ousekeeping cover sheet -...

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: !Course Designator:

Program:

Effective Term: !Career: □ Undergraduate

□ Graduate !Course Number: 3703

Submission Date: 2/23/17

Submission from: barryk

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 □ 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. Can be offered a maximum of 2 times.

!!

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

Spring 2018

DHA

PDES

Product Design

Pre-product design students need a hands-on class prior to portfolio review that includes general shop introduction,experience with designing a simple 3D object, experience with iteration from 2D to 3D form. The existing course PDES 3703 Product Form and Model Making (4 credits) includes most of this content but also includes some general studio components. The skills portion of the class will become PDES 2777 (2 credits, first 7 weeks) and will be a pre-req for portfolio review. Additional studio classes will be added to the major to replace the credits removed. This class is for pre-product design majors only and will no longer be open to minors. The name will stay the same. Grad section can be offered as a separate class. The class will still meet twice a week and require the same resources. It will be taught both Spring and Fall.

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Syllabus Overview

Course Designator PDES Section Number

Course Number 2777 Semester and Year Spring 2018

Class Meeting Days & Time Tues, Thurs 6-9p, 1st 7 weeks Classroom Number of Credits 2 Final Exam Date & Time (Also state if there is NO final)

Instructor’s Information

Name Office Location Office Phone Email

Office Hours

Course Information and Instructor’s Expectations

Course Description: This class is a hands-on introduction to physical model making tools and techniques. Through a series of projects, students will gain experience building product models to learn principles of form and function, principles of 3D design, and critique. Student work will be assessed during individual reviews and group critiques.

Required and Recommended Materials: Students will need to maintain a sketchbook for documenting project ideas. Each project will have

different material requirements. Students are expected to purchase the appropriate materials in time for

projects. Some basic materials will be provided.

Hallgrimsson. Prototyping and Modelmaking for Product Design. Laurence King Publishing 2012

Student Learning Outcomes following course completion: (must identify at least one outcome and how it

relates to this course how it will be addressed and how it will be assessed, http://www.slo.umn.edu/)

This course focuses heavily on one of the approved student learning outcomes:

Communicating effectively

Students will learn to quickly communicate their ideas by developing physical 3-D models. Students will

practice presenting and critiquing designs.

Release of Work Statement: Students understand that enrollment in this course grants consent for their work to be selected for

inclusion in college or departmental publications (online or in print). Your instructor may select to use your

work to represent her/his skills as an instructor in a teaching portfolio (online or in print).

Attendance:

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

Workload: As this is a 2-credit studio over 7 weeks, the workload per week is the same as a 4-credit full semester studio. Students are expected to spend twelve hours outside of class time working on assignments each week. Homework assignments specific to each project phase are listed out in the Schedule Overview below.

Grading Structure: Final grades will be letter grades based on assignment and project grades, class participation and

attendance record.

10% - Project 1 - Foam

20% - Project 2 - Wood

30% - Project 3 - Things Made Big

20% - Participation & Professionalism in Class

10% - Participation & Professionalism in Critiques

10% - Sketchbook development

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

Accepting and Returning Assignments: Assignments will be turned in at the beginning of reviews and feedback will be returned one week later.

Grading Late Work: Unless resulting from an excused absence, late work will not be graded.

Policy for Missed Exams: N/A. There are no exams in this class

Make Up Work for Legitimate Absences: Students will have an extra week to complete assignments missed from legitimate absences.

