new course cover sheet · required to take an improv course during their first year. we are based...

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NEW COURSE Cover Sheet Use$this$form$to$propose$a$new$course.![Revised(July(2017](

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

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

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

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

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

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

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

!!!!Overview!

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!Summarize$new$course$and$rationale$(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,(projected(enrollment,(etc.(

((((((((Summarize$consultation$required$by$the$University$Curriculum$Committee!

Before(submitting,(verify(that(there(are(no(comparable(courses(at(the(University(of(Minnesota.(Course(proposer(should(identify(possible(overlap(with(or(relation(to(other(courses,(and(provide(proposed(syllabus(and(ECAS(course(description(to(CDes(Associate(Dean(for(Academic(Affairs,(who(will(consult(with(the(associate(dean(s)(of(the(relevant(college(s).((

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This course has been in development for several years with a local theatre improvisation troupe. Barry Kudrowitz, who has developed the course, has a PhD in this topic (the relationship between creativity and improvisation in design). Currently there are no improvisation courses at the University including courses offered in the theatre program. The ability to improvise is helpful for presentation skills, teamwork, creativity, story telling, confidence, active listening, networking, and facilitating discussion. Additionally in design, improvisation is useful for idea generation, sketching, and critique. At other design schools, such as Stanford, all design students are required to take an improv course during their first year. We are based in one of the major improv cities with several strong improv troupes. It is easily scalable and would require relatively few resources. The target population is design majors. It is likely that this course will appeal to students outside of CDES including theatre majors, business majors, and engineering majors.Consultation occurred with multiple members in and around the college of design including Pat Hemmis the director of the Interdisciplinary Design Minor. Additionally consultation occurred with the Theatre and Design program to ensure there was no overlap between this course and any of theirs. Consultation is attached in this submission in Additional Doc 1.

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Syllabus Overview

Course Title Improvisation for Design

Course Designator DES Section Number

Course Number 1002 Semester and Year Spring 2019

Class Meeting Days & Time TTh 1:00-2:15 Classroom TBD Number of Credits 3 Final Exam Date & Time (Also state if there is NO final)

No Final

Instructor’s Information

Name TBD Office Location TBD Email TBD Office Hours TBD

Course Information and Instructor’s Expectations

Course Description: This course explores how the art of improvisation can build collaboration, communication, and creativity skills. In this class we will focus on how improvisation is applied to fields of design, however these skills may be applicable to other disciplines. Through both readings and an interactive curriculum of improv exercises, students will learn specific tools to facilitate idea generation, collaborative team processes, idea selection, sketching and critique. At the same time, students will explore how the core tenets of improv (“Yes, and…,” Groupmind, and supportive risk taking) can inform design processes and teams.

Course Prerequisites:

Readings: Halpern, C. (1994). Truth in Comedy: The Manual for Improvisation. Merriweather.

Heath, D. (2007). Made to Stick: Why Some Ideas Thrive and Others Die. Randomhouse.

Articles listed throughout syllabus

Course Objectives: By the end of the semester, students will…

1. Have a better understanding of improvisation skills that can be used in design process and general team interactions

2. Experience a compressed team based design process utilizing some of the improvisational skills taught in the course

3. Be more comfortable working on teams, presenting ideas, listening and building on ideas.

Student Learning Outcomes following course completion: (must identify from the list 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/)

1. Understand the role of creativity, innovation, discovery, and expression across disciplines. Each week’s class will tackle a particular theme through readings and improv exercises. Through reflection papers and class discussions, students will identify ways in which enhanced creativity and collaboration methods can benefit team-based processes as well as specific ways to implement the tools learned.

2. Have acquired skills for effective citizenship and life-long learning. As students will learn in one of the very first classes, improv demands being open to discovery and acting upon new possibilities. For this course we will apply that mindset to the study of design, but the skills learned in this class will equip students with a tools for lifelong discovery and openness to new ways of doing things.

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).

Attendance: This class is built largely around students learning from one another through interactive exercises and class discussions. Therefore, absences not only harm the individual student’s learning outcomes, they are detrimental to the rest of the class. Class participation grades are based on both attendance and active participation in class activities and discussions. Only in certain circumstances as described in the UMN Policies will an absence or tardy not affect the grade.

http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Students will have an extra week to complete assignments missed from legitimate absences.

http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Workload: This is a 3-credit interactive lecture. Students are expected to spend 9 hours per week outside of class time working on assignments.

