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

Transcription

1 Self-Study Report for the Mining Engineering Program Table of Contents BACKGROUND INFORMATION... 1 CRITERION 1. STUDENTS... 5 CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES CRITERION 3. PROGRAM OUTCOMES CRITERION 4. CONTINUOUS IMPROVEMENT CRITERION 5. CURRICULUM CRITERION 6. FACULTY CRITERION 7. FACILITIES CRITERION 8. SUPPORT CRITERION 9. PROGRAM CRITERIA APPENDIX A COURSE SYLLABI APPENDIX B FACULTY RESUMES APPENDIX C LABORATORY EQUIPMENT APPENDIX D INSTITUTIONAL SUMMARY APPENDIX E LABORATORY PLAN APPENDIX F EXIT SURVEY i

2 List of Figures Figure 1-1 Check sheet for mining engineering (Fall 2009) Figure 4-1 Mining engineering program continuous quality improvement process Figure 4.2 Curriculum for Mining Engineering & Management Initial Curriculum Figure 4.3 Curriculum for Mining Engineering & Management Curriculum Modifications Figure 4.4 Table of needed fixes to the original MEM curriculum noted in Figure 4.5 Current Curriculum Figure 5.1 (a) MEM Prerequisites Figure 5.1 (b) Geology/Geological Engineering Prerequisites Figure 5.1 (c) Science, Engineering & Engineering Sciences Prerequisites 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 Table (Mining Engineering Program) Enrollment Trends for Past Five Academic Years Table Undergraduate Enrollment Trends for the College of Engineering (Engr + CSc) for the Past Five Academic Years Table Undergraduate Enrollment Trends for SDSM&T for the Past Five Academic Years Table 1-4 Program Graduates Table 2-1 Evaluation Cycle for Program Educational Objectives Table 2-2 Senior Exit Survey (Proxy) of Program Objectives Table 2-3 Alumni Survey of Mining Engineering Graduates and Program Objectives Table 2-4 Employer/Supervisor Survey of Mining Engineering Graduates and Program Objectives Table 3-1 ABET a-k Outcomes vs. Program Outcomes Table 3-2(a) Relationship of Courses in the Mining Engineering Program to ABET a-k Outcomes Table 3-2(b) Relationship of Pertinent Non-MEM Courses in the Mining Engineering Program to ABET a-k Outcomes Table 3.F.1 Assessment Results of Outcome Table 3.F.2 Assessment Results of Outcome Table 3.F.3 Assessment Results of Outcome Table 3.F.4 Assessment Results of Outcome Table 3.F.5 Assessment Results of Outcome Table 3.F.6 Assessment results of Outcome Table 3.F.7 Assessment Results of Outcome Table 3.F.8 Assessment Results of Outcome Table 3.F.9 Assessment Results of Outcome Table 3.F.10 Assessment Results of Outcome Table 3.F.11 Assessment Results of Outcome Table 5-1 Curriculum Table 5-2 Course and Section Size Summary Table 6-1 Faculty Workload Summary Table 6-2 Faculty Analysis Table 9-1 Program criteria for mining engineering and similarly named engineering programs and how mining engineering meets the criteria ii

3 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 Office: (605) Mobile: (605) Fax: (605) B. Program History On December 9 th, 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 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 1

4 mining engineering subjects, additional courses in management-related subjects. The curriculum is a result of discussions between the SDSMT Mining Engineering Industrial Advisory Board and the administration of SDSMT. This curriculum has been designed to meet mining engineering accreditation requirements as well as include a strong emphasis in business and communication skills. The coursework in this program has been developed to include management, financial analysis, human resources, and contract negotiations. By establishing the program in this way, SDSMT graduates from this program possess a unique, strong management emphasis to their mining engineering degrees that sets them apart from their peers. The broader educational program enables graduates to better serve the needs of the mining industry of today and the future. In the mining industry of today, mining companies seek mining graduates who will typically assume management responsibilities of some company resources, such as groups of people, technology, capital, facilities and/or equipment, within a short period of time after joining the company. We firmly believe that, when compared to other mining engineering programs in the this country, graduates from SDSMT who have completed the new program, will be better prepared to assume these management responsibilities and thus better serve the mining industry. SDSMT began offering the new mining engineering program in the fall 2004 semester. In the fall of 2008, the name of the major was modified to read Mining Engineering instead of Mining Engineering and Management. C. Options The courses in the mining engineering degree program have been selected to familiarize the student with business and management skills that will compliment mining engineering and engineering technology concepts, help them assume responsible positions at an early stage in their employment, and enable them to perform effectively in the work place. The management-related courses within the curriculum include: Microeconomics, Introduction to Mine Health and Safety, IENG 366 Engineering Management (to 2

