self-study report - south dakota school of mines and...

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Self-Study Report

Degree: B.S. in Metallurgical EngineeringSouth Dakota School of Mines and Technology501 East St Joseph StreetRapid City, SD 57701

A. Background Information

1. Degree TitleThe title of the degree awarded from this program is Bachelor of Science in Metallurgical Engineering. This title appears on student transcripts and diplomas.

2. Program Modes

The program mode of the B.S. Metallurgical Engineering program is a 100% day-time program. There is no difference in this program from other engineering programs on campus. Shown in Table A.1 is the number of students enrolled in the Metallurgical Engineering program and graduates since 1997.

Table A.1. Enrollment trends in the B.S. Metallurgical Engineering program since 1997.

Year B.S. Enrollment B.S. Graduates1997-1998 59 151998-1999 44 121999-2000 47 102000-2001 52 122001-2002 42 52002-2003 45 112003-2004 47 7

The enrollment in the Department of Metallurgical Engineering has been steady since the last self-study report with a typical undergraduate population between 45-55 students and roughly 10-12 graduates per academic year. Recognizing the need to enhance recruiting efforts a part-time recruiting coordinator was hired in 2003. The coordinator recruits for the B.S. programs in Metallurgical Engineering, Geology/Geological Engineering and Physics. Given the relative newness of the recruiting efforts it is too early to determine with certainty its effectiveness.

3. Actions to Correct Previous ShortcomingsOnly minor shortcomings were reported in the 1998 ABET report. The shortcoming (program objectives not in public documents) was addressed and rectified at the time of the team visit in 1998. During the prior accreditation visit

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(1992) the major shortcoming identified was lack of undergraduate laboratory equipment in the areas of physical metallurgy and materials processing. Major efforts were made to correct these shortcomings during the ensuing period (1992-1998) and have continued since the 1998 visit. Specifically, since 1998 significant laboratory equipment has been purchased or upgraded. Table A.2 lists this equipment. A variety of institutional, state, foundation and federal (NSF, DoD) funding sources were used to improve the undergraduate laboratories.In 2003 and 2004 the program faculty updated the laboratory plan. The goal of the plan is to continue to procure, replace and upgrade equipment on a continual basis.

Table A.2. Laboratory equipment added or upgraded since 1998.

Equipment Cost, $’s2 Mounting Presses (LECO)-new 5,000

Polishing Station (LECO)-new 5,000

Image Analyzer (LECO)-upgrade 30,000

FT-IR Spectrometer (Biorad)-new 150,000

Impact Tester (Instron)-new 20,000

Tensile Tester (MTS)-upgrade 25,000

DSC (TA Instruments)-new 60,000

TMA (TA Instruments)-new 50,000

Laser Particle Size Analyzer (Microtrac)-new 40,000

Portable Caster (custom)-new 10,000

Scanning Electron Microscope-upgraded 75,000

Box Furnace, Blue M 3,500

3.1 Curriculum Changes Since Last Accreditation VisitAt the January 1999 meeting of the South Dakota Board of Regents a system-wide general education core for undergraduate education was established. This core is now required for all students accepted to the university for the Fall 1999 semester or later. General education core requirements must be completed within the first 64 credits. The required goals of the General Education program are given later in this report.

Other curriculum changes since the last visit are summarized in Table A.3. The Department, College and University Curriculum Committees approved all of the changes.

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Table A.3. Program Curriculum Changes Since Last Accreditation Visit.

Previous Current Rationale/MotivationAnnual offering of Met 422, Met 321, Met 330, Met 332, Met 443, Met 310, Met 440

Alternate year offering of Met 422, Met 321, Met 330, Met 332, Met 443, Met 310, Met 440

1. Class sizes (5-12 students to 10-24 students) allow for more effective teaching and learning environment (study groups etc.)

2. More efficient use of institutional resources (faculty, teaching assistants).

3. Development of student cohorts builds camaraderie between Junior and Senior classes.

Design sequence was focused entirely in senior year (5 credits total). Design projects involved primarily only MetE students.

Design sequence now begins in Junior Year (3 credits) and continues in Senior Year (3 credits). All Senior Design projects are multi-disciplinary.

All Seniors take the FE exam as part of their design experience.

1. Additional credit was needed to give more depth and breadth to the design sequence.

2. Design experience in the Junior Year helped better prepare the students for their final capstone experience.

3. Multi-disciplinary projects help expand students professional appreciation of other engineering disciplines.

First Year Computer Elective (2 credits)

GE 115-Professionalism in Engineering and Science (2 credits)

1. All campus engineering programs now require GE 115 as part of their first-year sequence.

First Year Graphics Elective (2 credits), EM 217 Statics and Strengths of Materials (4 credits)

Graphics elective and EM 217 were replaced by EM 214 Statics (3 credits) and EM 321 Mechanics of Materials (3 credits)

1. EM 217 is no longer offered.

2. The added statics and mechanics content should better prepare students for Met 440 Mechanical Metallurgy, which is traditionally one of the more challenging courses in the curriculum.

Chem 114/114L Chem 114/114L or Biol 151/151L or Biol 153/153L

1. Upon review of Chem 114 content the MetE faculty found that most if not all is covered in Met 310, Met 321 and Met 445.

2. The Biology options were given to recognize the growing importance of Biology in materials processing and associated area.

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3.2 Major Developments and Progress Made Since 1998Listed below are some of the major program developments and progress made since the last accreditation visit:

All faculty members have been engaged in funded research. Dr. Howard, professor, was awarded the 2004 AIME Mineral Industry Education Award. Dr. Kellar continued to serve as a National Science Foundation Presidential Faculty Fellow. Dr. Kellar was promoted to Professor and awarded the SDSM&T Presidential Award. Dr. Kellar has played a central role in the integration of freshman curriculum in the campus GE 115 program. Dr. Han, distinguished professor, was awarded Distinguished Member Award (Fellow), SME/AIME, March 11, 1998. Dr. Han, distinguished professor, was awarded Douglas W. Fuerstenau Professorship, SDSM&T (1998-) Dr. Han, distinguished professor, was awarded The National Academy of Engineering of Korea (elected as a foreign member, March, 1998-) Dr. Han, distinguished professor, was awarded S.D. Board of Regents Award for Excellence in Research (September, 1998) Dr. Han, distinguished professor, was awarded The Korea Academy of Science and Technology (elected as a member, November 19, 1999-) Dr. Han, distinguished professor, was awarded AIME Mineral Industry Education Award, March, 2000. Dr. Han, distinguished professor, was awarded AIME Robert H. Richards Award, March, 2002. Dr. Han, distinguished professor, was awarded TMS Extraction & Processing Distinguished Lecturer Award, March 2003. An active recruitment program has been further developed. The TMS/ASM student chapter has sponsored trips to the annual TMS and SME meetings for nearly all metallurgical engineering students. Renovation of the Physical Metallurgy and the Mineral Processing Laboratories has continued. Alternate year teaching of core MetE courses has occurred through changes in course prerequisites and development of junior/senior cohorts. Numerous pieces of new or refurbished equipment have been obtained. Over $500,000 of support has gone into this effort. Metallurgical Engineering students continue to garner some of the nation’s and profession’s most prestigious awards including 1) Goldwater Fellowship, 2) many TMS top national scholarships, 3) top SME scholarships, and 4) Copper Club Scholarships.

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4. Contact InformationJon Kellar, ChairDepartment of Materials and Metallurgical Engineering501 East St Joseph StreetSouth Dakota School of Mines and TechnologyRapid City, SD 57701

Ph 605 394-2343FAX 605 394-3369Email [email protected]

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B. Accreditation Summary

1. StudentsThe program makes a concerted effort to recruit and retain quality students. We achieve this through an aggressive recruiting effort that includes seminars as part of the GE 115 course, and hiring a part-time recruiter (shared with Geology/Geological Engineering and Physics). Another key component to recruit quality students is through scholarship support. Roughly two-thirds of all B.S. Metallurgical Engineering students receive scholarship support. Incoming students who possess a composite ACT score of at least 25 are routinely offered local scholarship support. Students in the program who maintain a GPA>3.0 are offered local scholarship support. In addition, students in the program compete very well for external awards from various professional societies (TMS, ASM International, SME). Even more impressive is those students who have competed for prestigious national awards such as Goldwater Fellowships and Copper Club Scholarships. Shown in Table B1.1 is a summary of scholarships received from local and professional societies in the 2002-2003 academic year. The 2003-2004 scholarship summary is very consistent with that shown in Table B1.1. Shown in Table B1.2 is a summary of awards received from the Goldwater Foundation and the Copper Club Foundation since the last accreditation visit.

Table B1.1. 2002-2003 Program Scholarship Summary (local and professional societies). Competitive, national awards are shown in italics.

Amount/Donor Recipient$1250 Starr Memorial Massarello Jack$200 Dorr$4000 WAAIME$2000 TMS (SMD) Scholarship$6000 ASM Internat’l George Roberts Scholarship$600 Fuerstenau Memorial Stone Jonathan$3000 WAAIME$100 Dorr$200 Dorr Wald Nicholas$500 Met Fac/Alumni$3500 WAAIME$700 Met Fac/Alumni Rebsom Derek$250 Met Fac/Alumni Goltz Kurt$450 Oberg Allen Clint$5000 Richardson Henderson Brooks$600 Koppelman$1000 USX Brewer David$1500 Aplan$2500 WAAIME$500 Crazy Horse$2500 WAAIME$1000 USX Schlink Lisa$2000 TMS (EPD) Scholarship$500 ASM International$800 Dorr Fry Jered$500 ASM International$700 Dorr Storjohann Daniel


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$2500 WAAIME$600 Fuerstenau Memorial Moberg Mark$200 Howell Pongrekun Dickson$500 Doering Crawford Grant$500 DeJong$1000 USX$7000 ASM International Grant Scholar$1000 Vucurevich (declined) Engstrom Tyler$1000 USX Smith Nicholas$250 Roggenthen Dawson Jacob$800 Dorr$1000 USX Thomas Dustin$900 M.C. Fuerstenau Carter Michael$1000 USX Neff Grant$1000 Met Fac/Alumni Hood Marshall$250 McHugh Douglas George$700 SME$1000 D.W. Fuerstenau Moser Justin$1000 Met Fac/Alumni Van Laecken Joshua$1250 Caterpillar Mansano Shelley$500 A.W. Johnson Henderson Eric$600 Zay Jefferies Metzger Christopher$1000 DW Fuerstenau Patzer Ryan$1000 Zay Jefferies Reisenweber Kyle$700 Zay Jefferies Volmer Zane$1000 Met Faculty Alumni Wold Jerrett$1000 DW Fuerstenau Marlette Brett

~67% of B.S. MetE students receive scholarship supportTotal Scholarships=$68,600Local Awards=$50,600Professional Society Awards=$18,000

Table B1.2. 1998-2004 Program Scholarship Summary (Copper Club/Goldwater)Amount/Donor/Year Recipient$5000, Copper Club, 1998 Misterek Christopher

$5000, Copper Club, 2000 Cantu Bert

$5000, Copper Club, 2003 Schlink Lisa

$7500, Goldwater Fellowship, 2000 Griswold Chad

1.1 AdmissionEntrance to the B.S. degree in Metallurgical Engineering is through the standard admission process to SDSM&T. The South Dakota Board of Regents determines this process.Transfer students are accepted in the B.S. program based upon criteria set by the institution. Upon entering the program Dr. Kellar meets with the transfer student to evaluate transfer credits in terms of credits toward their B.S. Metallurgical Engineering degree, and develops a plan of courses to complete the degree.


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1.2 AdvisingThe department provides advisors for Sophomore-Senior students. Drs. Kellar, Howard, Stone and Marquis serve as advisors for these students. Dr. Han participates in the campus Mentor program that serves first-year students of all declared majors. Upon completion of their first year B.S. Metallurgical Engineering students are then assigned to a departmental advisor. The departmental advisors know all of their advisees and spend considerable time helping their students make informed curriculum and development choices. All students are encouraged to bring to the department chair’s attention any needs not satisfactorily met by their instructors or advisors. The requirements for graduation are listed in an online degree check and in the school catalog. Transcripts are available for the advisor that show when courses were taken and the grades received. Substitution for courses required in this program is allowed if the content of the course under consideration is of equal or greater value to the student. The department chair makes this determination. Whether such substitutions are allowable ultimately rests with the campus Degrees Committee. ABET criteria must always be met by any substitutions allowed.

With respect to transfer students, faculty members rely heavily on the campus transfer policy. Specifically a handbook is used for evaluating transfer credits. Academic and Enrollment Services keeps records of transfer analyses for students, after completed by department faculty.

Evidence that the transfer process performs well is that such students perform well in our curriculum and that the campus student satisfaction survey shows that we are rated adequately on advising.

In addition to more traditional advising methods faculty also use more modern methods to help advice students. For example, the Department has installed a large electronic display board that gives important student information such as times, locations and classroom changes, as well as other professional development information to be discussed later in this report. Another non-traditional advising tool used within the program is e-mail messages to the students. The Department Chair maintains an e-mail list of all undergraduate MetE students. This list is used to update students on changes to course schedules, course cancellations etc.

1.3 MonitoringThe Degrees Committee, with the help of Enrollment Management Services, makes a final check on all graduating students to determine that all graduation requirements have been met. Prior to the Degrees Committee degree check Dr. Kellar conducts a degree check using the attached form, Table 3. Dr. Kellar sends a completed Table 3 for each student considered for graduation to Enrollment Management Services for their consideration. The evaluation using Table 3 is completed at least 2 months prior to the student’s graduation.

Twelve of the credits listed in Table 3 as “Humanities/Social Sciences” must fulfill General Education requirements specified by the South Dakota Board of Regents. At the January 1999 meeting of the South Dakota Board of Regents a system-wide general education core for undergraduate education was established. This core is required for all students accepted to the university for the Fall 1999 semester or later. General education core requirements must be completed within the first 64 credits. Exceptions to this latter requirement for certain degree programs are currently under consideration. The required goals of the


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General Education program are listed below.

Goal #1 - Students will write effectively and responsibly and understand and interpret the written expression of others.

Goal #2 - Students will communicate effectively and responsibly through speaking and listening.

Goal #3 - Students will understand the structures and possibilities of the human community through student of the social sciences.

Goal #4 - Students will understand and appreciate the human experience through arts and humanities.

Goal #5 - Students will understand and apply fundamental mathematical processes and reasoning.

Goal #6 - Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world.

Goal #7 - Students will understand and be sensitive to cultural diversity so that they are prepared to live and work in an international and multicultural environment.

Goal #8 - Students will understand and utilize computer and other emerging technologies in the practice of their disciplines.

All advisors use the General Education checklist (Table B1.4) for advising students concerning progress in meeting this requirement.


http://www.hpcnet.org/sdsmt/SiteID=90456








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Table B1.4. General Education Checklist.


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System-Wide General Education Requirements ChecklistStudents Entering Fall 1999 or Later

Name:

Instructions: SDSM&T courses used to satisfy requirements must be selected from those listed on the back of this form. Enter the courses as you complete them and record the semester and year completed. Consult with your advisor on transfer courses.

Goal 1 Written communications (6 credits)Date Taken Cr. Course Title (if transferred, from where?)

Goal 2 Speech Communications (3 credits)Date

Taken

Cr. Hrs. Course Title (if transferred, from where?)

Goal 3 Social Sciences (6 credits, in 2 disciplines or course prefixes)

Date Taken


Goal 4 Arts/Humanities (6 credits; in 2 disciplines, course prefixes or a sequence of a foreign language)

Date Taken


Goal 5 Mathematics (3 credits)

Date Taken


Goal 6 Science (6 credits) Lecture and Lab are required.

Date Taken


Goal 7 Cultural Diversity (6 credits) Courses indicated by * and bold on back


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Date Taken


Information Technology Literacy Goal (2 credits minimum) An Information Technology Exam is also required after completion of 48 hours

Date Taken


SDSM&T Courses Meeting System Wide General Education Requirements

Goal #1: Students will write effectively and responsibly and understand and interpret the written expression of others. (6 credits) ENGL 201 does not count toward any major but nursing and Associate of Art.Engl 101 3

hrsComposition I Engl 279 3

hrsTechnical Communications I

Engl 201 3 hrs

Composition II Engl 289 3 hrs

Technical Communications II

Goal #2: Students will communicate effectively and responsibly through speaking and listening. 3 credits SPCM 101 does not count toward any major but nursing and Associate of Art.Spcm 101 3

hrsFundamentals of Speech Engl 279 3

hrsTechnical Communications I

Engl 289 3 hrs

Technical Communications II

Goal #3: Students will understand the structures and possibilities of the human community through study of the social sciences. (6 credits, in 2 disciplines or course prefixes)Anth 210

3 Cultural Anthropology*Pols 100 3

hrsAmerican Government

Anth 220 3 hrs

Physical Anthropology* Pols 210 3 hrs

State and Local Government

Econ 201 3 hrs Principles of Microeconomics*

Psyc 101 3 hrs

General Psychology

Econ 202 3 hrs Principles of Macroeconomics*

Psyc 261 3 hrs

The Psychology of Being

Geog 1013 Introduction to Geography*

Soc 100 3 hrs Introduction to

Sociology*Hist 151

3 United States History I*Soc 150

3 Social Problems*

Hist 152 3 hrs

United States History II* Soc 251 3 hrs

Marriage and the Family

Goal 4: Student will understand and appreciate the human experience through arts and humanities.


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(6 credits: in 2 disciplines, course prefixes or a sequence of a foreign language)Art 111 3

hrsDrawing I Hum 211 3

hrsDevelopment of Western Thought*

Art 112 3 hrs

Drawing II Hum 212 3 hrs

Development of Western Thought*

Arth 211 3 hrs History of World Art I*

Japn 101/102 3/3 Japanese Culture & Lang

I and II*Arth 251 3

hrs American Indian Art History*Lakl 101/102 3/3 Introductory Lakota I

and II+Engl 221

3 British Literature I *Mus 100 3

hrsMusic Appreciation*

Engl 222 3 hrs

British Literature II* Mus 110 4 hrs

Basic Music Theory I

Engl 241 3 hrs

American Lit I * Phil 100 3 hrs Introduction to

Philosophy*Engl 242 3

hrsAmerican Lit II * Phil 200 3

hrsIntroduction to Logic

Engl 250 3 hrs

Science Fiction Phil 220 3 hrs Introduction to Ethics*

Fren 101/102 4/4 Introductory French I and II*

Phil 233 3 hrs

Philosophy and Literature

Ger 101/102 4/4 Introductory German I and II* Rel 230 2 hrs

Introduction to the Bible

Hist 121 3 hrs Western Civilization I *

Rel 234 2 hrs

History of Christianity

Hist 122 3 hrs Western Civilization II*

Rel 250 2 hrs World Religions*

Hum 1003 Introduction to Humanities*

Span 101/102 4/4 Introductory Spanish I

and II*Hum 200 3

hrsConnections: Humanities and Tech*

Goal 5: Students will understand and apply fundamental mathematical processes and reasoning ( 3 credits)

College Algebra or higher Any math course that is College Algebra or greater

Goal 6: Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world. ( 6 credits) Must include a lab so typically a minimum of 7 credits.Biol 151/151L

3/1 General Biology I/Laboratory Geol 201/201L

3/1 Physical Geology/Laboratory

Biol 153/153L

3/1 General Biology II/Laboratory Phys 111/111L

3/1 Introduction to Physics I/Laboratory

Chem 106/106L

3/1 Chemistry Survey/Laboratory Phys 113/113L

4 hrs

Introduction to Physics II/Laboratory

Chem 108/108L

4/1 Organic & Biochemistry/Laboratory

Phys 211 3 hrs

University Physics I

Chem 112/112L

3/1 General Chemistry I Phys 213/213L

3/1 University Physics II/Laboratory


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Chem 114/114L

3/1 General Chemistry II

Goal 7: Students will understand and be sensitive to cultural diversity so that they are prepared to live and work in an international and multicultural environment. (6 credits)

Courses in the social sciences (goal 3) and humanities/arts (goal 4) meeting this goal are indicated by an asterisk. Such courses simultaneously satisfy goal 7 and the goal under which they are listed. Students may meet this requirement by completing the 6 credits hours from either social science or humanities or both.

Information Technology Goal: Students will understand and utilize computer and other emerging technologies in the practice of their disciplines. (2 credits) A n Information Technology Exam is also required after completion of 48 hrs.CEE 284 4

hrsDigital Computation Appl. in CE GE 112 2 hrs Personal Computer

ProgrammingCEE 285 2

hrsMicrocomputer Appl in CE GE 113 3 hrs Introduction to Personal

ComputerChem 182 2

hrsChemical Computations GE 115 2 hrs Professional Practices in

Engr/ScienceCSC 105 3

hrsIntroduction to Computers GeoE

2113 hrs Earth Systems

Engineering AnalysisCSC 150 3

hrsComputer Science I

Important Notes:1. South Dakota Board of Regents policy requires all general education requirements to be met during the first two years (64 credits).

Program exceptions have been granted for all majors, except for IS, Math, and Phys, to take Engl 289 in the first semester of the junior year. 2. Both Engl 279 and Engl 289 must be completed in order to satisfy goals 1 and 2.3. Goal 3 requires that courses be from two different disciplines or course prefixes.4. Goal 4 requires that courses be from two different disciplines, course prefixes or a sequence of a foreign language.5. Courses used to meet Goal 7 may also be used to meet Goal 3 or Goal 4.6. Transfer students: Courses taken at any SD Board of Regents university to meet general education requirements there also meet general

education requirements at SDSM&T. Check with your advisor on courses taken elsewhere.7. * and bold meet the cultural diversity (goal 7).8. AP, CLEP and Credit by Examination can meet any of the above goals.9. -------- Courses no longer offered but still meet general education requirements for students who were previously enrolled.

REVISED ON 04/09/03 BY AE


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2. Program Educational Objectives

The terms and definitions used throughout this report are consistent with ABET publications and guidelines. Their use will have a strong positive impact on achieving clarity and cooperation campus wide in regards to assessment. The use of these terms is encouraged throughout the institution.

Glossary of Assessment Terms for SDSM&T

Course Objectivesare statements about the broad educational goals of a course.

Course Outcomesare statements that describe what students are expected to know, attitudes they are expected to hold, and what they are able to do as a result of taking a course

Evaluation refers to one or more processes that are used to determine if the Program Objectives are being achieved and to improve the effectiveness of the program

Performance Criteriaare measurable attributes that define each of the educational outcomes.

Program Educational Objectivesare statements that describe the expected accomplishments of graduates during the first few years after graduation and are unique to each program.

Program Outcomesare statements that describe what students are expected to know, attitudes they are expected to hold, and what they are able to do by the time of graduation. (Achievement of program outcomes should indicate the student is equipped to achieve the Program Educational Objectives.)For ABET-accredited programs, outcomes must embrace the 11 (a) through (k) requirements of ABET Criterion 3

Glossary of Assessment Terms for Bachelor of Science in Metallurgical Engineering Degree Program at SDSM&T The Metallurgical Engineering Program uses the following terms and definitions in addition to the above campus-wide terms. The following terms are presented in the order in which they are used in Outcome Assessment. Underlined items are hyperlinks (active in digital copies) to example forms.

Action Statement refers to a written and distributed statement prescribing program faculty members to change outcome assessment procedures, instructional content or procedures, curriculum, extracurricular activities and opportunities, or objective evaluation procedures with the intent of improving program quality.

Assessment Triangulationis the use of three assessment methods to obtain a more meaningful assessment than possible from any one assessment method.

GoalsThe terms “goal” and “objectives” are used interchangeably.


http://www.wpcrc.org/ABETMetEng/Reports/Action/ActionsStatement_2003-04.doc

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Instrumentis the collection of a specific document, one per student or team, used to assess a Program Outcome. Examples of the specific document may be a completed homework assignment or an exam, faculty member-completed oral presentation assessment form, or students’ standardized exam results.

Instrument Inventoryis the collection of all instruments used to assess all Program Outcomes.

Outcome Review Formis a Microsoft Word document onto which a designated Met Eng faculty member documents his critical review of a selected Program Outcome for a specified academic year.

Metricsrefers to the system of Performance Criteria used to arrive at numerical measures of student satisfaction of Program Outcomes.

Quality Function Deployment Matrixrefers to map of outcomes to established functions, such as courses, student advisement, career fairs, field trips that influence the degree to which one or more program outcomes are achieved.

Outcome Review Formis a form used by departmental faculty to record assessment and curriculum improvements as they review each outcome for the review period.

Score Cardis the document on which all the results for one Program Outcome is organized.

Summary Score Cardis a Microsoft Excel document consisting of a Table and a Chart onto which all Program Outcomes results are organized for one academic year.

Criterion 2a: Detailed published educational objectives that are consistent with the mission of the institution and these criteria

The mission and the objectives of the South Dakota School of Mines and Technology appear in the catalog and on the web site at http://www.hpcnet.org/cgi-bin/global/a_bus_card.cgi?SiteID=314362.

The mission of the South Dakota School of Mines and Technology is to Prepare men and women for an enhanced quality of life by providing a broad educational environment

which fosters a quality educational experience leading to baccalaureate and post-baccalaureate degrees emphasizing science and engineering

Contribute to the expansion of knowledge through programs of basic and applied research, scholarship, and other creative endeavors

Utilize the special capabilities and expertise on the campus to address regional, national, and international needs

The principal objectives in support of this mission are toA. Make the South Dakota School of Mines and Technology an outstanding undergraduate educational

institution, enhanced by quality graduate educationB. Enhance our national recognition as an educational institution with emphasis in science and engineering C. Continue to develop centers of excellence in research and graduate education using faculty expertise, and to

further develop interdisciplinary research that involves faculty from several departments


http://www.hpcnet.org/cgi-bin/global/a_bus_card.cgi?SiteID=314362

http://www.wpcrc.org/ABETMetEng/Assessment/2002-3/_Summary_2002-3_ScoreCard.xls

http://www.wpcrc.org/ABETMetEng/Assessment/2002-3/a_2002-3_ScoreCard.xls

http://www.wpcrc.org/ABETMetEng/Assessment/Reviews/_Form.htm

http://www.wpcrc.org/abetmeteng/Maps/QFDMCriticalProcesses.xls

http://www.wpcrc.org/ABETMetEng/Metrics/Warlinks_Metrics_Excel/Excel_a.xls

http://www.wpcrc.org/ABETMetEng/Assessment/Reviews/_form.htm

http://www.wpcrc.org/ABETMetEng/Maps/InstrumentInventory.htm

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D. Create and continually ensure an environment which nurtures growth of the intellect, character, and spirit of students, faculty, and staff

E. Build mutually beneficial partnerships with the broader communityF. Increase significantly the resources available to the institution

The mission and the objectives of the Department of Materials and Metallurgical Engineering appear in the catalog and on the web site at http://www.hpcnet.org/ABETMetEngMissionObjectives.

The Mission of the Department of Materials and Metallurgical Engineering is to1. Provide a quality program leading to the degree B.S. in Metallurgical Engineering1. Participate in multi-disciplinary programs leading to the M.S. and Ph.D. degree programs in materials

engineering and science2. Contribute to the expansion of knowledge in the area of materials and metallurgical engineering through

scholarly activities3. Help local, regional, national and international materials and metallurgical industries through research and

development activities

The Objectives of the B.S. in Metallurgical Engineering Degree Program are to graduate students who can 1. Successfully apply metallurgical engineering principles in their employment 2. Meet societal needs through science and technology 3. Grow professionally and personally 4. Serve their profession and community

The Metallurgical Engineering program objectives are derived from the institutional mission. Table B2.1 shows the relationships among the institutional and the metallurgical engineering program objectives.

Table B2.1 The relationship between the institution’s objectives and the program objectives of the metallurgical engineering program objectives.

SDSM&T MET ENG

AQuality Instit

B. RecognizedInstitution

C.Excellent Research

DNurture Growth

E Comm. Devl & Partners

F.Increase

Resources

1 Apply Met Eng Prin.

2 Meet Societal Needs

3 Grow Prof & Persn.

4 Serve Comm. & Prof.

Criterion 2b: A process based on program’s constituencies needs and who determine and periodically evaluate program objectives

The program constituents cited below are the direct stakeholders in the Metallurgical Engineering B.S. Degree Program. Their input is sought by a series of surveys, reviews, and meetings as shown in Table B 2.2. The table also shows the associated input schedule.


http://www.hpcnet.org/ABETMetEngMissionObjectives

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Constituents

Students enrolled in the BS Metallurgical Engineering Program Private industry and public agencies who employ our graduates Other SDSM&T departments and their students who enroll in metallurgical engineering courses Graduate programs that our BS metallurgical engineering graduates may enter

The program faculty members proposed initial program objectives in 2001. During the subsequent year, program constituents were asked to review the objectives. The first review was conducted by the 2002 Advisory Board, followed by reviews in 2004 by

An Alumni Focus Group, Advisory Board Junior and Senior Program Students SDSM&T Departmental Surveys

The results of these surveys and reviews appear in Appendix III. None suggested any modification of program objectives.

Table B2.2. Data Collection and Review Process for Objectives

2002 2003 2004 2005 2006 2007 2008 2009Alumni SurveysAlumni Focus GroupsEmployer SurveysSDSM&T Department SurveysSDSM&T Graduate SurveysSDSM&T Undergraduate SurveysAdvisory Board ReviewDepartment Review of Findings

Criterion 2c: Curriculum and processes that ensure the achievement of these objectives

The department has a long tradition of external evaluation dating to 1970. Periodic surveys of both alumni and their employers were routinely performed and acted on. The department was the source of the current campus student opinion surveys starting in 1971. The department was also the point of initiation for the Industrial Advisory Boards System (now more commonly called the Advisory Board System) beginning in the mid 1970s.

