Self-Study Report for the Mining Engineering Program Table of Contents

BACKGROUND INFORMATION ........................................................................................................... 1 CRITERION 1. STUDENTS ..................................................................................................................... 5 CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES .......................................................... 24 CRITERION 3. PROGRAM OUTCOMES........................................................................................... 38 CRITERION 4. CONTINUOUS IMPROVEMENT ............................................................................. 89 CRITERION 5. CURRICULUM .......................................................................................................... 103 CRITERION 6. FACULTY ................................................................................................................... 118 CRITERION 7. FACILITIES ............................................................................................................... 129 CRITERION 8. SUPPORT ................................................................................................................... 137 CRITERION 9. PROGRAM CRITERIA ............................................................................................ 144 APPENDIX A COURSE SYLLABI ................................................................................................... 153 APPENDIX B FACULTY RESUMES ............................................................................................... 227 APPENDIX C LABORATORY EQUIPMENT ................................................................................ 237 APPENDIX D INSTITUTIONAL SUMMARY ................................................................................ 239 APPENDIX E LABORATORY PLAN .............................................................................................. 261 APPENDIX F EXIT SURVEY ............................................................................................................ 269

List of Figures Figure 1-1 Check sheet for mining engineering (Fall 2009) ............................................................. 16 Figure 4-1 Mining engineering program continuous quality improvement process .......................... 90 Figure 4.2 Curriculum for Mining Engineering & Management Initial Curriculum.......................... 95 Figure 4.3 Curriculum for Mining Engineering & Management Curriculum Modifications............. 97 Figure 4.4 Table of needed fixes to the original MEM curriculum noted in 2005 ............................. 98 Figure 4.5 Current Curriculum ........................................................................................................... 101 Figure 5.1 (a) MEM Prerequisites ...................................................................................................... 113 Figure 5.1 (b) Geology/Geological Engineering Prerequisites........................................................... 114 Figure 5.1 (c) Science, Engineering & Engineering Sciences Prerequisites ...................................... 115 List of Tables Table 1-1 History of Admissions Standards for First Time Full Time Freshmen (IPEDS Cohort) for the College of Engineering Admissions for Past Five Years ................ 6 Table 1-2 Transfer Students for the College of Engineering for Past Five Academic Years ............. 14 Table 1-3.1 (Mining Engineering Program) Enrollment Trends for Past Five Academic Years ....... 19 Table 1-3.2 Undergraduate Enrollment Trends for the College of Engineering (Engr + CSc) for the Past Five Academic Years ...................................................... 20 Table 1-3.3 Undergraduate Enrollment Trends for SDSM&T for the Past Five Academic Years ....................................................................................................... 21 Table 1-4 Program Graduates ............................................................................................................ 22 Table 2-1 Evaluation Cycle for Program Educational Objectives...................................................... 29 Table 2-2 Senior Exit Survey (Proxy) of Program Objectives ........................................................... 32 Table 2-3 Alumni Survey of Mining Engineering Graduates and Program Objectives ..................... 33 Table 2-4 Employer/Supervisor Survey of Mining Engineering Graduates and Program Objectives .................................................................................................. 37 Table 3-1 ABET a-k Outcomes vs. Program Outcomes .................................................................... 42 Table 3-2(a) Relationship of Courses in the Mining Engineering Program to ABET a-k Outcomes ............................................................................................... 43 Table 3-2(b) Relationship of Pertinent Non-MEM Courses in the Mining Engineering Program to ABET a-k Outcomes ............................................................................. 45 Table 3.F.1 Assessment Results of Outcome 1.1. .............................................................................. 51 Table 3.F.2 Assessment Results of Outcome 1.2. .............................................................................. 55 Table 3.F.3 Assessment Results of Outcome 1.3. .............................................................................. 59 Table 3.F.4 Assessment Results of Outcome 1.4. .............................................................................. 63 Table 3.F.5 Assessment Results of Outcome 1.5. .............................................................................. 67 Table 3.F.6 Assessment results of Outcome 1.6................................................................................. 71 Table 3.F.7 Assessment Results of Outcome 1.7. .............................................................................. 74 Table 3.F.8 Assessment Results of Outcome 2.1. .............................................................................. 78 Table 3.F.9 Assessment Results of Outcome 2.2. .............................................................................. 82 Table 3.F.10 Assessment Results of Outcome 2.3. ............................................................................ 84 Table 3.F.11 Assessment Results of Outcome 2.4. ............................................................................ 87 Table 5-1 Curriculum ......................................................................................................................... 104 Table 5-2 Course and Section Size Summary .................................................................................... 117 Table 6-1 Faculty Workload Summary .............................................................................................. 122 Table 6-2 Faculty Analysis................................................................................................................. 128 Table 9-1 Program criteria for mining engineering and similarly named engineering programs and how mining engineering meets the criteria .................... 150

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Self-Study Report
Mining Engineering Bachelor of Science Degree South Dakota School of Mines and Technology BACKGROUND INFORMATION A. Contact information

Mr. Shashi Kanth Director, Mining Engineering Program MI Room #327C South Dakota School of Mines and Technology 501 E. Saint Joseph St. Rapid City, SD 57701 Office: (605) 394-1971 Mobile: (605) 430-8339 Fax: (605) 394-3369 Shashi.kanth@sdsmt.edu B. Program History

On December 9th, 2003 the South Dakota Board of Regents (SDBOR) approved the creation of a Bachelor of Science in Mining Engineering and Management at the South Dakota School of Mines and Technology (SDSMT). The new mining engineering and management major replaced the old mining engineering major that was phased out by June of 2005. It was subsequently determined that the inclusion of management in the title would require accreditation of the program both as mining engineering and as engineering management. While the program contains substantial coursework in management, it would not meet the criteria for engineering management accreditation. In May 2008, the SDBOR approved a name change request to change the name of the program back to mining engineering. The new degree in mining engineering is designed to meet the changing needs of the mining industry in South Dakota and the nation by providing, in addition to the typical
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mining engineering subjects, additional courses in management-related subjects. The curriculum is a result of discussions between the SDSMT Mining Engineering Industrial Advisory Board and the administration of SDSMT. This curriculum has been designed to meet mining engineering accreditation requirements as well as include a strong emphasis in business and communication skills. The coursework in this program has been developed to include management, financial analysis, human resources, and contract negotiations. By establishing the program in this way, SDSMT graduates from this program possess a unique, strong management emphasis to their mining engineering degrees that sets them apart from their peers. The broader educational program enables graduates to better serve the needs of the mining industry of today and the future. In the mining industry of today, mining companies seek mining graduates who will typically assume management responsibilities of some company resources, such as groups of people, technology, capital, facilities and/or equipment, within a short period of time after joining the company. We firmly believe that, when compared to other mining engineering programs in the this country, graduates from SDSMT who have completed the new program, will be better prepared to assume these management responsibilities and thus better serve the mining industry. SDSMT began offering the new mining engineering program in the fall 2004 semester. In the fall of 2008, the name of the major was modified to read Mining Engineering instead of Mining Engineering and Management. C. Options

The courses in the mining engineering degree program have been selected to familiarize the student with business and management skills that will compliment mining engineering and engineering technology concepts, help them assume responsible positions at an early stage in their employment, and enable them to perform effectively in the work place. The management-related courses within the curriculum include: Microeconomics, Introduction to Mine Health and Safety, IENG 366Engineering Management (to
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replace BADM 360Organization and Management, fall 2009), Mineral Economics and Finance, International Business, Mine Management, and Human Resource Management. D. Organizational Structure

As of this writing, the academic organizational structure of SDSMT is in transition. During 2008-09, the Chair of the Mining Engineering Department, Mr. Shashi Kanth, reported directly to the Dean of the College of Engineering, an open position that was filled temporarily by the Provost and Vice President for Academic Affairs, Dr. Karen Whitehead. In December 2008, the new president, Dr. Robert Wharton, convened an ad hoc advisory group of senior faculty to advise him on what administrative structure would best advance the institutions goals. Its recommendation, which he accepted, was to disband the college structure and to use resources instead to move toward 12-month department heads to replace the current 9-month department chair positions. This organization change will become effective on July 1, 2009. Additionally, Dr. Whitehead is retiring on June 30, 2009. Dr. Duane Hrncir will become the interim Provost and Vice President for Academic Affairs. Mr. Shashi Kanth will become the department head and will report directly to the Provost. Organizational charts for the 2008-09 structure and the 2009-2010 structure are found in Appendix D. E. Program Delivery Modes

The program is offered in the on-campus day mode. The majority of courses required by the program are delivered in a traditional lecture/laboratory format on campus. Under an agreement between SDSMT and Black Hills State University (BHSU) four of the management-related courses, BADM 360Organization and Management, BADM 407International Business, HRM 417Human Resources Management, and a new course Managerial Economics and Finance, are to be delivered for the mining

engineering program by BHSU. Currently, BADM 407 and HRM 417 are only taught at the BHSU main campus in Spearfish, SD, and some 60 miles away. However, these courses are available online, and mining engineering students have had no problem enrolling in the distance delivered versions of the classes.

The new course Managerial Economics and Finance, was finally developed for the mining engineering program by BHSU for delivery beginning fall 2009. Substitution of the management courses which were taught previously at Ellsworth Air Force Base with web-based equivalents is being allowed while the management portion of the curriculum is being further reviewed for the inclusion of new management-related core courses taught on the SDSMT campus. Specifically, MEM 492 (International Business), taught through the mining engineering program, was allowed for BADM 407; and BADM 310 (Business Finance) or ECON 301 (Intermediate Economics), taught via the internet through BHSU, were temporarily allowed for the Managerial Economics and Finance course. F. Deficiencies, Weaknesses or Concerns Documented in the Final Report from

the Previous Evaluation(s) and the Actions taken to Address them Not applicable

CRITERION 1. STUDENTS A. Student Admissions

Freshman Admissions Criteria Students are admitted to the South Dakota School of Mines and Technology as intended majors. SDBOR admission requirements for high school graduates seeking admission to any state-supported institution are: For admission to baccalaureate degree programs, high school graduates must: meet the minimum course requirements with an average grade of C (2.0 on a 4.0 scale); OR demonstrate appropriate competencies in discipline areas where course requirements have not been met; AND OR OR obtain a high school GPA of at least 2.6 on a 4.0 scale. obtain an ACT composite score of 18 (SAT-I score of 870) or above; rank in the top 60 percent of their high school graduating class;

Effective Fall 2006, additional admission standards for students seeking admission to SDSMT were implemented. The SDSMT-specific admission standards state: In addition (to the Minimum Undergraduate Admissions Requirements), the Board of Regents approved the following requirements for admission to the School of Mines, effective fall 2006: School of Mines will automatically accept for admission students who: obtain an ACT composite score of at least 25 AND obtain an ACT math subscore of at least 25 (or SAT-I equivalent score) OR obtain a high school GPA of at least 3.5 on a 4.0 scale AND have taken four years of mathematics

School of Mines will review and consider for acceptance students who meet BOR requirements and OR OR achieve a high school GPA of at least 2.75 on a 4.0 scale. obtain an ACT math subscore of at least 21 (or equivalent SAT-I score) obtain an ACT composite score of at least 21 (or equivalent SAT-I score)

Placement in initial mathematics and English courses is made based on ACT subscores and on results of the COMPASS mathematics and/or English placement tests. A survey of major interest is submitted by the student to the SDSMT Registration Officer who then helps the new student with his/her first time registration. Table 1-1 shows the history of admission standards for first time full-time freshmen for the College of Engineering for the past 5 years. Students Not Automatically Qualifying for Admission The Admissions Committee reviews applicants who were not automatically admitted based on the aforementioned criteria. The committee is comprised of the Director of Retention; the Director of the Ivanhoe International Center; two faculty members from each of the colleges who are nominated by the respective Deans; one representative from Student Affairs; and the Vice President for University and Public Relations, who serves as the chair. The committee considers high school curriculum (special consideration is given to math and science course work), high school grades, and ACT and/or SAT test scores, any recommendations received and any other submitted information. Table 1-1. History of Admissions Standards for First Time Full Time Freshmen (IPEDS Cohort) for the College of Engineering Admissions for Past Five Years
Academic Year 2008-2009 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004 Composite ACT MIN. AVG. 15 26.0 17 25.7 18 25.5 15 24.7 16 24.7 15 25.0 Composite SAT MIN. AVG. 770 1166.2 800 1148.9 820 1186.5 790 1119.7 890 1202.2 850 1143.8 Percentile Rank in High School MIN. (lowest) AVG. 10.0 72.4 06.6 72.9 21.2 73.9 05.7 70.4 00.9 70.7 00.0 69.9 Number of New Students Enrolled 270 286 232 272 243 291

B.

Evaluating Student Performance

Students within the mining engineering program are evaluated using a variety of methods, depending on the particular course. Examples of the assessment methods utilized include the following: evaluating a student under a time constraint (e.g., in-class examinations), evaluating a student under less time pressure (e.g., homework assignments or take-home examinations), evaluating written and oral communication skills (e.g., term papers and presentations) and evaluating students in a teaming environment (e.g., final capstone design projects). These assessment methods are discussed in more detail in sections under Criterion 2 (Program Educational Objectives) and Criterion 3 (Program Outcomes). To ensure that a minimum level of competence is maintained, a grade point average (GPA) of at least 2.00 out of a possible 4.00 is required to graduate with a baccalaureate degree from SDSMT. Each faculty member within the mining engineering program maintains a notebook (portfolio) on each course he teaches. Each notebook contains: 1) a course syllabus including catalog description, required textbooks and references, course requirements, including grading policy, course objectives and outcomes, and topics; 2) copies of updated lecture aids (PowerPoint slides) and other notes; 3) copies, with solutions, of homework problems and examinations; and 4) Course Assessment Maps describing the extent to which the course satisfies ABET Criterion 3 (Program Outcomes) and ABET Criterion 5 (Program Curriculum). These course portfolios are available for inspection by the ABET team. D. Advising Students

Academic Advising Three general types of students are admitted to the Mining engineering program at SDSMT who are in need of advising: 1) Traditional studentsnew high school graduates or graduates out of high school

who are less than 21 years of age at the time of admission and who have not previously attended any post-secondary institution;

2) and 3)

Non-traditional studentswhich includes those students with military service;

Transfer students, including (a) students who transfer from another school, either

in-state or out-of-state, and (b) students who transfer from another major on campus, usually another engineering major. Traditional Students. A traditional student may be admitted to SDSMT with credits earned by such validation methods as Credit by Exam, CLEP, AP, portfolio, etc. Many such credits taken by validation methods will apply towards the students 136 credits needed for graduation. The traditional student will be assigned a freshman advisor upon admission to SDSMT. This advisor will normally be someone from the students major department, but may also be someone from a closely related department. Currently, Academic and Enrollment Services assigns new mining engineering traditional students to either Prof. Kanth or Dr. Kliche. The advisor assigned to the student as a freshman will remain the students advisor for his or her tenure in the mining engineering program. The advisor will have access to the students placement exams results and will guide the student to the correct first-year courses in chemistry, physics, mathematics, the humanities and social sciences, English, etc. The students placement in mathematics, particularly, is very important because calculus is an important prerequisite for many engineering courses. The major advisor will stay with the student until he either graduates or leaves the department. The major advisor is normally assigned to the student by the mining engineering program director. Currently, Prof. Kanth and Dr. Kliche serve as advisors to the majority of mining engineering students. During the first meeting between the student and his new major advisor, the major advisor will fill out one of the Mining Engineering Program Curriculum Check Sheets for file (A copy of the current Check Sheet is presented as Figure 1-1). This check sheet will serve as a guide for the students progress through the mining engineering curriculum during his tenure in the program. Normally, the check sheet will be updated at the beginning of each semester with the courses successfully completed during the preceding semester (including summer sessions and credits transferred from other institutions). In
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order to update this sheet, the students major advisor will normally access Web Advisor, the web interface to the Colleague student information system, to retrieve a copy of the students most recent transcript. The transcript, after its use to update the students check sheet, is normally added to the students current file maintained by the advisor. The student is encouraged to meet with his major advisor prior to the pre-registration period each year thereafter, to review his progress through the curriculum and update the Program Curriculum Checklist. This review focuses on the remaining classes needed for graduation and the completion of said classes in the most expedient manner while adhering to prerequisites. Classes that were failed or dropped during the last term are noted as needing completion as soon as possible. Early in the term after which the student will graduate, the major advisor completes a Degree Check for the Academic and Enrollment Services office. To complete this Degree Check, the major advisor compares the students transcript as listed on the SDSMT advising aid, WebAdvisor (including any courses completed off-SDSMT Campus), with the requirements listed on the Degree Check. In going through the Degree Check it is advantageous to have the students Mining Engineering Program Curriculum Checklist up to date to work from. This is normally the first step in the degree check processthe updating of the Checklist. The advisor annotates the Degree Check sheet whenever a substitute course has been allowed for one of the required or recommended courses on the Degree Check sheet. If a student took one of the required courses as an Independent Study or Special Topics class, then this will also be noted (this may occur when the course is required but the enrollment is below the minimum number required by the regents policy). During the degree check process, the students major advisor will also check to make sure the student has completed the General Education Requirements (the seven goals set out by the SDBOR). If it is found that the student has meet all Board of Regents, Department and University requirements for graduation, then the completed Degree Check will be sent over to Academic and Enrollment Services with a note attached stating something to the effect: OK to Graduate May 20XX, signed by the major advisor.

Non-Traditional Students. Many of the non-traditional students perform poorly on the mathematics placement exam simply because the material is no longer fresh in their minds. They, therefore, frequently have to start the math sequence at a low level (college algebra or trigonometry). They may also have to take the high school-level chemistry and physics courses. Non-traditional students, therefore, are somewhat more challenging to advise efficiently. However, the non-traditional students are frequently more conscientious about taking the correct sequence of classes to finish in the timeliest manner. They frequently have other responsibilities (family, for example), which makes them more likely to closely monitor their own progress. The non-traditional students may or may not be required to take physical education (this depends on military service as a substitute) and GE 130 (this depends on work experience). These decisions are usually made at the time of admission, and will be passed along to the freshman advisor. Substitute elective courses will be required for PE and GE 130 if requirement of either is waived, unless credit is granted for other equivalent course work. The non-traditional student accepted to the mining engineering program is also assigned a major advisor at the time of admission. The major advisor serves in the same fashion to the non-traditional student as to the traditional student. Transfer Students. Transfer students will have transfer credits. Upon admission, the transfer credits will be reviewed by Academic and Enrollment Services to determine which credits will meet the general education requirements, and whether any meet the SDSMT requirements of upper-level humanities or social sciences and physical education. A check sheet showing the results of this review by Academic and Enrollment Services will be sent over to the students major advisor for review and inclusion in his file. These transfer credits will be listed on the students Mining Engineering Department Curriculum Check Sheet. It can be easily determined whether transfer credits from schools within the SD State System fit into the degree curriculum since all universities within the system share a common course numbering system. Transfer credits may or may not apply towards graduation, depending on the courses taken. Likewise, transfer credits from schools with
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which the university has an articulation agreement are fairly easy to manage. The agreement normally sets out specifically which credits will transfer, and for which major(s) they will apply. Transfer credits from other post-secondary schools (both domestic and foreign) are more difficult to review. They must be reviewed on a case-by-case and course-by-course basis. In the case of mathematics, chemistry, physics, some of the sciences, general engineering, and the like, it is frequently only a matter of the student providing sufficient documentation (catalog description and course syllabus) to determine if the course is sufficiently similar to one of our required courses to allow credit. Course credit may be allowed, but not necessarily with the exact credit hours given. The student may have to make up additional credit hours. For example, the student may transfer in six credits of Calculus I & II to meet our requirements for Math 123 and Math 125, which carry a total of eight credits. If transfer credit is granted, the student would then have to take two additional credits of higher-level mathematics. In the case of mining courses, the student must present evidence that the course is similar to one of the required mining courses, and engineering rather than technical in nature. If the major advisor agrees that the course should transfer as a mining engineering course, then the advisor presents the evidence to a department committee composed of the department faculty and the program director which makes the final determination to allow or disallow the credit. For courses transferred for the purpose of mining electives, suitable out-of-department substitutions, normally Geological Engineering or Civil Engineering courses, may be allowed at the discretion of the department committee. Even if the transfer student has many humanities and social sciences courses transferred in, we believe it is good practice to still require the student to take an upper-level humanities or social sciences course at SDSMT. Previous experience has shown that in the case of the student with many humanities and social sciences transfer credits, it is the lack of an obvious upper level humanities or social sciences course which holds up the graduation. By specifically requiring the student to take this upper-level humanities or social sciences course, the potential for missing the program requirement for an upperlevel humanities or social sciences course is eliminated.
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For the degree check process just prior to graduation, it must be documented fully on the Degree Check Sheet which transfer courses were allowed for which required courses. It may be necessary to include copies of the course syllabi and catalog descriptions of these courses with the degree check to forestall any questions by the Degrees Committee. For transfer students from another SDSMT major, it is usually just a matter of going through the students transcript with reference to the mining engineering requirements on the Curriculum Check Sheet. Not all courses taken by the student prior to transferring to mining engineering will normally be allowed towards the mining engineering degree. Two credits may be allowed as Free Electives. Some courses the student has taken in another SDSMT department may be sufficiently closely related to a mining engineering required course to allow credit for the mining engineering course. This is at the discretion of the department committee, usually by recommendation from the program director. At the end of each semester, the Office of Academic and Enrollment Services reviews the records of all students whose cumulative grade point average falls below a 2.0. These students are placed on academic probation for the following term and advised not to enroll in more than twelve (12) credits. While on academic probation, the student must earn a term grade-point average of 2.0 or better. When a student on academic probation achieves a cumulative grade point average of 2.0 or better, the student is returned to good academic standing. A student on probation who fails to maintain a term grade point average of 2.0 or better is placed on academic suspension. Students on academic suspension are not allowed to register for course work except when an appeal has been approved by the institution. Additionally, students who wish to register for a course for the third time, either because they failed it, dropped it twice before, or a combination of failure and dropping of the course, must appeal the registration to the SDSMT Appeals Committee and gain approval of the committee before enrollment is allowed. Each sophomore is required to take the Collegiate Assessment of Academic Proficiency (CAAP) examination. Completion of 48 credit hours at or above the 100 level is required for eligibility to take the exams. Students must take the exams during the first semester

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in which they become eligible. Satisfactory performance is required for subsequent registration and the baccalaureate degree. Career Advising Career advising for mining engineering students usually begins with assistance by the mining engineering program director and mining engineering faculty for summer internships or co-ops. A large percentage of the mining engineering students obtain summer internships. 75% of the mining engineering students obtained quality internships during the summer of 2008. Additionally, a substantial percentage of the students have had two or more quality internships (100% of the 2008 graduates) before graduation. Many of these internships were a direct result of contacts within the mining industry by the program director and the mining engineering faculty. Normally, students are advised that they can choose either of two paths for summer internships: (1) Take a summer internship with a company with which they would like to work after graduation, and, if offered again, take a second or even a third summer internship with the same company. The student will then likely have a permanent position with that company after graduation. Or (2): Work summer internships with different companies, different commodities, or different mining methods (surface versus underground) each summer. Then the student will be able to better choose which method or commodity or company he wants to work for after graduation. The Career Center on the SDSMT campus also serves the students attempting to make a career choice. The Career Center hosts two career fairs on the SDSMT campus per year, one each in the fall and the spring. Thirty-four companies out of the 145 companies at the career fair in the fall of 2008 were interested in the mining engineering graduates. Fewer total companies were on campus for the Spring 2009 career fair, but the percentage interested in mining engineering graduates was about the same. Companies desiring to interview on campus go through the Career Center. The Career Center provides rooms, normally in Surbeck Center, for the interviewers, schedules any company informational special events, and serves as a clearing house for student sign-up for the interviews. Additionally, during times of space shortage at Surbeck Center for

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interviews, the Mining Engineering Department will provide space for companies interviewing our students. The Career Center also provides sample resumes and cover letters that the students can download. Finally, the Career Center, as well as the mining engineering program, provides clear guidance to the students concerning conduct on the job, interviewing procedure and conduct, and company information. E. Transfer Students and Transfer Courses

Advising of transfer students and handling of transfer courses were addressed in section D. Table 1-2 lists the transfer students for the College of Engineering for the past five academic years. Table 1-2. Transfer Students for the College of Engineering for Past Five Academic Years Number of New Transfer Students Enrolled each year 69 69 62 71 60 74

Academic Year 2008 (fall only) 2007 2006 2005 2004 2003

F.

Graduation Requirements

The university and the mining engineering program enforce procedures to ensure that all students meet program requirements. Each Mining engineering student should meet with his advisor during the pre-registration period. During the senior year, each student must meet with his major advisor early in the semester at the end of which he plans to graduate for a degree check. After review of the students record, the advisor informs the student of remaining requirements, if any, that must be fulfilled for graduation. During the semester of graduation, the major advisor certifies to the Office of Academic and

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Enrollment Services that the student has met graduation requirements. Normally this is done with a paper copy of the Mining Engineering Curriculum Check Sheet and with an electronic degree check through the WebAdvisor system. The electronic degree check is manually checked by the major advisor during the formal degree check process. The checklist of curricular requirements is shown in below in Figure 1-1. The current system appears to work well. Since the initiation of the mining engineering program no students have needed to delay their graduation because of unforeseen credit requirements.

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Figure 1-1
CHECK SHEET FOR MINING ENGINEERING (Fall 2009) NAME______________________________ Fall Semester (Freshman Year) Chem 112 Chem 112L Math 123 GE 130/130L Engl 101 PE General Chemistry I Gen. Chem I Lab Calculus I Introduction to Engineering Composition I Hum/Soc. Sci. Elective Physical Education Total Spring Semester (Freshman Year) Chem 114 Math 125 Phys 211 MEM 120 PE General Chemistry II Calculus II University Physics I Introduction to Mining and Sustainable Development Physical Education Hum/Soc. Sci. Elective Total Fall Semester (Sophomore Year) Math 205 Phys 213 EM 216 MEM 201 MEM 203 Engl 279 Econ 201 Mining & Management Math I (Calc II) University Physics II Engineering Mechanics (Statics and Dynamics) Surveying for Mineral Engineers Introduction to Mine Health and Safety Technical Communications I Microeconomics Total Spring Semester (Sophomore Year) Math 211 GeoE 221/221L Engl 289 MEM 202 MEM 204 Mining & Management Math II (Diff Eq) Geology for Engineers Technical Communications II Hum/Soc. Sci. Elective Materials Handling and Transportation Surface Mining Methods and Unit Operations Total 3____ 3____ 3____ 3____ 2____ 2____ 16 2____ 3____ 4____ 2____ 1____ 3____ 3____ 18 3____ 4____ 3____ 2____ 1____ 3____ 16 3____ 1____ 4____ 2____ 3____ 3____ 1____ 17

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Figure 1-1 (cont)

Fall Semester (Junior Year) MEM 301 MEM 303 MEM 305 EE 303 MEM 4XX MEM 307 ATM 404 Computer Applications in Mining Underground Mining Methods and Equipment Introduction to Explosives Engineering Circuits (for Mining) 1 Mining Technical Elective Mineral Exploration and Geostatistics Atmospheric Thermo (for Mining) Total Spring Semester (Junior Year) Geol 214L MEM 302 MEM 304 EM 328 IENG 366 Met 220 Mineralogy for Mining Engineers Mineral Economics and Finance Theoretical and Applied Rock Mechanics Applied Fluid Mechanics Engineering Management Mineral Processing and Resource Recovery Total Fall Semester (Senior Year) Geol 341/341L BADM 407 MEM 401 MEM 466 Elementary Petrology International Business Theoretical and Applied Ventilation Engineering Mine Management Free Elective Hum/Soc. Sci. (Language) Total Spring Semester (Senior) MEM 464 Econ 304 GeoE 322/322L MEM 405 HRM 417 Mine Design and Feasibility Study Managerial Economics Structural Geology Mine Permitting and Reclamation Human Resource Management Total Grand Total
1

2____ 2____ 3____ 3____ 3____ 3____ 2____ 18

1____ 3____ 4____ 3____ 3____ 3____ 17

3____ 3____ 4____ 2____ 2____ 4____ 18

4____ 3____ 3____ 3____ 3____ 16 136

Elective chosen from the following list of approved mining or business courses: MEM 450/550 Rock Slope Stability CEE 346/346L Geotechnical Engineering CEE 447/547 Foundation Engineering CEE 474/574 Engineering Project management CEE 646 Stability of Soil and Rock Slopes GeoE 475/475L Ground Water BADM 350 Legal Environment of Business BADM 370 Marketing

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G.

Enrollment and Graduation Trends

The final five graduates from the old mining engineering program completed their degrees in the years 2004 2006 as noted in Table 1-4. The first mining engineering student graduated at the end of Summer 2007. The new mining engineering program had no graduates in December of 2007, had three graduates in May of 2008, two graduates at the end of Summer 2008, four graduates in December of 2008, and eight in May/Summer of 2009 (Table 1-4). Thereafter, graduate numbers should maintain at between 12 and 20 per year (May + summer + December) for the foreseeable future. This estimate is based upon the number of students in each class within the mining engineering program (approximately 20 students per class), and ongoing efforts to recruit new students into the program. Mining engineering program enrollment trends for the past 5 years are presented in Table 1-3.1. Along with the mining engineering program enrollment trends, tables 1-3.2 and 13.3 present enrollment trends for the College of Engineering and for SDSMT as a whole, respectively, for the past 5 years. As can be observed from Table 1-3.1, the dramatic increase in enrollment beginning in 2004 correlates nicely to the spot mineral commodity prices which also took off beginning in 2004. The mining engineering faculty and program director are working diligently to enlist mining companies as partners to provide scholarships and other financial assistance and to insure that the program continues at the high level of enrollment into the future beyond the surge in student numbers spurred by the commodity Super Cycle which recently ended. The fear of another crash in demand for mining engineering graduates due to the strong downturn in most mineral commodity prices, similar to what happened in the early 1980s, has not yet materialized. With prices on many of the mineral commodities slowly recovering, and with an aging population of mining engineers in industry, it appears a strong demand for graduates will continue.

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Table 1-3.1. (Mining Engineering Program) Enrollment Trends for Past Five Academic Years Year 2003-2004 0 7 6 1 2 2 0.7 7.7 6.4 Year 2004-2005 0 20 22 1 2 2 0.5 20.8 23.2 0 Year 2005-2006 0 38 34 8 1 6 1.9 40.0 37.6 3 Year 2006-2007 0 53 55 8 4 2 2.8 56.1 57.3 0 Year 2007-2008 0 58 68 11 16 9 3.1 67.9 76.4 3 Fall 2008 0 72 0 6 14 0 1.8 78.5 0.0 9

Full-time Students Summer Full-time Students Fall Full-time Students Spring Part-time Students summer Part-time Students Fall Part-time Students Spring Student FTE summer1 Student FTE Fall1 Student FTE Spring1

Graduates2 2 1 FTE = Full-Time Equivalent Year (15 credits) 2 MEM + MinE

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Table 1-3.2. Undergraduate Enrollment Trends for the College of Engineering (Engr + CSc) for the Past Five Academic Years Year 2003-2004 Full-time Students Summer Full-time Students Fall Full-time Students Spring Part-time Students summer Part-time Students Fall Part-time Students Spring Student FTE summer1 Student FTE Fall11 Student FTE Spring1 BS ENGR+CSC Degrees
1

Year 2004-2005 0 1249 1136 194 130 140 56.4 1306.9 1198.4 185

1 1314 1171 230 126 163 66.8 1382.7 1241.2 188

Year 2005-2006 1 1256 1124 241 121 151 70.5 1309.9 1204.7 194

Year 2006-2007 2 1172 1095 246 133 123 74.0 1247.0 1166.8 182

Year 2007-2008 0 1201 1107 202 127 150 56.9 1279.3 1183.2 177

Fall 2008 0 1192 0 192 137 0 54.3 1274.0 0.0 85

FTE = Full-Time Equivalent Year (15 credits)

20

Table 1-3.3. Undergraduate Enrollment Trends for SDSM&T for the Past Five Academic Years Year 2003-2004 Full-time Students summer 2 Full-time Students Fall 1708 Full-time Students Spring 1481 Part-time Students summer 419 Part-time Students Fall 473 Part-time Students Spring 529 1 Student FTE summer 120.3 Student FTE Fall11 1892.4 1 Student FTE Spring 1676.9 Total BS Degrees 231 1 FTE = Full-Time Equivalent Year (15 credits) Year 2004-2005 0 1564 1423 432 561 600 120.5 1774.7 1638.4 241 Year 2005-2006 1 1557 1384 497 544 536 141.4 1761.3 1603.0 232 Year 2006-2007 4 1404 1292 450 518 476 134.0 1626.1 1497.6 218 Year 2007-2008 1 1428 1310 422 494 482 114.8 1646.0 1514.6 228 Fall 2008 0 1428 0 422 481 0 120.8 1633.7 0.0 107

21

Table 1-4. Program Graduates

Numerical Identifier Year Matriculated Year Graduated Prior Degree(s) if Master Student Certification/ Licensure (If Applicable) Initial or Current Employment/ Job Title/ Other Placement Mine Engineer, Kiewit Co. (Black Butte Coal), Rock Springs, WY Mine Engineer, Turquoise Ridge JV, Placer Dome, Winnemucca, NV Unknown Mine Engineer, Peabody Energy, Gillette, WY Mine Engineer, Newmont Mining, Elko, NV Mine Engineer, Wyodak Coal, Gillette, WY Design Engineer, Maptek, Denver, CO Mine Engineer, Foundation Coal, Gillette, WY Mine Engineer, Granite Const., California Mine Engineer, Kiewit Co. (Decker Coal), Sheridan, WY Mine Engineer, Kiewit Co., Walnut Creek, TX Mine Engineer, Rio Tinto (Spring Creek), Gillette, WY Mine Engineer, Kiewit Co. (Black Butte Coal), Rock Springs, WY.

1.

1999

2004

No

2. 3. 4.

2001 2000 2001

2004 2005 2006

No No No

5.

2001

2006

No

6.

2003

2007

No

7.

2005

2008

No

8.

2004

2008

No

9.

2005

2008

No

10.

2005

2008

No

11.

2005

2008

No

12.

2004

2008

No

13.

2004

2008

No

22

Table 1-4. Program Graduates, cont.

Numerical Identifier Year Matriculated Year Graduated Prior Degree(s) if Master Student Certification/ Licensure (If Applicable) No Initial or Current Employment/ Job Title/ Other Placement Mine Engineer, Westmorland Coal, Beulah, ND Plant Engineer, TAGGART Global, Pittsburgh, PA Mine Superintendent, Lyons Salt Co, Lyons, KS Construction Engineer, Kiewit Const., San Francisco, CA Mine Engineer, Peabody Energy, Gillette, WY Mine Engineer, Lafarge, Tulsa, OK Mine Engineer, Granite Const., Park City, UT Mine Engineer, Barrick, Elko, NV U/G Mine Engineer, Newmont Mining, Elko, NV Mine Engineer, Peabody Energy, Gillette, WY Construction Engineer, Kiewit Const., Portland, OR

14.

2004

2008

15.

2004

2008

No

16.

2004

2008

No

17.

2005

2009

No

18.

2004

2009

No

19.

2004

2009

No

20. 21.

2005 2004

2009 2009

No No

22.

2004

2009

No

23.

2005

2009

No

24.

2004

2009

No

23

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

ABET Definition: Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve. ABET definition: Assessment under this criterion is one or more processes that identify, collect, and prepare data to evaluate the achievement of program educational objectives. ABET definition: Evaluation under this criterion is one or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which program educational objectives are being achieved, and results in decisions and actions to improve the program.

A. A.1.

Mission Statement SDSMT Mission, Vision and Goal/Strategic Initiatives/Statement of Purpose

Mission, Vision, and Goal. The South Dakota School of Mines and Technology serves the people of South Dakota as their technological university. Its mission is to provide a well-rounded education that prepares students for leadership roles in engineering and science; to advance the state of knowledge and application of this knowledge through research and scholarship; and to benefit the state, regions, and nation through collaborative efforts in education and economic development. The School of Mines is dedicated to being a leader in 21st century education that reflects a belief in the role of engineers and scientists as crucial to the advancement of society. Our vision is to be recognized as a premiere technological university in the United States. Most immediately, our goal is to be recognized as the university-of-choice for engineering and science within South Dakota and among our peer group of specialized engineering and science universities. Strategic Initiatives. 1. 2. 3. 4. Reshape the Learning and Teaching Experience Promote the Acquisition, Discovery, and Application of Knowledge Engage and Serve the Broader Community Prepare for Our Future as a National Player in Science and Engineering Education

and Research
24

Statement of Purpose. The South Dakota School of Mines and Technology is dedicated to being a leader in 21st century education that reflects a belief in the role of engineers and scientists as crucial to the advancement of society. Responding to the unprecedented challenges facing today's world, the School of Mines will seek opportunities to benefit the educational, civic, and economic activities of the community, state, and region. The School of Mines will maintain and expand its role in research, scholarship, and creative endeavors that advance knowledge, solve problems, develop individual potential, and explore the human condition. Through its rigorous academic programs and co-curricular activities, the School of Mines is committed to developing informed and responsible scientists and engineers who behave ethically, value a global perspective, and accept the duties and responsibilities of citizenship. Source: http://resources.sdsmt.edu/catalog/current-catalog.pdf SDSMT 2008 2009 Undergraduate and Graduate Catalog, pg. 7. A.2. Mining Engineering Department Mission and Vision Statements

Mining Engineering Mission Statement. The mission of the SDSMT Mining Engineering Department is: To educate students from South Dakota and the Nation to become productive members, and leaders, of the mining profession and of society in general. Mining Engineering Vision Statement. The vision of the SDSMT mining engineering program is as follows: The new SDSMT Mining Engineering Program was derived from the old Mining Engineering Program, which had a solid history of providing quality mining engineers to education, government and industry. It is our goal to continue this tradition as well as well as provide a solid background in management to our graduates. Historically, our mining engineering graduates have been highly successful in their fields, and are in great demand. It is our vision to be recognized as a Premier Mining Engineering Program in the United States by our constituents. This includes offering a selection of courses which provide a well-rounded mining engineering education to the students; obtaining and utilizing state-of-the-art laboratory and research equipment; providing innovative leaders for the US mining industry; and providing opportunities for professional development to the faculty and students through
25

research, participation in professional meetings, and access to current literature and software. B. Program Educational Objectives

The mining engineering programs objectives describe the expected accomplishments of graduates during their first few years after graduation. The objectives of the mining engineering program were established with participation of constituencies and are consistent with the mission of South Dakota School of Mines and Technology as well as with ABET accreditation criteria. The objectives of the program are published in the university catalog and on the institutions web site at http://sdmines.sdsmt.edu/mine. The following educational objectives of the mining engineering program support the mission of SDSMT: Objective 1: Graduates from the mining engineering program will have the analytical, technical and mine design abilities necessary to work effectively in the field of mining engineering and will be informed of recent technical advances in the field. Objective 2: Graduates from the mining engineering program will be cognizant of societal issues and their role as future professional engineers working for the general benefit of society. C. Consistency of the Program Educational Objectives with the Mission of the Institution The mining engineering program was one of the original programs of the Dakota School of Mines, which was established in 1885. As originally established, the Dakota School of Mines was billed as a school of technology and offered courses leading to a Bachelor of Science degree in Mining Engineering and Civil Engineering with an additional curriculum entitled General Scientific Course. Initially the Mining Engineering Department encompassed the disciplines of mining, metallurgy, and geology. Consistent with SDSMTs mission, the mining engineering programs research, scholarship, service and other creative activities have promoted minerals-related human and economic development through the expansion of knowledge and its application in the natural and applied sciences through provision of mining engineering graduates. The program has historically graduated high-quality people who have become prominent in

26

the minerals industry, in academia, in government, and in consultancy. Consistent with the School of Mines goal of being recognized as the university-of-choice for engineering and science within South Dakota and among our peer group of specialized engineering and science universities, the mining engineering program and its graduates pursue excellence, serve South Dakota and others with distinction, and provide leadership for constructive participation is a diverse, multicultural world. The programs Educational Objectives relate directly with the Schools Mission, Vision and Goal. The past success of the school in general and the Mining Engineering Department in particular is evidenced by the accomplishments of about 14,000 living alumni, a number of whom hold senior executive positions.

D.

Program Constituencies

Two broad groups of constituents have been identified by the faculty of the Mining Engineering Department. They are considered Major and Minor constituents. The mining engineering programs major, or primary, constituents are those who have a direct stake in the programs final producta well-rounded mining engineer graduate. Input concerning the objectives of, and outcomes from, the program are obtained in various ways. Mining engineering students provide their inputs via general student meetings, a student Exit Survey administered to graduating seniors, and individual comments. Industry and employers and supervisors inputs are obtained through periodic US Mailbased or internet-based surveys of their perceptions of our interns and graduates, or through discussions with employer representatives during such events as the Career Fair. Minor, or secondary, constituents are those whose input we desire to receive, but whom we do not formally survey. The exceptions are the SDSMT mining engineering alumni and the Mining Engineering Industrial Advisory Board. Alumni inputs are obtained through periodic email and web surveys and during events such as the SME Annual Meeting and Exhibit, the Annual Conference on Explosives and Blasting Technique, the MINExpo, and the annual Industrial Advisory Board meeting. The Industrial Advisory Board is composed mainly of SDSMT alumni. Our constituents are listed below: Major Constituents
27

Our students Employers of our graduates Industry

Minor Constituents Parents of our students SDSMT alumni SDSMT Community Mining engineering faculty Our Industrial Advisory Board

E.

Process for Establishing Program Educational Objectives

All of the significant constituencies, including alumni, employers, faculty members, students, and the members of the mining programs industrial advisory board, were involved in developing the current mining engineering program objectives. The process began in 2003, when the initial objectives were formally set by the mining faculty with a significant amount of input from the mining industry, the industrial advisory board and other constituencies, including local alumni. Some objectives and goals were adopted from the old mining engineering program which was phased out in 2004. These objectives and goals were reviewed during an initial cycle in 2004, after the South Dakota Board of Regents formally approved this new program. The current objectives include the latest input from the programs industrial advisory board reflecting ongoing changes in the mining industry. Where necessary, the curriculum was modified to reflect those changes. Reviews of the objectives were performed in 2007 and 2009. The process of establishing, reviewing, and updating program objectives and goals is as follows: 1. 2. 3. 4. 5. Initial determination of objectives by mining engineering faculty; Collecting input from constituent groups; Review of objectives by mining engineering faculty; Review by the programs industrial advisory board (IAB); Publishing the new objectives, if acceptable; and
28

6.

Repeating the process, if necessary, to formulate clear, concise objectives.

The next three year process of reviewing and updating of program objectives and goals will start in late 2009 after the new programs first accreditation visit. The process will include continuous monitoring of program objectives and ongoing review by mining industry representatives (the programs industrial advisory board meets twice a year) with a formal major review every five years. The success of meeting program objectives is measured through the evaluation of student learning during their study and their performance after graduation. Program outcomes are tied to program objectives. Therefore, the assessment of program outcomes is also necessary, providing the direct and indirect input and supportive measurement of achievement of objectives. The three-year cycle for program educational objectives evaluation is shown in Table 21. This table shows that the initial Educational Objectives were established in Year zero (0), and various instruments of assessment were utilized in Years 1 3 to update or improve the Educational Objectives in Year 4. Table 2-1. Evaluation Cycle for Program Educational Objectives
Year 0 Year 1 (06-07) Fall Spring. Year 2 (07-08) Fall Spring. Year 3 (08 - 09) Fall Spring Year 4

Establish Initial Course Outcomes Engineering Design Assessment Exit Surveys Employers Survey Alumni Survey IAB Survey Evaluation and Recommendations For Changes Implement Changes
1 2

X X X X X X X X

X X1

X X X X X2

2007 initial review of objectives 2009 review of objectives and outcomes assessment in preparation for ABET review

29

F.

Achievement of Program Educational Objectives

As mentioned previously, various assessment measures are used to determine whether the program educational objectives are being met. These include exit surveys of graduating seniors, alumni surveys and employer surveys (examples of the forms are included in Appendix F). Exit surveys assess graduating mining engineering students, and therefore are not as directly related to measuring the achievement of the program educational objectives, but do give some insight into the students perception of them. Alumni surveys seek feedback from graduates who have been working for a few to several years, and the employer surveys gather information from those who employ or supervise mining engineering graduates. Both of the latter are quite relevant to an assessment of the achievement of the program educational objectives. Currently, the alumni surveys are sent out each year to different cohorts; the employer surveys are also sent out each year to the employers of recent mining engineering graduates. The survey results are compiled, and the data are related to the program educational objectives to determine the extent to which they are being met. The data are evaluated by the mining engineering department chair and the results are shared with the mining engineering program faculty and the mining engineering programs Industrial Advisory Board to obtain their input. Program strengths and potential weaknesses are identified. Depending on the weakness identified, a course of action is determined and implemented. This could simply involve the modification of a current course, or it could include the addition of a new course with, possibly, the subsequent removal of an existing course from the Mining engineering curriculum. The current plan is for the senior Exit Survey to be administered to all mining engineering seniors who are graduating at the end of the term. Summer graduates complete the survey at the end of the Spring term. Since the beginning of the new mining engineering program, alumni and employer surveys have been sent out to representative employers or alumni at the end of each academic year. This was done to gather initial baseline information on the objectives and student outcomes. It is planned to administer the surveys to a select group of cohorts every three to five years in the future.