Grading Structure: Each week, students will write a reflection of the week’s readings and exercises due no less than 72 hours prior to the following week’s first class. Students will then review and respond to each other’s reflection. Student responses will be due no less than 24 hours prior to the next class. In addition to weekly reflections, there will be a final group assignment. 40% - Class participation (discussion and activity-based) 40% - Weekly reflections and responses 20% - Final design project (10% team deliverable, 10% individual reflection paper) http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

Accepting and Returning Assignments:

Reflection and review feedback and grades will be returned at the end of each week.

The class’s three major assignments will be graded with feedback within 10 days of their due date.

Grading Late Work: Students will have an extra week to complete assignments missed from legitimate absences.

Policy for Missed Exams: No Exams

Make Up Work for Legitimate Absences: http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Extra Credit Options: None

University Policies

Personal Electronic Devices in Classroom: http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html

Use of Class Notes and Materials: 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)

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.

Schedule and Assignments: Week 1: Getting Started and Saying Yes

Class 1: Introductions. Assign first readings. Class 2: First improv workshop

o Loser ball o Sound Ball o Zip Zap Zop

Week 2: Importance of Commitment

Class 1: Discussion/reading reflection Readings: -Truth in Comedy: Chapters 1, 2, 3 -An Innovative Mindset: The Foundation for Your Innovative Thinking http://www.innovationinpractice.com/innovation_in_practice/2015/11/an-innovative-mindset-the-foundation-for-your-innovative-thinking.html Class 2: Commitment, Yes, and…

o Everybody Go... o Hotspot/Song Circle

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

o Build a machine o No, because... Yes, But...Yes, and…

Week 3: Listening and Collaborating

Class 1: Discussion/reading reflection Readings: -Listening: The Most Important Skill That Nobody Teaches http://bigthink.com/arpan-bhattacharyya/important-lessons-from-improv-on-listening -This American Life: Magic Words, Act II (How improv has helped individuals communicate with folks with dementia) https://www.thisamericanlife.org/radio-archives/episode/532/magic-words -Made to Stick: Introduction, Chapter 1 Class 2: Multi-level listening exercises.

o Kitty Wants a Corner o Rhythm Zip-Zap-Zop o Sound Ball o Zip Zap Zop

Week 4: Improv for Idea Generation Processes

Class 1: Discussion/reading reflection Readings: -Attention All Scientists: Do Improv, with Alan Alda’s Help. NYT.com. March, 2015. http://www.nytimes.com/2015/03/03/science/attention-all-scientists-do-improv-with-alan-aldas-help.html -Why Improv Training is Great Business Training. Forbes, 2014. http://www.forbes.com/sites/forbesleadershipforum/2014/06/27/why-improv-training-is-great-business-training/#7704aee63926 -Kudrowitz, B. & Wallace, D. (2010, October). Improvisational Comedy and Product Design Ideation: Making Non-Obvious Connections between Seemingly Unrelated Things. International Conference on Design and Emotion. Chicago. -Truth in Comedy: Chapters 5, 6 Class 2: Crossfit for Creativity Muscles

o Clams are Great… o Environmental Object Switch o Extend and Continue o Yes and… review o Gift Giving

Week 5: Leading, Following, and Groupmind

Class 1: Discussion/reading reflection -Group intelligence: Why some groups are better than others: Wendy M. Williams1, Robert J. Sternberg -Infotopia: How Many Minds Produce Knowledge. Chapter 3 “Four Big Problems” Sunstein, 2006. -Groupthink: http://www.newyorker.com/magazine/2012/01/30/groupthink Class 2: Sharing leadership through Groupmind

o Count to Twenty o Convergence o Mirroring in Pairs o Mirroring as a group

Week 6: Sketching via Improvisation Class 1: Discussion/reading reflection -Kudrowitz, B., Te, P., & Wallace, D. (2012). The Influence of Sketch Quality on Perception of Product-Idea Creativity. Artificial Intelligence for Engineering Design and Manufacturing: Special Issue on Sketching. 26(3), 267-279. -Dialectics of Sketching. Gabriella Goldschmidt. Creativity Research Journal. 1991. Class 2: Sketching without a Script

o Telestration/Pictionary o Two Dots o Two Dots with Editor o Sketching with blind partner o Group mind mapping o Pin cards

