n cover sheetdesign.umn.edu/about/intranet/governance/... · menards 651-632-5781 2005 w university...

NEW COURSE COVER SHEET Use this form to propose a new course. New Course Department: Course Designator: Program:

Effective Term: (must be a future term) Career: □ Undergraduate □ Graduate Course Number: Submission Date: Submission from:

Required: Academic Support Resources (ASR) Needed □ Libraries □ 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 □ 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. • Which students are served? • Is this course required? • Projected enrollment? • New FTE Faculty? • TA support?

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 _______

Sp17

Interdisciplinary Design■

DES

Design Minor 3322

9-20-16

■

■

Pat Hemmis

■

-DES 3322: Furniture Design: Practice began as a DES 3160: Topics course under the same name. The course was offered three times, and now needs to move to a permanent course in the Interdisciplinary Design Minor. This course is needed as an Elective Course in the Minor. This is the only course of its kind offered in CDES. It is one of the "hands-on" Area C: Elective courses in the Interdisciplinary Design Minor. It is also listed as a "Selective Course" in the Product Design Major and Minor. -Students in this course are typically Interdisciplinary Design Minor students, Product Design majors and minors, and other CDES students choosing it as an elective. Occasionally a student from the Department of Art will take it, as well. -This is an elective course. -This course typically fills with 18-20 students. -No, this course is taught by an adjunct faculty member. -No TA support is required.

This course was submitted to the program chair, Barry Kudrowitz, of the CDES Product Design Program. He saw no conflict with this course. See attached e-mail thread. It was also submitted to the Director of Undergraduate Studies in the Department of Art. He saw no conflict with this course. See attached e-mail. This course was approved by the Interdisciplinary Design Committee by a unanimous vote.

des3322 sp2017 Topics: Furniture Design, Practice University of Minnesota College of Design 35 Rapson Hall Tbd 4 cr A—F Thomas Oliphant [email protected] meetings by appointment M-F

This syllabus is subject to change at the discretion of the instructor

Course Information and Instructor’s Expectations

Course Description The hardest things about the creative act is learning how to start something before you know what it is. The

simplest objects are always more formally complex than the mind can accurately imagine. This course teaches design thinking through furniture constructed using a fast, loose & ad-hoc “boys-club-

fort-building” method of discovering & visualizing while making. Direct-construction design is tangibly satisfying and will provide powerful context for all other scales of creative, design and planning methods. Your results will not be conventionally good-looking, but you will make real & functioning cultural things.

All exercises will be dependent on connecting to ideas beyond commonly recognized boundaries of the furniture. Think “Chair-ness, not Chair”.

I will teach basic welding and wood joinery to provide fast & viable structural frames, “surfacing” methods in wood, foam and fabric composites, and an introduction to mold making and material casting. You do not need to be good at making, but you must be game to try. Craft is important so-far as basic structural usability is attained. Ideas will always trump material “correctness”.

Course Structure:

Twice weekly studio-style course —individual projects according to issued project guidelines —formal instructor presentation and demonstration of concepts and skills —informal instructor dialogue: individual and group —instructor evaluation —course assessment via anonymous individual & group questionnaire

Required Course Materials

You have been assessed a ±$160 course fee for materials in lieu of a course text. Materials are be bundle purchased for conformity and best price.

1”x16g@10-0” sq tube (midwest steel) qty(3) $32. .375”d@10-0” round bar “rod” (midwest steel) qty(1) $ 4. 1x6 @8-0” “shrink-wrap” aspen (menards#104-5530) qty(4) $64. 48x96 1/2” C2 birch plywood (menards#125-1649) qty(1) $30. 48x96 1/8” tempered hardboard (menards#129-1164) qty(1) $ 6. 60lb “Sand Mix” (1/2 cu-yd) (menards#189-1043) qty(2) $10. chopped fiberglass add-mix (brock-white) qty(1) $5 shared materials fund —foam, glue, unforseen... $9

±$160. Materials fee includes sales tax and delivery to UMN. Other materials will need to be purchased as needed by the student

Variation and exception are allowed within the spirit of the above list and, you should be able to judge what is appropriate with some introspection and honesty— the aim of this course that the work be “idea-rich”.

Recommended Personal Tools and Connections tools:

6H & 2H wood bodied pencils square scribe or scribing knife fine-cut knife edge file spotting drill/countersink bench hook— DIY japanese saw go-bag

connections:

para-cord iron wire “plumbers tape” #8 x1-1/4 screws #8 x 3/4” screws 1/4”-20 bolts/washers/nuts heat and chemical bonding

Friends Menards 651-632-5781

2005 W University Avenue Saint Paul MN 55104-3431

Midwest Steel 612-333-6868

9151 International Parkway New Hope MN 55428

Resource Bibliography:

The following are on reserve at the Rapson Hall Library: “How to Design a Chair”, the Design Museum. Conran Octapus. 2010 “The Chair”, Galen Cranz. WW Norton. “The Seat of the Soul”, Arthur Danto. Essay from “397 Chairs”, Harry N. Abrams, Inc. 1988. “Metaphors”, Ettore Sottsass, Barbara Radice, Milco Carboni. Skira. 2003 “Autoprogettazione?”, Enzo Mari. Corraini. 2001 “Human Factors in Design”, Alvin R. Tilley & Henry Dreyfuss Associates. Wiley. 2001 the McMaster-Carr Industrial Supply Catalog

The School of Architecture has graciously allowed this class access to the W.L. Hall Workshop: http://www.design.umn.edu/current_students/leo/hall/index.html

http://www.design.umn.edu/current_students/leo/hall/documents/WShnbk_11.08.pdf

Essential viewing (twice) fostering awareness of shop etiquette: http://www.youtube.com/watch?v=49p1JVLHUos (btw: who is Tom Sachs?)