30

Senior Exit Survey. Although the graduating seniors were not queried directly in the senior exit survey about the mining engineering educational objectives, their responses to six questions from the survey were tabulated and used as a proxy for the students impression of how well the mining engineering program is achieving its objectives. Table 2-2 below summarizes the mining engineering graduating senior exit responses to the six questions. NOTE: The lower the number, the more the students agree with the query.

31

Table 2-2. Senior Exit Survey (Proxy) of Program Objectives Mining Engineering Senior Exit Graduate Competency Responses (1 = strongly agree, 5 = strongly disagree) gained an adequate knowledge of mathematics and physics and their 1.3753 application to engineering problems. have learned to identify, formulate 1.1253 and solve engineering problems. learned to analyze and design systems, components or processes in my 1.253 field. gained an awareness of the impact of engineering activities in a global and 1.31253 societal context. gained an awareness of how some contemporary issues are related to 1.43753 engineering. aware that I will need to continue learning new information and methods 1.003 in my professional career.
3

Meanings of the ratings:

1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree

The results from the senior Exit Survey indicate that overall, the graduating seniors believe that the program educational objectives are being achieved. In all cases tabulated above, the seniors indicate they Agree to Strongly Agree with the statement. These ratings by the graduating seniors indicate a high degree of satisfaction with the mining engineering program and its ability to deliver on its stated mission, vision, and goals, and it indicates the students perception that processes are in place to meet the program educational objectives over the long term. Not all that much can be gleaned from the graduating seniors comments sections of the exit surveys. The commentslikes and dislikes, favorite and least favorite courses, additional commentsare all over the place. Probably the single most pervasive comment is concerning the perception that mining engineering is an easy degree. One person agreed that it is; several disagreed with that perception.

32

Alumni Survey. The Alumni Survey results are somewhat biased since alumni from both the new mining engineering program and the old mining engineering program were surveyed. Enough changes were made in the new program from the old program to substantially differentiate the old from the new. Nevertheless, in order to get a good sample, alumni from the old program were surveyed and included in the results. Results from the Alumni Survey are tabulated below in Table 2-3.

Table 2-3. Alumni Survey of Mining Engineering Graduates and Program Objectives Mining engineering Alumni Responses (1 = Excellent observation, 5 = Poor observation) 1.57893,4,5 1.52633,4,5 1.84213,4,5 1.73683,4,5 1.47373,4,5 1.57893,4,5 1.68423,4,5 1.89473,4,5

Note: 1 means excellent and 5 means poor

1. Ability to conduct design in your field Knowledge of applicable computer-aided design 2. programs 3. Ability to conduct lab or field work Ability to present ideas and information in written 4. and oral form 5. Skills needed for effective teamwork Ability to use pertinent computer (besides design 6. software) and communications technology Keeping up with new advances and other technical 7. information in your field Awareness of the interaction, both positive and 8. negative, between societal issues and the mining industry
3
4

Defined above in Table 2-2 It appears that two (2) respondents had the ratings backwards (ie, they rated 1 as low and 5 as high) A web-based survey package called Survey Monkey was used for some of the surveys. It appears that the form was set up incorrectly allowing ratings between 1 and 4 only instead of 1 and 5.

Questions 1, 2 and 7 in the survey were used as a proxy for Objective #1; Question 8 was used as a proxy for Objective #2. Analysis of the results from the Alumni Survey indicates the following related to the mining engineering program educational objectives:
33

High positive response to Numbers 1, 2 and 7 in Table C-3 indicates that

the alumni believe Objective #1 is being met. The somewhat lower positive response, to Number 8 in Table C-3

indicates that the alumni believe Objective #2 is being met, but it still needs work. In the survey, the alumni were asked What other areas of knowledge, skills or curriculum do you feel should have been emphasized in your education (either at SDSMT or within the mining engineering program) in order to better prepare you for your first job? They were also invited to submit any additional comments. A brief summary of the pertinent comments is listed below. 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) More geotechnical classes. More Excel. More on draglines. More financial analysis skills. Excel. Production scheduling. Project management. Production scheduling/management. Economics & operations planning. Thermo & strengths. Coal processing. Short term planning re leaching. Road design & mine planning. Social communication/interaction. More mining electives.

Employer Survey. These surveys were submitted to company representatives who were either directly supervising mining engineering graduates or who had interviewed current students for permanent or summer work position. Most of the questions on the Employer Survey related to the preparedness of the mining engineering graduates for employment at the specific operation. Regrettably, the response rate for this survey was quite low with only seven surveys returned. Nevertheless, additional surveys have been sent to employers and supervisors

34

of mining engineering graduates from the mining engineering program and the data base will continue to be built and analyzed. Specifically, from the survey form, items numbered 2 and 5 (see Table 2-4) were considered proxies for measuring the achievement of the educational objectives. Additional comments from employers and supervisors of the recent SDSMT mining engineering graduates include: 1) 2) Add business and management courses; more mineral economics. More computer aided design: block modeling, grids, AutoCAD & SurvCAD.

Assessment-Driven Revisions to the Mining Engineering Program Educational Objectives. Based upon review of all the survey data, it is clear that the mining engineering program is achieving its two stated objectives. Furthermore, the objectives do not require major revision at this time. From this assessment process, it appears that the mining engineering programs educational objectives meet the ABET definition; correspond closely to and are not in conflict with the SDSMT mission, vision and goal; and are not at this time in need of revision. However, as more survey results come in from the various major constituents, the process of review of the program objectives will continue. The comments in the surveys were very much oriented towards the respondents current major occupation. That is, the underground people felt we needed more higher-level rock mechanics and ventilation, the software people felt we needed more computer-aided design, and the coal people felt they lacked adequate coal mining classes. Similarly, graduating seniors had very strong likes and dislikes regarding the mining classes. An example is Mining Economics: either they really liked it or they hated it, which is a direct result of whether or not they caught on in class. Students who get it tend to enjoy the class; the many students who dont catch on hate it. There are very few in between. Senior capstone mine design is another such course. The students who put in the work to earn a decent grade really like it, no matter whether it is surface design or underground design; the students who slide along dislike the class and get the strong

35

impression that their colleagues in the class resent their sliding along. Feedback from student surveys at the end of the class do show that the hard workers resent the slackers. One area of definite concern that was commented upon several times by the exiting seniors and by alumni is the state of the mining engineering programs labs, specifically the rock mechanics and ventilation labs. Renovation and upgrading of the ventilation lab is in progress, and should be completed by the end of 2009. Improvements to the rock mechanics laboratory will be more difficult as a decent stiff load frame, and accompanying equipment, is quite expensive. We will likely start a campaign to raise much of the needed money from industry and alumni in 2010.

36

Table 2-4. Employer/Supervisor Survey of Mining Engineering Graduates and Program Objectives

Note: 1 = Strongly agree 5 = Strongly disagree

Employers/Supervisors Responses (1 = Strongly agree, 5 = Strongly disagree)

1. 2. 3. 4.

5.

6.

7. 8.
3 6

SDS&T MEM graduates work well with others in a team environment. SDSMT MEM graduates are technically prepared for work in the mining industry. SDSMT MEM graduates write well and can express themselves properly on paper. SDSMT MEM graduates can put together a good presentation and are comfortable making the presentation in front of others. SDSMT MEM graduates are receptive to continual learning of new knowledge or implementation of new ideas. SDSMT MEM graduates demonstrate a high degree of professional integrity and engineering ethics. SDSMT MEM graduates respond well to assigned tasks and complete them within the deadline. SDSMT MEM graduates are self-starters.
Defined above in Table 2-2. One (1) respondent had the numbers backwards.

1.42883,6 1.42863,6 2.003,6 1.28573,6 1.14293,6 1.14293,6 1.42863,6 1.42863,6

37

CRITERION 3. PROGRAM OUTCOMES

ABET definition: Program outcomes are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program. ABET definition: Assessment under this criterion is one or more processes that identify, collect, and prepare data to evaluate the achievement of program outcomes. ABET definition: Evaluation under this criterion is one or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which program outcomes are being achieved, and results in decisions and actions to improve the program.

A.

Process for Establishing and Revising Program Outcomes

The mining engineering program outcomes were originally established during the process of writing the new program proposal which was submitted to the South Dakota Board of Regents in late 2003. They were established with assistance from a new program development consultant hired by SDSMT to put together the new program, along with the help of the faculty of the old mining engineering program. They reviewed the ABET a-k outcomes and devised the new program outcomes to correspond to the a-k outcomes. Originally, seven outcomes for mining engineering were developed along with numerous outcomes for management. This has since been revised into the current eleven outcomes corresponding to the ABET a-k outcomes. These eleven outcomes stem from the two program objectives and relate to the skills, knowledge and behaviors that the students acquire by the time they graduate from the program. These eleven outcomes were the end result of the first phase of review of program outcomes, completed in 2007, which trimmed back the 17 original outcomes established by the consultant to a more manageable eleven in line with ABET a-k Outcomes. As part of the continuous improvement process, feedback from the various assessment tools completed by students, alumni, industry/employers and the Industrial Advisory Board are used to evaluate ABET Criterion 3 outcomes a-k and make revisions, as necessary. The details of the assessment tools and the process for evaluating results and making any necessary adjustments are described later. B. Program Outcomes

From the above described process, the following ABET Criterion 3 outcomes (a-k) have been adopted, with minor modifications, as the mining engineering program outcomes:
38

1.

the ability to utilize advanced mathematics, general scientific principles, and computer applications for solving practical engineering problems.

2.

the ability to analyze and design systems, components, or processes relevant to the mining engineering field.

3. 4.

the ability to identify, formulate, and solve engineering problems. the ability to design and conduct experiments and/or field investigations; and analyze and interpret data in their field of specialty.

5. 6.

the ability to work effectively in multi-disciplinary teams. the ability to present technical information clearly in both oral and written formats.

7.

the ability to use modern engineering tools, software, and instrumentation

through hands-on experience relevant to the field of mining engineering. 8. an awareness of the impact of engineering solutions in a global and

societal context. 9. an awareness of contemporary issues and their relationship to mining

engineering. 10. 11. an awareness of professional and ethical responsibilities. the ability to engage in life-long learning in their field.

These are, as a minimum, the outcomes that all accredited engineering programs must demonstrate that their graduates possess. The mining engineering program outcomes are published on the mining engineering website at http://sdmines.sdsmt.edu/mine (site under revision as of 5/15/09). C. Relationship of Program Outcomes to Program Educational Objectives

The relationship of the program outcomes to the educational objectives is shown below. The notation in the parenthesis following each outcome references the outcome to the corresponding outcome in the ABET Engineering Criteria 2008-2009. It can be seen from these two objectives and 11 outcomes that all EAC 2008 outcomes (a) through (k) are covered by the programs outcomes 1.1. through 2.4. Objective 1: Graduates from the mining engineering program will have

the analytical and technical abilities necessary to work effectively in the

39

field of mining engineering and will be informed of recent technical advances in the field. Outcomes from Objective 1: 1.1. Graduates will have the ability to utilize advanced mathematics, general scientific principles, and computer applications for solving practical engineering problems. (Corresponds to EAC2008 Criterion a); 1.2. Graduates will have the ability to analyze and design systems, components, or processes relevant to the mining engineering field. (Corresponds to EAC2008 Criterion c); 1.3. Graduates will have the ability to identify, formulate, and solve engineering problems. (Corresponds to EAC2008 Criterion e); 1.4. Graduates will have the ability to design and conduct experiments and/or field investigations; and analyze and interpret data in their field of specialty. (Corresponds to EAC2008 Criterion b); 1.5. Graduates will have the ability to work effectively in multi-disciplinary teams. (Corresponds to EAC2008 Criterion d); 1.6. Graduates will have the ability to present technical information clearly in both oral and written formats. (Corresponds to EAC2008 Criterion g); 1.7. Graduates will have the ability to use modern engineering tools, software, and instrumentation through hands-on experience relevant to the field of mining engineering. (Corresponds to EAC2008 Criterion k); Objective 2: Graduates from the mining engineering program will be

cognizant of societal issues and their role as future professional engineers working for the general benefit of society. Outcomes from Objective 2: 2.1. Graduates will have an awareness of the impact of engineering solutions in a global and societal context. (Corresponds to EAC2008 Criterion h); 2.2. Graduates will have an awareness of contemporary issues and their relationship to mining engineering. (Corresponds to EAC2008 Criterion j);

40

2.3.

Graduates will have an awareness of professional and ethical responsibilities. (Corresponds to EAC2008 Criterion f);

2.4.

Graduates will have the ability to engage in life-long learning in their field. (Corresponds to EAC2008 Criterion i);

Table 3-1 below maps the relationship of the ABET a-k outcomes to the mining engineering program outcomes. D. Relationship of Courses in the Curriculum to the Program Outcomes

The courses in the mining engineering curriculum have been mapped to demonstrate the relationship of these courses to the program outcomes and, consequently, to the ABET ak outcomes in Table 3-1. This relationship of the course to the program outcomes is tabulated below in Table 3-2. In Table 3-2 below, each outcome that is met in some fashion (High, Medium or Low) by a course is denoted by the appropriate letter H, M or L. This same relationship of a course to the various program outcomes is attached as a Contribution Sheet to each mining engineering course syllabus included in Part A of Appendix A. These Levels of Emphasis of ABET outcomes a-k and Program Outcomes 1.1 2.4 were determined by each responsible professor of each mining course. Where team teaching of a course is the norm (e.g. MEM 307) the level of emphasis was determined by consultation with each contributing professor. The levels of emphasis for non-mining engineering courses in the curriculum shown in Table 3-2 were determined by the responsible professor for each out-of-department course.

41

Table 3-1. ABET a-k Outcomes vs. Program Outcomes

ABET a-k Outcomes a) Ability to apply knowledge of mathematics, sciences, and engineering. Program Outcomes 1.1. Graduates will have the ability to utilize advanced mathematics, general scientific principles, and computer applications for solving practical engineering problems. 1.4. Graduates will have the ability to design and conduct experiments and/or field investigations; and analyze and interpret data in their field of specialty. 1.2. Graduates will have the ability to analyze and design systems, components, or processes relevant to the mining engineering field.

b) Ability to design and conduct experiments as well as to analyze and interpret data

c) Ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability. d) Ability to function on multi-disciplinary teams. e) Ability to identify, formulate, and solve engineering problems. f) Understanding of professional and ethical responsibility. g) Ability to communicate effectively.

h) Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. i) Recognition of the need for, and an ability to engage in life-long learning. j) Knowledge of contemporary issues.

k) Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

1.5. Graduates will have the ability to work effectively in multi-disciplinary teams. 1.3. Graduates will have the ability to identify, formulate, and solve engineering problems. 2.3. Graduates will have an awareness of professional and ethical responsibilities. 1.6. Graduates will have the ability to present technical information clearly in both oral and written formats. 2.1. Graduates will have an awareness of the impact of engineering solutions in a global and societal context. 2.4. Graduates will have the ability to engage in life-long learning in their field. 2.2. Graduates will have an awareness of contemporary issues and their relationship to mining engineering. 1.7. Graduates will have the ability to use modern engineering tools, software, and instrumentation through hands-on experience relevant to the field of mining engineering.

42

Table 3-2(a). Relationship of Courses in the Mining Engineering Program to ABET a-k Outcomes
Courses in the MEM Curriculum MEM 202Matl Handling & Transportation MEM 302Mineral Econ. & Finance MEM 301Computer Apps. in Mining MEM 405Mine Permitting & Reclamation MEM 120Intro. to Mining & Sustain Develop. MEM 307Mineral Explor. & Geostats. MEM 464Mine Design & Feasibility Study

MEM 203Intro. to Mine Health & Safety

MEM 303Underground Mining Methods & Equip.

MEM 201Surveying for Mineral Engrs.

MEM 204Surf. Mining Methods. and Unit Ops.

MEM 304Theoret. & Applied Rock Mach.

a) Ability to apply knowledge of mathematics, sciences, and engineering (1.1). b) Ability to design and conduct experiments as well as to analyze and interpret data (1.4). c) Ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (1.2). d) Ability to function on multidisciplinary teams (1.5). e) Ability to identify, formulate, and solve engineering problems (1.3). H = High; M = Medium; L = Low

MEM 466Mine Management

ABET a-k Outcomes (and Associated MEM Program Outcomes)

MEM 401Theoret. & Applied Vent. Engr.

MEM 4XX(Mining Technical Elective)

MEM 305Intro. to Explosives Engr.

H H H H M H H H H

H H

H H

H H

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Table 3-2 (a). Relationship of Courses in the Mining Engineering Program to ABET a-k Outcomes, cont.
Courses in the MEM Curriculum MEM 202Matl Handling & Transportation MEM 302Mineral Econ. & Finance MEM 301Computer Apps. in Mining MEM 405Mine Permitting & Reclamation MEM 120Intro. to Mining & Sustain Develop. MEM 307Mineral Explor. & Geostats. MEM 464Mine Design & Feasibility Study

MEM 203Intro. to Mine Health & Safety

MEM 303Underground Mining Methods & Equip.

MEM 201Surveying for Mineral Engrs.

MEM 204Surf. Mining Methods. and Unit Ops.

MEM 304Theoret. & Applied Rock Mach.

f) Understanding of professional and ethical responsibility (2.3). g) Ability to communicate effectively (1.6). h) Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (2.1). i) Recognition of the need for, and an ability to engage in life-long learning (2.4). j) Knowledge of contemporary issues (2.2). k) Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice (1.7). H = High; M = Medium; L = Low

M L

M L M M

MEM 466Mine Management

ABET a-k Outcomes (and Associated MEM Program Outcomes)

MEM 401Theoret. & Applied Vent. Engr.

MEM 4XX(Mining Technical Elective)

MEM 305Intro. to Explosives Engr.

M H

M H

H M

H M H M M H H H M H

H H

M H H

44

Table 3-2(b). Relationship of Pertinent Non-MEM Courses in the Mining Engineering Program to ABET a-k Outcomes.
Courses in the MEM Curriculum GEOE 221/221L Geology for Engineers Chem 112/112L General Ch i I & G Ch L b Chem 114 General Chemistry II Geol 214L Min. & Cryst. for MEM EE 303 Circuits (for MEM) EM 216 Engineering Mech (Stat ics & Dynamics) Met 220 Mineral Processing & Resource Recov. Geol 341/341L Elementary Petrology Phys 211/211A University Physics I GeoE 322/322L Structural Geology

a) Ability to apply knowledge of mathematics, sciences, and engineering (1.1). b) Ability to design and conduct experiments as well as to analyze and interpret data (1.4). c) Ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (1.2). d) Ability to function on multidisciplinary teams (1.5). e) Ability to identify, formulate, and solve engineering problems (1.3).

Phys 213/213A

ABET a-k Outcomes (and Associated MEM Program Outcomes)

Math 205 Mining and Management Math I

ATM 404 Atmospheric Thermodynamics

EM 328 Applied Fluid Mechanics

Math 125 Calculus II

Math 123 Calculus I

Math 211 Mining and Management Math II

H M

M H

L M H

L H

H = High; M = Medium; L = Low

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Table 3-2 (b). Relationship of Pertinent Non-MEM Courses in the Mining Engineering Program to ABET a-k Outcomes, cont.
Courses in the MEM Curriculum GEOE 221/221L Geology for Engineers Chem 112/112L General Ch i I & G Ch L b Chem 114 General Chemistry II Geol 214L Min. & Cryst. for MEM EE 303 Circuits (for MEM) EM 216 Engineering Mech (Stat ics & Dynamics) Met 220 Mineral Processing & Resource Recov. Geol 341/341L Elementary Petrology Phys 211/211A University Physics I GeoE 322/322L Structural Geology

f) Understanding of professional and ethical responsibility (2.3). g) Ability to communicate M effectively (1.6). h) Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (2.1). i) Recognition of the need for, and an ability to engage in life-long learning (2.4). j) Knowledge of contemporary issues (2.2). k) Ability to use the techniques, skills, and modern engineering M M tools necessary for engineering practice (1.7). H = High; M = Medium; L = Low

Phys 213/213A

ABET a-k Outcomes (and Associated MEM Program Outcomes)

Math 205 Mining and Management Math I

ATM 404 Atmospheric Thermodynamics

EM 328 Applied Fluid Mechanics

Math 125 Calculus II

Math 123 Calculus I

Math 211 Mining and Management Math II

M L L M L L

L L

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E.

Documentation

Display materials are comprised of one portfolio (3-ring binder) for each required mining engineering course and one portfolio (3-ring binder) for each program outcome. All of the folders will be clearly marked and available for inspection during the ABET visit. The Course Portfolio serves as an internal assessment for each course, documenting whether or not each student is meeting the program outcomes. Each course has a 3-ring binder containing, at least: 1) A course syllabus which contains thereon, at a minimum: 2) Course number, title and credits Catalog description and prerequisites Text book(s) and additional references or materials Class coordinator/instructor, office number, office phone number and email contact. Additionally, class assistants (TAs) may be listed. Course requirements, including important classroom policies Course objectives and anticipated outcomes Topics to be covered during the term in the course Other important School of Mines policies, such as the ADA Policy, Freedom in Learning Statement, Electronic Devices Policy, etc. Statistics content and design content Name of person preparing the syllabus and date of preparation or update

A copy of pertinent course materials, such as printouts of PowerPoint slides, copies of lecture notes, videos, professional and/or topical papers, and the like.

3)

Samples of student work: exams, papers and homework assignments. In most cases, two (2) samples of very good work, two (2) samples of average work, and two (2) samples of below-average work will be included for each type of course assessment material. In most cases, the professors solution will also be included.

4)

A copy of Table 3-2 with the course and its relationship to Outcomes 1.1-2.4 highlighted and a copy of the Course Contribution Sheet, which details the course

47

contribution towards meeting the requirements of Criterion 5, Criterion 9, and Criterion 3.

The Program Outcome Portfolios contain the materials used to document and evaluate the program outcomes per Section F below. An Outcome Portfolio was prepared for each of the 11 a-k program outcomes, and they will be available for review during the ABET visit. Each Outcome Portfolio contains the following: 1) A copy of the specific Program Outcome (e.g., Outcome 1.1) as adopted by the Mining engineering Program. 2) 3) 4) 5) F. Samples of materials used for the various course-based assessments. A summary of the assessment results for each assessment method. The assessment results for each outcome. Any initial recommendations of actions as a result of the assessment.

Achievement of Program Outcomes

A detailed strategy has been devised by the mining engineering program to assess the students attainment of each of the 11 outcomes. Detailed below are the 11 outcomes along with Implementation Strategies, Assessment Plan, Assessment Results, and Level of Achievement for each. It must be noted that this is a dynamic process developed over the past few years and that the strategies and plan for each outcome will change from year-to-year as the results are analyzed and improvements are implemented. Outcome 1.1: Graduates will have the ability to utilize advanced mathematics, general scientific principles, and computer applications for solving practical engineering problems. Implementation Strategies Three strategies were implemented to ensure the use of mathematics, physics, chemistry, and computer applications in furtherance of Outcome 1.1. The mining engineering curriculum includes required courses in mathematics, physics, chemistry and basic general engineering (computer applications).

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1.

Mining engineering students are required to take 27 credits of mathematics,

physics and chemistry as part of their basic math and sciences curriculum. The mathematics requirement includes 10 credits of calculus, 3 credits of differential equations and 1 credit of statistics (taught as MEM 307). The physics and chemistry requirements are 6 credits of calculus-based physics and 7 credits of university-level chemistry, respectively. The physics and chemistry all include hands-on laboratories. Computer applications including computer-aided design, computer-aided problem solving, basic computer software, and professional computer software are introduced in several engineering courses (e.g. GE 130, MEM 301, MEM 307, MEM 464). 2. Numerous engineering and mining engineering courses utilize the material from

the required courses in mathematics, chemistry, physics and computer applications, including: 3. EM 216 (Statics & Dynamics) MEM 201 (Surveying) MEM 202 (Materials Handling) MEM 307 (Geostatistics) MEM 304 (Rock Mechanics) EM 328 (Fluid Mechanics) GeoE 322 (Structural Geology) MEM 401 (Ventilation) EE 392 (Electrical Engineering for MEM) MEM 464 (Design)

The basic lower-division courses in mathematics, physics and chemistry are

taught by the appropriate departments with the exception of one credit of statistics taught in MEM 307. Their content is relatively standardized and subject to articulation agreements with many other colleges and universities for transfer credits. Two of the mathematics courses (Calculus III and Differential Equations) have been modified specifically for the mining engineering program and are taught by the Mathematics Department as Math 205 and Math 221, respectively.

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Assessment Plan Three assessment methods were chosen to assess the ability of MEM students with respect to Outcome 1.1: 1. Advising and Transcript Audit. Multiple levels of advising ensure that the

mathematics classes, physics classes, chemistry classes and basic computer applications class are completed prior to graduation. Near the end of each semester, each student is encouraged to meet with his

advisor to review his status and to plan his curriculum for the coming semester. During this process, deficiencies in mathematics, chemistry, physics and computer applications are noted and a plan is formulated for the student to get back on track. During the students last semester in residency before graduation, a degree

check is completed for the student by his advisor. This degree audit is performed, by School of Mines rules, to assure that the student has completed all requirements for graduation. This check, once completed, is sent to Academic and Enrollment Services with a recommendation for, or against, graduation. 2. Course-Based Assessment. Certain work by the students performed in four

mining engineering courses were evaluated for Outcome 1.1. The courses are: MEM 301 (Computer Applications in Mining), MEM 304 (Theoretical and Applied Rock Mechanics), MEM 307 (Mineral Exploration and Geostatistics), and MEM 401 (Theoretical and Applied Ventilation Engineering). 3. Student Exit Survey. Each graduating senior completes an Exit Survey during the

last week of classes during his final semester in full-time residency.

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Assessment Results Table 3.F.1: Assessment Results of Outcome 1.1. Graduates will have the ability to utilize advanced mathematics, general scientific principles, and computer applications for solving practical engineering problems. (Corresponds to EAC2008 Criterion a). Assessment Method Advising and Transcript Audit Course-Based Assessments Performance Criteria Students pass required courses in mathematics, chemistry and physics. Students are able to use spreadsheet fit a high-order polynomial to engineering data. Students are able to use professional mining software to generate Mohr-Coulomb Failure Criteria and determine the parameters of linear and non-linear strength envelopes for rock from rock strength data. 301 Course Acceptance Criteria All courses passed satisfactorily. 70% or better.2 Result Verified by students advisor. 72% avg. 13/17 achieved 90.9% avg. 26/27 achieved

304

70% or better.2

Students can solve 307 geostatistical distance/variance relationship for unknown grade at a point. Students understand, and can apply, the Hardy-Cross Method of approximation. 401

70% or better.2

100% achieved. B avg. 67% avg. 8/10 achieved

60% or better.1

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Table 3.F.1: Assessment Results of Outcome 1.1 (cont). Assessment Method Student Exit Survey Performance Criteria I have gained an adequate knowledge of mathematics and physics and their application to engineering problems. I have learned to use computers to solve engineering problems.
1

Course

Acceptance Criteria

Result

Score of 1.0 1.375/53 2.0 out of 5.0, meaning at least 75% agree. Score of 1.0 1.0625/53 2.0 out of 5.0, meaning at least 75% agree.

At least 60% of the students attain at least the minimum passing grade of D on the representative assignment. At least 70% of the students receive at least the minimum acceptable grade of C on the representative assignment. Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree

Level Of Achievement of Outcome 1.1 Evidence of the level of achievement for Outcome 1.1 is compiled in a separate portfolio (3-ring binder), and will be available to the ABET evaluator at the time of the evaluation. Based upon the results of the assessment as summarized in Table 3.F.1, mining engineering students have achieved the ability to utilize advanced mathematics, general scientific principles, and computer applications for solving practical engineering problems by the time they graduate. No additional actions are recommended at this time with regard to Outcome 1.1. Outcome 1.2: Graduates will have the ability to analyze and design systems, components, or processes relevant to the mining engineering field. Implementation Strategies

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Three strategies were implemented to ensure the students demonstrate the ability to analyze and design systems, components, or processes relevant to the mining field in furtherance of Outcome 1.2. 1. The mining engineering curriculum ensures that students receive a broad-based

education in mining engineering. Numerous mining courses and outside-the-department courses provide the foundation for the later courses with significant design content. These foundation courses include MEM 120 (Introduction to Mining and Sustainable Development), MEM 202 (Materials Handling and Transportation), MEM 204 (Surface Mining Methods and Unit Operations), MEM 303 (Underground Mining Methods and Equipment), MET 220 (Mineral Processing), and the Geology/GeolE courses. These courses must be taken by the student prior to taking the final, capstone design course. 2. In addition to the foundation mining and outside-the-department courses,

significant design content is included in numerous upper-level mining courses, including MEM 304 (Theoretical and Applied Rock Mechanics), MEM 305 (Introduction to Explosives Engineering), MEM 401 (Theoretical and Applied Ventilation Engineering), and MEM 464 (Mine Design and Feasibility Study). 3. Senior Capstone Design: All mining engineering students are required to

complete satisfactorily a capstone senior design project and present the results of that project to the mining engineering faculty, any guests, and their peers. Depending on the instructor and/or the number of students registered in the course, the students may each be required to submit a design project, or they may be assigned teams. To insure that the students are aware of real-world project constraints, they are required to discuss extensively, but not exclusively, the following: reserves, strip ratio, grade estimates, cutoff grade determination, sequencing and scheduling, equipment selection, economics, sustainability and mineland reclamation, process selection and basic design, haulroad design and layout, waste disposal, and water management; the underground mining project will additionally include elements such as: ground control, stope design, and ventilation design. The capstone design project is evaluated based upon the written project design and the oral presentation.

53

Assessment Plan Five assessment methods were chosen to assess the ability of MEM students with respect to Outcome 1.2: 1. Advising and Transcript Audit. A transcript audit is performed by the students

advisor during the last semester prior to his graduation to ensure that the student has taken the required courses that demonstrate his ability to analyze and design systems, components, or processes relevant to the mining engineering field. The advisor also checks to make sure that the student has taken the requisite engineering science and engineering design credits. 2. Course-Based Assessments. Student performance in three courses with a

significant design component were assessed for this outcome (MEM 305Introduction to Explosives Engineering, MEM 401Theoretical and Applied Ventilation Engineering, and MEM 464Mine Design and Feasibility Study). 3. Student Exit Survey. Each graduating senior completes an Exit Survey during the

last week of classes during his final semester in full-time residency. 4. Evaluation of the Senior Design Project. Each students final senior design

project is evaluated by the course instructor with input from the other faculty. The project is evaluated for design content and feasibility. 5. Alumni Survey. The response of recent alumni to our survey are analyzed.

54

Assessment Results Table 3.F.2: Assessment Results of Outcome 1.2. Graduates will have the ability to analyze and design systems, components, or processes relevant to the mining engineering field. (Corresponds to EAC2008 Criterion c). Assessment Method Advising and Transcript Audit Course-Based Assessments Performance Criteria Students pass required courses to satisfy this criterion. Student is able to design a typical quarry blast. Student is able to design and analyze a simple ventilation network. Students are able to design a mining system. Student Exit Survey I have learned to analyze and design systems, components or processes in my field. The senior design project is rated based upon design content for the purpose of this outcome. Answer to the Survey Question: How well do you feel you rate on these attributes.....(1) Ability to conduct design in your field 305 Course Acceptance Criteria All courses passed satisfactorily. 70% or better.2 Result Verified by students advisor. 14/15 achieved this 75% avg. 8/10 achieved 9/10 achieved this

401

60% or better.1

464

70% or better.2

Score of 1.0 1.25/53 2.0 out of 5.0, meaning at least 75% agree. C or better final grade. 9/10 achieved a C or better 1.5789/53

Evaluation of Senior Design Project Alumni Survey

At least 60% of the students attain at least the minimum passing grade of D on the representative assignment. At least 70% of the students receive at least the minimum acceptable grade of C on the representative assignment. Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree

55

Level Of Achievement of Outcome 1.2 Evidence of the level of achievement for Outcome 1.2 is compiled in a separate portfolio (3-ring binder), and will be available to the ABET evaluator at the time of the evaluation. What is most noticeable in Table 3.F.2 is the significant disparity between the average response of graduating seniors from the Student Exit Survey (Result = 1.25) and that of the alumni from the Alumni Survey (Result = 1.5789). This signifies that 93.75% of the graduating seniors believe they have the ability to analyze and design systems, components, or processes relevant to the mining engineering field; whereas, only 85.53% of the alumni believe likewise of themselves. Based upon the results of the assessment as summarized in Table 3.F.2, mining engineering students have achieved the ability to analyze and design systems, components, or processes relevant to the mining engineering field. No additional actions are recommended at this time with regards to Outcome 1.2.

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 Outcome 1.3: Graduates will have the ability to identify, formulate, and solve engineering problems. Implementation Strategies Three strategies were implemented to ensure that students demonstrated the ability to identify, formulate and solve engineering problems, as required by Outcome 1.3. 1. Assignment of Engineering Problems. Students are required to identify,

formulate and solve engineering problems throughout their curriculum. Practical engineering homework problems are assigned in almost all levels of courses, both required and elective. The required mining engineering courses in which significant engineering problems are assigned include, but are not limited to, the following: 2. MEM 201 (Mine Surveying) MEM 202 (Materials Handling) MEM 301 (Computer Applications) MEM 304 (Rock Mechanics) MEM 305 (Explosives Engineering) MEM 401 (Ventilation) Assignment of Open-ended Laboratory Projects. Open-ended laboratory projects

that involve the solution of engineering problems occur in these required mining engineering courses: 3. MEM 201 (Mine Surveying) MEM 202 (Materials Handling) MEM 301 (Computer Applications) MEM 304 (Rock Mechanics) MEM 401 (Ventilation) Senior Design Project. All mining engineering students are required to complete

a senior-level capstone design project course (MEM 464Mine Design and Feasibility Study), which results in the successful design of an entire mining project. The faculty closely supervises all activities of the final design project.

57

Assessment Plan Three assessment methods were chosen to assess the ability of engineering students with respect to Outcome 1.3: 1. Graduation Transcript Audit. A transcript audit is performed by the students advisor during the last semester prior to his graduation to ensure that the student has taken the required courses that include the ability to identify, formulate and solve engineering problems. 2. Course-Based Assessment. We evaluated student performance in MEM 201 (Surveying for Mineral Engineers), MEM 202 (Materials Handling and Transportation), MEM 304 (Theoretical and Applied Rock Mechanics), and MEM 305 (Introduction to Explosives Engineering) for this outcome. 3. Student Exit Survey. Each graduating senior completes an Exit Survey during the last week of classes during his final semester in full-time residency.

58

Assessment Results Table 3.F.3: Assessment Results of Outcome 1.3. Graduates will have the ability to identify, formulate, and solve engineering problems. (Corresponds to EAC2008 Criterion e). Assessment Method Advising and Transcript Audit Course-Based Assessments Performance Criteria Students pass required engineering courses, including senior capstone design. Students are able to make the required final map from survey data. Students can select proper mining equipment based upon given information. Students are able to use professional mining software to generate a 3-D digital model from field or map data. Students are able to perform the stability analysis of surface or underground engineering structure to be constructed in rock. Students can do a Powder Factor blast design. Student Exit Survey I have learned to identify, formulate and solve engineering problems. 201 Course Acceptance Criteria All courses passed satisfactorily. 60% or better.1 Result Verified by students advisor. 100% achieved 88% avg. 90% achieve 77% avg. 14/17 (82%) achieved. 79% avg. 24/27 achieved

202

60% or better.1

301

60% or better.1

304

60% or better.1

305

70% or better.2

77% avg. 14/15 achieved 1.125/53

Score of 1.0 2.0 out of 5.0, meaning at least 75% agree.

At least 60% of the students attain at least the minimum passing grade of D on the representative assignment. At least 70% of the students receive at least the minimum acceptable grade of C on the representative assignment. Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree 59

Level Of Achievement of Outcome 1.3 Evidence of the level of achievement for Outcome 1.3 is compiled in a separate portfolio (3-ring binder), and will be available to the ABET evaluator at the time of the evaluation. Based upon the metrics chosen to assess achievement of Outcome 1.3, it is evident that the students have gained the ability to identify, formulate, and solve engineering problems by the time they graduate. Therefore, no additional actions are recommended at this time with regards to Outcome 1.3.

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 Outcome 1.4: Graduates will have the ability to design and conduct experiments and/or field investigations; and analyze and interpret data in their field of specialty. Implementation Strategies Two strategies were implemented to ensure that students demonstrated the ability to design and conduct experiments and/or field investigations, and interpret and analyze data, as required by Outcome 1.4. 1. Completion of 1 Laboratory Credit in Chemistry and 2 Laboratory Credits in Geology. Students are required to complete science courses in Chemistry (CHEM 112, 112L and 114), Physics (PHYS 211 and 213) and Geology (GEOL 214L, 341 and 341L) which include laboratories (CHEM 112L, GEOL 214L and GEOL 341L). 2. Completion of Laboratory Credits in Mining Engineering. Students are required to complete a minimum of 5 credits (in 4 courses) of mining engineering laboratories in which they conduct experiments or analyze and interpret data. MEM 201L (Surveying for Mineral Engineers; 2 lab cr.) MEM 301L (Computer Applications in Mining; 1 lab cr.) MEM 304L (Theoretical and Applied Rock Mechanics; 1 lab cr.) MEM 401L (Theoretical and Applied Ventilation; 1 lab cr.)

Assessment Plan Three assessment methods were chosen to assess the ability of mining engineering students with respect to Outcome 1.4: 1. Advising and Transcript Audit. Advising and transcript audit ensures that students have demonstrated the ability to conduct experiments and/or field investigations, and interpret and analyze data. Student Advising. Students are encouraged to meet each semester with their advisor to ensure that students take and pass the courses in the mining engineering sequence which develop the ability to design and

61

conduct experiments and/or field investigations, and analyze and interpret data in their field of specialty. Transcript Audit. The mining engineering faculty audit the transcripts of every student every semester to ensure that students have completed appropriate prerequisite courses, including laboratory courses, before being allowed to take other engineering courses that depend upon these courses. Students attempting to enroll in an engineering course without the necessary prerequisites are disallowed registration into it by WebAdvisor. Graduation Audit. A transcript audit is performed by the students advisor during the last semester prior to his graduation. 2. Course-based Assessment. Student performance is evaluated in two courses: MEM 304L (Rock Mechanics) and MEM 401L (Ventilation) 3. Student Exit Survey. Each graduating senior completes an Exit Survey during the last week of classes during his final semester in full-time residency.

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Assessment Results Table 3.F.4: Assessment Results of Outcome 1.4. Graduates will have the ability to design and conduct experiments and/or field investigations; and analyze and interpret data in their field of specialty. (Corresponds to EAC2008 Criterion b). Assessment Method Advising and Transcript Audit Course-Based Assessments Performance Criteria Students pass required courses in mathematics, chemistry and physics. Student is able to follow instructions and conduct an experiment. Student is able to acquire, analyze and interpret data. 304L Course Acceptance Criteria All courses passed satisfactorily. 70% or better.2 Result Verified by students advisor. 92% avg; 100% can do this 92% avg; 100% can do this 89% avg. 8/10 achieved

304L

70% or better.2

Student is able to acquire, analyze and interpret data. Student Exit Survey I have learned to design and conduct experiments.

401L

60% or better.1

Score of 1.0 1.0625/53 2.0 out of 5.0, meaning at least 75% agree. Score of 1.0 1.1875/53 2.0 out of 5.0, meaning at least 75% agree.

I have learned to analyze and interpret experimental data.

At least 60% of the students attain at least the minimum passing grade of D on the representative assignment. At least 70% of the students receive at least the minimum acceptable grade of C on the representative assignment. Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree

63

Level Of Achievement of Outcome 1.4 All the metrics indicate that our graduates have achieved Outcome 1.4; the ability to design and conduct experiments and/or field investigations, and analyze and interpret data in their field of specialty. Additionally, the students agree, at the time of graduation, that they have achieved this outcome. No action is required at this time.

Outcome 1.5: Graduates will have the ability to work effectively in multidisciplinary teams. Implementation Strategies Three strategies were implemented to ensure that students demonstrated the ability to work effectively in multi-disciplinary teams, as required by Outcome 1.5. 1. Completion of Laboratory and Recitation Courses. Certain courses within the Mining Engineering curriculum require that the students work together in groups, both in experimentation and in writing the reports and presenting the results. These courses include: MEM 201 (Surveying for Mineral Engineers) MEM 302 (Computer Applications in Mining) MEM 304 (Theoretical and Applied Rock Mechanics) MEM 401 (Theoretical and Applied Ventilation Engineering)

Students are also required to work together in outside-the-department courses such as GeoE 221 (Geology for Engineers) and GeolE 322 (Structural Geology). 2. Completion of MEM 464 (Mine Design and Feasibility Study) Senior Capstone Design Project. All mining engineering students are required to take MEM 464 (Mine Design and Feasibility Study), which forms the culminating design experience of their mining engineering education. The design project requires that the students assemble themselves into teams of three to five students with individual students taking the lead in the design of aspects of the project (NOTE: Depending on the number of students in the class and the instructor, students may be required to submit an individual project).
64

3.

Encouragement of Study and Homework Groups. Students are encouraged to work in groups for homework and for study. To promote this activity, the Mining Engineering Department, and specifically the South Dakota School of Mines and Technology, has created several facilities in which students may interact: The MI Building D&C Lounge. The D&C Lounge is furnished with tables and chairs, comfortable chairs and chaise lounges to encourage students to interact, relax, or work in groups. This room has become a second home to many students doing homework, writing laboratory reports and preparing for exams. Maptek Advanced Design Laboratory (MI 223/225). The Maptek Design Laboratory is a mid-sized room with modern computing facilities to encourage group interaction during the capstone design process. When this room is not being used for classes, it is possible to find many students working therein.

Assessment Plan Four assessment methods were chosen to assess the ability of engineering students with respect to Outcome 1.5: 1. Advising and Transcript Audit. Advising and transcript audit ensures that students have demonstrated the ability to work effectively in multi-disciplinary teams. Student advising. The students are encouraged to meet each semester with their advisor to ensure that students understand the prerequisite structure of the curriculum, which requires them to take lower-level courses in which they work in multi-disciplinary teams (e.g. MEM 201) before being allowed to enroll in upper-level courses. Transcript audit. The Academic and Enrollment Services office audits transcript of every student every semester to ensure that students have completed appropriate prerequisite courses before being allowed to take other engineering courses that depend upon these courses. Students attempting to

65

enroll in engineering courses without the necessary prerequisites are not allowed to register for them without proper clearance. Graduation audit. A transcript audit is performed by the students advisor during the last semester prior to his graduation to ensure that the student has taken the required courses that include having worked effectively in multi-disciplinary teams. 2. Course-Based Assessment. Student performance with respect to teamwork is evaluated in three courses: MEM 201 (Surveying for Mineral Engineers), MEM 304 (Theoretical and Applied Rock Mechanics), and MEM 464 (Mine Design and Feasibility Study). 3. Student Exit Survey. Each graduating senior completes an Exit Survey during the last week of classes during his final semester in full-time residency. 4. Alumni Surveys. The responses of recent alumni to our survey are analyzed.

66

Assessment Results Table 3.F.5: Assessment Results of Outcome 1.5. Graduates will have the ability to work effectively in multi-disciplinary teams. (Corresponds to EAC2008 Criterion d). Assessment Method Advising and Transcript Audit Course-Based Assessments Performance Criteria Students pass required courses with at least minimum acceptable grade. Students work as a survey team to develop a satisfactory final survey project. Students are able to perform experiment management in a small group setup. Students are able to perform project management as a design team. Or, students work together as a multidisciplinary team to develop a satisfactory mine design final project. Student Exit Survey I have learned to work with others on group projects. 201 Course Acceptance Criteria All courses passed satisfactorily. 60% or better.1 Result Verified by students advisor. 100% achieve

304

70% or better.2

(Lab 5) 90% avg 26/27 achieve 9/10 achieve. 1 nonparticip.

464

70% or better.2

Score of 1.0 1.4375/53 2.0 out of 5.0, meaning at least 75% agree. Score of 1.0 1.3125/53 2.0 out of 5.0, meaning at least 75% agree.

I am comfortable dealing with others whose training and expertise are different from my own.

