HOUSEKEEPING Cover Sheet ECAS View Course Proposal 1/11 Electronic Course Authorization System...

!

HOUSEKEEPING Cover Sheet Use$this$form$for$routine$maintenance$and$housekeeping$decisions.![Revised(July(2017](

!!Course$DESIGNATOR$and$TITLE:$$$$ !

!!Career:! [!!]!!Undergraduate!!!!!!!!![! ]! Graduate!

Unit:! [!!]!!ARCH!!!!!!![! ]! DHA!!!![! ]! HUMF!!

! [!!]!!LARCH!!!!![!!]!!MST!!!![!!]!!INTERDISCIPLINARY!

Program:!!! ! ! ! ! !!!!!!!!

Submission!from:!!! ! ! ! !!!!!!

Submission!date:!!!! ! ! !!!!!!!!!!!!!

Effective!term!(must!be!a!future!term):!!! ! ! !!!!!!!!!!!!

Estimated!student!expense!for!taking!this!course:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Required:([((]( YES,$Academic(Support(Resources(needed:((

[((]( Computer(Lab([((]( Digifab(Lab([((]( Goldstein([((]( Imaging(Lab([((]( Libraries([((]( Other(Technology([((]( Workshop(

[((]( NO$Academic(Support(Resources(need

!!!!Select$change/s$(Note:!Course!credit!changes,!crossMlisting,!inactivation,!and/or!significant!content!changes!require!the!COURSE!CHANGE!Cover!Sheet):!$ [!!]!!Change!in!delivery!format! ! ! [!!]!!Change!in!catalog!description!! [!!]!!Change!in!grading!method! ! ! [!!]!!Change!in!course!number!! [!!]!!Change!in!prerequisite!! ! ! [!!]!!Change!in!course!title!! [!!]!!Change!in!term!offered! ! ! [!!]!!Correction!of!typographical!or!grammatical!errors!! [!!]!!Other!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!$Program$effect!

Does(this(course(change(also(change(the(program((including(adding(it(as(an(elective)?([( ]( YES( ( ((((((((([( ]( NO(If(yes,(is(Program(Change(form(included(this(curricular(review(cycle(or(future(cycle?( [( ]( YES,(included( [( ]( NO,(deferred(

!Related$course$changes$under$curricular$review$this$cycle!

Is(this(change(related(to(other(course(changes(under(curricular(review(this(cycle?( [( ]( YES(((( ((((((((([( ]( NO(If(yes,(identify(which(other(courses:((( (

!Briefly$describe$proposed$changes$(Executive(Summary(field(in(Workflow(Gen)(

Describe(the(planning(and(development(activities(that(generated(this(course(proposal.(Include(the(following(information:(why(the(course(is(needed,(which(students(are(impacted,(etc.(

!!!!!!!!!!!

(!!!!!!!( ( ( (

PDES 4701W: Capstone Research

Product DesignA. DeVries / B. KudrowitzDecember 27, 2017

Fall 2018

n/a

Adding PDES 3771 as a prerequisite for the course. Adding ME 2011 as a prerequisite for the course. (It is removed from PDES 2771) Removing the prerequisite of ANTH which is becoming an elective and MGMT because there is not a necessary time that students take this class. Removing the prerequisite of PDES 3706. (It is added to PDES 2772) Prerequisites will read as follows: PDES major, PDES 3771, PDES 3711, ME 2011 Updated Catalog Description: Students synthesize and apply design and research techniques to a senior capstone project. Projects can be student-directed or client-sponsored and are intended to demonstrate competency in fundamental design skills, communicating and documenting design processes, and the ability to apply design processes to develop new products and services while addressing real-world constraints. The first course of the two-course sequence focuses on problem/opportunity identification, user research methodologies, ideation and conceptual design, and early stage prototyping.

