Data for Chemical Engineering
Academic Year 09-10
Number
High
Mean
Low
Professor**
3
$116,627
$103,297
$83,225
Associate
Professor
1
$84,988
Assistant
Professor
5
$72,804
$67,826
$56,230
Instructor*
2
$31,492
$18,696
$5,900
*Instructor includes part-time instructors
**Professor includes Department Chair with a 10 month salary converted to a 9 month salary
Table D-6.3 Faculty Salary Data for Civil and Environmental Engineering
Academic Year 09-10
Number
High
Mean
Low
Professor
6
$133,000
$100,504
$87,185
Associate
Professor
2
$68,445
$67,828
$67,210
Assistant
Professor
4
$60,500
$57,033
$49,155
Instructor
0
Table D-6.4 Faculty Salary Data for Computer Engineering
Academic Year 09-10
Number
Professor
4
Associate
Professor
1
D-68
Assistant
Professor
2
Instructor
1
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
High
Mean
Low
$111,283
$100,336
$88,649
$69,114
$64,000
$66,000
$13,358
Table D-6.5 Faculty Salary Data for Electrical Engineering
Academic Year 09-10
Number
High
Mean
Low
Professor**
2
$114,388
$112,112
$109,837
Associate
Professor
1
$81,000
Assistant
Professor
3
$75,459
$72,114
$68,935
Instructor*
3
$56,808
$40,439
$13,138
*Instructor includes part-time instructors
**Professor includes Department Chair and partial Center Director appointment
Table D-6.6 Faculty Salary Data for Geological Engineering
Academic Year 09-10
Number
High
Mean
Low
Professor
2
$101,090
$90,246
$79,401
Associate
Professor
3
$72,692
$72,225
$71,983
Assistant
Professor
4
$65,000
$54,066
$33,306
Instructor
0
Table D-6.7 Faculty Salary Data for Industrial Engineering
Academic Year 09-10
Number
High
Mean
Low
Professor*
2
$107,146
$101,657
$96,168
Associate
Professor
1
$66,640
Assistant
Professor
2
$70,991
$67,973
$64,955
Instructor
1
$26,575
*Professor includes Department Chair with a 10 month salary converted to a 9 month salary and one 12
month professor
Table D-6.8 Faculty Salary Data for Mechanical Engineering
Academic Year 09-10
Number
High
Professor*
9
$108,415
Associate
Professor
1
$58,000
D-69
Assistant
Professor
2
$65,948
Instructor
1
$48,997
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Mean
Low
$96,991
$82,640
$61,474
$57,000
*Professor includes Department Chair with a 10 month salary converted to a 9 month salary
D-70
SDSM&T: BS Metallurgical Engineering Program: APPENDIX D
Table D-6.9 Faculty Salary Data for Metallurgical Engineering
Academic Year 09-10
Number
High
Mean
Low
Professor*
2
$104,656
$104,088
$103,519
Associate
Professor
2
$79,430
$78,321
$77,212
Assistant
Professor
1
$69,022
Instructor
0
*Professor includes Department Chair with a 10 month salary converted to a 9 month salary
D-71
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
APPENDIX E. CONTINUOUS IMPROVEMENT PROCESS DOCUMENTS
CONTENTS
Part
I.
Title
Outcome Metrics -----------------------------------------------------------------------------
Page
E-2
II.
Outcome Assessment Forms ---------------------------------------------------------------- E-13
III.
Outcome Assessment Results --------------------------------------------------------------- E-20
IV.
Outcome Assessment Summaries----------------------------------------------------------- E-44
V.
Program Objective Surveys------------------------------------------------------------------- E-45
VI.
Program Objectives Evaluation Summaries ------------------------------------------------ E-64
VII.
Website Structure ------------------------------------------------------------------------------ E-65
VIII.
Maps --------------------------------------------------------------------------------------------- E-67
E-1
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Documents
Part I
Metrics for Program Outcomes (a-k)
Description:
The following metrics are used to assess the program outcomes (a) – (k). Each outcome
instrument is scored with a 1, 3, or a 5.
Metrics for Outcomes (a) ------------------------------------------------------------------------ E- 3
Metrics for Outcomes (b) ------------------------------------------------------------------------ E- 4
Metrics for Outcomes (c) ------------------------------------------------------------------------ E- 5
Metrics for Outcomes (d) ------------------------------------------------------------------------ E- 6
Metrics for Outcomes (e) ------------------------------------------------------------------------ E- 7
Metrics for Outcomes (f) ------------------------------------------------------------------------ E- 8
Metrics for Outcomes (g) ------------------------------------------------------------------------ E- 9
Metrics for Outcomes (h) ------------------------------------------------------------------------ E-10
Metrics for Outcomes (i) ------------------------------------------------------------------------- E-11
Metrics for Outcomes (j) ------------------------------------------------------------------------- E-11
Metrics for Outcomes (k) ------------------------------------------------------------------------ E-12
E-2
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-I.1: Metric for Assessing Outcome (a)
Metric Title
Pe rform a nce Crite ria
Proficient in Fundamental
Concepts and Skills
Proficient in Theoretical and
Practical Relationships
Proficient in basic science
(a) Apply Knowledge of Math, Science, and Engineer
Low Pe rform a nce :1
· No application of statistics
to analysis of data
Mode ra te Pe rform a nce :3
· Minor errors in statistical
analysis of data
Ex e m pla ry Pe rform a nce :5
· Correctly analyzes data sets
using statistical concepts
· No use of math software
· Some use of math software
· Uses mathematical software
· Calculations not performed
or performed incorrectly by
hand
· Mathematical terms are
interpreted incorrectly or not
at all
· Minor errors in calculations
by hand
· Executes calculations
correctly By hand
· Most mathematical terms
are interpreted correctly
· Translates academic theory
into engineering applications
and accepts limitations of
mathematical models of
physical reality
· Does not understand the
· Shows nearly complete
· Shows appropriate
application of calculus and
understanding of applications engineering interpretation of
linear algebra in solving
of calculus and/or linear
mathematical and scientific
engineering problems
algebra in problem-solving
terms
· Does not appear to grasp
· Some gaps in understanding · Translates academic theory
the connection between
the application of theory to the into engineering applications
theory and the problem
problem and expects theory
and accepts limitations of
to predict reality
mathematical models of
physical reality
· Does not understand the
· Chooses a mathematical
· Combines mathematical
connection between
model or scientific principle
&/or scientific principles to
mathematical models and
that applies to an engineering formulate chemical and
chemical, physical, and/or in problem, but has trouble in
physical models for relevant to
engineering systems
model development
engineering
Student applies basic science Student applies concepts
Student applies concepts
concepts as minimal
from basic science as
from basic science as
components of work or has
significant components of
essential components of work
major misconceptions.
work with few errors.
with virtually no conceptual
errors.
E-3
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-I.2: Metric for Assessing Outcome (b)
Metric Title
Pe rform ance Crite ria
Conducts the design of
experiments.
Operates equipment and
collects data for analysis.
(b) Desg/Cond Exps & Anal/Intrp Data and Info
Low Perform a nce :1
Has not designed
experiments.
Has not demonstrated an
interest in learning how to
operate experimental
equipment.
Compares results for
Has shown no interest in
experimental measurements evaluating experimental data
to the literature and conducts developed in the Metallurgy
interpretation of results in
labs to that found in the
written reports.
literature.
Is able to collect global
Has poor library and
information and to use this
literature searching skills
information in evaluation and and shows no interest in
interpretation of laboratory
improving these skills.
data
Mode rate Pe rform a nce :3
Has shown some knowledge
in the design of experiments.
Is interested in learning how
to operate experimental
equipment, but has not shown
high proficiency.
Resists using experimental
data developed in the
Metallurgy labs to that found
in the literature.
Ex e mpla ry Pe rforma nce :5
Has demonstrated on a regular
basis the skill of designing
experiments.
Quickly developed expertise in
using laboratory equipment.
Makes a major effort to
compare engineering result
obtain in Metallurgy labs to that
found in the literature.
As adequate library and
Has demonstrated exemplary
literature searching skills. Has skill at finding quality
demonstrated these skills in information from the global
written laboratory reports.
society on Metallurgy
laboratory topics.
E-4
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-I.3: Metric for Assessing Outcome (c)
Metric Title
Pe rform a nce Crite ria
Understand the engineering
design process
(c) Optimally Select Materials and Materials Treat
Low Pe rforma nce:1
Demonstrates weak
understanding of engineering
design and decision-making
process.
Moderate Pe rforma nce:3
Demonstrates basic
comprehension of major
aspects of engineering design
in the conversion of
resources.
Poorly articulated statement
of engineering design
problem; immature strategy
for solution.
Master the iterative process in Completes few or none of
engineering design
necessary iterations in
decision-making process for
solution.
Recognize and observe
Fails to specify materials,
constraints in engineering
uses them in ways that
design
exceed their service
properties, or pays little
attention to optimizing
materials properties or cost.
Reasonable statement of
engineering design problem;
designs acceptable strategy
for solution.
Completes some of the
necessary iterations in
decision-making process to
arrive at solution.
Partially or marginally
specifies material properties,
uses materials in ways that
unnecessarily pushes their
properties, or uses less-thanoptimal materials.
Formulate possible
engineering solutions
E-5
Ex e mpla ry Pe rform a nce :5
Demonstrates advanced
comprehension of engineering
design process, including
optimal conversion of resources
for the benefit of the human
race.
Clearly states and articulates
engineering design problem;
designs efficient strategy for
solution.
Completes all necessary
iterations in decision-making
process to arrive at solution.
Exhaustively specifies
materials, uses them in ways
that clearly meet their
properties, and pays close
attention to optimizing
materials properties and cost.
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-I.4: Metric for Assessing Outcome (d)
Metric Title
Pe rforma nce Crite ria
Responsible Participation
(d) Function W ell on Teams
Low Pe rforma nce :1
Mode ra te Pe rform a nce :3
Ex em pla ry Performa nce :5
Is absent from team
Absent occasionally, but does Routinely present at team
meetings or work sessions not inconvenience group
meetings or work sessions
>50% of the time
Routinely fails to prepare
for meetings
Interaction Skills
Prepares somewhat for group
meetings, but ideas are not
clearly formulated
Claims work of group as
Makes subtle references to
own or frequently blames other’s poor performance or
others
sometimes does not identify
contributions of other team
members
Does not willingly assume Takes charge when not in the
team roles
position to lead
Is discourteous to other
group members
Assimilation and
Receptiveness Skills
Is not always considerate or
courteous towards team
members
Does work on his/her own; Occasionally works as a loner
does not value team work or interacts to a minor extent
with extra-disciplinary team
members
Has no knowledge of
Has some knowledge of other
disciplines outside of
disciplines, but gets lost in
metallurgical engineering
discussions with extradisciplinary team members
E-6
Is prepared for the group
meeting with clearly
formulated ideas
Shares credit for success with
others and accountability for
team results
Demonstrates the ability to
assume a designated role in
the group
Is a courteous group member
Cooperates with others
(outside of the discipline)
Has knowledge of technical
skills, issues and approaches
germane to disciplines outside
of metallurgical engineering
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-I.5: Metric for Assessing Outcome (e)
Metric Title
Pe rforma nce Crite ria
Identify
Formulate
Solve
(e) Identify, Formulate, and Solve Engineering Pro
Low Pe rforma nce :1
Does not see the connection
between theory and practical
problem solving
Mode ra te Pe rforma nce :3
Connects theoretical
concepts to practical problemsolving when prompted
Ex em pla ry Performa nce:5
Can relate theoretical
concepts to practical problem
solving
Does not realize when major Is missing some of the pieces Demonstrates understanding
of how various pieces of the
components of the problem of the whole problem
problem relate to each other
are missing
and the whole
Is unable to predict or
Occasionally predicts and
Can predict and defend
defend problem outcomes
defends problem outcomes
problem outcomes
Demonstrates creative
Demonstrates solution with
Demonstrates solutions
integration of diverse concepts synthesis of solution and
implementing simple
creates new alternatives by
applications of one formula or derivation of useful
combining knowledge and
relationships involving ideas
or equation with close
information
covered in course concepts;
analogies to class/lecture
however, no alternative
problems
solutions are generated
The answer is incorrect and
not checked for its
reasonableness
No attempt at checking the
obviously incorrect solution
no commentary
The answer is nearly correct,
but properly labeled (within
reasonable and logical range
of the correct answer—it’s in
the “ballpark”)
The solution is correct, but
not checked in other ways
E-7
The answer is correct and
properly labeled
The solution is correct and
checked in other ways when it
can be; the interpretation is
appropriate and makes sense
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-I.6: Metric for Assessing Outcome (f)
Metric Title
(f) Know Professional and Ethical Responsibilities
Pe rforma nce Crite ria
Carries out responsibilities in
a professional and ethical
manner
Low Pe rforma nce :1
Receives a poor rating by
the faculty on the ethics and
professional practice writing
in assigned subjects
Mode ra te Pe rform a nce :3
Receives a satisfactory rating
by the faculty on the ethics
and professional practice
writing in assigned subjects
Exe mpla ry Pe rforma nce :5
Receives an excellent rating by
the faculty on the ethics and
professional practice writing in
assigned subjects
Understands basic
engineering principles and
practices, in terms of
professional ethics and
behavior
Demonstrate little
understanding of, or concern
for, professional ethics in
written essay and during
classroom discussions.