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

Extra Credit Options: N/A

Schedule Week 1 Tuesday – Introductions, craftsmanship, hands-on form exercise Thursday – Basics of working with foam, Project 1 Introduction Week 2 Tuesday – Foam Assignment Critique Thursday – Shop introduction, Project 2 Introduction Week 3 Tuesday – Wood species/properties, joinery, finishing techniques, using calipers Thursday – Studio Day Week 4 Tuesday – Studio Day Thursday – Wood Assignment Critique, Project 3 introduction Week 5 Tuesday – Studio Day Thursday – Studio Day Week 6 Tuesday – Studio Day Thursday – Studio Day Week 7 Tuesday – Project 3 Internal Critiques Thursday – Public Presentation Day, Discussion, Final Surveys

Assignment 1 – Foam This is not a creativity exercise. The goal is to train the eye for craftsmanship. The exercise is strongly based in objective principles of form development such as symmetry, consistency, and the ability to use basic tools correctly. Students will create an ellipsoid solid by hand using pink polystyrene foam. They will be expected to use proper sanding and finishing methods to produce a smooth, consistent and symmetric surface. The ellipsoid should be 6” in the major axis and 4” on the minor axis. Work will be graded on smoothness of finish and accuracy of dimensions.

Assignment 2 – Wood This exercise is a blend of creativity and execution. Students will design a very simple wooden box that is 5”x5”x5.” The box can open in any manner. The student can choose which wood, finish and joining method. Students are expected to apply the best practices taught in the course for working with wood and design the box to be as close to the finished dimensions as possible. Work is graded on joinery, accuracy of dimensions, consistency, quality of surface finish, and creativity Assignment 3 – Make Things Big In this project, students choose an existing hand-held product and recreate the object at 5-10x the size using non-digital tools in the shop. Students can use any materials that are appropriate but will likely rely on foam. This is an exercise to develop an attention to detail, surface finish, and model making techniques. Work is graded on how realistic and accurate the model is when compared to the original product as far as dimensions and surface finish.

University Policies

Personal Electronic Devices in Classroom: Not permitted in lecture. http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html

Use of Class Notes and Materials:

It is not permitted to profit off of the lecture notes from this class. If you want to reference slides or notes,

please give credit to the course instructor and the University of Minnesota.

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

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

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

Statement on Climate of Inclusivity: You are expected to be attentive during class, ask questions if you do not understand something, and to

offer your opinion. You are also expected to listen respectfully to other students and to me when speaking.

The University of Minnesota is committed to providing a safe climate for all students, faculty, and staff. All

persons shall have equal access to its programs and facilities without regard to race, color, creed, religion,

national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual

orientation. Racism, sexism, homophobia, classism, ageism and other forms of bigotry are inappropriate to

express in this class. Reports of harassment are taken seriously, and there are individuals and offices

available for help.

(or refer to http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.pdf)

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

Availability of Disability and Mental Health Services: If you have any special classroom requirements please contact one of the offices listed below. They will

work with you and, if necessary, they will contact the instructor to work out the details for any necessary

accommodations.

Student Academic Success Service 340 Appleby Hall, Mpls 612-624-3323

Counseling/Consulting Services 199 Coffey Hall, St. Paul 612-624-3323 Disability Services 180 McNamara, Mpls 612-626-1333 Center for Writing 10 Nicholson Hall, Mpls 612-626-7579

Or refer to http://ds.umn.edu/student-services.html and http://www.mentalhealth.umn.edu

PDES 2777 - VIEW COURSE PROPOSAL

Back to Proposal List

Approvals Received: Departmenton 03-10-17

by Amber Heldt

([email protected])

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

Effective Status: Active

Effective Term: New: 1183 - Spring 2018Old: 1173 - Spring 2017

Course: New: PDES 2777Old: PDES 3703

Institution:Campus:

UMNTC - Twin Cities/RochesterUMNTC - Twin Cities

Career: UGRD

College: TALA - College of Design

Department: 12114 - DHA Product Design

General

Course Title Short: Product Form & Model Making

Course Title Long: Product Form and Model Making

Max-Min Creditsfor Course:

New: 2.0 to 2.0 credit(s)Old: 4.0 to 4.0 credit(s)

CatalogDescription:

New: A hands-on introduction to physical model making tools andtechniques. Through a series of projects, students will gainexperience building product models to learn principles of form andfunction, principles of 3D design, and critique.

