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HOUSEKEEPING COVER SHEET Use this form to propose changes to courses that fall under the College of Design Policy on Routine Maintenance and Housekeeping Decisions. Housekeeping Department: DHA Course Designator: PDES Program: Product Design

Effective Term: S2017 Career: X Undergraduate □ Graduate Course Number: 4701W Submission Date: 8/18/2016 Submission from: Barry Kudrowitz

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

Select Changes: □ Change in Delivery Format □ Change in Grading Method X Change in Prerequisite □ Other:

□ Change in Catalog Description □ Change in Course Number □ Change in Course Title □ Change in Term Offered

□ Correction of typographical or grammatical errors □ Offering of a Topic Number of times this specific topic has been offered in the past five years: including this one.

I. Briefly describe proposed changes. (Executive Summary in Workflow Gen)

Current prereq: 009447 - PDes 2701, PDes Major Proposed prereq: PDes Major, PDes 3703 and PDes 3711. PDes 3706 may be taken concurrently.

Rationale: Prerequisite changed to include junior-level courses, to ensure students registering for the first capstone class have sufficient background in the major. Removing PDes 2701 because students would have taken it to reach major status.

PDES 4701W - VIEW COURSE PROPOSALUpdate This Proposal

Back to Proposal List

Approvals Received: None

Approvals Pending: Department > College/Dean > Provost > WI > Catalog >PeopleSoft Manual Entry

Effective Status: Active

Effective Term: New: 1173 - Spring 2017Old: 1169 - Fall 2016

Course: PDES 4701W

Institution:Campus:

UMNTC - Twin Cities/RochesterUMNTC - Twin Cities

Career: UGRD

College: TALA - College of Design

Department: 12114 - DHA Product Design

General

Course Title Short: Capstone Research Studio

Course Title Long: Capstone Research Studio

Max-Min Creditsfor Course:

4.0 to 4.0 credit(s)

CatalogDescription:

New: Students synthesize and apply design and researchtechniques (including: user research/ethnography, ideation,conceptual design, prototyping) to a senior capstone project.Projects can be team-directed or client-sponsored and are intendedto demonstrate competency in fundamental design skills,communicating design processes, and the ability to apply designprocesses to develop new products and services while addressingreal-world constraints. The first part of the two-course sequencefocuses on user research, documentation, and concept ideation.Pre-req: PDes major, PDes 3703 and PDes 3711. PDes 3706 maybe taken concurrently.Old: Students synthesize and apply design and researchtechniques (including: user research/ethnography, ideation,conceptual design, prototyping) to a senior capstone project.Projects can be team-directed or client-sponsored and are intendedto demonstrate competency in fundamental design skills,communicating design processes, and the ability to apply design

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

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ECAS View Course Proposal https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=57393&...

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processes to develop new products and services while addressingreal-world constraints. The first part of the two-course sequencefocuses on user research, documentation, and concept ideation.

Print in Catalog?: Yes

CCE CatalogDescription:

New: Only include CCE Catalog Description in CCECatalog.<no text provided>Old: <no text provided>

Grading Basis: A-F only

Topics Course: No

Honors Course: No

Online Course: No

InstructorContact Hours:

4.0 hours per week

Course Typically Offered: Every Fall

Component 1 : LEC (with final exam)

Auto-EnrollCourse:

No

GradedComponent:

LEC

AcademicProgress Units:

Not allowed to bypass limits.4.0 credit(s)

Financial AidProgress Units:

Not allowed to bypass limits.4.0 credit(s)

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)

New: PDes major, PDes 3703 and PDes 3711. PDes 3706 may betaken concurrently.Old: 009447 - PDes 2701, PDes Major

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

Proposal Changes: <no text provided>

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


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FacultySponsor Name:

Barry Kudrowitz

FacultySponsor E-mail Address:

[email protected]

Student Learning Outcomes

Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems

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

Through team-based design projects, students will studypotential problems and ideate feasible solutions. Assessmentsare based on demonstrated systematic design processes andvalidation from users that a solution is desirable for a problem.

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

Students will be assessed on assignments, presentations, andreports.

- Can communicate effectively

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

Individuals and teams will submit written reports describingproject goals, methods, results and a final synthesis of findingsduring the semester. Assessments are based on completenessand clarity.

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

Students will be assessed on assignments, presentations, andreports.

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 instructional


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materials 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.

<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


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Propose this courseas Writing Intensivecurriculum:

New: NoOld: Yes

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.

