CHANGE COVER SHEET...•KIN 3505 - Intro to Human-Centered Design (3.0 cr) •LA 1001 - Sustainability by Design [ENV] (3.0 cr) •LA 3001 - Understanding and Creating Landscape Space

PROGRAM CHANGE COVER SHEET Use this form to change a program. Program Change 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. Use online catalog to copy program into a Word document, then make changes in the Word document, using

another color or track changes. http://www.catalogs.umn.edu/

II. Update sample plan with changes.

III. A Transition Plan is required for changes to required courses.

IV. Summarize proposed changes and provide rationale. (Executive Summary field in Workflow Gen)

I. Consultation: Will students in other programs be affected by this change? If so, indicate faculty and academic advisers consulted, the program represented, and provide a summary of consultation and/or e-mail documentation.

Departmental Faculty Vote: Ayes _______ Nays _______ Abstain _______

F17

Interdisciplinary Design

IDES

Interdisciplinary Design Minor 4616

2/3/17

Pat Hemmis

IV. The addition of IDES 4616: Sustainable Commercial Interiors to the Area C Elective area of the Interdisciplinary Design Minor will strengthen the offerings related to sustainability. The addition of this course to the Minor will broaden the cohort of sustainability -related courses in the Minor, sin this course addresses sustainability from the perspective of Interior Design.











Sp18


GC


2/3/17

Pat Hemmis

I. No, this change affects Interdisciplinary Design Minor Students only. IV. The addition of GC 3015: Bioinspired Approaches to Sustainability: Greening Technologies and Lives to the Area C Electives will strengthen the Interdisciplinary Design Minor course offerings related to sustainability and design. Bioinspiration or biomimicry is an important emerging area in design and sustainability. The "Grand Challenge" nature of the course will allow the students to work with real-world issues.

© 2005 by the Regents of the University of Minnesota The University of Minnesota is an equal opportunity educator and employer.

Information current as of February 06, 2017

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Twin Cities Campus Interdisciplinary Design Minor DESIGN Intrdiscp Assoc Dean College of Design

•Program Type: Undergraduate free-standing minor •Requirements for this program are current for Spring 2017 •Required credits in this minor: 18

The interdisciplinary design minor is a program that shows how design can be used as a catalyst for exploration and research. Choosing from a selection of both lecture and studio courses, students are introduced to the history, theory, and practice of design across multiple design disciplines. With the interdisciplinary design minor, students may compose their own individual program in which they will understand the interdisciplinary nature of the design process, appreciate the role design plays in everyday life, experience design thinking and action, explore and expand their own design interests, and understand how to work with designers in their chosen field. The interdisciplinary design minor provides an integrated education in design where students enhance their learning by making connections between traditional design courses and nontraditional views of design.

Program Delivery This program is available: •via classroom (the majority of instruction is face-to-face)

Minor Requirements Two courses may double-dip with the student's major or other minor. The minor requires a minimum of 18 total credits. DES 1111 may be taken A/F or S/N, depending upon how it was offered.

Category A: Introductory Design Thinking "Big Picture" Choose one course from the list below. Courses from this category introduce students to the scope of design thinking. These courses combine lectures with projects or case studies. DES 1000 - D@MN: Design@Minnesota [AH] (3.0 cr) or DES 1101V - Honors: Introduction to Design Thinking [AH, WI] (4.0 cr) or DES 1101W - Introduction to Design Thinking [AH, WI] (4.0 cr) or LA 1001 - Sustainability by Design [ENV] (3.0 cr) or LA 1401 - The Designed Environment [AH] (3.0 cr) or LA 1601 - Design and Equity [DSJ, AH] (3.0 cr) or LA 3601 - Design and Equity [DSJ, AH] (3.0 cr)

Category B: Introductory Design Thinking "Hands-on" Choose one course from the list below. Courses from this category introduce students to design thinking and making in a studio setting. ARCH 1281 - Design Fundamentals I [AH] (4.0 cr) or DES 1111 - Creative Problem Solving (3.0 cr) or DES 1111H - Honors: Creative Problem Solving (3.0 cr) or DES 2101 - Design and Visual Presentation (2.0 cr) or GDES 1311 - Foundations: Drawing and Design in Two and Three Dimensions (4.0 cr) or GDES 1312 - Foundations: Color and Design in Two and Three Dimensions (4.0 cr) or GDES 1315 - Foundations: The Graphic Studio (4.0 cr) or GDES 3312 - Color and Form in Surface Design (4.0 cr) or LA 1301 - Introduction to Landscape Architecture Drawing [AH] (3.0 cr) or ME 2011 - Introduction to Engineering (4.0 cr) or PDES 2702 - Concept Sketching (3.0 cr) or PDES 3711 - Toy Product Design (4.0 cr) or PDES 5702 - Concept Sketching and Rendering (3.0 cr)



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or PDES 5711 - Toy Product Design (4.0 cr)

Category C: Electives Courses from this category allow students to explore design from a variety of perspectives. Take three or four courses to complete the total required credits for the minor (18). Take 3 or more course(s) totaling 10 - 13 credit(s) from the following: •ADES 3217 - Fashion: Trends and Communication (3.0 cr)

•ADES 4121 - History of Costume (4.0 cr) •ADES 4218W - Fashion, Design, and the Global Industry [WI] (3.0 cr) •ARCH 3411V - Architectural History to 1750 [HIS, GP, WI] (3.0 cr) •ARCH 3411W - Architectural History to 1750 [HIS, GP, WI] (3.0 cr) •ARCH 3412 - Architectural History Since 1750 [HIS, GP] (3.0 cr) •ARCH 3412H - Honors: Architectural History Since 1750 [HIS, GP] (3.0 cr) •ARCH 3511 - Material Transformations: Technology and Change in the Built Environment [TS] (3.0 cr) •ARCH 3611 - Design in the Digital Age (3.0 cr) •ARCH 3641 - Introduction to Heritage Preservation (3.0 cr) •ARCH 3711V - Honors: Environmental Design and the Sociocultural Context [SOCS, CIV, WI] (3.0 cr) •ARCH 3711W - Environmental Design and the Sociocultural Context [SOCS, CIV, WI] (3.0 cr) •ARCH 4423 - Gothic Architecture (3.0 cr) •ARCH 4424 - Renaissance Architecture (3.0 cr) •ARCH 4425 - Baroque Architecture (3.0 cr) •ARCH 4432 - Modern Architecture (3.0 cr) •ARCH 4434 - Contemporary Architecture (3.0 cr) •ARCH 4561 - Architecture and Ecology [ENV] (3.0 cr) •ARCH 4701W - Introduction to Urban Form and Theory [WI] (3.0 cr) •DES 2101 - Design and Visual Presentation (2.0 cr) •DES 3131 - User Experience in Design (4.0 cr) •DES 3141 - Technology, Design, and Society [TS] (3.0 cr) •DES 3160 - Topics in Design (1.0 - 4.0 cr) •DES 3170 - Topics in Design (1.0 - 4.0 cr) •DES 3309 - Storytelling and Design (3.0 cr) •DES 3311 - Travels in Typography (3.0 cr) •DES 3321 - Furniture Design: Exploration (3.0 cr) •DES 3322 - Furniture Design, Practice (4.0 cr) •DES 3331 - Street Life Urban Design Seminar (3.0 cr) •DES 3341 - (un)Wrapping It Up: New Materials for Design, Design for New Materials (3.0 cr) •DES 3351 - Phenomenon of Everyday Design (3.0 cr) •DES 4160 - Topics in Design (1.0 - 4.0 cr) •DES 4165 - Design and Globalization [DSJ] (3.0 cr) •DES 4301 - Metaphor and Design (3.0 cr) •DES 5160 - Topics in Design (1.0 - 4.0 cr) •DES 5185 - Human Factors in Design (3.0 cr) •EE 4951W - Senior Design Project [WI] (4.0 cr) •EE 4981H - Senior Honors Project I (2.0 cr) •EE 4982V - Senior Honors Project II [WI] (2.0 cr) GC 3015 – Bioinspired Approaches to Sustainabilitiy: Greening Technologies and Lives (3.0 cr) •GDES 2342 - Web Design (3.0 cr) •GDES 2345 - Typography (4.0 cr) •GDES 2350 - Design Material Topics (1.0 - 4.0 cr) •GDES 2361 - Design Process: Photography (3.0 cr) •GDES 2399W - Design and its Discontents: Design, Society, Economy and Culture [WI] (3.0 cr) •GDES 3311 - Illustration (3.0 cr) •GDES 3312 - Color and Form in Surface Design (4.0 cr) •GDES 4131W - History of Graphic Design [WI] (4.0 cr) •GDES 4330 - Surface Fabric Design Workshop (4.0 cr) •GDES 4345 - Advanced Typography (4.0 cr) •GDES 4371 - Data Visualization Studio (3.0 cr)