Pre-req's: pre-product design, PDES 2702 (can be takenconcurrently)Old: Principles of 3D design. Applications to visual expression andproduct design. Model making tools/techniques. Elements of visualcommunication. Function/form development. Projects, exercises.Individual reviews, group critiques.

prereq: 2702 (may be taken concurrently), PDes pre-major ormajor or minor, or Design minor, or Apparel Design major, orApparel Design pre-major

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

Search U of M Web sites

ECAS View Course Proposal https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=52510&...

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Print in Catalog?: Yes

Grading Basis: A-F only

Topics Course: No

Honors Course: No

Online Course: No

Freshman Seminar: No

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

No

Community Engaged Learning (CEL): None

InstructorContact Hours:

4.0 hours per week

Course typically offered: New: Every Fall & SpringOld: Every Fall

Component 1 : New: LAB (no final exam)Old: LEC (no final exam)

Component 2 : New:Old: LAB (no final exam)

Auto-EnrollCourse:

New: NoOld: Yes

GradedComponent:

LAB

AcademicProgress Units:

New: Not allowed to bypass limits.2.0 credit(s)Old: Not allowed to bypass limits.4.0 credit(s)

Financial AidProgress Units:

New: Not allowed to bypass limits.2.0 credit(s)Old: Not allowed to bypass limits.4.0 credit(s)

Repetition ofCourse:

New: Repetition not allowed.Old: Repetition not allowed.

CoursePrerequisitesfor Catalog:

<no text provided>

CourseEquivalency:

No course equivalencies

Cross-listings: No cross-listings

Add ConsentRequirement:

No required consent

Drop ConsentRequirement:

No required consent

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

New: pre-product design, PDES 2702 (can be taken concurrently)Old: 009832 - PDes 2702 or &PDes 2702, PDes pre-major or majoror minor, or Design minor, or Apparel Design major, or ApparelDesign pre-major


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Editor Comments: Changing prereq to include design minor and to note that 2702may be taken concurrently. LWG 4/18/16

Adding PDes pre-major to prereqs. Should have included this tobegin with. LWG 4/21/16

Adding pre-apparel or apparel design to prereqs, added meetingtimes to syllabus. LWG 10/26/16

Proposal Changes: <no text provided>

History Information: <no text provided>

FacultySponsor Name:

Barry Kudrowitz

FacultySponsor E-mail Address:

[email protected]

Student Learning Outcomes

Student Learning Outcomes: * Student in the course:

- Can communicate effectively

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

Students will learn to quickly communicate their ideas bydeveloping physical 3-D models.

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 evaluated while presenting and critiquingconceptual designs.

Liberal Education

Requirementthis course fulfills:

None

Other requirementthis course fulfills:

None

Criteria forCore Courses:

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

Core courses must meet the following requirements:

They explicitly help students understand what liberal


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education 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

Propose this courseas Writing Intensivecurriculum:

No

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


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plays in the course.

<no text provided>

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

<no text provided>

Question 3 (see CWB Requirement 3): How will students' final course grade depend on theirwriting performance? What percentage of the coursegrade will depend on the quality and level of thestudent's writing compared to the percentage of thegrade that depends on the course content? Note thatthis information must also be on the syllabus.

<no text provided>

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

<no text provided>

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

<no text provided>

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

<no text provided>

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

Course Syllabus


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ProvisionalSyllabus: For new courses and courses in which changes in

content and/or description and/or credits areproposed, please provide a syllabus that includes thefollowing information: course goals and description;format; structure of the course (proposed number ofinstructor contact hours per week, student workloadeffort per week, etc.); topics to be covered; scope andnature of assigned readings (text, authors, frequency,amount per week); required course assignments;nature of any student projects; and how students willbe evaluated.

Please limit text to about 12 pages. Text copied andpasted from other sources will not retain formattingand special characters might not copy properly. TheUniversity "Syllabi Policy" can be found here

Any syllabus older than two years should be replacedwith a current version when making ECAS updates.

