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HOUSEKEEPING COVER SHEET Use this form to propose changes to courses that fall under the College of Design Policy on Routine Maintenance and Housekeeping Decisions. Housekeeping Department: DHA Course Designator: PDes Program: Product Design

Effective Term: Fall 2016 Career: ▀ Undergraduate □ Graduate Course Number: 3701 Submission Date: Submission from:

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

Select Changes: □ Change in Delivery Format □ Change in Grading Method □ Change in Prerequisite □ Other:

□ Change in Catalog Description ▀ Change in Course Number ▀ Change in Course Title □ Change in Term Offered

□ Correction of typographical or grammatical errors □ Offering of a Topic Number of times this specific topic has been offered in the past five years: including this one.

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

Course number and title change. Current course number: 3701. Current course title: Creativity, Idea Generation, and Innovation Proposed change to course number: 2701. Proposed change to title: Creative Design Methods. Number change more clearly reflects foundation level of the course. Title change clarifies content. Rationale: This is one of five courses required of the proposed pre-major prior to Portfolio Review.

ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=51232&seq=4[9/25/2015 11:15:05 AM]

PDES 2702 - VIEW COURSE PROPOSAL

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Approvals Received: Department

on 09-25-15

by Charleen Klarquist

([email protected])

Approvals Pending: College/Dean > Provost > Catalog

Effective Status: Active

Effective Term: New: 1169 - Fall 2016Old: 1149 - Fall 2014

Course: New: PDES 2702Old: PDES 3702

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: New: Concept SketchingOld: Concept Sketching & Rendering

Course Title Long: New: Concept SketchingOld: Concept Sketching and Rendering

Max-Min Creditsfor Course: 3.0 to 3.0 credit(s)

CatalogDescription: Sketching and marker rendering for communication of conceptual product design. Free-hand 2-

point perspective. Weekly drawing assignments/presentations. Students keep a sketchbook todevelop ideas/drawings.

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: 6.0 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.

3.0 credit(s)

Financial AidProgress Units: Not allowed to bypass limits.

3.0 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)

No prerequisites

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 communicate effectively

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

Students will learn to quickly communicate their ideas with free hand sketches. Studentswill learn techniques for conveying 3-dimensional concepts on 2-dimensional medium.Students will practice presenting and critiquing conceptual designs.

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

Via sketchbook and weekly assignments.

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:

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 will



depend 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

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.)

PDes 3702/5702: Concept Sketching and Rendering2.0 cr; A-F only, second half of the semester, fall, every yearInstructor: Barry Kudrowitz, [email protected], 352 McNealLecture: Wed 1-4 (Julie has more accurate times)Discussion: Mon 1-4 (Julie has more accurate times)

DescriptionThis class is an introduction to sketching and marker rendering for communication of conceptualproduct design. Focus is placed on free-hand 2-point perspective. Each week during lecture,students learn a different toolset and apply it to weekly drawing assignments. Studentspresent their work at weekly discussion sessions. Students also keep a sketchbook to developideas and drawings throughout the class.

Objectives By the end of the quarter, students will:

1. learn to represent three-dimensional product-like objects (both real and conceptual) on2D medium beginning with basic forms2. become more comfortable making free-hand sketches of concepts for both quickcommunication and formal presentation.



3. learn the basics of shading, shadows, and highlights on three-dimensional objectdrawings 4. become familiar with traditional and digital rendering tools and technique5. learn the basics of storyboarding 6. be familiar with form language and branding

Student Learning OutcomesThis course focuses heavily on one of the approved student learning outcomes: Communicating effectivelyStudents will learn to quickly communicate their ideas with free hand sketches. Students willlearn techniques for conveying 3-dimensional concepts on 2-d medium. Students will practicepresenting and critiquing conceptual designs.

Required ReadingsEissen, K., & Steur, R. (2009). Sketching: Drawing Techniques for Product Designers. BISPublishers.Suggested ReadingsOlofsson, E., & SjÓ§lÃ©n, K. (2007). Design Sketching (3rd Edition). Keoos Design Books.McCloud, S. (1993). Understanding Comics. Toronto: Tundra Publishing.McCloud, S. (2006). Making Comics: Storytelling Secrets of Comics, Manga, and Graphic Novels.NY: HarperCollins Paperbacks.

