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Self-Study Report for the Mining Engineering Program
Table of Contents
BACKGROUND INFORMATION ........................................................................................................... 1
CRITERION 1. STUDENTS ..................................................................................................................... 5
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES .......................................................... 24
CRITERION 3. PROGRAM OUTCOMES ........................................................................................... 38
CRITERION 4. CONTINUOUS IMPROVEMENT ............................................................................. 89
CRITERION 5. CURRICULUM .......................................................................................................... 103
CRITERION 6. FACULTY ................................................................................................................... 118
CRITERION 7. FACILITIES ............................................................................................................... 129
CRITERION 8. SUPPORT ................................................................................................................... 137
CRITERION 9. PROGRAM CRITERIA ............................................................................................ 144
APPENDIX A – COURSE SYLLABI ................................................................................................... 153
APPENDIX B – FACULTY RESUMES ............................................................................................... 227
APPENDIX C – LABORATORY EQUIPMENT ................................................................................ 237
APPENDIX D – INSTITUTIONAL SUMMARY ................................................................................ 239 APPENDIX E – LABORATORY PLAN .............................................................................................. 261 APPENDIX F – EXIT SURVEY ............................................................................................................ 269
ii
List of Figures Figure 1-1 Check sheet for mining engineering (Fall 2009) ............................................................. 16 Figure 4-1 Mining engineering program continuous quality improvement process .......................... 90 Figure 4.2 Curriculum for Mining Engineering & Management Initial Curriculum .......................... 95 Figure 4.3 Curriculum for Mining Engineering & Management Curriculum Modifications ............. 97 Figure 4.4 Table of needed fixes to the original MEM curriculum noted in 2005 ............................. 98 Figure 4.5 Current Curriculum ........................................................................................................... 101 Figure 5.1 (a) MEM Prerequisites ...................................................................................................... 113 Figure 5.1 (b) Geology/Geological Engineering Prerequisites........................................................... 114 Figure 5.1 (c) Science, Engineering & Engineering Sciences Prerequisites ...................................... 115 List of Tables Table 1-1 History of Admissions Standards for First Time Full Time Freshmen (IPEDS
Cohort) for the College of Engineering Admissions for Past Five Years ................ 6 Table 1-2 Transfer Students for the College of Engineering for Past Five Academic Years ............. 14 Table 1-3.1 (Mining Engineering Program) Enrollment Trends for Past Five Academic Years ....... 19 Table 1-3.2 Undergraduate Enrollment Trends for the College of Engineering (Engr + CSc) for the Past Five Academic Years ...................................................... 20 Table 1-3.3 Undergraduate Enrollment Trends for SDSM&T for the Past Five
Academic Years ....................................................................................................... 21 Table 1-4 Program Graduates ............................................................................................................ 22 Table 2-1 Evaluation Cycle for Program Educational Objectives...................................................... 29 Table 2-2 Senior Exit Survey (Proxy) of Program Objectives ........................................................... 32 Table 2-3 Alumni Survey of Mining Engineering Graduates and Program Objectives ..................... 33 Table 2-4 Employer/Supervisor Survey of Mining Engineering Graduates and
Program Objectives .................................................................................................. 37 Table 3-1 ABET a-k Outcomes vs. Program Outcomes .................................................................... 42 Table 3-2(a) Relationship of Courses in the Mining Engineering Program to ABET a-k Outcomes ............................................................................................... 43 Table 3-2(b) Relationship of Pertinent Non-MEM Courses in the Mining Engineering
Program to ABET a-k Outcomes ............................................................................. 45 Table 3.F.1 Assessment Results of Outcome 1.1. .............................................................................. 51 Table 3.F.2 Assessment Results of Outcome 1.2. .............................................................................. 55 Table 3.F.3 Assessment Results of Outcome 1.3. .............................................................................. 59 Table 3.F.4 Assessment Results of Outcome 1.4. .............................................................................. 63 Table 3.F.5 Assessment Results of Outcome 1.5. .............................................................................. 67 Table 3.F.6 Assessment results of Outcome 1.6................................................................................. 71 Table 3.F.7 Assessment Results of Outcome 1.7. .............................................................................. 74 Table 3.F.8 Assessment Results of Outcome 2.1. .............................................................................. 78 Table 3.F.9 Assessment Results of Outcome 2.2. .............................................................................. 82 Table 3.F.10 Assessment Results of Outcome 2.3. ............................................................................ 84 Table 3.F.11 Assessment Results of Outcome 2.4. ............................................................................ 87 Table 5-1 Curriculum ......................................................................................................................... 104 Table 5-2 Course and Section Size Summary .................................................................................... 117 Table 6-1 Faculty Workload Summary .............................................................................................. 122 Table 6-2 Faculty Analysis ................................................................................................................. 128 Table 9-1 Program criteria for mining engineering and similarly named
engineering programs and how mining engineering meets the criteria .................... 150
1
Self-Study Report
Mining Engineering Bachelor of Science Degree
South Dakota School of Mines and Technology
BACKGROUND INFORMATION
A. Contact information
Mr. Shashi Kanth Director, Mining Engineering Program MI Room #327C South Dakota School of Mines and Technology 501 E. Saint Joseph St. Rapid City, SD 57701 Office: (605) 394-1971 Mobile: (605) 430-8339 Fax: (605) 394-3369 [email protected] B. Program History
On December 9th, 2003 the South Dakota Board of Regents (SDBOR) approved the
creation of a Bachelor of Science in Mining Engineering and Management at the South
Dakota School of Mines and Technology (SDSMT). The new mining engineering and
management major replaced the old mining engineering major that was phased out by
June of 2005. It was subsequently determined that the inclusion of “management” in the
title would require accreditation of the program both as mining engineering and as
engineering management. While the program contains substantial coursework in
management, it would not meet the criteria for engineering management accreditation. In
May 2008, the SDBOR approved a name change request to change the name of the
program back to mining engineering.
The new degree in mining engineering is designed to meet the changing needs of the
mining industry in South Dakota and the nation by providing, in addition to the typical
2
mining engineering subjects, additional courses in management-related subjects. The
curriculum is a result of discussions between the SDSMT Mining Engineering Industrial
Advisory Board and the administration of SDSMT.
This curriculum has been designed to meet mining engineering accreditation
requirements as well as include a strong emphasis in business and communication skills.
The coursework in this program has been developed to include management, financial
analysis, human resources, and contract negotiations. By establishing the program in this
way, SDSMT graduates from this program possess a unique, strong management
emphasis to their mining engineering degrees that sets them apart from their peers. The
broader educational program enables graduates to better serve the needs of the mining
industry of today and the future.
In the mining industry of today, mining companies seek mining graduates who will
typically assume management responsibilities of some company resources, such as
groups of people, technology, capital, facilities and/or equipment, within a short period of
time after joining the company. We firmly believe that, when compared to other mining
engineering programs in the this country, graduates from SDSMT who have completed
the new program, will be better prepared to assume these management responsibilities
and thus better serve the mining industry.
SDSMT began offering the new mining engineering program in the fall 2004 semester.
In the fall of 2008, the name of the major was modified to read “Mining Engineering”
instead of “Mining Engineering and Management.”
C. Options
The courses in the mining engineering degree program have been selected to familiarize
the student with business and management skills that will compliment mining
engineering and engineering technology concepts, help them assume responsible
positions at an early stage in their employment, and enable them to perform effectively in
the work place.
The management-related courses within the curriculum include: Microeconomics,
Introduction to Mine Health and Safety, IENG 366—Engineering Management (to
3
replace BADM 360—Organization and Management, fall 2009), Mineral Economics and
Finance, International Business, Mine Management, and Human Resource Management.
D. Organizational Structure
As of this writing, the academic organizational structure of SDSMT is in transition.
During 2008-09, the Chair of the Mining Engineering Department, Mr. Shashi Kanth,
reported directly to the Dean of the College of Engineering, an open position that was
filled temporarily by the Provost and Vice President for Academic Affairs, Dr. Karen
Whitehead. In December 2008, the new president, Dr. Robert Wharton, convened an ad
hoc advisory group of senior faculty to advise him on what administrative structure
would best advance the institution’s goals. Its recommendation, which he accepted, was
to disband the college structure and to use resources instead to move toward 12-month
department heads to replace the current 9-month department chair positions. This
organization change will become effective on July 1, 2009. Additionally, Dr. Whitehead
is retiring on June 30, 2009. Dr. Duane Hrncir will become the interim Provost and Vice
President for Academic Affairs. Mr. Shashi Kanth will become the department head and
will report directly to the Provost.
Organizational charts for the 2008-09 structure and the 2009-2010 structure are found in Appendix D.
E. Program Delivery Modes
The program is offered in the on-campus day mode. The majority of courses required by
the program are delivered in a traditional lecture/laboratory format on campus. Under an
agreement between SDSMT and Black Hills State University (BHSU) four of the
management-related courses, BADM 360—Organization and Management, BADM
407—International Business, HRM 417—Human Resources Management, and a new
course “Managerial Economics and Finance”, are to be delivered for the mining
engineering program by BHSU. Currently, BADM 407 and HRM 417 are only taught at
the BHSU main campus in Spearfish, SD, and some 60 miles away. However, these
courses are available online, and mining engineering students have had no problem
enrolling in the distance delivered versions of the classes.
4
The new course “Managerial Economics and Finance,” was finally developed for the
mining engineering program by BHSU for delivery beginning fall 2009. Substitution of
the management courses which were taught previously at Ellsworth Air Force Base with
web-based equivalents is being allowed while the management portion of the curriculum
is being further reviewed for the inclusion of new management-related core courses
taught on the SDSMT campus. Specifically, MEM 492 (International Business), taught
through the mining engineering program, was allowed for BADM 407; and BADM 310
(Business Finance) or ECON 301 (Intermediate Economics), taught via the internet
through BHSU, were temporarily allowed for the “Managerial Economics and Finance”
course.
F. Deficiencies, Weaknesses or Concerns Documented in the Final Report from
the Previous Evaluation(s) and the Actions taken to Address them
Not applicable
5
CRITERION 1. STUDENTS
A. Student Admissions
Students are admitted to the South Dakota School of Mines and Technology as intended
majors. SDBOR admission requirements for high school graduates seeking admission to
any state-supported institution are:
Freshman Admissions Criteria
“For admission to baccalaureate degree programs, high school graduates must:
• meet the minimum course requirements with an average grade of C (2.0 on a
4.0 scale);
OR
• demonstrate appropriate competencies in discipline areas where course
requirements have not been met;
AND
• rank in the top 60 percent of their high school graduating class;
OR
• obtain an ACT composite score of 18 (SAT-I score of 870) or above;
OR
• obtain a high school GPA of at least 2.6 on a 4.0 scale.”
Effective Fall 2006, additional admission standards for students seeking admission to
SDSMT were implemented. The SDSMT-specific admission standards state:
“In addition (to the Minimum Undergraduate Admissions Requirements), the Board of
Regents approved the following requirements for admission to the School of Mines,
effective fall 2006:
School of Mines will automatically accept for admission students who:
• obtain an ACT composite score of at least 25 AND
OR
obtain an ACT math
subscore of at least 25 (or SAT-I equivalent score)
• obtain a high school GPA of at least 3.5 on a 4.0 scale AND have taken four
years of mathematics
6
School of Mines will review and consider for acceptance students who meet BOR
requirements and
• obtain an ACT composite score of at least 21 (or equivalent SAT-I score)
OR
• obtain an ACT math subscore of at least 21 (or equivalent SAT-I score)
OR
• achieve a high school GPA of at least 2.75 on a 4.0 scale.”
Placement in initial mathematics and English courses is made based on ACT subscores
and on results of the COMPASS mathematics and/or English placement tests. A survey
of major interest is submitted by the student to the SDSMT Registration Officer who then
helps the new student with his/her first time registration.
Table 1-1 shows the history of admission standards for first time full-time freshmen for
the College of Engineering for the past 5 years.
The Admissions Committee reviews applicants who were not automatically admitted
based on the aforementioned criteria. The committee is comprised of the Director of
Retention; the Director of the Ivanhoe International Center; two faculty members from
each of the colleges who are nominated by the respective Deans; one representative from
Student Affairs; and the Vice President for University and Public Relations, who serves
as the chair. The committee considers high school curriculum (special consideration is
given to math and science course work), high school grades, and ACT and/or SAT test
scores, any recommendations received and any other submitted information.
Students Not Automatically Qualifying for Admission
Table 1-1. History of Admissions Standards for First Time Full Time Freshmen (IPEDS Cohort) for the College of Engineering Admissions for Past Five Years
Academic Year
Composite ACT Composite SAT Percentile Rank in High
School Number of
New Students Enrolled MIN. AVG. MIN. AVG. MIN. (lowest) AVG.
2008-2009 15 26.0 770 1166.2 10.0 72.4 270 2007-2008 17 25.7 800 1148.9 06.6 72.9 286 2006-2007 18 25.5 820 1186.5 21.2 73.9 232 2005-2006 15 24.7 790 1119.7 05.7 70.4 272 2004-2005 16 24.7 890 1202.2 00.9 70.7 243 2003-2004 15 25.0 850 1143.8 00.0 69.9 291
7
B. Evaluating Student Performance
Students within the mining engineering program are evaluated using a variety of
methods, depending on the particular course. Examples of the assessment methods
utilized include the following: evaluating a student under a time constraint (e.g., in-class
examinations), evaluating a student under less time pressure (e.g., homework assignments
or take-home examinations), evaluating written and oral communication skills (e.g., term
papers and presentations) and evaluating students in a teaming environment (e.g., final
capstone design projects). These assessment methods are discussed in more detail in
sections under Criterion 2 (Program Educational Objectives) and Criterion 3 (Program
Outcomes). To ensure that a minimum level of competence is maintained, a grade point
average (GPA) of at least 2.00 out of a possible 4.00 is required to graduate with a
baccalaureate degree from SDSMT.
Each faculty member within the mining engineering program maintains a notebook
(portfolio) on each course he teaches. Each notebook contains: 1) a course syllabus
including catalog description, required textbooks and references, course requirements,
including grading policy, course objectives and outcomes, and topics; 2) copies of
updated lecture aids (PowerPoint slides) and other notes; 3) copies, with solutions, of
homework problems and examinations; and 4) Course Assessment Maps describing the
extent to which the course satisfies ABET Criterion 3 (Program Outcomes) and ABET
Criterion 5 (Program Curriculum). These course portfolios are available for inspection
by the ABET team.
D. Advising Students
Academic Advising
Three general types of students are admitted to the Mining engineering program at
SDSMT who are in need of advising:
1) Traditional students—new high school graduates or graduates out of high school
who are less than 21 years of age at the time of admission and who have not previously
attended any post-secondary institution;
8
2) Non-traditional students
3)
—which includes those students with military service;
and
Transfer students, including (a) students who transfer from another school, either
in-state or out-of-state, and (b) students who transfer from another major on campus,
usually another engineering major.
Traditional Students
The traditional student will be assigned a freshman advisor upon admission to SDSMT.
This advisor will normally be someone from the student’s major department, but may
also be someone from a closely related department. Currently, Academic and Enrollment
Services assigns new mining engineering traditional students to either Prof. Kanth or Dr.
Kliche. The advisor assigned to the student as a freshman will remain the student’s
advisor for his or her tenure in the mining engineering program. The advisor will have
access to the student’s placement exams results and will guide the student to the correct
first-year courses in chemistry, physics, mathematics, the humanities and social sciences,
English, etc. The student’s placement in mathematics, particularly, is very important
because calculus is an important prerequisite for many engineering courses.
. A traditional student may be admitted to SDSMT with credits
earned by such validation methods as Credit by Exam, CLEP, AP, portfolio, etc. Many
such credits taken by validation methods will apply towards the student’s 136 credits
needed for graduation.
The major advisor will stay with the student until he either graduates or leaves the
department. The major advisor is normally assigned to the student by the mining
engineering program director. Currently, Prof. Kanth and Dr. Kliche serve as advisors to
the majority of mining engineering students.
During the first meeting between the student and his new major advisor, the major
advisor will fill out one of the Mining Engineering Program Curriculum Check Sheets for
file (A copy of the current Check Sheet is presented as Figure 1-1). This check sheet will
serve as a guide for the student’s progress through the mining engineering curriculum
during his tenure in the program. Normally, the check sheet will be updated at the
beginning of each semester with the courses successfully completed during the preceding
semester (including summer sessions and credits transferred from other institutions). In
9
order to update this sheet, the student’s major advisor will normally access Web Advisor,
the web interface to the Colleague student information system, to retrieve a copy of the
student’s most recent transcript. The transcript, after its use to update the student’s check
sheet, is normally added to the student’s current file maintained by the advisor.
The student is encouraged to meet with his major advisor prior to the pre-registration
period each year thereafter, to review his progress through the curriculum and update the
Program Curriculum Checklist. This review focuses on the remaining classes needed for
graduation and the completion of said classes in the most expedient manner while
adhering to prerequisites. Classes that were failed or dropped during the last term are
noted as needing completion as soon as possible.
Early in the term after which the student will graduate, the major advisor completes a
Degree Check for the Academic and Enrollment Services office. To complete this
Degree Check, the major advisor compares the student’s transcript as listed on the
SDSMT advising aid, WebAdvisor (including any courses completed off-SDSMT
Campus), with the requirements listed on the Degree Check. In going through the Degree
Check it is advantageous to have the student’s Mining Engineering Program Curriculum
Checklist up to date to work from. This is normally the first step in the degree check
process—the updating of the Checklist. The advisor annotates the Degree Check sheet
whenever a substitute course has been allowed for one of the required or recommended
courses on the Degree Check sheet. If a student took one of the required courses as an
“Independent Study” or “Special Topics” class, then this will also be noted (this may
occur when the course is required but the enrollment is below the minimum number
required by the regents policy). During the degree check process, the student’s major
advisor will also check to make sure the student has completed the General Education
Requirements (the seven goals set out by the SDBOR).
If it is found that the student has meet all Board of Regents, Department and University
requirements for graduation, then the completed Degree Check will be sent over to
Academic and Enrollment Services with a note attached stating something to the effect:
“OK to Graduate May 20XX,” signed by the major advisor.
10
Non-Traditional Students
The non-traditional students may or may not be required to take physical education (this
depends on military service as a substitute) and GE 130 (this depends on work
experience). These decisions are usually made at the time of admission, and will be
passed along to the freshman advisor. Substitute elective courses will be required for PE
and GE 130 if requirement of either is waived, unless credit is granted for other
equivalent course work.
. Many of the non-traditional students perform poorly on the
mathematics placement exam simply because the material is no longer fresh in their
minds. They, therefore, frequently have to start the math sequence at a low level (college
algebra or trigonometry). They may also have to take the high school-level chemistry
and physics courses. Non-traditional students, therefore, are somewhat more challenging
to advise efficiently. However, the non-traditional students are frequently more
conscientious about taking the correct sequence of classes to finish in the timeliest
manner. They frequently have other responsibilities (family, for example), which makes
them more likely to closely monitor their own progress.
The non-traditional student accepted to the mining engineering program is also assigned a
major advisor at the time of admission. The major advisor serves in the same fashion to
the non-traditional student as to the traditional student.
Transfer Students
It can be easily determined whether transfer credits from schools within the SD State
System fit into the degree curriculum since all universities within the system share a
common course numbering system. Transfer credits may or may not apply towards
graduation, depending on the courses taken. Likewise, transfer credits from schools with
. Transfer students will have transfer credits. Upon admission, the
transfer credits will be reviewed by Academic and Enrollment Services to determine
which credits will meet the general education requirements, and whether any meet the
SDSMT requirements of upper-level humanities or social sciences and physical
education. A check sheet showing the results of this review by Academic and Enrollment
Services will be sent over to the student’s major advisor for review and inclusion in his
file. These transfer credits will be listed on the student’s Mining Engineering Department
Curriculum Check Sheet.
11
which the university has an articulation agreement are fairly easy to manage. The
agreement normally sets out specifically which credits will transfer, and for which
major(s) they will apply.
Transfer credits from other post-secondary schools (both domestic and foreign) are more
difficult to review. They must be reviewed on a case-by-case and course-by-course basis.
In the case of mathematics, chemistry, physics, some of the sciences, general
engineering, and the like, it is frequently only a matter of the student providing sufficient
documentation (catalog description and course syllabus) to determine if the course is
sufficiently similar to one of our required courses to allow credit. Course credit may be
allowed, but not necessarily with the exact credit hours given. The student may have to
make up additional credit hours. For example, the student may transfer in six credits of
Calculus I & II to meet our requirements for Math 123 and Math 125, which carry a total
of eight credits. If transfer credit is granted, the student would then have to take two
additional credits of higher-level mathematics.
In the case of mining courses, the student must present evidence that the course is similar
to one of the required mining courses, and engineering rather than technical in nature. If
the major advisor agrees that the course should transfer as a mining engineering course,
then the advisor presents the evidence to a department committee composed of the
department faculty and the program director which makes the final determination to
allow or disallow the credit. For courses transferred for the purpose of mining electives,
suitable out-of-department substitutions, normally Geological Engineering or Civil
Engineering courses, may be allowed at the discretion of the department committee.
Even if the transfer student has many humanities and social sciences courses transferred
in, we believe it is good practice to still require the student to take an upper-level
humanities or social sciences course at SDSMT. Previous experience has shown that in
the case of the student with many humanities and social sciences transfer credits, it is the
lack of an obvious upper level humanities or social sciences course which holds up the
graduation. By specifically requiring the student to take this upper-level humanities or
social sciences course, the potential for missing the program requirement for an upper-
level humanities or social sciences course is eliminated.
12
For the degree check process just prior to graduation, it must be documented fully on the
Degree Check Sheet which transfer courses were allowed for which required courses. It
may be necessary to include copies of the course syllabi and catalog descriptions of these
courses with the degree check to forestall any questions by the Degrees Committee.
For transfer students from another SDSMT major, it is usually just a matter of going
through the student’s transcript with reference to the mining engineering requirements on
the Curriculum Check Sheet. Not all courses taken by the student prior to transferring to
mining engineering will normally be allowed towards the mining engineering degree.
Two credits may be allowed as “Free Electives.” Some courses the student has taken in
another SDSMT department may be sufficiently closely related to a mining engineering
required course to allow credit for the mining engineering course. This is at the
discretion of the department committee, usually by recommendation from the program
director.
At the end of each semester, the Office of Academic and Enrollment Services reviews the
records of all students whose cumulative grade point average falls below a 2.0. These
students are placed on academic probation for the following term and advised not to
enroll in more than twelve (12) credits. While on academic probation, the student must
earn a term grade-point average of 2.0 or better. When a student on academic probation
achieves a cumulative grade point average of 2.0 or better, the student is returned to good
academic standing. A student on probation who fails to maintain a term grade point
average of 2.0 or better is placed on academic suspension. Students on academic
suspension are not allowed to register for course work except when an appeal has been
approved by the institution. Additionally, students who wish to register for a course for
the third time, either because they failed it, dropped it twice before, or a combination of
failure and dropping of the course, must appeal the registration to the SDSMT Appeals
Committee and gain approval of the committee before enrollment is allowed.
Each sophomore is required to take the Collegiate Assessment of Academic Proficiency
(CAAP) examination. Completion of 48 credit hours at or above the 100 level is required
for eligibility to take the exams. Students must take the exams during the first semester
13
in which they become eligible. Satisfactory performance is required for subsequent
registration and the baccalaureate degree.
Career Advising
Career advising for mining engineering students usually begins with assistance by the
mining engineering program director and mining engineering faculty for summer
internships or co-ops. A large percentage of the mining engineering students obtain
summer internships. 75% of the mining engineering students obtained quality internships
during the summer of 2008. Additionally, a substantial percentage of the students have
had two or more quality internships (100% of the 2008 graduates) before graduation.
Many of these internships were a direct result of contacts within the mining industry by
the program director and the mining engineering faculty.
Normally, students are advised that they can choose either of two paths for summer
internships: (1) Take a summer internship with a company with which they would like
to work after graduation, and, if offered again, take a second or even a third summer
internship with the same company. The student will then likely have a permanent
position with that company after graduation. Or (2): Work summer internships with
different companies, different commodities, or different mining methods (surface versus
underground) each summer. Then the student will be able to better choose which method
or commodity or company he wants to work for after graduation.
The Career Center
Companies desiring to interview on campus go through the Career Center. The Career
Center provides rooms, normally in Surbeck Center, for the interviewers, schedules any
company informational special events, and serves as a clearing house for student sign-up
for the interviews. Additionally, during times of space shortage at Surbeck Center for
on the SDSMT campus also serves the students attempting to make a
career choice. The Career Center hosts two career fairs on the SDSMT campus per year,
one each in the fall and the spring. Thirty-four companies out of the 145 companies at
the career fair in the fall of 2008 were interested in the mining engineering graduates.
Fewer total companies were on campus for the Spring 2009 career fair, but the
percentage interested in mining engineering graduates was about the same.
14
interviews, the Mining Engineering Department will provide space for companies
interviewing our students.
The Career Center also provides sample resumes and cover letters that the students can
download.
Finally, the Career Center, as well as the mining engineering program, provides clear
guidance to the students concerning conduct on the job, interviewing procedure and
conduct, and company information.
E. Transfer Students and Transfer Courses
Advising of transfer students and handling of transfer courses were addressed in section
D.
Table 1-2 lists the transfer students for the College of Engineering for the past five
academic years.
Table 1-2. Transfer Students for the College of Engineering for Past Five Academic Years
Academic Year Number of New Transfer
Students Enrolled each year 2008 (fall only) 69
2007 69 2006 62 2005 71 2004 60 2003 74
F. Graduation Requirements
The university and the mining engineering program enforce procedures to ensure that all
students meet program requirements. Each Mining engineering student should meet with
his advisor during the pre-registration period. During the senior year, each student must
meet with his major advisor early in the semester at the end of which he plans to graduate
for a degree check. After review of the student’s record, the advisor informs the student
of remaining requirements, if any, that must be fulfilled for graduation. During the
semester of graduation, the major advisor certifies to the Office of Academic and
15
Enrollment Services that the student has met graduation requirements. Normally this is
done with a paper copy of the Mining Engineering Curriculum Check Sheet and with an
electronic degree check through the WebAdvisor system. The electronic degree check is
manually checked by the major advisor during the formal degree check process.
The checklist of curricular requirements is shown in below in Figure 1-1.
The current system appears to work well. Since the initiation of the mining engineering
program no students have needed to delay their graduation because of unforeseen credit
requirements.
16
Figure 1-1
CHECK SHEET FOR MINING ENGINEERING (Fall 2009)
NAME______________________________
Fall Semester (Freshman Year)
Chem 112 General Chemistry I 3____ Chem 112L Gen. Chem I Lab 1____ Math 123 Calculus I 4____ GE 130/130L Introduction to Engineering 2____ Engl 101 Composition I 3____ Hum/Soc. Sci. Elective 3____ PE Physical Education 1____ Total 17
Spring Semester (Freshman Year) Chem 114 General Chemistry II 3____ Math 125 Calculus II 4____ Phys 211 University Physics I 3____ MEM 120 Introduction to Mining and Sustainable Development 2____ PE Physical Education 1____ Hum/Soc. Sci. Elective 3____ Total 16
Fall Semester (Sophomore Year) Math 205 Mining & Management Math I (Calc II) 2____ Phys 213 University Physics II 3____ EM 216 Engineering Mechanics (Statics and Dynamics) 4____ MEM 201 Surveying for Mineral Engineers 2____ MEM 203 Introduction to Mine Health and Safety 1____ Engl 279 Technical Communications I 3____ Econ 201 Microeconomics 3____ Total 18
Spring Semester (Sophomore Year) Math 211 Mining & Management Math II (Diff Eq) 3____ GeoE 221/221L Geology for Engineers 3____ Engl 289 Technical Communications II 3____ Hum/Soc. Sci. Elective 3____ MEM 202 Materials Handling and Transportation 2____ MEM 204 Surface Mining Methods and Unit Operations 2____ Total 16
17
Figure 1-1 (cont)
Fall Semester (Junior Year) MEM 301 Computer Applications in Mining 2____ MEM 303 Underground Mining Methods and Equipment 2____ MEM 305 Introduction to Explosives Engineering 3____ EE 303 Circuits (for Mining) 3____ MEM 4XX Mining Technical Elective1 3____ MEM 307 Mineral Exploration and Geostatistics 3____ ATM 404 Atmospheric Thermo (for Mining) 2____ Total 18
Spring Semester (Junior Year) Geol 214L Mineralogy for Mining Engineers 1____ MEM 302 Mineral Economics and Finance 3____ MEM 304 Theoretical and Applied Rock Mechanics 4____ EM 328 Applied Fluid Mechanics 3____ IENG 366 Engineering Management 3____ Met 220 Mineral Processing and Resource Recovery 3____ Total 17
Fall Semester (Senior Year) Geol 341/341L Elementary Petrology 3____ BADM 407 International Business 3____ MEM 401 Theoretical and Applied Ventilation Engineering 4____ MEM 466 Mine Management 2____ Free Elective 2____ Hum/Soc. Sci. (Language) 4____ Total 18
Spring Semester (Senior) MEM 464 Mine Design and Feasibility Study 4____ Econ 304 Managerial Economics 3____ GeoE 322/322L Structural Geology 3____ MEM 405 Mine Permitting and Reclamation 3____ HRM 417 Human Resource Management 3____ Total 16 Grand Total 136 1 Elective chosen from the following list of approved mining or business courses: MEM 450/550 Rock Slope Stability CEE 346/346L Geotechnical Engineering CEE 447/547 Foundation Engineering CEE 474/574 Engineering Project management CEE 646 Stability of Soil and Rock Slopes GeoE 475/475L Ground Water BADM 350 Legal Environment of Business BADM 370 Marketing
18
G. Enrollment and Graduation Trends
The final five graduates from the old mining engineering program completed their
degrees in the years 2004 – 2006 as noted in Table 1-4. The first mining engineering
student graduated at the end of Summer 2007. The new mining engineering program had
no graduates in December of 2007, had three graduates in May of 2008, two graduates at
the end of Summer 2008, four graduates in December of 2008, and eight in May/Summer
of 2009 (Table 1-4). Thereafter, graduate numbers should maintain at between 12 and 20
per year (May + summer + December) for the foreseeable future. This estimate is based
upon the number of students in each class within the mining engineering program
(approximately 20 students per class), and ongoing efforts to recruit new students into the
program.
Mining engineering program enrollment trends for the past 5 years are presented in Table
1-3.1. Along with the mining engineering program enrollment trends, tables 1-3.2 and 1-
3.3 present enrollment trends for the College of Engineering and for SDSMT as a whole,
respectively, for the past 5 years. As can be observed from Table 1-3.1, the dramatic
increase in enrollment beginning in 2004 correlates nicely to the spot mineral commodity
prices which also took off beginning in 2004. The mining engineering faculty and
program director are working diligently to enlist mining companies as partners to provide
scholarships and other financial assistance and to insure that the program continues at the
high level of enrollment into the future beyond the surge in student numbers spurred by
the commodity Super Cycle which recently ended.
The fear of another crash in demand for mining engineering graduates due to the strong
downturn in most mineral commodity prices, similar to what happened in the early
1980s, has not yet materialized. With prices on many of the mineral commodities slowly
recovering, and with an aging population of mining engineers in industry, it appears a
strong demand for graduates will continue.
19
Table 1-3.1. (Mining Engineering Program) Enrollment Trends for Past Five Academic Years
Year 2003-2004
Year 2004-2005
Year 2005-2006
Year 2006-2007
Year 2007-2008
Fall 2008
Full-time Students Summer 0 0 0 0 0 0 Full-time Students Fall 7 20 38 53 58 72 Full-time Students Spring 6 22 34 55 68 0 Part-time Students summer 1 1 8 8 11 6 Part-time Students Fall 2 2 1 4 16 14 Part-time Students Spring 2 2 6 2 9 0 Student FTE summer1 0.7 0.5 1.9 2.8 3.1 1.8 Student FTE Fall1 7.7 20.8 40.0 56.1 67.9 78.5 Student FTE Spring1 6.4 23.2 37.6 57.3 76.4 0.0 Graduates2 2 0 3 0 3 9 1 FTE = Full-Time Equivalent Year (15 credits) 2 MEM + MinE
20
Table 1-3.2. Undergraduate Enrollment Trends for the College of Engineering (Engr + CSc) for the Past Five Academic Years
Year 2003-2004
Year 2004-2005
Year 2005-2006
Year 2006-2007
Year 2007-2008
Fall 2008
Full-time Students Summer 1 0 1 2 0 0 Full-time Students Fall 1314 1249 1256 1172 1201 1192 Full-time Students Spring 1171 1136 1124 1095 1107 0 Part-time Students summer 230 194 241 246 202 192 Part-time Students Fall 126 130 121 133 127 137 Part-time Students Spring 163 140 151 123 150 0 Student FTE summer1 66.8 56.4 70.5 74.0 56.9 54.3 Student FTE Fall11 1382.7 1306.9 1309.9 1247.0 1279.3 1274.0 Student FTE Spring1 1241.2 1198.4 1204.7 1166.8 1183.2 0.0 BS ENGR+CSC Degrees 188 185 194 182 177 85
1 FTE = Full-Time Equivalent Year (15 credits)
21
Table 1-3.3. Undergraduate Enrollment Trends for SDSM&T for the Past Five Academic Years
Year 2003-2004
Year 2004-2005
Year 2005-2006
Year 2006-2007
Year 2007-2008
Fall 2008
Full-time Students summer 2 0 1 4 1 0 Full-time Students Fall 1708 1564 1557 1404 1428 1428 Full-time Students Spring 1481 1423 1384 1292 1310 0 Part-time Students summer 419 432 497 450 422 422 Part-time Students Fall 473 561 544 518 494 481 Part-time Students Spring 529 600 536 476 482 0 Student FTE summer1 120.3 120.5 141.4 134.0 114.8 120.8 Student FTE Fall11 1892.4 1774.7 1761.3 1626.1 1646.0 1633.7 Student FTE Spring1 1676.9 1638.4 1603.0 1497.6 1514.6 0.0 Total BS Degrees 231 241 232 218 228 107
1 FTE = Full-Time Equivalent Year (15 credits)
22
Table 1-4. Program Graduates
Numerical Identifier
Year Matriculated
Year Graduated
Prior Degree(s) if Master Student
Certification/ Licensure
(If Applicable)
Initial or Current Employment/
Job Title/ Other Placement
1.
1999 2004
No
Mine Engineer, Kiewit Co. (Black Butte Coal), Rock Springs, WY
2.
2001 2004
No
Mine Engineer, Turquoise Ridge JV, Placer Dome, Winnemucca, NV
3. 2000 2005 No Unknown
4.
2001 2006
No Mine Engineer, Peabody Energy, Gillette, WY
5.
2001 2006
No Mine Engineer, Newmont Mining, Elko, NV
6.
2003 2007
No Mine Engineer, Wyodak Coal, Gillette, WY
7.
2005 2008
No Design Engineer, Maptek, Denver, CO
8.
2004 2008
No Mine Engineer, Foundation Coal, Gillette, WY
9.
2005 2008
No Mine Engineer, Granite Const., California
10.
2005 2008
No
Mine Engineer, Kiewit Co. (Decker Coal), Sheridan, WY
11.
2005 2008
No
Mine Engineer, Kiewit Co., Walnut Creek, TX
12.
2004 2008
No
Mine Engineer, Rio Tinto (Spring Creek), Gillette, WY
13.
2004 2008
No
Mine Engineer, Kiewit Co. (Black Butte Coal), Rock Springs, WY.
23
Table 1-4. Program Graduates, cont.
Numerical Identifier
Year Matriculated
Year Graduated
Prior Degree(s) if Master Student
Certification/ Licensure
(If Applicable)
Initial or Current Employment/
Job Title/ Other Placement
14.
2004 2008
N o
Mine Engineer, Westmorland Coal, Beulah, ND
15.
2004 2008
No
Plant Engineer, TAGGART Global, Pittsburgh, PA
16.
2004 2008
No
Mine Superintendent, Lyons Salt Co, Lyons, KS
17.
2005 2009
No
Construction Engineer, Kiewit Const., San Francisco, CA
18.
2004 2009
No
Mine Engineer, Peabody Energy, Gillette, WY
19.
2004 2009
No
Mine Engineer, Lafarge, Tulsa, OK
20.
2005 2009
No
Mine Engineer, Granite Const., Park City, UT
21. 2004 2009 No Mine Engineer, Barrick, Elko, NV
22.
2004 2009
No
U/G Mine Engineer, Newmont Mining, Elko, NV
23.
2005 2009
No
Mine Engineer, Peabody Energy, Gillette, WY
24.
2004 2009
No
Construction Engineer, Kiewit Const., Portland, OR
24
ABET Definition: Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve.
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
ABET definition: Assessment under this criterion is one or more processes that identify, collect, and prepare data to evaluate the achievement of program educational objectives.
ABET definition: Evaluation under this criterion is one or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which program educational objectives are being achieved, and results in decisions and actions to improve the program.
A. Mission Statement
A.1. SDSMT Mission, Vision and Goal/Strategic Initiatives/Statement of Purpose
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 premiere 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.
Strategic Initiatives
1. Reshape the Learning and Teaching Experience
.
2. Promote the Acquisition, Discovery, and Application of Knowledge
3. Engage and Serve the Broader Community
4. Prepare for Our Future as a National Player in Science and Engineering Education
and Research
25
Statement of Purpose
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.
.
Source: http://resources.sdsmt.edu/catalog/current-catalog.pdf
SDSMT 2008 – 2009 Undergraduate and Graduate Catalog, pg. 7.
A.2. Mining Engineering Department Mission and Vision Statements
Mining Engineering Mission Statement
The mission of the SDSMT Mining Engineering Department is:
.
To educate students from South Dakota and the Nation to become productive members, and leaders, of the mining profession and of society in general.
Mining Engineering Vision Statement
The vision of the SDSMT mining engineering program is as follows:
.
The new SDSMT Mining Engineering Program was derived from the old Mining Engineering Program, which had a solid history of providing quality mining engineers to education, government and industry. It is our goal to continue this tradition as well as well as provide a solid background in management to our graduates. Historically, our mining engineering graduates have been highly successful in their fields, and are in great demand. It is our vision to be recognized as a Premier Mining Engineering Program in the United States by our constituents. This includes offering a selection of courses which provide a well-rounded mining engineering education to the students; obtaining and utilizing state-of-the-art laboratory and research equipment; providing innovative leaders for the US mining industry; and providing opportunities for professional development to the faculty and students through
26
research, participation in professional meetings, and access to current literature and software. B. Program Educational Objectives
The mining engineering program’s objectives describe the expected accomplishments of
graduates during their first few years after graduation. The objectives of the mining
engineering program were established with participation of constituencies and are
consistent with the mission of South Dakota School of Mines and Technology as well as
with ABET accreditation criteria. The objectives of the program are published in the
university catalog and on the institution’s web site at http://sdmines.sdsmt.edu/mine.
The following educational objectives of the mining engineering program support the
mission of SDSMT:
Objective 1: Graduates from the mining engineering program will have the analytical, technical and mine design abilities necessary to work effectively in the field of mining engineering and will be informed of recent technical advances in the field. Objective 2: Graduates from the mining engineering program will be cognizant of societal issues and their role as future professional engineers working for the general benefit of society. C. Consistency of the Program Educational Objectives with the Mission of the Institution The mining engineering program was one of the original programs of the Dakota School
of Mines, which was established in 1885. As originally established, the Dakota School of
Mines was billed as “a school of technology” and offered courses leading to a Bachelor
of Science degree in Mining Engineering and Civil Engineering with an additional
curriculum entitled General Scientific Course. Initially the Mining Engineering
Department encompassed the disciplines of mining, metallurgy, and geology.
Consistent with SDSMT’s mission, the mining engineering program’s research,
scholarship, service and other creative activities have promoted minerals-related human
and economic development through the expansion of knowledge and its application in the
natural and applied sciences through provision of mining engineering graduates. The
program has historically graduated high-quality people who have become prominent in
27
the minerals industry, in academia, in government, and in consultancy. Consistent with
the School of Mine’s goal of being “recognized as the university-of-choice for
engineering and science within South Dakota and among our peer group of specialized
engineering and science universities,” the mining engineering program and its graduates
pursue excellence, serve South Dakota and others with distinction, and provide leadership
for constructive participation is a diverse, multicultural world. The program’s
Educational Objectives relate directly with the School’s Mission, Vision and Goal. The
past success of the school in general and the Mining Engineering Department in
particular is evidenced by the accomplishments of about 14,000 living alumni, a number
of whom hold senior executive positions.
D. Program Constituencies
Two broad groups of constituents have been identified by the faculty of the Mining
Engineering Department. They are considered “Major” and “Minor” constituents. The
mining engineering program’s major, or primary, constituents are those who have a direct
stake in the program’s final product—a well-rounded mining engineer graduate. Input
concerning the objectives of, and outcomes from, the program are obtained in various
ways. Mining engineering students provide their inputs via general student meetings, a
student Exit Survey administered to graduating seniors, and individual comments.
Industry and employers’ and supervisors’ inputs are obtained through periodic US Mail-
based or internet-based surveys of their perceptions of our interns and graduates, or
through discussions with employer representatives during such events as the Career Fair.
Minor, or secondary, constituents are those whose input we desire to receive, but whom
we do not formally survey. The exceptions are the SDSMT mining engineering alumni
and the Mining Engineering Industrial Advisory Board. Alumni inputs are obtained
through periodic email and web surveys and during events such as the SME Annual
Meeting and Exhibit, the Annual Conference on Explosives and Blasting Technique, the
MINExpo, and the annual Industrial Advisory Board meeting. The Industrial Advisory
Board is composed mainly of SDSMT alumni. Our constituents are listed below:
• Major Constituents
28
Our students
Employers of our graduates
Industry
• Minor Constituents
Parents of our students
SDSMT alumni
SDSMT “Community”
Mining engineering faculty
Our Industrial Advisory Board
E. Process for Establishing Program Educational Objectives
All of the significant constituencies, including alumni, employers, faculty members,
students, and the members of the mining program’s industrial advisory board, were
involved in developing the current mining engineering program objectives. The process
began in 2003, when the initial objectives were formally set by the mining faculty with a
significant amount of input from the mining industry, the industrial advisory board and
other constituencies, including local alumni. Some objectives and goals were adopted
from the old mining engineering program which was phased out in 2004. These
objectives and goals were reviewed during an initial cycle in 2004, after the South
Dakota Board of Regents formally approved this new program. The current objectives
include the latest input from the program’s industrial advisory board reflecting ongoing
changes in the mining industry. Where necessary, the curriculum was modified to reflect
those changes. Reviews of the objectives were performed in 2007 and 2009. The
process of establishing, reviewing, and updating program objectives and goals is as
follows:
1. Initial determination of objectives by mining engineering faculty;
2. Collecting input from constituent groups;
3. Review of objectives by mining engineering faculty;
4. Review by the program’s industrial advisory board (IAB);
5. Publishing the new objectives, if acceptable; and
29
6. Repeating the process, if necessary, to formulate clear, concise objectives.
The next three year process of reviewing and updating of program objectives and goals
will start in late 2009 after the new program’s first accreditation visit. The process will
include continuous monitoring of program objectives and ongoing review by mining
industry representatives (the program’s industrial advisory board meets twice a year) with
a formal major review every five years.
The success of meeting program objectives is measured through the evaluation of student
learning during their study and their performance after graduation. Program outcomes
are tied to program objectives. Therefore, the assessment of program outcomes is also
necessary, providing the direct and indirect input and supportive measurement of
achievement of objectives.
The three-year cycle for program educational objectives evaluation is shown in Table 2-
1. This table shows that the initial Educational Objectives were established in Year zero
(0), and various instruments of assessment were utilized in Years 1 – 3 to update or
improve the Educational Objectives in Year 4.
Table 2-1. Evaluation Cycle for Program Educational Objectives
Year 0 Year 1 (06-07)
Year 2 (07-08)
Year 3 (08 - 09)
Year 4
Fall Spring. Fall Spring. Fall Spring Establish Initial Course Outcomes
X
Engineering Design Assessment
X X X X X X X
Exit Surveys X X X X X X X Employers Survey X Alumni Survey X IAB Survey X X X Evaluation and Recommendations For Changes
X1 X2
Implement Changes
X
1 2007 initial review of objectives 2 2009 review of objectives and outcomes assessment in preparation for ABET review
30
F. Achievement of Program Educational Objectives
As mentioned previously, various assessment measures are used to determine whether the
program educational objectives are being met. These include exit surveys of graduating
seniors, alumni surveys and employer surveys (examples of the forms are included in
Appendix F). Exit surveys assess graduating mining engineering students, and therefore
are not as directly related to measuring the achievement of the program educational
objectives, but do give some insight into the students’ perception of them. Alumni
surveys seek feedback from graduates who have been working for a few to several years,
and the employer surveys gather information from those who employ or supervise mining
engineering graduates. Both of the latter are quite relevant to an assessment of the
achievement of the program educational objectives. Currently, the alumni surveys are
sent out each year to different cohorts; the employer surveys are also sent out each year to
the employers of recent mining engineering graduates.