Demonstrate basic
understanding of, or concern
for, professional ethics in
written essay and during
classroom discussions.
Demonstrate sound
understanding of, or concern
for, professional ethics in
written essay and during
classroom discussions
E-8
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-I.7: Metric for Assessing Outcome (g)
Metric Title
Pe rforma nce Criteria
The content of the written or
oral presentation is effective.
The organization of
memorandum and technical
reports is consistent with
styles accepted by the
person’s primary professional
engineering society.
(g) Communicate Effectively
Low Pe rforma nce :1
Demonstrates poor
justification for the
document, makes
numerous errors, cannot
focus on the subject, is not
following the rules of writing
or speech.
No effort to conform
technical writing style
required by the instructor.
The design of slides shows an The simple rules for audiounderstanding of vision
visual presentation are not
limitation of the audience and followed.
the total time the presenter
plans to spend on the visual
aid during oral presentations.
Mode ra te Pe rforma nce:3
The audience can understand
the content and context of the
document or presentation, but
the document or oral
presentation is not well
organized.
Make an effort to follow the
rules of writing, position figure
and table of captions, and
placement of citations within a
technical report.
Ex e mplary Pe rforma nce :5
W ill organized written or oral
presentation. The presentation
holds the attention of the
audience. The presentation is
prepared at the proper level for
the intended peer group.
The student is careful
organizing and writing technical
reports. All figure and table
captions stand-alone from the
report, and references are
carefully cited throughout the
document.
Some understand of the font Large readable font is used,
size on slides and the amount only one thought or idea is
of information being
presented on a slide, and
transmitted per slide is
comfortable easy to read
apparent.
presentation colors are used.
E-9
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-I.8: Metric for Assessing Outcome (h)
Metric Title
Performance Criteria
Has the broad education
necessary to understanding
impact of engineering
solutions in global and
societal context
Awareness of contemporary
state of knowledge and
relationship to engineering
solutions
Recognition of the need for,
and ability to engage in, lifelong learning
(h) Know Global Societal Context of Engineering
Low Performance:1
In the global and societal
practice writing in assigned
subjects, students show
marginal ability of applying
general education knowledge
to engineering problems.
Work addresses a problem
that directly affects global or
society issues
Little attempt is made to link
work to current issues; work
has little value except as a
student exercise.
Shows little understanding of
the need to remain aware of
changing societal and global
conditions.
Moderate Performance:3
In the global and societal
practice writing in assigned
subjects, students show
general ability of applying
general education knowledge
to engineering problems.
Work addresses a problem
that directly affects global or
society issues
Literature review
demonstrates adequate
knowledge of the current sate
of the problem; work
addresses useful information
or insight into of contemporary
issue.
Demonstrate general
understanding of the need to
remain aware of changing
societal and global conditions.
E-10
Exemplary Performance:5
In the global and societal
practice writing in assigned
subjects, students show
outstanding ability of applying
general education knowledge
to engineering problems.
Work addresses a problem
that directly affects global or
society issues
Literature review
demonstrates detailed
knowledge of the current sate
of the problem; work
addresses a question at the
forefront of a contemporary
issue.
Demonstrate clear
understanding of the need to
remain aware of changing
societal and global conditions.
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-I.9: Metric for Assessing Outcome (i)
Metric Title
Pe rforma nce Crite ria
Ability to adapt to changing
technology.
(i) Engage in Life-Long learning
Low Pe rform a nce :1
Has only limited ability to
adapt to new and changing
technology.
Mode ra te Pe rform ance :3
Shows reasonable flexibility
and ability to make use of
new and changing technology
Ex em pla ry Pe rform a nce :5
Shows great flexibility in
updating skills and making
use of new and changing
technology
Understanding of the need to Shows little awareness of, or Shows basic awareness of
Shows clear awareness of the
necessity of updating skills,
continually update one's skills concern for, the necessity of the necessity of updating
and knowledge.
updating skills and continuing skills, gaining new skills, and gaining new skills, and
to learn
continuing to learn throughout continuing to learn throughout
life.
life.
Table E-I.10: Metric for Assessing Outcome (j)
Metric Title
(j) Know Contemporary Issues
Pe rforma nce Crite ria
Ability to identify basic
problems and contemporary
issues in engineering.
Low Pe rforma nce:1
Student fails to comprehend
at least some major aspects
of basic problems and
issues.
Modera te Pe rforma nce :3
Student demonstrates
reasonable ability to
understand problems and
addressing issues.
Application of knowledge of
contemporary issues to
Metallurgical Engineering
Demonstrates little ability to Demonstrates reasonable
apply knowledge of
ability to apply knowledge of
contemporary issues to
contemporary issues to
Metallurgical Engineering
Metallurgical Engineering
problems in more than
problems in most important
narrowly defined areas.
areas.
E-11
Ex e mpla ry Pe rforma nce :5
Student shows clear ability to
comprehend basic problems
and flexibility in addressing
challenges and issues.
Demonstrates clear ability to
apply knowledge of
contemporary issues to
Metallurgical Engineering
problems in almost allimportant areas.
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-I.11: Metric for Assessing Outcome (k)
Metric Title
(k) Use Engineering Techniques, Skills, and Tools
Pe rform a nce Criteria
Capable of using tools such
as Excel, SolidW orks,
MathCAD ---
Low Pe rform a nce:1
Is not using computerbased and other
resources. Demonstrates
an unwillingness to develop
computer or library skills.
Mode ra te Pe rform a nce:3
Is using computer and library
resources to the extent that
are presented in class
handouts. Is not exploring the
global context of the subject
matter being presented
Ex e m pla ry Pe rform a nce :5
Is able to research, apply and
articulate information beyond
the information presented in the
textbook and class holdouts.
Proficient in operating
equipment used in the
laboratory program such as
the MTS machine, rolling
mill, hardness tester ---
Shows no interest in
learning how to operate
laboratory equipment. Has
not used the Virtual
Laboratory web site.
Make an effort
use laboratory
is willing to let
take charge in
to learn how to
equipment, but
another person
the group.
Comes to class with current
knowledge about the equipment,
and has used the laboratory
equipment Virtual Laboratory to
develop first hand experience in
regard to vocabulary and safety.
Understands the
engineering design method
and can apply this method
in developing solutions to
engineering problems.
Has not demonstrated the
concept of need as it
pertains to engineering
design and economics.
Has shown some
understanding as to why a
part is designed or redesigned
for the betterment of society.
Understands all the elements of
design from the beginning
statement of need to placing the
product on the market.
E-12
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Part II
Assessment Forms
Description:
Table E-II.1:
Score Card Input Form - Sample for Outcome (a)---------------------------------------- E-14
Each Outcome instrument is assessed using a Score Card Input Form that is
filed
with the instrument documents (student work, etc.). The data from these forms
is compiled on an Outcome Summary.
Table E-II.2
Outcome Summary - Sample for Outcome (a) -------------------------------------------- E-15
All Score Card Summaries for one year are consolidated onto the Assessment
Summary
.
Table E-II.3
Outcome Assessment Summary ------------------------------------------------------------ E-16
Outcome Assessment Summaries are used to populate the Grand
Summary data base from which the outcome assessment results are
rendered into many useful graphical collections.
Table E-II.4:
Outcome Review Form ----------------------------------------------------------------------- E-17
The results of each Outcome Review (for one year) are summarized on the
longitudinal Outcome Review Summary form. The completed forms for
outcomes (a)–(k) are shown in Part V below.
Table E-II.5:
Outcome Review Summary Form----------------------------------------------------------- E-18
The completed forms for outcomes (a)–(k) are shown in Part V below.
E-14
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-II.1: Outcome Assessment Score Card Input Form (Sample for Outcome (a))
Instrument
Acd.Year:__________
Description: (Course, etc.) ________________
Instrument: (Final Exam , etc.) _____________
_Kind1
_Prof icient in
_Fundamental
Team / _Concepts and
Student _Skills
EnvEng
1
Check Here if Teams
2
3
4
5
6
Enter only a
1, 3, or 5
7
8
9
10
11
Leave blank any
column that does
not apply
12
13
14
15
16
17
Designate every
EnvEng student
by entering the
student's initials in
Column D
(a) Apply k nowledge of math, science, and
engineering
_
T
a
r
g
_
T
a
r
g
_
T
a
r
g
_
T
a
r
g
(a)
Outcome Score Card
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Review er's Initials: _____
35
Date:_________
36
E-15
Prof icient in
Theoretical
and Practical
Relationships
Prof icient in
basic science
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-II.2 Outcome Assessment Score Card (Sample for Outcome (a))
_outcom e
Average Summary
# Assessments
# Averages
Max
M in
Ave
Proficient in
Fundamental
Concepts
and Skills
Team /
Student
Instrument
Inst_1
_Kind1
MET 320 - Annually (Fall)
. Final Exam
FALSE
Check ifTeams
Student
Student
1
1
2
Add Student
1
Max
Review er's Initials
Min
Remove All
Average
Inst_2
_Kind2
MATH 373 - Annually (Fall/Spring)
. Project Reports
FALSE
Check if Teams
Student
Student
Method
1
1
2
Add Student
2
Max
Review er's Initials
Min
Remove All
Average
Inst_3
_Kind3
MET 422 - Even years (Fall)
. Final Exam
Check if Teams
FALSE
Student
Student
Method
1
1
2
Add Student
3
Max
Review er's Initials
Min
Remove All
Average
Inst_4
_Kind4
MET 310 - Even years (Spring)
. Selected Hour Exam
FALSE
Check if Teams
Student
Student
Method
1
1
2
Add Student
4
Max
Review er's Initials
Min
Remove All
Average
Inst_5
_Kind5
Other Course Work
. From Campus Assess Comm.
Method
Check if Team
FALSE
Student
Student
1
1
2
FALSE
Add
Student
5
Max
Review er's Initials
Min
Remove All
Average
Inst_6
General
. FE Exam
_Kind6
FALSE
Check if Team
Student
Student
E-16
1
2
(a) Apply k nowledge of math,
science, and engineering
_
T
a
r
_
T
a
r
_
T
a
r
Outcome Summary
6
Proficient in Proficient in
Theoretical basic
and Practical science
Relationships
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-II.3: Assessment Summary form
E-17
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-II.4: Outcome Review Form
Outcome Review Form
Calendar Year:
Outcome:
Reviewer:
Date:
Met Eng
(a) Apply Knowledge of Math, Science, and Engineering
Please complete the following table and indicate if 1) any instruments were missing or incomplete
and 2) if you reassessed any instrument.
Course
Instrument
Missing
Reassessed
Review Results:
Each review always consists of two elements: curriculum results and assessment processes.
Recommendations
Curriculum Result
Perform a critical analysis on the accuracy, validity, and value of this outcome’s assessment
based on the Outcome Summary. This review may also include a review of the actual assessment
documents but such depth is not typically required. Note any significant differences among
instruments, performance criteria, and instrument assessors. Compare the assessed performance
with previous years’ performance and recommend curriculum improvements, as needed. The
improvement does not need to be curriculum specific, but it would be helpful to suggest possible
improvements for faculty consideration. If no improvement is needed, state that the curriculum is
performing adequately. If a problem may be developing but there is inadequate evidence on
which to act, note that the outcome should be watched and note the concern.
