HOUSEKEEPING Cover Sheet - design.umn.edudesign.umn.edu/about/intranet/governance/committees/curriculum/... · 1/26/2018 ECAS View Course Proposal 1/8 Electronic …

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HOUSEKEEPING Cover Sheet Use$this$form$for$routine$maintenance$and$housekeeping$decisions.![Revised(July(2017](

!!Course$DESIGNATOR$and$TITLE:$$$$ !

!!Career:! [!!]!!Undergraduate!!!!!!!!![! ]! Graduate!

Unit:! [!!]!!ARCH!!!!!!![! ]! DHA!!!![! ]! HUMF!!

! [!!]!!LARCH!!!!![!!]!!MST!!!![!!]!!INTERDISCIPLINARY!

Program:!!! ! ! ! ! !!!!!!!!

Submission!from:!!! ! ! ! !!!!!!

Submission!date:!!!! ! ! !!!!!!!!!!!!!

Effective!term!(must!be!a!future!term):!!! ! ! !!!!!!!!!!!!

Estimated!student!expense!for!taking!this!course:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Required:([((]( YES,$Academic(Support(Resources(needed:((

[((]( Computer(Lab([((]( Digifab(Lab([((]( Goldstein([((]( Imaging(Lab([((]( Libraries([((]( Other(Technology([((]( Workshop(

[((]( NO$Academic(Support(Resources(need

!!!!Select$change/s$(Note:!Course!credit!changes,!crossMlisting,!inactivation,!and/or!significant!content!changes!require!the!COURSE!CHANGE!Cover!Sheet):!$ [!!]!!Change!in!delivery!format! ! ! [!!]!!Change!in!catalog!description!! [!!]!!Change!in!grading!method! ! ! [!!]!!Change!in!course!number!! [!!]!!Change!in!prerequisite!! ! ! [!!]!!Change!in!course!title!! [!!]!!Change!in!term!offered! ! ! [!!]!!Correction!of!typographical!or!grammatical!errors!! [!!]!!Other!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!$Program$effect!

Does(this(course(change(also(change(the(program((including(adding(it(as(an(elective)?([( ]( YES( ( ((((((((([( ]( NO(If(yes,(is(Program(Change(form(included(this(curricular(review(cycle(or(future(cycle?( [( ]( YES,(included( [( ]( NO,(deferred(

!Related$course$changes$under$curricular$review$this$cycle!

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!Briefly$describe$proposed$changes$(Executive(Summary(field(in(Workflow(Gen)(

Describe(the(planning(and(development(activities(that(generated(this(course(proposal.(Include(the(following(information:(why(the(course(is(needed,(which(students(are(impacted,(etc.(

!!!!!!!!!!!

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PDES 3711/5711: Toy Product Design

Product DesignA. DeVries / B. KudrowitzDecember 27, 2017

Fall 2018

n/a

Updating Catalog Description to: Toy Product Design is an introduction to integrated product design process in which elements of industrial design, engineering, business, and humanities are combined and applied to a semester-long design project. Cross-functional teams of six students work together to design and prototype new toy product concepts with help from industry mentors.

1/26/2018 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.do?EcasId=51235&seq=3 1/8

Electronic Course Authorization System(ECAS)PDES 5711 - VIEW COURSE PROPOSAL

Back to Proposal List

Approvals Received: Departmenton 1/26/18

by Amber Devries([email protected])

Approvals Pending: College/Dean > CatalogEffective Status: ActiveEffective Term: New: 1189 - Fall 2018

Old: 1153 - Spring 2015Course: PDES 5711Institution: UMNTC - Twin Cities/RochesterCampus: UMNTC - Twin CitiesCareer: GRADCollege: TALA - College of DesignDepartment: 12114 - DHA Product Design

General

Course Title Short: Toy Product Design

Course Title Long: Toy Product Design

Max-Min Credits for Course: 4.0 to 4.0 credit(s)

Catalog Description: New: Toy Product Design is an introduction to integrated product design process in which elements of industrial design, engineering, business, and humanities are combined and applied to a semester-long design project. Cross-functional teams of six students work together to design and prototype new toy product concepts with help from industry mentors. Old: Product design process with a focus on creativity and designing for play. Project-centric. Students work in small teams of 5-6 members to design and prototype new toys with the help of local industry and children.