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•GDES 5311 - Illustration (3.0 cr) •GDES 5341 - Interactive Design (3.0 cr) •GDES 5342 - Advanced Web Design (3.0 cr) •GDES 5372 - Data Visualization for Interactive Platforms (3.0 cr) •GDES 5383 - Digital Illustration and Animation (3.0 cr) •GDES 5386 - Fundamentals of Game Design (3.0 cr) •GDES 5399 - Theory of Electronic Design (3.0 cr) •HSG 5481 - Promoting Independence in Housing and Community (3.0 cr) •IDES 2612 - Interior Materials and Specifications [ENV] (4.0 cr) •IDES 3161 - History of Interiors and Furnishings: Ancient to 1750 [GP] (4.0 cr) •IDES 3162 - History of Interiors and Furnishings: 1750 to Present [HIS] (4.0 cr) IDES 4616 – Sustainable Commercial Interiors (3.0 cr) •JOUR 3745 - Mass Media and Popular Culture [AH, DSJ] (3.0 cr) •KIN 3505 - Intro to Human-Centered Design (3.0 cr) •LA 1001 - Sustainability by Design [ENV] (3.0 cr) •LA 3001 - Understanding and Creating Landscape Space (3.0 cr) •LA 3002 - Informants of Creating Landscape Space (3.0 cr) •LA 3003 - Case Studies in Sustainable Landscape Planning and Design (3.0 cr) •LA 3413 - Introduction to Landscape Architectural History [HIS, GP] (3.0 cr) •LA 3501 - Environmental Design and Its Biological and Physical Context [ENV] (3.0 cr) •LA 3514 - Making the Mississippi [CIV] (3.0 cr) •LA 4755 - Infrastructure, Natural Systems, and Space of Inhabited Landscapes [TS] (3.0 cr) •PDES 2701 - Creative Design Methods (3.0 cr) •PDES 2702 - Concept Sketching (3.0 cr) •PDES 3170 - Topics in Product Design (1.0 - 4.0 cr) •PDES 3703 - Product Form and Model Making (4.0 cr) •PDES 3704 - Computer-Aided Design Methods (3.0 cr) •PDES 3705 - History and Future of Product Design (3.0 cr) •PDES 3711 - Toy Product Design (4.0 cr) •PDES 3715 - Design and Food (4.0 cr) •PDES 5701 - Creativity, Idea Generation, and Innovation (3.0 cr) •PDES 5702 - Concept Sketching and Rendering (3.0 cr) •PDES 5703 - Product Form and Model Making (4.0 cr) •PDES 5705 - History and Future of Product Design (3.0 cr) •PDES 5711 - Toy Product Design (4.0 cr) •RM 3243 - Visual Merchandising (3.0 cr) •RM 4212W - Dress, Society, and Culture [WI] (3.0 cr) •RM 4248 - Creative Leadership in Retailing (3.0 cr)

Syllabus Overview CourseTitle SustainableCommercialInteriors

CourseDesignator IDES SectionNumber 001

CourseNumber 4616 SemesterandYear Spring 2017

ClassMeetingDays&Time Tuesdays, 6:15p-9:00p Classroom McNeal 144 NumberofCredits 3 FinalExamDate&Time(AlsostateifthereisNOfinal)

Tuesday, May 9, 2017 6:15p, McNeal 144

Instructor’sInformation

Name Stefnee J. Trzpuc, MS, CID, EDAC, LEED AP OfficeLocation McNeal 346 OfficePhone 651-290-1987 (work) Email [email protected] Tuesdays 5:45p-6:15p, and by appointment

CourseInformationandInstructor’sExpectations

CourseDescription:This course emphasizes holistic sustainability for commercial design. Topics will include sustainable design theories and priorities; sustainable building rating systems such as LEED, MN B3, WELL Building Standards, and Living Building; and global sustainability concerns. Students will gain an understanding of sustainable interior architecture/design strategies such as product, furniture, and material selection; daylighting and views; energy and water conservation; and indoor air quality – to deliver a healthy, sustainable design solutions. This course serves as a primer for students to study for accreditation exams such as LEED Green Associate.

CoursePrerequisites:None

RequiredandRecommendedMaterials:Readings as provided and available at the University library.

EstablishedCourseObjectives:

• Determine and apply knowledge of basic sustainable design approaches, definitions, theory, principles, and practice to contribute to the design of sustainable buildings

• Critically analyze, synthesize, and reflect on sustainable design approaches to extend to, and challenge, knowledge and practice

• Professionally communicate and justify sustainable design principles, strategies, solutions and/or outcomes, engaging effectively with diverse stakeholders

• Adopt a holistic sustainability and wellbeing approach, and apply specialist knowledge and technical skills to creatively address the diverse needs of sustainable building stakeholders

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StudentLearningOutcomesfollowingcoursecompletion:(mustidentifyfromthelistatleastoneoutcomeandhowitrelatestothiscoursehowitwillbeaddressedandhowitwillbeassessed,http://www.slo.umn.edu/)

1. Canidentify,define,andsolveproblems2. Canlocateandcriticallyevaluateinformation3. Havemasteredabodyofknowledgeandamodeofinquiry4. Understanddiversephilosophiesandcultureswithinandacrosssocieties5. Cancommunicateeffectively6. Understandtheroleofcreativity,innovation,discovery,andexpressionacrossdisciplines7. Haveacquiredskillsforeffectivecitizenshipandlife-longlearning

ReleaseofWorkStatement:Studentsunderstandthatenrollmentinthiscoursegrantsconsentfortheirworktobeselectedforinclusionincollegeordepartmentalpublications(onlineorinprint).Yourinstructormayselecttouseyourworktorepresenther/hisskillsasaninstructorinateachingportfolio(onlineorinprint).

Attendance:Unexcused absences may and can result in missed points. All absences should be cleared in advance with Instructor Trzpuc.

Workload:It is expected students complete work outside of class. This is a 4000-level course intended to prepare you with skills and knowledge prior to graduation or graduate work. It is expected each student comes prepared for class, having read all the assigned materials and completed all the appropriate assignments, and is ready to actively engage in each class session.

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

AcceptingandReturningAssignments:All work should be turned in to the course Moodle site. Be conscious of the amount of paper your print for this course. It was specifically designed with minimal impact to the environment. However, at times, it is in the best interest of learning that some assignments are printed to held with full retention of content.

