COVER SHEETdesign.umn.edu › about › intranet › governance › committees › ... · 2018-06-29 · assignment and demonstrate how the minimum word count (or its equivalent)

NEW COURSE COVER SHEET Use this form to propose a new course. New Course Department: Design, Housing, and Apparel Course Designator: PDes Program: Product Design

Effective Term: Fall 2017 (must be a future term) Career: x Undergraduate □ Graduate Course Number: PDES 4701W Submission Date: 8/28/2015 Submission from:

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

I. Does this course change the program (including addition as elective)?

x No □ Yes. If so, also submit Program Change.

II. Summarize new course and rationale. (Executive Summary field in Workflow Gen) • Why is the course needed? Describe the planning and development activities that generated this

proposal.

This course is a senior capstone project-based course intended to facilitate synthesis of fundamental product design skills studied during previous product design core courses and electives. The course is needed to demonstrate competency of these fundamental skills, to demonstrate fluency in broad design skills in a team-based project, and to enhance portfolio content and tangible job skills relevant to a student’s desired interests. This course is the second of a two-course sequence and covers late-stage design phases, such as functional prototypes and scaling to production.

The planning and development included benchmarking of comparable senior design capstone courses in

product design, an analysis of fundamental skills to highlight for assigned work, and deliverables that would be relevant to professional development after graduation.

• Which students are served?

This course is intended for senior product design (future undergraduate major) students. Instructor consent may allow non-product design senior students to enroll if a particular project is suited to the student’s background.

• Is this course required? Yes

• Projected enrollment? 30

• New FTE Faculty? .25

• TA support?

No

III. Consultation is required by the University Curriculum Committee. Before submitting, verify there are no comparable courses at the University of Minnesota. The course proposer should send the proposed syllabus to the department head(s) of any unit in other college(s) that may already offer courses with overlapping content, as well as the undergraduate associate dean(s) of those college(s). Request that the consulted parties identify any concerns regarding content overlap.

Departmental Faculty Vote: Ayes _______ Nays _______ Abstain _______

ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=57393&seq=1[9/25/2015 11:20:00 AM]

PDES 4701W - VIEW COURSE PROPOSAL

Back to Proposal List

Approvals Received: Department

on 09-25-15

by Charleen Klarquist

([email protected])

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

Effective Status: Active

Effective Term: 1169 - Fall 2016

Course: PDES 4701W

Institution:Campus: UMNTC - Twin Cities/Rochester

UMNTC - Twin Cities

Career: UGRD

College: TALA - College of Design

Department: 12114 - DHA Product Design

General

Course Title Short: Capstone Research Studio

Course Title Long: Capstone Research Studio

Max-Min Creditsfor Course: 4.0 to 4.0 credit(s)

CatalogDescription: students to synthesize and apply design and research techniques (including: user

research/ethnography, ideation, conceptual design, prototyping) to a senior capstone project. Projects can be team-directed or client-sponsored and are intended to demonstratecompetency in fundamental design skills, communicating design processes, and the ability toapply design processes to develop new products and services while addressing real-worldconstraints. The first part of the two-course sequence focuses on user research,documentation, and concept ideation. Prerequisites: PDes 2701, PDes sr or #

Print in Catalog?: Yes

CCE CatalogDescription: <no text provided>

Grading Basis: A-F only

Topics Course: No

Honors Course: No

Online Course: No

Electronic Course Authorization System(ECAS)

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

Search U of M Web sites



InstructorContact Hours: 4.0 hours per week

Course Typically Offered: Every Fall

Component 1 : LEC (with final exam)

Auto-EnrollCourse: No

GradedComponent: LEC

AcademicProgress Units: Not allowed to bypass limits.

4.0 credit(s)

Financial AidProgress Units: Not allowed to bypass limits.

4.0 credit(s)

Repetition ofCourse: Repetition not allowed.

