cover sheet - university of minnesota college of...

NEW COURSE COVER SHEET !!

Use this form to propose a new course. !!New Course !Department: DHA !Course Designator:

PDES

Program:

Product Design

Effective Term:

Fall 2017 !Career: x Undergraduate

□ Graduate

Course Number: 2704

Submission Date: 2/23/17

Submission from: Barryk

Required: Academic Support Resources (ASR) Needed !□ Libraries x Computer Lab □ Digifab Lab □ Goldstein □ Imaging Lab □ Other Technology □ Workshop □ ASR Support not needed.

!!!!

I. Does this course change the program (including addition as elective)? □ No x Yes. If so, also submit Program Change.

!II. Summarize new course and rationale. (Executive Summary field in Workflow Gen)

• Why is the course needed? Describe the planning and development activities that generated this proposal.

Product Design students will require more visualization skills to be competitive in industry. PDES 2702 covers basics of hand sketching in 2-point perspective. PDES 2703 covers basics of digital sketching in illustrator and photoshop. This class is needed to provide advanced drawing and rendering skills. This course was planned with consultation from the PDES full time faculty and adjuncts as well as suggested by the three candidates for the current TT faculty position. • Which students are served? PDES Majors • Is this course required? Yes • Projected enrollment? 20-40 • New FTE Faculty? New TT Faculty, Adjunct, or existing Faculty (TBD) • TA support? Yes one TA needed once the class size is greater than 25

!III. Consultation is required by the University Curriculum Committee. Before submitting, verify there are no

comparable courses at the University of Minnesota. The course proposer should send the proposed syllabus to the department head(s) of any unit in other college(s) that may already offer courses with overlapping content, as well as the undergraduate associate dean(s) of those college(s). Request that the consulted parties identify any concerns regarding content overlap.

!!!!!!!

Departmental Faculty Vote: Ayes Nays Abstain

Syllabus Overview

Course'Title! Concept!Visualization!and!Presentation!2!

Course'Designator! PDES! ! Section'Number!

Course'Number' 2704! ! Semester'and'Year! Fall 2017

Class'Meeting'Days'&'Time' TBD Classroom' TBD Number'of'Credits' 3 Final'Exam'Date'&'Time''(Also&state&if&there&is&NO&final)&

No Final

Instructor’s'Information'

Name' TBD Office'Location' TBD Email'' TBD!Office'Hours' TBD

Course'Information'and'Instructor’s'Expectations''

Course'Description:'This class is an advanced level of sketching and rendering for communication of conceptual product design, building upon the principles of PDes 2703 Concept Visualization and Presentation 1. Emphasis is placed on refining sketches and ideas for professional presentation. You will execute sketches for presentation using both traditional and digital tools (Photoshop).

Additional emphasis will be placed on the process of concept development using industry-standard practices that include planning, research, storyboarding, refinement of concepts, collaboration, and presenting your work to your peers.

Project assignments will include refinement / execution of sketches and renderings for Product Design Studio 1.

Course'Prerequisites:''PDes major, co-req PDes 2771 Required'and'Materials:''1 flash drive sketchbook Established'Course'Objectives:''By the end of the semester, students will…

1. Develop proficiency to visually communicate concepts using professional sketching / rendering techniques.

2. Establish research skills to conduct product research and create storyboards that support proposed product concept solutions.

3. Develop an advanced understanding of digital sketching / rendering techniques [Photoshop].

4. Verbally communicate design concepts to peers and professionals.

5. Develop the skills to critique peer work and collaborate in a creative environment.

Student'Learning'Outcomes'following'course'completion:'(must&identify&from&the&list&at&least&one&outcome&and&how&it&relates&to&this&course&how&it&will&be&addressed&and&how&it&will&be&assessed,&http://www.slo.umn.edu/)&

1. Can!communicate!effectively!@!This!is!the!final!visual!communication!course!in!a!series!of!three!product!design!classes!on!concept!visualization.!The!emphasis!of!this!class!is!professional!communication!both!oral!and!visual.!!Students!will!use!traditional!and!digital!tools!to!convey!design!work!to!peers!and!clients.!!