(Insert review here)
Assessment Process
Comment on the adequacy of the assessment instruments and related processes. Suggest possible
changes that would improve the assessment of this outcome. Possible discussion might include
such things as the adequacy of triangulation by multiple assessment methods, statistical variations
from small class size, sparse student participation, etc. If the process appears to be functioning
adequately, state that.
(Insert review here)
E-18
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-II.5 Outcome Review Summary Form
E-19
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Part III
Outcome Assessment Results
For all Instrument Collections up to and Including 2009
Contents
1. Tabular Outcome Assessments Summaries
•
2004 ------------------------------------------------------------------------------ E-21
•
2005 ------------------------------------------------------------------------------ E-23
•
2006 ------------------------------------------------------------------------------- E-25
•
2007 ------------------------------------------------------------------------------- E-27
•
2008 ------------------------------------------------------------------------------- E-29
•
2009 ------------------------------------------------------------------------------- E-31
2. Longitudinal Outcome Assessments Charts
•
Outcome (a): --------------------------------------------------------------------- E-33
•
Outcome (b): --------------------------------------------------------------------- E-34
•
Outcome (c): --------------------------------------------------------------------- E-35
•
Outcome (d): --------------------------------------------------------------------- E-36
•
Outcome (e): --------------------------------------------------------------------- E-37
•
Outcome (f):---------------------------------------------------------------------- E-38
•
Outcome (g): --------------------------------------------------------------------- E-39
•
Outcome (h): --------------------------------------------------------------------- E-40
•
Outcome (i): ---------------------------------------------------------------------- E-41
•
Outcome (j): ---------------------------------------------------------------------- E-42
•
Outcome (k): --------------------------------------------------------------------- E-43
E-20
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-IV-1 2004 Assessments Summary
Assessment Metric Summary
Calendar Year
2004
Outcome
Description
Performance ObjePerformance ObjePerformance ObjePerformance Objective 4
a
(a) Apply
know ledge of
math, science,
Proficient in
Fundamental
Concepts and
4.33
3.77
3.00
Proficient in
Theoretical and
Practical
4.82
3.82
3.00
Proficient in
Basic Science
Conducts the
design of
experiments.
Operates
equipment and
collects data for
analysis.
Compares
results for
experimental
measurements
to the literature
and conducts
4.20
3.85
3.50
Is able to collect
global
information and
to use this
information in
evaluation and
4.20
3.96
3.71
Instrument Average
Max
3.96
Ave
3.87
Min
3.80
Formulate
possible
engineering
solutions
4.28
3.99
3.45
Master the
iterative process
in engineering
design
4.28
3.88
3.06
Recognize and
observe
constraints in
engineering
4.50
4.03
3.56
Instrument Average
Max
4.03
Ave
3.92
Min
3.78
Interaction Skills
Assimilation and
Receptiveness
5.00
4.56
4.00
#Totals/#Ave
240
15
b
(b) Design and
Conduct
experiments
Analyze and
interpret data
and information
#Totals/#Ave
41
5
c
3.80
3.80
3.80
(c) Optimally
select material
and design
materials
#Totals/#Ave
92
16
d
#Totals/#Ave
144
12
e
4.56
3.78
3.00
(d) Function w ell Responsible
on teams
Participation
5.00
4.39
3.33
(e) Identify,
formulate, and
solve
#Totals/#Ave
177
9
f
Identify
4.07
3.49
2.41
(f) Know
professional and
ethical
responsibilities
and practices
#Totals/#Ave
32
5
Understand the
engineering
design process
5.00
4.71
4.00
Formulate
4.20
3.40
2.41
Understands
Carries out
responsibilities in basic
engineering
a professional
principles and
and ethical
practices, in
manner
5.00
5.00
4.00
3.33
3.00
2.00
E-21
Instrument Average
Max
3.82
Ave
3.77
Min
3.73
4.27
3.73
3.00
Instrument Average
Max
4.71
Ave
4.55
Min
4.39
Solve
3.93
3.25
2.41
Instrument Average
Max
3.49
Ave
3.38
Min
3.25
Instrument Average
Max
4.00
Ave
3.67
Min
3.33
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-IV-1 2004 Assessments Summary (cont’d)
g
(g) Communicate The content of
effectively
the w ritten or
oral presentation
is effective.
#Totals/#Ave
85
15
h
4.78
4.03
2.00
(h) Know
engineering's
global societal
context
#Totals/#Ave
28
4
I
Has the broad
education
necessary to
understanding
impact of
engineering
solutions in
global and
societal context
5.00
3.75
2.50
(i) Engage in life- Ability to adapt
long learning
to changing
technology.
The organization
of memorandum
and technical
reports is
consistent w ith
styles accepted
by the person’s
primary
professional
engineering
society.
4.50
3.80
2.50
4.70
4.34
4.10
Aw areness of
contemporary
state of
know ledge and
relationship to
engineering
solutions
Recognition of
the need for,
and ability to
engage in, lifelong learning
Understanding
of the need to
continually
update one's
skills and
know ledge.
#Totals/#Ave
20
2
k
(k) Use
engineering
techniques,
skills, and tools
#Totals/#Ave
90
13
Cognitive Level
Assessment
3.89
3.89
3.89
(j) Know
contemporary
issues
Ability to identify
basic problems
and
contemporary
issues in
engineering.
3.60
3.60
3.60
Application of
know ledge of
contemporary
issues to
Metallurgical
Engineering
3.60
3.60
3.60
Capable of using
tools such as
Excel,
SolidWorks,
MathCAD ---
Proficient in
operating
equipment used
in the laboratory
program such as
the MTS
machine, rolling
mill, hardness
tester --3.60
3.20
3.00
4.29
3.77
3.00
E-22
Instrument Average
Max
4.34
Ave
4.06
Min
3.80
Instrument Average
Max
4.50
Ave
4.13
Min
3.75
5.00
4.50
4.00
#Totals/#Ave
9
1
j
The design of
slides show s an
understanding of
vision limitation
of the audience
and the total time
the presenter
plans to spend
on the visual aid
during oral
presentations.
Instrument Average
Max
3.89
Ave
3.89
Min
3.89
Instrument Average
Max
3.60
Ave
3.60
Min
3.60
Understands the
engineering
design method
and can apply
this method in
developing
solutions to
engineering
problems.
4.33
2.99
1.00
Instrument Average
Max
3.77
Ave
3.32
Min
2.99
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-IV-2 2005 Assessments Summary
Assessment Metric Summary
Calendar Year
Outcome
Description
a
(a) Apply
know ledge of
math, science,
#Totals
94
12
b
(b) Design and
Conduct
experiments
Analyze and
interpret data
and information
#Totals
40
8
c
Performance
Objective 2
Performance
Objective 3
Proficient in
Fundamental
Concepts and
5.00
4.44
4.00
Proficient in
Theoretical and
Practical
5.00
4.62
4.00
Proficient in
Basic Science
Conducts the
design of
experiments.
Operates
equipment and
collects data for
analysis.
Compares
results for
experimental
measurements to
the literature and
conducts
5.00
4.56
3.67
Is able to collect
global information
and to use this
information in
evaluation and
interpretation of
Instrument Average
3.67
Max
4.56
3.67
Ave
4.09
3.67
Min
3.67
Formulate
possible
engineering
solutions
5.00
4.11
2.34
Master the
iterative process
in engineering
design
5.00
4.04
2.33
Recognize and
observe
constraints in
engineering
5.00
4.20
2.45
Interaction Skills
Assimilation and
Receptiveness
4.39
4.00
3.61
5.00
4.47
3.93
(c) Optimally
select material
and design
materials
#Totals
50
15
d
2005
Performance
Objective 1
Understand the
engineering
design process
5.00
4.10
3.00
(d) Function w ell Responsible
on teams
Participation
#Totals
5.00
58
4.41
8
4.06
e
(e) Identify,
formulate, and
solve
#Totals
77
9
f
4.40
4.16
4.00
(f) Know
professional and
ethical
responsibilities
and practices
#Totals
10
6
Identify
4.00
3.67
3.33
5.00
4.53
4.30
Formulate
4.20
3.93
3.50
Carries out
Understands
responsibilities in basic
a professional
engineering
and ethical
principles and
manner
practices, in
5.00
5.00
4.33
4.67
4.00
4.00
E-23
Performance
Objective 4
Instrument Average
Max
4.62
Ave
4.42
Min
4.20
5.00
4.20
3.00
Instrument Average
Max
4.20
Ave
4.11
Min
4.04
Instrument Average
Max
4.53
Ave
4.31
Min
4.00
Solve
5.00
4.36
4.00
Instrument Average
Max
4.36
Ave
4.15
Min
3.93
Instrument Average
Max
4.67
Ave
4.50
Min
4.33
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
g
(g) Communicate The content of
effectively
the w ritten or
oral presentation
is effective.
#Totals
137
21
h
5.00
4.14
3.13
(h) Know
engineering's
global societal
context
#Totals
8
4
I
#Totals
6
3
j
#Totals
4
2
(k) Use
engineering
techniques,
skills, and tools
#Totals
109
12
The design of
slides show s an
understanding of
vision limitation of
the audience and
the total time the
presenter plans
to spend on the
visual aid during
oral
presentations.
5.00
4.52
3.71
Aw areness of
contemporary
state of
know ledge and
relationship to
engineering
solutions
Recognition of
the need for, and
ability to engage
in, life-long
learning
Ability to identify
basic problems
and
contemporary
issues in
engineering.
3.00
3.00
3.00
Application of
know ledge of
contemporary
issues to
Metallurgical
Engineering
5.00
5.00
5.00
Capable of using
tools such as
Excel,
SolidWorks,
MathCAD ---
Proficient in
operating
equipment used
in the laboratory
program such as
the MTS
machine, rolling
mill, hardness
tester --5.00
4.00
3.00
5.00
3.97
3.00
4.00
4.00
4.00
E-24
Instrument Average
Max
4.52
Ave
4.25
Min
4.00
Instrument Average
Max
3.50
Ave
3.25
Min
3.00
4.00
3.50
3.00
(i) Engage in life- Ability to adapt to Understanding of Cognitive Level
long learning
changing
the need to
Assessment
technology.
continually
update one's
skills and
know ledge.
4.00
5.00
4.00
5.00
4.00
5.00
(j) Know
contemporary
issues
k
Has the broad
education
necessary to
understanding
impact of
engineering
solutions in
global and
societal context
3.00
3.00
3.00
The organization
of memorandum
and technical
reports is
consistent w ith
styles accepted
by the person’s
primary
professional
engineering
society.
5.00
4.33
3.50
3.00
3.00
3.00
Instrument Average
Max
5.00
Ave
4.00
Min
3.00
Instrument Average
Max
5.00
Ave
4.00
Min
3.00
Understands the
engineering
design method
and can apply
this method in
developing
solutions to
engineering
problems.
4.79
3.83
3.00
Instrument Average
Max
4.00
Ave
3.93
Min
3.83
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-IV-3 2006 Assessments Summary
Assessment Metric Summary
Calendar Year
Outcome
Description
a
(a) Apply
know ledge of
math, science,
#Totals
247
15
b
(b) Design and
Conduct
experiments
Analyze and
interpret data
and information
#Totals
142
12
c
Performance
Objective 1
Performance
Objective 2
Performance
Objective 3
Proficient in
Fundamental
Concepts and
4.33
3.77
3.13
Proficient in
Theoretical and
Practical
4.52
3.91
3.40
Proficient in
Basic Science
Conducts the
design of
experiments.
Operates
equipment and
collects data for
analysis.
Compares
results for
experimental
measurements to
the literature and
conducts
4.20
3.79
3.50
Is able to collect
global information
and to use this
information in
evaluation and
Instrument Average
interpretation of
3.90
Max
4.06
3.12
Ave
3.74
1.50
Min
3.12
Formulate
possible
engineering
solutions
3.90
3.74
3.67
Master the
iterative process
in engineering
design
3.80
3.30
3.00
Recognize and
observe
constraints in
engineering
4.20
3.93
3.52
Interaction Skills
Assimilation and
Receptiveness
4.88
4.16
3.18
4.60
4.00
3.40
(c) Optimally
select material
and design
materials
#Totals
95
15
d
2006
Understand the
engineering
design process
4.00
3.61
3.00
(d) Function w ell Responsible
on teams
Participation
#Totals
5.00
112
4.51
11
3.21
e
(e) Identify,
formulate, and
solve
#Totals
283
15
f
4.52
3.85
3.25
(f) Know
professional and
ethical
responsibilities
and practices
#Totals
71
9
Identify
4.70
4.06
3.67
5.00
4.58
3.46
Formulate
4.29
3.91
3.25
Carries out
Understands
responsibilities in basic
a professional
engineering
and ethical
principles and
manner
practices, in
5.00
5.00
4.42
4.36
3.33
3.00
E-25
Performance
Objective 4
Instrument Average
Max
3.96
Ave
3.88
Min
3.77
4.60
3.96
3.42
Instrument Average
Max
3.93
Ave
3.65
Min
3.30
Instrument Average
Max
4.58
Ave
4.42
Min
4.16
Solve
4.29
3.93
3.25
Instrument Average
Max
3.93
Ave
3.90
Min
3.85
Instrument Average
Max
4.42
Ave
4.39
Min
4.36
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-IV-3 2006 Assessments Summary (Cont’d)
g
(g) Communicate The content of
effectively
the w ritten or
oral presentation
is effective.