CoursePrerequisitesfor Catalog:

<no text provided>

CourseEquivalency: No course equivalencies

Add ConsentRequirement: No required consent

Drop ConsentRequirement: No required consent

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

PDes 2701, PDes Major or instructor consent

Editor Comments: <no text provided>

Proposal Changes: <no text provided>

History Information: <no text provided>

FacultySponsor Name: Barry Kudrowitz

FacultySponsor E-mail Address: [email protected]

Student Learning Outcomes

Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems

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

Through team-based design projects, students will study potential problems and ideatefeasible solutions. Assessments are based on demonstrated systematic design processes andvalidation from users that a solution is desirable for a problem.

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

Students will be assessed on assignments, presentations, and reports.

- Can communicate effectively

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



Individuals and teams will submit written reports describing project goals, methods,results and a final synthesis of findings during the semester. Assessments are based oncompleteness and clarity.

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

Students will be assessed on assignments, presentations, and reports.

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 oncontinuing 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 detailed

examples 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:

Yes

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.

This course is a senior capstone in Product Design and is inherently interdisciplinary in order toaccommodate requirements from business, technology, human factors, and other fields. Students are expected to demonstrate competency in communicating design processes, user-centric perspectives, and to consider the target audience in these communications. Writingassignments are one way to assess this course objective.

Writing components are integrated into a majority of assignments. Typical assignments includeeither a research component (e.g. studying target users) or a physical prototyping componentand combine this with a written report or summary in a format relevant to the target audiencein a hypothetical professional setting.

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.

The course includes a variety of types of writing. Assignment 1 is an individual essay outliningthe student’s interests and goals beyond the course and how the course project could best alignwith interests and contribute to achieving goals. Assignments 2, 3, 4, and 7 include a writtensummary or report to document previous research or prototyping and to communicate designdecisions and constraints. These written assignments are either in a memo format directedtowards company managers or in the format of a research report. Assignment 6 is a review ofeffective log book use for documenting research notes.

The assignments meet the requirement of writing being a significant part of the course work byrepresenting a significant portion of assignment deliverables and by consistently placing anemphasis on effective interdisciplinary written communication from a design perspective. Several assignments will be group authored. The groups will be encouraged to include portionsrepresenting individual contributions as written by the individual. Groups will also beencouraged to edit final documents as a group to maintain consistency and to confirm any editshave not altered the intended meaning.

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.

A summary of the percent contribution of each assignment is shown below. This list includes allassignments with a written component.

10% - Assignment 1: Designer Self-assessment (2-4 page)10% - Assignment 2: Team Topic Exploration (1 page)10% - Assignment 3: User Research (1-2 page)10% - Assignment 4: User Need Summary (3-4 pages)15% - Assignment 6: Lo-Fi Prototype (Sketch Models)25% - Assignment 7: Prototype 2 and Report (3-5 pages)

Out of this 80% total, approximately half will depend on research or prototyping deliverablesand the remaining half will depend on thoroughness of research documentation and effectivecommunication in the written deliverable.

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.

The final course deliverable (Assignment 7) is a product prototype and a report summarizing allkey phases of development. Assignments 3 and 4 are sections of this final report and representindividual portions of the overall design process. These two assignments will be reviewed withan emphasis on specific feedback to improve these sections when they are incorporated into thefinal report. This feedback will include critiques to improve the clarity of writing and to directcontent to what is most relevant for the target audience.



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?

Course instruction will include class time devoted to considering the target audience and thewriting type when composing the written assignment. This will include discussions on the typesof information to emphasize when communicating design information to different fields. Instruction will include methods to effectively co-author and edit group reports as well asinclude examples of effective report writing, such as the ability to replicate the research usinga description of methods. Common problems observed during early assignments will bediscussed before subsequent assignments. Writing instruction will comprise approximately 20minutes out of lectures preceding the start of written assignments.

Prior to the first offering of the course (Fall 2017), the instructor will schedule a consult withthe Center for Writing to review individual written assignments and to discuss maintainingWriting Intensive course requirements. The discussions in this consult will be documented andincluded in the course materials as a reference for additional or new instructors or TAs.

Students will be directed to the Student Writing Support resources if additional instruction isdesired.

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.

TAs will be trained by the primary instructors to provide effective feedback. TAs will haveaccess to course materials including Center for Writing consultation notes. After initial courseofferings, TAs will have access to examples of previous student work and instructor feedback. Instructors will meet with TAs regularly to discuss and review feedback on writtendeliverables.