1/26/2018 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.do?EcasId=57393&seq=4 1/11

Electronic Course Authorization System(ECAS)PDES 4701W - VIEW COURSE PROPOSAL

Back to Proposal List

Approvals Received: Departmenton 1/26/18

by Amber Devries([email protected])

Approvals Pending: College/Dean > Provost > WI > Catalog > PeopleSoft Manual EntryEffective Status: ActiveEffective Term: New: 1189 - Fall 2018

Old: 1175 - Summer 2017Course: PDES 4701WInstitution: UMNTC - Twin Cities/RochesterCampus: UMNTC - Twin CitiesCareer: UGRDCollege: TALA - College of DesignDepartment: 12114 - DHA Product Design

General

Course Title Short: Capstone Research Studio

Course Title Long: Capstone Research Studio

Max-Min Credits for Course: 4.0 to 4.0 credit(s)

Catalog Description: New: Students synthesize and apply design and research techniques to a senior capstone project. Projects can be student-directed or client-sponsored and are intended to demonstrate competency in fundamental design skills, communicating and documenting design processes, and the ability to apply design processes to develop new products and services while addressing real-world constraints.

The first course of the two-course sequence focuses on problem/opportunity identification, user research methodologies, ideation and conceptual design, and early stage prototyping. Old: Students synthesize and apply design and research techniques (including: user research/ethnography, ideation, conceptual design, prototyping) to a senior capstone project. Projects can be team-directed or client-sponsored and are intended to demonstrate competency in fundamental design skills, communicating design processes, and the ability to apply design processes to develop new products and services while addressing real-world constraints. The first part of the two-course sequence focuses on user research, documentation, and concept ideation.

Print in Catalog?: Yes

CCE Catalog Description: false

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: devri126 | Sign out

Search U of M Web sites



Grading Basis: A-F

Topics Course: No

Honors Course: No

Online Course: No

Freshman Seminar: No

Is any portion of this course taught outside of the United States?: No

Community Engaged Learning (CEL): None

Instructor Contact Hours: 4.0 hours per week

Course Typically Offered: Every Fall

Component 1: LEC

Auto Enroll Course: No

Graded Component: LEC

Academic Progress Units: 4.0 credit(s) (Not allowed to bypass limits.)

Financial Aid Progress Units: 4.0 credit(s) (Not allowed to bypass limits.)

Repetition of Course: Repetition not allowed.

Course Prerequisites for Catalog: <No Text Provided>

Course Equivalency: <No text provided>

Cross-listings: No cross-listings

Add Consent Requirement: No required consent

Drop Consent Requirement: No required consent

Enforced Prerequisites: (course-based or non-course-based): New: PDES major, PDES 3771, PDES 3711, ME 2011Old: 010068 - PDes major, PDes 3711, PDes 3706, Anth 4121 or Anth 4035, Mgmt 3010

Editor Comments: No CCC review needed for this major-specific capstone course. -RLR

11/1/16. Updating prereqs. LWG

11/15: Removed prereq text from the Course Description because the information will show up in the catalog via the Enforced Prerequisites field. -DB

4.25.17. Changing prereqs. LWG

05/05/2017: Removed prereq text from the Course Description, because the information will show up in the catalog via the Enforced Prerequisites field. -cml

Proposal Changes: New: Updating catalog description and prereqs - AJD 1/24/18Old: phrasing of enforced prereq: PDes major, PDes 3703 and PDes 3711. PDes 3706 may be taken concurrently.

History Information: 12/14/15: Returning to dept level for updates re: revision and group work, per CWB request. -RLR

Faculty Sponsor Name: Barry Kudrowitz

Faculty Sponsor E-mail Address: [email protected]

Student Learning Outcomes

Student Learning Outcomes* Students in this course:

- Can identify, define, and solve problems



How will you assess the students' learning related to this outcome? Give brief examples of howclass work related to the outcome will be evaluated.

Through team-based design projects, students will study potential problems and ideate feasiblesolutions. Assessments are based on demonstrated systematic design processes and validationfrom users that a solution is desirable for a problem.

Please explain briefly how this outcome will be addressed in the course. Give brief examples ofclass work related to the outcome.

Students will be assessed on assignments, presentations, and reports.

- Can communicate effectively

How will you assess the students' learning related to this outcome? Give brief examples of howclass work related to the outcome will be evaluated.

Individuals and teams will submit written reports describing project goals, methods, resultsand a final synthesis of findings during the semester. Assessments are based on completenessand clarity.

Please explain briefly how this outcome will be addressed in the course. Give brief examples ofclass work related to the outcome.

Students will be assessed on assignments, presentations, and reports.

Liberal Education

Requirement this course fulfills: <no text provided>

Other requirement this course fulfills: <no text provided>

Criteria for Core Courses: Describe how the course meets

the specific bullet points for theproposed core requirement. Giveconcrete and detailed examplesfor the course syllabus, detailedoutline, laboratory material,student projects, or otherinstructional materials ormethod.

