housekeeping cover sheet€¦ · assessment: grading of studio projects involving tlc rubric...

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: GDES Program: Graphic Design

Effective Term: Spring 2017 Career: X Undergraduate □ Graduate Course Number: 3353 Submission Date: 8/19/16 Submission from: Sue Chu

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 X 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 Can be offered a maximum of 2 times.

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

GDES 3353 Packaging and Display Change the pre-requisite from “GDes or DHA 2345, 3351, Graphic Design Major” to “2345, 3351, graphic design major, pass portfolio review; or [Product Design major and junior or senior]”

GDES 3353 - VIEW COURSE PROPOSAL

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Approvals Received: Departmenton 09-16-16

by Amber Heldt

([email protected])

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

Effective Status: Active

Effective Term: New: 1173 - Spring 2017Old: 1153 - Spring 2015

Course: GDES 3353

Institution:Campus:

UMNTC - Twin Cities/RochesterUMNTC - Twin Cities

Career: UGRD

College: TALA - College of Design

Department: 10830 - DHA Graphic Design

General

Course Title Short: Packaging and Display

Course Title Long: Packaging and Display

Max-Min Creditsfor Course:

3.0 to 3.0 credit(s)

CatalogDescription:

New: Application of graphic design principles to three-dimensionalprojects. Principles of three-dimensional design/space applied tolabeling, packaging, and display.

prereq: 2345, 3351, graphic design major, pass portfolio review; or[Product Design major and junior or senior]Old: Application of graphic design principles to three-dimensionalprojects. Principles of three-dimensional design/space applied tolabeling, packaging, and display.prereq: [2345 or DHA 2345], 3351, graphic design major, passportfolio review

Print in Catalog?: Yes

CCE CatalogDescription:

New: Application of graphic design principles to three-dimensionalprojects. Principles involved in the design of effective and

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

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ECAS View Course Proposal https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27248&...

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innovative labeling, packaging, and display.Old: Only include CCE Catalog Description in CCECatalog.Application of graphic design principles to three-dimensionalprojects. Principles involved in the design of effective andinnovative labeling, packaging, and display.

Grading Basis: New: A-F onlyOld: A-F or Aud

Topics Course: No

Honors Course: No

Online Course: No

InstructorContact Hours:

4.5 hours per week

Course Typically Offered: Every Fall & Spring

Component 1 : LAB (with final exam)

Auto-EnrollCourse:

No

GradedComponent:

LAB

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.

QuarterPrerequisite:

3352, pass portfolio review, DHA major

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)

New: prereq: 2345, 3351, graphic design major, pass portfolioreview; or [Product Design major and junior or senior]Old: 003791 - GDes or DHA 2345, 3351, Graphic Design Major

Editor Comments: [added to PS note field, course notes sequence nbr 3:] credit willnot be granted if credit already received for: DHA 3353

Proposal Changes: <no text provided>

History Information: <no text provided>


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FacultySponsor Name:

Steven McCarthy

FacultySponsor E-mail Address:

[email protected]

Student Learning Outcomes

Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems

Please explain briefly how this outcome will be addressed inthe course. Give brief examples of class work related to theoutcome.

Can identify, define, and solve problemsï¿½ By applying theelements and principles of design through the iterative designprocess; by proposing solutions, incorporating feedback andrefining design proposals; by experimenting, innovating andtesting ideas involving image and text compositions on threedimensional forms; by integrating graphic, spatial andfunctional considerations in packaging and display scenarios.

How will you assess the students' learning related to thisoutcome? Give brief examples of how class work related to theoutcome will be evaluated.

Assessment: grading of studio projects involving TLC rubric(Technique, Layout, Concept) ï¿½ written response given.

- Can communicate effectively

Please explain briefly how this outcome will be addressed inthe course. Give brief examples of class work related to theoutcome.

Can communicate effectivelyï¿½ By making oral, visual andspatial presentations; by participating in critiques; bydeveloping a critical vocabulary; by concurrently consideringmessage content, visual and spatial form.

How will you assess the students' learning related to thisoutcome? Give brief examples of how class work related to theoutcome will be evaluated.

Assessment: grading of studio projects involving TLC rubric(Technique, Layout, Concept) ï¿½ written response given.