Student Learning Outcomes

Students will learn broadly applicable Design Thinking through the making of furniture: to identify & define needs; to resolve problems & create value. The course will teach methods for designed resolution & expression via projects addressing body-specific scale & proportion; properties of materials in connection & transition; and,

the structural orientations required by gravity. Fundamental techniques of analysis & synthesis will be practiced through direct material construction followed in refinement using schematic drawing and modeling. Critical thinking and presentation skills will be re-enforced through participation in group critique.

Attendance

Please attend faithfully, and persevere through frustration, resource limitations and crowding. Keep me apprised of your difficulties. Please check your e-mail M/W afternoons at 5p for last minute schedule changes.

Workload Varies according to week. Days approaching project completion and presentation will be very demanding

and stressful. Nothing new here...

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

Criteria noted and factored in grading: assigned work completed and presented on time—

5pts/essay/maquette; 10pts/presentation/project document; 20pts/build-effort/result. Additionally factored are participation, attendance and leadership. Every student begins the semester with a grade of “C” and earns accordingly thereafter. Final grades break traditionally: A->90% B->80% C->70% D<60%. I will photograph all work for my use and make available all images. Mid-term written reviews will be issued.

Accepting and Returning Assignments

All projects will be formally presented by you to colleagues & des3160 guests during very long collective reviews—t.b.a. Out-of-class assignments will be filed electronically by due-date via email, ftp site or flash drive. I will confirm receipt electronically.

Students understand that enrollment in this course grants consent for their work to be selected for inclusion in college or departmental publications. Additionally, I may select to use your work to represent my skills as an instructor in a teaching portfolio.

Grading Late Work & Extra Credit Options

Please complete and submit assignments on time. No exceptions. No late work will be graded. No “alternate” projects will be considered.

Policy for Missed Exams

Communication is critical. Let me know what is going on immediately and arrangements may be able to be made on a case by case basis.

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

University Policies Personal Electronic Devices in Classroom

http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html Please, no screens. No laptops, pads, phone conversations, texting, or games. All such devices stowed & off.

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 Please, cite all research, text and image sources to the best of your abilities.

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 the instructor 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) 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 Counseling/Consulting Services 612-624-3323.

Academic Services: If you would like additional help, please contact one of the offices listed below.

Center for Writing Student Academic Success Service 10 Nicholson Hall, Mpls 340 Appleby Hall, Mpls 612-626-7579 199 Coffey Hall, St. Paul

612-624-3323

Outline: des3322 sp2017 Introductions: w1

Frames & the Simple Surface: w2, 3, 4, 5, 6 1. goals

a. point & line b. tension, compression & structural triangulation c. visual composition in 3D d. form development through iteration

2. description & methodology a. construct a pair of “horses” b. two tension/compression structures c. fabrication of fixtures allowing identical multiples

3. materials & tools a. wood and steel b. related hand and power tools

4. research & practice a. simple welding and wood joinery b. mechanical fasteners c. presentation

5. representation & review

Frames, Compound Surfaces & The Body: w7, 8, 9, 11, 12 1. goals

a. form discovery through process: making before knowing b. human scale, dynamic loads and gravity c. appropriate precision d. comfort and the body

2. description & methodology a. construct a pair of chairs b. methods for measurement record and transfer

3. materials & tools a. metal, wood, foam, fabric, cording b. fixtures c. related hand and power tools

4. research & practice a. chairs... b. direct measurement & dimension transfer c. drawings (XY): plan & elevation + sketch


Scale, Mass & Implied Use: w13, 14, 15 1. goals

a. integrate all planning & construction methods to make a difficult object b. 3D massing via armature, skin and flat pattern c. idea (process) rather than object

2. description & methodology a. construct a pair of “lightweight” cast stools/low tables b. develop surface; define volume; describe volume using 2D/3D mold c. present the finished object as a component of a process

3. materials & tools a. concrete, wood, foam, mylar sheeting b. related hand and power tools

4. research & practice a. mold making: interior and exterior form b. summation of all prior methods c. drawings (XY): section & pattern + sketch presentation


des3160 s2015 Topics: Furniture Design, Practice University of Minnesota College of Design 35 Rapson Hall Tues/Thurs 8:30- 11:00a 4 cr A—F Thomas Oliphant [email protected] meetings by appointment M-F

This syllabus is subject to change at the discretion of the instructor

Course Information and Instructor’s Expectations

Course Description The hardest things about the creative act is learning how to start something before you know what it is. The

simplest objects are always more formally complex than the mind can accurately imagine. This course teaches design thinking through furniture constructed using a fast, loose & ad-hoc “boys-club-

fort-building” method of discovering & visualizing while making. Direct-construction design is tangibly satisfying and will provide powerful context for all other scales of creative, design and planning methods. Your results will not be conventionally good-looking, but you will make real & functioning cultural things.

