CHANGE COVER SHEETII. Does this change involve X Credit change Cross-Listing Course Dropped III. ... DES 2101 - VIEW COURSE PROPOSAL Back to Proposal List Approvals Received: Department

COURSE CHANGE COVER SHEET Use this form to propose changes to an existing course or to discontinue an existing course.

Course Change Department: DHA Course Designator: DES Program: GD

Effective Term: Fall 2015 (must be a future term) Career: X Undergraduate □ Graduate Course Number: 2101 Submission Date: 1/21/2015 Submission from: Chu

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

I. Does this change the program? X No □ Yes. If so, also submit Program Change.

II. Does this change involve X Credit change □ Cross-Listing □ Course Dropped

III. Briefly summarize proposed changes and rationale. (Executive Summary in Workflow Gen)

We propose to reduce the credit for the course from 3 to 2 credits. The current curriculum includes teaching software such as Powerpoint and the new changes will focus on Adobe suite only (Illustrator, Photoshop, and InDesign).These changes better match the needs of our GD students. No additional ASR (computer lab) support is needed since the usage of the computer lab will maintain the same and Adobe suite is already available.

IV. 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.

Consulted with Dr. Juan Juan Wu, RM program director. RM lists DES 2101 as a program elective course. Changes will not affect RM program and credit requirement. Departmental Faculty Vote: Ayes _______ Nays _______ Abstain _______

ECAS View Course Proposal

https://webapps-prd.oit.umn.edu/ecas/viewCourseProposal.jsp?EcasId=45640&seq=7[2/5/2015 10:40:54 AM]

DES 2101 - VIEW COURSE PROPOSAL

Back to Proposal List

Approvals Received: Department on 02-05-15

by Amber Heldt ([email protected])

Approvals Pending: College/Dean > Provost

Effective Status: Active

Effective Term: New: 1159 - Fall 2015Old: 1133 - Spring 2013

Course: DES 2101

Institution:Campus: UMNTC - Twin Cities

UMNTC - Twin Cities

Career: UGRD

College: TALA - College of Design

Department: New: 11965 - DESIGN Intrdiscp Assoc DeanOld: 11965 - Design, College of - Admin

General

Course Title Short: Design and Visual Presentation

Course Title Long: Design and Visual Presentation

Max-Min Creditsfor Course: New: 2.0 to 2.0 credit(s)

Old: 3.0 to 3.0 credit(s)

CatalogDescription: Introduction to visual design. Development of visual design skills. Visual presentation methods.

Lectures, design exercises, discussion.

Print in Catalog?: Yes

CCE CatalogDescription: <no text provided>

Grading Basis: A-F only

Topics Course: No

Honors Course: No

Online Course: New: YesOld: No

InstructorContact Hours: New: 2.0 hours per week

Old: 3.0 hours per week

Years most

Electronic Course Authorization System

(ECAS)

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

Search U of M Web sites



frequently offered: Every academic year

Term(s) mostfrequently offered: Spring

Component 1: LEC (with final exam)

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

Auto-EnrollCourse: New: No

Old: Yes

GradedComponent: New: LEC

Old: DIS

AcademicProgress Units: New: Not allowed to bypass limits.

2.0 credit(s)Old: Not allowed to bypass limits.3.0 credit(s)

Financial AidProgress Units: New: Not allowed to bypass limits.

2.0 credit(s)Old: Not allowed to bypass limits.3.0 credit(s)

Repetition ofCourse: New: Repetition not allowed.

Old: Repetition not allowed.

CoursePrerequisitesfor Catalog:

<no text provided>

CourseEquivalency: No course equivalencies

ConsentRequirement: No required consent

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

No prerequisites

Editor Comments: Some design majors have determined this is course of value and are including it in thecurriculum. 2012.

This course was specifically developed as part of a curriculum restructuring in the RetailMerchandising program and will be required of all majors. It will be open to other students atthe University.

Proposal Changes: [added to PS note field, course notes sequence nbr 3:] credit will not be granted if creditalready received for: DHA 2101

History Information: Some design majors have determined this is course of value and are including it in thecurriculum. 2012.