Liberal Education

Requirementthis course fulfills:

None

Other requirementthis course fulfills:

None


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Criteria forCore Courses:

Describe how the course meets the specific bullet points forthe proposed core requirement. Give concrete and detailedexamples for the course syllabus, detailed outline,laboratory material, student projects, or other instructionalmaterials or method.

Core courses must meet the following requirements:

They explicitly help students understand what liberaleducation is, how the content and the substance of thiscourse enhance a liberal education, and what thismeans for them as students and as citizens.They employ teaching and learning strategies thatengage students with doing the work of the field, notjust reading about it.They include small group experiences (such asdiscussion sections or labs) and use writing asappropriate to the discipline to help students learn andreflect on their learning.They do not (except in rare and clearly justified cases)have prerequisites beyond the University's entrancerequirements.They are offered on a regular schedule.They are taught by regular faculty or underexceptional circumstances by instructors on continuingappointments. Departments proposing instructorsother than regular faculty must provide documentationof how such instructors will be trained and supervisedto ensure consistency and continuity in courses.

<no text provided>

Criteria forTheme Courses:

Describe how the course meets the specific bulletpoints for the proposed theme requirement. Giveconcrete and detailed examples for the coursesyllabus, detailed outline, laboratory material, studentprojects, or other instructional materials or methods.

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

thinking ethically about important challengesfacing our society and world;reflecting on the shared sense of responsibilityrequired to build and maintain community;connecting knowledge and practice;fostering a stronger sense of our roles ashistorical 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


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Writing Intensive

Propose this courseas Writing Intensivecurriculum:

No

Question 1 (see CWB Requirement 1): How do writing assignments and writing instructionfurther the learning objectives of this course and howis writing integrated into the course? Note that thesyllabus must reflect the critical role that writingplays in the course.

<no text provided>

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

<no text provided>

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

<no text provided>

Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will berequired to revise and resubmit after feedback fromthe instructor. Indicate who will be providing thefeedback. Include an example of the assignmentinstructions you are likely to use for this assignmentor assignments.

<no text provided>

Question 5 (see CWB Requirement 5): What types of writing instruction will be experiencedby students? How much class time will be devoted toexplicit writing instruction and at what points in thesemester? What types of writing support andresources will be provided to students?

<no text provided>

Question 6 (see CWB Requirement 6): If teaching assistants will participate in writingassessment and writing instruction, explain how willthey be trained (e.g. in how to review, grade andrespond to student writing) and how will they besupervised. If the course is taught in multiple sectionswith multiple faculty (e.g. a capstone directed studiescourse), explain how every faculty mentor will ensurethat their students will receive a writing intensive


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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 contentand/or description and/or credits are proposed, pleaseprovide a syllabus that includes the following information:course goals and description; format;structure of the course(proposed number of instructor contact hours per week,student workload effort per week, etc.); topics to becovered; scope and nature of assigned readings (text,authors, frequency, amount per week); required courseassignments; nature of any student projects; and howstudents will be evaluated. The University "Syllabi Policy"can be found here

The University policy on credits is found under Section 4A of"Standards for Semester Conversion" found here. Coursesyllabus information will be retained in this system untilnew syllabus information is entered with the next majorcourse modification. This course syllabus information maynot correspond to the course as offered in a particularsemester.

(Please limit text to about 12 pages. Text copied and pastedfrom other sources will not retain formatting and specialcharacters might not copy properly.)

GDes 3353 Packaging and Display

Tuesday & Thursday 3:00 - 5:10 pm

McNeal Hall B3 (and computer lab in 305)Dept. of Design, Housing & Apparel, College of DesignUniversity of Minnesota, St. Paul campus

Steven McCarthy, MFA, Associate ProfessorDept. of Design, Housing and ApparelMcNeal 240 (office)612 [email protected]

Office Hours: Tuesday 1:00ï¿½2:00 & Wednesday, by appointment

GDes 3353 Packaging and Display is an upper-level course in thegraphic design professional sequence. The prerequisite is GDes2345, pass portfolio review.

The design of packages and displays involves three-dimensionalconsiderations, in addition to the graphic skills that students have


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developed in earlier courses. Thinking and working three-dimensionally will present students with new opportunities ï¿½ andchallenges! ï¿½ for creating innovative and functional works, thatserve to contain, present and communicate effectively.