The survey results are compiled, and the data are related to the program educational
objectives to determine the extent to which they are being met. The data are evaluated by
the mining engineering department chair and the results are shared with the mining
engineering program faculty and the mining engineering program’s Industrial Advisory
Board to obtain their input. Program strengths and potential weaknesses are identified.
Depending on the weakness identified, a course of action is determined and implemented.
This could simply involve the modification of a current course, or it could include the
addition of a new course with, possibly, the subsequent removal of an existing course
from the Mining engineering curriculum.
The current plan is for the senior Exit Survey to be administered to all mining
engineering seniors who are graduating at the end of the term. Summer graduates
complete the survey at the end of the Spring term. Since the beginning of the new mining
engineering program, alumni and employer surveys have been sent out to representative
employers or alumni at the end of each academic year. This was done to gather initial
baseline information on the objectives and student outcomes. It is planned to administer
the surveys to a select group of cohorts every three to five years in the future.
31
Senior Exit Survey
NOTE: The lower the number, the more the students agree with the query.
. Although the graduating seniors were not queried directly in the
senior exit survey about the mining engineering educational objectives, their responses to
six questions from the survey were tabulated and used as a proxy for the students’
impression of how well the mining engineering program is achieving its objectives.
Table 2-2 below summarizes the mining engineering graduating senior exit responses to
the six questions.
32
Table 2-2. Senior Exit Survey (Proxy) of Program Objectives
Graduate Competency Mining Engineering Senior Exit
Responses (1 = strongly agree, 5 = strongly disagree)
… gained an adequate knowledge of mathematics and physics and their application to engineering problems.
1.3753
… have learned to identify, formulate and solve engineering problems. 1.1253
… learned to analyze and design systems, components or processes in my field.
1.253
… gained an awareness of the impact of engineering activities in a global and societal context.
1.31253
… gained an awareness of how some contemporary issues are related to engineering.
1.43753
… aware that I will need to continue learning new information and methods in my professional career.
1.003
3 Meanings of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree
The results from the senior Exit Survey indicate that overall, the graduating seniors
believe that the program educational objectives are being achieved. In all cases tabulated
above, the seniors indicate they “Agree” to “Strongly Agree” with the statement. These
ratings by the graduating seniors indicate a high degree of satisfaction with the mining
engineering program and its ability to deliver on its stated mission, vision, and goals, and
it indicates the students’ perception that processes are in place to meet the program
educational objectives over the long term.
Not all that much can be gleaned from the graduating seniors’ comments sections of the
exit surveys. The comments—likes and dislikes, favorite and least favorite courses,
additional comments—are all over the place. Probably the single most pervasive
comment is concerning the perception that mining engineering is an easy degree. One
person agreed that it is; several disagreed with that perception.
33
Alumni Survey
. The Alumni Survey results are somewhat biased since alumni from both
the new mining engineering program and the old mining engineering program were
surveyed. Enough changes were made in the new program from the old program to
substantially differentiate the old from the new. Nevertheless, in order to get a good
sample, alumni from the old program were surveyed and included in the results. Results
from the Alumni Survey are tabulated below in Table 2-3.
Table 2-3. Alumni Survey of Mining Engineering Graduates and Program Objectives
Note: 1 means “excellent” and 5 means “poor”
Mining engineering Alumni Responses (1
= “Excellent” observation, 5 =
“Poor” observation)
1. Ability to conduct design in your field 1.57893,4,5
2. Knowledge of applicable computer-aided design programs 1.52633,4,5
3. Ability to conduct lab or field work 1.84213,4,5
4. Ability to present ideas and information in written and oral form 1.73683,4,5
5. Skills needed for effective teamwork 1.47373,4,5
6. Ability to use pertinent computer (besides design software) and communications technology 1.57893,4,5
7. Keeping up with new advances and other technical information in your field 1.68423,4,5
8. Awareness of the interaction, both positive and negative, between societal issues and the mining industry
1.89473,4,5
3 Defined above in Table 2-2
4 It appears that two (2) respondents had the ratings backwards (ie, they rated 1 as “low” and 5 as “high”)
5 A web-based survey package called “Survey Monkey” was used for some of the surveys. It appears that the form was set up incorrectly allowing ratings between 1 and 4 only instead of 1 and 5.
Questions 1, 2 and 7 in the survey were used as a proxy for Objective #1; Question 8 was
used as a proxy for Objective #2. Analysis of the results from the Alumni Survey
indicates the following related to the mining engineering program educational objectives:
34
• High positive response to Numbers 1, 2 and 7 in Table C-3 indicates that
the alumni believe Objective #1 is being met.
• The somewhat lower positive response, to Number 8 in Table C-3
indicates that the alumni believe Objective #2 is being met, but it still needs work.
In the survey, the alumni were asked “What other areas of knowledge, skills or
curriculum do you feel should have been emphasized in your education (either at SDSMT
or within the mining engineering program) in order to better prepare you for your first
job?” They were also invited to submit any additional comments. A brief summary of
the pertinent comments is listed below.
1) More geotechnical classes.
2) More Excel. More on draglines.
3) More financial analysis skills.
4) Excel. Production scheduling.
5) Project management.
6) Production scheduling/management.
7) Economics & operations planning.
8) Thermo & strengths.
9) Coal processing.
10) Short term planning re leaching.
11) Road design & mine planning.
12) Social communication/interaction.
13) More mining electives.
Employer Survey
Regrettably, the response rate for this survey was quite low with only seven surveys
returned. Nevertheless, additional surveys have been sent to employers and supervisors
. These surveys were submitted to company representatives who were
either directly supervising mining engineering graduates or who had interviewed current
students for permanent or summer work position. Most of the questions on the Employer
Survey related to the preparedness of the mining engineering graduates for employment
at the specific operation.
35
of mining engineering graduates from the mining engineering program and the data base
will continue to be built and analyzed.
Specifically, from the survey form, items numbered 2 and 5 (see Table 2-4) were
considered proxies for measuring the achievement of the educational objectives.
Additional comments from employers and supervisors of the recent SDSMT mining
engineering graduates include:
1) Add business and management courses; more mineral economics.
2) More computer aided design: block modeling, grids, AutoCAD & SurvCAD.
Assessment-Driven Revisions to the Mining Engineering Program Educational Objectives
Based upon review of all the survey data, it is clear that the mining engineering program
is achieving its two stated objectives. Furthermore, the objectives do not require major
revision at this time. From this assessment process, it appears that the mining
engineering program’s educational objectives meet the ABET definition; correspond
closely to and are not in conflict with the SDSMT mission, vision and goal; and are not at
this time in need of revision. However, as more survey results come in from the various
major constituents, the process of review of the program objectives will continue.
.
The comments in the surveys were very much oriented towards the respondent’s current
major occupation. That is, the underground people felt we needed more higher-level rock
mechanics and ventilation, the software people felt we needed more computer-aided
design, and the coal people felt they lacked adequate coal mining classes. Similarly,
graduating seniors had very strong likes and dislikes regarding the mining classes. An
example is Mining Economics: either they really liked it or they hated it, which is a
direct result of whether or not they caught on in class. Students who “get it” tend to
enjoy the class; the many students who don’t catch on hate it. There are very few in
between. Senior capstone mine design is another such course. The students who put in
the work to earn a decent grade really like it, no matter whether it is surface design or
underground design; the students who slide along dislike the class and get the strong
36
impression that their colleagues in the class resent their sliding along. Feedback from
student surveys at the end of the class do show that the hard workers resent the slackers.
One area of definite concern that was commented upon several times by the exiting
seniors and by alumni is the state of the mining engineering program’s labs, specifically
the rock mechanics and ventilation labs. Renovation and upgrading of the ventilation lab
is in progress, and should be completed by the end of 2009. Improvements to the rock
mechanics laboratory will be more difficult as a decent stiff load frame, and
accompanying equipment, is quite expensive. We will likely start a campaign to raise
much of the needed money from industry and alumni in 2010.
37
Table 2-4. Employer/Supervisor Survey of Mining Engineering Graduates and Program Objectives
Note Employers/Supervisors Responses (1 = Strongly
agree, 5 = Strongly disagree)
: 1 = Strongly agree 5 = Strongly disagree
1. SDS&T MEM graduates work well with others in a team environment. 1.42883,6
2. SDSMT MEM graduates are technically prepared for work in the mining industry. 1.42863,6
3. SDSMT MEM graduates write well and can express themselves properly on paper. 2.003,6
4. SDSMT MEM graduates can put together a good presentation and are comfortable making the presentation in front of others.
1.28573,6
5. SDSMT MEM graduates are receptive to continual learning of new knowledge or implementation of new ideas.
1.14293,6
6. SDSMT MEM graduates demonstrate a high degree of professional integrity and engineering ethics.
1.14293,6
7. SDSMT MEM graduates respond well to assigned tasks and complete them within the deadline.
1.42863,6
8. SDSMT MEM graduates are self-starters. 1.42863,6
3 Defined above in Table 2-2. 6 One (1) respondent had the numbers backwards.
38
ABET definition: Program outcomes are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program.
CRITERION 3. PROGRAM OUTCOMES
ABET definition: Assessment under this criterion is one or more processes that identify, collect, and prepare data to evaluate the achievement of program outcomes.
ABET definition: Evaluation under this criterion is one or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which program outcomes are being achieved, and results in decisions and actions to improve the program.
A. Process for Establishing and Revising Program Outcomes
The mining engineering program outcomes were originally established during the process
of writing the new program proposal which was submitted to the South Dakota Board of
Regents in late 2003. They were established with assistance from a new program
development consultant hired by SDSMT to put together the new program, along with the
help of the faculty of the old mining engineering program. They reviewed the ABET a-k
outcomes and devised the new program outcomes to correspond to the a-k outcomes.
Originally, seven outcomes for mining engineering were developed along with numerous
outcomes for management. This has since been revised into the current eleven outcomes
corresponding to the ABET a-k outcomes. These eleven outcomes stem from the two
program objectives and relate to the skills, knowledge and behaviors that the students
acquire by the time they graduate from the program. These eleven outcomes were the
end result of the first phase of review of program outcomes, completed in 2007, which
trimmed back the 17 original outcomes established by the consultant to a more
manageable eleven in line with ABET a-k Outcomes.
As part of the continuous improvement process, feedback from the various assessment
tools completed by students, alumni, industry/employers and the Industrial Advisory
Board are used to evaluate ABET Criterion 3 outcomes a-k and make revisions, as
necessary. The details of the assessment tools and the process for evaluating results and
making any necessary adjustments are described later.
B. Program Outcomes
From the above described process, the following ABET Criterion 3 outcomes (a-k) have
been adopted, with minor modifications, as the mining engineering program outcomes:
39
1. the ability to utilize advanced mathematics, general scientific principles,
and computer applications for solving practical engineering problems.
2. the ability to analyze and design systems, components, or processes
relevant to the mining engineering field.
3. the ability to identify, formulate, and solve engineering problems.
4. the ability to design and conduct experiments and/or field investigations;
and analyze and interpret data in their field of specialty.
5. the ability to work effectively in multi-disciplinary teams.
6. the ability to present technical information clearly in both oral and written
formats.
7. the ability to use modern engineering tools, software, and instrumentation
through hands-on experience relevant to the field of mining engineering.
8. an awareness of the impact of engineering solutions in a global and
societal context.
9. an awareness of contemporary issues and their relationship to mining
engineering.
10. an awareness of professional and ethical responsibilities.
11. the ability to engage in life-long learning in their field.
These are, as a minimum, the outcomes that all accredited engineering programs must
demonstrate that their graduates possess. The mining engineering program outcomes are
published on the mining engineering website at http://sdmines.sdsmt.edu/mine (site under
revision as of 5/15/09).
C. Relationship of Program Outcomes to Program Educational Objectives
The relationship of the program outcomes to the educational objectives is shown below.
The notation in the parenthesis following each outcome references the outcome to the
corresponding outcome in the ABET Engineering Criteria 2008-2009. It can be seen
from these two objectives and 11 outcomes that all EAC 2008 outcomes (a) through (k)
are covered by the program’s outcomes 1.1. through 2.4.
Objective 1: Graduates from the mining engineering program will have
the analytical and technical abilities necessary to work effectively in the
40
field of mining engineering and will be informed of recent technical
advances in the field.
Outcomes from Objective 1:
1.1. Graduates will have the ability to utilize advanced mathematics, general
scientific principles, and computer applications for solving practical
engineering problems. (Corresponds to EAC2008 Criterion a);
1.2. Graduates will have the ability to analyze and design systems, components, or
processes relevant to the mining engineering field. (Corresponds to EAC2008
Criterion c);
1.3. Graduates will have the ability to identify, formulate, and solve engineering
problems. (Corresponds to EAC2008 Criterion e);
1.4. Graduates will have the ability to design and conduct experiments and/or field
investigations; and analyze and interpret data in their field of specialty.
(Corresponds to EAC2008 Criterion b);
1.5. Graduates will have the ability to work effectively in multi-disciplinary teams.
(Corresponds to EAC2008 Criterion d);
1.6. Graduates will have the ability to present technical information clearly in both
oral and written formats. (Corresponds to EAC2008 Criterion g);
1.7. Graduates will have the ability to use modern engineering tools, software, and
instrumentation through hands-on experience relevant to the field of mining
engineering. (Corresponds to EAC2008 Criterion k);
Objective 2: Graduates from the mining engineering program will be
cognizant of societal issues and their role as future professional engineers
working for the general benefit of society.
Outcomes from Objective 2:
2.1. Graduates will have an awareness of the impact of engineering solutions in a
global and societal context. (Corresponds to EAC2008 Criterion h);
2.2. Graduates will have an awareness of contemporary issues and their
relationship to mining engineering. (Corresponds to EAC2008 Criterion j);
41
2.3. Graduates will have an awareness of professional and ethical responsibilities.
(Corresponds to EAC2008 Criterion f);
2.4. Graduates will have the ability to engage in life-long learning in their field.
(Corresponds to EAC2008 Criterion i);
Table 3-1 below maps the relationship of the ABET a-k outcomes to the mining
engineering program outcomes.
D. Relationship of Courses in the Curriculum to the Program Outcomes
The courses in the mining engineering curriculum have been mapped to demonstrate the
relationship of these courses to the program outcomes and, consequently, to the ABET a-
k outcomes in Table 3-1. This relationship of the course to the program outcomes is
tabulated below in Table 3-2. In Table 3-2 below, each outcome that is met in some
fashion (High, Medium or Low) by a course is denoted by the appropriate letter H, M or
L. This same relationship of a course to the various program outcomes is attached as a
Contribution Sheet to each mining engineering course syllabus included in Part A of
Appendix A. These “Levels of Emphasis” of ABET outcomes a-k and Program
Outcomes 1.1 – 2.4 were determined by each responsible professor of each mining
course. Where team teaching of a course is the norm (e.g. MEM 307) the level of
emphasis was determined by consultation with each contributing professor. The levels of
emphasis for non-mining engineering courses in the curriculum shown in Table 3-2 were
determined by the responsible professor for each out-of-department course.
42
Table 3-1. ABET a-k Outcomes vs. Program Outcomes
ABET a-k Outcomes Program Outcomes a) Ability to apply knowledge of mathematics, sciences, and engineering.
1.1. Graduates will have the ability to utilize advanced mathematics, general scientific principles, and computer applications for solving practical engineering problems.
b) Ability to design and conduct experiments as well as to analyze and interpret data
1.4. Graduates will have the ability to design and conduct experiments and/or field investigations; and analyze and interpret data in their field of specialty.
c) 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.
1.2. Graduates will have the ability to analyze and design systems, components, or processes relevant to the mining engineering field.
d) Ability to function on multi-disciplinary teams.
1.5. Graduates will have the ability to work effectively in multi-disciplinary teams.
e) Ability to identify, formulate, and solve engineering problems.
1.3. Graduates will have the ability to identify, formulate, and solve engineering problems.
f) Understanding of professional and ethical responsibility.
2.3. Graduates will have an awareness of professional and ethical responsibilities.
g) Ability to communicate effectively. 1.6. Graduates will have the ability to present technical information clearly in both oral and written formats.
h) Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
2.1. Graduates will have an awareness of the impact of engineering solutions in a global and societal context.
i) Recognition of the need for, and an ability to engage in life-long learning.
2.4. Graduates will have the ability to engage in life-long learning in their field.
j) Knowledge of contemporary issues. 2.2. Graduates will have an awareness of contemporary issues and their relationship to mining engineering.
k) Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
1.7. Graduates will have the ability to use modern engineering tools, software, and instrumentation through hands-on experience relevant to the field of mining engineering.
43
Table 3-2(a). Relationship of Courses in the Mining Engineering Program to ABET a-k Outcomes
ABET a-k Outcomes (and Associated MEM Program
Outcomes)
Courses in the MEM Curriculum
ME
M 1
20—
Intr
o. to
Min
ing
& S
usta
in D
evel
op.
ME
M 2
01—
Surv
eyin
g fo
r M
iner
al E
ngrs
.
ME
M 2
03—
Intr
o. to
Min
e H
ealth
& S
afet
y
ME
M 2
02—
Mat
’l H
andl
ing
&
Tran
spor
tatio
n
ME
M 2
04—
Surf
. Min
ing
Met
hods
. and
Uni
t Ops
.
ME
M 3
01—
Com
pute
r A
pps.
in M
inin
g
ME
M 3
03—
Und
ergr
ound
M
inin
g M
etho
ds &
Equ
ip.
ME
M 3
05—
Intr
o. to
Ex
plos
ives
Eng
r.
ME
M 3
07—
Min
eral
Exp
lor.
&
Geo
stat
s.
ME
M 3
02—
Min
eral
Eco
n. &
Fi
nanc
e
ME
M 3
04—
Theo
ret.
&
App
lied
Roc
k M
ach.
ME
M 4
XX
—(M
inin
g Te
chni
cal E
lect
ive)
ME
M 4
01—
Theo
ret.
&
App
lied
Ven
t. En
gr.
ME
M 4
66—
Min
e M
anag
emen
t
ME
M 4
64—
Min
e D
esig
n &
Fe
asib
ility
Stu
dy
ME
M 4
05—
Min
e Pe
rmitt
ing
& R
ecla
mat
ion
a) Ability to apply knowledge of mathematics, sciences, and engineering (1.1).
H H M H H M H M H H H
b) Ability to design and conduct experiments as well as to analyze and interpret data (1.4).
M M H H H M
c) 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 (1.2).
H M H H
d) Ability to function on multi-disciplinary teams (1.5). H H H H
e) Ability to identify, formulate, and solve engineering problems (1.3). H H H M H H H H H H H
H = High; M = Medium; L = Low
44
Table 3-2 (a). Relationship of Courses in the Mining Engineering Program to ABET a-k Outcomes, cont.
ABET a-k Outcomes (and Associated MEM Program Outcomes)
Courses in the MEM Curriculum
ME
M 1
20—
Intr
o. to
Min
ing
& S
usta
in D
evel
op.
ME
M 2
01—
Surv
eyin
g fo
r M
iner
al E
ngrs
.
ME
M 2
03—
Intr
o. to
Min
e H
ealth
& S
afet
y
ME
M 2
02—
Mat
’l H
andl
ing
&
Tran
spor
tatio
n
ME
M 2
04—
Surf
. Min
ing
Met
hods
. and
Uni
t Ops
.
ME
M 3
01—
Com
pute
r A
pps.
in M
inin
g
ME
M 3
03—
Und
ergr
ound
M
inin
g M
etho
ds &
Equ
ip.
ME
M 3
05—
Intr
o. to
Ex
plos
ives
Eng
r.
ME
M 3
07—
Min
eral
Exp
lor.
&
Geo
stat
s.
ME
M 3
02—
Min
eral
Eco
n. &
Fi
nanc
e
ME
M 3
04—
Theo
ret.
&
App
lied
Roc
k M
ach.
ME
M 4
XX
—(M
inin
g Te
chni
cal E
lect
ive)
ME
M 4
01—
Theo
ret.
&
App
lied
Ven
t. En
gr.
ME
M 4
66—
Min
e M
anag
emen
t
ME
M 4
64—
Min
e D
esig
n &
Fe
asib
ility
Stu
dy
ME
M 4
05—
Min
e Pe
rmitt
ing
& R
ecla
mat
ion
f) Understanding of professional and ethical responsibility (2.3). M M M M H
g) Ability to communicate effectively (1.6). L L M M H H M
h) Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (2.1).
H M H M H
i) Recognition of the need for, and an ability to engage in life-long learning (2.4).
H M H M
j) Knowledge of contemporary issues (2.2). M M H H
k) Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice (1.7).
H M H H H M H H H H H
H = High; M = Medium; L = Low
45
Table 3-2(b). Relationship of Pertinent Non-MEM Courses in the Mining Engineering Program to ABET a-k Outcomes.
ABET a-k Outcomes (and Associated MEM Program Outcomes)
Courses in the MEM Curriculum
Che
m 1
12/1
12L
– G
ener
al
Ch
i I
& G
Ch
Lb
Che
m 1
14 –
Gen
eral
C
hem
istr
y II
Mat
h 12
3 –
Cal
culu
s I
Mat
h 12
5 –
Cal
culu
s II
Phys
211
/211
A –
Uni
vers
ity
Phys
ics I
Mat
h 20
5 –
Min
ing
and
Man
agem
ent M
ath
I M
ath
211
– M
inin
g an
d M
anag
emen
t Mat
h II
Phys
213
/213
A
EM 2
16 –
Eng
inee
ring
Mec
h (S
tat i
cs &
Dyn
amic
s)
GEO
E 22
1/22
1L –
Geo
logy
for
Engi
neer
s
EE 3
03 –
Cir
cuits
(for
MEM
)
EM 3
28 –
App
lied
Flui
d M
echa
nics
ATM
404
– A
tmos
pher
ic
Ther
mod
ynam
ics
Geo
l 214
L –
Min
. & C
ryst
. for
M
EM
Met
220
– M
iner
al P
roce
ssin
g &
Res
ourc
e R
ecov
.
Geo
l 341
/341
L –
Elem
enta
ry
Petr
olog
y
Geo
E 32
2/32
2L –
Str
uctu
ral
Geo
logy
a) Ability to apply knowledge of mathematics, sciences, and engineering (1.1).
H H H H H H H H H M H H H M M M M
b) Ability to design and conduct experiments as well as to analyze and interpret data (1.4).
M M M L M
c) 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 (1.2).
M M L
d) Ability to function on multi-disciplinary teams (1.5). H L L M M L L
e) Ability to identify, formulate, and solve engineering problems (1.3).
M H M H H
H = High; M = Medium; L = Low
46
Table 3-2 (b). Relationship of Pertinent Non-MEM Courses in the Mining Engineering Program to ABET a-k Outcomes, cont.
ABET a-k Outcomes (and Associated MEM Program
Outcomes)
Courses in the MEM Curriculum
Che
m 1
12/1
12L
– G
ener
al
Ch
i I
& G
Ch
Lb
Che
m 1
14 –
Gen
eral
C
hem
istr
y II
Mat
h 12
3 –
Cal
culu
s I
Mat
h 12
5 –
Cal
culu
s II
Phys
211
/211
A –
Uni
vers
ity
Phys
ics I
Mat
h 20
5 –
Min
ing
and
Man
agem
ent M
ath
I M
ath
211
– M
inin
g an
d M
anag
emen
t Mat
h II
Phys
213
/213
A
EM 2
16 –
Eng
inee
ring
Mec
h (S
tat i
cs &
Dyn
amic
s)
GEO
E 22
1/22
1L –
Geo
logy
for
Engi
neer
s
EE 3
03 –
Cir
cuits
(for
MEM
)
EM 3
28 –
App
lied
Flui
d M
echa
nics
ATM
404
– A
tmos
pher
ic
Ther
mod
ynam
ics
Geo
l 214
L –
Min
. & C
ryst
. for
M
EM
Met
220
– M
iner
al P
roce
ssin
g &
Res
ourc
e R
ecov
.
Geo
l 341
/341
L –
Elem
enta
ry
Petr
olog
y
Geo
E 32
2/32
2L –
Str
uctu
ral
Geo
logy
f) Understanding of professional and ethical responsibility (2.3).
M
g) Ability to communicate effectively (1.6). M L L M L L
h) Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (2.1).
L
i) Recognition of the need for, and an ability to engage in life-long learning (2.4).
L M
j) Knowledge of contemporary issues (2.2). L
k) Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice (1.7).
M M M M M M M H H M H
H = High; M = Medium; L = Low
47
E. Documentation
Display materials are comprised of one portfolio (3-ring binder) for each required mining
engineering course and one portfolio (3-ring binder) for each program outcome. All of
the folders will be clearly marked and available for inspection during the ABET visit.
The Course Portfolio serves as an internal assessment for each course, documenting
whether or not each student is meeting the program outcomes. Each course has a 3-ring
binder containing, at least:
1) A course syllabus which contains thereon, at a minimum:
• Course number, title and credits
• Catalog description and prerequisites
• Text book(s) and additional references or materials
• Class coordinator/instructor, office number, office phone number and e-
mail contact. Additionally, class assistants (TAs) may be listed.
• Course requirements, including important classroom policies
• Course objectives and anticipated outcomes
• Topics to be covered during the term in the course
• Other important School of Mines policies, such as the ADA Policy,
Freedom in Learning Statement, Electronic Devices Policy, etc.
• Statistics content and design content
• Name of person preparing the syllabus and date of preparation or update
2) A copy of pertinent course materials, such as printouts of PowerPoint slides,
copies of lecture notes, videos, professional and/or topical papers, and the like.
3) Samples of student work: exams, papers and homework assignments. In most
cases, two (2) samples of very good work, two (2) samples of average work, and
two (2) samples of below-average work
4) A copy of Table 3-2 with the course and its relationship to Outcomes 1.1-2.4
highlighted and a copy of the Course Contribution Sheet, which details the course
will be included for each type of course
assessment material. In most cases, the professor’s solution will also be included.
48
contribution towards meeting the requirements of Criterion 5, Criterion 9, and
Criterion 3.
The Program Outcome Portfolios contain the materials used to document and evaluate the
program outcomes per Section F below. An Outcome Portfolio was prepared for each of
the 11 a-k program outcomes, and they will be available for review during the ABET
visit. Each Outcome Portfolio contains the following:
1) A copy of the specific Program Outcome (e.g., Outcome 1.1) as adopted
by the Mining engineering Program.
2) Samples of materials used for the various course-based assessments.
3) A summary of the assessment results for each assessment method.
4) The assessment results for each outcome.
5) Any initial recommendations of actions as a result of the assessment.
F. Achievement of Program Outcomes A detailed strategy has been devised by the mining engineering program to assess the
students’ attainment of each of the 11 outcomes. Detailed below are the 11 outcomes
along with Implementation Strategies, Assessment Plan, Assessment Results, and Level
of Achievement
Outcome 1.1: Graduates will have the ability to utilize advanced mathematics, general scientific principles, and computer applications for solving practical engineering problems.
for each. It must be noted that this is a dynamic process developed over
the past few years and that the strategies and plan for each outcome will change from
year-to-year as the results are analyzed and improvements are implemented.
Three strategies were implemented to ensure the use of mathematics, physics, chemistry,
and computer applications in furtherance of Outcome 1.1. The mining engineering
curriculum includes required courses in mathematics, physics, chemistry and basic
general engineering (computer applications).
Implementation Strategies
49
1. Mining engineering students are required to take 27 credits of mathematics,
physics and chemistry as part of their basic math and sciences curriculum. The
mathematics requirement includes 10 credits of calculus, 3 credits of differential
equations and 1 credit of statistics (taught as MEM 307). The physics and chemistry
requirements are 6 credits of calculus-based physics and 7 credits of university-level
chemistry, respectively. The physics and chemistry all include hands-on laboratories.
Computer applications including computer-aided design, computer-aided problem
solving, basic computer software, and professional computer software are introduced in
several engineering courses (e.g. GE 130, MEM 301, MEM 307, MEM 464).
2. Numerous engineering and mining engineering courses utilize the material from
the required courses in mathematics, chemistry, physics and computer applications,
including:
• EM 216 (Statics & Dynamics)
• MEM 201 (Surveying)
• MEM 202 (Materials Handling)
• MEM 307 (Geostatistics)
• MEM 304 (Rock Mechanics)
• EM 328 (Fluid Mechanics)
• GeoE 322 (Structural Geology)
• MEM 401 (Ventilation)
• EE 392 (Electrical Engineering for MEM)
• MEM 464 (Design)
3. The basic lower-division courses in mathematics, physics and chemistry are
taught by the appropriate departments with the exception of one credit of statistics taught
in MEM 307. Their content is relatively standardized and subject to articulation
agreements with many other colleges and universities for transfer credits. Two of the
mathematics courses (Calculus III and Differential Equations) have been modified
specifically for the mining engineering program and are taught by the Mathematics
Department as Math 205 and Math 221, respectively.
50
Three assessment methods were chosen to assess the ability of MEM students with
respect to Outcome 1.1:
Assessment Plan
1. Advising and Transcript Audit
• Near the end of each semester, each student is encouraged to meet with his
advisor to review his status and to plan his curriculum for the coming semester.
During this process, deficiencies in mathematics, chemistry, physics and
computer applications are noted and a plan is formulated for the student to get
back on track.
. Multiple levels of advising ensure that the
mathematics classes, physics classes, chemistry classes and basic computer applications
class are completed prior to graduation.
• During the student’s last semester in residency before graduation, a degree
check is completed for the student by his advisor. This degree audit is performed,
by School of Mines rules, to assure that the student has completed all
requirements for graduation. This check, once completed, is sent to Academic
and Enrollment Services with a recommendation for, or against, graduation.
2. Course-Based Assessment
3.
. Certain work by the students performed in four
mining engineering courses were evaluated for Outcome 1.1. The courses are: MEM
301 (Computer Applications in Mining), MEM 304 (Theoretical and Applied Rock
Mechanics), MEM 307 (Mineral Exploration and Geostatistics), and MEM 401
(Theoretical and Applied Ventilation Engineering).
Student Exit Survey
. Each graduating senior completes an Exit Survey during the
last week of classes during his final semester in full-time residency.
51
Assessment Results Table 3.F.1: Assessment Results of Outcome 1.1. “Graduates will have the ability to utilize advanced mathematics, general scientific principles, and computer applications for solving practical engineering problems.” (Corresponds to EAC2008 Criterion a).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Advising and Transcript Audit
Students pass required courses in mathematics, chemistry and physics.
All courses passed satisfactorily.
Verified by student’s advisor.
Course-Based Assessments
Students are able to use spreadsheet fit a high-order polynomial to engineering data.
301 70% or better.2 72% avg. 13/17 achieved
Students are able to use professional mining software to generate Mohr-Coulomb Failure Criteria and determine the parameters of linear and non-linear strength envelopes for rock from rock strength data.
304 70% or better.2 90.9% avg. 26/27 achieved
Students can solve geostatistical distance/variance relationship for unknown grade at a point.
307 70% or better.2 100% achieved. “B” avg.
Students understand, and can apply, the Hardy-Cross Method of approximation.
401 60% or better.1 67% avg. 8/10 achieved
52
Table 3.F.1: Assessment Results of Outcome 1.1 (cont). Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Student Exit Survey
I have gained an adequate knowledge of mathematics and physics and their application to engineering problems.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.375/53
I have learned to use computers to solve engineering problems.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.0625/53
1 At least 60% of the students attain at least the minimum passing grade of “D” on the representative assignment.
2 At least 70% of the students receive at least the minimum acceptable grade of “C” on the representative assignment.
3 Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree
5 = 0% agree
Level Of Achievement of Outcome 1.1
Evidence of the level of achievement for Outcome 1.1 is compiled in a separate
portfolio (3-ring binder), and will be available to the ABET evaluator at the time of
the evaluation.
Based upon the results of the assessment as summarized in Table 3.F.1, mining
engineering students have achieved the ability to utilize advanced mathematics,
general scientific principles, and computer applications for solving practical
engineering problems by the time they graduate. No additional actions are
recommended at this time with regard to Outcome 1.1.
Outcome 1.2: Graduates will have the ability to analyze and design systems, components, or processes relevant to the mining engineering field.
Implementation Strategies
53
Three strategies were implemented to ensure the students demonstrate the ability to
analyze and design systems, components, or processes relevant to the mining field in
furtherance of Outcome 1.2.
1. The mining engineering curriculum ensures that students receive a broad-based
education in mining engineering. Numerous mining courses and outside-the-department
courses provide the foundation for the later courses with significant design content.
These foundation courses include MEM 120 (Introduction to Mining and Sustainable
Development), MEM 202 (Materials Handling and Transportation), MEM 204 (Surface
Mining Methods and Unit Operations), MEM 303 (Underground Mining Methods and
Equipment), MET 220 (Mineral Processing), and the Geology/GeolE courses. These
courses must be taken by the student prior to taking the final, capstone design course.
2. In addition to the foundation mining and outside-the-department courses,
significant design content is included in numerous upper-level mining courses, including
MEM 304 (Theoretical and Applied Rock Mechanics), MEM 305 (Introduction to
Explosives Engineering), MEM 401 (Theoretical and Applied Ventilation Engineering),
and MEM 464 (Mine Design and Feasibility Study).
3. Senior Capstone Design: All mining engineering students are required to
complete satisfactorily a capstone senior design project and present the results of that
project to the mining engineering faculty, any guests, and their peers. Depending on the
instructor and/or the number of students registered in the course, the students may each
be required to submit a design project, or they may be assigned teams. To insure that the
students are aware of real-world project constraints, they are required to discuss
extensively, but not exclusively, the following: reserves, strip ratio, grade estimates, cut-
off grade determination, sequencing and scheduling, equipment selection, economics,
sustainability and mineland reclamation, process selection and basic design, haulroad
design and layout, waste disposal, and water management; the underground mining
project will additionally include elements such as: ground control, stope design, and
ventilation design. The capstone design project is evaluated based upon the written
project design and the oral presentation.
54
Assessment Plan
Five assessment methods were chosen to assess the ability of MEM students with respect
to Outcome 1.2:
1. Advising and Transcript Audit. A transcript audit is performed by the student’s
advisor during the last semester prior to his graduation to ensure that the student has
taken the required courses that demonstrate his ability to analyze and design systems,
components, or processes relevant to the mining engineering field. The advisor also
checks to make sure that the student has taken the requisite engineering science and
engineering design credits.
2. Course-Based Assessments. Student performance in three courses with a
significant design component were assessed for this outcome (MEM 305—Introduction
to Explosives Engineering, MEM 401—Theoretical and Applied Ventilation
Engineering, and MEM 464—Mine Design and Feasibility Study).
3. Student Exit Survey. Each graduating senior completes an Exit Survey during the
last week of classes during his final semester in full-time residency.
4. Evaluation of the Senior Design Project. Each student’s final senior design
project is evaluated by the course instructor with input from the other faculty. The
project is evaluated for design content and feasibility.
5. Alumni Survey. The response of recent alumni to our survey are analyzed.
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Assessment Results Table 3.F.2: Assessment Results of Outcome 1.2. “Graduates will have the ability to analyze and design systems, components, or processes relevant to the mining engineering field.” (Corresponds to EAC2008 Criterion c).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Advising and Transcript Audit
Students pass required courses to satisfy this criterion.
All courses passed satisfactorily.
Verified by student’s advisor.
Course-Based Assessments
Student is able to design a typical quarry blast.
305 70% or better.2 14/15 achieved this
Student is able to design and analyze a simple ventilation network.
401 60% or better.1 75% avg. 8/10 achieved
Students are able to design a mining system.
464 70% or better.2 9/10 achieved this
Student Exit Survey
I have learned to analyze and design systems, components or processes in my field.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.25/53
Evaluation of Senior Design Project
The senior design project is rated based upon design content for the purpose of this outcome.
“C or better final grade.
9/10 achieved a “C” or better
Alumni Survey Answer to the Survey Question: “How well do you feel you rate on these attributes.....(1) Ability to conduct design in your field”
1.5789/53
1 At least 60% of the students attain at least the minimum passing grade of “D” on the representative assignment.
2 At least 70% of the students receive at least the minimum acceptable grade of “C” on the representative assignment.
3 Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree
5 = 0% agree
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Level Of Achievement of Outcome 1.2
Evidence of the level of achievement for Outcome 1.2 is compiled in a separate
portfolio (3-ring binder), and will be available to the ABET evaluator at the time of
the evaluation.
What is most noticeable in Table 3.F.2 is the significant disparity between the
average response of graduating seniors from the Student Exit Survey (Result = 1.25)
and that of the alumni from the Alumni Survey (Result = 1.5789). This signifies that
93.75% of the graduating seniors believe they “have the ability to analyze and design
systems, components, or processes relevant to the mining engineering field”;
whereas, only 85.53% of the alumni believe likewise of themselves.
Based upon the results of the assessment as summarized in Table 3.F.2, mining
engineering students have achieved the ability to analyze and design systems,
components, or processes relevant to the mining engineering field. No additional
actions are recommended at this time with regards to Outcome 1.2.
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Outcome 1.3: Graduates will have the ability to identify, formulate, and solve engineering problems.
Implementation Strategies
Three strategies were implemented to ensure that students demonstrated the ability to
identify, formulate and solve engineering problems, as required by Outcome 1.3.
1. Assignment of Engineering Problems. Students are required to identify,
formulate and solve engineering problems throughout their curriculum. Practical
engineering homework problems are assigned in almost all levels of courses, both
required and elective. The required mining engineering courses in which significant
engineering problems are assigned include, but are not limited to, the following:
• MEM 201 (Mine Surveying)
• MEM 202 (Materials Handling)
• MEM 301 (Computer Applications)
• MEM 304 (Rock Mechanics)
• MEM 305 (Explosives Engineering)
• MEM 401 (Ventilation)
2. Assignment of Open-ended Laboratory Projects. Open-ended laboratory projects
that involve the solution of engineering problems occur in these required mining
engineering courses:
• MEM 201 (Mine Surveying)
• MEM 202 (Materials Handling)
• MEM 301 (Computer Applications)
• MEM 304 (Rock Mechanics)
• MEM 401 (Ventilation)
3. Senior Design Project. All mining engineering students are required to complete
a senior-level capstone design project course (MEM 464—Mine Design and Feasibility
Study), which results in the successful design of an entire mining project. The faculty
closely supervises all activities of the final design project.
58
Assessment Plan
Three assessment methods were chosen to assess the ability of engineering students with
respect to Outcome 1.3:
1. Graduation Transcript Audit. A transcript audit is performed by the student’s advisor
during the last semester prior to his graduation to ensure that the student has taken the
required courses that include the ability to identify, formulate and solve engineering
problems.
2. Course-Based Assessment. We evaluated student performance in MEM 201
(Surveying for Mineral Engineers), MEM 202 (Materials Handling and Transportation),
MEM 304 (Theoretical and Applied Rock Mechanics), and MEM 305 (Introduction to
Explosives Engineering) for this outcome.
3. Student Exit Survey. Each graduating senior completes an Exit Survey during the last
week of classes during his final semester in full-time residency.
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Assessment Results Table 3.F.3: Assessment Results of Outcome 1.3. “Graduates will have the ability to identify, formulate, and solve engineering problems.” (Corresponds to EAC2008 Criterion e).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Advising and Transcript Audit
Students pass required engineering courses, including senior capstone design.
All courses passed satisfactorily.
Verified by student’s advisor.
Course-Based Assessments
Students are able to make the required final map from survey data.
201 60% or better.1 100% achieved 88% avg.
Students can select proper mining equipment based upon given information.
202 60% or better.1 90% achieve
Students are able to use professional mining software to generate a 3-D digital model from field or map data.
301 60% or better.1 77% avg. 14/17 (82%) achieved.
Students are able to perform the stability analysis of surface or underground engineering structure to be constructed in rock.
304 60% or better.1 79% avg. 24/27 achieved
Students can do a Powder Factor blast design.
305 70% or better.2 77% avg. 14/15 achieved
Student Exit Survey
I have learned to identify, formulate and solve engineering problems.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.125/53
1 At least 60% of the students attain at least the minimum passing grade of “D” on the representative assignment.
2 At least 70% of the students receive at least the minimum acceptable grade of “C” on the representative assignment.
3 Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree
5 = 0% agree
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Level Of Achievement of Outcome 1.3
Evidence of the level of achievement for Outcome 1.3 is compiled in a separate
portfolio (3-ring binder), and will be available to the ABET evaluator at the time of
the evaluation.
Based upon the metrics chosen to assess achievement of Outcome 1.3, it is evident
that the students have gained the ability to identify, formulate, and solve engineering
problems by the time they graduate. Therefore, no additional actions are
recommended at this time with regards to Outcome 1.3.
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Outcome 1.4: Graduates will have the ability to design and conduct experiments and/or field investigations; and analyze and interpret data in their field of specialty.
Implementation Strategies
Two strategies were implemented to ensure that students demonstrated the ability to
design and conduct experiments and/or field investigations, and interpret and analyze
data, as required by Outcome 1.4.
1. Completion of 1 Laboratory Credit in Chemistry and 2 Laboratory Credits in
Geology. Students are required to complete science courses in Chemistry (CHEM
112, 112L and 114), Physics (PHYS 211 and 213) and Geology (GEOL 214L,
341 and 341L) which include laboratories (CHEM 112L, GEOL 214L and GEOL
341L).
2. Completion of Laboratory Credits in Mining Engineering. Students are required
to complete a minimum of 5 credits (in 4 courses) of mining engineering
laboratories in which they conduct experiments or analyze and interpret data.
• MEM 201L (Surveying for Mineral Engineers; 2 lab cr.)
• MEM 301L (Computer Applications in Mining; 1 lab cr.)
• MEM 304L (Theoretical and Applied Rock Mechanics; 1 lab cr.)
• MEM 401L (Theoretical and Applied Ventilation; 1 lab cr.)
Assessment Plan
Three assessment methods were chosen to assess the ability of mining engineering
students with respect to Outcome 1.4:
1. Advising and Transcript Audit. Advising and transcript audit ensures that
students have demonstrated the ability to conduct experiments and/or field
investigations, and interpret and analyze data.
• Student Advising. Students are encouraged to meet each semester with
their advisor to ensure that students take and pass the courses in the
mining engineering sequence which develop the ability to design and
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conduct experiments and/or field investigations, and analyze and interpret
data in their field of specialty.
• Transcript Audit. The mining engineering faculty audit the transcripts of
every student every semester to ensure that students have completed
appropriate prerequisite courses, including laboratory courses, before
being allowed to take other engineering courses that depend upon these
courses. Students attempting to enroll in an engineering course without the
necessary prerequisites are disallowed registration into it by WebAdvisor.
• Graduation Audit. A transcript audit is performed by the student’s advisor
during the last semester prior to his graduation.
2. Course-based Assessment. Student performance is evaluated in two courses:
MEM 304L (Rock Mechanics) and MEM 401L (Ventilation)
3. Student Exit Survey. Each graduating senior completes an Exit Survey during the
last week of classes during his final semester in full-time residency.
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Assessment Results
Table 3.F.4: Assessment Results of Outcome 1.4. “Graduates will have the ability to design and conduct experiments and/or field investigations; and analyze and interpret data in their field of specialty.” (Corresponds to EAC2008 Criterion b).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Advising and Transcript Audit
Students pass required courses in mathematics, chemistry and physics.
All courses passed satisfactorily.
Verified by student’s advisor.
Course-Based Assessments
Student is able to follow instructions and conduct an experiment.
304L 70% or better.2 92% avg; 100% can do this
Student is able to acquire, analyze and interpret data.
304L 70% or better.2 92% avg; 100% can do this
Student is able to acquire, analyze and interpret data.
401L 60% or better.1 89% avg. 8/10 achieved
Student Exit Survey
I have learned to design and conduct experiments.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.0625/53
I have learned to analyze and interpret experimental data.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.1875/53
1 At least 60% of the students attain at least the minimum passing grade of “D” on the representative assignment.
2 At least 70% of the students receive at least the minimum acceptable grade of “C” on the representative assignment.
3 Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree
5 = 0% agree
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Level Of Achievement of Outcome 1.4
All the metrics indicate that our graduates have achieved Outcome 1.4; the ability to
design and conduct experiments and/or field investigations, and analyze and interpret
data in their field of specialty. Additionally, the students agree, at the time of
graduation, that they have achieved this outcome. No action is required at this time.
Outcome 1.5: Graduates will have the ability to work effectively in multi-disciplinary teams. Implementation Strategies
Three strategies were implemented to ensure that students demonstrated the ability to
work effectively in multi-disciplinary teams, as required by Outcome 1.5.
1. Completion of Laboratory and Recitation Courses. Certain courses within the
Mining Engineering curriculum require that the students work together in groups,
both in experimentation and in writing the reports and presenting the results.
These courses include:
• MEM 201 (Surveying for Mineral Engineers)
• MEM 302 (Computer Applications in Mining)
• MEM 304 (Theoretical and Applied Rock Mechanics)
• MEM 401 (Theoretical and Applied Ventilation Engineering)
Students are also required to work together in outside-the-department courses
such as GeoE 221 (Geology for Engineers) and GeolE 322 (Structural Geology).