5 replace BADM 360 Organization and Management, fall 2009), Mineral Economics and Finance, International Business, Mine Management, and Human Resource Management. D. Organizational Structure As of this writing, the academic organizational structure of SDSMT is in transition. During , the Chair of the Mining Engineering Department, Mr. Shashi Kanth, reported directly to the Dean of the College of Engineering, an open position that was filled temporarily by the Provost and Vice President for Academic Affairs, Dr. Karen Whitehead. In December 2008, the new president, Dr. Robert Wharton, convened an ad hoc advisory group of senior faculty to advise him on what administrative structure would best advance the institution s goals. Its recommendation, which he accepted, was to disband the college structure and to use resources instead to move toward 12-month department heads to replace the current 9-month department chair positions. This organization change will become effective on July 1, Additionally, Dr. Whitehead is retiring on June 30, 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 structure and the structure are found in Appendix D. E. Program Delivery Modes The program is offered in the on-campus day mode. The majority of courses required by the program are delivered in a traditional lecture/laboratory format on campus. Under an agreement between SDSMT and Black Hills State University (BHSU) four of the management-related courses, BADM 360 Organization and Management, BADM 407 International Business, HRM 417 Human Resources Management, and a new course Managerial Economics and Finance, are to be delivered for the mining engineering program by BHSU. Currently, BADM 407 and HRM 417 are only taught at the BHSU main campus in Spearfish, SD, and some 60 miles away. However, these courses are available online, and mining engineering students have had no problem enrolling in the distance delivered versions of the classes. 3

6 The new course Managerial Economics and Finance, was finally developed for the mining engineering program by BHSU for delivery beginning fall 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 4

7 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 rank in the top 60 percent of their high school graduating class; OR obtain an ACT composite score of 18 (SAT-I score of 870) or above; OR obtain a high school GPA of at least 2.6 on a 4.0 scale. Effective Fall 2006, additional admission standards for students seeking admission to SDSMT were implemented. The SDSMT-specific admission standards state: In addition (to the Minimum Undergraduate Admissions Requirements), the Board of Regents approved the following requirements for admission to the School of Mines, effective fall 2006: School of Mines will automatically accept for admission students who: obtain an ACT composite score of at least 25 AND 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 5

8 School of Mines will review and consider for acceptance students who meet BOR requirements and obtain an ACT composite score of at least 21 (or equivalent SAT-I score) OR obtain an ACT math subscore of at least 21 (or equivalent SAT-I score) OR achieve a high school GPA of at least 2.75 on a 4.0 scale. Placement in initial mathematics and English courses is made based on ACT subscores and on results of the COMPASS mathematics and/or English placement tests. A survey of major interest is submitted by the student to the SDSMT Registration Officer who then helps the new student with his/her first time registration. Table 1-1 shows the history of admission standards for first time full-time freshmen for the College of Engineering for the past 5 years. 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 Composite ACT Composite SAT Percentile Rank in High School Number of New Students Year MIN. AVG. MIN. AVG. MIN. (lowest) AVG. Enrolled