During this period from 2001 to 2004 the entire department faculty has met either once or twice a week during the academic year to create the continuous improvement system now in place. Drs. Howard and Marquis each attended approximately three conferences on ABET methodology during the 2001-3 period. Dr. Howard trained as an ABET evaluator in the period 1999-2000 period, and Dr. Marquis during the 2001-3 period. Dr. Kellar has also attended ABET training sessions for chairs. The entire department has attended numerous campus sessions on continuous improvement methodologies.


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One of the department’s self-imposed requirements is that the program’s entire ABET Continuous Improvement System reside on a web site so that it is available to all faculty and constituents at any time and place. The program’s efforts can be better appreciated by viewing the methodologies, tools, and results of the continuous improvement process located at www.wpcrc.org/ABETMetEng. The web site is the culmination of the tremendous investment in time and effort in creating the current continuous improvement system. The program faculty members elected to make markups of the Web site and procedural changes in real time during collaborative meetings in lieu of keeping minutes of meetings and, thereby, introducing delay into the action-step phase of continuous improvement. This technique means that improvements to the system are made immediately and disseminated to all faculty and interested constituents.

The Web site includes many automation features for updating data collection and compilation primarily through VBA macros and linked Excel Worksheets. For example, many surveys are conducted on-line and all are slated to be on-line by the end of 2004. No student work resides on the Continuous Improvement Web Site. The site currently contains over 1400 files in 168 folders and is 244 MB in size. Student work resides either on the campus Digital Archival Tool or in hard copy form in the departmental office. The department was an early supporter and user of the campus Digital Archive Tool where students can upload their digital work for subsequent faculty retrieval and assessment. Of course, all confidential information is always protected by passwords. (See “Summary of Archive Features at http://www.hpcnet.org/digitalarchival for more information on the Archive.)

All teaching faculty members in the Metallurgical Engineering Program are actively engaged in periodic reviews of the Program Objectives. The department holds annual meetings with its Academic Advisory Board members to conduct a review of Program Objectives and the department’s success in achieving them. The review also includes a re-examination of the objectives to assure they are current and significant. Materials presented to the board include the results of alumni and employer surveys, which are designed to gauge the extent to which program graduates are achieving the program objectives. The current nine-member board includes seven program alumni and consists of the following individuals selected to represent as many of the program’s constituents as possible:

Advisory Board

Dr. Ray Peterson, IMCO Recycling, Interim Advisory Board Chairman Mr. Mark Benson, US Bank Ms. Wendy Craig, Brush Wellman Dr. Stan David, Oak Ridge National Laboratory Dr. Ken McClellan, Los Alamos National Laboratory Mr. Robert Mudge, RPM and Associates Mr. Shane Vernon, Nucor Steel Mr. John Walenta, Caterpillar Inc. Mr. Richard Wensel, Micron Technology

Figure B2.1 shows a schematic of the continuous improvement process used by the metallurgical engineering program to determine progress towards program objectives. Figure B2.2 shows this process interfaced with the process to determine progress in meeting program outcomes. Figure B2.3 shows the initial cycle for Outcome establishment.


http://www.hpcnet.org/digitalarchival

http://www.wpcrc.org/ABETMetEng

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The design of the continuous improvement system began in 2000 and was followed by a staged collection of materials beginning in the 2001-2 academic year. During the subsequent two years, the system was continually refined and brought to full implementation. Although informal reviews and system refinements were occurring on a weekly basis throughout 2001-2003, the first comprehensive objective review involved all data collected up to the end of 2003. This initial “closing of the loops” occurred during the Spring Semester of 2004. In the future all reviews and decisions for implementation will occur between the fall and spring semesters.

Criterion 2d: Systems of ongoing evaluation that demonstrate achievement of these objectives and uses the results to improve the effectiveness of the program.

Summary Evaluation of Results: ObjectivesThe four departmental objectives for the degree B.S. in Metallurgical Engineering program were reviewed during the spring semester 2004. The review considered the following evaluation instruments:

Primary Alumni Focus Groups Alumni Surveys Employer surveys Alumni, Now Graduate Students, Survey Student Recent Outstanding Graduate Awardees Advisory Board Review

Secondary SDSM&T Constituent Departments Surveys SDSM&T Undergraduate Student Opinion Surveys SDSM&T Student Satisfaction-Importance Survey

The primary instruments bear direct relationship to the program objectives; whereas, the secondary instruments are indirectly related to the program objectives. These secondary instruments are more related to other objectives that fall under the Department of Materials and Metallurgical Engineering mission. Failure to adequately address these items would seriously impede achieving the BS Metallurgical Engineering Degree program objectives. A summary of each instrument’s results is included in Appendix III.

Program faculty view the evaluation process as resulting in two action categories: 1. Improvement in the evaluation process and 2. Improvement in the achievement of the program objectives.

The spring 2004 review resulted in the following actions appearing in Table B 2.3.The narrative summary of the Objective Action items is as follows:

Evaluation Process1. More data on employer survey are critical. There are a reasonable number of returns on the

alumni survey but inadequate response from employer surveys.2. Employer survey questions are to be aligned more closely with the Program Objectives

rather than with the currently alignment with Program Outcomes3. Alumni survey questions are to be aligned more closely with the Program Objectives

rather than with the current alignment with Program Outcomes.4. Remove or better delineate the objective evaluation instruments: SDSM&T

Departments, SDSM&T Student, and Student Satisfaction Survey

Objective Improvement1. Curriculum should be improved to make communication skills better. This action is

closely related to an Outcome Assessment Action Items and is thereby slated for improvement action.

2. More emphasis should be given in ethics, professionalism and global issues. This action is closely related to an Outcome Assessment Action Items and is thereby slated for improvement action, primarily in MET 310 and MET 321.


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Figure B2.1. The continuous improvement model for the metallurgical engineering program

Figure B2.2. Continuous improvement process for the metallurgical engineering program


/Act

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Figure B2.3. The annual cycle of continuous improvement for the metallurgical engineering program


FallSem

Summer Break

Winter Break

Spring Sem

Faculty decides and reports on program changes

Faculty acts on recommendations

Program faculty evaluates data and prepares report

Collection of data and information needed for assessment of actions taken

Interim summary of spring semester assessments

Collection of data and information needed for assessment of actions taken

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Table B2.3 Actions Resulting from Spring 2004 Objective ReviewImprovement in Objective ActionProgram Objectives Achievement

1. Successfully apply metallurgical engineering principles in their employment

None needed at the time of this review

2. Meet societal needs through science and technology

The review indicates that graduates are performing fairly well in the area but report a need for better preparation in this area. Action is needed to improve performance.

3. Grow professionally and personally


4. Serve their profession and community


General - Communication The Advisory Board in concert with Alumni Survey data recommends more attention to improving communication skills.

Evaluation Process

1. Employer Survey Considerable effort is needed to improve return rates of Employer survey data.

2. All surveys Align more closely with objectives rather than outcomes3. Secondary Evaluation

InstrumentsReconsider secondary objective instruments evaluation


3. Program Outcomes and Assessment

The Outcomes for the Metallurgical Engineering Program correspond to the EC2000 Criteria for Metallurgical Engineering so no additional mapping is needed. These outcomes are as follows:

a) Apply Knowledge of Math, Science, and Engineeringb) Design and Conduct Experiments and Analyze and Interpret Data and Informationc) Optimally Select Material and Design Materials Treatment and Production Processesd) Function Well on Teamse) Identify, Formulate, and Solve Engineering Problemsf) Know Professional and Ethical Responsibilities and Practicesg) Communicate Effectivelyh) Know Engineering's Global Societal Contexti) Engage in Life-Long learningj) Know Contemporary Issuesk) Use Engineering Techniques, Skills, and Tools

Table B3.1 shows the relationship of the metallurgical engineering program objectives to the program outcomes.

Table B3.1. The relationship between Metallurgical Engineering program objectives and EC2000 Criteria SDSM&T

MET ENG

a

Apply Know.

b

Design,Anal Exp

c

DesignSelect

d

Teams

e

Prob.Solve

f

Ethics

g

Comm.

h

Global

i

Life long

j

Cont Issues

k

Tools

1 Apply Met Eng Principles.

2 Meet Societal Needs

3 Grow Prof & Personally.

4 Serve Comm. & Profession.

These outcomes are assessed using a system that employs the following major elements: A set of specifically identified instruments (up to eight) is used to assess each outcome Each outcome is assessed by three assessment methods: assessment triangulation Each outcome is assessed using specifically stated metrics consisting of between two and four

performance criteria each with associated specifics that characterize specific levels of student performance.

The assessment of each instrument results in numerical scores.

All objective evaluation and outcome assessment records, compilations, reviews, actions, reports, syllabi, vitae, and many other continuous-improved related documents are available on-line at the address: http://www.wpcrc/org/ABETMetEng. However, the reader is not required to refer to those resources.

Table B3.2 shows the instruments used to assess each outcome. The instruments are arranged from top down by outcome criteria in column one. Columns two through four show the instruments used to assess each outcome criterion. The first of these three columns contains instruments that are classified as archival records (student work) or portfolios – the first of the three legs of assessment triangulation. The next column contains instruments that are characterized as standardized exams, simulations, performance appraisals, external exams, external examiners, or oral exams – the second leg of triangulation assessment. The third leg of the assessment


http://www.wpcrc/org/ABETMetEng

triangle instruments appears in the last column and includes surveys and exit interview instruments. Not all of these assessment tools are used for each outcome assessment but a concerted effort is made to gain triangulation for each outcome. Not all instruments can be assessed each year because some courses are taught only once every two years. In such cases, the course that alternates with such courses is slated as the source of alternative assessment instruments. In some cases not all of the stated instruments are used because they were added to the instrument inventory after the last time the source course was taught but before the current sample period. The minimal requirement for assessment is that each outcome be assessed by at least one instrument each year. Of course the goal and usual practice is for a much broader assessment.

The FE exam is used to assess outcomes (a), (e), (f), and (k). Program faculty reviewed the exam categories and matched each category to one of these outcomes. Scoring of program students who took the exam, takes into account the likelihood that an above average group takes the exam on a national basis while all of the SDS&T program students take the exam. Seniors take the on-line senior survey during their last week before graduation. Metrics for assessing all other outcome instruments are shown in Appendix III.

The assessment procedure for each instrument culminates with numerical scores that are compiled on a Score Card. There is a Score Card for each outcome. All program faculty members participate in scoring instruments, and all tools and results are available to them via web site posting. The results from scoring of all the instruments used to assess an outcome are summarized on a separate Score Card. Table B3.3 shows a portion of the Score Card for outcome (a). Each outcome has a similar score card customized for the specific outcome. Not all instruments are necessarily assessed for the reasons stated above (new instruments were added, old instruments are dropped from use, etc.) All Score Cards are automatically summarized by linked worksheets to an Assessment Summary. Table B3.4 is the summary for academic year 2002-03. These results are also available in graphical format for analysis as shown in Figure B3.1. Additionally, the assessment results for a particular outcome over time are available as shown for outcome (a) in Figure B3.2. Appendix III contains the corresponding Assessment Summary for academic years 2001-2 through 2003-4. An important source of information on the summaries is the first column where the number of individual assessments and the total number of instrument-metrics applied are noted. This last number equals the number of columns completed on the Score Card for each instrument while the first number are the total entries on the Score Card.

Progress and expectations for assessment is tracked using the Assessment Progress Report shown in Table B3.5. All of the Score Cards are created by macros from the Instrument Inventory. Once the faculty members enter Outcome Assessment results onto the Score Cards, assessment reports are created via worksheet macros. Therefore, little effort is required to modify the assessment instruments or to obtain summary data needed to inform remedial actions.

During the Spring 2004 Review of results through F2003, the program faculty decided to move from an academic year denotation to a calendar year denotation. Therefore, all residual Fall Semester 2003 data were assessed with the earlier academic year data. Therefore, the next annual Outcome Review will involve calendar year 2004 data and will occur immediately after its collection and assessment is complete (December 2004 - January 2005).

A faculty review is completed for each outcome. Each review results in an Outcome Review Report. A typical report is shown in Table B3.6. These reviews form the basis of discussion among the program faculty members when deciding on what changes are to be made to improve the outcome assessment process. Appendix III contains all of the Outcome Review Reports for the remaining (b)- (k) outcomes.

Actions arising from the Outcome Review Reports are categorized as either Curricular Actions or Assessment Process Improvement Actions.

Tables B3.7a and B3.7b show the action decisions determined in the review of all results up to and including the F2003 semester.


Table B3.2 Outcome Assessment Plan - Instrument InventoryCriteria Method 1 Method 2 Method 3 Archival Records/Portfolios Standardized Exams, Simulations,

Performance Appraisals, External Examiner, and Oral Exam.

Surveys, Exit Interviews

a Apply knowledge of math, science, and engineering

MET 320 - Annually (Fall) General General. Final Exam . FE Exam . Online Senior SurveyMATH 373 - Annually (Fall/Spring) . Project Reports MET 422 - Even years (Fall) . Final Exam MET 310 - Even years (Spring) . Selected Hour Exam

b Design and Conduct experiments Analyze and interpret data and information

MATH 373 - Annually (Fall/Spring) MET 352 General. Regression Analysis Problem . Black Box Stochastic Modeler . Online Senior SurveyMET 231 - Annually (Fall/Spring) . Hardness and Statistics Labs MET 321 - Odd years (Spring) . SPC Assignments

c Optimally select material and design materials treatment and production processes

Met 464/465 - Annually (Fall/Spring) Met 464/465 - Annually (Fall/Spring) General. Final Design Reports . Faculty Eval of Design Team Effectiveness

During Presentations. Online Senior Survey

d Function well on teams Met 464/465 - Annually (Fall/Spring) Met 464/465 - Annually (Fall/Spring) General

. Final Design Reports . Faculty Eval of Design Team Effectiveness During Presentations

. Online Senior Survey

Met 351/352 General. Junior Design Reports . Design Teams Self Assess

e Identify, formulate, and solve engineering problems

MET 321 - Odd years (Spring) General General. Final Exam (or All Exams) . FE Exam . Online Senior SurveyMET 422 - Even years (Fall) . Final Exam (or All Exams) MET 310 - Even Years (Spring) . Final Exam (or All Exams) MET 440 - Even Years (Spring) . Final Exam (or All Exams)

f Know professional and ethical responsibilities and practices

MET 321 - Odd years (Spring) General General. Ethics & Professional Practice Writing Assignments

. FE Exam . Online Senior Survey

MET 310 - Even Years (Spring) Met 321 or Other . Ethics & Professional Practice Writing Assignments

. FC Ethics Module

Met 464/465 - Annually (Fall/Spring) . Final Design Report

g Communicate effectively MET 231 - Annually (Fall/Spring) Met 464/465 - Annually (Fall/Spring) General

. Charpy Impact Lab . Faculty Eval of Design Team Effectiveness During Presentations

. Online Senior Survey

MET 330 - Odd Years (Fall) . Student Choice Lab Report

MET 310 - Even Years (Spring) . Student Choice Lab Report MET 465 . Final Design Reports


Table B3.2 Outcome Assessment Plan - Instrument Inventory (Cont’d) MET 465 . Design Fair Presentation Evaluations h Know engineering's global societal context

MET 310 - Even Years (Spring) MET 321 or Other General. Global and Societal Writing Assign . FC Modules on Global/Societal Context . Online Senior SurveyMET 321 - Odd years (Spring) . Material Consumption in Adv'd Economies

MET 321 - Odd years (Spring) . Cost, Conc, Conservation, Creativity MET 464/5 - Annually (Fall/Spring) . Design Report Check List on Global & Societal Considerations

I Engage in life-long learning

MET 310/321 - Even/Odd (Spring) MET 321 or Other General. Cognitive Devel Writing Assignment . FC Modules on Contemporary Issues . Online Senior Survey

j Know contemporary issues MET 321 - Odd years (Spring) MET 321 or Other General

. Contemporary Issues Writing . FC Modules on Contemporary Issues . Online Senior Survey

k Use engineering techniques, skills, and tools

MET 220 - Annually (Spring) General General. Microtrack Lab Report . FE Exam . Online Senior SurveyMET 231 - Annually (Fall/Spring)

. Charpy Impact Lab Report MET 310 - Even Years (Spring) . Electronic Metal Recovery Lab Report MET 440 - Even years (Spring) . Grain Size Control Lab Report MATH 373 - Annually (Fall/Spring) . Regression/Optimization/LP hmwk MATH 373 - Annually (Fall/Spring) . Project Reports

.


Table B3.3 Portion of a typical Score Card

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Figure B3.1 Summary of Assessment Instrument Averages for Each Outcome for Academic Year 2002-3

Figure B3.2 Sample Variation over Time of Outcome (a)

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Table B3.5 Sample Assessment Progress Report


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Table B3.6 Sample Assessment Progress Report Review


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Table B3.7a Spring 2004 Semester Review - Curriculum Actions


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Table B3.7b Spring 2004 Semester Review - Assessment Process Actions


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The plan for organizing and presenting materials in the resource room for the ABET on-site visit is as follows:

By CourseCourse materials for all SDSM&T Met Eng courses used to meet graduation requirements for the degree B.S. in Metallurgical Engineering will be arranged by course on tables in the resource room. These materials will consist of the following:

Syllabus Text Graded representative samples of all exams Graded representative samples of all graded homework Graded representative samples of all lab reports A compilation of all handouts and supplementary materials

By Outcome A directory of all outcomes and the material assessed will be posted above these documents. Materials used to assess outcomes will be arranged by outcome on tables in the resource room. There will

be no referencing of materials within course files or on the web site.

By Objective A directory of all objectives and the material assessed will be posted above these documents. Materials used to assess objectives will be arranged by objective on tables in the resource room. There will

be no referencing of materials on the web site.


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4. Professional Component

4.1 Curriculum Course ContentThe metallurgical engineering curriculum is designed to provide students with a well-rounded knowledge of metal origins, production, treatment, use, failure analysis, and recycling. Graduates from the Bachelor of Science in Metallurgical Engineering are very adaptable in that they possess a wide range of engineering skills pertaining to metallurgical engineering. To assure the graduates from the program have strong fundamental skills which allow them to continue life-long learning through the application of fundamental engineering principles, they are required to complete eight credits of college-level chemistry/biology, seven credits of calculus-based physics, 19 credits of calculus-based mathematics including differential equations and applied numerical methods. To foster the students’ awareness of the historical, political, and societal context of their potent engineering skills and the ethical application of those skills, each student is required to complete 16 credits of course work in the humanities and social sciences. Of these 16 credits, 12 are part of the system general education requirement, discussed earlier.

A total of 50 credits of metallurgical engineering course work are required: 12 in process/extractive metallurgy, 15 in physical and mechanical behavior of metals and materials, 11 in general metallurgical engineering science, and six in design. These courses provide each student with a solid fundamental knowledge, that allows them to adapt to a wide range of industrial processes, as well as an excellent foundation for graduate studies. These intrinsic metallurgical engineering skills are bolstered with courses in statics and strengths of materials, engineering economics, and electrical engineering system analysis. To assure the graduates possess excellent communication skills, each one is required to complete nine credits of English/technical communication. Additionally, their technical course work requires numerous laboratory reports, both oral and written. The laboratory credits required in the curriculum give the students first-hand knowledge of natural systems and an opportunity to develop their experimental and practical skills. Design assignments are common throughout the curriculum. The design experience includes experiences in both the junior and senior years and culminates in the senior year with a capstone design project where the many elements of their course work is assimilated in the final hierarchy of learning. All of the students work in multi-disciplinary teams and are required to present their work in written and oral format. In addition, they are required to participate in the campus Annual Design Fair in the spring semester.

4.2 Other Items Contributing to the Professional Component

4.2.1 Professional Awareness Items contributing to overall student professional awareness are listed below:

Students in the program often interact one-on-one with the faculty. Faculty members are very careful to always project their heart-felt dedication to ethical practice, social obligations, safe practice, and the importance of economics to engineering. The senior capstone design projects require attention to professional concerns including ethics, social obligations, safety, and economics.


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The department purchased a plasma screen TV and a digital display board to help with student professional awareness. The plasma TV runs informational videos from professional societies (TMS/ASM), industry, and alumni testimonials as well as other topical areas specific to the program. The display board is updated regularly and contains historical information (such as the history of steelmaking) as well as other topical information such as the “Metal of the Week”, current metal prices, scholarships and other program opportunities (e.g. job openings, TMS/ASM student meetings, seminar notices, field trips).

Nearly 100% of all program graduates complete at least one intern experience. The variety of these intern experiences vary from industrial to research. For example, shown in Table B4.1 are the intern experiences from 2002-2003 for students in the program.

Hallway displays are kept current and relevant to the program. For example, a display case of relevant journals is updated to allow students to browse and borrow technical journals of interest.

Table B4.1. 2002-2003 Intern Summary

Company/Agency Intern

Los Alamos National Laboratory Douglas Wayne

Oak Ridge National Laboratory Dawson Jake

Oak Ridge National Laboratory Crawford Grant

Anglo Gold Moberg Mark

Newmont Gold Hansen Wade

Nucor Steel Litschewski Aaron

Advanced Materials Processing Center Henderson Eric

CycleGreen Schlink Lisa

Caterpillar Brewer David

Caterpillar Carter Michael

Ethical Awareness Items contributing to overall student ethical awareness are listed below:

Ethical practice is a frequent item for discussion in the metallurgical engineering classroom. Each professor in the department discusses ethical issues during Engineers Week. There are also campus speakers during Engineers Week who make presentations on ethical practice. Many metallurgical engineering students are inducted into the Order of the Engineer during Engineers Week. Part of this ceremony is a pledge to ethical practice.


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The FE exam is taken by all graduating seniors, and it includes an ethical component. The analysis of student performance on the ethical portion of the FE exam is still relatively new, given that the exam was only made mandatory in recent years.

Every student enrolled in required Met 422, Transport Phenomena, and Met 321, High Temperature Extraction, Concentration, and Recycling, participates in two half-hour discussions on ethical problems and the hierarchy of values needed to successfully address such issues. Every student is given a copy of the Code of Conduct for Professional Engineers during their senior or junior year as a prelude to discussions of ethics. Every departmental professor is asked to spend at least a portion of one class period during the spring semester discussing ethical issues. Copies of the Code of Conduct for Professional Engineers in made available to any student who has not already received one during the semester.

Every student enrolled in Met 310L, Aqueous Extraction, Concentration and Recycling Laboratory, will write an essay on Global Impacts of Metal Extraction Processes and another essay on Professional Ethics.

All senior capstone design projects include an ethical component.

Social Awareness Items contributing to overall student social awareness are listed below: The program’s moderate enrollment permits a great deal of discussion between

faculty and students. The faculty frequently engages the students in informal discussions outside the classroom, for example in the student lounge or at the annual TMS/ASM picnic. The faculty knows all the students and spends considerable effort with them to assure their professional and social growth.

Students exit interviews routinely indicate that the students are clearly aware of the devotion of the faculty to the students’ development and success. The students recognize this devotion exceeds professional obligations and is a measure of the faculty’s interest in the students’ success. This extra measure given by the faculty fosters a deep connection between professional practice and service in each student.

Students’ social skills are honed through social events including barbecues, banquets, local professional meetings, and trips to the Annual TMS and SME meetings. Typically, when the department has an important guest visiting, one or two undergraduate students are invited to join the faculty and the guest at lunch or dinner. Faculty members routinely host students at the local SME meetings where the subjects frequently focus on abiding environmental obligations and responsibilities.

Students are advised and guided by the faculty on matters of conduct with other professionals. Students frequently visit with their advisors on a wide range of social and professional issues. Students are routinely asked to visit their advisors before interview trips and professional activities to assure they have a good sense of what behavior is expected as young professionals.

Meetings of the student TMS chapter are a frequent crucible of discussion of good and bad practices. In the course of conducting chapter business, students discuss a variety of proposals and arrive at good practices. The faculty advisor occasionally is needed to help students consider potentially troublesome consequences in their deliberations.

The TMS/ASM student chapter has at least one annual community event that promotes social interactions. In 2003-2004 the student chapter twice hosted


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gatherings with the WellSpring group, taking disadvantaged youths to a local arcade/amusement park.

4.2.2 Health and Safety AwarenessItems contributing to overall student health and safety awareness are listed below:

Students’ awareness of safety concerns is most strongly reinforced by their laboratory activity. Every laboratory involving hazardous activity includes instructions on safe practice. These are always presented orally and in most instances they are also written. The laboratory handouts in the course materials may be reviewed for a more detailed accounting of safety instruction.

4.2.3 Economic AwarenessItems contributing to overall student economic awareness are listed below:

Every metallurgical engineering student completes a two credit course in engineering economics: IENG 301. Students are expected to perform some economic analysis in departmental design assignments.

All senior capstone designs must include an economic analysis. The majority of the program students are involved with the campus TMS/ASM

chapter and routinely solicit the campus student association for chapter funding. This activity requires the students to write a proposal, including a proposed budget, and to manage and account for all funds secured.

4.3 Professional Opportunities

4.3.1 Professional Societies The department has two primary professional societies: A joint student chapter of

ASM/TMS and student chapter of SME. Most students are members of ASM/TMS. The membership for the SME chapter is primarily mining engineering students but has gone into hibernation with the decline and reformulation of the mining engineering program. However, the local SME chapter still holds regular meetings. Students regularly attend at least one area SME meeting each year. Every year approximately ten students attend either the annual TMS or SME meeting. A few students typically also attend the Fall ASM meeting. The department actively supports the TMS/ASM chapter by paying 50% of all new member dues. Roughly 75% of all students in the program are members of TMS/ASM. Dr. Howard is the advisor for the Joint Student ASM/TMS Chapter.

In 2002-2003 Dr. Kellar initiated a new SAMPE student chapter for those students interested in composite materials. The SAMPE chapter is still in its infancy, but has given students an opportunity to participate in a national competition (ultra-lightweight bridge design/building competition). Program students participated in this competition starting May, 2003. All student teams in this competition are multi-disciplinary (Metallurgical Engineeering/Mechanical Engineering). The bridge building competition is completed in Met/ME 443 Composite Materials. This course is team taught by Dr. Kellar and Dr. Kjerengtroen (Mechanical Engineering). During recent years the program has


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made a deliberate and concerted effort to work with Mechanical Engineering faculty and students to help foster multi-disciplinary activities. These activities range include joint research projects, joint design projects and cross/team taught courses.

4.3.2 Professional Practice As mentioned earlier, nearly 100% of all students it the program have at least one

intern prior to graduation. In addition, some students are hired by the faculty to work on research projects during the summer, and still others participate in the undergraduate research programs funded by various federal agencies, particularly DOE Labs (e.g. Oak Ridge, Los Alamos). It is rare for a student who wants an intern position not to find one.

Many metallurgical engineering students participate in large campus-wide design projects such as the Sunrayce (Solar Rolar) vehicle, The Mini Indy Racer, and the Mini Baja. Most of the students participate in these competitions under the auspices of the Center for Advanced Manufacturing and Production or the Advanced Materials Processing Laboratory.

The Joint Student ASM/TMS Chapter sponsors approximately ten industrial and university speakers each year. 2003-2004 speakers included: Dr. Everett Bloom – Oak Ridge National Laboratory Mr. Robert Norris - Oak Ridge National Laboratory Dr. Craig Blue – Oak Ridge National Laboratory Mr. Robert Mudge – RPM and Associates Mr. William Arbegast – Advanced Materials Processing Center Dr. Srini Raghaven – University of Arizona

4.3.3 Professional Examination and Registration The metallurgical engineering program began requiring students to take the FE

exam in 2002-2003. To assist students with this task each year the institution organizes an FE review series that is free to current students. There are review sessions for every major category of the exam. Each topic review session is three hours long and is taught by a faculty member. The metallurgical engineering faculty routinely teaches two review sessions: materials and thermodynamics.

Two program faculty (Drs. Howard and Marquis) have been active within TMS in writing PE exam questions for the Metallurgical Engineering exam.

Appendix 1A contains curriculum the following data:

Table I-1. Basic level Curriculum Table I-2. Course and Section Size Summary Table I-3. Faculty Workload Summary Table I-4. Faculty Analysis Table I-5. Support Expenditures

5. FacultyThe faculty members have over 110 years of combined service to the program. Consequently, this level of service allows significant synergy when it comes to covering curricular needs. Faculty competencies include aqueous processing (Dr. Kenneth Han), high temperature processing (Dr. Stanley Howard), mineral and materials processing (Dr.


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Jon Kellar), physical metallurgy (Dr. Glen Stone) and physical/mechanical metallurgy (Dr. Fernand Marquis). This broad range of competencies is reflected in the attached faculty vitae. In addition to teaching faculty, the program often draws upon the expertise of staff research scientists and adjunct professors. Mr. William Arbegast (friction stir welding), Dr. William Cross (composite materials/mineral processing), and Dr. Alan Anderson (physical metallurgy) have taught courses during the last academic year. The above faculty and associates are of sufficient number to ensure good student-faculty interactions. Perhaps, the best example of such interactions is within the laboratory portions of the curriculum.

In addition to having a wide range of expertise and a demonstrated time in service to the program, program faculty are very active professionally. In particular, Drs. Han, Kellar, Howard and Marquis all have distinguished records of service to their respective professional societies. Shown in Table B5.1 are the teaching faculty and their primary professional affiliation. During the past reporting period both Dr. Han (2000) and Dr. Howard (2004) were recognized for their dedication to teaching excellence, when they were selected to receive the AIME Mineral Industry Education Award. In addition, Dr. Howard is a licensed Professional Engineer (South Dakota).