2. Completion of MEM 464 (Mine Design and Feasibility Study) Senior Capstone
Design Project. All mining engineering students are required to take MEM 464
(Mine Design and Feasibility Study), which forms the culminating design
experience of their mining engineering education. The design project requires
that the students assemble themselves into teams of three to five students with
individual students taking the lead in the design of aspects of the project (NOTE:
Depending on the number of students in the class and the instructor, students may
be required to submit an individual project).
65
3. Encouragement of Study and Homework Groups. Students are encouraged to
work in groups for homework and for study. To promote this activity, the Mining
Engineering Department, and specifically the South Dakota School of Mines and
Technology, has created several facilities in which students may interact:
• The MI Building D&C Lounge. The D&C Lounge is furnished with tables
and chairs, comfortable chairs and chaise lounges to encourage students to
interact, relax, or work in groups. This room has become a second home to
many students doing homework, writing laboratory reports and preparing for
exams.
• Maptek Advanced Design Laboratory (MI 223/225). The Maptek Design
Laboratory is a mid-sized room with modern computing facilities to
encourage group interaction during the capstone design process. When this
room is not being used for classes, it is possible to find many students
working therein.
Assessment Plan
Four assessment methods were chosen to assess the ability of engineering students with
respect to Outcome 1.5:
1. Advising and Transcript Audit. Advising and transcript audit ensures that students
have demonstrated the ability to work effectively in multi-disciplinary teams.
• Student advising. The students are encouraged to meet each semester with their
advisor to ensure that students understand the prerequisite structure of the
curriculum, which requires them to take lower-level courses in which they work
in multi-disciplinary teams (e.g. MEM 201) before being allowed to enroll in
upper-level courses.
• Transcript audit. The Academic and Enrollment Services office audits
transcript of every student every semester to ensure that students have
completed appropriate prerequisite courses before being allowed to take other
engineering courses that depend upon these courses. Students attempting to
66
enroll in engineering courses without the necessary prerequisites are not
allowed to register for them without proper clearance.
• Graduation audit. A transcript audit is performed by the student’s advisor during
the last semester prior to his graduation to ensure that the student has taken the
required courses that include having worked effectively in multi-disciplinary
teams.
2. Course-Based Assessment. Student performance with respect to teamwork is
evaluated in three courses: MEM 201 (Surveying for Mineral Engineers), MEM 304
(Theoretical and Applied Rock Mechanics), and MEM 464 (Mine Design and
Feasibility Study).
3. Student Exit Survey. Each graduating senior completes an Exit Survey during the last
week of classes during his final semester in full-time residency.
4. Alumni Surveys. The responses of recent alumni to our survey are analyzed.
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Assessment Results
Table 3.F.5: Assessment Results of Outcome 1.5. “Graduates will have the ability to work effectively in multi-disciplinary teams.” (Corresponds to EAC2008 Criterion d).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Advising and Transcript Audit
Students pass required courses with at least minimum acceptable grade.
All courses passed satisfactorily.
Verified by student’s advisor.
Course-Based Assessments
Students work as a survey team to develop a satisfactory final survey project.
201 60% or better.1
100% achieve
Students are able to perform experiment management in a small group setup.
304 70% or better.2
(Lab 5) 90% avg 26/27 achieve
Students are able to perform project management as a design team. Or, students work together as a multi-disciplinary team to develop a satisfactory mine design final project.
464 70% or better.2 9/10 achieve. 1 non-particip.
Student Exit Survey
I have learned to work with others on group projects.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.4375/53
I am comfortable dealing with others whose training and expertise are different from my own.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.3125/53
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Table 3.F.5: Assessment Results of Outcome 1.5 (cont). Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Alumni Survey Answer to the Survey Question: “How well do you feel you rate on these attributes.....(5) Skills needed for effective teamwork”
1.4737/53
1 At least 60% of the students attain at least the minimum passing grade of “D” on the representative assignment.
2 At least 70% of the students receive at least the minimum acceptable grade of “C” on the representative assignment.
3 Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree
5 = 0% agree
Level Of Achievement of Outcome 1.5
Evidence of the level of achievement for Outcome 1.5 is compiled in a separate portfolio
(3-ring binder), and will be available to the ABET evaluator at the time of the evaluation.
A point of note was evident in the comments section of the Student Exit Surveys: the
students enjoyed the teaming experience and learned much from the interaction.
However, all students who were teamed with an “underachiever” (i.e., someone who did
not pull his/her weight) demanded a method of student-student evaluation. They were
extremely disappointed in the grading process when these “underachievers” were allowed
to pass the course based upon other grades in other assignments in the course. An
effective method of student-student evaluation, which also needs to be incorporated into
the grade for the course, needs to be developed.
Outcome 1.6: Graduates will have the ability to present technical information clearly in both oral and written formats.
Implementation Strategies
Three strategies were implemented to ensure that students demonstrated the ability to
present technical information clearly in both oral and written formats, as required by
Outcome 1.6.
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1. Completion of Written Reports. Students write and submit formal reports in a
number of required mining engineering courses, such as:
• MEM 405 (Mine Permitting and Reclamation)—Numerous short topical
reports as well as a formal final report on a topic of the student’s choosing
(within very specific topic guidelines) are required in this course.
• MEM 466 (Mine Management)—Numerous (3 to 5) short topic reports on
management-related subjects are required in this course.
2. Completion of Oral Reports. In addition to the final written reports, students are
frequently required to give oral presentations of the final projects for Strategy #1
above. MS PowerPoint is utilized for these presentations.
3. Senior Design Presentation. Senior students in MEM 464 are required write a
detailed feasibility study on a mining project for the capstone senior design
course. At the end of the semester they are required to formally present the
results of their capstone design project to the mining engineering faculty, the
mining engineering student body, and any other invited guests. They must defend
their design project during a question and answer session at the conclusion of the
oral presentation. Evaluation sheets are distributed to the audience and the oral
presentations are evaluated by the faculty and the groups’ peers.
Assessment Plan
Five assessment methods were chosen to assess the ability of engineering students
with respect to Outcome 1.6:
1. Graduate Transcript Audit. A transcript audit is performed by the student’s
advisor during the last semester prior to his graduation to ensure that the student
has taken the required courses that include the ability to present technical
information clearly in both oral and written forms.
2. Course-based Assessment. We evaluated student performance in two courses,
MEM 405 (Mine Permitting and Reclamation) and MEM 466 (Mine
Management).
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3. Student Exit Survey. Each graduating senior completes an Exit Survey during the
last week of classes during his final semester in full-time residency. The
questions on the exit survey were analyzed to determine the students’ perception
of their ability to present technical information clearly in both oral and written
formats at the time of graduation.
4. Alumni Surveys. The responses of recent alumni to our survey are analyzed.
5. Evaluation of the Senior Design Project. Each student’s final senior design
project is evaluated by the course instructor with input from the other faculty.
The project is evaluated for design content and feasibility. An oral presentation of
the project is required to be made to the student’s peers and the mining
engineering faculty.
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Assessment Results
Table 3.F.6: Assessment results of Outcome 1.6. “Graduates will have the ability to present technical information clearly in both oral and written formats.” (Corresponds to EAC2008 Criterion g).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Advising and Transcript Audit
Students pass required courses with at least minimum acceptable grade.
All courses passed satisfactorily.
Verified by student’s advisor.
Course-Based Assessments
Students write a final research paper according to specific guidelines.
405 60% or better.1 15/22 followed guidelines (68%)
Students are able to deliver a written final design feasibility report in printed and/or electronic format.
464 70% or better.2 9/10 achieved, 1/10 failed
Student teams are able to deliver a final design presentation in front of an audience.
464 70% or better.2 9/10 achieved, 1/10 failed
Presentation on Vision, Mission & Objectives of company of choice.
466 60% or better.1 9/9 achieved
Student Exit Survey
I am comfortable speaking in front of a group of my peers.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.3125/53
I have learned to make effective presentations to peers.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.1250/53
I have learned to communicate effectively in writing.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.4375/53
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Table 3.F.6: Assessment results of Outcome 1.6 (cont).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Evaluation of Senior Design Project
Presentation of senior design project is rated on content, organization, clarity and speaker’s ability to answer questions.
Review of faculty/student evaluation sheets and notes
All presentations rated highly by all evaluators.
Alumni Survey Answer to the Survey Question: “How well do you feel you rate on these attributes.....(4) Ability to present ideas and information in written and oral form”
1.7368/53
1 At least 60% of the students attain at least the minimum passing grade of “D” on the representative assignment.
2 At least 70% of the students receive at least the minimum acceptable grade of “C” on the representative assignment.
3 Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree
5 = 0% agree
Level Of Achievement of Outcome 1.6
Evidence of the level of achievement for Outcome 1.6 is compiled in a separate
portfolio (3-ring binder), and will be available to the ABET evaluator at the time of
the evaluation.
It is interesting to note that the students’ perception via the Student Exit Survey of
their achievement of this outcome differs quite significantly from that of alumni.
Only about 81% of the alumni respondents felt they had achieved the ability to
present ideas and information in written and oral form, whereas approximately 92%
of the graduating mining engineering seniors believed they had achieved it.
The course-based assessment of this outcome was mixed. It appears more work
needs to be done in this area in the mining engineering program.
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Outcome 1.7: Graduates will have the ability to use modern engineering tools, software, and instrumentation through hands-on experience relevant to the field of mining engineering.
Implementation Strategies
Two strategies were implemented to ensure that the graduating students acquire the
ability to use modern engineering tools, software, and instrumentation through hands-
on experience relevant to their field of specialty.
1. Students are required to use modern engineering software and tools in required
and elective courses, including:
• MEM 201 (Surveying for Mineral Engineers)
• MEM 202 (Materials Handling and Transportation)
• MEM 204 (Surface Mining Methods and Unit Operations)
• MEM 301 (Computer Applications in Mining)
• MEM 303 (Underground Mining Methods and Equipment)
• MEM 305 (Introduction to Explosives Engineering)
• MEM 307 (Mineral Exploration and Geostatistics)
• MEM 302 (Mineral Economics and Finance)
• MEM 450 (Rock Slope Engineering)
• MEM 464 (Mine Design and Feasibility Study)
2. Students are required to obtain hands-on experience with instrumentation in
required and elective laboratory courses, including the following:
• MEM 304 (Theoretical and Applied Rock Mechanics)
• MEM 401 (Theoretical and Applied Ventilation Engineering)
Assessment Plan
Four assessment methods were chosen to assess the ability of engineering students
with respect to Outcome 1.7:
1. Graduation Transcript Audit. A transcript audit is performed by the student’s
advisor during the last semester prior to his graduation to ensure that the student
74
has taken the required courses that include the ability to use modern engineering
tools, software, and instrumentation.
2. Course-based Assessment. We evaluated student performance in four required
courses that require students to use modern engineering tools, software (MEM
201—Surveying for Mineral Engineers and MEM 301—Computer Applications
in Mining) and instrumentation (MEM 304—Theoretical and Applied Rock
Mechanics and MEM 401—Theoretical and Applied Ventilation Engineering).
3. Student Exit Survey. Each graduating senior completes an Exit Survey during the
last week of classes during his final semester in full-time residency.
4. Alumni Surveys. The responses of recent alumni to our survey are analyzed.
Assessment Results Table 3.F.7: Assessment Results of Outcome 1.7. “Graduates will have the ability to use modern engineering tools, software, and instrumentation through hands-on experience relevant to the field of mining engineering.” (Corresponds to EAC2008 Criterion k).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Advising and Transcript Audit
Students pass required courses with at least minimum acceptable grade.
All courses passed satisfactorily.
Verified by student’s advisor.
Course-Based Assessments
Students are able to use modern surveying instruments and mapping software.
201 60% or better.1 Out of 22 students, 1 could not do ½ the test.
Students are able to use modern mining engineering professional software.
301 60% or better.1 79% avg. 16/19 achieved
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Assessment Results
Table 3.F.7: Assessment Results of Outcome 1.7 (cont).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Course-Based Assessments (cont)
Students are able to operate a laboratory rock testing machine and use the accompanying digital data acquisition system.
304L 70% or better.2 90% average; 26/27 achieved
Students are able to use a laboratory ventilation trainer and associated instrumentation.
401 70% or better.2 83% avg. 8/10 achieved
Student Exit Survey
I have learned to use computers to solve engineering problems.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.0625/53
Alumni Survey Answer to the Survey Question: “How well do you feel you rate on these attributes.....(6) Ability to use pertinent computer (besides design software) and communications technology”
1.5789/53
1 At least 60% of the students attain at least the minimum passing grade of “D” on the representative assignment.
2 At least 70% of the students receive at least the minimum acceptable grade of “C” on the representative assignment.
3 Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree
5 = 0% agree
Level Of Achievement of Outcome 1.7
Evidence of the level of achievement for Outcome 1.7 is compiled in a separate
portfolio (3-ring binder), and will be available to the ABET evaluator at the time of
the evaluation.
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Based upon the metrics chosen to measure this outcome, it is clear that at the time of
graduation, the students have achieved the ability to use modern engineering tools,
software, and instrumentation through hands-on experience relevant to the field of
mining engineering. Therefore, no additional action is required at this time.
Outcome 2.1: Graduates will have an awareness of the impact of engineering solutions in a global and societal context.
Implementation Strategies
While this outcome statement refers to only global and societal issues, we believe that
this includes economic and environmental issues as well.
The impact of engineering solutions on global and societal issues is first introduced to
our students in MEM 120 (Introduction to Mining and Sustainable Development).
This concept is also discussed in several other required mining engineering courses:
MEM 302 (Mineral Economics and Finance), MEM 466 (Mine Management), MEM
405 (Mine Permitting and Reclamation), and MEM 464 (Mine Design and Feasibility
Study).
Our general education program (see Section 5.A.5) requires at least 24 credits of
courses outside of mathematics, sciences, and engineering. Additional courses not
included as general education in Table 5-1 but which are “general ed” in nature
include Econ 210 and HRM 417. Within this general education requirement, the
South Dakota Board of Regents has established seven general education goals which
must be satisfied within the first sixty-four (64) credits. Specific goals pertinent to
this outcome include:
• Goal #3: Students will understand the organization, potential, and diversity of the
human community through the study of social sciences.
• Goal #4: Students will understand the diversity and complexity of the human
experience through the study of arts and humanities.
Additionally, 19 credits of courses categorized as “Other” in Table 5-1 are taken by
students majoring in mining engineering. This includes 17 credits of what we
consider management-related courses.
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Assessment Plan
Four assessment methods are used to assess the awareness among our graduates of
the impact of engineering solutions in a global and societal context in conformance
with Outcome 2.1.
1. Graduation Transcript Audit. A transcript audit is performed by the student’s
advisor during the last semester prior to his graduation to ensure that the student
has taken the required courses that promote awareness of the impact of
engineering solutions in a global and societal context. The Office of Academic
and Enrollment Services conducts an audit of each graduating senior to verity the
completing of the general education requirements.
2. Course-based Assessment. We evaluated student performance in MEM 120
(Introduction to Mining and Sustainable Development), the course in which
students are first exposed to this topic, and tow more advanced courses: MEM
302 (Mineral Economics and Finance) and MEM 466 (Mine Management).
3. Student Exit Survey. Each graduating senior completes an Exit Survey during the
last week of classes during his final semester in full-time residency.
4. Alumni Surveys. The responses of recent alumni to our survey are analyzed.
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Assessment Results
Table 3.F.8: Assessment Results of Outcome 2.1. “Graduates will have an awareness of the impact of engineering solutions in a global and societal context.” (Corresponds to EAC2008 Criterion h).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Advising and Transcript Audit
Students pass required courses with at least minimum acceptable grade.
All courses passed satisfactorily.
Verified by student’s advisor.
Course-Based Assessments
Students will do a case study on societal issues (Sustainable Development) as related to mining operations in a foreign country.
120 60% or better.1 100% achieved
Assessment of mineral economics final term paper on mining stock performance.
302 70% or better.2 100% achieved
Students will complete a study of at least one overseas company in the mining industry and write a review of their mission & vision statement.
466 60% or better.1 100% achieved
Student Exit Survey
I have gained an awareness of the impact of engineering activities in a global and societal context.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.3125/53
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Table 3.F.8: Assessment Results of Outcome 2.1 (cont).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Alumni Survey Answer to the Survey Question: “How well do you feel you rate on these attributes.....(8) Awareness of the interaction, both positive and negative, between societal issues and the mining industry”
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.8947/53
1 At least 70% of the students attain at least the minimum passing grade of “D” on the representative
assignment.
2 At least 70% of the students receive at least the minimum acceptable grade of “C” on the representative assignment.
3 Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree
5 = 0% agree
Level Of Achievement of Outcome 2.1
Evidence of the level of achievement for Outcome 2.1 is compiled in a separate
portfolio (3-ring binder), and will be available to the ABET evaluator at the time of
the evaluation.
With regards to the course-based assessments, all students achieved an “awareness of
the impact of engineering solutions in a global and societal context.” Most (92%) of
the graduating seniors also felt they achieved this outcome per results of the exit
Surveys. However, only about 78% of the alumni who responded to the Alumni
Survey believed they had achieved this outcome. More work towards introducing the
students to the impact of engineering solutions to society is warranted.
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Outcome 2.2: Graduates will have an awareness of contemporary issues and their relationship to mining engineering.
Implementation Strategies
Three strategies were implemented to ensure that graduates of the mining engineering
program will have an adequate awareness of contemporary issues and their
relationship to mining engineering.
1. Students obtain an education in contemporary issues through the general
education core curriculum.
Our general education program (see Section 5.A.5) requires 24 plus 19 (Other) of
courses outside of mathematics, sciences, and engineering. Within this general
education requirement, the South Dakota Board of Regents has established seven
general education goals which must be satisfied within the first sixty-four (64)
credits. Specific goals pertinent to this outcome include:
• Goal #3: Students will understand the organization, potential, and diversity
of the human community through the study of social sciences.
• Goal #4: Students will understand the diversity and complexity of the
human experience through the study of arts and humanities.
2. Faculty will discuss contemporary issues and their relationship to mining
engineering in selected courses, such as MEM 120 (Introduction to Mining,
Management and Sustainable Development), MEM 302 (Mineral Economics and
Finance), MEM 405 (Mine Permitting and Reclamation), and MEM 466 (Mine
Management).
3. Students are strongly encouraged to become active in student professional
societies (the D&C Club of the SME and the ISEE student club) and to attend the
professional society meetings.
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Assessment Plan
Three assessment methods were chosen to assess the level to which our graduates are
aware of contemporary issues and their relationship to engineering, as reflected in
Outcome 2.2:
1. Graduate Transcript Audit. A transcript audit is performed by the student’s
advisor during the last semester prior to his graduation to ensure that the student
has taken the required courses that demonstrate an awareness of contemporary
issues and their relationship to the mining industry. Also, the Office of Academic
and Enrollment Services conducts an audit of each graduating senior to verity the
completing of the general education requirements.
2. Course-based Assessment. We evaluated student performance in MEM 120
(Introduction to Mining and Sustainable Development) and MEM 405 (Mine
Permitting and Reclamation).
3. Student Exit Survey. Each graduating senior completes an Exit Survey during the
last week of classes during his final semester in full-time residency. One question
on the Senior Exit Survey addressed the students’ perception of how aware they
believe they are of contemporary issues and their relationship to mining
engineering.
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Assessment Results
Table 3.F.9: Assessment Results of Outcome 2.2. “Graduates will have an awareness of contemporary issues and their relationship to mining engineering.” (Corresponds to EAC2008 Criterion j).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Advising and Transcript Audit
Students have the broad background in the humanities and social sciences necessary to understand contemporary issues and their relation to mining engineering.
All courses passed satisfactorily.
Verified by student’s advisor.
Course-Based Assessments
Evaluation of report on sustainability.
120 60% or better.1 100% achieved
Evaluation of report on mining reclamation or pertinent environmental issue.
405 70% or better.2 22/23 achieved. Avg = 85%
Student Exit Survey
I have gained an awareness of how some contemporary issues are related to engineering.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.4375/53
1 At least 60% of the students attain at least the minimum passing grade of “D” on the representative assignment.
2 At least 70% of the students receive at least the minimum acceptable grade of “C” on the representative assignment.
3 Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree
5 = 0% agree
Level Of Achievement of Outcome 2.2
Evidence of the level of achievement for Outcome 2.2 is compiled in a separate
portfolio (3-ring binder), and will be available to the ABET evaluator at the time of
the evaluation.
Based upon the metrics chosen to assess achievement of Outcome 2.2, it is evident
that the students have gained an awareness of contemporary issues and their
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relationship to mining engineering. Therefore, no additional actions are
recommended at this time with regards to Outcome 2.2.
Outcome 2.3: Graduates will have an awareness of professional and ethical responsibilities.
Implementation Strategies
Two strategies were implemented to ensure that mining engineering graduates have
an awareness of the professional and ethical responsibilities.
1. Faculty will discuss awareness of the professional and ethical responsibilities in
engineering in selected required courses, for example:
• MEM 203 (Introduction to Mine Health and Safety). The ethics of proper
safety training and reporting is discussed. Along with this, the potential
penalties for misreporting or falsifying reports is discussed.
• MEM 405 (Mine Permitting and Reclamation). Students are introduced to
ethical and professional standards for mine permitting and mineland
reclamation.
• MEM 464 (Mine Design and Feasibility Study). Students incorporate
professional ethical standards into the capstone mine design.
2. Students are required to discuss a case study on ethics and submit a written paper
as part of GE 130 (Introduction to Engineering).
Assessment Plan
Two assessment methods were chosen to assess the level to which our graduates are
aware of professional and ethical responsibilities, as reflected in Outcome 2.3:
1. Course-based Assessment. We evaluated student performance in MEM 405 (Mine
Permitting and Reclamation) in which students write a short paper on professional
and ethical responsibilities of engineers or on a political/ethical situation affecting
mining.
2. Student Exit Survey. Students were surveyed at the end of their senior year.
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Assessment Results
Table 3.F.10: Assessment Results of Outcome 2.3. “Graduates will have an awareness of professional and ethical responsibilities.” (Corresponds to EAC2008 Criterion f).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Advising and Transcript Audit
Students pass required courses with at least minimum acceptable grade.
All courses passed satisfactorily.
Verified by student’s advisor.
Course-Based Assessments
Paper on Cap and Trade 405 60% or better.1 65% achieved
Student Exit Survey
I understand my professional and ethical responsibilities as an engineer.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.00/53
1 At least 70% of the students attain at least the minimum passing grade of “D” on the representative assignment.
2 At least 70% of the students receive at least the minimum acceptable grade of “C” on the representative assignment.
3 Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree
5 = 0% agree
Level Of Achievement of Outcome 2.3
Evidence of the level of achievement for Outcome 2.3 is compiled in a separate
portfolio (3-ring binder), and will be available to the ABET evaluator at the time of
the evaluation.
Based upon the metrics chosen to assess achievement of Outcome 2.3, it is evident
that the students have an awareness of professional and ethical responsibilities.
Therefore, no additional actions are recommended at this time with regards to
Outcome 2.2.
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Outcome 2.4: Graduates will have the ability to engage in life-long learning in their field.
Implementation Strategies
Four strategies were implemented to ensure that the graduating students acquire the
ability to engage in life-long learning in their field. They include:
1. Students complete the mining engineering curriculum, which provides them with
a broad background in engineering upon which to build in order to engage in life-
long learning in their field. The curriculum includes:
• Required lower division core courses in mathematics, physics, chemistry and
other basic sciences totaling 38 credits.
• Required and elective upper division mining engineering (and allied
engineering fields) and management-related courses comprising a minimum
of 74 units of upper division lecture and laboratory courses.
2. Students learn to conduct research and to work independently through open-ended
laboratory projects in several courses, including:
• MEM 304 (Theoretical and Applied Rock Mechanics), which is a required
course for determining the basic physical and mechanical properties of rocks
using experimentation and instrumentation.
• MEM 464 (Mine Design and Feasibility Study), the capstone senior design
project is an open-ended mine design project of either an underground mine or
a surface mine.
3. Students are strongly encouraged to become active in student professional
societies (the D&C Club of the SME and the ISEE student club) and to attend the
professional society meetings.
Assessment Plan
Five assessment methods were chosen to assess the ability of engineering students
with respect to Outcome 2.4. They include:
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1. Graduate Transcript Audit. A transcript audit is performed by the student’s
advisor during the last semester prior to his graduation to ensure that the student
has taken the required courses that demonstrate an ability to engage in life-long
learning.
2. Course-based Assessment. We evaluated student performance in two required
courses that require students to research important issues in their field (MEM
405—Mine Permitting and Reclamation and MEM 466—Mine Management).
3. Participation in Society Meetings. Students are given the opportunity many times
during their tenure at SDSM&T to attend, and participate in, local, regional and
national professional society meetings.
4. Student Exit Survey. Each graduating senior completes an Exit Survey during the
last week of classes during his final semester in full-time residency to assess the
students’ belief that they have the ability to engage in life-long learning in their
field.
5. Alumni Surveys. The responses of recent alumni to our survey are analyzed.
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Assessment Results
Table 3.F.11: Assessment Results of Outcome 2.4. “Graduates will have the ability to engage in life-long learning in their field”. (Corresponds to EAC2008 Criterion i).
Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Advising and Transcript Audit
Students pass required courses with at least minimum acceptable grade.
All courses passed satisfactorily.
Verified by student’s advisor.
Course-Based Assessments
Evaluation of final term paper on major mining environmental issue.
405 70% or better.2 22/23 achieved, 1/23 did not
Evaluation of paper on recent summer internship experience.
466 70% or better.2 2/2 achieved
Evaluation of Participation in Student Professional Organizations
Students participate in student chapter of SME and/or ISEE.
Attended ISEE national, SME national, BITW in 08-09.
Student Exit Survey
I am aware that I will need to continue learning new information and methods in my professional career.
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.00/53
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Table 3.F.11: Assessment Results of Outcome 2.4 (cont). Assessment Method
Performance Criteria Course Acceptance Criteria
Result
Alumni Survey Answer to the Survey Question: “How well do you feel you rate on these attributes.....(7) Keeping up with new advances and other technical information in your field”
Score of 1.0 – 2.0 out of 5.0, meaning at least 75% agree.
1.6842/53
1 At least 60% of the students attain at least the minimum passing grade of “D” on the representative assignment.
2 At least 70% of the students receive at least the minimum acceptable grade of “C” on the representative assignment.
3 Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree
5 = 0% agree
Level Of Achievement of Outcome 2.4
Evidence of the level of achievement for Outcome 2.4 is compiled in a separate
portfolio (3-ring binder), and will be available to the ABET evaluator at the time of
the evaluation.
According to survey results, approximately 83% of alumni believe they have
achieved this outcome since they graduated. However, 100% of the graduating
seniors in Mining Engineering believe they have achieved this outcome by the time of
graduation.
According to the metrics used for measuring this outcome, it appears that the Mining
Engineering graduates have achieved this outcome, so no further action is required at
this time.
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CRITERION 4. CONTINUOUS IMPROVEMENT
In the continuous improvement process we must ask ourselves, at some time, “How well
are we doing, and in what ways can we improve?” One measure of how well we are
doing is by looking at the number of potential employers coming on campus during the
spring and fall Career Fairs looking for mining engineering graduates.
In 2004 – 05, 57 companies came to the Fall Career Fair, of which 11 were looking for
mining engineers from SDSMT; 36 companies came to the Spring Career Fair, of which
5 were seeking mining engineers. In 2008 – 09, 145 companies came to the fall fair, 45
of which were seeking mining engineers; and 72 came to the spring fair, 13 of which
were seeking mining engineers. Normally, fewer total companies come to the Spring fair
since now it is almost impossible to find an uncommitted mining engineer graduates in
the spring.
Given this significant increase in companies seeking mining engineering graduates from
2004 to present, it is apparent that they see something they like in the product.
How can we improve? We, the mining engineering faculty, naturally believe we are
amongst the best, and, therefore, there is not much to improve. This, of course, is only
partially true so we must seek input from outside to determine our shortcomings and
areas wherein we need improvement. This outside counsel has come primarily from
alumni and supervisors and employers who responded to our surveys; and from our
Industrial Advisory Board, which meets twice per year and is the most active of campus
advisory groups.
The mining engineering program has adopted the continuous improvement process
presented below in Figure 4-1.
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Figure 4-1. Mining engineering program continuous quality improvement process.
Course Level
Program Level
Establish Initial Program Objectives
Establish Initial Desired Outcomes
Identify Main Constituents: • Alumni • Recent grads • Employers
Survey of Outcomes: • Employers • Alumni
Establish Course Objectives and Outcomes
Develop Measures of each Outcome
Assessment: Collection & Analysis: • Student evaluations • Content examples (exams, HW,
papers, etc) • Surveys • Advising
Develop Action Plan Based on Assessment
Results
Develop Action Plan Based on Assessment
Results
Implementation and
Program/Course Improvement
Measurable Performance Criteria
Evaluation of Results by Outcome
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A. Information Used for Program Improvement
During the past assessment cycle for the mining engineering Program (2007 – 2009), four
areas of the program were reviewed. These four areas were:
1) Program Name. From the time of its inception, there was uncertainty whether or
not the program name “Mining Engineering and Management” would trigger an ABET
review of the program for meeting the criteria as an engineering management program
along with a mining engineering program. During the start-up of the program, many
opinions were rendered, but no definite decision was forthcoming. Nevertheless, we
went ahead with the program and its name as that was the desire of our Industrial
Advisory Board.
2) Program Objectives. The process for establishing program objectives was
discussed in the section above on Criterion 2. Once the initial program objectives were
established through input from mining engineering faculty and the various constituents,
review for possible changes and/or potential improvements becomes an on-going process
as data from alumni, recent graduate and employer surveys comes in. The most recent
review of the various surveys for possible changes to the program objectives occurred in
the spring of 2009 as we reviewed the numerous surveys received prior to the ABET visit
scheduled for fall 2009.
3) Program Outcomes. Program outcomes assessment was discussed in the section
above on Criterion 3. Materials and/or means used for the outcomes assessment
included:
• Advisor transcript audits to assure that the student is following the
program of study in the proper sequence and also to assure that the student meets
the program requirements prior to graduation.
• Course-based assessment, including evaluation of capstone design,
evaluation of teaming efforts, and the evaluation of oral and written presentations.
• Student exit surveys to gather student opinions of perceived strengths and
weaknesses of the program and their subjective opinion of how well they
achieved the Program Outcomes.
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• Alumni and employer surveys to gather information on how well-prepared
the SDSMT Mining engineering graduates are for a mining engineering career.
• Each year, on two occasions, out Industrial Advisory Board meets.
During the meeting times, the IAB invites our students to join them for lunch.
Pertinent feedback from this luncheon meeting is passed back to the mining
engineering department head and faculty.
4) Program Criteria. A significant amount of effort was directed towards refining
the curriculum, both before the program name change from “Mining Engineering and
Management” to “Mining Engineering,” and afterwards. Primarily, the information used
for this phase was the ABET EAC 2008-09 engineering accreditation program Criteria
for Mining and Similarly Named Engineering Programs and feedback from alumni via
the Survey of SDSMT Mining Engineering Alumni (sample survey form attached in
Appendix F).
The data used for evaluation of the program for improvement will be available to the
ABET team for review.
B. Actions to Improve the Program
In late 2001, the then-President of the South Dakota School of Mines and Technology
halted new enrollment into the mining engineering program. He had made the decision
that the ongoing decline in enrollment in the program was irreversible and the program
was doomed to failure. This decision was challenged by SDSMT Mining Engineering
Industrial Advisory Board (see IAB minutes dated 4/5/2002). They maintained that the
decision to close mining engineering at SDSMT was short-sighted given the
demographics of mining engineering graduates employed in the industry. They also
argued that a revamping of the old mining engineering program into one that better meets
the needs of today’s mining industry was a better option since other programs were also
faced with closure. Furthermore, they argued for the hiring of a recruiter specifically for
mining engineering similar to what was being employed by other mining programs with
great success.
A new program resulted from the negotiations with the then-President of SDSMT and the
Mining Engineering Industrial Advisory Board—the new mining engineering and
93
management program (see IAB minutes dated 4/5/2002). This new program was
designed to have as its core the traditional mining engineering curriculum, but also
included a strong focus in engineering management.
In 2002, Dr. John Wilson, former Department Head of the Mining Engineering
Department at the University of Missouri-Rolla, was chosen as a consultant to put
together the new mining engineering and management program. Dr. Wilson worked with
the faculty of the old mining engineering program and with SDSMT Administration on
this effort from December 2002 through May 2003 to put together the new program
proposal which was submitted to the South Dakota Board of Regents at their meeting in
December 2003. Effective fall semester 2004, the new mining engineering and
management program began to take in undergraduate students.
However, at the time of approval of the new mining engineering and management major,
it was unclear whether or not dual accreditation would be necessary—accreditation in
mining engineering and accreditation in engineering management. The initial plan,
though, was to pursue the mining engineering accreditation first, then determine if the
second accreditation was necessary and/or possible. However, a later opinion from EAC
stated that, due to the title “Mining Engineering and Management,” accreditation review
of both mining engineering and of engineering management would have to be conducted
during the first accreditation review. Since the mining engineering and management
degree, as designed, was never intended to be a mining engineering and an engineering
management degree, in May of 2008 it was petitioned to the SDBOR to change the
degree program back to mining engineering, which is what currently appears on the
diploma.
B.1. Initial Curriculum Modifications
The initial mining engineering and management curriculum, as approved by the SDBOR
in December 2003, is shown in Figure 4.2.
Right away, it became apparent that some “fixes” to the new curriculum were needed:
All beginning language classes at SDSMT (eg, FREN 101, GER 101, SPAN 101),
which most mining engineering students would take for the Hum/SS Course
94
(Language) requirement, are offered in the fall semester. This necessitated that the
Hum/SS Course (Language) requirement be moved to fall semester from spring
semester.
The title of MEM 305 (Mine Excavation and Explosives) was changed to
“Introduction to Explosives Engineering” to better reflect the actual course content.
MEM 307 (Mineral Exploration and Geostatistics) was listed in the 2005-06 SDSMT
Catalog as 2 credits, instead of 3. This required a change to the sample curriculum
normally included in the catalog.
95
Figure 4.2. CURRICULUM FOR MINING ENGINEERING AND MANAGEMENT (As approved December 2003)
Initial curriculum First Semester Chem 112/112L General Chemistry I & General Chemistry I Lab 4 Math 123 Calculus I 4 GE 115 Professionalism in Engineering and Science 2 Engl 101 Composition I 3 Humanities/Social Sciences Course 3 PE Physical Education 1 Total 17 Second Semester Chem 114 General Chemistry II 3 Math 125 Calculus II 4 Phys 211 University Physics I 3 MEM 120 Introduction to Mining and Sustainable Development 2 PE Physical Education 1 Hum/SS Course (Language) 4 Total 17 Third Semester Math 225 Calculus III 2 Phys 213 University Physics II 3 EM 216 Engineering Mechanics (Statics and Dynamics) 4 MEM 201 Surveying for Mineral Engineers 2 MEM 203 Introduction to Mine Health and Safety 1 Engl 279 Technical Communications I 3 Econ Microeconomics 3 Total 18 Fourth Semester Math 321 Differential Equations 3 GeoE 221/221L Geology for Engineers 3 Engl 289 Technical Communications II 3 Humanities/Social Science Course 3 MEM 202 Materials Handling and Transportation 2 MEM 204 Surface Mining Methods and Equipment for Coal, Metal and Quarrying Operations 3 Total 17
Fifth Semester MEM 301 Computer Applications in Mining 2 MEM 303 Underground Mining Methods and Equipment for Coal, Metal and Stone Operations 3 MEM 305 Mine Excavation and Explosives 3 EM 328 Applied Fluid Mechanics 3 BADM 360 Organization and Management 3 MEM 307 Mineral Exploration and Geostatistics 3 Total 17
Sixth Semester Mineralogy and Petrology 4 MEM 302 Mineral Economics and Finance 3 MEM 304 Theoretical and Applied Rock Mechanics 4 MEM 306 Mine Power and Pumping Systems 3 GeoE 322/322L Structural Geology 3 Total 17 Seventh Semester HRM 417 Human Resource Management 3 MEM 401 Theoretical and Applied Ventilation Engineering 4 Met 220 Coal and Minerals Processing 3 MEM 405 Mine Permitting and Reclamation 3 Humanities/Social Science Course 3 Total 16 Eighth Semester MEM 464 Mine Design and Feasibility Study 4 Free Elective 2 XXX XXX Managerial Economics and Finance 3 MEM 466 Mine Management 2 MEM 4XX Mining Technical Elective1 3 BADM 407 International Business 3 Total 17 Grand Total 136 1 Elective chosen from a list of approved mining or business courses.
Changed to: Introduction to Explosives Engineering, F05
Listed as 2 cr. in 2004-05 Mines catalog. Should be 3
Moved Language requirement from spring to fall semester. F05
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B.2. Second Round of Curriculum Modifications
By late 2005 it became apparent that another round of curriculum “fixes” was required.
Some of these fixes required going through the formal process of submitting a course
modification request to the appropriate curriculum committee, and some of the fixes just
required making some switches between spring and fall semester or vice versa.
It became apparent in 2005 that we would have to soon look at the prerequisite
requirements for the various mining engineering classes. Many of the mining
engineering students were having problems registering because of the nit-picking
prerequisite requirements we had originally put in the new curriculum.
Figure 4.3 shows the original mining engineering and management curriculum with the
additional fixes noted, and Figure 4.4 shows the table of Mining engineering classes and
noted fixes needed, including pre-requisite fixes. The required fixes completed in 2005
include:
Changing MEM 201 (Surveying for Mineral Engineers) from one 1-hour class plus
one 3-hour lab to two 3-hour labs per week. This change allowed more field time for
the students to complete the assignments.
Swapping semesters for MEM 466 (Mine Management) and Met 220 (Mineral
Processing and Resource Recovery). This change fixed the situation where the
mining engineering department head was required to teach 2 courses spring semester
but none fall semester. Additionally, the correct name for Met 220 was used on the
check sheet and in the catalog.
It was requested of the Electrical Engineering Department to develop a 3 credit basic
electrical circuits course for mining. They agreed and started the process.
Plans were made to move MEM 405 (Mine Permitting and Reclamation) to the spring
semester. This was needed to better distribute the course load between fall and spring
semesters of the professor responsible for this course. Plans were also made to offer
MEM 464 (Mine Design and Feasibility Study) both fall and spring semesters. These
changes required nothing more than changes to the catalog.
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Figure 4.3. CURRICULUM FOR MINING ENGINEERING AND MANAGEMENT Curriculum Modifications
First Semester Chem 112/112L General Chemistry I & General Chemistry I Lab 4 Math 123 Calculus I 4 GE 115 Professionalism in Engineering and Science 2 Engl 101 Composition I 3 Humanities/Social Sciences Course 3 PE Physical Education 1 Total 17
Second Semester Chem 114 General Chemistry II 3 Math 125 Calculus II 4 Phys 211 University Physics I 3 MEM 120 Introduction to Mining and Sustainable Development 2 PE Physical Education 1 Hum/SS Course (Language) 4 Total 17 Third Semester Math 225 Calculus III 2 Phys 213 University Physics II 3 EM 216 Engineering Mechanics (Statics and Dynamics) 4 MEM 201 Surveying for Mineral Engineers 2 MEM 203 Introduction to Mine Health and Safety 1 Engl 279 Technical Communications I 3 Econ Microeconomics 3 Total 18 Fourth Semester Math 321 Differential Equations 3 GeoE 221/221L Geology for Engineers 3 Engl 289 Technical Communications II 3 Humanities/Social Science Course 3 MEM 202 Materials Handling and Transportation 2 MEM 204 Surface Mining Methods and Equipment for Coal, Metal and Quarrying Operations 3 Total 17
Fifth Semester MEM 301 Computer Applications in Mining 2 MEM 303 Underground Mining Methods and Equipment for Coal, Metal and Stone Operations 3 MEM 305 Mine Excavation and Explosives 3 EM 328 Applied Fluid Mechanics 3 BADM 360 Organization and Management 3 MEM 307 Mineral Exploration and Geostatistics 3 Total 17
Sixth Semester Mineralogy and Petrology 4 MEM 302 Mineral Economics and Finance 3 MEM 304 Theoretical and Applied Rock Mechanics 4 MEM 306 Mine Power and Pumping Systems 3 GeoE 322/322L Structural Geology 3 Total 17 Seventh Semester HRM 417 Human Resource Management 3 MEM 401 Theoretical and Applied Ventilation Engineering 4 Met 220 Coal and Minerals Processing 3 MEM 405 Mine Permitting and Reclamation 3 Humanities/Social Science Course 3 Total 16
Eighth Semester MEM 464 Mine Design and Feasibility Study 4 Free Elective 2 XXX XXX Managerial Economics and Finance 3 MEM 466 Mine Management 2 MEM 4XX Mining Technical Elective1 3 BADM 407 International Business 3 Total 17 Grand Total 136
1 Elective chosen from a list of approved mining or business courses.
Need to look at doing this as (0-2) instead of (1-1 ). We don’t have the needed field work time.
Looking at dropping MEM 306 and replacing it with a new 3 cr. EE course. Also looking at making offering MEM 464 in the Fall in the Spring. MEM 405 will be moved to the Sp.
Switched MEM 466 & Met 220. S06 Due to Shashi teaching both MEM 120 & MEM 466. Fixed Met 220’s title.
98
Figure 4.4. Table of needed fixes to the original MEM curriculum noted in 2005.
Class Fall Spring Fix Needed Prerequisites MEM 120 Intro to Mining & Sustainable Development SK Description MEM 201 Surveying for Mineral Engineers CK Name, Credits, Get rid of Sophomore Standing MEM 203 Introduction to Mine Health and Safety CK Description Sophomore Standing MEM 202 Materials Handling and Transportation CK/ZH Description EM 216, MEM 120 MEM 204 Surface Mining Methods and Equipment… CK Name & Description ENVE/MEM 120, MEM 203 MEM 301 Computer Applications in Mining ZH Description GE 115 or Permission of Instructor MEM 303 Underground Mining Methods & Equipment… ZH Name & Description MEM 204 MEM 305 Introduction to Explosives Engineering CK Name & Description (Done) MEM 202 MEM 307 Mineral Exploration & Geostatistics CK/ZH Description (Done) GEOE 221 MEM 302 Mineral Economics and Finance CK Description Junior Standing MEM304 Theoretical and Applied Rock Mechanics ZH EM 216 and Junior Standing MEM 306 Mine Power and Pumping Systems ???? MEM 301 and MEM 303 MEM 401 Theoretical and Applied Ventilation Engr. ZH Description Senior Standing MEM 405 Mine Permitting and Reclamation CK Name/Description Junior Standing MEM 464 Mine Design and Feasibility Study CK/ZH Description & Prereqs MEM 204, 302, 303, 304, 305, 306, 307 & 401 MEM 466 Mine Management SK Move to Fall Senior Standing or Permission of Instructor MEM 4XX Mining Technical Elective MEM 450 Rock Slope Stability CK MEM 433 Geoscience Modeling ZH
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B.3. Additional Curricular Modifications The initial plan for the mining engineering and management program required trimming
back on some courses in order to make room for the required management courses. In
order that the mining engineering students did not end up taking significantly more
credits to graduate than necessary, it became a pressing issue to get these new courses
developed and in place promptly. In almost all cases of new course development for
mining engineering, however, the responsible programs were reluctant to do the new
course development until the mining engineering program student numbers were
sufficient to “guarantee” at least 10 students in the class each offering in order to meet the
required minimum class size. So, in the 3rd and 4th years of the new mining engineering
program the new courses were implemented and offered to the mining engineering
students. Figure 4.5 shows the current mining engineering curriculum with the fixes
detailed above and below hi-lighted.
The Mathematics program developed two courses for mining engineering: Math 205
(Mining & Management Math I (Calc III)) and Math 211 (Mining & Management
Math II (Differential Equations)). Some of the early students in the program were
required to take the 4 credit Calculus III and the 4 credit Differential Equations
because these courses were not ready.
MEM 204 (Surface Mining Methods and Unit Operations) and MEM 303
(Underground Mining Methods and Equipment) were each reduced to 2 credit hours
in Spring 2009. This was done to free up 2 credits for thermodynamics (ATM 404).
A need for a thermodynamics course was identified. Originally, it was planned for
thermodynamics to be an integral part of MEM 401 (Theoretical and Applied
Ventilation Engineering). A review of the course material as a part of the outcomes
assessment process found that this was not being accomplished. So, we went to the
Atmospheric Sciences Department and asked if they could modify their ATM 404
course for us. They agreed and will offer it as a 2 credit course for mining
engineering students commencing Spring 2010.
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The new electrical engineering course for mining was implemented (EE 303) fall
2008. This course takes the place of the never-developed MEM 306 (Mine Power
and Pumping Systems)
The Geology and Geological Engineering Department modified their mineralogy and
crystallography course for mining students. This new course (Geol 214L—
Mineralogy for Mining Engineers) was first offered spring 2008.