9 B. Evaluating Student Performance Students within the mining engineering program are evaluated using a variety of methods, depending on the particular course. Examples of the assessment methods utilized include the following: evaluating a student under a time constraint (e.g., in-class examinations), evaluating a student under less time pressure (e.g., homework assignments or take-home examinations), evaluating written and oral communication skills (e.g., term papers and presentations) and evaluating students in a teaming environment (e.g., final capstone design projects). These assessment methods are discussed in more detail in sections under Criterion 2 (Program Educational Objectives) and Criterion 3 (Program Outcomes). To ensure that a minimum level of competence is maintained, a grade point average (GPA) of at least 2.00 out of a possible 4.00 is required to graduate with a baccalaureate degree from SDSMT. Each faculty member within the mining engineering program maintains a notebook (portfolio) on each course he teaches. Each notebook contains: 1) a course syllabus including catalog description, required textbooks and references, course requirements, including grading policy, course objectives and outcomes, and topics; 2) copies of updated lecture aids (PowerPoint slides) and other notes; 3) copies, with solutions, of homework problems and examinations; and 4) Course Assessment Maps describing the extent to which the course satisfies ABET Criterion 3 (Program Outcomes) and ABET Criterion 5 (Program Curriculum). These course portfolios are available for inspection by the ABET team. D. Advising Students Academic Advising Three general types of students are admitted to the Mining engineering program at SDSMT who are in need of advising: 1) Traditional students new high school graduates or graduates out of high school who are less than 21 years of age at the time of admission and who have not previously attended any post-secondary institution; 7

10 2) Non-traditional students which includes those students with military service; and 3) 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 student s 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 student s major department, but may also be someone from a closely related department. Currently, Academic and Enrollment Services assigns new mining engineering traditional students to either Prof. Kanth or Dr. Kliche. The advisor assigned to the student as a freshman will remain the student s advisor for his or her tenure in the mining engineering program. The advisor will have access to the student s placement exams results and will guide the student to the correct first-year courses in chemistry, physics, mathematics, the humanities and social sciences, English, etc. The student s placement in mathematics, particularly, is very important because calculus is an important prerequisite for many engineering courses. The major advisor will stay with the student until he either graduates or leaves the department. The major advisor is normally assigned to the student by the mining engineering program director. Currently, Prof. Kanth and Dr. Kliche serve as advisors to the majority of mining engineering students. During the first meeting between the student and his new major advisor, the major advisor will fill out one of the Mining Engineering Program Curriculum Check Sheets for file (A copy of the current Check Sheet is presented as Figure 1-1). This check sheet will serve as a guide for the student s progress through the mining engineering curriculum during his tenure in the program. Normally, the check sheet will be updated at the beginning of each semester with the courses successfully completed during the preceding semester (including summer sessions and credits transferred from other institutions). In 8

11 order to update this sheet, the student s major advisor will normally access Web Advisor, the web interface to the Colleague student information system, to retrieve a copy of the student s most recent transcript. The transcript, after its use to update the student s check sheet, is normally added to the student s current file maintained by the advisor. The student is encouraged to meet with his major advisor prior to the pre-registration period each year thereafter, to review his progress through the curriculum and update the Program Curriculum Checklist. This review focuses on the remaining classes needed for graduation and the completion of said classes in the most expedient manner while adhering to prerequisites. Classes that were failed or dropped during the last term are noted as needing completion as soon as possible. Early in the term after which the student will graduate, the major advisor completes a Degree Check for the Academic and Enrollment Services office. To complete this Degree Check, the major advisor compares the student s transcript as listed on the SDSMT advising aid, WebAdvisor (including any courses completed off-sdsmt Campus), with the requirements listed on the Degree Check. In going through the Degree Check it is advantageous to have the student s Mining Engineering Program Curriculum Checklist up to date to work from. This is normally the first step in the degree check process the updating of the Checklist. The advisor annotates the Degree Check sheet whenever a substitute course has been allowed for one of the required or recommended courses on the Degree Check sheet. If a student took one of the required courses as an Independent Study or Special Topics class, then this will also be noted (this may occur when the course is required but the enrollment is below the minimum number required by the regents policy). During the degree check process, the student s major advisor will also check to make sure the student has completed the General Education Requirements (the seven goals set out by the SDBOR). If it is found that the student has meet all Board of Regents, Department and University requirements for graduation, then the completed Degree Check will be sent over to Academic and Enrollment Services with a note attached stating something to the effect: OK to Graduate May 20XX, signed by the major advisor. 9

12 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 student s major advisor for review and inclusion in his file. These transfer credits will be listed on the student s Mining Engineering Department Curriculum Check Sheet. 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 10