Table B5.1. Program Teaching Faculty and Primary Professional Affiliations.

Primary Professional Affiliation(s) Faculty Member

TMS Marquis Fernand

SME/NAE Han Kenneth

SME Kellar Jon

TMS Howard Stanley

TMS Stone Glen

Appendix I.C. shows current curriculum vitae for all faculty members with the rank of instructor and above who have primary responsibilities for course work associated with the program.

6. Facilities6.1 Support Facilities

Major support services for the B.S. metallurgical engineering program are the library, the Advanced Materials Processing (AMP) Laboratory, the Center for Advanced Manufacturing and Production (CAMP) and ITS (Instructional Technology Services).


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Devereaux Library Although the library's holdings are somewhat limited, the availability of documents and research materials are adequate for undergraduate students and, in most cases, graduate students. The library staff is very helpful in promptly locating and obtaining interlibrary loans when needed. Our faculty and students are increasingly using the Internet and on-line journals for much of their information needs. Departmental funding for new purchases is adequate; however, the department could always use more. During 2003, the department, along with the AMP Center, was able to purchase the on-line version of the complete set The ASM Metals Handbook.

Information and Technology Services (ITS) ITS provides both computer and distance learning assistance. Nearly all classrooms now have installed computer video projection equipment. In addition, ITS supports a 5 station PC bank (MI 128) for students in the program.

Computer services provided by ITS are primarily network services such as e-mail, Internet access, and file serving. The faculty and staff of the department primarily use Windows-based computers, which are supported by ITS. The ITS liaison for the MI building is Mr. Dale Nickels. Mr. Nickels is trained to provide service on a variety of Windows-based operating systems and installations. The computer service personnel have always exhibited excellent expertise and desire to assist and will provide additional training to Mr. Nickels as needed.

ITS provides distance learning services. The primary use of these services is for course taping when professors travel.

The AMP Lab has proven very beneficial to student training. The AMP facility brings together highly specialized equipment in a laboratory environment to perform projects in Friction Stir Processing and Intelligent Laser Processing. These multidisciplinary projects (primarily senior design projects) often involve industrial partners, and government laboratories. In addition to use of equipment, AMP has provided adjunct faculty to teach topical courses of interest (fall 2003, Mr. William Arbegast, Met 492-Friction Stir Processing).

The CAMP Program has also proven very beneficial to student training. The CAMP program brings together students to work on multi-disciplinary senior design projects such as the Solar Rolar, Mini-Indy and Mini-Baja. These multi-disciplinary projects have proven to be superb design projects for students in our program.

In summary, the support facilities have continued to improve since the last visit. While the support facilities were at that time adequate, they now appear to be more improved.

6.2 Individual Courses and Laboratory Components

Table B6.1 and the individual laboratory course descriptions (given below) summarize the major laboratories used by the program. Like the support facilities mentioned above, the laboratories and ancillary facilities during the last visit could be rated adequate-good. However, the universities commitment to metallurgical and related activities such as the AMP Center and CAMP has elevated this situation where the facilities, in general, can be considered to be “good.”

What follows below is a description of the departmental laboratory courses and an assessment of the capabilities associated with a given laboratory component.


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Met 220L - Mineral Processing and Resource Recovery LabLaboratory exercises for these courses are carried out in MI 113, MI 126 and MI 130 of the Mineral Industry Building. Equipment and instrumentation are adequate for this laboratory. Some of the crushers, grinding units and flotation cells are relatively old, but all are in good condition to conduct undergraduate instruction. A new laser particle size analyzer has been installed since the last visit.

Met 231 - Structure and Properties of Materials LabLaboratory practices are conducted in MI 124, MI 125, MI 127A, MI 231, and MI 128B of the Mineral Industry Building. These rooms house sample mounting, grinding, polishing, imaging (image analyzer, SEM, optical microscopes) and mechanical property testing equipment (hardness testers, impact testers, tensile tester). Significant equipment has either been purchased or rebuilt since the last ABET visit. Specifically, the tensile tester has been upgraded with a computer interface and data collection software. A new impact tester and two new mounting presses have been purchased. The image analyzer and the scanning electron microscope have been upgraded and a new polishing station has been added. In addition, a video projection microscope is used extensively in this lab. Finally, a scanning/transmission electron microscope (STEM) is available in MI 128C with an ion-milling unit in MI 123 for sample preparation. An SEM is located in MI 231.

Met 310L – Aqueous Extraction, Concentration and Recycling LabLaboratory exercises for these courses are carried out in MI 113, MI 126, MI 127A and MI 130 of the Mineral Industry Building. Equipment and instrumentation (zeta meter, electrochemical cells, contact angle goniometer, surface tensiometer) are adequate to conduct laboratory training.

Met 330L - Physics of Metals LabLaboratory practices are conducted in MI 124, MI 125, MI 127A, MI 231, and MI 128B of the Mineral Industry Building. These rooms house sample mounting, grinding, polishing, imaging (image analyzer, SEM, optical microscopes) and mechanical property testing equipment (hardness testers, impact testers, tensile testers). Significant equipment has either been purchased or rebuilt since the last ABET visit. Specifically, the tensile tester has been upgraded with a computer interface and data collection software. A new impact tester and two new mounting presses have been purchased. The image analyzer and the scanning electron microscope have been upgraded and a new polishing station has been added. A rolling mill is available in MI 125.Finally, a state-of-the-art STEM is available in MI128C with an ion-milling unit in MI 123 for sample preparation. An SEM is located in MI 231.

Met 321L - High Temperature Extraction, Concentration, and RecyclingLaboratory exercises associated with this course are carried out in MI 128B and MI 121 of the Mineral Industry Building, as well as in the Foundry Laboratory. Electric furnaces, a gas muffle furnace, a bomb calorimeter, thermocouples, optical pyrometers and computers for data logging are used. Equipment used in this laboratory is, in general, adequate. A new DSC located in MI 121 will be utilized in the laboratory during the next course offering (spring 2005).

Met 440L - Mechanical Metallurgy Lab5/6/2023 document.doc

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Equipment and instrumentation devices are housed in MI 124 and 125 of the Mineral Industry Building. Hardness testers, impact testers, electric furnaces and rolling mills are used in this course. An upgrade to the tensile testing machine has occurred since the last visit. Non-destructive testing equipment is sought, and local facilities are currently used for this purpose. (Ellsworth Air Force Base, Schoener Machine).


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TABLE B6.1 LABORATORY FACILITIES

Program: Metallurgical Engineering

Physical Facility Building and Room Number (1) Purpose of Laboratory, Including Courses Taught Condition of Laboratory (2) Adequacy for

Instruction

Number Student Stations Area (sq. ft.)

Mineral Industries Room 113 Particle size analysis:

Met 220L, Met 310L

good good 20 200

Mineral Industries Room 121 Differential scanning calorimeter:

Met 321L

good good 15 300

Mineral Industries Room 126 Solid/liquid separation, flotation,

hydrometallurgy: Met 220L, Met 310L

good good 40 1,140

Mineral Industries Room 130 Mineral processing, sample preparation: Met

220L, Met 310L, Met 321L

good good 20 1,510

Mineral Industries Room 125 Mechanical testing: Met 231, Met 331, Met 440L good good 20 1,000

Mineral Industries Room 124 Atomic force microscopy, contact angle analysis:

Met 231, Met 310L

good good 15 400

Mineral Industries Room 124 Metallography: Met 231, Met 440L, Met 330L good good 30 students/year 945

Mineral Industries Room 231 SEM: Met 231, Met 330L, Met 440L good good 20 students/year 282

Mineral Industries Room 128 B High Temperature Processes, Heat Treatment:

Met 231, Met 321L, Met 330L, Met 440

good good 16 500

Foundry Lab Foundry: Met 321L, Met 330L

Heat Treatment

good good 30 1750

TOTAL Area: 8027


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6.3 Laboratory Equipment since the Last Reporting PeriodSince the last ABET visit, we have procured or have upgraded 11 pieces of equipment described in Table B6.2. These purchases or upgrades involved approximately $500,000 in funds. We have long recognized that a viable program must continually modernize laboratories so as to provide students training and depth of study necessary to be competitive in a technical society.

Table B6.2. Laboratory equipment added or upgraded since 1998.

Equipment Cost

2 Mounting Presses (LECO)-new $5,000

Polishing Station (LECO)-new $5,000

Image Analyzer (LECO)-upgrade $30,000

FT-IR Spectrometer (Biorad)-new $150,000

Impact Tester (Instron)-new $20,000

Tensile Tester (MTS)-upgrade $25,000

DSC (TA Instruments)-new $60,000

TMA (TA Instruments)-new $50,000

Laser Particle Size Analyzer (Microtrac)-new $40,000

Portable Caster (custom)-new $10,000

Scanning Electron Microscope-upgraded $75,000

Box Furnace-new $3,500

In the spring 2003 an updated lab modernization plan was developed. Procurement of two mounting presses resulted as a result of the priorities established by that plan. The department’s plans focuses on 1) renovation of existing laboratory space, 2) maintaining existing equipment, and 3) acquisition of additional equipment. This has been our laboratory and program philosophy for the last decade. Great strides toward lab modernization have been made during the last decade. Our laboratories are structured to provide support to the engineering courses with increasing emphasis on multi-disciplinary team design projects. Funding of the laboratory plan rests upon continued state support of the program augmented by grants and contracts for research. Toward the latter, the Advanced Materials and Processing Lab has helped with the purchase and upgrade of several key pieces of equipment during the past two years.

6.3.1. Provisions for Maintaining and Servicing Laboratory Equipment.A technician and employees in the Physical Plant carry out the maintenance of the metallurgical equipment associated with this program. These people are responsible for the maintenance and repair of much of the equipment in the department.


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Work is handled through a work order system. Work is done on a priority basis with educational laboratory equipment receiving the highest priority.The equipment associated with this program is well maintained. Some of the equipment is old but is very serviceable and functional. Equipment that is no longer repairable is removed from service and replaced. Laboratory fees charged on all laboratory courses and campus technology fees provide funding for maintenance and equipment replacement. Research accounts are billed on an hourly basis for more specialized pieces of equipment. Equipment used through the campus Engineering and Mining Experiment Station also is maintained on an hourly use rate basis.


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7. Institutional Support and Financial Resources

B.7 Institutional Support and Financial Resources B.7. 1. Institutional Support Many of the technical needs of the individual programs are met through a personnel support pool. The largest group in this pool is the Information Technology Services (ITS), which maintains and improves the computing backbone for the institution, as well as providing computing technical assistance. All of the campus has hard-wired computer access and much of the campus now has access to a wireless system. The ITS is committed to completing the wireless access system within the next couple of years. This will greatly simplify the process using the computing facilities of the institution in classes and laboratories. Each of the programs also has access to the technician pool, which are able to assist with laboratory needs. Technician availability is typically at least at the building level. At a minimum, one technician is available in each building housing engineering departments on a shared basis between programs in the building. In some instances, however, a technician may have primary responsibility to a particular program, notably Civil Engineering, Mechanical Engineering, and Electrical Engineering. In the case of the Metallurgical Engineering program the technician is Mr. Dale Nickels whose office is located in the Mineral Industries Building. Each of the programs has access to secretarial support, typically at the departmental level. Most of the secretaries have nine-month positions with the exception of programs having significant summer teaching responsibilities. The secretary who supports the Metallurgical Engineering program is Ms. Cindy Hise. Work-study students often supplement the regular secretarial support during the academic year. For example, during the 2003-2004 academic year two work-study students supported Ms. Hise and the Metallurgical Engineering program. Graduate Teaching Assistants (GTA) are allocated on the basis of the number of undergraduate laboratories which would be assisted by having a GTA assigned to them and the number of graduate students in a particular program. The GTA’s assist faculty in laboratory instruction, grading of assignments, and recitations. Special allocations are made each year to laboratories with primarily freshman enrollment to ensure that sufficient GTA support is available for faculty and students. This ensures that sufficient individual attention is available, which has proven to be beneficial to the progress of the students in the freshman engineering laboratories. Through this process the Metallurgical Engineering program was able to assign at least one GTA to each lab section and a grader to larger courses taught (e.g. MET 232) during the 2003-2004 academic year. Support for quality improvement initiatives comes in several forms. An institutional office to support assessment activities was established in 2001 and provides a central location for the dissemination of information and practices. This office also provides leadership for faculty development initiatives such as those provided in the Bush Faculty Development Grant, which provides approximately $100,000/year to improve the teaching capabilities of the faculty. The faculty in the Metallurgical Engineering program have actively participated in these activities. For example, recently Drs.


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Howard and Marquis received faculty development funds to develop Ethics components in the Metallurgical Engineering curriculum, and Dr. Howard received funding to host an Authorware Workshop.

B.7.2. Budget Overview and Process

The South Dakota School of Mines and Technology (SDSM&T) is one of six institutions of higher education supported by the State of South Dakota. SDSM&T supports its operation from four primary funding sources, namely, the state general fund, tuition and fees, overhead from externally funded research, and funds raised from private sources. The SDSM&T Foundation administers this last source of funding. During the period 1995-2000 a successful fundraising campaign was lunched in order to raise $20 million. Since the last ABET visit in 1998, the budget appropriation by the State of South Dakota has increased by 20.4% to support SDSM&T’s operations. During that same period of time, the SDSM&T full time equivalent student enrollment has increased by 7.2%. The budget process begins early in the spring semester. The administration collects budget requests from academic and graduate education deans and other administrative offices on the campus. The academic deans solicit budget requests from the individual college departments. The college requests are forwarded to the Vice President for Academic Affairs. In the Fall 2003, the Budget Advisory Committee was established in order to increase campus input and provide a more comprehensive financial planning process, especially as it relates to the University’s mission and strategic plan. The budget planning process provides opportunities at all stages for input from the campus community on resource allocation. Based on these recommendations, allocations of incremental funding for the upcoming fiscal year will be consolidated and prepared by the Vice President for Business and Administration and submitted to the President in May. The Board of Regents reviews all six state-supported university budgets and the comprehensive budget request is forwarded to the Governor’s Office in September. At the end of the calendar year, the Governor presents this request to the Legislators for their deliberation and approval, which is finalized in March. The budget year begins on July 1 and ends on June 30. The university budget, once approved, is appropriated to the College of Earth Systems, the College of Interdisciplinary Sciences, the College of Materials Science and Engineering, the College of Systems Engineering, the Office of Graduate Studies and Education, and other university administrative offices. Departmental chairs administer the individual departmental accounts with immediate oversight provided by deans.

B.7.3. Institutional Support in Achieving Program Objectives and Program Support Expenditures Each academic department receives a basic allotment of funds for salaries and operating expenses at the beginning of the fiscal year. This funding is designed to provide the


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needs for the academic requirements of teaching classes. In addition to the departmental budget funds, each academic dean receives funds to address other college needs, such as faculty travel and development, as well as infrastructure repairs. The summary of funds provided to the Metallurgical Engineering program is in Table B.I-5.


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Table I-5. Support Expenditures

(Metallurgical Engineering)

Fiscal Year1 2 3 4

(prior to previous year) (previous year) (current year) (year of visit)

Expenditure CategoryOperations1

(not including staff) $26,178.30 $21,597.67Travel2 $3,657.22 $786.72Equipment3 $117,052.12 $248,586.89 Institutional Funds $10,399.90 $11,632.45 Grants and Gifts4 $106,652.22 $236,954.44Graduate Teaching Assistants $20,214.36 $27,603.20Part-time Assistance5

(other than teaching) $1,297.50 $1,593.62Instructions:Report data for the engineering program being evaluated. Updated tables are to be provided at the time of the visit.Column 1: Provide the statistics from the audited account for the fiscal year completed 2 years prior to the current fiscal year.Column 2: Provide the statistics from the audited account for the fiscal year completed prior to your current fiscal year.Column 3: This is your current fiscal year (when you will be preparing these statistics). Provide your preliminary estimate of annual expenditures, since your current fiscal year presumably is not over at this point.Column 4: Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus.Notes:1. General operating expenses to be included here.2. Institutionally sponsored, excluding special program grants.3. Major equipment, excluding equipment primarily used for research. Note that the

expenditures under “Equipment” should total the expenditures for Equipment. If they don’t, please explain.

4. Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.

5. Do not include graduate teaching and research assistant or permanent part-time personnel.


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Each department also receives 25% of the institutional overhead from research grants conducted in individual departments in order to provide funds for short and long term initiatives/upgrades within the department. To further assist the work of the programs, five percent of the overhead from grants is returned each college dean. These funds are used to provide additional support for the faculty, maintenance, and support for new faculty members. Funding is provided by the Legislature for laboratory improvements at SDSM&T, which is administered through the Office of Vice President for Academic Affairs and the deans. These reinvestment funds, typically in the range of ~$75,000 for the campus each year, have provided additional support for chemistry, physics, and GE laboratory upgrades. During the 2003-2004 academic year $5,000 was provided to the Metallurgical Engineering program for laboratory upgrade (mounting presses). SDSMT is currently in the fourth year of a five-year Title III grant with the specific objective of upgrading the laboratories in many of the engineering departments. This $850,000 grant has benefited nearly all of the engineering programs on the campus including Metallurgical Engineering, Civil Engineering, Chemical Engineering, and Mechanical Engineering.

B.7.4. Adequacy of Faculty Professional Development

SDSM&T is very active in the scholarship of teaching and learning through its Faculty Development Program and through its assessment program. In 2001, SDSM&T hired a full-time Director of Academic Initiatives to promote work on assessment and coordinate faculty development activities. This director works within the Office of the Vice-president for Academic Affairs. Since the last ABET evaluation in 1998, the institution has received two 3-year, $300,000 grants (1999-2002 and 2002-2005) from the Bush Foundation to support faculty in their efforts to develop to integrate research and curriculum development and to create new learning environments. In addition, institutional funding for faculty professional development and assessment is approximately $50,000 per year.

The Bush Foundation funding and institutional support monies are used to promote faculty professional development in three areas that are crucial to the development needs of engineering faculty:

Student / faculty collaboration through research & design

Improving pedagogy & the curriculum

Integrating & linking curricular concepts (e.g., teaming and leadership, ethical

reasoning, multiculturalism)

Please see http://www.hpcnet.org/BushGrantArchive for a complete full-text


http://www.hpcnet.org/BushGrantArchive

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record of all funded projects and travel.

In addition, assessment projects are funded through a mini-grant process controlled by the campus-wide Engineering Assessment Committee and the General Education Assessment Committee.

As mentioned earlier, over the last four years, faculty members in the Metallurgical Engineering program have been the recipients of funding for the following faculty development and assessment grants and professional development travel:

Metallurgical Engineering Faculty Development Grants

2003Stanley Howard, Fernand Marquis, et al.

Using Foundation Coalition Module on Ethics in an Engineering Context in MET 465, MET 351, CEE 463 and MET/ENVE 321

$3,800

2003 Jon Kellar et al. Linking English and Communication Skills with an Introduction to Engineering Course $1,000

2003 Fernand Marquis Linkages Between Research/Scholar Activities/Service and the Classroom

$1,500

2002 Stanley Howard Comprehensive Instructor Resources for GE 115 $5,000

2002 Jon Kellar ABET Mini-Workshop $1,500

2001 Kenneth Han Teaching Interfacial Phenomena Through Internet $5,000

2000 Kenneth Han Infrastructure Build-up of the Consortium of Materials Conservation, Processing and Education

$3,000

2000 Stanley Howard Thermodynamics On-Line $3,000

2000 Glen Stone Travel-WebCT 2000 Conference and Workshop $2,000

B.7.4. Resource Development and Management Plan for Facilities and Equipment

B.7.4.1. Institutional Facilities Development and Management

Overall responsibility for institutional facilities development and management lies with the Vice President for Business and Administration. In practice, the decision process for facilities development is informed through regular discussions with the Executive Committee, the University Cabinet, and the deans. Responsibility for management and planning for campus computer infrastructure and library facilities lies with the directors of Information Technology Services and the Devereaux Library respectively. Management oversight and planning for departmental laboratories is the responsibility of the college dean in collaboration with the department chair.


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Funding for building projects and major maintenance and repair (M&R) projects is available within the regental system through the Higher Education Facilities Fund (HEFF). Twenty percent of all tuition dollars received at the six regental institutions is placed in this fund. Institutions request projects to be included in the regents’ 10 Year Capital Projects Plan and HEFF funds are then used to fund such projects in priority order as determined by the South Dakota Board of Regents. Other sources of funding for major projects include auxilliaries’ income, grants and contracts, bonding, and donations raised by the SDSM&T Foundation.

Since the last visit, the following major projects have been completed or are underway. 2004: construction of a computational mechanics addition to the Civil-

Mechanical Building; $1,250,000 funded through a contract with the Army Research Laboratory

2004: completion of the fourth floor and renovation of the Devereaux Library; $881,000 funded through the HEFF fund

2003-2004: acquisition and remodeling of the Tech Development Laboratory, a building adjacent to campus that will house research activity; $500,000 funded through a contract with the Army Research Laboratory

2003- 2004: addition of a Hardrock Hall of Fame room to the King Center; $525,000 funded through alumni donations

2003-2004: construction of a new residence hall scheduled for completion in August 2004; $4,300,000 funded through a bond issuance

2003-2004: renovation of the Surbeck Student Center; $1,200,000 funded through student fees

2003: construction of a Wellness Center within the King Center; $460,000 funded through student fees

1999-00: renovation of the Civil-Mechanical Building; $3,750,000 funded through the HEFF fund, and $500,000 through a grant from the Kresge Foundation

1999-00: addition of the Caterpillar Student Laboratory to the Civil-Mechanical Building; $150,000 funded through a grant from the Caterpillar Foundation

1999-00: addition of a civil engineering laboratory wing to the Civil-Mechanical Building; $150,000 funded through alumni donations.

The annual M&R allocation for those institutions governed by the South Dakota Board of Regents has grown from $5.1 million in FY99 to $6.2 million in FY04. While SDSM&T’s FY04 portion of this statewide budget was approximately $525,000, we currently have two major M&R projects underway that will provide significant infrastructure improvements. A $2,131,000 project to provide centralized cooling to a major portion of the campus will improve cooling comfort and efficiency. Simultaneously, SDSM&T is investing $767,795 in a major upgrade of its primary electrical distribution system. The HEFF fund has been tapped to support these projects.

In addition to these capital and M&R projects, in 2002 we implemented a plan to replace all classroom desks over a five-year period. It should be noted that this plan was in response to an excellent study by a team of industrial engineering students who presented


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their findings to the administration. The new desks will accommodate larger students and have adequate desktop size to allow for use of wireless laptops in the classroom. To date, approximately $50,000 has been spent on this project.

Two areas which impact all academic and research programs are the campus computer infrastructure and the library. Campus-wide computer facilities and network infrastructure are the responsibility of the Director of Information Technology Services (ITS), who reports to the Vice President for Academic Affairs. The current operations budget exclusive of salaries for ITS is $432,406. This is supplemented by a $1 per credit hour allocation from the University Support Fee that generates approximately $36,000 annually for computing infrastructure. Certain costs, most notably Internet2, are funded centrally for regental system. Detailed information on ITS and its services can be found in Appendix II, section 6. Since the last visit, the campus infrastructure and computer facilities have been continuously improved. Network access is available in all classrooms, laboratories, and residence hall rooms, and in 1998 SDSM&T became a member of Internet2. In 2003-2004, wireless access was implemented in all academic building. Plans are under consideration for a student laptop program that would be managed by ITS. Almost all classrooms are equipped with ceiling mount projectors and computers, with some classrooms also equipped with ELMOs. General purpose computer laboratories are maintained by ITS in all academic buildings, the library, the student center and each residence hall. Laboratory computers are on a three-year replacement cycle.

Responsibility for the Devereaux Library lies with the Director of the Library who reports to the Vice President for Academic Affairs. The library expenditures for acquisition and journals is currently anticipated to be $325,409 for FY04 and has remained fairly constant since the last visit. Funds for new acquisitions are allocated to each academic department and the departmental library liaison forwards recommendations for use of these funds. Our library budget, like all libraries, has been stressed by the increasing cost of journals. The strategic planning process begun in fall 2003 has identified library holdings, particularly as regards the needs of researchers, as a critical area for improvement. Plans are under development to address this need through several strategies, including requesting a student fee, seeking external funding, and examining the use of indirect costs recovery generated by our growing research activity.

While planning for laboratory equipment acquisition and replacement occurs at the department and college level, several activities at the institutional level have provided additional funding and support for this purpose. In 2000, SDSM&T obtained a 5-year, $1,682,820, Title III grant from the Department of Education. $718,296 of this grant is being used for equipment acquisition for student laboratories. Approximately ten percent of our state appropriation, known as reinvestment money, is mandated to be used in certain restricted areas, one of which is laboratory equipment replacement. For the past two years, $75,000 per year has been designated for this purpose. Control of these funds lies with the college deans. The SDSM&T Foundation works with deans and department chairs to identify equipment needs and funding or donation opportunities. The


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Foundation is proactive in helping departments write grant proposals and develop industry contacts.

B.7.4.2. Program Facilities Development and Management

What follows is a Facilities and Maintenance Plan that was developed in 2003 and updated in 2004. The plan is annually modified and updated with program needs.

Laboratory Development and Maintenance Plan-(updated April 2004)Physical/Mechanical MetallurgyPrepared by Glen Stone-primary

What follows is a plan for replacement and upgrading undergraduate laboratory equipment for the Metallurgical Engineering program. The equipment to be replaced or upgraded, in order of priority is listed below.

1. Abrasive Cutoff Machine use in the preparation of metallographic specimens and cutting specimens for other laboratory experiments such as rolling, and hardness testing. The current Abrasive Cut-off Machine is not repairable. The main shatterproof housing has corroded through and replacement parts are not longer available. The current Buehler Cut-off Machine was purchase in the early 1960’s and functioned well until two years ago. Lowest of three bids is LECO Corporation at $17,000.

2. The “Buehler Manual Polishing Laps” are in poor working condition. Even though this polishing system is out dated equipment, and is no longer used in industry, the experience students’ gain using hand polishing is useful. However, an upgrade to a modern semi-automatic polishing system can be accomplished for $25,000. The need for this upgrade is critical, and must be replaced as soon as possible.

3. Replace the Charpy & Izod impact tester. The current tester no longer meets ASTM E 23 standards. The vice no longer functions due to fatigue failures of the clamping mechanism making it impossible to test Izod samples. In addition, the high impact energy anvil is broken. Attempts to manufacture replacement parts have made the instrument functional, however, the machine is over 40 years old. The instrument design is considered unsafe as compared to modern instruments. Lowest of three bids is Instron Corporation at $21,000.

4. There is an immediate need for a Jominy end-quench specimen holder for Rockwell testing. Cost: ~$3,500

Total estimated cost: $66,500

Program Impact follows:


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Characterization of Microstructure

Tasks:1. Cutting specimens for analysis

a. The Buehler “Abrasive Cut-off Machine“ used for more than 40 years was removed from service two years ago because of corrosion of the shatterproof protection enclosure. Replacement is highest priority. Cost: $17,000

2. After cutting, mounting specimens for polishing is the next step.a. The two Buehler “Specimen-Mounting Presses” are worn out. Estimated

life is less than one year. Cost: $4,173. One of the presses replaced using reinvestment funds; the second replaced using funds provided by AMP (2003).

3. The next step is polishing the metallic specimen to a mirror finisha. The “Buehler Manual Polishing Laps” are in poor working condition.

Even though this polishing system is out dated equipment, and is no longer used in industry, the experience students’ gain using hand polishing is useful. However, an upgrade to a modern semi-automatic polishing system can be accomplished for $25,000. The need for this upgrade is critical, and must be replaced as soon as possible.

4. The final step in the analysis is recording the microstructure via film photography or digital photography. This involves a research grade microscope, which is in place, and consequently there currently is no need for a second instrument unless the workload on the current instrument increases significantly. Upgrade the LECO “Image Analysis System.” Cost: $15,500. Upgraded by AMP 2003.

Measurement of Mechanical Properties

Tasks:1. Hardness Measurement

a. The Department has Rockwell, Vickers, Brinell and a nearly new Buehler Microhardness tester. These instruments are in good condition and will meet undergraduate needs for many years.

b. There is an immediate need for a Jominy end-quench specimen holder for Rockwell testing. Cost: ~$3,500

2. Charpy and Izod Impact Testinga. This 40-year-old instrument is worn out and considered dangerous to

operate. Replacing this instrument is of the highest priority and must be replaced as soon as possible. Cost: $21,000

3. Tensile and Compression Testinga. A recent upgrade to the 20 kip MTS machine with a TestStar IIs controller

provides state-of-the-art mechanical property measurement. However,


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funds for an extensometer and controller card were not available last year.

b. The addition of an extensometer and controller card is high priority and should be purchase within one year. Cost: $5,000. Extensometer purchased using department overhead funds (2003).

4. Fatigue Testinga. There is no instrument suitable for undergraduate fatigue testing at

SDSM&T. It is recommended within the two or three years efforts to purchase a rotating beam fatigue machine be made. Moderate priority. Cost: $20,000

Heat Treating Equipment for Thermal Processing of Materials

1. Furnaces for isothermal transformation studies. Three salt pot furnaces and stainless steel crucibles are used. The Alcoa Foundation purchased this system for our laboratory in 1975. On the average, one of the three furnaces is rebuilt each year. This system is currently functioning at 100%. Maintenance of this facility averages $2,000 per year and the Department covers this cost wholly.