Week 7: Finding the “Game” for Design Processes

Class 1: Discussion/reading reflection Readings: -Truth in Comedy: Chapter 4 -Made To Stick: Chapter 2 -The Gamification of Business. Forbes, 2013. http://www.forbes.com/sites/gartnergroup/2013/01/21/the-gamification-of-business/#6bbbcd05d578 -The Importance of Play. The Atlantic. http://www.theatlantic.com/magazine/archive/1987/03/the-importance-of-play/305129/ Class 2: Finding the Game

o Pattern game o First Unusual Thing

Week 8: Improv as Narrative Crafting

Class 1: Discussion/reading reflection Readings: -Truth in Comedy: Chapter 7 -Made To Stick: Chapter 5, 6 Class 2: Collective Storytelling

o Story spine o Three Part Story o One word story

Week 9: Group Facilitation Techniques

Class 1: Discussion/reading reflection -This American Life: Ruining it for the Rest of Us, Prologue (Bad apples in group work) https://www.thisamericanlife.org/radio-archives/episode/370/ruining-it-for-the-rest-of-us -The Art of Powerful Questions: Catalyzing Insight, Innovation, and Action. Vogt, Eric. Brown, Juanita. Isaacs, David. Whole Systems Associates. 2003. Class 2: Team Facilitation

o Listening Gymnastics o Appreciative Listening Exercise: What? Wow. What else?

Week 10: Improv for Presentation Skills

Class 1: Discussion/reading reflection -How to Pitch a Brilliant Idea: Kimberly Elsbach, Harvard Business Review https://hbr.org/2003/09/how-to-pitch-a-brilliant-idea Class 2: Practicing good Presentation Skills

o Posture Walk Around o The ad game o Giving/Taking Focus o Powerpoint karaoke

Week 11: Editing/Critique

Class 1: Discussion/reading reflection -http://scottberkun.com/essays/23-how-to-run-a-design-critique/ -https://www.fastcodesign.com/3019674/9-rules-for-running-a-productive-design-critique Class 2: Critique Practice

o 6 thinking hats o Bell Game o “Then What Happened?” o Dramatic Change o Ding

Week 12: Team Final Project

Class 1: Find a problem on campus through listening to students using tools from week 3. Class 2: Team idea generation for problems using tools from week 4


Class 1: Designing solutions with collaborative sketching tools from week 6. Class 2: Crafting a narrative to explain the idea using tools from week 8.


Class 1: Presentations and critique using skills from weeks 10 and 11. Class 2: Discussion/reflection

Final Assignment Students will work in teams to identify a problem on campus, and then, using the tools practiced throughout the semester, go through a design process to develop and present solutions for that problem. There will be two final deliverables: a team-based presentation of the solution and an individual paper reflecting on their process. The team-based deliverable could take the form of a video, image, prototype, or another means of communicating the solution. Final individual paper: 4 double-spaced 12 pt. pages

3/14/2018 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.do?EcasId=59512&seq=1 1/8

Electronic Course Authorization System (ECAS)DES 1002 - VIEW COURSE PROPOSAL

Back to Proposal List

Approvals Received: Departmenton 3/14/18

by Amber Devries([email protected])

Approvals Pending: College/Dean > Provost > CatalogEffective Status: ActiveEffective Term: 1183 - Spring 2018Course: DES 1002Institution: UMNTC - Twin Cities/RochesterCampus: UMNTC - Twin CitiesCareer: UGRDCollege: TALA - College of DesignDepartment: 11965 - DESIGN Intrdiscp Assoc Dean

General

Course Title Short: Improv

Course Title Long: Improvisation for Design

Max-Min Credits for Course: 3.0 to 3.0 credit(s)

Catalog Description: This course explores how the art of improvisation can build collaboration, communication, and creativity skills. In this class we will focus on how improvisation is applied to fields of design, however these skills may be applicable to other disciplines. Through both readings and an interactive curriculum of improv exercises, students will learn specific tools to facilitate idea generation, collaborative team processes, idea selection, sketching and critique.