#Totals
117
16
h
5.00
4.23
3.33
(h) Know
engineering's
global societal
context
#Totals
73
8
I
Has the broad
education
necessary to
understanding
impact of
engineering
solutions in
global and
societal context
5.00
3.91
3.33
The organization
of memorandum
and technical
reports is
consistent w ith
styles accepted
by the person’s
primary
professional
engineering
society.
5.00
3.83
2.33
The design of
slides show s an
understanding of
vision limitation of
the audience and
the total time the
presenter plans
to spend on the
visual aid during
oral
presentations.
5.00
4.16
3.67
Aw areness of
contemporary
state of
know ledge and
relationship to
engineering
solutions
Recognition of
the need for, and
ability to engage
in, life-long
learning
5.00
3.77
2.00
2.33
2.33
2.33
(i) Engage in life- Ability to adapt to Understanding of Cognitive Level
long learning
changing
the need to
Assessment
technology.
continually
update one's
skills and
#Totals
4.80
5.00
15
4.80
5.00
2
4.80
5.00
j
(j) Know
contemporary
issues
#Totals
10
2
k
Ability to identify
basic problems
and
contemporary
issues in
engineering.
3.80
3.80
3.80
Application of
know ledge of
contemporary
issues to
Metallurgical
Engineering
3.00
3.00
3.00
4.33
3.85
3.63
4.33
3.89
3.40
E-26
Instrument Average
Max
3.91
Ave
3.34
Min
2.33
Instrument Average
Max
5.00
Ave
4.90
Min
4.80
Instrument Average
Max
3.80
Ave
3.40
Min
3.00
(k) Use
engineering
techniques,
skills, and tools
#Totals
132
12
Instrument Average
Max
4.23
Ave
4.07
Min
3.83
4.60
3.96
3.42
Instrument Average
Max
3.96
Ave
3.90
Min
3.85
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-IV-4 2007 Assessments Summary
Assessment Metric Summary
Calendar Year
2007
Outcome
Description
Performance Objec Performance Objec Performance Objec Performance Objective 4
a
(a) Apply
know ledge of
math, science,
Proficient in
Fundamental
Concepts and
4.37
3.75
3.27
Proficient in
Theoretical and
Practical
4.69
4.03
3.53
Proficient in Basic
Science
(b) Design and
Conducts the
Conduct
design of
experiments
experiments.
Analyze and
interpret data and
information
#Totals
3.67
91
3.67
9
3.67
Operates
equipment and
collects data for
analysis.
Compares results
for experimental
measurements to
the literature and
conducts
interpretation of
4.07
3.53
3.00
(c) Optimally
Understand the
select material and engineering
design materials
design process
treatment and
#Totals
4.69
270
3.58
12
2.78
Formulate possible Master the
engineering
iterative process
solutions
in engineering
design
4.18
3.91
3.70
3.33
3.22
2.56
#Totals
153
10
b
c
d
(d) Function w ell
on teams
#Totals
57
5
e
Responsible
Participation
4.47
3.78
3.31
(e) Identify,
Identify
formulate, and
solve engineering
#Totals
3.67
126
3.67
6
3.67
f
(f) Know
professional and
ethical
responsibilities
and practices
#Totals
95
8
Carries out
responsibilities in
a professional and
ethical manner
4.07
3.64
3.22
3.80
3.80
3.80
Interaction Skills
3.93
3.93
3.93
Formulate
3.81
3.40
2.85
Understands
basic engineering
principles and
practices, in terms
of professional
5.00
4.17
3.00
E-27
Instrument Average
Max
4.03
Ave
3.66
Min
3.20
3.27
3.20
3.14
Assimilation and
Receptiveness
4.14
4.14
4.14
Is able to collect
global information
and to use this
information in
evaluation and
interpretation of
3.46
2.82
1.00
Instrument Average
Max
3.80
Ave
3.45
Min
2.82
Recognize and
observe
constraints in
engineering
4.05
3.48
3.00
Instrument Average
Max
3.70
Ave
3.53
Min
3.33
Instrument Average
Max
4.14
Ave
3.95
Min
3.78
Solve
3.93
3.75
3.57
Instrument Average
Max
3.75
Ave
3.61
Min
3.40
4.14
4.14
4.14
Instrument Average
Max
4.17
Ave
3.99
Min
3.64
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-IV-4 2007 Assessments Summary (Cont’d)
g
(g) Communicate
effectively
#Totals
153
13
h
#Totals
96
7
(i) Engage in lifelong learning
#Totals
101
4
j
#Totals
69
4
Has the broad
education
necessary to
understanding
impact of
engineering
solutions in global
and societal
context
3.53
3.10
2.33
Aw areness of
contemporary
state of
know ledge and
relationship to
engineering
solutions
Recognition of the
need for, and
ability to engage
in, life-long
learning
Ability to adapt to
changing
technology.
Understanding of Cognitive Level
Assessment
the need to
continually update
one's skills and
know ledge.
4.33
2.43
4.01
2.43
3.69
2.43
Instrument Average
Max
4.47
Ave
3.64
Min
2.43
Application of
know ledge of
contemporary
issues to
Metallurgical
Engineering
3.67
3.67
3.67
Instrument Average
Max
3.70
Ave
3.68
Min
3.67
Ability to identify
basic problems
and contemporary
issues in
engineering.
3.79
3.70
3.64
(k) Use
engineering
techniques, skills,
and tools
#Totals
122
11
The design of
slides show s an
understanding of
vision limitation of
the audience and
the total time the
presenter plans to
spend on the
visual aid during
oral presentations.
4.47
4.47
4.47
(j) Know
contemporary
issues
k
The organization
of memorandum
and technical
reports is
consistent w ith
styles accepted
by the person’s
primary
professional
engineering
society.
4.07
3.64
3.22
4.25
3.80
3.22
(h) Know
engineering's
global societal
context
I
The content of the
w ritten or oral
presentation is
effective.
Capable of using
tools such as
Excel, SolidWorks,
MathCAD ---
5.00
4.28
3.86
3.53
3.37
3.22
Proficient in
operating
equipment used in
the laboratory
program such as
the MTS machine,
rolling mill,
hardness tester --4.67
4.37
4.07
E-28
4.73
4.19
3.63
2.78
2.78
2.78
Understands the
engineering
design method
and can apply this
method in
developing
solutions to
engineering
problems.
5.00
4.13
3.71
Instrument Average
Max
4.19
Ave
3.88
Min
3.64
Instrument Average
Max
3.37
Ave
3.08
Min
2.78
Instrument Average
Max
4.37
Ave
4.26
Min
4.13
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-IV-5 2008 Assessments
Summary
Assessment Metric Summary
Calendar Year
2008
Outcome
Description
Performance Obje Performance Obje Performance Obje Performance Objective 4
a
(a) Apply
knowledge of
math, science,
Proficient in
Fundamental
Concepts and
#Totals/
170
15
b
5.00
3.86
2.00
(b) Design and
Conducts the
Conduct
design of
experiments
experiments.
Analyze and
interpret data and
information
#Totals/
145
13
c
d
4.67
2.83
1.00
(c) Optimally
select material
and design
materials
d
#Totals/
155
13
Understand the
engineering
design process
4.71
4.29
4.00
(d) Function well Responsible
on teams
Participation
#Totals/
3.29
26
3.29
4
3.29
e
(e) Identify,
Identify
formulate, and
solve engineering
#Totals/
215
14
f
4.33
3.95
3.63
(f) Know
professional and
ethical
responsibilities
and practices
#Totals/
62
8
Carries out
responsibilities in
a professional
and ethical
manner
4.54
4.43
4.33
Proficient in
Theoretical and
Practical
4.71
3.38
2.00
Proficient in
Basic Science
Instrument Average
Max
3.86
Ave
3.43
Min
3.06
4.00
3.06
2.00
Operates
equipment and
collects data for
analysis.
4.67
4.40
4.00
Formulate
possible
engineering
solutions
4.43
4.12
3.92
Compares results
for experimental
measurements to
the literature and
conducts
interpretation of
res lts in ritten
4.52
4.08
3.00
Is able to collect
global information
and to use this
information in
evaluation and
interpretation of Instrument Average
laborator data
4.52
Max
4.40
4.16
Ave
3.87
3.50
Min
2.83
Master the
iterative process
in engineering
design
Recognize and
observe
constraints in
engineering
d i 4.43
4.67
4.31
3.83
Interaction Skills Assimilation and
Receptiveness
5.00
3.67
4.14
3.67
3.29
3.67
Formulate
4.63
3.92
3.29
4.27
3.67
E-29
Instrument Average
Max
4.14
Ave
3.70
Min
3.29
Solve
4.67
3.72
3.25
Understands
basic engineering
principles and
practices, in
terms of
f 4.85
i
l
3.87
3.33
Instrument Average
Max
4.31
Ave
4.14
Min
3.87
Instrument Average
Max
3.95
Ave
3.86
Min
3.72
Instrument Average
Max
4.43
Ave
4.35
Min
4.27
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-IV-5 2008 Assessments Summary (Cont’d)
g
(g) Communicate
effectively
#Totals/#
248
17
h
4.43
4.15
3.67
(h) Know
Has the broad
engineering's global education necessary
societal context
to understanding
impact of
engineering solutions
in global and societal
context
#Totals/#
79
9
I
5.00
4.48
4.00
4.78
4.43
4.08
(j) Know
Ability to identify
contemporary issues basic problems and
contemporary issues
in engineering.
#Totals/#
19
3
k
#Totals/#
118
12
The organization of
memorandum and
technical reports is
consistent with styles
accepted by the
person’s primary
professional
engineering society.
5.00
4.24
3.62
Awareness of
contemporary state
of knowledge and
relationship to
engineering solutions
5.00
4.31
3.67
The design of slides
shows an
understanding of
vision limitation of
the audience and the
total time the
presenter plans to
spend on the visual
aid during oral
presentations.
5.00
4.03
3.25
4.33
4.24
4.14
(k) Use engineering
techniques, skills,
and tools
Capable of using
tools such as Excel,
SolidWorks,
MathCAD ---
Instrument Average
4.43
4.41
4.38
5.00
3.75
2.00
5.00
4.40
3.45
E-30
4.48
4.40
4.31
Instrument Average
4.43
4.41
4.40
Instrument Average
3.67
3.67
3.67
4.71
4.33
4.00
Max
Ave
Min
Max
Ave
Min
Application of
knowledge of
contemporary issues
to Metallurgical
Engineering
Proficient in
operating equipment
used in the
laboratory program
such as the MTS
machine, rolling mill,
hardness tester ---
Instrument Average
Max
4.24
Ave
4.14
Min
4.03
Recognition of the
need for, and ability
to engage in, lifelong learning
(i) Engage in life-long Ability to adapt to
Understanding of the Cognitive Level
learning
changing technology. need to continually Assessment
update one's skills
and knowledge.
#Totals/#
79
6
j
The content of the
written or oral
presentation is
effective.
Max
Ave
Min
Understands the
engineering design
method and can
apply this method in
developing solutions
to engineering
problems.
5.00
4.28
3.50
4.24
3.95
3.67
Instrument Average
Max
Ave
Min
4.33
4.12
3.75
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-IV-6 2009 Assessments Summary
Assessment Metric Summary
Calendar Year
2009
Outcome
Description
Performance ObjecPerformance ObjecPerformance ObjecPerformance Objective 4
a
(a) Apply
know ledge of
math, science,
Proficient in
Fundamental
Concepts and
5.00
3.82
3.08
#Totals
105
10
b
(b) Design and
Conducts the
Conduct
design of
experiments
experiments.