Release'of'Work'Statement:''Students!understand!that!enrollment!in!this!course!grants!consent!for!their!work!to!be!selected!for!inclusion!in!college!or!departmental!publications!(online!or!in!print).!Your!instructor!may!select!to!use!your!work!to!represent!her/his!skills!as!an!instructor!in!a!teaching!portfolio!(online!or!in!print).! Attendance:'!Attendance is mandatory. Tardiness will also count against the participation grade. Every missed class day will result in 5 percentage points deducted from the final grade. More than three unexcused absences will be considered an F in the class. Only in certain circumstances as described in the UMN Policies will an absence or tardy not affect the grade. Here are some things that do not constitute an excused absence: going to hear a talk, attending an event for another class, job interviews, having a headache. If you are ill, please submit a doctor’s note so I do not count this against you. http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Students will have an extra week to complete assignments missed from legitimate absences.

http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html Workload:'!Students are expected to spend TBD hours per week outside of class time sketching and working on assignments. Grading'Structure:'There are 4 assignments worth 10 points each. All assignments will be presented verbally and visually [using digital tools].Studio 1 related work will be graded on quality of execution. Class participation grades are based on attendance, quality of in-class participation, and interaction with other students. 40% - Project Assignments 30% - Studio 1 Related 20% - Presentation Development and Execution (Verbal and Physical) 10% - Class Participation http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html!!!!> Accepting'and'Returning'Assignments:'!Assignments will be accepted at the beginning of class on date due. Grading'Late'Work:'!

Unless!resulting!from!an!excused!absence,!late!assignments!will!not!be!graded.! Policy'for'Missed'Exams:'!No Exams Make'Up'Work'for'Legitimate'Absences:' http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html!!!!! Extra'Credit'Options:'!None

University Policies

Personal'Electronic'Devices'in'Classroom:'!http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html!!!> Use'of'Class'Notes'and'Materials:'!http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html!!!!! Scholastic'Dishonesty'and'Student'Conduct'Code:'!http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf!!!!>! Sexual'Harassment:'!http://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdf!!!! Statement'on'Climate'of'Inclusivity:'!You!are!expected!to!be!attentive!during!class,!ask!questions!if!you!do!not!understand!something,!and!to!offer!your!opinion.!You!are!also!expected!to!listen!respectfully!to!other!students!and!to!me!when!speaking.!The!University!of!Minnesota!is!committed!to!providing!a!safe!climate!for!all!students,!faculty,!and!staff.!All!persons!shall!have!equal!access!to!its!programs!and!facilities!without!regard!to!race,!color,!creed,!religion,!national!origin,!sex,!age,!marital!status,!disability,!public!assistance!status,!veteran!status,!or!sexual!orientation.!Racism,!sexism,!homophobia,!classism,!ageism!and!other!forms!of!bigotry!are!inappropriate!to!express!in!this!class.!Reports!of!harassment!are!taken!seriously,!and!there!are!individuals!and!offices!available!for!help.!!(or>refer>to!http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.pdf)> Academic'Freedom'and'Responsibility:'!http://www1.umn.edu/regents/policies/academic/Academic_Freedom.pdf!!!!!

Availability'of'Disability'and'Mental'Health'Services:'!

The!University!of!Minnesota!is!committed!to!providing!all!students!equal!access!to!learning!opportunities.!Disability!Services!(DS)!is!the!campus!office!that!works!with!students!who!have!disabilities!to!provide!and/or!arrange!reasonable!accommodations.!>

• Students!who!have,!or!think!they!may!have,!a!disability!(e.g.!mental!health,!attentional,!learning,!vision,!hearing,!physical!or!systemic),!are!invited!to!contact!DS!to!arrange!a!confidential!discussion!at!612@!626@1333!(V/TTY)[email protected].>