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): New: NoneOld:

Instructor Contact Hours: 3.0 hours per week

Course Typically Offered: Every Spring

Component 1: LEC

Auto Enroll Course: No

Graded Component: LEC

Academic Progress Units: 3.0 credit(s) (Not allowed to bypass limits.)

Financial Aid Progress Units: 3.0 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

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

Search U of M Web sites



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: <No text provided>

History Information: <No text provided>

Faculty Sponsor Name: <No text provided>

Faculty Sponsor E-mail Address: [email protected]

Student Learning Outcomes

Student Learning Outcomes* Students in this course:

- Have acquired skills for effective citizenship and life-long learning

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

As students will learn in one of the very first classes, improv demands being open to discovery and acting uponnew possibilities. For this course we will apply that mindset to the study of design, but the skills learned in thisclass will equip students with a tools for lifelong discovery and openness to new ways of doing things.

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work relatedto the outcome.

Through weekly reflection papers and class discussions.

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 anddetailed examples for the course syllabus, detailedoutline, laboratory material, student projects, or otherinstructional materials or method.

Core courses must meet the following requirements:

They explicitly help students understand whatliberal education is, how the content and thesubstance of this course enhance a liberaleducation, and what this means for them asstudents and as citizens.They employ teaching and learning strategies thatengage students with doing the work of the field,not just reading about it.They include small group experiences (such asdiscussion sections or labs) and use writing asappropriate to the discipline to help students learnand reflect on their learning.They do not (except in rare and clearly justifiedcases) have prerequisites beyond the University'sentrance requirements.They are offered on a regular schedule.They are taught by regular faculty or underexceptional circumstances by instructors oncontinuing appointments. Departments proposinginstructors other than regular faculty must providedocumentation of how such instructors will betrained and supervised to ensure consistency andcontinuity in courses.

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

for the proposed theme requirement. Give concrete anddetailed examples for the course syllabus, detailedoutline, laboratory material, student projects, or otherinstructional 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 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 further the learning objectivesof this course and how is writing integrated into the course? Also, describe where inthe syllabus there are statements about the critical role 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, technicaldocuments, lab reports, essays, journaling etc.) will be assigned? Explain how theseassignments meet the requirement that writing be a significant part of the coursework, including details about multi-authored assignments, if any. Include therequired length for each writing assignment and demonstrate how the 2,500minimum 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? Whatpercentage of the course grade will depend on the quality and level of the student'swriting compared to the percentage of the grade that depends on the coursecontent? 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 afterfeedback from the instructor. Indicate who will be providing the feedback. Includean example of the assignment instructions 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 experienced by students? How much classtime will be devoted to explicit writing instruction and at what points in thesemester? What types of writing support and resources will be provided tostudents?

<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. in how to review, grade and respond tostudent 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 howevery faculty mentor will ensure that their students will receive a writing intensiveexperience.

<No text provided>

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

Course Syllabus

Course Syllabus: Syllabus Overview

Course Title Improvisation for Design

Course Designator DES Section Number Course Number 1002 Semester and Year Spring 2019

Class Meeting Days & Time TTh 1:00-2:15 Classroom TBD Number of Credits 3 Final Exam Date & Time (Also state if there is NO final) No Final

Instructor’s Information Name TBD Office Location TBD Email TBD Office Hours TBD

Course Information and Instructor’s Expectations

Course Description: This course explores how the art of improvisation can build collaboration, communication, and creativity skills. In this class we will focus on how improvisation is applied to fields of design, however these skills may be applicable to other disciplines. Through both readings and an interactive curriculum of improv exercises, students will learn



specific tools to facilitate idea generation, collaborative team processes, idea selection, sketching and critique. At the same time, students will explore how the core tenets of improv (“Yes, and…,” Groupmind, and supportive risk taking) can inform design processes and teams.