GradingLateWork:All work must be completed to receive a letter grade for the course. Late work is generally not accepted for grading, but must be turned in. It is at the instructor’s discretion if partial points should be awarded for late work.

PolicyforMissedExams:Quizzes and exams cannot be made up unless students is able to provide proof of extreme reason for missing. Instructor must be made aware of the reason for the missed exam in advance when possible. It is at the instructor’s discretion if the make-up quiz or exam will be allowed.

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

ExtraCreditOptions:None provided at this time.

University Policies

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

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

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

SexualHarassment:http://policy.umn.edu/hr/sexualharassment

StatementonClimateofInclusivity:Youareexpectedtobeattentiveduringclass,askquestionsifyoudonotunderstandsomething,andtoofferyouropinion.Youarealsoexpectedtolistenrespectfullytootherstudentsandtomewhenspeaking.TheUniversityofMinnesotaiscommittedtoprovidingasafeclimateforallstudents,faculty,andstaff.Allpersonsshallhaveequalaccesstoitsprogramsandfacilitieswithoutregardtorace,color,creed,religion,nationalorigin,sex,age,maritalstatus,disability,publicassistancestatus,veteranstatus,orsexualorientation.Racism,sexism,homophobia,classism,ageismandotherformsofbigotryareinappropriatetoexpressinthisclass.Reportsofharassmentaretakenseriously,andthereareindividualsandofficesavailableforhelp.(orrefertohttp://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf

AcademicFreedomandResponsibility:http://regents.umn.edu/sites/regents.umn.edu/files/policies/Academic_Freedom.pdf

AvailabilityofDisabilityandMentalHealthServices:

TheUniversityofMinnesotaiscommittedtoprovidingallstudentsequalaccesstolearningopportunities.DisabilityServices(DS)isthecampusofficethatworkswithstudentswhohavedisabilitiestoprovideand/orarrangereasonableaccommodations.

• Studentswhohave,orthinktheymayhave,adisability(e.g.mentalhealth,attentional,learning,vision,hearing,physicalorsystemic),areinvitedtocontactDStoarrangeaconfidentialdiscussionat612-626-1333(V/TTY)[email protected].

• StudentsregisteredwithDS,whohavealetterrequestingaccommodations,areencouragedtocontacttheinstructorearlyinthesemestertodiscussaccommodationsoutlinedintheirletter.

Asastudentyoumayexperiencearangeofissuesthatcancausebarrierstolearning,suchasstrainedrelationships,increasedanxiety,alcohol/drugproblems,feelingdown,difficultyconcentratingand/orlackofmotivation.Thesementalhealthconcernsorstressfuleventsmayleadtodiminishedacademicperformanceorreduceyourabilitytoparticipateindailyactivities.UniversityofMinnesotaservicesareavailabletoassistyouwithaddressingtheseandotherconcernsyoumaybeexperiencing.Youcanlearnmoreaboutthebroadrangeofconfidentialmentalhealthservicesavailableoncampusviawww.mentalhealth.umn.eduorcontactCounseling/ConsultingServicesat612-624-3323.

AcademicServices:Ifyouwouldlikeadditionalhelp,pleasecontactoneoftheofficeslistedbelow.CenterforWriting10NicholsonHall,Mpls612-626-7579

StudentAcademicSuccessService 340ApplebyHall,Mpls199CoffeyHall,St.Paul

612-624-3323

IDES 4616 SCHEDULEWEEKLY (SUBJECT TO CHANGE)

1 | 01.17.17 Description Date DueLecture Course introduction and expectations, Sustainablity Trends -- Readings Course syllabus and MoodleActivity Introductions, Video Part I (45 min)

AssignmentDaily Impact Reflection JournalCase StudiesSustainability Statement Comparison

Tues 01.3103.21 & 04.18

Tues 02.21

Notes Check Moodle

2 | 01.24.17 Description Date Due

LectureEstablishing the need, global issues, building the case for eco-buildings, stewardship and ethics, trends, climate change, legal influences

--

Readings

Cucuzzella - Creativity Sustainable Design and Risk MgmtHayles - Current Supply and Demand for Green or Fair Trade ProductsWorld Green Building Trends 2016 SmartMarket ReportBook - SCM - Chapter - Sources of InformationRasekh - Delivering Sustainable Bldg Projects: Challenges, Reality, and Success

Activity Discussion, Video Part II (45 min)

AssignmentEnvironmental Issue "In the News" Essay (2 weeks)Online Discussion Topic #1 Posted (1 week)

Tues 02.07Tues 01.31

Notes Must submit


LectureConnection to nature, biophilia, sustainable design theories, the connnection between the built environment and human health, research, EBD

--

Readings Readings as provided on MoodleActivity DiscussionAssignment Design Theory Worksheet Tues 02.07Notes Daily Impact Reflection Journal Due


LectureSustainable Strategies Overview | Tools and Rating Systems Part I | Materials Part I

--

ReadingsBook SCM - Chapter - Sustainable Construction MaterialsGHSI Fact Sheet - Toxic Chemicals in Building MaterialsEPA Using Recycled Industrial Materials in Buildings

Activity Group Discussion on Environmental Issues (Essay Topics); Materials ComparisonAssignment Materials Worksheet Tues 02.14Notes Environmental Issues "In the News" Essay Due, Design Theory Worksheet Due

5 | 02.14.17 Description Date DueLecture Tools and Rating Systems Part II | Materials Part II --

ReadingsPhthalates in Indoor Dust and Their Association with Building CharacteristicsPetrovic - Vinyl and Linoleum Flooring Health IssuesEnvironmental Impacts of PVC

Activity Materials Review, HPDs and EPDsAssignment Red List Case Study; Online Discussion Topic #2 Posted (1 week) Tues 02.28Notes Materials Worksheet Due


LectureTools and Rating Systems Part III | Indoor Environmental Quality | Sustainable workplace design

ReadingsYu and Kim_Assessment of IAQ in Sustainable BuildingsEdwards_Lit Review of Daylight and Mental Health

Activity Quiz 1 - Materials Tues 02.21AssignmentNotes Sustainability Statement Comparison Due

7 | 02.28.17 Description Date DueLecture Tools and Rating Systems Part IV | Energy and Water Strategies -- Readings Readings as provided on MoodleActivity TED Talks and DiscussionAssignment Online Discussion Topic #3 Posted (1 week)Notes Red List Case Study Due


LectureSite, façade, orientation, and sustainabilty during construction | Review Tools and Rating Systems

--

Readings Designing Out WasteActivity Quiz 2 - Energy and Water Strategies Tues 03.17Assignment Rating System Infographic and Poster (electronic) Tues 03.28Notes

9 | 03.14.17 DescriptionNo Class - Enjoy Spring Break!