• Students!registered!with!DS,!who!have!a!letter!requesting!accommodations,!are!encouraged!to!contact!the!instructor!early!in!the!semester!to!discuss!accommodations!outlined!in!their!letter.>

As!a!student,!you!may!experience!a!range!of!issues!that!can!cause!barriers!to!learning,!such!as!strained!relationships,!increased!anxiety,!alcohol/drug!problems,!feeling!down,!difficulty!concentrating!and/or!lack!of!motivation.!These!mental!health!concerns!or!stressful!events!may!lead!to!diminished!academic!performance!or!reduce!your!ability!to!participate!in!daily!activities.!University!of!Minnesota!services!are!available!to!assist!you!with!addressing!these!and!other!concerns!you!may!be!experiencing.!You!can!learn!more!about!the!broad!range!of!confidential!mental!health!services!available!on!campus!via!www.mentalhealth.umn.edu!or!contact!Counseling/Consulting!Services!at!612@624@3323.!

Schedule'and'Assignments:'All!projects!will!be!presented!visually!&!verbally!on!due!dates.!Remaining!sessions!will!be!“work!in!class”!and!include!demos!and!personal!instruction.!'Resources:'This!is!not!a!Photoshop!class,!therefore!reference!books!are!not!available.!Look!to!Lynda.com!and!YouTube!for!tutorials!on!digital!sketching.!Also!frequent!Coroflot.com!and!Behance.com!for!samples!of!both!professional!and!student!design!work!including!research,!storyboarding,!and!full!project!content.! Week 1 – Searching for Inspiration Creating a file of inspirational images [including sketches & renderings] often unlocks creativity at the beginning of a project. Assignment 1 – Form Studies / due Mon TBD XX [beginning of week 4] Week 2 – Trial & Error We often learn more from mistakes than we do successes. Taking a risk can lead to something… we will explore dramatic views, dramatic light sources, and textural rendering techniques resulting in individual style and expression. Week 3 – Preparation for Studio 1 - Concept Gate Inclusive of in-class studio work and verbal presentation rehearsal… focus is on execution of high quality renderings to be used for Studio 1 project work. Week 4 – End of Studio 1 Phase 1

Academic'Services:''!If!you!would!like!additional!help,!please!contact!one!of!the!offices!listed!below.!!!!!!!!!!Center!for!Writing!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!10!Nicholson!Hall,!Mpls!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!612@626@7579!!

Student!Academic!Success!Service!! 340!Appleby!Hall,!Mpls!199!Coffey!Hall,!St.!Paul!!

612@624@3323!!!!

Mon – Assignment 1 presentations / peer critique Wed – In-class studio work and open discussion / reflection Assignment 2 – Designer’s choice 1 / due Mon TBD XX [beginning of week 7] Week 5 – Iterating & Development The design development process requires multiple iterations for exploration and in reaction to evolving project criteria. Designers must respond quickly and in a positive way. We will learn the value of exploration even within a narrowly focused concept. Week 6 – Iterating & Development cont. Inclusive of in-class studio work and collaboration Week 7 – Mon – Assignment 2 presentations / peer critique Wed – In-class studio work and open discussion / reflection Assignment 3 – Designer’s Choice 2 / due Mon TBD XX [beginning of week 11] Week 8 – Self Critique Creating objectives is critical for professional development, and it starts with the ability to identify areas for improvement. Week 9 – Preparation for Studio 1 – Development Gate Inclusive of in-class studio work and verbal presentation rehearsal… focus is on execution of high quality renderings to be used for Studio 1 project work. Week 10 – End of Studio 1 Phase 2 Inclusive of in-class studio work and collaboration Week 11 – Mon – Assignment 3 presentations / peer critique Wed – In-class studio work and open discussion / reflection Assignment 4 – Designer’s Choice 3 / due Mon TBD XX [beginning of week 16] Week 12 – Curve Ball Often the unexpected happens and our ability to react defines who we are as a designer… so expect it. Week 13 – Inclusive of in-class studio work and collaboration Week 14 – Inclusive of in-class studio work and collaboration Week 15 – Preparation for Studio 1 – Final Presentation Inclusive of in-class studio work and verbal presentation rehearsal… focus is on execution of high quality renderings to be used for Studio 1 project work. Week 16 – Final Presentations Assignment 4 presentations / peer critique