Analyze and
interpret data and
information
#Totals
3.67
54
3.00
11
2.33
c
(c) Optimally
select material
and design
materials
#Totals
202
17
d
4.40
3.91
3.33
(d) Function w ell
on teams
#Totals
111
11
e
Understand the
engineering
design process
Responsible
Participation
5.00
4.11
3.33
(e) Identify,
Identify
formulate, and
solve engineering
#Totals
3.67
61
3.33
8
3.00
f
(f) Know
professional and
ethical
responsibilities
and practices
#Totals
32
7
Proficient in
Theoretical and
Practical
4.42
3.98
3.53
Proficient in Basic
Science
Operates
equipment and
collects data for
analysis.
Compares results
for experimental
measurements to
the literature and
conducts
interpretation of
4.00
3.22
2.33
Is able to collect
global information
and to use this
information in
evaluation and
interpretation of
3.67
2.78
2.33
Instrument Average
Max
3.55
Ave
3.14
Min
2.78
Formulate
possible
engineering
solutions
5.00
4.42
4.00
Master the
iterative process
in engineering
design
4.13
3.85
3.50
Recognize and
observe
constraints in
engineering
4.40
3.83
3.33
Instrument Average
Max
4.42
Ave
4.00
Min
3.83
Interaction Skills
Assimilation and
Receptiveness
4.20
3.76
3.00
4.33
3.55
2.33
4.67
4.10
3.00
Formulate
3.50
3.25
3.00
Carries out
Understands
responsibilities in basic engineering
a professional
principles and
and ethical
practices, in
manner
terms of
4.33
4.33
3.44
3.71
2.00
2.50
E-31
Instrument Average
Max
3.98
Ave
3.81
Min
3.62
4.00
3.62
3.33
Instrument Average
Max
4.11
Ave
3.99
Min
3.76
Solve
4.33
3.33
2.71
Instrument Average
Max
3.33
Ave
3.31
Min
3.25
Instrument Average
Max
3.71
Ave
3.58
Min
3.44
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Table E-IV-6 2009 Assessments Summary (Cont’d)
g
(g) Communicate The content of
effectively
the written or oral
presentation is
effective.
#Total
206
16
h
4.40
4.11
3.50
(h) Know
engineering's
global societal
context
#Total
59
5
I
#Total
87
5
j
#Total
40
4
Ability to identify
basic problems
and
contemporary
i
i
4.00
3.86
3.72
(k) Use
engineering
techniques, skills,
and tools
#Total
33
7
The design of
slides shows an
understanding of
vision limitation of
the audience and
the total time the
presenter plans
to spend on the
4.80
4.38
4.00
Awareness of
contemporary
state of
knowledge and
relationship to
engineering
sol tions
4.39
4.13
3.67
Recognition of
the need for, and
ability to engage
in, life-long
learning
Capable of using
tools such as
Excel,
SolidWorks,
MathCAD --4.33
4.33
4.33
Application of
knowledge of
contemporary
issues to
M 4.00
ll i l
E-32
4.33
4.33
4.33
Instrument Average
Max
4.67
Ave
4.39
Min
3.88
Instrument Average
Max
3.86
Ave
3.85
Min
3.83
3.83
3.67
Proficient in
operating
equipment used
in the laboratory
program such as
the MTS
machine rolling
4.67
4.44
4.33
Instrument Average
Max
4.38
Ave
4.24
Min
4.11
Instrument Average
Max
4.13
Ave
4.07
Min
4.00
(i) Engage in life- Ability to adapt to Understanding of Cognitive Level
the need to
long learning
changing
Assessment
continually
technology.
update one's
kill 4.67d
4.67
4.00
4.67
4.67
3.88
4.67
4.67
3.76
(j) Know
contemporary
issues
k
Has the broad
education
necessary to
understanding
impact of
engineering
sol tions in
4.00
4.00
4.00
The organization
of memorandum
and technical
reports is
consistent with
styles accepted
by the person’s
primary
4.50
4.24
4.00
Understands the
engineering
design method
and can apply
this method in
developing
sol tions to
4.33
4.17
4.00
Instrument Average
Max
4.44
Ave
4.31
Min
4.17
SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Outcome (a) Apply knowledge of math, science, and engineering
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
L
3.91
3.31
3.08
3.82
4.62
3.96
4.03
3.86
3.98
A
3.56
3.17
2.81
3.77
4.42
3.88
3.66
3.43
3.81
H
3.29
3.04
2.58
3.73
4.20
3.77
3.20
3.06
3.62
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SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Outcome (b) Design and Conduct experiments Analyze and interpret data and information
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
L
2.87
4.43
3.50
3.96
4.56
4.06
3.80
4.40
3.55
A
2.62
3.59
2.92
3.87
4.09
3.74
3.45
3.87
3.14
H
2.22
3.00
2.33
3.80
3.67
3.12
2.82
2.83
2.78
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SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Outcome (c) Optimally select material and design materials treatment and production processes
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
L
0.00
5.00
4.50
4.03
4.20
3.93
3.70
4.31
4.42
A
0.00
4.26
4.18
3.92
4.11
3.65
3.53
4.14
4.00
H
0.00
3.70
3.97
3.78
4.04
3.30
3.33
3.87
3.83
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SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Outcome (d) Function well on teams
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
L
3.73
4.64
4.60
4.71
4.53
4.58
4.14
4.14
4.08
A
3.73
4.37
4.43
4.55
4.31
4.42
3.95
3.70
3.85
H
3.73
3.99
4.13
4.39
4.00
4.16
3.78
3.29
3.54
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SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Outcome (e) Identify, formulate, and solve engineering problems
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
L
3.19
4.13
3.50
3.49
4.36
3.93
3.75
3.95
3.33
A
3.16
3.84
3.00
3.38
4.15
3.90
3.61
3.86
3.31
H
3.14
3.51
2.50
3.25
3.93
3.85
3.40
3.72
3.25
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SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Outcome (f) Know professional and ethical responsibilities and practices
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
L
1.00
4.23
1.00
4.00
4.67
4.42
4.17
4.43
3.71
A
1.00
3.79
1.00
3.67
4.50
4.39
3.99
4.35
3.58
H
1.00
3.36
1.00
3.33
4.33
4.36
3.64
4.27
3.44
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SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Outcome (g) Communicate effectively
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
L
3.60
4.24
4.48
4.34
4.52
4.23
4.19
4.24
4.38
A
3.52
4.02
4.30
4.06
4.25
4.07
3.88
4.14
4.24
H
3.43
3.84
4.04
3.80
4.00
3.83
3.64
4.03
4.11
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SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Outcome (h) Know engineering's global societal context
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
L
0.00
4.26
5.00
4.50
3.50
3.91
3.37
4.48
4.13
A
0.00
3.99
4.33
4.13
3.25
3.34
3.08
4.40
4.07
H
0.00
3.76
4.00
3.75
3.00
2.33
2.78
4.31
4.00
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SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Outcome (i) Engage in life-long learning
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
L
0.00
5.00
4.00
3.89
5.00
5.00
4.47
4.43
4.67
A
0.00
4.67
3.50
3.89
4.00
4.90
3.64
4.41
4.39
H
0.00
4.33
3.00
3.89
3.00
4.80
2.43
4.40
3.88
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SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Outcome (j) Know contemporary issues
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
L
0.00
4.17
4.00
3.60
5.00
3.80
3.70
4.24
4.00
A
0.00
4.04
3.50
3.60
4.00
3.40
3.68
3.95
3.92
H
0.00
3.92
3.00
3.60
3.00
3.00
3.67
3.67
3.83
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SDSM&T: BS Metallurgical Engineering Program: Appendix E. Continuous Improvement Documents
Outcome (k) Use engineering techniques, skills, and tools
5
4
3
2
1
0
2001
2002
2003
2004
2005
2006
2007
2008
2009
L
3.19
3.50
4.49
3.77
4.00
3.96
4.37
4.33
4.44
A
3.10
3.19
3.58
3.32
3.93
3.90
4.26
4.12
4.31
H
3.00
2.67
3.11
2.99
3.83
3.85
4.13
3.75
4.17
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SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Part IV
Outcome Assessment Summaries
2004-2009
Outcome Review Summaries: (a)-(k): ----------------------- See § Criterion 4, pp. (4-10) to (4-35)
These summaries show the evaluation of previous year actions and the statement of new actions.
E-44
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Part V
Program Objective Surveys
Contents
Focus Group Summaries
Constituent 2010 ------------------------------------------------------------------------------ E-46
Alumni 2004 ----------------------------------------------------------------------------------- E-51
Alumni Survey Summary:
2008--------------------------------------------------------------------------------------------- E-52
2003--------------------------------------------------------------------------------------------- E-54
Advisory Board Reports
2010--------------------------------------------------------------------------------------------- E-54
2007--------------------------------------------------------------------------------------------- E-57
2004--------------------------------------------------------------------------------------------- E-58
E-45
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-V-1 Constituent Focus Group Report for 2009
Constituent Focus Group
B.S. Metallurgical Engineering Program
South Dakota School of Mines and Technology
Date
Thursday, April 22, 2010, 11:30 AM -1:00 PM
Summary
•
We need to emphasize ethics and serving society across the curriculum and implement
more of this in design.
•
We require our students to take CHEM 112 and 112. We looked at CHEM 114
curriculum and topics are covered in our courses somewhere so we made this an elective
but we advise them to take CHEM 114 and 114L over BIOL 151.They could take BIOL
151 as an elective
•
Industry said Statistics are very important and need to be stressed and we have
implemented Statistics in each course. Bill will summarize who is doing what and where
for ABET purposes.
•
Industry also said characterization of materials is very useful and we do this in MET
330L. Our curriculum has a lot more lab time than others across the country do.
•
They also said some business and psychology would be useful and we feel this is covered
under the Gen Ed requirements. We like the idea but don’t know if we want to require it.
•
Another suggestion was some economics and/or accounting. We are limited to 136 hours
and it would be impossible to implement these, but the students could take this thru Black
Hills, they are always free to take extra credits.
•
The comment about students having a background in quantum physics would mostly
apply to graduate students and they have the ability to take this as an undergraduate.
•
Safety is more and more emphasized and we need better signage. We also need to make
sure equipment doesn’t move from lab to lab.
•
Have Dr. Medlin give a lecture in design on intellectual property, non-compete
agreements and patents.
•
Multidisciplinary teams are of increasing importance and we do this already in cross listed
courses and junior and senior design.
•
It appears our Objective statements are adequate and are being met.
Participants Representing Program Constituents
Students enrolled in the BS Metallurgical Engineering Program
• Austin Nelson, Recent BS Met Eng SDSM&T graduate
Private Industry and Public Agencies who employ our graduates
• Mike Deamer, Nucor Steel
• Shawn Veurink, RPM Associates
• Grant Crawford (by phone), Intel Corp
E-46
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Other SDSM&T Departments and their Students who enroll in MET courses
• Dr. Dan Dolan, ME Dept SDSM&T
Graduate Programs that our BS Metallurgical Engineering graduates may enter
• Austin Nelson, MES SDSM&T
• Grant Crawford, Recent Univ Arizona PhD Candidate
Meeting Format
The goal was to glean for the MET program your best ideas, suggestions, and insights
regarding
1. The MET program Objectives
2. The MET curriculum
3. The performance and preparation of graduates of the MET program
Because some participants were on a phone connection, discussion was somewhat structured
in a round-robin format. Kate posed the questions and then “called on” each participant for
input. Reactions and/or additions to any person’s comments were also solicited.
No focus group, however structured, yields information that is perfectly logical and
sequential according to the questions asked. This one was no different.
The input is summarized below. The perspective (i.e., student, industry, other SDSM&T
departments, and graduate programs) is noted, but names are not used.
Are the MET Program Objectives being met?
• All participants agreed the Objectives are being met
• The student perspective was that
o Students are very well prepared to apply metallurgical engineering principles
o Dr. Howard does a good job of stressing ethics and serving society but these
topics could be more strongly and generally emphasized in all courses
o The significant amount of time students spend in the lab is very useful and
important
o Communication skills are amongst the most important objectives.
o Knowing how to communicate and work with people who think differently than
you think or who come from different backgrounds is essential; the extensive lab
work helps develop these communication skills.