Course Prerequisites:

Readings: Halpern, C. (1994). Truth in Comedy: The Manual for Improvisation. Merriweather. Heath, D. (2007). Made to Stick: Why Some Ideas Thrive and Others Die. Randomhouse. Articles listed throughout syllabus

Course Objectives: By the end of the semester, students will… 1. Have a better understanding of improvisation skills that can be used in design process and general team interactions 2. Experience a compressed team based design process utilizing some of the improvisational skills taught in the course 3. Be more comfortable working on teams, presenting ideas, listening and building on ideas.

Student Learning Outcomes following course completion: (must identify from the list 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/) 1. Understand the role of creativity, innovation, discovery, and expression across disciplines. Each week’s class will tackle a particular theme through readings and improv exercises. Through reflection papers and class discussions, students will identify ways in which enhanced creativity and collaboration methods can benefit team-based processes as well as specific ways to implement the tools learned. 2. Have acquired skills for effective citizenship and life-long learning. As students will learn in one of the very first classes, improv demands being open to discovery and acting upon new possibilities. For this course we will apply that mindset to the study of design, but the skills learned in this class will equip students with a tools for lifelong discovery and openness to new ways of doing things.

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).

Attendance: This class is built largely around students learning from one another through interactive exercises and class discussions. Therefore, absences not only harm the individual student’s learning outcomes, they are detrimental to the rest of the class. Class participation grades are based on both attendance and active participation in class activities and discussions. Only in certain circumstances as described in the UMN Policies will an absence or tardy not affect the grade. http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html Students will have an extra week to complete assignments missed from legitimate absences. http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Workload: This is a 3-credit interactive lecture. Students are expected to spend 9 hours per week outside of class time working on assignments.

Grading Structure: Each week, students will write a reflection of the week’s readings and exercises due no less than 72 hours prior to the following week’s first class. Students will then review and respond to each other’s reflection. Student responses will be due no less than 24 hours prior to the next class.

In addition to weekly reflections, there will be a final group assignment.

40% - Class participation (discussion and activity-based) 40% - Weekly reflections and responses 20% - Final design project (10% team deliverable, 10% individual reflection paper)

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

Accepting and Returning Assignments: Reflection and review feedback and grades will be returned at the end of each week. The class’s three major assignments will be graded with feedback within 10 days of their due date.

Grading Late Work: Students will have an extra week to complete assignments missed from legitimate absences.

Policy for Missed Exams: No Exams

Make Up Work for Legitimate Absences: http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Extra Credit Options: None

University Policies

Personal Electronic Devices in Classroom: http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html

Use of Class Notes and Materials: 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)

Academic Freedom and Responsibility: http://www1.umn.edu/regents/policies/academic/Academic_Freedom.pdf

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Schedule and Assignments:

Week 1: Getting Started and Saying Yes

Class 1: Introductions. Assign first readings.

Class 2: First improv workshop o Loser ball o Sound Ball o Zip Zap Zop

Week 2: Importance of Commitment

Class 1: Discussion/reading reflection Readings: -Truth in Comedy: Chapters 1, 2, 3 -An Innovative Mindset: The Foundation for Your Innovative Thinking http://www.innovationinpractice.com/innovation_in_practice/2015/11/an-innovative-mindset-the-foundation-for-your-innovative-thinking.html

Class 2: Commitment, Yes, and… o Everybody Go... o Hotspot/Song Circle o Build a machine o No, because... Yes, But...Yes, and…

Week 3: Listening and Collaborating

Class 1: Discussion/reading reflection Readings: -Listening: The Most Important Skill That Nobody Teaches http://bigthink.com/arpan-bhattacharyya/important-lessons-from-improv-on-listening -This American Life: Magic Words, Act II (How improv has helped individuals communicate with folks with dementia) https://www.thisamericanlife.org/radio-archives/episode/532/magic-words -Made to Stick: Introduction, Chapter 1



Class 2: Multi-level listening exercises. o Kitty Wants a Corner o Rhythm Zip-Zap-Zop o Sound Ball o Zip Zap Zop