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

Course Syllabus

Course Syllabus: For new courses and courses in which changes in content and/or description and/or credits areproposed, please provide a syllabus that includes the following information: course goals anddescription; format;structure of the course (proposed number of instructor contact hours perweek, student workload effort per week, etc.); topics to be covered; scope and nature ofassigned readings (text, authors, frequency, amount per week); required course assignments;nature of any student projects; and how students will be evaluated. The University "SyllabiPolicy" can be found here

The University policy on credits is found under Section 4A of "Standards for SemesterConversion" found here. Course syllabus information will be retained in this system until newsyllabus information is entered with the next major course modification. This course syllabusinformation may not correspond to the course as offered in a particular semester.

(Please limit text to about 12 pages. Text copied and pasted from other sources will not retainformatting and special characters might not copy properly.)

Syllabus Overview

Course Title Capstone Research Studio

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

Class Meeting Days & Time TBDClassroom TBDNumber of Credits 4Final Exam Date & Time



(Also state if there is NO final) TBD

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

Course Information and Instructor’s Expectations

Course Description:

This writing intensive course expects students to synthesize and apply design and researchtechniques (including: user research/ethnography, ideation, conceptual design, prototyping) toa senior capstone project. Projects can be team directed or client-sponsored and are intendedto demonstrate competency in fundamental design skills and the ability to apply designprocesses to develop new products and services while addressing real-world constraints. Thefirst part of the two-course sequence focuses on user research, documentation, and conceptideation. (and the ability to communicate design process)

Course Prerequisites:

PDES 2701; PDES senior or instructor consent

Required and Recommended Materials:

Sketchbook/Notebook

Established Course Objectives:

1) Demonstrate effective written communication in: a) articulating the interactions of products,users, and environments b) describing a product design process.2) Demonstrate competency in qualitative and quantitate research methods applied to inform adesign project.3) Work cohesively as a team to develop compelling solutions to a need.

Student Learning Outcomes following course completion: (must identify from the list at leastone outcome and how it relates to this course how it will be addressed and how it will beassessed, http://www.slo.umn.edu/)1. Can identify, define, and solve problems: Through team-based design projects, students willstudy potential problems and ideate feasible solutions. Assessments are based on demonstratedsystematic design processes and validation from users that a solution is desirable for a problem.5. Can communicate effectively: Individuals and teams will submit written reports describingproject goals, methods, results and a final synthesis of findings during the semester. Assessments are based on completeness and clarity.

Release of Work Statement:

Students understand that enrollment in this course grants consent for their work to be selectedfor inclusion in college or departmental publications (online or in print). Your instructor mayselect to use your work to represent her/his skills as an instructor in a teaching portfolio(online or in print).

Attendance:

Class participation grades are based on both attendance and quality of in-class activity.Attendance is crucial as teams are depending on shared responsibilities. Tardiness will alsocount against the participation grade. Only in certain circumstances as described in thePolicies section will an absence or tardy not affect the grade.

Workload:



Students are expected to spend 9-12 hours outside of class time working on assignments eachweek.

Grading Structure:

Absences will result in a grade deduction. Excused absences, however, will not affect yourgrade (see policy section). Tardiness will affect your class participation grade.

5% - Assignment 0: Portfolio Review10% - Assignment 1: Designer Self-assessment10% - Assignment 2: Team Topic Exploration10% - Assignment 3: User Research10% - Assignment 4: User Need Summary15% - Assignment 5: Ideation and Benchmarking15% - Assignment 6: Prototype25% - Assignment 7: Prototype 2 and Report

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

Accepting and Returning Assignments:

Most assignments are due two weeks after they are assigned in lecture. Feedback and gradeswill be returned the week after assignments are submitted.

Grading Late Work:

Late assignments will receive a letter grade deduction for every day late.

Policy for Missed Exams:

There are no exams.