All exercises will be dependent on connecting to ideas beyond commonly recognized boundaries of the furniture. Think “Chair-ness, not Chair”.

I will teach basic welding and wood joinery to provide fast & viable structural frames, “surfacing” methods in wood, foam and fabric composites, and an introduction to mold making and material casting. You do not need to be good at making, but you must be game to try. Craft is important so-far as basic structural usability is attained. Ideas will always trump material “correctness”.

Course Structure:

Twice weekly studio-style course —individual projects according to issued project guidelines —formal instructor presentation and demonstration of concepts and skills —informal instructor dialogue: individual and group —instructor evaluation —course assessment via anonymous individual & group questionnaire

Required Course Materials

You have been assessed a ±$160 course fee for materials in lieu of a course text. Materials are be bundle purchased for conformity and best price.

1”x16g@10-0” sq tube (midwest steel) qty(3) $32. .375”d@10-0” round bar “rod” (midwest steel) qty(1) $ 4. 1x6 @8-0” “shrink-wrap” aspen (menards#104-5530) qty(4) $64. 48x96 1/2” C2 birch plywood (menards#125-1649) qty(1) $30. 48x96 1/8” tempered hardboard (menards#129-1164) qty(1) $ 6. 60lb “Sand Mix” (1/2 cu-yd) (menards#189-1043) qty(2) $10. chopped fiberglass add-mix (brock-white) qty(1) $5 shared materials fund —foam, glue, unforseen... $9

±$160. Materials fee includes sales tax and delivery to UMN. Other materials will need to be purchased as needed by the student

Variation and exception are allowed within the spirit of the above list and, you should be able to judge what is appropriate with some introspection and honesty— the aim of this course that the work be “idea-rich”.

Recommended Personal Tools and Connections tools:

6H & 2H wood bodied pencils square scribe or scribing knife fine-cut knife edge file spotting drill/countersink bench hook— DIY japanese saw go-bag

connections:

para-cord iron wire “plumbers tape” #8 x1-1/4 screws #8 x 3/4” screws 1/4”-20 bolts/washers/nuts heat and chemical bonding

Friends Menards 651-632-

5781 2005 W University Avenue Saint Paul MN 55104-3431

Midwest Steel 612-333-6868

9151 International Parkway New Hope MN 55428

Resource Bibliography:

The following are on reserve at the Rapson Hall Library: “How to Design a Chair”, the Design Museum. Conran Octapus. 2010 “The Chair”, Galen Cranz. WW Norton. “The Seat of the Soul”, Arthur Danto. Essay from “397 Chairs”, Harry N. Abrams, Inc. 1988. “Metaphors”, Ettore Sottsass, Barbara Radice, Milco Carboni. Skira. 2003 “Autoprogettazione?”, Enzo Mari. Corraini. 2001 “Human Factors in Design”, Alvin R. Tilley & Henry Dreyfuss Associates. Wiley. 2001 the McMaster-Carr Industrial Supply Catalog

The School of Architecture has graciously allowed this class access to the W.L. Hall Workshop: http://www.design.umn.edu/current_students/leo/hall/index.html

http://www.design.umn.edu/current_students/leo/hall/documents/WShnbk_11.08.pdf

Essential viewing (twice) fostering awareness of shop etiquette: http://www.youtube.com/watch?v=49p1JVLHUos (btw: who is Tom Sachs?)


Students will learn broadly applicable Design Thinking through the making of furniture: to identify & define needs; to resolve problems & create value. The course will teach methods for designed resolution & expression via projects addressing body-specific scale & proportion; properties of materials in connection & transition; and, the structural orientations required by gravity. Fundamental techniques of analysis & synthesis will be practiced through direct material construction followed in refinement using schematic drawing and modeling. Critical thinking and presentation skills will be re-enforced through participation in group critique.

Attendance

Please attend faithfully, and persevere through frustration, resource limitations and crowding. Keep me apprised of your difficulties. Please check your e-mail M/W afternoons at 5p for last minute schedule changes.

Workload Varies according to week. Days approaching project completion and presentation will be very demanding

and stressful. Nothing new here...

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

Criteria noted and factored in grading: assigned work completed and presented on time—

5pts/essay/maquette; 10pts/presentation/project document; 20pts/build-effort/result. Additionally factored are participation, attendance and leadership. Every student begins the semester with a grade of “C” and earns accordingly thereafter. Final grades break traditionally: A->90% B->80% C->70% D<60%. I will photograph all work for my use and make available all images. Mid-term written reviews will be issued.

Accepting and Returning Assignments

All projects will be formally presented by you to colleagues & des3160 guests during very long collective reviews—t.b.a. Out-of-class assignments will be filed electronically by due-date via email, ftp site or flash drive. I will confirm receipt electronically.

Students understand that enrollment in this course grants consent for their work to be selected for inclusion in college or departmental publications. Additionally, I may select to use your work to represent my skills as an instructor in a teaching portfolio.

Grading Late Work & Extra Credit Options

Please complete and submit assignments on time. No exceptions. No late work will be graded. No “alternate” projects will be considered.

Policy for Missed Exams

Communication is critical. Let me know what is going on immediately and arrangements may be able to be made on a case by case basis.

Make Up Work for Legitimate Absences

http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

University Policies Personal Electronic Devices in Classroom

http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html Please, no screens. No laptops, pads, phone conversations, texting, or games. All such devices stowed & off.