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Table 3.F.5: Assessment Results of Outcome 1.5 (cont). Assessment Method Alumni Survey Performance Criteria Answer to the Survey Question: How well do you feel you rate on these attributes.....(5) Skills needed for effective teamwork Course Acceptance Criteria Result 1.4737/53

At least 60% of the students attain at least the minimum passing grade of D on the representative assignment. At least 70% of the students receive at least the minimum acceptable grade of C on the representative assignment. Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree

Level Of Achievement of Outcome 1.5 Evidence of the level of achievement for Outcome 1.5 is compiled in a separate portfolio (3-ring binder), and will be available to the ABET evaluator at the time of the evaluation. A point of note was evident in the comments section of the Student Exit Surveys: the students enjoyed the teaming experience and learned much from the interaction. However, all students who were teamed with an underachiever (i.e., someone who did not pull his/her weight) demanded a method of student-student evaluation. They were extremely disappointed in the grading process when these underachievers were allowed to pass the course based upon other grades in other assignments in the course. An effective method of student-student evaluation, which also needs to be incorporated into the grade for the course, needs to be developed. Outcome 1.6: Graduates will have the ability to present technical information clearly in both oral and written formats. Implementation Strategies Three strategies were implemented to ensure that students demonstrated the ability to present technical information clearly in both oral and written formats, as required by Outcome 1.6.
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1. Completion of Written Reports. Students write and submit formal reports in a number of required mining engineering courses, such as: MEM 405 (Mine Permitting and Reclamation)Numerous short topical reports as well as a formal final report on a topic of the students choosing (within very specific topic guidelines) are required in this course. MEM 466 (Mine Management)Numerous (3 to 5) short topic reports on management-related subjects are required in this course. 2. Completion of Oral Reports. In addition to the final written reports, students are frequently required to give oral presentations of the final projects for Strategy #1 above. MS PowerPoint is utilized for these presentations. 3. Senior Design Presentation. Senior students in MEM 464 are required write a detailed feasibility study on a mining project for the capstone senior design course. At the end of the semester they are required to formally present the results of their capstone design project to the mining engineering faculty, the mining engineering student body, and any other invited guests. They must defend their design project during a question and answer session at the conclusion of the oral presentation. Evaluation sheets are distributed to the audience and the oral presentations are evaluated by the faculty and the groups peers. Assessment Plan Five assessment methods were chosen to assess the ability of engineering students with respect to Outcome 1.6: 1. Graduate Transcript Audit. A transcript audit is performed by the students advisor during the last semester prior to his graduation to ensure that the student has taken the required courses that include the ability to present technical information clearly in both oral and written forms. 2. Course-based Assessment. We evaluated student performance in two courses, MEM 405 (Mine Permitting and Reclamation) and MEM 466 (Mine Management).

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3. Student Exit Survey. Each graduating senior completes an Exit Survey during the last week of classes during his final semester in full-time residency. The questions on the exit survey were analyzed to determine the students perception of their ability to present technical information clearly in both oral and written formats at the time of graduation. 4. Alumni Surveys. The responses of recent alumni to our survey are analyzed. 5. Evaluation of the Senior Design Project. Each students final senior design project is evaluated by the course instructor with input from the other faculty. The project is evaluated for design content and feasibility. An oral presentation of the project is required to be made to the students peers and the mining engineering faculty.

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Assessment Results Table 3.F.6: Assessment results of Outcome 1.6. Graduates will have the ability to present technical information clearly in both oral and written formats. (Corresponds to EAC2008 Criterion g). Assessment Method Advising and Transcript Audit Course-Based Assessments Performance Criteria Students pass required courses with at least minimum acceptable grade. Students write a final research paper according to specific guidelines. Students are able to deliver a written final design feasibility report in printed and/or electronic format. Student teams are able to deliver a final design presentation in front of an audience. Presentation on Vision, Mission & Objectives of company of choice. Student Exit Survey I am comfortable speaking in front of a group of my peers. 405 Course Acceptance Criteria All courses passed satisfactorily. 60% or better.1 Result Verified by students advisor. 15/22 followed guidelines (68%) 9/10 achieved, 1/10 failed 9/10 achieved, 1/10 failed 9/9 achieved

464

70% or better.2

464

70% or better.2

466

60% or better.1

Score of 1.0 2.0 out of 5.0, meaning at least 75% agree. Score of 1.0 2.0 out of 5.0, meaning at least 75% agree. Score of 1.0 2.0 out of 5.0, meaning at least 75% agree.

1.3125/53

I have learned to make effective presentations to peers.

1.1250/53

I have learned to communicate effectively in writing.

1.4375/53

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Table 3.F.6: Assessment results of Outcome 1.6 (cont). Assessment Method Evaluation of Senior Design Project Performance Criteria Presentation of senior design project is rated on content, organization, clarity and speakers ability to answer questions. Course Acceptance Criteria Review of faculty/student evaluation sheets and notes Result All presentations rated highly by all evaluators. 1.7368/53

Alumni Survey Answer to the Survey Question: How well do you feel you rate on these attributes.....(4) Ability to present ideas and information in written and oral form
1

At least 60% of the students attain at least the minimum passing grade of D on the representative assignment. At least 70% of the students receive at least the minimum acceptable grade of C on the representative assignment. Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree

Level Of Achievement of Outcome 1.6 Evidence of the level of achievement for Outcome 1.6 is compiled in a separate portfolio (3-ring binder), and will be available to the ABET evaluator at the time of the evaluation. It is interesting to note that the students perception via the Student Exit Survey of their achievement of this outcome differs quite significantly from that of alumni. Only about 81% of the alumni respondents felt they had achieved the ability to present ideas and information in written and oral form, whereas approximately 92% of the graduating mining engineering seniors believed they had achieved it. The course-based assessment of this outcome was mixed. It appears more work needs to be done in this area in the mining engineering program.

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 Outcome 1.7: Graduates will have the ability to use modern engineering tools, software, and instrumentation through hands-on experience relevant to the field of mining engineering. Implementation Strategies Two strategies were implemented to ensure that the graduating students acquire the ability to use modern engineering tools, software, and instrumentation through handson experience relevant to their field of specialty. 1. Students are required to use modern engineering software and tools in required and elective courses, including: MEM 201 (Surveying for Mineral Engineers) MEM 202 (Materials Handling and Transportation) MEM 204 (Surface Mining Methods and Unit Operations) MEM 301 (Computer Applications in Mining) MEM 303 (Underground Mining Methods and Equipment) MEM 305 (Introduction to Explosives Engineering) MEM 307 (Mineral Exploration and Geostatistics) MEM 302 (Mineral Economics and Finance) MEM 450 (Rock Slope Engineering) MEM 464 (Mine Design and Feasibility Study)

2. Students are required to obtain hands-on experience with instrumentation in required and elective laboratory courses, including the following: MEM 304 (Theoretical and Applied Rock Mechanics) MEM 401 (Theoretical and Applied Ventilation Engineering)

Assessment Plan Four assessment methods were chosen to assess the ability of engineering students with respect to Outcome 1.7: 1. Graduation Transcript Audit. A transcript audit is performed by the students advisor during the last semester prior to his graduation to ensure that the student

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has taken the required courses that include the ability to use modern engineering tools, software, and instrumentation. 2. Course-based Assessment. We evaluated student performance in four required courses that require students to use modern engineering tools, software (MEM 201Surveying for Mineral Engineers and MEM 301Computer Applications in Mining) and instrumentation (MEM 304Theoretical and Applied Rock Mechanics and MEM 401Theoretical and Applied Ventilation Engineering). 3. Student Exit Survey. Each graduating senior completes an Exit Survey during the last week of classes during his final semester in full-time residency. 4. Alumni Surveys. The responses of recent alumni to our survey are analyzed. Assessment Results Table 3.F.7: Assessment Results of Outcome 1.7. Graduates will have the ability to use modern engineering tools, software, and instrumentation through hands-on experience relevant to the field of mining engineering. (Corresponds to EAC2008 Criterion k). Assessment Method Advising and Transcript Audit Course-Based Assessments Performance Criteria Students pass required courses with at least minimum acceptable grade. Students are able to use modern surveying instruments and mapping software. 201 Course Acceptance Criteria All courses passed satisfactorily. 60% or better.1 Result Verified by students advisor. Out of 22 students, 1 could not do the test. 79% avg. 16/19 achieved

Students are able to use modern mining engineering professional software.

301

60% or better.1

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Assessment Results Table 3.F.7: Assessment Results of Outcome 1.7 (cont). Assessment Method Course-Based Assessments (cont) Performance Criteria Students are able to operate a laboratory rock testing machine and use the accompanying digital data acquisition system. Students are able to use a laboratory ventilation trainer and associated instrumentation. Student Exit Survey I have learned to use computers to solve engineering problems. Answer to the Survey Question: How well do you feel you rate on these attributes.....(6) Ability to use pertinent computer (besides design software) and communications technology Course 304L Acceptance Criteria 70% or better.2 Result 90% average; 26/27 achieved 83% avg. 8/10 achieved

401

70% or better.2

Score of 1.0 1.0625/53 2.0 out of 5.0, meaning at least 75% agree. 1.5789/53

Alumni Survey

At least 60% of the students attain at least the minimum passing grade of D on the representative assignment. At least 70% of the students receive at least the minimum acceptable grade of C on the representative assignment. Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree

Level Of Achievement of Outcome 1.7 Evidence of the level of achievement for Outcome 1.7 is compiled in a separate portfolio (3-ring binder), and will be available to the ABET evaluator at the time of the evaluation.

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Based upon the metrics chosen to measure this outcome, it is clear that at the time of graduation, the students have achieved the ability to use modern engineering tools, software, and instrumentation through hands-on experience relevant to the field of mining engineering. Therefore, no additional action is required at this time. Outcome 2.1: Graduates will have an awareness of the impact of engineering solutions in a global and societal context. Implementation Strategies While this outcome statement refers to only global and societal issues, we believe that this includes economic and environmental issues as well. The impact of engineering solutions on global and societal issues is first introduced to our students in MEM 120 (Introduction to Mining and Sustainable Development). This concept is also discussed in several other required mining engineering courses: MEM 302 (Mineral Economics and Finance), MEM 466 (Mine Management), MEM 405 (Mine Permitting and Reclamation), and MEM 464 (Mine Design and Feasibility Study). Our general education program (see Section 5.A.5) requires at least 24 credits of courses outside of mathematics, sciences, and engineering. Additional courses not included as general education in Table 5-1 but which are general ed in nature include Econ 210 and HRM 417. Within this general education requirement, the South Dakota Board of Regents has established seven general education goals which must be satisfied within the first sixty-four (64) credits. Specific goals pertinent to this outcome include: Goal #3: Students will understand the organization, potential, and diversity of the human community through the study of social sciences. Goal #4: Students will understand the diversity and complexity of the human experience through the study of arts and humanities. Additionally, 19 credits of courses categorized as Other in Table 5-1 are taken by students majoring in mining engineering. This includes 17 credits of what we consider management-related courses.
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Assessment Plan Four assessment methods are used to assess the awareness among our graduates of the impact of engineering solutions in a global and societal context in conformance with Outcome 2.1. 1. Graduation Transcript Audit. A transcript audit is performed by the students advisor during the last semester prior to his graduation to ensure that the student has taken the required courses that promote awareness of the impact of engineering solutions in a global and societal context. The Office of Academic and Enrollment Services conducts an audit of each graduating senior to verity the completing of the general education requirements. 2. Course-based Assessment. We evaluated student performance in MEM 120 (Introduction to Mining and Sustainable Development), the course in which students are first exposed to this topic, and tow more advanced courses: MEM 302 (Mineral Economics and Finance) and MEM 466 (Mine Management). 3. Student Exit Survey. Each graduating senior completes an Exit Survey during the last week of classes during his final semester in full-time residency. 4. Alumni Surveys. The responses of recent alumni to our survey are analyzed.

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Assessment Results Table 3.F.8: Assessment Results of Outcome 2.1. Graduates will have an awareness of the impact of engineering solutions in a global and societal context. (Corresponds to EAC2008 Criterion h). Assessment Method Advising and Transcript Audit Course-Based Assessments Performance Criteria Students pass required courses with at least minimum acceptable grade. Students will do a case study on societal issues (Sustainable Development) as related to mining operations in a foreign country. Assessment of mineral economics final term paper on mining stock performance. Students will complete a study of at least one overseas company in the mining industry and write a review of their mission & vision statement. I have gained an awareness of the impact of engineering activities in a global and societal context. 120 Course Acceptance Criteria All courses passed satisfactorily. 60% or better.1 Result Verified by students advisor. 100% achieved

302

70% or better.2

100% achieved

466

60% or better.1

100% achieved

Student Exit Survey

Score of 1.0 1.3125/53 2.0 out of 5.0, meaning at least 75% agree.

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Table 3.F.8: Assessment Results of Outcome 2.1 (cont). Assessment Method Alumni Survey Performance Criteria Answer to the Survey Question: How well do you feel you rate on these attributes.....(8) Awareness of the interaction, both positive and negative, between societal issues and the mining industry Course Acceptance Criteria Result

Score of 1.0 1.8947/53 2.0 out of 5.0, meaning at least 75% agree.

At least 70% of the students attain at least the minimum passing grade of D on the representative assignment. At least 70% of the students receive at least the minimum acceptable grade of C on the representative assignment. Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree

Level Of Achievement of Outcome 2.1 Evidence of the level of achievement for Outcome 2.1 is compiled in a separate portfolio (3-ring binder), and will be available to the ABET evaluator at the time of the evaluation. With regards to the course-based assessments, all students achieved an awareness of the impact of engineering solutions in a global and societal context. Most (92%) of the graduating seniors also felt they achieved this outcome per results of the exit Surveys. However, only about 78% of the alumni who responded to the Alumni Survey believed they had achieved this outcome. More work towards introducing the students to the impact of engineering solutions to society is warranted.

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 Outcome 2.2: Graduates will have an awareness of contemporary issues and their relationship to mining engineering. Implementation Strategies Three strategies were implemented to ensure that graduates of the mining engineering program will have an adequate awareness of contemporary issues and their relationship to mining engineering. 1. Students obtain an education in contemporary issues through the general education core curriculum. Our general education program (see Section 5.A.5) requires 24 plus 19 (Other) of courses outside of mathematics, sciences, and engineering. Within this general education requirement, the South Dakota Board of Regents has established seven general education goals which must be satisfied within the first sixty-four (64) credits. Specific goals pertinent to this outcome include: Goal #3: Students will understand the organization, potential, and diversity of the human community through the study of social sciences. Goal #4: Students will understand the diversity and complexity of the human experience through the study of arts and humanities. 2. Faculty will discuss contemporary issues and their relationship to mining engineering in selected courses, such as MEM 120 (Introduction to Mining, Management and Sustainable Development), MEM 302 (Mineral Economics and Finance), MEM 405 (Mine Permitting and Reclamation), and MEM 466 (Mine Management). 3. Students are strongly encouraged to become active in student professional societies (the D&C Club of the SME and the ISEE student club) and to attend the professional society meetings.

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Assessment Plan Three assessment methods were chosen to assess the level to which our graduates are aware of contemporary issues and their relationship to engineering, as reflected in Outcome 2.2: 1. Graduate Transcript Audit. A transcript audit is performed by the students advisor during the last semester prior to his graduation to ensure that the student has taken the required courses that demonstrate an awareness of contemporary issues and their relationship to the mining industry. Also, the Office of Academic and Enrollment Services conducts an audit of each graduating senior to verity the completing of the general education requirements. 2. Course-based Assessment. We evaluated student performance in MEM 120 (Introduction to Mining and Sustainable Development) and MEM 405 (Mine Permitting and Reclamation). 3. Student Exit Survey. Each graduating senior completes an Exit Survey during the last week of classes during his final semester in full-time residency. One question on the Senior Exit Survey addressed the students perception of how aware they believe they are of contemporary issues and their relationship to mining engineering.

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Assessment Results Table 3.F.9: Assessment Results of Outcome 2.2. Graduates will have an awareness of contemporary issues and their relationship to mining engineering. (Corresponds to EAC2008 Criterion j). Assessment Method Advising and Transcript Audit Performance Criteria Students have the broad background in the humanities and social sciences necessary to understand contemporary issues and their relation to mining engineering. Evaluation of report on sustainability. Evaluation of report on mining reclamation or pertinent environmental issue. Student Exit Survey I have gained an awareness of how some contemporary issues are related to engineering. 120 405 Course Acceptance Criteria All courses passed satisfactorily. Result Verified by students advisor.

Course-Based Assessments

60% or better.1 70% or better.2

100% achieved 22/23 achieved. Avg = 85%

Score of 1.0 1.4375/53 2.0 out of 5.0, meaning at least 75% agree.

At least 60% of the students attain at least the minimum passing grade of D on the representative assignment. At least 70% of the students receive at least the minimum acceptable grade of C on the representative assignment. Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree

Level Of Achievement of Outcome 2.2 Evidence of the level of achievement for Outcome 2.2 is compiled in a separate portfolio (3-ring binder), and will be available to the ABET evaluator at the time of the evaluation. Based upon the metrics chosen to assess achievement of Outcome 2.2, it is evident that the students have gained an awareness of contemporary issues and their

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relationship to mining engineering. Therefore, no additional actions are recommended at this time with regards to Outcome 2.2. Outcome 2.3: Graduates will have an awareness of professional and ethical responsibilities. Implementation Strategies Two strategies were implemented to ensure that mining engineering graduates have an awareness of the professional and ethical responsibilities. 1. Faculty will discuss awareness of the professional and ethical responsibilities in engineering in selected required courses, for example: MEM 203 (Introduction to Mine Health and Safety). The ethics of proper safety training and reporting is discussed. Along with this, the potential penalties for misreporting or falsifying reports is discussed. MEM 405 (Mine Permitting and Reclamation). Students are introduced to ethical and professional standards for mine permitting and mineland reclamation. MEM 464 (Mine Design and Feasibility Study). Students incorporate professional ethical standards into the capstone mine design. 2. Students are required to discuss a case study on ethics and submit a written paper as part of GE 130 (Introduction to Engineering). Assessment Plan Two assessment methods were chosen to assess the level to which our graduates are aware of professional and ethical responsibilities, as reflected in Outcome 2.3: 1. Course-based Assessment. We evaluated student performance in MEM 405 (Mine Permitting and Reclamation) in which students write a short paper on professional and ethical responsibilities of engineers or on a political/ethical situation affecting mining. 2. Student Exit Survey. Students were surveyed at the end of their senior year.

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Assessment Results Table 3.F.10: Assessment Results of Outcome 2.3. Graduates will have an awareness of professional and ethical responsibilities. (Corresponds to EAC2008 Criterion f). Assessment Method Advising and Transcript Audit Course-Based Assessments Student Exit Survey Performance Criteria Students pass required courses with at least minimum acceptable grade. Paper on Cap and Trade I understand my professional and ethical responsibilities as an engineer. 405 Course Acceptance Criteria All courses passed satisfactorily. 60% or better.1 Score of 1.0 2.0 out of 5.0, meaning at least 75% agree. Result Verified by students advisor. 65% achieved 1.00/53

At least 70% of the students attain at least the minimum passing grade of D on the representative assignment. At least 70% of the students receive at least the minimum acceptable grade of C on the representative assignment. Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree

Level Of Achievement of Outcome 2.3 Evidence of the level of achievement for Outcome 2.3 is compiled in a separate portfolio (3-ring binder), and will be available to the ABET evaluator at the time of the evaluation. Based upon the metrics chosen to assess achievement of Outcome 2.3, it is evident that the students have an awareness of professional and ethical responsibilities. Therefore, no additional actions are recommended at this time with regards to Outcome 2.2.

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 Outcome 2.4: Graduates will have the ability to engage in life-long learning in their field. Implementation Strategies Four strategies were implemented to ensure that the graduating students acquire the ability to engage in life-long learning in their field. They include: 1. Students complete the mining engineering curriculum, which provides them with a broad background in engineering upon which to build in order to engage in lifelong learning in their field. The curriculum includes: Required lower division core courses in mathematics, physics, chemistry and other basic sciences totaling 38 credits. Required and elective upper division mining engineering (and allied engineering fields) and management-related courses comprising a minimum of 74 units of upper division lecture and laboratory courses. 2. Students learn to conduct research and to work independently through open-ended laboratory projects in several courses, including: MEM 304 (Theoretical and Applied Rock Mechanics), which is a required course for determining the basic physical and mechanical properties of rocks using experimentation and instrumentation. MEM 464 (Mine Design and Feasibility Study), the capstone senior design project is an open-ended mine design project of either an underground mine or a surface mine. 3. Students are strongly encouraged to become active in student professional societies (the D&C Club of the SME and the ISEE student club) and to attend the professional society meetings. Assessment Plan Five assessment methods were chosen to assess the ability of engineering students with respect to Outcome 2.4. They include:

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1. Graduate Transcript Audit. A transcript audit is performed by the students advisor during the last semester prior to his graduation to ensure that the student has taken the required courses that demonstrate an ability to engage in life-long learning. 2. Course-based Assessment. We evaluated student performance in two required courses that require students to research important issues in their field (MEM 405Mine Permitting and Reclamation and MEM 466Mine Management). 3. Participation in Society Meetings. Students are given the opportunity many times during their tenure at SDSM&T to attend, and participate in, local, regional and national professional society meetings. 4. Student Exit Survey. Each graduating senior completes an Exit Survey during the last week of classes during his final semester in full-time residency to assess the students belief that they have the ability to engage in life-long learning in their field. 5. Alumni Surveys. The responses of recent alumni to our survey are analyzed.

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Assessment Results Table 3.F.11: Assessment Results of Outcome 2.4. Graduates will have the ability to engage in life-long learning in their field. (Corresponds to EAC2008 Criterion i). Assessment Method Advising and Transcript Audit Course-Based Assessments Performance Criteria Students pass required courses with at least minimum acceptable grade. Evaluation of final term paper on major mining environmental issue. 405 Course Acceptance Criteria All courses passed satisfactorily. 70% or better.2 Result Verified by students advisor. 22/23 achieved, 1/23 did not 2/2 achieved Attended ISEE national, SME national, BITW in 08-09. Score of 1.0 1.00/53 2.0 out of 5.0, meaning at least 75% agree.

Evaluation of paper on recent 466 summer internship experience. Evaluation of Participation in Student Professional Organizations Students participate in student chapter of SME and/or ISEE.

70% or better.2

Student Exit Survey

I am aware that I will need to continue learning new information and methods in my professional career.

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Table 3.F.11: Assessment Results of Outcome 2.4 (cont). Assessment Method Alumni Survey Performance Criteria Answer to the Survey Question: How well do you feel you rate on these attributes.....(7) Keeping up with new advances and other technical information in your field Course Acceptance Criteria Result

Score of 1.0 1.6842/53 2.0 out of 5.0, meaning at least 75% agree.

At least 60% of the students attain at least the minimum passing grade of D on the representative assignment. At least 70% of the students receive at least the minimum acceptable grade of C on the representative assignment. Meaning of the ratings: 1 = 100% agree 2 = 75% agree 3 = 50% agree 4 = 25% agree 5 = 0% agree

Level Of Achievement of Outcome 2.4 Evidence of the level of achievement for Outcome 2.4 is compiled in a separate portfolio (3-ring binder), and will be available to the ABET evaluator at the time of the evaluation. According to survey results, approximately 83% of alumni believe they have achieved this outcome since they graduated. However, 100% of the graduating seniors in Mining Engineering believe they have achieved this outcome by the time of graduation. According to the metrics used for measuring this outcome, it appears that the Mining Engineering graduates have achieved this outcome, so no further action is required at this time.

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CRITERION 4. CONTINUOUS IMPROVEMENT In the continuous improvement process we must ask ourselves, at some time, How well are we doing, and in what ways can we improve? One measure of how well we are doing is by looking at the number of potential employers coming on campus during the spring and fall Career Fairs looking for mining engineering graduates. In 2004 05, 57 companies came to the Fall Career Fair, of which 11 were looking for mining engineers from SDSMT; 36 companies came to the Spring Career Fair, of which 5 were seeking mining engineers. In 2008 09, 145 companies came to the fall fair, 45 of which were seeking mining engineers; and 72 came to the spring fair, 13 of which were seeking mining engineers. Normally, fewer total companies come to the Spring fair since now it is almost impossible to find an uncommitted mining engineer graduates in the spring. Given this significant increase in companies seeking mining engineering graduates from 2004 to present, it is apparent that they see something they like in the product. How can we improve? We, the mining engineering faculty, naturally believe we are amongst the best, and, therefore, there is not much to improve. This, of course, is only partially true so we must seek input from outside to determine our shortcomings and areas wherein we need improvement. This outside counsel has come primarily from alumni and supervisors and employers who responded to our surveys; and from our Industrial Advisory Board, which meets twice per year and is the most active of campus advisory groups. The mining engineering program has adopted the continuous improvement process presented below in Figure 4-1.

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Figure 4-1. Mining engineering program continuous quality improvement process.

Program Level Establish Initial Program Objectives

Establish Initial Desired Outcomes

Identify Main Constituents: Alumni Recent grads Employers

Survey of Outcomes: Employers Alumni

Develop Action Plan Based on Assessment Results

Implementation and Program/Course Improvement Course Level

Establish Course Objectives and Outcomes

Develop Measures of each Outcome

Develop Action Plan Based on Assessment Results

Assessment: Collection & Analysis: Student evaluations Content examples (exams, HW, papers, etc) Surveys Advising

Evaluation of Results by Outcome Measurable Performance Criteria

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A.

Information Used for Program Improvement

During the past assessment cycle for the mining engineering Program (2007 2009), four areas of the program were reviewed. These four areas were: 1) Program Name. From the time of its inception, there was uncertainty whether or

not the program name Mining Engineering and Management would trigger an ABET review of the program for meeting the criteria as an engineering management program along with a mining engineering program. During the start-up of the program, many opinions were rendered, but no definite decision was forthcoming. Nevertheless, we went ahead with the program and its name as that was the desire of our Industrial Advisory Board. 2) Program Objectives. The process for establishing program objectives was

discussed in the section above on Criterion 2. Once the initial program objectives were established through input from mining engineering faculty and the various constituents, review for possible changes and/or potential improvements becomes an on-going process as data from alumni, recent graduate and employer surveys comes in. The most recent review of the various surveys for possible changes to the program objectives occurred in the spring of 2009 as we reviewed the numerous surveys received prior to the ABET visit scheduled for fall 2009. 3) Program Outcomes. Program outcomes assessment was discussed in the section

above on Criterion 3. Materials and/or means used for the outcomes assessment included: Advisor transcript audits to assure that the student is following the

program of study in the proper sequence and also to assure that the student meets the program requirements prior to graduation. Course-based assessment, including evaluation of capstone design,

evaluation of teaming efforts, and the evaluation of oral and written presentations. Student exit surveys to gather student opinions of perceived strengths and

weaknesses of the program and their subjective opinion of how well they achieved the Program Outcomes.

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Alumni and employer surveys to gather information on how well-prepared

the SDSMT Mining engineering graduates are for a mining engineering career. Each year, on two occasions, out Industrial Advisory Board meets.

During the meeting times, the IAB invites our students to join them for lunch. Pertinent feedback from this luncheon meeting is passed back to the mining engineering department head and faculty. 4) Program Criteria. A significant amount of effort was directed towards refining

the curriculum, both before the program name change from Mining Engineering and Management to Mining Engineering, and afterwards. Primarily, the information used for this phase was the ABET EAC 2008-09 engineering accreditation program Criteria for Mining and Similarly Named Engineering Programs and feedback from alumni via the Survey of SDSMT Mining Engineering Alumni (sample survey form attached in Appendix F). The data used for evaluation of the program for improvement will be available to the ABET team for review. B. Actions to Improve the Program

In late 2001, the then-President of the South Dakota School of Mines and Technology halted new enrollment into the mining engineering program. He had made the decision that the ongoing decline in enrollment in the program was irreversible and the program was doomed to failure. This decision was challenged by SDSMT Mining Engineering Industrial Advisory Board (see IAB minutes dated 4/5/2002). They maintained that the decision to close mining engineering at SDSMT was short-sighted given the demographics of mining engineering graduates employed in the industry. They also argued that a revamping of the old mining engineering program into one that better meets the needs of todays mining industry was a better option since other programs were also faced with closure. Furthermore, they argued for the hiring of a recruiter specifically for mining engineering similar to what was being employed by other mining programs with great success. A new program resulted from the negotiations with the then-President of SDSMT and the Mining Engineering Industrial Advisory Boardthe new mining engineering and
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management program (see IAB minutes dated 4/5/2002). This new program was designed to have as its core the traditional mining engineering curriculum, but also included a strong focus in engineering management. In 2002, Dr. John Wilson, former Department Head of the Mining Engineering Department at the University of Missouri-Rolla, was chosen as a consultant to put together the new mining engineering and management program. Dr. Wilson worked with the faculty of the old mining engineering program and with SDSMT Administration on this effort from December 2002 through May 2003 to put together the new program proposal which was submitted to the South Dakota Board of Regents at their meeting in December 2003. Effective fall semester 2004, the new mining engineering and management program began to take in undergraduate students. However, at the time of approval of the new mining engineering and management major, it was unclear whether or not dual accreditation would be necessaryaccreditation in mining engineering and accreditation in engineering management. The initial plan, though, was to pursue the mining engineering accreditation first, then determine if the second accreditation was necessary and/or possible. However, a later opinion from EAC stated that, due to the title Mining Engineering and Management, accreditation review of both mining engineering and of engineering management would have to be conducted during the first accreditation review. Since the mining engineering and management degree, as designed, was never intended to be a mining engineering and an engineering management degree, in May of 2008 it was petitioned to the SDBOR to change the degree program back to mining engineering, which is what currently appears on the diploma. B.1. Initial Curriculum Modifications

The initial mining engineering and management curriculum, as approved by the SDBOR in December 2003, is shown in Figure 4.2. Right away, it became apparent that some fixes to the new curriculum were needed: All beginning language classes at SDSMT (eg, FREN 101, GER 101, SPAN 101), which most mining engineering students would take for the Hum/SS Course

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(Language) requirement, are offered in the fall semester. This necessitated that the Hum/SS Course (Language) requirement be moved to fall semester from spring semester. The title of MEM 305 (Mine Excavation and Explosives) was changed to Introduction to Explosives Engineering to better reflect the actual course content. MEM 307 (Mineral Exploration and Geostatistics) was listed in the 2005-06 SDSMT Catalog as 2 credits, instead of 3. This required a change to the sample curriculum normally included in the catalog.

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Figure 4.2. CURRICULUM FOR MINING ENGINEERING AND MANAGEMENT (As approved December 2003) Initial curriculum First Semester Chem 112/112L General Chemistry I & General Chemistry I Lab Math 123 Calculus I GE 115 Professionalism in Engineering and Science Engl 101 Composition I Humanities/Social Sciences Course PE Physical Education Total Second Semester Chem 114 Math 125 Phys 211 MEM 120 PE

Fifth Semester MEM 301 MEM 303 4 4 2 3 3 1 17 MEM 305 EM 328 BADM 360 MEM 307

Computer Applications in Mining Underground Mining Methods and Equipment for Coal, Metal and Stone Operations Mine Excavation and Explosives Applied Fluid Mechanics Organization and Management Mineral Exploration and Geostatistics Total Changed to: Introduction to Explosives Engineering, F05

2 3 3 3 3 3 17

Sixth Semester General Chemistry II Calculus II University Physics I Introduction to Mining and Sustainable Development Physical Education Hum/SS Course (Language) Total Moved Language requirement from spring to fall semester. F05 3 4 3 2 1 4 17 MEM 302 MEM 304 MEM 306 GeoE 322/322L Mineralogy and Petrology Mineral Economics and Finance Theoretical and Applied Rock Mechanics Mine Power and Pumping Systems Structural Geology Listed as 2 cr. in 2004-05 Mines catalog. Should be 3 Total Seventh Semester HRM 417 MEM 401 Met 220 MEM 405 4 3 4 3 3 17

Third Semester Math 225 Phys 213 EM 216 MEM 201 MEM 203 Engl 279 Econ

Calculus III University Physics II Engineering Mechanics (Statics and Dynamics) Surveying for Mineral Engineers Introduction to Mine Health and Safety Technical Communications I Microeconomics

Total Fourth Semester Math 321 GeoE 221/221L Engl 289 MEM 202 MEM 204

2 3 4 2 1 3 3 18

Human Resource Management Theoretical and Applied Ventilation Engineering Coal and Minerals Processing Mine Permitting and Reclamation Humanities/Social Science Course Total

3 4 3 3 3 16

Eighth Semester MEM 464 XXX XXX MEM 466 MEM 4XX BADM 407

Differential Equations Geology for Engineers Technical Communications II Humanities/Social Science Course Materials Handling and Transportation Surface Mining Methods and Equipment for Coal, Metal and Quarrying Operations Total

3 3 3 3 2 3 17

Mine Design and Feasibility Study Free Elective Managerial Economics and Finance Mine Management Mining Technical Elective1 International Business Total

4 2 3 2 3 3 17

Grand Total 136

Elective chosen from a list of approved mining or business courses.

95

B.2.

Second Round of Curriculum Modifications

By late 2005 it became apparent that another round of curriculum fixes was required. Some of these fixes required going through the formal process of submitting a course modification request to the appropriate curriculum committee, and some of the fixes just required making some switches between spring and fall semester or vice versa. It became apparent in 2005 that we would have to soon look at the prerequisite requirements for the various mining engineering classes. Many of the mining engineering students were having problems registering because of the nit-picking prerequisite requirements we had originally put in the new curriculum. Figure 4.3 shows the original mining engineering and management curriculum with the additional fixes noted, and Figure 4.4 shows the table of Mining engineering classes and noted fixes needed, including pre-requisite fixes. The required fixes completed in 2005 include: Changing MEM 201 (Surveying for Mineral Engineers) from one 1-hour class plus one 3-hour lab to two 3-hour labs per week. This change allowed more field time for the students to complete the assignments. Swapping semesters for MEM 466 (Mine Management) and Met 220 (Mineral Processing and Resource Recovery). This change fixed the situation where the mining engineering department head was required to teach 2 courses spring semester but none fall semester. Additionally, the correct name for Met 220 was used on the check sheet and in the catalog. It was requested of the Electrical Engineering Department to develop a 3 credit basic electrical circuits course for mining. They agreed and started the process. Plans were made to move MEM 405 (Mine Permitting and Reclamation) to the spring semester. This was needed to better distribute the course load between fall and spring semesters of the professor responsible for this course. Plans were also made to offer MEM 464 (Mine Design and Feasibility Study) both fall and spring semesters. These changes required nothing more than changes to the catalog.

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Figure 4.3. CURRICULUM FOR MINING ENGINEERING AND MANAGEMENT

Curriculum Modifications
First Semester Chem 112/112L Math 123 GE 115 Engl 101 PE General Chemistry I & General Chemistry I Lab Calculus I Professionalism in Engineering and Science Composition I Humanities/Social Sciences Course Physical Education Need to look at doing this as (0-2) instead of (1-1 ). We dont have the General Chemistry II needed field work time. Calculus II University Physics I Introduction to Mining and Sustainable Development Physical Education Hum/SS Course (Language) 4 4 2 3 3 1 17

Fifth Semester MEM 301 MEM 303 MEM 305 EM 328 BADM 360 MEM 307

Computer Applications in Mining Underground Mining Methods and Equipment for Coal, Metal and Stone Operations Mine Excavation and Explosives Applied Fluid Mechanics Organization and Management Mineral Exploration and Geostatistics Total

2 3 3 3 3 3 17

Total

Second Semester Chem 114 Math 125 Phys 211 MEM 120 PE

Sixth Semester 3 4 3 2 1 4 17 MEM 302 MEM 304 MEM 306 GeoE 322/322L Mineralogy and Petrology Mineral Economics and Finance Theoretical and Applied Rock Mechanics Mine Power and Pumping Systems Structural Geology Total Seventh Semester HRM 417 MEM 401 Met 220 MEM 405 4 3 4 3 3 17

Total Third Semester Math 225 Phys 213 EM 216 MEM 201 MEM 203 Engl 279 Econ

Calculus III University Physics II Engineering Mechanics (Statics and Dynamics) Surveying for Mineral Engineers Introduction to Mine Health and Safety Technical Communications I Microeconomics Looking at dropping MEM 306 and replacing it with a new 3 cr. EE course. Also looking at making offering MEM 464 in the Fall in the Spring. MEM 405 will be moved to the Sp. Total

2 3 4 2 1 3 3 18

Human Resource Management Theoretical and Applied Ventilation Engineering Coal and Minerals Processing Mine Permitting and Reclamation Humanities/Social Science Course Total Switched MEM 466 & Met 220. S06 Due to Shashi teaching both MEM 120 & MEM 466. Fixed Met 220s title.

3 4 3 3 3 16

Eighth Semester MEM 464 XXX XXX MEM 466 MEM 4XX BADM 407

Fourth Semester Math 321 GeoE 221/221L Engl 289 MEM 202 MEM 204

Differential Equations Geology for Engineers Technical Communications II Humanities/Social Science Course Materials Handling and Transportation Surface Mining Methods and Equipment for Coal, Metal and Quarrying Operations Total

3 3 3 3 2 3 17

Mine Design and Feasibility Study Free Elective Managerial Economics and Finance Mine Management Mining Technical Elective1 International Business Total

4 2 3 2 3 3 17

Grand Total 136

Elective chosen from a list of approved mining or business courses.

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Figure 4.4. Table of needed fixes to the original MEM curriculum noted in 2005.
Class
MEM 120 Intro to Mining & Sustainable Development

Fall
CK CK

Spring
SK

Fix Needed
Description Name, Credits, Get rid of Description Description Name & Description Description Name & Description Name & Description (Done) Description (Done) Description

Prerequisites
Sophomore Standing Sophomore Standing EM 216, MEM 120 ENVE/MEM 120, MEM 203 GE 115 or Permission of Instructor MEM 204 MEM 202 GEOE 221 Junior Standing EM 216 and Junior Standing MEM 301 and MEM 303 Senior Standing Junior Standing MEM 204, 302, 303, 304, 305, 306, 307 & 401 Senior Standing or Permission of Instructor

MEM 201 Surveying for Mineral Engineers MEM 203 Introduction to Mine Health and Safety MEM 202 Materials Handling and Transportation MEM 204 Surface Mining Methods and Equipment MEM 301 Computer Applications in Mining MEM 303 Underground Mining Methods & Equipment MEM 305 Introduction to Explosives Engineering MEM 307 Mineral Exploration & Geostatistics MEM 302 Mineral Economics and Finance MEM304 Theoretical and Applied Rock Mechanics MEM 306 Mine Power and Pumping Systems MEM 401 Theoretical and Applied Ventilation Engr. MEM 405 Mine Permitting and Reclamation MEM 464 Mine Design and Feasibility Study MEM 466 Mine Management MEM 4XX Mining Technical Elective MEM 450 Rock Slope Stability MEM 433 Geoscience Modeling

CK/ZH CK ZH ZH CK CK/ZH CK ZH ???? ZH CK CK/ZH SK CK ZH

Description Name/Description Description & Prereqs Move to Fall

98

B.3.

Additional Curricular Modifications

The initial plan for the mining engineering and management program required trimming back on some courses in order to make room for the required management courses. In order that the mining engineering students did not end up taking significantly more credits to graduate than necessary, it became a pressing issue to get these new courses developed and in place promptly. In almost all cases of new course development for mining engineering, however, the responsible programs were reluctant to do the new course development until the mining engineering program student numbers were sufficient to guarantee at least 10 students in the class each offering in order to meet the required minimum class size. So, in the 3rd and 4th years of the new mining engineering program the new courses were implemented and offered to the mining engineering students. Figure 4.5 shows the current mining engineering curriculum with the fixes detailed above and below hi-lighted. The Mathematics program developed two courses for mining engineering: Math 205 (Mining & Management Math I (Calc III)) and Math 211 (Mining & Management Math II (Differential Equations)). Some of the early students in the program were required to take the 4 credit Calculus III and the 4 credit Differential Equations because these courses were not ready. MEM 204 (Surface Mining Methods and Unit Operations) and MEM 303 (Underground Mining Methods and Equipment) were each reduced to 2 credit hours in Spring 2009. This was done to free up 2 credits for thermodynamics (ATM 404). A need for a thermodynamics course was identified. Originally, it was planned for thermodynamics to be an integral part of MEM 401 (Theoretical and Applied Ventilation Engineering). A review of the course material as a part of the outcomes assessment process found that this was not being accomplished. So, we went to the Atmospheric Sciences Department and asked if they could modify their ATM 404 course for us. They agreed and will offer it as a 2 credit course for mining engineering students commencing Spring 2010.

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 The new electrical engineering course for mining was implemented (EE 303) fall 2008. This course takes the place of the never-developed MEM 306 (Mine Power and Pumping Systems) The Geology and Geological Engineering Department modified their mineralogy and crystallography course for mining students. This new course (Geol 214L Mineralogy for Mining Engineers) was first offered spring 2008. The new Econ 304 (Managerial Economics) was finally developed for mining engineering by Black Hills State University and offered for the first time in the spring of 2009. Prior to this, the mining engineering students were allowed to substitute an approved economics/finance/management course as an elective. In 2009, it was decided to change the BADM 360 (Organization and Management) requirement to IENG 366 (Engineering Management). This was done so the mining engineering students would be eligible for a certificate in engineering management upon graduation. The Industrial Engineering program at SDSMT has become the lead program for the engineering management degree and/or certificate. They have established course requirements for the engineering management certificate and IENG 366 is one of the core requirements. A few fixes to the mining engineering curriculum remain. The most pressing one is the timing of ATM 404. Originally, it was proposed to place this course in the mining engineering curriculum as a fall semester course. However, the Atmospheric Sciences Department teaches it in the spring. There are no 2 credit spring 6th semester courses to switch it with. Switching it with a 3 credit course would create an overload in the 5th semester (19 credits is an overload). We may be able to switch it with a spring 4th semester course, but we must be careful of prerequisites to the ATM course and the mining course we switch it with (MEM 202 or 204). This situation will be looked at in more detail in fall 2009.

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Figure 4.5. CURRENT CURRICULUM First Semester Chem 112 Chem 112L Math 123 GE 130/130L Engl 101 PE General Chemistry I General Chemistry Lab Calculus I Introduction to Engineering Composition I Humanities/Social Sciences Elective Physical Education Total Second Semester Chem 114 Math 125 Phys 211 MEM 120 PE General Chemistry II Calculus II University Physics I Introduction to Mining & Sustainable Development Physical Education Humanities/Social Sciences Elective Total Third Semester Math 205 Phys 213 EM 216 MEM 201 MEM 203 Engl 279 Econ 201 Mining & Management Math 1 (Calc III) University Physics II Engineering Mechanics (Statics and Dynamics) Surveying for Mineral Engineers Introduction to Mine Health and Safety Technical Communications I Microeconomics Total Fourth Semester Math 211 GeoE 221/221L Engl MEM 202 MEM 204 Mining & Management math II (Diff Eq) Geology for Engineers Technical Communications II Humanities/Social Sciences Elective Materials Handling and Transportation Surface Mining Methods and Unit Operations Total 3 3 3 3 2 2 16 2 3 4 2 1 3 3 18 3 4 3 2 1 3 16 3 1

Fifth Semester MEM 301 MEM 303 MEM 305 EE 303 IENG 366 MEM 307 ATM 404 Computer Applications in Mining Underground Mining Methods & Equipment Introduction to Explosives Engineering Circuits (for MEM) Engineering Management Mineral Exploration and Geostatistics Atmospheric Thermo (for Mining) Total Sixth Semester Geol 214L MEM 302 MEM 304 EM 328 MEM 4XX Met 220 Mineralogy for Mining Engineers Mineral Economics and Finance Theoretical and Applied rock Mechanics Applied Fluid Mechanics Mining Technical Elective1 Mineral Processing & Res. Recov. Total Seventh Semester Geol 341/341L BADM 407 MEM 401 MEM 466 1 3 4 3 3 3 17 2 2 3 3 3 3 2 18

2 3 3 1 17

Elementary Petrology International Business Theoretical and Applied Ventilation Mine Management Free Elective Hum/Soc Sci (Language Total

3 3 2 2 4 18

Eighth Semester MEM 464 Econ 304 GeoE 322/322L MEM 405 HRM 417 Mine Design and Feasibility Study Managerial Economics and Finance Structural Geology Mine Permitting and Reclamation Human Resources Management Total Grand Total 4 3 3 3 3 16 136

Elective chosen from a list of approved mining or business courses.

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B.4.