LectureGuest Lecturer TBD - WELL Standards and Design for Wellbeing | Legal influences and case studies

--

Readings Readings as provided on MoodleActivity Discuss Case Study 1 Assignment Speaker/Topic Reflection Tues 03.28Notes Case Study 1 Due

11 | 03.28.17 Description Date DueLecture Guest Lecturer TBD - MN B3 Guidelines -- Readings Online resources as provided

ActivityQuiz 3 - Site, façade, orientation, sustainability during construction and WELL Standards | Presentations: Rating System Poster

Assignment Speaker/Topic ReflectionNotes Week 10 Speaker/Topic Reflection due


LectureLEED Part I - Overview, process, rating systems, certifications, credit structure/checklist, MPR, Integrative Process

--

ReadingsLEED v4 IDC Excerpt, LEED v4 Impact Category and Point Allocation Process Overview, LEED v4 Green Associate Candidate Handbook, LEED v4 Guide to Certification, Online Resources Provided (Links)

Activity Online Discussion Topic #4 Posted (1 week)AssignmentNotes Week 11 Speaker/Topic Reflection due

13 | 04.11.17 Description Date DueLecture LEED Part II - Credits (LT, WE, EA) | Sustainable health care design --

ReadingsVittori-HERD_Research Agenda for Sustainable Healthcare: A Work in ProgressGuenther-HERD_Sustainable Architecture for Health: A Mindset Shift

Activity Discussion: Ethical considerations and stewardship

Assignment LEED Credit Draft Tues 04.18Notes


Lecture LEED Part III - Credits (MR) | Life Cycle Analysis | Sustainable schools and retail --

Readings Readings provided on MoodleActivity Quiz 4 LEED Part I & II | Life Cycle Analysis ActivityAssignment Submit review questions to Moodle Fri 04.14Notes Case Study II due, LEED Credit Draft due


LectureGuest Speaker - LEED Projects and Certification Process | LEED Part IV - Credits (IEQ, I, RP)

Readings Readings provided on MoodleActivity Quiz 5 - LEED Part III and LCA | Review SessionAssignmentNotes

16 | 05.02.17 Description Date DueLecture Review Session | LEED Exam and Study Resources | LEED CMP -- Readings CMP Guide, LEED Candidate Handbook, All assigned and past lectures -- Activity Exam Prep -- Assignment Practice Exam (during class) 05.02 (2 hrs)Notes Course Evaluations Tues 05.02

17 | 05.09.17 Description Date DueLecture -- -- Readings Review -- Activity -- -- Assignment Final Exams (during class) 05.09 (2 hrs)Notes Have a great summer break! --

IDES 4616 ASSIGNMENTS(SUBJECT TO CHANGE) All Assignments Due at Beginning of Class and Turned in via Moodle, U.N.O.

Daily Impact Reflection Journal

Description Date DuePoints 20 points Tuesday

Purpose

To fully understand a sustainiable mindset, one must start with their own daily impact. For two weeks, journal (digitally) about your personal, daily environmental impact. Considerations include: food sourcing/footprint, transportation choices, cleaning products/practices, personal grooming products/practices, clothing, disposables, printing/school work, studio projects/class discussions, exposure and discussions in the media

01.31.17

RequirementsReflection needs to be two pages (minimum, approx. 1,000-1,100 words), 1.5 spacing (between lines and paragraphs), arial 11 pt font, .5" margins all sides; attach e-journal to document

Notes

Sustainable Project Case Studies I & II

Description Date DuePoints 20 points each; 40 points total Tuesday

Purpose

Study the sustainable strategies of two sustainable projects (you will find these profiles with a web search). Demonstrate an understanding of the strategies and synergies created with the strategies. Identify any certifications and/or rating systems the project has received.

I - 03.21II - 04.18

RequirementsCreate PDF slides to highlight case study (5 slides minimum); include photos and sustainable features

Notes

Environmental Issues "In the News" Essay


PurposeStudy a demonstrated environmental issue supported with articles and research in the media. What is the issue? Why is it a concern? What is being done to prevent further damage?

02.07.17

Requirements

Essay needs to be three pages (minimum, approx. 1,500-1,700 words), 1.5 spacing (between lines and paragraphs), arial 11 pt font, .5" margins all sides; must include minimum five (5) citations from reputable sources; APA formatting; Climate Change exclude as a general topic; must submit topic to instructor for approval

Notes Submit to Moodle

Red List Case Study


PurposeExplore a chemical/material on the "red list" by research it's detrimenal effects on the environment and humans. Refer to this website for the Red List: https://living-future.org/declare/about/red-list/

02.28.17

RequirementsCase study needs to be three pages (minimum, approx. 1,500-1,700 words), 1.5 spacing (between lines and paragraphs), arial 11 pt font, .5" margins all sides; must include minimum five (5) citations from repuatable sources; APA formatting


Quizzes

Description Date DuePoints 10 points each; 50 points total (5 quizzes) TuesdayPurpose Retention of subject matter

Requirements Complete all questions in the time allottedNotes

LEED Credit

Description Date DuePoints 10 points TuesdayPurpose Gain experience with the process to submit LEED credit applications 04.18.17Requirements Details forthcoming during classNotes Submit to Moodle

Speaker/Topic Reflection Papers

Description Date DuePoints 10 points each; 30 points total (3 papers) See

PurposePromote active listening and participation during guest presentations. Prepare a written reflection on the subject/topic.

Schedule

RequirementsReflection papers to be 1.5-2 pages in length (approx. 1,000-1,100 words), 1.5 spacing (between lines and paragraphs), arial 11 pt font, .5" margins all sides


Rating System Infographic Poster and Paper


Purpose

Prepare an educational digital poster, featuring at least one infographic, on a rating system we have discussed during class. Prepare presentation of key elements and outline potential pros and cons with using this sytem. Prepare 5-page minimum report on topic.

03.28.17

Requirements

Presentation of digital poster (8-10 minutes); under 10 MB; PDF format; horizontal orientationReport needs to be three pages (minimum, approx. 1,500-1,700 words), 1.5 spacing (between lines and paragraphs), arial 11 pt font, .5" margins all sides


Class Participation and Attendance

Description Date Due

PointsStart with 50 points; absences and non-active participation will result in negative points to your total

Purpose Be active in your learning. Be present during class.

RequirementsAt instructors discretion and per attendance records; absences must be reviewed with instructor


Online Discussions

Description Date DuePoints 5 points per discussion; 25 points total (5 discussion topic contributions) See

PurposeTo actively engage in discussions on key issues surrounding sustainbility in design, ethics, social responsibility, etc.; To gain a comfort level in sharing opinions with peers

Schedule

Requirements

Comments must be thoughtful, more than a few words, offer opinions and researched supporting material; All students must be respectful of each other and their opinions; Must offer at least one unique discussion topic as prompted as well as at least one comment to another student's topic

Notes Submit to Moodle's Discussion Board

Sustainability Statement Comparison


Purpose

Find two corporate sustainability statements - one from an architecture/design firm

and one from a different industry. Compare and contracts. What are the common

elements/words. Do you see it reflected in the work they do? Do you feel these

companies are truly sustainable? How are they showing it/not showing it?

02.21.17

Requirements

Written comparison to be three pages (minimum, approx. 1,000-1,100 words), 1.5

spacing (between lines and paragraphs), arial 11 pt font, .5" margins all sides; must

include website sources for all sustainability statements and references supporting

your case


Materials Worksheet


Purpose

Compare and contrast size materials: three alike materials of each type (e.g., three

flooring products, three counterstop materials). Provide your recommended

selection based on sustainable properties and considerations.

02.14.17

Requirements

Complete the provided worksheet for comparison. Research selected materials for

the properties and considerations prompted. Include supporting

documentation/links.

Notes Turn in at beginning of class on due date

Design Theories Worksheet


Purpose Compare and contrast four design theories 02.07.17

Requirements

Complete the provided worksheet for comparison. Research selected design theories

and approaches for the attributes prompted. Include supporting

documentation/links.

Notes Turn in at beginning of class on due date











Sp18


GC


2/3/17

Pat Hemmis

I. No, this change affects Interdisciplinary Design Minor Students only. IV. The addition of GC 3015: Bioinspired Approaches to Sustainability: Greening Technologies and Lives to the Area C Electives will strengthen the Interdisciplinary Design Minor course offerings related to sustainability and design. Bioinspiration or biomimicry is an important emerging area in design and sustainability. The "Grand Challenge" nature of the course will allow the students to work with real-world issues.