This course was specifically developed as part of a curriculum restructuring in the RetailMerchandising program and will be required of all majors. It will be open to other students atthe University.

FacultySponsor Name: New: Sue Chu

Old: Brad Hokanson, Kim Johnson

FacultySponsor E-mail Address: New: [email protected]

Old: [email protected]

Student Learning Outcomes

Student Learning Outcomes: * Student in the course:



- Understand the role of creativity, innovation, discovery, and expression across disciplines

New:

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

On completing the course, participants will be able to identify, define, and solve visualproblems, and will have mastered significant knowledge in design and design thinking.They will better understand the role of creativity and expression and its applicationacross disciplines.

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

Students' learning will be assessed via a series of assignments that build on learning theelements and principles of design and applying them in Adobe Creative Suite.

Old:

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

On completing the course, participants will be able to identify, define, and solve visualproblems, and will have mastered significant knowledge in design and design thinking.They will better understand the role of creativity and expression and its applicationacross disciplines.

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

Students' learning will be assessed via a series of assignments that build on learning theelements and principles of design and applying them in PowerPoint presentations. Someassignments will be posted on WebVista.

Liberal Education

Requirementthis course fulfills: None

Other requirementthis course fulfills: None

Criteria forCore Courses: Describe how the course meets the specific bullet points for the proposed core requirement.

Give concrete and detailed examples for the course syllabus, detailed outline, laboratorymaterial, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

They explicitly help students understand what liberal education is, how the content andthe substance of this course enhance a liberal education, and what this means for themas students and as citizens.They employ teaching and learning strategies that engage students with doing the workof the field, not just reading about it.They include small group experiences (such as discussion sections or labs) and use writingas appropriate to the discipline to help students learn and reflect on their learning.They do not (except in rare and clearly justified cases) have prerequisites beyond theUniversity's entrance requirements.They are offered on a regular schedule.They are taught by regular faculty or under exceptional circumstances by instructors on

COURSE CHANGE COVER SHEET Use this form to propose changes to an existing course or to discontinue an existing course.

Course Change Department: DHA Course Designator: DES Program: GD

Effective Term: Fall 2015 (must be a future term) Career: X Undergraduate □ Graduate Course Number: 2101 Submission Date: 1/21/2015 Submission from: Chu

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

I. Does this change the program? X No □ Yes. If so, also submit Program Change.

II. Does this change involve X Credit change □ Cross-Listing □ Course Dropped

III. Briefly summarize proposed changes and rationale. (Executive Summary in Workflow Gen)

We propose to reduce the credit for the course from 3 to 2 credits. The current curriculum includes teaching software such as Powerpoint and the new changes will focus on Adobe suite only (Illustrator, Photoshop, and InDesign).These changes better match the needs of our GD students. No additional ASR (computer lab) support is needed since the usage of the computer lab will maintain the same and Adobe suite is already available.

IV. 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.

Consulted with Dr. Juan Juan Wu, RM program director. RM lists DES 2101 as a program elective course. Changes will not affect RM program and credit requirement. Departmental Faculty Vote: Ayes _______ Nays _______ Abstain _______



continuing appointments. Departments proposing instructors other than regular facultymust provide documentation of how such instructors will be trained and supervised toensure consistency and continuity in courses.

<no text provided>

Criteria forTheme Courses:

Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailedexamples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials ormethods.

Theme courses have the common goal of cultivating in students a number of habits of mind:

thinking ethically about important challenges facing our society and world;reflecting on the shared sense of responsibility required to build and maintain community;connecting knowledge and practice;fostering a stronger sense of our roles as historical agents.

<no text provided>

LE Recertification-Reflection Statement:(for LE courses being re-certified only)

<no text provided>

Statement of Certification: This course is certified for a Core, effective as of This course is certified for a Theme, effective as of

Writing Intensive

Propose this courseas Writing Intensivecurriculum:

No

Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learning objectives of this course and how is writingintegrated into the course? Note that the syllabus must reflect the critical role that writing plays in the course.

<no text provided>

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

<no text provided>

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

<no text provided>

Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicatewho will be providing the feedback. Include an example of the assignment instructions you are likely to use for thisassignment or assignments.