Web Referenceshttp://www.idSketching.comhttp://www.thegnomonworkshop.com/store/category/166/Industrial-Designhttp://web.mit.edu/2.009/www/resources/sketchingTutorials.html

MaterialsStudents will need to purchase a drawing kit to be discussed in class (marker set, markerpaper, canson paper, sketch book, colored pencils, stencils, ruler, eraser, chalk pastel, white-out or white gouache). Some materials (pen and paper) will be provided for the first lecture,but the kit must be purchased prior to lecture 2.

Creativity, Idea Generation and InnovationIn the first 7 weeks of the semester, PDES #### Creativity, Idea Generation, and Innovation istaught at the same times during the week. PDES #### is designed to follow naturally after PDES###; however, students are not required to enroll in both classes.

GradingStudents keep a sketchbook to develop concepts for the weekly assignments. Both thesketchbook and the assignments will be reviewed weekly during discussion. There are 7assignments that are equally weighted, one for each week of the class. Graduate GradingStudents will be graded on a higher standard than undergraduate students. Graduate studentswill have an alternative, more comprehensive assignment for the final week (week 7).70% - Weekly Assignments20% - Class Participation10% - Idea Journal

Week 1Lecture/Workshop â¿¿ Basics of Sketching, Mental Models and 2-Point PerspectiveAssignment â¿¿ Simple Primitive Forms in Perspective*This is a basic introduction to perspective and line work. The assignment will involvepracticing making cubes and cylinders with different vanishing points using a familiar object(Legos).

Week 2Lecture/Workshop â¿¿ Blocking, Combined Primitives (Geoforms), Corners and Contours Assignment â¿¿ Freehand Sketching of Simple Existing Products*Building off of the first week, students will learn how to combine these primitive shapes tomake sketches of objects that look like real, simple products. We will also discuss how tosketch rounded corners and contour lines. The assignment this week involves making sketchesof real but simple products (such as Ikea furniture, lamps, towel racks).

Week 3



Lecture/Workshop â¿¿ Marker Basics, Shading and Tone, Shadows and Highlights Assignment â¿¿ Shading and Shadows on Traced Drawings*This is an introduction to using markers to render sketches. The assignment detaches thesketch from the rendering and allows students to start with a traced sketch of popular productsto focus on producing realistic shading and shadows.

Week 4Lecture/Workshop â¿¿ Pencil Rendering, Details, Texture Assignment â¿¿ Orthographic Detailed Conceptual Sketches*This lecture focuses on details in drawings such as parting lines, buttons, and holes. Studentswill also learn to sketch on Canson (textured) paper as opposed to marker paper, which givesthe sketch texture. The assignment allows students to focus on highlights, shadows and detailsby sketching only orthographic views, which eliminates perspective. This assignment is also anintroduction to drawing new concepts as opposed to existing products. Items that they coulddraw for this assignment could be USB sticks, watches, cell phones, etc.

Week 5Lecture/Workshop â¿¿ Form Language, Branding, Organic ShapesAssignment â¿¿ New Product, Existing Brand*This lecture focuses on exploring form language in a product line as a means of branding.Students are introduced to mood boards and style boards as a way of inspiring design. We willalso cover some basics of drawing organic shapes. The assignment involves studying an existingproduct line, defining the form language and developing a sketch of new conceptual product forthat line. Students are allowed to pull pieces from existing products, but are still given theopportunity to develop a new concept. In this assignment students are expected to combinetechniques learned in the first four weeks.

Week 6Lecture/Workshop â¿¿ Storyboarding, Product Context, Faces and HandsAssignment â¿¿ Product Use Storyboard *This lecture is about conveying a story involving the product. Storyboards are used to show asuggested use scenario, to show assembly instructions or to just give context to the product.Lecture material is adapted from film industry and comic book design. Students are also shownthe basics handwriting, arrows, faces and hands, which are commonly used in product designsketches. The assignment involves developing a storyboard or comic strip around one of theprior assignment sketches or a new conceptual product.

Week 7 Lecture/Workshop â¿¿ Digital Rendering TechniquesAssignment â¿¿ Digitized Conceptual Product Sketch *This lecture involves taking rough sketches and enhancing and rendering them using Photoshop. The assignment involves taking one of the earlier un-rendered sketches from Weeks 2 or 4 andproducing digitally rendered sketches. Graduate Assignment â¿¿ New Product Presentation Board *Student will choose a conceptual product concept from their idea notebook and develop aseries of drawings to present the concept using a variety of the tools and techniques covered inprior assignments including Week 7â¿¿s digital rendering.