Print in Catalog?: Yes

CCE Catalog Description: false

Grading Basis: A-F

Topics Course: No

Honors Course: No

Online Course: No

Freshman Seminar: No

Is any portion of this course taught outside of the United States?: No

Community Engaged Learning (CEL): None

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: devri126 | Sign out

Search U of M Web sites



Instructor Contact Hours: 6.0 hours per week

Course Typically Offered: Every Spring

Component 1: LEC

Component 2: LAB

Auto Enroll Course: Yes

Graded Component: LAB

Academic Progress Units: 4.0 credit(s) (Not allowed to bypass limits.)

Financial Aid Progress Units: 4.0 credit(s) (Not allowed to bypass limits.)

Repetition of Course: Repetition not allowed.

Course Prerequisites for Catalog: <No Text Provided>

Course Equivalency: <No text provided>

Cross-listings: No cross-listings

Add Consent Requirement: No required consent

Drop Consent Requirement: No required consent

Enforced Prerequisites: (course-based or non-course-based): No prerequisites

Editor Comments: <No text provided>

Proposal Changes: New: Updating catalog description - AJD 1/24/18Old: <No text provided>

History Information: <No text provided>

Faculty Sponsor Name: Barry Kudrowitz

Faculty Sponsor E-mail Address: [email protected]

Liberal Education

Requirement this course fulfills: <no text provided>

Other requirement this course fulfills: <no text provided>

Criteria for Core Courses: Describe how the course meets the specific bullet points for the proposed

core requirement. Give concrete and detailed examples for the coursesyllabus, detailed outline, laboratory material, student projects, or otherinstructional materials or method.

Core courses must meet the following requirements:

They explicitly help students understand what liberal education is,how the content and the substance of this course enhance a liberaleducation, and what this means for them as students and as citizens.They employ teaching and learning strategies that engage studentswith doing the work of the field, not just reading about it.They include small group experiences (such as discussion sections orlabs) and use writing as appropriate to the discipline to helpstudents learn and reflect on their learning.They do not (except in rare and clearly justified cases) haveprerequisites beyond the University's entrance requirements.They are offered on a regular schedule.They are taught by regular faculty or under exceptionalcircumstances by instructors on continuing appointments.Departments proposing instructors other than regular faculty mustprovide documentation of how such instructors will be trained andsupervised to ensure consistency and continuity in courses.

Criteria for Theme 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 otherinstructional materials or methods.

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

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

Statement of Certification: This course is certified for a Core (blank) as ofThis course is certified for a Theme (blank) as of

Writing Intensive

Propose this course as Writing Intensive curriculum: No

Question 1 (see CWB Requirement 1):How do writing assignments and writing instruction furtherthe learning objectives of this course and how is writingintegrated into the course? Also, describe where in thesyllabus there are statements about the critical role writingplays 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 theseassignments meet the requirement that writing be asignificant part of the course work, including details aboutmulti-authored assignments, if any. Include the requiredlength for each writing assignment and demonstrate howthe 2,500 minimum word count (or its equivalent) forfinished writing will be met.

<No text provided>

Question 3 (see CWB Requirement 3):How will students' final course grade depend on theirwriting performance? What percentage of the course gradewill depend on the quality and level of the student's writingcompared to the percentage of the grade that depends onthe course content? Note that this information must also beon the syllabus.

<No text provided>

Question 4 (see CWB Requirement 4):Indicate which assignment(s) students will be required torevise and resubmit after feedback from the instructor.Indicate who will be providing the feedback. Include anexample of the assignment instructions you are likely to usefor this assignment or assignments.

<No text provided>

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

<No text provided>

Question 6 (see CWB Requirement 6):If teaching assistants will participate in writing assessmentand writing instruction, explain how will they be trained(e.g. in how to review, grade and respond to studentwriting) and how will they be supervised. If the course istaught in multiple sections with multiple faculty (e.g. acapstone directed studies course), explain how every faculty



mentor will ensure that their students will receive a writingintensive experience.