This course is a senior capstone in Product Design and is inherentlyinterdisciplinary in order to accommodate requirements frombusiness, technology, human factors, and other fields. Studentsare expected to demonstrate competency in communicating designprocesses, user-centric perspectives, and to consider the targetaudience in these communications. Writing assignments are oneway 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 andcombine this with a written report or summary in a format relevantto the target audience in a hypothetical professional setting.

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 minimum wordcount (or its equivalent) for finished writing will bemet.

New: The course includes a variety of types of writing. Assignment 1 is an individual essay outlining the student?sinterests and goals beyond the course and how the course projectcould best align with interests and contribute to achieving goals. Assignments 2, 3, 4, and 7 include a written summary or report todocument previous research or prototyping and to communicatedesign decisions and constraints. These written assignments areeither in a memo format directed towards company managers or inthe format of a research report. Assignments 4 and 6 include areview of effective log book use for documenting research notes.

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

While several assignments are group reports, this required amountof writing must be submitted per student. For example, if theindividual Assignment 1 is 3 pages long, the same student mustwrite approximately 2-3 pages out of the group total ofapproximately 12 pages of reports and revisions. Group reportsmust include section footnotes or an appendix (not included inpage count) referencing individual author contributions. Each team


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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 and4-5 page report: group)Assignment 7: Prototype Refinement and Report (4-5 page: group)

The assignments meet the requirement of writing being asignificant part of the course work by representing a significantportion of assignment deliverables and by consistently placing anemphasis on effective interdisciplinary written communication froma design perspective. Several assignments will be group authored. The groups will be encouraged to include portions representingindividual contributions as written by the individual. Groups willalso be encouraged to edit final documents as a group to maintainconsistency and to confirm any edits have not altered the intendedmeaning.Old: The course includes a variety of types of writing. Assignment1 is an individual essay outlining the student’s interests and goalsbeyond the course and how the course project could best align withinterests and contribute to achieving goals. Assignments 2, 3, 4,and 7 include a written summary or report to document previousresearch or prototyping and to communicate design decisions andconstraints. These written assignments are either in a memoformat directed towards company managers or in the format of aresearch report. Assignments 4 and 6 include a review of effectivelog book use for documenting research notes.

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

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


The assignments meet the requirement of writing being asignificant part of the course work by representing a significantportion of assignment deliverables and by consistently placing anemphasis on effective interdisciplinary written communication froma design perspective. Several assignments will be group authored. The groups will be encouraged to include portions representing


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individual contributions as written by the individual. Groups willalso be encouraged to edit final documents as a group to maintainconsistency and to confirm any edits have not altered the intendedmeaning.

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

A summary of the percent contribution of each assignment isshown below. This list includes all assignments with a writtencomponent.

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 towriting output, and for remaining assignments, the grades will be50% based on writing output. The cumulative total isapproximately 38%.

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.

The final course deliverable (Assignment 7) is a product prototypeand a report summarizing all key phases of development. Assignments 3 and 4 are sections of this final report and representindividual portions of the overall design process. The courseinstructor will review these two assignments with an emphasis onspecific feedback to improve these sections when they areincorporated into the final report. This feedback will includecritiques to improve the clarity of writing and to direct content towhat is most relevant for the target audience. In addition toassignments with required revisions, Assignments 1 and 2 willinclude in-class writing feedback.

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?

Course instruction will include class time devoted to considering thetarget audience and the writing type when composing the writtenassignment. This will include discussions on the types ofinformation to emphasize when communicating design informationto different fields. Instruction will include methods to effectivelyco-author and edit group reports as well as include examples ofeffective report writing, such as the ability to replicate the research


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using a description of methods. Common problems observedduring early assignments will be discussed before subsequentassignments. Writing instruction will comprise approximately 20minutes out of lectures preceding the start of written assignments.

Prior to the first offering of the course (Fall 2017), the instructorwill schedule a consult with the Center for Writing to reviewindividual written assignments and to discuss maintaining WritingIntensive course requirements. The discussions in this consult willbe documented and included in the course materials as a referencefor additional or new instructors or TAs.

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

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.

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

Statement of Certification: This course is certified as Writing Internsive effective Fall 2016 asof Jan 21, 2016

Course Syllabus

ProvisionalSyllabus:

Please provide a provisional syllabus for new courses andcourses in which changes in content and/or descriptionand/or credits are proposed that include the followinginformation: course goals and description; format/structureof the course (proposed number of instructor contact hoursper week, student workload effort per week, etc.); topics tobe covered; scope and nature of assigned readings (texts,authors, frequency, amount per week); required courseassignments; nature of any student projects; and howstudents will be evaluated.