Modification of the Program Name and Degree Name

As stated above, by 2008, when we were making initial arrangements for accreditation review of the mining engineering program for fall 2009, it became imperative that we needed to get a ruling from the EAC concerning whether or not we should seek dual accreditation due to the program name being Mining Engineering and Management. That ruling was obtained and, as a result, the program name was changed to mining engineering and the degree was changed to a mining engineering degree. However, the department remains the Mining Engineering and Management Department since we believe the added management component makes us unique and the department name should reflect this uniqueness. B.5. How These Changes Improved the Mining Engineering Program

The mining engineering program has undoubtedly been strengthened through the implementation of these changes. First, and foremost, the curriculum has been strengthened by the addition of thermodynamics, by the streamlining of prerequisites, by rearranging the course sequence to make it more achievable within four years for the students, and by the development of new outside-of-the-department courses for the mining students. Secondly, the program has been improved by defining a process for looking at the program objectives and outcomes on a regular basis, by evaluating the materials from this process (including Graduate Surveys, Alumni Surveys, Employer Surveys, and Coursework), and then by implementing needed program corrections and/or improvements. Working through this process over the past couple of assessment cycles produced the evidence that there was enough repetition in the Surface Mining (MEM 204) and Underground Mining (MEM 303) courses with material earlier moved into the Materials Handling (MEM 202) course that we could drop 1 credit from each of MEM 204 and 303 and add Thermodynamics (ATM 404) Also, the process of regular communication with our outside constituents (the surveys sent out and received back is one means of this communication process) has generated significant dialogue and rapport with companies which, until quite recently, had stopped interviewing our graduates for employment. This has resulted in more companies coming to SDSMT for the Career Fairs and more money provided to the program from the companies for scholarships, equipment acquisition, and faculty development.

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CRITERION 5. CURRICULUM A. A.1. Program Curriculum Preparation for a Professional Career and Further Study

The mining engineering curriculum prepares graduates for a professional career in the field of mining engineering or for graduate study in the discipline by requiring the student to complete a wide range of mining engineering courses; several specific geology or geological engineering courses; specific basic engineering, science and mathematics courses; and a number of courses in the humanities and social sciences. The Curriculum Check Sheet listing the courses required for the mining engineering degree was presented in Figure 1-1. Additionally, Table 5-1 lists the courses required for the mining engineering degree and shows the distribution of credits for the categories Math and Basic Sciences, Engineering Topics, General Education, Engineering Design, and Other. As can be observed in Table 5-1, the mining engineering curriculum meets the requirements of 1 year of basic math and science, one-and-one-half years of engineering topics including engineering design, and a strong general education content. Table 3-2 above illustrates the relationship of courses in the mining engineering program to the ABET a-k outcomes and to the mining engineering program outcomes (specific program outcomes are noted in parentheses adjacent to each of the ABET a-k outcomes). A.2. Mining Engineering Credit Hours Distribution

The total credit hours required for graduation in the Mining engineering program is 136. Table 5-1 lists the courses required within the mining engineering curriculum and shows the distribution of credits within the ABET categories of (a) Math and Basic Sciences; (b) Engineering Topics; (c) General Education; (d) Engineering Design; and (e) Other.

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Table 5-1. Curriculum Mining Engineering

Category (Credit Hours)

Engineering Topics

Engineering Design1

General Education

Math & Basic Sciences

Chem 112-Gen Chem I 3 Chem 112L:-Gen Chem I Lab 1 Math 123-Calculus I 4 GE 130- Introduction to Engineering 1 Engl 101-Composition I 3 Hum/Soc Sci Elective 3 PE-Phys Ed 1 Year 1 Chem 114-Gen Chem II 3 Spring Math 125-Calculus II 4 Phys 211/211A-Univ Physics I 3 MEM 120-Intro to Mining, etc. 1 PE-Phys Ed 1 Hum/Soc Sci Elective 3 Year 2 Math 205-MEM Math I (Calc III) 2 Fall Phys 213/213A-Univ Physics II 3 EM 216-Statics & Dynamics 4 MEM 201-Surveying for Min Engr 1 MEM 203-Intro to Mine H & Safety 1 Engl 279-Tech Comm I 3 Econ 201-Princ of Microecon Year 2 Math 211-MEM Math II (Diff Eq) 3 Spring GeoE 221/221L-Geol for Engr 3 Engl 289/289L-Tech Comm II 3 Hum/Soc Sci Elective 3 MEM 202-Matl Handl & Transp 2 MEM 204-Surf Mining Methods 1 Year 3 MEM 301-Comp Apps in Mining 2 Fall MEM 303-UG Mining Methods 1 MEM 305-Intro to Explo Engr 1 EE 303-Circuits (For MEM) 3 EM 328-Applied Fluid Mech 3 MEM 307-Min Explor & Geostats 1 2 ATM 404-Atmosph. Thermo for MEM 2 Year 3 Geol 214L-Min & Cryst for MEM 1 Spring MEM 302-Mineral Econ & Fin 1 MEM 304/304L-Theor & Appl Rock 4 Mechanics IENG 366-Engineering Management 1 MEM XXX-MEM Tech Elective 3 Met 220-Mineral Processing 3 Place an X in this column if the course contains significant engineering design content.

Year; Semester or Quarter Year 1 Fall

Course (Department, Number, Title)

1 1 2 (X)

1 (X)

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Other

Table 5-1. Curriculum, cont. Mining Engineering

Category (Credit Hours)

Engineerin g Topics

Engineerin g Design1

General Education

Math & Basic Sciences

Year; Semester or Quarter Year 4 Fall

Year 4 Spring

Course (Department, Number, Title) Geol 341/341L-Elem Petrology BADM 407-International Business MEM 401/401L-Theor & Appl Vent Engr MEM 466-Mine Management Free Elective Hum/Soc Sci (Language) MEM 464-Mine Design & Feasibility Econ 304-Managerial Economics GeoE 322/322L-Structural Geol MEM 405-Mine Permitting & Recl HRM 417-Human Res Mgmt

3 3 2 1 4 4 (X) 3 2 1 2 1 3 19 2 (X) 1 2

TOTALS 38 41 24 14 Total Credit Hours Required for Completion of the Program 136 Place an X in this column if the course contains significant engineering design content.

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Other

A.3.

Math and Basic Sciences. Thirty-six credits of Mathematics and Basic Sciences are

included in the mining engineering curriculum. Mathematics course work required in the mining engineering curriculum includes: Math 123 Math 125 Math 205 Math 211 MEM 307 Calculus I Calculus II Mining and Management Math I Mining and Management Math II Mineral Exploration & Geostats. (4 credits) (4 credits) (2 credits) (3 credits) (1 credit)

The strong foundation of calculus and differential equations courses helps prepare students for opportunities to apply mathematics in other courses within the curriculum, including EM 216 (Statics and Dynamics), EM 321, EM 328 (Applied Fluid Mechanics), GeoE 322 (Structural Geology), MEM 304 (Theory and Application of Rock Mechanics), MEM 305 (Introduction to Explosives Engineering), MEM 401 (Theory and Application of Ventilation Engineering), and MEM 464 (Mine Design and Feasibility Study). In addition, students gain knowledge and proficiency in applying statistics and probability in MEM 307 (Mineral Exploration and Geostatistics), MEM 201 (Mine Surveying), MEM 302 (Mineral Economics and Finance), and MEM 304 (Theory and Application of Rock Mechanics). The mining engineering curriculum includes a sequence of chemistry courses: CHEM 112 CHEM 112L CHEM 114 General Chemistry I General Chemistry I Lab General Chemistry II (3 credits) (1 credit) (3 credits)

The curriculum also includes a calculus-based physics sequence: PHYS 211 PHYS 213 University Physics I University Physics II (3 credits) (3 credits)

The Mining engineering curriculum includes the following geology courses: GEOL 214L GEOL 341 Mineralogy & Cryst. for MEM Elementary Petrology (1 credit) (3 credits)

The curriculum also includes an atmospheric sciences course to satisfy the thermodynamics requirement:

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ATM 404

Atmos. Thermo for MEM

(2 credits)

Finally, GeolE 221/221L satisfies 3 credits of Basic Science due to the Physical Geology content of the course; and GeolE 322/322L also satisfies 2 credits of Basic Sciences and 1 credit of Engineering Sciences/Engineering Topics (noted below): GeolE 221 GeolE 322 A.4 Geology for Engineers Structural Geology (3 credit) (2 credits)

Engineering Science and Engineering Design. Fifty-five semester credit hours are

devoted to engineering science and engineering design content in courses relevant to mining engineering. The courses that compose the engineering topics component of the curriculum are: GE 130 MEM 120 EM 216 MEM 201 MEM 203 MEM 202 MEM 204 MEM 301 MEM 303 MEM 305 EE 303 MEM 307 MEM 302 MEM 304 EM 328 IENG 366 Introduction to Engineering Intro to Mining Statics & Dynamics Surveying for Min. Engrs. Intro to Mine H&S Matl Handling & Transp. Surf. Mining Methods Comp. Apps. in Mining Underground Mining Meths. Intro. to Explosives Engr. Circuits for MEM Exploration and Geostats. Mineral Econ. & Finance Rock Mechanics Appl. Fluid Mechanics Engr. Mgmt. MEM Technical Elect. MET 220 MEM 401 MEM 466 GEOE 322 MEM 405 Mineral Processing Ventilation Mine Management Structural Geology Mine Reclamation
107

(1 credit engr. topics) (1 credit engr. topics) (4 credits) (1 credit engr. topics) (1 credit) (2 credits) (1 credit engr. topics) (2 credits) (1 credit engr. topics) (1 credit engr. topics) (3 credits) (2 credits engr. topics) (1 credit engr. topics) (4 credits) (3 credits) (1 credit of engr. topics) (3 credits) (3 credits) (2 credits engr. topics) (1 credit engr. topics) (1 cr. engr sci/engr topics) (2 credits engr. topics)

The courses that comprise the engineering design component of the curriculum are: GE 130 MEM 120 MEM 201 MEM 204 MEM 303 MEM 305 MEM 302 MEM 401 MEM 464 A.5 General Education. Introduction to Engineering Intro to Mining Surveying for Min. Engrs. Surf. Mining Methods Underground Mining Meths. Intro. to Explosives Engr. Mineral Econ. & Finance Ventilation Mine Design & Feasibility (1 credit engr. design) (1 credit engr. design) (1 credit engr. design) (1 credit engr. design) (1 credit engr. design) (2 credits engr. design) (1 credit engr. design) (2 credits engr. design) (4 credits)

All students receiving baccalaureate degrees from South Dakota School of Mines and Technology must complete the general education core requirements that are required by the South Dakota Board of Regents. These include criteria for written and oral communication, social sciences, humanities, mathematics, natural sciences, and cultural diversity. General education core requirements must be completed within the first sixty-four (64) credits. The 2008-2009 SDSMT Catalog describes the requirements for humanities and social sciences required by all engineering programs: Humanities and Social Sciences: minimum of sixteen (16) credit hours This subject area must include six (6) credits in humanities and six (6) credits in social sciences. Students majoring in engineering must complete at least three of these credits at an advanced level. All courses numbered 300 and above are upper level courses. The following courses are listed in the 2008 2009 SDSMT catalog as meeting the requirements for the Humanities or Social Sciences content: Humanities Art: ART 111, 112, ARTH 211, 321, 491, 492 English: ENGL 221, 222, 241, 242, 250, 300, 330, 343, 350 360, 374, 383, 391, 392, 468 Foreign Language: FREN 101, 102, GER 101,102, LAKL 101,102, SPAN 101,102 (All foreign language credit may be used as a humanities credit unless the language is the students native language.) History: HIST 121,122
108

Humanities: HUM 100, 200, 291, 292, 300, 350, 375, 491, 492 Music: MUAP 200, 201, MUS 100, 110, 217, 317, 326 Philosophy: PHIL 100, 200, 220, 233 Religion: 230, 250 Social Sciences Anthropology: ANTH 210 Business Administration: BADM 350, 360 Economics: ECON 201, 202 Geography: GEOG 101, 212, 240, 250, 400 History: HIST 151, 152, 492 Political Science: POLS 100, 350, 407, 430, 440, 453 Psychology: PSYC 101, 323, 331, 391, 392, 441, 451, 461 Sociology: SOC 100, 150, 250, 351, 391, 392, 402, 411, 420, 483, 511, 520 The humanities requirements for engineering students impact learning associated with ABET Criterion 3 (outcomes f, h, i, and j) through a general education requirement. Students take two 3 credit hour courses from the disciplines that address the arts and humanities and diversity. The general education learning objective to be achieved through this requirement is: Students will understand the diversity and complexity of the human experience through the study of the arts and humanities. The social science requirements for engineering students impart learning associated with ABET Criterion 3 outcomes d, f, g, h, and i through a general education requirement. Students take two 3 credit hour courses in the disciplines of economics, anthropology, geography, history, psychology, and sociology. The general education learning objective to be achieved through this requirement is as follows: Students will understand the organization, potential, and diversity of the human community through study of the social sciences. A.6 Engineering Design. Elements of engineering design are implemented throughout the

upper-level curriculum and culminate in the senior year with the capstone Mine Design and Feasibility Study course. Students are first introduced to engineering design in the freshman year in GE 130, Introduction to Engineering. Additional elements of mine design are included in numerous courses leading up to the capstone design experience, including: Introduction to Mining and Sustainable Development (MEM 120), Surveying for Mineral Engineers (MEM 201), Surface Mining

109

Methods and Equipment (MEM 204), Underground Mining Methods and Equipment (MEM 303), Introduction to Explosives Engineering (MEM 305), Mineral Economics and Finance (MEM 302), and Theoretical and Applied Ventilation Engineering (MEM 401). In the capstone design class (MEM 464), the students start from exploration borehole data for a potential mine site, do a reserve analysis, gather market information, find permitting requirements and conduct a limited socio-economic impact analysis. Finally the mine layout, equipment, subsystem components, manpower requirements, end economics of the project are determined in order to determine the final optimum mine design. The final mine design is presented to the class and other interested parties orally by the design group, and submitted in final written form as a comprehensive feasibility study. Thus, all the science and engineering skills acquired are exercised along with most of the social, environmental, and economic insights gained through other courses while also placing issues in a global context. Superimposed on the entire design process are the standards and multiple realistic constraints that must be considered in order to have a viable design. Examples of the capstone design project will be available during the ABET visit for scrutiny. A.7. Consistency of Time and Attention Given to Each Curricular Component with the Program Outcomes, Objectives and Institution The time devoted to each curricular component is given in Table 5-1 above. As shown, the mining engineering curriculum clearly meets all of the ABET requirements in terms of both percentage of total curriculum and total credit hours in each category. Approximately 28% of the curriculum, or 38 credit hours, is devoted to mathematics and basic sciences; 40% of the curriculum, or 55 credits is allocated for engineering topics (engineering topics plus engineering design); while 18%, or 24 credits hours falls into the category of general education; and the remaining 19 credits do not fit any specific category and is considered as Other. As demonstrated in earlier sections on educational objectives and program outcomes, the curricular components are consistent with achieving both the objectives and outcomes of the mining engineering program and of the SDSMT.

110

A.8

Provisions for Co-operative Education

The majority of the mining engineering students work during their summers at mines throughout the United States. Some have even worked summer internships at foreign operationsChina, Canada, Indonesia, for example. Many have multiple summer internships before they graduate. These internships give them valuable experience to couple with their undergraduate academic program of study. On occasion a student will be offered, and will accept, a co-operative position with one of the operations. These coops normally consist of a semester plus the summer (spring + summer or summer + fall) of full-time employment at the operation. If taking a coop position, the student can elect to do it for credit (mining elective credit or free elective credit) of 1, 2 or 3 credit hours, depending on the amount of work the student wishes to put into the final report that is an integral part of the coop course. If electing to do a coop, the student must choose a coop advisor, must submit a plan to accomplish the credits signed up for within 1 semester of his/her return to campus, and must finally complete the agreed upon effort to gain the credit. The grade for the coop is submitted by the chosen coop advisor after the student completes all elements of the coop plan. A.9. Additional Materials to Demonstrate Achievement of Criterion 5 Available for Review During Visit Posted in the mining engineering offices area will be tables listing the mining engineering courses taught, time and room, and the instructor of record for each, for the current academic year. These tables generally also include pertinent potential out-of-department conflicts to help the students with scheduling. As mentioned previously, materials indicating student performance in each mining engineering course will be contained in a course portfolio and made available during the visit. Also, as mentioned earlier, examples of the senior capstone design project will be available for inspection.

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B.

Prerequisite Flow

Figures 5-1 (a, b and c) below show prerequisite flow diagrams for courses required for the mining engineering degree. Figure 5-1 (a) shows the prerequisite flow for the MEM courses, including the important out-of-department classes. Figure 5-1 (b) shows the prerequisite flow for the Geology/Geological Engineering courses required for the mining engineering degree. Figure 5F-1 (c) shows the prerequisite sequence for the science, engineering and engineering sciences courses required for the mining engineering degree. The most serious roadblocks for the mining engineering students, as far as prerequisites are concerned, tend to be the freshman mathematics and chemistry classes, and the preparation at the high school level for them. Another, somewhat less serious roadblock for the mining engineering students, tends to be the geology/geological engineering sequence. Since these courses are only offered yearly, if the student fails one or fails to get into the course at the correct time in the mining engineering curriculum sequence, then he/she may very well be forced to return for an additional full academic year (missing or failing Geol 214L, for example, will set the student back a year).

112

Figure 5-1 (a) MEM Prerequisites

Freshman Year

Sophomore Year

Junior Year

Senior Year

MEM 303 U/G Mining MEM 201 Surveying MEM 301 Computer Apps GE 130 Phys 211 MEM 202 Matl Handling MEM 120 Intro to Mining MEM 203 Health & Safety MEM 304 Rock Mechanics EM 214, or EM 216, or EM 217 MEM 305 Explosives MEM 204 Surface Mining MEM 307 Geostatistics MEM 302 Mineral Econ

ATM 404 MEM 401 Ventilation EM 328

MEM 464 Mine Design

MEM 4XX (Mining Elective) MEM 405 Reclamation

MEM 466 Mine Mgmt

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Figure 5-1 (b) Geology/Geological Engineering Prerequisites

Freshman Year

Sophomore Year

Junior Year

Senior Year

GeoE 221 Geol for Engrs Geol 214L Mineralogy for MEM

Geol 341 Elem Petrology

GeoE 322 Structural Geol Chem 114

114

Figure 5-1 (c) Science, Engineering & Engineering Sciences Prerequisites

Freshman Year

Sophomore Year

Junior Year

Math 102

Chem 112 Gen Chem I

Math 205 MEM Math I (Calc III)

EE 303 Circuits for MEM

Chem 112L Gen Chem Lab EM 216 Stat & Dynamics Chem 114 Gen Chem II Met 220 Mineral Process

Math 115

Math 123 Calc I

Econ 201 Micro Econ EM 328 Fluid Mech Math 211 MEM Math II (Diff Eq)

Math 120

Math 125 Calc II

GE 130 Intro to Engr Phys 213 Univ Physics II ATM 404 Thermo for MEM

Phys 211 Univ Physics I

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C.

Course Syllabi

Attached in Appendix A are syllabi for each course used to satisfy the mathematics, science, and discipline-specific requirements required by Criterion 5 and for applicable Program Criteria. All of the syllabi attached for the mining engineering (MEM) courses show the contribution of the course to meeting Criterion 5 and Criterion 9, as well as the relationship of the course to ABET Criterion 3, Program Outcomes. The out-of-department courses show, at a minimum, the contribution of the course to meeting the requirements of Criterion 5 and the relationship of the course to the program outcomes. Mining Engineering Courses and Section Size Mining engineering class sizes have been increasing steadily since the re-start of the mining engineering program right up to the present, relatively large, sizes. In a few cases, it has now become necessary to place a cap on the number of students allowed in a mining class (MEM 201 and MEM 304, for example; due to availability of equipment and lab size, respectively). Computer availability, so far, has not been an issue for the mining engineering students, even in the capstone senior design class. All mining engineering students (all SDSMT engineering students, in fact) are required to have their own notebook computer. In most cases, when student numbers in the capstone design class (MEM 464) exceed 5, the students are assigned groups. This decreases the demand on the computers in the lab. Table 5-2 below shows the enrollment in the mining engineering classes for Fall 2008 and Spring 2009.

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TABLE 5-2. Course and Section Size Summary Mining Engineering

No. of Sections Responsible Offered in Avg. Section Course No. Title Faculty Member Current Year Enrollment Lecture 1 MEM 120 Intro to Mining & Sustain Dev S. Kanth 1 30 100 MEM 201 Surveying for Mineral Engrs C. Kliche 1 30 25 MEM 202 Matl Handling & Transport B. Mishra 1 15 100 MEM 203 Intro to Mine Health & Safety C. Kliche 1 20 100 MEM 204 Surf Mining Methods & Unit Op C. Kliche 1 17 100 MEM 301 Computer Apps in Mining Z. Hladysz 1 19 50 MEM 302 Mineral Econ & Finance C. Kliche 1 24 100 MEM 303 Underground Mining Methods Z. Hladysz 1 17 100 MEM 304 Theoret & Appl Rock Mech B. Mishra 1 27 75 MEM 305 Intro to Explosives Engr C. Kliche 1 15 90 MEM 307 Mineral Explor & Geostats S. Kanth 1 17 100 MEM 401 Theoret & Appl Vent Engr Z. Hladysz 1 10 75 MEM 405 Mine Permitting & Recl C. Kliche 1 23 100 MEM 450 Rock Slope Engineering C. Kliche 1 13 90 MEM 464 Mine Design & Feasibility Hladysz/Kliche 2 2/10 50 MEM 466 Mine Management S. Kanth 1 9 100 MEM 491 Special Topics (Intl Bus.) S. Kanth 2 3/3 100 1 Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% laboratory).

Laboratory 1 75

Other1

50

25 10 (field trips) 25 10 (field trips) 50

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CRITERION 6. FACULTY A. Leadership Responsibilities

The department head of the Mining Engineering Department is Mr. S.N. Shashikanth (aka Shashi Kanth). The department heads position provides leadership for the development and advancement of the program. The department head is responsible for recruiting students, raising funds for scholarships, and for program development. The department head also works in cooperation with, and support of, the SDSMT Foundation, Admissions and Placement Offices, Alumni Association, and other academic programs. The department head reports directly to the Dean of Engineering, who, in turn, reports to the Provost and Vice-President of Academic Affairs. Effective 2009-2010, the department head will report directly to the Provost. Mr. Kanth, as department head, has the responsibility of representing the program within the hierarchy of the College of Engineering. He attends the deans weekly department heads meetings, as well as other important college and university events. He is in charge of departmental managementthe budget, tracking the finances of the department, fundraising for the department, departmental recruiting activities, and arranging co-ops and internships for the mining engineering students. The department head also has some teaching responsibilities. Normally, he will teach 1 2 courses per semester, depending upon the workload of the other faculty members. He works closely with the other faculty members with the scheduling of classes each semester and with the assigning of appropriate faculty for teaching duties. The department head, during the start-up period of the new program, worked closely with the heads of other engineering, science and management departments in the scheduling or development of needed outside-department classes. Mr. Kanth began his leadership responsibilities as program director (recently changed to department head status) for the mining engineering program on July 1, 2004. Previous to accepting this position, Mr. Kanth was employed by Special Devices Inc. as program manager for the development of new electronic blast initiators for the mining and construction industries. His unique mix of industrial managerial and marketing
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experience, and his extensive industrial contacts, brings to the program a salesperson someone who can work directly with the industrial leaders who require our graduates. B. Authority and Responsibility of Faculty

At about the end of the first month of each semester, a plan is devised by the mining engineering department head in consultation with the faculty for the courses to be taught the next two semesters. This plan includes the courses offered by mining engineering, the time slot assigned for each course and the responsible faculty member. An attempt is made to balance out the course offerings amongst the faculty members. Normally, a fulltime faculty member, with normal research and service load, will teach three courses each semester. The department head will normally be assigned a lighter teaching load each semester due to his other primary responsibilities of recruiting, obtaining funding from industry, entertaining, traveling, and academic affairs duties. Mining engineering courses are updated on a regular basis by the mining engineering faculty. Normally, this is done in order to keep the course current. New courses added to the mining engineering curriculum or proposed as electives, or major modifications to existing courses, require a defined process: 1. The new course or course modification is proposed to the Departmental Curriculum Committee which is composed of the faculty of the Mining Engineering Department at one of the departmental faculty meetings. A consensus is reached to either go forward with the new course or modified course, table it, or not to go forward. If the decision is to go forward, then the proposing faculty member prepares the appropriate form and submits it to the College Curriculum Committee. 2. The College Curriculum Committee reviews, discusses, then votes on the proposal at its regularly scheduled monthly meeting. One member of the Mining Engineering Department normally serves on the College Curriculum Committee. That mining engineering faculty member is often times called upon to answer questions about, or defend, the proposed course. The college dean also serves on the committee as an ex officio member. 3. If approved by the College Curriculum Committee, the proposal is forwarded to
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University Curriculum Committee for approval, then to the full faculty for final approval. At the next regularly scheduled faculty meeting, the proposal is discussed and voted upon by the full faculty. It is normally during steps (2) or (3) that questions may arise from either other department representatives or from the general faculty about course content, quality or whether the course may be too similar to another campus course. These, and any other questions, must be addressed fully before the course is approved by the faculty. It is not uncommon for a course request form to be sent back to the originator for changes which address specific concerns. C. Faculty

The mining engineering programs core faculty consists of Mr. S.N. Shashikanth (Prof. Kanth), Dr. C.A. Kliche, Dr. Z.J. Hladysz and Dr. Brijes Mishra (NOTE: As mentioned previously, Dr. Mishra resigned on 5/22/09. This report has not been edited to remove references to Dr. Mishra. A replacement for Dr. Mishra is being sought.). Mr. Shashikanth holds B.S. and M.S. degrees in mining engineering; Dr. Kliche holds B.S., M.S. and PhD degrees in mining engineering; Dr. Hladysz holds B.S. and PhD degrees in mining engineering; and Dr. Mishra holds B.S., M.S. and PhD degrees in mining engineering. Dr. Kliche is a registered professional engineer in South Dakota and Minnesota. Dr. Kliche and Dr. Hladysz are tenured professors; Prof. Shashikanth is a non-tenure-track exempt administrative employee; and Dr. Mishra is currently a nontenure-track term assistant professor. Effective spring 2008, Dr. Hladysz decreased his effort in the mining engineering program to 50%. The other 50% was released to the Deep Underground Science and Engineering Laboratory (DUSEL). Commencing fall 2008, Dr. Hladyszs release time to DUSEL was increased to 75% and Dr. Mishra was brought in to take over responsibility of most of Dr. Hladyszs teaching responsibilities. Table 6-1 documents the workloads of the mining engineering faculty for fall 2008 and spring 2009. Prior to Dr. Hladyszs reassignment to DUSEL, Drs. Kliche and Hladysz each averaged about 3 courses per semester. Currently, Dr. Mishra is taking up the slack from Dr. Hladyszs release and is assigned 2 courses per semester. For Fall 2009
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and Spring 2010, Dr. Mishra will likely be assigned a full load of 3 courses per semester. Prof. Kanth has increased his teaching load to 1 or 2 courses per semester. This increase in workload from 1 course per semester, which was originally intended, to 1 or 2 courses for Prof. Kanth creates the problem of decreasing his time available for recruiting and fund-raising. Three of the mining engineering faculty have significant industrial experience and engage in professional consulting on a regular basis. Dr. Kliche has worked professionally as a mining engineer in industrial minerals mining (bentonite), taconite mining and gold mining. He consults in areas of rock slope stability, blasting, and surface mining in general. Dr. Hladysz has worked professionally for government and in underground coal mining. He consults in areas of rock mechanics, ventilation, and underground mining in general. Prof. Kanth has worked professionally in sales and marketing for explosives manufacturing firms and for companies manufacturing mine dispatch systems. He consults in the area of electronic detonators. Dr. Mishra has approximately 1 year professional experience with a well-known consulting engineering company. He has actively participated with coal mining through consulting on various technical topics.

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Table 6-1. Faculty Workload Summary Mining Engineering Program Faculty Member (name) Dr. C. A. Kliche FT or Classes Taught (Course No./Credit Hrs.) PT Term and Year1 FT Fall 2008: MEM 201 (0-2) MEM 203 (1-0) MEM 305 (3-0) MEM 450 (3-0) MEM 464 (3-1) Spring 2009 MEM 204 (3-0) MEM 302 (3-0) MEM 405 (3-0) FT Fall 2008: MEM 301 (1-1) MEM 401 (3-1) Spring 2009: MEM 464 (4-1) FT Fall 2008: MEM 466 (2-0) MEM 307 (3-0) 50% MEM 490 (3-0) Spring 2009: MEM 120 (2-0) FT Fall 2008: MEM 303 (3-0) MEM 307 (3-0) 50% Spring 2009 MEM 304 (3-1) MEM 202 (2-0) MEM 491 (4-0) Total Activity Distribution2 Research/Scholarly Activity 15 10

Teaching 75

Other3

Dr. Z.J. Hladysz

25

70

Mr. S. Kanth

50

50

Dr. B. Mishra

75 80

15 10

10 10

1 2

Indicate Term and Year for which data apply (the academic year preceding the visit), Activity distribution should be in percent of effort. Members activities should total 100%. 3 Indicate sabbatical leave, etc., under Other. 4 FT=Full Time Faculty, PT=Part Time Faculty

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D.

Faculty Competencies

The faculty has the competency to adequately and effectively cover the engineering topics related to both surface and underground mining which are listed in the Program Criteria for Mining and Similarly Named Engineering Programs. Dr. Hladyszs major area of expertise is in the area of underground mining, Dr. Kliches is in the area of surface mining, Dr. Mishras is in the areas of rock mechanics and surface/underground coal mining, and Prof. Kanths is in the area of management and international business. Dr. Hladysz is also well versed in the area of theoretical rock mechanics. He has just been added to the Deep Underground Science and Engineering Laboratory (DUSEL) team in their rock mechanics group. In the past, Dr. Hladysz generally taught the subjects pertaining to underground mining technologyrock mechanics, ventilation, underground mine design, and underground mining equipment selection. Now, Dr. Mishra is moving towards taking more responsibility for those courses as Dr. Hladysz commits more time to DUSEL. Dr. Kliche generally teaches the subjects pertaining to surface mining technologyrock slope stability, explosives and rock blasting, surface mine design, mine reclamation and surface mining equipment selection. Prof. Kanth has recently taken on more teaching responsibility for mining technology courses, specifically MEM 202 (Materials Handling and Transportation) and MEM 307 (Mineral Exploration and Geostatistics) in addition to the mine management courses he typically teaches. One area of the curriculum that is lackingnot adequately covered by the four mining engineering faculty membersis mining electives. Only two mining engineering electives, at this time, are available for the students to choose from, and only one of them has been taught with any regularity over the past few years. Additional mining engineering electives are in the works and more offerings should be available commencing the 2010 11 academic year. However, certain civil and environmental engineering, geological engineering, and/or business courses normally will be allowed as mining electives, if petitioned by the student, that is, if cleared by the student through his/her advisor who will, in turn, take up the petition to the rest of the Mining engineering faculty.

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E.

Faculty Size

All of the mining engineering courses in the program are taught by one of the four mining engineering faculty members. Table 6-1 shows the workload summary for the four mining engineering faculty members for fall 2008 spring 2009. Drs. Kliche and Hladysz for the past several years have taught the majority of the mining engineering classes. However, as mentioned previously, Dr. Hladysz is moving more into DUSEL and away for his previous teaching load. Dr. Kliches teaching workload remains high, at 3 5 classes per semester. Prof. Kanth and Dr. Mishra both have been becoming more involved with teaching duties, thereby spreading around the teaching workload Due to the high teaching workloads and to the lack of a M.S. program in mining engineering, funded research in the program is low. Table 6-1 shows the level for research and scholarly activity for both Dr. Kliche and Dr. Mishra at 15% for fall 2008 and spring 2009. Dr. Hladysz, on the other hand, has increased his release time due to his involvement in DUSEL to 70% for 2008 - 09. Two of the three mining engineering faculty members are the advisors for all 88 mining engineering studentsDr. Kliche is advisor for 53 students (spring 2009) and Prof. Kanth has taken over advising the remaining 35 students from Dr. Hladysz. The university requires that faculty members must be evaluated by students each semester in courses. The overall instructional performance is rated on a scale (excellent, good, satisfactory, marginal, and poor). The mining engineering Departments faculty has consistently ranked in the excellent to good range for the past six years. A sample survey form is attached in Appendix F. All four faculty members are involved in university service and professional service activities. Mining engineering faculty members are quite active in various professional societies and have been very successful in communicating the importance of such involvement to the students. SDSMT students attend the annual meetings of the Society for Mining, Metallurgy and Exploration (SME), the International Society of Explosives Engineers (ISEE), the regional explosives engineering conference (Best in the West), and the Crazy Horse Drill and Blast workshop. Over the past five years, the students have organized
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and staffed booths at the annual SME and ISEE meetings. Dr. Hladysz is a member of SME and is also very active with the Maptek annual Vulcan Users Conference, presenting on a regular basis at the conference. He just presented a new mine ventilation module for the Vulcan software at the 2008 conference. As stated above, Dr. Hladysz is becoming quite involved with the DUSEL project at the Homestake Mine in Lead, SD. Dr. Kliche is heavily involved with both SME and the International Society of Explosives Engineers (ISEE) on both the national and local levels. He regularly attends the national meetings of both organizations. He is advisor to the SDSMT student chapters of both organizations. Dr. Kliche is the current President of the Black Hills Chapter of ISEE and served as the Heartland Region Chair for SME in 2007. He has been a member of the ISEE Program Committee since 1990. He publishes with both organizations. Dr. Kliche serves the university as a member of several committees, including the University Senate. Prof. Shashi Kanth is a member of SME and of ISEE. He regularly attends the annual meetings of both organizations. In SME, he is a member of the Minerals Schools Department Heads group and works closely with the educators and the students. In ISEE, he is on the Board of Directors of the Black Hills Chapter, he is one of the organizers of the annual Crazy Horse Blasters Training seminar, and hes heavily involved with the annual Best in the West Drill and Blast Seminar. He maintains strong involvement on the national level with ISEE, especially in the areas of student activities and product development. Dr Mishra completed his PhD from West Virginia University with a major in mining engineering and rock mechanics. His research areas have included rock mechanics, salt mechanics, numerical modeling, and coal mine ground control. He is member of Society of Mining Engineering and American Rock Mechanics Association. Before joining South Dakota School of Mines and Technology as an assistant professor, he worked as a project engineer at RESPEC, a geotechnical consulting firm. His area of interest is geotechnical engineering, constitutive modeling involving time dependent of rocks. He has ten papers published to his credit and successfully completed eleven consulting and research projects.

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The mining engineering faculty members have been very active in the recruiting of new students into the mining engineering program. Although Prof. Kanth has now taken the lead in most recruiting activities, the mining engineering faculty members are routinely called upon to help with departmental open houses, to attend the Tour Mines open house activities for high school juniors and seniors who are considering SDSMT, and to participate in the departmental information series during the GE 130 class periods. Finally, faculty members of the mining engineering program have been very successful in providing opportunities for students to interact with industry practitioners and employers. In addition to setting up field trips to working mines, quarries, and construction sites, faculty members have developed a close relationship with industry, which results in a number of potential employers coming to SDSMT for the spring and fall job fairs. This results in excellent placement of our seniors upon graduation and our undergraduates for internships and coops. F. Faculty

Abbreviated resumes for each of the four program faculty members are attached as Appendix B. Additionally, Table 6-2 presents a brief summary of pertinent information about the mining engineering faculty members. G. Faculty Development

Faculty development is planned by the individual faculty member and the department head. All faculty members have annual reviews conducted by the department head which include a summary and analysis of the Student Opinion Survey forms from each class taught by the faculty member; a review of Part A of their Professional Staff Evaluation Form; and the completion of Part B of the evaluation form by the department head. Part A of the Professional Staff Evaluation Form is completed during January of each year for the past calendar year by the faculty member. In it, the faculty member summarizes his or her activities during the past 12 months in the areas of: teaching or cooperative activities; scholarship or creative activity; and service to the university, his/her discipline or profession, and the community-at-large. The faculty member also lists his or her performance objectives for the current evaluation period which were devised with the concurrence of the department head at the end of the previous review
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period. In addition, the proposed major performance objectives for the next period are listed. After completion by the faculty member, Part A is submitted to the department head who then reviews it and completes his analysis under Part B. For all faculty unit members who serve on tenure track contracts or who hold rank below that of professor, the department head must comment about progress towards achieving the levels of performance that, in keeping with institutional standards, justify a recommendation for promotion to a more senior rank or award of tenure. Comments must address each area of professional responsibility. Therefore, the department head meets formally annually with each non-tenured or tenured junior faculty member to review his or her progress towards advancement to the next level of rank or towards tenure. During this meeting, the department head discusses the junior faculty members progress and updates any plan previously formulated for the junior faculty members achievement of stated performance objectives. The mining engineering department provides funds for each faculty member to attend at least one conference, workshop or seminar annually. Depending on the state of the departments operating budget and the state of discretionary funds available in the mining engineering programs SDSMT Foundation accounts, faculty members may be able to attend additional annual meetings, workshops or seminars during the year. In the past, each faculty member has been able to attend two or three meetings per year. If the faculty member is presenting a paper at a meeting, or is involved in some high level of planning for the meeting, then the faculty members attendance at the meeting is a necessity. SDSMT and the South Dakota Board of Regents offer numerous professional development workshops on faculty development and/or help in obtaining external funding that the faculty member may sign up for. Ultimately, it is up to the individual faculty member to pursue these opportunities and follow through by submitting proposals for external funding and submitting articles for publication in peer reviewed journals.

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Table 6-2. Faculty Analysis Mining Engineering Program Highest Degree and Field Level of Activity (high, med, low, none) in: Professional Registration/ Certification Professional Society Consulting /Summer Work in Industry High Med High Med Research Med Low Med

Years of Experience Govt./Industr y Practice Total Faculty 29 28 Institution from which Highest Degree Earned & Year Univ. of Arizona 6 1991 Central Mining 10 Inst., Katowice, PL, 1978 SDSM&T 12 1994 U of W. VA., 2007 1 This Institution 29 28

Name C.A. Kliche

Type of Academic Appointme FT nt or TT, T, NTT PT T FT PhD T FT PhD

Rank

SD, MN High

Z.J. Hladysz P

Low-Med MedHigh High Med

S. Kanth B. Mishra

NTT

FT FT

MS PhD

5 2

5 2

Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous years. Column 3 Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track

Asst NTT .

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CRITERION 7. FACILITIES A. Space

The space available for the mining engineering program is just adequate, but not optimal, to support the programs educational objectives and outcomes. Since its inception in 2004, the mining engineering and management program (changed to the mining engineering program in 2008) has demonstrated significant growth, year-to-year. On average, 20 new students per year have been admitted to the program, making current enrollment at over 80 undergraduate students. During this growth period, one additional faculty position has been added and some additional space has been provided for mining engineering use. Room 225 in the Mineral Industries (MI) Building was added to the Design Lab of MI 223 to come up with the combined design room MI 223/225; and MI 230 was acquired for the new ventilation lab. A.1. Office Space

Office space is adequate for the three full-time mining engineering faculty and for the mining engineering department head. Additional office space in the mining engineering office complex is unavailable in the case of new faculty members being hired. A.2. Classroom Space

The availability and quality of classrooms are sufficient to meet the current needs of the Mining Engineering Department. However, with higher inflow of students, larger classrooms will be needed. The rooms are assigned by University Scheduling based on class size and the request submitted on behalf of each department. A.3. Laboratories

Space & Condition. Laboratories used by mining engineering involve various equipment which has been upgraded based on requirements and availability of monetary resources. The program has a new Maptek Mine Design Lab (MI 223/225), which is dedicated to the department for providing mining engineering students with up-to date mine modeling capabilities. Added to the Maptek Lab is state-of-the-art equipment for providing internet-based distance education. This system primarily

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consists of two parts: the Polycom video conferencing system and the Accordent Capture Station. The Polycom system provides high-definition voice, video and content to pointto-point and multipoint calls. An EagleEye HD camera, six ceiling mount speakers, two ceiling microphones, a sound system and large Display are connected to the Polycom codec. A second camera is also being added. The Accordent Capture Station enables an instructor to record and webcast a presentation or conference, both live and on-demand. This part of the system is the PC with the Accordent capture software. The published presentations are viewed via a web browser and media player. Audience e-mail interaction outside of the video conference system is available through a moderated interface in the Accordent Capture Station software. This system was acquired in 2009 and mining electives are being developed which can be offered via the system.

Another small laboratory, the health and safety training room located in MI 122A, is available for small training classes. A new ventilation laboratory, located in MI 230, has been added to the mining engineering program. The new laboratory has office space for both faculty and teaching assistants. The rock mechanics laboratory facilities, located in MI 120 and 122, is old but adequate for the job of teaching undergraduate rock mechanics theory and applications. Appendix C lists the major equipment in the rock mechanics laboratory, the ventilation laboratory, the surveying laboratory, the mine health and safety laboratory, and the Maptek Mine Design Laboratory. Also included is a comment, where appropriate, for planned replacement or upgrade of the laboratory equipment. Lab Plan. The most current laboratory plan for the Mining engineering department is attached as Appendix E.

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A.4.

Mining Library Resources

No Mining Library (i.e., Resource Room) exists any longer within the Mining Engineering Department. As stated above, the books, periodicals, maps, etc. from the old Mining Engineering Department, and those acquired since, are stored in various locations in the MI Building and around campus (i.e., the Facilities Building). The university, on the other hand, has a very fine engineering and science library which serves the mining engineering program quite adequately. The universitys library resource is described in detail in Appendix DInstitutional Summary. A.5. Mining Engineering Assigned Space

Space in the Mineral Industries building assigned to the mining engineering program is currently just adequate for the needs of the program. Specifically, as mentioned above, office space is adequate for three faculty members, but the mining engineering program has no conference room or resource room (Mining Library). The majority of the space historically assigned to the department was taken away and reassigned at the time of closure of the old program. It has been, and remains so, a challenge to reclaim some of that space. The figures below show the proportion of space in the Mineral Industries Building assigned to mining engineering.
% Area MEM ADM MET

IAS

GEOL & GEOLE

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Department MET GEOL & GEOLE IAS ADM MEM

Mineral Industries Building Space Assignment % Area Total # Students # Active Labs 33 76 4 31 111 17 21 23 1 7 0 0 9 88 4

The floor plans shown below illustrate the areas on each floor within the Mineral Industries Building assigned to the mining engineering program.

Rock Mechanics Lab Health & Safety Room

132

Ventilation Lab

Mine Design Lab

Mining Engineering Offices

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B.

Resources and Support

B.1.1. Computing Resources/Hardware All faculty offices are equipped with desktop computers with a minimum of Pentium 4 1.8 GHz CPU and 80 GB hard drives with 512 MB RAM. These have a network connection and Internet access. The standard operating system is Microsoft Windows, XP Professional or Vista. The Mining Engineering Department also maintains three notebook computers for mobile instruction, research activities, and travel. In fall 2006, the university implemented a Tablet PC program under which each degreeseeking undergraduate student is issued a Tablet PC. Thus, by fall 2009 all undergraduates with the exception of fifth year seniors will have access to mobile computing. Wireless access to both the local area network and the Internet is available everywhere on campus. In addition, the Mining Engineering Department has a new computer laboratory, the Maptek Mine Design Lab, in MI 223/225. This departmental computer laboratory has 20 personal computers with network connection, Internet access, and a printer. Students in the mining engineering program routinely use the computing resources of this laboratory for assignments. Other campus computing facilities include open laboratories in the Classroom Building, Devereaux Library, and Surbeck Center. B.1.2. Computing Resources/Software Mining engineering students learn the use of a wide variety of modern engineering tools. In addition to productivity software such as word processors and spreadsheet programs used routinely in many courses, students become familiar with state-of-the-art mine design software such as Mapteks VULCAN and Carlsons SurvCADD. Specialized software is introduced in sophomore, junior and senior courses, and includes, in addition to the mine design packages mentioned, packages such as GS+ Geostatistics for the Environmental Sciences; SHERPA (Surface and Underground); Caterpillars FPC; Rocsciences rock mechanics and slope stability packages (Dips, Examine2D, Examine3D, Phase2, RocData, RocFall, RocLab, RocPlane, RocSupport, Settle3D, Slide, Swedge, Unwedge); Itascas FLAC; VNetPC mine ventilation package; APEX economics simulation package; LabNoteBook (data acquisition package); and Runges DragSim and TALPAC simulation software.
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B.2

Laboratory Equipment Planning, Acquisition, and Maintenance

In the Mining Engineering Department, laboratory equipment planning, acquisition, and maintenance is lead by the particular faculty member that controls that particular laboratory. If a faculty member determines that equipment in their laboratory needs to be purchased, maintained or upgraded, that faculty member is in charge of the process. If it involves a small amount of money, the faculty member requests the resources from the department through the department head. If it involves larger sums of money, the necessity is discussed between all of the faculty members and the department head, the department equipment requirements are prioritized and then several avenues can be pursued to acquire the necessary resources. B.3. Support Personnel Available to Install, Maintain, and Manage Departmental Hardware, Software, and Networks Mining engineering shares a full-time IT technician with the other departments and programs in the buildingthe Atmospheric Sciences Department, the Materials & Metallurgical Engineering Department, the Geology & Geological Engineering Department and the Engineering and Mining Experiment Station. The technician helps maintain equipment and provides computer support. The technicians office is in MI 120B on the first floor of the Mineral Industries Building. Additional network support is provided by Instructional Technology Services, which is located on the first floor of the Electrical and Computer Engineering/Physics/Computer Center building. The operating expenses funding, capital assets, laboratory fees, return on overhead from research funds, and discretionary finds received as gifts from industry/alumni/friends are adequate to maintain and replace laboratory equipment properly. B.4 Support Personnel Available to Install, Maintain, and Manage Laboratory Equipment. Depending on the laboratory equipment involved, the IT technician may install it and maintain it, or the professor responsible for the lab may do so. Management of the laboratory equipment is the responsibility of the professor in charge of the lab. The laboratories involved include the rock mechanics lab, the ventilation lab, the Maptek Mine Design Lab and other minor labs. If special support is needed for a laboratory, then the work is contracted through the college and university facilities management staff.
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C.