Core courses must meet thefollowing requirements:

They explicitly helpstudents understand whatliberal education is, howthe content and thesubstance of this courseenhance a liberaleducation, and what thismeans for them asstudents and as citizens.They employ teaching andlearning strategies thatengage students withdoing the work of the field,not just reading about it.They include small groupexperiences (such asdiscussion sections or labs)and use writing asappropriate to thediscipline to help studentslearn and reflect on theirlearning.They do not (except in rareand clearly justified cases)have prerequisites beyondthe University's entrancerequirements.They are offered on aregular schedule.They are taught by regularfaculty or under



exceptional circumstancesby instructors oncontinuing appointments.Departments proposinginstructors other thanregular faculty mustprovide documentation ofhow such instructors willbe trained and supervisedto ensure consistency andcontinuity in courses.

Criteria for Theme Courses: Describe how the course meets

the specific bullet points for theproposed theme requirement.Give concrete and detailedexamples for the course syllabus,detailed outline, laboratorymaterial, student projects, orother instructional materials ormethods.

Theme courses have the commongoal of cultivating in students anumber of habits of mind:

thinking ethically aboutimportant challengesfacing our society andworld;reflecting on the sharedsense of responsibilityrequired to build andmaintain community;connecting knowledge andpractice;fostering a stronger senseof our roles as historicalagents.

LE Recertification-Reflection Statement (for LE courses being re-certified only): <No text provided>

Statement of Certification: This course is certified for a Core(blank) as ofThis course is certified for a Theme(blank) as of

Writing Intensive

Propose this course as Writing Intensive curriculum: Yes

Question 1 (see CWB Requirement 1):How do writing assignments and writing instruction furtherthe learning objectives of this course and how is writingintegrated into the course? Also, describe where in thesyllabus there are statements about the critical role writingplays in the course.

This course is a senior capstone in Product Design and is inherently interdisciplinary in order to accommodate requirements from business, technology, human factors, and other fields. Students are expected to demonstrate competency in communicating design processes, user-centric perspectives, and to consider the target audience in these communications. Writing assignments are one way to assess this course objective.

Writing components are integrated into a majority of assignments. Typical assignments include either a research component (e.g. studying target users) or a physical prototyping component and combine this with a written report or summary in a format relevant to the target audience in a hypothetical professional setting.

Question 2 (see CWB Requirement 2):What types of writing (e.g., research papers, problem sets,



presentations, technical documents, lab reports, essays,journaling etc.) will be assigned? Explain how theseassignments meet the requirement that writing be asignificant part of the course work, including details aboutmulti-authored assignments, if any. Include the requiredlength for each writing assignment and demonstrate howthe 2,500 minimum word count (or its equivalent) forfinished writing will be met.

The course includes a variety of types of writing. Assignment 1 is an individual essay outlining the student?s interests and goals beyond the course and how the course project could best align with interests and contribute to achieving goals. Assignments 2, 3, 4, and 7 include a written summary or report to document previous research or prototyping and to communicate design decisions and constraints. These written assignments are either in a memo format directed towards company managers or in the format of a research report. Assignments 4 and 6 include a review of effective log book use for documenting research notes.

As a writing intensive course, students must write at least 2500 words or the equivalent of finished writing, and this amount is primarily satisfied through formal assignments. Additional informal writing, such as individual logbook notes, will be reviewed as a component of assignment grades.

While several assignments are group reports, this required amount of writing must be submitted per student. For example, if the individual Assignment 1 is 3 pages long, the same student must write approximately 2-3 pages out of the group total of approximately 12 pages of reports and revisions. Group reports must include section footnotes or an appendix (not included in page count) referencing individual author contributions. Each team will maintain a summary chart for assignment contributions.

Assignment 1: Designer Self-assessment (2-4 pages: individual) Assignment 2: Team Project/Topic Exploration (1 page: group) Assignment 3: User Research (2 pages: group) Assignment 4: User Need Summary (logbook review: individual and 4-5 page report: group) Assignment 7: Prototype Refinement and Report (4-5 page: group)

The assignments meet the requirement of writing being a significant part of the course work by representing a significant portion of assignment deliverables and by consistently placing an emphasis on effective interdisciplinary written communication from a design perspective. Several assignments will be group authored. The groups will be encouraged to include portions representing individual contributions as written by the individual. Groups will also be encouraged to edit final documents as a group to maintain consistency and to confirm any edits have not altered the intended meaning.