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

Please, cite all research, text and image sources to the best of your abilities.

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 the instructor 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) 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 Counseling/Consulting Services 612-624-3323.

Academic Services: If you would like additional help, please contact one of the offices listed below.

Center for Writing Student Academic Success Service 10 Nicholson Hall, Mpls 340 Appleby Hall, Mpls 612-626-7579 199 Coffey Hall, St. Paul

612-624-3323

Outline: des3160 s2015 Introductions: w1

Frames & the Simple Surface: w2, 3, 4, 5, 6 1. goals

a. point & line b. tension, compression & structural triangulation c. visual composition in 3D d. form development through iteration

2. description & methodology a. construct a pair of “horses” b. two tension/compression structures c. fabrication of fixtures allowing identical multiples

3. materials & tools a. wood and steel b. related hand and power tools

4. research & practice a. simple welding and wood joinery b. mechanical fasteners c. presentation


Frames, Compound Surfaces & The Body: w7, 8, 9, 11, 12 1. goals

a. form discovery through process: making before knowing b. human scale, dynamic loads and gravity c. appropriate precision d. comfort and the body

2. description & methodology a. construct a pair of chairs b. methods for measurement record and transfer

3. materials & tools a. metal, wood, foam, fabric, cording b. fixtures c. related hand and power tools

4. research & practice a. chairs... b. direct measurement & dimension transfer c. drawings (XY): plan & elevation + sketch


Scale, Mass & Implied Use: w13, 14, 15 1. goals

a. integrate all planning & construction methods to make a difficult object b. 3D massing via armature, skin and flat pattern c. idea (process) rather than object

2. description & methodology a. construct a pair of “lightweight” cast stools/low tables b. develop surface; define volume; describe volume using 2D/3D mold c. present the finished object as a component of a process

3. materials & tools a. concrete, wood, foam, mylar sheeting b. related hand and power tools

4. research & practice a. mold making: interior and exterior form b. summation of all prior methods c. drawings (XY): section & pattern + sketch presentation


CDES syllabus: Please look for subject conflict Inbox x

Patricia Hemmis Sep 16 (4 days ago)Hi Chris, We currently have a topics course that needs to become a permanent ...

Chris Larson Sep 19 (1 day ago)to me

Hi Pat,

I have reviewed Tom Oliphant's syllabus for his topics course Furniture Design Practice and found no duplication withour courses in the Department of Art.

Thank you for checking in with us.

Best

Chris

Patricia Hemmis <[email protected]> 4:49 PM (23 hours ago)to Chris

Thanks so much for the quick turnaround, Chris.

Regards,

Pat

Move to Inbox More

E-mail needed for documentation for DES 3160: Furniture Design Inbox x

Patricia Hemmis <[email protected]> Sep 4to Barry

Hi Barry,

I am putting together the documentation to change Tom Oliphant's DES 3160: Furniture Design course from a topicscourse to a 3000-level permanent DES course. If you could reply to this e-mail stating that this course does notconflict with any similar courses in Product Design, and that it serves the Product Design major and minor as a"selective option" in the Product Design programs.

Thanks,

Pat

Barry Kudrowitz Sep 4to me

yes I support making this a permanent DES class. it does not conflict and it serves the major and minor as a selectivein product design.

Pat Hemmis <[email protected]> Sep 4to Barry

Thanks for your reply, Barry.

Regards,

Move to Inbox More

Holley Locher <[email protected]>

Fwd: Consultation Request for new CDES course

Patricia Hemmis <[email protected]> Sun, Oct 2, 2016 at 12:33 PMTo: Holley Locher <[email protected]>Cc: Laurie Gardner <[email protected]>

HI Holley and Laurie,

Here is the confirmation from CLA Associate Dean Gary Oehlert confirming again that Tom Oliphant's coursedoes not overlap with any course in the Department of Art. If I need to do something else, just let me know.

Thanks,

Pat---------- Forwarded message ----------From: Pat Hemmis <[email protected]>Date: Sun, Oct 2, 2016 at 11:11 AMSubject: Re: Consultation Request for new CDES courseTo: Gary Oehlert <[email protected]>

Thank you, Gary.

Regards,

Pat

Sent from my iPhone

On Oct 2, 2016, at 10:30 AM, Gary Oehlert <[email protected]> wrote:

Dear Pat,

Based on Chris Larson's response, CLA has no curricular overlap with your proposed course on FurnitureDesign. We wish you continued success in this area.

Gary

On Sun, Sep 25, 2016 at 1:20 PM, Patricia Hemmis <[email protected]> wrote:Hi Gary,

I direct the Interdisciplinary Design Minor for the College of Design. We have a topics course that we needto move to a permanent course. I have attached the paperwork for you, but I will summarize here.

This course, DES 3322: Furniture Design: Practice, has been a popular topics course within theInterdisciplinary Design Minor. It is now moving through the approval process to make it a permanentcourse. DES 3322 has been taken by students of the Interdisciplinary Design Minor (many are CLAmajors), as well as Product Design and Architecture students from CDES.

University of Minnesota Twin Cities Mail - Fwd: Consultation R... https://mail.google.com/mail/u/0/?ui=2&ik=76b708cf4b&view=...

1 of 2 10/3/16, 11:13 AM

I consulted with both Barry Kudrowitz of the Product Design program, and with Chris Larson, Director ofUndergraduate Studies in the Department of Art. Both agree that there is no overlap. The documentation isattached.