2. Carburizing of steel experiments. Current experiments are conducted in air atmosphere furnaces with the specimen packed in graphite in a covered ceramic crucible. There are two furnaces in the laboratory; both are currently working. Annual maintenance for this facility averages $2,000 per year. Caterpillar donated an atmosphere-carburizing furnace several years ago. It is currently located in the Foundry Laboratory that is adjacent the football field. The funds to install this furnace have not been found as of this date. It is estimated that $5,000 to $7,000 is needed to make this system operational. It is envisioned that due to the nature of this equipment SDSM&T Foundation funds will be pooled over the next three years to complete the upgrade.

Manufacturing Equipment

1. Rolling. A Finn rolling mill is used each semester in MET 231 and MET 330L. This excellent instrument is the only manufacturing tool available for student training. It is maintained by the department and is in good, working condition. No long-term replacement is envisioned.

2. Wire Drawing. There is no equipment on campus to provide training in this area of manufacturing. A quality classroom-wiredrawing bench with diamond or carbide dies would cost about $30,000. A second NSF Course, Curriculum, and Laboratory Improvement (CCLI) proposal, in addition to the one mentioned earlier, will be prepared within the next five years to procure the wire drawing, deep drawing, stretch forming and swaging equipment.

3. Deep Drawing and Stretch Forming. There is no equipment on campus to provide training in this area of manufacturing. A quality laboratory deep drawing press and stretch forming system would cost about $100,000.


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4. Swaging. There is no equipment on campus to provide training in this area of manufacturing. A quality-swaging machine would cost about $75,000.

Physics of Metals

1. X-ray Diffraction. Efforts by multiple parties are being made to replace one of the three X-ray diffractometers. Only one of the three instruments is currently in operation. Cost of a new instrument is $150,000. Used instruments of good quality are available in the cost range of $25,000 to $50,000. An NSF Major Research Instrumentation proposal is being planned to replace or upgrade SDSM&T capabilities in this area. A new instrument was purchased in 2004 and is located in the EMES laboratory.

2. Chemical analysis by X-ray florescence. For a ten-year period in the 1980’s the Department had a state-of-the-art X-ray florescence spectrometer for solid and liquid specimens. This instrument was retired because of the high cost of maintenance. Several unsuccessful proposals to NSF have been prepared by members of this Department to replace this instrument. Such efforts will continue until the equipment is secured. The cost of the equipment is about $60,000.

3. Scanning Electron Microscopy. The current SEM is used in all the undergraduate laboratories (MET 231, 330L, 440L) in the B.S. Metallurgical Engineering program, and is under the direction of EMES. This SEM is a fine instrument that is in good operating condition. The instrument historically has been maintained through external maintenance agreement that costs from $12,000 to $15,000 a year.

4. Transmission Electron Microscopy. Repairs and maintenance funded 2004 for PM and one-year contract. The instrument is scheduled for serviced during the week of April 26, 2004. This instrument is used in MET 330L and is currently in fair operating condition. However, the instrument is in need of professional periodic preventive maintenance. Discussion of maintenance of this instrument is on-going between AMP/The Department of Materials and Metallurgical Engineering and frequent users (e.g. Dr. Puszynski). Toward this end, in the fall 2002 the Department of Materials and Metallurgical Engineering agreed to buy all cryogens to support the TEM. These funds come from Departmental O&M monies.

Laboratory Plan for Metallurgical Processing Laboratories

Kenneth N. Han-primaryUpdated April, 2004

The following lists a plan for replacement and upgrading undergraduate laboratories in the areas of Mineral Processing, and Aqueous and High Temperature Extraction, Concentration and Recycling.


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Mineral Processing and Aqueous Extraction, Concentration and Recycling

Magnetic Separator – estimated cost $20,000

The Department of Materials/Metallurgical Engineering has an Isodynamic magnetic separator but this can be used only for samples of small quantity, say less than 10 grams at a time. However, the Department needs a relatively large magnetic separator which should be able to handle at least 1 – 2 kg of sample at a time.

Electrostatic Separator – estimated cost $50,000

The Department does not own any kind of electrostatic separator. This will be very valuable in separating conductive materials such as coal from other materials.

Laser Doppler Electrophoresis Unit – estimated cost $50,000

The Department has an old Zeta Meter but it is out dated and its function is very unreliable. We need a modern electrophoresis measuring device with a computer screen attachment. (note-AMP purchased a laser particle size analyzer (Microtrac-located in MI 113) in 2003, but this unit does not have the ability to measure Zeta Potential)

Voltage Generators for Electrowinning and Electrodeposition – estimated cost $10,000

A number of voltage (DC) generators are needed in conjunction with Met 310 and 310 Lab.

Freeze-drying Unit – estimated cost $50,000

In relation to the fast growing area of manufacturing nano-size crystals, this unit is urgently needed.

High Temperature Extraction, Concentration and Recycling Laboratories

Assay furnaces – estimated cost $10,000

Tubular Furnaces – estimated cost $20,000

Vacuum Furnace – estimated cost $100,000

Summary

The necessary equipment associated with a Metallurgical Engineering program is large. Through a variety of mechanisms (state of SD O&M, NSF equipment grants, DOD-


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DURIP, SDSM&T Foundation) a plan has been developed to meet the current and future needs for the Metallurgical Engineering program.

B.7.5. Adequacy of Support Personnel

Current support personnel are adequate to acquire, maintain, and operate facilities and equipment in order to achieve program objectives.

In order to maintain and improve the program resource base, including support personnel, faculty are working closely with the SDSM&T Foundation to improve receipt of donations, both private and corporate. The Chair has led an effort to develop a five-year vision for the program and Department. Salient features of the plan with respect to support personnel follow:

Increase the number of undergraduates in the B.S. MetE program to 80 (this would help maintain current faculty numbers).

Develop a Minor in Materials Science-Metals (established FY 04). Increase the cooperation and collaboration with AMP. Play an integral role in the

formation of an NSF IUCRC Center. Maintain two externally funded Research Scientist positions within the

Department. Double the amount of endowed scholarship support available to undergraduates. Fully endow the Douglas Fuerstenau Professorship. Establish a new professorship upon completion of the Fuerstenau endowment.

Competitive instrumentation awards received recently from the National Science Foundation (MRI) and the DoD (DURIP) have improved research instrumentation, much of which also finds applications in the undergraduate program. Maintaining and growing the staffing levels necessary to allow our faculty members time to develop and submit similar proposals is of high priority.


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B.8 Program Criteria

The specific program criteria for B.S. Metallurgical Engineering programs are included herein for reference and clarity in the discussions that follow. The relevant text from ABET is quoted and corresponds with the discussion sections that address these criteria.

“The program must demonstrate that graduates have:1) the ability to apply advanced science (such as chemistry and physics)

and engineering principles to materials systems as applied by the program modifier (metals),

2) an integrated understanding of the scientific and engineering principles underlying the four major elements of the field: structure, properties, processing, and performance related to the material systems appropriate to the field,

3) the ability to apply and integrate knowledge from each of the four elements of the field to solve materials selection and design problems,

4) the ability to utilize experimental, statistical and computational methods consistent with the goals of the program.”

B.8.1 Apply Advanced Science (such as Chemistry and Physics) and Engineering Principles to Materials Systems

Each Metallurgical Engineering graduate must complete Phys 211 (University Physics I, 3 cr.) and Phys 213 (University Physics II, 3 cr.), and Phys 213L (University Physics II Laboratory, 1 cr.), all of which are calculus-based. Math 123 (Calculus I) is prerequisite for enrollment in Phys 211.

In addition, each Metallurgical Engineering graduate must complete Chem 112 (General Chemistry I, 3 cr.), Chem 112L (General Chemistry I Lab, 1 cr.). Students are given an option between Chem 114 (General Chemistry II, 3 cr.), Chem 114L (General Chemistry II Lab, 1 cr.), or Biol 151/153 (General Biology I/II, 3 cr.), Biol 151L/153L (General Biology Lab I/II, 1 cr.). Additionally, each graduate must complete six additional credit hours of science electives. Science courses frequently taken by our students include, but are not limited to, Chem 316 (Fundamental of Organic Chemistry); Chem 340 (Fundamentals of Physical Chemistry); Chem 480 (Toxicology); and Phys 361 (Optics). Thus, the above mentioned science requirements (21 credits total) serve as the foundation for the application of science to metallurgical systems.

Advanced science concepts are applied throughout all required MetE courses. Applied chemistry is most notably present in the following required courses: Met 232, Met 220, Met 310, Met 320, Met 321, and Met 422. Applied chemistry is also present in the following directed elective courses: Met 445, Met 421 and Met 426. Applied physics is most notably present in the following required courses: Met 232, Met 320, Met 330, Met 332, Met 443 and Met 440. Applied physics is also present in the following directed


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elective courses: Met 421 and Met 426. Other sciences (e.g. geology, biology) are present and applied in courses such as Met 220, Met 310, Met 320 and Met 321.

In addition, the design sequence (Met 351, Met 352, Met 464, Met 465) utilizes science concepts throughout.

With respect to applying engineering principles, the following required courses serve as the foundation for such application: GE 115 (Professionalism in Engineering and Science, 2 cr.), EM 215 (Statics, 3 cr.), and EM 321 (Mechanics of Materials, 3 cr.).

Advanced engineering concepts are applied throughout all required Metallurgical Engineering courses most notably Met 310, Met 320, Met 321, Met 422, Met 330, Met 332, Met 443, Met 445 (directed elective), Met 426 (directed elective) and Met 440. In addition, the design sequence (Met 351, Met 352, Met 464, Met 465) utilizes engineering concepts throughout.

B.8.2 An Integrated Understanding of the Scientific and Engineering Principles Underlying the Four Major Elements of the Field: Structure, Properties, Processing, and Performance Related to Metallic Systems

B.8.2.1 Scientific and Engineering Principles: Structure

Scientific and engineering principles related to material structure are covered in Met 231, Met 232, Met 330 and Met 332. Specific structure topics covered include basic crystallography, x-ray diffraction, dislocations, slip phenomena, grain boundaries, vacancies, annealing, and solid solutions. These topics are covered primarily from a scientific perspective. Structure topics are also covered from an engineering perspective including elastic and plastic deformation under different force systems, dislocation theory, fracture, internal friction, fatigue, creep, residual stresses, recovery, recrystallization and grain growth.

B.8.2.2 Scientific and Engineering Principles: Properties

Scientific and engineering principles related to material properties are covered in Met 231, Met 232, Met 330, Met 332 and Met 440. Topics covered include elastic and plastic deformation under different force systems, fracture, internal friction, fatigue, creep, residual stresses.

B.8.2.3 Scientific and Engineering Principles: Processing

Scientific and engineering principles related to material processing are covered in Met 220, Met 330, Met 332, Met 440, Met 443, Met 321, Met 310, Met 422. Specific processing topics covered include heat treatments, hot and cold working, thermomechanical processing, oxidation/reduction processes, smelting, electrorefining, comminution, sizing, solid/liquid separations,


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leaching, ion exchange, solvent extraction, flocculation, froth flotation, and electrostatic separation.

B.8.2.4 Scientific and Engineering Principles: Performance

Scientific and engineering principles related to material performance are most heavily covered in Met 231, Met 231, Met 330, Met 332, Met 440, and Met 443. Specific performance topics covered include hardness, strength, ductility, fracture, fatigue, and product purity.

B.8.3 Ability to Apply and Integrate Knowledge from Each of the Four Elements of the Field to Solve Materials Selection and Design Problems

B.8.3.1 Apply and Integrate Knowledge for Materials Selection and Design: Structure

Scientific and engineering principles related to the role of structure in material selection and design are covered in Met 232, Met 330, Met 332, Met 440 and the design sequence (Met 351/Met 352/Met 464/Met 465). Specific class projects where the application and integration of metal structure knowledge is required include: a Cu-Ni solid solution project (Met 330L) and an Al alloy project involving grain size control (Met 440L).

B.8.3.2 Apply and Integrate Knowledge for Materials Selection and Design: Properties

Scientific and engineering principles related to the role of properties in material selection and design are covered in Met 231, Met 232, Met 330, Met 332, Met 440 and the design sequence (Met 351/Met 352/Met 464/Met 465). Specific class projects where the application and integration of metal property knowledge is required include: a Cu-Ni solid solution project (Met 330L) and an Al alloy project involving grain size control (Met 440L).

B.8.3.3 Apply and Integrate Knowledge for Materials Selection and Design: Processing

Scientific and engineering principles related to the role of processing in material selection and design are covered in Met 330, Met 332, Met 440, Met 443, Met 321, Met 310, Met 422 and the design sequence (Met 351/Met 352/Met 464/Met 465). Specific class projects where the application and integration of metal processing knowledge is required include: a Pb/Zn purification project (Met 321), a MoS2 roaster (Met 321) project, a series of mineral processing unit operation projects (Met 310L), an Al alloy project involving grain size control (Met 440L), and an ultra-lightweight bridge competition (Met 443).


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B.8.3.4 Apply and Integrate Knowledge for Materials Selection and Design: Performance

Scientific and engineering principles related to the role of performance in material selection and design are covered in Met 231, Met 231, Met 330, Met 332, Met 440, Met 443, Met 445 (directed elective), Met 426 (directed elective) and the design sequence (Met 351/Met 352/Met 464/Met 465). Specific class projects where the application and integration of material performance knowledge is required include: an Al alloy project involving grain size control (Met 440L) and an ultra-lightweight bridge competition (Met 443).

Table B.8.3.1 Summarizes the Metallurgical Engineering courses and their emphasis in applying and integrating knowledge for materials selection and design.

Table B.8.3.1 Metallurgical Engineering courses and emphasis in applying and integrating knowledge for materials selection and design.

Met 220/220L Mineral Processing and Resource Recovery

Optimal flotation chemistry systems are designed with the objective of optimizing reagent consumption to maximize product recovery and grade at minimal cost

Met 231 Structures and Properties of Materials Lab

Design is emphasized throughout the lab experiments. An emphasis is statistics as used to measure properties of materials and how to evaluate materials in a design environment.

Met 232 Properties of Materials The presentation of a design component in the presentation of properties of materials is inseparable. Students receive information about mechanical, thermal and manufacturing processing of materials as well as the science and technology information regarding thermal -mechanical processing of materials.

Met 310/310l Aqueous Extraction, Concentration, and Recycling

Mineral processing plant operations are designed with selection and sizing of hydrocyclones, screens, comminution equipment and other equipment for recovery of copper, nickel, gold and silver from electronic scrap. Process flow sheets are created and economic analyses are performed.

Met 320 Metallurgical Thermodynamics The objective of this course is to determine the effect of T, P, and concentration on


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phase transformations and chemical reactions and, therefore, is essential to the proper selection of materials.

Met 321/321l High Temperature Extraction, Concentration, and Recycling

A method is designed for recovering Zn from an imperial smelting furnace requiring students to propose methods of recovering Zn from the ISF, supported by their thermodynamic calculations and statistical process control. Methods must be compared their methods with those from conventional practice.

MET 445 Oxidation and Corrosion of Metals (Directed Elective)

Material selections are made based on corrosion resistance considerations and economics for various corrosive environmental conditions with the requirement for consideration of alternate materials.

Met 330/330l Physics of Metals Design component involves advanced thermal processing of materials.

Met 332 Thermomechanical Treatment Course concepts are applied to the design of microstructures and thermo-mechanical treatments.

Met 351/352 Engineering Design I/II Course concepts are applied to the design of materials and structural components in order to prevent failure.

MET 421 Refractories and Ceramics (Directed Elective)

This course involves the properties of refractory and ceramic materials and, therefore, provides valuable information for material selection in these areas.

Met 422 Transport Phenomena This course includes fluids, heat transfer, and some mass transfer. Insofar as these phenomena determine conditions materials encounter, they are important to material selection.

MET 426 Steelmaking (Directed Elective) This course is primarily the thermochemistry of steel making

Met 433 Process Control-Munro Design single-loop feedback control systems with appropriate mathematical modeling including:

a. Sketch block diagrams b. Fit FOPDT parameters c. Discuss stability/controllability and

establish appropriate controller action,

d. Propose tuning parametersMet 440/440l Mechanical Metallurgy Course concepts are applied to the design


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of materials and structural components in order to prevent failure and control plastic flow in deformation processing

Met 443 Composite Materials Material selections are made based on weight and performance considerations. The culminating design involves fabrication of an ultra-lightweight bridge for a national competition. Multi-disciplinary teams of Metallurgical and Mechanical Engineering students are involved.

MET 464/465 Engineering Design III/IV This course involves the use of each student’s selection of materials skills.

The design sequence is clearly a critical component to satisfying specific program criteria.

In their junior year, students have a two introductory design courses (Met 351/352) covering the basics of the design process as well as a final materials selection and design project. In Met 464, students learn the design of metallurgical processes and materials and the fabrication of metal components. A comprehensive library search, engineering analysis, and economic analysis are also undertaken. This course is run concurrently with IENG 301, Basic Engineering Economics, which is a two credit hour course. Students are exposed to the concepts of economic evaluation regarding capital investments, including the time value of money and income tax effects. These courses are followed by a final course in metallurgical design, Met 465. This is an integrated design course in which each student must complete a comprehensive, integrated design.

In 2002-2004 the following senior design topics were completed:

2002-2003

Mini Baja/Mini Indy Materials Selection and Design (with a team of Mechanical Engineering students)

Copper Recovery from Waste Stream in Semiconductor Industry (with a team of Chemical Engineering and Environmental Engineering students)

Friction Spot Welding (with a team of Mechanical Engineering and Industrial Engineering students)

Laser Deposition of ODS Engine Exhaust Valves (with a team of Mechanical Engineering students)

Heat Transfer Nanofluids (with a team of Mechanical Engineering students)

2003-2004

Recycling Weld Fume Dust


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Team Laser-Upright Design and Manufacturing for Formula SAE (with a team of Mechanical Engineering students)

Formula SAE and Mini-Indy Materials Selection and Design Part I (with a team of Mechanical Engineering students)

Formula SAE and Mini-Indy Materials Selection and Design Part II (with a team of Mechanical Engineering students)

B.8.4 The Ability to Utilize Experimental, Statistical and Computational Methods Consistent with the Goals of the Program

The campus provides a server and many PC computer clusters for student use. Software routinely used and available on the campus network includes:

Microsoft Excel Microsoft Word Microsoft Power Point MathCad MatLab C++ BASIC AutoCad Solid Works Internet services Materials Property Data Base prepared by ASM International

The Metallurgical Engineering Program promotes the development of student’s knowledge and competency in the use of computers to solve computational problems and to control processes. This is accomplished by building onto the knowledge base provided by a first year course (GE 115, 2 cr.), where Excel and basic word processing (Word, PowerPoint) are introduced.

Specific computer applications that are developed in Metallurgical Engineering and related courses are given below:

Met 220/220L -Mineral Processing and Resource Recovery (4 cr.): Students are required to use PCs to write and edit formal laboratory reports. Included in these reports are plots generated by Microsoft Excel.

Met 231 - Properties of Material Laboratory (1 cr.): Students are required to use PCs to write and edit formal laboratory reports, use Microsoft Excel to make calculations. Included in these reports are plots, which require use of graphical software.

Met 310/310L - Aqueous Extraction, Concentration and Recovery (4 cr.). Students use Microsoft Excel and Mathcad in report writing and design component.

Met 321 - High Temperature Extraction, Concentration, and Recycling (4 cr.): Students are required to use Microsoft Excel and Mathcad to solve heat and mass balance problems. The purpose of these exercises is to reinforce the algebraic solution o f such problems. Students are required to use EXCEL SOLVER to solve linear and non-linear optimization problems, MatLab and MathCad to model control systems and solve ordinary differential equations, and EXCEL to solve one and two dimensional unsteady-state problems in heat and mass transfer. Students also use these same tools when completing laboratory reports and design projects.

Met 330L - Physics of Metals Laboratory (1 cr.); Students are required to use Microsoft Excel to help develop an understanding of X-ray diffraction, resolved shear stress and grain growth and grain size phenomena. Basic word processing and Excel are used in report writing.


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Met 440/Met 440L - Mechanical Metallurgy (4 cr.): Microsoft Excel is used to generate solutions for the tri-dimensional state of stress; generate tri-dimensional stress/strain relationships; simulate and model deformation process: e. g. rolling. In addition, basic word processing is used in report writing.

Met 464/465 - Metallurgical Design (4 cr.): Many of the engineering projects selected by students require the use of the computer. For example, many projects involve the use computer for process control. In addition, CPM software is used to schedule projects. A material property database (ASM International) is available. All students are required to prepare reports and graphics using the computer. CAD packages (AutoCad, SolidWorks), spreadsheet support (Excel), Microsoft Word , MathCad and MatLab are some of the computer software available and used by students in design.

Math 373 – Students make extensive use of Microsoft Excel including SOLVER®, Goal Seek®, VBA’s, iterative routines, instructor-provided macros for learning PDQ and LP solutions, matrix operations using matrix Add-Ins® by Leonardo Volpi in additional to the simplistic, but common, uses of Excel. The students also use MathCad® or MATHLAB® for Runge-Kutta solutions to ODE systems.

Statistics are taught and used throughout the Metallurgical Engineering curriculum. Through repeated, contextual use, students have an excellent fundamental working knowledge of the meaning and use of statistics. Following is a synopsis of statistics instruction in several departmental courses. In addition to the statistics use described below, each course description includes a synopsis of statistics instruction.

Met 220, 310/301L1. Linear regression analysis with confidence limit. Students are encouraged to use,

whenever applicable, the conventional linear regression analysis. In addition, they are encouraged to use the confidence limit with the help of the t-table to see the spread of their data around the regression lines.

2. Linear regression analysis with confidence limit. Students are to carry out chemical analysis on a porphyry copper ore. This exercise includes ore sampling through coning and quartering. In addition, students are asked to perform 90% and 95% confidence limits for the mean copper value of this ore after chemical analysis using an atomic adsorption spectrophotometer.

Met 440/440LStudents are expected to recognize that mechanical property measurement results depend on the state of the material, measurement practice, and other unknown factors. Therefore, students are expected to report measured mechanical properties in a statistical form.

Met 321 1. Statistical Process Control: Subjects covered in this course segment include the concepts

of precision and accuracy, sampling, grand standard deviation versus the standard deviation of the group means, the generation of range and control charts including the concept of control lines and their relationship to statistical distribution, the significance of length of runs, and number of runs.

2. Data Adjustment: Students use Excel Solver to perform regression analysis on data constrained by mass balances in process flow sheets to arrive at best-fit values for each process stream.

Regression Analysis: Students are taught how undetermined coefficients in their own mathematical models of engineering systems may be determined through regression analyses using Excel’s Solver. The relationship of this process to self-tuning and adaptive control models is established. (Note-these concepts were taught in Met 351/464 prior to the spring 2004)


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Math 373 Students perform statistical-related assignments in regression analysis as it pertains to data adjustment, curve fitting, and optimization.


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Appendix I

ContentsA. Tabular Data for ProgramTable I-1. Basic level CurriculumTable I-2. Course and Section Size SummaryTable I-3. Faculty Workload SummaryTable I-4. Faculty AnalysisTable I-5. Support Expenditures

Course SyllabiMET 220MET 231MET 232MET 310MET 310LMET 320MET 321MET 330MET 330LMET 332MET 351MET 352MET 422MET 426MET 433MET 440MET 443MET 445MET 454MET 464MET 465

C. VitaeAlan J. Anderson Research Scientist II Full timeWilliam M. Cross Research Scientist Full-timeKenneth N. Han Professor Full-timeStanley M. Howard Professor Full-timeJon J. Kellar Professor Full-timeFernand Marquis Professor Full-timeGlen A. Stone Professor Full-time


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Part AInstitutional Data


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Table I-1. Basic-Level Curriculum(Metallurgical Engineering)

Year;Semester or

Quarter

Category (Credit Hours)

Math & Basic

Sciences

Engineering Topics

Check if Contains

Significant Design (ü)

General Education Other

Course(Department, Number, Title)

Year 1 MATH 123 Calculus I 4 ( )Semester 1 CHEM 112 General Chemistry I 3 ( )

ENGL 101 Composition I ( ) 3GE 115 Professionalism/Engr & Sci 2 ( )PE Physical Education ( ) 1Hum or Soc Sci Elective ( ) 3

Semester 2 MATH 125 Calculus II 4 ( )BIOL 153 General Biology or CHEM 114 General Chemistry II 3 ( )

PHYS 211 University Physics I 3 ( )CHEM 112L General Chem Lab 1 ( )GE 117 Prof in Engr & Sci II 2 ( )PE Physical Education ( ) 1Hum or Soc Sci Elective ( ) 3

Year 2 MET 232 Properties of Materials 3 ( )

Semester 1 MET 231 Structures & Properties of Materials Lab 1 ( )

MATH 321 Differential Equations 4 ( )PHYS 213 University Physics II 3 ( )CHEM 114L General Chem II Lab 1 ( )ENGL 279 Tech Communications I ( ) 3Hum or Soc Sci Elective ( ) 3

Semester 2 MATH 225 Calculus III 4 ( )EM 217 Statics/ Mechanics Materials 4 ( )

PHYS 213L University Physics II Lab 1 ( )

MET 220 Min Proc & Resource Recovery 4 ( )

Hum or Soc Sci Elective(s) ( ) 4Year 3 ENGL 289 Tech Communications II ( ) 3

Semester 1 MET 320 Metallurg Thrermodynamics 4 ( )

MET 351 Engineering Design I 2 ( )Set A or C 7 ( )


I-4

Year;Semester or

Quarter

Category (Credit Hours)

Math & Basic

Sciences

Engineering Topics

Check if Contains

Significant Design (ü)

General Education Other

Course(Department, Number, Title)

Semester 2 MET 352 Engineering Design II 1 ( )MATH 373 Intro to Numerical Analysis 3 ( )

Free Elective ( ) 2Set B or D 11 ( )

( )Year 4 MET 433 Process Control 3 ( )Semester 1 MET 464 Engineering Design III 2 ( )

IENG 301 Basic Engineering Economics 2 ( )

Science Elective 3 ( )Set A or C 7 ( )

( )Semester 2 MET 465 Engineering Design IV 1 ( )

Science Elective 3 ( )Hum of Soc. Sci. Elective ( ) 3Set B or D 11 ( )

( )Set A MET 422 Transport Phenomena 4 ( )

Free Elective ( ) 3

Set B MET 321 High Temp Extract/Conc/Rec 4 ( )

Directed Met Elective 3 ( )EE 301 Intro Circuits, Machines, Syst 4 ( )

Set C MET 330 Physics of Metals 3 ( )MET 330L Physics of Metals Lab 1 ( )MET 332 Thermomechanical Treatment 3 ( )

Set D MET 440 Mechanical Metallugy 3 ( )MET 440L Mechanical Metallugy Lab 1 ( )

MET 443 Composite Materials 3 ( )MET 310 Aqueous Extract/Conc/Rec 3 ( )

MET 310L Aq Extract/Conc/Rec Lab 1 ( )


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Table I-2. Course and Section Size Summary (Metallurgical Engineering)

Course No. Title

No. of Sectionsoffered in

Current YearAvg. Section Enrollment

Type of Class1

Lecture Laboratory Recitation OtherMATH 123 Calculus I 12 23CHEM 112 General Chemistry I 4 83ENGL 101 Composition I 18 18GE 115 Professionalism/Engr & Sci 18 15PE Physical Education Hum or Soc Sci Elective(s)MATH 125 Calculus II 10 24BIOL 153 General Biology II6 or 1 37BIOL 151 General Biology I6 or 1 92CHEM 114 General Chemistry II6 4 31PHYS 211 University Physics I 2 93CHEM 112L General Chem Lab 16 16PE Physical Education Hum or Soc Sci Elective(s)MET 232 Properties of Materials 2 41MET 231 Structures and Properties of

Materials Lab2 11

MATH 321 Differential Equations 8 28PHYS 213 University Physics II 2 94CHEM 114L General Chem II Lab 2 22ENGL 279 Technical Communications I 2 113EM 214 Statics 4 25MATH 225 Calculus III 8 23


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EM 321 Mechanics of Materials 3 14PHYS 213L University Physics II Lab 8 17MET 220 Min Proc and Resource Recov 1 10 Hum or Soc Sci Elective(s)ENGL 289 Technical Communications II 14 18MET 320 Metallurg Thermodynamics 1 13MET 351 Engineering Design I 1 7 Set A or CMET 352 Engineering Design II 1 3MATH 373 Intro to Numerical Analysis 2 33 Free Elective Set B or DMET 433 Process Control 1 4MET 464 Engineering Design III 1 5IENG 301 Basic Engineering Economics 2 39 Science Elective Set A or CMET 465 Engineering Design IV 1 3 Science Elective Hum or Soc Sci Elective(s) Set B or D

Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% recitation).