Question 3 (see CWB Requirement 3):How will students' final course grade depend on theirwriting performance? What percentage of the course gradewill depend on the quality and level of the student's writingcompared to the percentage of the grade that depends onthe course content? Note that this information must also beon the syllabus.

A summary of the percent contribution of each assignment is shown below. This list includes all assignments with a written component.

10% - Assignment 1: Designer Self-assessment (2-4 page) 10% - Assignment 2: Team Topic Exploration (1 page) 10% - Assignment 3: User Research (1-2 page) 10% - Assignment 4: User Need Summary (3-4 pages) 25% - Assignment 7: Prototype 2 and Report (3-5 pages)

Out of this these assignments, all of Assignment 1 grade relates to writing output, and for remaining assignments, the grades will be 50% based on writing output. The cumulative total is approximately 38%.

Question 4 (see CWB Requirement 4):



Indicate which assignment(s) students will be required torevise and resubmit after feedback from the instructor.Indicate who will be providing the feedback. Include anexample of the assignment instructions you are likely to usefor this assignment or assignments.

The final course deliverable (Assignment 7) is a product prototype and a report summarizing all key phases of development. Assignments 3 and 4 are sections of this final report and represent individual portions of the overall design process. The course instructor will review these two assignments with an emphasis on specific feedback to improve these sections when they are incorporated into the final report. This feedback will include critiques to improve the clarity of writing and to direct content to what is most relevant for the target audience. In addition to assignments with required revisions, Assignments 1 and 2 will include in-class writing feedback.

Question 5 (see CWB Requirement 5):What types of writing instruction will be experienced bystudents? How much class time will be devoted to explicitwriting instruction and at what points in the semester?What types of writing support and resources will beprovided to students?

Course instruction will include class time devoted to considering the target audience and the writing type when composing the written assignment. This will include discussions on the types of information to emphasize when communicating design information to different fields. Instruction will include methods to effectively co-author and edit group reports as well as include examples of effective report writing, such as the ability to replicate the research using a description of methods. Common problems observed during early assignments will be discussed before subsequent assignments. Writing instruction will comprise approximately 20 minutes out of lectures preceding the start of written assignments.

Prior to the first offering of the course (Fall 2017), the instructor will schedule a consult with the Center for Writing to review individual written assignments and to discuss maintaining Writing Intensive course requirements. The discussions in this consult will be documented and included in the course materials as a reference for additional or new instructors or TAs.

Students will be directed to the Student Writing Support resources if additional instruction is desired.

Question 6 (see CWB Requirement 6):If teaching assistants will participate in writing assessmentand writing instruction, explain how will they be trained(e.g. in how to review, grade and respond to studentwriting) and how will they be supervised. If the course istaught in multiple sections with multiple faculty (e.g. acapstone directed studies course), explain how every facultymentor will ensure that their students will receive a writingintensive experience.

TAs will be trained by the primary instructors to provide effective feedback. TAs who have not previously attended the Center for Writing workshop on Commenting on and Grading Student Writing will receive this training. After initial course offerings, TAs will have access to examples of previous student work and instructor feedback. Instructors will meet with TAs regularly to discuss and review feedback on written deliverables.

Statement of Certification: This course is certified for a Theme Fall 2016 as of 01/21/2016

Course Syllabus

Course Syllabus: Syllabus Overview

Course Title Capstone Research Studio

Course Designator PDES Section Number 01 Course Number 4701W Semester and Year Fall 2017

Class Meeting Days & Time T/TH 9:05-12:05



Classroom Rapson Product Design Studio Number of Credits 4 Final Exam Date & Time (Also state if there is NO final) TBD

Instructor?s Information Name(s) TBD Office Location(s) TBD Office Phone TBD Email @umn.edu Office Hours TBD

Course Information and Instructor?s Expectations

Course Description:

This writing intensive course expects students to synthesize and apply design and research techniques (including: user research/ethnography, ideation, conceptual design, prototyping) to a senior capstone project. Projects can be team-directed or client-sponsored and are intended to demonstrate competency in fundamental design skills, communicating design processes, and the ability to apply design processes to develop new products and services while addressing real-world constraints. The first part of the two-course sequence focuses on user research, documentation, and concept ideation.