1

GC3015/5015: (3 credits) Bioinspired approaches to sustainability: greening technologies and lives Course Instructors: Dr. Emilie Snell-Rood Dept Ecology, Evolution and Behavior, College of Biological Sciences, [email protected] Office hours: Thursdays, 10-11 am, 314 Ecology (612-624-7238) and by appointment Professor Marc Swackhamer School of Architecture, College of Design, [email protected]

Dr. Abdennour Abbas Department of Bioproducts and Biosystems Engineering: College of Science and Engineering & College of Food, Agricultural and Natural Resource Sciences, [email protected]

Graduate Student TAs: Meredith Steck, Dept. Ecology, Evolution and Behavior, [email protected] John Brockgreitens, Dept. Bioproducts & Biosystems Engineering, [email protected] Course Information: Tuesdays and Thursdays 1-2:15, Bruininks Hall 131B Required Readings: posted on moodle site (no text) Course Description and Objectives How can we build a sustainable society? From designing cities and technologies that use green energy to health care and agriculture that can sustain billions, the sustainability challenges that face us today are immense. The field of biomimicry seeks solutions to such problems by looking to the diverse ways in which organisms have adapted to varied and sometimes extreme environments. With over 1.3 million described species (and likely over 8 million in existence), chances are a species out there has evolved some solution to a particular problem. But how do we go about figuring out which species this might be? And which trait holds the adaptation in which we are interested? What might be some limitations associated with copying this adaptation – how might we build on it instead? This course explores bioinspired approaches to sustainability solutions. The first half of the class communicates tools from biology for discovering and researching systems relevant for bioinspired approaches. The second half of the class explores tools from design, art and engineering for implementing such solutions. Throughout the course, students work in teams of complementary expertise to identify a sustainability problem, research a relevant biological system, and build a prototype bio-inspired solution to their focal problem. This class will not only communicate essential concepts, but also serve as an incubator for inter-disciplinary ideas; the course will also touch on translation of ideas into patents & publications.

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Class schedule

Date Theme Topic Jan-17 Introduction to

bioinspiration Course introduction

Jan-19 Biomimetic approaches and philosophy Jan-24 Tools for

collaboration Framework for collaboration and exploration

Jan-26 Identifying and researching problems Jan-31

Tools from biology & research

Bottom-up approaches Feb-2 Overview of natural history and biodiversity Feb-7 Overview of evolution & top-down approaches Feb-9 Comparative methods Feb-14 Project feedback: biological systems to explore Feb-16 Overview of observational and experimental approaches Feb-21 Studying adaptive morphologies and behavior Feb-23 Studying traits at the genetic level Feb-28 Mimicking interactions and biological systems Mar-2 Complexity and robustness in biological systems Mar-7 Directed evolution, genetic engineering, biosynthesis Mar-9 Project: presentations & discussion - focal system overview Mar-21

Tools from design

Overview of design and architectural approaches Mar-23 Strategies for representing work through diagramming Mar-28 Overview of techniques and software Mar-30 Prototyping diagrams and project feedback on design April-4

Tools from engineering

Bioinspired nanotechnologies April-6 Bioinspired materials April-11 Bioinspired electrical and optical engineering April-13 Bioinspired sensors and robotics April-18 Bioinspired chemical engineering April-20 Bioinspired structural engineering April-25

Project implementation

Group work on projects April-27 Group work on projects May-2 Group work on projects May-4 Work cont. + overview of patent and publication process Exam* Project “studio review” of projects by instructors during final exam

*Final exam period: Thursday May 11, 8-10 AM Classes will be a mixture of short lectures, activities to communicate key concepts, discussions of ideas and papers, and time dedicated to student projects. Throughout the semester, we will discuss a range of philosophical and ethical issues related to bioinspiration such as:

• Are bioinspired solutions necessarily sustainable? • Bioinpired thinking as a general approach – the best approach or part of a toolkit? • How does one get ideas? How do you turn an idea into a reality? • World views on biology – reductionist vs. organismal, applied vs basic • How to promote transdisiplinary work – overcoming cultural barriers between fields • When engineering and technology moves faster than regulatory mechanisms • Ethical obligations of bioinspiration research – for biodiversity and society • Are we responsible for providing sustainable solutions, even if they are more expensive? • How biotechnology may push against cultural, tranditional and religious norms

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Grading Details This course emphasizes the importance of critical thinking through class activities and discussion, reading the scientific literature, and writing ideas and arguments. Class participation (25%). You are expected to come to class and participate in class discussions and activities. Class participation will be assessed based on completion of in-class activities (e.g., paragraphs asking for your opinion or graphs for specific exercises) and participation in discussions. Reading reflections and other activities (25%). We will read and discuss at least one paper from the primary literature each week. You are expected to read this paper prior to class and write a 1 paragraph reaction to the reading that will prepare you for the class discussion. Links to submission sites for each reading will be posted on the moodle site along with the reading. Some weeks we will have additional activities for you to complete outside of class, such as a trip to the Bell museum and an associated questionnaire. Research Project (50%). The bulk of your grade will be a research project that applies the content from the entire class. Project components are staggered throughout the semester in alignment with the topics covered in class. The first week of class, we will form groups of students based on complementary expertise and interests. Groups will consist of 3-4 students that share a common problem interest such as energy or cities and consist of a diversity of backgrounds (e.g., from different colleges). Seating arrangements will rotate throughout the semester such that individuals and groups get advice on their projects from everyone in the class. Each project group will define a focal problem and propose three biological systems of use for a bioinspired solution to that problem. After some research on each system, groups will choose the most promising system and research this system more thoroughly, both through literature searches and hands-on research when possible (e.g., visiting natural history collections on campus). Students will build a design/engineering plan for a prototype they will construct during the final weeks of class. This plan will include a budget for necessary supplies. The bio-inspired solution and prototype (e.g., a poster or a 3D model) will be presented to the class and a panel of instructors in a studio-like review format.

Project Component Due Date Proportion of final grade Focal problem + 3 systems Feb 17 5 Overview of focal system March 9 5 Research on focal system March 24 10 Design/Engineering plan April 6 5 Prototype draft May 4 10 Final presentation May 11 15

Graduate Credit

Graduate students enrolled in the course will complete two additional assignments (due by the final exam period, May 11th). First, they will submit a 1 page “reflective piece” that constructively critiques another group’s project. Second, they will submit a 2-page proposal that extends their own group’s project, outlining the most promising next steps for biological research and design.

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Details on Project Components

Focal problem and three systems (due Feb. 17, midnight to moodle dropbox). In 1-2 pages, identify your group’s focal problem and three biological systems you will explore for bio-inspired solutions to this problem. You should spend 1-2 paragraphs describing the problem and justifying why it is an important problem – please cite relevant literature (not just websites). A big part of this assignment is narrowing what is often an initially huge problem (like waste disposal or curing cancer) into a somewhat more management problem that you could tackle in a semester-long project. After identifying the problem, list three biological systems that you plan to do further research on. Briefly justify (2-4 sentences) why each system is promising relative to your proposed problem. We will spend a lot of time in the first few weeks of class discussing methods for finding relevant biological systems.

Overview of focal biological system (due March 9, in class). You will receive comments from your instructors on your “focal problem” assignment by Feb. 24 – they may suggest additional systems to look into or which of your three systems is particularly promising. On March 9th, you will give a brief (5-minute) presentation on the one biological system you have decided to focus your research on. This presentation should include a brief overview of your problem and an explanation as to why your focal system is the most promising to pursue in your research.