<No text provided>

Statement of Certification: This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus: PDes 3710/5710 Toy Product Design 4.0 cr; A-F only, spring, every year

Instructor Barry Kudrowitz, PhD, [email protected], 352 McNeal, Office Hours Tuesday 1-3

Teaching Assistants Mat Waddel, [email protected], 3126 Mechanical Engineering Tony Carton, [email protected], 383 McNeal

Location and Time Lecture: M W 3:00-4:15 PM, Room - McNeal B3 Lab: Thursday 9-12, Room - Rapson Hall W. L. Hall Workshop Annex

Description Toy Product Design is an introduction to a product design process with a focus on creativity and designing for play. It is a project-centric class. Students work in small teams of 5-6 members to design and prototype new toys with the help of local industry and children.

Objectives: By the end of the semester, students will: 1. gain a working knowledge of idea generation. 2. gain a working knowledge of concept development. 3. gain a working knowledge of product design sketching. 4. gain a working knowledge of design aesthetics. 5. gain a working knowledge of prototyping and model making. 6. gain a working knowledge of estimation. 7. develop their visual, and oral communication skills. 8. have experienced a team based product design process 9. have developed a working prototype of an original product concept

Student Learning Outcomes This course focuses on three of the approved student learning outcomes:

Identifying, defining, and solving problems Working in teams, students find opportunities for innovation, refine ideas based on user feedback, and build prototypes to test concepts.

Communicating effectively Students will practice several different forms of visual and oral presentations that occur regularly in product design industry. Students also learn to communicate as a team on a semester-long design project.

Understanding the role of creativity, innovation, discovery, and expression across disciplines Students will practice a variety of idea generation tools that are used in both engineering and design. Learning a product design process (i.e. this class) is essentially about learning to innovate.

Materials USB Flash Drive - 2 GB or higher Design Notebook - unruled and robust like the Moleskine Plain Large Notebook Drawing Kit - to be discussed in lecture

Required Readings McCloud, S. (1993). Understanding Comics. Toronto: Tundra Publishing. Norman, D.A. (2005). Emotional Design: Why We Love (or Hate) Everyday Things. NY: Basic Books. Ashby, M., & Johnson, K. (2009). Materials and Design (2nd ed.). Woburn, MA: Butterworth-Heinemann.

Recommended Readings Ulrich, K., & Eppinger, S. (2007). Product Design and Development (4th ed.). NY: McGraw-



Hill/Irwin. Michalko, M. (2006). Thinkertoys: A Handbook of Creative Thinking Techniques. Berkeley, CA: Ten Speed Press. Lidwell, W., Holden, K., & Butler, J. (2003). Universal Principles of Design. Beverly, MA: Rockport Publishers. McCloud, S. (2006). Making Comics: Storytelling Secrets of Comics, Manga, and Graphic Novels. NY: HarperCollins Norman, D. (2002). The Design of Everyday Things. NY: Basic Books. Duarte, N. (2008). slide:ology: The Art and Science of Creating Great Presentations. Sebastopol, CA: Oâ¿¿Reilly Media. Huizinga, J. (2008). Homo Ludens. NY: Routledge. Sutton-Smith, B. (1986). Toys as Culture . NY: Gardner Press.

Lab Instructors There will be one lab instructor assigned to each team. Lab instructors are graduate students or industry representatives that have a strong background in product design.

Shop/Lab The labs are taught in the shop as we believe it is best to have access to prototype facilities during your team lab time. We will be using the annex of the W.L. Hall Workshop in Rapson Hall. The workshop website has a lot of helpful information including hours, tutorials, and material lists. Kevin Groenke [groen004], Keith Tucker [tucke022], and Justin Kindelspire [kinde035] are the shop staff. They will be assisting us during lab, but please keep in mind they are also supervising students outside of this class.

Purchasing Materials Each team will be given a budget for buying prototyping materials. This budget will be split between two cards: a prepaid credit card and a Gopher Gold card. The Gopher Gold card will be used to buy materials from the shop as well as for services such as printing, plotting, laser cutting, and 3D printing. One member on each team will be responsible for the cards, managing the budget and collecting receipts. This person must attend a 20 minute meeting after lecture on Feb 2nd. If you have questions about purchasing, please contact the DHA assistant to the head - Julie VanSteenbergen â¿¿ [email protected]. Please remember to use the tax exempt form which can be downloaded from the materials page online.