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Table I-3. Faculty Workload Summary (Metallurgical Engineering)

Faculty Member (Name)

FT or PT (%)

Classes Taught (Course No./Credit Hrs.)Term and Year1

Total Activity Distribution2

Teaching Research Other3

Jon Kellar FT MET 232-001 Properties of Materials 40 35 253 cr. Fall 2003GE 115-012 Profess in Engr & Science2 cr. Fall 2003MET/ENVE 220/220L Min Proc &Resource Recovery 4 cr. Spring 2004MET/ME 443-001 Composite Materials3 cr. Spring 2004

Ken Han FT CHE 445-001 Oxidation & Corrosion of 35 30 35Metal 3 cr. Fall 2003IS-090 University MentoringFall 2003MES 601-001 Thermochemical Processing Fund 1-5 cr. Fall 2003ENVE/MET 310-001 Aqueous ExtractionConc. & Recycling 3 cr. Spring 2004ENVE/MET 310L Aqueous Extract/Conc/Recover Lab 1 cr. Spring 2004MES 712-001 Interfacial Phenomena3 cr. Spring 2004

Stanley Howard FT MATH 373-001 Intro to Numerical 75 15 10Analysis 3 cr. Fall 2003


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MET 320-001 Metallurgical Thermodynamics 4 cr. Fall 2003MET 492-081 Special Topics in MET1 to 3 cr. Fall 2003MATH 373-001 Intro to NumericalAnalysis 3 cr. Spring 2004MET 426/526-001 Steelmaking3 cr. Spring 2004MET 792-081 Advanced Topics in MET1 to 3 cr. Spring 2004

1. Indicate Term and Year for which data apply.2. Activity distribution should be in percent of effort. Faculty member’s activities should total 100%.3. Indicate sabbatical leave, etc., under "Other."



FT or PT (%)




MET 320-001 Met. Thermodynamics 4 credits Fall 2003MET 492-081 Special Topics in MET1 to 3 cr. Fall 2003MATH 373-001 Intro to Numerical Analysis 3 cr. Spring 2004MET 426-001 Steelmaking3 cr. Spring 2004

Fernand Marquis FT MET 351-001 Engineering Design I 50 28 22


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2 cr. Fall 2003MET 464-001 Engineering Design III2 cr. Fall 2003MES 790/890 Graduate Seminar1 cr. Fall 2003MES 604-001 Structure-Property Rel ofMat 1 cr. Spring 2004MET 352-001 Engineering Design II1 cr. Spring 2004MET 465-001 Engineering Design IV1 cr. Spring 2004

Glen Stone FT MET 231-051 Structure & Properties of 75 10 15Materials Lab 1 cr. Fall 2003MET 231-052 Structure & Properties ofMaterials Lab 1 cr. Fall 2003




FT or PT (%)




MET 231-053 Structure & Properties ofMaterials Lab 1 cr. Fall 2003MET 330L-051 Physics of Metals Lab


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1 cr. Fall 2003MET 330-001 Physics of Metals3 cr. Fall 2003MES 708 Adv Instrumental Analysis1 to 5 cr. Spring 2004MET 231-051 Structure & Property ofMaterials Lab 1 cr. Spring 2004MET 231-052 Structure & Property ofMaterials Lab 1 cr. Spring 2004MET 231-053 Structure & Property ofMaterials Lab 1 cr. Spring 2004MET 232-001 Properties of Materials3 cr. Spring 2004

Bill Arbegast FT MET 492-082 Topics1 to 3 cr. Fall 2003

Alan Anderson PT MET 332-001 Thermomechanical Processing 3 cr. Fall 2003

William Cross PT



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Table I-4. Faculty Analysis (Metallurgical Engineering)

Name Ran

k

FT o

r PT

Hig

hest

Deg

ree

Inst

itutio

n fr

om

whi

ch H

ighe

st

Deg

ree

Earn

ed &

Y

ear

Years of Experience

Stat

e in

whi

ch

Reg

iste

red

Level of Activity(high, med, low, none)

Gov

t./

Indu

stry

Pr

actic

e

Tota

l Fa

culty

This

Inst

itutio

n

Prof

essi

onal

Soc

iety

(I

ndic

ate

Soci

ety)

Res

earc

h

Con

sulti

ng/

Sum

mer

Wor

k in

In

dust

ry

Jon Kellar Professor FT PhD U of UT (1991)

Ken Han Dist. Prof. FT PhD UC-Berkeley (1971)

Stanley Howard Professor FT PhD CSM (1971)

Fernand Marquis Professor FT PhD

Uof Lisbon (1977)U of London (1977)

Glen Stone Professor FT PhD UC-Berkeley (1974)

Bill Arbegast Adj. Prof. FT BS CSM (1974)Alan Anderson Instructor FT PhD Iowa State UnivWilliam Cross Instructor FT PhD Utah

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 current year (year prior to visit) plus the two previous years.


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Table I-5. Support Expenditures (Metallurgical Engineering)

Fiscal Year1 2 3 4

(prior to previous year) (previous year) (current year) (year of visit)

Expenditure CategoryOperations1

(not including staff) $26,178.30 $21,597.67Travel2 $3,657.22 $786.72Equipment3 $117,052.12 $248,586.89 Institutional Funds $10,399.90 $11,632.45 Grants and Gifts4 $106,652.22 $236,954.44Graduate Teaching Assistants $20,214.36 $27,603.20Part-time Assistance5

(other than teaching) $1,297.50 $1,593.62Instructions:Report data for the engineering program being evaluated. Updated tables are to be provided at the time of the visit.Column 1: Provide the statistics from the audited account for the fiscal year completed 2 years prior to the current fiscal year.Column 2: Provide the statistics from the audited account for the fiscal year completed prior to your current fiscal year.Column 3: This is your current fiscal year (when you will be preparing these statistics). Provide your preliminary estimate of annual expenditures, since your current fiscal year presumably is not over at this point.Column 4: Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus.Notes:6. General operating expenses to be included here.7. Institutionally sponsored, excluding special program grants.8. Major equipment, excluding equipment primarily used for research. Note that the

expenditures under “Equipment” should total the expenditures for Equipment. If they don’t, please explain.

9. Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.

10. Do not include graduate teaching and research assistant or permanent part-time personnel.


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MET 220/220L MINERAL PROCESSING AND RESOURCE RECOVERY

CATALOG DATA: MET 220/220L MINERAL PROCESSING AND RESOURCE RECOVERY (3-1) 4 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 220/220L.

TEXTBOOK: Mineral Processing and Resource Recovery, K.N. Han and J.J. Kellar (an electronic text available in electronic form to the students)

INSTRUCTOR: Dr. Jon J. Kellar, Office Hours: 2:00-3:00 p.m. M-F

REQUIRED/ELECTIVE:MET 220/220L is required for all B.S. Metallurgical Engineering, and Mining Engineering students. It is a required course for B.S. Environmental Engineering students taking the Metallurgical Engineering emphasis.

COURSE OBJECTIVES: The objective of this course is to provide students with the working knowledge required to formulate and analyze problems in basic mineral process and particle technology. Students will be able to determine the effects of chemical and physical processes on particle liberation, separation and concentration. Upon completion of the course the students will be able to apply this knowledge in design and in subsequent upper-level courses.

TOPICS COVERED: Abundance of the elements, domestic and world resources

Mass balances Particle characterization Comminution Movement of solids in fluids Classification devices Froth flotation Gravity concentration Magnetic separation Electrostatic separation Thickening

CLASS SCHEDULE:Lecture: 3 hours per week, 9:00-9:50 am, MWF; Laboratory: 3 hours per week, Tu, 1:00-3:50 p.m.

RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (b), (e), (g), (k)

LABORATORY: The course laboratory parallels the lecture portion, both in terms of objectives and topics covered. In addition, the laboratory stresses hands-on applications of course content, and a large technical communication component.

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:


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This course prepares students in the basics of resource production and conservation and thereby provides the necessary basis for subsequent metallurgical engineering courses focused upon more advanced processes such as hydrometallurgy and pyromettalurgy. Ethical practice is a frequent discussion item in MET 220, specifically, the role engineer’s play in sound development of natural resources. Student social skills are stressed while on laboratory field trips. Professional behavior is recognized, namely, attentiveness and punctuality associated with such field trips.

PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:Jon Kellar, January 14, 2004


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MET 231 STRUCTURES AND PROPEERTIES OF MATERIALS LAB

CATALOG DATA: (0-1) 1 credit. Prerequisites: Concurrent registration in MET 232, or permission of instructor. A laboratory involving quantitative metallography, heat treating practice, mechanical property measurements and metallurgical design of the thermal mechanical treatment of metals.

TEXTBOOK: Materials Science and Engineering: An Introduction, Sixth Edition, William D. Callister, Jr., John Wiley & Sons, Inc., 2003.

INSTRUCTOR: Dr. Glen A Stone, Office Hours: 2:00-3:00 p.m. M-W-F

REQUIRED/ELECTIVE:This course is required for all B.S. Metallurgical, Mechanical and Industrial Engineering students.

COURSE OBJECTIVES:The objective of this laboratory program is to relate the properties of engineering materials to the materials microstructure developed during thermal mechanical processing. Students develop tools to make informed engineering material selection decisions that will be safe and economic. All students must attend the common recitation period before each laboratory period so as to receive important safety information as well as general directives and goals of each laboratory exercise.

TOPICS COVERED: Review of Statistics Cold Working of Metals Hardness Measurement Tensile Testing Metallography – Structure and Properties Quantitative Metallography Impact Testing SEM Fracture Analysis Hardenability Case and Core Hardness of Steels Case and Core Metallography of Steels Atomic Force Microscope Demonstration Seminar

CLASS SCHEDULE:3 hours per week Tu, 1:00-3:50 p.m.

RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (b), (d), (g), (k)

LABORATORY: For safety reasons many of the laboratory instruments have a virtual laboratory-learning tool that is require before students use the equipment. The course laboratory parallels the lecture portion, both in terms of objectives and topics covered. In addition, the laboratory stresses hands-on applications of course content, and a large technical communication component.

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:Writing is emphasized in the laboratory program. About half of the lab reports are prepared in a teaming environment.


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PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:Glen Stone, January 14, 2004


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MET 232 PROPEERTIES OF MATERIALS

CATALOG DATA: (3-0) 3 credits. Prerequisite: MATH 123 and PHYS 111A course in engineering materials and their applications. The different technological uses of metals, ceramics, plastics, and composite materials are discussed and explained in terms of their basic atomic structure, and mechanical, thermal, optical. electrical, and magnetic properties. Material selection in engineering design is emphasized.

TEXTBOOK: Materials Science and Engineering: An Introduction, Sixth Edition, William D. Callister, Jr., John Wiley & Sons, Inc., 2003.


REQUIRED/ELECTIVE:This course is required for all B.S. Metallurgical, Mechanical and Industrial Engineering students.

COURSE OBJECTIVES: The objective of this lecture program is to relate the properties of engineering materials to the materials microstructure developed during thermal mechanical processing. Students develop tools to make informed engineering material selection decisions that will be safe and economic. The majority of laboratory exercises in M 231 are timed to follow or coincide with lecture content.

TOPICS COVERED: Metal Structures Imperfections in Solids Solid State Diffusion Mechanical Behavior of Metals Strengthening Mechanisms Phase diagrams Kinetics of Phase Transformations Iron Carbon Alloys – Properties/Microstructure Nonferrous metals Alloys -- Properties/Microstructure Polymer Structures/Polymer Types/Mechanical Properties Composite Materials

CLASS SCHEDULE:3 hours per week MWF, 1:00-1:50 p.m.

RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (c)

LECTURE: The course lectures parallels the laboratory portion, both in terms of objectives and topics covered. A design project beginning at midterm involves individual team research and the preparation of a technical style report.

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT: One major team prepared design report is a critical part of this course.



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MET/ENVE 310. AQUEOUS EXTRACTION, CONCENTRATIONAND RECYCLING

CATALOG DATA:MET 310. AQUEOUS EXTRACTION, CONCENTRATION AND RECYCLING (3-0) 3 credits. Prerequisites: MET 320 and CHE 321 or CHEM 342. Scientific and engineering principles involved in the winning of metals from ores and scrap. Areas covered include the unit operations of comminution, sizing, solid/liquid separations, leaching, ion exchange, solvent extraction, and surface phenomena as related to flocculation, froth flotation, and electrostatic separation. This course is cross-listed with ENVE 310.

TEXT BOOK: K. N. Han, “Fundamentals of Aqueous Metallurgy”, SME, 2002. p. 212

INSTRUCTOR: Dr. Kenneth N. Han, Professor of Materials and Metallurgical Eng. Office Hour: 11-12 a.m. MWF

REQUIRED/ELECTIVE:MET 310 is required for all B.S. Metallurgical Engineering. It is a required course for B.S. Environmental Engineering students taking the Metallurgical Engineering emphasis.

COURSE OBJECTIVES:Students successfully completing this course will be able to: (1) identify fundamental governing principles in, (2) determine data required to and perform analysis of, and (3) design equipment and circuits for ore and scrap processing.

TOPICS COVERED: Introduction; Characterization of Particles (size, shape, density, surface area, porosity). Movement of Solids in Fluids: Stokes' & Newton's Laws, Free and Hindered Settling. Interfacial Phenomena: Surface Tension, Wetting Phenomena, Spreading, Theoretical Aspects of

Adsorption, Gibbs Adsorption Equation. Origin of Charges, Electrical Double Layer, Gouy Model, Stern and Grahame Approach, Electrokinetics:

Zeta and Streaming Potentials, Electrokinetics, Flotation of Oxides and Sulfides. Hydrometallurgy; Activity Coefficients, Solubility Calculations, Metal Complexation, Effect of Temp

and Pressure on Equilibrium. Leaching Kinetics: Kinetic Expression, Data Analysis, Temperature Effect on Leaching Kinetics. Removal of Metal Ions from Leach Liquor: Solvent Extraction, Electrowinning, Ion Exchange

CLASS SCHEDULE:Classes: Noon-12-12:50 pm in MI 320, MWF

RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (b), (e), (f), (g), (h), (i), (k)

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:This course prepares students in the basics of resource recovery, concentration and recycling and therefore provides students with the necessary basis to design, operate and optimize metallurgical processes taking place in practice.

Ethical and professional conducts are emphasized throughout the course and also emphasized is global awareness in the field of extractive metallurgy.


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PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:Kenneth N. Han, January 14, 2004


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MET/ENVE 310L. AQUEOUS EXTRACTION, CONCENTRATIONAND RECYCLING LABORATORY

CATALOG DATA:MET 310L AQUEOUS EXTRACTION, CONCENTRATION AND RECYCLING LABORATORY (0-1) 1 credit. Prerequisites: Concurrent registration in MET 310 or permission of instructor. Laboratory experiments in design of processing equipment and cost estimation, zeta potential, surface tension, leaching kinetics, electrowinning, and solvent extraction. This course is cross-listed with ENVE 310.

TEXT BOOK:K. N. Han, “Fundamentals of Aqueous Metallurgy,” SME, 2002, 212p.

INSTRUCTOR: Dr. Kenneth N. Han, Professor of Materials and Metallurgical Eng. Office Hours: 1-3 p.m. T.

REQUIRED/ELECTIVE:MET 310l is required for all B.S. Metallurgical Engineering. It is a required course for B.S. Environmental Engineering students taking the Metallurgical Engineering emphasis.

COURSE OBJECTIVES:The objective of this course is to provide students with the laboratory experience required to understand the principles governing, analyze the data produced from and design various pieces of equipment for unit operations of material dissolution/separation from ores and scrap.

TOPICS COVERED: Process Design I Process Design II Process Design III Contact Angle Measurements Surface Tension Measurements Surface Charge Measurements Essay on Processing Ethics Adsorption of Metal Ions Acid Leach Kinetics Copper/Gold Recovery from Electronic Scrap Essay on Global Impact Solvent Extraction Ion Exchange Electrowinning

CLASS SCHEDULE:3 hours per week. Tuesday 8:00 – 10:50 a.m. in Rm 126/MI

RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (b), (e), (f), (g), (h), (i), (k)

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:This course prepares students in the basics of resource recovery, concentration and recycling and therefore provides the necessary basis for students to design, operate and optimize metallurgical processes occurring in practice.


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Students are required to write an essay on ethical and professional conducts in relation to a case study on a selected extractive metallurgical process. Another essay required to students is on the global impact of a recycling process set-up in the US. Through these essays ethical and professional conducts as well as the effect of extractive metallurgy on the global market are reviewed and discussed.



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MET 320 - METALLURGICAL THERMODYNAMICS (4-0) 4 credits. Prerequisites: PHYS 211, CHEM 112, MATH 125. The principles of chemical thermodynamics and their application to metallurgical engineering processes. Topics covered include the zeroth, first and second laws of thermodynamics, the fundamental equations of state for open and closed systems, criterion of equilibrium, heat capacities, reaction equilibrium constants and their dependence upon temperature and pressure, chemical potential, standard and reference states, stability diagrams, and solution thermodynamics. This course is cross-listed with ENVE 320.

TEXTBOOK:Introduction to the Thermodynamics of Materials, 4 th Ed. by David Gaskell

INSTRUCTOR: Dr. S. M. Howard MI 114 Ph. 394 [email protected] Open Office Policy


COURSE OBJECTIVES:Students who satisfactorily complete this course will be able to determine the effects of temperature, pressure, and concentration on chemical reactions.

COURSE OUTCOMES: Students who satisfy the following outcomes will receive a passing grade

Given the initial state (i.e..- two of the following: T, P, V), the final state (i.e..- one of the following: T, P, V), and the path followed (isothermal, isochoric, isobaric, adiabatic, reversible, free expansion) by an ideal gas, the student will be able to calculate ∆U, ∆H, ∆S, q, and w.

The student will be able to calculate ∆Stotal when a body of given mass, heat capacity, and initial temperature equilibrates with a heat sink of specified temperature.

The student will be able to calculate ∆SMixing when two or more pure components at the same temperature, pressure, and state form an ideal solution.

Given a chemical reaction where the temperatures and amounts of reactants, the final temperature and amounts of the products, and corresponding enthalpies of formation at 298 K and the heat capacities are specified, the student will determine the heat added to or removed from the system.

The student will be able to integrate the Clausius and the Clausius-Claperyon Equations and, given all but one of the variables in the equation, solve for the remaining variable using the equation. The student must recognize that melting or boiling point information constitutes a (T,P) set.

The student will be able to calculate ∆G for a condensed-phase reaction at constant temperature as a function of pressure given the molecular weights and densities of the reactants and products and the ∆G at a specified pressure.

The student will be able to determine the equilibrium constant for a reaction from ∆G° of formation data for the reaction and to correctly describe the standard state for each component involved in the reaction.

The student will calculate the equilibrium state (partial pressures, moles) for a reaction involving known initial amounts of gases and pure condensed phases occurring at a given temperature and pressure. The student will be provided either the ∆G° or KEquil for the reaction.

The student will determine activities and activity coefficients for component i from the integral molar Gibbs energy of mixing and from the partial molar Gibb's energy of mixing for component i.

The student will derive the Fundamental equations for an open system, the Maxwell Relations, the "Other" Thermodynamic relationships, the criterion of equilibrium for systems at constant temperature and pressure.


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The student will calculate the cell potential for electrolytic cells involving dissolved components in non-aqueous systems.

The student will determine using the Ellingham Diagram relative oxide stabilities, equilibrium oxygen pressures, equilibrium H2/H2O and CO/CO2 ratios for any reaction on the Ellingham Diagram.

TOPICS: First Law of Thermodynamics (9 classes) Forms of Energy, Heat and Work, Joules Experiments, Conservation of Energy, Concept of Maximum

Work, Isothermal Expansion, Reversible, Adiabatic Expansion, Constant Pressure Processes, Constant Volume Processes, Enthalpy

Second Law of Thermodynamics (9 classes) 2nd Law Statement, Carnot Cycle, 4 Propositions Statistical Entropy (2 classes) Physical Meaning of Entropy, Boltzman Equation, Mixing Entropy, Stirling's Approximation Auxiliary Functions (3 classes) Fundamental Equations of State, Maxwell Relationships, Other Thermodynamic Relations, Chemical

Potential, Gibbs-Helmholtz Equation, Criteria of Equilibria Heat Capacity and Entropy Changes (5 classes) Sensible Heats, Transformation Heats, Reaction Heats, Cp, H=f(T), S=f(T), Adiabatic Flame

Temperatures, Heat Balances, JANAF Thermochemical Tables Phase Equilibria in One Component Systems (6 classes) Clausius-Claperyon Equation, Heats of Vaporization From Vapor Pressure Data, Shift in Transformation

Temperature with Pressure The Behavior of Gases (3 classes) Compressibility Factor, Law of Corresponding States, Equations of State, Fugacity Reactions Equilibria (13 classes) Equilibria in Gaseous Systems, The Equilibrium Constant and G°, Reaction Extent Problems, Equilibria

in Systems Containing Condensed Phases, Ellingham Diagram, Activities, F*A*C*T Solution Thermodynamics (9 classes) Absolute and Partial and Integral Molar Quantities, Relative and Partial Integral Molar Quantities, Ideal

Solutions, Excess Quantities, Gibb's Duhem Equation, Tangent Intercept Method, a=f(T), Change in Reference State, 1 wt % Reference State Interaction Parameters

Phase Equilibria and Electrochemistry (as time permits) Tests (5 classes)

CLASS SCHEDULE:9:00 – 9:50 MWRF MI 220

RELATIONS OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (a), (c)

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:This course prepares students in the basics of resource recovery, concentration and recycling and therefore provides students with the necessary basis to design, operate and optimize metallurgical processes taking place in practice.

Ethical and professional conducts are emphasized throughout the course and also emphasized is global awareness in the field of extractive metallurgy.

LABORATORY: NONE

ASSESMENT AND EVALUATION:One Final Exam – required by all studentsThree or Four Hour ExamsDaily Short Quizzes

EXPECTATIONS:


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College Calculus, Chemistry, Physics

COMPUTER USAGE: Know Elementary Excel

PREPARED BY:S. M. Howard


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MET 321 - HIGH TEMPERATURE EXTRACTION, CONCENTRATION, AND RECYCLING (3-1) 4 credits. Prerequisite: MET 320. Thermodynamic principles involved in the winning of metals. Areas covered include calcination, oxidation, reduction processes, smelting, high -temperature refining, electrorefining, slags, and slag-metal interactions. This course is cross-listed with ENVE 321/321L.

TEXTS G. H. Geiger and D. R. Poirier, Transport Phenomena in Materials Processes, TMS, London, 1994. David R. Gaskell, Introduction to the Thermodynamics of Materials, 3rd ed., Taylor & Francis,

Washington DC, 1995.

INSTRUCTOR: Dr. S. M. Howard MI 114 Ph. 394 [email protected] Open Office Policy


COURSE OBJECTIVE:Students who satisfactorily complete this course will be able to apply chemical thermodynamics to analyze chemical processes and compute phase equilibria associated with metal production and performance.

COURSE OUTCOMES: Students who satisfy the following outcomes will receive a passing grade .Given sufficient but minimal mass flow information on an open process, the student shall calculate all

unstated mass flows. Typical problems appear in Schuhmann’s text in chapters 2, and 3.Given sufficient but minimal heat and mass flow information on an open process, the student shall

calculate all unstated heat and mass flows. Typical problems appear in Schuhmann’s text in chapter 4.Given isothermal activity data as a function of composition for a standard state, the student will be able to

calculate ∆G° for a new standard state and the corresponding variation of activity coefficients in the new standard with respect to the new composition variable.

Given liquidus temperature and composition data for a phase diagram in which a pure component A is in equilibrium with the liquid, the student will be able to derive the equation for finding the activity of the liquid component A in the solution relative to the pure, liquid A.

Given the Fe-O-C phase diagram in which percent O2 vs T is plotted, the student will be provided the underlying equations and cite the required data for calculating any equilibrium line on the diagram.

The student will be able to calculate the cell potential for required for the reduction of any metal by molten salt electrolysis given ∆G0 of formation for the salt. This includes combined reactions and reduction from molten salt solutions such as encountered in the Hall Cell.

The student will be able to describe the fundamental problem of producing Zn from ZnO by carbothermic reduction and recommend at least two methods of effecting the recovery of metallic Zn.

The student will sketch the silica slag network, show the effect of basic component additions on the network, and describe the effect such additions have on slag viscosity and conductivity. The student must be able to cite at least five basic slag components.

Given a ternary phase diagram and the rules of interpretation, the student will determine the temperature and order of solidification from the liquid state at any specified bulk composition and will describe all phases present and their relative amounts at any given temperature.

Given activity coefficient data for a component in a metal phase, the corresponding data for the component in the oxidized state in a slag in equilibrium with the metal, the standard Gibbs energy for


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the oxidation, and the chemical potential of the oxidation agent, the student will determine the slag-metal distribution ratio of the component.

Given an Ellingham diagram, the student will provide the order of oxidation in a specified matte smelting process.

The student will describe in detail all of the steps to performing a gold assay and the purpose of each step.The student will describe the differences in process in a mini steel mill and an integrated steel mill.The student will be able to determine the rate of free evaporation of liquid metals alloy components in

vacuum using the Langmuir equation. The student will be given the solution composition, activity coefficient data for each component, their molecular weights, and the temperature.

TOPICS: Lectures

Cost, conservation, and concentration of mineral resources (2 classes)o Samplingo Process Outlineo Library & Internet Resources

Thermo Review (I class)o Phase Rule

Ternary Phase Diagrams (4 classes) o (Handout)

Roasting (10 classes)o Stability Diagrams (M-O-S, M-X-Y)•Roaster Diagrams•Mo Roasting

Sintering and Calcination (1 class) Solution Thermodynamics (7 classes)

o Temperature Dependence of Activityo Alternative Standard Stateso Activities From the Phase Diagram (Handout)o Gibbs-Duhem Integration using the Alpha Function (Handout)o Derivation and Application of the Gibb's Phase Rule (Handout)

Processes by elemental groupo Oxidation - reduction reactions (8 classes)o Smelting and converting reactions (6 classes)o Refining processes (3 classes)o Refractories and slags (2 classes)o Fused salt electrolysis (4 classes)

Tests (3 or 4 classes)

Laboratory projects Calculations laboratory: Stoichiometric calculations; heat balances; and mass balances (7 classes) High temperature laboratory exercises: calorimetry (1); slags (1); temperature measurement (1); gold

assay (2); de-silvering of lead (1); phase diagram (1); lead recycling (1)

CLASS SCHEDULE:1:00 – 1:50 MWF MI 220 1:00 – 3:50 R MI 121

RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (a), (b), (c), (e), (h), (i), (j), (k)


LABORATORY: yes

ASSESSMENT AND EVALUATION:


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One Final Exam – required by all studentsThree or Four Hour ExamsHomeworkLaboratory Reports

EXPECTATIONS:Metallurgical ThermodynamicsCollege Calculus, Chemistry, Physics

COMPUTER USAGE: Know Elementary Excel

PREPARED BY: S. M. Howard


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MET 330 PHYSICS OF METALS

CATALOG DATA: MET 330 PHYSICS OF METALS (3-0) 3 credits. Prerequisite: MET 232. The fundamental principles of physical metallurgy with emphasis on the mathematical description of mechanisms that control the structure of materials. Topics covered are structure of metals, x-ray diffraction, elementary theory of metals, dislocations, slip phenomena, grain boundaries, vacancies, annealing, and solid solutions.

TEXTBOOK: Physical Metallurgy Principles, Third Edition, Robert E. Reed-Hill and Reza Abbaschian, PWS Publishing Company, Boston, 1994.


REQUIRED/ELECTIVE:MET 330 is required for all B.S. Metallurgical Engineering Students

COURSE OBJECTIVES: Professional level development of the relationship between microstructure structure of metals and alloys and mechanical & physical properties of materials. TOPICS COVERED:Introduction to Dislocations (Chapter 4)Dislocations and Plastic Deformation (Chapter 5)Elements of Grain Boundaries (Chapter 6)Vacancies (Chapter 7)Annealing (Chapter 8)Solid Solutions (Chapter 9)Phases (Chapter 10)Binary Phase Diagrams (Chapter 11)Diffusion in Substitutional Solutions (Chapter 12)Interstitial Diffusion (Chapter 13)

CLASS SCHEDULE:4 hours per week MWF 8:00 – 8:50 a.m., ending the first week of October.

RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (b), (c), (d), (k)

LECTURE: The laboratory component (MET 330L) is closely coupled to this lecture course providing hands-on experience with the principle being presented in class.

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:Technical writing is emphasized requiring comprehensive reports on must topics covered in lecture/laboratory activities. The phase diagram development project is developed in a teaming environment. PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:Glen Stone, January 14, 2004


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MET 330L PHYSICS OF METALS LAB

CATALOG DATA: MET 330L PHYSICS OF METALS LAB(0-1) 1 credit. Prerequisites: MET 232 and MET 231Practical laboratory exercises that involve (1) x-ray diffraction methods, (2) transmission electron microscopy as it applies to dislocations in materials, (3) recovery, recrystallization and grain growth as it applies to annealing of materials. (4) optical and scanning electron microscopy as it applies to the microstructure of materials, and (5)thermomechanical processing of metals with limited regions of solid solubility.

TEXTBOOK: Physical Metallurgy Principles, Third Edition, Robert E. Reed-Hill and Reza Abbaschian, PWS Publishing Company, Boston, 1994.


REQUIRED/ELECTIVE:MET 330L is required for all B.S. Metallurgical Engineering Students

COURSE OBJECTIVES: Professional level development of the relationship between microstructure structure of metals and alloys and mechanical & physical properties of materials. This semester has increased the metallography examination of microstructure, as compared to previous years.

TOPICS COVERED:Labs Supporting MET 330 Lecture Content

Manufacture binary solid solution alloy and eutectic alloyso Study microstructure as a function of the state of equilibrium

Prepare phase diagrams using thermodynamic data Develop solution to Fick’s second law for carburization decarburization and homogenization using excel

spreadsheets. Study properties of dislocation interacting with an interstitial atmosphere

o Return of the yield point in low carbon steels Study Strain-rate dependence of the flow stress

Labs Supporting MET 332 Lecture Content Conduct complete heat treatment of a precipitation hardening aluminum alloy and measure tensile and

hardness properties Conduct complete heat treatment of a HSLA steel and measure tensile and hardness properties

CLASS SCHEDULE:3 hours per week Tu, 1:00-3:50 p.m.

RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (g)

LABORATORY: The course laboratory parallels the lecture portion MET 330 and parts of MET 332, both in terms of objectives and topics covered. In addition, the laboratory stresses hands-on applications and a large technical communication component.

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:Technical writing is emphasized requiring comprehensive reports on must topics covered in lecture/laboratory activities. All laboratory projects and technical writing exercises are conducted in a teaming environment.


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MET 332 THERMOMECHANICAL TREATMENTS

CATALOG DATA: MET 332 THERMOMECHANICAL TREATMENTS (3-0) 3 credits. Prerequisite: Met 232 and concurrent registration in MET 320. The relationship between the microstructure, crystal structure, and the properties of materials. Topics covered are the iron-carbon system, hardenability of iron base alloys, stainless steels, cast irons, aluminum, copper and magnesium. Concepts of heat treatment, age hardening, dispersion hardening, and hot and cold working correlated with the modification of the structure and physical and mechanical properties.

TEXTBOOK: "Physical Metallurgy Principles”, R. E. Reed-Hill and Reza Abbaschian, PWS Publishing Co, Third Edition, 1994.

INSTRUCTOR: Dr. Fernand D.S. Marquis, Office Hours: 3:00-4:00 p.m. MWF

REQUIRED/ELECTIVE:MET 332 is required for all B.S. Metallurgical Engineering students.

COURSE OBJECTIVES: To study of the relationships between the crystal structure and the microstructure, and the physical and mechanical properties of materials and to achieve their control.

Calculation of free energies of solid solutions, quantitative prediction of solidification microstructures, homogenization and carburization of iron-based alloys, calculations of driving forces for homogeneous and heterogeneous nucleation, evaluation of casting defects, segregation and porosity, calculation of growth kinetics in diffusion and interface controlled transformations, evaluation of microstructure and strength of martensite, evaluation of microstructure and strength in precipitation hardening systems, evaluation of microstructure and strength in dispersion hardening systems, design of microstructures and thermomechanical treatments.

TOPICS COVERED: Binary phase diagrams

Solidification of metals Nucleation and growth kinetics Precipitation Hardening Dispersion hardening Deformation twinning and martensite reactions The iron-carbon alloy system The hardening of steel Selected non ferrous alloy systems

CLASS SCHEDULE:Lecture: 3 hours per week, 9:00-9:50 am, MWF


CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:The course concepts are applied to the design and manufacture of materials microstructures thermomechanical treatments and ranges of physical and mechanical properties.PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:Fernand Marquis, January 16, 2004


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MET 351: METALLURGICAL ENGINEERING DESIGN I

CATALOG DATA: MET 351 – METALLURGICAL ENGINEERING DESIGN I; (2-0) Credits Prerequisites: Junior standing or graduation within five semesters, MET 220, MET 232This course is the first semester of a two-course sequence in Junior Metallurgical Engineering Design that consist of both lectures and design practice sessions. The following topics are covered: Introduction to engineering design. Compare the scientific method with the engineering design method. Define the concept of need as it pertains to the design process. Develop skills associated with the use of modern and classical sources of information. Lectures on modeling and simulation, statistical process control, brainstorming, teaming, the creative process, economic evaluation, materials selection processes interaction of materials, and materials processing topics are presented. Focus on the design process, and the design method. The development of interdisciplinary teams is a high priority.

TEXTBOOK: Textbook: ENGINEERING DESIGN, A Materials and Processing Approach, George E. Dieter, McGraw-Hill Company, Third Edition, 2000.

INSTRUCTOR: Dr. Fernand D.S. Marquis, Office Hours: MWF 10:00 to 11:00

REQUIRED/ELECTIVEMET 351 is required for all B.S. Metallurgical Engineering students

EXPECTATIONS:The course focuses on the presentation of two hours per week of design lectures and on the development of Junior Mini Design Projects (JMDP) with vertical and horizontal integration of concepts from all areas of Metallurgical Engineering. The student is expected to put together the fundamental and applied knowledge acquired during the previous years of the engineering tenure. This means a comprehensive effort involving most of the components of real-world design projects. Specifically the student is expected to acquire a good working knowledge of:

Principles of product and process design Problem solving skills Analysis skills on materials microstructure/property relationships Communication skills, both oral and written

COURSE OBJECTIVES: The objectives of this course are to provide hands on practical experience on Metallurgical Engineering Design. Students develop their projects by working in interdisciplinary teams under the direction and supervision of one or more Faculty mentors. During the development of the course the students will demonstrate acquire skills to:

Assessment of need Proposal preparation Definition of design requirements Gather information Conceptualize various solutions Evaluation of design concepts and select a candidate design Work in an interdisciplinary team environment Communicate the design effectively by written reports and oral presentations

CLASS SCHEDULE:MET 351 classes will meet Mondays and Wednesdays 3:00-3:50 in MI 320 and Fridays 2:00-2:50 in MI 220. An exam in addition to an oral presentation and a written report on each JMDP are required.

TOPICS:


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Orientation for the Design Sessions, Presentation and Discussion of the Design Program, Design Process and Projects, Literature Search , Brainstorming, Design of Experiments, Ethics, Creative Process, Process Analysis I, Junior Mini Design Projects.

COMPUTER USAGE: As required by lectures and projects

COURSE OUTCOMES: During this course students will demonstrate the ability to:

Define the problem and establish the project specifications and constrains Gather information and establish the state of the art on the design science and technology Conceptualize various concept solutions to the design problem Use decision matrices for the selection of the candidate solution Establish the candidate design and the matrix of tasks needed to achieve this design Establish a project schedule Work effectively in a team environment Write progress and final design reports Make effective oral presentations

RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (d), (e), (f), (g)

LABORATORY: As required by projects

PREPARED BY:Dr. Fernand Marquis, January 16, 2003


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MET 352:METALLURGICAL ENGINEERING DESIGN II

CATALOG DATA: MET 352 – METALLURGICAL ENGINEERING DESIGN I; 1 (1-0) Credits Prerequisites: Junior standing or graduation within five semesters, MET 220, MET 232, MET 351. This course is the second semester of a two-course sequence in Junior Metallurgical Design that involve both lectures and design practice sessions. It is a continuation of MET 351. Topics are designed to incorporate engineering standards and realistic constrains, including most of the following considerations: economic, ethical, environmental and social. Focus on the design process, and the design method. The development of interdisciplinary teams is a high priority. The course integrates vertically and horizontally concepts from all areas of Metallurgical Engineering into a practical design project designed to train the students in the design practice. Fundamentals of the design process, specifications, decision-making, materials selection, materials process, experimental design, statistic process control and preliminary design are the focus. This course consists in the students playing the role of apprentices to design by teaming up with the interdisciplinary senior students in the senior capstone design projects.

TEXTBOOK: Textbook: ENGINEERING DESIGN, a Materials and Processing Approach, George E. Dieter, McGraw-Hill Company, Third Edition, 2000.Reference: THE ENGINEERING DESIGN PROCESS, Atila Ertas and Jesse C. Jones, John Wiley & Sons, Inc., 1993.

INSTRUCTOR: Dr. Fernand D.S. MarquisOffice: MI 101Office Hours: MWF 10:00 to 11:00Phone: (605) 394-1283, Fax: (605) 394-3369, e-mail: [email protected]

EXPECTATIONS:The course focuses on the development and completion of a Design Project with vertical and horizontal integration of concepts from all areas of Metallurgical Engineering. The students are expected to put together the fundamental and applied knowledge acquired during the previous years of the engineering tenure. This means a comprehensive effort involving most of the components of real-world industrial design projects. This means a comprehensive effort involving most of the components of real-world industrial design projects. Specifically the students are expected to have a good working knowledge of:

Principles of product and process design Problem solving skills Analysis skills on materials microstructure/property relationships Communication skills, both oral and written Materials Design and Materials Manufacture

COURSE OBJECTIVES:

The objectives of this course are to provide hands on practical experience on Metallurgical Engineering Design. Students participate as apprentices to design in The Interdisciplinary Senior Capstone Design Projects (IDSCDP) by working in teams under the direction and supervision of one or more Faculty mentors. In addition Junior students have an opportunity to team up in Interdisciplinary Senior Capstone Design Projects were they play the role of apprentices to the design process. During the development of the course the students will demonstrate acquire skills to:

Assessment of need Proposal preparation Definition of design requirements Gather information Conceptualize various solutions Evaluation of design concepts and select a candidate design Work in an interdisciplinary team environment


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Communicate the design effectively by written reports and oral presentations

CLASS SCHEDULE:Classes will meet Tuesdays 12:00-2:50 in MI 320. A more detailed Laboratory schedule is attached.

TOPICS: Students will play the role of apprentices to Design Interdisciplinary Junior/Senior Design Projects. Topics are designed to incorporate engineering standards and realistic constrains, including most of the following considerations: economic, ethical, environmental and social. Focus on the design process, and the design method. The development of interdisciplinary teams is a high priority.

COMPUTER USAGE: As required by lectures and projects

COURSE OUTCOMES: During this course students will demonstrate the ability to:

Work effectively in a team environment Integrate knowledge, vertically and horizontal and apply analytical tools from a variety of courses. Develop and implement experimental plans to evaluate possible solutions. Produce archival design drawings Manage the project effectively by using a project schedule and other management tools. Develop and implement appropriate and detailed manufacturing plans. Write progress and final design reports, incorporating ethical, environmental and societal issues pertinent to

the specific ISCDP. Make effective oral presentations incorporating in the discussion ethical, environmental and societal issues

pertinent to the specific ISCDP. Test and Evaluate Prototype performance.

RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (d), (e), (f), (g)



Course Objectives

The course objectives are evaluated by the following methods: Written reports and oral presentations FE exam Exit exam Alumni survey Employers surveys Panel of Professionals

Course outcomes

The course outcomes are evaluated by the following methods: Written reports = 30% Oral presentations = 20% Professionalism = 20% Overall project performance = 30%


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PREPARED BY:Dr. Fernand MarquisProfessor of Materials and Metallurgical EngineeringMaterials and Metallurgical Engineering Design Coordinator


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MET 422 TRANSPORT PHENOMENA (4-0) 4 credits. Prerequisite: MATH 321 and concurrent enrollment in MET 320. The principles of momentum, heat and mass transfer and their application to metallurgical engineering. Topics covered include thermal conductivity, mass diffusion, mechanisms of transport, Fourier’s and Fick’s Laws, shell balance, boundary conditions, equations of change, unsteady-state transport, mass and heat distributions in turbulent flow, and interphase transport.

TEXTSG. H. Geiger and D. R. Poirier, Transport Phenomena in Metallurgy, Addison-Wesley Publishing

INSTRUCTOR:Dr. S. M. Howard MI 114 Ph. 394 [email protected] Open Office Policy

REQUIRED/ELECTIVE:MET 422 is required for all B.S. Metallurgical Engineering. It is a required course for B.S. Environmental

COURSE OBJECTIVE:Students who satisfactorily complete this course will be able to determine velocity profiles in laminar flow systems, drag forces in turbulent flow systems, unsteady-state temperature profiles in isotropic simple solids, heat fluxes through boundary layers, net heat fluxes among gray surfaces from radiation, mass transfer rates across interphase boundaries.

COURSE OUTCOMES:

SPECIFIC COURSE OBJECTIVES

Students are expected to write Newton’s Law, Fourier’s Law, and Fick’s Law and describe the analogies among them.

Students will perform shell balances for momentum, heat, and mass transfer and obtain the differential equation describing the velocity, temperature, and concentration gradient.

Students are expected to understand the difference between Newtonian and non-Newtonian flows. Students will be able to reduce the Equations of Continuity and Change for rectangular, cylindrical

and spherical coordinates to the terms applicable for a specified condition. Students will be able to derive from linear, steady-state flow distributions in laminar flow

volumetric and average flow equations. Students provided a set of independent variables upon which a dependent variable depends will

reduce the set to a dimensionless set using Buckingham Pi Theory. Students will be able to design packed and fluidized beds for given system for uniform particles

given their density, shape, and size and the fluid’s rheolgical properties. Students must determine the modes of heat transfer (conduction, convection, and radiation) and

describe the governing equations for each mode. Students are expected to calculate the heat transfer rate for convective heat transfer given heat

transfer correlation and its pertinent parameters. Students will determine heat loss from radiative systems using Kirchoff Loop electric analog

solution method. Students will solve 1D USS and 2D SS heat transfer and mass transfer problems using

spreadsheets. Students will determine the concentration dependency of diffusivity. Students will be able to derive differential equations describing diffusion through a stagnant gas

film, a moving gas stream, and a falling liquid film. Students will describe the mathematical similarities between turbulent convective heat transfer and

turbulent diffusion including the correspondence between dimensionless groups.


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TOPICS: Introduction to momentum, energy and mass transfer analogies between

Newton's, Fourier's, and Fick's Laws (1) Theoretical and semi-empirical equations for viscosity of gases, liquids, and molten slags (3) Newtonian and non-Newtonian fluids (1) Laminar flow and momentum balances: flow of a falling film;flow through a circular tube (3) Equations of continuity: rectangular volume, arbitrary shape using vectors (3) Substantial time derivative; cf total and partial time derivatives (2) General equations of momentum transfer: Navier-Stokes, Euler equations (2) Applications of the general equation of motion: flow through a long vertical cylindrical duct Couette-Hatschek viscometer, creeping flow around a sphere; flow near the leading edge of a flat plate Dimensional analysis: Re, Fr numbers (1) Turbulent flow: time-smoothed quantities Interphase transport: friction factor (2) Flow through packed and fluidized beds (4) Theoretical and semi-empirical equations for thermal conductivity of fluid and solids (1) Heat conduction flat plates, cylinders through composite walls with generation (4) Heat transfer with forced and natural convection (4) Transient systems (4) Solidification heat transfer (2) Dimensional analysis: Nu, Gr numbers (1) Molar and mass flux Theoretical and semiempirical equations for diffusivity of gases,

liquids and ionic species (3) Diffusion in solids of gas through thin film, concentration dependent diffusivity transient diffusion (3) Mass transfer in fluid systems diffusion through a stagnant gas film, diffusion in a moving gas stream,

diffusion into a falling liquid film, forced convection (4) Dimensional analysis: Sh, Sc numbers (1)

CLASS SCHEDULE:11:00 – 11:50 MWF MI 222

RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES:

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT: (a), (c), (e)

LABORATORY: no

ASSESSMENT AND EVALUATION:One Final Exam – required by all studentsThree or Four Hour ExamsHomework

EXPECTATIONS:Metallurgical ThermodynamicsCollege Calculus, Chemistry, Physics

COMPUTER USAGE: Fair Elementary Excel

PREPARED BY: S. M. Howard


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MET 426/526 STEELMAKING (3-0) 3 credits. Prerequisites: MET 320 or graduate standing. Chemical reactions and heat and mass transport phenomena associated with the production of steel. Unit operations studied include the blast furnace, the basic oxygen furnace, the electric arc furnace, and selected direct reduction processes. Students enrolling in MET 526 will be held to a higher standard than those enrolling in MET 426.

TEXTBOOK: The Making Shaping & Treating of Steel (Steelmaking and Refining Volume)11th ed., Iron & Steel Institute, Pittsburgh. http://www.steelfoundation.org/publications/msts.htm Stock Number R34, $95.

INSTRUCTOR:Dr. S. M. Howard MI 114 Ph. 394 [email protected] Open Office Policy

REQUIRED/ELECTIVE:MET 326/526 is an elective course

COURSE OBJECTIVE:Students who satisfactorily complete this course will be able to perform the thermochemical

computations and analyses needed for iron and steel production.

COURSE OUTCOMES:

TOPICS Overview of Steel Industry (2 class) History, Integrated Mills, Mini Mills, Direct Reduction Plants Solution Thermodynamics (7 classes) Alternative Standard States( 1 wt % Standard State), Interaction Coefficients Reduction Processes (7 classes) Oxygen Potential, Ellingham Diagrams, Blast Furnace, Kinetic Studies Refining Processes & Principles (10 classes) Impurity Treayment, Oxidation Potential, Basic Oxygen Furnace, Alternative Methods Deoxidation ( 3 classes) Deoxidant Addition, Sparging, vacuum Mini Mill Processing (3 classes) Tramp Elements, Ladle Metallurgy, Quality Direct Reduction Processes (3 classes) Tramp Elements, Ladle Metallurgy, Quality Specialty Steels (3 classes) Stainless Steel, AOD Process Continuous Casting (2 classes) Carburization (3 classes) Tests (3 classes)

CLASS SCHEDULE:12:00 - 12:50 MWF MI 320

RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (A), (E)


LABORATORY:None


http://www.steelfoundation.org/publications/msts.htm

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ASSESSMENT AND EVALUATION:One Final Exam – required by all studentsThree Hour ExamsHomework

EXPECTATIONS:College Calculus, Chemistry, Physics, Metallurgical Thermodynamics

COMPUTER USAGE Intermediate Excel

PREPARED BYS. M. Howard


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MET 433 PROCESS CONTROL

CATALOG DATA: MET 433 PROCESS CONTROL (3-0) 3 credits. Prerequisite: MATH 321 and senior standing. Analysis and design of process control systems for industrial processes, including control tuning and design of multi-variable control scheme. This course is cross-listed with CHE 433.

TEXTBOOK: C. A. Smith and A. B. Corripio: Principles and Practice of Automatic Process Control, 2nd ed. John Wiley & Sons, Inc., New York, 1997.)

INSTRUCTOR: Dr. Stan Smith Office: EP222 Email: [email protected]

REQUIRED/ELECTIVE: MET 433 is an elective for B.S. Metallurgical Engineering, and Mining Engineering students. It is a required course for B.S. Environmental Engineering students taking the Metallurgical Engineering emphasis.

COURSE OBJECTIVES:

The objective of this course is to provide students with the working knowledge required to understand and solve practical problems which require:

Process dynamic analysis; Basic process-control theory.

A student successfully completing course is expected to have the following abilities:

Is able to configure feedback control loops on a Process Flow Diagram (PFD) in order to produce a Process & Instrumentation Drawing (P&ID).

Knows the characteristics of proportional, integral, and derivative control modes, and can sketch typical response curves for each mode or combination of modes.

Is able to use LaPlace transforms to create transfer functions describing the dynamic behavior of processes and control systems.

Can model the dynamic behavior of physical processes using algebraic and differential equations, and by using LaPlace transforms in block diagram representation of those equations.

Can determine the order of a transfer function and, from the order, can make inferences about how the underlying process would respond to input changes.

Understands and can use deviation variables in modeling the dynamic behavior of processes and control systems.

Can determine the roots of a transfer function, and can determine the response of the dependent variable for both real and complex roots.

Understands the effect of dead-time in a process, and knows when the dead-time term makes solution by partial fractions impossible.

Is able to linearize non-linear equations in order to analyze the equations using LaPlace transforms. Can construct block diagrams from equations, and can write equations from block diagrams. Can write open-loop and closed-loop transfer functions from block diagrams. Knows the differences between overdamped, critically damped, underdamped, undamped and unstable

systems, and can sketch responses for each of these modes applied to a specific control system. Can model complex process behavior using empirical first-order-plus-dead-time (FOPDT)

approximations. Can determine values of tuning constants for feedback controllers based on the Ziegler-Nichols, Cohen

and Coon, and Lopez formulas. Is able to illustrate control techniques and response modes using Control Station® simulation software.


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Understands the concept of cascade control, and is able to use block diagrams, P&ID’s and time-domain sketches to illustrate or analyze cascade systems.

Understands the concept of feedforward control, and is able to use block diagrams, P&ID’s and time-domain sketches to illustrate or analyze feedforward systems.

Understands the common measures of central tendency and variability, and can calculate those for a given sample of process data.

Understands the concept of statistical process control, and can construct mean and range charts for a sample of process data.

TOPICS COVERED:

Development of P&ID’s;

Feedback Control – controller action, On/Off control, P-only and PI algorithms Development of Mathematical models in time domain – 1st and 2nd order ODE’s, deviation variables,

linearization; Analysis of models in LaPlace domain – LaPlace transforms, final value theorem, transfer functions; Analysis of 2nd order processes/systems with real and complex roots; Tuning strategies for PI-Control – Ziegler Nichols, minimum error and common tuning formulae; Basic cascade and feed forward control – concepts, implementation and tuning; Introduction to statistical analysis of a process – basic statistical concepts including measures of central

tendency and variability and hypothesis testing; Introduction to statistical process control – construction of mean and range charts

CLASS SCHEDULE:Lecture: 3 hours per week, 1:00-1:50 pm, MWF.

RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a)

LABORATORY: There is no specific laboratory requirement.

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT: This course prepares students in the fundamentals of process control and design aspects of process control.

PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:Stan Smith, January 30, 2004


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MET 440/540 MECHANICAL METALLURGY

CATALOG DATA: MET 440/540 MECHANICAL METALLURGY (3-0) 3 credits.Prerequisite: Met 232and concurrent or completion in EM 217. A course concerned with the response of metals to loads. Areas covered include elastic and plastic deformation under different force systems, fracture, fatigue, creep, residual stresses, and general fundamentals of metal working. Students enrolled in MET 540 will be held to a higher standard than those enrolling in MET 440.

TEXTBOOK: “Mechanical Metallurgy,” by G. E. Dieter, McGraw Hill, Third Edition, 1986.

INSTRUCTOR: Dr. Fernand D.S. Marquis, Office Hours: 3:00-4:00 p.m. MWF


COURSE OBJECTIVES: To rationalize, predict, control and change the response of metals and alloys to forces and loads in order to prevent failure, and control plastic flow (deformation processing).

Resolution of 3D state of stress, calculation of elastic stresses from elastic strains, stress distribution and stress concentration in mechanical components, strength theories for ductile and brittle materials, yield surfaces and yield envelops, calculation of final dimensions and final state of stress in mechanical components, design with linear elastic and elastic-plastic fracture mechanics, design for fatigue in structural components, design for creep in structural components.

TOPICS COVERED:

Introduction (Mechanical Behavior under 1D Stress)

Macroscopic theory of elasticity Macroscopic theory of plasticity Strengthening mechanisms Fracture Fracture mechanics Fatigue of metals Creep and stress rupture Brittle fracture and impact testing


RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (b), (c), (e), (g), (k)

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:The course concepts are applied to the design and manufacture of materials and structural components in order to prevent failure and control plastic flow in deformation processing.Ethical practice is a frequent discussion item in MET 440, specifically, the role engineer’s play in sound manufacture of materials and structural components.

PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:Fernand Marquis, January 16, 2004


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MET 443 COMPOSITE MATERIALS

CATALOG DATA: MET 443 COMPOSITE MATERIALS (3-0) 3 credits. Prerequisites: ME 316 or concurrent enrollment in MET 440. The course will cover heterogeneous material systems; basic design concepts and preparation; types of composite materials; advances in filaments, fibers and matrices; physical and mechanical properties; failure modes; thermal and dynamic effects; and applications to construction, transportation and communication. This course is cross-listed with ME 443.

TEXTBOOKS: Introduction to Composite Materials Design, E.J. Barbero, Taylor & Francis, 1998Composite Materials: Engineering and Science, F.L. Matthews and R.D. Rawlings, Chapman and Hall, 1999

INSTRUCTORS: Dr. Jon J. Kellar, Office Hours: 2:00-3:00 p.m. M-FDr. Lidvin Kjerengtroen, Office Hourse, 8:00-9:00 a.m. M, Tu, W, Th


COURSE OBJECTIVES: Students will be able to determine the effects of mechanics and materials chemistry on composite performance.

TOPICS COVERED: Fibers Fibers and Whiskers and Nanocomposites Reinforcement/Matrix Interface Interfaces-Wettability Interfaces-Bonding The Interphase Methods for Measuring Bond Strength Single Fiber Tests, Kelly Tyson Model Anisotropic Stress strain relationships, material constants Stiffness Thermal and Moisture Expansion Strength Introduction to Visco – Elastic Material Behavior

Polymer Matrices

Polymer Matrix Composite Processing Polymer Matrix Composite Interfaces/Interphases Structure, Properties and Applications of PMCs Metal Matrix Composites: In Situ and Artificial Ceramic Matrix Composites Stress and Strain Off-Axis Stiffness Macromechanics and Stiffness Design Failure and Strength Design Failure and Strength Design




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LABORATORY: There is no associated laboratory with this course.

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:This course prepares students in the basics of materials selection and design. Ethical practice is a frequent discussion item in MET 443, specifically, the role engineer’s play in selection of materials for critical applications such as defense, crash protection and aerospace.

PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:Jon Kellar, January 14, 2004


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MET/CHE/ME/ENVE 445/545. OXIDATION AND CORROSION OF METALS

CATOLOG DATA:MET45/545 OXIDATION AND CORROSION OF METALS (3-0) 3 credits. Prerequisites. MET 320 or CHE 222 or ME 311 or graduate standing. Initially the thermodynamics of electrochemical processes are covered; use of the Nernst Equation and Pourbaix diagram is presented in this material. Fundamentals of electrode kinetics are then discussed with special emphasis on the derivation of the Butler-Volmer equation and application of the Evan’s diagram. Following presentation of these fundamental concepts, phenomena observed in corrosion and oxidation such as uniform attack, pitting, stress corrosion cracking, and corrosion fatigue are discussed. Finally, selection of materials for site specific applications is covered. Students enrolled in Met 545 will be held to a higher standard than those enrolling in Met 445. This course is cross-listed with ENVE 445/545, CHE 445/545, ME 445/545.

TEXT BOOK: Mars G. Fontana, “Corrosion Engineering,” McGraw-Hill, 1986

INSTRUCTOR: Dr. Kenneth N. Han, Professor of Materials and Metallurgical Eng. Office Hours, 11-12 a.m.

MWF

REQUIRED/ELECTIVE:MET 445/545 is an elective course to students pursuing for a B.S. or an M.S. degree in Metallurgical, Chemical, Mechanical and Environmental Engineering. Students taking the course under 545 are required to carry out additional work worthy for graduate standing.

COURSE OBJECTIVES:The objective of this course is to provide students with the working knowledge required to understand the principles governing oxidation and corrosion of metals and other materials. Students are also able to analyze various corrosion problems associated with industrial set-ups and prevent or minimize oxidation of corrosion of metals and alloys.

TOPICS COVERED: Introduction Elecrochemical aspects of corrosion cell potentials; Electromotive force; Ionic

activity; Steps involved in corrosion; Cell polarization Stability of ions, metals and alloys; Pourbaix Eh-pH diagrams; Stability of ions in solutions Different forms of corrosion; Galvanic, Erosion, Crevice, Pitting, Selective

leaching, Intergranular corrosion, Stress corrosion Corrosion testing; Classification, Purposes; Surface preparation; Duration Material selection; Metals, Alloys; Thermoplastics; Coatings Effect of mineral acids; Sulfuric acid, Nitric acid; Hydrochloric acid High temperature corrosion; Mechanisms and kinetics


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High temperature materials

CLASS SCHEDULE:3 hour lectures: 12 to 12:50 p.m. MWF.

RELATIONSHIP OF COURSE TO PROGRAM OUTCOMES: (a), (?), (?)Taking this course will help students to fulfill the following aspects of the expected program outcomes.

Knowledge and skills required for a successful careers in metallurgical engineering

Fundamental and practical knowledge required to meet societal needs through science and technology

Tools for continued professional and personal development Critical reasoning, team, and effective written and oral communication skills Professional ethics foundation and awareness Commitment to professional and community activities

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:This course prepares students in the basic and applied knowledge in corrosion mechanisms and preventative measures. Ethical and professional conducts are emphasized throughout the course and also emphasized is global awareness in the field of corrosion and oxidation metals and alloys.



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MET 454/554 AQUEOUS MATERIALS PROCESSING

CATALOG DATA:

MET 454/554 AQUEOUS MATERIALS PROCESSING (3-0) 3 credits. Prerequisites: MET 320, CHE 321 or CHEM 342. An advanced level course in aqueous materials processing. It covers the physical chemistry of aqueous solutions, ionic processes of solution, complex ions and coordinate compounds, reaction kinetics, high temperature and pressure aqueous chemistry electrolysis and crystallization. Students enrolling MET 554 will be held to a higher standard than those enrolling in MET 454.

TEXTBOOK:K. N. Han, "Fundamentals of Aqueous Metallurgy," SME/AIME, (2002)

INSTRUCTOR:Dr. Kenneth N. Han, Office Hours: 11-12 a.m. MWF

REQUIRED/ELECTIVE:MET 454/554 is an elective course to students pursuing for a B.S. degree in Metallurgical Engineering or an M.S. degree in Chemical Engineering or Materials Engineering or Science. Students taking the course under 554 are required to carry out additional work worthy for graduate standing.

COURSE OBJECTIVES:The objective of this course is to provide students with the working knowledge required to understand the principles governing aqueous metals processing. Students are also able to analyze various electrochemical and metal complexation processes, and kinetic behavior relevant to aqueous extraction, concentration and recycling processes.