• Industry perspective was that
o MET graduates are very well prepared to work in practical situations and to apply
their skills in the workplace. This observation could be made about SDSM&T
graduates in general.
o Mines graduates come into the workplace with a “full tool box” of skills and
knowledge of experimental methods.
o The program objectives are good, and the curriculum is well designed to meet
them
o MET graduates do meet everything expressed in the program objectives.
o MET graduates are good thinkers.
o MET graduates are involved in the community
E-47
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
•
o MET graduates have good writing skills in comparison to other graduates
Perspective from “other SDSM&T programs” was that the program objectives are good.
Values are very strongly emphasized in the objectives, and this is good (The other
participants assented to this observation about values by nodding their heads in
agreement.)
From your experience and your review, does the curriculum meet the needs of the
graduates?
• The student perspective was that
o Regarding preparation in chemistry versus biology students should be
counseled or even required to take chemistry. Having a choice conveyed that
both were of equal importance. The student believed preparation in chemistry
was more critical than preparation in biology.
o Students could perhaps be given information on why biology might be
necessary or advisable to take so they could make an informed decision.
o Communication skills are critical—especially interpersonal communication
skills
o The EE 301 course was very helpful in developing an understanding of the
application of some MET content.
o Regarding preparation in the characterization of materials, student reported
working with x-ray diffraction and benefiting greatly from that experience.
• Industry perspective was that
o Chemistry is more relevant than biology and biology should be an elective.
Medical technologies make biology relevant, but chemistry is critical in the
curriculum.
o The curriculum gives a good foundation, but an even stronger preparation in
communication skills would be optimal.
o Students speak well in front of groups
o Statistics are very important and need to be stressed.
o Regarding statistics, much of industry is into ISO and CS [sic.] certification,
so an understanding of statistics is a critical and necessary part of student
preparation.
o A course in the characterization of materials or training in materials
characterization would be very useful—perhaps on an elective level
o Regarding the ability to characterize materials, students really need to know
how to use tools for doing the materials characterizations
o Some preparation in business, company dynamics, business psychology,
entrepreneurial psychology, or background in how a business is run would be
most useful. If there is no room in the core curriculum, this content could
perhaps be addressed via a general education requirement.
o A background in economics and/or accounting is extremely valuable in new
employees.
o The engineering economics course is useful; perhaps it could be modified to
bring in some business background and/or content
• Perspective from “other SDSM&T programs” was that
o Chemistry is what must be taken but biology is highly relevant.
E-48
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
•
o The individual time and attention given to MET majors by the program
faculty is impressive. Faculty members work with students on an individual
basis on projects.
Perspective from graduate programs was that
o The strong focus on metallurgy is a real strength
From your experience, how do program graduates perform?
• The student perspective was that
o The only thing that hindered him as a graduate was graduating in December
o He felt very confident as a graduate
o Physics I and II did not prepare him well for graduate-level work. He believes
that students should be given background in quantum physics if they are being
pushed to pursue graduate studies.
• Industry perspective was that
o Program graduates are extraordinarily well prepared. One person related a
story that must be repeated since it cannot be summarized: This person was
on a team at his company that worked to select a few schools nationwide from
which to recruit graduates. The project was of long duration (e.g., a year’s
time) and examined all schools nationwide. The team picked five schools,
and Mines was one of them.
o Program graduates leave SDSM&T well prepared and are well supported in
making the transition from school to the workplace.
o One graduate of SDSM&T said that picking the school was definitely the best
education decision he ever made.
o Another graduate of SDSM&T now in industry reported being put in a
training course as a new employee along with 30+ others, many of whom
were from some very “big name” schools. He did not feel unprepared for
anything he encountered and did very well. He reported being able to “hit the
ground running” as a new graduate from the MET program.
o The focus on metallurgical engineering makes for good graduates. Some
programs in “materials sciences” are too thin and the curriculum is too strung
out across topics. The MET program at SDSM&T is sufficiently concentrated
and focused.
• Perspective from “other SDSM&T programs” was that
o Working with MET students who are getting ready to graduate has shown that
the program graduates are very well prepared.
o MET students tend not to speak up soon enough in the design process when
they are serving on multidisciplinary teams. Speaking up confidently and
early from one’s disciplinary perspective is critical in matters related to
integrated mechanical / metallurgical design and material selection.
• Perspective from graduate programs was that - N/A
Other
As a ‘best practice,’ and given the very strongly positive nature of the comments overall, I
asked directly for suggestions for improvements. When none were forthcoming, I asked if
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SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
anyone could offer the program thoughts on what the future holds for metallurgy graduates.
Specifically, I asked if anyone could address trends he sees. The feedback was as follows:
• From the industry perspective:
o Safety is more and more emphasized
o Robotics and automation is increasing
o EPA requirements and safety requirements are an increasingly important part
of the workplace
o Materials one might not even think of a hazardous waste are now looked at, so
waste disposal is an important topic
o Expose students to intellectual property, non-compete agreements, patents and
etc. These items come up on a regular basis for a small business owner. One
participant reported that the laser engineers working in his company
frequently interact with many aerospace customers and need the background
to avoid crossing the intellectual properties borders between customers. • Perspective from “other SDSM&T programs” was that
o Multidisciplinary perspectives are of increasing importance to workplace
interactions
o The workplace is increasingly organized around projects and teams
o The co-curricular experience is a good place to look for ways to achieve even
more preparation in project work and team experience.
MET ENG Constituent Recommended Actions (2010_05_04)
•
We need to emphasize ethics and serving society across the curriculum and implement
more of this in design.
•
Every student should be advised to take CHEM 114 over BIOL 151 unless the student has
a compelling profession reason to take BIOL 151.
•
Continue to implement statistics problems throughout MET course. Dr. Cross will catalog
statistics use within the MET curriculum for review by the faculty.
•
Maintain material characterization laboratories as is done in MET 330L.
•
Present a favorable acceptance of economics, accounting, business and psychology
courses electives to satisfy Gen Ed requirements. Requiring these courses is not advised,
however.
•
Emphasized safety with new additional signage and secure more safety equipment to
preclude migration of equipment from lab to lab.
•
Schedule Dr. Medlin to lecture in design on intellectual property, non-compete
agreements, and patents.
•
Continue to promote multidisciplinary teams.
E-50
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-V-2 Alumni Focus Group Report for 2004
SUMMARY REPORT OF METALLURGICAL ENGINEERING ALUMNI FOCUS
GROUP
2-19-04
[Alumni attending were Annie Thompson, Brooks Henderson, Nick Wald
Alumni invite but unable to attend were Derek Rebsom, Jamie Mathison, Cory Struckman, Eric Swanson,
Chad Griswold]
Objective One: Successfully apply metallurgical engineering principles in their employment
1. What areas do you feel you were lacking after being employed? (Do you need more
math, stats, chemistry, etc.)
2. What areas of metallurgy are you using in your field? Did you have enough
background for going into your field?) Separate the fields (extractive, physical, etc.)
and ask questions based on field.
Objective Two: Meet societal needs through science and technology
1. With the background in metallurgy from SDSM&T, are you able to grow with technology as it
changes?
2. When you entered your field of employment, do you feel you were ahead, the same, or behind in
the technology being used?
Objective Three: Grow professionally and personally
1. Do you belong to any professional organizations?
2. Have you had any training since graduation?
3. Do you keep up with changes in technology since graduation
4. Were you encouraged to join organizations while at SDSM&T? Did you join any organization
and if so, did this involvement continue after graduation?
Objective Four: Serve their profession and community
1. Currently what is their position and involvement in material science/metallurgy?
2. Do they belong to organizations that help the community or volunteer help?
3. Are alumni involved in the community outside of work?
4. Are you responsible for your work?
5. Have you published and/or presented your work at conferences?
WebCT Survey Questions
Combine similar questions into one question—e.g., ask how important is a particular item/area in their
career and then if they are satisfied with the metallurgical curriculum at SDSM&T in that area.
Keep the length of the survey within reason. Limit the number of open-ended questions.
There could be space for comments (optional).
E-51
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-V-3 Alumni Survey Report for 2008
How much does your current employment involve metallurgical engineering?
Frequently
Sometimes
Rarely
Never
Number
33
8
8
2
Employer's Primary Business
Primary Metals
Manufacturing
Electronic materials
Recycling, Enviroment
Material use, performance, or properties
Education
Other engineering
Other
Number
9
14
4
1
9
3
1
7
Which of the following skills do you use in your work? (Check all that apply.)
Number
42
42
44
38
36
29
Report Writing
Oral Presentations
Team Interactions
Technical Computations
Advanced Engineering Tools and Equipment
Design
How do you serve your profession or local community? (Check all that apply.)
Member of one or more Professional Societies
Service on Professional Boards or Societies
Community Volunteer
Attend Community Activities
Other Service
Numbers represent number of responses out of 51 respondents. Survey return was 51/54.
E-52
Number
5
27
22
27
10
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-V-3 Alumni Survey Report for 2008 (Cont’d)
Single Response Survey Questions
Very
Item
High
To what extent do you feel that your job meets societal needs through science and tec 32
How satisfied are you with the overall effectiveness and value of your SDSM&T Met E
26
How satisfied are you with your ability to use analytical methods and solve engineering 26
How important in your position is the use of analytical methods to solve engineering pr 25
How satisfied are you with your ability to use computational methods and solve engine 20
How important in your position is the use of computational methods to solve engineeri
15
How satisfied are you with your ability to use math, science, and engineering principles 26
How important in your position is the use of math, science, and engineering principles
28
How satisfied are you with your ability to make engineering decisions?
27
How important in your position is the making of engineering decisions?
30
How satisfied are you with your ability to design engineering systems?
8
How important in your position is the design of engineering systems?
12
How satisfied are you with your ability to work in teams?
32
How important in your position is working in teams?
34
How satisfied are you with your ability to use communication skills?
31
How important in your position is the use of communication skills?
41
How satisfied are you with your ability to use instruments and measurement tools?
26
How important in your position is the use of instruments and measurement tools?
25
How satisfied are you with your ability to anticipate the societal impacts of your work?
13
How important in your position is the anticipation of societal impacts?
20
How satisfied are you with your ability to recognize the potential environmental impact
11
How important in your position is the recognition of potential environmental impacts?
23
E-53
High
Low
15
25
25
19
26
19
24
13
22
10
32
12
18
11
20
8
22
15
32
13
35
14
3
4
5
12
1
8
1
9
11
16
1
3
Very
Low
2
4
1
1
9
2
1
2
8
5
14
5
10
2
3
3
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-V-4 Alumni Survey Report for 2004
Alumni Survey Data for 2003 from 4-6 year Alumni
#
1
4
7
Topic
How much does your current employment
involve metallurgical engineering?
Extent alumnus feels that current position meets
societal needs through science and technology
How satisfied are you with the overall
effectiveness and value of your SDSM&T Met
Eng education?
4 Point High Scale
3.00
3.15
3.38
Employer's primary pusiness
/Other=31% /OtherEng=8% /ed=0% /Mat use
& perform=23% /Recy&Envir=0%
/ElectMat=0% /Manufac=23%
/PrimaryMet=15%
3
Skills used in current employment
/Design=46% /Adv tools & Equip=54% /Tech
Computations=69% /Team Interact=85%
/Oral pres77% /Report Writing=85%
5
/Profess Soc=54% /Ser on Prof Boards &
Soc=23% /Comm Volunteer=31% / Comm
Activities=38% / Other Service=23% No Pub
Service to the professional and local community Servce 23%
2
6
Continued professional and personal growth
The following appear in Satisfaction-Importance
groups
Use of analytical methods to solve engineering
problems
8-9
Use of computational methods to solve
10-11 engineering problems
The use of math, science, and engineering
12-13 principles
14-15 Making engineering decisions
16-17 Designing engineering systems
18-19 Working in teams
20-21 Communicating
22-23 Instruments and measurement tools
24-25 Anticipating societal impacts
26-27 Recognition of potential environment impact
E-55
/cont'd Prof Ed=23% /Prof Short
Courses=54% / Active in Prof Soc=46%
/Read Tech Lit= 92% /Read Non-Tech
Lit=54% /Non-Tech Edu Cat Prog=38%
Satisfaction
Importance
3.46
3.00
3.31
2.85
3.69
3.54
3.00
3.54
3.38
3.38
2.92
2.92
3.23
3.31
2.92
3.46
3.77
3.23
2.54
3.00
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-V-5 Advisory Board Report for 2009
Report from
The Advisory Board
For the Department of Materials and Metallurgical Engineering
At
SDSM&T
Review Date: October 16, 2009
Team Members Participating (in person, by phone, or in later correspondence):
Everett Bloom
Wendy Craig
Chris Misterek
Ray Peterson
Shane Vernon
Shawn Veurink
Richard Wensel
Oak Ridge National Laboratory - Retired
MacSteel
John Deere
Aleris International
Nucor Steel
RPM and Associates
Micron Technology
SUMMARY
The faculty and staff of the Materials and Metallurgical Engineering Department at the South
Dakota School of Mines and Technology (SDSM&T) have made outstanding progress in
addressing fundamental issues impacting the department since our last on-site Advisory Board
Review. In particular they have skillfully navigated the transitional period of three faculty
retirements (out of five positions) during a period when the school administration did not seem
particularly interested in sustaining the department. They have increased the number of students
in the department and they have dramatically increased their outside research funding. All
actions have improved the strength of the department and benefited the larger goals of the
school.