Play Testing Feedback is essential to the design process and when designing for children, it is important to play test the ideas. Throughout the semester we have arranged for several exciting off campus visits to the Minnesota Childrenâ¿¿s Museum in St. Paul to present our work and get children involved in the design process. These visits are optional as they are outside of class time, but they are strongly encouraged. We request that at least one team member attends each of the three play testing events. The play testings will be held on the Saturdays following the in-class milestone reviews (2/19, 3/12, 4/9), from 5:30-7:30pm. You will be responsible for finding transportation to the museum and bringing your prototypes.

Grading Approximately half of the total grade is based on individual work and the other half is based on teamwork. Class and lab participation grades are based on both attendance and quality of in-class activity. Late work will be graded down.

Graduate Grading Graduate students will be graded on a higher standard than undergraduate students.

15 Class Participation Individual 15 Lab Participation Individual 5 Brainstorming Assignment Individual 5 Idea Presentation Individual 5 Sketch Model Individual 10 Team Sketch Models Team 15 Final Presentation Team 20 Final Prototype Team 10 Design Journal Individual

Course Schedule Jan 19 Wed Course Overview Introduction Assignment Jan 20 Thurs Meet and Greet Jan 24 Mon Play Jan 26 Wed Brainstorming and Innovation Jan 27 Thurs Field Trip Jan 31 Mon Theme and Team Introduction Ideation Assignment Feb 2 Wed Sketching and Drawing Technique Bring Drawing Kits Feb 3 Thurs Team Brainstorm First Official Lab



Feb 7 Mon Sketching and Rendering Drawing Assignment Feb 9 Wed Graphic Design and Visual Information Feb 10 Thurs Concept Selection and Poster Design Feb 14 Mon Finalizing Posters Feb 16 Wed Idea Presentation McNeal B3 Feb 17 Thurs Intro to Shop and Safety Feb 21 Mon Sketch Model Techniques Feb 23 Wed Sketch Model Techniques Feb 24 Thurs Sketch Model Construction Feb 28 Mon Estimation and Energy Mar 2 Wed Sketch Model Construction Mar 3 Thurs Sketch Model Construction Mar 7 Mon Sketch Model Construction Mar 9 Wed Sketch Model Construction Mar 10 Thurs Sketch Model Presentations W.L Hall Shop, Rapson Spring Break Mar 21 Mon Design Aesthetic Mar 23 Wed Concept Selection Mar 24 Thurs Sketch Model 2.0 Construction Mar 28 Mon Solid Modeling Mar 30 Wed Solid Modeling Mar 31 Thurs Sketch Model 2.0 Construction Apr 4 Mon Design Consulting Apr 6 Wed Concept Selection Apr 7 Thurs Prototyping Apr 11 Mon Plastics and Manufacturing Apr 13 Wed Prototyping Apr 14 Thurs Prototyping Apr 18 Mon Presentations and Packaging Apr 20 Wed Prototyping Apr 21 Thurs Prototyping Apr 25 Mon Keynote/Presentation Prep Apr 27 Wed Presentation Prep Apr 28 Thurs Prototyping May 2 Mon Practice Presentations May 4 Wed Playsentations May 5 Thurs Class Wrap Up Design Notebooks Due

Policies Student Conduct Code: The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community. As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see: http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html. Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities." Use of Personal Electronic Devices in the Classroom: Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for the student using the device but also for other students in the class. To this end, the University establishes the right of each faculty member to determine if and how personal electronic devices are allowed to be used in the classroom. For complete information, please reference: http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html. Scholastic Dishonesty: You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. 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. (Student Conduct Code: http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html) If it is determined that a student has cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html. The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions,



please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam. Makeup Work for Legitimate Absences: Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do not include voting in local, state, or national elections. For complete information, please see: http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html. Appropriate Student Use of Class Notes and Course Materials: Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. Such actions violate shared norms and standards of the academic community. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html. Grading and Transcripts: The University utilizes plus and minus grading on a 4.000 cumulative grade point scale in accordance with the following: A 4.000 - Represents achievement that is outstanding relative to the level necessary to meet course requirements A- 3.667 B+ 3.333 B 3.000 - Represents achievement that is significantly above the level necessary to meet course requirements B- 2.667 C+ 2.333 C 2.000 - Represents achievement that meets the course requirements in every respect C- 1.667 D+ 1.333 D 1.000 - Represents achievement that is worthy of credit even though it fails to meet fully the course requirements S Represents achievement that is satisfactory, which is equivalent to a C- or better. For additional information, please refer to: http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html. Sexual Harassment "Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy: http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html Equity, Diversity, Equal Opportunity, and Affirmative Action:

The University will provide equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy: http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.html. Disability Accommodations: The University is committed to providing quality education to all students regardless of ability. Determining appropriate disability accommodations is a collaborative process. You as a student must register with Disability Services and provide documentation of your disability. The course instructor must provide information regarding a course's content, methods, and essential components. The combination of this information will be used by Disability Services to determine appropriate accommodations for a particular student in a particular course. For more information, please reference Disability Services: http://ds.umn.edu/Students/index.html. Mental Health Services: As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu.

Strategic Objectives & Consultation

Name of Department Chair Approver: <No text provided>

Strategic Objectives - Curricular Objectives:How does adding this course improve the overall curricular



objectives of the unit?

<No text provided>

Strategic Objectives - Core Curriculum:Does the unit consider this course to be part of its corecurriculum?

<No text provided>

Strategic Objectives - Consultation with Other Units:Before submitting a new course proposal in ECAS, circulatethe proposed syllabus to department chairs in relevant unitsand copy affiliated associate dean(s). Consultation preventscourse overlap and informs other departments of newcourse offerings. If you determine that consultation withunits in external college(s) is unnecessary, include adescription of the steps taken to reach that conclusion (e.g.,catalog key word search, conversation with collegiatecurriculum committee, knowledge of current curriculum inrelated units, etc.). Include documentation of allconsultation here, to be referenced during CCC review. Ifemail correspondence is too long to fit in the spaceprovided, paraphrase it here and send the full transcript tothe CCC staff person. Please also send a Word or PDFversion of the proposed syllabus to the CCC staff person.

<No text provided>


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Electronic Course Authorization System(ECAS)PDES 3711 - VIEW COURSE PROPOSAL


Approvals Received: Departmenton 1/26/18

by Amber Devries([email protected])

Approvals Pending: College/Dean > Provost > CatalogEffective Status: ActiveEffective Term: New: 1189 - Fall 2018

Old: 1153 - Spring 2015Course: PDES 3711Institution: UMNTC - Twin Cities/RochesterCampus: UMNTC - Twin CitiesCareer: UGRDCollege: TALA - College of DesignDepartment: 12114 - DHA Product Design

General

Course Title Short: Toy Product Design

Course Title Long: Toy Product Design

Max-Min Credits for Course: 4.0 to 4.0 credit(s)

Catalog Description: New: Toy Product Design is an introduction to integrated product design process in which elements of industrial design, engineering, business, and humanities are combined and applied to a semester-long design project. Cross-functional teams of six students work together to design and prototype new toy product concepts with help from industry mentors. Old: Product design process with a focus on creativity and designing for play. Project-centric. Students work in small teams of 5-6 members to design and prototype new toys with the help of local industry and children.

Print in Catalog?: Yes

CCE Catalog Description: false

Grading Basis: A-F

Topics Course: No

Honors Course: No

Online Course: No

Freshman Seminar: No

Is any portion of this course taught outside of the United States?: No

Community Engaged Learning (CEL): None

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: devri126 | Sign out

Search U of M Web sites



Instructor Contact Hours: 6.0 hours per week

Course Typically Offered: Every Spring

Component 1: LEC

Component 2: LAB

Auto Enroll Course: Yes

Graded Component: LAB

Academic Progress Units: 4.0 credit(s) (Not allowed to bypass limits.)

Financial Aid Progress Units: 4.0 credit(s) (Not allowed to bypass limits.)

Repetition of Course: Repetition not allowed.

Course Prerequisites for Catalog: <No Text Provided>

Course Equivalency: <No text provided>

Cross-listings: No cross-listings

Add Consent Requirement: No required consent

Drop Consent Requirement: No required consent

Enforced Prerequisites: (course-based or non-course-based): No prerequisites

Editor Comments: <No text provided>

Proposal Changes: New: Updating catalog description. AJD 1/24/18Old: <No text provided>

History Information: <No text provided>

Faculty Sponsor Name: Barry Kudrowitz

Faculty Sponsor E-mail Address: [email protected]

Student Learning Outcomes

Student Learning Outcomes* Students in this course:

- Can identify, define, and solve problems

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

Working in teams, students find opportunities for innovation, refine ideas based on userfeedback, and build prototypes to test concepts.