PDES 2704 - VIEW COURSE PROPOSALUpdate This Proposal

Back to Proposal List

Approvals Received: None

Approvals Pending: Department > College/Dean > Provost > Catalog > PeopleSoftManual Entry

Effective Status: Active

Effective Term: 1179 - Fall 2017

Course: PDES 2704

Institution:Campus:

UMNTC - Twin Cities/RochesterUMNTC - Twin Cities

Career: UGRD

College: TALA - College of Design

Department: 12114 - DHA Product Design

General

Course Title Short: Vis & Pres 2

Course Title Long: Concept Visualization and Presentation 2

Max-Min Creditsfor Course:

3.0 to 3.0 credit(s)

CatalogDescription:

This is advanced sketching and rendering for communication ofconceptual product design, building upon the principles of PDes2703 Concept Visualization and Presentation 1. Emphasis is placedon refining sketches and ideas for professional presentation.Students execute sketches for presentation using both traditionaland digital tools.

Pre-req: Product Design Major, Co-Req PDES 2771

Print in Catalog?: Yes

Grading Basis: A-F only

Topics Course: No

Honors Course: No

Online Course: No

Freshman Seminar: No

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: aheldt | Sign out

Search U of M Web sites

ECAS View Course Proposal https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=59514&...

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Is any portion of this course taughtoutside of the United States?:

No

Community Engaged Learning (CEL): None

InstructorContact Hours:

4.0 hours per week

Course Typically Offered: Every Fall

Component 1 : LAB (no final exam)

Auto-EnrollCourse:

No

GradedComponent:

LAB

AcademicProgress Units:

Not allowed to bypass limits.0.0 credit(s)

Financial AidProgress Units:

Not allowed to bypass limits.0.0 credit(s)

Repetition ofCourse:

Repetition not allowed.

CoursePrerequisitesfor Catalog:

<no text provided>

CourseEquivalency:

No course equivalencies

Cross-listings: No cross-listings

Add ConsentRequirement:

No required consent

Drop ConsentRequirement:

No required consent

EnforcedPrerequisites:(course-based ornon-course-based)

Product Design Major, Co-req PDES 2771

Editor Comments: <no text provided>

Proposal Changes: <no text provided>

History Information: <no text provided>

FacultySponsor Name:

Barry Kudrowitz

FacultySponsor E-mail Address:

[email protected]

Student Learning Outcomes

Student Learning Outcomes: * Student in the course:

- Can communicate effectively


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Please explain briefly how this outcome will be addressed inthe course. Give brief examples of class work related to theoutcome.

This is the final visual communication course in a series ofthree product design classes on concept visualization. Theemphasis of this class is professional communication both oraland visual. Students will use traditional and digital tools toconvey design work to peers and clients.

How will you assess the students' learning related to thisoutcome? Give brief examples of how class work related to theoutcome will be evaluated.

All assignments are graded on their ability to visuallycommunicate concepts. The studio nature of the class allowsthe students to practice these skills daily and receive feedbackin real time on their presentation ability.

Liberal Education

Requirementthis course fulfills:

None

Other requirementthis course fulfills:

None

Criteria forCore Courses:

Describe how the course meets the specific bullet points forthe proposed core requirement. Give concrete and detailedexamples for the course syllabus, detailed outline,laboratory material, student projects, or other instructionalmaterials or method.

Core courses must meet the following requirements:

They explicitly help students understand what liberaleducation is, how the content and the substance of thiscourse enhance a liberal education, and what thismeans for them as students and as citizens.They employ teaching and learning strategies thatengage students with doing the work of the field, notjust reading about it.They include small group experiences (such asdiscussion sections or labs) and use writing asappropriate to the discipline to help students learn andreflect on their learning.They do not (except in rare and clearly justified cases)have prerequisites beyond the University's entrancerequirements.They are offered on a regular schedule.They are taught by regular faculty or underexceptional circumstances by instructors on continuingappointments. Departments proposing instructorsother than regular faculty must provide documentationof how such instructors will be trained and supervisedto ensure consistency and continuity in courses.