Please reply to this e-mail stating that whether there is a conflict with CLA courses.

Thank you,

Pat

--Patricia Hemmis, Interdisciplinary DesignDirector, Interdisciplinary Design Minor and Senior Lecturer College of Design, University of Minnesota209 McNeal Hall1985 Buford AvenueSt. Paul, MN [email protected]

--Gary W. OehlertAssociate Dean | Undergraduate Education | College of Liberal Arts | cla.umn.edu115 Johnston Hall | 101 Pleasant St SE, Minneapolis, MN 55455Professor | School of Statistics | www.stat.umn.edu320 Ford Hall | 224 Church Street SE, Minneapolis, MN 55455University of Minnesota | [email protected] | 612-624-8675

--Patricia Hemmis, Interdisciplinary DesignDirector, Interdisciplinary Design Minor and Senior Lecturer College of Design, University of Minnesota209 McNeal Hall1985 Buford AvenueSt. Paul, MN [email protected]

University of Minnesota Twin Cities Mail - Fwd: Consultation R... https://mail.google.com/mail/u/0/?ui=2&ik=76b708cf4b&view=...

2 of 2 10/3/16, 11:13 AM

Electronic Course Authorization System

(ECAS)DES 3322 - VIEW COURSE PROPOSAL Update This Proposal

Back to Proposal List

Approvals Received: Departmenton 09-20-16

by Holley Locher

([email protected])

Approvals Pending: College/Dean > Provost > Catalog

Effective Status: Active

Effective Term: 1173 - Spring 2017

Course: DES 3322

Institution:Campus:

UMNTC - Twin Cities/RochesterUMNTC - Twin Cities

Career: UGRD

College: TALA - College of Design

Department: 11965 - DESIGN Intrdiscp Assoc Dean

General

Course Title Short: Furniture Design, Practice

Course Title Long: Furniture Design, Practice

Max-Min Creditsfor Course:

4.0 to 4.0 credit(s)

CatalogDescription:

The hardest things about the creative act islearning how to start something before you knowwhat it is. Thesimplest objects are always more formallycomplex than the mind can accurately imagine.This course teaches design thinking through

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: loche007 | Sign outGototheU

Search U of M Web sites

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

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furniture constructed using a fast, loose & ad-hoc“children-clubfort-building” method of discovering& visualizing while making. Direct-constructiondesign is tangibly satisfying and will providepowerful context for all other scales of creative,design and planning methods. Your results willnot be conventionally good-looking, but you willmake real & functioning cultural things.All exercises will be dependent on connecting toideas beyond commonly recognized boundaries ofthefurniture. Think “Chair-ness, not Chair”.You will be taught basic welding and wood joineryto provide fast & viable structural frames,“surfacing” methods in wood, foam and fabriccomposites, and an introduction to mold makingand material casting. You do not need to be goodat making, but you must be game to try. Craft isimportant so-far as basic structural usability isattained. Ideas will always trump material“correctness”.

Print in Catalog?: Yes

CCE CatalogDescription:

Only include CCE Catalog Description inCCE Catalog.<no text provided>

Grading Basis: A-F only

Topics Course: No

Honors Course: No

Online Course: No

InstructorContact Hours:

5.0 hours per week

Course Typically Offered: Every Spring

Component 1 : LEC (no final exam)

Auto-EnrollCourse:

No

GradedComponent:

LEC

AcademicProgress Units:

Not allowed to bypass limits.0.0 credit(s)

Financial AidProgress Units:

Not allowed to bypass limits.0.0 credit(s)


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Repetition ofCourse:

Repetition not allowed.

CoursePrerequisitesfor Catalog:

<no text provided>

CourseEquivalency:

No course equivalencies

Add ConsentRequirement:

No required consent

Drop ConsentRequirement:

No required consent

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

No prerequisites

Editor Comments: <no text provided>

Proposal Changes: <no text provided>

History Information: <no text provided>

FacultySponsor Name:

Patricia Hemmis

FacultySponsor E-mail Address:

[email protected]


Student Learning Outcomes: * Student in the course:

- Can identify, define, and solveproblems

Please explain briefly how this outcome willbe addressed in the course. Give briefexamples of class work related to theoutcome.

The course will teach methods for designedresolution & expression via projectsaddressing body-specific scale & proportion;properties of materials in connection &transition; and, the structural orientationsrequired by gravity.


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How will you assess the students' learningrelated to this outcome? Give brief examplesof how class work related to the outcome willbe evaluated.

Fundamental techniques of analysis &synthesis will be practiced through directmaterial construction followed in refinementusing schematic drawing and modeling.Critical thinking and presentation skills willbe re-enforced and evaluated throughparticipation in group critique.

Liberal Education

Requirementthis course fulfills:

None

Other requirementthis course fulfills:

None

Criteria forCore Courses:

Describe how the course meets the specificbullet points for the proposed corerequirement. Give concrete and detailedexamples for the course syllabus, detailedoutline, laboratory material, studentprojects, or other instructional materials ormethod.

Core courses must meet the followingrequirements:

They explicitly help studentsunderstand what liberal education is,how the content and the substance ofthis course enhance a liberaleducation, and what this means forthem as students and as citizens.They employ teaching and learningstrategies that engage students withdoing the work of the field, not justreading about it.They include small group experiences(such as discussion sections or labs)and use writing as appropriate to thediscipline to help students learn andreflect on their learning.