Make Up Work for Legitimate Absences:

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

Extra Credit Options:

None

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

Assignment 2: Team Topic ExplorationDay 5 – September X – Lab/work time Week 4: User Research Day 6 – September X – Peer and coach review; team project exploration feedback Assignment 2 DueAssignment 3: User ResearchDay 7 – September X - Lab/work time Week 5: User Research and Documentation Day 8 – October X – User research coaching



Day 9 – October X – Lab/work time Week 6: Research Synthesis and User Needs Day 10 – October X – Discuss synthesis of user research, identifying user needs coaching Assignment 3 Due

Assignment 4: User Need SummaryDay 11 – October X - Lab/work time Week 7: Research Synthesis and Documentation Day 12 – October X - Identifying user needs coaching Day 13 – October X – Writing feedback and coaching Week 8: Concept Ideation Day 14 – October X – In-class brainstorm and discussion Assignment 4 Due

Assignment 5: Ideation and BenchmarkingDay 15 – October X – Lab/work time Week 9: Benchmarking Day 16 – November X – Ideation and benchmarking coaching, portfolio documentation Day 17 – November X – Writing feedback and coaching Week 10: Prototyping Day 18 – November X – Present top ideas per team, peer and coach feedback Assignment 5Due

Assignment 6: PrototypeDay 19 – November X – Lab/work time Week 11: Prototyping and User Feedback Day 20 – November X – Prototyping coaching, portfolio documentation Day 21 – November X – Lab/work time Week 12: Prototyping Day 22 – November X – Present prototypes and user feedback, peer and coach feedback Assignment 6 Due

Assignment 7: Prototype 2 and ReportDay 23 – November X - Lab/work time Week 13: Prototyping and User Feedback Day 24 – November X – Prototyping coaching, portfolio documentation Day 25 – December X – Lab/work time Week 14: Prototyping and Documentation Day 26 – December X – Lab/work time Day 27 – December X – Lab/work time Week 15: Presentations Day 28 – December X – TBD Day 29 – December X – Presentations Assignment 7 Due

University Policies

Personal Electronic Devices in Classroom:

PEDs are not permitted in lecture.

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

Use of Class Notes and Materials:

It is not permitted to profit off of the lecture notes from this class. If you want to referenceslides or notes, please give credit to the course instructor and the University of Minnesota.

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

Scholastic Dishonesty and Student Conduct Code: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.



Sexual Harassment: http://policy.umn.edu/hr/sexualharassment

Statement on Climate of Inclusivity: You are expected to be attentive during class, ask questions if you do not understandsomething, and to offer your opinion. You are also expected to listen respectfully to otherstudents and to me when speaking. The University of Minnesota is committed to providing asafe climate for all students, faculty, and staff. All persons shall have equal access to itsprograms and facilities without regard to race, color, creed, religion, national origin, sex, age,marital status, disability, public assistance status, veteran status, or sexual orientation. Racism,sexism, homophobia, classism, ageism and other forms of bigotry are inappropriate to expressin this class. Reports of harassment are taken seriously, and there are individuals and officesavailable for help. (or refer tohttp://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf

Academic Freedom and Responsibility: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Academic_Freedom.pdf

Availability of Disability and Mental Health Services: The University of Minnesota is committed to providing all students equal access to learningopportunities. Disability Services (DS) is the campus office that works with students who havedisabilities to provide and/or arrange reasonable accommodations. • Students who have, or think they may have, a disability (e.g. mental health, attentional,learning, vision, hearing, physical or systemic), are invited to contact DS to arrange aconfidential discussion at 612- 626-1333 (V/TTY) or [email protected].• Students registered with DS, who have a letter requesting accommodations, areencouraged to contact the instructor early in the semester to discuss accommodations outlinedin their letter.As a student you may experience a range of issues that can cause barriers to learning, such asstrained relationships, increased anxiety, alcohol/drug problems, feeling down, difficultyconcentrating and/or lack of motivation. These mental health concerns or stressful events maylead to diminished academic performance or reduce your ability to participate in dailyactivities. University of Minnesota services are available to assist you with addressing these andother concerns you may be experiencing. You can learn more about the broad range ofconfidential mental health services available on campus via www.mentalhealth.umn.edu orcontact Counseling/Consulting Services at 612-624-3323.