The new Econ 304 (Managerial Economics) was finally developed for mining
engineering by Black Hills State University and offered for the first time in the spring
of 2009. Prior to this, the mining engineering students were allowed to substitute an
approved economics/finance/management course as an elective.
In 2009, it was decided to change the BADM 360 (Organization and Management)
requirement to IENG 366 (Engineering Management). This was done so the mining
engineering students would be eligible for a certificate in engineering management
upon graduation. The Industrial Engineering program at SDSMT has become the
lead program for the engineering management degree and/or certificate. They have
established course requirements for the engineering management certificate and
IENG 366 is one of the core requirements.
A few “fixes” to the mining engineering curriculum remain. The most pressing one is the
timing of ATM 404. Originally, it was proposed to place this course in the mining
engineering curriculum as a fall semester course. However, the Atmospheric Sciences
Department teaches it in the spring. There are no 2 credit spring 6th semester courses to
switch it with. Switching it with a 3 credit course would create an overload in the 5th
semester (19 credits is an overload). We may be able to switch it with a spring 4th
semester course, but we must be careful of prerequisites to the ATM course and the
mining course we switch it with (MEM 202 or 204). This situation will be looked at in
more detail in fall 2009.
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Figure 4.5. CURRENT CURRICULUM Fifth Semester First Semester MEM 301 Computer Applications in Mining 2 MEM 303 Underground Mining Methods & Equipment 2 Chem 112 General Chemistry I 3 MEM 305 Introduction to Explosives Engineering 3 Chem 112L General Chemistry Lab 1 EE 303 Circuits (for MEM) 3 Math 123 Calculus I IENG 366 Engineering Management 3 MEM 307 Mineral Exploration and Geostatistics 3 GE 130/130L Introduction to Engineering 2 ATM 404 Atmospheric Thermo (for Mining) 2 Engl 101 Composition I 3 Total 18 Humanities/Social Sciences Elective 3 PE Physical Education 1 Sixth Semester Total 17 Geol 214L Mineralogy for Mining Engineers 1 Second Semester MEM 302 Mineral Economics and Finance 3 MEM 304 Theoretical and Applied rock Mechanics 4 Chem 114 General Chemistry II 3 EM 328 Applied Fluid Mechanics 3 Math 125 Calculus II 4 MEM 4XX Mining Technical Elective1 3 Phys 211 University Physics I 3 Met 220 Mineral Processing & Res. Recov. 3 MEM 120 Introduction to Mining & Sustainable Development 2 Total 17 PE Physical Education 1 Humanities/Social Sciences Elective 3 Seventh Semester Total 16 Geol 341/341L Elementary Petrology 3 Third Semester BADM 407 International Business 3 MEM 401 Theoretical and Applied Ventilation Math 205 Mining & Management Math 1 (Calc III) 2 MEM 466 Mine Management 2 Phys 213 University Physics II 3 Free Elective 2 EM 216 Engineering Mechanics (Statics and Dynamics) 4 Hum/Soc Sci (Language 4 MEM 201 Surveying for Mineral Engineers 2 Total 18 MEM 203 Introduction to Mine Health and Safety 1 Engl 279 Technical Communications I 3 Econ 201 Microeconomics 3 Total 18 Eighth Semester Fourth Semester MEM 464 Mine Design and Feasibility Study 4 Econ 304 Managerial Economics and Finance 3 Math 211 Mining & Management math II (Diff Eq) 3 GeoE 322/322L Structural Geology 3 GeoE 221/221L Geology for Engineers 3 MEM 405 Mine Permitting and Reclamation 3 Engl Technical Communications II 3 HRM 417 Human Resources Management 3 Humanities/Social Sciences Elective 3 Total 16 MEM 202 Materials Handling and Transportation 2 MEM 204 Surface Mining Methods and Unit Operations 2 Grand Total 136 Total 16 1 Elective chosen from a list of approved mining or business courses.
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B.4. Modification of the Program Name and Degree Name
As stated above, by 2008, when we were making initial arrangements for accreditation review of
the mining engineering program for fall 2009, it became imperative that we needed to get a
ruling from the EAC concerning whether or not we should seek dual accreditation due to the
program name being “Mining Engineering and Management.” That ruling was obtained and, as
a result, the program name was changed to mining engineering and the degree was changed to a
mining engineering degree. However, the department remains the Mining Engineering and
Management Department since we believe the added management component makes us unique
and the department name should reflect this uniqueness.
B.5. How These Changes Improved the Mining Engineering Program
The mining engineering program has undoubtedly been strengthened through the implementation
of these changes. First, and foremost, the curriculum has been strengthened by the addition of
thermodynamics, by the streamlining of prerequisites, by rearranging the course sequence to
make it more achievable within four years for the students, and by the development of new
outside-of-the-department courses for the mining students.
Secondly, the program has been improved by defining a process for looking at the program
objectives and outcomes on a regular basis, by evaluating the materials from this process
(including Graduate Surveys, Alumni Surveys, Employer Surveys, and Coursework), and then
by implementing needed program corrections and/or improvements. Working through this
process over the past couple of assessment cycles produced the evidence that there was enough
repetition in the Surface Mining (MEM 204) and Underground Mining (MEM 303) courses with
material earlier moved into the Materials Handling (MEM 202) course that we could drop 1
credit from each of MEM 204 and 303 and add Thermodynamics (ATM 404)
Also, the process of regular communication with our outside constituents (the surveys sent out
and received back is one means of this communication process) has generated significant
dialogue and rapport with companies which, until quite recently, had stopped interviewing our
graduates for employment. This has resulted in more companies coming to SDSMT for the
Career Fairs and more money provided to the program from the companies for scholarships,
equipment acquisition, and faculty development.
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CRITERION 5. CURRICULUM
A. Program Curriculum
A.1. Preparation for a Professional Career and Further Study
The mining engineering curriculum prepares graduates for a professional career in the field of
mining engineering or for graduate study in the discipline by requiring the student to complete a
wide range of mining engineering courses; several specific geology or geological engineering
courses; specific basic engineering, science and mathematics courses; and a number of courses
in the humanities and social sciences. The Curriculum Check Sheet listing the courses required
for the mining engineering degree was presented in Figure 1-1. Additionally, Table 5-1 lists the
courses required for the mining engineering degree and shows the distribution of credits for the
categories Math and Basic Sciences, Engineering Topics, General Education, Engineering
Design, and Other. As can be observed in Table 5-1, the mining engineering curriculum meets
the requirements of 1 year of basic math and science, one-and-one-half years of engineering
topics including engineering design, and a strong general education content.
Table 3-2 above illustrates the relationship of courses in the mining engineering program to the
ABET a-k outcomes and to the mining engineering program outcomes (specific program
outcomes are noted in parentheses adjacent to each of the ABET a-k outcomes).
A.2. Mining Engineering Credit Hours Distribution
The total credit hours required for graduation in the Mining engineering program is 136. Table
5-1 lists the courses required within the mining engineering curriculum and shows the
distribution of credits within the ABET categories of (a) Math and Basic Sciences; (b)
Engineering Topics; (c) General Education; (d) Engineering Design; and (e) Other.
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Table 5-1. Curriculum Mining Engineering
Year; Semester or
Quarter Course
(Department, Number, Title)
Category (Credit Hours)
Mat
h &
B
asic
Sc
ienc
es
Engi
neer
ing
Topi
cs
Gen
eral
Ed
ucat
ion
Engi
neer
ing
Des
ign1
Oth
er
Year 1 Chem 112-Gen Chem I 3 Fall Chem 112L:-Gen Chem I Lab 1
Math 123-Calculus I 4 GE 130- Introduction to Engineering 1 1 Engl 101-Composition I 3 Hum/Soc Sci Elective 3 PE-Phys Ed 1
Year 1 Chem 114-Gen Chem II 3 Spring Math 125-Calculus II 4
Phys 211/211A-Univ Physics I 3 MEM 120-Intro to Mining, etc. 1 1 PE-Phys Ed 1 Hum/Soc Sci Elective 3
Year 2 Math 205-MEM Math I (Calc III) 2 Fall Phys 213/213A-Univ Physics II 3
EM 216-Statics & Dynamics 4 MEM 201-Surveying for Min Engr 1 1 MEM 203-Intro to Mine H & Safety 1 Engl 279-Tech Comm I 3 Econ 201-Princ of Microecon 3
Year 2 Math 211-MEM Math II (Diff Eq) 3 Spring GeoE 221/221L-Geol for Engr 3
Engl 289/289L-Tech Comm II 3 Hum/Soc Sci Elective 3 MEM 202-Matl Handl & Transp 2 MEM 204-Surf Mining Methods 1 1
Year 3 MEM 301-Comp Apps in Mining 2 Fall MEM 303-UG Mining Methods 1 1
MEM 305-Intro to Explo Engr 1 2 (X) EE 303-Circuits (For MEM) 3 EM 328-Applied Fluid Mech 3 MEM 307-Min Explor & Geostats 1 2 ATM 404-Atmosph. Thermo for MEM 2
Year 3 Geol 214L-Min & Cryst for MEM 1 Spring MEM 302-Mineral Econ & Fin 1 1 1
MEM 304/304L-Theor & Appl Rock Mechanics
4 (X)
IENG 366-Engineering Management 1 2 MEM XXX-MEM Tech Elective 3 Met 220-Mineral Processing 3
1 Place an “X” in this column if the course contains significant engineering design content.
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Table 5-1. Curriculum, cont. Mining Engineering
Year; Semester or
Quarter Course
(Department, Number, Title)
Category (Credit Hours)
Mat
h &
B
asic
Sc
ienc
es
Engi
neer
ing
Topi
cs
Gen
eral
Ed
ucat
ion
Engi
neer
ing
Des
ign1
Oth
er
Year 4 Geol 341/341L-Elem Petrology 3 Fall BADM 407-International Business 3
MEM 401/401L-Theor & Appl Vent Engr
2 2 (X)
MEM 466-Mine Management 1 1 Free Elective 2 Hum/Soc Sci (Language) 4
Year 4 MEM 464-Mine Design & Feasibility 4 (X) Spring Econ 304-Managerial Economics 3
GeoE 322/322L-Structural Geol 2 1 MEM 405-Mine Permitting & Recl 2 1 HRM 417-Human Res Mgmt 3
TOTALS 38 41 24 14 19 Total Credit Hours Required for Completion of the Program 136
1 Place an “X” in this column if the course contains significant engineering design content.
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A.3. Math and Basic Sciences. Thirty-six credits of Mathematics and Basic Sciences are
included in the mining engineering curriculum. Mathematics course work required in the mining
engineering curriculum includes:
Math 123 Calculus I (4 credits)
Math 125 Calculus II (4 credits)
Math 205 Mining and Management Math I (2 credits)
Math 211 Mining and Management Math II (3 credits)
MEM 307 Mineral Exploration & Geostats. (1 credit)
The strong foundation of calculus and differential equations courses helps prepare students for
opportunities to apply mathematics in other courses within the curriculum, including EM 216
(Statics and Dynamics), EM 321, EM 328 (Applied Fluid Mechanics), GeoE 322 (Structural
Geology), MEM 304 (Theory and Application of Rock Mechanics), MEM 305 (Introduction to
Explosives Engineering), MEM 401 (Theory and Application of Ventilation Engineering), and
MEM 464 (Mine Design and Feasibility Study). In addition, students gain knowledge and
proficiency in applying statistics and probability in MEM 307 (Mineral Exploration and
Geostatistics), MEM 201 (Mine Surveying), MEM 302 (Mineral Economics and Finance), and
MEM 304 (Theory and Application of Rock Mechanics).
The mining engineering curriculum includes a sequence of chemistry courses:
CHEM 112 General Chemistry I (3 credits)
CHEM 112L General Chemistry I Lab (1 credit)
CHEM 114 General Chemistry II (3 credits)
The curriculum also includes a calculus-based physics sequence:
PHYS 211 University Physics I (3 credits)
PHYS 213 University Physics II (3 credits)
The Mining engineering curriculum includes the following geology courses:
GEOL 214L Mineralogy & Cryst. for MEM (1 credit)
GEOL 341 Elementary Petrology (3 credits)
The curriculum also includes an atmospheric sciences course to satisfy the thermodynamics
requirement:
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ATM 404 Atmos. Thermo for MEM (2 credits)
Finally, GeolE 221/221L satisfies 3 credits of Basic Science due to the Physical Geology content
of the course; and GeolE 322/322L also satisfies 2 credits of Basic Sciences and 1 credit of
Engineering Sciences/Engineering Topics (noted below):
GeolE 221 Geology for Engineers (3 credit)
GeolE 322 Structural Geology (2 credits)
A.4 Engineering Science and Engineering Design. Fifty-five semester credit hours are
devoted to engineering science and engineering design content in courses relevant to mining
engineering. The courses that compose the engineering topics component of the curriculum are:
GE 130 Introduction to Engineering (1 credit engr. topics)
MEM 120 Intro to Mining (1 credit engr. topics)
EM 216 Statics & Dynamics (4 credits)
MEM 201 Surveying for Min. Engrs. (1 credit engr. topics)
MEM 203 Intro to Mine H&S (1 credit)
MEM 202 Mat’l Handling & Transp. (2 credits)
MEM 204 Surf. Mining Methods (1 credit engr. topics)
MEM 301 Comp. Apps. in Mining (2 credits)
MEM 303 Underground Mining Meths. (1 credit engr. topics)
MEM 305 Intro. to Explosives Engr. (1 credit engr. topics)
EE 303 Circuits for MEM (3 credits)
MEM 307 Exploration and Geostats. (2 credits engr. topics)
MEM 302 Mineral Econ. & Finance (1 credit engr. topics)
MEM 304 Rock Mechanics (4 credits)
EM 328 Appl. Fluid Mechanics (3 credits)
IENG 366 Engr. Mgmt. (1 credit of engr. topics)
MEM Technical Elect. (3 credits)
MET 220 Mineral Processing (3 credits)
MEM 401 Ventilation (2 credits engr. topics)
MEM 466 Mine Management (1 credit engr. topics)
GEOE 322 Structural Geology (1 cr. engr sci/engr topics)
MEM 405 Mine Reclamation (2 credits engr. topics)
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The courses that comprise the engineering design component of the curriculum are:
GE 130 Introduction to Engineering (1 credit engr. design)
MEM 120 Intro to Mining (1 credit engr. design)
MEM 201 Surveying for Min. Engrs. (1 credit engr. design)
MEM 204 Surf. Mining Methods (1 credit engr. design)
MEM 303 Underground Mining Meths. (1 credit engr. design)
MEM 305 Intro. to Explosives Engr. (2 credits engr. design)
MEM 302 Mineral Econ. & Finance (1 credit engr. design)
MEM 401 Ventilation (2 credits engr. design)
MEM 464 Mine Design & Feasibility (4 credits)
A.5 General Education.
All students receiving baccalaureate degrees from South Dakota School of Mines and
Technology must complete the general education core requirements that are required by the
South Dakota Board of Regents. These include criteria for written and oral communication,
social sciences, humanities, mathematics, natural sciences, and cultural diversity. General
education core requirements must be completed within the first sixty-four (64) credits. The
2008-2009 SDSMT Catalog describes the requirements for humanities and social sciences
required by all engineering programs:
Humanities and Social Sciences: minimum of sixteen (16) credit hours – This
subject area must include six (6) credits in humanities and six (6) credits in social
sciences. Students majoring in engineering must complete at least three of these
credits at an advanced level. All courses numbered 300 and above are upper level
courses.
The following courses are listed in the 2008 – 2009 SDSMT catalog as meeting the requirements
for the Humanities or Social Sciences content:
Humanities Art: ART 111, 112, ARTH 211, 321, 491, 492 English: ENGL 221, 222, 241, 242, 250, 300, 330, 343, 350 360, 374, 383, 391, 392, 468 Foreign Language: FREN 101, 102, GER 101,102, LAKL 101,102, SPAN 101,102 (All foreign language credit may be used as a humanities credit unless the language is the student’s native language.) History: HIST 121,122
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Humanities: HUM 100, 200, 291, 292, 300, 350, 375, 491, 492 Music: MUAP 200, 201, MUS 100, 110, 217, 317, 326 Philosophy: PHIL 100, 200, 220, 233 Religion: 230, 250
Social Sciences Anthropology: ANTH 210 Business Administration: BADM 350, 360 Economics: ECON 201, 202 Geography: GEOG 101, 212, 240, 250, 400 History: HIST 151, 152, 492 Political Science: POLS 100, 350, 407, 430, 440, 453 Psychology: PSYC 101, 323, 331, 391, 392, 441, 451, 461 Sociology: SOC 100, 150, 250, 351, 391, 392, 402, 411, 420, 483, 511, 520
The humanities requirements for engineering students impact learning associated with ABET
Criterion 3 (outcomes f, h, i, and j) through a general education requirement. Students take two
3 credit hour courses from the disciplines that address the arts and humanities and diversity. The
general education learning objective to be achieved through this requirement is:
• Students will understand the diversity and complexity of the human experience
through the study of the arts and humanities.
The social science requirements for engineering students impart learning associated with ABET
Criterion 3 outcomes d, f, g, h, and i through a general education requirement. Students take two
3 credit hour courses in the disciplines of economics, anthropology, geography, history,
psychology, and sociology. The general education learning objective to be achieved through this
requirement is as follows:
• Students will understand the organization, potential, and diversity of the human
community through study of the social sciences.
A.6 Engineering Design. Elements of engineering design are implemented throughout the
upper-level curriculum and culminate in the senior year with the capstone Mine Design and
Feasibility Study course.
Students are first introduced to engineering design in the freshman year in GE 130, Introduction
to Engineering. Additional elements of mine design are included in numerous courses leading
up to the capstone design experience, including: Introduction to Mining and Sustainable
Development (MEM 120), Surveying for Mineral Engineers (MEM 201), Surface Mining
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Methods and Equipment (MEM 204), Underground Mining Methods and Equipment (MEM
303), Introduction to Explosives Engineering (MEM 305), Mineral Economics and Finance
(MEM 302), and Theoretical and Applied Ventilation Engineering (MEM 401).
In the capstone design class (MEM 464), the students start from exploration borehole data for a
potential mine site, do a reserve analysis, gather market information, find permitting
requirements and conduct a limited socio-economic impact analysis. Finally the mine layout,
equipment, subsystem components, manpower requirements, end economics of the project are
determined in order to determine the final optimum mine design.
The final mine design is presented to the class and other interested parties orally by the design
group, and submitted in final written form as a comprehensive feasibility study.
Thus, all the science and engineering skills acquired are exercised along with most of the social,
environmental, and economic insights gained through other courses while also placing issues in a
global context. Superimposed on the entire design process are the standards and multiple
realistic constraints that must be considered in order to have a viable design. Examples of the
capstone design project will be available during the ABET visit for scrutiny.
A.7. Consistency of Time and Attention Given to Each Curricular Component with the Program Outcomes, Objectives and Institution The time devoted to each curricular component is given in Table 5-1 above. As shown, the
mining engineering curriculum clearly meets all of the ABET requirements in terms of both
percentage of total curriculum and total credit hours in each category.
Approximately 28% of the curriculum, or 38 credit hours, is devoted to mathematics and basic
sciences; 40% of the curriculum, or 55 credits is allocated for engineering topics (engineering
topics plus engineering design); while 18%, or 24 credits hours falls into the category of general
education; and the remaining 19 credits do not fit any specific category and is considered as
“Other.” As demonstrated in earlier sections on educational objectives and program outcomes,
the curricular components are consistent with achieving both the objectives and outcomes of the
mining engineering program and of the SDSMT.
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A.8 Provisions for Co-operative Education
The majority of the mining engineering students work during their summers at mines throughout
the United States. Some have even worked summer internships at foreign operations—China,
Canada, Indonesia, for example. Many have multiple summer internships before they graduate.
These internships give them valuable experience to couple with their undergraduate academic
program of study.
On occasion a student will be offered, and will accept, a co-operative position with one of the
operations. These coops normally consist of a semester plus the summer (spring + summer or
summer + fall) of full-time employment at the operation. If taking a coop position, the student
can elect to do it for credit (mining elective credit or free elective credit) of 1, 2 or 3 credit hours,
depending on the amount of work the student wishes to put into the final report that is an integral
part of the coop course.
If electing to do a coop, the student must choose a coop advisor, must submit a plan to
accomplish the credits signed up for within 1 semester of his/her return to campus, and must
finally complete the agreed upon effort to gain the credit. The grade for the coop is submitted by
the chosen coop advisor after the student completes all elements of the coop plan.
A.9. Additional Materials to Demonstrate Achievement of Criterion 5 Available for Review During Visit Posted in the mining engineering offices area will be tables listing the mining engineering
courses taught, time and room, and the instructor of record for each, for the current academic
year. These tables generally also include pertinent potential out-of-department conflicts to help
the students with scheduling.
As mentioned previously, materials indicating student performance in each mining engineering
course will be contained in a course portfolio and made available during the visit. Also, as
mentioned earlier, examples of the senior capstone design project will be available for
inspection.
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B. Prerequisite Flow
Figures 5-1 (a, b and c) below show prerequisite flow diagrams for courses required for the
mining engineering degree. Figure 5-1 (a) shows the prerequisite flow for the MEM courses,
including the important out-of-department classes. Figure 5-1 (b) shows the prerequisite
flow for the Geology/Geological Engineering courses required for the mining engineering
degree. Figure 5F-1 (c) shows the prerequisite sequence for the science, engineering and
engineering sciences courses required for the mining engineering degree.
The most serious roadblocks for the mining engineering students, as far as prerequisites are
concerned, tend to be the freshman mathematics and chemistry classes, and the preparation at
the high school level for them. Another, somewhat less serious roadblock for the mining
engineering students, tends to be the geology/geological engineering sequence. Since these
courses are only offered yearly, if the student fails one or fails to get into the course at the
correct time in the mining engineering curriculum sequence, then he/she may very well be
forced to return for an additional full academic year (missing or failing Geol 214L, for
example, will set the student back a year).
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Figure 5-1 (a) – MEM Prerequisites
Freshman Year Sophomore Year Junior Year Senior Year
MEM 120 Intro to Mining
MEM 201 Surveying
MEM 202 Mat’l Handling
MEM 203 Health & Safety
MEM 204 Surface Mining
MEM 301 Computer Apps
MEM 302 Mineral Econ
MEM 4XX (Mining Elective)
MEM 303 U/G Mining
MEM 304 Rock Mechanics
MEM 305 Explosives
MEM 307 Geostatistics
MEM 401 Ventilation
MEM 405 Reclamation
MEM 464 Mine Design
MEM 466 Mine Mgmt
Phys 211
GE 130 EM 328
EM 214, or EM 216, or
EM 217
ATM 404
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Figure 5-1 (b) – Geology/Geological Engineering Prerequisites
Freshman Year Sophomore Year Junior Year Senior Year
Geol 341 Elem Petrology
GeoE 322 Structural Geol
Geol 214L Mineralogy for MEM
GeoE 221 Geol for Engrs
Chem 114
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Figure 5-1 (c) – Science, Engineering & Engineering Sciences Prerequisites
Freshman Year Sophomore Year Junior Year
Chem 112L Gen Chem Lab
Math 123 Calc I
Chem 112 Gen Chem I
GE 130 Intro to Engr
Chem 114 Gen Chem II
Math 125 Calc II
Phys 211 Univ Physics I
Math 205 MEM Math I
(Calc III)
Phys 213 Univ Physics II
EM 216 Stat & Dynamics
Math 211 MEM Math II
(Diff Eq)
EE 303 Circuits for MEM
ATM 404 Thermo for MEM
EM 328 Fluid Mech
Met 220 Mineral Process
Econ 201 Micro Econ
Math 102
Math 115
Math 120
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C. Course Syllabi
Attached in Appendix A are syllabi for each course used to satisfy the mathematics,
science, and discipline-specific requirements required by Criterion 5 and for
applicable Program Criteria. All of the syllabi attached for the mining engineering
(MEM) courses show the contribution of the course to meeting Criterion 5 and
Criterion 9, as well as the relationship of the course to ABET Criterion 3, Program
Outcomes. The out-of-department courses show, at a minimum, the contribution of
the course to meeting the requirements of Criterion 5 and the relationship of the
course to the program outcomes.
Mining Engineering Courses and Section Size
Mining engineering class sizes have been increasing steadily since the re-start of the
mining engineering program right up to the present, relatively large, sizes. In a few
cases, it has now become necessary to place a cap on the number of students allowed
in a mining class (MEM 201 and MEM 304, for example; due to availability of
equipment and lab size, respectively).
Computer availability, so far, has not been an issue for the mining engineering
students, even in the capstone senior design class. All mining engineering students
(all SDSMT engineering students, in fact) are required to have their own notebook
computer. In most cases, when student numbers in the capstone design class (MEM
464) exceed 5, the students are assigned groups. This decreases the demand on the
computers in the lab.
Table 5-2 below shows the enrollment in the mining engineering classes for Fall 2008
and Spring 2009.
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TABLE 5-2. Course and Section Size Summary Mining Engineering
Course No.
Title
Responsible
Faculty Member
No. of Sections Offered in
Current Year
Avg. Section Enrollment
Lecture 1
Laboratory 1
Other1
MEM 120 Intro to Mining & Sustain Dev S. Kanth 1 30 100 MEM 201 Surveying for Mineral Engrs C. Kliche 1 30 25 75 MEM 202 Matl Handling & Transport B. Mishra 1 15 100 MEM 203 Intro to Mine Health & Safety C. Kliche 1 20 100 MEM 204 Surf Mining Methods & Unit Op C. Kliche 1 17 100 50 MEM 301 Computer Apps in Mining Z. Hladysz 1 19 50 MEM 302 Mineral Econ & Finance C. Kliche 1 24 100 MEM 303 Underground Mining Methods Z. Hladysz 1 17 100 MEM 304 Theoret & Appl Rock Mech B. Mishra 1 27 75 25 MEM 305 Intro to Explosives Engr C. Kliche 1 15 90 10 (field trips) MEM 307 Mineral Explor & Geostats S. Kanth 1 17 100 MEM 401 Theoret & Appl Vent Engr Z. Hladysz 1 10 75 25 MEM 405 Mine Permitting & Recl C. Kliche 1 23 100 MEM 450 Rock Slope Engineering C. Kliche 1 13 90 10 (field trips) MEM 464 Mine Design & Feasibility Hladysz/Kliche 2 2/10 50 50 MEM 466 Mine Management S. Kanth 1 9 100 MEM 491 Special Topics (Int’l Bus.) S. Kanth 2 3/3 100 1 Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% laboratory).
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CRITERION 6. FACULTY
A. Leadership Responsibilities
The department head of the Mining Engineering Department is Mr. S.N. Shashikanth
(aka Shashi Kanth). The department head’s position provides leadership for the
development and advancement of the program. The department head is responsible for
recruiting students, raising funds for scholarships, and for program development. The
department head also works in cooperation with, and support of, the SDSMT Foundation,
Admissions and Placement Offices, Alumni Association, and other academic programs.
The department head reports directly to the Dean of Engineering, who, in turn, reports to
the Provost and Vice-President of Academic Affairs. Effective 2009-2010, the
department head will report directly to the Provost.
Mr. Kanth, as department head, has the responsibility of representing the program within
the hierarchy of the College of Engineering. He attends the dean’s weekly department
heads meetings, as well as other important college and university events. He is in charge
of departmental management—the budget, tracking the finances of the department,
fundraising for the department, departmental recruiting activities, and arranging co-ops
and internships for the mining engineering students.
The department head also has some teaching responsibilities. Normally, he will teach 1 –
2 courses per semester, depending upon the workload of the other faculty members. He
works closely with the other faculty members with the scheduling of classes each
semester and with the assigning of appropriate faculty for teaching duties. The
department head, during the start-up period of the new program, worked closely with the
heads of other engineering, science and management departments in the scheduling or
development of needed outside-department classes.
Mr. Kanth began his leadership responsibilities as program director (recently changed to
department head status) for the mining engineering program on July 1, 2004. Previous to
accepting this position, Mr. Kanth was employed by Special Devices Inc. as program
manager for the development of new electronic blast initiators for the mining and
construction industries. His unique mix of industrial managerial and marketing
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experience, and his extensive industrial contacts, brings to the program a salesperson—
someone who can work directly with the industrial leaders who require our graduates.
B. Authority and Responsibility of Faculty
At about the end of the first month of each semester, a plan is devised by the mining
engineering department head in consultation with the faculty for the courses to be taught
the next two semesters. This plan includes the courses offered by mining engineering,
the time slot assigned for each course and the responsible faculty member. An attempt is
made to balance out the course offerings amongst the faculty members. Normally, a full-
time faculty member, with normal research and service load, will teach three courses
each semester. The department head will normally be assigned a lighter teaching load
each semester due to his other primary responsibilities of recruiting, obtaining funding
from industry, entertaining, traveling, and academic affairs duties.
Mining engineering courses are updated on a regular basis by the mining engineering
faculty. Normally, this is done in order to keep the course current.
New courses added to the mining engineering curriculum or proposed as electives, or
major modifications to existing courses, require a defined process:
1. The new course or course modification is proposed to the Departmental Curriculum
Committee which is composed of the faculty of the Mining Engineering Department
at one of the departmental faculty meetings. A consensus is reached to either go
forward with the new course or modified course, table it, or not to go forward. If the
decision is to go forward, then the proposing faculty member prepares the appropriate
form and submits it to the College Curriculum Committee.
2. The College Curriculum Committee reviews, discusses, then votes on the proposal at
its regularly scheduled monthly meeting. One member of the Mining Engineering
Department normally serves on the College Curriculum Committee. That mining
engineering faculty member is often times called upon to answer questions about, or
defend, the proposed course. The college dean also serves on the committee as an ex
officio member.
3. If approved by the College Curriculum Committee, the proposal is forwarded to
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University Curriculum Committee for approval, then to the full faculty for final
approval. At the next regularly scheduled faculty meeting, the proposal is discussed
and voted upon by the full faculty.
It is normally during steps (2) or (3) that questions may arise from either other
department representatives or from the general faculty about course content, quality or
whether the course may be too similar to another campus course. These, and any other
questions, must be addressed fully before the course is approved by the faculty. It is not
uncommon for a course request form to be sent back to the originator for changes which
address specific concerns.
C. Faculty
The mining engineering program’s core faculty consists of Mr. S.N. Shashikanth (Prof.
Kanth), Dr. C.A. Kliche, Dr. Z.J. Hladysz and Dr. Brijes Mishra (NOTE: As mentioned
previously, Dr. Mishra resigned on 5/22/09. This report has not been edited to remove
references to Dr. Mishra. A replacement for Dr. Mishra is being sought.). Mr.
Shashikanth holds B.S. and M.S. degrees in mining engineering; Dr. Kliche holds B.S.,
M.S. and PhD degrees in mining engineering; Dr. Hladysz holds B.S. and PhD degrees in
mining engineering; and Dr. Mishra holds B.S., M.S. and PhD degrees in mining
engineering. Dr. Kliche is a registered professional engineer in South Dakota and
Minnesota. Dr. Kliche and Dr. Hladysz are tenured professors; Prof. Shashikanth is a
non-tenure-track exempt administrative employee; and Dr. Mishra is currently a non-
tenure-track term assistant professor.
Effective spring 2008, Dr. Hladysz decreased his effort in the mining engineering
program to 50%. The other 50% was released to the Deep Underground Science and
Engineering Laboratory (DUSEL). Commencing fall 2008, Dr. Hladysz’s release time to
DUSEL was increased to 75% and Dr. Mishra was brought in to take over responsibility
of most of Dr. Hladysz’s teaching responsibilities.
Table 6-1 documents the workloads of the mining engineering faculty for fall 2008 and
spring 2009. Prior to Dr. Hladysz’s reassignment to DUSEL, Drs. Kliche and Hladysz
each averaged about 3 ½ courses per semester. Currently, Dr. Mishra is taking up the
slack from Dr. Hladysz’s release and is assigned 2 courses per semester. For Fall 2009
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and Spring 2010, Dr. Mishra will likely be assigned a full load of 3 courses per semester.
Prof. Kanth has increased his teaching load to 1 ½ or 2 courses per semester. This
increase in workload from 1 course per semester, which was originally intended, to 1 ½
or 2 courses for Prof. Kanth creates the problem of decreasing his time available for
recruiting and fund-raising.
Three of the mining engineering faculty have significant industrial experience and engage
in professional consulting on a regular basis. Dr. Kliche has worked professionally as a
mining engineer in industrial minerals mining (bentonite), taconite mining and gold
mining. He consults in areas of rock slope stability, blasting, and surface mining in
general. Dr. Hladysz has worked professionally for government and in underground coal
mining. He consults in areas of rock mechanics, ventilation, and underground mining in
general. Prof. Kanth has worked professionally in sales and marketing for explosives
manufacturing firms and for companies manufacturing mine dispatch systems. He
consults in the area of electronic detonators. Dr. Mishra has approximately 1 year
professional experience with a well-known consulting engineering company. He has
actively participated with coal mining through consulting on various technical topics.
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Table 6-1. Faculty Workload Summary
Mining Engineering Program
Faculty Member (name)
FT or PT
Classes Taught (Course No./Credit Hrs.) Term and Year1
Total Activity Distribution2
Teaching Research/Scholarly
Activity Other3 Dr. C. A. Kliche FT Fall 2008: MEM 201 (0-2) 75 15 10 MEM 203 (1-0) MEM 305 (3-0) MEM 450 (3-0) MEM 464 (3-1) Spring 2009 MEM 204 (3-0) MEM 302 (3-0) MEM 405 (3-0) Dr. Z.J. Hladysz FT Fall 2008: MEM 301 (1-1) 25 70 5 MEM 401 (3-1) Spring 2009: MEM 464 (4-1) Mr. S. Kanth FT Fall 2008: MEM 466 (2-0) 50 50 MEM 307 (3-0) 50% MEM 490 (3-0) Spring 2009: MEM 120 (2-0) Dr. B. Mishra FT Fall 2008: MEM 303 (3-0) 75 15 10 MEM 307 (3-0) 50% Spring 2009 MEM 304 (3-1) 80 10 10 MEM 202 (2-0) MEM 491 (4-0)
1Indicate Term and Year for which data apply (the academic year preceding the visit), 2Activity distribution should be in percent of effort. Members’ activities should total 100%. 3Indicate sabbatical leave, etc., under “Other.” 4FT=Full Time Faculty, PT=Part Time Faculty
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D. Faculty Competencies
The faculty has the competency to adequately and effectively cover the engineering
topics related to both surface and underground mining which are listed in the Program
Criteria for Mining and Similarly Named Engineering Programs. Dr. Hladysz’s major
area of expertise is in the area of underground mining, Dr. Kliche’s is in the area of
surface mining, Dr. Mishra’s is in the areas of rock mechanics and surface/underground
coal mining, and Prof. Kanth’s is in the area of management and international business.
Dr. Hladysz is also well versed in the area of theoretical rock mechanics. He has just
been added to the Deep Underground Science and Engineering Laboratory (DUSEL)
team in their rock mechanics group. In the past, Dr. Hladysz generally taught the
subjects pertaining to underground mining technology—rock mechanics, ventilation,
underground mine design, and underground mining equipment selection. Now, Dr.
Mishra is moving towards taking more responsibility for those courses as Dr. Hladysz
commits more time to DUSEL. Dr. Kliche generally teaches the subjects pertaining to
surface mining technology—rock slope stability, explosives and rock blasting, surface
mine design, mine reclamation and surface mining equipment selection. Prof. Kanth has
recently taken on more teaching responsibility for mining technology courses,
specifically MEM 202 (Materials Handling and Transportation) and MEM 307 (Mineral
Exploration and Geostatistics) in addition to the mine management courses he typically
teaches.
One area of the curriculum that is lacking—not adequately covered by the four mining
engineering faculty members—is mining electives. Only two mining engineering
electives, at this time, are available for the students to choose from, and only one of them
has been taught with any regularity over the past few years. Additional mining
engineering electives are in the works and more offerings should be available
commencing the 2010 – 11 academic year. However, certain civil and environmental
engineering, geological engineering, and/or business courses normally will be allowed as
mining electives, if petitioned by the student, that is, if cleared by the student through
his/her advisor who will, in turn, take up the petition to the rest of the Mining engineering
faculty.
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E. Faculty Size
All of the mining engineering courses in the program are taught by one of the four mining
engineering faculty members. Table 6-1 shows the workload summary for the four
mining engineering faculty members for fall 2008 – spring 2009. Drs. Kliche and
Hladysz for the past several years have taught the majority of the mining engineering
classes. However, as mentioned previously, Dr. Hladysz is moving more into DUSEL
and away for his previous teaching load. Dr. Kliche’s teaching workload remains high, at
3 – 5 classes per semester. Prof. Kanth and Dr. Mishra both have been becoming more
involved with teaching duties, thereby spreading around the teaching workload
Due to the high teaching workloads and to the lack of a M.S. program in mining
engineering, funded research in the program is low. Table 6-1 shows the level for
research and scholarly activity for both Dr. Kliche and Dr. Mishra at 15% for fall 2008
and spring 2009. Dr. Hladysz, on the other hand, has increased his release time due to his
involvement in DUSEL to 70% for 2008 - 09.
Two of the three mining engineering faculty members are the advisors for all 88 mining
engineering students—Dr. Kliche is advisor for 53 students (spring 2009) and Prof.
Kanth has taken over advising the remaining 35 students from Dr. Hladysz.
The university requires that faculty members must be evaluated by students each
semester in courses. The overall instructional performance is rated on a scale (excellent,
good, satisfactory, marginal, and poor). The mining engineering Department’s faculty
has consistently ranked in the excellent to good range for the past six years. A sample
survey form is attached in Appendix F.
All four faculty members are involved in university service and professional service
activities.
Mining engineering faculty members are quite active in various professional societies and
have been very successful in communicating the importance of such involvement to the
students. SDSMT students attend the annual meetings of the Society for Mining,
Metallurgy and Exploration (SME), the International Society of Explosives Engineers
(ISEE), the regional explosives engineering conference (Best in the West), and the Crazy
Horse Drill and Blast workshop. Over the past five years, the students have organized
125
and staffed booths at the annual SME and ISEE meetings.
Dr. Hladysz is a member of SME and is also very active with the Maptek annual Vulcan
User’s Conference, presenting on a regular basis at the conference. He just presented a
new mine ventilation module for the Vulcan software at the 2008 conference. As stated
above, Dr. Hladysz is becoming quite involved with the DUSEL project at the
Homestake Mine in Lead, SD.
Dr. Kliche is heavily involved with both SME and the International Society of Explosives
Engineers (ISEE) on both the national and local levels. He regularly attends the national
meetings of both organizations. He is advisor to the SDSMT student chapters of both
organizations. Dr. Kliche is the current President of the Black Hills Chapter of ISEE and
served as the Heartland Region Chair for SME in 2007. He has been a member of the
ISEE Program Committee since 1990. He publishes with both organizations. Dr. Kliche
serves the university as a member of several committees, including the University Senate.
Prof. Shashi Kanth is a member of SME and of ISEE. He regularly attends the annual
meetings of both organizations. In SME, he is a member of the Minerals Schools
Department Heads group and works closely with the educators and the students. In ISEE,
he is on the Board of Directors of the Black Hills Chapter, he is one of the organizers of
the annual Crazy Horse Blaster’s Training seminar, and he’s heavily involved with the
annual Best in the West Drill and Blast Seminar. He maintains strong involvement on the
national level with ISEE, especially in the areas of student activities and product
development.
Dr Mishra completed his PhD from West Virginia University with a major in mining
engineering and rock mechanics. His research areas have included rock mechanics, salt
mechanics, numerical modeling, and coal mine ground control. He is member of Society
of Mining Engineering and American Rock Mechanics Association. Before joining
South Dakota School of Mines and Technology as an assistant professor, he worked as a
project engineer at RESPEC, a geotechnical consulting firm. His area of interest is
geotechnical engineering, constitutive modeling involving time dependent of rocks. He
has ten papers published to his credit and successfully completed eleven consulting and
research projects.
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The mining engineering faculty members have been very active in the recruiting of new
students into the mining engineering program. Although Prof. Kanth has now taken the
lead in most recruiting activities, the mining engineering faculty members are routinely
called upon to help with departmental open houses, to attend the Tour Mines open house
activities for high school juniors and seniors who are considering SDSMT, and to
participate in the departmental information series during the GE 130 class periods.
Finally, faculty members of the mining engineering program have been very successful in
providing opportunities for students to interact with industry practitioners and employers.
In addition to setting up field trips to working mines, quarries, and construction sites,
faculty members have developed a close relationship with industry, which results in a
number of potential employers coming to SDSMT for the spring and fall job fairs. This
results in excellent placement of our seniors upon graduation and our undergraduates for
internships and coops.
F. Faculty
Abbreviated resumes for each of the four program faculty members are attached as
Appendix B. Additionally, Table 6-2 presents a brief summary of pertinent information
about the mining engineering faculty members.
G. Faculty Development
Faculty development is planned by the individual faculty member and the department
head. All faculty members have annual reviews conducted by the department head which
include a summary and analysis of the Student Opinion Survey forms from each class
taught by the faculty member; a review of Part A of their Professional Staff Evaluation
Form; and the completion of Part B of the evaluation form by the department head.
Part A of the Professional Staff Evaluation Form is completed during January of each
year for the past calendar year by the faculty member. In it, the faculty member
summarizes his or her activities during the past 12 months in the areas of: teaching or
cooperative activities; scholarship or creative activity; and service to the university,
his/her discipline or profession, and the community-at-large. The faculty member also
lists his or her performance objectives for the current evaluation period which were
devised with the concurrence of the department head at the end of the previous review
127
period. In addition, the proposed major performance objectives for the next period are
listed.
After completion by the faculty member, Part A is submitted to the department head who
then reviews it and completes his analysis under Part B. For all faculty unit members
who serve on tenure track contracts or who hold rank below that of professor, the
department head must comment about progress towards achieving the levels of
performance that, in keeping with institutional standards, justify a recommendation for
promotion to a more senior rank or award of tenure. Comments must address each area of
professional responsibility. Therefore, the department head meets formally annually with
each non-tenured or tenured junior faculty member to review his or her progress towards
advancement to the next level of rank or towards tenure. During this meeting, the
department head discusses the junior faculty member’s progress and updates any plan
previously formulated for the junior faculty member’s achievement of stated performance
objectives.
The mining engineering department provides funds for each faculty member to attend at
least one conference, workshop or seminar annually. Depending on the state of the
department’s operating budget and the state of discretionary funds available in the mining
engineering program’s SDSMT Foundation accounts, faculty members may be able to
attend additional annual meetings, workshops or seminars during the year. In the past,
each faculty member has been able to attend two or three meetings per year. If the
faculty member is presenting a paper at a meeting, or is involved in some high level of
planning for the meeting, then the faculty member’s attendance at the meeting is a
necessity.
SDSMT and the South Dakota Board of Regents offer numerous professional
development workshops on faculty development and/or help in obtaining external
funding that the faculty member may sign up for. Ultimately, it is up to the individual
faculty member to pursue these opportunities and follow through by submitting proposals
for external funding and submitting articles for publication in peer reviewed journals.
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Table 6-2. Faculty Analysis
Mining Engineering Program
Name Ran
k
Type of Academic Appointme
nt TT, T, NTT
FT or PT H
ighe
st D
egre
e an
d Fi
eld
Institution from which Highest
Degree Earned & Year
Years of Experience
Prof
essi
onal
R
egis
tratio
n/
Cer
tific
atio
n
Level of Activity (high, med, low, none) in:
Gov
t./In
dust
ry
Prac
tice
Tota
l Fac
ulty
This
In
stitu
tion
Prof
essi
onal
So
ciet
y
Res
earc
h
Con
sulti
ng
/Sum
mer
W
ork
in
Indu
stry
C.A. Kliche P T FT PhD Univ. of Arizona 1991
6 29 29 SD, MN High Med High
Z.J. Hladysz P T FT PhD Central Mining Inst., Katowice, PL, 1978
10 28 28 Low-Med Med-High
Med
S. Kanth I NTT FT MS SDSM&T 1994
12 5 5 High Low High
B. Mishra Asst.
NTT FT PhD U of W. VA., 2007 1 2 2 Med Med Med
Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous years.
Column 3 Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track
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CRITERION 7. FACILITIES
A. Space
The space available for the mining engineering program is just adequate, but not optimal,
to support the program’s educational objectives and outcomes. Since its inception in
2004, the mining engineering and management program (changed to the mining
engineering program in 2008) has demonstrated significant growth, year-to-year. On
average, 20 new students per year have been admitted to the program, making current
enrollment at over 80 undergraduate students. During this growth period, one additional
faculty position has been added and some additional space has been provided for mining
engineering use. Room 225 in the Mineral Industries (MI) Building was added to the
Design Lab of MI 223 to come up with the combined design room MI 223/225; and MI
230 was acquired for the new ventilation lab.