13 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. 11

14 For the degree check process just prior to graduation, it must be documented fully on the Degree Check Sheet which transfer courses were allowed for which required courses. It may be necessary to include copies of the course syllabi and catalog descriptions of these courses with the degree check to forestall any questions by the Degrees Committee. For transfer students from another SDSMT major, it is usually just a matter of going through the student s transcript with reference to the mining engineering requirements on the Curriculum Check Sheet. Not all courses taken by the student prior to transferring to mining engineering will normally be allowed towards the mining engineering degree. Two credits may be allowed as Free Electives. Some courses the student has taken in another SDSMT department may be sufficiently closely related to a mining engineering required course to allow credit for the mining engineering course. This is at the discretion of the department committee, usually by recommendation from the program director. At the end of each semester, the Office of Academic and Enrollment Services reviews the records of all students whose cumulative grade point average falls below a 2.0. These students are placed on academic probation for the following term and advised not to enroll in more than twelve (12) credits. While on academic probation, the student must earn a term grade-point average of 2.0 or better. When a student on academic probation achieves a cumulative grade point average of 2.0 or better, the student is returned to good academic standing. A student on probation who fails to maintain a term grade point average of 2.0 or better is placed on academic suspension. Students on academic suspension are not allowed to register for course work except when an appeal has been approved by the institution. Additionally, students who wish to register for a course for the third time, either because they failed it, dropped it twice before, or a combination of failure and dropping of the course, must appeal the registration to the SDSMT Appeals Committee and gain approval of the committee before enrollment is allowed. Each sophomore is required to take the Collegiate Assessment of Academic Proficiency (CAAP) examination. Completion of 48 credit hours at or above the 100 level is required for eligibility to take the exams. Students must take the exams during the first semester 12

15 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 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 13

16 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 Academic Year Students Enrolled each year 2008 (fall only) F. Graduation Requirements The university and the mining engineering program enforce procedures to ensure that all students meet program requirements. Each Mining engineering student should meet with his advisor during the pre-registration period. During the senior year, each student must meet with his major advisor early in the semester at the end of which he plans to graduate for a degree check. After review of the student s record, the advisor informs the student of remaining requirements, if any, that must be fulfilled for graduation. During the semester of graduation, the major advisor certifies to the Office of Academic and 14

17 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. 15

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

19 Figure 1-1 (cont) Fall Semester (Junior Year) MEM 301 Computer Applications in Mining 2 MEM 303 Underground Mining Methods and Equipment 2 MEM 305 Introduction to Explosives Engineering 3 EE 303 Circuits (for Mining) 3 MEM 4XX Mining Technical Elective 1 3 MEM 307 Mineral Exploration and Geostatistics 3 ATM 404 Atmospheric Thermo (for Mining) 2 Total 18 Spring Semester (Junior Year) Geol 214L Mineralogy for Mining Engineers 1 MEM 302 Mineral Economics and Finance 3 MEM 304 Theoretical and Applied Rock Mechanics 4 EM 328 Applied Fluid Mechanics 3 IENG 366 Engineering Management 3 Met 220 Mineral Processing and Resource Recovery 3 Total 17 Fall Semester (Senior Year) Geol 341/341L Elementary Petrology 3 BADM 407 International Business 3 MEM 401 Theoretical and Applied Ventilation Engineering 4 MEM 466 Mine Management 2 Free Elective Hum/Soc. Sci. (Language) Spring Semester (Senior) 2 4 Total 18 MEM 464 Mine Design and Feasibility Study 4 Econ 304 Managerial Economics 3 GeoE 322/322L Structural Geology 3 MEM 405 Mine Permitting and Reclamation 3 HRM 417 Human Resource Management 3 Total 16 Grand Total 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 17

20 G. Enrollment and Graduation Trends The final five graduates from the old mining engineering program completed their degrees in the years as noted in Table 1-4. The first mining engineering student graduated at the end of Summer 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 Along with the mining engineering program enrollment trends, tables and 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 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. 18

21 Table (Mining Engineering Program) Enrollment Trends for Past Five Academic Years Year Year Year Year Year Fall 2008 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 summer Student FTE Fall Student FTE Spring Graduates FTE = Full-Time Equivalent Year (15 credits) 2 MEM + MinE 19

