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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,  cross-­‐listing,  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  

Is  this  change  related  to  other  course  changes  under  curricular  review  this  cycle?   [   ]   YES                          [   ]   NO  If  yes,  identify  which  other  courses:        

 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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1

Syllabus

DES 3351: The Phenomenon of Design in Everyday Life (3 credits)

Spring 2017 University of Minnesota

College of Design (240 McNeal Hall, St. Paul Campus; 612/624-9700)

Pat Hemmis, Lecturer

209 McNeal Hall 625-9198

phemmis@umn.edu Office Hours: Tuesdays and Thursdays, 10:15–11:30 and by appointment

Plus special guest lecturers

from the professional and academic design community

Class Location and Time Wednesdays

6:20 pm – 8:50 pm Room 109, Rapson Hall, East Bank Campus

Course Description: Why are so many people talking about design? How are new materials, and sensors embedded in our products shaping our relationship with design in our everyday lives? How are we shaping virtual and physical experiences through design? How are these experiences changing us? Why is design thinking influencing fields such as medicine and business? What forces are shaping design in our everyday lives at the beginning of the 21st century? During the past decade, the interest in and perceived value of design has reached the status of "phenomenon." From Target to Project Runway, from designing a virtual world for an avatar to designing for social change, interest in “design” writ large, permeates our world. In this course, we will examine the fascination with design in our everyday life. Together, we will explore the implications of this phenomenon in the present, and examine historical precedents for the "design in everyday life" concept. We will begin the course by researching context and precedent to better understand the current expressions of this phenomenon within the designed environment. We will identify a nexus of underlying themes and relationships that influence this phenomenon and result from it. Through readings, guest lectures, discussions and assignments, students will analyze and synthesize their research findings.

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This course creates an opportunity for students from diverse academic backgrounds to investigate a specific, relevant design topic and provides an interdisciplinary perspective about the creation of meaning within the designed environment. Students share their conclusions with one another in class, and create several summarizing statements (e.g., creative presentations, projects, writing) of their learning experiences throughout the term. Course Objectives: By the end of the course, the student will be able to:

• Understand that design provides a communication through forms and practices in which cultural meanings are made manifest.

• Understand the scope and depth of an important phenomenon currently at play within the designed environment.

• Identify and analyze expressions of this phenomenon within designed objects and space. • Explain theories that guide and direct current thinking on this topic. • Understand the historical context of this phenomenon.

Audience: This course is intended for undergraduate students who are interested in exploring the ways in which the unprecedented popular interest in design in everyday life is a major shaping force in the 21st century. Rationale: This course exposes students to many facets of design thinking and provides them with an interdisciplinary perspective about design and human behavior. DES 3351 offers students the opportunity to raise their awareness about the value and the power of design in our culture. Student Learning Outcomes: • Learning Outcome: Understand the role of creativity, innovation, discovery, and expression across

disciplines. During the past decade, the interest in and perceived value of design has reached the status of "phenomenon." In this course, students will examine the fascination with design in our everyday life. They will explore the implications of this phenomenon in the present, and examine recent historical precedents. They will learn how to identify themes and core concepts of this phenomenon.

• Method of assessment: The first Student Learning Outcome is assessed through completion of three small context assignments, two design integration essays with two summarizing presentations, and class participation. Students are evaluated via a series of rubrics created by the course instructor that assesses each project in terms of its: clarity; organization, coherence, and development; originality; depth of supporting documentation; and quality of writing and presentation. Readings, Talks and Videos: Readings, talks and most videos will be posted to the course Moodle site. Students are expected to have completed the readings prior to class, to ensure interesting class discussion.

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Writing Assistance: Student Writing Support (SWS) provides free writing instruction for all University of Minnesota students---graduate and undergraduate---at all stages of the writing process. In face-to-face and online collaborative consultations, SWS consultants help students develop productive writing habits and revision strategies. SWS consultants are teachers of writing: graduate and undergraduate teaching assistants and professional staff. Some consultants specialize in working with non-native speakers, and others have experience with writing in specific disciplines. Consulting is available by appointment online and in 15 Nicholson Hall, and on a walk-in basis in 9 Appleby Hall. For more information, go to: http://writing.umn.edu or call 612.625.1893. In addition, SWS offers a number of web-based resources on topics such as documenting sources, planning and completing a writing project, and addressing punctuation and grammar questions. See http://writing.umn.edu Student Responsibilities:

Students are responsible for all information disseminated in lecture, sections, readings, course website, site visits and handouts, plus all course requirements, including deadlines, and responsibilities listed below. Occasionally, I will send important information via U of MN e-mail. It is your responsibility to read these e-mails. Attendance: I believe attendance is essential to the learning process. Learning involves participation in the process as well as attention given to all participants. Many class meetings will be conducted in a lecture format, and your attendance, attention, and discussion are stimulating factors in the success of learning. Note that attendance and participation are included in the total points for the course. Important Note Regarding Spring Break: The official 2017 Spring Break is from 3-13-17 thru 3-17-16. Plan to be in class the Wednesday night before and after break. Attendance in terms of any possible flu outbreak during Spring 2017: We will follow all University of Minnesota guidelines regarding attendance during the flu outbreak. Please review the University of Minnesota flu policy guidelines. Completion of reading and written assignments: It is imperative that you read the assignments before attending class. The assignments are designed to help you apply the content of the class. Thoughtful reading of texts and participation in the course will prepare you for the written assignments and exams. All written assignments must be submitted on time, in indicated format. Late assignments will be penalized. Since this is a seminar, I seldom lecture in the traditional sense. When I do so, the notes for my lectures will be available to download from the course website prior to lecture. Please bring these notes to lecture. You will be adding additional information to the notes during class.