A.1. Office Space
Office space is adequate for the three full-time mining engineering faculty and for the
mining engineering department head. Additional office space in the mining engineering
office complex is unavailable in the case of new faculty members being hired.
A.2. Classroom Space
The availability and quality of classrooms are sufficient to meet the current needs of the
Mining Engineering Department. However, with higher inflow of students, larger
classrooms will be needed. The rooms are assigned by University Scheduling based on
class size and the request submitted on behalf of each department.
A.3. Laboratories
Space & Condition. Laboratories used by mining engineering involve various
equipment which has been upgraded based on requirements and availability of
monetary resources. The program has a new Maptek Mine Design Lab (MI 223/225),
which is dedicated to the department for providing mining engineering students with
up-to date mine modeling capabilities. Added to the Maptek Lab is state-of-the-art
equipment for providing internet-based distance education. This system primarily
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consists of two parts: the Polycom video conferencing system and the Accordent
Capture Station.
• The Polycom system provides high-definition voice, video and content to point-
to-point and multipoint calls. An EagleEye HD camera, six ceiling mount
speakers, two ceiling microphones, a sound system and large Display are
connected to the Polycom codec. A second camera is also being added.
• The Accordent Capture Station enables an instructor to record and webcast a
presentation or conference, both live and on-demand. This part of the system is
the PC with the Accordent capture software. The published presentations are
viewed via a web browser and media player. Audience e-mail interaction outside
of the video conference system is available through a moderated interface in the
Accordent Capture Station software.
This system was acquired in 2009 and mining electives are being developed which
can be offered via the system.
Another small laboratory, the health and safety training room located in MI 122A, is
available for small training classes.
A new ventilation laboratory, located in MI 230, has been added to the mining
engineering program. The new laboratory has office space for both faculty and teaching
assistants. The rock mechanics laboratory facilities, located in MI 120 and 122, is old but
adequate for the job of teaching undergraduate rock mechanics theory and applications.
Appendix C lists the major equipment in the rock mechanics laboratory, the ventilation
laboratory, the surveying laboratory, the mine health and safety laboratory, and the
Maptek Mine Design Laboratory. Also included is a comment, where appropriate, for
planned replacement or upgrade of the laboratory equipment.
Lab Plan. The most current laboratory plan for the Mining engineering department is
attached as Appendix E.
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A.4. Mining Library Resources
No Mining Library (i.e., Resource Room) exists any longer within the Mining
Engineering Department. As stated above, the books, periodicals, maps, etc. from the old
Mining Engineering Department, and those acquired since, are stored in various locations
in the MI Building and around campus (i.e., the Facilities Building).
The university, on the other hand, has a very fine engineering and science library which
serves the mining engineering program quite adequately. The university’s library
resource is described in detail in Appendix D—Institutional Summary.
A.5. Mining Engineering Assigned Space
Space in the Mineral Industries building assigned to the mining engineering program is
currently just adequate for the needs of the program. Specifically, as mentioned above,
office space is adequate for three faculty members, but the mining engineering program
has no conference room or resource room (Mining Library). The majority of the space
historically assigned to the department was taken away and reassigned at the time of
closure of the old program. It has been, and remains so, a challenge to reclaim some of
that space. The figures below show the proportion of space in the Mineral Industries
Building assigned to mining engineering.
% Area
ADM
IAS
GEOL & GEOLE
MET
MEM
132
Mineral Industries Building Space Assignment
Department % Area Total # Students # Active Labs MET 33 76 4 GEOL & GEOLE 31 111 17 IAS 21 23 1 ADM 7 0 0 MEM 9 88 4
The floor plans shown below illustrate the areas on each floor within the Mineral
Industries Building assigned to the mining engineering program.
Rock Mechanics Lab Health & Safety Room
133
Mining Engineering Offices
Ventilation Lab
Mine Design Lab
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B. Resources and Support
B.1.1. Computing Resources/Hardware
All faculty offices are equipped with desktop computers with a minimum of Pentium 4 1.8
GHz CPU and 80 GB hard drives with 512 MB RAM. These have a network connection
and Internet access. The standard operating system is Microsoft Windows, XP Professional
or Vista. The Mining Engineering Department also maintains three notebook computers for
mobile instruction, research activities, and travel.
In fall 2006, the university implemented a Tablet PC program under which each degree-
seeking undergraduate student is issued a Tablet PC. Thus, by fall 2009 all undergraduates
with the exception of fifth year seniors will have access to mobile computing. Wireless
access to both the local area network and the Internet is available everywhere on campus.
In addition, the Mining Engineering Department has a new computer laboratory, the
Maptek Mine Design Lab, in MI 223/225. This departmental computer laboratory has 20
personal computers with network connection, Internet access, and a printer. Students in the
mining engineering program routinely use the computing resources of this laboratory for
assignments. Other campus computing facilities include open laboratories in the Classroom
Building, Devereaux Library, and Surbeck Center.
B.1.2. Computing Resources/Software
Mining engineering students learn the use of a wide variety of modern engineering tools.
In addition to productivity software such as word processors and spreadsheet programs
used routinely in many courses, students become familiar with state-of-the-art mine
design software such as Maptek’s VULCAN and Carlson’s SurvCADD. Specialized
software is introduced in sophomore, junior and senior courses, and includes, in addition
to the mine design packages mentioned, packages such as GS+ Geostatistics for the
Environmental Sciences; SHERPA (Surface and Underground); Caterpillar’s FPC;
Rocscience’s rock mechanics and slope stability packages (Dips, Examine2D,
Examine3D, Phase2, RocData, RocFall, RocLab, RocPlane, RocSupport, Settle3D, Slide,
Swedge, Unwedge); Itasca’s FLAC; VNetPC mine ventilation package; APEX
economics simulation package; LabNoteBook (data acquisition package); and Runge’s
DragSim and TALPAC simulation software.
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B.2 Laboratory Equipment Planning, Acquisition, and Maintenance
In the Mining Engineering Department, laboratory equipment planning, acquisition, and
maintenance is lead by the particular faculty member that controls that particular
laboratory. If a faculty member determines that equipment in their laboratory needs to be
purchased, maintained or upgraded, that faculty member is in charge of the process. If it
involves a small amount of money, the faculty member requests the resources from the
department through the department head. If it involves larger sums of money, the
necessity is discussed between all of the faculty members and the department head, the
department equipment requirements are prioritized and then several avenues can be
pursued to acquire the necessary resources.
B.3. Support Personnel Available to Install, Maintain, and Manage Departmental Hardware, Software, and Networks Mining engineering shares a full-time IT technician with the other departments and
programs in the building—the Atmospheric Sciences Department, the Materials &
Metallurgical Engineering Department, the Geology & Geological Engineering Department
and the Engineering and Mining Experiment Station. The technician helps maintain
equipment and provides computer support. The technician’s office is in MI 120B on the
first floor of the Mineral Industries Building. Additional network support is provided by
Instructional Technology Services, which is located on the first floor of the Electrical and
Computer Engineering/Physics/Computer Center building.
The operating expenses funding, capital assets, laboratory fees, return on overhead from
research funds, and discretionary finds received as gifts from industry/alumni/friends are
adequate to maintain and replace laboratory equipment properly.
B.4 Support Personnel Available to Install, Maintain, and Manage Laboratory Equipment. Depending on the laboratory equipment involved, the IT technician may install it and
maintain it, or the professor responsible for the lab may do so. Management of the
laboratory equipment is the responsibility of the professor in charge of the lab. The
laboratories involved include the rock mechanics lab, the ventilation lab, the Maptek
Mine Design Lab and other minor labs. If special support is needed for a laboratory, then
the work is contracted through the college and university facilities management staff.
136
C. Major Laboratory and Instructional Equipment
Major laboratory and instructional equipment is tabulated in Appendix C.
137
CRITERION 8. SUPPORT
A. Program Budget Process and Sources of Financial Support
The program as initially proposed began with a major contribution by the industry as seed
money to start the program. This seed money was planned to be about $300,000 and the
industrial advisory board raised about $350,000, which enabled the program to hire a
consultant, a dedicated program recruiter, and a program director for the start-up phase.
In order to compute the original budget, the following table was used as estimates in
terms of student numbers and credit-hour calculations (taken from the “New Program
Request” form submitted to the SDBOR in 2004).
Estimated Student Numbers for the New Mining engineering Program
Fiscal Years 1st 2nd 3rd 4th
FY 05 FY 06 FY 07 FY 08 Students new to the university—includes transfer students from other colleges
6 15 23 25
Students from other university programs 3 3 4 4 Transfer students from other colleges 1 3 3 3 Total cumulative students in the new program 9 27 54 77 New program credit hours -major courses. Total credit hours for SDSMT from new pgm.
42 306
196 918
479 1836
785 2618
New Program Graduates 0 0 4 8
The following table illustrates, as a comparison, the actual number of mining engineering
students recruited into the program since its start-up. As can be seen, the actual numbers,
year-to-year, are much higher than predicted, as are the graduates.
Actual Student Numbers in the New Mining engineering Program
Fiscal Years 1st 2nd 3rd 4th
FY 05 FY 06 FY 07 FY 08 Students new to the university—includes transfer students from other colleges 32 55 74 83
New Program Graduates 2 1 5 12
Essentially, student count and credit hours by each year is what forms the basis of needed
financial support.
138
The financial support is divided into:
• OE – Operating expenses
• Scholarship support
• Departmental development activities – department service support
The sources for each of these are:
• OE – Operating expenses
Each year institutional funds are budgeted to the department for operating
expenses. As additional need arises, funds may be transferred from college or
other accounts at the discretion of the dean or the provost. In FY09, $11,700 was
budgeted and $17,656 has been expended from institutional sources to meet
operational costs such as office supplies, telephone, faculty travel and similar
expenses. Foundation accounts are also used to support travel and other
departmental expenses. A laboratory course fee of $53.20 per course is charged,
with 80% of these revenues staying with the department to be used for laboratory
expendables and other costs related to laboratory courses. In FY09 this produced
revenues for the department of $1,547.
• Scholarship support
Alumni donations
Industry contributions
Existing endowments
• Departmental development
Industry contributions
Alumni donations
Overhead allocation from research projects
The table below shows a list of donors who have been actively supporting the department
for both scholarships and departmental service activities. Many are recurring annually,
and some are funded through established endowments. A few are time limited, and we
continue to raise support and add new ones to this list every year.
ALEXANDER, TOM & FRANCES
139
BARRICK GOLD BELL, LYNN & NANCY OWEN DURGIN, SCOTT & LISA ENGEBRETSON, DAVID & LESLIE LEADERSHIP AWARD ERICKSON, JANET LIND MEM EYRICH, HAROLD R MEMORIAL FOUNDATION COAL HARDER, JAMES O MEMORIAL HENRY, RALPH L. HOEL, RON & MARG INTERNATIONAL ROYALTY JOHNSON, LINDSAY F MEMORIAL KIEWIT MEM MAPTEK MOHRMAN, DONN J OSHIER, EDWIN MEMORIAL P & H MINING EQUIPMENT PENG MEM RATHBUN, JOHN ROYAL GOLD SCHWANDT, RANDY/CATE EQUIPMENT SWENT FAMILY WOMEN IN MINING
Tabulated below are the total dollar amounts raised by year from these sources:
C. Adequacy of Budget
The program has grown well beyond initial, and the 80 student number was reached
sooner than initially planned. This has resulted in the need to enhance our facilities, and
staff strength.
Considering the growth, and strong projections for future growth, the current budget is
considered to be somewhat inadequate in the sense that it does not have enough room to
add one new faculty member (on a tenure track) and also enhance the laboratories –
specifically, upgrade the rock-mechanics laboratory.
FY07 FY06 FY05 FY04 FY03 TOTAL$288,758.55 $124,225.92 $94,521.52 $85,002.35 $204,919.87 $918,031.53
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We have come up with ways to counter this problem. One example is that we have taken
the release time from DUSEL activities of one professor (Dr. Z. Hladysz) and hired a
PhD professor, and are paying his salary through the release time. Additionally we are
continuing to request one new FTE position with the university. With the economic
downturn, there has been a freeze on all new hires from the university, but we have been
talking with two specific companies to help support 50% of a new FTE position, and as
of April 2009, we have secured 25% of this for a four year commitment and are diligently
working to get the rest in place.
D. Support for Faculty Professional Development
As a department, there is generally very good support for any professional development
activity that may become available to the faculty. For example, all faculty members are
strongly encouraged and supported financially to attend the annual SME and annual ISEE
conferences. In the past five years, we have had very good participation from mining
engineering faculty members at the local and national meetings of the SME & ISEE. The
faculty also has attended the 2004 & 2008 MINExpo (held once every four years).
Additionally, the department actively supports attending any industry conferences and
training seminars as needed.
Faculty members are often involved heavily with the local chapters of national
professional organizations, including being officers and on the board of directors of such
organizations. For 2008-09, one of the faculty members holds the position of President
and the other is a board member of the local ISEE chapter. Additionally, one faculty
member has been active in the planning of, and the program committee for, the South
Dakota Professional Engineers annual conference. He is also active on the Program
Committee for the national ISEE.
Additionally, we are on the steering committee of the BPI Seminar conducted by Penn
State outreach program and are in active discussions to be the host for the 2012
conference.
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DUSEL Activity
“Significant advances in the science and engineering disciplines often require access to
exotic environments, either to investigate processes that occur only under conditions not
available in a conventional laboratory, or to search for rare processes that are easily
masked under most realizable circumstances. Scientists and engineers then must create
those environments artificially; in some instances, they can exploit naturally existing
environments with the needed characteristics, provided there exist appropriate access and
infrastructure.”1 The Deep Underground Science and Engineering Laboratory (DUSEL),
planned for the Homestake Mine in Lead, South Dakota, represents such a case.
The Homestake Mine, a deep hardrock gold mine closed by Barrick in 2000, was donated
by Barrick to the South Dakota Science and Technology Authority in 2006 for use as the
Deep Science and Engineering Laboratory. On July 10, 2008, South Dakota Gov. Mike
Rounds announced that the National Science Foundation selected the Homestake site to
be developed as the proposed Deep Underground Science and Engineering Laboratory
(DUSEL). The NSF indicated its intention to provide $5 million a year for the next three
years to develop a more specific technical design for the laboratory. The NSF Science
Board, Congress and the President must approve the DUSEL project, which would cost
an estimated $550 million. Half of that funding would be used to build the lab; half
would pay for the initial suite of experiments.
One of the mining engineering faculty members is heavily involved in DUSEL activities,
and listed below are his major responsibilities;
• Managing and coordinating all activities associated with the geotechnical
investigations, design and construction of new underground excavations for
DUSEL.
• Chair of DUSEL Geotechnical Advisory Committee.
• Member of DUSEL/Sanford Lab Environment, Health and Safety Oversight
Committee.
• Member DUSEL/Homestake Risk Management Team
• Member of DUSEL/Berkeley Laboratory Modules Design Team 1 NSF Program Solicitation 09-500, Deep Underground Science and Engineering Laboratory (DUSEL 4)
http://www.nsf.gov/pubs/2009/nsf09500/nsf09500.htm
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E. Support of Facilities and Equipment
The following laboratory equipment is brand new and is state-of-the art;
• Maptek Advance Mine Design Center – a fully equipped computer lab with
20 stations (soon to be increased to 25 stations), all ready with Maptek’s
VULCAN software and other software required for senior design
• Fully operational Accordent Capture Station audio-video teleconferencing
system
• Capabilities to record, stream and beam the classroom to any IP enabled
network globally in real time
• A brand new Ventilation trainer ($50,000) has been procured & installed, and
will be commissioned this summer.
• A state-of-the-art Trimble 5700 GPS surveying instrument has been in place
for about a year now.
We are in pretty good shape when it comes to surveying, and computers with new state of
the art GPS survey equipment, two new total stations, and a brand new computer lab.
However at this time, the facilities and equipment in the rock mechanics laboratory needs
a serious review. The rock mechanics equipment is quite antiquated and is in a condition
where any breakage or failure could result in a loss of capability to conduct many of the
rock mechanics labs exercises. The hardware and software interfaces are old, outdated
and the system has been kept operational through the tireless efforts of the professor in
charge of the lab.
Until recently, the same held true for the ventilation hardware and software equipment.
Efforts are underway by the mining engineering faculty to ameliorate this critical
situation in the ventilation lab by the installation of a newly acquired state-of-the-art
Ventilation Trainer in room MI 230.
F. Adequacy of Support Personnel and Institutional Services
The need for an additional faculty member in for the mining engineering program has
been addressed above.
143
On the administration side, we currently have an information technology technician
assigned to the Mineral Industries Building. Mr. David Murphy, IT technician for the MI
Building, replaced Mr. Dale Nickels in 2008. In addition to Mr. Murphy, technical
support is provided campus-wide by the Information Technology Services (ITS)
department.
With three existing faculty members and almost 80 students, mining engineering shares
one secretary with the Materials and Metallurgical Engineering department. This
secretarial support is inadequate as the metallurgy group conducts significant research
and has both M.S. and PhD programs. Support for a dedicated secretary is very essential
at this time.
In addition, the university has several support personnel who provide support for all
undergraduates on campus. This includes recruiting services through the Admissions
Office, career advising through the Career Center, student counseling through the Dean
of Students’ office, Campus Ministries, and much, much more. These services are
detailed in the Institutional Summary (Appendix D).
144
CRITERION 9. PROGRAM CRITERIA
The Program Criteria for Mining engineering and Similarly Named Engineering
Programs is reproduced below. The Program Criteria has been annotated with Numbers
1 – 26, which refer to the items listed in Table 9-1 below.
PROGRAM CRITERIA FOR
MINING AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Society for Mining, Metallurgy, and Exploration
These program criteria apply to engineering programs including "mining" and similar modifiers in their titles. 1. Curriculum The program must demonstrate that graduates have: the ability to (1) apply mathematics through differential equations, (2) calculus-based physics, (3) general chemistry, and (4) probability and statistics as applied to mining engineering problems applications; fundamental knowledge in the geological sciences including (5) characterization of mineral deposits, (6) physical geology, (7) structural or engineering geology, and (8) mineral and rock identification and properties; proficiency in (9) statics, (10) dynamics, (11) strength of materials, (12) fluid mechanics, (13) thermodynamics, and (14) electrical circuits; proficiency in engineering topics related to both surface and underground mining, including: (15) mining methods, (16) planning and design, (17) ground control and rock mechanics, (18) health and safety, (19) environmental issues, and (20) ventilation; proficiency in additional engineering topics such as (21) rock fragmentation, (22) materials handling, (23) mineral or coal processing, (24) mine surveying, and (25) valuation and resource/reserve estimation as appropriate to the program objectives. The (26) laboratory experience must lead to proficiency in geologic concepts, rock mechanics, mine ventilation, and other topics appropriate to the program objectives. 2. Faculty Evidence must be provided that the program faculty understand professional engineering practice and maintain currency in their respective professional areas. Program faculty must have responsibility and authority to define, revise, implement, and achieve program objectives.
A. Curriculum
Table 9-1 below lists the program criteria for mining engineering and similarly named
engineering programs and tabulates how the mining engineering program meets the
criteria. For further reference, the course syllabi are attached in Appendix A.
To summarize the information in the table:
Mathematics: The mathematics requirement for the B.S. degree in mining
engineering includes a semester each of Calculus I (Math 123), Calculus II (Math
145
124), Calculus III (Math 205) and Differential Equations (Math 211). The
mathematics requirement for the mining engineering majors differs slightly from
that of the other engineering majors at SDSMT in that the mining engineering
majors take 2 credits less of Calc III and 1 credit less of Differential Equations.
Regents policy requires a minimum undergraduate class size of 10 students. Four
percent of all sections can be offered as exceptions to this requirement. In the
cases where Math 205 and/or Math 211 have not attracted 10 students and so have
not been offered as scheduled, the mining engineering students have taken Math
225 and/or Math 321.
Calculus-based Physics: The calculus-based physics requirement for mining
engineering students is met by Phys 211 and Phys 213. Physics I has Math 123,
Calculus I, as a prerequisite (see Figure 5-1 (c) for prerequisite flow chart).
Therefore, the two physics courses are normally taken in sequence after the
student completes Math 123.
General Chemistry: The general chemistry requirement is met by successfully
completing Chem 112, Chem 112L and Chem 114. Chem 112L (the laboratory
course) can be taken either concurrently with Chem 112 or with Chem 114.
In the case of the calculus/differential equations sequence, the physics sequence, or the
chemistry sequence, it is frequently the case that the student has not had adequate
preparatory courses. Then, the student will be required to take and pass a high school
equivalent preparatory course before enrolment in the college-level course is allowed.
Probability and Statistics: The probability and statistics requirement is met
primarily via the MEM 307 (Mineral Exploration and Geostatistics) course. The
first ⅓ of the MEM 307 course (1 credit) is dedicated to basic probability and
statistics and the second ⅓ of the course (1 credit) is dedicated to applied statistics
(Geostatistics). In addition, more basic statistics is introduced in the MEM 304
(Theoretical and Applied Rock Mechanics) class and laboratory.
Characterization of Mineral Deposits: This subject is covered within three
Geology/Geological Engineering courses: Mineralogy for Mining Engineers
146
(Geol 214L; 1 credit), Geology for Engineers (GeoE 221/221L; 3 credits) and
Elementary Petrology (Geol 341/341L; 3 credits)
Physical Geology: Physical geology is an integral part of the Geology for
Engineers (GeoE 221/221L; 3 credits) course, normally taken by mining
engineering students in the spring semester, sophomore year.
Structural or Engineering Geology: The mining engineering students take
Structural Geology (GeoE 322/322L; 3 credits) offered by the Geological
Engineering program.
Mineral and Rock Identification: This requirement is satisfied by Mineralogy for
Mining Engineers (Geol 214L; 1 credit) and Elementary Petrology (Geol
341/341L; 3 credits).
Statics: The statics requirement for mining engineering students is satisfied by
taking EM 216--Engineering Mechanics (Statics and Dynamics, 4 credits). The
first portion of the course is dedicated to Statics.
Dynamics: The dynamics requirement for mining engineering students is
satisfied by taking EM 216--Engineering Mechanics (Statics and Dynamics, 4
credits). The second portion of the course is dedicated to Dynamics.
Strength of Materials: The strength of materials requirement is met as a definitive
module within MEM 304 (Theoretical and Applied Rock Mechanics; 4 credits).
The students in the rock mechanics course are required to complete various
homework assignments on basic strength of materials and are also tested on the
material during one or more hour-long examinations.
Fluid Mechanics: Mining engineering students are required to take Applied Fluid
Mechanics (EM 328; 3 credits), normally during their third year.
Thermodynamics: Originally, when the new program was developed, it was
intended that the subject of thermodynamics would be taught as an integral part
(module) of the Theoretical and Applied Ventilation Engineering (MEM 401; 4
credits) course. Implementation of that plan never materialized. Therefore, it
became evident that “proficiency in thermodynamics” would be lacking in the
147
mining engineering graduates. In order to correct this situation, an existing course
taught by the Atmospheric Science Department was modified for mining
engineering. This course, Atmospheric Thermodynamics for MEM (ATM 404; 2
credits) is required in the future of all mining engineering students who were at or
below sophomore standing in spring 2009. The first mining engineering students
will take the ATM 404 course in the spring 2010.
Electrical Circuits: The original curriculum was designed with an in-house
course, MEM 306 (Mine Power and Pumping Systems), to satisfy this
requirement. However, we had difficulty finding a faculty member willing to take
this course on, so the Electrical Engineering Department was asked to devise a
course for the mining engineering students. This course, EE 303--Circuits (for
Mining), was implemented fall 2008. Prior to fall 2008, the mining engineering
students took EE 301 (4 credits).
Engineering Topics (ET): Mining Methods: The topic of “mining methods” is
covered in the mining engineering curriculum through two required courses:
Surface Mining Methods and Unit Operations (MEM 204; 2 credits) and
Underground Mining Methods and Equipment (MEM 303; 2 credits). The
surface mining course is normally taken in the sophomore year and the
underground class is taken in the junior year. Previous to 2009, these courses
were 3 credits each. They were each reduced by 1 credit to allow room for the
ATM 404—Atmospheric Thermodynamics course.
ET: Planning and Design: The capstone mine design course is MEM 464--Mine
Design and Feasibility Study (4 credits). Since fall 2008, this course has been
offered both semesters—one semester as an underground design project and one
semester as a surface design project. The reason for this change was twofold: (1)
many December graduates were unable to take the course during the preceding
spring semester due to the failure to meet prerequisites and were therefore forced
to stay an additional semester just for this course; and (2) many of the mining
engineering students had chosen a career path of either surface mining or
148
underground mining by the senior year and wanted a design experience reflecting
this choice.
ET: Ground Control and Rock Mechanics: The ground control and rock
mechanics engineering topics requirement is met by the mining engineering
course titled Theoretical and Applied Rock Mechanics (MEM 304; 4 credits).
This course includes a significant laboratory experience.
ET: Health and Safety: The mine health and safety course, MEM 203--
Introduction to Mine Health and Safety (1 credit), is designed to meet the MSHA
requirement for Part 46 New Miner Training. It is also included as a choice for
the students pursuing a minor in Occupational Safety.
ET: Environmental Issues: Besides being included in some of the lower level
courses (MEM 204 and MEM 303) and in the capstone design course (MEM
464), environmental issues are addressed within the senior-level course Mine
Permitting and Reclamation (MEM 405; 3 credits).
ET: Ventilation: The requirement for a topical course on mine ventilation is met
by the course Theoretical and Applied Ventilation Engineering (MEM 401; 4
credits). This course also includes a significant laboratory experience.
Additional Engineering Topics (AT): Rock Fragmentation: The Introduction to
Explosives Engineering (MEM 305; 3 credits) course is designed to meet the
additional engineering topic requirement for rock fragmentation.
AT: Materials Handling: The Materials Handling and Transportation (MEM 202;
2 credits) course was developed by extracting the materials handling topical
material from the surface mining and underground mining courses. This is the
reason it was possible to reduce the MEM 204 and MEM 303 courses to 2 credits
each.
AT: Mineral or Coal Processing: The mineral or coal processing requirement is
met through the Materials and Metallurgical Engineering course Met 220--
Mineral Processing and Resource Recovery (3 credits) which the mining
engineering students are required to take.
149
AT: Mine Surveying: Surveying is required of all Mining engineering students.
They normally meet this requirement by taking Surveying for Mineral Engineers
(MEM 201; 2 credits). However, infrequently a mining engineering student
cannot fit the MEM 201 course into his/her schedule. In that case, it has been
allowed that the equivalent civil engineering surveying course, CEE 206/206L be
taken for the credit.
AT: Valuation and Reserve/Resource Estimation: Mine valuation and mineral
economics is covered in the Mineral Economics and Finance (MEM 302; 3
credits) course. Additionally, the students taking the capstone design course
(MEM 464--Mine Design and Feasibility Study) are introduced to cost estimation
and are expected to include a detailed economic analysis in their final project
report. Furthermore, mining engineering students are required to take Econ 304
(Managerial Economics) as one of the management-related courses in the mining
engineering curriculum.
Appropriate Laboratory Experience: The appropriate laboratory experience
requirement is met by the following courses which include significant laboratory
experience: Geol 214L--Mineralogy for Mining Engineers (1 credit); GeoE
221L--Geology for Engineers Lab (1credit); Geol 341L--Elementary Petrology
Lab (1 credit) GeoE 322L--Structural Geology Lab (1 credit); MEM 201--
Surveying for Mineral Engineers (2 lab credits); MEM 301--Computer
Applications in Mining (2 lab credits); MEM 304L--Theoretical and Applied
Rock Mechanics Lab (1 credit); MEM 401L--Theoretical and Applied Ventilation
Engineering Lab (1 credit); and MEM 464L--Mine Design and Feasibility Study
Lab (1 credit).
150
Table 9-1. Program criteria for mining engineering and similarly named engineering programs and how mining engineering meets the criteria.
Item Program Criterion How Program Criterion is Met in the Mining Engineering
Program (1) Apply mathematics
through differential equations
Math 123--Calculus I (4 credits) Math 125--Calculus II (4 credits) Math 205--Mining and Management Math I
(Calculus III) (2 credits) Math 211--Mining and Management Math II
(Differential Equations) (3 credits) (2) Calculus-based physics Phys 211--University Physics I (3 credits)
Phys 213--University Physics II (3 credits) (3) General chemistry Chem 112--General Chemistry I (3 credits)
Chem 112L--General Chemistry I Lab (1 credit) Chem 114--General Chemistry II (3 credits)
(4) Probability and statistics as applied to mining engineering problems applications
MEM 307--Mineral Exploration and Geostatistics (3 credits)
MEM 304--Theoretical and Applied Rock Mechanics (4 credits)
(5) Characterization of mineral deposits
Geol 214L--Mineralogy for Mining Engineers (1 credit)
GeoE 221/221L--Geology for Engineers (3 credits) Geol 341/341L--Elementary Petrology (3 credits)
(6) Physical geology GeoE 221/221L--Geology for Engineers (3 credits) (7) Structural or engineering
geology GeoE 322/322L--Structural Geology (3 credits)
(8) Mineral and rock identification and properties
Geol 214L--Mineralogy for Mining Engineers (1 credit)
Geol 341/341L--Elementary Petrology (3 credits) (9) Statics EM 216--Engineering Mechanics (Statics and
Dynamics) (4 credits) (10) Dynamics EM 216--Engineering Mechanics (Statics and
Dynamics) (4 credits) (11) Strength of materials MEM 304--Theoretical and Applied Rock
Mechanics (4 credits) (12) Fluid mechanics EM 328--Applied Fluid Mechanics (3 credits)
151
Table 9-1 (cont.)
Item Program Criterion How Program Criterion is Met in the Mining Engineering Program
(13) Thermodynamics MEM 401--Theoretical and Applied Ventilation Engineering (4 credits)
ATM 404—Atmos. Thermo for MEM (2 credits) (14) Electrical circuits EE 303--MEM EE (3 credits) (15) Engineering topics:
mining methods MEM 204--Surface Mining Methods and Unit
Operations (2 credits) MEM 303--Underground Mining Methods and
Equipment (2 credits) (16) Engineering topics:
planning and design MEM 464--Mine Design and Feasibility Study (4
credits) (17) Engineering topics:
ground control and rock mechanics
MEM 304--Theoretical and Applied Rock Mechanics (4 credits)
(18) Engineering topics: health and safety
MEM 203--Introduction to Mine Health and Safety (1 credit)
(19) Engineering topics: environmental issues
MEM 405--Mine Permitting and Reclamation (3 credits)
(20) Engineering topics: ventilation
MEM 401--Theoretical and Applied Ventilation Engineering (4 credits)
(21) Additional engineering topics: rock fragmentation
MEM 305--Introduction to Explosives Engineering (3 credits)
(22) Additional engineering topics: materials handling
MEM 202--Materials Handling and Transportation (2 credits)
(23) Additional engineering topics: mineral or coal processing
Met 220--Mineral Processing and Resource Recovery (3 credits)
(24) Additional engineering topics: mine surveying
MEM 201--Surveying for Mineral Engineers (2 credits)
(25) Additional engineering topics: valuation and resource/reserve estimation
MEM 302--Mineral Economics and Finance (3 credits)
MEM 464--Mine Design and Feasibility Study (4 credits)
152
Table 9-1 (cont.)
Item Program Criterion How Program Criterion is Met in the Mining engineering Program
(26) Appropriate laboratory experience
Geol 214L--Mineralogy for Mining Engineers (1 credit)
GeoE 221L--Geology for Engineers Lab (1credit) Geol 341L--Elementary Petrology Lab (1 credit) GeoE 322L--Structural Geology Lab (1 credit) MEM 201--Surveying for Mineral Engineers (2 lab
credits) MEM 301--Computer Applications in Mining (2
lab credits) MEM 304L--Theoretical and Applied Rock
Mechanics Lab (1 credit) MEM 401L--Theoretical and Applied Ventilation
Engineering Lab (1 credit) MEM 464L--Mine Design and Feasibility Study
Lab (1 credit)
B. Faculty Mining engineering faculty are discussed above in the section on Criterion 6.
APPENDIX A Course Syllabi A. Mining Engineering and Management Course Syllabi
MEM 120 Introduction to Mining Management & Sustainable Development .............................................................................153
MEM 201 Surveying for Mineral Engineers .................................................155 MEM 202 Materials Handling and Transportation ........................................157
MEM 203 Introduction to Mine Health & Safety ..........................................159 MEM 204 Surface Mining Methods & Unit Operations ...............................161
MEM 301 Computer Applications in Mining ................................................163 MEM 302 Mineral Economics & Finance .....................................................165 MEM 303 Underground Mining Method & Equipment ................................167 MEM 304 Theoretical & Applied Rock Mechanics ......................................169 MEM 305 Introduction to Explosives Engineering .......................................171 MEM 307 Mineral Exploration & Geostatistics ............................................173 MEM 401 Theoretical & Applied Mine Ventilation .....................................175 MEM 405 Mine Permitting & Reclamation ..................................................177 MEM 450/550 Rock Slope Engineering ........................................................179 MEM 464 Mine Design & Feasibility Study .................................................181 MEM 466 Mine Management ........................................................................183 B. Math and Basic Sciences Course Syllabi Math 123 Calculus I .......................................................................................185 Math 125 Calculus II .....................................................................................187 Math 205 Mining & Management Mathematics I .........................................189 Math 211 Mining & Management Mathematics II ........................................191 Chem 112 General Chemistry I .....................................................................193 Chem 112L General Chemistry Lab I ............................................................195 Chem 114 General Chemistry II ....................................................................197 Phys 211 University Physics I .......................................................................199 Phys 213 University Physics II ......................................................................202 GEOL 212/214L Mineralogy & Crystallography ..........................................204 GEOL 341 Elementary Petrology ..................................................................206 GEOE 221 Geology for Engineers ................................................................208 ATM 404/504 Atmospheric Thermodynamics ..............................................211 C. Syallabi for Courses Meeting Other Applicable Program Criteria EM 216 Engineering Mechanics – Statics & Dynamics ................................213 EM 328 Applied Fluid Mechanics .................................................................216 GEOE 322/322L Structural Geology .............................................................218 MET/ENVE 220 Mineral Processing & Resource Recovery ........................221 EE 303/303L Introductory Circuits, Machines & Systems ...........................224
153
A. Mining Engineering and Management Course Syllabi
MEM 120 – INTRODUCTION TO MINING, MANAGEMENT & SUSTAINABLE DEVELOPMENT
Meets MONDAYS, 2:00 – 3:50 in MI 222 Required
Catalog Data:
(2-0) 2 Credits – Prerequisites: None. Principles and definitions related to mining engineering discipline. Introductory overview of current mining practices and the mining technology in general. Presentation of mining faculty and their areas of expertise. Discussion of various career paths in mining engineering. Principles, terminology and definitions of sustainable development in mining. Elements and indicators of sustainable development: environment, economics, society and governance. Introductory concepts in management dealing with mining and global issues.
Textbook:
SME, Surface Mining, 2nd Edition, 1990. Mining Explained, The Northern Miner
References:
IIED Report on Sustainable Development
Outcomes: Students completing this class will be able to demonstrate: • an understanding of the preliminary concepts of Mining & Sustainable Development relating to
surface & underground mining techniques, equipment and operations • the ability to use the techniques, skills and modern engineering & management tools necessary to
function effectively in the mining environment (introductory level)
Course Requirements: Course Evaluation
Attendance & class participation (80%) : The final grade in this class will be based upon:
Exams & homework assignments (10%) Projects & accompanying reports (10%)
Topics:
o Introduction, history of mining and basic definitions & Careers in mining engineering o Surface, Quarrying & Underground mining – Basic introduction o Tunneling and shaft sinking - Basic o Basic elements if equipment in the mining environment o HIGH-TECH Mining – What’s new (Computer applications in mining and mining software) o Management Concepts such as, Project Management, Team dynamics, Meeting skills etc. o Historical overview of the role of the mining industry in the modern world o Explore one of the hundreds of sustainable development projects through the Internet: Choose a
mining project and discuss the approach and the solution. Prepared By: Shashi Kanth Date: January 2009 MI 327C Ph: 394-1973
E-mail: [email protected]
154
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a) X(7b) X(7c)(7d) X(7e) X(7f)
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a)(9b)(9c)(9d)
Low Med. Higha.b.c.d.e.f. Xg.
i. Xj. X
Level of Emphasis
College level mathematicsBasic sciences
MEM 120-Introduction to Mining, Management and Sustainable Development
Credits Attributed
11
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
155
MEM 201—SURVEYING FOR MINERAL ENGINEERS
Meets Tu & Th, 1:00 – 3:50 in MI 222 Required
Catalog Data:
(0-2) 2 credits. Prerequisite: Sophomore standing. Principles of surface and underground surveying, including measurements, data collection, calculations, error analysis, topographic mapping, and application of the Global Positioning System.
Textbook:
Wolf, Paul R & Charles D. Ghilani, Elementary Surveying An Introduction to Geomatics, 10th ed., Prentice hall, 2002.
Outcomes:
After completion of this course, students will be able to demonstrate: • an ability to apply knowledge of mathematics, science, and engineering to mine surveying
problems; • an ability to design and conduct proper mine surveys, as well as accumulate, analyze and interpret
the field data; • an ability to function as a member of a survey team; • an ability to identify, formulate, and solve typical engineering problems associated with mine
surveying; and • an ability to properly use the techniques, skills, and equipment necessary for good surveying
practices. Course Requirements:
Course Evaluation Two examinations (~40%)
: The final grade in this class will be based upon:
Homework problems (~20%) Group project reports (~30%) Group & class participation (~10%)
Topics:
1. Introduction 2. Units and Significant Figures 3. Theory of Errors In Observations 4. Angles, Azimuths and Bearings 5. Coordinate Calculations 6. Boundary Surveys 7. Alignment surveys 8. GPS 9. Field survey projects
Prepared By: Dr. C.A. Kliche Date: August 2008 MI 327B Ph: 394-1972 E-mail: [email protected]
156
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d)(7e)(7f)
(8)(8a)(8b)(8c)(8d) X(8e)
(9)(9a)(9b)(9c)(9d)
Low Med. Higha. Xb.c.d. Xe. Xf.g. X
i.j.
Level of Emphasis
College level mathematicsBasic sciences
MEM 201-Surveying for Mineral Engineers
Credits Attributed
11
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
157
MEM 202 Materials Handling and Transportation
Meets M & W, 9:00 – 9:50 a.m., MI 220 Required
Catalog Data:
(2–0) 2 credits Prerequisites EM 216 and MEM 120. The theory of operation of mining equipment, and its selection and application to materials handling in surface and underground mines. Emphasis is on economics, productivity, reliability and safety.
Textbook:
None References:
SME Mining Engineering Handbook, 1992. SME Underground Mining Methods Handbook, 1982. Zbigniew J. Hladysz, -- Lectures (PP). Ronald M. Hayes & Assoc., Modern Materials Handling, McGraw-Hill Publications. Kliche, C.A., Surface Mining Systems PPT.
Outcomes: • Ability to apply basic knowledge of mathematics and engineering science to problems in mine
design and planning; • Ability to apply basic knowledge of mining engineering fundamentals, relevant technologies as
well as techniques, skills and tools needed in mine design, planning and mine operation; • Ability to develop problem solving capabilities and apply them in mine design, planning and mine
operation; • Ability to communicate effectively.
Course Requirements:
1. Students are expected to perform to a high standard and honesty, according to the rules currently at SDSM&T.
2. Class attendance is mandatory 3. No late homework assignments will be accepted, nor will tests be given other than at the
scheduled time without prior written excuse that is approved by the instructor. Grading: 50% - Tests and Final Exam; 50% - Homework Assignments
Topics: 1. Principles and fundamental concepts of materials handling 2. Cyclic and continuous mining operations 3. Underground Materials Handling Systems: Loading equipment; Rubber-tired haulage; Rail
haulage; Conveyors; Crushing; Hoisting; Supply haulage and transportation. 4. Surface Mining Materials Handling Systems: Continuous unit operations; Multi-bucket machines;
Non-continuous unit operations; In-pit crushing and conveying Prepared by: Dr. Charles A. Kliche Date: January, 2009 MI 327B Ph: 394-1972 E-mail: [email protected]
158
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d)(7e)(7f)
(8)(8a)(8b) X(8c)(8d)(8e)
(9)(9a)(9b)(9c)(9d)
Low Med. Higha. Xb.c.d.e. Xf.g.
i.j.
Level of Emphasis
College level mathematicsBasic sciences
MEM 202-Materials Handling and Transportation
Credits Attributed
2
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
159
MEM 203 – INTRODUCTION TO MINE HEALTH AND SAFETY
Meets Wednesdays, 3:00 – 4:00 in MI 222 Required
Catalog Data:
1(1–0). Prerequisite: Sophomore standing. Introduction to mine health and safety and to the MSHA regulations. A study of mine regulations, and the recognition of mine hazards along with their prevention and control. Fulfills MSHA requirements for new miner training.
Textbook:
None References:
MSHA Training Materials & Various Videos Outcomes:
Students completing this class will be able to demonstrate: • a supervisory knowledge of mine health and safety issues • an understanding of MSHA requirements for new miner and annual safety training • a familiarity with 45 CFR Parts 46 and 48
Course Requirements:
Course Evaluation Attendance (25%)
: The final grade in this class will be based upon:
Class participation (25%) Completion and presentation of mid-term & final reports (50%)
Topics: 1. Introduction and course review 2. Rights of Miners and Authority and Responsibility of Supervisors 3. Introduction to the Work Environment Including Transportation Systems, Control Systems,
and Communication Systems. 4. Self-Rescue, Escape, and Emergency Evacuation 5. Firefighting and Firewarning 6. Ground Control – Highwalls, Water Hazards, Pits, and Spoil Banks 7. Electrical Hazards 8. Health 9. First Aid 10. Explosives 11. Hazard Recognition and Avoidance.
Prepared By: Dr. C.A. Kliche Date: August 2008 MI 327B Ph: 394-1972 E-mail: [email protected]
160
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d) X(7e)(7f)
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a)(9b)(9c)(9d)
Low Med. Higha.b.c.d.e.f. Xg.
i.j. X
Level of Emphasis
College level mathematicsBasic sciences
MEM 203-Introduction to Mine Health and Safety
Credits Attributed
1
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
161
MEM 204 – SURFACE MINING METHODS AND UNIT OPERATIONS
Meets MW, 2:00 – 2:50 in MI 220 Required
Catalog Data:
(2-0) 2 Credits – Prerequisite: ENVE/MEM 120 or permission of instructor. A study of surface mining techniques and unit operations applicable to metal mining, coal mining, quarrying and other surface mining operations. Topics include mine design and planning, surface drilling and blasting, the applicability and performance characteristics of earthmoving equipment, and an introduction of mine drainage. This course is cross listed with ENVE 204.
Textbook:
SME, Surface Mining, 2nd Edition, 1990. References:
B-E, Surface Mine Supervisory Training Program, Shovel/Truck. B-E, Surface Mine Supervisory Training Program, Dragline. Malhotra, D., Politics of Mining. What They Don’t Teach You in School, SME
Outcomes: Students completing this class will be able to demonstrate: • an understanding of the engineering principles relating to surface mining techniques, equipment
and operations • the ability to design a simple mining system, component or process to meet a desired need • the ability to identify, formulate, and solve surface mine engineering problems • the ability to use the techniques, skills and modern engineering tools necessary to function
effectively in a surface mining environment
Course Requirements: Course Evaluation Attendance & class participation (20%)
: The final grade in this class will be based upon:
Exams & homework assignments (50%): Exams (2) & homework problems (3-5). Projects & accompanying reports (30%)
Topics:
A. Introduction B. Major U.S. Surface Mining Districts C. Mine Planning D. Surface Mining Methods E. Ore reserve estimation F. Surface Mining Equipment G. Mining Law and Reclamation H. Mine Management Case Situations
Prepared By: Dr. C.A. Kliche Date: January 2009 MI 327B Ph: 394-1972 E-mail: [email protected]
162
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a) X(7b) X(7c)(7d)(7e) X(7f)
(8)(8a)(8b) X(8c)(8d)(8e)
(9)(9a)(9b)(9c)(9d)
Low Med. Higha. Xb. Xc.d.e. Xf.g.
i.j.
Level of Emphasis
College level mathematicsBasic sciences
MEM 204-Surface Mining Methods and Unit Operations
Credits Attributed
11
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
163
MEM 301 Computer Applications in Mining
Tu. 9:00 – 10:50, Th. 9:00 – 10:50 AM, MI 223 Required
Catalog Data:
(1–1) 2 credits. Prerequisites: GES 115, Professionalism in Engineering and Science. Computer Hardware and software. Applications in exploration and resource modeling, equipment selection and simulations, mine planning and design, rock stability analysis, and economics and cost estimates. Emphasis on three-dimensional modeling and visualization. Vulcan software and other software applications.