New: Course Designator PDES SectionNumber Course Number 2777 Semester and Year Spring 2018

Class Meeting Days & Time Tues, Thurs 6-9p, 1st 7weeksClassroom Number of Credits 2Final Exam Date & Time(Also state if there is NO final)

Instructor?s InformationName Office Location Office Phone Email Office Hours

Course Information and Instructor?s Expectations

Course Description:

This class is a hands-on introduction to physical modelmaking tools and techniques. Through a series of projects,students will gain experience building product models tolearn principles of form and function, principles of 3D design,and critique. Student work will be assessed during individualreviews and group critiques.

Required and Recommended Materials:Students will need to maintain a sketchbook fordocumenting project ideas. Each project will have differentmaterial requirements. Students are expected to purchasethe appropriate materials in time for projects. Some basic


6 of 16 3/13/2017 12:01 PM

materials will be provided.

Hallgrimsson. Prototyping and Modelmaking for ProductDesign. Laurence King Publishing 2012

Student Learning Outcomes following course completion:(must identify at least one outcome and how it relates tothis course how it will be addressed and how it will beassessed, http://www.slo.umn.edu/)

This course focuses heavily on one of the approved studentlearning outcomes:Communicating effectivelyStudents will learn to quickly communicate their ideas bydeveloping physical 3-D models. Students will practicepresenting and critiquing designs.

Release of Work Statement:Students understand that enrollment in this course grantsconsent for their work to be selected for inclusion in collegeor departmental publications (online or in print). Yourinstructor may select to use your work to represent her/hisskills as an instructor in a teaching portfolio (online or inprint).

Attendance:Class participation grades are based on both attendance andquality of in-class activity. Attendance is crucial as everylecture builds on the last. Tardiness will also count againstthe participation grade. Only in certain circumstances asdescribed in the Policies section will an absence or tardy notaffect the grade.

Workload:As this is a 2-credit studio over 7 weeks, the workload perweek is the same as a 4-credit full semester studio.Students are expected to spend twelve hours outside ofclass time working on assignments each week. Homeworkassignments specific to each project phase are listed out inthe Schedule Overview below.

Grading Structure:

Final grades will be letter grades based on assignment andproject grades, class participation and attendance record.

10% - Project 1 - Foam20% - Project 2 - Wood30% - Project 3 - Things Made Big20% - Participation & Professionalism in Class10% - Participation & Professionalism in Critiques10% - Sketchbook development

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


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Accepting and Returning Assignments:Assignments will be turned in at the beginning of reviewsand feedback will be returned one week later.

Grading Late Work:Unless resulting from an excused absence, late work will notbe graded.

Policy for Missed Exams:N/A. There are no exams in this class

Make Up Work for Legitimate Absences:Students will have an extra week to complete assignmentsmissed from legitimate absences.

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

Extra Credit Options:N/A

Schedule

Week 1 Tuesday ? Introductions, craftsmanship, hands-on formexerciseThursday ? Basics of working with foam, Project 1Introduction

Week 2Tuesday ? Foam Assignment CritiqueThursday ? Shop introduction, Project 2 Introduction

Week 3Tuesday ? Wood species/properties, joinery, finishingtechniques, using calipersThursday ? Studio Day

Week 4Tuesday ? Studio DayThursday ? Wood Assignment Critique, Project 3 introduction

Week 5Tuesday ? Studio DayThursday ? Studio Day

Week 6Tuesday ? Studio DayThursday ? Studio Day


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Week 7Tuesday ? Project 3 Internal CritiquesThursday ? Public Presentation Day, Discussion, FinalSurveys

Assignment 1 ? FoamThis is not a creativity exercise. The goal is to train the eyefor craftsmanship. The exercise is strongly based inobjective principles of form development such as symmetry,consistency, and the ability to use basic tools correctly. Students will create an ellipsoid solid by hand using pinkpolystyrene foam. They will be expected to use propersanding and finishing methods to produce a smooth,consistent and symmetric surface. The ellipsoid should be 6?in the major axis and 4? on the minor axis. Work will begraded on smoothness of finish and accuracy of dimensions.