Week 4: Improv for Idea Generation Processes

Class 1: Discussion/reading reflection Readings: -Attention All Scientists: Do Improv, with Alan Alda’s Help. NYT.com. March, 2015. http://www.nytimes.com/2015/03/03/science/attention-all-scientists-do-improv-with-alan-aldas-help.html -Why Improv Training is Great Business Training. Forbes, 2014. http://www.forbes.com/sites/forbesleadershipforum/2014/06/27/why-improv-training-is-great-business-training/#7704aee63926 -Kudrowitz, B. & Wallace, D. (2010, October). Improvisational Comedy and Product Design Ideation: Making Non-Obvious Connections between Seemingly Unrelated Things. International Conference on Design and Emotion. Chicago. -Truth in Comedy: Chapters 5, 6

Class 2: Crossfit for Creativity Muscles o Clams are Great… o Environmental Object Switch o Extend and Continue o Yes and… review o Gift Giving

Week 5: Leading, Following, and Groupmind

Class 1: Discussion/reading reflection -Group intelligence: Why some groups are better than others: Wendy M. Williams1, Robert J. Sternberg -Infotopia: How Many Minds Produce Knowledge. Chapter 3 “Four Big Problems” Sunstein, 2006. -Groupthink: http://www.newyorker.com/magazine/2012/01/30/groupthink

Class 2: Sharing leadership through Groupmind o Count to Twenty o Convergence o Mirroring in Pairs o Mirroring as a group

Week 6: Sketching via Improvisation Class 1: Discussion/reading reflection -Kudrowitz, B., Te, P., & Wallace, D. (2012). The Influence of Sketch Quality on Perception of Product-Idea Creativity. Artificial Intelligence for Engineering Design and Manufacturing: Special Issue on Sketching. 26(3), 267-279. -Dialectics of Sketching. Gabriella Goldschmidt. Creativity Research Journal. 1991.

Class 2: Sketching without a Script o Telestration/Pictionary o Two Dots o Two Dots with Editor o Sketching with blind partner o Group mind mapping o Pin cards

Week 7: Finding the “Game” for Design Processes

Class 1: Discussion/reading reflection Readings: -Truth in Comedy: Chapter 4 -Made To Stick: Chapter 2 -The Gamification of Business. Forbes, 2013. http://www.forbes.com/sites/gartnergroup/2013/01/21/the-gamification-of-business/#6bbbcd05d578 -The Importance of Play. The Atlantic. http://www.theatlantic.com/magazine/archive/1987/03/the-importance-of-play/305129/ Class 2: Finding the Game o Pattern game o First Unusual Thing

Week 8: Improv as Narrative Crafting

Class 1: Discussion/reading reflection Readings: -Truth in Comedy: Chapter 7 -Made To Stick: Chapter 5, 6

Class 2: Collective Storytelling o Story spine o Three Part Story o One word story

Week 9: Group Facilitation Techniques

Class 1: Discussion/reading reflection -This American Life: Ruining it for the Rest of Us, Prologue (Bad apples in group work) https://www.thisamericanlife.org/radio-archives/episode/370/ruining-it-for-the-rest-of-us -The Art of Powerful Questions: Catalyzing Insight, Innovation, and Action. Vogt, Eric. Brown, Juanita. Isaacs, David. Whole Systems Associates. 2003.



Class 2: Team Facilitation o Listening Gymnastics o Appreciative Listening Exercise: What? Wow. What else?

Week 10: Improv for Presentation Skills Class 1: Discussion/reading reflection -How to Pitch a Brilliant Idea: Kimberly Elsbach, Harvard Business Review https://hbr.org/2003/09/how-to-pitch-a-brilliant-idea

Class 2: Practicing good Presentation Skills o Posture Walk Around o The ad game o Giving/Taking Focus o Powerpoint karaoke

Week 11: Editing/Critique Class 1: Discussion/reading reflection -http://scottberkun.com/essays/23-how-to-run-a-design-critique/ -https://www.fastcodesign.com/3019674/9-rules-for-running-a-productive-design-critique

Class 2: Critique Practice o 6 thinking hats o Bell Game o “Then What Happened?” o Dramatic Change o Ding


Class 1: Find a problem on campus through listening to students using tools from week 3.

Class 2: Team idea generation for problems using tools from week 4


Class 1: Designing solutions with collaborative sketching tools from week 6.

Class 2: Crafting a narrative to explain the idea using tools from week 8.