<no text provided>

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

<no text provided>

Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. inhow to review, grade and respond to student writing) and how will they be supervised. If the course is taught in multiplesections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure thattheir students will receive a writing intensive experience.

<no text provided>

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

Course Syllabus

ProvisionalSyllabus:

Please provide a provisional syllabus for new courses and courses in which changes in contentand/or description and/or credits are proposed that include the following information: coursegoals and description; format/structure of the course (proposed number of instructor contacthours per week, student workload effort per week, etc.); topics to be covered; scope andnature of assigned readings (texts, authors, frequency, amount per week); required course

Read



assignments; nature of any student projects; and how students will be evaluated.

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

New: course descriptiononline courseThis is an online course with weekly tasks and submissions. Coursework consists of lectures,tutorials, readings, exercises, quizzes and discussions. Three times, hardcopy will be submitted in person. See calendar. Two basicintentions: 1 -increase design acuity (awareness of design principles in concept and action); 2 -develop design craft with basic skills in Adobe Creative Suite 'lftlli M"iewsaft.Psv'?rPoim. Course materials, lectm es, and project submissions will be online with oneassisted lab session (optional) per week. In addition, students will submit 3 hard copies duringthe year (see week 1getting started for a more detailed description).This course introduces basic design practices used in presentation. Students will design and create projects that develop design skills useful in today's society. They will engage in the evaluation, discussion and activity of visual problem solving. Participants will gain skill inconceptual thinking and problem-solving while learning common computer and manualapplications. Students will practice use of images, type, color, sequencing and layout. Courseis oriented toward the beginner. There will be written exam/s on the readings, lectures andsoftware.required resources

see supply list

student learning outcomes

+ Can identify, define, and solve problems as evidenced in applying design theory and process.+ Have mastered a body of knowledge and a mode of inquiry in understanding and application of fundamental design software skills+ Can locate and critically evaluate information as evidenced in skills of reflectiveanalysis and methods of critique.

release of work statement

Students understand that enrollment in this course grants consent for their work to beselected for inclusion incollege or departmental publications (online or in print). Your instructor may select to useyour work to represent her/his skills as an instructor in a teaching portfolio (online or inprint).

DES 2101I SPRING 2014

details

courseDES 2101 I Section 01FALL-z.cnS"

credits 2-



classroom

online

lab

305 McNeal Hall

Friday, 10:40-12:35

Optional open lab with TA. Work on project ahead of time to know what questions arise.Bring laptop if you prefer.

syllabus 1

week 1 I geHing started 1 schedule overview

Rhythm of course

This course is divided into units. Each unit covers topics of design + software.Unit 1: Design + Adobe IllustratorUnit 2: Design+ Photoshop +-f\:JwerPuiM Unit 3: Design+ InDesignyPit 4 Summati»&

In each unit, students design a specific project. Weekly readings, lectures, tutorials, and tasks are listed for each unit. This course is designed with a regular rhythm and regulardeadlines.The syllabus includes; for each unit:

project overviewweekly readings, lectures, tutorials & tasks grading rubricstudy guide: tools & terms

Further project information can be found on moodle via weekly postings from instructor,lectures, videos, etc. With the exception of 3 hard copy submissions, all submissions, quizzes & discussions are online. The syllabus includes a calendar with specific dates noted.

week one

Our first week is about getting acclimated. The week is diagramed below. The overall goalthis week is to demystify the online component and to be sm e all systems are"go" (both your computer and our moodle site.) During week one, you will explore ourmoodle site, do an ice breaker activity with your team, make submissions via "assignment" and"workshop" formats, and set your computer up for the best viewing of the course on moodle(See Your Computer for more info).The tasks this week are pretty easy, but still important. They will help you get comfortable,raise some questions,AND lead into tasks for next week.