Course Prerequisites:

PDES 3711 or instructor consent

Required and Recommended Materials: Materials for prototype development (varies) Sketchbook/Notebook

Established Course Objectives:

1) Develop and demonstrate effective written communication in: a) articulating the interactions of products, users, and environments b) describing a product design process. This course is a writing intensive course. Students will demonstrate competency in communicating a synthesis of course content and design research as well as the ability to adopt writing styles relevant to professional work. 2) Demonstrate competency in qualitative and quantitate research methods applied to inform a design project. 3) Work cohesively as a team to develop compelling solutions to a need.

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 identify, define, and solve problems: Through team-based design projects, students will study potential problems and ideate feasible solutions. Assessments are based on demonstrated systematic design processes and validation from users that a solution is desirable for a problem. 5. Can communicate effectively: Individuals and teams will submit written reports describing project goals, methods, results and a final synthesis of findings during the semester. Assessments are based on completeness and clarity.

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:

Class participation grades are based on both attendance and quality of in-class activity. Attendance is crucial as teams are depending on shared responsibilities. Tardiness will also count against the participation grade. Only in certain circumstances as described in the Policies section will an absence or tardy not affect the grade.

Grading Structure:

Absences will result in a grade deduction. Excused absences, however, will not affect your grade (see policy section). As a writing intensive course, class writing must constitute at least 33% of the final grade.



Assignments 1-4 and 7 include written components, such as reports summarizing processes and methods used throughout the team project. The assignment 1 grade is entirely based on writing output, and remaining assignment grades are 50% based on written output and 50% based on hands-on project prototyping or research.

5% - Assignment 0: Portfolio Review (individual) 10% - Assignment 1: Designer Self-assessment (individual) 10% - Assignment 2: Team Project/Topic Exploration (group) 10% - Assignment 3: User Research (group) 10% - Assignment 4: User Need Summary (individual and group) 15% - Assignment 5: Benchmarking and Ideation (group) 15% - Assignment 6: Lo-Fi Prototype (Sketch Models) (group) 25% - Assignment 7: Prototype Refinement and Report (group)

http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

Workload: Students are expected to spend 12 hours outside of class time working on assignments each week. As a writing intensive course, students must write at least 2500 words or the equivalent of finished writing, and this amount is primarily satisfied through formal writing assignments. Additional informal writing, such as individual logbook notes, will be reviewed as a component of assignment grades.

While several assignments are group reports, this required amount of writing must be submitted per student. For example, if the individual Assignment 1 is 3 pages long, the same student must write approximately 2-3 pages out of the group total of approximately 12 pages of reports and revisions. Group reports must include section footnotes or an appendix (not included in page count) referencing individual author contributions. Each team will maintain a summary chart for assignment contributions.

Assignment 1: Designer Self-assessment (2-4 pages: individual) Assignment 2: Team Project/Topic Exploration (1 page: group) Assignment 3: User Research (2 pages: group) Assignment 4: User Need Summary (logbook review: individual and 4-5 page report: group) Assignment 7: Prototype Refinement and Report (4-5 page: group)

Writing Instruction:

Explicit writing instruction will be provided during class lectures and through provided reading materials. Writing instruction will include discussions for the role of written communication within product design and related disciplines. Additional instruction may include critiques of design literature and feedback provided during role-playing of varying professional stakeholders. Feedback on writing will also be provided on returned assignments and during lecture sessions.

Accepting and Returning Assignments:

Most assignments are due two weeks after they are assigned in lecture. Feedback and grades will be returned the week after assignments are submitted.

Grading Late Work:

Late assignments will receive a letter grade deduction for every day late.

Policy for Missed Exams:

There are no exams.

Make Up Work for Legitimate Absences:

Students will have an extra week to complete assignments missed from legitimate absences. http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Extra Credit Options:

None

Schedule: Assignments: Week 1: Intro, Project and Portfolio discussion Day 1 ? September X - Course overview, Portfolio discussion Assignment 0: Portfolio Review Week 2: Project Goals



Day 2 ? September X - Portfolio presentations and feedback Assignment 0 Due Assignment 1: Designer Self-assessment Day 3 ? September X - Select teams Week 3: Project Exploration Day 4 ? September X ? Discuss team and individual goals. Discuss constraints and appropriate project scope. Assignment 1 Due