Major Laboratory and Instructional Equipment

Major laboratory and instructional equipment is tabulated in Appendix C.

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CRITERION 8. SUPPORT A. Program Budget Process and Sources of Financial Support

The program as initially proposed began with a major contribution by the industry as seed money to start the program. This seed money was planned to be about $300,000 and the industrial advisory board raised about $350,000, which enabled the program to hire a consultant, a dedicated program recruiter, and a program director for the start-up phase. In order to compute the original budget, the following table was used as estimates in terms of student numbers and credit-hour calculations (taken from the New Program Request form submitted to the SDBOR in 2004).

Estimated Student Numbers for the New Mining engineering Program Fiscal Years 1st 2nd 3rd 4th FY 05 FY 06 FY 07 FY 08 Students new to the universityincludes 6 15 23 25 transfer students from other colleges Students from other university programs 3 3 4 4 Transfer students from other colleges 1 3 3 3 Total cumulative students in the new program 9 27 54 77 New program credit hours -major courses. 42 196 479 785 Total credit hours for SDSMT from new pgm. 306 918 1836 2618 New Program Graduates 0 0 4 8

The following table illustrates, as a comparison, the actual number of mining engineering students recruited into the program since its start-up. As can be seen, the actual numbers, year-to-year, are much higher than predicted, as are the graduates. Actual Student Numbers in the New Mining engineering Program Fiscal Years 1st 2nd 3rd 4th FY 05 FY 06 FY 07 FY 08 Students new to the universityincludes 32 55 74 83 transfer students from other colleges New Program Graduates 2 1 5 12 Essentially, student count and credit hours by each year is what forms the basis of needed financial support.
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The financial support is divided into: OE Operating expenses Scholarship support Departmental development activities department service support

The sources for each of these are: OE Operating expenses

Each year institutional funds are budgeted to the department for operating expenses. As additional need arises, funds may be transferred from college or other accounts at the discretion of the dean or the provost. In FY09, $11,700 was budgeted and $17,656 has been expended from institutional sources to meet operational costs such as office supplies, telephone, faculty travel and similar expenses. Foundation accounts are also used to support travel and other departmental expenses. A laboratory course fee of $53.20 per course is charged, with 80% of these revenues staying with the department to be used for laboratory expendables and other costs related to laboratory courses. In FY09 this produced revenues for the department of $1,547. Scholarship support Alumni donations Industry contributions Existing endowments Departmental development Industry contributions Alumni donations Overhead allocation from research projects

The table below shows a list of donors who have been actively supporting the department for both scholarships and departmental service activities. Many are recurring annually, and some are funded through established endowments. A few are time limited, and we continue to raise support and add new ones to this list every year. ALEXANDER, TOM & FRANCES
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BARRICK GOLD BELL, LYNN & NANCY OWEN DURGIN, SCOTT & LISA ENGEBRETSON, DAVID & LESLIE LEADERSHIP AWARD ERICKSON, JANET LIND MEM EYRICH, HAROLD R MEMORIAL FOUNDATION COAL HARDER, JAMES O MEMORIAL HENRY, RALPH L. HOEL, RON & MARG INTERNATIONAL ROYALTY JOHNSON, LINDSAY F MEMORIAL KIEWIT MEM MAPTEK MOHRMAN, DONN J OSHIER, EDWIN MEMORIAL P & H MINING EQUIPMENT PENG MEM RATHBUN, JOHN ROYAL GOLD SCHWANDT, RANDY/CATE EQUIPMENT SWENT FAMILY WOMEN IN MINING Tabulated below are the total dollar amounts raised by year from these sources:
FY07
$288,758.55

FY06
$124,225.92

FY05
$94,521.52

FY04
$85,002.35

FY03
$204,919.87

TOTAL $918,031.53

C.

Adequacy of Budget

The program has grown well beyond initial, and the 80 student number was reached sooner than initially planned. This has resulted in the need to enhance our facilities, and staff strength. Considering the growth, and strong projections for future growth, the current budget is considered to be somewhat inadequate in the sense that it does not have enough room to add one new faculty member (on a tenure track) and also enhance the laboratories specifically, upgrade the rock-mechanics laboratory.

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We have come up with ways to counter this problem. One example is that we have taken the release time from DUSEL activities of one professor (Dr. Z. Hladysz) and hired a PhD professor, and are paying his salary through the release time. Additionally we are continuing to request one new FTE position with the university. With the economic downturn, there has been a freeze on all new hires from the university, but we have been talking with two specific companies to help support 50% of a new FTE position, and as of April 2009, we have secured 25% of this for a four year commitment and are diligently working to get the rest in place. D. Support for Faculty Professional Development

As a department, there is generally very good support for any professional development activity that may become available to the faculty. For example, all faculty members are strongly encouraged and supported financially to attend the annual SME and annual ISEE conferences. In the past five years, we have had very good participation from mining engineering faculty members at the local and national meetings of the SME & ISEE. The faculty also has attended the 2004 & 2008 MINExpo (held once every four years). Additionally, the department actively supports attending any industry conferences and training seminars as needed. Faculty members are often involved heavily with the local chapters of national professional organizations, including being officers and on the board of directors of such organizations. For 2008-09, one of the faculty members holds the position of President and the other is a board member of the local ISEE chapter. Additionally, one faculty member has been active in the planning of, and the program committee for, the South Dakota Professional Engineers annual conference. He is also active on the Program Committee for the national ISEE. Additionally, we are on the steering committee of the BPI Seminar conducted by Penn State outreach program and are in active discussions to be the host for the 2012 conference.

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DUSEL Activity Significant advances in the science and engineering disciplines often require access to exotic environments, either to investigate processes that occur only under conditions not available in a conventional laboratory, or to search for rare processes that are easily masked under most realizable circumstances. Scientists and engineers then must create those environments artificially; in some instances, they can exploit naturally existing environments with the needed characteristics, provided there exist appropriate access and infrastructure.1 The Deep Underground Science and Engineering Laboratory (DUSEL), planned for the Homestake Mine in Lead, South Dakota, represents such a case. The Homestake Mine, a deep hardrock gold mine closed by Barrick in 2000, was donated by Barrick to the South Dakota Science and Technology Authority in 2006 for use as the Deep Science and Engineering Laboratory. On July 10, 2008, South Dakota Gov. Mike Rounds announced that the National Science Foundation selected the Homestake site to be developed as the proposed Deep Underground Science and Engineering Laboratory (DUSEL). The NSF indicated its intention to provide $5 million a year for the next three years to develop a more specific technical design for the laboratory. The NSF Science Board, Congress and the President must approve the DUSEL project, which would cost an estimated $550 million. Half of that funding would be used to build the lab; half would pay for the initial suite of experiments. One of the mining engineering faculty members is heavily involved in DUSEL activities, and listed below are his major responsibilities; Managing and coordinating all activities associated with the geotechnical investigations, design and construction of new underground excavations for DUSEL.
1

Chair of DUSEL Geotechnical Advisory Committee. Member of DUSEL/Sanford Lab Environment, Health and Safety Oversight Committee. Member DUSEL/Homestake Risk Management Team Member of DUSEL/Berkeley Laboratory Modules Design Team

NSF Program Solicitation 09-500, Deep Underground Science and Engineering Laboratory (DUSEL 4) http://www.nsf.gov/pubs/2009/nsf09500/nsf09500.htm 141

E.

Support of Facilities and Equipment

The following laboratory equipment is brand new and is state-of-the art; Maptek Advance Mine Design Center a fully equipped computer lab with 20 stations (soon to be increased to 25 stations), all ready with Mapteks VULCAN software and other software required for senior design Fully operational Accordent Capture Station audio-video teleconferencing system Capabilities to record, stream and beam the classroom to any IP enabled network globally in real time A brand new Ventilation trainer ($50,000) has been procured & installed, and will be commissioned this summer. A state-of-the-art Trimble 5700 GPS surveying instrument has been in place for about a year now. We are in pretty good shape when it comes to surveying, and computers with new state of the art GPS survey equipment, two new total stations, and a brand new computer lab. However at this time, the facilities and equipment in the rock mechanics laboratory needs a serious review. The rock mechanics equipment is quite antiquated and is in a condition where any breakage or failure could result in a loss of capability to conduct many of the rock mechanics labs exercises. The hardware and software interfaces are old, outdated and the system has been kept operational through the tireless efforts of the professor in charge of the lab. Until recently, the same held true for the ventilation hardware and software equipment. Efforts are underway by the mining engineering faculty to ameliorate this critical situation in the ventilation lab by the installation of a newly acquired state-of-the-art Ventilation Trainer in room MI 230. F. Adequacy of Support Personnel and Institutional Services

The need for an additional faculty member in for the mining engineering program has been addressed above.

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On the administration side, we currently have an information technology technician assigned to the Mineral Industries Building. Mr. David Murphy, IT technician for the MI Building, replaced Mr. Dale Nickels in 2008. In addition to Mr. Murphy, technical support is provided campus-wide by the Information Technology Services (ITS) department. With three existing faculty members and almost 80 students, mining engineering shares one secretary with the Materials and Metallurgical Engineering department. This secretarial support is inadequate as the metallurgy group conducts significant research and has both M.S. and PhD programs. Support for a dedicated secretary is very essential at this time. In addition, the university has several support personnel who provide support for all undergraduates on campus. This includes recruiting services through the Admissions Office, career advising through the Career Center, student counseling through the Dean of Students office, Campus Ministries, and much, much more. These services are detailed in the Institutional Summary (Appendix D).

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CRITERION 9. PROGRAM CRITERIA The Program Criteria for Mining engineering and Similarly Named Engineering Programs is reproduced below. The Program Criteria has been annotated with Numbers 1 26, which refer to the items listed in Table 9-1 below.
PROGRAM CRITERIA FOR MINING AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: Society for Mining, Metallurgy, and Exploration These program criteria apply to engineering programs including "mining" and similar modifiers in their titles. 1. Curriculum The program must demonstrate that graduates have: the ability to (1) apply mathematics through differential equations, (2) calculus-based physics, (3) general chemistry, and (4) probability and statistics as applied to mining engineering problems applications; fundamental knowledge in the geological sciences including (5) characterization of mineral deposits, (6) physical geology, (7) structural or engineering geology, and (8) mineral and rock identification and properties; proficiency in (9) statics, (10) dynamics, (11) strength of materials, (12) fluid mechanics, (13) thermodynamics, and (14) electrical circuits; proficiency in engineering topics related to both surface and underground mining, including: (15) mining methods, (16) planning and design, (17) ground control and rock mechanics, (18) health and safety, (19) environmental issues, and (20) ventilation; proficiency in additional engineering topics such as (21) rock fragmentation, (22) materials handling, (23) mineral or coal processing, (24) mine surveying, and (25) valuation and resource/reserve estimation as appropriate to the program objectives. The (26) laboratory experience must lead to proficiency in geologic concepts, rock mechanics, mine ventilation, and other topics appropriate to the program objectives. 2. Faculty Evidence must be provided that the program faculty understand professional engineering practice and maintain currency in their respective professional areas. Program faculty must have responsibility and authority to define, revise, implement, and achieve program objectives.

A.

Curriculum

Table 9-1 below lists the program criteria for mining engineering and similarly named engineering programs and tabulates how the mining engineering program meets the criteria. For further reference, the course syllabi are attached in Appendix A. To summarize the information in the table: Mathematics: The mathematics requirement for the B.S. degree in mining engineering includes a semester each of Calculus I (Math 123), Calculus II (Math

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124), Calculus III (Math 205) and Differential Equations (Math 211). The mathematics requirement for the mining engineering majors differs slightly from that of the other engineering majors at SDSMT in that the mining engineering majors take 2 credits less of Calc III and 1 credit less of Differential Equations. Regents policy requires a minimum undergraduate class size of 10 students. Four percent of all sections can be offered as exceptions to this requirement. In the cases where Math 205 and/or Math 211 have not attracted 10 students and so have not been offered as scheduled, the mining engineering students have taken Math 225 and/or Math 321. Calculus-based Physics: The calculus-based physics requirement for mining engineering students is met by Phys 211 and Phys 213. Physics I has Math 123, Calculus I, as a prerequisite (see Figure 5-1 (c) for prerequisite flow chart). Therefore, the two physics courses are normally taken in sequence after the student completes Math 123. General Chemistry: The general chemistry requirement is met by successfully completing Chem 112, Chem 112L and Chem 114. Chem 112L (the laboratory course) can be taken either concurrently with Chem 112 or with Chem 114. In the case of the calculus/differential equations sequence, the physics sequence, or the chemistry sequence, it is frequently the case that the student has not had adequate preparatory courses. Then, the student will be required to take and pass a high school equivalent preparatory course before enrolment in the college-level course is allowed. Probability and Statistics: The probability and statistics requirement is met primarily via the MEM 307 (Mineral Exploration and Geostatistics) course. The first of the MEM 307 course (1 credit) is dedicated to basic probability and statistics and the second of the course (1 credit) is dedicated to applied statistics (Geostatistics). In addition, more basic statistics is introduced in the MEM 304 (Theoretical and Applied Rock Mechanics) class and laboratory. Characterization of Mineral Deposits: This subject is covered within three Geology/Geological Engineering courses: Mineralogy for Mining Engineers

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(Geol 214L; 1 credit), Geology for Engineers (GeoE 221/221L; 3 credits) and Elementary Petrology (Geol 341/341L; 3 credits) Physical Geology: Physical geology is an integral part of the Geology for Engineers (GeoE 221/221L; 3 credits) course, normally taken by mining engineering students in the spring semester, sophomore year. Structural or Engineering Geology: The mining engineering students take Structural Geology (GeoE 322/322L; 3 credits) offered by the Geological Engineering program. Mineral and Rock Identification: This requirement is satisfied by Mineralogy for Mining Engineers (Geol 214L; 1 credit) and Elementary Petrology (Geol 341/341L; 3 credits). Statics: The statics requirement for mining engineering students is satisfied by taking EM 216--Engineering Mechanics (Statics and Dynamics, 4 credits). The first portion of the course is dedicated to Statics. Dynamics: The dynamics requirement for mining engineering students is satisfied by taking EM 216--Engineering Mechanics (Statics and Dynamics, 4 credits). The second portion of the course is dedicated to Dynamics. Strength of Materials: The strength of materials requirement is met as a definitive module within MEM 304 (Theoretical and Applied Rock Mechanics; 4 credits). The students in the rock mechanics course are required to complete various homework assignments on basic strength of materials and are also tested on the material during one or more hour-long examinations. Fluid Mechanics: Mining engineering students are required to take Applied Fluid Mechanics (EM 328; 3 credits), normally during their third year. Thermodynamics: Originally, when the new program was developed, it was intended that the subject of thermodynamics would be taught as an integral part (module) of the Theoretical and Applied Ventilation Engineering (MEM 401; 4 credits) course. Implementation of that plan never materialized. Therefore, it became evident that proficiency in thermodynamics would be lacking in the
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mining engineering graduates. In order to correct this situation, an existing course taught by the Atmospheric Science Department was modified for mining engineering. This course, Atmospheric Thermodynamics for MEM (ATM 404; 2 credits) is required in the future of all mining engineering students who were at or below sophomore standing in spring 2009. The first mining engineering students will take the ATM 404 course in the spring 2010. Electrical Circuits: The original curriculum was designed with an in-house course, MEM 306 (Mine Power and Pumping Systems), to satisfy this requirement. However, we had difficulty finding a faculty member willing to take this course on, so the Electrical Engineering Department was asked to devise a course for the mining engineering students. This course, EE 303--Circuits (for Mining), was implemented fall 2008. Prior to fall 2008, the mining engineering students took EE 301 (4 credits). Engineering Topics (ET): Mining Methods: The topic of mining methods is covered in the mining engineering curriculum through two required courses: Surface Mining Methods and Unit Operations (MEM 204; 2 credits) and Underground Mining Methods and Equipment (MEM 303; 2 credits). The surface mining course is normally taken in the sophomore year and the underground class is taken in the junior year. Previous to 2009, these courses were 3 credits each. They were each reduced by 1 credit to allow room for the ATM 404Atmospheric Thermodynamics course. ET: Planning and Design: The capstone mine design course is MEM 464--Mine Design and Feasibility Study (4 credits). Since fall 2008, this course has been offered both semestersone semester as an underground design project and one semester as a surface design project. The reason for this change was twofold: (1) many December graduates were unable to take the course during the preceding spring semester due to the failure to meet prerequisites and were therefore forced to stay an additional semester just for this course; and (2) many of the mining engineering students had chosen a career path of either surface mining or

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underground mining by the senior year and wanted a design experience reflecting this choice. ET: Ground Control and Rock Mechanics: The ground control and rock mechanics engineering topics requirement is met by the mining engineering course titled Theoretical and Applied Rock Mechanics (MEM 304; 4 credits). This course includes a significant laboratory experience. ET: Health and Safety: The mine health and safety course, MEM 203-Introduction to Mine Health and Safety (1 credit), is designed to meet the MSHA requirement for Part 46 New Miner Training. It is also included as a choice for the students pursuing a minor in Occupational Safety. ET: Environmental Issues: Besides being included in some of the lower level courses (MEM 204 and MEM 303) and in the capstone design course (MEM 464), environmental issues are addressed within the senior-level course Mine Permitting and Reclamation (MEM 405; 3 credits). ET: Ventilation: The requirement for a topical course on mine ventilation is met by the course Theoretical and Applied Ventilation Engineering (MEM 401; 4 credits). This course also includes a significant laboratory experience. Additional Engineering Topics (AT): Rock Fragmentation: The Introduction to Explosives Engineering (MEM 305; 3 credits) course is designed to meet the additional engineering topic requirement for rock fragmentation. AT: Materials Handling: The Materials Handling and Transportation (MEM 202; 2 credits) course was developed by extracting the materials handling topical material from the surface mining and underground mining courses. This is the reason it was possible to reduce the MEM 204 and MEM 303 courses to 2 credits each. AT: Mineral or Coal Processing: The mineral or coal processing requirement is met through the Materials and Metallurgical Engineering course Met 220-Mineral Processing and Resource Recovery (3 credits) which the mining engineering students are required to take.
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AT: Mine Surveying: Surveying is required of all Mining engineering students. They normally meet this requirement by taking Surveying for Mineral Engineers (MEM 201; 2 credits). However, infrequently a mining engineering student cannot fit the MEM 201 course into his/her schedule. In that case, it has been allowed that the equivalent civil engineering surveying course, CEE 206/206L be taken for the credit. AT: Valuation and Reserve/Resource Estimation: Mine valuation and mineral economics is covered in the Mineral Economics and Finance (MEM 302; 3 credits) course. Additionally, the students taking the capstone design course (MEM 464--Mine Design and Feasibility Study) are introduced to cost estimation and are expected to include a detailed economic analysis in their final project report. Furthermore, mining engineering students are required to take Econ 304 (Managerial Economics) as one of the management-related courses in the mining engineering curriculum. Appropriate Laboratory Experience: The appropriate laboratory experience requirement is met by the following courses which include significant laboratory experience: Geol 214L--Mineralogy for Mining Engineers (1 credit); GeoE 221L--Geology for Engineers Lab (1credit); Geol 341L--Elementary Petrology Lab (1 credit) GeoE 322L--Structural Geology Lab (1 credit); MEM 201-Surveying for Mineral Engineers (2 lab credits); MEM 301--Computer Applications in Mining (2 lab credits); MEM 304L--Theoretical and Applied Rock Mechanics Lab (1 credit); MEM 401L--Theoretical and Applied Ventilation Engineering Lab (1 credit); and MEM 464L--Mine Design and Feasibility Study Lab (1 credit).

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Table 9-1. Program criteria for mining engineering and similarly named engineering programs and how mining engineering meets the criteria.
Item Program Criterion How Program Criterion is Met in the Mining Engineering Program

(1)

Apply mathematics through differential equations

(2) (3)

Calculus-based physics General chemistry

(4)

(5)

Probability and statistics as applied to mining engineering problems applications Characterization of mineral deposits

(6) (7) (8)

(9) (10) (11) (12)

Physical geology Structural or engineering geology Mineral and rock identification and properties Statics Dynamics Strength of materials Fluid mechanics

Math 123--Calculus I (4 credits) Math 125--Calculus II (4 credits) Math 205--Mining and Management Math I (Calculus III) (2 credits) Math 211--Mining and Management Math II (Differential Equations) (3 credits) Phys 211--University Physics I (3 credits) Phys 213--University Physics II (3 credits) Chem 112--General Chemistry I (3 credits) Chem 112L--General Chemistry I Lab (1 credit) Chem 114--General Chemistry II (3 credits) MEM 307--Mineral Exploration and Geostatistics (3 credits) MEM 304--Theoretical and Applied Rock Mechanics (4 credits) Geol 214L--Mineralogy for Mining Engineers (1 credit) GeoE 221/221L--Geology for Engineers (3 credits) Geol 341/341L--Elementary Petrology (3 credits) GeoE 221/221L--Geology for Engineers (3 credits) GeoE 322/322L--Structural Geology (3 credits) Geol 214L--Mineralogy for Mining Engineers (1 credit) Geol 341/341L--Elementary Petrology (3 credits) EM 216--Engineering Mechanics (Statics and Dynamics) (4 credits) EM 216--Engineering Mechanics (Statics and Dynamics) (4 credits) MEM 304--Theoretical and Applied Rock Mechanics (4 credits) EM 328--Applied Fluid Mechanics (3 credits)

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Table 9-1 (cont.)

Item Program Criterion How Program Criterion is Met in the Mining Engineering Program

(13)

Thermodynamics

(14) (15)

Electrical circuits Engineering topics: mining methods

(16) (17)

(18) (19) (20) (21)

(22)

(23)

(24) (25)

Engineering topics: planning and design Engineering topics: ground control and rock mechanics Engineering topics: health and safety Engineering topics: environmental issues Engineering topics: ventilation Additional engineering topics: rock fragmentation Additional engineering topics: materials handling Additional engineering topics: mineral or coal processing Additional engineering topics: mine surveying Additional engineering topics: valuation and resource/reserve estimation

MEM 401--Theoretical and Applied Ventilation Engineering (4 credits) ATM 404Atmos. Thermo for MEM (2 credits) EE 303--MEM EE (3 credits) MEM 204--Surface Mining Methods and Unit Operations (2 credits) MEM 303--Underground Mining Methods and Equipment (2 credits) MEM 464--Mine Design and Feasibility Study (4 credits) MEM 304--Theoretical and Applied Rock Mechanics (4 credits) MEM 203--Introduction to Mine Health and Safety (1 credit) MEM 405--Mine Permitting and Reclamation (3 credits) MEM 401--Theoretical and Applied Ventilation Engineering (4 credits) MEM 305--Introduction to Explosives Engineering (3 credits) MEM 202--Materials Handling and Transportation (2 credits) Met 220--Mineral Processing and Resource Recovery (3 credits) MEM 201--Surveying for Mineral Engineers (2 credits) MEM 302--Mineral Economics and Finance (3 credits) MEM 464--Mine Design and Feasibility Study (4 credits)

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Table 9-1 (cont.)

Item Program Criterion How Program Criterion is Met in the Mining engineering Program

(26)

Appropriate laboratory experience

Geol 214L--Mineralogy for Mining Engineers (1 credit) GeoE 221L--Geology for Engineers Lab (1credit) Geol 341L--Elementary Petrology Lab (1 credit) GeoE 322L--Structural Geology Lab (1 credit) MEM 201--Surveying for Mineral Engineers (2 lab credits) MEM 301--Computer Applications in Mining (2 lab credits) MEM 304L--Theoretical and Applied Rock Mechanics Lab (1 credit) MEM 401L--Theoretical and Applied Ventilation Engineering Lab (1 credit) MEM 464L--Mine Design and Feasibility Study Lab (1 credit)

B.

Faculty

Mining engineering faculty are discussed above in the section on Criterion 6.

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APPENDIX A Course Syllabi

A. Mining Engineering and Management Course Syllabi MEM 120 Introduction to Mining Management & Sustainable Development .............................................................................153 MEM 201 Surveying for Mineral Engineers .................................................155 MEM 202 Materials Handling and Transportation ........................................157 MEM 203 Introduction to Mine Health & Safety..........................................159 MEM 204 Surface Mining Methods & Unit Operations ...............................161 MEM 301 Computer Applications in Mining................................................163 MEM 302 Mineral Economics & Finance .....................................................165 MEM 303 Underground Mining Method & Equipment ................................167 MEM 304 Theoretical & Applied Rock Mechanics ......................................169 MEM 305 Introduction to Explosives Engineering .......................................171 MEM 307 Mineral Exploration & Geostatistics ............................................173 MEM 401 Theoretical & Applied Mine Ventilation .....................................175 MEM 405 Mine Permitting & Reclamation ..................................................177 MEM 450/550 Rock Slope Engineering ........................................................179 MEM 464 Mine Design & Feasibility Study .................................................181 MEM 466 Mine Management ........................................................................183 B. Math and Basic Sciences Course Syllabi Math 123 Calculus I .......................................................................................185 Math 125 Calculus II .....................................................................................187 Math 205 Mining & Management Mathematics I .........................................189 Math 211 Mining & Management Mathematics II ........................................191 Chem 112 General Chemistry I .....................................................................193 Chem 112L General Chemistry Lab I............................................................195 Chem 114 General Chemistry II ....................................................................197 Phys 211 University Physics I .......................................................................199 Phys 213 University Physics II ......................................................................202 GEOL 212/214L Mineralogy & Crystallography ..........................................204 GEOL 341 Elementary Petrology ..................................................................206 GEOE 221 Geology for Engineers ................................................................208 ATM 404/504 Atmospheric Thermodynamics ..............................................211 C. Syallabi for Courses Meeting Other Applicable Program Criteria EM 216 Engineering Mechanics Statics & Dynamics ................................213 EM 328 Applied Fluid Mechanics .................................................................216 GEOE 322/322L Structural Geology .............................................................218 MET/ENVE 220 Mineral Processing & Resource Recovery ........................221 EE 303/303L Introductory Circuits, Machines & Systems ...........................224

A. Mining Engineering and Management Course Syllabi

MEM 120 INTRODUCTION TO MINING, MANAGEMENT & SUSTAINABLE DEVELOPMENT Required Meets MONDAYS, 2:00 3:50 in MI 222 Catalog Data: (2-0) 2 Credits Prerequisites: None. Principles and definitions related to mining engineering discipline. Introductory overview of current mining practices and the mining technology in general. Presentation of mining faculty and their areas of expertise. Discussion of various career paths in mining engineering. Principles, terminology and definitions of sustainable development in mining. Elements and indicators of sustainable development: environment, economics, society and governance. Introductory concepts in management dealing with mining and global issues. Textbook: SME, Surface Mining, 2nd Edition, 1990. Mining Explained, The Northern Miner References: IIED Report on Sustainable Development Outcomes: Students completing this class will be able to demonstrate: an understanding of the preliminary concepts of Mining & Sustainable Development relating to surface & underground mining techniques, equipment and operations the ability to use the techniques, skills and modern engineering & management tools necessary to function effectively in the mining environment (introductory level) Course Requirements: Course Evaluation: The final grade in this class will be based upon: Attendance & class participation (80%) Exams & homework assignments (10%) Projects & accompanying reports (10%) Topics: o o o o o o o o

Introduction, history of mining and basic definitions & Careers in mining engineering Surface, Quarrying & Underground mining Basic introduction Tunneling and shaft sinking - Basic Basic elements if equipment in the mining environment HIGH-TECH Mining Whats new (Computer applications in mining and mining software) Management Concepts such as, Project Management, Team dynamics, Meeting skills etc. Historical overview of the role of the mining industry in the modern world Explore one of the hundreds of sustainable development projects through the Internet: Choose a mining project and discuss the approach and the solution. Shashi Kanth MI 327C Ph: 394-1973 Date: January 2009

Prepared By:

E-mail: shashi.kanth@sdsmt.edu

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MEM 120-Introduction to Mining, Management and Sustainable Development Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 1 1

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

X X X X

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High

X X X X

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MEM 201SURVEYING FOR MINERAL ENGINEERS Required Meets Tu & Th, 1:00 3:50 in MI 222 Catalog Data: (0-2) 2 credits. Prerequisite: Sophomore standing. Principles of surface and underground surveying, including measurements, data collection, calculations, error analysis, topographic mapping, and application of the Global Positioning System. Textbook: Wolf, Paul R & Charles D. Ghilani, Elementary Surveying An Introduction to Geomatics, 10th ed., Prentice hall, 2002. Outcomes: After completion of this course, students will be able to demonstrate: an ability to apply knowledge of mathematics, science, and engineering to mine surveying problems; an ability to design and conduct proper mine surveys, as well as accumulate, analyze and interpret the field data; an ability to function as a member of a survey team; an ability to identify, formulate, and solve typical engineering problems associated with mine surveying; and an ability to properly use the techniques, skills, and equipment necessary for good surveying practices. Course Requirements: Course Evaluation: The final grade in this class will be based upon: Two examinations (~40%) Homework problems (~20%) Group project reports (~30%) Group & class participation (~10%) Topics: 1. 2. 3. 4. 5. 6. 7. 8. 9. Introduction Units and Significant Figures Theory of Errors In Observations Angles, Azimuths and Bearings Coordinate Calculations Boundary Surveys Alignment surveys GPS Field survey projects Dr. C.A. Kliche Date: MI 327B Ph: 394-1972 E-mail: charles.kliche@sdsmt.edu August 2008

Prepared By:

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MEM 201-Surveying for Mineral Engineers Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 1 1

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X

X X X

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MEM 202 Materials Handling and Transportation Required Meets M & W, 9:00 9:50 a.m., MI 220 Catalog Data: (20) 2 credits Prerequisites EM 216 and MEM 120. The theory of operation of mining equipment, and its selection and application to materials handling in surface and underground mines. Emphasis is on economics, productivity, reliability and safety. Textbook: None References: SME Mining Engineering Handbook, 1992. SME Underground Mining Methods Handbook, 1982. Zbigniew J. Hladysz, -- Lectures (PP). Ronald M. Hayes & Assoc., Modern Materials Handling, McGraw-Hill Publications. Kliche, C.A., Surface Mining Systems PPT. Outcomes: Ability to apply basic knowledge of mathematics and engineering science to problems in mine design and planning; Ability to apply basic knowledge of mining engineering fundamentals, relevant technologies as well as techniques, skills and tools needed in mine design, planning and mine operation; Ability to develop problem solving capabilities and apply them in mine design, planning and mine operation; Ability to communicate effectively. Course Requirements: 1. Students are expected to perform to a high standard and honesty, according to the rules currently at SDSM&T. 2. Class attendance is mandatory 3. No late homework assignments will be accepted, nor will tests be given other than at the scheduled time without prior written excuse that is approved by the instructor. Grading: 50% - Tests and Final Exam; 50% - Homework Assignments Topics: 1. Principles and fundamental concepts of materials handling 2. Cyclic and continuous mining operations 3. Underground Materials Handling Systems: Loading equipment; Rubber-tired haulage; Rail haulage; Conveyors; Crushing; Hoisting; Supply haulage and transportation. 4. Surface Mining Materials Handling Systems: Continuous unit operations; Multi-bucket machines; Non-continuous unit operations; In-pit crushing and conveying Prepared by: Dr. Charles A. Kliche Date: MI 327B Ph: 394-1972 E-mail: charles.kliche@sdsmt.edu January, 2009

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MEM 202-Materials Handling and Transportation Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 2

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X

158

MEM 203 INTRODUCTION TO MINE HEALTH AND SAFETY Required Meets Wednesdays, 3:00 4:00 in MI 222 Catalog Data: 1(10). Prerequisite: Sophomore standing. Introduction to mine health and safety and to the MSHA regulations. A study of mine regulations, and the recognition of mine hazards along with their prevention and control. Fulfills MSHA requirements for new miner training. Textbook: None References: MSHA Training Materials & Various Videos Outcomes: Students completing this class will be able to demonstrate: a supervisory knowledge of mine health and safety issues an understanding of MSHA requirements for new miner and annual safety training a familiarity with 45 CFR Parts 46 and 48 Course Requirements: Course Evaluation: The final grade in this class will be based upon: Attendance (25%) Class participation (25%) Completion and presentation of mid-term & final reports (50%) Topics: Introduction and course review Rights of Miners and Authority and Responsibility of Supervisors Introduction to the Work Environment Including Transportation Systems, Control Systems, and Communication Systems. 4. Self-Rescue, Escape, and Emergency Evacuation 5. Firefighting and Firewarning 6. Ground Control Highwalls, Water Hazards, Pits, and Spoil Banks 7. Electrical Hazards 8. Health 9. First Aid 10. Explosives 11. Hazard Recognition and Avoidance. Prepared By: Dr. C.A. Kliche Date: MI 327B Ph: 394-1972 E-mail: charles.kliche@sdsmt.edu August 2008 1. 2. 3.

159

MEM 203-Introduction to Mine Health and Safety Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 1

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High

160

MEM 204 SURFACE MINING METHODS AND UNIT OPERATIONS Required Meets MW, 2:00 2:50 in MI 220 Catalog Data: (2-0) 2 Credits Prerequisite: ENVE/MEM 120 or permission of instructor. A study of surface mining techniques and unit operations applicable to metal mining, coal mining, quarrying and other surface mining operations. Topics include mine design and planning, surface drilling and blasting, the applicability and performance characteristics of earthmoving equipment, and an introduction of mine drainage. This course is cross listed with ENVE 204. Textbook: SME, Surface Mining, 2nd Edition, 1990. References: B-E, Surface Mine Supervisory Training Program, Shovel/Truck. B-E, Surface Mine Supervisory Training Program, Dragline. Malhotra, D., Politics of Mining. What They Dont Teach You in School, SME Outcomes: Students completing this class will be able to demonstrate: an understanding of the engineering principles relating to surface mining techniques, equipment and operations the ability to design a simple mining system, component or process to meet a desired need the ability to identify, formulate, and solve surface mine engineering problems the ability to use the techniques, skills and modern engineering tools necessary to function effectively in a surface mining environment Course Requirements: Course Evaluation: The final grade in this class will be based upon: Attendance & class participation (20%) Exams & homework assignments (50%): Exams (2) & homework problems (3-5). Projects & accompanying reports (30%) Topics: A. B. C. D. E. F. G. H.

Introduction Major U.S. Surface Mining Districts Mine Planning Surface Mining Methods Ore reserve estimation Surface Mining Equipment Mining Law and Reclamation Mine Management Case Situations Dr. C.A. Kliche Date: MI 327B Ph: 394-1972 E-mail: charles.kliche@sdsmt.edu January 2009

Prepared By:

161

MEM 204-Surface Mining Methods and Unit Operations Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 1 1

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

X X

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X

162

MEM 301 Computer Applications in Mining Required Tu. 9:00 10:50, Th. 9:00 10:50 AM, MI 223 Catalog Data: (11) 2 credits. Prerequisites: GES 115, Professionalism in Engineering and Science. Computer Hardware and software. Applications in exploration and resource modeling, equipment selection and simulations, mine planning and design, rock stability analysis, and economics and cost estimates. Emphasis on three-dimensional modeling and visualization. Vulcan software and other software applications. Textbook: None References: Mining Software Library User Manuals, lecture PP presentations. Relationship of Course to Program Outcomes: MEM 301Computer Applications in Mining, meets the following outcomes for the mining engineering and management program: Ability to apply basic knowledge of mining engineering fundamentals, relevant technologies as well as techniques, skills and tools needed in mine design, planning and mine operation; Ability to develop problem solving capabilities and apply them in mine design, planning and mine operation; Ability to work as a team member and practically apply this skill in mining engineering analysis, design and planning, and mine operation; Ability to communicate effectively; Ability to design and conduct experiments, as well as to analyze and interpret data; Laboratory, technical, and computer competence; Course Requirements: Students are expected to perform to a high standard and honesty, according to the rules currently at SDSM&T. Class attendance is mandatory No late homework assignments will be accepted, nor will tests be given other than at the scheduled time without prior written excuse that is approved by the instructor. Grading: 50% - Tests and Final Exam; 50% - Homework and Laboratory Assignments, Projects, and class attendance Topics: 1.

Computer hardware and operating systems 3. Computer software 5. Integrated modeling 7. Mapping 9. Mineral resources 11. Cost estimating 13. Engineering analysis 15. Data acquisition

2. 4. 6. 8. 10. 12. 14.

Basic concepts of computer applications General applications Databases CAD Equipment selection Mine economics Numerical analysis

Prepared by:

Z. J. Hladysz, Ph.D. Date: MI 327A Ph: 394-1971 E-mail: Zbigniew.Hladysz@sdsmt.edu

August 29, 2007

163

MEM 301-Computer Applications in Mining Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 2

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

X X

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X

164

MEM 302 MINERAL ECONOMICS & FINANCE Required Meets MWF, 12:00 12:50 in MI 220 Catalog Data: (3-0) 3 Credits Prerequisite: Junior Standing. An introduction to the concepts of the time value of money and the application of time value of money decision criteria to mineral project evaluation situations. Both before-tax and after-tax investment situations are discussed. A discussion of the financing options available to a company for expansion, new project development or acquisitions. This course is cross-listed with ENVE 302. Textbook: Stermole, F.J., and J.M. Stermole, Economic Evaluation and Investment Decision Methods, 10th ed., Investment and Evaluations Corp., 2000. References: Gentry, D.W., and T.J. ONeil, Mine Investment Analysis, SME, 1984. Outcomes: Upon completing this course, the student will be able to: 1. Solve basic time-value-of-money economic problems 2. Conduct a mineral project economic analysis 3. Evaluate equipment replacement options 4. Determine cost of capital to the firm and know how its applied 5. Follow and understand various aspects of the commodities market and players in the market. Course Requirements: Course Evaluation: The final grade in this class will be based upon: Attendance & class participation (20%) Exams & homework assignments (60%) Final project & report (20%) Topics: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Introduction Compound interest formulas Present worth, annuities, future worth, rate of return, and break-even analysis Project analysis Escalated dollar analysis, constant dollar analysis and inflation Sensitivity analysis and risk analysis Depreciation, depletion and amortization Income tax, cash flow, DCFROR After-tax investment decisions Replacement analysis Leverage concepts Cost of capital to the firm Cut-off grades and ore accounting Stock/bond investments C.A. Kliche MI 327B Ph: 394-1972 Date: January 2009

Prepared By:

E-mail: charles.kliche@sdsmt.edu

165

MEM 302-Mineral Economics and Finanace Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 1 1

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X

X X X X X

166

MEM 303 UNDERGROUND MINING METHOD AND EQUIPMENT Required Meets WF, 9:00 9:50 in MI 320 Catalog Data: (2-0) 2 credits. Prerequisite: Sophomore or junior standing. A study of underground mining techniques, unit operations, and equipment applicable to coal mining, metal mining, quarrying and tunneling operations. Topics include mining method selection, mine design and planning, drilling and blasting, and novel underground mining methods. Textbook: Power point Presentation slides References: Introduction to Mining Engineering, H.L Hartman, SME Outcomes: Students completing this class will be able to demonstrate: An understanding of the engineering principles relating to underground mining techniques, equipment and operations The ability to design a simple mining system, component or process to meet a desired need The ability to identify, formulate, and solve underground mine engineering problems The ability to use the techniques, skills and modern engineering tools necessary to function effectively in an underground mining environment Course Requirements: Course Evaluation: The final grade in this class will be based upon: Quiz and term paper (20%) Homework assignments (50%): Exams (30%) Topics: A. B. C. D. E. F. G. H. I. J. K. L. M.

Introduction Ore deposits Mine Development Drilling Blasting Rock Breakage Unsupported Methods Supported Mining Methods Caving Methods Novel methods Supports Non mining-Use of underground Space Mine Management Dr. Brijes Mishra Date: MI 112B Ph: 394-1273 E-mail: Brijes.Mishra@sdsmt.edu February 2009

Prepared By:

167

MEM 303-Underground Mining Methods and Equipment Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 1 1

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

X X

X X

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X

168

MEM 304 Theoretical and Applied Rock Mechanics Required MI 327 lecture 10:00 10:50 AM MWF MI 120 laboratory 1:00 3:50 PM TH Catalog Data: (4-1) 4 credits. Prerequisite: EM 216 and junior standing. Principles of rock mechanics and mechanics of materials. Concept of stress, strain and the theory of elasticity. Applications in mining, geological engineering and tunneling. Emphasis on the design of safe structures in rocks. Laboratory experience for determining the basic physical and mechanical properties of rocks. Textbook: Zbigniew J. Hladysz, Rock Mechanics -- Principles and Applications, SDSM&T, 1997. Zbigniew J. Hladysz, A Laboratory Manual for Rock Mechanics, SDSMT, 1994 References: B. Brady and E. T. Brown, Rock Mechanics for Underground Mining, George Allen & Unwin, 1985. E. Hoek and E. T. Brown, Rock Slope Engineering, IMM, 1981 Relationship of Course to Program Outcomes: Ability to apply basic knowledge in mathematics, science, and engineering; Field, laboratory, technical, and computer competence; Ability to communicate effectively; Broad, general knowledge of the role of engineering solutions in society; An understanding of professional and ethical responsibility; Ability to identify, formulate, and solve engineering problems; Ability to design a system or process to meet desired needs; and Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Requirements and Expectations: 1. Students are expected to perform to a high standard and honesty, according to the rules currently at SDSM&T. 2. Class attendance is mandatory. 3. No late homework assignments will be accepted, nor will test be given other than at the scheduled time without prior written excuse that is approved by the instructor. 4. Grading: 10% - Lab Quizzes; 20% - Successful completion of all required rock tests, analyses and reports; 20% - Homework Assignments; 50% - Tests and Final Exam Topics: 1. 3. 5. 7. 9.

Analysis of stresses and strains Physical properties of rocks Mechanical properties of rocks Stresses in earth's crust Stress distribution around underground structures 11. Engineering design 13. Rock mechanics classifications -empirical design 15. Numerical methods

2. 4. 6. 8. 10.