TOPICS COVERED: Relationships with Interfacial Phenomena, Transport Phenomena and Chemical

Kinetics Thermochemistry of dilute and concentrated solutions Role of Gibbs Free Energy: Activity, Activity Coefficient Estimation of Activity Coefficient for Ions Solubility of Solids/Gases in Aqueous Media Ion Speciation and Solubility Calculations Metal Complexation Effect of Temperature and Pressure on Ionic Equilibria Eh-pH diagrams: Metal Oxides (Hydroxides); Metal Sulfides; Oxidants and Reductants Mass Balance of Aqueous Metallurgical Systems Dimensional Analysis and Dimensional Groups Convective Mass Transfer, Nernst Eqation; Mass Transfer Coefficient; Diffusion Coefficients -

Effect of Ionic Strength and Temperature Electrochemistry; Electrode Processes; Concentration Overpotential; Activation Overpotential;

Mixed Potential Theory; Solution IR Drop Leaching of Oxides and Sulfides; Metal Refining: Precipitation; Cementation Electrowinning; Solvent Extraction; Ion Exchange

CLASS SCHEDULE:Lecture: 3 hours per week; noon – 12:50 p.m. MWF


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RELATIONSHIPS OF COURSE TO PROGRAM OUTCOMES: Taking this course will help students to fulfill the following aspects of the expected program outcomes. Knowledge and skills required for a successful careers in metallurgical engineering Fundamental and practical knowledge required to meet societal needs through science and

technology Tools for continued professional and personal development Professional ethics foundation and awareness Commitment to professional and community activities

CONTRIBUTION OF COURSE TO MEETING THE PROFESSIONAL COMPONENT:This course prepares students in the basic and applied knowledge in aqueous metallurgical processes, more specifically in ionic behavior in solutions, electrochemical behavior of metals and metal ions, temperature and pressure effect on hydrometallurgical behavior, solvent extraction, ion exchange and mass transfer aspect.

Ethical and professional conducts are emphasized throughout the course and also emphasized is global awareness in the field of aqueous metallurgical processing.

PERSON WHO PREPARED THIS DESCRIPTION AND DATE OF PREPARATION:

Kenneth N. Han, January 14, 2004


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MET 464: METALLURGICAL ENGINEERING DESIGN III

CATALOG DATA: MET 464 – METALLURGICAL ENGINEERING DESIGN III; (0-2) Credits Prerequisites: Senior standing or graduation within three semesters, MET 351, MET352This course is the first semester of a two-course sequence in Interdisciplinary Senior Capstone Design Project (ISCDP) that involve both lecture and design practice sessions. The course integrates vertically and horizontally concepts from all areas of Metallurgical Engineering into a practical senior capstone design project design to train the students in the design practice. Fundamentals of the design process, specifications, decision-making, materials selection, materials process, experimental design, statistic process control and preliminary design are the focus. The major part of this course consists in the development of the senior capstone design project.

TEXTBOOK: Textbook: ENGINEERING DESIGN, A Materials and Processing Approach, George E. Dieter, McGraw-Hill Company, Third Edition, 2000.

INSTRUCTOR: Dr. Fernand D.S. Marquis, Office Hours: MWF 10:00 to 11:00

EXPECTATIONS:The course focuses on the development of Interdisciplinary Senior Capstone Design Projects (ISCDP) with vertical and horizontal integration of concepts from all areas of Metallurgical Engineering. The student is expected to put together the fundamental and applied knowledge acquired during the previous years of the engineering tenure. This means a comprehensive effort involving most of the components of real-world design projects. Specifically the student is expected to have a good working knowledge: Principles of product and process design Problem solving skills Analysis skills on materials microstructure/property relationships Communication skills, both oral and written

COURSE OBJECTIVES: The objectives of this course are to provide hands on practical experience on Metallurgical Engineering Design. Students develop their projects by working in interdisciplinary teams under the direction and supervision of on or more Faculty mentors. During the development of the course the students will demonstrate acquire skills to: Assessment of need Proposal preparation Definition of design requirements Gather information Conceptualize various solutions Evaluation of design concepts and select a candidate design Work in an interdisciplinary team environment Communicate the design effectively by written reports and oral presentations

CLASS SCHEDULE:MET 464 classes will meet with the Interdisciplinary Senior Capstone Design Project (ISCDP) coordinators, tentatively Mondays, Wednesdays and Fridays 3:00-3:50 in MI 320. A mid-term oral presentation and summary progress report and an end-term oral presentation a formal engineering style report is requested on each ISCDP.

TOPICS: Interdisciplinary Senior Capstone Design Projects (ISCDPS)

COMPUTER USAGE: As required by projects


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COURSE OUTCOMES: During this course students will demonstrate the ability to: Define the problem and establish the project specifications and constrains Gather information and establish the state of the art on the design science and technology Conceptualize various concept solutions to the design problem Use decision matrices for the selection of the candidate solution Establish the candidate design and the matrix of tasks needed to achieve this design Establish a project schedule Work effectively in a team environment Write progress and final design reports Make effective oral presentations

RELATION OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (c), (d), (e), (f), (g), (h)


PREPARED BY: Dr. Fernand Marquis, January 16, 2003.


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MET 465:METALLURGICAL ENGINEERING DESIGN IV

CATALOG DATA: MET 465 – METALLURGICAL ENGINEERING DESIGN IV; 1(0-1) Credits Prerequisites: Senior standing or graduation within three semesters, MET 351, MET352, MET 465. This course is the second semester of a two-course sequence in Interdisciplinary Senior Capstone Design Project (ISCDP) that involves design practice sessions. It is the continuation of MET 464. The course integrates vertically and horizontally concepts from all areas of Metallurgical Engineering into a practical senior capstone design project design to train the students in the design practice. Fundamentals of the design process, specifications, decision-making, materials selection, materials process, experimental design, statistic process control and preliminary design are the focus. This course consists in the development and completion of the senior capstone design project.

TEXTBOOK: Textbook: ENGINEERING DESIGN, a Materials and Processing Approach, George E. Dieter, McGraw-Hill Company, Third Edition, 2000.Reference: THE ENGINEERING DESIGN PROCESS, Atila Ertas and Jesse C. Jones, John Wiley & Sons, Inc., 1993.

INSTRUCTOR:Dr. Fernand D.S. MarquisOffice: MI 101Office Hours: MWF 10:00 to 11:00Phone: (605) 394-1283, Fax: (605) 394-3369, e-mail: Fernand.Marquis.sdsmt.edu

EXPECTATIONS:The course focuses on the development and completion of Interdisciplinary Senior Capstone Design Projects (ISCDPs) with vertical and horizontal integration of concepts from all areas of Metallurgical Engineering. The students are expected to put together the fundamental and applied knowledge acquired during the previous years of the engineering tenure. This means a comprehensive effort involving most of the components of real-world industrial design projects. Specifically the students are expected to have a good working knowledge of: Principles of product and process design Problem solving skills Analysis skills on materials microstructure/property relationships Communication skills, both oral and written Materials design and materials manufacture

COURSE OBJECTIVES: The objectives of this course are to provide hands on practical experience on Metallurgical Engineering Design. Students develop their projects by working in interdisciplinary teams under the direction and supervision of various Faculty mentors from various Departments such as Mechanical Engineering, Industrial Engineering, Electrical Engineering, Environmental Engineering and Chemical Engineering. During the development of the course the students will demonstrate acquire skills to:1) Assessment of need2) Proposal preparation3) Definition of design requirements4) Gather information5) Conceptualize various solutions6) Evaluation of design concepts and select a candidate design7) Work in an interdisciplinary team environment8) Communicate the design effectively by written reports and oral presentations

CLASS SCHEDULE:MET 465 classes will meet with the Interdisciplinary Senior Capstone Design Project (ISCDP) coordinators and sponsors, tentatively Tuesdays 12:00-2:50 in MI 128. A Critical Design Review, Detailed Design Analysis,

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mid-term oral presentation and summary progress report, design fair presentation and demonstration, taking of the FE Exam an end-term oral presentation and formal engineering style report are requested on each ISCDP. The detailed schedule is attached.

TOPICS: Interdisciplinary Senior Capstone Design Projects (ISCDPs)

COMPUTER USAGE:As required by projects

COURSE OUTCOMES: During this course students will demonstrate the ability to: Work effectively in a team environment Integrate knowledge, vertically and horizontal and apply analytical tools from a variety of courses. Develop and implement experimental plans to evaluate possible solutions. Produce archival design drawings Manage the project effectively by using a project schedule and other management tools. Develop and implement appropriate and detailed manufacturing plans. Write progress and final design reports, incorporating ethical, environmental and societal issues pertinent to

the specific ISCDP. Make effective oral presentations incorporating in the discussion ethical, environmental and societal issues

pertinent to the specific ISCDP. Test and Evaluate Prototype performance.

RELATIONSHIPS OF COURSE OUTCOMES TO PROGRAM OUTCOMES: (c), (d), (e), (f), (g), (h)


Course Objectives

The course objectives are evaluated by the following methods: Written reports and oral presentations FE exam Exit exam Alumni survey Employers survey Panel of Professionals

Course outcomes

The course outcomes are evaluated by the following methods: Design Reviews = 15 % Design Fair/Review by a Panel of Professionals = 20 % Oral presentations = 15% Written Reports = 15 % Professionalism = 15% Overall project performance = 20%

PREPARED BY:Dr. Fernand MarquisProfessor of Materials and Metallurgical Engineering


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Materials and Metallurgical Engineering Design Coordinator


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Appendix I

Part C

Vitae


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Anderson, Alan, J.

Academic rank Research Scientist II – full time

Degrees with fields, institution, and dateB.S. Metallurgical Engineering, South Dakota School of Mines and Technology, 1990Ph.D. Materials Science and Engineering/Metallurgy, Iowa State University, 1997

Number of years of service on this faculty and date of appointment and advancement 2 years in service, original appointment June 2002 Research Scientist II, June 2002

Other related experienceComuniq, Inc.Senior Software EngineerOctober 1998-June 2002

Ames Laboratory, Metallurgy and Ceramics DivisionResearch AssistantAugust 1990-May 1997

Iowa State University, Materials Science and Engineering LaboratoriesTeaching AssistantJanuary 1996-May 1996None

Consulting, patents, etc.None

State(s) in which registered as a Professional EngineerNone

Principal publications of last five yearsNone

Scientific and professional societies of which a memberNone

Honors and awardsNone

Institutional and professional service in the last five yearsNone

Professional development activities in the last five yearsNone

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Cross, William M.

Academic rank: Research Scientist - Full-time

Degrees with fields, institution, and dateB.S. Metallurgical Engineering, South Dakota School of Mines and

Technology, 1984M.S. Metallurgical Engineering, South Dakota School of Mines and

Technology, 1986Ph.D. Metallurgical Engineering, University of Utah, 1

Number of years of service on this faculty and date of appointment and advancement 12 years in service, original appointment 1992

Other related experienceNone

Consulting, patents, etc.Patent

J. J., Kellar, W. M., Cross, F. J., Johnson, and M. E., Connell, U. S. Patent Number 6,198,861, issued March 6, 2001, Use of Thin-Clad Near Infrared Transparent Optical Glass Fibers as Evanescent Wave Sensors

ConsultingMicron Technology, IMI Tami (Israel), Avecia Chemical Company


Principal publications of last five years1. W.M. Cross, K.H. Sabnis, L. Kjerengtroen and J.J. Kellar, “Microhardness Testing of Fiber-Reinforced

Cement Paste, ACI Materials Journal, 2000, 97(2), 162.2. V. Kapila, L. Kjerengtroen, W.M. Cross, F.J. Johnson and J.J. Kellar, “Strain Monitoring by Evanescent

wave Spectroscopy”, in Smart Materials Technology, SPIE vol. 3675, M. Wuttig, ed., Newport Beach, CA, March 1999, 160-168.

3. H. Heilhecker, W. Cross, C. Griswold, J.J. Kellar and L. Kjerengtroen, “The Vise Angle in the Microbond Test,” Journal of Materials Science Letters, Volume 36: Number 4: 15, February 2001.

4. J.I. Lee, S.M. Howard, J.J. Kellar, W.M. Cross and K.N. Han, “Corrosion Mechanism of Silver in Sodium Sulfide Solutions,” Met/Mat Transactions-B, 2001, Volume 32B, 895-901.


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5. W.M. Cross, E.F. Duke, J.J. Kellar and D.P. Johnston, “Scanning Electron Microscopy and Other Techniques to Investigate Low-Strength Concrete,” Journal of the Transportation Research Board, 2001, No. 1775, pg. 10-16.

Scientific and professional societies of which a memberSociety for Applied Spectroscopy

Honors and awardsnone

Institutional and professional service in the last five years A Multi-Scale Approach for Understanding the Role of the Interphase in Polymer Matrix

Composites, Research Experience for Undergraduates (REU) Supplement, Helped Guide the Research of Two Undergraduate Students, 2000-1999.

Molecular Level Modification of Surfaces, Summer REU Site Participant, Guided Two Undergraduates Students Research, 1998.

Scientific Knowledge for Indian Learning and Leadership (SKILL), Summer Program Participant, Helped Students with Science Fair Projects and Judged Science Fair, 1993-1998.

7th National Undergraduate Research Conference, Salt Lake City, UT., Session Chairman, 1993.

Professional development activities in the last five years Expert Witness, State of South Dakota vs. Gary Engelman, Provided Expert Testimony of Infrared

Analysis of Evidence, 1997.

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Han, Kenneth N.

Academic rank:

Professor - Full-time

Degrees with fields, institution, and date

B.S. Mining Engineering, Seoul National University, 1961

M.S. Mining Engineering, Seoul National University, 1963 M.S. Mineral Beneficiation, University of Illinois, Urbana, 1967 Ph.D. Mineral Technology/Metallurgical Eng., University of California, Berkeley, 1971

Number of years of service on this faculty and date of appointment and advancement 23 years in service, original appointment 1981Associate Professor-1981Professor-1984Distinguished Professor -1995

Other related experience None

Consulting, patents, etc.Patents

K. N. Han and X. Meng, "Ammonia Extraction of Gold and Silver From Ores and Other Materials -I" U.S. Patent 5,114,687, May 19, 1992.; South Africa Patent 92/2196, December 30, 1992; Australia Patent, 650,518, October 11, 1994

K. N. Han and X. Meng, "Ammonia Extraction of Gold and Silver From Ores and Other Materials -2" U.S. Patent 5,308,381, May 3, 1994.

K. N. Han and X. Meng, “Extraction of Precious Metals from Ores and Other Precious Metal Containing Materials Using Halogen Salts" U. S. Patent 5,328,669, July 12, 1994.

Korean Patent No. 145346, April, 1998. K. N. Han and X. Meng, “Recovery of Platinum Group Metals and Rhenium from

Materials Using Halogen Reagents,” U. S. Patent 5,542,957, August 6, 1996. K. N. Han and X. Meng, “Recovery of Copper from Its Sulfides and Other Sources Using

Halogen Reagents and Oxidants.” With X. Meng: U. S. Patent 5,989,311, November 23, 1999.

Consulting· Korean Institute of Geoscience and Materials, · Daejon, Korea; · Cycle Green, Rapid City, SD; · Au-Ranch, Arizona; · Noranda Technology Center, Pointe-Claire, Canada; · Zeneca Specialties, · Acorga Mining Chemicals, Phoenix, AZ

State(s) in which registered as a Professional Engineer None


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Principal publications of last five years Han, K. N., Fundamentals of Aqueous Metallurgy -a textbook published by SME/AIME

(2002) p. 212. Fuerstenau, M. C. and Han, K. N., Principles of Mineral Processing, - a textbook

published by SME/AIME (2003) p. 573. Han, K. N., “The Recovery of Metals from Secondary Sources – A US Perspective Part

III.” Geosystem Eng., Vol. 5, No. 3. (2002) 80-86. Yoon, H., Sohn, J. S., Kim, N. S. and Han, K. N., “Dissolution Behavior of Silver/Silver

Oxides in Ammoniacal Solutions,” Miner. Metall. Proc. Vol. 20, No.1 (2003) 31-35. Han, K. N. and Fuerstenau, M. C., “Dissolution Behavior of Metals from Binary Alloys,”

Special Issue of International Journal of Mineral Processing – to Honor D. W. Fuerstenau. Ed by K. N. Han, T. Healy and P. King, IJMP Vol. 72. (2003) 355-364.

Han, K. N. “The Interdisciplinary Nature of Hydrometallurgy,” Met Trans. B. Vol 34B (2003) 757-767.

Han, K. N. and X. Meng, “Recovery of Copper from Its Sulfides and Other Sources Using Halogen Reagents and Oxidants,” Miner. Metall. Proc. Vol. 20 (2003) 160-164.

Scientific and professional societies of which a member· SME/AIME; · TMS/AIME; · KOREAN INST OF MINERAL AND MINING; · KOREAN RECYCLING SOC. · KOREAN INSTITUTE OF METALS AND MATERIALS

Honors and awards1987 SDSM&T Presidential Award, 19871986-97 Editor-in-Chief, Mineral Processing and Extractive Metallurgy Review 1995 Regents Distinguished Professor, SDSM&T 1994 Ernest L. Buckley Award (Governor's Economic Development Award)1995 Milton Wadsworth Award (SME/MPD- Chemical Met Award)1995 Arthur F. Taggart Award (SME/MPD-Best Paper in Hydromet)1996 The National Academy of Engineering, USA 1997 Distinguished Alumni Award, Seoul National University1998 Distinguished Member Award (Fellow), SME/AIME1998 The National Academy of Engineering of Korea (elected as a foreign member)1998 S.D. Board of Regents Award for Excellence in Research 1999 Member, The Korea Academy of Science and Technology 2000 AIME Mineral Industry Education Award.2002 AIME Robert H. Richards Award2003 TMS Extraction & Processing Distinguished Lecturer Award

Institutional and professional service in the last five years1994- 2000 Dean, College of Materials Science & Eng. Acting Dean 2001- present Associate Dean of Graduate Studies, SDSM&T2004- present M. Wadsworth Award Committee, SME&TMS/AIME 1998-2000 NAE Academic Advisory Board 1999-2001 NAE Committee on Engineering Education 2000-2001 National Research Council on Technologies for the Mining Industries 2003-2007 AIME Robert Richard Award Committee

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2003-2006 NAE Election Peer Committee Representing Section 11

Professional development activities in the last five years None

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STANLEY M. HOWARD

Academic rank:

Professor - Tenured

Degrees with fields, institution, and date• BS., Metallurgical Engineering, Colorado School of Mines, Golden, CO (1967)• Ph.D., Metallurgical Engineering (Minor - Chemical Petroleum Refining Engineering), Colorado School of

Mines, Golden, CO (1971)

Number of years of service on this faculty and date of appointment and advancement 33 years in service 1971- Assistant Professor tenure Track - original appointment 1976 - Associate Professor 1980 - Professor

Other related experience1967 Atomic Weapons Division

Dow Chemical CompanyGolden, CO Engineer

1967 - 71 Department of Metallurgical EngineeringColorado School of MinesGolden, CO Research Fellow

1976 - 77 Stanford Research CenterMenlo Park, CA Visiting Scientist

1981 - 88 Group V Metals, Inc.Rapid City, South Dakota President (81 - 84), Vice President (84 - 88)

1986 - 87 Kerr-McGee CorporationOklahoma City, OK Consultant

1988 - 91 Electronic Manufacturing & Production FacilityU. S. Department of the NavyRidgecrest, CA Consultant

1992 - 01 Caterpillar CorporationTechnical CenterPeoria, ILConsultant

2002 - 03 Oak Ridge National LaboratoryMetals and Ceramic DivisionOak Ridge, T Consultant

Consulting, patents, etc. Howard, S. and Stone, G; "High Strength and High Electrical Conductivity Copper Alloys." U.S. Patent

#6074499, 2000. ________, and Stone, G; "High Strength and High Electrical Conductivity Copper Alloys." US

Patent #6231700.

State(s) in which registered as a Professional EngineerSD #2219 1972-present

Principal publications of last five years S. M. Howard, Jon J. Kellar, Wendell Hovey, Michael Langerman, Larry Simonson, Lidvin Kjerengtroen,

Larry Stetler, Heidi Heilhecker, Lois Arneson-Meyer and Stuart D. Kellogg, “A Problem Based Learning Approach for Freshman Engineering“, Frontiers in Education Conference, Kansas City, KS, Oct 21, 2000.


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___________, "Use of Oxygen Probes to Determine Nitriding Potentials", Final Report, Caterpillar Corporation, 21 pp. (1998)

___________ Morris, A, et al., “Computer Modeling and Analysis of Processes for the Production and Use of DRI: Description of Macros and Logic Used in Excel Model of Iron Carbide.” Direct Reduced Iron: Technology and Economics of Production and Use. ed. J. Feinman and D.R. Mac Rae,. Warrendale, PA: ISS, pp.203-6, 1999.

___________, "Modeling Carbon Profiles of Carburized Parts", Final Report, Caterpillar Corporation, 81 pp. (2001).

___________, Han, K. H., Jae-Ik, Lee, Kellar, Jon J.; Cross, William M., “Electrochemical Interaction between Silver and Sulfur in Sodium Sulfide Solutions", Met Trans, Vol. 32B, pp. 895-901, (2001).

___________ Extractive Metallurgy of Uranium and Plutonium, Extractive Metallurgy of Thorium, Extractive Metallurgy of Radium, Encyclopedia of Materials, Elsevier Science, Oxford, England (2000).

___________, Jon J. Kellar, Wendell Hovey, Michael Langerman, Larry Simonson, Lidvin Kjerengtroen, Larry Stetler, Heidi Heilhecker, Lois Arneson-Meyer and Stuart D. Kellogg, “A Problem Based Learning Approach for Freshman Engineering“, Frontiers in Education Conference, Kansas City, KS, Oct 21, 2000.

___________, Glen A. Stone, "High Strength and High-Electrical Conductivity Copper-Magnesium Tin Boron Casting Alloy ", TMS - Recycling and Waste Treatment in Mineral and Metal Processing: Technical and Economical Aspects, June 18, 2002, Lulea, Sweden.

Scientific and professional societies of which a member TMS – Member of EPD Council · Student Affairs Liaison ·Professional Registration ASM - Student Affairs

Honors and awards1966 - : Alpha Sigma Mu Honorary Society 1970 - : The Society of Sigma Xi 1974 - Honored Guest: Kroll Institute Dedication; Golden, CO 1994 - Presidential Award: South Dakota School of Mines & Technology; Rapid City, SD1994 - Benard A. Ennenga Faculty Award (1994)2003 - AIME Mineral Industry Education Award

Institutional and professional service in the last five yearsFaculty development seminars A series of seminars organized and presented or co-presented by S. M. Howard in the interest of improving

faculty skills. 1st - 5th Authorware/Pathware Workshop Series, 2000. Instructions provided the faculty on How to Mail Merge Individual Students Grades Excel Workshop, S. M. Howard, CB 110, August 22, 2000 MATHCaD Workshop, S. M. Howard, MI 227, August, 23, 2000 Published via campus email procedures on emailing individualized grades and course information to

students using Microsoft Mail Merge, Feb. 9, 2000 F*A*C*T – Facility for the Analysis of Chemical Thermodynamics Presentation, S. M. Howard, MI 220,

March 2000. MATHCaD Demonstration, M. Klasi and S. M. Howard, MI 220, October, 23, 2000Faculty Committees Bush Faculty Development Committee 1999-present Safety CommitteeProfessional Service

NSF Reviewer · Met Trans Reviewer · PE Exam Question Writer

Professional development activities in the last five yearsLaser Training · Friction Stir Welding Training ·Engineering Assessment Training · .NET Framework training · Advanced Macromedia Authorware Training

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Kellar, Jon J.

Academic rankProfessor - Full-time

Degrees with fields, institution, and date B.S. Metallurgical Engineering, South Dakota School of Mines and Technology, 1984 M.S. Metallurgical Engineering, South Dakota School of Mines and Technology, 1986 Ph.D. Metallurgical Engineering, University of Utah, 1991

Number of years of service on this faculty and date of appointment and advancement 14 years in service, original appointment 1990 Assistant Professor, August 1990, Associate Professor, 1994 Professor, 2000

Other related experienceNone

Consulting, patents, etc.PatentJ. J., Kellar, W. M., Cross, F. J., Johnson, and M. E., Connell, U. S. Patent Number 6,198,861, issued March 6, 2001, Use of Thin-Clad Near Infrared Transparent Optical Glass Fibers as Evanescent Wave SensorsConsultingMicron Technology, IMI Tami (Israel), Avecia Chemical Company


Principal publications of last five years W.M. Cross, F. Johnson, J. Mathison, C. Griswold, L. Kjerengtroen and J.J. Kellar, “The Effect of

Interphase Curing on Interphase Properties and Formation,” Journal of Adhesion, 78, pg. 1-21, 2002. J. Ash, D. Svalstad, W. Cross, J. Kellar and L. Kjerengtroen, “Finite Element Evaluation of the Microbond

Test: Meniscus Effect, Interphase Region and Vise Angle,” Composites Science and Technology, 63, N. 5, 641-651, 2003.

W.M. Cross, E.F. Duke, J.J. Kellar and D.P. Johnston, “Scanning Electron Microscopy and Other Techniques to Investigate Low-Strength Concrete,” Journal of the Transportation Research Board, No. 1775, pg. 10-16, 2001.

R. Kumar, W. Cross, L. Kjerengtroen and J. Kellar, “Fiber Bias in Nanoindentation of Polymer Matrix Composites,” accepted for publication in Composite Interfaces, 2001.

H. Heilhecker, W. Cross, C. Griswold, J.J. Kellar and L. Kjerengtroen, “The Vise Angle in the Microbond Test,” Journal of Materials Science Letters, Volume 36: Number 4: 15, February 2001.

J.I. Lee, S.M. Howard, J.J. Kellar, W.M. Cross and K.N. Han, “Corrosion Mechanism of Silver in Sodium Sulfide Solutions,” Met/Mat Transactions-B, 2001, Volume 32B, 895.

F.J. Johnson, A.B. Pommer, M. S. Vernon, W.M. Cross, R.M. Winter and J.J. Kellar, “Preparation of Magnesium Hydroxide Surfaces as a Model for Flame Retardant Fillers,” Minerals and Metallurgical Processing, 1999, 16 (1), 65-8.

W.M. Cross, K.H. Sabnis, L. Kjerengtroen, and J.J. Kellar, “Microhardness Testing of Fiber Reinforced Cement Paste,” 2000, 97 (2), ACI Materials Journal, 162.

W. M. Cross, S. Ma, R. M. Winter, and J. J. Kellar, “FT-IR/ATR and SEM Study of Colloidal Particle Deposition,” 1999, 154 (1-2), Colloids and Surfaces, 115.

F.J. Johnson, W.M. Cross, D.A. Boyles, and J.J. Kellar, “’Complete’ System Monitoring of Polymer Matrix Composites,” Composites-Part A, 2000, 31(9), 959-68.


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T.D. Downing, R. Kumar, W.M. Cross, L. Kjerengtroen and J.J. Kellar, “Determining Interphase Size and Properties in Polymer Matrix Composites Using Phase Imaging Atomic Force Microscopy and Nanoindentation,” Journal of Adhesion Science and Technology, 2000, V. 14, N. 14, 1801-1812.

Scientific and professional societies of which a member· Society for Applied Spectroscopy, · Society for Mining, Metallurgy and Exploration

Honors and awards 1999 SDSM&T Presidential Award for Outstanding Professor 1997 South Dakota Board of Regent’s Award for Excellence in Research 1996 Elected to Young Leader’s Program-The Mineral, Metals and Materials Society 1994-9 National Science Foundation Presidential Faculty Fellow 1993 Benard Ennenga Faculty Award

Institutional and professional service in the last five years Chairman, Department of Materials and Metallurgical Engineering National Science Foundation Panel Reviewer Department of Energy Program Reviewer Society for Mining, Metallurgy and Exploration (numerous committees) Rapid City Economic Development Advocacy Committee

Professional development activities in the last five yearsnone

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Marquis, Fernand D.S.

Academic rank Professor

Degrees with fields, institution, and date B. S. Chem Eng., Univ. of Coimbra, 1967 Dipl.Eng. (M.Phil.) Industrial Eng., Univ. of Lisbon, 1970 Ph.D. Met. Eng., Imperial College of Science &Technology, Univ. of London, 1977 DIC Met. Eng., Imperial College of Science &Technology, Univ. of London, 1977 Ph.D. Metallurgy and Materials Science, Univ. of Lisbon, 1977

Number of years of service on this faculty and date of appointment and advancement 24 years in service, original appointment 1980 Associate Professor, 1980 Professor, 1988

Other related experience 1993-1994 - Visiting Professor, Dept. of Applied Mechanics and Engineering Science, University of

California, San Diego 1983-1988 - Tenured Associate Professor of Metallurgical Engineering, SDSMT 1980-1980 - Visiting Professor, Titanium Metals Corporation of America, Nevada

Consulting, patents, etc.Patents in Progress

Nanolubricants with Carbon Nanotubes, Measurement of Dynamic Thermal Conductivity

Consulting Dakota Gasification Company, State of South Dakota Alcoa, Kaiser Aluminum and Chemical Corporation,

Homestake Mining Co.

State(s) in which registered as a Professional Engineer

Principal publications of last five years Books

“Powder Materials: Current Research and Industrial Practice III”, F.D.S. Marquis, ISBN 0-87339-563-8, TMS 2003.

“Rapid Prototyping of Materials”, F.D.S. Marquis and D.L. Bourell, ISBN 0-87339-530-1, TMS, 2002. “Powder Materials: Current Research and Industrial Practices II”, F.D.S. Marquis, Thadhani, N.N and

Barrera, E. V., ISBN 0-87339-507-7, TMS, 2001 “Powder Materials: Current Research and Industrial Practices”, F.D.S. Marquis, ISBN 0-87339-456-9,

TMS, 1999.