Assignment 2: Team Topic Exploration Day 5 ? September X ? Writing feedback/lab/work time Week 4: User Research Day 6 ? September X ? Peer and coach review; team project exploration feedback Assignment 2 Due

Assignment 3: User Research Day 7 ? September X - Lab/work time Week 5: User Research and Documentation Day 8 ? October X ? User research coaching

Day 9 ? October X ? Writing feedback/lab/work time Week 6: Research Synthesis and User Needs Day 10 ? October X ? Discuss synthesis of user research, identifying user needs coaching Assignment 3 Due

Assignment 4: User Need Summary Day 11 ? October X - Lab/work time Week 7: Research Synthesis and Documentation Day 12 ? October X - Identifying user needs coaching Day 13 ? October X ? Writing feedback and coaching Week 8: Concept Ideation Day 14 ? October X ? In-class brainstorm and discussion Assignment 4 Due

Assignment 5: Ideation and Benchmarking Day 15 ? October X ? Lab/work time Week 9: Benchmarking Day 16 ? November X ? Ideation and benchmarking coaching, portfolio documentation Day 17 ? November X ? Writing feedback and coaching Week 10: Prototyping Day 18 ? November X ? Present top ideas per team, peer and coach feedback Assignment 5 Due

Assignment 6: Prototype Day 19 ? November X ? Lab/work time Week 11: Prototyping and User Feedback Day 20 ? November X ? Prototyping coaching, portfolio documentation Day 21 ? November X ? Lab/work time Week 12: Prototyping Day 22 ? November X ? Present prototypes and user feedback, peer and coach feedback Assignment 6 Due

Assignment 7: Prototype 2 and Report Day 23 ? November X - Lab/work time Week 13: Prototyping and User Feedback Day 24 ? November X ? Prototyping coaching, portfolio documentation Day 25 ? December X ? Lab/work time Week 14: Prototyping and Documentation Day 26 ? December X ? Lab/work time Day 27 ? December X ? Lab/work time Week 15: Presentations Day 28 ? December X ? TBD Day 29 ? December X ? Presentations Assignment 7 Due

University Policies

Personal Electronic Devices in Classroom:

PEDs are not permitted in lecture.

http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.

Use of Class Notes and Materials:

It is not permitted to profit off of the lecture notes from this class. If you want to reference slides or notes, please give credit to the course instructor and the University of Minnesota.



http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html

Scholastic Dishonesty and Student Conduct Code: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.

Sexual Harassment: http://policy.umn.edu/hr/sexualharassment

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://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf

Academic Freedom and Responsibility: http://regents.umn.edu/sites/regents.umn.edu/files/policies/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) or [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.

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

Strategic Objectives & Consultation

Name of Department Chair Approver: Elizabeth Bye

Strategic Objectives - Curricular Objectives:How does adding this course improve the overall curricularobjectives of the unit?

This course is one of two senior-level capstone courses for the proposed Product Design Bachelor of Science.

Strategic Objectives - Core Curriculum:Does the unit consider this course to be part of its corecurriculum?

Yes, this course is core curriculum.



Strategic Objectives - Consultation with Other Units: Before submitting a new course proposal in ECAS, circulatethe proposed syllabus to department chairs in relevant unitsand copy affiliated associate dean(s). Consultation preventscourse overlap and informs other departments of newcourse offerings. If you determine that consultation withunits in external college(s) is unnecessary, include adescription of the steps taken to reach that conclusion (e.g.,catalog key word search, conversation with collegiatecurriculum committee, knowledge of current curriculum inrelated units, etc.). Include documentation of allconsultation here, to be referenced during CCC review. Ifemail correspondence is too long to fit in the spaceprovided, paraphrase it here and send the full transcript tothe CCC staff person. Please also send a Word or PDFversion of the proposed syllabus to the CCC staff person.

Other majors have capstone courses; this course is specific to Product Design.

Back to Proposal List

Contact Us

© 2014 Regents of the University of Minnesota. All rights reserved.

The University of Minnesota is an equal opportunity educator and employer

Information current as of January 26, 2018

Twin Cities Campus: Parking & Transportation Maps & Directions

Directories Contact U of M Privacy

HOUSEKEEPING Cover Sheet ECAS View Course Proposal 1/11 Electronic Course Authorization System...

Documents

Transcript of HOUSEKEEPING Cover Sheet ECAS View Course Proposal 1/11 Electronic Course Authorization System...