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They do not (except in rare and clearlyjustified cases) have prerequisitesbeyond the University's entrancerequirements.They are offered on a regularschedule.They are taught by regular faculty orunder exceptional circumstances byinstructors on continuingappointments. Departments proposinginstructors other than regular facultymust provide documentation of howsuch instructors will be trained andsupervised to ensure consistency andcontinuity in courses.

<no text provided>

Criteria forTheme Courses:

Describe how the course meets thespecific bullet points for the proposedtheme requirement. Give concrete anddetailed examples for the coursesyllabus, detailed outline, laboratorymaterial, student projects, or otherinstructional materials or methods.

Theme courses have the common goalof cultivating in students a number ofhabits of mind:

thinking ethically about importantchallenges facing our society andworld;reflecting on the shared sense ofresponsibility required to build andmaintain community;connecting knowledge andpractice;fostering a stronger sense of ourroles as historical 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


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of

Writing Intensive

Propose this courseas Writing Intensivecurriculum:

No

Question 1 (see CWB Requirement 1): How do writing assignments andwriting instruction further the learningobjectives of this course and how iswriting integrated into the course? Notethat the syllabus must reflect thecritical role that writing plays in thecourse.

<no text provided>

Question 2 (see CWB Requirement 2): What types of writing (e.g., researchpapers, problem sets, presentations,technical documents, lab reports,essays, journaling etc.) will beassigned? Explain how theseassignments meet the requirement thatwriting be a significant part of thecourse work, including details aboutmulti-authored assignments, if any.Include the required length for eachwriting assignment and demonstratehow the minimum word count (or itsequivalent) for finished writing will bemet.

<no text provided>

Question 3 (see CWB Requirement 3): How will students' final course gradedepend on their writing performance?What percentage of the course gradewill depend on the quality and level ofthe student's writing compared to thepercentage of the grade that dependson the course content? Note that thisinformation must also be on thesyllabus.

<no text provided>


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Question 4 (see CWB Requirement 4): Indicate which assignment(s) studentswill be required to revise and resubmitafter feedback from the instructor.Indicate who will be providing thefeedback. Include an example of theassignment instructions you are likelyto use for this assignment orassignments.

<no text provided>

Question 5 (see CWB Requirement 5): What types of writing instruction will beexperienced by students? How muchclass time will be devoted to explicitwriting instruction and at what pointsin the semester? What types of writingsupport and resources will be providedto students?

<no text provided>

Question 6 (see CWB Requirement 6): If teaching assistants will participate inwriting assessment and writinginstruction, explain how will they betrained (e.g. in how to review, gradeand respond to student writing) andhow will they be supervised. If thecourse is taught in multiple sectionswith multiple faculty (e.g. a capstonedirected studies course), explain howevery faculty mentor will ensure thattheir students will receive a writingintensive experience.

<no text provided>

Statement of Certification: This course is certified as Writing Internsiveeffective as of

Course Syllabus

Course Syllabus: For new courses and courses in whichchanges in content and/or descriptionand/or credits are proposed, please providea syllabus that includes the followinginformation: course goals and description;format;structure of the course (proposednumber of instructor contact hours per


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week, student workload effort per week,etc.); topics to be covered; scope and natureof assigned readings (text, authors,frequency, amount per week); requiredcourse assignments; nature of any studentprojects; and how students will beevaluated. The University "Syllabi Policy"can be found here

The University policy on credits is foundunder Section 4A of "Standards forSemester Conversion" found here. Coursesyllabus information will be retained in thissystem until new syllabus information isentered with the next major coursemodification. This course syllabusinformation may not correspond to thecourse as offered in a particular semester.

(Please limit text to about 12 pages. Textcopied and pasted from other sources willnot retain formatting and special charactersmight not copy properly.)

des3322 sp2017Topics: Furniture Design, PracticeUniversity of MinnesotaCollege of Design35 Rapson HallTbd4 cr A—FThomas [email protected] by appointment M-FThis syllabus is subject to change at thediscretion of the instructorCourse Information and Instructor’s ExpectationsCourse DescriptionThe hardest things about the creative act islearning how to start something before you knowwhat it is. Thesimplest objects are always more formallycomplex than the mind can accurately imagine.This course teaches design thinking throughfurniture constructed using a fast, loose & ad-hoc“boys-clubfort-building” method of discovering & visualizing


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while making. Direct-construction design istangibly satisfyingand will provide powerful context for all otherscales of creative, design and planning methods.Your results willnot be conventionally good-looking, but you willmake real & functioning cultural things.All exercises will be dependent on connecting toideas beyond commonly recognized boundaries ofthefurniture. Think “Chair-ness, not Chair”.I will teach basic welding and wood joinery toprovide fast & viable structural frames,“surfacing” methods inwood, foam and fabric composites, and anintroduction to mold making and materialcasting. You do not needto be good at making, but you must be game totry. Craft is important so-far as basic structuralusability is attained.Ideas will always trump material “correctness”.Course Structure:Twice weekly studio-style course—individual projects according to issued projectguidelines—formal instructor presentation anddemonstration of concepts and skills—informal instructor dialogue: individual andgroup—instructor evaluation—course assessment via anonymous individual &group questionnaireRequired Course MaterialsYou have been assessed a ±$160 course fee formaterials in lieu of a course text.Materials are be bundle purchased for conformityand best price.1”x16g@10-0” sq tube (midwest steel) qty(3)$32..375”d@10-0” round bar “rod” (midwest steel)qty(1) $ 4.1x6 @8-0” “shrink-wrap” aspen(menards#104-5530) qty(4) $64.48x96 1/2” C2 birch plywood(menards#125-1649) qty(1) $30.48x96 1/8” tempered hardboard(menards#129-1164) qty(1) $ 6.60lb “Sand Mix” (1/2 cu-yd)