22 Table Undergraduate Enrollment Trends for the College of Engineering (Engr + CSc) for the Past Five Academic Years Year Year Year Year Year Fall 2008 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 summer Student FTE Fall Student FTE Spring BS ENGR+CSC Degrees FTE = Full-Time Equivalent Year (15 credits) 20

23 Table Undergraduate Enrollment Trends for SDSM&T for the Past Five Academic Years Year Year Year Year Year Fall 2008 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 summer Student FTE Fall Student FTE Spring Total BS Degrees FTE = Full-Time Equivalent Year (15 credits) 21

24 Numerical Identifier Year Matriculated Table 1-4. Program Graduates Year Graduated Prior Degree(s) if Master Student Certification/ Licensure (If Applicable) No No 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 No Unknown No No No No No No No No No No 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. 22

25 Table 1-4. Program Graduates, cont. Numerical Identifier Year Matriculated Year Graduated Prior Degree(s) if Master Student Certification/ Licensure (If Applicable) N o No No No No No No No No No 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 23

26 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. Mission Statement A.1. SDSMT Mission, Vision and Goal/Strategic Initiatives/Statement of Purpose Mission, Vision, and Goal. The South Dakota School of Mines and Technology serves the people of South Dakota as their technological university. Its mission is to provide a well-rounded education that prepares students for leadership roles in engineering and science; to advance the state of knowledge and application of this knowledge through research and scholarship; and to benefit the state, regions, and nation through collaborative efforts in education and economic development. The School of Mines is dedicated to being a leader in 21 st century education that reflects a belief in the role of engineers and scientists as crucial to the advancement of society. Our vision is to be recognized as a premiere technological university in the United States. Most immediately, our goal is to be recognized as the university-of-choice for engineering and science within South Dakota and among our peer group of specialized engineering and science universities. Strategic Initiatives. 1. Reshape the Learning and Teaching Experience 2. Promote the Acquisition, Discovery, and Application of Knowledge 3. Engage and Serve the Broader Community 4. Prepare for Our Future as a National Player in Science and Engineering Education and Research 24

27 Statement of Purpose. The South Dakota School of Mines and Technology is dedicated to being a leader in 21 st 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: SDSMT 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

28 research, participation in professional meetings, and access to current literature and software. B. Program Educational Objectives The mining engineering program s objectives describe the expected accomplishments of graduates during their first few years after graduation. The objectives of the mining engineering program were established with participation of constituencies and are consistent with the mission of South Dakota School of Mines and Technology as well as with ABET accreditation criteria. The objectives of the program are published in the university catalog and on the institution s web site at 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 As originally established, the Dakota School of Mines was billed as a school of technology and offered courses leading to a Bachelor of Science degree in Mining Engineering and Civil Engineering with an additional curriculum entitled General Scientific Course. Initially the Mining Engineering Department encompassed the disciplines of mining, metallurgy, and geology. Consistent with SDSMT s mission, the mining engineering program s research, scholarship, service and other creative activities have promoted minerals-related human and economic development through the expansion of knowledge and its application in the natural and applied sciences through provision of mining engineering graduates. The program has historically graduated high-quality people who have become prominent in 26

29 the minerals industry, in academia, in government, and in consultancy. Consistent with the School of Mine s goal of being recognized as the university-of-choice for engineering and science within South Dakota and among our peer group of specialized engineering and science universities, the mining engineering program and its graduates pursue excellence, serve South Dakota and others with distinction, and provide leadership for constructive participation is a diverse, multicultural world. The program s Educational Objectives relate directly with the School s Mission, Vision and Goal. The past success of the school in general and the Mining Engineering Department in particular is evidenced by the accomplishments of about 14,000 living alumni, a number of whom hold senior executive positions. D. Program Constituencies Two broad groups of constituents have been identified by the faculty of the Mining Engineering Department. They are considered Major and Minor constituents. The mining engineering program s major, or primary, constituents are those who have a direct stake in the program s final product a well-rounded mining engineer graduate. Input concerning the objectives of, and outcomes from, the program are obtained in various ways. Mining engineering students provide their inputs via general student meetings, a student Exit Survey administered to graduating seniors, and individual comments. Industry and employers and supervisors inputs are obtained through periodic US 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 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

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