Rendering, prototyping, specifying different materials, crafting 3-Dmodels and final designs will allow students to attain new skillsthrough the problem-solving process. Obviously, attention to color,typography, images and composition are still crucial to the designof packages and displays. Talents honed in DHA 3353 will apply toexhibition design, packaging, retail environments, trade shows,point-of-sale displays, and architecutral signage.

Course objectives: ï¿½ to provide experiences withpackage and display design through problem-solving scenarios. ï¿½ to enable students to gain familiarity with3-dimensional design principles, especially as they relate tographic / visual principles. ï¿½ to expose students to materials, techniques andprocesses (both functional and experimental) related to thedesign of packaging and display. ï¿½ through assigned readings, guest speakers and fieldtrips, allow students to appreciate the professional aspects ofpackaging and display. ï¿½ to put packaging and display design into a widercontext that considers issues like sustainability, consumption,information, recycling and reuse.&Attendance policyAttendance is required to learn the course material and will betaken daily. Two unexcused absences are the maximum allowedbefore the final grade is lowered by one letter grade. Excusedabsences are for substantiated medical and personal emergenciesonly, with documentation.

Punctuality policyPlease arrive on time and plan to stay the entire session, unlessnotified otherwise. Unexcused tardiness beyond 10 minutes will becounted as an absence. Assignments are also due on the specifieddate; late assignments will be lowered a letter grade.

Assignment policyAssignment sheets will be handed out for each project, describingthe project parameters in detail and providing interim and final duedates. Pay attention to the constraints of the assignment, so thatyour time and effort are used effectively. Assignments may beresubmitted once, within a week of the due date, for a maximum 5point upgrade (donï¿½t expect graded projects to be returned firstto determine whether or not youï¿½d like to revise ï¿½ use yourcritical judgement).

Conduct policyA studio setting is conducive for an informal atmosphere, withstudent interaction an expected benefit. Please keep the focus onthe task at hand too, and be respectful of your classmates andtheir work. Turn cell phones off!

Grading policy


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Project grades are determined by the following criteria, eachassigned a value between 1 and 10 (one is low, ten is high, x 3 fora high of 30). The numerical scores are weighted against theproject percentages (24 @ 30%, 28 @ 20%, etcetera), andcalculated objectively to arrive at the final course grade.

T technique (craftsmanship, neatness, exactitude, finesse)L layout (composition, legibility, readability, spatialrelationships, use of design principles and elements)C concept (quality and originality of ideas, problem-solvingappropriateness, creativity) A 29-30 outstandingA- 27-28 excellentB+ 25-26 very goodB 23-24 goodB- 21-22 okayC+ 19-20 not badC 17-18 adequateC- 15-16 weakD 11-14 poorF 6-10 failing

Per Department of Design, Housing and Apparel standards, thegrade of ï¿½Aï¿½ will not be given to more than 50% of any class.

Outside-of-class communication:Your UMn email account will be used for class updates, changes,etc. Please check it daily ï¿½ if you prefer ï¿½@hotmailï¿½,ï¿½@aolï¿½, etc. then set up your UMn account to autoforward.PERMANENT GRADES FOR ACADEMIC WORK(from UM Senate ï¿½Uniform Grading Policyï¿½ statement) Thereare five permanent grades given for a single course for which creditshall be awarded, which will be entered on a studentï¿½s officialtranscript. A-B-C-D-F grades include pluses and minuses, asfollows, and carry the indicated grade points. The S grade shall notcarry grade points but the credits shall count toward thestudentï¿½s degree program if allowed by the college, campus, orprogram.These definitions apply to grades awarded to students who are notenrolled in graduate programs, but the grade points are the sameno matter the level or course of enrollment.A = 4.00 / A- = 3.67 Represents achievement that is outstandingrelative to the level necessary to meet course requirements.B+ = 3.33 / B = 3.00 / B- = 2.67 Represents achievement that issignificantly above the level necessary to meet courserequirements.C+ = 2.33 / C = 2.00 / C- = 1.67 Represents achievement thatmeets the course requirements in every respect.D+ = 1.33 / D = 1.00 Represents achievement that is worthy ofcredit even though it fails to meet fully the course requirements.For the final grade, "+" and "-" grading symbols may be used withthe A-F grading system to give further indication of studentperformance Course outline