The Department continues to produce quality students who are well accepted by industry and
academia, both regionally and nationally. The future concerns for the Department to address
include planning for and executing the transition of a retiring faculty with the concurrent hiring
of a qualified replacement, providing opportunities for a full spectrum of materials science
curricula, and increasing the faculty level by at least one member. The addition of one more
faculty member could help increase the breadth of class offerings and allow faculty members the
opportunity to continue to seek more outside research funding opportunities.
The B.S. Metallurgical Degree Program educational objectives remain current and appropriate. Alumni surveys and feedback from board members on the program’s alumni performance in the workplace indicate that the objectives are being met and that no specific changes in curriculum beyond the suggestions below are needed. E-56
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Observations by the AB Regarding The Department of Materials and Metallurgical Engineering
Strengths:
1.
The faculty of Materials and Metallurgical Engineering Department has taken a strongly
proactive approach to improving the department. They addressed most of the major
concerns of the AB in our last on site review in 2002 (several teleconferences have been
held in the interim). Two of the five faculty positions are partially endowed with the
possibility of becoming fully endowed. Self assessment rates by recent alumni (for
ABET) were extremely high and the overall impression by alumni was that they were
well prepared for their careers. The new Samurai Sword Senior Project was laid out in a
manner so that all students contributed in different ways to a single goal, much like a
company would operate. Students were able to succeed or fail in their own areas and
learn from the experience. The faculty also creatively modified the class schedule such
that class sizes could be increased through combining grade levels. The larger classes
produced a stronger and more dynamic teaching environment.
2.
Strong progress in undergraduate student enrollment has been made resulting in the
highest levels of enrollment in 18 years. This is not an accident, but the result of active
involvement by the faculty members. They have added programs and activities to
increase student involvement with the department and the materials profession, thereby
engendering more student interest. Some of these programs and activities include:
• A weekly blacksmithing workshop that is entertaining, but still ties back into the
students’ education by linking processing paths to microstructure and properties.
• A Samurai sword Senior Design Project covering all areas of metallurgy.
• Integrating the artistic side of Materials Science with the industrial side. Examples
include blacksmithing, glass blowing, jewelry crafting, and copper working.
• Extra efforts to attract and retain non-traditional students to the metallurgy field
(women and minorities) through the WIME program and an NSF REU.
• Outreach to scientifically oriented high school students with the ASM Materials
Camp.
3.
The five teaching and one research faculty members are currently responsible for
bringing in over $6.7M of external research funding (17 total awards). This equates to
$1.3M per faculty member – at or near the top for any department within SDSM&T.
They are supervising approximately 15 Masters students and approximately 10 PhD
students. Development and expansion of MS / PhD programs has helped to bring in
external funding as well as new equipment.
4.
As already mentioned the enrollment numbers for students in the Materials and
Metallurgical Engineering Department are at all time highs. In addition to the active
student recruitment program, the Department has developed a strong scholarship program
so that over two-thirds of the undergraduate students receive some form of scholarship
stipend. The graduating seniors experience a high placement rate in many types of
industries and research facilities both regionally and nationally. Additionally a
significant portion of the students progress on to graduate level programs (1 in 3 goes on)
E-57
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
with approximately 40 % enrolling outside of SDSM&T. The graduating students are of
a high caliber and are in demand due to strong technical backgrounds and good work
ethics.
Opportunities and Concerns:
1.
The Department continues to have a focus on traditional metallurgy. This is both
strength and a weakness. Very few schools still produce students who can go into a
traditional metallurgical operation and not require significant on the job training. On the
hand, the world of Materials Science is much larger than it used to be (ceramics,
biomaterials, polymers, electronic materials, composites, etc.) and training in other areas
might open doors for the students. Perhaps one or two survey classes could be a partial
remedy.
2.
Dr. Howard is nearing retirement. It is critical that the proper replacement be found for
him and that this transition proceeds as smoothly as possible.
3.
As the number of research projects within the Department has increased, the need for
project management tools has become critical. Examples of information that need to be
collected and tracked for the multiple projects includes: PI and researcher hours,
purchases and expenses, and progress to goals. Outside assistance has been offered.
4.
Some class space, laboratories, and offices need infrastructure upgrades and repair to
meet current standards. There have been some new additions of equipment to the
Departmental laboratories in recent years, but not a lot of change. While expensive and
difficult to do, the faculty and school need to ensure that laboratories are current so the
students can be adequately prepared for future jobs or additional training at research
universities.
5.
The Department should find more opportunities for students to work in summer or co-op
jobs to gain experience. This is an area where alumni and other contacts could be used
beneficially.
6.
Faculty numbers are still low for the number of enrolled students and the level of
research funding being performed. Many MSE departments have student to faculty ratios
of about 12 : 1. This department is 16 : 1. With five faculty members, the department is
always just one step away from a dilemma should a member be lost. Adding another
faculty member with the correct skill set could also be a method to broaden the
department’s range of abilities and class offerings.
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SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-V-6 Advisory Board Report for 2007
Met Advisory Board Teleconference (Dec 2, 2007)
Those present: Dr. Kellar, Dr. Howard, Dr. Medlin, Dr. West, Dr. Cross, Cindy Hise
Those calling in: Wendy Craig, Shane Vernon, Ray Peterson
Welcome and Introductions
It has been a couple of years since we met with the Advisory Board and since then we went
through an ABET review, had 3 faculty retire (Dr. Stone, Dr. Marquis and Dr. Han) and
hired 2 faculty (Dr. Medlin and Dr. West)
Dr. Medlin joined us 2 years ago when Dr. Stone retired. He is originally from Nebraska. In
industry worked for LTD Steel, Temkin and Zimmer. Dr. Medlin teaches 2 new courses Met
601 Biomaterials and Met 492 Forensic Engineering.
Dr. West joined us 1 ½ years ago from the University of Tennessee, Knoxville. His interests
include High Temperature Alloys and Welding. Dr. West works closely with the AMP
Center on campus. Dr. West teaches a new course Met 430 Welding Engineering.
Ray said he was glad to see the new classes, and asked if any of the classes have
disappeared? Dr. Kellar said yes some of Dr. Han’s classes at the graduate level including
Hydrometallurgy are not taught anymore.
Shane said he was pleased to see a Welding and Steelmaking course at the undergraduate
level.
Dr. Cross took over some of Dr. Han’s courses including Met 310 Aqueous Extraction and
Mes 712 Interfacial Phenomena.
Dr. Kellar reported on
Enrollment-For quite a few years prior to 2006 the B.S. enrollment was between 42-48
students. We now have 65, the largest the program has been in over 15 years. Our
undergraduate degree is still Metallurgy and we have a shared MS and PhD in Materials
Engineering & Science with chemistry and physics. Our goal is for 80 students in the
program. We can accommodate that number of students and there is a need for that
number in Industry.
Placement-A big number of our graduates go to Caterpillar, Nucor, John Deere, Micron
and RPM, with a lot staying here for their M.S. degree. The reemergence of the Mining
Industry has helped our program. Most of our students have multiple offers by
graduation. Last year Metallurgists started at $57,000.00 a year.
E-59
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Scholarships-Two thirds of our undergraduates get scholarship support. Our students are
very competitive in National Societies for scholarships. SDSM&T is about to announce
the 50 million dollar capitol campaign. The department has three new endowed
scholarships, Lorin and Mary Brass established the Lorin and Mary Brass Metallurgical
Engineering Scholarship, Tami Nelson established the Hurlbert Scholarship and Ken and
Helen Han established an endowed scholarship.
Industrial Support-We are very fortunate to have companies like Caterpillar and John
Deere have supporting our program.
Outreach/Recruiting-We hold a weekly Hammer In on Friday’s for any student to come
do some blacksmithing on the forge. Dr. Medlin has secured NSF funding to do extra
curricular activities. Craig Willan donated a trailer we are making into a mobile lab with
blacksmithing and metallography to use as a recruiting tool to visit area middle and high
schools. We formed the Women in Metallurgical Engineering task group to help recruit
more female students. This task group includes: Tami Nelson, Lisa Schlink, Jeanne Eha
and Wendy Craig. We held a metal clay working luncheon that 8 girls attended and
molded jewelry. After fired and polished it is 99.9% silver. We know of 3 girls who
want to do this so we will continue this next semester. Freeport is sponsoring Lisa’s
travel here in February, she will speak at a luncheon for prospective high school students.
Questions/CommentsAdvisory Board was pleased we made it through the retirement phase. Dr. Kellar said
because of the people we hired it was an easy transition.
It was asked if we are getting pressure from the State to have 80 students or is that just
our goal. Dr. Kellar said a little of both, but 80 is optimal for us.
Shane said there are only a few strictly Metallurgy undergraduate programs left in the
United States, this is our nitch.
Dr. Howard mentioned we will be sending out a Survey Monkey to Employers of our
students to see how they compare with students from other schools for ABET.
The Advisory Board concurred that the department and BS Met Eng program is
functioning well and that no actions are needed beyond the above suggestions and
recommendations noted above.
Additional input from our Advisory Board member Wensel submitted by email after review of the
above minutes:
• I like the bio-materials and forensics classes. Bio is something I always thought we were
lacking, at least an intro to it. Forensics is similar to failure analysis, which has always been
at least 50% of my job when dealing with manufacturing. More emphasis on FA is
something I always thought would be good since it's not only useful in industry, but it ties
together concepts you learn from so many different classes. Bringing together concepts and
showing practical applications was, to me, very cool and helpful.
• I really like the blacksmithing stuff too. That is a really popular thing lately (at least in
MT/ID). Making it available to all students, including high school students, is a great idea.
You should set up some sort of contest to see which student makes the most interesting art,
furniture, engineering structure, tool, whatever. Maybe approach the art aspect and put things
on display? I think one area often overlooked at tech schools is how having a science
E-60
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
•
•
•
•
background helps at ton when you're an artist, especially if you're doing sculptures and such.
I see you mention architecture, which is another area. And you tied it to attracting women,
very clever, a great idea.
On a similar note: do you do industry projects or senior design for this kind of stuff? My old
college roommate (Wayne) is a tattoo artist and I visited him in Chicago at Christmas. He's
designing his own little tattoo guns and having them cast at some place in Chicago. It might
be cheaper for him to have someone design a few for him, actually cast them, and then have
him try them out. It's a pretty cool device that requires a lot more engineering than you'd
think: lightweight, comfortable to hold, looks good, cheap to make, material properties that
allow it to be rigid yet minimize vibrations, etc. Anyway, if you're looking for senior design
ideas for things that can actually make, let me know and I'll hook you up.
On slide 10 where you talk about where students go, I think it's too broad. For instance, isn't
Electronic Materials a subset of Materials. Maybe do 2 slides, one is general, another breaks
it down. For instance, main groups could include: manufacturing, materials, and minerals.
Then break it down, i.e.: manufacturing can be: heavy equipment, medical, electronic, etc.
Materials can be bio, electronic, ferrous, non-ferrous, etc. Why do all this? So you can
figure out where people are going and what to address in coursework, and how to target
prospective students. After all, working in a mine isn't exactly attractive, but working on a
titanium hip might be (again, especially for the women).
If you're targeting women, why not get Deb Carlson involved with this stuff? If you have to
boot me off so be it, it might be more valuable to have a woman if you're going to have a
representative from the electronics industry?
The scholarships are going well.