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 ds@umn.edu.

• 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.

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• 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.

Use of Student Work: 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). Respect: You are expected to be attentive during class, ask questions if you do not understand something, and to offer your opinion. Racism, sexism, homophobia, ageism and other forms of bigotry are inappropriate to express in this class. You are expected to listen respectfully to other students, the instructor, and guest speakers. Talking with classmates, reading newspapers, texting, etc. during class is rude behavior. It is unacceptable in this class, and students engaging in this behavior will be asked to leave. Consider this classroom a “beep-free” zone. Please turn off cell phones, pagers, i-Pods, watches, etc. during class unless otherwise instructed. Do not allow your phone to beep to indicate a message. Laptop and SmartPhone use is allowed for research at certain times in class. Scholastic Misconduct: You are responsible for being aware of and following all University of Minnesota guidelines for scholastic misconduct. Conduct the Student Conduct Code for any specific questions. Scholastic misconduct can be grounds for dismissal from the University and includes: • Cheating on assignments • Acquiring or using test materials without faculty permission • Plagiarizing (representing as a student’s own work any part done by another person) • Submitting the same paper, or substantially similar papers, to meet the requirements of more than one course without the approval and consent of all instructors concerned. • Depriving another student of necessary course materials or otherwise interfering with another student’s work • Falsifying a record • Any other act that violates the academic rights of another student or involves misrepresentation of a student’s own work http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf Late Assignments: Grades for assignments turned in after the due date will be reduced by 10% per day. Occasionally, there are legitimate extenuating circumstances for turning in late work. These circumstances will be judged on an individual basis and must be accompanied by documentation, i.e., hospital admittance receipt. If you have an emergency, please inform me via email as soon as possible.

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Grade Disputes: Students sometimes have questions about comments or grades on papers and presentations. I am eager to help you better understand the material and will be happy to answer any questions. Writing Assistance: Student Writing Support (SWS) provides free writing instruction for all University of Minnesota students---graduate and undergraduate---at all stages of the writing process. In face-to-face and online collaborative consultations, SWS consultants help students develop productive writing habits and revision strategies. SWS consultants are teachers of writing: graduate and undergraduate teaching assistants and professional staff. Some consultants specialize in working with non-native speakers, and others have experience with writing in specific disciplines. Consulting is available by appointment online and in 10 Nicholson Hall, and on a walk-in basis in 9 Appleby Hall. For more information, go to: http://writing.umn.edu or call 612-625-1893. In addition, SWS offers a number of web-based resources on topics such as documenting sources, planning and completing a writing project, and addressing punctuation and grammar questions. See http://writing.umn.edu University of Minnesota Policy on Use of Class Notes for Commercial Purposes:

Students may not distribute class notes, handouts, or other instructor-provided materials for commercial purposes, through the Internet, or for any reason other than personal study among classmates enrolled in the course, without the express written consent of the instructor. The provisions of this policy are enforceable as University rules under the University of Minnesota Statement of Standards of Student Conduct, and violations may result in warning, required compliance, confiscation, probation, suspension, or expulsion.

Assignments and Point Distribution 150 total points: Context Assignments 30 points total Context Assignment 1 10 points Context Assignment 2 10 points Context Assignment 3 10 points Written Assignments: 50 points total Synthesis Essay 1 25 points Synthesis Essay 2 25 points Presentations: 50 points total Synthesis Presentation 1 25 points Synthesis Presentation 2 25 points Class Participation: 20 points total Important Note: There is no final exam in DES 3351.

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Grading Scale: Total Points/Grade U of M Description of Letter Grade 93-100 A Represents achievement that is outstanding relative to the level 90-92 A- necessary to meet course requirements 87-89 B+ Represents achievement that is significantly above the level 83-86 B necessary to meet course requirements 80-82 B- 77-79 C+ Represents achievement that meets course requirements in 73-76 C every respect 70-72 C- 67-69 D+ Represents achievement that is worthy of credit even though it 60-66 D fails to meet fully the course requirements 0-59 F Represents failure and signifies that the work was completed but at a level not worthy of credit At the end of the term, points for each assignment will be added together and a letter grade will be assigned based on a percentage of the whole as shown on the scale below. Please be reminded that a grade of “C” designates average work. Only if your work is above average can a grade better than a “C” be earned. Grading Policies: Incompletes: The instructor assigns Grades of “incomplete”, only in cases of extended illness or family/personal crisis. Please discuss these issues with me as early as possible so that I can work with you. Make-up Assignments: There are no make-up assignments without documentation of illness or family/personal crisis. Extra Credit Work: There is no opportunity for extra-credit work in DES 3351. . Unclaimed Work: Coursework must be picked up from Pat by Friday, May 12th. Any unclaimed work will be disposed of, at that point, unless specific arrangements have been made.

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DES 3351: The Phenomenon of Design in Everyday Life P. Hemmis

Spring 2017

Bibliography Gibney Jr., F. and Luscombe, B. (3-20-2000). The Rebirth of design, TIME Magazine. Gilmore, J. and Pine II, J., (2011). The Experience economy. Harvard Business Review Press. Boston, MA. Gilmore, J. and Pine II, J., (2007). Authenticity: What consumers really want. Harvard Business Review Press. Boston, MA. Greenfield, A., (2017). Radical technologies: The design of everyday life. Verso Publishing Hara, K. Designing design., 4th Ed. (2015). Lars Muller Publishing. Morrison, J., (2017) The hard life: Jasper Morrison. Lars Muller Publishing.

Sterling, B., (2005). Shaping things. The MIT Press. Cambridge, MA. Victor, B., A brief rant on the future of interaction design. (posted 11/8/11). http://worrydream.com/#!/ABriefRantOnTheFutureOfInteractionDesign

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