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(menards#189-1043) qty(2) $10.chopped fiberglass add-mix (brock-white) qty(1)$5shared materials fund —foam, glue, unforseen...$9±$160.Materials fee includes sales tax and delivery toUMN. Other materials will need to be purchasedas needed by the studentVariation and exception are allowed within thespirit of the above list and, you should be able tojudge whatis appropriate with some introspection andhonesty— the aim of this course that the work be“idea-rich”.Recommended Personal Tools and Connectionstools:6H & 2H wood bodied pencilssquarescribe or scribing knifefine-cut knife edge filespotting drill/countersinkbench hook— DIYjapanese sawgo-bagconnections:para-cordiron wire“plumbers tape”#8 x1-1/4 screws#8 x 3/4” screws1/4”-20 bolts/washers/nutsheat and chemical bondingFriendsMenards 651-632-57812005 W University AvenueSaint Paul MN 55104-3431Midwest Steel 612-333-68689151 International ParkwayNew Hope MN 55428Resource Bibliography:The following are on reserve at the Rapson HallLibrary:“How to Design a Chair”, the Design Museum.Conran Octapus. 2010“The Chair”, Galen Cranz. WW Norton.“The Seat of the Soul”, Arthur Danto. Essay from“397 Chairs”, Harry N. Abrams, Inc. 1988.


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“Metaphors”, Ettore Sottsass, Barbara Radice,Milco Carboni. Skira. 2003“Autoprogettazione?”, Enzo Mari. Corraini. 2001“Human Factors in Design”, Alvin R. Tilley &Henry Dreyfuss Associates. Wiley. 2001the McMaster-Carr Industrial Supply CatalogThe School of Architecture has graciously allowedthis class access to the W.L. Hall Workshop:http://www.design.umn.edu/current_students/leo/hall/index.htmlhttp://www.design.umn.edu/current_students/leo/hall/documents/WShnbk_11.08.pdfEssential viewing (twice) fostering awareness ofshop etiquette:http://www.youtube.com/watch?v=49p1JVLHUos(btw: who is Tom Sachs?)Student Learning OutcomesStudents will learn broadly applicable DesignThinking through the making of furniture: toidentify & defineneeds; to resolve problems & create value. Thecourse will teach methods for designed resolution& expressionvia projects addressing body-specific scale &proportion; properties of materials in connection& transition; and,the structural orientations required by gravity.Fundamental techniques of analysis & synthesiswill be practicedthrough direct material construction followed inrefinement using schematic drawing andmodeling. Critical thinkingand presentation skills will be re-enforcedthrough participation in group critique.AttendancePlease attend faithfully, and persevere throughfrustration, resource limitations and crowding.Keep meapprised of your difficulties. Please check youre-mail M/W afternoons at 5p for last minuteschedule changes.WorkloadVaries according to week. Days approachingproject completion and presentation will be verydemandingand stressful. Nothing new here...Grading Structurehttp://policy.umn.edu/Policies/Education


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/Education/GRADINGTRANSCRIPTS.htmlCriteria noted and factored in grading: assignedwork completed and presented on time—5pts/essay/maquette; 10pts/presentation/projectdocument; 20pts/build-effort/result. Additionallyfactored areparticipation, attendance and leadership. Everystudent begins the semester with a grade of “C”and earnsaccordingly thereafter. Final grades breaktraditionally: A->90% B->80% C->70% D<60%.I will photographall work for my use and make available allimages. Mid-term written reviews will be issued.Accepting and Returning AssignmentsAll projects will be formally presented by you tocolleagues & des3160 guests during very longcollectivereviews—t.b.a. Out-of-class assignments will befiled electronically by due-date via email, ftp siteor flash drive. Iwill confirm receipt electronically.Students understand that enrollment in thiscourse grants consent for their work to beselected for inclusion incollege or departmental publications.Additionally, I may select to use your work torepresent my skills as aninstructor in a teaching portfolio.Grading Late Work & Extra Credit OptionsPlease complete and submit assignments ontime.No exceptions. No late work will be graded. No“alternate” projects will be considered.Policy for Missed ExamsCommunication is critical. Let me know what isgoing on immediately and arrangements may beable to bemade on a case by case basis.Make Up Work for Legitimate Absenceshttp://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.htmlUniversity PoliciesPersonal Electronic Devices in Classroomhttp://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.htmlPlease, no screens. No laptops, pads, phoneconversations, texting, or games. All such