E-61
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-V-7 Advisory Board Report for 2004
Advisory Board Comments: April 29, 2004
Jon,
I thought the phone conference went very well. You got your important points across to the
group. I can see you have given the AB's comments some thought and action. Also I can see
that a lot of work has gone into the ABET preparation.
I have several general comments:
1. I think we don't teach enough about economic or business analysis. I do remember learning
about the time value of money and that sort of knowledge helps me when doing that sort of
analysis for writing Capital Expenditure Requests. What I didn't get was how to analyze and
breakdown the costs at a plant and determines what the impact might be by changing the process
in some manner.
2. I think it is good to discuss Ethics, but I'm not sure you can teach someone ethics. Maybe you
can teach them the consequences of making poor ethical decisions.
3. Senior Design Project Idea - I helped out some seniors at UMR with a project to lay out an
ingot casting line for a small aluminum plant. I have asked them to analyze cost, productivity,
design, etc as if they were the project manager. I've attached a brief summary below. If you
wanted to use this, I'd be happy to help.
4. I personally feel that Communications is either the first or second most important skill a
young engineer can have. Both formal and informal modes of communication are critical. No
matter how good your ideas are, if you can't get them across to your colleagues, supervisors and
subordinates, you will not be successful. The best way to be recognized and advance in a
company is to make a good presentation on everything you do - memos, talking, presentations,
etc.
Thanks again for updating us.
Ray
1) I'm actually surprised you guys did so much since last year. I figured the IAB was going to
recommend things and nothing would happen, but oh was I wrong. Nice job: getting a recruiter,
new classes (electronic mat?, welding), addressing Dr. Stone and others retiring, getting more
grants, offering classes every other year, etc. I like the recruiting part best. IMO, you need to
push the "cooler" industries, like mine. Not many kids can look at an axle and get excited about
increasing it's hardness, but they will get more excited when you show them how small circuits
are on a computer chip and how that relates to their stupid little video games.
2) I disagreed about the economics point (I think John Walenta brought it up?). I do engineering.
And to a point economics is involved, but I found that I learned nearly all of that through Dr.
Han. Han brought up many examples of cost in his classes: like if you can cut $0.01/ton-ore
E-62
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
from a ball mill, you'll save the company millions. I'm sure things are different in small
companies, but in a large company we have huge sales, marketing, and accounting depts. They
do the money stuff, we just give them options and recommendations. If I need details the
accountants do that for me. So I don't see that more economics are needed, it's all really
common sense stuff at my level. If a student has aspirations to start their own business or work
for a small company they should be encouraged to take several financial courses, their advisors
can help them plan that.
3) Ethics. This is a real tough one. It's super important because you need good ethics, especially
to get along with others. But can you teach it? Would I have the same ethics as Dr. Howard? I
doubt it. Big companies like Micron offer tons of classes on this, and they are helpful. But I
think you really learn by working in teams: through interaction and learning from others. I know
you've heard it before, but nothing you could teach would have given me the ethics I got through
KTEQ. So encourage students to be active in campus or even community roles, that's where
they'll pick up on ethics. Get them to volunteer time to charities. I actually look for that stuff on
resumes.
4) Communication. This is another one that is key to succeeding. One of the biggest reasons
people don't succeed at work is because they can't communicate. And I don't mean good
grammar, although that is important. It's more like: make sure you share info and don't horde it;
know when to meet with someone, when a call is OK, and when email is OK; communicate so
your thoughts are well understood; communicate in a friendly manner; know your audience, etc.
Like I said in the call, you could use the alumni more on this. Why not give our numbers out as
contacts for things other than jobs? I'd certainly be willing to help. Perhaps for some projects
you can make the students communicate with someone in industry? A senior design project
comes to mind but maybe some lab examples are applicable too? Like if you're teaching heat
treating, why not have the students ask questions to someone at Cat to get practical answers? If
nothing else, have them ask us for practical applications of class concepts. I think this not only
helps them connect concepts to real world applications but gets them to communicate with
supposed "professionals". And if they're going on spring break somewhere, encourage them to
stop and visit an alumnus for a plant tour. Whatever you do, don't have them ask for help with
homework, I don't think I could do a diffusion problem to save my life. Keep it to real life
scenarios.
E-63
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Part VI
Program Objective Evaluation Reviews
2004-2009
Program Objectives Evaluation summaries --------------------- see § Criterion 4, pp. (4-4) to (4-8)
E-64
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Part VII
Web Site Information
Contents
Web Site Structure -------------------------------------------------------------------------------- E-66
E-65
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Figure E-VII-1 Structure of the CIS Website (http://www.ABETMetEng.org)
E-66
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Part VIII
Maps
Contents
Course-to-outcome-and-instrument Maps
2008 -------------------------------------------------------------------------------------------- E-68
2009 -------------------------------------------------------------------------------------------- E-69
E-67
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-VIII-1 Course-to-outcome-and-instrument map for 2008
Course
MATH_373
MATH_373
MATH_373
MATH_373
MET_220
MET_231
MET_231
MET_310
MET_310
MET_310
MET_310
MET_310
MET_310
MET_320
MET_422
MET_422
MET_440
MET_440
MET_440
MET_440
MET_440
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
Outcome Instrument
(a)
ProjectReports
(b)
RegressionAnalysisProblem
(k)
ProjectReports
(k)
Regression-Optimization-LPhmwk
(k)
MicrotrackLabReport
(b)
HardnessandStatisticsLabs
(g)
CharpyImpactLab
(a)
SelectedHourExam
(e)
FinalExam(orAllExams)
(f)
Ethics&ProfessionalPracticeWritingAssignments
(g)
StudentChoiceLabReport
(h)
GlobalandSocietalWritingAssign
(i)
CognitiveDevelWritingAssignment
(a)
FinalExam
(a)
FinalExam
(e)
FinalExam(orAllExams)
(b)
HardnessQCLabSim
(b)
SPCAssignments
(e)
FinalExam(orAllExams)
(i)
UpdatedLifelongLearningPlan
(k)
CharpyInstrmtdLabReport
(a)
FEExam
(a)
LocalExam
(a)
SeniorSurvey
(b)
FEExam
(b)
LocalExam
(b)
SeniorSurvey
(c)
FacultyEvalofOralFinalReport
(c)
FinalDesignReports
(c)
LocalExam
(c)
SeniorSurvey
(d)
FinalDesignReports
(d)
LocalExam
(d)
SeniorSurvey
(d)
StudentSelfEval
(e)
FEExam
(e)
LocalExam
(e)
SeniorSurvey
(f)
FEExam
(f)
FinalDesignReport
(f)
LocalExam
(f)
SeniorSurvey
(g)
DesignFairPresentationEvaluations
(g)
FacultyEvalofOralFinalReport
(g)
FinalDesignReports
(g)
LocalExam
(g)
SeniorSurvey
(h)
DesignReportCheckListonGlobal-SocietalConsiderati
(h)
LocalExam
(h)
SeniorSurvey
(i)
LocalExam
(i)
SeniorSurvey
(j)
LocalExam
(j)
SeniorSurvey
(k)
FEExam
(k)
LocalExam
(k)
SeniorSurvey
E-68
SDSM&T: BS Metallurgical Engineering Program: Appendix 3. Continuous Improvement Document
Table E-VIII-2 Course-to-outcome-and-instrument map for 2009
Course
MATH_373
MATH_373
MATH_373
MATH_373
MET_220
MET_231
MET_231
MET_320
MET_321
MET_321
MET_321
MET_321
MET_321
MET_321
MET_330
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
MET_465
Outcome Instrument
(a)
ProjectReportsorEquiv
(b)
RegressionAnalysisProblem
(k)
ProjectReports
(k)
Regression-Optimization-LPhmwk
(k)
MicrotrackLabReport
(b)
HardnessandStatisticsLabs
(g)
CharpyImpactLab
(a)
FinalExam
(e)
FinalExam(orAllExams)
(h)
Cost,Conc,Conservation,Creativity
(h)
MaterialConsumptioninAdvEconomies
(i)
CognitiveDevelWritingAssignment
(j)
ContemporaryIssuesWriting
(j)
LocalExam
(g)
StudentChoiceLabReport
(a)
FEExam
(a)
LocalExam
(a)
SeniorSurvey
(b)
FEExam
(b)
LocalExam
(b)
SeniorSurvey
(c)
DesignFairPresentationEvaluations
(c)
FacultyEvalofOralFinalReport
(c)
FinalDesignReports
(c)
LocalExam
(c)
SeniorSurvey
(d)
FinalDesignReports
(d)
LocalExam
(d)
SeniorSurvey
(d)
StudentSelfEval
(e)
FEExam
(e)
LocalExam
(e)
SeniorSurvey
(f)
FEExam
(f)
FinalDesignReport
(f)
LocalExam
(f)
SeniorSurvey
(g)
DesignFairPresentationEvaluations
(g)
FacultyEvalofOralFinalReport
(g)
FinalDesignReports
(g)
LocalExam
(g)
SeniorSurvey
(h)
DesignReportCheckListonGlobal-SocietalConsiderations
(h)
LocalExam
(h)
SeniorSurvey
(i)
LocalExam
(i)
SeniorSurvey
(j)
SeniorSurvey
(k)
FEExam
(k)
LocalExam
(k)
SeniorSurvey
E-69
SDSM&T: BS Metallurgical Engineering Program: APPENDIX F: Glossary of Terms
Appendix F: Glossary of Terms
Continuous Improvement Terms used by the Bachelor of Science in Metallurgical Engineering Degree Program at
SDSM&T
Action Statement
refers to a written and distributed statement prescribing program faculty members to change outcome assessment
procedures, instructional content or procedures, curriculum, extracurricular activities and opportunities, or objective
evaluation procedures with the intent of improving program quality.
Assessment
Assessment under this criterion is one or more processes that identify, collect, and prepare data to evaluate the
achievement of a program outcome or a program educational objective.
Assessment Summary
is a Microsoft Excel document consisting of a Table and a Chart onto which all Program Outcomes results are
organized for one academic year.
Assessment Triangulation
is the use of three assessment methods to obtain a more meaningful assessment than possible from any one
assessment method.
Course Objectives
are statements about the broad educational goals of a course.
Course Outcomes
are statements that describe what students are expected to know, attitudes they are expected to hold, and what they
are able to do as a result of taking a course
Evaluation
is one or more processes for interpreting the data and evidence accumulated through assessment practices.
Goal
The terms “goal” and “objectives” are used interchangeably.
Grand Summary
is a Microsoft Excel document that shows the assessment results for all outcomes over all years, any one outcome
over time, or all outcomes for any selected year.
Instrument
is the collection of a specific document, one per student or team, used to assess a Program Outcome. Examples of
the specific document may be a completed homework assignment or an exam, faculty member-completed oral
presentation assessment form, or students’ standardized exam results.
Instrument Inventory
is the collection of all instruments used to assess all Program Outcomes.
Metrics
refers to the system of Performance Criteria used to arrive at numerical measures of student satisfaction of Program
Outcomes.
Performance Criteria
are measurable attributes that define each of the educational outcomes.
F-1
SDSM&T: BS Metallurgical Engineering Program: APPENDIX F: Glossary of Terms
Program Educational Objectives
are broad statements that describe the career and professional accomplishments that the program is preparing
graduates to achieve.
Program Outcomes
are statements that describe what students are expected to know, attitudes they are expected to hold, and what they
are able to do by the time of graduation. (Achievement of program outcomes should indicate the student is equipped
to achieve the Program Educational Objectives.)
For ABET-accredited programs, outcomes must embrace the 11 (a) through (k) requirements of ABET Criterion 3
Outcome Review
is a Microsoft Excel worksheet onto which a designated Met Eng faculty member documents his critical review of a
selected Program Outcome for a specified academic year and includes actions needed.
Outcome Review Summary
is a Microsoft Excel worksheet that contains a complete sequential history of the evaluation, actions, and results for
one outcome review for all years.
Outcome Summary
is a Microsoft Excel table document for a specified Program Outcome onto which the all the Score Card assessment
results for the specified outcome are summarized and tabulated for one calendar year.
Quality Function Deployment Matrix
refers to map of outcomes to established functions, such as courses, student advisement, career fairs, field trips that
influence the degree to which one or more program outcomes are achieved.
Score Card
is a Microsoft Excel table document on which the Program Outcome assessment results for one instrument are
recorded. These are typically completed by one designated faculty assessor.
F-2