PoliciesStudent Conduct Code:The University seeks an environment that promotes academic achievement and integrity, that isprotective 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 isrespectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of theUniversity; and that does not threaten the physical or mental health or safety of members ofthe University community.As a student at the University you are expected adhere to Board of Regents Policy: StudentConduct 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 toteach or student learning. The classroom extends to any setting where a student is engaged inwork toward academic credit or satisfaction of program-based requirements or relatedactivities."



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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, orgender 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 studentmust register with Disability Services and provide documentation of your disability. The courseinstructor must provide information regarding a course's content, methods, and essentialcomponents. The combination of this information will be used by Disability Services todetermine appropriate accommodations for a particular student in a particular course. For moreinformation, 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 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 and may reduce your ability to participate in dailyactivities. University of Minnesota services are available to assist you. You can learn more aboutthe broad range of confidential mental health services available on campus via the StudentMental Health Website: http://www.mentalhealth.umn.edu

Catalog Summary

Concept Sketching and Rendering(2.0 cr; A-F only, fall)An introduction to sketching and marker rendering for communication of conceptual productdesign

Course Guide Summary

Concept Sketching and Rendering

Grading basis/credits: A-F only, 2 credits

Prereq: None

Description: This half semester class is an introduction to sketching and marker rendering forcommunication of conceptual product design. Focus is placed on free hand 2-pointperspective. Students will learn to quickly represent three-dimensional objects (both real andconceptual) on 2D medium beginning with basic forms. This class will also cover some topicsmore specific to product design including, storyboarding, form language and branding.

In addition to the weekly drawing assignments, students keep a sketchbook to develop ideasand drawings throughout the class. Drawing is like a language and one must practice regularlyto improve.

In the first half of the semester, PDES #### Creativity, Idea Generation, and Innovation istaught at the same times during the week. PDES #### is designed to follow naturally after PDES###; however, students are not required to enroll in both classes.

Class Time: 50% Interactive Lecture, 50% Discussion

Workload: 1 weekly assignment

Grade: 7 assignments each worth 10%, 20% class participation, 10% sketchbook Graduate Students will be graded on a higher standard than undergraduate students.



Instructor: Kudrowitz, Barry

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?

New: Number and title change to existing course in alignment with proposed newundergraduate Product Design Bachelor of Science.Old: This is an existing course. Credits are being changed from 2 to 3 to reflect workload.

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

New: This is a core course for the Product Design Undergraduate Minor and will be a corecourse for the proposed Product Design Bachelor of Science.Old: This is a core course for the Product Design Undergraduate Minor.

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.

This is a change to an existing course.

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Creativity, Idea Generation, and Innovation Course Designator PDES Section Number

Course Number 2701 Semester and Year Fall 2016

Class Meeting Days & Time Thursday 2:30-5:15 Classroom Bruininks Hall 114 Number of Credits 3 Final Exam Date & Time None

Instructor’s Information Name Barry Kudrowitz, Ph.D. Office Location Rapson Hall, Room 37 Office Phone (612) 624-1708 Email [email protected]

Office Hours Thursday 9:30-11:30 TAs David Brajkovic, [email protected] Krystianna Johnson, [email protected] Creativity Counselors Rory Alt, [email protected] Sophie Martin, [email protected] Zach Fadness, [email protected] Scott Melanson, [email protected] Joey Ivers, [email protected] Nina Johnson, [email protected] Will Besser, [email protected] Gabriela Chenoweth, [email protected] Katrina Matejcik, [email protected] Sarah Alfalah, [email protected] Robin Schwartzman, [email protected] Jared Schmidt, [email protected] Zachary Keilholz, [email protected] Ethan Brownell, [email protected] Jes Orr, [email protected] Jesse Paul, [email protected] Course Information and Instructor’s Expectations Course Description: This class is an introduction to a variety of creativity and idea generation tools with an emphasis on innovative product concept development. During lecture weeks, students learn a toolset and apply it to an ongoing project. Work is documented on a blog and in a notebook. This class is required for the product design minor. Every other week, students will be visiting, touring and participating in creative activities with companies in the Twin Cities. For these site visits, students will meet at the location to engage in a real world activity related to the material discussed in class. For off-site visits, students are expected to be on location at 2:45 and will leave the site at 5:00 to allow time for travel. Students must find their own means of transportation. Each group of 6-7 students will be assigned a volunteer creativity counselor. The role of this counselor is to provide feedback on the individual work presented in your online homework blog submissions. These counselors are either former students and/or industry representatives

PDES 3701/5701 Page 2

Website: http://product.design.umn.edu/courses/pdes3701/index.html Blog: medium.com Student Learning Outcomes following course completion: (must identify at least one outcome and how it relates to this course how it will be addressed and how it will be assessed, http://www.slo.umn.edu/) This course focuses heavily on two of the approved student learning outcomes: Identifying, defining, and solving problems This is essentially the purpose of this class. Students find opportunities for innovation, refine ideas based on user feedback, and develop product-based solutions for real problems. 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. Required and Recommended Materials: Required Readings

Pink, D. (2006). A Whole New Mind: Why Right-Brainers Will Rule the Future. Riverhead Trade.