Please explain briefly how this outcome will be addressed in the course. Give brief examples ofclass work related to the outcome.

Students are assessed via individual and team assignments, presentations, models, and adesign journal.

- Can communicate effectively


Students will practice several different forms of visual and oral presentations that occurregularly in product design industry. Students also learn to communicate as a team on asemester-long design project



- Understand the role of creativity, innovation, discovery, and expression acrossdisciplines




Students will practice a variety of idea generation tools that are used in both engineering anddesign. Learning a product design process (i.e., this class) is essentially about learning toinnovate.



Liberal Education

Requirement this course fulfills: <no text provided>

Other requirement this course fulfills: <no text provided>

Criteria for Core Courses: Describe how the course meets

the specific bullet points for theproposed core requirement. Giveconcrete and detailed examplesfor the course syllabus, detailedoutline, laboratory material,student projects, or otherinstructional materials ormethod.

Core courses must meet thefollowing requirements:

They explicitly helpstudents understand whatliberal education is, howthe content and thesubstance of this courseenhance a liberaleducation, and what thismeans for them asstudents and as citizens.They employ teaching andlearning strategies thatengage students withdoing the work of the field,not just reading about it.They include small groupexperiences (such asdiscussion sections or labs)and use writing asappropriate to thediscipline to help studentslearn and reflect on theirlearning.They do not (except in rareand clearly justified cases)have prerequisites beyondthe University's entrancerequirements.They are offered on aregular schedule.They are taught by regularfaculty or underexceptional circumstancesby instructors oncontinuing appointments.Departments proposinginstructors other thanregular faculty mustprovide documentation ofhow such instructors willbe trained and supervisedto ensure consistency andcontinuity in courses.



Criteria for Theme Courses: Describe how the course meets

the specific bullet points for theproposed theme requirement.Give concrete and detailedexamples for the course syllabus,detailed outline, laboratorymaterial, student projects, orother instructional materials ormethods.

Theme courses have the commongoal of cultivating in students anumber of habits of mind:

thinking ethically aboutimportant challengesfacing our society andworld;reflecting on the sharedsense of responsibilityrequired to build andmaintain community;connecting knowledge andpractice;fostering a stronger senseof our roles as historicalagents.

LE Recertification-Reflection Statement (for LE courses being re-certified only): <No text provided>

Statement of Certification: This course is certified for a Core(blank) as ofThis course is certified for a Theme(blank) as of

Writing Intensive

Propose this course as Writing Intensive curriculum: No

Question 1 (see CWB Requirement 1):How do writing assignments and writing instruction furtherthe learning objectives of this course and how is writingintegrated into the course? Also, describe where in thesyllabus there are statements about the critical role writingplays 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 theseassignments meet the requirement that writing be asignificant part of the course work, including details aboutmulti-authored assignments, if any. Include the requiredlength for each writing assignment and demonstrate howthe 2,500 minimum word count (or its equivalent) forfinished writing will be met.

<No text provided>

Question 3 (see CWB Requirement 3):How will students' final course grade depend on theirwriting performance? What percentage of the course gradewill depend on the quality and level of the student's writingcompared to the percentage of the grade that depends onthe course content? Note that this information must also beon the syllabus.

<No text provided>

Question 4 (see CWB Requirement 4):Indicate which assignment(s) students will be required torevise and resubmit after feedback from the instructor.Indicate who will be providing the feedback. Include an



example of the assignment instructions you are likely to usefor this assignment or assignments.

<No text provided>

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

<No text provided>

Question 6 (see CWB Requirement 6):If teaching assistants will participate in writing assessmentand writing instruction, explain how will they be trained(e.g. in how to review, grade and respond to studentwriting) and how will they be supervised. If the course istaught in multiple sections with multiple faculty (e.g. acapstone directed studies course), explain how every facultymentor will ensure that their students will receive a writingintensive experience.