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devices stowed & off.Use of Class Notes and Materialshttp://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.htmlScholastic Dishonesty and Student Conduct Codehttp://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdfPlease, cite all research, text and image sourcesto the best of your abilities.Sexual Harassmenthttp://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdfStatement on Climate of InclusivityYou are expected to be attentive during class,ask questions if you do not understandsomething, and tooffer your opinion. You are also expected to listenrespectfully to other students and the instructorwhenspeaking. The University of Minnesota iscommitted to providing a safe climate for allstudents, faculty, and staff.All persons shall have equal access to itsprograms and facilities without regard to race,color, creed, religion,national origin, sex, age, marital status,disability, public assistance status, veteranstatus, or sexual orientation.Racism, sexism, homophobia, classism, ageismand other forms of bigotry are inappropriate toexpress in thisclass. Reports of harassment are taken seriously,and there are individuals and offices available forhelp. (orrefer to http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.pdf)Academic Freedom and Responsibilityhttp://www1.umn.edu/regents/policies/academic/Academic_Freedom.pdfAvailability of Disability and Mental HealthServices:The University of Minnesota is committed toproviding all students equal access to learningopportunities.Disability Services (DS) is the campus office thatworks with students who have disabilities toprovide and/or arrangereasonable accommodations.


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—Students who have, or think they may have, adisability (e.g. mental health, attentional,learning, vision,hearing, physical or systemic), are invited tocontact DS to arrange a confidential discussion at612- 626-1333 (V/TTY) or [email protected].—Students registered with DS, who have a letterrequesting accommodations, are encouraged tocontactthe instructor early in the semester to discussaccommodations outlined in their letter.As a student you may experience a range ofissues that can cause barriers to learning, suchas strainedrelationships, increased anxiety, alcohol/drugproblems, feeling down, difficulty concentratingand/or lack ofmotivation. These mental health concerns orstressful events may lead to diminished academicperformance orreduce your ability to participate in dailyactivities. University of Minnesota services areavailable to assist youwith addressing these and other concerns youmay be experiencing.You can learn more about the broad range ofconfidential mental health services available oncampus via:www.mentalhealth.umn.eduorCounseling/Consulting Services612-624-3323.Academic Services:If you would like additional help, please contactone of the offices listed below.Center for Writing Student Academic SuccessService10 Nicholson Hall, Mpls 340 Appleby Hall, Mpls612-626-7579 199 Coffey Hall, St. Paul612-624-3323Outline: des3322 sp2017Introductions: w1Frames & the Simple Surface: w2, 3, 4, 5, 61. goalsa. point & lineb. tension, compression & structural triangulationc. visual composition in 3D


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d. form development through iteration2. description & methodologya. construct a pair of “horses”b. two tension/compression structuresc. fabrication of fixtures allowing identicalmultiples3. materials & toolsa. wood and steelb. related hand and power tools4. research & practicea. simple welding and wood joineryb. mechanical fastenersc. presentation5. representation & reviewFrames, Compound Surfaces & The Body: w7, 8,9, 11, 121. goalsa. form discovery through process: makingbefore knowingb. human scale, dynamic loads and gravityc. appropriate precisiond. comfort and the body2. description & methodologya. construct a pair of chairsb. methods for measurement record and transfer3. materials & toolsa. metal, wood, foam, fabric, cordingb. fixturesc. related hand and power tools4. research & practicea. chairs...b. direct measurement & dimension transferc. drawings (XY): plan & elevation + sketch5. representation & reviewScale, Mass & Implied Use: w13, 14, 151. goalsa. integrate all planning & construction methodsto make a difficult objectb. 3D massing via armature, skin and flat patternc. idea (process) rather than object2. description & methodologya. construct a pair of “lightweight” cast stools/lowtablesb. develop surface; define volume; describevolume using 2D/3D moldc. present the finished object as a component ofa process3. materials & tools


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a. concrete, wood, foam, mylar sheetingb. related hand and power tools4. research & practicea. mold making: interior and exterior formb. summation of all prior methodsc. drawings (XY): section & pattern + sketchpresentation5. representation & review

Strategic Objectives & Consultation

Name of Department ChairApprover:

Marilyn DeLong

Strategic Objectives -Curricular Objectives:

How does adding this course improvethe overall curricular objectives oftheunit?

DES 3322: Furniture Design: Practice began as aThis course has been offered 3 times as a topicscourse under the same name. It now needs tomove to a permanent course in theInterdisciplinary Design Minor. This course isneeded as an Elective Course in the Minor. This isthe only course of its kind offered in CDES. It isone of the "hands-on" courses identified in thatarea of the Interdisciplinary Minor programdescription.

Strategic Objectives - CoreCurriculum:

Does the unit consider this course to bepart of its core curriculum?

Yes. This course is needed as an elective andagain, it is one of a kind.

Strategic Objectives -Consultation with OtherUnits:

In order to prevent course overlap andto inform other departments of newcurriculum, circulate proposal to chairsin relevant units and follow-up withdirect consultation. Please summarizeresponse from units consulted andinclude correspondence. Byconsultation with other units, theinformation about a new course is more


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widely disseminated and can have apositive impact on enrollments. Theconsultation can be as simple as anemail to the department chair informingthem of the course and asking for anyfeedback from the faculty.

This course was submitted to the program chair,Barry Kudrowitz, of the CDES Product DesignProgram. He saw no conflict with this course. Itwas also submitted to the Director ofUndergraduate Studies in the Department of Art,Chris Larson. He saw no conflict with this course.Thiscourse was approved by the InterdisciplinaryDesign Committee by a unanimous vote.

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