Assignment 2 ? WoodThis exercise is a blend of creativity and execution. Students will design a very simple wooden box that is5?x5?x5.? The box can open in any manner. The studentcan choose which wood, finish and joining method. Students are expected to apply the best practices taught inthe course for working with wood and design the box to beas close to the finished dimensions as possible. Work isgraded on joinery, accuracy of dimensions, consistency,quality of surface finish, and creativity

Assignment 3 ? Make Things BigIn this project, students choose an existing hand-heldproduct and recreate the object at 5-10x the size usingnon-digital tools in the shop. Students can use any materialsthat are appropriate but will likely rely on foam. This is anexercise to develop an attention to detail, surface finish, andmodel making techniques. Work is graded on how realisticand accurate the model is when compared to the originalproduct as far as dimensions and surface finish.

University Policies

Personal Electronic Devices in Classroom:Not permitted in lecture.http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html

Use of Class Notes and Materials:It is not permitted to profit off of the lecture notes from thisclass. If you want to reference slides or notes, please givecredit to the course instructor and the University ofMinnesota.http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html


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

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

Statement on Climate of Inclusivity:You are expected to be attentive during class, ask questionsif you do not understand something, and to offer youropinion. You are also expected to listen respectfully to otherstudents and to me when speaking. The University ofMinnesota is committed to providing a safe climate for allstudents, faculty, and staff. All persons shall have equalaccess to its programs and facilities without regard to race,color, creed, religion, national origin, sex, age, maritalstatus, disability, public assistance status, veteran status, orsexual orientation. Racism, sexism, homophobia, classism,ageism and other forms of bigotry are inappropriate toexpress in this class. Reports of harassment are takenseriously, and there are individuals and offices available forhelp.(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:If you have any special classroom requirements pleasecontact one of the offices listed below. They will work withyou and, if necessary, they will contact the instructor towork out the details for any necessary accommodations.Student Academic Success Service 340 Appleby Hall,Mpls 612-624-3323Counseling/Consulting Services 199 Coffey Hall, St.Paul 612-624-3323Disability Services 180 McNamara, Mpls 612-626-1333Center for Writing 10 Nicholson Hall, Mpls 612-626-7579

Or refer to http://ds.umn.edu/student-services.html andhttp://www.mentalhealth.umn.edu

Old: University of MinnesotaCollege of DesignDepartment of Design, Housing, and Apparel

Product Form and Model Making


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Course Designator: PDES Course Number: 5703/3703Semester and Year: Fall 2016Meeting times: Mo 6-9 p.m. and W 6-9 p.m.Classroom: Rapson 43 Credits: 4Final Exam Date & Time: December 14th, 6:30 - 8:30 p.m.

Instructor Name: Sarah J. SheberOffice Location: Rapson 67 Email: [email protected] Hours: Tuesday 1-3

Course Description:This class is an introduction to the principles and elements ofthree-dimensional design and their applications to visualexpression and product design. Students will be exposed toa variety of model making tools and techniques. Fundamental design elements of visual communication,function and form development will be explored through aseries of projects and exercises. Student work will beassessed during individual reviews and group critiques.

Required and Recommended Materials:Students should have Adobe Illustrator available to use ontheir laptops or in university computer labs. Students willneed to maintain a sketchbook for documenting projectideas. Each project will have different materialrequirements. Students are expected to purchase theappropriate materials in time for projects.

Required ReadingsLidwell, W., Holden, K., & Jill Butler, J. (2010). UniversalPrinciples of Design, 2nd Edition. Rockport Publishers.

Suggested ReadingsHannah, G. (2002). Elements of Design. PrincetonArchitectural Press.Elam, K. (2011). Geometry of Design, 2nd Edition. Princeton Architectural Press.