<No text provided>

Statement of Certification: This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus: PDes 3710/5710 Toy Product Design 4.0 cr; A-F only, spring, every year

Instructor Barry Kudrowitz, PhD, [email protected], 352 McNeal, Office Hours Tuesday 1-3

Teaching Assistants Mat Waddel, [email protected], 3126 Mechanical Engineering Tony Carton, [email protected], 383 McNeal

Location and Time Lecture: M W 3:00-4:15 PM, Room - McNeal B3 Lab: Thursday 9-12, Room - Rapson Hall W. L. Hall Workshop Annex

Description Toy Product Design is an introduction to a product design process with a focus on creativity and designing for play. It is a project-centric class. Students work in small teams of 5-6 members to design and prototype new toys with the help of local industry and children.

Objectives: By the end of the semester, students will: 1. gain a working knowledge of idea generation. 2. gain a working knowledge of concept development. 3. gain a working knowledge of product design sketching. 4. gain a working knowledge of design aesthetics. 5. gain a working knowledge of prototyping and model making. 6. gain a working knowledge of estimation. 7. develop their visual, and oral communication skills. 8. have experienced a team based product design process 9. have developed a working prototype of an original product concept

Student Learning Outcomes This course focuses on three of the approved student learning outcomes:

Identifying, defining, and solving problems Working in teams, students find opportunities for innovation, refine ideas based on user feedback, and build prototypes to test concepts.

Communicating effectively Students will practice several different forms of visual and oral presentations that occur regularly in product design industry. Students also learn to communicate as a team on a semester-long design project.

Understanding the role of creativity, innovation, discovery, and expression across disciplines Students will practice a variety of idea generation tools that are used in both engineering and design. Learning a product design process (i.e. this class) is essentially about learning to innovate.



Materials USB Flash Drive - 2 GB or higher Design Notebook - unruled and robust like the Moleskine Plain Large Notebook Drawing Kit - to be discussed in lecture

Required Readings McCloud, S. (1993). Understanding Comics. Toronto: Tundra Publishing. Norman, D.A. (2005). Emotional Design: Why We Love (or Hate) Everyday Things. NY: Basic Books. Ashby, M., & Johnson, K. (2009). Materials and Design (2nd ed.). Woburn, MA: Butterworth-Heinemann.

Recommended Readings Ulrich, K., & Eppinger, S. (2007). Product Design and Development (4th ed.). NY: McGraw-Hill/Irwin. Michalko, M. (2006). Thinkertoys: A Handbook of Creative Thinking Techniques. Berkeley, CA: Ten Speed Press. Lidwell, W., Holden, K., & Butler, J. (2003). Universal Principles of Design. Beverly, MA: Rockport Publishers. McCloud, S. (2006). Making Comics: Storytelling Secrets of Comics, Manga, and Graphic Novels. NY: HarperCollins Norman, D. (2002). The Design of Everyday Things. NY: Basic Books. Duarte, N. (2008). slide:ology: The Art and Science of Creating Great Presentations. Sebastopol, CA: Oâ¿¿Reilly Media. Huizinga, J. (2008). Homo Ludens. NY: Routledge. Sutton-Smith, B. (1986). Toys as Culture . NY: Gardner Press.

Lab Instructors There will be one lab instructor assigned to each team. Lab instructors are graduate students or industry representatives that have a strong background in product design.

Shop/Lab The labs are taught in the shop as we believe it is best to have access to prototype facilities during your team lab time. We will be using the annex of the W.L. Hall Workshop in Rapson Hall. The workshop website has a lot of helpful information including hours, tutorials, and material lists. Kevin Groenke [groen004], Keith Tucker [tucke022], and Justin Kindelspire [kinde035] are the shop staff. They will be assisting us during lab, but please keep in mind they are also supervising students outside of this class.

Purchasing Materials Each team will be given a budget for buying prototyping materials. This budget will be split between two cards: a prepaid credit card and a Gopher Gold card. The Gopher Gold card will be used to buy materials from the shop as well as for services such as printing, plotting, laser cutting, and 3D printing. One member on each team will be responsible for the cards, managing the budget and collecting receipts. This person must attend a 20 minute meeting after lecture on Feb 2nd. If you have questions about purchasing, please contact the DHA assistant to the head - Julie VanSteenbergen â¿¿ [email protected]. Please remember to use the tax exempt form which can be downloaded from the materials page online.