Textbook:
None References:
Mining Software Library – User Manuals, lecture PP presentations. Relationship of Course to Program Outcomes:
MEM 301Computer Applications in Mining, meets the following outcomes for the mining engineering and management program: • Ability to apply basic knowledge of mining engineering fundamentals, relevant technologies as
well as techniques, skills and tools needed in mine design, planning and mine operation; • Ability to develop problem solving capabilities and apply them in mine design, planning and mine
operation; • Ability to work as a team member and practically apply this skill in mining engineering analysis,
design and planning, and mine operation; • Ability to communicate effectively; • Ability to design and conduct experiments, as well as to analyze and interpret data; • Laboratory, technical, and computer competence;
Course Requirements:
• Students are expected to perform to a high standard and honesty, according to the rules currently at SDSM&T.
• Class attendance is mandatory • No late homework assignments will be accepted, nor will tests be given other than at the
scheduled time without prior written excuse that is approved by the instructor. • Grading: 50% - Tests and Final Exam; 50% - Homework and Laboratory Assignments, Projects,
and class attendance Topics:
1. Computer hardware and operating systems
2. Basic concepts of computer applications
3. Computer software 4. General applications 5. Integrated modeling 6. Databases 7. Mapping 8. CAD 9. Mineral resources 10. Equipment selection 11. Cost estimating 12. Mine economics 13. Engineering analysis 14. Numerical analysis 15. Data acquisition
Prepared by: Z. J. Hladysz, Ph.D. Date: August 29, 2007 MI 327A Ph: 394-1971 E-mail: [email protected]
164
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b) X(7c) X(7d)(7e)(7f) X
(8)(8a)(8b) X(8c)(8d)(8e) X
(9)(9a)(9b)(9c)(9d) X
Low Med. Higha. Xb. Xc.d.e. Xf.g.
i.j.
Level of Emphasis
College level mathematicsBasic sciences
MEM 301-Computer Applications in Mining
Credits Attributed
2
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
165
MEM 302 – MINERAL ECONOMICS & FINANCE
Meets MWF, 12:00 – 12:50 in MI 220 Required
Catalog Data:
(3-0) 3 Credits – Prerequisite: Junior Standing. An introduction to the concepts of the time value of money and the application of time value of money decision criteria to mineral project evaluation situations. Both before-tax and after-tax investment situations are discussed. A discussion of the financing options available to a company for expansion, new project development or acquisitions. This course is cross-listed with ENVE 302.
Textbook:
Stermole, F.J., and J.M. Stermole, Economic Evaluation and Investment Decision Methods, 10th ed., Investment and Evaluations Corp., 2000.
References:
Gentry, D.W., and T.J. O’Neil, Mine Investment Analysis, SME, 1984.
Outcomes: Upon completing this course, the student will be able to: 1. Solve basic time-value-of-money economic problems 2. Conduct a mineral project economic analysis 3. Evaluate equipment replacement options 4. Determine cost of capital to the firm and know how it’s applied 5. Follow and understand various aspects of the commodities market and players in the market.
Course Requirements:
Course Evaluation Attendance & class participation (20%)
: The final grade in this class will be based upon:
Exams & homework assignments (60%) Final project & report (20%)
Topics:
1. Introduction 2. Compound interest formulas 3. Present worth, annuities, future worth, rate of return, and break-even analysis 4. Project analysis 5. Escalated dollar analysis, constant dollar analysis and inflation 6. Sensitivity analysis and risk analysis 7. Depreciation, depletion and amortization 8. Income tax, cash flow, DCFROR 9. After-tax investment decisions 10. Replacement analysis 11. Leverage concepts 12. Cost of capital to the firm 13. Cut-off grades and ore accounting 14. Stock/bond investments
Prepared By: C.A. Kliche Date: January 2009 MI 327B Ph: 394-1972
E-mail: [email protected]
166
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d)(7e) X(7f)
(8)(8a)(8b)(8c)(8d)(8e) X
(9)(9a)(9b)(9c)(9d)
Low Med. Higha. Xb.c.d.e. Xf.g. X
i. Xj.
Level of Emphasis
College level mathematicsBasic sciences
MEM 302-Mineral Economics and Finanace
Credits Attributed
11
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
X
167
MEM 303 – UNDERGROUND MINING METHOD AND EQUIPMENT
Meets WF, 9:00 – 9:50 in MI 320 Required
Catalog Data:
(2-0) 2 credits. Prerequisite: Sophomore or junior standing. A study of underground mining techniques, unit operations, and equipment applicable to coal mining, metal mining, quarrying and tunneling operations. Topics include mining method selection, mine design and planning, drilling and blasting, and novel underground mining methods.
Textbook: Power point Presentation slides
References:
Introduction to Mining Engineering, H.L Hartman, SME
Outcomes: Students completing this class will be able to demonstrate: • An understanding of the engineering principles relating to underground mining techniques,
equipment and operations • The ability to design a simple mining system, component or process to meet a desired need • The ability to identify, formulate, and solve underground mine engineering problems • The ability to use the techniques, skills and modern engineering tools necessary to function
effectively in an underground mining environment
Course Requirements: Course Evaluation Quiz and term paper (20%)
: The final grade in this class will be based upon:
Homework assignments (50%): Exams (30%)
Topics:
A. Introduction B. Ore deposits C. Mine Development D. Drilling E. Blasting F. Rock Breakage G. Unsupported Methods H. Supported Mining Methods I. Caving Methods J. Novel methods K. Supports L. Non mining-Use of underground Space M. Mine Management
Prepared By: Dr. Brijes Mishra Date: February 2009 MI 112B Ph: 394-1273 E-mail: [email protected]
168
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a) X(7b) X(7c)(7d)(7e) X(7f) X
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a)(9b)(9c)(9d)
Low Med. Higha. Xb.c.d.e. Xf.g.
i.j.
Level of Emphasis
College level mathematicsBasic sciences
MEM 303-Underground Mining Methods and Equipment
Credits Attributed
11
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
169
MEM 304 – Theoretical and Applied Rock Mechanics
MI 327 lecture 10:00 – 10:50 AM MWF Required
MI 120 laboratory 1:00 – 3:50 PM TH Catalog Data:
(4-1) 4 credits. Prerequisite: EM 216 and junior standing. Principles of rock mechanics and mechanics of materials. Concept of stress, strain and the theory of elasticity. Applications in mining, geological engineering and tunneling. Emphasis on the design of safe structures in rocks. Laboratory experience for determining the basic physical and mechanical properties of rocks.
Textbook:
Zbigniew J. Hladysz, Rock Mechanics -- Principles and Applications, SDSM&T, 1997. Zbigniew J. Hladysz, A Laboratory Manual for Rock Mechanics, SDSMT, 1994
References:
B. Brady and E. T. Brown, Rock Mechanics for Underground Mining, George Allen & Unwin, 1985. E. Hoek and E. T. Brown, Rock Slope Engineering, IMM, 1981
Relationship of Course to Program Outcomes:
• Ability to apply basic knowledge in mathematics, science, and engineering; • Field, laboratory, technical, and computer competence; • Ability to communicate effectively; • Broad, general knowledge of the role of engineering solutions in society; • An understanding of professional and ethical responsibility; • Ability to identify, formulate, and solve engineering problems; • Ability to design a system or process to meet desired needs; and • Ability to use the techniques, skills, and modern engineering tools necessary for engineering
practice. Requirements and Expectations:
1. Students are expected to perform to a high standard and honesty, according to the rules currently at SDSM&T.
2. Class attendance is mandatory. 3. No late homework assignments will be accepted, nor will test be given other than at the scheduled
time without prior written excuse that is approved by the instructor. 4. Grading: 10% - Lab Quizzes; 20% - Successful completion of all required rock tests, analyses and
reports; 20% - Homework Assignments; 50% - Tests and Final Exam Topics:
1. Analysis of stresses and strains 2. Theory of elasticity 3. Physical properties of rocks 4. Rock behavior 5. Mechanical properties of rocks 6. Theories of failure 7. Stresses in earth's crust 8. Rock mechanics instrumentation 9. Stress distribution around underground
structures 10. Stability of underground structures
11. Engineering design 12. Design of supports and rock reinforcement 13. Rock mechanics classifications --
empirical design 14. Slope stability
15. Numerical methods 16. Time-dependent properties of rocks Prepared By: Zbigniew J. Hladysz Date: January, 2007 MI 327A Ph: 394.1971 E-mail: [email protected]
170
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c) X(6d)(6e)(6f)
(7)(7a)(7b)(7c) X(7d)(7e)(7f)
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a)(9b) X(9c)(9d)
Low Med. Higha. Xb. Xc. Xd. Xe. Xf.g. X
i.j.
Level of Emphasis
College level mathematicsBasic sciences
MEM 304-Theoretical And Applied Rock Mechanics
Credits Attributed
4
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
171
MEM 305 – INTRODUCTION TO EXPLOSIVES ENGINEERING
Meets MWF, 2:00 – 2:50 in MI 220 Required
Catalog Data:
(3-0) 3 Credits – Prerequisite: MEM 202. An introduction to explosives products; the theory of rock breakage by explosives; and the design of blast patterns for different applications including surface blasting techniques, underground blasting techniques, controlled blasting and specialized techniques. The techniques and equipment used to control and/or monitor airblast, ground vibration and flyrock are studied.
Textbook:
Konya, C.J., Rock Blasting and Overbreak Control, 3rd Ed., U.S. DOT, 2006. References:
ISEE, Blaster’s Handbook, 17th Edition. ISEE, Cleveland, OH. 1998. Konya, C.J. and E.J. Walter, Surface Blast Design, Prentice Hall, 1990. Siskind, D.E., Vibrations From Blasting, ISEE, 2000. Oriard, L.L., The Effects of Vibrations and Environmental Forces, ISEE, 1999. Dowding, C.H., Blast Vibration Monitoring and Control, Prentice Hall, 1985. Atlas Powder Co., Explosives and Rock Blasting, 1987.
Outcomes: After completion of this course, students will be able to demonstrate: • a knowledge of various types of explosives products and accessories, • an ability to design a blast pattern to meet production goals, • an ability to design a blast pattern to minimize environmental impacts, • an ability to identify, formulate, and solve typical explosives engineering problems, and • a general knowledge of the pertinent laws applicable to the explosives industry.
Course Requirements:
Course Evaluation Two examinations (~50%)
: The final grade in this class will be based upon:
Homework problems (~40%) Class & field trip participation (~10%)
Topics:
1. Explosives engineering 2. Explosives products 3. Initiators and blast hole delay devices 4. Mechanics of rock breakage 5. Priming and boosting 6. Blast design 7. Pattern design 8. Overbreak control 9. Site conditions and field procedures 10. Ground vibration, airblast and pre-blast surveys 11. Blasting safety 12. Estimating
Prepared By: Dr. C.A. Kliche Date: August 2008 MI 327B Ph: 394-1972 E-mail: [email protected]
172
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d)(7e)(7f)
(8)(8a) X(8b)(8c)(8d)(8e)
(9)(9a)(9b)(9c)(9d)
Low Med. Higha. Xb.c. Xd.e. Xf.g.
i.j.
Level of Emphasis
College level mathematicsBasic sciences
MEM 305-Introduction to Explosives Engineering
Credits Attributed
12
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
173
MEM 307 – MINERAL EXPLORATION & GEOSTATISTICS
Meets MWF, 10:00 – 10:50 in MI 320 Required
Catalog Data: (3-0) 3 Credits – Prerequisite: GeoE 221. The application of the theory of geostatistics to quantify the geological concepts of (1) area of influence of a sample, (2) the continuity of the regionalized variable within a deposit, and (3) the lateral changes in the regionalized variable according to the direction. Basic concepts and theory of probability and statistics will be introduced, including probability distributions, sampling distributions, treatment of data, the mean, variance, and correlation. Computer techniques will be extensively used for geostatistical estimation of grade, volume and variance. Textbook: None References: Journal, A.G., and Ch.J. Huijbregts, Mining Geostatistics. The Blackburn Press, Caldwell, NJ, 2003. -----, GS+ GeoStatistics for the Environmental Sciences, Gamma Design Software v.7 manual. Barnes, M.P., Computer-Assisted Mineral Appraisal and Feasibility. SME, 1980. Crawford & Hustrulid, eds., Open Pit Mine Planning and Design. SME, 1979. Miller, I. & John E. Freund, Probability and Statistics for Engineers. Prentice-Hall, 1985. Outcomes: After completion of this course, students will be able to demonstrate: • a knowledge of basic statistical concepts, • a working knowledge of mining geostatistics, • an ability to solve typical statistics problems, • a working knowledge of mineral resource exploration • a knowledge of computer assisted mineral reserve estimation Course Requirements: Course Evaluation Attendance & class participation (20%)
: The final grade in this class will be based upon:
Exams & homework assignments (50%) Final project & report (30%) Topics: 1. Basic Engineering Statistics: Statistical Parameters (mean, variance, standard deviation, coefficient of variation); Probability Theory; Probability Distributions; Histograms; The Normal Distribution; The Lognormal Distribution; The Uniform, Gamma and Exponential Distributions; Sampling Distribution of the Mean; Inferences Concerning Means; Regression Analysis. 2. Geostatistics: Introduction to Matheronian Geostatistics; The Variogram; Block and Volume Variance; Estimation Variance; GS+ Geostatistics Computer Package; Cross Validation; Grade Estimation; Example of Point Kriging. 3. Exploration: Concept of Prospecting and Exploration; Geologic Mapping; Geologic Data Collection and Data Recording; Sample Collection Techniques; Drilling and Coring Techniques; Drill Logging; Digital Database; Basic Definitions of Mineral Resources; Classification of Economic Minerals; Resource Modeling; Exploration Geochemistry; Geophysical Exploration; Remote Sensing; Exploration Program Management. Prepared By: Dr. C.A. Kliche Date: August 2008 MI 327B Ph: 394-1972 E-mail: [email protected]
174
Low Med. High(1) X(2)(3)(4)(5)
(5a)(5b X(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d)(7e)(7f)
(8)(8a)(8b)(8c)(8d)(8e) X
(9)(9a)(9b)(9c)(9d)
Low Med. Higha. Xb. Xc.d.e. Xf.g.
i.j.
Level of Emphasis
College level mathematicsBasic sciences
MEM 307-Mineral Exploration and Geostatistics
1Credits Attributed
2
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
175
MEM 401 – THEORETICAL AND APPLIED MINE VENTILATION
Meets MWF 11:00 – 11:50 AM in MI 223 and 1:00 – 3:50 PM Vent Lab Required
Catalog Data:
(3–1) 4 Credits. Prerequisites: MEM 303 Underground Mining Methods and Equipment; EM 328Applied Fluid Mechanics. Analysis of mine atmosphere and the control of airflow in an underground mine. Basic principles of thermodynamics and air conditioning. Emphasis is on solutions of airflow networks and the design principles for mine ventilation systems. Laboratory experience for determining the basic pressure and airflow parameters, ventilation network analysis and fan characteristics.
Textbook:
H. L. Hartman, Mine Ventilation and Air Conditioning, John Wiley and Sons, 1997. Zbigniew J. Hladysz, A Laboratory Manual for Mine Ventilation, SDSM&T, 2007.
References:
SME Mining Engineering Handbook, SME, 1992 Outcomes:
After completion of this course, students will be able to demonstrate: • an understanding of the engineering principles relating to mine ventilation, • the ability to design a ventilation network, component or process to meet a desired need, • the ability to identify, formulate, and solve ventilation problems, and • the ability to use the techniques, skills and modern engineering tools necessary to function
effectively in an underground mining environment. Course Requirements:
Course evaluationMandatory class attendance.
: Tests (50%), Homework (25%) and Laboratory (25%)
Topics:
• Thermodynamics of air, air properties, gas laws and air quality • Airflow, ventilation circuits and ventilation networks • Natural ventilation and mine fans • Ventilation control • Thermodynamics of compressible Airflow • Ventilation Network Analysis • Ventilation System Design • Mine Fires • Air Conditioning • Network analysis using VNETPC and Vulcan software • Laboratory experiments
Prepared By: Dr. Zbigniew J. Hladysz Date: September 2008 MI 327A Ph: (605) 394-1971 E-mail: [email protected]
176
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e) X(6f)
(7)(7a)(7b)(7c)(7d)(7e)(7f) X
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a)(9b)(9c) X(9d)
Low Med. Higha. Xb. Xc. Xd. Xe. Xf.g. X
i.j.
Level of Emphasis
College level mathematicsBasic sciences
MEM 401-Theoretical and Applied Mine Ventilation
Credits Attributed
22
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
177
MEM 405 – MINE PERMITTING AND RECLAMATION
Meets MWF, 1:00 – 1:50 p.m. in MI 220 Required
Catalog Data:
(3-0) 3 Credits – Prerequisite: Junior standing. A study of environmental problems associated with both surface and underground mining and the reclamation practices that have been developed or are being evaluated to alleviate these problems. Federal, state and local reclamation regulations are examined for their effects on present and future mining practices and costs. Field trips to several mining operations in the Black Hills or the Powder River Basin will be taken for on-site observation of actual reclamation practices. This course is cross-listed with ENVE 405.
Textbook:
Kubasek, Nancy K. & Gary S. Silverman, Environmental Law, 5th edition, Prentice Hall, 2005. References:
American Assoc. of Agronomy, Reclamation of Drastically Disturbed Lands, 1978. Various EPA reports. Lehr, J.H., Rational Readings on Environmental Concerns, Van Nostrand Reinhold, 1992. -----, Code of Federal Regulations for Mineral Resources, Office of the Federal Register.
Outcomes:
After completion of this course, students will be able to demonstrate: • an understanding of the professional and ethical responsibility of the mining professional towards
man and his environment • a knowledge of some of the more important contemporary environmental issues facing the mining
professional • an ability to use basic research skills and appropriate documentation of sources to write effectively
of issues facing the mining professional
Course Requirements: Course Evaluation Attendance & class participation (20%)
: The final grade in this class will be based upon:
Two (2) term reports (80%)
Topics: 1. Introduction: Important Environmental and Related Political Terminology 2. Part 1: Environmental & Mining Law—The American Legal System; Ecology’s Ancestry; The
National Environmental Policy Act (NEPA) of 1969; Air-Quality Control; Water-Quality Control; Waste Management and Hazardous Releases; The Surface Mining Control and Reclamation Act (SMCRA) of 1977; The Federal Land Policy and Management Act (FLPMA) of 1976; The Mining Law of 1872, the Mineral Leasing Act of 1920, and the Materials Act of 1955; State Mining and Reclamation Laws and Regulations; Mining and Sustainable Development
3. Part 2: Mined Land Reclamation—Seedbed Preparation; Soil Stabilization Measures; Restoring Problem Soils; Primary Factors Affecting Seed Germination, Plant Establishment, and Growth; Vegetative Stabilization; Plant Materials and Requirements for Growth in Dry Regions; Soil Erosion and Sedimentation; Acid Mine Drainage
4. Guest Speakers 5. Videos
Prepared By: Dr. C.A. Kliche Date: January 2007 MI 327B Ph: 394-1972 E-mail: [email protected]
178
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d)(7e) X(7f)
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a)(9b)(9c)(9d)
Low Med. Higha.b.c.d.e.f. Xg. X
i.j. X
Level of Emphasis
College level mathematicsBasic sciences
MEM 405-Mine Permitting and Reclamation
Credits Attributed
2
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
179
MEM 450/550 – ROCK SLOPE ENGINEERING
Meets MWF, 11:00 – 11:50, MI 220 Elective
Catalog Data:
(3-0) 3 Credits – Prerequisite: MinE 411, MEM 304, or CEE 346, or equivalent. Topics include: modes of slope failure; economic consequences of instability in mining and construction; geologic factors controlling stability of rock slopes; shear strength of highly jointed rock masses and discontinuities; projection methods; vectoral analysis of 3-D problems by means of the stereographic projection method; analytical, graphical and computer analysis of planar, wedge and toppling failures; and probabilistic methods.
Textbook:
Kliche, C.A., Rock Slope Stability, SME, 1999. References:
Hoek, E., and J.W. Bray, Rock Slope Engineering, E. & F.N. Spon, 1981. Brawner, C.O., and V. Milligan, Stability in Open Pit Mining, SME, 1971. Brawner, C.O., and V. Milligan, Geotechnical Practice for Stability in Open Pit Mining, SME, 1972. Brawner, C.O., Stability in Surface Mining, SME, 1982. Priest, S.D., Hemispherical Projection Methods In Rock Mechanics, George Allen & Unwin, 1985. Coates, D.F., Pit Slope Manual, CANMET, 1977. Schuster, R.L., & R.K. Krizek, Landslides, Analysis and Control, National Academy of Sciences, 1978.
Outcomes:
The student completing this class will have a comprehensive understanding of: • rock slope stability analysis techniques • rock slope stabilization techniques • rock slope stability analysis techniques, including limit equilibrium, probabilistic and finite
difference • computer analysis techniques
Course Requirements:
Course Evaluation Attendance & class participation (25%)
: The final grade in this class will be based upon:
Exams & homework assignments (75%) Topics:
1. Terminology 9. Engineering rock mass classification schemes 2. Landslide causes and processes 10. Hemispherical projection techniques 3. Economic consequences of slope failure 11. Limiting equilibrium 4. Modes of rock slope failure 12. Planar failure 5. Introduction to the probabilistic concept 13. Toppling failure 6. Engineering properties of discontinuities 14. Wedge failure 7. Groundwater 15. Stabilization techniques 8. Geologic data collection 16. Computer applications
Prepared By: C.A. Kliche Date: September 2008 MI 327B Ph: 394-1972 E-mail: [email protected]
180
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c) X(6d)(6e)(6f)
(7)(7a)(7b)(7c) X(7d)(7e)(7f)
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a)(9b)(9c)(9d) X
Low Med. Higha. Xb. Xc. Xd.e. Xf.g.
i.j.
Level of Emphasis
College level mathematicsBasic sciences
MEM 450/550-Rock Slope Engineering
Credits Attributed
3
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
181
MEM 464 - MINE DESIGN AND FEASIBILITY STUDY
MI223, MWF, 2:00 – 2:50 PM Required
Catalog Data:
MINE 431 - Underground Mine Design (3-1) 4 credits. Prerequisite: MEM 204, MEM 302, MEM 303, MEM 304, MEM 305, MEM 306, MEM 307 AND MEM 401. A complete mine feasibility study conducted as a senior design project. Students will have a choice of designing one of the following: a surface or underground coal mine, a quarry, a surface or underground hard rock mine, or sub-surface space (tunneling, large excavations, industrial/environmental underground storage site, or underground science laboratory). A comprehensive study of principles and practices involved in developing an ore deposit (surface or underground) starting with drill hole data following through with a complete feasibility study (based on financial returns on investments and sensitivity analysis) covering ore reserve calculations, and selection of mining methods and equipment. Computerized approach will be an integral part of the course: SurvCADD software and Vulcan software are available to use. In addition to a computerized model of the mine, a final written report and presentation in front of the class will be required.
Textbook:
None References:
All previous mining engineering course notes, pertinent library resources, and manufacturers technical and product specifications.
Outcomes
• an ability to apply the knowledge of mathematics and engineering science to problems in mine design and planning,
• an ability to apply the knowledge of mining engineering fundamentals, relevant technologies as well as techniques, skills and tools needed in mine design, planning and mine operation, and
• an ability to develop problem solving capabilities and apply them in mine design, planning and mine operation.
• Course Requirements:
Project progress 10% Oral presentation 25% Final design report 65%
Topics:
1. Requirements and scope 7. Drainage, power distribution and haulroads 2. Mine Modeling 10. Manpower, organization and management 3. Reserves 11. Equipment selection 4. Mine design algorithms and mining
method selection 12. Surface facilities and infrastructure
5. Introduction to the probabilistic concept 13. Hydrology and dewatering 6. Development and production
requirements 14. Cost estimation and economic analysis
Prepared By: Dr. Z.J. Hladysz Dr. C.A. Kliche MI 327A MI 327B Ph: (605) 394-1971 Ph: 394-1972 E-Mail: [email protected] [email protected] Prepared:
January 2009
182
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a) X(7b) X(7c) X(7d) X(7e) X(7f) X
(8)(8a) X(8b) X(8c) X(8d)(8e) X
(9)(9a)(9b)(9c)(9d) X
Low Med. Higha. Xb. Xc. Xd. Xe. Xf. Xg. X
i. Xj.
Level of Emphasis
College level mathematicsBasic sciences
MEM 464-Mine Design and Feasibility Study
Credits Attributed
4
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
X
183
MEM 466—Mine Management
Meets MONDAYS, 8:00 – 10:50 in MI 320 Required
Catalog Data:
(2-0) 2 Credits – Prerequisites: None. Provide students with an understanding of critical management issues of fundamental importance to the mining industry. Develop students’ leadership skills. Emphasize management of human resources, conflict resolution, negotiation skills and project management skills.
Textbook: None
References:
Mostly class notes and guest speaker notes. Outcomes:
Students completing this class will be able to demonstrate: • the ability to use the techniques, skills and modern management tools necessary to function
effectively in the mining environment as it related to managing resources, people and projects effectively.
Course Requirements:
Course Evaluation Attendance & class participation (80%)
: The final grade in this class will be based upon:
Exams & homework assignments (10%) Projects & accompanying reports (10%)
Topics:
o Background of modern management & functions in the management process o Legal forms of management o Planning, Organizational structures, Upper management o Professionalism and ethics o Project management and operation scheduling o Mine safety management, equipment maintenance management o Training and development of human resources o Bargaining process, Risk management o Computerized databases as a management tool
Prepared By: Shashi Kanth Date: January 2009 MI 327C Ph: 394-1973 E-mail: [email protected]
184
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d) X(7e) X(7f)
(8)(8a)(8b)(8c)(8d)(8e) X
(9)(9a)(9b)(9c)(9d) X
Low Med. Higha.b.c.d.e.f. Xg. X
i. Xj. X
Level of Emphasis
College level mathematicsBasic sciences
MEM 466-Mine Management
Credits Attributed
1
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
185
B. Math and Basic Sciences Course Syllabi
Math 123—Calculus I
Various Times, Spring & Fall Semesters 2009 Required
Current Catalog Description:
(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 grades of “C” or better 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. Topics include: the study of limits, continuity, derivatives, applications of the derivative, antiderivatives, the definite and indefinite integral, and the fundamental theorem of calculus.
Textbook:
Calculus, 8th edition, Larson, Hostetler, Edwards, Houghton Mifflin, 2006. References:
None
Instructor: Various
Instructional Methods:
Lecture Course Goals:
Analytical Skills: These are skills all students will be able to demonstrate by hand. Evaluate limits, calculate derivatives using power rule, product rule, quotient rule, and chain rule, find and test relative extrema, use integration rules including the power rule, antiderivatives of sine and cosine, definite and indefinite integrals, integration by substitution, set up and calculate areas bounded between curves set up and calculate volume of solids of revolution. Maple Skills: These are skills students will be able to demonstrate on the computer algebra system Maple. Use the worksheet mode to enter and evaluate arithmetic or algebraic expressions, plot in 2 dimensions, solve equations using solve and fsolve, name an expression, define a function, articulate the differences between Maple expressions and functions.
Prerequisites by Topic:
Trigonometry and Algebra. Major Topics Covered in the Course:
Limits • Graphical, numerical, analytical • Continuity • Infinite Limits Differentiation • Power rule, chain rule, product and quotient rules • Implicit differentiation • Higher order derivatives
186
Applications of differentiation • Velocity and acceleration • Curve sketching • Optimization Integration • Power rule • Integration by substitution • Riemann sums • Fundamental Theorem of Calculus • Numerical Integration
Applications of integration • Area between curves • Volume of surfaces of revolution
Laboratory Projects (specify number of weeks on each):
Laboratory projects vary with instructor. Design Content:
None Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Engineering SciencesEngineering Design
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
College level mathematicsBasic sciences
4Credits Attributed
Credits Attributed
Relationship of Course to Program Outcomes:
Low Med. Higha. Xb.c.d. Xe.f.g.
i.j.
X
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Level of Emphasis
Prepared By: Dept. of Math & Comp. Sci. Date: January 2008 M 308 Ph: 394-2471 E-mail: [email protected]
187
Math 125—Calculus II
Various Times, Spring & Fall Semesters 2008 Required
Current Catalog Description:
(4-0) 4 credits. Calculus II is 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.
Textbook:
Calculus (eighth edition), by Larson, Hostetler, and Edwards. (Houghton Mifflin) References:
Official learning goals and outcomes can be found at: http://www.hpcnet.org/math_assessment/course_objectives
Instructor:
Various
Instructional Methods: Lecture
Course Goals:
This course is intended for students majoring in mathematics, physics, chemistry, engineering and related fields. It has four main objectives: (1) The student will continue to learn differentiation and integration techniques, building on the skills
learned in Calculus I. (2) The student will learn basic concepts dealing with infinite sequences and series. (3) The student will learn how to work with parametric equations and polar coordinates. (4) The student will learn basic operational proficiency with the Maple computer algebra system to
aid in the understanding of the previous three objectives. Prerequisites by Topic:
• College algebra and trigonometry; • Limits; • Differential calculus: computation and applications of derivative; • Basic integral calculus: computation of basic antiderivatives using substitution and definite
integrals using the Fundamental Theorem, computation of areas and volumes. Major Topics Covered in the Course:
A student who successfully completes this course should, at a minimum, be able to: 1. differentiate exponential and logarithmic functions and integrate the corresponding functions 2. differentiate inverse trigonometric functions and integrate the corresponding functions 3. appropriately use various integration techniques, including integration by parts and partial
fractions 4. evaluate limits of infinite sequences, including how and when to use L'Hospital's Rule 5. evaluate improper integrals 6. recognize common infinite series, including the geometric and harmonic series 7. appropriately use various tests for convergence of infinite series, including the Ratio Test, the
Alternating Series Test, and Comparison Tests 8. determine the interval of convergence for a power series 9. use infinite series such as the Taylor Series or Fourier Series to approximate functions 10. convert between rectangular and parametric form, graph parametric curves, find derivatives, and
do other calculus applications using parametric equations
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11. convert between rectangular and polar coordinates, graph polar curves, and do calculus applications using polar coordinates
In addition, the student should be able to perform the following actions using the Maple computer algebra system: 1. Students will be able to use the Worksheet Mode to enter and evaluate arithmetic or algebraic
expressions. 2. Students will be able to do a 2D plot of a function in Maple, including parametric and polar plots. 3. Students will be able to solve an equation (using both solve and fsolve). 4. Students will be able to name an expression, define a function, and explain the difference between
expressions and functions. 5. Students will be able to use the calculus operations of limits, differentiation, and integration in
Maple. Laboratory Projects:
A number of Maple labs are given, although the number and content vary with the instructor. Each lab, however, usually requires about a week of work, and focuses on mastering the basic syntax of Maple in the context of more computationally intense (i.e. "real world") applications.
Design Content:
None Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Engineering SciencesEngineering Design
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
College level mathematicsBasic sciences
4Credits Attributed
Credits Attributed
Relationship of Course to Program Outcomes:
Low Med. Higha. Xb.c.d. Xe.f.g.
i.j.
X
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Level of Emphasis
Prepared By: Dept. of Math & Comp. Sci. Date: January 2008 M 308 Ph: 394-2471 E-mail: [email protected]
189
Math 205—Mining and Management Mathematics I (Math 225—Calculus III)
Various Times, Spring & Fall Semester 2008 Required
Current Catalog Description:
(2-0) 2 credits. Prerequisite: .Prerequisite: Math 125 completed with a grade of “C” and permission of instructor. A survey of calculus in higher dimensions that includes an introduction to vectors, vector valued functions, and partial derivatives. Math 225: (4-0) 4 Credits. Prerequisite: Math 125 completed with a grade of “C.” A continuation of the study of calculus, including an introduction to vectors, vector calculus, partial derivatives, and multiple integrals.
Textbook: Calculus, by R. Larson, R. Hostetler, and B. Edwards, 8th edition. Houghton Mifflin, Boston, 2006.
References:
None
Instructor: Various
Instructional Methods:
Lecture Course Goals:
Objective #1: The student will learn the basic tools and methods of multivariate calculus. Objective #2: The student will understand applications of multivariate calculus.
Prerequisites by Topic:
Limits, differentiation and integration of single variable functions, including applications. See course descriptions for Math 123 (Calculus I) and Math 125 (Calculus II) for details.
Major Topics Covered in the Course:
• Basic vector operations; • lines and planes in space; • differentiation and integration of vector valued functions; • applications to position, velocity, and acceleration; • functions of several variables; • partial derivatives, including gradients and chain rules; • unconstrained and constrained optimization; • iterated integrals, including integrals in polar, cylindrical, and spherical coordinates; • vector fields; • line integrals; • vector integral theorems.
Laboratory Projects (specify number of weeks on each):
None Design Content:
None
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Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Engineering SciencesEngineering Design
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
College level mathematicsBasic sciences
2Credits Attributed
Credits Attributed
Relationship of Course to Program Outcomes:
Low Med. Higha. Xb.c.d.e.f.g.
i.j.
X
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Level of Emphasis
Prepared By: Dept. of Math & Comp. Sci. Date: January 2008 M 308 Ph: 394-2471 E-mail: [email protected]
191
Math 211—Mining and Management Mathematics II (Math 321—Differential Equations)
Various Times, Spring & Fall 2008 Required
Current Catalog Description:
(3-0) 3 credits. Prerequisite: MATH 125 with a minimum grade of “C” and permission of instructor. Selected topics from ordinary differential equations including first order, higher order equations and systems of linear equations. The class will also cover a survey of general solutions and solutions to initial-value problems using matrices. Math 321: (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 initial-value problems using matrices. Additional topics may include Laplace transforms and power series solutions. MATH 225 and 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.
Textbook:
Text will vary with instructor, but a common choice is Differential Equations with Boundary-Value Problems (6ed), Zill and Cullen, Brooks/Cole, 2005.
References:
None Course Goals:
Students are assessed on their ability to analytically solve ordinary differential equations and linear systems of differential equations. A major portion of the course is devoted to the solution of problems as they arise in science and engineering applications.
Prerequisites by Topic:
Integration, Differentiation, and Taylor Series.
Major Topics Covered in the Course: 1. Analytical Methods for solving differential equations, for example: separation of variables,
integration factors, and Laplace Transforms. 2. Qualitative Methods for solving differential equations, for example: directional fields, and phase
planes. 3. Solutions of linear systems and basic matrix theory, for example: matrix operations, Gauss-Jordan
method, eigenvalues, and eigenvectors. 4. Solutions to linear systems of differential equations. 5. Introduction to numerical methods, for example: Euler, and Runge-Kutta methods.
Laboratory Projects (specify number of weeks on each):
Laboratory projects vary with instructor. Use of technology is often used for the construction of directional fields and to demonstrate the use of numerical methods.
Design Content:
None
192
Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Engineering SciencesEngineering Design
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
College level mathematicsBasic sciences
3Credits Attributed
Credits Attributed
Relationship of Course to Program Outcomes:
Low Med. Higha. Xb.c.d.e.f.g.
i.j.
X
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Level of Emphasis
Prepared By: Dept. of Math & Comp. Sci. Date: January 2008 M 308 Ph: 394-2471 E-mail: [email protected]
193
CHEMISTRY 112—General Chemistry I
SYLLABUS FALL 2008 Required
Meets MWF 2-2:50 Catalog Description: (3-0) 3 credits. Prerequisite or corequisite: 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.
Course Description: Chemistry 112, General Chemistry I, is the first semester of a two-semester
sequence that surveys the important concepts, principles, and models of chemistry. Topics treated in the first semester are: measurements, atomic theory, stoichiometry, thermochemistry, states of matter, periodicity, bonding, and physical properties of solutions.
Required:
1. Text2. Calculator.
: Chang, Raymond. Chemistry, 9th ed., McGraw-Hill: New York, 2007.
Optional: 1. Cruickshank, Brandon and Chang, Raymond. Student Solutions Manual for use with Chemistry,
9th ed., McGraw-Hill: New York, 2007.
Instructor: Dr. Dan Heglund, C 219 (394-1241) Office Hours:10-10:50 MWF, or by appt. Email: [email protected]
Prerequisites: 1. A minimum of one year of high school chemistry. 2. Concurrent enrollment in, or completion of, Math 102 or a score on the math placement exam
sufficient to place in Math 115 or higher.
Course Objective: 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, and use correctly, the symbolic representations, chemical notation, formulas, and systematic rules of nomenclature that characterize the language of chemistry.
Course Outcomes:
• 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.
• Recognize the different types of chemical transformations: acid-base, precipitation, combination, decomposition, single-replacement, oxidation-reduction, double replacement, and combustion.
• 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.
• Understand the various models of atomic structure, the basic principles of quantum theory, and the experiments that led to those principles.
• Write ground-state electron configurations for atoms and ions of any representative element and the 3d transition series elements.
194
• 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.
• Use modern atomic theory to understand and predict the properties of different elements. • Understand the properties of the different states of matter. • Qualitatively and quantitatively describe the properties of the gaseous state and the fundamental
laws governing the behavior of gases. • Understand, qualitatively and quantitatively, the behavior of solutions and their colligative
properties. • Understand how fundamental intermolecular interactions among particles determine the physical
and chemical properties of a system. • Understand the fundamental postulates of kinetic-molecular theory and use them to explain the
physical behavior of the three states of matter. This syllabus is subject to change throughout the semester.
Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Engineering SciencesEngineering Design
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
College level mathematicsBasic sciences 3
Credits Attributed
Credits Attributed
Relationship of Course to Program Outcomes:
Low Med. Higha. Xb. Xc.d.e. Xf.g.
i.j.
X
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Level of Emphasis
Prepared By: Dr. Daniel Heglund Date: January 2008 C 219 Ph: 394-1241 E-mail: [email protected]
195
CHEM 112L—General Chemistry I Lab
Various Times, Spring/Fall Required
Catalog Data:
(0-1) 1 Credit. Prerequisite or co-requisite: Chem 112. Laboratory designed to accompany Chem 112.
Require Text And Equipment:
1. Manual: General Chemistry I Lab-CHEM112L (available at Tech. Bookstore) 2. Lab notebook. 3. Approved safety goggles, which must be worn at all times while in the laboratory. 4. A calculator.
Coordinator:
Zhengtao Zhu Office: Chemistry and Chemical Engineering 316 Phone: 394-2447; Email: [email protected] Office Hours: Monday, Wednesday, 2:00-3:30 PM; Thursday, 1:00-2:00 PM; or by appointment.
Course Objective and 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. • 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.
Assessment/Grading:
Your grade for the course will be based on a total possible score of 550 points, calculated as follows: • Prelab questions* 10 points • Lab record and observation 5 points • Data collection and calculation 20 points • Conclusion 5 points • Postlab questions 10 points • Total points for each lab 50 points • Total points of 11 labs 550 points
A: >90% =495 points; B: >80%=440 points; C: >70%=385 points; D: >60%=330 points; F: <330 points. * Prelab quiz may be given before the experiment starts. The prelab quiz will be unannounced and will be included in your prelab points.
Lab Schedule:
Sept. 4-7 no lab Sept. 10-14 lab check-in; safety training*
196
Sept. 17-21 Exp. 1: Endothermic and Exothermic Reactions Sept. 24-28 Exp. 9: Determining the Mole Ratios in a Chemical Reaction Oct. 1-5 STOI: The Empirical Formula of an Oxide1 Oct. 8-12 ANAL455: Separating and Determining the Mass of Calcium Ion in a Calcium-Enriched Tablet1 Oct. 15-19 Exp. 6: Standardizing a Solution of Sodium Hydroxide Oct. 22-26 Exp. 7: Acid-base Titration Oct. 29-Nov. 2 Exp. 5: The Molar Volume of a Gas Nov. 5-9 Exp. 19: Heat of Combustion of Magnesium Nov. 12-16 STRC409: Molecular Geometry and Bonding1 Nov. 19-23 No Lab Nov. 26-30 Exp. 34: Vapor Pressure and Heat of Vaporization Dec. 3-7 Exp. 15: Molecular Weight by Freezing Point Depression Dec. 10-14 Make-up Lab: TBA Dec. 17-21 Final week, no lab * The student is not allowed to carry out any experiment in the lab without attending the safety training
section during the week of Sept. 10-14. Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Engineering SciencesEngineering Design
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
College level mathematicsBasic sciences 1
Credits Attributed
Credits Attributed
Relationship of Course to Program Outcomes:
Low Med. Higha. Xb. Xc.d. Xe.f.g. X
i.j.
X
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Level of Emphasis
Prepared By: Dr. Daniel Heglund Date: January 2008 C 219 Ph: 394-1241 E-mail: [email protected]
197
Chem 114—General Chemistry II
Meets MWF, 8:00 am, C228, Spring & Fall Semesters 2008 Required
Course Description:
(3-0) 3 Credits. Pretrequisites: Chem 112 and Math 102, or equivalent. A continuation of Chem 112. The main emphasis is on the macroscopic properties of matter, including chemical kinetics, chemical equilibrium, acids & bases, acid-base solubility equilibria, chemical thermodynamics, and electrochemistry.
Textbook:
Text: Chemistry, Chang, 9th Edn., 2007, ISBN 0073221031 Other: Scientific calculator required
Instructor:
Stephen Wuerz, C104 & C123, phone TBA, email: [email protected] Office Hours: Tuesday & Thursday, almost all day, hours TBA
Instructional Methods:
Lecture. Grading:
Five tests, 100 points each, during regular class period 500 points Final exam, 9:00 – 10:50am, May 10th 150 points Miscellaneous assignments, & etc 100 points TOTAL 750 points Attendance is required at each test and exam; there is no make-up exam except in extreme circumstances (see below). For all tests and the final exam, you should bring your own scientific calculator capable of handling exponents and logarithms.
Final Grade:
675.0 – 750.0 points A (= 90%) 600.0 – 674.9 points B (= 80%) 525.0 – 599.9 points C (= 70%) 412.0 – 524.9 points D (= 55%) 411.9 and below F (< 55%)
Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Engineering SciencesEngineering Design
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
College level mathematicsBasic sciences 3
Credits Attributed
Credits Attributed
198
Relationship of Course to Program Outcomes:
Low Med. Higha. Xb.c.d.e.f.g.
i.j.
X
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Level of Emphasis
Prepared By: Dr. Daniel Heglund Date: January 2008 C 219 Ph: 394-1241 E-mail: [email protected]
199
PHYS 211—UNIVERSITY PHYSICS I
FALL SEMESTER 2008 Required
Catalog Data:
(3-0) 3 credits. Prerequisites: MATH 123 or permission of instructor. This is a first course in a two (2) semester calculus-level sequence, covering fundamental concepts of physics. This is the preferred sequence for student majoring in physical science and engineering. Topics include classical mechanics and thermodynamics. SDSM&T course covers classical mechanics only. Credit will not be allowed in both Phys 111-113 and Phys 211-213.
Textbook:
Serway/ Jewett, Physics for Scientists and Engineers, 7th Edition, Volume 1 Course Instructor:
Dr. M. Foygel, 394-1227 (office), [email protected] http://sdmines.sdsmt.edu/sdsmt/directory/personnel/mfoygel Office: EEP 219 Office Hours: M, W 1:00 – 2:30 p.m. Students may make appointments at times other than office hours.
Instructional Methods:
Lecture Course Requirements:
Registration on the homework website is required. Go to
Internet access is required for this course. All homework must be completed and will be graded on-line.
http://webassign.net and select “Log in”. Use your 7-digit student’s ID number as a username, sdsmt as an institution name, and Phys211F07 as a password. You must finish the registration by entering the WebAssign code card (not a ThomsonNOWTM code !), purchased with your textbook, as a proof of payment after you logged in. You will have a 14 day grace period, following the class start date, in order to complete this task.
Course Objectives:
1. To present the basic concepts and principles of mechanics; 2. To strengthen an understanding of the concepts and principles through a broad range of interesting
applications in the real world. To meet these objectives, emphasis is placed on sound physical arguments and problem-solving methodology.
Upon Completion of This Course, Students Should Demonstrate the Ability To:
1. Use SI units and convert units from one system to another. 2. Perform basic operations on vectors such as adding and subtracting vectors geometrically and by
components in the unit-vector notation; converting components into polar coordinates; multiplying a vector by a scalar and performing the dot and cross multiplication of vectors.
3. Calculate displacement, average and instantaneous velocity and acceleration of a particle given its position vector; describe projectile motion and uniform circular motion; relate velocities in different frames of reference.
4. Use the free-body diagrams in solving dynamics problems; apply Newton’s laws to a system of several interacting bodies in order to find their accelerations.
5. Calculate work done by a constant or general variable force; calculate power given the force and instant velocity; use the work-energy theorem to relate a change in kinetic energy to the net work done on a system.
200
6. Calculate gravitational and elastic potential energy; apply energy conservation principle to systems involving gravity, springs, and friction.
7. Find the center of mass of a system of several particles; apply Newton’s second law to a system of particles in order to relate the net external force and the acceleration of the system’s center of mass.
8. Use conservation of linear momentum and of energy to relate velocities of colliding bodies before and after collision for the cases of elastic and purely inelastic collisions in one and two dimensions.