Mondays

Peer assessments 9:00am-midnight

Hard copy due 12-2:30 & 6:30-8pm (twice)* Quiz accessible 5:00pm-7:00pm (3 times)* Newweekly tasks, lectures, tutorials



Fridays

First Friday of semester: Optional one time meeting in classroom. 10:40am ll:30am, McNeal 33All other Fridays: Optional lab with TA10:40am-12:35pm, McNeal 305

Sundays

Weekly deadline. process or project submissions due anytime in the week, up to ll:SSpm Sunday

Exceptions

Last week of class, different schedule.Online submission by midnight Thursday. Hard copy due Wednesday and/or Thursday. Exacttime TBD*Finals week, pick up of work Wednesday, time TBD.

* Those with a conflict (because of class or work schedule) may arrange an individualoverride by contacting instructor at least 1 week in advance.

Unit IWeek Readings + Lectures r Quizzes + Peer ReviewsTutorials (lynda.com) ProJect (weekly tasks) Syllabus (read)

Isetup

I

VIDEO:Welcome & Orientation01 VIDEO:SyllabusVIDEO:our moodleLECT1JRE:Tl'll& Week and CRAP

I' ILLUSTRATOR ESSENnALno tutorials assigned yet,but this week explore the lynda.com tutorials (see link on page 4)

i

ORIENT TO COURSEI explore moodle site1 do Ice breaker1 select fable (with team)submit for participation1set up computer

DES 21011 Fall 2013 getting started 6

Old: January 2011 Design and Visual Presentation DES 2101 (3cr) Lecture: 1145am-100pm Wednesdays, McNeal 33, Hokanson.......... [email protected] [2]: 1040-1130am Mondays, McNeal 395, Sakaimbo ........ [email protected] [3]: 1040-1130am Mondays, McGrathLib 8, Helle.............. [email protected] [4]: 1145am-1235pm Mondays, McGrathLib 6, Hokanson.......... [email protected] Discussion [5]: 1145am-1235pm Mondays, McNeal 146, Heckman....... [email protected]



Instructor: Brad Hokanson Instructor's Background: Mr. Hokanson is a registered architect and hastaught for way over twenty-five years in various fields including architecture, computer graphicsand creative problem solving. His Ph.D. is in Instructional Systems Technology.E-Mail: [email protected] Web page: http://hokanson.cdes.umn.eduPhone: 612.624.4918 Fax: 612.624.2750 Office Room: 246d. It's way back in the corner. Office Hours: 1:00-2:00 Mondays, in McNeal 240, the DHA office and by appointment. Pleasenote the best way to reach me is via email.

This course is an active learning environment where students design and create workindividually, in small groups, and in discussion sections. Content includes how the artifacts ofthe work fit within an integrated education. On a weekly basis, students will complete designprojects that are critiqued, discussed, and analyzed. The value of this development of designskill is intentionally applicable to a wide variety of fields outside of design. This course hasbeen created for non-designers in developing their skills in design.

Student Learning Outcomes.� Can identify, define, and solve problems� Have mastered a body of knowledge and a mode of inquiry� Understand the role of creativity, innovation, discovery, and expression acrossdisciplinesOn completing the course, participants will be able to identify, define, and solve visualproblems, and will have mastered significant knowledge in design and design thinking. Theywill better understand the role of creativity and expression and its application acrossdisciplines.

Course IntroductionThis class provides an introduction to basic design elements and presentation, including the useof images, type, color, form, sequence, and layout for non-design majors. Students will gainskill in common computer applications for presentation, imaging, text, and design explorations.Students will actively design and create projects that develop design skills needed by all insociety.

The fundamental message of the class is that everyone should have skill in design: design isimportant to us all, and that the skills of the designer are critical to society as a whole. Designis a different way of thinking from the sciences and the liberal arts, a "third way", one ofseeking and solving problems creatively and with a balance of aesthetics and function. We livein a designed environment; while much of what we encounter is within the realm ofprofessional designers, however, knowing how to design, to solve visual problems and toevaluate design, are important skills for everyone. Much of the work of this class will involvelearning the skills of visual form; color, composition, and the use of type. We will work indigital and paper form, actively learning.

This course is oriented to the non-designer, and credit earned in this course will not apply toprofessional programs in design.

You will also complete an extensive series of design exercises; reflect on, discuss, and critiquethose exercises online and in person; and be challenged with a written exam on the readingsand lectures of the course.