Play Testing Feedback is essential to the design process and when designing for children, it is important to play test the ideas. Throughout the semester we have arranged for several exciting off campus visits to the Minnesota Childrenâ¿¿s Museum in St. Paul to present our work and get children involved in the design process. These visits are optional as they are outside of class time, but they are strongly encouraged. We request that at least one team member attends each of the three play testing events. The play testings will be held on the Saturdays following the in-class milestone reviews (2/19, 3/12, 4/9), from 5:30-7:30pm. You will be responsible for finding transportation to the museum and bringing your prototypes.

Grading Approximately half of the total grade is based on individual work and the other half is based on teamwork. Class and lab participation grades are based on both attendance and quality of in-class activity. Late work will be graded down.

Graduate Grading Graduate students will be graded on a higher standard than undergraduate students.

15 Class Participation Individual 15 Lab Participation Individual 5 Brainstorming Assignment Individual



5 Idea Presentation Individual 5 Sketch Model Individual 10 Team Sketch Models Team 15 Final Presentation Team 20 Final Prototype Team 10 Design Journal Individual

Course Schedule Jan 19 Wed Course Overview Introduction Assignment Jan 20 Thurs Meet and Greet Jan 24 Mon Play Jan 26 Wed Brainstorming and Innovation Jan 27 Thurs Field Trip Jan 31 Mon Theme and Team Introduction Ideation Assignment Feb 2 Wed Sketching and Drawing Technique Bring Drawing Kits Feb 3 Thurs Team Brainstorm First Official Lab Feb 7 Mon Sketching and Rendering Drawing Assignment Feb 9 Wed Graphic Design and Visual Information Feb 10 Thurs Concept Selection and Poster Design Feb 14 Mon Finalizing Posters Feb 16 Wed Idea Presentation McNeal B3 Feb 17 Thurs Intro to Shop and Safety Feb 21 Mon Sketch Model Techniques Feb 23 Wed Sketch Model Techniques Feb 24 Thurs Sketch Model Construction Feb 28 Mon Estimation and Energy Mar 2 Wed Sketch Model Construction Mar 3 Thurs Sketch Model Construction Mar 7 Mon Sketch Model Construction Mar 9 Wed Sketch Model Construction Mar 10 Thurs Sketch Model Presentations W.L Hall Shop, Rapson Spring Break Mar 21 Mon Design Aesthetic Mar 23 Wed Concept Selection Mar 24 Thurs Sketch Model 2.0 Construction Mar 28 Mon Solid Modeling Mar 30 Wed Solid Modeling Mar 31 Thurs Sketch Model 2.0 Construction Apr 4 Mon Design Consulting Apr 6 Wed Concept Selection Apr 7 Thurs Prototyping Apr 11 Mon Plastics and Manufacturing Apr 13 Wed Prototyping Apr 14 Thurs Prototyping Apr 18 Mon Presentations and Packaging Apr 20 Wed Prototyping Apr 21 Thurs Prototyping Apr 25 Mon Keynote/Presentation Prep Apr 27 Wed Presentation Prep Apr 28 Thurs Prototyping May 2 Mon Practice Presentations May 4 Wed Playsentations May 5 Thurs Class Wrap Up Design Notebooks Due

Policies Student Conduct Code: The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community. As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see: http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html. Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities." Use of Personal Electronic Devices in the Classroom: Using personal electronic devices in the classroom setting can hinder instruction and learning,



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Strategic Objectives & Consultation

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Strategic Objectives - Curricular Objectives:How does adding this course improve the overall curricularobjectives of the unit?

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Strategic Objectives - Core Curriculum:Does the unit consider this course to be part of its corecurriculum?

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Strategic Objectives - Consultation with Other Units:Before submitting a new course proposal in ECAS, circulatethe proposed syllabus to department chairs in relevant unitsand copy affiliated associate dean(s). Consultation preventscourse overlap and informs other departments of newcourse offerings. If you determine that consultation withunits in external college(s) is unnecessary, include adescription of the steps taken to reach that conclusion (e.g.,catalog key word search, conversation with collegiatecurriculum committee, knowledge of current curriculum inrelated units, etc.). Include documentation of allconsultation here, to be referenced during CCC review. Ifemail correspondence is too long to fit in the spaceprovided, paraphrase it here and send the full transcript tothe CCC staff person. Please also send a Word or PDFversion of the proposed syllabus to the CCC staff person.

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