9. Calculate angular displacement, velocity and acceleration; relate angular and linear variables; calculate rotational kinetic energy; use the parallel-axis theorem to find the rotational inertia of a body; calculate torque; apply the Newton’s second law in angular form to relate the net torque and the angular acceleration.
TENTATIVE SCHEDULE
WEEK OF MONDAY WEDNESDAY September 2 - 8
Registration Chapter 2
September 9 - 15 Chapter 2 Chapters 3
September 16 – 22 Chapter 4 Chapter 4
September 23 – 29 (September 25 - Exam I)
Chapter 5 Chapter 5
September 30 - October 6 Chapter 5 Chapter 6
October 7 – 13 Holiday Chapter 6
October 14 – 20 Chapters 7 Chapter 7
October 21 – 27 (October 23 – Exam II)
Chapter 7 Chapter 7
October 28 - November 3 Chapter 8 Chapter 8
November 4 - 10 Chapter 8 Chapter 8
November 11 - 17 Holiday Chapter 9
November 18 – 24 Chapter 9 Chapter 9
November 25 - December 1 (November 27 – Exam III)
Chapter 9 Chapter 10
December 2 – 8 Chapters 10 Chapter 10
December 9 - 15 Chapter 10 Chapter 11
December 16 - 22 FINAL EXAM WEEK FINAL EXAM WEEK
201
Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Engineering SciencesEngineering Design
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
College level mathematicsBasic sciences 3
Credits Attributed
Credits Attributed
Relationship of Course to Program Outcomes:
Low Med. Higha. Xb. Xc.d. Xe.f.g. X
i.j.
X
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Level of Emphasis
Prepared By: Dr. M. Foygel. Date: January 2008 EP 219 Ph: 394-1227 E-mail: [email protected]
202
Phys 213—University Physics II
2008 Syllabus Required
Catalog Course Description:
(3-0) 3 credits. Prerequisite: Phys 211. This course is the second course in a two (2) 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. SDSM&T course covers electricity and magnetism only.
Textbook:
Fundamentals of Physics, D. Halliday, R. Resnick, J. Walker, 8th Ed. Part 3 Course Instructor:
Dr. Vladimir Sobolev; 222 EEP; 394–1225; [email protected] Office, office hours: M, W, 3:00 – 6:00 PM; T, Th 1:00 – 4:00 PM
Students successfully completed this course will be able to:
• use SI units for electric and magnetic physical quantities; know non-system units used in electricity and magnetism;
• understand the basic concepts and laws of classical electrostatics and electrodynamics; • quantitatively describe the forces between point charges; know major application of electrostatics
and electrodynamics in modern technology; • calculate the electric fields and electric potentials due to point charges and simple continuous
charge distributions; • understand the notions of capacitance and resistance, to find equivalent capacitances and
resistances for capacitors and resistors connected in series and in parallel; know major application of capacitors and resistors in electric circuits;
• to apply the Kirchhoff's laws for calculations of multi-loop circuits; • understand the phenomena taking place in circuits contain resistor and capacitor and how these
phenomena are described by corresponding equations; • calculate magnetic fields due to electric currents; • understand the laws of motion of charged particles in uniform electric and magnetic fields or
combined electric and magnetic fields and applications of these phenomena in modern science and technology;
• understand the laws of electromagnetic induction and their role in modern technology; • improve ability to use mathematics and problem solving skills
Tentative Lecture Topic Schedule
WEEK OF MONDAY WEDNESDAY September 3 – 7 Holiday Introduction, Chapter 21
September 10 – 14 Chapter 22, 23 Chapter 22, 23
September 17 – 21 Chapter 24 Chapters 24
September 24 – 28 (September 25 – Exam I) Chapter 25 Chapter 25
October 1 – 5 Chapter 25 Chapter 26
October 8 – 12 Holiday Chapter 25, 26
October 15 – 19 Chapter 26 Chapter 26
203
Tentative Lecture Topic Schedule, cont.
WEEK OF MONDAY WEDNESDAY
October 22 – 26 (October 23 – Exam II) Chapters 27 Chapter 27
October 29 – November 2 Chapter 27 Chapter 28
November 5 – 9 Chapter 28 Chapter 28
November 12 - 16 Holiday Chapter 29
November 19 - 23 Chapter 29 Chapter 29
November 26 – 30 (November 27 – Exam III) Chapter 30 Chapter 30
December 3 – 7 Chapter 30 Chapter 31
December 10 – 14 Chapter 31 Chapter 31
December 17 – 21(Final exams week) Final exam: December 18, 2:00 – 3:50 p.m in EEP 252
Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Engineering SciencesEngineering Design
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
College level mathematicsBasic sciences 3
Credits Attributed
Credits Attributed
Relationship of Course to Program Outcomes:
Low Med. Higha. Xb. Xc.d. Xe.f.g. X
i.j.
X
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Level of Emphasis
Prepared By: Dr. Vladimir Sobolev Date: January 2008 EEP 222 Ph: 394-1225 E-mail: [email protected]
204
GEOL 212—Mineralogy and Crystallography GEOL 214L—Mineral logy & Crystallography for MEM
(Required Course) Spring Semester
Catalog Data:
GEOL 212/212L Mineralogy and Crystallography (2-1) 3 credits. GEOL 214L (0-1) 1credit. A study of morphological and geometrical crystallography followed by determinative mineralogy. The 32 crystal classes and about 120 minerals are studied in detail. Course includes a brief introduction to optical microscopy. Emphasis in the laboratory is directed toward descriptive and determinative mineralogy.
Textbook:
Klein, Cornelis, Manual of Mineral Science, 22nd ed., Wiley, 2002. Reference:
None.
Outcomes: Upon completion of this course, students should demonstrate the ability to: 1. Recognize and know the physical and chemical properties of approximately 50 minerals, including
the main rock-forming minerals, ore minerals, industrial minerals, and minerals of environmental importance.
2. Master techniques to identify unknown mineral specimens based on physical properties, simple determinative tests, and familiarity with mineral classification procedures.
3. Understand the geometric and energetic constraints that dictate the order and symmetry of crystal structures at the atomic level, and appreciate that the external morphology of the crystal is a reflection of this internal order.
4. Know the occurrence of each mineral and relate the occurrence to the mineral's chemistry, the mineral's stability, and a basic understanding of geologic environments.
Topics:
1. Crystallography and X-ray crystallography (3 classes). 2. Crystal chemistry, crystal structure, and chemical composition of minerals (5 classes). 3. Systematic mineralogy of native elements, sulfides, sulfosalts, oxides, halides, carbonates, nitrates,
borates, phosphates, arsenates, vanadates, sulfates, tungstates, and silicates (15 classes). Prepared by Edward F. Duke May, 2008
205
Low Med. High(1)(2)(3)(4)(5)
(5a) X(5b X(5c)(5d) X
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d)(7e) X(7f)
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a) X(9b)(9c)(9d)
Low Med. Higha. Xb.c.d.e.f.g.
i.j.
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
staticsdynamicsstrength of materialsfluid mechanics
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
planning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methods
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
Level of Emphasis
College level mathematicsBasic sciences
GeoE 214L - Mineralogy & Crystallography for MEM
1
Credits Attributed
Credits Attributed
206
Geol 341—ELEMENTARY PETROLOGY
Lecture 8:00 – 8:50 am MW, MI 322 Required
Laboratory 2:00 – 4:50 pm M, MI 328 Catalog Data:
(2-1) 3 credits. Prerequisites: GEOL 201L or GEOE 221, and GEOL 212 or GEOL 214L. Identification and classification of igneous, metamorphic, and sedimentary rocks in hand sample and thin section. Emphasis is on environments of formation as deduced from textures and structures. Lecture, laboratory, and field trips.
Textbook:
Blatt, H., Tracy, R. and Owens, B., Petrology: Igneous, Sedimentary and Metamorphic. 2006. W.H. Freeman and Company, New York.
Required Materials:
- Hand lens. Available at SDSM&T Bookstore - Field notebook. Available at SDSM&T Bookstore.
Course Goals:
The goals are to learn to describe and identify and classify igneous, metamorphic, and sedimentary rocks and to understand environments and processes associated with their formation.
Requirements and Expectations:
1. Attendance is required for all lectures, labs and field excursions unless arrangements are made with me. Labs can be made up for a maximum of 50% of its original credit. Late labs will lose 10% per day.
2. Assessment: Exams (3) – 35%; Labs – 40%; Projects – 10%; Homework – 10%; Teamwork and class participation – 5%.
Topics:
Igneous Rocks 1. Inro to Petrology 2. Environment & textures of igneous rocks 3. Chemical petrology & classification 4. Plutonic igneous structures 5. Volcanism and structures 6. Origin of magma and phase diagrams 7. Phase diagrams 8. Crystallization of magma & different. 9. MOR ocean ridges-OIs & OAIs 10. CAs and granitoids in continental crust
Sedimentary Rocks 1. Intro to sedimentary rocks 2. Weathering process 3. Sandstones, conglomerates & classifc. 4. Diagenesis 5. Midrocks and their classification 6. Carbonates and their classification 7. Diagenesis of carbonates and biogenics 8. Sedimentary basins and tectonics
Metamorphic Rocks 1. Introduction to metamorphic rocks 2. Metamorphic textures and classification 3. Metamorphic reactions, driving forces 4. Metamorphic facies and phase diagrams 5. Contact metamorphism 6. Subduction and metamorphism 7. Continental collision and metamorph. 8. Projects
Prepared By: Dr. Michael P. Terry Date: January, 2008 MI 322 Ph: 394-5286 E-mail: [email protected]
207
Low Med. High(1)(2)(3)(4)(5)
(5a) X(5b X(5c)(5d) X
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d)(7e) X(7f)
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a) X(9b)(9c)(9d)
Low Med. Higha. Xb.c.d.e.f.g.
i.j.
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
staticsdynamicsstrength of materialsfluid mechanics
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
planning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methods
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
Level of Emphasis
College level mathematicsBasic sciences
Geology 341 - Elementary Petrology
3
Credits Attributed
Credits Attributed
208
GeoE 221—Geology for Engineers
Syllabus for Spring 2008 Required
Lecture: Tu, Th 1000 - 1050 MI 222; Lab: Tu, Th 100 - 350 MI 328
Catalog Data: (2-1) 3 credits.
Basic concepts in the study of the earth, with emphasis on geological processes acting on the earth’s surface. Topics include rock forming processes and identification, mass wasting, ground water, streams, glaciers, coastal erosion, and earthquakes. Emphasis is given to engineering significance of processes and their resulting deposits.
Textbook:
Kehew, A.E. 2006 Geology for Engineering and Environmental Scientists, 3rd Ed. Printice Hall.
Prerequisites: Desire to take the course.
Coordinator:
Dr. L. Stetler Office: MI 310 Phone: 394-2464
Lab Instructor:
Gregg Kipp Goals & Objectives:
Geology for Engineers is a 3 credit introductory engineering geology course intended for engineers. The course has the following objectives: 1) to attain a thorough understanding of the internal and external composition of Earth 2) to understand its basic geologic history 3) to understand and assess fundamental geologic and engineering processes which have shaped the
world on which we live 4) to learn how engineering principles are used to assess and analyze problems that are founded in or
upon geologic media
These course objective fulfill the following Program objectives: 1) Ability to apply basic knowledge in mathematics, science, and engineering 2) Field, laboratory, technical, and computer competence 3) Knowledge of contemporary issues 4) Critical thinking and research skills, including the ability to design and conduct experiments as
well as interpret data 5) Broad general knowledge of role of geological engineering in society and in a global context 6) Ability to use the techniques, skills, and modern engineering tools necessary for engineering
practice 7) Recognition of the need for and ability to engage in life-long learning
Tentative Spring 2008 Syllabus: Date Lecture Subject Chapter Jan 17 1 Introduction 1 22 2 Universe & Earth 2 24 3 Age dating, Time scale 2 L T-Th Maps I: scale, contours, x-sections
209
29-31 4,5 Minerals 3 L T-Th Maps II Feb 5-7 6,7 Igneous rocks 4 L T-Th Minerals 12-14 8,9 Sedimentary rocks 5 L T-Th Igneous rocks 19-21 10,11 Metamorphic rocks 6 L T-Th Sedimentary rocks 26 FIRST HOUR EXAM 28 12 Rock Weathering 9 L T-Th Metamorphic rocks Mar 4 13 Soil development 10 6 14 Rock Mechanics 7 L T-Th Minerals and Rocks Lab Exam (1 hr) LAB: Maps III -- folds, faults 11 15 Soil Mechanics 10 13 16 Structural Geology 8 L T-Th Soils Engineering 18-20 SPRING BREAK 25 17 Plate Tectonics 27 SECOND HOUR EXAM L T-Th Plate Tectonics Apr 1-3 18-19 Surface Water 14 L T-Th Field trip -- stream gauging 8-10 20-21 Groundwater 11 L T-Th Field trip – pumping wells 15 22 Glaciers 16 17 23 Mass Wasting 13 L T-Th Field trip – landslides 22-24 24-25 Deserts 16 L T-Th Field trip -- Black Hills Geology 29 26 Enviro Remediation, site characterization L T-Th Earthquakes 8 May 1 THIRD HOUR EXAM Prepared by: Dr. Larry Stetler Date: January, 2008 MI 310 Ph: 394-2464 E-mail: [email protected]
210
Low Med. High(1)(2)(3)(4)(5)
(5a) X(5b X(5c) X(5d) X
(6)(6a)(6b)(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d)(7e) X(7f)
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a) X(9b)(9c)(9d)
Low Med. Higha. Xb. Xc.d.e.f.g.
i. Xj. X
Level of Emphasis
College level mathematicsBasic sciences
GeoE 221 - Geology for Engineers
3
Credits Attributed
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
211
ATM 404/504 - Atmospheric Thermodynamics Required
Meeting time: M, W, F 8:00 – 8:50 a.m. in MI 220 (beginning Fall 2009)
Catalog Data:
(3-0; 2-0) 2 or 3 credits. Prerequisite: PHYS 211 and MATH 225 or MATH 211 or permission of instructor. This course will cover topics related to the thermodynamics of the atmosphere, particularly as they apply to a parcel of air. It will include the history of gas laws leading to the ideal gas law, the first and second laws of thermodynamics, adiabatic transformations and the introduction of entropy, the thermodynamic properties of water in its three phases, the effects of water vapor on the thermodynamics of atmospheric processes. Vertical stability will be introduced and atmospheric thermodynamic diagrams will be discussed. Students enrolled in ATM 504 will be held to a higher standard than those enrolled in ATM 404. The student will need to be able to use computational methods to solve some problems and be familiar with the solution and manipulation of differential equations.
Textbook: Anastasios A. Tsonis, An Introduction to Atmospheric Thermodynamics, second edition, Cambridge University Press, ISBN 978-0-521-69628-9.
Additional References: Readings from journal articles will be assigned to supplement the text. The articles will be provided, and their content may be used for exam questions.
Outcomes: At the completion of the course the student should be able to: read and have a basic understanding of text material and have an understanding of thermodynamic concepts in the refereed literature, and be competent to solve thermodynamic problems related to the atmosphere.
Course Requirements: The student will be assessed based on homework problems, quizzes, exams, and class participation. Attendance is required for all classes, except for school sponsored activities. If you are going to
miss a class, please notify the professor in advance. Absences for unexpected reasons should be reported to the professor as soon as possible after the incident by email or phone.
GRADING: • Homework problems - 20%. Homework problems will be assigned every two weeks from
the problems presented at the end of the chapters in the textbook and/or other sources. • Quizes (20 minutes each) - 20%. Quizes will be given once a month, and will consist of
problems from the homework assigned every two weeks. • Examinations - 60%. There will be two 1-hour exams (100 points each) and a final exam of
2-hours (150 points). • Class participation will be used to make a determination on borderline grades.
Topics: 1. Basic definitions of thermodynamics, system, state of a system, equilibrium state, transformation,
energy. 2. Kinetic theory of heat for ideal gas. 3. The first law of Gay-Lussac for ideal gases. 4. The second law of Gay-Lussac for ideal gases. 5. Absolute temperature concept. 6. Boyle’s law for ideal gas. 7. Avogadro number, molar volume for gases. 8. The ideal gas law. 9. Mixture of gases – Dalton’s law. 10. The First Law of Thermodynamics, heat, work, internal energy, enthalpy, thermal capacities.
212
11. Transformations of ideal gases: isothermal, isochoric, isobaric, adiabatic, cyclic. 12. Dry adiabatic lapse rate, potential temperature. 13. The Second Law of Thermodynamics: Carnot cycle 14. Water and its transformation: thermodynamic properties of water, latent heat, Clausius-Clapeyron
equation. 15. Moist air - processes in the atmosphere: isobaric cooling, adiabatic isobaric processes, wet-bulb
temperature, dew point temperature, saturation mixing ratio, lifting condensation level, saturated adiabatic lapse rate.
Contribution of Course to Meeting the Requirements of Criterion 5:
• This course was introduced into the Mining Engineering curriculum to satisfy the Criterion 9 (Program Criteria) for a Thermodynamics course, and to satisfy the Criterion 5 (Curriculum) requirement for 1 year of math and basic science.
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Engineering SciencesEngineering Design
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
College level mathematicsBasic sciences 2
Credits Attributed
Credits Attributed
Relationship of Course to Program Outcomes:
Low Med. Higha. Xb.c.d. Xe.f.g.
i.j.
Level of Emphasis
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
Prepared by: Dr. Donna V. Kliche Date: May, 2009 MI 201A Ph: 394-1957 E-mail: [email protected]
213
C. Syllabi for Courses Meeting Other Applicable Program Criteria
EM 216-Engineering Mechanics – Statics & Dynamics
Spring 2008 Required
Catalog Data:
(4-0) 4 Credits. 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; and impulse and momentum (of particles).
Textbook:
Beer, Johnston., 1996. “Vector Mechanics for Engineers – Statics & Dynamics”, Sixth Edition, McGraw-Hill, New York, New York.
Instructor:
Lois Arneson-Meyer , CM 121 Office Hours: open door
Instructional Methods:
Lecture. 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 particles. 12. Explain and apply equation of motion for rigid bodies: forces and accelerations using D’Alemberts
Principle.
214
Topics: • Review fundamental concepts • Statics of particles • Rigid bodies: equivalent systems of forces • Equilibrium of rigid bodies. • Distributed forces: centroids and centers of gravity. • Analysis of structures • Analysis of structures. • Friction • Kinematics of Particles • Kinematics of Rigid bodies • Kinetics of Particles • Kinetic of rigid bodies • Plane motion of rigid bodies: forces and accelerations • Semester review
Prepared By: Lois Arneson-Meyer Date: January 2008 CM 121 Ph: 394-2446 E-mail: [email protected]
215
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a) X(6b) X(6c)(6d)(6e)(6f)
(7)(7a)(7b)(7c)(7d)(7e)(7f)
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a)(9b)(9c)(9d)
Low Med. Higha. Xb.c.d.e. Xf.g. X
i.j.
Level of Emphasis
College level mathematicsBasic sciences
EM 216-Statics & Dynamics
Credits Attributed
4
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
216
EM 328 Applied Fluid Mechanics (Required
Spring 2006 Course)
Catalog Data:
EM 328 Applied Fluid Mechanics (3-0) 3 credits. Prerequisites: EM 214 or concurrent enrollment in EM 217, or EM 216. Topics will include an introduction to the static and dynamic properties of real and ideal fluids; application of continuity, energy, and momentum principles to laminar, turbulent, compressible, and incompressible flows; laminar and turbulent flows of fluids in closed conduits and open channels; flow through orifices, weirs, and Venturi meters. Flow in pipe networks and pumping systems will be investigated using a project team approach.
Instructor:
Henry V. Mott, Ph.D., P.E. Textbook:
Crowe, C.T., D.F. Elger and J.A. Roberson, Engineering Fluid Mechanics, 7th ed., Wiley, 2001. Course Outcomes:
The student completing EM 328 will develop the following competencies: 1. A knowledge of pertinent fluid properties and an ability to apply these properties in solution of
engineering problems. 2. An ability to apply the concepts and principles of hydrostatic pressure in computations associated
with forces on submerged bodies, buoyancy and measurement of pressure in fluids. 3. An ability to apply the continuity equation in computations associated with fluid movement. 4. An ability to apply the Bernoulli equation in computations associated with fluid movement. 5. An ability to apply energy and momentum principles in computations associated with fluid
movement. 6. An ability to compute energy losses, flows and forces in systems of series and parallel conduits. 7. An ability to employ principles of flow measurement in fluid systems. 8. An ability to apply the pump similarity laws in computations involving pumps. 9. An ability to utilize pump characteristics in beginning design of hydraulic systems. 10. An ability to communicate the results of computations and problem-solving efforts in a clear,
concise written manner. Methods of Student Assessment:
Homework and exams. Topics:
Fluid Properties Hydrostatic pressure Hydrostatic forces Applications of hydrostatics Velocity and acceleration Continuity Bernoulli equation Momentum Energy equation Boundary layers Friction losses in pipes Minor losses Pipe systems Open channels and non-circular
conduits Orifices, nozzles and Venturi meters Pump characteristics Pumping systems Examinations
Prepared By: Henry V. Mott, Ph.D., P.E. Date: January 2008 CM 123; 394-5170 [email protected]
217
Low Med. High(1)(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d) X(6e)(6f)
(7)(7a)(7b)(7c)(7d)(7e)(7f)
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a)(9b)(9c)(9d)
Low Med. Higha. Xb.c. Xd.e. Xf.g. X
i.j.
Level of Emphasis
College level mathematicsBasic sciences
EM 328-Fluid Mechanics
Credits Attributed
3
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
218
GEOE 322/322L—STRUCTURAL GEOLOGY
Lecture: M-W 9:00-9:50 am, MI 322 Required
Lab: T 1:00 - 3:50 MI 330 or M 1:00 - 3:50 MI 330
Catalog Data: (2-1) 3 credits. Prerequisites GEOL 201 and GEOL 201L, or GEOE 221; and GEOL 341. A study of the character and genesis of large-scale and small-scale deformational structures and their patterns in the earth’s crust. Laboratory work includes various trigonometric, geometric, and stereographic methods applicable to structural analysis and presents open-ended problems that may include geologic, structure contour, and isopach map interpretation, as well as engineering design problems including drilling exploration projects.
Textbook(s): Davis, G.H., and Reynolds, S.J., 1996, Structural Geology of Rocks and Regions (Second Edition), John Wiley and Sons Inc., New York (First Edition, 1984). Marshak, S., and Mitra, G., 1988, Basic Methods of Structural Geology, Prentice Hall, Inc., Englewood Cliffs, New Jersey.
Required Materials:
Hand lens - Available at SDSMT bookstore Field Notebook – Available at bookstore Mechanical pencil (0.5 mm with 2H or harder lead) Colored pencils (hard lead for shading) Ruler with cm units or a ruler with inches subdivided in tenths. Tracing Paper (can use white copier paper) Protractor 2 plastic triangles Calculator A good eraser (Staedler is the best!)
Course Goals:
The main objectives are to learn to recognize, describe and analyze deformation and causative processes at scales ranging from the mineral to mountain ranges.
Course Requirements:
Attendance: Required for all lectures, labs and field excursions unless arrangements are made with me. Labs can be made up for a maximum of 50% of its original credit. Late labs will lose 10% per day
Assessment: Exams 40%; Labs 35%; Projects 15%; Field Excursions 5%; Teamwork and Class Participation 5%
Topics:
Descriptive Analysis Lab 1 - Strike/Dip and the Brunton Compass (M; 3-14) - Introduction (D; 2-37) - Primary Structures and Contacts (D; 656-662) Lab 2 - Geometric solutions and geologic maps (M; 19-32) - Fold Lines 1 Depth and Thickness - Fractures: Introduction and Faults 1 (D; 653-654, 204-214, 269-270) Lab 3 - Stereonets (D; 691-704) (M 87-95) - Faults 2: Slip vs Separation (D; 292-300) - Faults 3: Classification and Specification (D; 391-397) Lab 4 - Fault Slip/Separation on maps - Joints; joint and fault surfaces (D; 204-226; 273-286)
219
Lab 5 - Folds on maps (D; 730-736) Folds 1: Introduction (D; 372-388) - Folds 2: Classification and specification (D; 391-397) Lab 6 - Exam 1 - Folds 3: Classification and specification (D; “ ) - Superimposed Folds - Fold Mechanisms Lab 7 - Subsurface Data (Drill core) Kinematic Analysis - Strain and measurements of strain (D; 51-65) - The Strain Ellipsoid (D; 51-65) Lab 8 - Shear Experiments - Strain states and their representation (D; 478-480) Lab 9 - Down plunge projections - Pure and simple shear (D; 84-85 560) - Homogeneous Strain (D; 68-70) Lab 10 - Restoration of fault related folding - Fabrics and folding (D; 424-492) - Fold mechanisms (D; 372-423) Lab 11 - Exam 2 - Transposition and, deformation mechanisms (D; 150-189) Dynamic Analysis - Forces and tractions, Stress in a plane (D; 98-109) Lab 12 - Rock Mechanics 1 - Stress at a point (D; 109-117) - Stress equations and Mohr’s circle (D;117-121) Lab 13 - Projects - Deviatoric and non-deviatoric stress - Conditions for failure in rocks (304-319) Lab 14 - Projects - Material Properties, stress and strain Exam 3 - Final Exam Scheduled
Prepared By: Dr. Michael P. Terry Date: January 2008 MI 312 Ph: 394-5325 E-mail: [email protected]
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i.j.
Level of Emphasis
College level mathematicsBasic sciences
GeolE 322/322L-Structural Geology
2
Credits Attributed
0.50.5
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
221
MET/ENVE 220—Mineral Processing and Resource Recovery
Spring 2008 Required
Class Hours/Meeting: 8:00 A.M. M, W, F; MI 220 Catalog Data:
(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 post-consumer materials using mineral processing techniques. This course is cross-listed with ENVE 220.
Instructor:
Dr. J.J. Kellar Office Hours 2:00-3:00 p.m. M, Tu, W, Th, (or by appointment)
Text:
Mineral Processing and Resource Recovery, K.N. Han and J.J. Kellar Primary Reference Text: SME Mineral Processing Handbook, AIME, 1985. Other References:
1. B.A. Wills, "Mineral Processing Technology," Pergamon Press, 1981. 2. E.G. Kelly and D.J. Spottiswood, "Introduction to Mineral Processing," Wiley-Interscience, 1982. 3. M.C. Fuerstenau, J.D. Miller and M.C. Kuhn, "Chemistry of Flotation," SME-AIME, 1985. 4. P.A. Vesilind and A.E. Rimer, "Unit Operations in Resource Recovery Engineering," Prentice-
Hall, 1981. 5. T. Veasey, R. Wilson and D. Squires, “The Physical Separation and Recovery of Metals from
Wastes,” Gordon and Breach, 1993.
Course Outcomes: 1. Given system mass flows, grades and recoveries the student will be able to complete a system
mass balance. 2. The student will be able to calculate a material’s specific surface area given particle size and
density information. 3. Given sieve data the student will be able to construct a Gaudin-Schumann plot and determine size
and distribution moduli. 4. Given particle size and density the student will be able to determine whether the particle settles
according to Stokesian conditions, and the particle settling velocity regardless of particle diameter (Han approach)
5. For a given particle type the student will be able to determine the optimal surface treatment and solution conditions to cause desired particle wettability.
6. Given particle size and density the student will be able to utilize gravity-based methods to cause particle separation and concentration.
7. The student will be able to predict particle separation based upon the magnetic and electrostatic properties for a given particle mixture.
222
Topics (classes)
:
1. Abundance of the elements, domestic and world resources (1 class)
9. Hour Test
2. Mass balances (3 classes) 10. Gravity concentration (5 classes)
3. Particle characterization (4 classes) 11. Heavy media separation (2 classes) 4. Comminution: crushing, grinding (4 classes) 5. Hour Test 12. Magnetic separation (2 classes) 6. Movement of solids in fluids (5 classes) 13. Electrostatic separation (2 classes) 7. Classification devices (4 classes) 14. Thickening (2 classes 8. Froth flotation (5 classes) 15.Hour Test
Final Test Prepared By: Dr. J.J. Kellar, Date: January 2009 M.I. 112 Ph: 394-2343 E-mail: [email protected],
223
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(9)(9a)(9b)(9c)(9d)
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i. Xj. X
X
X
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
staticsdynamicsstrength of materialsfluid mechanics
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
planning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methods
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
Level of Emphasis
College level mathematicsBasic sciences
Met 220-Mineral Processing and Resource Recovery
Credits Attributed
3
Credits Attributed
224
EE 303/303L—Introductory Circuits, Machines, and Systems (EE 301/301L—Circuits for MEM)
Lecture: 3 hours per week. (11:00 – 11:50 MWF, EP254) Required
Laboratory: 2 hours per week (1 cr. hr.) Thurs. 8:00-9:50, 10:00-11:50, or 12:00 – 1:50 EP342.
Catalog Data: EE301/301L – Basic Circuits for MEM: (2-1) 3 Credits. Prerequisite :Math 125 completed with a “C-“ or better, and Math321 completed or concurrent. Not for majors in Electrical or Computer Engineering. Introduces basic concepts in electrical DC and AC circuits including analysis techniques and applications. Concepts will be reinforced through lab work.
Textbook: Principles and Applications of Electrical Engineering, (5th ed.). Rizzoni, 2005.
Course 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. 4. Use basic laboratory measurement equipment including the power supplies, digital multimeters,
function generators, and oscilloscopes to conduct experiments. Course Requirements:
Course Evaluation• Homework 10% - See Expectations document for late penalties.
: The final grade in this class will be based upon:
• Labs 15% - See Expectations document for behavior policy. o Points will be deducted for not completing pre-lab. o All Labs must be completed to pass the class. Make-up labs for unexcused absences are
scheduled for 6 am. • Quizzes 10% • Laboratory Exam 10% • Exams 55%
Topics: 1. Fundaments of Electric Circuits:
a. Ohm’s Law b. Kirchhoff’s Current Law c. Kirchhoff’s Voltage Law d. Voltage Division e. Current Division
2. DC Circuit Analysis Techniques: a. Node Analysis b. Mesh Analysis c. Thevenin Equivalent Circuits d. Norton Equivalent Circuits e. Operational Amplifiers:
i. Inverting, Non-inverting, Summing, Differential Amplifiers ii. Limitations of Real Op-amps
iii. Applications for Operational Amplifiers
225
3. AC Circuit Analysis: a. Phasor Notation b. Conversion of Time Domain Sinusoidal Voltages and Currents c. Extension of DC analysis techniques to AC.
LABORATORY: A one credit hour laboratory EE 301L accompanies this course. The laboratory meets for two hours every week. The following laboratories are performed:
1. Introduction to EE Lab a. Equipment Familiarization b. Matlab Introduction
2. Ohm’s Law a. Series Circuit b. Parallel Circuit
3. Voltage and Current Division a. Series Circuit b. Parallel Circuit
4. Voltage and Current Division Applications a. Variable Resistors as Input Devices (potentiometer, thermistor) b. Wheatstone Bridge
5. Nodal Analysis 6. Mesh Analysis 7. Thevenin and Norton Circuits 8. Use of the Signal Generator and Oscilloscope
a. Study of AC Signal Properties 9. Laboratory Practical Exam (individual)
a. Build Circuit b. Measuring Critical Parameters c. Equipment Identification and Knowledge of Uses
PREPARED BY:
Elaine Linde, Date: August 26, 2008 E-mail: [email protected] Office: EP 316; Phone: 394-5196 Office Hours: 10:00 – 11:00, 2:00-400 MWF, any time my door is open or by appointment
226
Low Med. High(1) X(2)(3)(4)(5)
(5a)(5b(5c)(5d)
(6)(6a)(6b)(6c)(6d)(6e)(6f) X
(7)(7a)(7b)(7c)(7d)(7e)(7f)
(8)(8a)(8b)(8c)(8d)(8e)
(9)(9a)(9b)(9c)(9d)
Low Med. Higha. Xb. Xc. Xd. Xe. Xf.g.
i. Xj.
Level of Emphasis
College level mathematicsBasic sciences
EE 303 - Circuits (for MEM)
Credits Attributed
3
Credits Attributed
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study.
Engineering Topics:
proficiency in
calculus-based physicsgeneral chemistry probability and statistics as applied to mining engineering problems applicationsfundamental knowledge in the geological sciences including
mineral and rock identification and properties
other topics appropriate to the program objectives
mineral or coal processingmine surveying
geologic conceptsrock mechanicsmine ventilation
The laboratory experience must lead to proficiency in
thermodynamicselectrical circuits
proficiency in engineering topics related to both surface and underground mining, including:
valuation and resource/reserve estimation
health and safetyenvironmental issuesventilation
rock fragmentation,materials handling
mining methodsplanning and designground control and rock mechanics
proficiency in additional engineering topics such as......as appropriate to the program objectives.
Ability to communicate effectively
Relationship of Course to ABET Criterion 3 Program Outcomes:Ability to apply knowledge of mathematics, science and engineeringAbility to design and conduct experimentsAbility to design a system, component, or process to meet desired needs
Ability to identify, formulate, and solve engineering problemsUnderstanding of professional and ethical responsibility
Contribution of Course to Meeting the Requirements of:
characterization of mineral depositsphysical geologystructural or engineering geology
the ability to apply mathematics through differential equations
Criterion 5. Curriculum(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline:
Criterion 9. Program Criteria
Engineering SciencesEngineering Design
staticsdynamicsstrength of materialsfluid mechanics
Ability to function on multi-disciplinary teams
h. Broad education necessary to understand the impact of engineering solutions in a global and sociatal context
k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Recognition of the need for, and ability to engage in life-long learningKnowledge of contemporary issues
X
APPENDIX B
Faculty Resumes
Charles A. (Chuck) Kliche .............................................................................227
Zbigniew J. Hladysz.......................................................................................229
Shashi Kanth ..................................................................................................231
Brijes Mishra ..................................................................................................235
227
1. Name: Charles A. (Chuck) Kliche
2. Academic rank: Professor
3. Degrees with fields,
institution and date: PhD, Mining Engineering, Univ. of Arizona, 1991.
M.S., Mining Engineering, SDSM&T, 1980.
B.S., Mining Engineering, SDSM&T, 1974.
Date of Appointment: January 1, 1980 & January 1, 1992
4. Number of years on
this faculty: 28½
Date of Appointment: January 1, 1980 & January 1, 1992
5. Related experience:
7/00 to 6/04; Professor and Program Director of Mining Engineering, SDSM&T,
Rapid City, SD.
1/91 to 7/00; Associate Professor of Mining Engineering, SDSM&T, Rapid City,
SD.
7/95 to 12/94; Visiting Lecturer in Mining Engineering, WASM, Kalgoorlie, WA,
Australia.
1/90 to 10/90; Engineering/Geology Manager, Golden Reward Mining Co., Lead,
SD.
1980 to 1990; Assistant Professor of Mining Engineering, SDSM&T, Rapid City,
SD.
1975 to 1979; Mine Operations Engineer, Minntac Mine, U.S. Steel Corp, Mt.
Iron, MN.
1974 to 1975; Field Engineer, Baroid Divn, NL Industries, Colony, WY.
6. Consulting:
Have been active as a consulting mining engineer since 1986, specializing in rock
slope stability investigations; blasting—blast monitoring, blast damage investigations,
and consulting on construction projects where blasting is involved; providing expert
testimony for mine permit applications; and providing expert advice for the drafting
of mining regulations by local, state and tribal officials.
7. States in which registered:
Registered Professional Engineer in Minnesota (#013684 8) and South Dakota
(#4390).
8. Principal publications of the last 5 years:
Mining and Mineral Engineering, C. Kliche, College Board of College Majors,
2003.
Mining Engineering Newsletter, vol. 1, no. 1, November 2003, C. Kliche,
SDSM&T, 2003.
Mining Reference Handbook, Review by C. Kliche, Mining Engineering
Magazine, vol. 55, no. 7, July 2003.
Mining Engineering and Management Brochure, C. Kliche, SDSM&T, 2003.
228
South Dakota School of Mines & Technology Designs New Major to Meet
Industry Needs, C. Kliche, Mining Engineering Magazine, vol. 56, no. 3, March
2004.
New Major at South Dakota Tech, C. Kliche, Explosives Engineering Magazine,
vol. 21, no. 3. May/June 2004.
Removal of the Top of an Aged Water Supply Reservoir By Explosives, W.
Clements & C. Kliche, 33rd Annual Conference on Explosives & Blasting
Technique, January 2007.
Fall River County Courthouse Slope Stabilization Project, C. Kliche, South
Dakota Engineering Society 47th
Annual Conference, Pierre, SD, April 2007.
Removal of the Top of an Aged Water Supply Reservoir Using Explosives, W.
Clements & C. Kliche, The Journal of Explosives Engineering, Vol. 25, No. 1,
Jan./Feb. 2008.
Pitfalls of Residential Blasting – Experiences of a Field Blaster, W. Clements &
C. Kliche, 34th Annual Conference on Explosives & Blasting Technique, January
2009.
9. Society memberships: Society for Mining, Metallurgy, and Exploration, Inc.
(SME) and the Black Hills Section (SME).
International Society of Explosives Engineers (ISEE) and
the Black Hills Chapter ISEE.
National Society of Professional Engineers (NSPE) and the
South Dakota Engineering Society.
International Society of Mine Safety Professionals
(ISMSP).
10. Honors and awards: Awarded Lifetime Membership ISMSP, 2002.
Outstanding Young Engineer, Minnesota Section SME,
1976.
11. Institutional and professional service in the past 5 years:
Institutional Service: Member, SDSM&T Faculty Senate; Engineering College
Curriculum Committee; EnvE Faculty/Advisory Group; SDSM&T Transfer
Committee; Program Director, Mining Engineering (to 2004);
Professional Service: Past Heartland President for SME; Chairman of the Black
Hills Chapter SME; Chairman Black Hills Chapter ISEE; Board of Directors
Black Hills Chapter ISEE; Program Committee (Chairman) for the SD
Engineering Society 2007 Annual Conference; Program Committee for ISEE
Annual Conference; MSHA Instructor (IS and IU), conduct MSHA classes;
Session Chairman for various annual meetings of ISEE, SME and The Best In the
West D&B Seminar.
12. Percentage of time distribution:
Release Time for MSHA State Grants: 10%
Research & Scholarly Activity: 15%
Service: 10%
Teaching: 65% (75%)
229
1. Name: Hladysz, Zbigniew J.
2. Academic rank: Professor
3. Degrees with fields, institutions, and dates
B.S., M.S. 1971, Mining Engineering, Technical University, Gliwice, Poland
Ph.D.1978, Rock Mechanics, Central Mining Institute, Katowice, Poland
4. Number of years of service on this faculty, including date of original appointment and dates
of advancement in rank 26 years
Dates of Appointments: December 1981 – Associate Professor; January 1992 - Professor
5. Related experience
2008 - NSF DUSEL Project Construction Manager, Geotechnical and Excavation
1994 – 2000 Chair, Department of Mining Engineering
1987 - 1992: Director, South Dakota Mining and Mineral Resources Research Institute.
Coordination of minerals - related research activities and training programs at
SDSM&T.
1971 - 1981: Head, Rock Mechanics Laboratory, Central Mining Institute, Katowice, Poland.
1971 - 1979: Research Engineer, Central Mining Institute, Katowice, Poland. Coal mining
and rock mechanics related research problems.
1971: Mining Engineer, "Wujek" Coal Mine, Katowice, Poland. Mining Operations.
6. Consulting, patents, etc. Consulting performed with the mining and construction industry, state and federal government,
and computer software industry; 1971 – present.
Author of 16 patents (Issued in Poland)
7. State(s) in which registered as a Professional Engineer Poland - Certificate of Competency (1975 – 1981)
8. Principal publications of last five years (give title and references)
- Portfolio Assessment and Improvement for a First-Year Engineering Curriculum. Co-authored
with L.D. Stetler, S.D. Kellog, J.J. Kellar, D.J. Dixon, G.A. Stone, L.A. Simonson, J.A Ash and
H.L. Sieverding. Proceedings of the 2004 American Society for Engineering Education Annual
Conference and Exposition. June 2004, American Society for Engineering Education. Salt Lake
City, Utah.
- Technology Enabled Curriculum for a First Year Engineering Program. Co-authored with L.D.
Stetler, S.D. Kellog, J.J Kellar, D.J. Dixon, J.A. Stone, L.A. Simonson, C.C. Kerk, J.T. Ash and
H.D. Sieverding. Proceedings of the 34 th ASEE/IEEE Frontiers in Education Conference.
October, 2004, Savannah, Georgia.
- Homestake Mine – Future National Science Laboratory. 2005 North American Vulcan Users’
Conference, Reno Nevada, October 2005 (invited).
- Two new Laboratories in South Dakota, Maptek Vulcan 2007 Users’ Conference, Denver,
Colorado (invited).
- Vectorization of Raster Images, Maptek Vulcan 2007 Users’ Conference, Denver, Colorado
(invited).
230
- Post-Closure Flooding of the Homestake Mine at Lead, SD, SME Annual Meeting, Co-authored
with A. Davis, L. Stetler, W. Roggenthen, February 24-27, 2008, Salt Lake City, Utah, Preprint
No. 08-028
- Instrumentation of the Homestake Underground Laboratory for Drawdown Measurements of
Dewatering; Co-authored with A. Davis, L. Stetler, W. Roggenthen and R. Salve. Pre-print 09-
113, Society for Mining, Metallurgy and Exploration, 2009
9. Scientific and professional societies of which a member.
Society for Mining, Metallurgy and Exploration.
South Dakota Mining Association.
10. Honors and awards
1. Governor Janklow’s Teaching with Technology Award (June, 1998)
2. Governor Janklow's Teaching with Technology Advanced Award (June, 2001)
3. Governor Janklow's Teaching with Technology Award (June, 2002)
11. Courses taught in 2007/2009 Fall: MEM 301, MEM 303, MEM 307, MEM 401; Spring: MEM
202, MEM 304, MEM 464,
Courses taught in 2008/2009 Fall: MEM 301, MEM 303, MEM 401; Spring: MEM 464,
12. Other assigned duties NSF DUSEL Project – release time
13. Institutional and Professional Service (past 5 years) Member of the SDSM&T Senate; advising, member of MS and Ph.D. committees (geological
engineering), participation in conferences, symposia and delivering training workshops,
international professional activities.
14. Percentage of time available for research or scholarly activities 50 – 80%
15. Percentage of time committed to the program 2007/2008 – 50%
2008/2009 – 15%
231
BIOGRAPHICAL DATA SHASHI KANTH
PERSONAL:
Title: Director & Department Chair
EDUCATION:
B.S. 1988, Mining Engineering, KREC, NITK, Surtahkal, India
M.S. 1993, Mining Enginnering, South Dakota School of Mines & Technology
PROFESSIONAL EXPERIENCE:
Program management / International business development / International Joint Ventures / Product &
program launch / Recruitment & retention A proven team member, manager and leader in program & project management, building and motivating teams
to implement strategic business plans and translating organizational capabilities to tangible results. Extensive
project management and corporate experience - domestic and international projects in the areas of new product
development, joint ventures, sales & marketing in the mining, construction, automotive, aerospace, & defense
industries. Demonstrated excellence in recruitment, retention and development of quality engineering
education in undergraduate level of Mining Engineering.
Career History
South Dakota School of Mines & Technology 2004 to Present
A premier state assisted Engineering School with over 30 programs in Engineering & Science. Started in 1885,
the school has a reputable presence in the Mineral industry, since 1885.
Director and department Chair
Recruited to revive an almost closing Mining program with a unique new concept in curriculum –
resulting in highly successful program resurrection (student count from 2 to 90 in four years).
Manage new program & curriculum introduction – internally & externally
Develop industry partnerships to meet & exceed financial and program objectives.
Continuous improvement of management practices.
Change agent in an old, well established educational institution, manage, adapt and effect change – in
curriculum, enrollment and how things are done.
Management Consultant – (Vice President, Product Development & Technology)
Assist Lectronics, LLC in the area of Electronic Detonators – for technology issues.
Interface with existing and potential customers – provide technology solutions.
Active assistance in patent infringement litigation – expert witness depositions.
Assist legal team in preparing briefs, claims interpretation and formulating non-infringement opinions.
Management Consultant – Overseas market entry (Business Development Manager)
Shashi Kanth
Page 232
232
Assist Taggart Global LLC in their strategy for entering into the growing Indian coal industry.
Identify, contact and set-up meetings with potential JV partners.
Conduct market research and due-diligence.
Special Devices, Inc. Moorpark, CA 2001 to 2004
Special Devices Inc. (SDI) is a US $100 million company involved in the manufacture & distribution of high
quality pyrotechnic initiation systems to the Automotive, Aerospace and Defense industries, with operations in
the US, Europe and Asia. The company embarked on a radical new diversification program by leveraging the
high-tech initiation system technology into a precise electronic detonator system for the mining and
construction industry.
Program Manager
Was brought in as a Program Manager, to take the new project from concept into design and launch
phase.
Established an integrated product team consisting of 14 team members from across divisions and ranks.
Successfully launched product introduction on time and on budget.