Objectives:In this course, students will � develop skills in design and visual literacy� become acquainted to the impact of design in our regular lives� learn about the cultural and technical context for design; � create introductory design work� develop skill through practice in critique and reflection about creative work � gain a basic understanding of common design tools and software and how to use them.� create, import, manipulate and use images in office and presentation software� learn how to improve the visual quality of our work

Class format:



This course will be primarily workshop format, with lectures leading to design exercises, whichare discussed and evaluated in breakout sessions. Every class will have a required designexercise; best projects will be presented to the rest of the class.

Texts: [both are required and will be used throughout the class]Non-Designers Design Book, 3rd Edition, Williams. Presentation Zen, Reynolds.

Assignment 1: First, read pages 11 � 14 in Williams.

Your assignment, like most of the rest of the work of the term will be done in the form of aPowerpoint presentation. [This software is available in all University labs, on most purchasedcomputers. Alternatives are available and could be used instead, but support from TA's orUniversity staff will less prevalent. These include Keynote or Open Office.]

Create a new file. Immediately save your file as lastname1.ppt. Use no background; it should beplain white; this is our background for our design exercises. Put your name and the title"Assignment 1" on the first slide, in either Times, Helvetica, or Arial. Locate your name/title onthe first slide with design intent; put it someplace other than the default location [the locationwhere it shows up because the software puts it there.]

You will address four concepts with five layouts. You will work with either a square, a circle, orequilateral triangle [three equal sides] all filled in black. This design exercise is about locatingsimple shapes. Pick one type, and use only one type; you can use multiple examples of thesame type [e.g. if you choose circles, you only get to use circles, but you can use more thanone]. The four concepts are: progression [imply movement], proximity [work with closeness andgrouping], asymmetry [balanced and dynamic or unbalanced], and closure [finishing an impliedidea]. You are to create at least five different layouts for each concept. Put a title slide at thebeginning of each of the five slides listing the concept. You will have a total of 25 slides toyour Powerpoint presentation.

Post this design to our discussion area on WebVista. You can reach your section through themyU portal or through http://www2.webvista.umn.edu. There will be a location for eachTA/discussion section.

Please do not post as an attachment and do not send this in an email.

This will be evaluated on the basis of completion, timeliness [on time], and the scope/breadthof your design exploration [what variety you show] for a total of five points. Two more pointscan be earned for best in section and class.

This will be presented and discussed in each section.

Use plain white backgrounds. Do not use transitions.Use either helvetica/arial or times/times new roman. Use only one typeface all of the same weight.

GeneralAll students at the University have the right to a civil, productive, and stimulating learningenvironment. In turn, instructors have a responsibility to nurture and maintain such anenvironment. Lively, even heated, discussion is not disruptive behavior. Both instructors andstudents have a fundamental obligation to respect the rights of each other and an equallyfundamental obligation to respect the instructional setting as a place for civil, courteousbehavior. Grading Policy: The course will be graded relative to an overall evaluation of work during the term, unlessother arrangements have been made. About 25% of your course grade will be based on yourclass participation.Additional credit will be given for hard work, progress, class participation,creativity and ingenuity. About 25% of the grade for the course will be based on these qualities,with the remainder of the grade weighted on weeks spend on given projects. Evaluation andscoring of assignments is included with syllabus or with the project brief. Grades in general:



B: [Represents achievement that is significantly above the level necessary to meet course

requirements.] The design quality of the work is subjectively good. All work is complete, on

time and at least well done. Attendance has been good; only two, if any classes were missed,

and the student is actively engaged in the class for the entire session. A level of skill in was

demonstrated consistent with this course.

A: [Represents achievement that is outstanding relative to the level necessary to meet course

requirements.] Beyond that previous level, the student has exhibited characteristics that are

(subjectively) better or beyond competence or completion. Excitement and great involvement

in the medium is demonstrated; high design skill and exploration is shown through the work.

The descriptive words are more and better. Generally, no more than one quarter to one third

of the class will receive an A grade.

C: [Represents achievement that meets course requirements in every respect.] All work has

been completed. Attendance has been acceptable.