Norman, D. (2002). The Design of Everyday Things. NY: Basic Books.

Johnson, S. (2010). Where Good Ideas Come From. Riverhead Hardcover.

Required Materials

Design notebook

Access to a digital camera or smart phone

Recommended Readings

Lehrer, J. (2012). Imagine: How Creativity Works. Haughton Mifflin Harcourt.

Kelley, T. (2001). The Art of Innovation: Lessons in Creativity from IDEO. Crown Business.

Michalko, M (2001). Cracking Creativity: The Secrets of Creative Genius. Ten Speed Press.

Silverstein, D., Samuel, P., and DeCarlo, N. (2008). The Innovator's Toolkit. Wiley.

Koberg, Don. (2003). The Universal Traveler (4th ed). Axzo Press.

Michalko, M. (2006). Thinkertoys. Berkeley, CA: Ten Speed Press.

Tassoul, M. (2009) Creative Facilitation. VSSD.

Von Oech, R. (2008). A Whack on the Side of the Head. Business Plus.

Attendance: Class participation grades are based on both attendance and quality of in-class activity. As there are only 7 lectures in this class, attendance for these 7 lectures is mandatory. Tardiness will also count against the participation grade. One missed lecture will result in a full letter grade deduction and two missed lectures will be considered an incomplete. Only in certain circumstances as described in the UMN Policies will an absence or tardy not affect the grade. Here are some things that do not constitute an excused absence: going to hear a talk, attending an event for another class, job interviews, having a headache. If you are ill, please submit a doctor’s note so I do not count this against you. Workload: This is a 3-credit class and so students are expected to spend 9 hours each week outside of class time working on assignments. Each of the 7 assignments will span two weeks and so students are expected to put 18 hours of work into each assignment. This time is to be spent physically doing the assignment, documenting your processes and results in your blog, and later doing peer reviewers for several other classmates.

PDES 3701/5701 Page 3

Accepting and Returning Assignments: Assignments are given at the end of lecture on Thursdays and the assignment will be due as a blog post at midnight on Wednesday of the following week. That Thursday (before midnight) your creativity counselors will provide brief comments on your blog post for improvement. You will then have until Monday at midnight to make any changes or additions suggested by your creativity counselors. Each week students will review a set of three other blog assignments. The reviews are submitted as blog comments due at midnight on the Wednesday following the final Monday blog submission.

Mon Tues Wed Thurs Fri Sat Sun Week n Lecture / Assignment Given Week n+1

Assignment Due by Blog at Midnight

Site Visit / Creativity Counselors provide feedback online as

comments

Week n+2

Updated Blog by Midnight

Peer reviews Due by Midnight

Lecture / Results of Assignment Discussed at the End of Lecture

Grades will be returned the Thursday after assignments are submitted. The TAs will do the official grading on these blog posts based on a grading rubric that we will share with you when the assignments are revealed. Counselors will provide the feedback on the content. Late assignments will receive a letter grade deduction for every day late. Late peer reviews will not be graded. Every blog post must be formatted correctly to allow your peers and instructors to find it. To minimize grading confusion we will ask you to clearly note in the blog post where you are addressing each component of the rubric for that week. 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 Grading Structure: Students keep an idea notebook to develop concepts for the weekly assignments. The assignments are also presented digitally on a blog. The notebook should be used to document ideas, collect data, sketch, organize materials and the blog should be used to present the highlights of the assignments. The blog submissions will be peer reviewed weekly in the form of blog comments. There are 7 assignments that are equally weighted. The assignments will build on each other and are all based on an overarching project theme. Assignments and reviews are evaluated on a combination of quality and presentation. Every few weeks there will be an online creativity test. Students will receive credit if they do these tests on time. As there are only 7 lectures in this class, attendance for these 7 lectures is mandatory. One missed lecture will result in a letter grade deduction and two missed lectures will be considered an incomplete. Excused absences, however, will not affect your grade (see policy section). Tardiness will affect your class participation grade. No extra credit options. 70% - Blog Assignments (the final exam/presentation is part of the last assignment) 10% - Class Participation 15% - Peer Reviews 5% - Creativity Test Participation