Articles Marquis, F.D.S., “Evolution of Microstructures, Fracture Toughness, and Fatigue Resistance during

Processing of 7X50 Aluminum Alloys”, in “Microstructural Design of Advanced Materials” (a Commemorative Volume on Professor G. Thomas ‘s Seventieth Birthday), edited by Meyers, M.A., Ritchie, R.O. and Sarikaya, M., Elsevier, (2003), in press

Marquis, F.D.S. and Mahajan, A, “Microstructure and Strength of Shock Synthesized and Densified Tungsten Heavy Alloys” Powder Materials: Current Research and Industrial Practices III, Marquis, F.D.S., ISBN 0-87339-563-8, TMS, (2003) 141-156.

4. Mamalis, A.G, Votera, I.N., Manolakos, D.E., Szalay, A., and Marquis, F.D.S., “Explosive Compaction/Cladding of YBCO Discs: a Numerical Approach” Powder Materials: Current Research and Industrial Practices III, Marquis, F.D.S., ISBN 0-87339-563-8, TMS, (2003) 191-197.


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Ferreira, P.N., Vilar, R., Pina, J.P., Silva, R.C., Sequeira, A.D. and Marquis, F.D.S., “Structure of MCrAlY Laser Cladding Coatings Deposited on Single Crystal Alloy Turbine Blades”, Powder Materials: Current Research and Industrial Practices III, Marquis, F.D.S., ISBN 0-87339-563-8, TMS, (2003) 247-258.

Sequeira, C.A.C., Chen, Y. and Marquis, F.D.S., “Solubility of Silica and Alumina in Sodium Sulphate-Sodium Vanadate-Vanadium Pentoxide Melts”, in “High Temperature Corrosion in Molten Salts”, Molten Salt Forum Vol. 7 (2003) 335-348.

Marquis, F.D.S., “In Situ Reaction Synthesis of Advanced Materials”, Advanced Materials Forum, ISBN 0-8749-905-9, Trans Tech (2002), 351-364.

Jensen, C.J., Dolan, D.F., Allen, C.D., Marquis, F.D.S. and Langerman, M.A. “Integration of Rapid Prototyping in Design and Manufacturing Education”, in “Rapid Prototyping of Materials”, Marquis, F.D.S. and Bourell, D. L., ISBN 0-87339-530-1, TMS (2002) 203-219.

Marquis, F.D.S., “Microstructural Control of Fracture Toughness and Fatigue Strength in High Strength Aluminum Based Alloys”, Advances in the Metallurgy of Aluminum Alloys, M. Tiryakioglu, ISBN 0-87170-747-0, ASM (2001) 119-124.

Marquis, F.D.S., “Microstructural Evolution of Porosity During Casting and Thermomechanical Processing of Aluminum Based Alloys”, Advances in the Metallurgy of Aluminum Alloys, M. Tiryakioglu, ISBN 0-87170-747-0, ASM (2001) 173-182.

Marquis, F.D.S., Vandersall, K.S., and Thadhani, N.N. “Shock Synthesized Mo-Si Powder Mixtures: Microstructures and Mechanisms”, Powder Materials: Current Research and Industrial Practices II, Marquis, F.D.S., Thadhani, N.N., and Barrera, E. V, ISBN 0-87339-507-7, TMS, (2001) 283-298.

Batsanov, S.S. and Marquis, F.D.S. “Advances in Shock Synthesis and Densification”, Powder Materials: Current Research and Industrial Practices II, Marquis, F.D.S., Thadhani, N.N., and Barrera, E. V, ISBN 0-87339-507-7, TMS, (2001) 173-191.

Scientific and professional societies of which a member· Materials Research Society · American Society for Metals · The Minerals, Metals, and Materials Society · Institute of Materials, American Society for Testing of Materials · American Society for Engineering Education · American Society for the Advancement of Science · Royal Microscopical Society, United Kingdom, 1977.

Honors and awards· Chartered Engineer · Council of Engineering Institutions, 1979, UK · Professional Chemical Engineer, (1979) · Professional Metallurgical Engineer, (1979) · Member of the Board of Governors of the International Congress on Mechanical Behavior of Materials (1979-1981) · Listed, Who’s Who in Engineering; Listed, Biography International; Listed, Lexington · Who’s Who; Outstanding Award for Service as Primary Organizer of the Symposium on “In-Situ Reactions for Synthesis of Composites, Ceramics and Intermetallics, TMS(1995) · Special Recognition from Entrepreneurs of America (1998) · Governor of South Dakota Faculty Award for Teaching with Technology (1999) · Outstanding Award for Service as the Organizer of the Symposium on “Powder Materials: · Current Research and Industrial Practices I”, TMS (1999) · Materials Design and Manufacturing Division Award for Exemplary Service to the Division as Chairman of the Powder Materials Committee, TMS (2001) · Outstanding Award for Service, as the Primary Organizer of the Symposium on “Powder Materials: Current Research and Industrial Practices I”, TMS (2001) · Outstanding Award for Service, as the Primary Organizer of the Symposium on “Rapid Prototyping of Materials”, TMS (2002) · Outstanding Service has Organizer of the United Engineering Conference on “High Performance P/M Components”, April 28-May 3, Portugal, United Engineering Foundation · Outstanding Award for Service, as the Primary Organizer of the Symposium on “Powder Materials: Current Research and Industrial Practices I”, TMS (2003).

Institutional and professional service in the last five years· Chairman, Powder Materials Committee TMS; · Executive Council, Materials Processing and Manufacturing Division; · ABET Evaluator for the Materials Engineering and Metallurgical Engineering Programs · TMS Global Innovations Committee · University Materials Council · Cooperative Education Program Committee · Faculty development Committee · Materials and Metallurgical Engineering Cooperative Education Coordinator, Education Technology Committee.

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Professional development activities in the last five years· TMS Professional Registration Committee · Writer and reviewer of Examination Questions for the Professional Registration of Engineers (PE) · Reviewer for: Metallurgical and Materials Transactions, Journal of Materials Research, Royals Society of Chemistry, Scientific · Advisory Boards for ten International Conferences and Workshops.

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Glen A. Stone

Academic rankProfessor - Full-time

Degrees with fields, institution, and date Ph.D., 1974 University of California, Berkeley (Engineering) M.S., 1971 University of California, Berkeley (Engineering) B.S., 1969 Drexel University (Metallurgical Engineering)

Number of years of service on this faculty and date of appointment and advancement

31 years in service, original Assistant Professor appointment 1973 Associate Professor, 1977 Professor, 1982

Other related experience Research Assistant, University of California, Berkeley Technical Associate II, The Franklin Institute Research Laboratories, Philadelphia, PA Senior Technician, Aerospace Corporation, El Segundo, CA Advanced Technician, Atomics International, Canoga Park, CA

Consulting, patents, etc.Patents Stone, G. A. and Howard, S. M.: U. S. Patent 6074499, Boron-Copper-Magnesium Tin Alloy and

Method for Manufacture, June 13, 2000. Stone, G. A. and Howard, S. M.: U. S. Patent 6231700 B1, Boron-Copper-Magnesium Tin Alloy and

Method for Manufacture, May 15, 2001.Consulting Stone has completed $168,000 in industrial sponsored research, at the South Dakota School of Mines

and Technology, during the last five years. As a member of the Engineering and Mining Experiment Station (EMES) support staff, from January

1, 2000 to present, Stone has provided solutions to materials engineering and science problems to eleven companies or citizens.


Principal publications of last five years

Scientific and professional societies of which a member Past president of local AIME/SME chapter Sigma Xi

Honors and awards Faculty Support Award, Mining Department, SDSM&T, 1980. John E. Dorn Memorial Award, University of California, Berkeley, 1975. International Metallographic Exhibit, Best of Class 9, Color Micrographs, 1971.

Institutional and professional service in the last five years Attended the Merlot Engineering Discipline Team Meeting at San Diego State University, California,

January 27, 2002.

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Attended the Merlot workshop titled: “Using MERLOT for Advancing Academic Technologies Initiatives,” at San Diego State University, California, January 25, 2002.

I presided over a panel discussion and also participated in a poster session at WebCT's 3rd Annual User Conference June 23-27, 2001 titled: “The WebCT CD-ROM Tool: Problems Encountered and Solved While Incorporating Audio, Movies, MathCAD, Excel and Various Executable Files into Internet Delivered WebCT Course Content.”

I attended the workshop: “Delivering Multimedia in WebCT” at WebCT's 3rd Annual User Conference June 23-27, 2001 at the Hyatt Regency in Vancouver, British Columbia.

I presented a lecture at the 1st Annual Regional Distance Learning Conference in Vermillion on Friday & Saturday, April 27th & 28. The title of the paper is “ Using WebCT as Course Reinforcement Media and WebCT’s CD-ROM Tool as a Method to Reduce Internet Loading Time of Large Files.”

I showcased my course “Life Cycle of Materials” at a Joint Conference sponsored by the South Dakota Science Teachers Association and the South Dakota Council of Teachers of Mathematics at Huron, SD, February 1, 2 &3, 2001. Media: Internet and WebCT’s CD-ROM tool.

Attended conference about Web CT at the University of Georgia during the summer. This occurred because of the purchase of Web CT 3.1 by the South Dakota Board of Regents.

Professional development activities in the last five years Friction Stir processing of carbides and borides into the surface of aluminum, titanium and steel alloys.

Sponsor: Pacific Northwest Laboratories. $25,000 (June 1 to December 31, 2003).

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Appendix IIIContinuous Improvement Process Documents

Contents page

A. Outcome Metrics------------------------------------------------------------------------------------------------- III- 2--------------------------------------------------------------------------------------------------------------------------------

B. Assessment Forms---------------------------------------------------------------------------- III-10

C. Assessment Results--------------------------------------------------------------------------- III-14

D. Assessment Reviews------------------------------------------------------------------------- III-36

E. Evaluation Surveys--------------------------------------------------------------------------- III-48

F. Evaluation Results---------------------------------------------------------------------------- III-53

G. Web Site Directory--------------------------------------------------------------------------- III-55

H. Maps-------------------------------------------------------------------------------------------- III-57

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APPENDIX III

Part A

Metrics for Program Outcomes (a-k)

Description:

The following metrics are used to assess the program outcomes (a) – (k). Each outcome instrument is scored with a 1, 3, or a 5.

Metrics for Outcomes (a) ------------------------------------------------------------------------- III-3

Metrics for Outcomes (b) ------------------------------------------------------------------------- III-4

Metrics for Outcomes (c) ------------------------------------------------------------------------- III-4

Metrics for Outcomes (d) ------------------------------------------------------------------------- III-5

Metrics for Outcomes (e) ------------------------------------------------------------------------- III-6

Metrics for Outcomes (f) ------------------------------------------------------------------------- III-6

Metrics for Outcomes (g) ------------------------------------------------------------------------- III-7

Metrics for Outcomes (h) ------------------------------------------------------------------------- III-7

Metrics for Outcomes (i) -------------------------------------------------------------------------- III-8

Metrics for Outcomes (j) -------------------------------------------------------------------------- III-3

Metrics for Outcomes (k) ------------------------------------------------------------------------- III-9


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Table A1: Metric for Assessing Outcome (a)


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Table A2: Metric for Assessing Outcome (b)

Table A3: Metric for Assessing Outcome (c)


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Table A4: Metric for Assessing Outcome (d)


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Table A5: Metric for Assessing Outcome (e)

Table A6: Metric for Assessing Outcome (f)


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Table A7: Metric for Assessing Outcome (g)

Table A8: Metric for Assessing Outcome (h)


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Table A9: Metric for Assessing Outcome (i)

Table A10: Metric for Assessing Outcome (j)


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Table A11: Metric for Assessing Outcome (k)


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Appendix IIIPart B

Assessment Forms

Description:

Table III-B.1: Score Card Input Form (Sample for Outcome (a)------------------------------- III-11Each Outcome instrument is assessed using a Score Card Input Form that is filed with the instrument documents (student work, etc.). The data from these forms is compiled on a Score Card for each Outcome.

Table III-B.2 Outcome Assessment Score Card (Sample for Outcome (a))------------------- III-12All Instrument Assessments for each Outcome are consolidated on a single Score Card for each assessment period.

All Score Card Assessments are combined by direct links onto the Score Card Summaries (see §B3).

All Score Card Summaries are combined to show periodic change on the Year-by-Year Comparison of Assessment Results (see §B3).

Table III-B.3: Outcome Review Form-------------------------------------------------------------- III-13The results of each Outcome Review are summarized on the Outcome Review Form.


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Table III-B.1: Outcome Assessment Score Card Input Form (Sample for Outcome (a))


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Table III-B.2 Outcome Assessment Score Card (Sample for Outcome (a))


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Table III-B.3: Outcome Review Form

Outcome Review Form Met Eng

Academic Year


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Outcome (a-k) Reviewer Date of Review

If you reassessed any instruments, please complete the following and attach by staple the reassessed Score Cards

Instrument # Instrument Name

Perform a critical analysis on the accuracy, validity, and value of the assessment. Note differences and/or agreements among instruments, performance criteria, and reviewers. Please suggest possible changes that would improve the assessment of this outcome.


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APPENDIX IIIPart C

Assessment ResultsFor all Instrument Collections up to and Including Fall 2004

Contents

1. Tabular Outcome Assessments Results---------------------------------------------------- III-15

2001-02 ----------------------------------------------------------------------------------- III-15

2002-03 ----------------------------------------------------------------------------------- III-18

Fall 2004---------------------------------------------------------------------------------- III-21

2. Graphical Outcome Assessment Results--------------------------------------------------- III-22

2001-02 ----------------------------------------------------------------------------------- III-22

2002-03 ----------------------------------------------------------------------------------- III-23

Fall 2004---------------------------------------------------------------------------------- III-24

3. Comparison of Each Outcome Assessments by Year:----------------------------------- III-25

Outcome (a):------------------------------------------------------------------------------ III-25

Outcome (b):------------------------------------------------------------------------------ III-26

Outcome (c):------------------------------------------------------------------------------ III-27

Outcome (d):------------------------------------------------------------------------------ III-28

Outcome (e):------------------------------------------------------------------------------ III-29

Outcome (f):------------------------------------------------------------------------------ III-30

Outcome (g):------------------------------------------------------------------------------ III-31

Outcome (h):------------------------------------------------------------------------------ III-32

Outcome (i):------------------------------------------------------------------------------ III-33


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Outcome (j):------------------------------------------------------------------------------ III-34

Outcome (k):------------------------------------------------------------------------------ III-35


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APPENDIX IIIPart D

Assessment ReviewsAcademic Year: 2002-03 and F2003

Contents

Outcome Assessments Reviews:-------------------------------------------------------------------- III-36

Outcome (a):--------------------------------------------------------------------- III-37

Outcome (b):--------------------------------------------------------------------- III-38

Outcome (c):--------------------------------------------------------------------- III-39

Outcome (d):--------------------------------------------------------------------- III-40

Outcome (e):--------------------------------------------------------------------- III-41

Outcome (f):--------------------------------------------------------------------- III-42

Outcome (g):--------------------------------------------------------------------- III-43

Outcome (h):--------------------------------------------------------------------- III-44

Outcome (i):--------------------------------------------------------------------- III-45

Outcome (j):--------------------------------------------------------------------- III-46

Outcome (k):--------------------------------------------------------------------- III-47


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Academic Year 02-03Outcome (a-k) aReviewer KNHDate of Review 1/24/04

If you reassessed any instruments, please complete the followingand attach by staple the reassessed Score Cards

Instrument # Instrument Name Met 320 Final ExamMath 373 Project Report

Comments

Met 320 Comments1. In general, KNH agrees with the assessment done on this instrument.2. This instrument is a good tool to assess our students’ ability for Objective 2 and 3 for Outcome (a).

However, its value for Objective 1 is questionable.3. The assessment results on this instrument should be used heavily in assessment on Objective 3 of Outcome

(a).

Math 373 Comments1. In general, KNH agrees with the assessment done on this instrument.2. This instrument is a good tool to assess our students’ ability for Objective 1, and Objective 2 with less

degree of Outcome (a). However, its value for Objective 3 is questionable, unless the report requires some verbatim discussion on Physics principles.

3. KNH would regard this as a team work rather than individual work, although there are a couple of individual reports included.


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Academic Year 2002-3Outcome (a-k) bReviewer KNHDate of Review 1/25/04


Instrument # Instrument NameMet 231 Selected Lab Report

Comments

a. KNH agrees with leaving Objective 1 blank by the primary reviewer.b. This instrument is the right choice as an assessment tool for Outcome (b).

Although Objective 3, “comparing their findings with literature information” is relevant to the subject matter, one may not expect too much from sophomore level students voluntarily going through literature search, unless this was requested by the instructor. The laboratory instruction should be written to encourage students to do literature survey.


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Academic Year 2002-2003


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Outcome (a-k) c Reviewer GAS Date of Review 05/03/2004


Instrument # Instrument NameMET 464/465 -

Annually Final Design Reports

MET 464/465Faculty Eval. Of Design Presentations

General Online Survey

It is clear, based on the senior survey, the students have an inflated view of their ability to “Master the Iterative Process of Engineering Design.” However, the faculty’s evaluation of their oral presentation was very good.

There appears to be a clear indication that this group of students is better at communicating their design in an oral environment as compared to the written form. More interaction between the faculty and the students during the preparation of the written reports is suggested.


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Academic Year 2002-2003 Outcome (a-k) d Reviewer GAS Date of Review 05/03/2004


Instrument # Instrument NameMET 464/465 -

Annually Final Design Reports

MET 351/352Junior Design Reports

General Online Survey

The ability of MET student to work together on teams is outstanding.

The current data suggest work is still needed in regard to assimilation of Data and Receptiveness Skill. Perhaps one method to improve this area of learning is to initiate round table sessions with the faculty person supervising. Such a process could be initiated several times during the year as to discuss design information collected, as the design progresses.


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Academic Year 2002-3Outcome (a-k) eReviewer AA

Date of Review2-2-04 & 5-3-04


Instrument # Instrument NameMet 422 FinalMet 321 Final

Comments Perform a critical analysis on the accuracy, validity, and value of the assessment. Note differences and/or agreements among instruments, performance criteria, and reviewers. Please suggest possible changes that would improve the assessment of this outcome.

Met 422 Comments No scorecard attached but results entered & stamp used Agree with assessments Seemed to be a good instrument.

Met 321 Comments No scorecard attached, but results entered, no stamp used. I think assessments were ok, but is hard to tell without the stamps on each exam. Seemed to be a good instrument

Met 310-Even Years Not assessed because we decided to post-academic year that it wouldn’t apply.

Met 440-Odd Years Not an odd year, so not assessed

FE Exam Only “solve” metric applies, so it was the only one assessed

Senior Survey Completed

Overall Seems to be sufficient instruments, but it may be possible that some exam questions could be catered to test

this better—I cannot directly comment on this. FE Exam results suggest there may be some problems with students solving problems. However, the

numbers of students may not be significant.


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Academic Year 2002-3Outcome (a-k) fReviewer AA Date of Review 5-3-04




Met 321 Writing assignment was completed and returned without making copies before it was added to the system,

so we didn’t have copies to assess. It will be used in subsequent years.Met 310

Wrong year, so we didn’t evaluate.Met 464/465

Not collected in time for this review, so it was skipped this time. Is this really true?FC Ethics module

Seems to be a good tool.Senior Survey

Seems to be a good tool.FE Exam

Provides feedback for one metric.Overall

Seems to be a fair amount of information. We will need to make sure we collect the writing assignment next time

FE exam results are very low, but the number may not be statistically significant. A more detail review should be made.


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Academic Year 2002-3Outcome (a-k) gReviewer JJK

Date of Review

1-27-04, and modified5-3-04



Met 465Final Design Report (1/04)

Met 465Final Oral Presentations (1/04)

Met 465Design Fair Presentations (1/04)


Met 465 Report Comments (re-review)JJK believes this instrument is adequate, but 02-03 form should be modified to include current metrics. Note—this modification was made and in place for fall 2003 report assessments.

Met 465 Oral Comments (re-review)JJK Believes this instrument is adequate, although the 02-03 form should be modified to use current metrics. Note—this modification was made and in place for fall 2003 report assessments.

Met 465 Design Fair Comments (re-review)JJK believes this instrument is adequate for this purpose, although the 02-03 form needs to be updated to use the current metrics. Note—this modification was made and in place for fall 2003 report assessments.

Overall Impression and Comments (5/04)

In general, based upon the 02-03 assessment instruments it appears that students communicate effectively. However, based upon input from our Advisory Board and Alumni (Board Teleconference (April 2004) and Alumni Survey) it is clear that the program needs to continue to work to improve communication abilities of our graduates.Also, given the sequencing and decided collection times the Met 310 (Lab Report) and Met 330 (Lab Report) were not included in the 2002-2003 Outcome Review. Adding these components will augment and strengthen the next assessment cycle.


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Academic Year 2002-3Outcome (a-k) hReviewer AA

Date of Review 2-2-04 & 5-3-04



Met 321Societal Context FC Module


Met 321 Comments Third metric relates to lifelong learning and there is a separate outcome to address this. Agree with assessment in general

Met 310 Wrong year, so not assessing

Met 321 Assignment not collected before system was in place, so not assessing. Both assignments!

Met 464/465 Evaluation done and seems consistent

FC Modules Evaluation done Metric on life-long learning is very low, but this may not apply here

Senior Survey Assessment done—good results

Overall Not sure if metric on “life-long learning” should be in this outcome since there is a separate outcome for

this Need to make sure we collect the writing assignments next time Probably sufficient information for this outcome

Comments by JJK:Given the sequencing and decided collection times the Met 310 (Global and Societal Writing Assignment) and Met 321 (Material Consumption and Cost, Conservation Reports) were not included in the 2002-2003 Outcome Review. Undoubtedly, adding these components will augment and strengthen the next assessment cycle. Using the other instruments for assessment leads me to the conclusion that overall the students are meeting the outcome of knowing engineering in a global, societal context. However, one item that should be looked at more closely is the students’ recognition of the need for, and ability to engage in life long learning. In particular, the student on this aspect was the lowest of the various instruments (2.56/5.0) used.


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Academic Year 2002-3Outcome (a-k) iReviewer JJKDate of Review 5/4/04




Online Senior Survey is the only tool that was used and available during the 2002-2003 cycle. The other tools-Met 310/321 Cognitive Development writing assignment and FC Modules were either selected after the 2002-2003 cycle was complete or not available due to alternate year scheduling.

With respect to the Senior Survey, scored 4.33/5.0 and 5.0/5.0, indicating that the students had good confidence in their ability to meet outcome “I.” Clearly, the instruments discussed above must be added to the Senior Survey in the future.


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Academic Year 2002-2003 Outcome (a-k) j Reviewer GAS Date of Review 05/03/2004



GeneralFC Modules on Life Long Learning

General Online Senior Survey

MET 321

Added after End of the Semester – available 2003-2004

Perform a critical analysis on the accuracy, validity, and value of the assessment. Note differences and/or agreements among instruments, performance criteria, and reviewers. Please suggest possible changes that would improve the assessment of this outcome.

The department recognizes the need for an archived document illustrating efforts to inform and to increase the sensitivity of students to contemporary issues must be added. This need was not implemented until after the 2002-2003 academic year.

Of the two instruments use this academic year, the difference between the “Online Senior Survey” and the “FC Modules on Contemporary” are minimal, but do suggest improvement is required.

By adding a document based on student work, to be based contemporary issued encountered in MET 321 (High Temperature Extraction, Concentration, and Recycling), the basis of students understanding of these issues can be evaluated.


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Academic Year 2002-3Outcome (a-k) kReviewer JJK

Date of Review 1-27-04, and 5/3/04



Met 220LMicrotrack (sieve Substituted) Lab Report

Met 231 Charpy Lab


1/27/04Met 220L comments

1. JJK believes this is an adequate instrument to assess this outcome.2. Concern: not sure sophomores are the optimal sampling group3. Concern: Metric #2 (prof in use of equipment) might not be the best metric as it is

difficult to gage from a lab report.Met 231 comments1. JJK believes this is an adequate instrument to assess this outcome2. Concern: are sophomores are the optimal group to sample3. Concern: Not sure any lab can adequately determine metric (col #2) on proficient

operations of equipment-maybe better to determine proficient knowledge on the theory and limitations of the equipment used.

5/03/04Overall ImpressionUsing Sophomore level lab reports to evaluate more advanced concepts (Mathcad, equipment proficiency) may not be the best instruments available. The results from the FE Exam should be scrutinized carefully as they appear to indicate a general lack of proficiency in student ability to use tools such as Excel, SolidWorks and MathCAD. It is not clear to me how the FE Exam would be used to measure such performance, and my recommendation is that this aspect be examined in more detail. Overall, the students believe that they are adequately meeting Outcome “K.”


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APPENDIX IIIPart E

Evaluation Surveys

Contents

Focus Group Summary------------------------------------------------------------------------------- III-49

Alumni Survey Summary---------------------------------------------------------------------------- III-50

Employer Survey Summary-------------------------------------------------------------------------- III-51

SDSM&T Constituent Department Survey Summary-------------------------------------------- III-52

Student Satisfaction Survey Summary-------------------------------------------------------------- III-52

Note: Also available via secure Web Site http://ABETMetEng.sdsmt.edu

Advisory Board Reviews

Alumni-Now-Graduate Students Survey

Faculty-Volunteered Student Opinion Surveys


http://ABETMetEng.sdsmt.edu/

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SUMMARY REPORT OF METALLURGICAL ENGINEERING ALUMNI FOCUS GROUP2-19-04[Alumni attending were Annie Thompson, Brooks Henderson, Nick WaldAlumni invite but unable to attend were Derek Rebsom, Jamie Mathison, Cory Struckman, Eric Swanson, Chad Griswold]

Objective One: Successfully apply metallurgical engineering principles in their employment1. What areas do you feel you were lacking after being employed? (Do you need more

math, stats, chemistry, etc.)

2. What areas of metallurgy are you using in your field? Did you have enoughbackground for going into your field?) Separate the fields (extractive, physical, etc.)and ask questions based on field.

Objective Two: Meet societal needs through science and technology1. With the background in metallurgy from SDSM&T, are you able to grow with technology as it changes?

2. When you entered your field of employment, do you feel you were ahead, the same, or behind in the technology being used?

Objective Three: Grow professionally and personally 1. Do you belong to any professional organizations?2. Have you had any training since graduation?3. Do you keep up with changes in technology since graduation4. Were you encouraged to join organizations while at SDSM&T? Did you join any organization and if so,

did this involvement continue after graduation?

Objective Four: Serve their profession and community1. Currently what is their position and involvement in material science/metallurgy?2. Do they belong to organizations that help the community or volunteer help?3. Are alumni involved in the community outside of work?4. Are you responsible for your work?5. Have you published and/or presented your work at conferences?

WebCT Survey Questions

Combine similar questions into one question—e.g., ask how important is a particular item/area in their career and then if they are satisfied with the metallurgical curriculum at SDSM&T in that area.

Keep the length of the survey within reason. Limit the number of open-ended questions.

There could be space for comments (optional).


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APPENDIX IIIPart F

Evaluation ReviewsAcademic Year: 2002-03 and Fall 2004

Contents

Evaluation of Program Objectives Summary------------------------------------------------------ III-54

Objective Actions-------------------------------------------------------------------------------------- III-54


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2003 Evaluation of Program Objectives Summary

Evaluation Instruments includes Recent Outstanding Graduate Awards Percentage Practicing Met Graduates Alumni Survey Employer Survey Alumni Advancement Depart Adv Board Report Other Departments/Centers Input

After a long discussion, it was decided that these are to be combined as follows: Alumni Survey (Alumni Advancement, Percentage Practicing Met Grad Employer Survey Department Advisory Board Report Recent Graduate Awards Other Departments/Centers

Other departments and centers’ input regarding our current students performance is not a direct measure of the success of our objectives. However, it can serve as an indication pre-graduation satisfaction of Program Objectives

There are two categories in the evaluation of the objectives: 1) the improvement of system to make the evaluation more effective in the future and 2) the action items as results of the evaluation.

Actions for 2004

Evaluation Process

1. More data on employer survey are critical. There are a reasonable number of returns on the alumni survey but inadequate response from employer surveys.

2. Employer survey questions are to be aligned more closely with the Program Objectives rather than with the currently alignment with Program Outcomes.

3. Alumni survey questions are to be aligned more closely with the Program Objectives rather than with the current alignment with Program Outcomes.

4. Remove or better delineate the objective evaluation instruments: SDSM&T Departments, SDSM&T Student, and Student Satisfaction Survey

Objective Improvement

1. Curriculum should be improved to make communication skills better. This action is closely related to an Outcome Assessment Action Items and is thereby slated for improvement action.


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2. More emphasis should be given in ethics, professionalism and global issues. This action is closely related to an Outcome Assessment Action Items and is thereby slated for improvement action, primarily in MET 310 and MET 321.


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Appendix III

Part G

Web Site Information

Contents

Web Site Address--------------------------------------------------------------------------------- III-56

Web Site Contents-------------------------------------------------------------------------------- III-56

Web Site Statistics-------------------------------------------------------------------------------- III-56


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http://ABETMetEng.sdsmt.edu


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APPENDIX IIIPart H

Maps

Contents

Courses to Assessment Instruments ---------------------------------------------------------------- III-58

Outcomes to Courses---------------------------------------------------------------------------------- III-59

Courses to Outcomes---------------------------------------------------------------------------------- III-60

Quality Function Deployment Matrix for Met Eng Courses------------------------------------- III-61

Program: Metallurgical Engineering - Quality Function Deployment Matrix---------------- III-62


http://ABETMetEng.sdsmt.edu/

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Courses to Outcomes Map


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