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<no text provided>

Criteria forTheme Courses:

Describe how the course meets the specific bulletpoints for the proposed theme requirement. Giveconcrete and detailed examples for the coursesyllabus, detailed outline, laboratory material, studentprojects, or other instructional materials or methods.

Theme courses have the common goal of cultivating instudents a number of habits of mind:

thinking ethically about important challengesfacing our society and world;reflecting on the shared sense of responsibilityrequired to build and maintain community;connecting knowledge and practice;fostering a stronger sense of our roles ashistorical agents.

<no text provided>

LE Recertification-Reflection Statement:(for LE courses being re-certified only)

<no text provided>

Statement of Certification: This course is certified for a Core, effective as of This course is certified for a Theme, effective as of

Writing Intensive

Propose this courseas Writing Intensivecurriculum:

No

Question 1 (see CWB Requirement 1): How do writing assignments and writing instructionfurther the learning objectives of this course and howis writing integrated into the course? Note that thesyllabus must reflect the critical role that writingplays in the course.

<no text provided>

Question 2 (see CWB Requirement 2): What types of writing (e.g., research papers, problemsets, presentations, technical documents, lab reports,essays, journaling etc.) will be assigned? Explain howthese assignments meet the requirement that writingbe a significant part of the course work, includingdetails about multi-authored assignments, if any.Include the required length for each writingassignment and demonstrate how the 2,500 minimumword count (or its equivalent) for finished writing willbe met.

<no text provided>

Question 3 (see CWB Requirement 3): How will students' final course grade depend on theirwriting performance? What percentage of the coursegrade will depend on the quality and level of thestudent's writing compared to the percentage of the


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grade that depends on the course content? Note thatthis information must also be on the syllabus.

<no text provided>

Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will berequired to revise and resubmit after feedback fromthe instructor. Indicate who will be providing thefeedback. Include an example of the assignmentinstructions you are likely to use for this assignmentor assignments.

<no text provided>

Question 5 (see CWB Requirement 5): What types of writing instruction will be experiencedby students? How much class time will be devoted toexplicit writing instruction and at what points in thesemester? What types of writing support andresources will be provided to students?

<no text provided>

Question 6 (see CWB Requirement 6): If teaching assistants will participate in writingassessment and writing instruction, explain how willthey be trained (e.g. in how to review, grade andrespond to student writing) and how will they besupervised. If the course is taught in multiple sectionswith multiple faculty (e.g. a capstone directed studiescourse), explain how every faculty mentor will ensurethat their students will receive a writing intensiveexperience.

<no text provided>

Statement of Certification: This course is certified as Writing Internsive effective as of

Course Syllabus

Course Syllabus:For new courses and courses in which changes in contentand/or description and/or credits are proposed, pleaseprovide a syllabus that includes the following information:course goals and description; format; structure of the course(proposed number of instructor contact hours per week,student workload effort per week, etc.); topics to becovered; scope and nature of assigned readings (text,authors, frequency, amount per week); required courseassignments; nature of any student projects; and howstudents will be evaluated.

Please limit text to about 12 pages. Text copied and pastedfrom other sources will not retain formatting and specialcharacters might not copy properly. The University "SyllabiPolicy" can be found here

Any syllabus older than two years should be replaced with acurrent version when making ECAS updates.