Research on focal biological system (due March 24, midnight to moodle dropbox). In 2-4 pages, present the biology of your system that is relevant to your focal problem. This may be an overview of how an adaptive trait works, the details of the genetic or developmental basis of a trait, or the results of theoretical models of a biological system. We expect at least 6 relevant citations from the primary literature and inclusion of at least one figure diagramming the relevant biology. This figure can be modified from one of your primary sources. This document represents the meat of the biological research that inspires your design and engineering steps.

Design/engineering plan (due April 7, midnight to moodle dropbox). In one page, give an overview of your design and engineering plans for your project – what will you build and how will you build it? Include at least one diagram or figure of your own making (i.e., not copied from an existing source). On an additional page, include a list of necessary supplies and estimated cost. Be as specific as possible (if you know a specific brand or model number, that is helpful). Provide a brief justification for why you need these supplies. Total budget amounts should be no more than $1000 per group.

Prototype draft (due May 4, in class). In class on May 4th, your group will present a draft “prototype” or “product” for your project – for instance a draft poster or 3D model. This is an opportunity to receive feedback from instructors and other students in time to revise your prototype before the final is due. Your grade will reflect the prototype and the presentation.

Final prototype and presentation (due May 11, in final exam period). During the final exam period (8-10 am, May 11th), your group will present your final project/prototype to the class in a “studio review” format (i.e., approximately 10-minute presentation by the group followed by approximately 10 minutes of discussion and constructive criticisms from instructors and other students). Your grade will be based on the prototype itself along with the presentation.

Contribution to group work: A common problem that students encounter in group work is equal division of labor across group members. To ensure the fair assignment of grades based on individual effort, at the end of the semester, each group member (and each instructor and

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TA) will have the opportunity to assess the contributions of individual group members. An individual’s final project grade will be weighted by contribution, such that individuals with minimal to absent effort will receive a lower project grade.

Grading criteria. Across all assignments, grades will be based on the criteria outlined above (specific to each assignment), along with several more general criteria: 1) impact: importance of the problem, promise of the solution; 2) innovation: creativity and novelty of the approach and solution (e.g., exploration of a new biological system for a particular problem); 3) communication: written and visual clarity.

Beyond the course

This class is designed in part to promote inter-disciplinary collaborations. We will build teams of students with complementary expertise to tackle real-life challenges. As such, we expect some teams to come up with ideas and designs that may be patentable or publishable. Towards the conclusion of the semester, we will help interested teams determine next steps for their ideas if this is a route they wish to pursue. For instance, students may wish to submit a UROP to continue their project in a relevant lab.

Policies and Miscellaneous Details

Late Work. An assignment grade will decrease by 10% each day it is late. Late work interferes with your instructor’s ability to provide timely, thorough feedback.

Academic Integrity. No forms of scholastic dishonesty will be tolerated. In this course, students engaging in scholastic dishonesty can be assigned a penalty up to and including an "F" or "N" for the course. If you have any questions regarding the expectations for a specific assignment or exam, please ask the course instructor or your TA. The University of Minnesota’s Board of Regents Student Conduct Code’s definition is as follows:

"Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis."

Plagarism. To help insure that each student is given the full credit they deserve for turning in their own work, when needed, we will be using Turn-it-in, a web-based service that detects plagiarism. If your instructor suspects a piece of writing may be plagarized, the electronic version of the assignment will be run through Turn-it-in to generate an originality report. Definitions of Grades

Disability Services. Students with disabilities are strongly encouraged to consult with the University’s Disability Services (http://ds.umn.edu) to learn about ways that your participation in this course can be facilitated.

Changes to the Syllabus. Although we would be extremely reluctant to do so, unexpected circumstances may require that we change the details outlined in the syllabus.

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This course promotes interdisciplinary approaches through:

• Project structure, where students are placed in groups of complementary expertise (e.g., biologist, engineer and artist) to solve a problem over the course of the semester

• Instructor partcipation -- a biologist (ESR) and engineer (AA) will be present throughout the semester; instructors in design (MS) will interact with the class during much of the second half of the semester; professors from other fields and an interdisicplinary graduate group “Biologically Motivated” will visit periodically

• All instructors will contribute to discussions and project feedback • Most discussion topics are inherently interdisciplinary • Exploration of what different fields have to offer biospiration, from the role of evolutionary

biology in exploring diverse traits to the role of art in visualization approaches • Connecting different ways of thinking through active interaction across fields

This course fulfills the liberal education general theme criteria by:

• Considering ethical challenges raised by bioinspiration and biotechnology – for example, many times, technological advances come before the regulations that deal with their ethical implications. Basic research doesn’t have ethics in mind until applications arise

• Discussing the responsibilities of society to build and maintain sustainable communities – for instance, is this generation responsible for green technologies that reduce fuure climate change? To what extent do we have a shared responsibility to build a sustainable society?

• Connecting knowledge and practice – the group projects and structure of the class are designed to first give conceptual background in biology and research before putting bioinspired ideas in practice through prototype development in the second half of the semester

• Exploring the role of history in bioinspiration by reviewing key figures in the development and history of the field and discussing examples of those that tie together biology, design, and engineering

This course fulfills the “technology” liberal education requirement by:

• Examining bio-inspired technologies, from materials and robotics to novel antibiotics and genetically modified crops

• Building student understanding of the design and engineering underlying biotechnology • Discussing barriers to engineering and implementing bio-inspired technologies, for

example the challenges associated with copying complex biological systems in an economical manner

• Exploring the ethical impacts of biotechnology on society – for instance, what are our responsibilities in research and development given that ethical issues of new technologies are often realized and regulated after their implementation?

• Discussing examples of bioinspired solutions that illustrate how ideas are formed, researched, and finally implemented

• Considering the utility of bioinspired technologies for not only consumers, but also designers and people conserving biodiversity relevant for bioinspired approaches

• Discussing the costs and benefits of adopting new technologies, including issues around feasibility, sustainability, and implementation

• Learning how to translate technology ideas into patents and publications

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WEEK 1

Tuesday January 17: Course introduction

• Mini-lecture: class overview (existing powerpoint from honors seminar) • Suggest ideas and examples – list and examples (get additions from everyone);

Marc bring sample things (acoustics, glare, insulation) • Distribute/take survey for forming working groups for semester

o Based on problem field of interest (energy, health, food, environment, transportation and cities); background/expertise; and “strengths”

o Individuals have their own project, but then have an advisory group of people of different disciplines (groups of 2-3 and rotate who consults)

• Video recordings for learning names

Thursday January 19: Biomimetic approaches and philosophy

• At start of class: sit in groups based on survey from class 1 o Some kind of introductory activity within each group

• Mini-lecture on basic concepts, approaches and themes in bioinspiration • Possible paper discussion: biomimetic structural materials

WEEK 2

Tuesday January 24: Framework for collaboration and exploration

• Discussion/activity: how you come up with ideas and inspiration • Mini-lecture: best practices for collaboration • Start group discussions of focal problems

Thursday January 26: Identifying and researching problems -- literature searches, etc.