Student Learning Outcomes:This course focuses heavily on one of the approved studentlearning outcomes:Communicating effectivelyStudents will learn to quickly communicate their ideas bydeveloping physical 3-D models. Students will practicepresenting and critiquing conceptual designs.

Release of Work Statement:Students understand that enrollment in this course grantsconsent for their work to be selected for inclusion in collegeor departmental publications (online or in print). Yourinstructor may select to use your work to represent her/hisskills as an instructor in a teaching portfolio (online or inprint).

Expectations:


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Attendance: Class participation grades are based on both attendance andquality of in-class activity. Attendance is crucial as everylecture builds on the last. Tardiness will also count againstthe participation grade. Only in certain circumstances asdescribed in the Policies section will an absence or tardy notaffect the grade.

Workload: Students are expected to spend six hours outside of classtime drawing and working on assignments each week.

Grading structure:Final grades will be letter grades based on assignment andproject grades, class participation and attendance record. Grades will be weighted across projects this semester onthe following scale:

16% - 2D Composition22% - Volumes22% - Planes & Lines30% - Final Project10% - Participation & Professionalism

Graduate students will be graded on a higher standard thanundergraduate students. Graduate students will have analternative, more comprehensive assignment for the finalproject (weeks 12-15).

Accepting and returning assignments: Assignments will be turned in at the beginning of lecturesand feedback will be returned one week later.

Grading late work: Unless resulting from an excused absence, late work will notbe graded.

Policy for missed exams: N/A. There are no exams in this class

Makeup work for legitimate absences:Students will have an extra week to complete assignmentsmissed from legitimate absences.

Extra credit options: N/A

PEDs in classroom:Not permitted in lecture.

Use of class notes and materials:It is not permitted to profit off of the lecture notes from thisclass. If you want to reference slides or notes, please givecredit to the course instructor and the University ofMinnesota.

Scholastic dishonesty and student conduct code:


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http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf

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

Statement on climate of inclusivity: You are expected to be attentive during class, askquestions if you do not understand something, and to offeryour opinion. You are also expected to listen respectfully toother students and to me when speaking. The University ofMinnesota is committed to providing a safe climate for allstudents, faculty, and staff. All persons shall have equalaccess to its programs and facilities without regard to race,color, creed, religion, national origin, sex, age, maritalstatus, disability, public assistance status, veteran status, orsexual orientation. Racism, sexism, homophobia, classism,ageism and other forms of bigotry are inappropriate toexpress in this class. Reports of harassment are takenseriously, and there are individuals and offices available forhelp.

Academic freedom and responsibility: http://www1.umn.edu/regents/policies/academic/Academic_Freedom.pdf

Availability of disability and mental health services: If you have any special classroom requirements pleasecontact one of the offices listed below. They will work withyou and, if necessary, they will contact the instructor towork out the details for any necessary accommodations.Student Academic Success Service 340 Appleby Hall,Mpls 612-624-3323Counseling/Consulting Services 199 Coffey Hall, St.Paul 612-624-3323Disability Services 180 McNamara, Mpls 612-626-1333Center for Writing 10 Nicholson Hall, Mpls 612-626-7579

Additional Information:

Objectives:By the end of the course, students will:1. Be able to recognize and apply a visual hierarchy tounify a three-dimensional composition with regard to theprinciples of design: rhythm, repetition, balance, contrast,economy, emphasis, variety, and scale/proportion.2. Be able to recognize and apply the elements ofthree-dimensional design: line, plane, form, volume, mass,color, texture, time and space.3. Utilize a visual design process and recognize theimportance of process documentation.4. Use a variety of construction methods, media andtools to create projects.5. Begin to understand and effectively utilize a visualdesign vocabulary.6. Have appreciation for and demonstrate effectivecraft.


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7. Demonstrate a basic knowledge of historical andcontemporary ideas in art and design.8. Be able to employ effective, responsible, and safeworking habits in a studio environment.