Grades lower than this involve attendance or assignments missing, work lacking design skill.

Variations on the above grades will be given for subjective reasons only; progress, effort,

creativity or lack thereof will affect grades that have been earned at a letter grade level. In

general, there will be no incompletes.

Attendance Policy:

Being in class and participating is an important component of the learning process of this class.

Attendance, including working in class, is required. Two or more absences (for any reason) may

result in a lowering of student grade by two grade levels. (e.g. A to C). More than four absences

will result in failure. Excessive lateness will also result in lowering of grade, lateness as defined

as being more than 15 minutes late, will count as one half absence. Attendance will be taken in

various forms at the beginning of class. There are no �excused� absences.

Workload Expectation

For undergraduate courses, one credit is defined as equivalent to three hours of learning effort

per week over a full semester necessary for an average student to achieve an average grade in

the course. For example, a student taking a two credit course that meets for three hours a

week should expect to spend an additional six hours a week on coursework outside the

clasroom.

Academic Misconduct:

Academic misconduct is defined as any act that violates the rights of another student with

respect to academic work or involves misrepresentation of a student�s own work. Academic

misconduct includes but is not limited to cheating on assignments or examinations, plagiarizing

pieces of work, depreiving others of necessary coursework, and sabotaging another�s

work.Academic misconduct in any portion of the academic work of a course shall be grounds

for awarding a grade of F or N for the entire course. Instructors are obligated to report

suspected academic misconduct to their department.

Cell Phones:

Please turn off your cell phone in this and every other class. If your phone rings in class, I

reserve the right to answer it and say what ever comes in my mind.

Class Schedule:

This schedule will change and is subject to the vagarities of weather, discussion, and course

development. Additional sessions may be scheduled outside of the normal class times.

Week Section:

discussion /lecture General Topic/ Presentation

[Wednesdays]

1 � January MLK/21 Course Introduction Squares/circles/triangles

symmetrical/assymetrical

2 � January 26 / 28 Line weight and composition Line composition balance/proximity

3 � February 2 / 4 Type and letter form Figure ground exploration Initials/letter form

4 � February 9 / 11 Figure ground Figure ground compositions

5 � February 16 / 18 Layout of text Type layout

6 � February 23 / 25 Grids, layout Using a grid

7 � March 2 / 4 Visiting lecture Resume

8 � March 9 / 11 Basic photo Topic photos

SB � March 16 / 18 Spring Break

9 � March 23 / 25 Sequencing images Image sequence to favorite restaurant.



10 � March 30 / April 1 Line weight Line map to restaurant11 � April 6 / 8 Word map to restaurant12 � April 13 / 15 Textual information Presenting information � Underhill chapter13 � April 20 / 22 Issue selection and presentation Powerpoint Issue present14 � April 27 / 29 Structuring information Narrative issue powerpoint15 � May 4 / 6 Review of materials F � Tuesday, May 12, 8-10am Final

Strategic Objectives & Consultation

Name of Department ChairApprover: New: Elizabeth Bye

Old: <no text provided>

Strategic Objectives -Curricular Objectives:

How does adding this course improve the overall curricular objectives ofthe unit?

New: This is a pre-existing course. It is a core course for the Graphic Design major.Old: <no text provided>

Strategic Objectives - CoreCurriculum:

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

New: This is a pre-existing course. It is a core course for the Graphic Design major.Old: <no text provided>

Strategic Objectives - Consultation with OtherUnits:

In order to prevent course overlap and to inform other departments of new curriculum, circulate proposal to chairs inrelevant units and follow-up with direct consultation. Please summarize response from units consulted and includecorrespondence. By consultation with other units, the information about a new course is more widely disseminated and canhave a positive impact on enrollments. The consultation can be as simple as an email to the department chair informingthem of the course and asking for any feedback from the faculty.

New: Consulted with JuanJuan Wu. This does not have a negative impact on RetailMerchandising Major.Old: <no text provided>

Back to Proposal List

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CHANGE COVER SHEETII. Does this change involve X Credit change Cross-Listing Course Dropped III. ... DES 2101 - VIEW COURSE PROPOSAL Back to Proposal List Approvals Received: Department