• Mini-lecture: Overview of how to do literature searches and how to read papers • Activity: lit search scavenger hunt competition of some kind (group prize) • Continue group discussions of focal problems

WEEK 3

Tuesday January 31: Bottom-up approaches

• Activity prior to class: trip to Bell Museum and complete assigned form/survey • Mini-lecture: bottom-up approaches to bioinspiration – starting with an organism • Paper discussion: read about a system and practice bottom-up approaches

Thursday February 2: Overview of natural history and biodiversity

• Mini-lecture: overview of classification systems, biodiversity, and tools for searching through natural history information

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• Class activity with field guides – generate lists of species that may harbor adaptations to cold using different resources, online and paper (or field guides by different taxonomic groups) – compare diversity of species on lists

• End with survey on understanding of evolution and questions about evolution

WEEK 4

Tuesday February 7: Overview of evolution and top-down approaches

• Mini-lecture: Evolution (starting material from honors seminar, add information about selective environments, save details on contingency)

• Activity: practice taking problem and turning into top down approach (draw from hat and turn into environment that animals might experience)

Thursday February 9: Comparative methods

• Activity – try classifying things (birds or mammals) on the board – use to introduce evolutionary approaches to classification

• Mini-lecture: overview of phylogenetics and its utility for bioinspiration • Paper discussion: contrast gecko comparative papers

WEEK 5

Tuesday February 14: Project feedback: brainstorming three systems to explore

• Come with draft problem and 3 systems (final due on Friday the 17th) • Biology visitor day – grad students and other biologists visit with groups • Feedback from at least 3 biologists on other systems to look into

o Each group of 9 (around one problem) will have subdivided into groups of 3 – will get feedback from biologist and each other, then rotate to other biologists; each group can have a summary slide or drawings posted for their station as an initial presentation of their ideas

Thursday February 16: Overview of observational and experimental approaches

• Mini-lecture: observation, experimentation, and techniques commonly used in biology

• Activity: stress-strain activity with different materials • Discussion: how would you study spider silk

WEEK 6

Tuesday February 21: Studying adaptive morphologies and behavior

• Mini-lecture: studying adaptive traits (example morphologies and behavior) • Paper discussion: focus on an example trait (woodpecker skulls?) • Possible assignment – watching videos of behavior and list ways to study

function

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Thursday February 23: Studying traits at the genetic level

• Mini-lecture: how you find “the gene” or protein • Paper discussion: finding relevant genes (naked mole rats and cancer?)

WEEK 7

Tuesday February 28: Mimicking interactions and biological systems

• Mini-lecture: mechanisms of altruism and cooperation • Paper discussion on altruism • Activity: design principles to promote cooperation

Thursday March 2: Complexity and robustness in biological systems

• Mini-lecture: feedback systems and interactions in ecology and developmental biology that may provide inspiration in design

• Activity: test utility of general ecological principles such as diversity-productivity relationship (build more or less complementary teams, run problem solving competition)

WEEK 8

Tuesday March 7: Beyond mimicry -- directed evolution, genetic engineering, biosynthesis

• Mini-lecture: biological techniques that make biomimicry more feasible • Discussion: ethics of genetic engineering and biosynthesis

Thursday March 9: Project feedback – presentations on research-so-far on focal system

• Groups have received instructor feedback on forms submitted Feb 17 (by Feb 28); they have settled on one focal system and had 1.5 weeks to do initial research on this system

• Short presentations to class on focal problem and system and initial research, get feedback and use to focus next two weeks of research prior to turning in written summary of the biology research side of their project

SPRING BREAK

WEEK 9

Tuesday March 21: Overview of design and architectural approaches (Marc)

• Identify three approaches – behavioral, genetic and epigenetic

Thursday March 23: Strategies for representing work through diagramming (Marc)

• Overview of diagramming techniques and methods •

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WEEK 10

Tuesday March 28: Overview of technique (Marc)

• Demonstrate relevant software (photoshop, illustrator)

Thursday March 30: Prototyping diagrams (Marc)

• Give students time to practice diagramming • Possible day to have architecture graduate students visit class and give students

input

WEEK 11 TBD

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Example Projects

Problem: Designing energy efficient buildings in northern climates. Biological systems: counter-current heat exchange in circulatory systems of penguins Prototype: 3D models of buildings with plumbing systems that use counter-current exchange to reduce heat loss at surfaces exposed to cold air (e.g. entrances/exits)

Problem: Building collapsible furniture for people on the move Biological systems: wing folding in beetles and other insects Prototype: 3D models of collapsible chairs with struts mimicking veins/joints in wings and fabric sections mimicking the softer part of wings

Problem: Way-finding the skyway systems Biological systems: way-finding in ants (following pheromone trails) Prototype: Functioning model of floor tiles that light up on contact and fade at different rates (mimicking pheromones that decay at different rates in ants)

Problem: Vision loss/eye discomfort due to allergens and particulate exposure Biological systems: eyelashes of camels and mammals in high dust environments Prototype: False eyelash design that minimizes dust and allergens in eyes

Problem: Efficient light capture in photovoltaic cells Biological systems: magnification of light in eyes of nocturnal mammals Prototype: Poster diagramming new design of PV cells based on the reflective “tapetum lucidum” of nocturnal animals

Problem: Disposal and degradation of plastic waste Biological systems: bacteria with diverse metabolisms Prototype: Detailed plan for sequencing bacteria found on ocean plastics, and engineering novel bacteria that effectively degrade plastic

Problem: Degradation of construction materials Biological systems: ossicle system of starfish that deter fracture Prototype: Model or sample of a strong building material that minimizes fracture and redistributes stress

Problem: Maintaining vaccine effectiveness in extreme environments without refrigeration Biological systems: tardigrade resistance to heat and desiccation Prototype: Detailed plan for vaccine design and synthesis incorporating aspects of tardigrade cryptobiosis

Problem: Cheap growth of algae for use as a biofuel Biological systems: growth of algae on sloth fur Prototype: Model material that can efficiently grow algae outside of water baths



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Twin Cities Campus Interdisciplinary Design Minor DESIGN Intrdiscp Assoc Dean College of Design

•Program Type: Undergraduate free-standing minor •Requirements for this program are current for Spring 2017 •Required credits in this minor: 18

The interdisciplinary design minor is a program that shows how design can be used as a catalyst for exploration and research. Choosing from a selection of both lecture and studio courses, students are introduced to the history, theory, and practice of design across multiple design disciplines. With the interdisciplinary design minor, students may compose their own individual program in which they will understand the interdisciplinary nature of the design process, appreciate the role design plays in everyday life, experience design thinking and action, explore and expand their own design interests, and understand how to work with designers in their chosen field. The interdisciplinary design minor provides an integrated education in design where students enhance their learning by making connections between traditional design courses and nontraditional views of design.

Program Delivery This program is available: •via classroom (the majority of instruction is face-to-face)

Minor Requirements Two courses may double-dip with the student's major or other minor. The minor requires a minimum of 18 total credits. DES 1111 may be taken A/F or S/N, depending upon how it was offered.

Category A: Introductory Design Thinking "Big Picture" Choose one course from the list below. Courses from this category introduce students to the scope of design thinking. These courses combine lectures with projects or case studies. DES 1000 - D@MN: Design@Minnesota [AH] (3.0 cr) or DES 1101V - Honors: Introduction to Design Thinking [AH, WI] (4.0 cr) or DES 1101W - Introduction to Design Thinking [AH, WI] (4.0 cr) or LA 1001 - Sustainability by Design [ENV] (3.0 cr) or LA 1401 - The Designed Environment [AH] (3.0 cr) or LA 1601 - Design and Equity [DSJ, AH] (3.0 cr) or LA 3601 - Design and Equity [DSJ, AH] (3.0 cr)

Category B: Introductory Design Thinking "Hands-on" Choose one course from the list below. Courses from this category introduce students to design thinking and making in a studio setting. ARCH 1281 - Design Fundamentals I [AH] (4.0 cr) or DES 1111 - Creative Problem Solving (3.0 cr) or DES 1111H - Honors: Creative Problem Solving (3.0 cr) or DES 2101 - Design and Visual Presentation (2.0 cr) or GDES 1311 - Foundations: Drawing and Design in Two and Three Dimensions (4.0 cr) or GDES 1312 - Foundations: Color and Design in Two and Three Dimensions (4.0 cr) or GDES 1315 - Foundations: The Graphic Studio (4.0 cr) or GDES 3312 - Color and Form in Surface Design (4.0 cr) or LA 1301 - Introduction to Landscape Architecture Drawing [AH] (3.0 cr) or ME 2011 - Introduction to Engineering (4.0 cr) or PDES 2702 - Concept Sketching (3.0 cr) or PDES 3711 - Toy Product Design (4.0 cr) or PDES 5702 - Concept Sketching and Rendering (3.0 cr)