On successful product launch, diverted focus to enhance market acceptance which resulted in creation
of one new company and one existing company switching to the new product.
Managed team, resources and constantly interfaced with upper management and customers.
Assisted in all legal matters, including review of patents and drafting joint venture agreements
Successfully obtained 14 new patents for the designed technology.
Actively participated in the design phase resulting in being names on one patent in the area of safety of
initiation of the electronic detonators.
Modular Mining Systems, Inc., AZ 2000 to 2002
A Tucson, AZ based, US$50 million Company engaged in providing optimization solutions to the mining
industry by utilizing state of the art GPS & communication technologies, with operations in over 10 countries.
Senior Account Manager, International
As part of a small sales & marketing team, developed, staffed and implemented a business plan
resulting in gaining successful business in the US, Canada and India.
Established new and improved methodology for sales & marketing ranging from materials to strategies.
Assisted in all trade shows and global trade events through active representation.
The Ensign-Bickford Company, Simsbury, CT 1993 – 2000
One of the oldest and largest privately held US based companies, a world leader in non-electric ignition systems
in the mining, construction and defense industries, with operations in over 20 countries.
Shashi Kanth
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233
Area Manager – International
Recruited to develop business in untouched areas of the world starting with India.
o Conducted due-diligence, identified potential JV partners, assisted in creation of a new JV,
which subsequently became very successful.
o Relocated to the JV site operation for three years, managed, staffed and operated the JV for
three years.
Conducted business development activities in Malaysia, Singapore, Thailand, Korea, Japan, Mexico,
Canada, Chile and Peru.
o Sales presentations & market surveys & extensive technical support
PROFESSIONAL SOCIETY AFFILIATIONS AND ACTIVITIES:
Member of Society of Mining, Metallurgy and Exploration
Mentor for students in the mentorship program
Member of the International Society of Explosives Engineers
Board member in the local Black Hills Chapter
Faculty advisor of the Hardrocker Flying club
Advise students and associate members to earn their private pilots license
TEACHING EXPERIENCE
(R) MEM 466 – Mine Management: Critical management issues of fundamental importance to the mining
industry. Forms of management, organizational structures, project management and mine administration, risk
management and modern management tools. Development of students’ leadership skills. Management of human
resources
(R) MEM 120 – Introduction to Mining and Sustainable Development: Principles and definitions related to
mining engineering discipline. Introductory overview of current mining practices and the mining technology in
general. Presentation of mining faculty and their areas of expertise. Discussion of various career paths in
mining engineering. Principles, terminology and definitions of sustainable development in mining. Elements
and indicators of sustainable development: environment, economics, society and governance. Discussion of
how the mining industry can develop more successful operations in the changing global community, and how
these and other issues impact the design, operation and closure of large mining projects.
(A) MEM 464: Mine Design – senior students – Assist with principles of explosives, blast design and
initiation systems. Detailed analysis of costs, associated with various designs and efficiency of blast design as
relates to the overall mine design with costs, fragmentation, and vibration and flyrock constraints in mind.
(T) MEM 201: Mine Health and Safety: A study of federal health and safety regulations and the problems that
occur in the enforcement and compliance of the regulations in the mining industry. Detailed presentations of
various aspects of mine safety, substance abuse in the workplace and related topics.
(T) MEM 307: Geostatistics and Exploration: A study of geostatistics as applied to mineral exploration,
statistical analysis, distribution functions, probability theory and practice. Elements of exploration science and
geo-modeling for exploration.
Shashi Kanth
Page 234
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(A) BADM 407: International Business: Imports, exports, standard Inco terms, doing business internationally,
various trade agreements and impacts on the mining industry. Elements of a successful joint venture and basics
of international business as pertaining to the mining industry.
KEY: (R) – Teach regularly
KEY: (T) – Team Teach regularly
KEY: (A) – Assist
Other
An invited speaker at several conferences on the topics of explosive initiation systems, electronic
detonators and blasting.
Regularly invited in area high schools and middle schools to speak about careers in technology and
engineering to young students.
Selected to participate in the Program on Energy and Sustainable Development at Stanford University.
Invited speaker at the St. Petersburg Mining Institute in St. Petersburg, Russia.
Current board member of the local chapter of the International Society of explosives engineers.(ISEE)
Regular and active participant in national ISEE and SME conferences for the last many years.
Avid recreational pilot licensed and certified by the FAA, and current owner & operator of a personal
aircraft.
Hobbyist electronics and radio operator (KB1DWN)
References available on request
235
1. Name: Brijes Mishra
2. Academic Rank: Assistant Professor
3. Degree with fields,
Institution and Date: Ph.D in Mining Engineering, West Virginia University, 2007
M.S in surface mining, Indian School of Mines, 2004
B.S in Mining Engineering, Nagpur University, 2002
4. Number of years on this faculty: 1 year
5. Related Experience:
November 2007 to July 2008, Project Engineer. RESPEC.
6. Consulting: Active participation with coal mining through consulting on various technical topics
7. State in which registered: None
8. Principal Publications of last five years:
Mishra, B., Bhar, C., and Sen, P., “Development of a model for determination of cutoff
grade in metaliferrous deposits,” Journal of Mines Metals and Fuels, Vol 275, pp130 -
125.2004.
Mishra, B., and Khair, A.W., “Numerical Modeling of Rock Indentation and Heat
Generated during linear rock cutting process”, Proceedings Golden Rocks 2006, 41st
U.S. symposium on Rock Mechanics" - 50 Years of Rock Mechanics.
Mishra, B., and Khair, A.W., “Correlation of acoustic emission (A.E.) with physical
and mechanical properties of different types of rock and coal specimens”, Proc. 25th
Int'l Conference on Ground Control in Mining, Ed. S.S. Peng, C. Mark , K.Heasley,
and A.W. Khair, pp. 165-170.
Mishra, B., Bhar, C., and Sen, P., “Development of a computer model for determination
of cutoff grade in metaliferrous deposits,” Journal of Mines Metals and Fuels, Vol 54,
pp143 -147.2007.
Mishra, B., and Khair, A.W., “Numerical Modeling of Heat Generated during rock
cutting process”, International Conference on Mining Techniques in Poland, 2007.
Mishra, B., Das, T., and Khair, A.W., “Analysis of Cutting Bits and Cutting Drum
Affecting Ground Control in Mines. Proc. 27th Int'l Conference on Ground Control in
Mining, Ed. S.S. Peng, C. Mark , K.Heasley, Yi Luo and A.W. Khair, pp. 294-304,
2008.
9. Society Memberships: Society for Mining, Metallurgy and Exploration (SME).
10. Honors and Award: Best Graduate Student Award
11. Institutional and Professional Service in the last five years
Courses taught in 2008/2009: MEM 304
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Other assigned duties, current: Member undergraduate advising.
12. Professional development activities Active participation in professional technical sessions
in the last five years:
13. Percentage of time available for research or scholarly activities: 30%
14. Percentage of time committed to the program: 100 %
APPENDIX C
LABORATORY EQUIPMENT
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APPENDIX C – LABORATORY EQUIPMENT
Rock Mechanics Laboratory Equipment
Item Date of Purchase Condition Replacement Plan
Diamond core drill 1988 Very Good Diamond saw 1964 Fair Surface grinder 1961 Fair Tinius-Olsen testing machine
1964 Good Critical laboratory equipment needing replacement.
Direct shear machine 1987 Very good Triaxial cell 1980 Fair Computerized data acquisition system and software
1992 Good This needs to be updated and replaced just as soon as we locate adequate data
acquisition software that can be run with new Windows environment.
Seismograph – Instantanel, DS 677.
1988 Good This needs to be upgraded/ or replaced. Working on obtaining a donation of a new
unit from one of the suppliers. Ventilation Laboratory Equipment
Ventilation network (trainer set)
2009 Excellent
Ventilation network (trainer set)
1985 Fair Replaced by new equipment obtained in 2009
Electronic pressure transducers
1985 Excellent
Psychrometers 1982 Good Electronic barometers
1989 Good
Gas indicators 2000 Excellent Surveying Laboratory Equipment
Optical Theodolites (3)
Early 1980s Fair Being replaced, as money becomes available, by digital theodolites
Topcon DT-209 Digital Theodolite
2007 Excellent
Auto Levels Mid 1980s Good Topcon GTS-2 Total Station
1990 Fair Being replaced, as money becomes available, by new digital total stations
Topcon GTS-2B Total Station
Early 1990s Fair Being replaced, as money becomes available, by new digital total stations
Topcon GTS 239W Total Station w/ data collector (2)
2007&2008 Excellent
Trimble 5700 GPS 2005 Excellent
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APPENDIX C – LABORATORY EQUIPMENT, cont.
Safety Laboratory Equipment
Item Date of Purchase Condition Replacement Plan
Dell Notebook computer
2009 Excellent
Sony DVD/VCR player
2004 Good Replaced by Samsung player
Samsung DVD/VCR player
2008 Excellent
Hitachi CP-X275 projector
2004 Excellent
HP Laserjet scanner, fax, printer, copier
2005 Excellent
Cardiac Science portable AED
2007 Excellent
Training Supplies 2004 - 07 Good Training Tapes 2007 Excellent
Mine Design Computer Laboratory Equipment Desktop PCs (20) 2001 - 2007 Good Commencing in 2011, will be replaced as
money becomes available Color Laser Printer 2008 Excellent Flatbed Scanner 2007 Excellent Peripherals 2007 Good
APPENDIX D
Institutional Summary A. The Institution ................................................................................ 239
1. Name and Address of the Institution ........................................................239 2. Name and Title of Chief Executive Officer ..............................................239
B. Type of Control .............................................................................. 239 C. History of Institution ..................................................................... 239 D. Student Body .................................................................................. 240 E. Regional or Institutional Accreditation ....................................... 241 F. Personnel and Policies .................................................................... 241 G. Educational Unit ............................................................................ 243 H. Credit Unit ...................................................................................... 247 I. Instructional Modes ........................................................................ 247 J. Grade Point Average ...................................................................... 247 K. Academic Supporting Units .......................................................... 247 L. Non-Academic Supporting Units .................................................. 248 M. Faculty Workload ......................................................................... 253 N. Tables .............................................................................................. 253
D-1. Programs Offered by the College of Engineering ................................254 D-2. Degrees Awarded & Transcript Designations by College of Engineering ...............................................................................255 D-3. Support Expenditures............................................................................256 D-4. Personnel and Students .........................................................................256 D-5. Program Enrollment and Degree Data ..................................................258 D-6. Faculty Salary Data ...............................................................................260
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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 (School of Mines) 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., 12 M.S., and 6 Ph.D. degree programs in science and engineering. Two additional M.S. programs will be inaugurated in fall 2010. 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. 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.
Counting research personnel at the School of Mines, 154 faculty members and 164 staff members serve approximately 2100 students, 84% of whom are full-time through program offerings in two colleges, the College of Engineering and the College of Science and Letters. Effective July 1, 2009, the college structure will be disbanded and resources used to transition from a 9-month rotating department chair to a 12-month department head organizational structure.
For fiscal year 2009, the School of Mines received over $17.3 million in externally funded research awards and, as such, plays the leadership role for the western half of the state in technology transfer and economic development.
Today the School of Mines is a small, primarily undergraduate engineering and science institution, with a relatively low cost of attendance, with 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
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reputation for academic excellence, we are particularly pleased to have been ranked one of America’s 100 Best College Buys for eleven consecutive years.
D. Student Body In fall 2008, the South Dakota School of Mines and Technology enrolled 2061 students, with 12 pursuing an associate degree, 1552 a baccalaureate degree, 181 a masters degree, and 53 a doctoral degree. Of these, 1273 were undergraduate engineering majors. The student body is composed primarily of male (70.6%), Caucasian (at least 84.9%) South Dakota residents (62.9%). American Indian students comprise 2.5% of the student population with the largest identified ethnic population being Asian students at 4.3%. 5.1% of students did not report ethnicity.
The cost of attendance is modest (i.e., approximately $12,000 per year, including tuition and fees, room and board, and books and supplies), yet 70% of students receive financial aid, and, according to our 2001-2008 NSSE results, more students work off campus and have family or caregiver responsibilities than students at peer STEM institutions. The National Survey of Student Engagement (NSSE) and Student Satisfaction Inventory (SSI) results tell us that our students, overall, 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 interact too seldom with people from diverse and differing cultural and religious orientations. School of Mines’ students are statistically above average in preparation and abilities. Entering freshman at the School of Mines earned an average ACT composite score of 26.1, an average ACT mathematics subscore of 26.7 and a GPA average of 3.51. Eleven students were named Tau Beta Pi scholars for the 2008-2009 academic year. South Dakota is one of two states nationwide that uses ACT and Collegiate Assessment of Academic Proficiency (CAAP) scores as bookend assessments of 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 our students consistently score highest in the state. The 6-year undergraduate completion rate for our IPEDS-defined federal cohort stood at 37% for the 2002 cohort with 15.6% still enrolled in fall 2008; our institutional goal is 65%. Freshmen-to-sophomore retention is 75.6% and rising. Our institutional goal is 80%. The most recent freshman to junior retention rate stands at 67%. Our students fare well in the job market. More than 97% of graduates placed in jobs in their career fields or graduate professional programs in 2007-2008, and for those who entered the workplace, the average starting salary was $55,700. The average starting salary offer to mining engineering graduates was $65,000. We believe we are the only institutional nationally that can claim the 4-year cost of attendance is less than the average starting salary of our graduates. School of Mines’ students are distinctively driven and focused, traits reflected in the extraordinary success of the enterprise teams that compete in national competitions through our Center for Applied Manufacturing and Production (CAMP) program. Student teams in the Concrete Canoe, West Regional Mini Baja, IEEE Robotics, Human Powered Vehicle, SAE Aero Design, and International Aerial
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Robotics competitions have triumphed over teams from significantly larger and more prestigious universities. Most students participate in at least one of the 80 co-/extra-curricular activities that encompass academic, recreational, community service, Greek life, honor society, leadership development, multicultural, religious, special interest group, government and media opportunities and experiences. And nearly 75% graduate with relevant work experience through internships and co-ops. Intercollegiate Athletics attracts 10% of the undergraduate population. Teams are competitive in the NAIA Dakota Athletic Conference (DAC). For the fourth consecutive year, the School of Mines was named the recipient of the Dakota Athletic Conference (DAC) 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.
E. Regional or Institutional Accreditation
Accreditation Unit Date of Initial Accreditation Date of Most Recent Accreditation
Higher Learning Commission of the North Central Association
1925 2006
Engineering Accreditation Commission of ABET, Inc.
1936 2005
American Chemical Society 1950 2004
Computing Accreditation Commission of ABET, Inc.
1992 2008
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. In practice, this means that to be considered for promotion a faculty member must excel in at least one of the areas of (1) teaching, (2) research, scholarship and/or creative endeavor, and (3) service. Normally, strength is also expected in one or two secondary areas.
Faculty members who wish to be considered for promotion must notify their department chair 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 chair and the dean, is then forwarded to the Office of the 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 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 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 chairs must indicate whether, in their estimation, the faculty member has met, fallen short of, or exceeded expectations in teaching, in scholarship, and in service. Each college dean uses this information to determine a merit category for college faculty members in each of the three areas. This categorization is then used in the allocation formula for performance. SDSM&T has identified “First year programs and/or stimulating scholarly activities” as its institutional priority for the past several years. There will be no salary increases for FY10. However, unlike many systems, we are not facing any significant budget cuts. 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. Approximately five percent of salary is deducted each month and matched with another five percent by the institution. The five-percent deducted as sheltered is not federally taxed, nor is the state contribution. One must be employed by the state for five years before any retirement benefits are accrued, but 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 a deductible plan or a Provider Network Plan. 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 may spend up to four days in any one month and up to six days during any contract year away from their duties in order to do consulting or engage in private practice. 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
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faculty member’s expertise and help the faculty member bring relevant experience to the classroom and so are encouraged. Sabbaticals:
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.
G. Educational Unit On July 1, 2005, the college structure was created that consisted of a College of Engineering and a College of Science and Letters. National searches were conducted for the deans’ position in each college and were successfully concluded in February 2006. Dr. Duane Abata was hired as Dean of Engineering. In September 2008, Dr. Abata became Executive Director of the NSF-funded Industry/University Cooperative Research Center for Bioenergy Research and Development and so was released from his dean’s responsibilities. Dr. Karen Whitehead, Provost and Vice President for Academic Affairs, was assigned responsibilities as Interim Dean of Engineering. In December 2008, the new president, Dr. Robert Wharton, convened an ad hoc advisory group of senior faculty to advise him on what administrative structure would best advance the institution’s goals. Its recommendation, which he accepted, was to disband the college structure and to use resources instead to move toward 12-month department heads to replace the current 9-month department chair positions. This organization change will become effective on July 1, 2009. As of this writing the Department of Mining Engineering and Management is in the College of Engineering. The chair of the Department of Mining Engineering and Management, Shashi Kanth, reports to the interim dean of the College of Engineering and Provost and Vice President for Academic Affairs, Dr. Karen Whitehead. He will become a department head, reporting directly to the Provost and Vice President for Academic Affairs, in the new organizational structure.
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Organization Chart – South Dakota School of Mines and Technology – 2005-2009-
South Dakota School of Mines and Technology
Academic Affairs July 2009
Robert A. Wharton, Ph.D. President
Duane Hrncir, Ph.D. Interim Provost and Vice President
for Academic Affairs
Associate Provost for Assessment and Accountability
Kate Alley, Ph.D.
Associate Provost for Enrollment Management
Dr. Michael Gunn
Admissions <Vacant>, Director
Academic and Enrollment Services Barb Dolan, Director
Women in Science and Engineering (WISE)
Royia Decker, Director
Center for Advanced Manufacturing and Production (CAMP) Dr. Dan Dolan and
Dr. Michael Batchelder, Co-Directors
Graduate Education Dr. John Helsdon, Dean
Academic Departments
Atmospheric Sciences Dr. Mark Hjelmfelt, Chair
Chemical and Biological Engineering Dr. Robb Winter, Head
Chemistry Dr. Dan Heglund, Chair
Civil and Environmental Engineering Dr. Henry Mott, Chair
Electrical & Computer Engineering Dr. Michael Batchelder, Chair
Geology and Geological Engineering Dr. Maribeth Price, Chair
Humanities Dr. Susan Shirley, Head
Industrial Engineering Dr. Stuart Kellogg, Head
Materials and Metallurgical Engineering Dr. Jon Kellar, Head
Mining Engineering and Management Shashi Kanth, Head
Mathematics and Computer Science Dr. Kyle Riley, Chair
Mechanical Engineering Dr. Michael Langerman, Head
Military Science LtC. Jon Hanson, Chair
Physical Education Barb Felderman, Chair
Physics Dr. Andre Petukhov, Head
Social Sciences Dr. Susan Shirley, Head
Devereaux Library Patricia Andersen,
Director
Information Technology Services Bryan Schumacher,
Director
Youth Programs and Continuing Education
Nancy Anderson Smith, Director
Financial Aid David Martin, Director
Museum of Geology James Martin,
Executive Curator
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Robert A. Wharton, Ph.D. President
Karen L. Whitehead, Ph.D. Provost and Vice President for
Academic Affairs
Associate Vice President for Academic Affairs
Dr. Kate Alley
Women in Science and Engineering (WISE)
Royia Decker, Director
Academic and Enrollment Services
Barb Dolan, Director
College of Engineering
<vacant>, Dean
College of Science and Letters
Dr. Duane Hrncir, Dean
Graduate Education Dr. John Helsdon,
Dean
Information Technology Services
Bryan Schumacher, Director
Devereaux Library Patricia Andersen,
Director
South Dakota School of Mines and Technology
Academic Affairs December 2008
Chemical and Biological Engineering Dr. David Dixon, Chair
Civil and Environmental Engineering Dr. Henry Mott, Chair
Electrical & Computer Engineering Dr. Brian Hemmelman, Chair
Geology and Geological Engineering Dr. Maribeth Price, Chair
Industrial Engineering Dr. Stuart Kellogg, Chair
Mechanical Engineering Dr. Michael Langerman, Chair
Materials and Metallurgical Engineering Dr. Jon Kellar, Chair
Mining Engineering and Management Shashi Kanth, Chair
Computer Science Dr. Kyle Riley, Chair
Center for Advanced Manufacturing and Production (CAMP)
Dr. Dan Dolan and Dr. Michael Batchelder, Co-Directors
Atmospheric Sciences Dr. Mark Hjelmfelt, Chair
Chemistry Dr. Dan Heglund, Chair
Humanities Dr. Rodney Rice, Chair
Military Science LtC. Jon Hanson, Chair
Mathematics Dr. Kyle Riley, Chair
Physical Education Barb Felderman, Chair
Physics Dr. Andre Petukhov, Chair
Social Sciences Dr. Roger Dendinger, Chair
Associate Director Technology Services
Jason Erikson
Senior Systems Programmer Neal Hodges
Senior Systems Programmer Steve Bauer
Associate Director Information Services
Vickie Bender
Museum of Geology James Martin, Executive Curator
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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. The School of Mines 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 the School of Mines 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. The Mines faculty collaborates 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 Technical 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. School of Mines 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 to meet 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 addresses global issues.
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Department Leadership
Department 2008-09 2009-2010 Chemistry Dr. Dan Heglund, Chair Dr. Dan Heglund, Chair Geology and Geological Engineering Dr. Maribeth Price, Chair Dr. Maribeth Price, Chair Humanities Dr. Rod Rice, Chair Dr. Sue Shirley, Head Mathematics and Computer Science Dr. Kyle Riley, Chair Dr. Kyle Riley, Chair Physics Dr. Andre Petukhov, Chair Dr. Andre Petukhov, Head Social Sciences Dr. Roger Dendinger, Chair Dr. Sue Shirley, Head
L. Non-Academic Supporting Units
Information Technology Services; Bryan Schumacher, Director
Information Technology Services 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. Special-purpose 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:
• 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. • Emergency pager service, 24 hours x 7 days. Any student, faculty or staff member may
report outages or malfunctions via the ITS pager service. • Shared peripherals, including page scanners, laser printer, color printer, a large-format color
plotter, media duplicating equipment, including video capture and streaming. • Introductory workshops, seminars and tours, informal training, and one-on-one training and
support for individual faculty.
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• 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.
• 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.
• 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 2009, all students will be 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 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 equivalent amounts for personnel and 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.
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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
3.0 Ghz 1Gb Mem 40
Electrical Engineering/ Physics 307
CHE250, CSC150, Geog 211, MIS 205 (BH)
2.8GHZ 1Gb Mem 23
TOTAL 63
Other SDSM&T Computer Laboratory Facilities Building and Room Number
Purpose of Lab, Courses Taught Condition of Lab Number of student stations
Library (dispursed throughout building)
Open lab 2.8Ghz 1Gb Mem 20
Surbeck Center 106 Open lab 2.4Ghz 512 Mem 12 TOTAL 32
All PC lab machines are running Windows XP Pro with Office 2007 along with various other software packages.
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. To access these go to the contact web page http://library.sdsmt.edu/contact.htm. General information databases are available through the South Dakota Library Network (http://www.sdln.net/) 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: Monday through Thursday 7 am - 12 midnight Friday 7 am - 5 pm Saturday 12 noon - 5 pm Sunday 12 noon - 12 midnight
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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 their department. Assistance for this consists of vendor slips from Baker & Taylor and Blackwell North America. Each liaison is to work 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 fit in with the mission of the school. The library is making every effort to provide for the needs of engineering students despite the escalating cost of journals and books. We attempt to keep journal subscriptions current which has limited our ability to add to our book collection. Costs of journals, in either paper or electronic format, has 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.
As with all libraries, we would benefit from increased funding, both for paper and electronic subscriptions for scholarly journals. Expenditures for books and periodicals for the past four years are detailed in Tables L-1 and L-2 below.
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, a group which raises funds for the library through an annual film series, is purchasing movies and fine monies are used for audio books.
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Table L-1 Library Acquisitions and Resources ACQUISITIONS DURING LAST
THREE (3) YEARS CURRENT COLLECTION
RESOURCES
Books Periodicals Books Periodicals
Entire Institutional Library 7,850 9,412 129,604
162,000
In the following fields (included above) Engineering
2,102
(includes online Knovel)
138 (online)
19,765
672
Chemistry 62 0 2,239 77
Mathematics 74 0 3,408
62
Physics 68 19 (online) 3,242 139
Table L-2 Library Expenditures FY 2007 FY 2008
FY 2009 FY 2010
(estimated)
Total Library Current Funds $674,183 $801,328 $722,221 $801,328
Expenditures for the Engineering Unit (Total) (ALL AREAS)
* * * *
Books $27,800 $11,525 $14,440
$12,000
Periodicals $302,559 $334,111 $273,065 $280,000
*units not separately budgeted.
The Career Center provides information, guidance, and support to help students with their career development and searches for full-time, summer and co-op opportunities in their respective career fields. Placement services are also offered to alumni free of charge. The office assists students with their resumes, cover letters, interviewing skills and job searches through a series of workshops offered throughout the academic year, as well as working with students on an individual basis. In addition, the Career Center sponsors several professional development workshops to help students develop their social networking, business etiquette, cultural awareness, and other skills important to career success after graduation. Career counseling and vocational interest inventories also are available to all students.
The Career Center, Dr. Darrell Sawyer, Director of Career Planning
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The Career Center coordinates scheduling of interviews for more than 150 employers that visit our campus to recruit our students for full-time, summer and co-op positions. Each September and February the Career Center hosts the South Dakota School of Mines Engineering and Science Career Fairs. 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. Many industry representatives also conduct interviews the next day, speak to classes and student organizations, interact with faculty, and host evening seminars. SDSM&T’s Cooperative Education (Co-op) Program, a partnership with business, industry and government agencies, is administered by the Career Center. Students may earn academic credit for their co-op experience with the approval of their department 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 South Dakota Mines graduates have summer internship or co-op experience upon graduation.
M. Faculty Workload A nominal full load for a faculty member is formally defined under the Agreement with the Council on Higher Education as a teaching load of twelve semester hours plus student advising. In practice, departments have the option of adjusting teaching loads within the constraints of resources available. While these vary between programs, typical teaching loads among engineering faculty 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 chair), 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 chairs 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
254
Table D-1. Programs Offered by the College of Engineering
Program Title1
Modes Offered2
Nom
inal
Yea
rs to
Com
plet
e
Administrative
Head
Unit Exercising
Budgetary
Control
Submitted for Evaluation3
Offered, Not
Submitted for
Evaluation4
Day
Coo
pera
tive
Educ
atio
n
Off
Cam
pus
Alte
rnat
e M
ode
Now
Acc
redi
ted.
Not
Now
Acc
redi
ted
Now
Acc
redi
ted
Not
Now
Acc
redi
ted
Chemical Engineering B.S., M.S. X 4,2 David Dixon College of Engineering X
Civil Engineering
B.S., M.S. X 4,2 Henry Mott College of
Engineering X
Computer Engineering
B.S. X 4 Brian Hemmelman College of
Engineering X
Computer Science
B.S., M.S. X 4,2 Kyle Riley College of
Engineering X
Electrical Engineering
B.S., M.S. X 4,2 Brian Hemmelman College of
Engineering X
Environmental Engineering
B.S. X 4,2,5 Henry Mott College of
Engineering X
Geological Engineering
B.S., M.S., Ph.D. X Maribeth Price College of
Engineering X
Industrial Engineering
B.S. X 4 Stuart Kellogg College of
Engineering X
Metallurgical Engineering
B.S., M.S., Ph.D. X 4,2,5 Jon Kellar College of
Engineering X
Mechanical Engineering
B.S., M.S. X 4,2 Michael Langerman College of
Engineering X
Mining Engineering
B.S. X 4 Shashi Kanth College of
Engineering X
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Table D-2. Degrees Awarded and Transcript Designations by College of Engineering
Program Title1
Modes Offered2
Name of Degree Awarded Designation on Transcript4 Day
Co-o
p
Off
Cam
pus
Alte
rnat
ive
Mod
e
Chemical Engineering BS X Bachelor of Science Bachelor of Science in Chemical Engineering Chemical Engineering MS X Master of Science Master of Science in Chemical Engineering
Civil Engineering BS X Bachelor of Science Bachelor of Science in Civil Engineering Civil Engineering MS X Master of Science Master of Science in Civil Engineering
Computer Engineering BS X Bachelor of Science Bachelor of Science in Computer Engineering Electrical Engineering BS X Bachelor of Science Bachelor of Science in Electrical Engineering Electrical Engineering MS X Master of Science Master of Science in Electrical Engineering
Environmental Engineering BS X Bachelor of Science Bachelor of Science in Environmental Engineering
Geological Engineering BS X Bachelor of Science Bachelor of Science in Geological Engineering Geology and Geological Engineering MS X Master of Science Master of Science in Geology and Geological
Engineering Geology and Geological Engineering PhD X Doctor of Philosophy Doctor of Philosophy in Geology and
Geological Engineering Industrial Engineering BS X Bachelor of Science Bachelor of Science in Industrial Engineering
Materials Engineering and Science MS X Master of Science Master of Science in Materials Engineering and Science
Materials Engineering and Science PhD X Doctor of Philosophy Doctor of Philosophy in Materials Engineering and Science
Mechanical Engineering BS X Bachelor of Science Bachelor of Science in Mechanical Engineering Mechanical Engineering MS X Master of Science Master of Science in Mechanical Engineering Metallurgical Engineering BS X Bachelor of Science Bachelor of Science in Metallurgical
Engineering Mining Engineering BS X Bachelor of Science Bachelor of Science in Mining Engineering
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Table D-3. Support Expenditures Mining Engineering
Fiscal Year 2007-20081 2008-20092 2009-20103
Expenditure Category Operations (not including staff)
$34,928 $20,000 $9800
Travel5 $13,192 $10,882 $3000 Equipment $51,622 $27,260 (a) Institutional Funds (b) Grants and Gifts $51,622 $27,260 Graduate Teaching Assistants $3,921 $2,500 $2,500 Support staff $14,720 $13,594 $13,594
Faculty Salaries $221,561 $242,441 $242,441
Table D-4. Personnel and Students College of Engineering
Year: 2008-2009
HEAD COUNT FTE
RATIO TO FACULTY FT PT
Administrative* 8 3.498 .07 Faculty (tenure-track) 43 47.2 .88 Other Faculty (excluding student Assistants)
6 1 6.495 .12
Student Teaching Assistants 1 36 17.78 .33 Student Research Assistants 11 32 32.72 .61 Technicians/Specialists** 15 1 15.07 .28 Office/Clerical Employees 8 7.25 .14 Others Undergraduate Student enrollment
(including freshmen and sophomores) 1329 1274.0 23.73
Graduate Student enrollment 162 101.0 1.88 *Department chairs are counted under the administrative headcount although they also are members of the teaching faculty. For this reason, the faculty FTE exceeds the faculty headcount.
** Technicians/Specialists includes all specialists, research scientists and technicians.
257
Table D-4. Personnel and Students Mining Engineering
Year1: 2008-2009
HEAD COUNT FTE
RATIO TO FACULTY FT PT
Administrative* 1 0 .698 .22 Faculty (tenure-track) 2 0 2.00 .62 Other Faculty (excluding student Assistants)
1 0 1.23 .38
Student Teaching Assistants 0 0 0 Student Research Assistants 0 0 0 Technicians/Specialists 1 0 1 Office/Clerical Employees 0 1 .375 .12 Others5 0 0 0 Undergraduate Student enrollment
(including freshmen and sophomores) 86 0 78.5 24.30
Graduate Student enrollment 0 0 0 *The department chair is counted under the administrative headcount although he also is a member of the teaching faculty. For this reason, the faculty FTE exceeds the faculty headcount.
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Table D-5. Program Enrollment and Degree Data College of Engineering
Academic Year
Enrollment Year
Tota
l
Und
ergr
ad
Tota
l
Gra
d Degrees Conferred FR SO JR SR M.S. Ph.D. Bachelor Master Doctor Other
FT 381 243 266 302 74 34 1192 108 187 53 3 2008-2009 PT 26 18 31 61 42 12 136 54
FT 390 265 231 315 85 29 1201 114 177 47 1 2007-2008 PT 14 28 27 56 32 9 125 41
FT 365 278 211 316 81 20 1170 101 182 51 4 2006-2007 PT 17 26 27 58 36 8 128 44
FT 410 268 246 329 92 15 1253 107 194 58 3 2005-2006 PT 26 30 21 41 45 6 118 51
FT 428 264 221 334 107 5 1247 112 185 60 4 2004-2005 PT 29 25 21 53 53 9 128 62
FT 462 259 270 323 130 8 1314 138 188 74 2 2003-2004 PT 29 23 24 49 68 9 125 77
FT--full time PT--part time
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Table D-5. Program Enrollment and Degree Data Mining Engineering
Academic Year
Enrollment Year
Tota
l
Und
ergr
ad
Tota
l
Gra
d Degrees Conferred FR SO JR SR M.S. Ph.D. Bachelor Master Doctor Other
FT 26 17 13 16 72 15 2008-2009 PT 1 2 5 6 14
FT 20 16 11 11 58 3 2007-2008 PT 3 4 6 3 16
FT 26 15 7 5 53 0 2006-2007 PT 2 1 0 1 4
FT 17 12 4 4 37 3 2005-2006 PT 1 0 0 0 1
FT 14 2 3 1 20 0 2004-2005 PT 1 0 0 1 2
FT 0 1 4 2 7 2 2003-2004 PT 0 0 1 1 2
FT--full time PT--part time
260
Table D-6. Faculty Salary Data
College of Engineering Academic Year 2008-2009
Professor Associate Professor
Assistant Professor Instructor
Number 25 10 17 4 High $116,627 $85,464 $75,459 $56,808 Mean $98,253 $74,616 $65,611 $47,880 Low $82,640 $66,520 $49,155 $39,365
Table D-6. Faculty Salary Data
Mining Engineering Academic Year 2008-2009
Professor Associate Professor
Assistant Professor Instructor
Number 2 0 1 0 High $90,076 0 $59,902 0 Mean $86,526 0 $59,902 0 Low $82,976 0 $59,902 0
APPENDIX E
Laboratory Plan 1. Introduction .............................................................................................................261 2. Maintenance of Existing Facilities..........................................................................263 3. Safety ......................................................................................................................264 4. Rock Mechanics Laboratory ...................................................................................264 5. Ventilation Laboratory ............................................................................................265 6. Surveying Laboratory .............................................................................................266 7. Health and Safety Laboratory .................................................................................267 8. Mine Design and Computer Laboratory .................................................................267 9. Funding ...................................................................................................................268
261
APPENDIX E
South Dakota School of Mines and Technology
DEPARTMENT OF MINING ENGINEERING
Laboratory Plan
2009
1. Introduction The following laboratory plan reflects organizational changes implemented after 2004 that followed the development of the new baccalaureate program in mining engineering. The mining engineering department recognizes that good laboratory facilities are essential to compliment the classroom instruction for quality education of undergraduate students and for faculty to perform research. The existing laboratory facilties fulfill all instructional needs at this moment. With the increase in number of students new laboratories have been added and the existing ones are being upgraded for meeting the requirements. The laboratory plan is to guide the mining engineering program in the development of its laboratories and sets targets to upgrade facilities to remain current with technology. The plan is an ongoing document and includes the activities that have been accomplished during the last years as well as those projected. Most of the indicated targets for future activities are considered realistic given the constraints of time and expected resources. The laboratories under the control of the Mining Engineering Department are:
1. Rock Mechanics Laboratory 2. Ventilation Laboratory (old and new) 3. Surveying Laboratory 4. Safety Laboratory 5. Mine Design and Computer Laboratory
Floor plans (MI Building first and second floors) showing location of the laboratories and general information are presented in Figure 1 and general information about the labs is presented in Table 1. Total lab area: 3,304 ft2 + New Vent Lab.
262
Figure 1. Location of mining engineering department laboratories
Mineral Industries building
Rock Mechanics Lab – RML Ventilation Lab (old) – VL Surveying Lab - SL Safety Lab - SFL
RML RML
SL
VL
SFL
Mineral Industries Building, First & Second Floors
Mine Design and Computer Lab – CL Mine Vent Lab (new) – VL
CL CL
VL
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Table 1. Mining engineering laboratories – general information
Physical facility
Purpose of lab including
courses taught
Condition of lab Adequacy for instruction
Number of
student stations
Area, ft2
Rock Mechanics MI 120 Lab I
Preparation of rock samples Good Good 4 916
Rock Mechanics MI 122 Lab II
Testing of rock samples Satisfactory/good Satisfactory/excellent 4 517
Ventilation Lab MI 230 (NEW)
Performing ventilation
experiments
Satisfactory (In progress) Satisfactory N/A
Ventilation Lab MI 120A (old)
Performing ventilation
experiments Satisfactory Satisfactory N/A 517
Surveying Lab MI 120 and campus area
Performing surveying
experiments Good Good 6 – 8
groups N/A
Safety Lab MI 122A
Health and safety training Excellent Excellent 15 372
Mine Design and Computer Lab MI 223&225
Computerized mine design Excellent Excellent 20 837
2. Maintenance of Existing Facilties Faculty, teaching assistants and students, as part of the laboratory experience, performs regular preventive maintenance on all equipment. Funds for this activity are assigned from the department’s operating budget and from revenues generated from the use of the equipment for consulting and research activities. A technician, assigned to be resident in the Mineral Industries building, maintains hydraulic, mechanical, electronic and computer equipment. Major repairs are handled by the school’s facility services. Parts and supplies are funded from the Department’s operating budget.
264
3. Safety South Dakota School of Mines and Technology has an established laboratory safety policy. The policy requires each department to prepare laboratory safety rules and procedures, and ensures that students are familiar with the requirements. Laboratory safety rules are included in attachment A. The School also has a fully dedicated Safety & Compliance officer (Jerylin Roberts) who oversees the entire safety and compliance aspects for the whole campus and conducts periodic audits of all the labs including the Mining Engineering Department’s labs. She conducts periodic safety audits of all labs on campus. 4. Rock Mechanics Laboratory The rock mechanics laboratory has been progressively upgraded over the past 20 years. A computerized data acquisition system was “in-house” designed and installed, then modified several times. Currently, the equipment and instrumentation fulfill basic instructional needs. Maintaining and upgrading the equipment is a continuing activity since some of the equipment is sub-optimal and even inadequate. The Tinius-Olsen testing machine is the most important and critical item. After 40 years of use, the machine is nearly obsolete for research and barely satisfactory for high quality instruction. The machine cannot be upgraded because its hydraulic system is outdated. The machine must be replaced in the future by a new testing system to enhance the laboratory experience and implement improved research capabilities. The sample preparation equipment is also aging and needs replacement in the near future. Rock Mechanics facilties are located in rooms MI 120 (916 ft2) and MI 122 (517 ft2). The specimen preparation section is in good general condition and its adequacy for instruction is good. The specimen preparation section is in good general condition and its adequacy for instruction is good. The sample testing section includes three basic pieces of equipment. Their conditions vary. The Tinius-Olsen testing machine and the triaxial cell are in satisfactory condititions, and their adequacy for instruction is also satisfactory at this moment. The direct shear machine is in a very good condition and its adequacy for instruction is excellent. The equipment inventory, replacement and upgrading plan is presented in Table 2.
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Table 2. Rock mechanics laboratory equipment
Item Date of purchase Condition Replace/upgrade Estimated cost,
$ Diamond core drill 1988 Very Good 2012+ 18,000
Diamond saw 1964 Fair New: 2009/2010 6,000 Surface grinder 1961 Fair 20,000 Tinius-Olsen testing machine 1964 Good New: 2010+ 250,000
Direct shear machine 1987 Very good 2012+ 12,000
Triaxial cell 1980 Fair New: 2010+ 40,000 Computerized data acquisition system and software
1992 Good Upgrade: 2010 5,000
Seismograph - Instantanel 1988 Good Replace 2010 2,000
5. Ventilation Laboratory The ventilation laboratory facilities were last upgraded in 1992. Since then, the basic airflow demonstration set has been used to demonstrate the fundamental flow parameters of simple and complex networks. A computerized data acquisition system is used for direct measurements of flow parameters. Additional instrumentation use includes altimeters, barometers, psychrometers, gas indicators and pressure transducers. Ventilation software, including VnetPC and Vulcan, is used to analyze, simulate and design mine ventilation systems. The ventilation laboratory was moved in 2007 into a new location in room MI 120A with area of 517 ft2. This location is temporary until the new ventilation network is assembled, checked out and operational in MI 230. Then to old network will either be moved to MI 230 or decommissioned The equipment inventory, replacement and upgrading plan is presented in Table 3.
266
Table 3. Ventilation laboratory equipment.
Item Date of purchase Condition Replace/upgrade Estimated cost,
$ Ventilation network trainer set (old)
1985 Poor 2008 - 2010 40,000
Ventilation network trainer set (new)
2008 Excellent 2020
Electronic pressure transducers
1985 Excellent As needed
Psychrometers 1982 Good 2008 1,500 Electronic barometers 1989 Good Upgrade: 2008 5,000
Gas indicators 2000 Excellent Upgrade: 2008 3,000 6. Surveying Laboratory A concerted effort, over the last 3 years, has been made to upgrade the old optical theodolites to new digital ones, the old total stations to newer ones, and a very old GPS unit to a new Trimble 5700. The storage space for surveying equipment is located in room MI 120A, but the more valuable survey equipment was recently re-located to MI 230. Equipment inventory, replacement and upgrading plan is presented in Table 4.
Table 4. Surveying laboratory equipment
Item Date of
purchase Condition Replace/upgrade Estimated cost, $
Optical Theodolites (3) Early 1980s Fair 2008 – 10 7,500
Topcon DT-209 Digital Theodolite
2007 Excellent
Auto Levels Mid 1980s Good Periodically 9,000 Topcon GTS-2 Total Station 1990 Fair 2010 5,000
Topcon GTS-2B Total Station Early 1990s Fair 2011 5,000
Topcon GTS 239W Total Station w/ data collector (2 units)
2007 Excellent
Trimble 5700 GPS 2005 Excellent Additional rovers
periodically 25,000
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7. Health and Safety Laboratory The Mine Health and Safety Laboratory (training room) was made possible through a small grant from the Mine Health and Safety Administration. It is located in room MI 122A. It has an area of 372 ft2. Equipment inventory, replacement and upgrading plan is presented in Table 5.
Table 5. Safety laboratory equipment
Item Date of purchase Conditions Replace/upgrade Estimated cost,
$ Gateway Notebook computer
2005 Good 2008 1,000
Sony DVD/VCR player 2004 Excellent
Hitachi CP-X275 projector 2004 Excellent 2010 1000
HP Laserjet scanner, fax, printer, copier
2005 Excellent
Cardiac Science portable AED 2007 Excellent
Training Supplies 2004-07 Good Periodically 1000
Training Tapes 2007 Excellent Periodically 1000 8. Mine Design and Computer Laboratory The new Mining Engineering departmental computerized mine design facilities with its world class computer hardware and software is available to faculty and students. Students use sophisticated engineering software to solve or simulate most of the mining engineering problems and projects. The software includes state-of-the-art Vulcan, geo-science and geo-engineering integrated modeling packages. Maptek, Inc. has made a commitment to upgrade the Vulcan software every year at no cost. The computer hardware is being continually upgraded as needed. In 2007 Maptek, Inc. provided funding for the development of the new Maptek Advanced Mine Design and Computer Laboratory. The first phase of the new computer laboratory was completed in 2007 and was available for student use and class instruction in the academic year of 2007/2008. The second phase will continue as funds become available. The total estimated construction costs are $110,000.00. The new computer facilities are located in room MI 223/225 with area of 837 ft2.
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Equipment inventory, replacement and upgrading plan is presented in Table 6.
Table 6. Computer facilities
Item Date of purchase Conditions Replace/upgrade Estimated cost,
$ Desktop PC’s (12) 2000-2006 Good Upgrade: 2008
(15 PC’s) 15,000
Peripherals 2007 – 08 Good
New: (printers, scanners, digital
storage, networking etc.)
5,000
9. Funding The laboratory development, improvement and upgrading is being funded from a number of sources including:
1. South Dakota State Funds 2. Monetary contributions from the mining industry 3. Corporate and private gifts. 4. Research equipment funds 5. SDSM&T Foundation funds 6. Other sources of funding
The current sources of funding the departmental laboratory facilities are the operating and maintenance funds available every year in the amount of $6,000.00. The procedure used to monitor the development and implementation of the laboratory plan is as follows: each academic year the faculty makes recommendation to the department chair regarding needed laboratory equipment. The chair then identifies resources and prioritizes requested items. The suggested plan is then discussed by all mining faculty and modified accordingly. The summary of the identified needs is shown in Table 7.
Table 7. Departmental laboratory needs.
Lab Facility Year Amount, $ Rock Mechanics 2009 + ≈ 353,000 Ventilation 2008 - 2010 ≈ 9,500 Surveying 2008 - 12 ≈ 51,500 Safety 2008 - 12 ≈ 4,000 Mine Design and Computer 2008 ≈ 20,000 Total Amount: Appx. $438,000.