16. Introduction to course, in-class exercise with die-cut box18. in-class exercise with hand-cut containers ï¿½ bring 4-5


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sheets of colored cover stock, tools

23. begin work on experimental packages for Four Elements25. presentation of Earth, Air, Fire, Water packages, critique

30. guest lecture: branding through packaging (TBA)1. begin work on Almond-butter Package and Ad

6. presentation of sketches, competition audit8. field trip: WPa exhibit HGA Gallery, Rapson Hall

13. presentation of 3 top concepts15. work in progress

20. work in progress22. final presentation and critique: Almond-butter Packageand Ad

27. field trip: exhibition design (TBA)1. in-class exercise with foamcore board

6. begin work on Historical Timeline display8. work-in-progress

13. SPRING BREAK15. SPRING BREAK

20. presentation of sketches, research (images, text, etc.)22. work-in-progress

27. work-in-progress29. presentation of rough designs

3. work-in-progress5. Historical Timeline display final presentation and critique

10. begin work on Apparel System12. work-in-progress

17. work-in-progress19. work-in-progress

24. scale model presentations26. work-in-progress

1. work-in-progress3. Apparel System final presentation and critique

10. NOTE: official final exam time: 10:30ï¿½12:30 p.m. pick up graded workJanuaryMaterials requiredï¿½ Hot melt glue gun & glue sticksï¿½ Bone folder (or other scoring tool)ï¿½ Utility knife and bladesï¿½ X-Acto knife and #11 bladesï¿½ Metal straight edge, 18ï¿½ minimumï¿½ Self-repairing cutting board


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ï¿½ 8x11ï¿½ sketch bookï¿½ Foam core, corrugated board, cover stock paperï¿½ ï¿½Recycledï¿½ materials (glass, metal, plastic, other)ï¿½ Miscellaneous graphic art supplies ï¿½ as neededï¿½ Budget for computer print-outs ($200-up)ï¿½ Digital data storage device

Resources (provided in class, or on reserve atMagrath Library)ï¿½ The Packaging Designerï¿½s Book of Patternsï¿½ 50 Trade Secrets of Great Design: PackagingFebruaryMarchUniversity of Minnesota Student Learning Outcomes(Upon course completion, students...)

Can identify, define, and solve problemsï¿½By applying the elements and principles of design through theiterative design process; by proposing solutions, incorporatingfeedback and refining design proposals; by experimenting,innoï¿½vating and testing ideas involving image and textcompositions on three dimensional forms; by integrating graphic,spatial and functional considerations in packaging and displayscenarios.

Can communicate effectivelyï¿½By making oral, visual and spatial presentations; byparticipatï¿½ing in critiques; by developing a critical vocabulary; byconcurï¿½rently considering message content, visual and spatialform.

The fine print: This syllabus is meant to provide a schedule for thesemester, and is subject to change with unforeseencircumï¿½stances; reasonable notice will be given.

ï¿½It is University policy to provide, on a flexible andindividualï¿½ized basis, reasonable accomodations to students whohave disabilities that may affect their ability to participate in courseactivities or to meet course requirements. Students withdisï¿½abilities are encouraged to contact their instructors early inthe quarter to discuss their individual needs for accomodations.This syllabus is available in alternative formats upon request.ï¿½

Strategic Objectives & Consultation

Name of Department ChairApprover:

<no text provided>

Strategic Objectives -Curricular Objectives:

How does adding this course improve the overallcurricular objectives ofthe unit?

<no text provided>

Strategic Objectives - CoreCurriculum:

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


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<no text provided>

Strategic Objectives -Consultation with OtherUnits:

In order to prevent course overlap and to inform otherdepartments of new curriculum, circulate proposal tochairs in relevant units and follow-up with directconsultation. Please summarize response from unitsconsulted and include correspondence. Byconsultation with other units, the information about anew course is more widely disseminated and can havea positive impact on enrollments. The consultation canbe as simple as an email to the department chairinforming them of the course and asking for anyfeedback from the faculty.

<no text provided>

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housekeeping cover sheet€¦ · assessment: grading of studio projects involving tlc rubric...

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