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or PDES 5711 - Toy Product Design (4.0 cr)

Category C: Electives Courses from this category allow students to explore design from a variety of perspectives. Take three or four courses to complete the total required credits for the minor (18). Take 3 or more course(s) totaling 10 - 13 credit(s) from the following: •ADES 3217 - Fashion: Trends and Communication (3.0 cr)

•ADES 4121 - History of Costume (4.0 cr) •ADES 4218W - Fashion, Design, and the Global Industry [WI] (3.0 cr) •ARCH 3411V - Architectural History to 1750 [HIS, GP, WI] (3.0 cr) •ARCH 3411W - Architectural History to 1750 [HIS, GP, WI] (3.0 cr) •ARCH 3412 - Architectural History Since 1750 [HIS, GP] (3.0 cr) •ARCH 3412H - Honors: Architectural History Since 1750 [HIS, GP] (3.0 cr) •ARCH 3511 - Material Transformations: Technology and Change in the Built Environment [TS] (3.0 cr) •ARCH 3611 - Design in the Digital Age (3.0 cr) •ARCH 3641 - Introduction to Heritage Preservation (3.0 cr) •ARCH 3711V - Honors: Environmental Design and the Sociocultural Context [SOCS, CIV, WI] (3.0 cr) •ARCH 3711W - Environmental Design and the Sociocultural Context [SOCS, CIV, WI] (3.0 cr) •ARCH 4423 - Gothic Architecture (3.0 cr) •ARCH 4424 - Renaissance Architecture (3.0 cr) •ARCH 4425 - Baroque Architecture (3.0 cr) •ARCH 4432 - Modern Architecture (3.0 cr) •ARCH 4434 - Contemporary Architecture (3.0 cr) •ARCH 4561 - Architecture and Ecology [ENV] (3.0 cr) •ARCH 4701W - Introduction to Urban Form and Theory [WI] (3.0 cr) •DES 2101 - Design and Visual Presentation (2.0 cr) •DES 3131 - User Experience in Design (4.0 cr) •DES 3141 - Technology, Design, and Society [TS] (3.0 cr) •DES 3160 - Topics in Design (1.0 - 4.0 cr) •DES 3170 - Topics in Design (1.0 - 4.0 cr) •DES 3309 - Storytelling and Design (3.0 cr) •DES 3311 - Travels in Typography (3.0 cr) •DES 3321 - Furniture Design: Exploration (3.0 cr) •DES 3322 - Furniture Design, Practice (4.0 cr) •DES 3331 - Street Life Urban Design Seminar (3.0 cr) •DES 3341 - (un)Wrapping It Up: New Materials for Design, Design for New Materials (3.0 cr) •DES 3351 - Phenomenon of Everyday Design (3.0 cr) •DES 4160 - Topics in Design (1.0 - 4.0 cr) •DES 4165 - Design and Globalization [DSJ] (3.0 cr) •DES 4301 - Metaphor and Design (3.0 cr) •DES 5160 - Topics in Design (1.0 - 4.0 cr) •DES 5185 - Human Factors in Design (3.0 cr) •EE 4951W - Senior Design Project [WI] (4.0 cr) •EE 4981H - Senior Honors Project I (2.0 cr) •EE 4982V - Senior Honors Project II [WI] (2.0 cr) GC 3015 – Bioinspired Approaches to Sustainabilitiy: Greening Technologies and Lives (3.0 cr) •GDES 2342 - Web Design (3.0 cr) •GDES 2345 - Typography (4.0 cr) •GDES 2350 - Design Material Topics (1.0 - 4.0 cr) •GDES 2361 - Design Process: Photography (3.0 cr) •GDES 2399W - Design and its Discontents: Design, Society, Economy and Culture [WI] (3.0 cr) •GDES 3311 - Illustration (3.0 cr) •GDES 3312 - Color and Form in Surface Design (4.0 cr) •GDES 4131W - History of Graphic Design [WI] (4.0 cr) •GDES 4330 - Surface Fabric Design Workshop (4.0 cr) •GDES 4345 - Advanced Typography (4.0 cr) •GDES 4371 - Data Visualization Studio (3.0 cr)



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•GDES 5311 - Illustration (3.0 cr) •GDES 5341 - Interactive Design (3.0 cr) •GDES 5342 - Advanced Web Design (3.0 cr) •GDES 5372 - Data Visualization for Interactive Platforms (3.0 cr) •GDES 5383 - Digital Illustration and Animation (3.0 cr) •GDES 5386 - Fundamentals of Game Design (3.0 cr) •GDES 5399 - Theory of Electronic Design (3.0 cr) •HSG 5481 - Promoting Independence in Housing and Community (3.0 cr) •IDES 2612 - Interior Materials and Specifications [ENV] (4.0 cr) •IDES 3161 - History of Interiors and Furnishings: Ancient to 1750 [GP] (4.0 cr) •IDES 3162 - History of Interiors and Furnishings: 1750 to Present [HIS] (4.0 cr) IDES 4616 – Sustainable Commercial Interiors (3.0 cr) •JOUR 3745 - Mass Media and Popular Culture [AH, DSJ] (3.0 cr) •KIN 3505 - Intro to Human-Centered Design (3.0 cr) •LA 1001 - Sustainability by Design [ENV] (3.0 cr) •LA 3001 - Understanding and Creating Landscape Space (3.0 cr) •LA 3002 - Informants of Creating Landscape Space (3.0 cr) •LA 3003 - Case Studies in Sustainable Landscape Planning and Design (3.0 cr) •LA 3413 - Introduction to Landscape Architectural History [HIS, GP] (3.0 cr) •LA 3501 - Environmental Design and Its Biological and Physical Context [ENV] (3.0 cr) •LA 3514 - Making the Mississippi [CIV] (3.0 cr) •LA 4755 - Infrastructure, Natural Systems, and Space of Inhabited Landscapes [TS] (3.0 cr) •PDES 2701 - Creative Design Methods (3.0 cr) •PDES 2702 - Concept Sketching (3.0 cr) •PDES 3170 - Topics in Product Design (1.0 - 4.0 cr) •PDES 3703 - Product Form and Model Making (4.0 cr) •PDES 3704 - Computer-Aided Design Methods (3.0 cr) •PDES 3705 - History and Future of Product Design (3.0 cr) •PDES 3711 - Toy Product Design (4.0 cr) •PDES 3715 - Design and Food (4.0 cr) •PDES 5701 - Creativity, Idea Generation, and Innovation (3.0 cr) •PDES 5702 - Concept Sketching and Rendering (3.0 cr) •PDES 5703 - Product Form and Model Making (4.0 cr) •PDES 5705 - History and Future of Product Design (3.0 cr) •PDES 5711 - Toy Product Design (4.0 cr) •RM 3243 - Visual Merchandising (3.0 cr) •RM 4212W - Dress, Society, and Culture [WI] (3.0 cr) •RM 4248 - Creative Leadership in Retailing (3.0 cr)

Documents

CHANGE COVER SHEET...•KIN 3505 - Intro to Human-Centered Design (3.0 cr) •LA 1001 - Sustainability by Design [ENV] (3.0 cr) •LA 3001 - Understanding and Creating Landscape Space