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Course Title Concept Visualization and Presentation 2

Course Designator PDES Section Number Course Number 2704 Semester and Year Fall 2017

Class Meeting Days & Time TBDClassroom TBDNumber of Credits 3Final Exam Date & Time(Also state if there is NO final) No Final

Instructor?s InformationName TBDOffice Location TBDEmail TBDOffice Hours TBD

Course Information and Instructor?s Expectations

Course Description:This class is an advanced level of sketching and rendering forcommunication of conceptual product design, building upon theprinciples of PDes 2703 Concept Visualization and Presentation 1.Emphasis is placed on refining sketches and ideas for professionalpresentation. You will execute sketches for presentation using bothtraditional and digital tools (Photoshop).Additional emphasis will be placed on the process of conceptdevelopment using industry-standard practices that includeplanning, research, storyboarding, refinement of concepts,collaboration, and presenting your work to your peers.Project assignments will include refinement / execution of sketchesand renderings for Product Design Studio 1.

Course Prerequisites:PDes major, co-req PDes 2771

Required and Materials:1 flash drivesketchbook

Established Course Objectives:By the end of the semester, students will?1. Develop proficiency to visually communicate concepts usingprofessional sketching / rendering techniques.2. Establish research skills to conduct product research andcreate storyboards that support proposed product conceptsolutions.3. Develop an advanced understanding of digital sketching /rendering techniques [Photoshop].4. Verbally communicate design concepts to peers andprofessionals.5. Develop the skills to critique peer work and collaborate in acreative environment.

Student Learning Outcomes following course completion: (mustidentify from the list at least one outcome and how it relates to thiscourse how it will be addressed and how it will be assessed,


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http://www.slo.umn.edu/)1. Can communicate effectively - This is the final visualcommunication course in a series of three product design classeson concept visualization. The emphasis of this class is professionalcommunication both oral and visual. Students will use traditionaland digital tools to convey design work to peers and clients.

Release of Work Statement:Students understand that enrollment in this course grants consentfor their work to be selected for inclusion in college or departmentalpublications (online or in print). Your instructor may select to useyour work to represent her/his skills as an instructor in a teachingportfolio (online or in print).

Attendance:Attendance is mandatory. Tardiness will also count against theparticipation grade. Every missed class day will result in 5percentage points deducted from the final grade. More than threeunexcused absences will be considered an F in the class. Only incertain circumstances as described in the UMN Policies will anabsence or tardy not affect the grade. Here are some things thatdo not constitute an excused absence: going to hear a talk,attending an event for another class, job interviews, having aheadache. If you are ill, please submit a doctor?s note so I do notcount this against you. http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html Students will have an extra week to complete assignments missedfrom legitimate absences.http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Workload:Students are expected to spend TBD hours per week outside ofclass time sketching and working on assignments.

Grading Structure:There are 4 assignments worth 10 points each. All assignments willbe presented verbally and visually [using digital tools].Studio 1related work will be graded on quality of execution. Classparticipation grades are based on attendance, quality of in-classparticipation, and interaction with other students.

40% - Project Assignments30% - Studio 1 Related20% - Presentation Development and Execution (Verbal andPhysical)10% - Class Participationhttp://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

Accepting and Returning Assignments:Assignments will be accepted at the beginning of class on date due.

Grading Late Work:


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Unless resulting from an excused absence, late assignments willnot be graded.

Policy for Missed Exams:No Exams

Make Up Work for Legitimate Absences:http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Extra Credit Options:None

University Policies

Personal Electronic Devices in Classroom:http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html

Use of Class Notes and Materials:http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html

Scholastic Dishonesty and Student Conduct Code:http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf

Sexual Harassment:http://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdf

Statement on Climate of Inclusivity:You are expected to be attentive during class, ask questions if youdo not understand something, and to offer your opinion. You arealso expected to listen respectfully to other students and to mewhen speaking. The University of Minnesota is committed toproviding a safe climate for all students, faculty, and staff. Allpersons shall have equal access to its programs and facilitieswithout regard to race, color, creed, religion, national origin, sex,age, marital status, disability, public assistance status, veteranstatus, or sexual orientation. Racism, sexism, homophobia,classism, ageism and other forms of bigotry are inappropriate toexpress in this class. Reports of harassment are taken seriously,and there are individuals and offices available for help.(or refer to http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.pdf)

Academic Freedom and Responsibility:http://www1.umn.edu/regents/policies/academic/Academic_Freedom.pdf