Academic Services:

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

Center for Writing 10 Nicholson Hall, Mpls 612-626-7579

Student Academic Success Service 340 Appleby Hall, Mpls199 Coffey Hall, St. Paul 612-624-3323

Strategic Objectives & Consultation

Name of Department ChairApprover: Elizabeth Bye

Strategic Objectives -Curricular Objectives: How does adding this course improve the overall curricular objectives ofthe unit?

This course is one of two senior-level capstone courses for the proposed Product Design



Bachelor of Science.

Strategic Objectives - CoreCurriculum: Does the unit consider this course to be part of its core curriculum?

Yes, this course is core curriculum.

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.

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

Back to Proposal List

Contact Us

© 2014 Regents of the University of Minnesota. All rights reserved.The University of Minnesota is an equal opportunity educator and employerInformation current as of September 25, 2015

Twin Cities Campus: Parking & Transportation Maps & DirectionsDirectories Contact U of M Privacy

College of Design, University of Minnesota, 89 Church ST SE Minneapolis MN 55455

Imaging Lab Resource Questions Please describe what resources you anticipate needing from the imaging lab and when you’ll need them to be available to your class: Name of Instructor: Number of hours per student per week who will be using the Imaging Lab: _________ Number of students in the class: _________ Class meeting day/time: ______________________________________________________ Will the class use the Imaging Lab? ☐ Yes ☐ No If yes, which weeks?

☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 5 | ☐ 6 | ☐ 7 | ☐ 8 | ☐ 9 | ☐ 10 | ☐ 11 | ☐ 12 | ☐ 13 | ☐ 14 | ☐ 15 Group demonstrations of the equipment available? ☐ Yes ☐ No Describe specifics regarding requested group demonstrations: Equipment Needed: Materials Needed:

TBD.25

40TBD

Students will have previous experience using the imaging lab for portfolio photography. Students will be expected to document product design assignments and some may choose to use camera, lighting, and back drop equipment.


Workshop / DigiFab Resource Questions Number of hours per week per student using the workshop: _________ Number of students in the class: _________ Class meeting day/time: ______________________________________________________ Will the class use fabrication space? ☐ Yes ☐ No If yes, which weeks will require fabrication space?

☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 5 | ☐ 6 | ☐ 7 | ☐ 8 | ☐ 9 | ☐ 10 | ☐ 11 | ☐ 12 | ☐ 13 | ☐ 14 | ☐ 15 Group demonstrations of the equipment available within the workshop and Digifab lab? ☐ Yes ☐ No Describe specifics regarding requested group demonstrations: Equipment Needed: Materials Needed:

340

TBD

Beginning week 8, some group projects may require physical prototypes (some may be digital/software). Any available manual or digital prototyping facilities may be necessary for a given project. Project scope and requirements will be different for each group.


Computer Lab / IT Resource Questions Describe what computer lab or IT resources you would anticipate needing for your class:

Plotting / Laser Printing Will the proposed course require large-format plotting? If so, during which weeks?

☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 5 | ☐ 6 | ☐ 7 | ☐ 8 | ☐ 9 | ☐ 10 | ☐ 11 | ☐ 12 | ☐ 13 | ☐ 14 | ☐ 15 Estimate of how much per person/group? (rough estimate is OK - i.e., "a little" or "a lot") Will students need to print an unusually large amount of laser printing? When? How many students will be in this course? Software Is there any specialized software required for this course? (Either existing software titles or new titles). When is it needed? How many licenses are needed? (i.e., how many students will need to access it?) Will it be needed indefinitely or for a specific amount of time? List all department designators and course numbers for which this is needed. Does the change mean that a specific software title is no longer needed? (which one?) Other Are there any other needs for this course? Hardware? (projectors, large-format or small-format (flatbed) scanners?)

No

No, this will not be needed; however printing amount is variable for individual projects.

40

No

No

Documents

COVER SHEETdesign.umn.edu › about › intranet › governance › committees › ... · 2018-06-29 · assignment and demonstrate how the minimum word count (or its equivalent)