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

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Schedule and Assignments:

Week 1 – Thursday September 10 Theories of Creativity and Innovation: An introduction to different theories of creativity explained through a variety of creativity tests. Overview of class format, assignments and logistics. Assignment – 1) Get a design notebook. 2) Blog Entry 1: Creative Experimentation 3) Begin A Whole New Mind and read The Creativity Crisis Week 2 – Thursday September 17 (SITE VISIT: General Mills) Week 3 - Thursday September 24 Play, Humor and Improvisation: An introduction to improvisational thinking, play and humor in design, and association based ideation. Assignment – 1) Blog Entry 2: Mind Maps and Humorous Products Week 4 - Thursday October 1 (SITE VISIT: HUGE Improv Theatre) Week 5 – Thursday October 8 Understanding the Customer: An introduction to problem finding, observation and ethnography Assignment – 1) Blog Entry 3: Bug Lists and Observation Study 2) Read Design of Everyday Things 3) Optional Reading The Art of Innovation Chapter 3-4, Innovator’s Toolkit Technique 4, 6, 7, 14, 15, 18, 19, 21, 22, 27, Cracking Creativity Part 2 Strat. 9 Week 6 - Thursday October 15 (SITE VISIT: Target Headquarters) Week 7 – Thursday October 22 Blue Sky Idea Generation Methods: Practicing collaborative free form idea generation techniques, brainstorming, brainwriting, KJ method Assignment – 1) Blog Entry 4: Host a Brainstorming Week 8 - Thursday October 29 (SITE VISIT: Worrell OR Kablooe OR Logic) Week 9 - Thursday November 5 Ideation Tools for Manipulating Concepts: Practicing structured ideation tools including morphological analysis, SCAMPER, and TRIZ Assignment – 1) Blog Entry 5: Manipulating Ideas 2) Procure prototyping materials 3) Optional Reading Innovator’s Toolkit Techniques 15, 16, 17, 23, 26, 33 Week 10 – Thursday November 12 (SITE VISIT: Stratasys) Week 11 - Thursday November 19 Preliminary Idea Evaluation Tools and Intellectual Property: Evaluating ideas based on feasibility calculations, sketch modeling, benchmarking, patent searching, and user feedback Assignment – 1) Blog Entry 6: Product Benchmarking, Product Costing, Patent Search, and Feasibility Testing

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Week 12 – Thursday December 3 (SITE VISIT: 3M Innovation Center) Week 13 – Thursday December 10 Concept Selection Methods: Tools for evaluation and deciding between ideas including: multi-voting, Pugh charts, House of Quality, Six Thinking Hats. Techniques for pitching ideas will also be discussed. Class Review. Assignment - 1) Blog Entry 7: Decision process for idea selection, Elevator Pitch Video (due Dec 9 at noon) 2) Peer Review of Elevator Pitches 3) Optional Reading Innovator’s Toolkit Techniques 29, 35, 36 University Policies

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

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

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

Personal Electronic Devices in Classroom: PEDs are not permitted in lecture. http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html Use of Class Notes and Materials: It is not permitted to profit off of the lecture notes from this class. If you want to reference slides or notes, please give credit to the course instructor and the University of Minnesota. http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html Scholastic Dishonesty and Student Conduct Code: http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf

Sexual Harassment: http://www1.umn.edu/regents/policies/humanresources/SexHarassment.pdf Statement on Climate of Inclusivity: You are expected to be attentive during class, ask questions if you do not understand something, and to

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

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

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

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

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

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

available for help.

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

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Academic Freedom and Responsibility: http://www1.umn.edu/regents/policies/academic/Academic_Freedom.pdf Availability of Disability and Mental Health Services:

The University of Minnesota is committed to providing all students equal access to learning opportunities.

Disability Services (DS) is the campus office that works with students who have disabilities 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 a confidential

discussion at 612- 626-1333 (V/TTY) or [email protected]. • Students registered with DS, who have a letter requesting accommodations, are encouraged to

contact the instructor early in the semester to discuss accommodations outlined in their letter.

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 or reduce your ability to participate in daily activities. University of Minnesota services are

available to assist you with addressing these and other concerns you may be experiencing. You can learn

more about the broad range of confidential mental health services available on campus via

www.mentalhealth.umn.edu or contact 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, Mpls

199 Coffey Hall, St. Paul

612-624-3323

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Documents

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