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Availability of Disability and Mental Health Services:The University of Minnesota is committed to providing all studentsequal access to learning opportunities. Disability Services (DS) isthe campus office that works with students who have disabilities toprovide and/or arrange reasonable accommodations.? Students who have, or think they may have, a disability(e.g. mental health, attentional, learning, vision, hearing, physicalor systemic), are invited to contact DS to arrange a confidentialdiscussion at 612- 626-1333 (V/TTY) or [email protected].? Students registered with DS, who have a letter requestingaccommodations, are encouraged to contact the instructor early inthe semester to discuss accommodations outlined in their letter.As a student, you may experience a range of issues that can causebarriers to learning, such as strained relationships, increasedanxiety, alcohol/drug problems, feeling down, difficultyconcentrating and/or lack of motivation. These mental healthconcerns or stressful events may lead to diminished academicperformance or reduce your ability to participate in daily activities.University of Minnesota services are available to assist you withaddressing these and other concerns you may be experiencing. Youcan learn more about the broad range of confidential mental healthservices available on campus via www.mentalhealth.umn.edu orcontact Counseling/Consulting Services at 612-624-3323.

Academic Services:

If you would like additional help, please contact one of the officeslisted below.

Center for Writing 10 Nicholson Hall, Mpls 612-626-7579

Student Academic Success Service 340 Appleby Hall, Mpls199 Coffey Hall, St. Paul 612-624-3323

Schedule and Assignments:All projects will be presented visually & verbally on due dates.Remaining sessions will be ?work in class? and include demos andpersonal instruction.

Resources:This is not a Photoshop class, therefore reference books are notavailable. Look to Lynda.com and YouTube for tutorials on digitalsketching. Also frequent Coroflot.com and Behance.com forsamples of both professional and student design work includingresearch, storyboarding, and full project content.

Week 1 ? Searching for InspirationCreating a file of inspirational images [including sketches &renderings] often unlocks creativity at the beginning of a project.Assignment 1 ? Form Studies / due Mon TBD XX [beginning ofweek 4]

Week 2 ? Trial & Error


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We often learn more from mistakes than we do successes. Taking arisk can lead to something? we will explore dramatic views,dramatic light sources, and textural rendering techniques resultingin individual style and expression.

Week 3 ? Preparation for Studio 1 - Concept GateInclusive of in-class studio work and verbal presentation rehearsal?focus is on execution of high quality renderings to be used forStudio 1 project work.

Week 4 ? End of Studio 1 Phase 1Mon ? Assignment 1 presentations / peer critiqueWed ? In-class studio work and open discussion / reflectionAssignment 2 ? Designer?s choice 1 / due Mon TBD XX [beginningof week 7]

Week 5 ? Iterating & DevelopmentThe design development process requires multiple iterations forexploration and in reaction to evolving project criteria. Designersmust respond quickly and in a positive way. We will learn the valueof exploration even within a narrowly focused concept.

Week 6 ? Iterating & Development cont.Inclusive of in-class studio work and collaboration

Week 7 ?Mon ? Assignment 2 presentations / peer critiqueWed ? In-class studio work and open discussion / reflectionAssignment 3 ? Designer?s Choice 2 / due Mon TBD XX [beginningof week 11]

Week 8 ? Self CritiqueCreating objectives is critical for professional development, and itstarts with the ability to identify areas for improvement.

Week 9 ? Preparation for Studio 1 ? Development GateInclusive of in-class studio work and verbal presentation rehearsal?focus is on execution of high quality renderings to be used forStudio 1 project work.

Week 10 ? End of Studio 1 Phase 2Inclusive of in-class studio work and collaboration

Week 11 ?Mon ? Assignment 3 presentations / peer critiqueWed ? In-class studio work and open discussion / reflectionAssignment 4 ? Designer?s Choice 3 / due Mon TBD XX [beginningof week 16]

Week 12 ? Curve BallOften the unexpected happens and our ability to react defines whowe are as a designer? so expect it.