The University policy on credits is found under Section 4A of"Standards for Semester Conversion" athttp://www.policy.umn.edu/Policies/Education/Education/STUDENTWORK.html . Provisional course syllabusinformation will be retained in this system until newsyllabus information is entered with the next major coursemodification, This provisional course syllabus informationmay not correspond to the course as offered in a particular


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semester.

New: Syllabus Overview

Course Title Capstone Research Studio

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

Class Meeting Days & Time TBDClassroom TBDNumber of Credits 4Final Exam Date & Time(Also state if there is NO final) TBD

Instructor?s InformationName(s) TBDOffice Location(s) TBDOffice Phone TBDEmail @umn.eduOffice Hours TBD

Course Information and Instructor?s Expectations

Course Description:

This writing intensive course expects students to synthesize andapply design and research techniques (including: userresearch/ethnography, ideation, conceptual design, prototyping) toa senior capstone project. Projects can be team-directed or client-sponsored and are intended to demonstrate competency infundamental design skills, communicating design processes, andthe ability to apply design processes to develop new products andservices while addressing real-world constraints. The first part ofthe 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 environmentsb) describing a product design process. This course is a writingintensive course. Students will demonstrate competency incommunicating a synthesis of course content and design researchas well as the ability to adopt writing styles relevant to professionalwork.2) Demonstrate competency in qualitative and quantitate researchmethods applied to inform a design project.


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3) Work cohesively as a team to develop compelling solutions to aneed.

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,http://www.slo.umn.edu/)1. Can identify, define, and solve problems: Through team-baseddesign projects, students will study potential problems and ideatefeasible solutions. Assessments are based on demonstratedsystematic design processes and validation from users that asolution is desirable for a problem.5. Can communicate effectively: Individuals and teams will submitwritten reports describing project goals, methods, results and afinal synthesis of findings during the semester. Assessments arebased on completeness and clarity.

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:

Class participation grades are based on both attendance andquality of in-class activity. Attendance is crucial as teams aredepending on shared responsibilities. Tardiness will also countagainst the participation grade. Only in certain circumstances asdescribed in the Policies section will an absence or tardy not affectthe 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 least33% of the final grade. Assignments 1-4 and 7 include writtencomponents, such as reports summarizing processes and methodsused throughout the team project. The assignment 1 grade isentirely based on writing output, and remaining assignment gradesare 50% based on written output and 50% based on hands-onproject 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


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



Writing Instruction:

Explicit writing instruction will be provided during class lectures andthrough provided reading materials. Writing instruction will includediscussions for the role of written communication within productdesign and related disciplines. Additional instruction may includecritiques of design literature and feedback provided duringrole-playing of varying professional stakeholders. Feedback onwriting will also be provided on returned assignments and duringlecture sessions.

Accepting and Returning Assignments:

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

Grading Late Work:

Late assignments will receive a letter grade deduction for every daylate.

Policy for Missed Exams:

There are no exams.

Make Up Work for Legitimate Absences:


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Students will have an extra week to complete assignments missedfrom 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 ReviewWeek 2: Project Goals Day 2 ? September X - Portfolio presentations and feedback Assignment 0 DueAssignment 1: Designer Self-assessmentDay 3 ? September X - Select teams Week 3: Project Exploration Day 4 ? September X ? Discuss team and individual goals. Discussconstraints and appropriate project scope. Assignment 1 Due

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

Assignment 3: User ResearchDay 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 SummaryDay 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 BenchmarkingDay 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 andcoach feedback Assignment 5 Due


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Assignment 6: PrototypeDay 19 ? November X ? Lab/work time Week 11: Prototyping and User Feedback Day 20 ? November X ? Prototyping coaching, portfoliodocumentation 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 ReportDay 23 ? November X - Lab/work time Week 13: Prototyping and User Feedback Day 24 ? November X ? Prototyping coaching, portfoliodocumentation 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 thecourse 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 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. All


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persons 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://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 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 612-624-3323Old: Syllabus Overview

Course Title Capstone Research Studio

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


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Class Meeting Days & Time TBDClassroom TBDNumber of Credits 4Final Exam Date & Time(Also state if there is NO final) TBD

Instructor’s InformationName(s) TBDOffice Location(s) TBDOffice Phone TBDEmail @umn.eduOffice Hours TBD

Course Information and Instructor’s Expectations

Course Description:

This writing intensive course expects students to synthesize andapply design and research techniques (including: userresearch/ethnography, ideation, conceptual design, prototyping) toa senior capstone project. Projects can be team-directed or client-sponsored and are intended to demonstrate competency infundamental design skills, communicating design processes, andthe ability to apply design processes to develop new products andservices while addressing real-world constraints. The first part ofthe 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 environmentsb) describing a product design process. This course is a writingintensive course. Students will demonstrate competency incommunicating a synthesis of course content and design researchas well as the ability to adopt writing styles relevant to professionalwork.2) Demonstrate competency in qualitative and quantitate researchmethods applied to inform a design project.3) Work cohesively as a team to develop compelling solutions to aneed.

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,http://www.slo.umn.edu/)1. Can identify, define, and solve problems: Through team-baseddesign projects, students will study potential problems and ideate


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feasible solutions. Assessments are based on demonstratedsystematic design processes and validation from users that asolution is desirable for a problem.5. Can communicate effectively: Individuals and teams will submitwritten reports describing project goals, methods, results and afinal synthesis of findings during the semester. Assessments arebased on completeness and clarity.

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:

Class participation grades are based on both attendance andquality of in-class activity. Attendance is crucial as teams aredepending on shared responsibilities. Tardiness will also countagainst the participation grade. Only in certain circumstances asdescribed in the Policies section will an absence or tardy not affectthe 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 least33% of the final grade. Assignments 1-4 and 7 include writtencomponents, such as reports summarizing processes and methodsused throughout the team project. The assignment 1 grade isentirely based on writing output, and remaining assignment gradesare 50% based on written output and 50% based on hands-onproject 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 timeworking on assignments each week. As a writing intensive course,students must write at least 2500 words or the equivalent of


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finished writing, and this amount is primarily satisfied throughformal writing assignments. Additional informal writing, such asindividual logbook notes, will be reviewed as a component ofassignment grades.



Writing Instruction:

Explicit writing instruction will be provided during class lectures andthrough provided reading materials. Writing instruction will includediscussions for the role of written communication within productdesign and related disciplines. Additional instruction may includecritiques of design literature and feedback provided duringrole-playing of varying professional stakeholders. Feedback onwriting will also be provided on returned assignments and duringlecture sessions.

Accepting and Returning Assignments:

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

Grading Late Work:

Late assignments will receive a letter grade deduction for every daylate.

Policy for Missed Exams:

There are no exams.

Make Up Work for Legitimate Absences:

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

Extra Credit Options:

None


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Schedule: Assignments:Week 1: Intro, Project and Portfolio discussion Day 1 – September X - Course overview, Portfolio discussion Assignment 0: Portfolio ReviewWeek 2: Project Goals Day 2 – September X - Portfolio presentations and feedback Assignment 0 DueAssignment 1: Designer Self-assessmentDay 3 – September X - Select teams Week 3: Project Exploration Day 4 – September X – Discuss team and individual goals. Discussconstraints and appropriate project scope. Assignment 1 Due

Assignment 2: Team Topic ExplorationDay 5 – September X – Writing feedback/lab/work time Week 4: User Research Day 6 – September X – Peer and coach review; team projectexploration feedback Assignment 2 Due

Assignment 3: User ResearchDay 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 SummaryDay 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 BenchmarkingDay 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 andcoach feedback Assignment 5 Due

Assignment 6: PrototypeDay 19 – November X – Lab/work time Week 11: Prototyping and User Feedback Day 20 – November X – Prototyping coaching, portfoliodocumentation 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


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Assignment 7: Prototype 2 and ReportDay 23 – November X - Lab/work time Week 13: Prototyping and User Feedback Day 24 – November X – Prototyping coaching, portfoliodocumentation 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 thecourse 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 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://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf


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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 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

Strategic Objectives & Consultation

Name of Department ChairApprover:

Elizabeth Bye

Strategic Objectives -Curricular Objectives:

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

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


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Strategic Objectives - CoreCurriculum:

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

Yes, this course is core curriculum.

Strategic Objectives -Consultation with OtherUnits:

In order to prevent course overlap and to inform otherdepartments of new curriculum, circulate proposal tochairs in relevant units and follow-up with directconsultation. Please summarize response from unitsconsulted and include correspondence. Byconsultation with other units, the information about anew course is more widely disseminated and can havea positive impact on enrollments. The consultation canbe as simple as an email to the department chairinforming them of the course and asking for anyfeedback from the faculty.

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

Back to Proposal List

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