Schedule Outline

Weeks 1-2: 2D Composition

â¿¢ Gestaltâ¿¢ Layoutâ¿¢ Proportionsâ¿¢ Colorâ¿¢ Typographyâ¿¢ 2D Composition guide and application

This section will cover 2D design fundamentals includinggestalt, layout, color, and typography theories. There willbe a rigorous amount of reading within the classâ¿¿srequired texts and supplemental handouts. In addition toreadings, content will be covered through in-classdiscussions, examples, and assignment exercises. We willreview the results of these assignments in both small groupsand class critiques to provide direction and feedback. Skillswill be used in both hand drawing and computer illustrationwith each topic building off the previous lessons.

Weeks 3-6: Volumesâ¿¢ Rectilinearâ¿¢ Curvilinearâ¿¢ Volumetric Form product application

In this section, we will be taking a critical look atfundamental form and how product designers can translatethis knowledge into a designed object. We will examineindividual forms and how they independently compare toone another as well as how those forms combine intocomplex relationships that produce better or worse unity forthe form as a whole. Concepts include dominant,subdominant and subordinate relationships; inherent,comparative and overall proportions; and the use of axes,tension and balance. Exercises focusing on rectilinear andcurvilinear form will be covered before summarizing theproject concepts into a realized industrial design product.

Weeks 7-11 (includes Spring Break, Week 9): Planes &Linesâ¿¢ Planar Constructionâ¿¢ Lines in Spaceâ¿¢ Plane & Line product application

In addition to volumes, planes and lines constitute themajority of fundamental elements a designer will use todevelop product form. This section will give students anunderstanding of the breakdown of planes and lines intobasic types and the associated terminology. We will beginwith an overview of planes and construct a library of small


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Bristol models individually emphasizing two-dimensionalplanes, axes, and three-dimensional planes. This library willbe used as an analysis tool in dissecting subsequentprojects. Lines in space will examine slow, fast, anddirectional linetypes and how multiple lines work together incomposition. In addition to design fundamentals, skills inthis section will include cutting, filing, and soldering wire,shaping and adhering bristol and polystyrene and workingwith basic electrical wiring. These skills and studentâ¿¿sability to realize form using lines and planes will be used inthe creation of a lamp.

Weeks 12-15: Final Projectâ¿¢ Researchâ¿¢ Developmentâ¿¢ Communication

During this final project of the semester, students will beintroduced to the human, technical, and production aspectsof a product or artifact within an environmental context. Choosing to redesign a consumer product (examples: clothing iron, a kitchen or bathroom scale, or a fireextinguisher), students will become familiar with theproblem space then discover design options following aprescribed methodology. The research phase will consist ofidentifying and examining the components of the product toitself, to the user, and to the environment in which it isused. During the development phase, students will usebrainstorming, sketching, and modeling while they developtheir concepts. This is where the 2D and 3D designprinciples established earlier in the semester will be put intopractice. For the communication phase of the project,revisions will be made based on feedback and technicaldrawings, final models and a holistic process presentationwill be made to fellow students, professors, and faculty.

Week 16Semester reviews

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 on the select-from list for the undergraduate ProductDesign minor, the Design minor, and will be a required course forthe proposed Product Design Bachelor of Science degree.

Strategic Objectives - CoreCurriculum:

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

Yes


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Strategic Objectives -Consultation with OtherUnits:

In order to prevent course overlap and to inform otherdepartments of new curriculum, circulate theproposed syllabus to chairs in relevant units and copythe undergraduate associate dean(s) affiliated withthose units. By consultation with other units, theinformation about a new course is more widelydisseminated and can have a positive impact onenrollments. Include all correspondence here, to beused during CCC review. Please also make sure tosend a Word or PDF copy of the proposed syllabus tothe CCC staff person informing them of the course andasking for any feedback from the faculty. from thefaculty.

New: <no text provided>Old: This is a change to the prerequisites only.

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