Week 13 ?Inclusive of in-class studio work and collaboration

Week 14 ?Inclusive of in-class studio work and collaboration


10 of 12 2/27/2017 3:00 PM

Week 15 ? Preparation for Studio 1 ? Final PresentationInclusive of in-class studio work and verbal presentation rehearsal?focus is on execution of high quality renderings to be used forStudio 1 project work.

Week 16 ? Final PresentationsAssignment 4 presentations / peer critique

Strategic Objectives & Consultation

Name of Department ChairApprover:

Elizabeth Bye

Strategic Objectives -Curricular Objectives:

How does adding this course improve the overallcurricular objectives ofthe unit?

Visual communication is one of the core skills for a productdesigner. This course provides the necessary advancedvisualization skills for the product design majors. This alsoprovides an additional visualization class that only open to majorswhich allows for the students to explore more advanced conceptsand tools.

Strategic Objectives - CoreCurriculum:

Does the unit consider this course to be part of itscore curriculum?

Yes, this course is part of the core curriculum. It provides anadditional visualization class that only open to majors which allowsfor the students to explore more advanced concepts and tools.

Strategic Objectives -Consultation with OtherUnits:

Before submitting a new course proposal in ECAS,circulate the proposed syllabus to department chairsin relevant units and copy affiliated associate dean(s).Consultation prevents course overlap and informsother departments of new course offerings. If youdetermine that consultation with units in externalcollege(s) is unnecessary, include a description of thesteps taken to reach that conclusion (e.g., catalog keyword search, conversation with collegiate curriculumcommittee, knowledge of current curriculum in relatedunits, etc.). Include documentation of all consultationhere, to be referenced during CCC review. If emailcorrespondence is too long to fit in the spaceprovided, paraphrase it here and send the fulltranscript to the CCC staff person. Please also send aWord or PDF version of the proposed syllabus to theCCC staff person.

Not Applicable. There are no other courses of this nature at theuniversity.

Back to Proposal List


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Computer)Lab)/)IT)Resource)Questions!)

!

))Describe!what!computer!lab!or!IT!resources!you!would!anticipate!needing!for!your!class:!

Plotting / Laser Printing

Will the proposed course require large-format plotting? NO

If so, during which weeks? ��1!|!��2!|!��3!|!��4!|!��5!|!��6!|!��7!|!��8!|!��9!|!��10!|!��11!|!��12!|!��13!|!��14!|!��15!

!Estimate of how much per person/group? (rough estimate is OK - i.e., "a little" or "a lot")

Will students need to print an unusually large amount of laser printing? When?

How many students will be in this course?

Software

Is there any specialized software required for this course? (Either existing software titles or new titles). Photoshop/Illustrator When is it needed? All Semester

How many licenses are needed? (i.e., how many students will need to access it?) 40 Will it be needed indefinitely or for a specific amount of time? indefinitely List all department designators and course numbers for which this is needed. PDES 2703, 2704, 2771, 2772, 3771 Does the change mean that a specific software title is no longer needed? (which one?) No

Other

Are there any other needs for this course? is there a way to provide licences for adobe/solidworks so students can use it on their own laptops Hardware? (projectors, large-format or small-format (flatbed) scanners?) Tablets (we currently have 20)

College!of!Design,!University!of!Minnesota,!89!Church!ST!SE!Minneapolis!MN!55455!!

!

6-8

14-16

Note: to reduce Spring semester credits PDES 2777 could move to Fall Year 1

or ANTH 1003W could move to Spring Year 2

but ideally they are taking 2 PDES classes each semester

and ANTH should come before PDES 2771

Also 2777 is only 1st 7 weeks

1714

2777 2

PDes 2771: Product Design Studio 1 (fall only)..............4 PDes 2772 Product Design Studio 2 (spring only)..............4

PDes 2704: Concept Visualzation and Presentation 2 (fall only).....................................................3

PDes 3771: Product Design Studio 3 (fall only)..............4

cover sheet - university of minnesota college of...

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