Theory of elasticity Rock behavior Theories of failure Rock mechanics instrumentation Stability of underground structures

12. Design of supports and rock reinforcement 14. Slope stability 16. Time-dependent properties of rocks January, 2007

Prepared By:

Zbigniew J. Hladysz Date: MI 327A Ph: 394.1971 E-mail: Zbigniew.Hladysz@sdsmt.edu 169

MEM 304-Theoretical And Applied Rock Mechanics Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 4

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X X X X X

170

MEM 305 INTRODUCTION TO EXPLOSIVES ENGINEERING Required Meets MWF, 2:00 2:50 in MI 220 Catalog Data: (3-0) 3 Credits Prerequisite: MEM 202. An introduction to explosives products; the theory of rock breakage by explosives; and the design of blast patterns for different applications including surface blasting techniques, underground blasting techniques, controlled blasting and specialized techniques. The techniques and equipment used to control and/or monitor airblast, ground vibration and flyrock are studied. Textbook: Konya, C.J., Rock Blasting and Overbreak Control, 3rd Ed., U.S. DOT, 2006. References: ISEE, Blasters Handbook, 17th Edition. ISEE, Cleveland, OH. 1998. Konya, C.J. and E.J. Walter, Surface Blast Design, Prentice Hall, 1990. Siskind, D.E., Vibrations From Blasting, ISEE, 2000. Oriard, L.L., The Effects of Vibrations and Environmental Forces, ISEE, 1999. Dowding, C.H., Blast Vibration Monitoring and Control, Prentice Hall, 1985. Atlas Powder Co., Explosives and Rock Blasting, 1987. Outcomes: After completion of this course, students will be able to demonstrate: a knowledge of various types of explosives products and accessories, an ability to design a blast pattern to meet production goals, an ability to design a blast pattern to minimize environmental impacts, an ability to identify, formulate, and solve typical explosives engineering problems, and a general knowledge of the pertinent laws applicable to the explosives industry. Course Requirements: Course Evaluation: The final grade in this class will be based upon: Two examinations (~50%) Homework problems (~40%) Class & field trip participation (~10%) Topics: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Explosives engineering Explosives products Initiators and blast hole delay devices Mechanics of rock breakage Priming and boosting Blast design Pattern design Overbreak control Site conditions and field procedures Ground vibration, airblast and pre-blast surveys Blasting safety Estimating Dr. C.A. Kliche Date: MI 327B Ph: 394-1972 E-mail: charles.kliche@sdsmt.edu August 2008

Prepared By:

171

MEM 305-Introduction to Explosives Engineering Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 1 2

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X X

172

MEM 307 MINERAL EXPLORATION & GEOSTATISTICS Required Meets MWF, 10:00 10:50 in MI 320 Catalog Data: (3-0) 3 Credits Prerequisite: GeoE 221. The application of the theory of geostatistics to quantify the geological concepts of (1) area of influence of a sample, (2) the continuity of the regionalized variable within a deposit, and (3) the lateral changes in the regionalized variable according to the direction. Basic concepts and theory of probability and statistics will be introduced, including probability distributions, sampling distributions, treatment of data, the mean, variance, and correlation. Computer techniques will be extensively used for geostatistical estimation of grade, volume and variance. Textbook: None References: Journal, A.G., and Ch.J. Huijbregts, Mining Geostatistics. The Blackburn Press, Caldwell, NJ, 2003. -----, GS+ GeoStatistics for the Environmental Sciences, Gamma Design Software v.7 manual. Barnes, M.P., Computer-Assisted Mineral Appraisal and Feasibility. SME, 1980. Crawford & Hustrulid, eds., Open Pit Mine Planning and Design. SME, 1979. Miller, I. & John E. Freund, Probability and Statistics for Engineers. Prentice-Hall, 1985. Outcomes: After completion of this course, students will be able to demonstrate: a knowledge of basic statistical concepts, a working knowledge of mining geostatistics, an ability to solve typical statistics problems, a working knowledge of mineral resource exploration a knowledge of computer assisted mineral reserve estimation Course Requirements: Course Evaluation: The final grade in this class will be based upon: Attendance & class participation (20%) Exams & homework assignments (50%) Final project & report (30%) Topics: 1. Basic Engineering Statistics: Statistical Parameters (mean, variance, standard deviation, coefficient of variation); Probability Theory; Probability Distributions; Histograms; The Normal Distribution; The Lognormal Distribution; The Uniform, Gamma and Exponential Distributions; Sampling Distribution of the Mean; Inferences Concerning Means; Regression Analysis. 2. Geostatistics: Introduction to Matheronian Geostatistics; The Variogram; Block and Volume Variance; Estimation Variance; GS+ Geostatistics Computer Package; Cross Validation; Grade Estimation; Example of Point Kriging. 3. Exploration: Concept of Prospecting and Exploration; Geologic Mapping; Geologic Data Collection and Data Recording; Sample Collection Techniques; Drilling and Coring Techniques; Drill Logging; Digital Database; Basic Definitions of Mineral Resources; Classification of Economic Minerals; Resource Modeling; Exploration Geochemistry; Geophysical Exploration; Remote Sensing; Exploration Program Management. Prepared By: Dr. C.A. Kliche Date: MI 327B Ph: 394-1972 E-mail: charles.kliche@sdsmt.edu August 2008

173

MEM 307-Mineral Exploration and Geostatistics Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 2

Credits Attributed 1

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med. X

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X

174

MEM 401 THEORETICAL AND APPLIED MINE VENTILATION Required Meets MWF 11:00 11:50 AM in MI 223 and 1:00 3:50 PM Vent Lab

Catalog Data: (31) 4 Credits. Prerequisites: MEM 303 Underground Mining Methods and Equipment; EM 328Applied Fluid Mechanics. Analysis of mine atmosphere and the control of airflow in an underground mine. Basic principles of thermodynamics and air conditioning. Emphasis is on solutions of airflow networks and the design principles for mine ventilation systems. Laboratory experience for determining the basic pressure and airflow parameters, ventilation network analysis and fan characteristics. Textbook: H. L. Hartman, Mine Ventilation and Air Conditioning, John Wiley and Sons, 1997. Zbigniew J. Hladysz, A Laboratory Manual for Mine Ventilation, SDSM&T, 2007. References: SME Mining Engineering Handbook, SME, 1992 Outcomes: After completion of this course, students will be able to demonstrate: an understanding of the engineering principles relating to mine ventilation, the ability to design a ventilation network, component or process to meet a desired need, the ability to identify, formulate, and solve ventilation problems, and the ability to use the techniques, skills and modern engineering tools necessary to function effectively in an underground mining environment. Course Requirements: Course evaluation: Tests (50%), Homework (25%) and Laboratory (25%) Mandatory class attendance. Topics:

Thermodynamics of air, air properties, gas laws and air quality Airflow, ventilation circuits and ventilation networks Natural ventilation and mine fans Ventilation control Thermodynamics of compressible Airflow Ventilation Network Analysis Ventilation System Design Mine Fires Air Conditioning Network analysis using VNETPC and Vulcan software Laboratory experiments Dr. Zbigniew J. Hladysz Date: MI 327A Ph: (605) 394-1971 E-mail: Zbigniew.Hladysz@sdsmt.edu September 2008

Prepared By:

175

MEM 401-Theoretical and Applied Mine Ventilation Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 2 2

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X X X X X

176

MEM 405 MINE PERMITTING AND RECLAMATION Required Meets MWF, 1:00 1:50 p.m. in MI 220 Catalog Data: (3-0) 3 Credits Prerequisite: Junior standing. A study of environmental problems associated with both surface and underground mining and the reclamation practices that have been developed or are being evaluated to alleviate these problems. Federal, state and local reclamation regulations are examined for their effects on present and future mining practices and costs. Field trips to several mining operations in the Black Hills or the Powder River Basin will be taken for on-site observation of actual reclamation practices. This course is cross-listed with ENVE 405. Textbook: Kubasek, Nancy K. & Gary S. Silverman, Environmental Law, 5th edition, Prentice Hall, 2005. References: American Assoc. of Agronomy, Reclamation of Drastically Disturbed Lands, 1978. Various EPA reports. Lehr, J.H., Rational Readings on Environmental Concerns, Van Nostrand Reinhold, 1992. -----, Code of Federal Regulations for Mineral Resources, Office of the Federal Register. Outcomes: After completion of this course, students will be able to demonstrate: an understanding of the professional and ethical responsibility of the mining professional towards man and his environment a knowledge of some of the more important contemporary environmental issues facing the mining professional an ability to use basic research skills and appropriate documentation of sources to write effectively of issues facing the mining professional Course Requirements: Course Evaluation: The final grade in this class will be based upon: Attendance & class participation (20%) Two (2) term reports (80%) Topics: 1. Introduction: Important Environmental and Related Political Terminology 2. Part 1: Environmental & Mining LawThe American Legal System; Ecologys Ancestry; The National Environmental Policy Act (NEPA) of 1969; Air-Quality Control; Water-Quality Control; Waste Management and Hazardous Releases; The Surface Mining Control and Reclamation Act (SMCRA) of 1977; The Federal Land Policy and Management Act (FLPMA) of 1976; The Mining Law of 1872, the Mineral Leasing Act of 1920, and the Materials Act of 1955; State Mining and Reclamation Laws and Regulations; Mining and Sustainable Development 3. Part 2: Mined Land ReclamationSeedbed Preparation; Soil Stabilization Measures; Restoring Problem Soils; Primary Factors Affecting Seed Germination, Plant Establishment, and Growth; Vegetative Stabilization; Plant Materials and Requirements for Growth in Dry Regions; Soil Erosion and Sedimentation; Acid Mine Drainage 4. Guest Speakers 5. Videos

Prepared By:

Dr. C.A. Kliche Date: MI 327B Ph: 394-1972 E-mail: charles.kliche@sdsmt.edu

January 2007

177

MEM 405-Mine Permitting and Reclamation Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 2

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High

X X X X

178

MEM 450/550 ROCK SLOPE ENGINEERING Elective Meets MWF, 11:00 11:50, MI 220 Catalog Data: (3-0) 3 Credits Prerequisite: MinE 411, MEM 304, or CEE 346, or equivalent. Topics include: modes of slope failure; economic consequences of instability in mining and construction; geologic factors controlling stability of rock slopes; shear strength of highly jointed rock masses and discontinuities; projection methods; vectoral analysis of 3-D problems by means of the stereographic projection method; analytical, graphical and computer analysis of planar, wedge and toppling failures; and probabilistic methods. Textbook: Kliche, C.A., Rock Slope Stability, SME, 1999. References: Hoek, E., and J.W. Bray, Rock Slope Engineering, E. & F.N. Spon, 1981. Brawner, C.O., and V. Milligan, Stability in Open Pit Mining, SME, 1971. Brawner, C.O., and V. Milligan, Geotechnical Practice for Stability in Open Pit Mining, SME, 1972. Brawner, C.O., Stability in Surface Mining, SME, 1982. Priest, S.D., Hemispherical Projection Methods In Rock Mechanics, George Allen & Unwin, 1985. Coates, D.F., Pit Slope Manual, CANMET, 1977. Schuster, R.L., & R.K. Krizek, Landslides, Analysis and Control, National Academy of Sciences, 1978. Outcomes: The student completing this class will have a comprehensive understanding of: rock slope stability analysis techniques rock slope stabilization techniques rock slope stability analysis techniques, including limit equilibrium, probabilistic and finite difference computer analysis techniques Course Requirements: Course Evaluation: The final grade in this class will be based upon: Attendance & class participation (25%) Exams & homework assignments (75%) Topics: 1. Terminology 2. Landslide causes and processes 3. Economic consequences of slope failure 4. Modes of rock slope failure 5. Introduction to the probabilistic concept 6. Engineering properties of discontinuities 7. Groundwater 8. Geologic data collection Prepared By:

9. 10. 11. 12. 13. 14. 15. 16.

Engineering rock mass classification schemes Hemispherical projection techniques Limiting equilibrium Planar failure Toppling failure Wedge failure Stabilization techniques Computer applications September 2008

C.A. Kliche Date: MI 327B Ph: 394-1972 E-mail: charles.kliche@sdsmt.edu

179

MEM 450/550-Rock Slope Engineering Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 3

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X X X

180

MEM 464 - MINE DESIGN AND FEASIBILITY STUDY Required MI223, MWF, 2:00 2:50 PM Catalog Data: MINE 431 - Underground Mine Design (3-1) 4 credits. Prerequisite: MEM 204, MEM 302, MEM 303, MEM 304, MEM 305, MEM 306, MEM 307 AND MEM 401. A complete mine feasibility study conducted as a senior design project. Students will have a choice of designing one of the following: a surface or underground coal mine, a quarry, a surface or underground hard rock mine, or sub-surface space (tunneling, large excavations, industrial/environmental underground storage site, or underground science laboratory). A comprehensive study of principles and practices involved in developing an ore deposit (surface or underground) starting with drill hole data following through with a complete feasibility study (based on financial returns on investments and sensitivity analysis) covering ore reserve calculations, and selection of mining methods and equipment. Computerized approach will be an integral part of the course: SurvCADD software and Vulcan software are available to use. In addition to a computerized model of the mine, a final written report and presentation in front of the class will be required. Textbook: None References: All previous mining engineering course notes, pertinent library resources, and manufacturers technical and product specifications. Outcomes an ability to apply the knowledge of mathematics and engineering science to problems in mine design and planning, an ability to apply the knowledge of mining engineering fundamentals, relevant technologies as well as techniques, skills and tools needed in mine design, planning and mine operation, and an ability to develop problem solving capabilities and apply them in mine design, planning and mine operation. Course Requirements: Project progress 10% Oral presentation 25% Final design report 65% Topics: 1. 2. 3. 4. 5. 6.

Requirements and scope Mine Modeling Reserves Mine design algorithms and mining method selection Introduction to the probabilistic concept Development and production requirements

7. 10. 11. 12.

Drainage, power distribution and haulroads Manpower, organization and management Equipment selection Surface facilities and infrastructure

13. Hydrology and dewatering 14. Cost estimation and economic analysis

Prepared By: Dr. Z.J. Hladysz MI 327A Ph: (605) 394-1971 E-Mail: Zbigniew.Hladysz@silver.sdsmt.edu Prepared: January 2009 181

Dr. C.A. Kliche MI 327B Ph: 394-1972 charles.kliche@sdsmt.edu

MEM 464-Mine Design and Feasibility Study Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 4

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

X X X X X X X X X X

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X X X X X X X X X

182

MEM 466Mine Management Required Meets MONDAYS, 8:00 10:50 in MI 320 Catalog Data: (2-0) 2 Credits Prerequisites: None. Provide students with an understanding of critical management issues of fundamental importance to the mining industry. Develop students leadership skills. Emphasize management of human resources, conflict resolution, negotiation skills and project management skills. Textbook: None References: Mostly class notes and guest speaker notes. Outcomes: Students completing this class will be able to demonstrate: the ability to use the techniques, skills and modern management tools necessary to function effectively in the mining environment as it related to managing resources, people and projects effectively. Course Requirements: Course Evaluation: The final grade in this class will be based upon: Attendance & class participation (80%) Exams & homework assignments (10%) Projects & accompanying reports (10%) Topics: o o o o o o o o o

Background of modern management & functions in the management process Legal forms of management Planning, Organizational structures, Upper management Professionalism and ethics Project management and operation scheduling Mine safety management, equipment maintenance management Training and development of human resources Bargaining process, Risk management Computerized databases as a management tool Shashi Kanth Date: MI 327C Ph: 394-1973 E-mail: shashi.kanth@sdsmt.edu January 2009

Prepared By:

183

MEM 466-Mine Management Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 1

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

X X

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High

X X X X X

184

B. Math and Basic Sciences Course Syllabi

Math 123Calculus I Required Various Times, Spring & Fall Semesters 2009 Current Catalog Description: (4-0) 4 Credits. Prerequisite: Math 115 with a minimum grade of C or appropriate mathematics placement or permission of instructor. Students who are initially placed into Math 102 or below must complete Math 102 and Math 120 with grades of C or better before enrolling in Math 123. Students who are placed in Math 120 should consult their advisor to determine whether their placement score was sufficiently high to allow concurrent registration in Math 123. Topics include: the study of limits, continuity, derivatives, applications of the derivative, antiderivatives, the definite and indefinite integral, and the fundamental theorem of calculus. Textbook: Calculus, 8th edition, Larson, Hostetler, Edwards, Houghton Mifflin, 2006. References: None Instructor: Various Instructional Methods: Lecture Course Goals: Analytical Skills: These are skills all students will be able to demonstrate by hand. Evaluate limits, calculate derivatives using power rule, product rule, quotient rule, and chain rule, find and test relative extrema, use integration rules including the power rule, antiderivatives of sine and cosine, definite and indefinite integrals, integration by substitution, set up and calculate areas bounded between curves set up and calculate volume of solids of revolution. Maple Skills: These are skills students will be able to demonstrate on the computer algebra system Maple. Use the worksheet mode to enter and evaluate arithmetic or algebraic expressions, plot in 2 dimensions, solve equations using solve and fsolve, name an expression, define a function, articulate the differences between Maple expressions and functions. Prerequisites by Topic: Trigonometry and Algebra. Major Topics Covered in the Course: Limits Graphical, numerical, analytical Continuity Infinite Limits Differentiation Power rule, chain rule, product and quotient rules Implicit differentiation Higher order derivatives

185

Applications of differentiation Velocity and acceleration Curve sketching Optimization Integration Power rule Integration by substitution Riemann sums Fundamental Theorem of Calculus Numerical Integration Applications of integration Area between curves Volume of surfaces of revolution Laboratory Projects (specify number of weeks on each): Laboratory projects vary with instructor. Design Content: None Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 4

Relationship of Course to Program Outcomes:

Relationship of Course to ABET Criterion 3 Program Outcomes: Ability to apply knowledge of mathematics, science and engineering a. b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility Ability to communicate effectively g. Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Level of Emphasis Low Med. High X

Prepared By:

Dept. of Math & Comp. Sci. M 308 Ph: 394-2471 E-mail: kyle.riley@sdsmt.edu

Date:

January 2008

186

Math 125Calculus II Required Various Times, Spring & Fall Semesters 2008 Current Catalog Description: (4-0) 4 credits. Calculus II is a continuation of the study of calculus, including the study of sequences, series, polar coordinates, parametric equations, techniques of integration, applications of integration, indeterminate forms, and improper integrals. Textbook: Calculus (eighth edition), by Larson, Hostetler, and Edwards. (Houghton Mifflin) References: Official learning goals and outcomes can be found at: http://www.hpcnet.org/math_assessment/course_objectives Instructor: Various Instructional Methods: Lecture Course Goals: This course is intended for students majoring in mathematics, physics, chemistry, engineering and related fields. It has four main objectives: (1) The student will continue to learn differentiation and integration techniques, building on the skills learned in Calculus I. (2) The student will learn basic concepts dealing with infinite sequences and series. (3) The student will learn how to work with parametric equations and polar coordinates. (4) The student will learn basic operational proficiency with the Maple computer algebra system to aid in the understanding of the previous three objectives. Prerequisites by Topic: College algebra and trigonometry; Limits; Differential calculus: computation and applications of derivative; Basic integral calculus: computation of basic antiderivatives using substitution and definite integrals using the Fundamental Theorem, computation of areas and volumes. Major Topics Covered in the Course: A student who successfully completes this course should, at a minimum, be able to: 1. differentiate exponential and logarithmic functions and integrate the corresponding functions 2. differentiate inverse trigonometric functions and integrate the corresponding functions 3. appropriately use various integration techniques, including integration by parts and partial fractions 4. evaluate limits of infinite sequences, including how and when to use L'Hospital's Rule 5. evaluate improper integrals 6. recognize common infinite series, including the geometric and harmonic series 7. appropriately use various tests for convergence of infinite series, including the Ratio Test, the Alternating Series Test, and Comparison Tests 8. determine the interval of convergence for a power series 9. use infinite series such as the Taylor Series or Fourier Series to approximate functions 10. convert between rectangular and parametric form, graph parametric curves, find derivatives, and do other calculus applications using parametric equations

187

11. convert between rectangular and polar coordinates, graph polar curves, and do calculus applications using polar coordinates In addition, the student should be able to perform the following actions using the Maple computer algebra system: 1. Students will be able to use the Worksheet Mode to enter and evaluate arithmetic or algebraic expressions. 2. Students will be able to do a 2D plot of a function in Maple, including parametric and polar plots. 3. Students will be able to solve an equation (using both solve and fsolve). 4. Students will be able to name an expression, define a function, and explain the difference between expressions and functions. 5. Students will be able to use the calculus operations of limits, differentiation, and integration in Maple. Laboratory Projects: A number of Maple labs are given, although the number and content vary with the instructor. Each lab, however, usually requires about a week of work, and focuses on mastering the basic syntax of Maple in the context of more computationally intense (i.e. "real world") applications. Design Content: None Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 4

Relationship of Course to Program Outcomes:

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Level of Emphasis Low Med. High X

Prepared By:

Dept. of Math & Comp. Sci. M 308 Ph: 394-2471 E-mail: kyle.riley@sdsmt.edu

Date:

January 2008

188

Math 205Mining and Management Mathematics I (Math 225Calculus III) Required Various Times, Spring & Fall Semester 2008 Current Catalog Description: (2-0) 2 credits. Prerequisite: .Prerequisite: Math 125 completed with a grade of C and permission of instructor. A survey of calculus in higher dimensions that includes an introduction to vectors, vector valued functions, and partial derivatives. Math 225: (4-0) 4 Credits. Prerequisite: Math 125 completed with a grade of C. A continuation of the study of calculus, including an introduction to vectors, vector calculus, partial derivatives, and multiple integrals. Textbook: Calculus, by R. Larson, R. Hostetler, and B. Edwards, 8th edition. Houghton Mifflin, Boston, 2006. References: None Instructor: Various Instructional Methods: Lecture Course Goals: Objective #1: The student will learn the basic tools and methods of multivariate calculus. Objective #2: The student will understand applications of multivariate calculus. Prerequisites by Topic: Limits, differentiation and integration of single variable functions, including applications. See course descriptions for Math 123 (Calculus I) and Math 125 (Calculus II) for details. Major Topics Covered in the Course: Basic vector operations; lines and planes in space; differentiation and integration of vector valued functions; applications to position, velocity, and acceleration; functions of several variables; partial derivatives, including gradients and chain rules; unconstrained and constrained optimization; iterated integrals, including integrals in polar, cylindrical, and spherical coordinates; vector fields; line integrals; vector integral theorems. Laboratory Projects (specify number of weeks on each): None Design Content: None

189

Contribution of Course to Meeting the Requirements of Criterion 5:

Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 2

Relationship of Course to Program Outcomes:

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Level of Emphasis Low Med. High X

Prepared By:

Dept. of Math & Comp. Sci. M 308 Ph: 394-2471 E-mail: kyle.riley@sdsmt.edu

Date:

January 2008

190

Math 211Mining and Management Mathematics II (Math 321Differential Equations) Required Various Times, Spring & Fall 2008 Current Catalog Description: (3-0) 3 credits. Prerequisite: MATH 125 with a minimum grade of C and permission of instructor. Selected topics from ordinary differential equations including first order, higher order equations and systems of linear equations. The class will also cover a survey of general solutions and solutions to initial-value problems using matrices. Math 321: (4-0) 4 credits. Prerequisite: MATH 125 with a minimum grade of C. Selected topics from ordinary differential equations including development and applications of first order, higher order linear and systems of linear equations, general solutions and solutions to initial-value problems using matrices. Additional topics may include Laplace transforms and power series solutions. MATH 225 and 321 may be taken concurrently or in either order. In addition to analytical methods this course will also provide an introduction to numerical solution techniques. Textbook: Text will vary with instructor, but a common choice is Differential Equations with Boundary-Value Problems (6ed), Zill and Cullen, Brooks/Cole, 2005. References: None Course Goals: Students are assessed on their ability to analytically solve ordinary differential equations and linear systems of differential equations. A major portion of the course is devoted to the solution of problems as they arise in science and engineering applications. Prerequisites by Topic: Integration, Differentiation, and Taylor Series. Major Topics Covered in the Course: 1. Analytical Methods for solving differential equations, for example: separation of variables, integration factors, and Laplace Transforms. 2. Qualitative Methods for solving differential equations, for example: directional fields, and phase planes. 3. Solutions of linear systems and basic matrix theory, for example: matrix operations, Gauss-Jordan method, eigenvalues, and eigenvectors. 4. Solutions to linear systems of differential equations. 5. Introduction to numerical methods, for example: Euler, and Runge-Kutta methods. Laboratory Projects (specify number of weeks on each): Laboratory projects vary with instructor. Use of technology is often used for the construction of directional fields and to demonstrate the use of numerical methods. Design Content: None

191

Contribution of Course to Meeting the Requirements of Criterion 5:

Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 3

Relationship of Course to Program Outcomes:

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Level of Emphasis Low Med. High X

Prepared By:

Dept. of Math & Comp. Sci. M 308 Ph: 394-2471 E-mail: kyle.riley@sdsmt.edu

Date:

January 2008

192

CHEMISTRY 112General Chemistry I Required SYLLABUS FALL 2008 Meets MWF 2-2:50

Catalog Description: (3-0) 3 credits. Prerequisite or corequisite: Math. 102. An introduction to the basic principles of chemistry for students needing an extensive background in chemistry (including chemistry majors, science majors, and pre-professional students). Completion of a high school course in Chemistry is recommended. Course Description: Chemistry 112, General Chemistry I, is the first semester of a two-semester sequence that surveys the important concepts, principles, and models of chemistry. Topics treated in the first semester are: measurements, atomic theory, stoichiometry, thermochemistry, states of matter, periodicity, bonding, and physical properties of solutions. Required: 1. Text: Chang, Raymond. Chemistry, 9th ed., McGraw-Hill: New York, 2007. 2. Calculator. Optional: 1. Cruickshank, Brandon and Chang, Raymond. Student Solutions Manual for use with Chemistry, 9th ed., McGraw-Hill: New York, 2007. Instructor: Dr. Dan Heglund, C 219 (394-1241) Office Hours:10-10:50 MWF, or by appt. Email: dan.heglund@sdsmt.edu Prerequisites: 1. A minimum of one year of high school chemistry. 2. Concurrent enrollment in, or completion of, Math 102 or a score on the math placement exam sufficient to place in Math 115 or higher. Course Objective: Students will obtain a foundation in the fundamental principles and models of chemistry necessary for an understanding of the composition, structure, and properties of matter and the changes that matter undergoes. Course Outcomes: Understand, and use correctly, the symbolic representations, chemical notation, formulas, and systematic rules of nomenclature that characterize the language of chemistry. Understand and apply the mole concept in a variety of chemical calculations, including calculating the number of particles in a given mass of substance (and vice versa), and the quantitative relationships between reactants and products in a chemical reaction. Recognize the different types of chemical transformations: acid-base, precipitation, combination, decomposition, single-replacement, oxidation-reduction, double replacement, and combustion. Understand the basic principles of energy transfer involving chemical systems, including the transfer of heat and work between system and surroundings, the qualitative and quantitative interpretation of thermochemical equations, and the application of Hesss Law. Understand the various models of atomic structure, the basic principles of quantum theory, and the experiments that led to those principles. Write ground-state electron configurations for atoms and ions of any representative element and the 3d transition series elements.

193

Understand the fundamental aspects of chemical bonding, including writing Lewis structures, describing the bonding in molecules by simple valence-bond theory, and using Valence Shell Electron Pair Repulsion Theory to predict the geometries of molecules and ions. Use modern atomic theory to understand and predict the properties of different elements. Understand the properties of the different states of matter. Qualitatively and quantitatively describe the properties of the gaseous state and the fundamental laws governing the behavior of gases. Understand, qualitatively and quantitatively, the behavior of solutions and their colligative properties. Understand how fundamental intermolecular interactions among particles determine the physical and chemical properties of a system. Understand the fundamental postulates of kinetic-molecular theory and use them to explain the physical behavior of the three states of matter.

This syllabus is subject to change throughout the semester. Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 3

Relationship of Course to Program Outcomes:

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Level of Emphasis Low Med. High X X

Prepared By:

Dr. Daniel Heglund Date: C 219 Ph: 394-1241 E-mail: daniel.heglund@sdsmt.edu

January 2008

194

CHEM 112LGeneral Chemistry I Lab Required Various Times, Spring/Fall Catalog Data: (0-1) 1 Credit. Prerequisite or co-requisite: Chem 112. Laboratory designed to accompany Chem 112. Require Text And Equipment: 1. Manual: General Chemistry I Lab-CHEM112L (available at Tech. Bookstore) 2. Lab notebook. 3. Approved safety goggles, which must be worn at all times while in the laboratory. 4. A calculator. Coordinator: Zhengtao Zhu Office: Chemistry and Chemical Engineering 316 Phone: 394-2447; Email: Zhengtao.Zhu@sdsmt.edu Office Hours: Monday, Wednesday, 2:00-3:30 PM; Thursday, 1:00-2:00 PM; or by appointment. Course Objective and Outcomes: Students will learn common chemical laboratory safety practices and the experimental methods used in investigating and analyzing the properties and the behavior of matter. Understand the basic concept of chemical experiments. Understand the distinction between qualitative and quantitative analysis. Identify sources of error in chemical experiments. Interpret experimental results and draw reasonable conclusions. Analyze data in terms of the precision and accuracy of results. Learn the importance of performing accurate and precise quantitative measurements. Lean and understand laboratory safety procedures. Keep complete experimental records. Reinforce and apply the knowledge learned in CHEM112. Assessment/Grading: Your grade for the course will be based on a total possible score of 550 points, calculated as follows: Prelab questions* 10 points Lab record and observation 5 points Data collection and calculation 20 points Conclusion 5 points Postlab questions 10 points Total points for each lab 50 points Total points of 11 labs 550 points A: >90% =495 points; B: >80%=440 points; C: >70%=385 points; D: >60%=330 points; F: <330 points. * Prelab quiz may be given before the experiment starts. The prelab quiz will be unannounced and will be included in your prelab points. Lab Schedule: Sept. 4-7 no lab Sept. 10-14 lab check-in; safety training*

195

Sept. 17-21 Exp. 1: Endothermic and Exothermic Reactions Sept. 24-28 Exp. 9: Determining the Mole Ratios in a Chemical Reaction Oct. 1-5 STOI: The Empirical Formula of an Oxide1 Oct. 8-12 ANAL455: Separating and Determining the Mass of Calcium Ion in a Calcium-Enriched Tablet1 Oct. 15-19 Exp. 6: Standardizing a Solution of Sodium Hydroxide Oct. 22-26 Exp. 7: Acid-base Titration Oct. 29-Nov. 2 Exp. 5: The Molar Volume of a Gas Nov. 5-9 Exp. 19: Heat of Combustion of Magnesium Nov. 12-16 STRC409: Molecular Geometry and Bonding1 Nov. 19-23 No Lab Nov. 26-30 Exp. 34: Vapor Pressure and Heat of Vaporization Dec. 3-7 Exp. 15: Molecular Weight by Freezing Point Depression Dec. 10-14 Make-up Lab: TBA Dec. 17-21 Final week, no lab * The student is not allowed to carry out any experiment in the lab without attending the safety training section during the week of Sept. 10-14. Contribution of Course to Meeting the Requirements of Criterion 5:
Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 1

Relationship of Course to Program Outcomes:

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Level of Emphasis Low Med. High X X X

Prepared By:

Dr. Daniel Heglund Date: C 219 Ph: 394-1241 E-mail: daniel.heglund@sdsmt.edu

January 2008

196

Chem 114General Chemistry II Required Meets MWF, 8:00 am, C228, Spring & Fall Semesters 2008 Course Description: (3-0) 3 Credits. Pretrequisites: Chem 112 and Math 102, or equivalent. A continuation of Chem 112. The main emphasis is on the macroscopic properties of matter, including chemical kinetics, chemical equilibrium, acids & bases, acid-base solubility equilibria, chemical thermodynamics, and electrochemistry. Textbook: Text: Chemistry, Chang, 9th Edn., 2007, ISBN 0073221031 Other: Scientific calculator required Instructor: Stephen Wuerz, C104 & C123, phone TBA, stephen.wuerz@sdsmt.edu email: Office Hours: Tuesday & Thursday, almost all day, hours TBA Instructional Methods: Lecture. Grading: Five tests, 100 points each, during regular class period Final exam, 9:00 10:50am, May 10th Miscellaneous assignments, & etc TOTAL

500 points 150 points 100 points 750 points

Attendance is required at each test and exam; there is no make-up exam except in extreme circumstances (see below). For all tests and the final exam, you should bring your own scientific calculator capable of handling exponents and logarithms. Final Grade: 675.0 750.0 points 600.0 674.9 points 525.0 599.9 points 412.0 524.9 points 411.9 and below

A B C D F

(= 90%) (= 80%) (= 70%) (= 55%) (< 55%)

Contribution of Course to Meeting the Requirements of Criterion 5:

Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 3

197

Relationship of Course to Program Outcomes:

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Level of Emphasis Low Med. High X

Prepared By:

Dr. Daniel Heglund Date: C 219 Ph: 394-1241 E-mail: daniel.heglund@sdsmt.edu

January 2008

198

PHYS 211UNIVERSITY PHYSICS I Required FALL SEMESTER 2008 Catalog Data: (3-0) 3 credits. Prerequisites: MATH 123 or permission of instructor. This is a first course in a two (2) semester calculus-level sequence, covering fundamental concepts of physics. This is the preferred sequence for student majoring in physical science and engineering. Topics include classical mechanics and thermodynamics. SDSM&T course covers classical mechanics only. Credit will not be allowed in both Phys 111-113 and Phys 211-213. Textbook: Serway/ Jewett, Physics for Scientists and Engineers, 7th Edition, Volume 1 Course Instructor: Dr. M. Foygel, 394-1227 (office), Michael.Foygel@sdsmt.edu http://sdmines.sdsmt.edu/sdsmt/directory/personnel/mfoygel Office: EEP 219 Office Hours: M, W 1:00 2:30 p.m. Students may make appointments at times other than office hours. Instructional Methods: Lecture Course Requirements: Internet access is required for this course. All homework must be completed and will be graded online. Registration on the homework website is required. Go to http://webassign.net and select Log in. Use your 7-digit students ID number as a username, sdsmt as an institution name, and Phys211F07 as a password. You must finish the registration by entering the WebAssign code card (not a ThomsonNOWTM code !), purchased with your textbook, as a proof of payment after you logged in. You will have a 14 day grace period, following the class start date, in order to complete this task. Course Objectives: 1. To present the basic concepts and principles of mechanics; 2. To strengthen an understanding of the concepts and principles through a broad range of interesting applications in the real world. To meet these objectives, emphasis is placed on sound physical arguments and problem-solving methodology. Upon Completion of This Course, Students Should Demonstrate the Ability To: 1. 2. Use SI units and convert units from one system to another. Perform basic operations on vectors such as adding and subtracting vectors geometrically and by components in the unit-vector notation; converting components into polar coordinates; multiplying a vector by a scalar and performing the dot and cross multiplication of vectors. Calculate displacement, average and instantaneous velocity and acceleration of a particle given its position vector; describe projectile motion and uniform circular motion; relate velocities in different frames of reference. Use the free-body diagrams in solving dynamics problems; apply Newtons laws to a system of several interacting bodies in order to find their accelerations. Calculate work done by a constant or general variable force; calculate power given the force and instant velocity; use the work-energy theorem to relate a change in kinetic energy to the net work done on a system.

3.

4. 5.

199

6. 7.

8.

9.

Calculate gravitational and elastic potential energy; apply energy conservation principle to systems involving gravity, springs, and friction. Find the center of mass of a system of several particles; apply Newtons second law to a system of particles in order to relate the net external force and the acceleration of the systems center of mass. Use conservation of linear momentum and of energy to relate velocities of colliding bodies before and after collision for the cases of elastic and purely inelastic collisions in one and two dimensions. Calculate angular displacement, velocity and acceleration; relate angular and linear variables; calculate rotational kinetic energy; use the parallel-axis theorem to find the rotational inertia of a body; calculate torque; apply the Newtons second law in angular form to relate the net torque and the angular acceleration. TENTATIVE SCHEDULE

WEEK OF September 2 - 8 September 9 - 15 September 16 22 September 23 29 (September 25 - Exam I) September 30 - October 6 October 7 13 October 14 20 October 21 27 (October 23 Exam II) October 28 - November 3 November 4 - 10 November 11 - 17 November 18 24 November 25 - December 1 (November 27 Exam III) December 2 8 December 9 - 15 December 16 - 22

MONDAY Registration Chapter 2 Chapter 4 Chapter 5 Chapter 5 Holiday Chapters 7 Chapter 7 Chapter 8 Chapter 8 Holiday Chapter 9 Chapter 9 Chapters 10 Chapter 10 FINAL EXAM WEEK

WEDNESDAY Chapter 2 Chapters 3 Chapter 4 Chapter 5 Chapter 6 Chapter 6 Chapter 7 Chapter 7 Chapter 8 Chapter 8 Chapter 9 Chapter 9 Chapter 10 Chapter 10 Chapter 11 FINAL EXAM WEEK

200

Contribution of Course to Meeting the Requirements of Criterion 5:

Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 3

Relationship of Course to Program Outcomes:

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Level of Emphasis Low Med. High X X X

Prepared By:

Dr. M. Foygel. Date: EP 219 Ph: 394-1227 E-mail: michael.foygel@sdsmt.edu

January 2008

201

Phys 213University Physics II Required 2008 Syllabus Catalog Course Description: (3-0) 3 credits. Prerequisite: Phys 211. This course is the second course in a two (2) semester calculus-level sequence, covering fundamental concepts of physics. This is the preferred sequence for students majoring in physical science or engineering. Topics include electricity and magnetism, sound, light, and optics. SDSM&T course covers electricity and magnetism only. Textbook: Fundamentals of Physics, D. Halliday, R. Resnick, J. Walker, 8th Ed. Part 3 Course Instructor: Dr. Vladimir Sobolev; 222 EEP; 3941225; Vladimir.Sobolev@sdsmt.edu Office, office hours: M, W, 3:00 6:00 PM; T, Th 1:00 4:00 PM Students successfully completed this course will be able to: use SI units for electric and magnetic physical quantities; know non-system units used in electricity and magnetism; understand the basic concepts and laws of classical electrostatics and electrodynamics; quantitatively describe the forces between point charges; know major application of electrostatics and electrodynamics in modern technology; calculate the electric fields and electric potentials due to point charges and simple continuous charge distributions; understand the notions of capacitance and resistance, to find equivalent capacitances and resistances for capacitors and resistors connected in series and in parallel; know major application of capacitors and resistors in electric circuits; to apply the Kirchhoff's laws for calculations of multi-loop circuits; understand the phenomena taking place in circuits contain resistor and capacitor and how these phenomena are described by corresponding equations; calculate magnetic fields due to electric currents; understand the laws of motion of charged particles in uniform electric and magnetic fields or combined electric and magnetic fields and applications of these phenomena in modern science and technology; understand the laws of electromagnetic induction and their role in modern technology; improve ability to use mathematics and problem solving skills

Tentative Lecture Topic Schedule WEEK OF September 3 7 September 10 14 September 17 21 September 24 28 (September 25 Exam I) October 1 5 October 8 12 October 15 19 202 MONDAY Holiday Chapter 22, 23 Chapter 24 Chapter 25 Chapter 25 Holiday Chapter 26 WEDNESDAY Introduction, Chapter 21 Chapter 22, 23 Chapters 24 Chapter 25 Chapter 26 Chapter 25, 26 Chapter 26

Tentative Lecture Topic Schedule, cont.

WEEK OF October 22 26 (October 23 Exam II) October 29 November 2 November 5 9 November 12 - 16 November 19 - 23 November 26 30 (November 27 Exam III) December 3 7 December 10 14 December 17 21(Final exams week)

MONDAY Chapters 27 Chapter 27 Chapter 28 Holiday Chapter 29 Chapter 30 Chapter 30 Chapter 31 Final exam: December 18,

WEDNESDAY Chapter 27 Chapter 28 Chapter 28 Chapter 29 Chapter 29 Chapter 30 Chapter 31 Chapter 31 2:00 3:50 p.m in EEP 252

Contribution of Course to Meeting the Requirements of Criterion 5:

Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 3

Relationship of Course to Program Outcomes:

Relationship of Course to ABET Criterion 3 Program Outcomes: Ability to apply knowledge of mathematics, science and engineering a. Ability to design and conduct experiments b. Ability to design a system, component, or process to meet desired needs c. d. Ability to function on multi-disciplinary teams Ability to identify, formulate, and solve engineering problems e. Understanding of professional and ethical responsibility f. g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Level of Emphasis Low Med. High X X X

Prepared By:

Dr. Vladimir Sobolev Date: EEP 222 Ph: 394-1225 E-mail: vladimir.sobolev@sdsmt.edu

January 2008

203

GEOL 212Mineralogy and Crystallography GEOL 214LMineral logy & Crystallography for MEM (Required Course) Spring Semester Catalog Data: GEOL 212/212L Mineralogy and Crystallography (2-1) 3 credits. GEOL 214L (0-1) 1credit. A study of morphological and geometrical crystallography followed by determinative mineralogy. The 32 crystal classes and about 120 minerals are studied in detail. Course includes a brief introduction to optical microscopy. Emphasis in the laboratory is directed toward descriptive and determinative mineralogy. Textbook: Klein, Cornelis, Manual of Mineral Science, 22nd ed., Wiley, 2002. Reference: None. Outcomes: Upon completion of this course, students should demonstrate the ability to: 1. Recognize and know the physical and chemical properties of approximately 50 minerals, including the main rock-forming minerals, ore minerals, industrial minerals, and minerals of environmental importance. 2. Master techniques to identify unknown mineral specimens based on physical properties, simple determinative tests, and familiarity with mineral classification procedures. 3. Understand the geometric and energetic constraints that dictate the order and symmetry of crystal structures at the atomic level, and appreciate that the external morphology of the crystal is a reflection of this internal order. 4. Know the occurrence of each mineral and relate the occurrence to the mineral's chemistry, the mineral's stability, and a basic understanding of geologic environments. Topics: 1. Crystallography and X-ray crystallography (3 classes). 2. Crystal chemistry, crystal structure, and chemical composition of minerals (5 classes). 3. Systematic mineralogy of native elements, sulfides, sulfosalts, oxides, halides, carbonates, nitrates, borates, phosphates, arsenates, vanadates, sulfates, tungstates, and silicates (15 classes). Prepared by Edward F. Duke May, 2008

204

GeoE 214L - Mineralogy & Crystallography for MEM Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 1

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

X X X

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs Ability to function on multi-disciplinary teams d. e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X

205

Geol 341ELEMENTARY PETROLOGY Required Lecture 8:00 8:50 am MW, MI 322 Laboratory 2:00 4:50 pm M, MI 328 Catalog Data: (2-1) 3 credits. Prerequisites: GEOL 201L or GEOE 221, and GEOL 212 or GEOL 214L. Identification and classification of igneous, metamorphic, and sedimentary rocks in hand sample and thin section. Emphasis is on environments of formation as deduced from textures and structures. Lecture, laboratory, and field trips. Textbook: Blatt, H., Tracy, R. and Owens, B., Petrology: Igneous, Sedimentary and Metamorphic. 2006. W.H. Freeman and Company, New York. Required Materials: - Hand lens. Available at SDSM&T Bookstore - Field notebook. Available at SDSM&T Bookstore. Course Goals: The goals are to learn to describe and identify and classify igneous, metamorphic, and sedimentary rocks and to understand environments and processes associated with their formation. Requirements and Expectations: 1. Attendance is required for all lectures, labs and field excursions unless arrangements are made with me. Labs can be made up for a maximum of 50% of its original credit. Late labs will lose 10% per day. 2. Assessment: Exams (3) 35%; Labs 40%; Projects 10%; Homework 10%; Teamwork and class participation 5%. Topics: 1. 3. 5. 7. 9. 1. 3. 5. 7. 1. 3. 5. 7. Igneous Rocks Inro to Petrology 2. Environment & textures of igneous rocks Chemical petrology & classification 4. Plutonic igneous structures Volcanism and structures 6. Origin of magma and phase diagrams Phase diagrams 8. Crystallization of magma & different. MOR ocean ridges-OIs & OAIs 10. CAs and granitoids in continental crust Sedimentary Rocks Intro to sedimentary rocks 2. Weathering process Sandstones, conglomerates & classifc. 4. Diagenesis Midrocks and their classification 6. Carbonates and their classification Diagenesis of carbonates and biogenics 8. Sedimentary basins and tectonics Metamorphic Rocks Introduction to metamorphic rocks 2. Metamorphic textures and classification Metamorphic reactions, driving forces 4. Metamorphic facies and phase diagrams Contact metamorphism 6. Subduction and metamorphism Continental collision and metamorph. 8. Projects

Prepared By:

Dr. Michael P. Terry Date: January, 2008 MI 322 Ph: 394-5286 E-mail: michael.terry@sdsmt.edu

206

Geology 341 - Elementary Petrology Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 3

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

X X X

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X

207

GeoE 221Geology for Engineers Required Syllabus for Spring 2008 Lecture: Tu, Th 1000 - 1050 MI 222; Lab: Tu, Th 100 - 350 MI 328

Catalog Data: (2-1) 3 credits. Basic concepts in the study of the earth, with emphasis on geological processes acting on the earths surface. Topics include rock forming processes and identification, mass wasting, ground water, streams, glaciers, coastal erosion, and earthquakes. Emphasis is given to engineering significance of processes and their resulting deposits. Textbook: Kehew, A.E. 2006 Geology for Engineering and Environmental Scientists, 3rd Ed. Printice Hall. Prerequisites: Desire to take the course. Coordinator: Dr. L. Stetler Office: MI 310 Lab Instructor: Gregg Kipp Goals & Objectives: Geology for Engineers is a 3 credit introductory engineering geology course intended for engineers. The course has the following objectives: 1) to attain a thorough understanding of the internal and external composition of Earth 2) to understand its basic geologic history 3) to understand and assess fundamental geologic and engineering processes which have shaped the world on which we live 4) to learn how engineering principles are used to assess and analyze problems that are founded in or upon geologic media These course objective fulfill the following Program objectives: 1) Ability to apply basic knowledge in mathematics, science, and engineering 2) Field, laboratory, technical, and computer competence 3) Knowledge of contemporary issues 4) Critical thinking and research skills, including the ability to design and conduct experiments as well as interpret data 5) Broad general knowledge of role of geological engineering in society and in a global context 6) Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice 7) Recognition of the need for and ability to engage in life-long learning Tentative Spring 2008 Syllabus: Date Jan 17 22 24 L Lecture 1 2 3 T-Th Subject Introduction Universe & Earth Age dating, Time scale Maps I: scale, contours, x-sections Chapter 1 2 2

Phone: 394-2464

208

29-31 L Feb 5-7 L 12-14 L 19-21 L 26 28 L Mar 4 6 L 11 13 L 18-20 25 27 L Apr 1-3 L 8-10 L 15 17 L 22-24 L 29 L May 1

4,5 T-Th 6,7 T-Th 8,9 T-Th 10,11 T-Th 12 T-Th 13 14 T-Th 15 16 T-Th 17 T-Th 18-19 T-Th 20-21 T-Th 22 23 T-Th 24-25 T-Th 26 T-Th

Minerals Maps II Igneous rocks Minerals Sedimentary rocks Igneous rocks Metamorphic rocks Sedimentary rocks FIRST HOUR EXAM Rock Weathering Metamorphic rocks Soil development Rock Mechanics Minerals and Rocks Lab Exam (1 hr) Soil Mechanics Structural Geology Soils Engineering SPRING BREAK Plate Tectonics SECOND HOUR EXAM Plate Tectonics

4 5 6

10 7 LAB: Maps III -- folds, faults 10 8

Surface Water 14 Field trip -- stream gauging Groundwater 11 Field trip pumping wells Glaciers 16 Mass Wasting 13 Field trip landslides Deserts 16 Field trip -- Black Hills Geology Enviro Remediation, site characterization Earthquakes 8 THIRD HOUR EXAM

Prepared by:

Dr. Larry Stetler Date: MI 310 Ph: 394-2464 E-mail: larry.stetler@sdsmt.edu

January, 2008

209

GeoE 221 - Geology for Engineers Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

Credits Attributed 3

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

X X X X

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X

X X X

210

ATM 404/504 - Atmospheric Thermodynamics Required (beginning Fall 2009) Meeting time: M, W, F 8:00 8:50 a.m. in MI 220 Catalog Data: (3-0; 2-0) 2 or 3 credits. Prerequisite: PHYS 211 and MATH 225 or MATH 211 or permission of instructor. This course will cover topics related to the thermodynamics of the atmosphere, particularly as they apply to a parcel of air. It will include the history of gas laws leading to the ideal gas law, the first and second laws of thermodynamics, adiabatic transformations and the introduction of entropy, the thermodynamic properties of water in its three phases, the effects of water vapor on the thermodynamics of atmospheric processes. Vertical stability will be introduced and atmospheric thermodynamic diagrams will be discussed. Students enrolled in ATM 504 will be held to a higher standard than those enrolled in ATM 404. The student will need to be able to use computational methods to solve some problems and be familiar with the solution and manipulation of differential equations. Textbook: Anastasios A. Tsonis, An Introduction to Atmospheric Thermodynamics, second edition, Cambridge University Press, ISBN 978-0-521-69628-9. Additional References: Readings from journal articles will be assigned to supplement the text. The articles will be provided, and their content may be used for exam questions. Outcomes: At the completion of the course the student should be able to: read and have a basic understanding of text material and have an understanding of thermodynamic concepts in the refereed literature, and be competent to solve thermodynamic problems related to the atmosphere. Course Requirements: The student will be assessed based on homework problems, quizzes, exams, and class participation. Attendance is required for all classes, except for school sponsored activities. If you are going to miss a class, please notify the professor in advance. Absences for unexpected reasons should be reported to the professor as soon as possible after the incident by email or phone. GRADING: Homework problems - 20%. Homework problems will be assigned every two weeks from the problems presented at the end of the chapters in the textbook and/or other sources. Quizes (20 minutes each) - 20%. Quizes will be given once a month, and will consist of problems from the homework assigned every two weeks. Examinations - 60%. There will be two 1-hour exams (100 points each) and a final exam of 2-hours (150 points). Class participation will be used to make a determination on borderline grades. Topics: 1. Basic definitions of thermodynamics, system, state of a system, equilibrium state, transformation, energy. 2. Kinetic theory of heat for ideal gas. 3. The first law of Gay-Lussac for ideal gases. 4. The second law of Gay-Lussac for ideal gases. 5. Absolute temperature concept. 6. Boyles law for ideal gas. 7. Avogadro number, molar volume for gases. 8. The ideal gas law. 9. Mixture of gases Daltons law. 10. The First Law of Thermodynamics, heat, work, internal energy, enthalpy, thermal capacities. 211

Transformations of ideal gases: isothermal, isochoric, isobaric, adiabatic, cyclic. Dry adiabatic lapse rate, potential temperature. The Second Law of Thermodynamics: Carnot cycle Water and its transformation: thermodynamic properties of water, latent heat, Clausius-Clapeyron equation. 15. Moist air - processes in the atmosphere: isobaric cooling, adiabatic isobaric processes, wet-bulb temperature, dew point temperature, saturation mixing ratio, lifting condensation level, saturated adiabatic lapse rate. Contribution of Course to Meeting the Requirements of Criterion 5: This course was introduced into the Mining Engineering curriculum to satisfy the Criterion 9 (Program Criteria) for a Thermodynamics course, and to satisfy the Criterion 5 (Curriculum) requirement for 1 year of math and basic science.
Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed

11. 12. 13. 14.