Class 1: Presentations and critique using skills from weeks 10 and 11.

Class 2: Discussion/reflection

Final Assignment Students will work in teams to identify a problem on campus, and then, using the tools practiced throughout the semester, go through a design process to develop and present solutions for that problem. There will be two final deliverables: a team-based presentation of the solution and an individual paper reflecting on their process. The team-based deliverable could take the form of a video, image, prototype, or another means of communicating the solution. Final individual paper: 4 double-spaced 12 pt. pages

Strategic Objectives & Consultation

Name of Department Chair Approver: Elizabeth Bye

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

This course would be a useful elective for UG design majors to become more confident in communicating ideas, in working on teams, and in public speaking. Design process in general benefits from improvisational skills such as creativity, building on ideas, and supportive risk taking. Eventually this course will be required for product design majors.

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

This course is an elective.

Strategic Objectives - Consultation with Other Units:Before submitting a new course proposal in ECAS, circulate the proposed syllabus todepartment chairs in relevant units and copy affiliated associate dean(s).Consultation prevents course overlap and informs other departments of new courseofferings. If you determine that consultation with units in external college(s) isunnecessary, include a description of the steps taken to reach that conclusion (e.g.,catalog key word search, conversation with collegiate curriculum committee,knowledge of current curriculum in related units, etc.). Include documentation of allconsultation here, to be referenced during CCC review. If email correspondence istoo long to fit in the space provided, paraphrase it here and send the full transcriptto the CCC staff person. Please also send a Word or PDF version of the proposedsyllabus to the CCC staff person.

Confirmation from Pat Hemmis and the Design Minor that this course is valuable and should be offered. Email has been sent to Marcus Dillard in the Theatre Department to confirm this class does not conflict with any current offerings.

Back to Proposal List

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Barry Kudrowitz

8:41 PM (17 hours ago)

to me

FYI this is the email chain checking with design minor to make sure the improvisation class does not conflict. ---------- Forwarded message ---------- From: Barry Kudrowitz <[email protected]> Date: Sun, Feb 26, 2017 at 2:19 PM Subject: Re: improvisation for design To: Patricia Hemmis <[email protected]>

Cc: Brad Hokanson <[email protected]>

I just emailed the dept head. They do offer a grad class now (special topics) called improv for scientists. On Sun, Feb 26, 2017 at 1:05 PM, Patricia Hemmis <[email protected]> wrote: I agree. Barry is going to consult with them.

Pat On Sun, Feb 26, 2017 at 12:28 PM, Brad Hokanson <[email protected]> wrote: I’ve emailed Barry in the last hour; I don’t think there’s a lot of overlap, and that the two courses would both help develop the oral skills of students in the College. Just now thinking, that Theatre and Dance might be a little concerned about this being a course in their domain, not ours. We didn’t hear anything about Storytelling, and the design focus would be something that separates the courses. Brad On Feb 26, 2017, at 12:25 PM, Patricia Hemmis <[email protected]> wrote: Hi Barry, Just for clarification-- Stephen Peters teaches Storytelling and Design, under the Interdisciplinary Design Minor. I will check this syllabus against Storytelling and Design, but I doubt that there will be a major overlap. Brad, what are your thoughts as the initial developer of the course? Pat On Sun, Feb 26, 2017 at 11:37 AM, Barry Kudrowitz <[email protected]> wrote: Brad, I spoke with Pat Hemmis on Friday about proposing a new course called "Improvisation for Design." I attached the syllabus draft if you are interested. There are two improv professionals with graduate degrees that are interested in adjunct teaching it. I wanted to make sure it doesn't conflict with Storytelling and Design. There is one week on narrative crafting but other than that, it doesn't seem to have much overlap. Best,

Barry -- Barry Kudrowitz, PhD Program Director and McKnight Land-Grant Professor of Product Design Department of Design, Housing and Apparel University of Minnesota College of Design -- Patricia Hemmis, Interdisciplinary Design Director, Interdisciplinary Design Minor and Senior Lecturer College of Design, University of Minnesota 209 McNeal Hall 1985 Buford Avenue St. Paul, MN 55108 612-625-9198 [email protected]

new course cover sheet · required to take an improv course during their first year. we are based...

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