Credits Attributed 2

Relationship of Course to Program Outcomes:

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility Ability to communicate effectively g. Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Level of Emphasis Low Med. High X

Prepared by:

Dr. Donna V. Kliche Date: MI 201A Ph: 394-1957 E-mail: donna.kliche@sdsmt.edu

May, 2009

212

C. Syllabi for Courses Meeting Other Applicable Program Criteria

EM 216-Engineering Mechanics Statics & Dynamics Required Spring 2008 Catalog Data: (4-0) 4 Credits. Prerequisite: MATH 125 completed with a grade of C or better. STATICS: The study of effects of external forces acting on stationary rigid bodies in equilibrium. Frames and machines, friction, centroids and moments of inertia of areas and mass are discussed. DYNAMICS: Newtons laws of motion are applied to particles and rigid bodies. Topics considered are absolute and relative motion; force, mass, and acceleration (of particles and rigid bodies); work and energy; and impulse and momentum (of particles). Textbook: Beer, Johnston., 1996. Vector Mechanics for Engineers Statics & Dynamics, Sixth Edition, McGraw-Hill, New York, New York. Instructor: Lois Arneson-Meyer , CM 121 Office Hours: open door Instructional Methods: Lecture. Course Outcomes: The students successfully completing this course will have the ability to: 1. Determine the components of a force in rectangular coordinates. 2. Draw complete and correct free-body diagrams and write appropriate equilibrium equations from the free-body diagrams 3. Evaluate forces acting on static bodies including determining resultants and 3D components. 4. Calculate moments in 2D and 3D about a point utilizing cross products. 5. Determine the support reactions on a structure. 6. Determine the connection forces in trusses and in general frame structures. 7. Given standard shapes and corresponding centroids and or moment of inertia be able to compute centroids and or moment of inertia for composite bodies. 8. Determine forces required to overcome initial friction and calculate friction losses for bodies in motion. 9. List the principles of rectilinear and curvilinear kinematics and apply them to problems of particle motion. 10. List the principles of rectilinear and curvilinear kinematics and apply them to problems of rigid bodies in motion. 11. Explain and apply Newtons Second Law of Motion, linear and angular momentum and motion under a central force for particles. 12. Explain and apply equation of motion for rigid bodies: forces and accelerations using DAlemberts Principle.

213

Topics:

Review fundamental concepts Statics of particles Rigid bodies: equivalent systems of forces Equilibrium of rigid bodies. Distributed forces: centroids and centers of gravity. Analysis of structures Analysis of structures. Friction Kinematics of Particles Kinematics of Rigid bodies Kinetics of Particles Kinetic of rigid bodies Plane motion of rigid bodies: forces and accelerations Semester review Lois Arneson-Meyer Date: CM 121 Ph: 394-2446 E-mail: lois.arneson-meyer@sdsmt.edu January 2008

Prepared By:

214

EM 216-Statics & Dynamics Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 4

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

X X

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X

X X

215

EM 328 Applied Fluid Mechanics (Required Course) Spring 2006 Catalog Data: EM 328 Applied Fluid Mechanics (3-0) 3 credits. Prerequisites: EM 214 or concurrent enrollment in EM 217, or EM 216. Topics will include an introduction to the static and dynamic properties of real and ideal fluids; application of continuity, energy, and momentum principles to laminar, turbulent, compressible, and incompressible flows; laminar and turbulent flows of fluids in closed conduits and open channels; flow through orifices, weirs, and Venturi meters. Flow in pipe networks and pumping systems will be investigated using a project team approach. Instructor: Henry V. Mott, Ph.D., P.E. Textbook: Crowe, C.T., D.F. Elger and J.A. Roberson, Engineering Fluid Mechanics, 7th ed., Wiley, 2001. Course Outcomes: The student completing EM 328 will develop the following competencies: 1. A knowledge of pertinent fluid properties and an ability to apply these properties in solution of engineering problems. 2. An ability to apply the concepts and principles of hydrostatic pressure in computations associated with forces on submerged bodies, buoyancy and measurement of pressure in fluids. 3. An ability to apply the continuity equation in computations associated with fluid movement. 4. An ability to apply the Bernoulli equation in computations associated with fluid movement. 5. An ability to apply energy and momentum principles in computations associated with fluid movement. 6. An ability to compute energy losses, flows and forces in systems of series and parallel conduits. 7. An ability to employ principles of flow measurement in fluid systems. 8. An ability to apply the pump similarity laws in computations involving pumps. 9. An ability to utilize pump characteristics in beginning design of hydraulic systems. 10. An ability to communicate the results of computations and problem-solving efforts in a clear, concise written manner. Methods of Student Assessment: Homework and exams. Topics: Fluid Properties Hydrostatic forces Velocity and acceleration Bernoulli equation Energy equation Friction losses in pipes Pipe systems Orifices, nozzles and Venturi meters Pumping systems Hydrostatic pressure Applications of hydrostatics Continuity Momentum Boundary layers Minor losses Open channels and non-circular conduits Pump characteristics Examinations

Prepared By:

Henry V. Mott, Ph.D., P.E. CM 123; 394-5170 Henry.Mott@sdsmt.edu

Date:

January 2008

216

EM 328-Fluid Mechanics Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 3

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X X X

217

GEOE 322/322LSTRUCTURAL GEOLOGY Required Lecture: M-W 9:00-9:50 am, MI 322 Lab: T 1:00 - 3:50 MI 330 or M 1:00 - 3:50 MI 330 Catalog Data: (2-1) 3 credits. Prerequisites GEOL 201 and GEOL 201L, or GEOE 221; and GEOL 341. A study of the character and genesis of large-scale and small-scale deformational structures and their patterns in the earths crust. Laboratory work includes various trigonometric, geometric, and stereographic methods applicable to structural analysis and presents open-ended problems that may include geologic, structure contour, and isopach map interpretation, as well as engineering design problems including drilling exploration projects. Textbook(s): Davis, G.H., and Reynolds, S.J., 1996, Structural Geology of Rocks and Regions (Second Edition), John Wiley and Sons Inc., New York (First Edition, 1984). Marshak, S., and Mitra, G., 1988, Basic Methods of Structural Geology, Prentice Hall, Inc., Englewood Cliffs, New Jersey. Required Materials: Hand lens - Available at SDSMT bookstore Field Notebook Available at bookstore Mechanical pencil (0.5 mm with 2H or harder lead) Colored pencils (hard lead for shading) Ruler with cm units or a ruler with inches subdivided in tenths. Tracing Paper (can use white copier paper) Protractor 2 plastic triangles Calculator A good eraser (Staedler is the best!) Course Goals: The main objectives are to learn to recognize, describe and analyze deformation and causative processes at scales ranging from the mineral to mountain ranges. Course Requirements: Attendance: Required for all lectures, labs and field excursions unless arrangements are made with me. Labs can be made up for a maximum of 50% of its original credit. Late labs will lose 10% per day Assessment: Exams 40%; Labs 35%; Projects 15%; Field Excursions 5%; Teamwork and Class Participation 5% Topics: Descriptive Analysis Lab 1 - Strike/Dip and the Brunton Compass (M; 3-14) - Introduction (D; 2-37) - Primary Structures and Contacts (D; 656-662) Lab 2 - Geometric solutions and geologic maps (M; 19-32) - Fold Lines 1 Depth and Thickness - Fractures: Introduction and Faults 1 (D; 653-654, 204-214, 269-270) Lab 3 - Stereonets (D; 691-704) (M 87-95) - Faults 2: Slip vs Separation (D; 292-300) - Faults 3: Classification and Specification (D; 391-397) Lab 4 - Fault Slip/Separation on maps - Joints; joint and fault surfaces (D; 204-226; 273-286) 218

Lab 5 - Folds on maps (D; 730-736) Folds 1: Introduction (D; 372-388) - Folds 2: Classification and specification (D; 391-397) Lab 6 - Exam 1 - Folds 3: Classification and specification (D; ) - Superimposed Folds - Fold Mechanisms Lab 7 - Subsurface Data (Drill core) Kinematic Analysis - Strain and measurements of strain (D; 51-65) - The Strain Ellipsoid (D; 51-65) Lab 8 - Shear Experiments - Strain states and their representation (D; 478-480) Lab 9 - Down plunge projections - Pure and simple shear (D; 84-85 560) - Homogeneous Strain (D; 68-70) Lab 10 - Restoration of fault related folding - Fabrics and folding (D; 424-492) - Fold mechanisms (D; 372-423) Lab 11 - Exam 2 - Transposition and, deformation mechanisms (D; 150-189) Dynamic Analysis - Forces and tractions, Stress in a plane (D; 98-109) Lab 12 - Rock Mechanics 1 - Stress at a point (D; 109-117) - Stress equations and Mohrs circle (D;117-121) Lab 13 - Projects - Deviatoric and non-deviatoric stress - Conditions for failure in rocks (304-319) Lab 14 - Projects - Material Properties, stress and strain Exam 3 - Final Exam Scheduled Prepared By: Dr. Michael P. Terry Date: January 2008 MI 312 Ph: 394-5325 E-mail: michael.terry@sdsmt.edu

219

GeolE 322/322L-Structural Geology Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 0.5 0.5

Credits Attributed 2

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

X X X

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X

220

MET/ENVE 220Mineral Processing and Resource Recovery Required Spring 2008 Class Hours/Meeting: 8:00 A.M. M, W, F; MI 220 Catalog Data: (3-0) 3 credits. Prerequisite: Sophomore standing. An introductory course in mineral processing highlighting unit operations involved including comminution, sizing, froth flotation, gravity separation, electrostatic separation, magnetic separation and flocculation. Other topics discussed include remediation of contaminant effluents and the unit operations associated with recycling of postconsumer materials using mineral processing techniques. This course is cross-listed with ENVE 220. Instructor: Dr. J.J. Kellar Office Hours 2:00-3:00 p.m. M, Tu, W, Th, (or by appointment) Text: Mineral Processing and Resource Recovery, K.N. Han and J.J. Kellar Primary Reference Text: SME Mineral Processing Handbook, AIME, 1985. Other References: 1. B.A. Wills, "Mineral Processing Technology," Pergamon Press, 1981. 2. E.G. Kelly and D.J. Spottiswood, "Introduction to Mineral Processing," Wiley-Interscience, 1982. 3. M.C. Fuerstenau, J.D. Miller and M.C. Kuhn, "Chemistry of Flotation," SME-AIME, 1985. 4. P.A. Vesilind and A.E. Rimer, "Unit Operations in Resource Recovery Engineering," PrenticeHall, 1981. 5. T. Veasey, R. Wilson and D. Squires, The Physical Separation and Recovery of Metals from Wastes, Gordon and Breach, 1993. Course Outcomes: 1. Given system mass flows, grades and recoveries the student will be able to complete a system mass balance. 2. The student will be able to calculate a materials specific surface area given particle size and density information. 3. Given sieve data the student will be able to construct a Gaudin-Schumann plot and determine size and distribution moduli. 4. Given particle size and density the student will be able to determine whether the particle settles according to Stokesian conditions, and the particle settling velocity regardless of particle diameter (Han approach) 5. For a given particle type the student will be able to determine the optimal surface treatment and solution conditions to cause desired particle wettability. 6. Given particle size and density the student will be able to utilize gravity-based methods to cause particle separation and concentration. 7. The student will be able to predict particle separation based upon the magnetic and electrostatic properties for a given particle mixture.

221

Topics (classes): 1. 2. 3. 4. 5. 6. 7. 8. Abundance of the elements, domestic and world resources (1 class) Mass balances (3 classes) Particle characterization (4 classes) Comminution: crushing, grinding (4 classes) Hour Test Movement of solids in fluids (5 classes) Classification devices (4 classes) Froth flotation (5 classes) 9. Hour Test 10.Gravity concentration (5 classes) 11.Heavy media separation (2 classes) 12.Magnetic separation (2 classes) 13.Electrostatic separation (2 classes) 14.Thickening (2 classes 15.Hour Test Final Test

Prepared By:

Dr. J.J. Kellar, M.I. 112 Ph: 394-2343 E-mail: Jon.Kellar@sdsmt.edu,

Date:

January 2009

222

Met 220-Mineral Processing and Resource Recovery Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 3

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med.

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X X X X X X X X X X

223

EE 303/303LIntroductory Circuits, Machines, and Systems (EE 301/301LCircuits for MEM) Required Lecture: 3 hours per week. (11:00 11:50 MWF, EP254) Laboratory: 2 hours per week (1 cr. hr.) Thurs. 8:00-9:50, 10:00-11:50, or 12:00 1:50 EP342.

Catalog Data: EE301/301L Basic Circuits for MEM: (2-1) 3 Credits. Prerequisite :Math 125 completed with a C- or better, and Math321 completed or concurrent. Not for majors in Electrical or Computer Engineering. Introduces basic concepts in electrical DC and AC circuits including analysis techniques and applications. Concepts will be reinforced through lab work. Textbook: Principles and Applications of Electrical Engineering, (5th ed.). Rizzoni, 2005. Course Outcomes: Upon completion of this course, students should demonstrate the ability to: 1. Apply the fundamentals of electric circuits including Ohms Law, Kirchhoffs Current and Voltage Laws, and voltage and current division to analyze and build circuits. 2. Use DC circuit analysis techniques such as node analysis, mesh analysis, and Norton and Thevenin equivalent circuits to solve for circuit parameters. 3. Extend DC analysis techniques to AC networks using phasor notation and conversion of time domain sinusoidal voltages and currents. 4. Use basic laboratory measurement equipment including the power supplies, digital multimeters, function generators, and oscilloscopes to conduct experiments. Course Requirements: Course Evaluation: The final grade in this class will be based upon: Homework 10% - See Expectations document for late penalties. Labs 15% - See Expectations document for behavior policy. o Points will be deducted for not completing pre-lab. o All Labs must be completed to pass the class. Make-up labs for unexcused absences are scheduled for 6 am. Quizzes 10% Laboratory Exam 10% Exams 55% Topics: 1. Fundaments of Electric Circuits: a. Ohms Law b. Kirchhoffs Current Law c. Kirchhoffs Voltage Law d. Voltage Division e. Current Division 2. DC Circuit Analysis Techniques: a. Node Analysis b. Mesh Analysis c. Thevenin Equivalent Circuits d. Norton Equivalent Circuits e. Operational Amplifiers: i. Inverting, Non-inverting, Summing, Differential Amplifiers ii. Limitations of Real Op-amps iii. Applications for Operational Amplifiers

224

AC Circuit Analysis: a. Phasor Notation b. Conversion of Time Domain Sinusoidal Voltages and Currents c. Extension of DC analysis techniques to AC. LABORATORY: A one credit hour laboratory EE 301L accompanies this course. The laboratory meets for two hours every week. The following laboratories are performed: 1. Introduction to EE Lab a. Equipment Familiarization b. Matlab Introduction 2. Ohms Law a. Series Circuit b. Parallel Circuit 3. Voltage and Current Division a. Series Circuit b. Parallel Circuit 4. Voltage and Current Division Applications a. Variable Resistors as Input Devices (potentiometer, thermistor) b. Wheatstone Bridge 5. Nodal Analysis 6. Mesh Analysis 7. Thevenin and Norton Circuits 8. Use of the Signal Generator and Oscilloscope a. Study of AC Signal Properties 9. Laboratory Practical Exam (individual) a. Build Circuit b. Measuring Critical Parameters c. Equipment Identification and Knowledge of Uses PREPARED BY: Elaine Linde, Date: August 26, 2008 E-mail: Elaine.Linde@sdsmt.edu Office: EP 316; Phone: 394-5196 Office Hours: 10:00 11:00, 2:00-400 MWF, any time my door is open or by appointment

3.

225

EE 303 - Circuits (for MEM) Contribution of Course to Meeting the Requirements of: Criterion 5. Curriculum (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline: College level mathematics Basic sciences (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. Engineering Topics: Engineering Sciences Engineering Design Credits Attributed 3

Credits Attributed

Criterion 9. Program Criteria (1) the ability to apply mathematics through differential equations (2) calculus-based physics (3) general chemistry (4) probability and statistics as applied to mining engineering problems applications (5) fundamental knowledge in the geological sciences including (5a) characterization of mineral deposits (5b physical geology (5c) structural or engineering geology (5d) mineral and rock identification and properties (6) proficiency in (6a) statics (6b) dynamics (6c) strength of materials (6d) fluid mechanics (6e) thermodynamics (6f) electrical circuits (7) proficiency in engineering topics related to both surface and underground mining, including: (7a) mining methods (7b) planning and design (7c) ground control and rock mechanics (7d) health and safety (7e) environmental issues (7f) ventilation (8) proficiency in additional engineering topics such as......as appropriate to the program objectives. (8a) rock fragmentation, (8b) materials handling (8c) mineral or coal processing (8d) mine surveying (8e) valuation and resource/reserve estimation (9) The laboratory experience must lead to proficiency in (9a) geologic concepts (9b) rock mechanics (9c) mine ventilation (9d) other topics appropriate to the program objectives

Low

Med. X

High

Relationship of Course to ABET Criterion 3 Program Outcomes: a. Ability to apply knowledge of mathematics, science and engineering b. Ability to design and conduct experiments c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively Broad education necessary to understand the impact of engineering solutions in a global and sociatal h. context i. Recognition of the need for, and ability to engage in life-long learning j. Knowledge of contemporary issues k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Level of Emphasis Low Med. High X X X X X

X X

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APPENDIX B Faculty Resumes

Charles A. (Chuck) Kliche .............................................................................227 Zbigniew J. Hladysz.......................................................................................229 Shashi Kanth ..................................................................................................231 Brijes Mishra ..................................................................................................235

1. Name: 2. Academic rank: 3. Degrees with fields, institution and date:

Charles A. (Chuck) Kliche Professor PhD, Mining Engineering, Univ. of Arizona, 1991. M.S., Mining Engineering, SDSM&T, 1980. B.S., Mining Engineering, SDSM&T, 1974. January 1, 1980 & January 1, 1992 28 January 1, 1980 & January 1, 1992

Date of Appointment: 4. Number of years on this faculty: Date of Appointment:

5. Related experience: 7/00 to 6/04; Professor and Program Director of Mining Engineering, SDSM&T, Rapid City, SD. 1/91 to 7/00; Associate Professor of Mining Engineering, SDSM&T, Rapid City, SD. 7/95 to 12/94; Visiting Lecturer in Mining Engineering, WASM, Kalgoorlie, WA, Australia. 1/90 to 10/90; Engineering/Geology Manager, Golden Reward Mining Co., Lead, SD. 1980 to 1990; Assistant Professor of Mining Engineering, SDSM&T, Rapid City, SD. 1975 to 1979; Mine Operations Engineer, Minntac Mine, U.S. Steel Corp, Mt. Iron, MN. 1974 to 1975; Field Engineer, Baroid Divn, NL Industries, Colony, WY. 6. Consulting: Have been active as a consulting mining engineer since 1986, specializing in rock slope stability investigations; blastingblast monitoring, blast damage investigations, and consulting on construction projects where blasting is involved; providing expert testimony for mine permit applications; and providing expert advice for the drafting of mining regulations by local, state and tribal officials. 7. States in which registered: Registered Professional Engineer in Minnesota (#013684 8) and South Dakota (#4390). 8. Principal publications of the last 5 years: Mining and Mineral Engineering, C. Kliche, College Board of College Majors, 2003. Mining Engineering Newsletter, vol. 1, no. 1, November 2003, C. Kliche, SDSM&T, 2003. Mining Reference Handbook, Review by C. Kliche, Mining Engineering Magazine, vol. 55, no. 7, July 2003. Mining Engineering and Management Brochure, C. Kliche, SDSM&T, 2003.

227

South Dakota School of Mines & Technology Designs New Major to Meet Industry Needs, C. Kliche, Mining Engineering Magazine, vol. 56, no. 3, March 2004. New Major at South Dakota Tech, C. Kliche, Explosives Engineering Magazine, vol. 21, no. 3. May/June 2004. Removal of the Top of an Aged Water Supply Reservoir By Explosives, W. Clements & C. Kliche, 33rd Annual Conference on Explosives & Blasting Technique, January 2007. Fall River County Courthouse Slope Stabilization Project, C. Kliche, South Dakota Engineering Society 47th Annual Conference, Pierre, SD, April 2007. Removal of the Top of an Aged Water Supply Reservoir Using Explosives, W. Clements & C. Kliche, The Journal of Explosives Engineering, Vol. 25, No. 1, Jan./Feb. 2008. Pitfalls of Residential Blasting Experiences of a Field Blaster, W. Clements & C. Kliche, 34th Annual Conference on Explosives & Blasting Technique, January 2009. 9. Society memberships: Society for Mining, Metallurgy, and Exploration, Inc. (SME) and the Black Hills Section (SME). International Society of Explosives Engineers (ISEE) and the Black Hills Chapter ISEE. National Society of Professional Engineers (NSPE) and the South Dakota Engineering Society. International Society of Mine Safety Professionals (ISMSP). Awarded Lifetime Membership ISMSP, 2002. Outstanding Young Engineer, Minnesota Section SME, 1976.

10. Honors and awards:

11. Institutional and professional service in the past 5 years: Institutional Service: Member, SDSM&T Faculty Senate; Engineering College Curriculum Committee; EnvE Faculty/Advisory Group; SDSM&T Transfer Committee; Program Director, Mining Engineering (to 2004); Professional Service: Past Heartland President for SME; Chairman of the Black Hills Chapter SME; Chairman Black Hills Chapter ISEE; Board of Directors Black Hills Chapter ISEE; Program Committee (Chairman) for the SD Engineering Society 2007 Annual Conference; Program Committee for ISEE Annual Conference; MSHA Instructor (IS and IU), conduct MSHA classes; Session Chairman for various annual meetings of ISEE, SME and The Best In the West D&B Seminar. 12. Percentage of time distribution: Release Time for MSHA State Grants: Research & Scholarly Activity: 15% Service: 10% Teaching: 65% (75%) 10%

228

1. 2. 3.

Name: Academic rank:

Hladysz, Zbigniew J. Professor

Degrees with fields, institutions, and dates B.S., M.S. 1971, Mining Engineering, Technical University, Gliwice, Poland Ph.D.1978, Rock Mechanics, Central Mining Institute, Katowice, Poland Number of years of service on this faculty, including date of original appointment and dates of advancement in rank 26 years Dates of Appointments: December 1981 Associate Professor; January 1992 - Professor

4.

5.

Related experience 2008 1994 2000 1987 - 1992: NSF DUSEL Project Construction Manager, Geotechnical and Excavation Chair, Department of Mining Engineering Director, South Dakota Mining and Mineral Resources Research Institute. Coordination of minerals - related research activities and training programs at SDSM&T. Head, Rock Mechanics Laboratory, Central Mining Institute, Katowice, Poland. Research Engineer, Central Mining Institute, Katowice, Poland. Coal mining and rock mechanics related research problems. Mining Engineer, "Wujek" Coal Mine, Katowice, Poland. Mining Operations.

1971 - 1981: 1971 - 1979: 1971: 6.

Consulting, patents, etc. Consulting performed with the mining and construction industry, state and federal government, and computer software industry; 1971 present. Author of 16 patents (Issued in Poland)

7.

State(s) in which registered as a Professional Engineer Poland - Certificate of Competency (1975 1981) Principal publications of last five years (give title and references) Portfolio Assessment and Improvement for a First-Year Engineering Curriculum. Co-authored with L.D. Stetler, S.D. Kellog, J.J. Kellar, D.J. Dixon, G.A. Stone, L.A. Simonson, J.A Ash and H.L. Sieverding. Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition. June 2004, American Society for Engineering Education. Salt Lake City, Utah. Technology Enabled Curriculum for a First Year Engineering Program. Co-authored with L.D. Stetler, S.D. Kellog, J.J Kellar, D.J. Dixon, J.A. Stone, L.A. Simonson, C.C. Kerk, J.T. Ash and H.D. Sieverding. Proceedings of the 34 th ASEE/IEEE Frontiers in Education Conference. October, 2004, Savannah, Georgia. Homestake Mine Future National Science Laboratory. 2005 North American Vulcan Users Conference, Reno Nevada, October 2005 (invited). Two new Laboratories in South Dakota, Maptek Vulcan 2007 Users Conference, Denver, Colorado (invited). Vectorization of Raster Images, Maptek Vulcan 2007 Users Conference, Denver, Colorado (invited). 229

8.

Post-Closure Flooding of the Homestake Mine at Lead, SD, SME Annual Meeting, Co-authored with A. Davis, L. Stetler, W. Roggenthen, February 24-27, 2008, Salt Lake City, Utah, Preprint No. 08-028 Instrumentation of the Homestake Underground Laboratory for Drawdown Measurements of Dewatering; Co-authored with A. Davis, L. Stetler, W. Roggenthen and R. Salve. Pre-print 09113, Society for Mining, Metallurgy and Exploration, 2009 Scientific and professional societies of which a member. Society for Mining, Metallurgy and Exploration. South Dakota Mining Association. Honors and awards

9.

10. 1. 2. 3.

Governor Janklows Teaching with Technology Award (June, 1998) Governor Janklow's Teaching with Technology Advanced Award (June, 2001) Governor Janklow's Teaching with Technology Award (June, 2002)

11.

Courses taught in 2007/2009 Fall: MEM 301, MEM 303, MEM 307, MEM 401; Spring: MEM 202, MEM 304, MEM 464, Courses taught in 2008/2009 Fall: MEM 301, MEM 303, MEM 401; Spring: MEM 464, Other assigned duties NSF DUSEL Project release time Institutional and Professional Service (past 5 years) Member of the SDSM&T Senate; advising, member of MS and Ph.D. committees (geological engineering), participation in conferences, symposia and delivering training workshops, international professional activities. Percentage of time available for research or scholarly activities 50 80% Percentage of time committed to the program 2007/2008 50% 2008/2009 15%

12.

13.

14. 15.

230

BIOGRAPHICAL DATA
SHASHI KANTH
PERSONAL: Title: EDUCATION: B.S. 1988, Mining Engineering, KREC, NITK, Surtahkal, India M.S. 1993, Mining Enginnering, South Dakota School of Mines & Technology PROFESSIONAL EXPERIENCE: Director & Department Chair

Program management / International business development / International Joint Ventures / Product & program launch / Recruitment & retention A proven team member, manager and leader in program & project management, building and motivating teams to implement strategic business plans and translating organizational capabilities to tangible results. Extensive project management and corporate experience - domestic and international projects in the areas of new product development, joint ventures, sales & marketing in the mining, construction, automotive, aerospace, & defense industries. Demonstrated excellence in recruitment, retention and development of quality engineering education in undergraduate level of Mining Engineering.

Career History
South Dakota School of Mines & Technology 2004 to Present A premier state assisted Engineering School with over 30 programs in Engineering & Science. Started in 1885, the school has a reputable presence in the Mineral industry, since 1885. Director and department Chair Recruited to revive an almost closing Mining program with a unique new concept in curriculum resulting in highly successful program resurrection (student count from 2 to 90 in four years). Manage new program & curriculum introduction internally & externally Develop industry partnerships to meet & exceed financial and program objectives. Continuous improvement of management practices. Change agent in an old, well established educational institution, manage, adapt and effect change in curriculum, enrollment and how things are done. Management Consultant (Vice President, Product Development & Technology) Assist Lectronics, LLC in the area of Electronic Detonators for technology issues. Interface with existing and potential customers provide technology solutions. Active assistance in patent infringement litigation expert witness depositions. Assist legal team in preparing briefs, claims interpretation and formulating non-infringement opinions. Management Consultant Overseas market entry (Business Development Manager)
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Shashi Kanth Page 232

Assist Taggart Global LLC in their strategy for entering into the growing Indian coal industry. Identify, contact and set-up meetings with potential JV partners. Conduct market research and due-diligence.

Special Devices, Inc. Moorpark, CA 2001 to 2004 Special Devices Inc. (SDI) is a US $100 million company involved in the manufacture & distribution of high quality pyrotechnic initiation systems to the Automotive, Aerospace and Defense industries, with operations in the US, Europe and Asia. The company embarked on a radical new diversification program by leveraging the high-tech initiation system technology into a precise electronic detonator system for the mining and construction industry. Program Manager Was brought in as a Program Manager, to take the new project from concept into design and launch phase. Established an integrated product team consisting of 14 team members from across divisions and ranks. Successfully launched product introduction on time and on budget. On successful product launch, diverted focus to enhance market acceptance which resulted in creation of one new company and one existing company switching to the new product. Managed team, resources and constantly interfaced with upper management and customers. Assisted in all legal matters, including review of patents and drafting joint venture agreements Successfully obtained 14 new patents for the designed technology. Actively participated in the design phase resulting in being names on one patent in the area of safety of initiation of the electronic detonators.

Modular Mining Systems, Inc., AZ 2000 to 2002 A Tucson, AZ based, US$50 million Company engaged in providing optimization solutions to the mining industry by utilizing state of the art GPS & communication technologies, with operations in over 10 countries. Senior Account Manager, International As part of a small sales & marketing team, developed, staffed and implemented a business plan resulting in gaining successful business in the US, Canada and India. Established new and improved methodology for sales & marketing ranging from materials to strategies. Assisted in all trade shows and global trade events through active representation. The Ensign-Bickford Company, Simsbury, CT 1993 2000 One of the oldest and largest privately held US based companies, a world leader in non-electric ignition systems in the mining, construction and defense industries, with operations in over 20 countries.

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Shashi Kanth Page 233

Area Manager International Recruited to develop business in untouched areas of the world starting with India. o Conducted due-diligence, identified potential JV partners, assisted in creation of a new JV, which subsequently became very successful. o Relocated to the JV site operation for three years, managed, staffed and operated the JV for three years. Conducted business development activities in Malaysia, Singapore, Thailand, Korea, Japan, Mexico, Canada, Chile and Peru. o Sales presentations & market surveys & extensive technical support PROFESSIONAL SOCIETY AFFILIATIONS AND ACTIVITIES: Member of Society of Mining, Metallurgy and Exploration Mentor for students in the mentorship program Member of the International Society of Explosives Engineers Board member in the local Black Hills Chapter Faculty advisor of the Hardrocker Flying club Advise students and associate members to earn their private pilots license TEACHING EXPERIENCE (R) MEM 466 Mine Management: Critical management issues of fundamental importance to the mining industry. Forms of management, organizational structures, project management and mine administration, risk management and modern management tools. Development of students leadership skills. Management of human resources (R) MEM 120 Introduction to Mining and Sustainable Development: Principles and definitions related to mining engineering discipline. Introductory overview of current mining practices and the mining technology in general. Presentation of mining faculty and their areas of expertise. Discussion of various career paths in mining engineering. Principles, terminology and definitions of sustainable development in mining. Elements and indicators of sustainable development: environment, economics, society and governance. Discussion of how the mining industry can develop more successful operations in the changing global community, and how these and other issues impact the design, operation and closure of large mining projects. (A) MEM 464: Mine Design senior students Assist with principles of explosives, blast design and initiation systems. Detailed analysis of costs, associated with various designs and efficiency of blast design as relates to the overall mine design with costs, fragmentation, and vibration and flyrock constraints in mind. (T) MEM 201: Mine Health and Safety: A study of federal health and safety regulations and the problems that occur in the enforcement and compliance of the regulations in the mining industry. Detailed presentations of various aspects of mine safety, substance abuse in the workplace and related topics. (T) MEM 307: Geostatistics and Exploration: A study of geostatistics as applied to mineral exploration, statistical analysis, distribution functions, probability theory and practice. Elements of exploration science and geo-modeling for exploration.

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Shashi Kanth Page 234

(A) BADM 407: International Business: Imports, exports, standard Inco terms, doing business internationally, various trade agreements and impacts on the mining industry. Elements of a successful joint venture and basics of international business as pertaining to the mining industry. KEY: (R) Teach regularly KEY: (T) Team Teach regularly KEY: (A) Assist

Other An invited speaker at several conferences on the topics of explosive initiation systems, electronic detonators and blasting. Regularly invited in area high schools and middle schools to speak about careers in technology and engineering to young students. Selected to participate in the Program on Energy and Sustainable Development at Stanford University. Invited speaker at the St. Petersburg Mining Institute in St. Petersburg, Russia. Current board member of the local chapter of the International Society of explosives engineers.(ISEE) Regular and active participant in national ISEE and SME conferences for the last many years. Avid recreational pilot licensed and certified by the FAA, and current owner & operator of a personal aircraft. Hobbyist electronics and radio operator (KB1DWN) References available on request

234

1. Name: 2. Academic Rank: 3. Degree with fields, Institution and Date:

Brijes Mishra Assistant Professor

Ph.D in Mining Engineering, West Virginia University, 2007 M.S in surface mining, Indian School of Mines, 2004 B.S in Mining Engineering, Nagpur University, 2002

4. Number of years on this faculty: 1 year 5. Related Experience: November 2007 to July 2008, Project Engineer. RESPEC. 6. Consulting: Active participation with coal mining through consulting on various technical topics 7. State in which registered: None 8. Principal Publications of last five years: Mishra, B., Bhar, C., and Sen, P., Development of a model for determination of cutoff grade in metaliferrous deposits, Journal of Mines Metals and Fuels, Vol 275, pp130 125.2004. Mishra, B., and Khair, A.W., Numerical Modeling of Rock Indentation and Heat Generated during linear rock cutting process, Proceedings Golden Rocks 2006, 41st U.S. symposium on Rock Mechanics" - 50 Years of Rock Mechanics. Mishra, B., and Khair, A.W., Correlation of acoustic emission (A.E.) with physical and mechanical properties of different types of rock and coal specimens, Proc. 25th Int'l Conference on Ground Control in Mining, Ed. S.S. Peng, C. Mark , K.Heasley, and A.W. Khair, pp. 165-170. Mishra, B., Bhar, C., and Sen, P., Development of a computer model for determination of cutoff grade in metaliferrous deposits, Journal of Mines Metals and Fuels, Vol 54, pp143 -147.2007. Mishra, B., and Khair, A.W., Numerical Modeling of Heat Generated during rock cutting process, International Conference on Mining Techniques in Poland, 2007. Mishra, B., Das, T., and Khair, A.W., Analysis of Cutting Bits and Cutting Drum Affecting Ground Control in Mines. Proc. 27th Int'l Conference on Ground Control in Mining, Ed. S.S. Peng, C. Mark , K.Heasley, Yi Luo and A.W. Khair, pp. 294-304, 2008. 9. Society Memberships: Society for Mining, Metallurgy and Exploration (SME). 10. Honors and Award: Best Graduate Student Award 11. Institutional and Professional Service in the last five years Courses taught in 2008/2009: MEM 304 235

Other assigned duties, current: Member undergraduate advising. 12. Professional development activities Active participation in professional technical sessions in the last five years: 13. Percentage of time available for research or scholarly activities: 30% 14. Percentage of time committed to the program: 100 %

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APPENDIX C LABORATORY EQUIPMENT

APPENDIX C LABORATORY EQUIPMENT

Item
Diamond core drill Diamond saw Surface grinder Tinius-Olsen testing machine Direct shear machine Triaxial cell Computerized data acquisition system and software Seismograph Instantanel, DS 677.

Rock Mechanics Laboratory Equipment Date of Condition Replacement Plan Purchase

1988 1964 1961 1964 1987 1980 1992 Very Good Fair Fair Good Very good Fair Good

Critical laboratory equipment needing replacement.

1988

Good

This needs to be updated and replaced just as soon as we locate adequate data acquisition software that can be run with new Windows environment. This needs to be upgraded/ or replaced. Working on obtaining a donation of a new unit from one of the suppliers.

Ventilation Laboratory Equipment

Ventilation network (trainer set) Ventilation network (trainer set) Electronic pressure transducers Psychrometers Electronic barometers Gas indicators Optical Theodolites (3) Topcon DT-209 Digital Theodolite Auto Levels Topcon GTS-2 Total Station Topcon GTS-2B Total Station Topcon GTS 239W Total Station w/ data collector (2) Trimble 5700 GPS 2009 1985 1985 1982 1989 2000 Early 1980s 2007 Mid 1980s 1990 Early 1990s 2007&2008 Excellent Fair Excellent Good Good Excellent Fair Excellent Good Fair Fair Excellent Being replaced, as money becomes available, by digital theodolites Replaced by new equipment obtained in 2009

Surveying Laboratory Equipment

Being replaced, as money becomes available, by new digital total stations Being replaced, as money becomes available, by new digital total stations

2005

Excellent

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APPENDIX C LABORATORY EQUIPMENT, cont.

Item
Dell Notebook computer Sony DVD/VCR player Samsung DVD/VCR player Hitachi CP-X275 projector HP Laserjet scanner, fax, printer, copier Cardiac Science portable AED Training Supplies Training Tapes Desktop PCs (20) Color Laser Printer Flatbed Scanner Peripherals

Safety Laboratory Equipment Date of Condition Replacement Plan Purchase

2009 2004 2008 2004 2005 2007 2004 - 07 2007 2001 - 2007 2008 2007 2007 Excellent Good Excellent Excellent Excellent Excellent Good Excellent Good Excellent Excellent Good Commencing in 2011, will be replaced as money becomes available Replaced by Samsung player

Mine Design Computer Laboratory Equipment

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APPENDIX D Institutional Summary A. The Institution ................................................................................ 239

1. Name and Address of the Institution ........................................................239 2. Name and Title of Chief Executive Officer ..............................................239

B. Type of Control .............................................................................. 239 C. History of Institution ..................................................................... 239 D. Student Body .................................................................................. 240 E. Regional or Institutional Accreditation ....................................... 241 F. Personnel and Policies .................................................................... 241 G. Educational Unit ............................................................................ 243 H. Credit Unit ...................................................................................... 247 I. Instructional Modes ........................................................................ 247 J. Grade Point Average ...................................................................... 247 K. Academic Supporting Units .......................................................... 247 L. Non-Academic Supporting Units .................................................. 248 M. Faculty Workload ......................................................................... 253 N. Tables .............................................................................................. 253
D-1. Programs Offered by the College of Engineering ................................254 D-2. Degrees Awarded & Transcript Designations by College of Engineering...............................................................................255 D-3. Support Expenditures............................................................................256 D-4. Personnel and Students .........................................................................256 D-5. Program Enrollment and Degree Data ..................................................258 D-6. Faculty Salary Data...............................................................................260

APPENDIX D INSTITUTIONAL SUMMARY

A. The Institution 1. Name and Address of the Institution
South Dakota School of Mines and Technology 501 East Saint Joseph Street Rapid City, SD 57701-3994

2. Name and Title of the Chief Executive Officer of the Institution

Dr. Robert A. Wharton, President

B. Type of Control
State public university, governed by the South Dakota Board of Regents

C. History of Institution
The South Dakota School of Mines and Technology (School of Mines) is a public specialized science and engineering university located in Rapid City at the eastern boundary of the Black Hills that offers 16 B.S., 12 M.S., and 6 Ph.D. degree programs in science and engineering. Two additional M.S. programs will be inaugurated in fall 2010. Established in 1885 to provide instruction in mining engineering, it diversified as a science and engineering school following World War I, and the name of the institution became the South Dakota School of Mines and Technology in 1943. The school is part of the South Dakota Board of Regents system of six state universities and one cooperative university center located in Sioux Falls. All universities in the Regents system are governed by a single Board of Regents the offices of which are located in the middle of the state in Pierre. Institutions in the Regents system have common course numbering and equivalencies, shared academic calendars and academic policies, uniform personnel policies and contracts, and collaborative discipline councils. In addition, all contribute to a system-wide Electronic University Consortium. Counting research personnel at the School of Mines, 154 faculty members and 164 staff members serve approximately 2100 students, 84% of whom are full-time through program offerings in two colleges, the College of Engineering and the College of Science and Letters. Effective July 1, 2009, the college structure will be disbanded and resources used to transition from a 9-month rotating department chair to a 12-month department head organizational structure. For fiscal year 2009, the School of Mines received over $17.3 million in externally funded research awards and, as such, plays the leadership role for the western half of the state in technology transfer and economic development. Today the School of Mines is a small, primarily undergraduate engineering and science institution, with a relatively low cost of attendance, with a dedicated faculty and staff. Graduates are highly valued by employers for their training and their distinctively strong Midwestern work ethic. Because of our relatively small size, our student to faculty ratio is small (i.e., less than 14 students per faculty member), and there is a sense of community among faculty, students, and alumni/alumnae. Given our strong
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reputation for academic excellence, we are particularly pleased to have been ranked one of Americas 100 Best College Buys for eleven consecutive years.

D. Student Body
In fall 2008, the South Dakota School of Mines and Technology enrolled 2061 students, with 12 pursuing an associate degree, 1552 a baccalaureate degree, 181 a masters degree, and 53 a doctoral degree. Of these, 1273 were undergraduate engineering majors. The student body is composed primarily of male (70.6%), Caucasian (at least 84.9%) South Dakota residents (62.9%). American Indian students comprise 2.5% of the student population with the largest identified ethnic population being Asian students at 4.3%. 5.1% of students did not report ethnicity. The cost of attendance is modest (i.e., approximately $12,000 per year, including tuition and fees, room and board, and books and supplies), yet 70% of students receive financial aid, and, according to our 20012008 NSSE results, more students work off campus and have family or caregiver responsibilities than students at peer STEM institutions. The National Survey of Student Engagement (NSSE) and Student Satisfaction Inventory (SSI) results tell us that our students, overall, are highly goal and task-oriented, technologically skilled, yet relatively homogeneous in their Western cultural views. They place high importance on values and ethics but interact too seldom with people from diverse and differing cultural and religious orientations. School of Mines students are statistically above average in preparation and abilities. Entering freshman at the School of Mines earned an average ACT composite score of 26.1, an average ACT mathematics subscore of 26.7 and a GPA average of 3.51. Eleven students were named Tau Beta Pi scholars for the 2008-2009 academic year. South Dakota is one of two states nationwide that uses ACT and Collegiate Assessment of Academic Proficiency (CAAP) scores as bookend assessments of the general education program and requires a passing score for degree progression beyond the sophomore year. All regents institutions have conducted proficiency testing since 1998. Compared to national norms, South Dakota students test higher than the national norms in all four testing areas (writing, mathematics, reading and science reasoning), and our students consistently score highest in the state. The 6-year undergraduate completion rate for our IPEDS-defined federal cohort stood at 37% for the 2002 cohort with 15.6% still enrolled in fall 2008; our institutional goal is 65%. Freshmen-to-sophomore retention is 75.6% and rising. Our institutional goal is 80%. The most recent freshman to junior retention rate stands at 67%. Our students fare well in the job market. More than 97% of graduates placed in jobs in their career fields or graduate professional programs in 2007-2008, and for those who entered the workplace, the average starting salary was $55,700. The average starting salary offer to mining engineering graduates was $65,000. We believe we are the only institutional nationally that can claim the 4-year cost of attendance is less than the average starting salary of our graduates. School of Mines students are distinctively driven and focused, traits reflected in the extraordinary success of the enterprise teams that compete in national competitions through our Center for Applied Manufacturing and Production (CAMP) program. Student teams in the Concrete Canoe, West Regional Mini Baja, IEEE Robotics, Human Powered Vehicle, SAE Aero Design, and International Aerial
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Robotics competitions have triumphed over teams from significantly larger and more prestigious universities. Most students participate in at least one of the 80 co-/extra-curricular activities that encompass academic, recreational, community service, Greek life, honor society, leadership development, multicultural, religious, special interest group, government and media opportunities and experiences. And nearly 75% graduate with relevant work experience through internships and co-ops. Intercollegiate Athletics attracts 10% of the undergraduate population. Teams are competitive in the NAIA Dakota Athletic Conference (DAC). For the fourth consecutive year, the School of Mines was named the recipient of the Dakota Athletic Conference (DAC) Scholars Award. The award is presented annually to the school with the highest percentage of athletes honored as DAC Scholar-Athletes. In all, more than half of Hardrocker athletes were honored for their academic achievements.

E. Regional or Institutional Accreditation

Accreditation Unit Higher Learning Commission of the North Central Association Engineering Accreditation Commission of ABET, Inc. American Chemical Society Computing Accreditation Commission of ABET, Inc. Date of Initial Accreditation 1925 1936 1950 1992 Date of Most Recent Accreditation 2006 2005 2004 2008

F. Personnel and Policies 1. The promotion and tenure system

To be eligible for promotion, the faculty member must meet the minimum rank qualifications set forth in the Agreement between the South Dakota Board of Regents and the Council of Higher Education, an affiliate of the South Dakota Education Association. These specify educational experience and years of experience required for each rank. In addition to the minimum promotion criteria, faculty must meet institutional and departmental standards for promotion and tenure. In practice, this means that to be considered for promotion a faculty member must excel in at least one of the areas of (1) teaching, (2) research, scholarship and/or creative endeavor, and (3) service. Normally, strength is also expected in one or two secondary areas. Faculty members who wish to be considered for promotion must notify their department chair in writing no later than October 5. It is the responsibility of the faculty member to prepare and submit all favorable documentation that he or she wants considered in the decision and to submit this with the request for consideration. This documentation, together with the recommendation of the department chair and the dean, is then forwarded to the Office of the Vice President for Academic Affairs by November 5.
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Faculty members are considered for tenure in their sixth year of tenure-track service, and must have achieved the rank of Associate Professor to be granted tenure. The procedures for tenure application are the same as those for promotion described above. Faculty who do not apply for or who are not granted tenure must be given notice of non-renewal of their tenure-track contract. The contract between the Board of Regents and the Council on Higher Education requires that unsuccessful applicants for tenure be granted one additional term contract following the decision not to award tenure. The Office of the Vice President for Academic Affairs then makes these materials available to the institutional Promotion and Tenure Committee. By contract, the Promotion and Tenure Committee must consist of equal numbers of members elected by the faculty and members appointed by the President. The Promotion and Tenure Committee reviews all materials and has access to the faculty members personnel file. The committee consults with the faculty member and other appropriate individuals as it sees fit. By January 15, the committee forwards all information, together with its recommendation, to the President who then forwards his recommendation for or against promotion to the Board of Regents.

2. The process used to determine faculty salaries

Distribution of salary monies appropriated by the Legislature is negotiated by the Board of Regents and the Council on Higher Education. The allocation of salary increases is based on market, performance and institutional priorities, with specific formulas for this allocation specified in the negotiated agreement. Most recently, the market, performance, and priorities factors were allocated 30%, 60%, and 10% of the salary pool respectively. During the annual performance evaluation, department chairs must indicate whether, in their estimation, the faculty member has met, fallen short of, or exceeded expectations in teaching, in scholarship, and in service. Each college dean uses this information to determine a merit category for college faculty members in each of the three areas. This categorization is then used in the allocation formula for performance. SDSM&T has identified First year programs and/or stimulating scholarly activities as its institutional priority for the past several years. There will be no salary increases for FY10. However, unlike many systems, we are not facing any significant budget cuts. Average salary increases of 4.0% were awarded in FY07, FY08, and FY09.

3. Faculty benefits
Benefits: Faculty at SDSM&T must participate in the state retirement system. Approximately five percent of salary is deducted each month and matched with another five percent by the institution. The five-percent deducted as sheltered is not federally taxed, nor is the state contribution. One must be employed by the state for five years before any retirement benefits are accrued, but contributions are reimbursed to faculty members who leave prior to that time. Health insurance, including major medical, is paid for each faculty member by the institution. Faculty members can select from a deductible plan or a Provider Network Plan. The faculty member has the option of paying for other members of his or her family as well as for supplemental dental, vision, major injury protection, and hospital income protection plans. Consulting: Under South Dakota Board of Regents Policy faculty members may spend up to four days in any one month and up to six days during any contract year away from their duties in order to do consulting or engage in private practice. Such activity must promote state and local economic development or must benefit the professional discipline and development of the individual. A faculty member who wishes to engage in consulting must apply in writing to the president and must limit such activity so that it will not interfere with assigned responsibilities. Consulting activities develop the
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faculty members expertise and help the faculty member bring relevant experience to the classroom and so are encouraged. Sabbaticals: Faculty members may apply for sabbatical leave after six years of service at the university. Approval for sabbatical leave is contingent on the faculty member presenting plans for formal study, research or other experiences that will enhance the professional development of the individual. Sabbaticals may be taken for one semester at full pay or for one year at half pay. The number of faculty members on sabbatical at any one time is limited by Board policy to no more than five percent of the faculty.

G. Educational Unit
On July 1, 2005, the college structure was created that consisted of a College of Engineering and a College of Science and Letters. National searches were conducted for the deans position in each college and were successfully concluded in February 2006. Dr. Duane Abata was hired as Dean of Engineering. In September 2008, Dr. Abata became Executive Director of the NSF-funded Industry/University Cooperative Research Center for Bioenergy Research and Development and so was released from his deans responsibilities. Dr. Karen Whitehead, Provost and Vice President for Academic Affairs, was assigned responsibilities as Interim Dean of Engineering. In December 2008, the new president, Dr. Robert Wharton, convened an ad hoc advisory group of senior faculty to advise him on what administrative structure would best advance the institutions goals. Its recommendation, which he accepted, was to disband the college structure and to use resources instead to move toward 12-month department heads to replace the current 9-month department chair positions. This organization change will become effective on July 1, 2009. As of this writing the Department of Mining Engineering and Management is in the College of Engineering. The chair of the Department of Mining Engineering and Management, Shashi Kanth, reports to the interim dean of the College of Engineering and Provost and Vice President for Academic Affairs, Dr. Karen Whitehead. He will become a department head, reporting directly to the Provost and Vice President for Academic Affairs, in the new organizational structure.

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Organization Chart South Dakota School of Mines and Technology 2005-2009-

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Robert A. Wharton, Ph.D. President Duane Hrncir, Ph.D. Interim Provost and Vice President for Academic Affairs

Associate Provost for Enrollment Management Dr. Michael Gunn

Associate Provost for Assessment and Accountability Kate Alley, Ph.D.

Youth Programs and Continuing Education Nancy Anderson Smith, Director

Center for Advanced Manufacturing and Production (CAMP) Dr. Dan Dolan and Dr. Michael Batchelder, Co-Directors

Graduate Education Dr. John Helsdon, Dean

Academic Departments

Devereaux Library Patricia Andersen, Director

Information Technology Services Bryan Schumacher, Director

Museum of Geology James Martin, Executive Curator

Chemical and Biological Engineering Dr. Robb Winter, Head

Atmospheric Sciences Dr. Mark Hjelmfelt, Chair

Humanities Dr. Susan Shirley, Head Admissions <Vacant>, Director Academic and Enrollment Services Barb Dolan, Director

Chemistry Dr. Dan Heglund, Chair

Industrial Engineering Dr. Stuart Kellogg, Head

Civil and Environmental Engineering Dr. Henry Mott, Chair

Materials and Metallurgical Engineering Dr. Jon Kellar, Head

Electrical & Computer Engineering Dr. Michael Batchelder, Chair

Financial Aid David Martin, Director Women in Science and Engineering (WISE) Royia Decker, Director

Mechanical Engineering Dr. Michael Langerman, Head

Geology and Geological Engineering Dr. Maribeth Price, Chair

Mining Engineering and Management Shashi Kanth, Head

Mathematics and Computer Science Dr. Kyle Riley, Chair

Physics Dr. Andre Petukhov, Head

Military Science LtC. Jon Hanson, Chair

South Dakota School of Mines and Technology

Social Sciences Dr. Susan Shirley, Head

Physical Education Barb Felderman, Chair

Academic Affairs
July 2009
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Robert A. Wharton, Ph.D. President Karen L. Whitehead, Ph.D. Provost and Vice President for Academic Affairs

South Dakota School of Mines and Technology

Academic Affairs
December 2008

Associate Vice President for Academic Affairs Dr. Kate Alley

Academic and Enrollment Services Barb Dolan, Director

College of Engineering <vacant>, Dean

College of Science and Letters Dr. Duane Hrncir, Dean

Devereaux Library Patricia Andersen, Director

Graduate Education Dr. John Helsdon, Dean

Information Technology Services Bryan Schumacher, Director

Women in Science and Engineering (WISE) Royia Decker, Director

Chemical and Biological Engineering Dr. David Dixon, Chair Civil and Environmental Engineering Dr. Henry Mott, Chair Computer Science Dr. Kyle Riley, Chair Electrical & Computer Engineering Dr. Brian Hemmelman, Chair Geology and Geological Engineering Dr. Maribeth Price, Chair Industrial Engineering Dr. Stuart Kellogg, Chair Materials and Metallurgical Engineering Dr. Jon Kellar, Chair Mechanical Engineering Dr. Michael Langerman, Chair Mining Engineering and Management Shashi Kanth, Chair

Atmospheric Sciences Dr. Mark Hjelmfelt, Chair Chemistry Dr. Dan Heglund, Chair Humanities Dr. Rodney Rice, Chair Military Science LtC. Jon Hanson, Chair Mathematics Dr. Kyle Riley, Chair Physical Education Barb Felderman, Chair Physics Dr. Andre Petukhov, Chair Social Sciences Dr. Roger Dendinger, Chair Museum of Geology James Martin, Executive Curator

Associate Director Technology Services Jason Erikson Senior Systems Programmer Neal Hodges Senior Systems Programmer Steve Bauer Associate Director Information Services Vickie Bender

Center for Advanced Manufacturing and Production (CAMP) Dr. Dan Dolan and Dr. Michael Batchelder, Co-Directors

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H. Credit Unit
The South Dakota School of Mines and Technology operates on a semester credit hour basis. Under South Dakota Board of Regents policy a semester shall consist of a minimum of fifteen (15) weeks. The number of class days in a given semester shall be inclusive of those days set aside for registration, assessment/performance testing and final examinations but exclusive of holidays and days set aside for new student orientation. The final examination period typically is five days. A credit hour is three hours of in-class time and preparation combined per week for one semester. A recitation or lecture is scheduled as one fifty-minute period plus two hours of preparation for an average student per week per credit hour. Each credit hour of laboratory work is scheduled as 110 to 170 minutes per week. Laboratories scheduled for two hours per credit hour are expected to require one hour of work outside of the scheduled time per week per credit hour.

I. Instructional Modes
Instruction in all programs is predominately in a classroom/laboratory format. The School of Mines believes that experiential learning is a valuable way to enhance this instructional format and numerous programs have incorporated such activities. Examples of these include internship/co-ops, participation in undergraduate research, local, regional, national, and international field work, and participation in engineering contests. In 2006 the School of Mines began a tablet PC program under which each entering freshman is issued a tablet PC. The faculty is continuing to incorporate the use of the tablets into the curricula. The Mines faculty collaborates with colleagues at the other regental institutions by providing instruction via streaming video, web-based courses, and hybrid courses. The MS in Technology Management is delivered entirely asynchronously. The Information Technical Services office provides support for the tablet PC program and all other areas of technology usage in the classroom.

J. Grade-Point Average
An overall grade point average of 2.0 is required for graduation.

K. Academic Supporting Units

Foundational courses for all engineering programs at the South Dakota School of Mines and Technology are provided by faculty in chemistry, physics, mathematics, humanities, and social sciences. Additionally, mining engineering also shares some course offerings with geological engineering. All students complete a 30 credit hour system-wide general education core curriculum consisting of 9 credits of written and oral communications, 6 credits of humanities, 6 credits of social sciences, 6 credits of a science with laboratory, and 3 credits of mathematics. School of Mines engineering students take an additional 3 credits of humanities or social science at the upper division level, as well as mathematics and science courses far in excess of that required to meet the general education requirements. In addition, under board policy, each program has identified within the major requirements at least one course that is writing intensive and one course that addresses global issues.
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Department Chemistry Geology and Geological Engineering Humanities Mathematics and Computer Science Physics Social Sciences

Department Leadership 2008-09 Dr. Dan Heglund, Chair Dr. Maribeth Price, Chair Dr. Rod Rice, Chair Dr. Kyle Riley, Chair Dr. Andre Petukhov, Chair Dr. Roger Dendinger, Chair

2009-2010 Dr. Dan Heglund, Chair Dr. Maribeth Price, Chair Dr. Sue Shirley, Head Dr. Kyle Riley, Chair Dr. Andre Petukhov, Head Dr. Sue Shirley, Head

L. Non-Academic Supporting Units

Information Technology Services; Bryan Schumacher, Director Information Technology Services comprises two groups: Information Services and Technology Services. The mission of Technology Services is to be proactive in providing responsive, people-centered technology, training and support in the SDSM&T computing and networking environment. The mission of Information Services is to create and develop software campus-wide to support the efforts of all campus computing needs. The ITS Help Desk, located in Library, operates as a single point of contact for all students, faculty, and staff, providing technical assistance and scheduling services for equipment and facilities. The ITS Help Desk works with faculty and staff not only in a technical assistance role, but also in supporting classroom activity. ITS supports all campus network facilities and connectivity, as well as centrally managed computing facilities available for use by students (both local and remote), faculty, staff and administrators. Specialpurpose networks and computing facilities in academic departments are usually managed by local system administrators, with support from the ITS group. ITS has developed cooperative agreements with departments to ensure that distributed support personnel receive appropriate training and professional development opportunities, and that their expertise is available campus-wide. ITS also provides technologies for the classroom, including computers, projection systems, video capture and streaming, self-serve disc duplicating equipment; supports faculty using instructional technologies, WWW, collaborative software, and smart classrooms; participates in faculty development; and provides and coordinates services to distance education students. Services available to assist faculty and students include: ITS Help Desk facility, open hours during the academic year: 7:30 am to 9 pm, Monday-Thurs 7:30 am to 5 pm, Friday 2 pm to 10 pm, Sunday Holiday and summer hours vary, based on needs. Emergency pager service, 24 hours x 7 days. Any student, faculty or staff member may report outages or malfunctions via the ITS pager service. Shared peripherals, including page scanners, laser printer, color printer, a large-format color plotter, media duplicating equipment, including video capture and streaming. Introductory workshops, seminars and tours, informal training, and one-on-one training and support for individual faculty.
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Answers to many common questions, and additional information regarding computing and networking is available through the ITS homepage, its.sdsmt.edu. Selected portions of this information are also available in printed form. In-depth consulting and assistance with software, hardware or other technologies including repair and upgrade of desktop equipment, setup and configuration of peripherals, and network connection of desktop PCs, UNIX workstations, and departmental servers. A fairly complete suite of Microsoft products, including Office 2007, is widely available on campus. Several current programming languages and environments are available to students and faculty. Solidworks and AutoCAD are available for student use, in addition to other specialized software packages used mostly in upper-division mechanical and civil engineering. ArcInfo and virtually the entire suite of ESRI products are available through a statewide licensing agreement; these are now used in atmospheric sciences, geology and geological engineering, and civil engineering. IDL/ENVI is site licensed for the campus, and will be available for use in electrical engineering, physics and computer engineering, as well as atmospheric sciences and geology and geological engineering, where it is currently used. The MSDN program allows enrolled students to down load a variety of Microsoft software products for use in academic pursuits

Access to central computing facilities or network connectivity for students is based on legitimate enrolled status. Each student is assigned an account number and password and an email account. In general, students have access to all computer labs whenever the buildings are open. In Fall 06, the SDSMT Tablet PC Program was brought online with incoming freshmen. Each semester thereafter new students were enrolled in the program, and as of Fall 2009, all students will be part of the Tablet Program. The students are issued a Tablet PC, and have wireless capabilities covering the entire campus, including the dorms and sports arenas. Currently all residence hall rooms are wired and active, and support approximately 450 connections. All dorms also have wireless access so students are not tied to their rooms for a network connection. A volunteer-based group has been formed in the residence halls to provide extended computing support to resident students. ITS provides training for student volunteers, and supplies additional funding and coordination for publicity and organizational tasks. The on-campus wired network is growing and SDSM&Ts connectivity to Internet and other national networks is near effective capacity. In the Fall of 2008, SDSMT was brought on board the REED network, which is a 10GB link to other institutions and government agencies. Students and faculty and the applications they require to pursue academic goals increasingly require 24 hr/7 days a week production-quality network and computing services. ITS personnel do an excellent job in providing these critical services despite low fulltime staffing levels and intense dependence on part-time student employees. ADA access to some computing facilities is problematic due to building restrictions, although accommodations are always made. The FY10 institutional budget for ITS is $1,247,069 and includes roughly equivalent amounts for personnel and operations and maintenance. Significant technology expenditures are also made using non-ITS funds. ITS reviews such expenditures by other campus entities, in an effort to consolidate purchases, determine when site licensing or other options can be cost effective, and track and anticipate developing needs across campus.
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Campus wide computing facilities supported by ITS include the following. Instructional Computer Labs (Open for general use when not scheduled for classes) Building and Room Purpose of Lab, Courses Taught Condition of lab Number Civil/Mechanical 227 CEE284, GE117, CEE117, CEE437, ME 110, IENG 411 Electrical CHE250, CSC150, Geog 211, MIS 205 Engineering/ Physics (BH) 307 TOTAL Other SDSM&T Computer Laboratory Facilities Building and Room Purpose of Lab, Courses Taught Number Library (dispursed throughout building) Surbeck Center 106 TOTAL Open lab Open lab 3.0 Ghz 1Gb Mem 2.8GHZ 1Gb Mem

No of student stations 40 23

63

Condition of Lab

2.8Ghz 1Gb Mem 2.4Ghz 512 Mem

Number of student stations 20 12 32

All PC lab machines are running Windows XP Pro with Office 2007 along with various other software packages. Devereaux Library, Patricia Andersen, Director The Devereaux Library maintains a totally integrated collection and supports the instructional and research activities of all programs. The engineering collections can be found using the Library of Congress classification scheme. Reference is available, in person or via phone at 394-2419, Monday through Friday 8:00 am to 5:00 pm. Reference is also available through instant message and email. To access these go to the contact web page http://library.sdsmt.edu/contact.htm. General information databases are available through the South Dakota Library Network (http://www.sdln.net/) from vendors such as EbscoHost, InfoTrac and ProQuest. Research databases provided by the Devereaux Library and accessible only on-campus cover a variety of disciplines. Titles such as: Engineering Village 2 (Engineering Index); SciFinder Scholar; Web of Knowledge; Scitation; Applied Science & Technology Full-Text, Knovel and GeoRef are all available. Library hours during the academic year are: Monday through Thursday Friday Saturday Sunday

7 am - 12 midnight 7 am - 5 pm 12 noon - 5 pm 12 noon - 12 midnight

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Fewer hours of operation are observed during the summer and during breaks from classes. Access to all books and other library materials are available all the hours the library is open. The library seating capacity is 419. Each department on campus has designated a library liaison to work with the library staff in determining the best materials for their department. Assistance for this consists of vendor slips from Baker & Taylor and Blackwell North America. Each liaison is to work with his/her department to determine how monies should be spent. The library maintains control of the budget and will purchase only those items that fit in with the mission of the school. The library is making every effort to provide for the needs of engineering students despite the escalating cost of journals and books. We attempt to keep journal subscriptions current which has limited our ability to add to our book collection. Costs of journals, in either paper or electronic format, has forced some cancellations of titles in the last few years. Additions of online services through the Internet have helped address our limitations in the general education undergraduate areas. Items for engineering majors past the first two years of study are limited. Interlibrary loan is available and full-text databases help in some areas but is cost prohibitive in others. As with all libraries, we would benefit from increased funding, both for paper and electronic subscriptions for scholarly journals. Expenditures for books and periodicals for the past four years are detailed in Tables L-1 and L-2 below. The library has a very good collection of maps, most coming from the Library Program Service through the Federal Government. Devereaux Library is a selective depository library and through this system we collect maps in geology and mining and topographic maps of South Dakota and Wyoming. Our microfiche collection consists mostly of government information and we have a microfilm collection of older journal titles. Audio, video, and DVD materials are limited. These items come under the book budget and more emphasis is placed on scholarly materials than recreational materials. Currently the Friends of the Devereaux Library, a group which raises funds for the library through an annual film series, is purchasing movies and fine monies are used for audio books.

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Table L-1 Library Acquisitions and Resources

ACQUISITIONS DURING LAST THREE (3) YEARS Books Entire Institutional Library 7,850 Periodicals 9,412 CURRENT COLLECTION RESOURCES Books 129,604 Periodicals 162,000

In the following fields (included above) Engineering

2,102 (includes online Knovel)

138 (online)

19,765

672

Chemistry Mathematics Physics

62 74 68

0 0 19 (online)

2,239 3,408 3,242

77 62 139

Table L-2 Library Expenditures FY 2007

FY 2008

FY 2009

FY 2010 (estimated) $801,328 *

Total Library Current Funds Expenditures for the Engineering Unit (Total) (ALL AREAS) Books Periodicals *units not separately budgeted.

$674,183 *

$801,328 *

$722,221 *

$27,800 $302,559

$11,525 $334,111

$14,440 $273,065

$12,000 $280,000

The Career Center, Dr. Darrell Sawyer, Director of Career Planning The Career Center provides information, guidance, and support to help students with their career development and searches for full-time, summer and co-op opportunities in their respective career fields. Placement services are also offered to alumni free of charge. The office assists students with their resumes, cover letters, interviewing skills and job searches through a series of workshops offered throughout the academic year, as well as working with students on an individual basis. In addition, the Career Center sponsors several professional development workshops to help students develop their social networking, business etiquette, cultural awareness, and other skills important to career success after graduation. Career counseling and vocational interest inventories also are available to all students.
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The Career Center coordinates scheduling of interviews for more than 150 employers that visit our campus to recruit our students for full-time, summer and co-op positions. Each September and February the Career Center hosts the South Dakota School of Mines Engineering and Science Career Fairs. More than 150 employers from across the country participate in these events and recruit South Dakota School of Mines students in a wide range of disciplines. These career fairs provide students at all levels with opportunities to speak directly with employers and discuss career possibilities. Many industry representatives also conduct interviews the next day, speak to classes and student organizations, interact with faculty, and host evening seminars. SDSM&Ts Cooperative Education (Co-op) Program, a partnership with business, industry and government agencies, is administered by the Career Center. Students may earn academic credit for their co-op experience with the approval of their department Cooperative Education Coordinator who is responsible for assessing the students performance and assigning the grade for the co-op credits earned. More than 75% of South Dakota Mines graduates have summer internship or co-op experience upon graduation.

M. Faculty Workload
A nominal full load for a faculty member is formally defined under the Agreement with the Council on Higher Education as a teaching load of twelve semester hours plus student advising. In practice, departments have the option of adjusting teaching loads within the constraints of resources available. While these vary between programs, typical teaching loads among engineering faculty are two or three scheduled courses per semester plus independent study and project guidance activity. If the faculty member is released for research, he or she is relieved for teaching duties proportionately. If the faculty member is involved in guiding a significant number of graduate students, teaching load is sometimes reduced. If a faculty member is involved in developing new courses, a teaching load reduction may be made. If he/she is involved in administration (such as being a department chair), the teaching workload is proportionately reduced. Graduate teaching assistant support is used to provide assistance in laboratories and in grading. Part-time faculty (adjuncts, part-time instructors, graduate teaching assistants, etc.) are supervised relative to competence in teaching, course conduct and availability to students, by their respective department chairs and the lead faculty to whom they are assigned. Typically, part-time instructors are used in the engineering programs to assist when a full-time faculty member is on sabbatical leave and often are retired professors or individuals from local industry with a long association with the institution. Graduate teaching assistants are most often used to assist with laboratories and only in exceptional circumstances do they have full responsibility for a course.

N. Tables

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Table D-1. Programs Offered by the College of Engineering

Offered, Not Submitted for Modes Offered
Cooperative Education
2

Submitted for Evaluation3

Accredited. Accredited

Evaluation4
Accredited Accredited Not Now

Complete

Alternate Mode

Unit Exercising Administrative Head David Dixon Henry Mott Budgetary

Now

Nominal

Years to

Not Now

Campus

Program Title

Control College of Engineering College of Engineering College of Engineering College of Engineering College of Engineering College of Engineering College of Engineering College of Engineering College of Engineering College of Engineering College of Engineering

Chemical Engineering B.S., M.S. Civil Engineering

X X

4,2 4,2

Now

Day

Off

X X

B.S., M.S. Computer Engineering X B.S. Computer Science X B.S., M.S. Electrical Engineering X B.S., M.S. Environmental Engineering X B.S. Geological Engineering X B.S., M.S., Ph.D. Industrial Engineering X B.S. Metallurgical Engineering X B.S., M.S., Ph.D. Mechanical Engineering X B.S., M.S. Mining Engineering X B.S. 4 Shashi Kanth 4,2 Michael Langerman 4,2,5 Jon Kellar 4 Stuart Kellogg Maribeth Price 4,2,5 Henry Mott 4,2 Brian Hemmelman 4,2 Kyle Riley 4 Brian Hemmelman

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Table D-2. Degrees Awarded and Transcript Designations by College of Engineering

Modes Offered2 Alternativ e Mode Off Campus Co-op

Program Title1 Chemical Engineering BS Chemical Engineering MS Civil Engineering BS Civil Engineering MS Computer Engineering BS Electrical Engineering BS Electrical Engineering MS Environmental Engineering BS Geological Engineering BS Geology and Geological Engineering MS Geology and Geological Engineering PhD Industrial Engineering BS Materials Engineering and Science MS Materials Engineering and Science PhD Mechanical Engineering BS Mechanical Engineering MS Metallurgical Engineering BS Mining Engineering BS

Day

X X X X X X X X X X X X X X X X X X

Name of Degree Awarded Bachelor of Science Master of Science Bachelor of Science Master of Science Bachelor of Science Bachelor of Science Master of Science Bachelor of Science Bachelor of Science Master of Science Doctor of Philosophy Bachelor of Science Master of Science Doctor of Philosophy Bachelor of Science Master of Science Bachelor of Science Bachelor of Science

Designation on Transcript4 Bachelor of Science in Chemical Engineering Master of Science in Chemical Engineering Bachelor of Science in Civil Engineering Master of Science in Civil Engineering Bachelor of Science in Computer Engineering Bachelor of Science in Electrical Engineering Master of Science in Electrical Engineering Bachelor of Science in Environmental Engineering Bachelor of Science in Geological Engineering Master of Science in Geology and Geological Engineering Doctor of Philosophy in Geology and Geological Engineering Bachelor of Science in Industrial Engineering Master of Science in Materials Engineering and Science Doctor of Philosophy in Materials Engineering and Science Bachelor of Science in Mechanical Engineering Master of Science in Mechanical Engineering Bachelor of Science in Metallurgical Engineering Bachelor of Science in Mining Engineering

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Table D-3. Support Expenditures Mining Engineering Fiscal Year Expenditure Category Operations (not including staff) Travel5 Equipment (a) Institutional Funds (b) Grants and Gifts Graduate Teaching Assistants Support staff Faculty Salaries 2007-20081 $34,928 $13,192 $51,622 $51,622 $3,921 $14,720 $221,561 2008-20092 $20,000 $10,882 $27,260 $27,260 $2,500 $13,594 $242,441 2009-20103 $9800 $3000

$2,500 $13,594 $242,441

Table D-4. Personnel and Students College of Engineering Year: 2008-2009 HEAD COUNT FT PT 8 43 6 1 FTE RATIO TO FACULTY .07 .88 .12

Administrative* 3.498 Faculty (tenure-track) 47.2 Other Faculty (excluding student 6.495 Assistants) Student Teaching Assistants 1 36 17.78 .33 Student Research Assistants 11 32 32.72 .61 Technicians/Specialists** 15 1 15.07 .28 Office/Clerical Employees 8 7.25 .14 Others Undergraduate Student enrollment 1329 1274.0 23.73 (including freshmen and sophomores) Graduate Student enrollment 162 101.0 1.88 *Department chairs are counted under the administrative headcount although they also are members of the teaching faculty. For this reason, the faculty FTE exceeds the faculty headcount. ** Technicians/Specialists includes all specialists, research scientists and technicians.

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Table D-4. Personnel and Students Mining Engineering Year1: 2008-2009 HEAD COUNT FT PT 1 0 2 0 1 0 FTE RATIO TO FACULTY .22 .62 .38

Administrative* .698 Faculty (tenure-track) 2.00 Other Faculty (excluding student 1.23 Assistants) Student Teaching Assistants 0 0 0 Student Research Assistants 0 0 0 Technicians/Specialists 1 0 1 Office/Clerical Employees 0 1 .375 .12 Others5 0 0 0 Undergraduate Student enrollment 86 0 78.5 24.30 (including freshmen and sophomores) Graduate Student enrollment 0 0 0 *The department chair is counted under the administrative headcount although he also is a member of the teaching faculty. For this reason, the faculty FTE exceeds the faculty headcount.

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Table D-5. Program Enrollment and Degree Data College of Engineering Undergrad

Total

Total

Grad

2008-2009 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004

Academic Year FT PT FT PT FT PT FT PT FT PT FT PT

Enrollment Year FR 381 26 390 14 365 17 410 26 428 29 462 29 SO 243 18 265 28 278 26 268 30 264 25 259 23 JR 266 31 231 27 211 27 246 21 221 21 270 24 SR 302 61 315 56 316 58 329 41 334 53 323 49 M.S. 74 42 85 32 81 36 92 45 107 53 130 68 Ph.D. 34 12 29 9 20 8 15 6 5 9 8 9

Bachelor 187 177 182 194 185 188

Degrees Conferred Master Doctor 53 47 51 58 60 74 3 1 4 3 4 2

Other

1192 136 1201 125 1170 128 1253 118 1247 128 1314 125

108 54 114 41 101 44 107 51 112 62 138 77

FT--full time PT--part time

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Table D-5. Program Enrollment and Degree Data Mining Engineering Undergrad

Total

Total

Grad

2008-2009 2007-2008 2006-2007 2005-2006 2004-2005 2003-2004

Academic Year FT PT FT PT FT PT FT PT FT PT FT PT

Enrollment Year FR 26 1 20 3 26 2 17 1 14 1 0 0 SO 17 2 16 4 15 1 12 0 2 0 1 0 JR 13 5 11 6 7 0 4 0 3 0 4 1 SR 16 6 11 3 5 1 4 0 1 1 2 1 M.S. Ph.D.

Bachelor 15 3 0 3 0 2

Degrees Conferred Master Doctor

Other

72 14 58 16 53 4 37 1 20 2 7 2

FT--full time PT--part time

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Table D-6. Faculty Salary Data College of Engineering Academic Year 2008-2009 Professor 25 $116,627 $98,253 $82,640 Associate Professor 10 $85,464 $74,616 $66,520 Assistant Professor 17 $75,459 $65,611 $49,155 Instructor 4 $56,808 $47,880 $39,365

Number High Mean Low

Table D-6. Faculty Salary Data Mining Engineering Academic Year 2008-2009 Professor 2 $90,076 $86,526 $82,976 Associate Professor 0 0 0 0 Assistant Professor 1 $59,902 $59,902 $59,902 Instructor 0 0 0 0

Number High Mean Low

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APPENDIX E
Laboratory Plan 1. Introduction .............................................................................................................261 2. Maintenance of Existing Facilities..........................................................................263 3. Safety ......................................................................................................................264 4. Rock Mechanics Laboratory ...................................................................................264 5. Ventilation Laboratory ............................................................................................265 6. Surveying Laboratory .............................................................................................266 7. Health and Safety Laboratory .................................................................................267 8. Mine Design and Computer Laboratory .................................................................267 9. Funding ...................................................................................................................268

APPENDIX E South Dakota School of Mines and Technology DEPARTMENT OF MINING ENGINEERING

Laboratory Plan 2009

1. Introduction The following laboratory plan reflects organizational changes implemented after 2004 that followed the development of the new baccalaureate program in mining engineering. The mining engineering department recognizes that good laboratory facilities are essential to compliment the classroom instruction for quality education of undergraduate students and for faculty to perform research. The existing laboratory facilties fulfill all instructional needs at this moment. With the increase in number of students new laboratories have been added and the existing ones are being upgraded for meeting the requirements. The laboratory plan is to guide the mining engineering program in the development of its laboratories and sets targets to upgrade facilities to remain current with technology. The plan is an ongoing document and includes the activities that have been accomplished during the last years as well as those projected. Most of the indicated targets for future activities are considered realistic given the constraints of time and expected resources. The laboratories under the control of the Mining Engineering Department are: 1. 2. 3. 4. 5. Rock Mechanics Laboratory Ventilation Laboratory (old and new) Surveying Laboratory Safety Laboratory Mine Design and Computer Laboratory

Floor plans (MI Building first and second floors) showing location of the laboratories and general information are presented in Figure 1 and general information about the labs is presented in Table 1. Total lab area: 3,304 ft2 + New Vent Lab.

261

SL RML VL

SFL

RML

Mineral Industries building

Rock Mechanics Lab RML Ventilation Lab (old) VL Surveying Lab - SL Safety Lab - SFL

VL

CL

CL

Mine Design and Computer Lab CL Mine Vent Lab (new) VL

Mineral Industries Building, First & Second Floors

Figure 1. Location of mining engineering department laboratories

262

Table 1. Mining engineering laboratories general information

Physical facility Rock Mechanics MI 120 Lab I Rock Mechanics MI 122 Lab II Ventilation Lab MI 230 (NEW) Ventilation Lab MI 120A (old) Surveying Lab MI 120 and campus area Safety Lab MI 122A Mine Design and Computer Lab MI 223&225

Purpose of lab including courses taught Preparation of rock samples

Condition of lab

Adequacy for instruction

Number of student stations 4

Area, 2 ft

Good

Good

916

Testing of rock samples Performing ventilation experiments Performing ventilation experiments Performing surveying experiments Health and safety training Computerized mine design

Satisfactory/good

Satisfactory/excellent

517

Satisfactory (In progress)

Satisfactory

N/A

Satisfactory

Satisfactory

N/A

517

Good

Good

68 groups

N/A

Excellent

Excellent

15

372

Excellent

Excellent

20

837

2. Maintenance of Existing Facilties Faculty, teaching assistants and students, as part of the laboratory experience, performs regular preventive maintenance on all equipment. Funds for this activity are assigned from the departments operating budget and from revenues generated from the use of the equipment for consulting and research activities. A technician, assigned to be resident in the Mineral Industries building, maintains hydraulic, mechanical, electronic and computer equipment. Major repairs are handled by the schools facility services. Parts and supplies are funded from the Departments operating budget.

263

3. Safety South Dakota School of Mines and Technology has an established laboratory safety policy. The policy requires each department to prepare laboratory safety rules and procedures, and ensures that students are familiar with the requirements. Laboratory safety rules are included in attachment A. The School also has a fully dedicated Safety & Compliance officer (Jerylin Roberts) who oversees the entire safety and compliance aspects for the whole campus and conducts periodic audits of all the labs including the Mining Engineering Departments labs. She conducts periodic safety audits of all labs on campus.

4. Rock Mechanics Laboratory The rock mechanics laboratory has been progressively upgraded over the past 20 years. A computerized data acquisition system was in-house designed and installed, then modified several times. Currently, the equipment and instrumentation fulfill basic instructional needs. Maintaining and upgrading the equipment is a continuing activity since some of the equipment is sub-optimal and even inadequate. The Tinius-Olsen testing machine is the most important and critical item. After 40 years of use, the machine is nearly obsolete for research and barely satisfactory for high quality instruction. The machine cannot be upgraded because its hydraulic system is outdated. The machine must be replaced in the future by a new testing system to enhance the laboratory experience and implement improved research capabilities. The sample preparation equipment is also aging and needs replacement in the near future. Rock Mechanics facilties are located in rooms MI 120 (916 ft2) and MI 122 (517 ft2). The specimen preparation section is in good general condition and its adequacy for instruction is good. The specimen preparation section is in good general condition and its adequacy for instruction is good. The sample testing section includes three basic pieces of equipment. Their conditions vary. The Tinius-Olsen testing machine and the triaxial cell are in satisfactory condititions, and their adequacy for instruction is also satisfactory at this moment. The direct shear machine is in a very good condition and its adequacy for instruction is excellent. The equipment inventory, replacement and upgrading plan is presented in Table 2.

264

Table 2. Rock mechanics laboratory equipment

Item Diamond core drill Diamond saw Surface grinder Tinius-Olsen testing machine Direct shear machine Triaxial cell Computerized data acquisition system and software Seismograph Instantanel Date of purchase 1988 1964 1961 1964 1987 1980 1992 Condition Very Good Fair Fair Good Very good Fair Good Replace/upgrade 2012+ New: 2009/2010 New: 2010+ 2012+ New: 2010+ Upgrade: 2010 Estimated cost, $ 18,000 6,000 20,000 250,000 12,000 40,000 5,000

1988

Good

Replace 2010

2,000

5. Ventilation Laboratory The ventilation laboratory facilities were last upgraded in 1992. Since then, the basic airflow demonstration set has been used to demonstrate the fundamental flow parameters of simple and complex networks. A computerized data acquisition system is used for direct measurements of flow parameters. Additional instrumentation use includes altimeters, barometers, psychrometers, gas indicators and pressure transducers. Ventilation software, including VnetPC and Vulcan, is used to analyze, simulate and design mine ventilation systems. The ventilation laboratory was moved in 2007 into a new location in room MI 120A with area of 517 ft2. This location is temporary until the new ventilation network is assembled, checked out and operational in MI 230. Then to old network will either be moved to MI 230 or decommissioned The equipment inventory, replacement and upgrading plan is presented in Table 3.

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Table 3. Ventilation laboratory equipment.

Item Ventilation network trainer set (old) Ventilation network trainer set (new) Electronic pressure transducers Psychrometers Electronic barometers Gas indicators Date of purchase 1985 Condition Poor Replace/upgrade 2008 - 2010 Estimated cost, $ 40,000

2008

Excellent

2020

1985 1982 1989 2000

Excellent Good Good Excellent

As needed 2008 Upgrade: 2008 Upgrade: 2008 1,500 5,000 3,000

6. Surveying Laboratory A concerted effort, over the last 3 years, has been made to upgrade the old optical theodolites to new digital ones, the old total stations to newer ones, and a very old GPS unit to a new Trimble 5700. The storage space for surveying equipment is located in room MI 120A, but the more valuable survey equipment was recently re-located to MI 230. Equipment inventory, replacement and upgrading plan is presented in Table 4.

Table 4. Surveying laboratory equipment

Item Optical Theodolites (3) Topcon DT-209 Digital Theodolite Auto Levels Topcon GTS-2 Total Station Topcon GTS-2B Total Station Topcon GTS 239W Total Station w/ data collector (2 units) Trimble 5700 GPS Date of purchase Early 1980s 2007 Mid 1980s 1990 Early 1990s Condition Fair Excellent Good Fair Fair Periodically 2010 2011 9,000 5,000 5,000 Replace/upgrade 2008 10 Estimated cost, $ 7,500

2007

Excellent Additional rovers periodically

2005

Excellent

25,000

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7. Health and Safety Laboratory The Mine Health and Safety Laboratory (training room) was made possible through a small grant from the Mine Health and Safety Administration. It is located in room MI 122A. It has an area of 372 ft2. Equipment inventory, replacement and upgrading plan is presented in Table 5.

Table 5. Safety laboratory equipment

Item Gateway Notebook computer Sony DVD/VCR player Hitachi CP-X275 projector HP Laserjet scanner, fax, printer, copier Cardiac Science portable AED Training Supplies Training Tapes Date of purchase 2005 2004 2004 2005 2007 2004-07 2007 Conditions Good Excellent Excellent Excellent Excellent Good Excellent Periodically Periodically 1000 1000 2010 1000 Replace/upgrade 2008 Estimated cost, $ 1,000

8. Mine Design and Computer Laboratory The new Mining Engineering departmental computerized mine design facilities with its world class computer hardware and software is available to faculty and students. Students use sophisticated engineering software to solve or simulate most of the mining engineering problems and projects. The software includes state-of-the-art Vulcan, geoscience and geo-engineering integrated modeling packages. Maptek, Inc. has made a commitment to upgrade the Vulcan software every year at no cost. The computer hardware is being continually upgraded as needed. In 2007 Maptek, Inc. provided funding for the development of the new Maptek Advanced Mine Design and Computer Laboratory. The first phase of the new computer laboratory was completed in 2007 and was available for student use and class instruction in the academic year of 2007/2008. The second phase will continue as funds become available. The total estimated construction costs are $110,000.00. The new computer facilities are located in room MI 223/225 with area of 837 ft2.

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Equipment inventory, replacement and upgrading plan is presented in Table 6. Table 6. Computer facilities
Item Desktop PCs (12) Peripherals Date of purchase 2000-2006 Conditions Good Replace/upgrade Upgrade: 2008 (15 PCs) New: (printers, scanners, digital storage, networking etc.) Estimated cost, $ 15,000

2007 08

Good

5,000

9. Funding The laboratory development, improvement and upgrading is being funded from a number of sources including: 1. 2. 3. 4. 5. 6. South Dakota State Funds Monetary contributions from the mining industry Corporate and private gifts. Research equipment funds SDSM&T Foundation funds Other sources of funding

The current sources of funding the departmental laboratory facilities are the operating and maintenance funds available every year in the amount of $6,000.00. The procedure used to monitor the development and implementation of the laboratory plan is as follows: each academic year the faculty makes recommendation to the department chair regarding needed laboratory equipment. The chair then identifies resources and prioritizes requested items. The suggested plan is then discussed by all mining faculty and modified accordingly. The summary of the identified needs is shown in Table 7. Table 7. Departmental laboratory needs.
Lab Facility Rock Mechanics Ventilation Surveying Safety Mine Design and Computer Year 2009 + 2008 - 2010 2008 - 12 2008 - 12 2008 Amount, $ 353,000 9,500 51,500 4,000 20,000

Total Amount:

Appx. $438,000.

268