CSCI 5127 -- New Course

Wed Nov 25 10:34:02 2015



Approvals Received:	None
Approvals Pending:	Department > College/Dean > Provost > WI > Catalog
Effective Status:	Active
Effective Term:	1165 - Summer 2016
Course:	CSCI 5127
Institution: Campus:	UMNTC - Twin Cities/Rochester UMNTC - Twin Cities
Career:	UGRD
College:	TIOT - College of Science and Engineering
Department:	11108 - Computer Science & Eng

General
Course Title Short:	Ubicomp Design & Prototyping
Course Title Long:	Human-Centered Design and Prototyping of Ubiquitous Computing Systems
Max-Min Credits for Course:	3.0 to 3.0 credit(s)
Catalog Description:	Principles of human-centered design (HCD) applied to real-world challenges. Semester-long team project, involving three HCD phases: (1) investigating human needs, (2) charting the solution space through ideation and visual exploration, and (3) rapidly prototyping and iterating ubiquitous computing solutions. Prereq-CSci 4041 AND upper division or graduate standing in any major, or instructor permission; CSci 5115 or equivalent recommended.
Print in Catalog?:	Yes
CCE Catalog Description:	<no text provided>
Grading Basis:	Stdnt Opt
Topics Course:	No
Honors Course:	No
Online Course:	No
Instructor Contact Hours:	3.0 hours per week
Course Typically Offered:	Fall Even Year
Component 1 :	LEC (no final exam)
Auto-Enroll Course:	No
Graded Component:	LEC
Academic Progress Units:	Not allowed to bypass limits. 3.0 credit(s)
Financial Aid Progress Units:	Not allowed to bypass limits. 3.0 credit(s)
Repetition of Course:	Repetition not allowed.
Course Prerequisites for Catalog:	<no text provided>
Course Equivalency:	No course equivalencies
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:	Lana Yarosh
Faculty Sponsor E-mail Address:	lana@umn.edu

Student Learning Outcomes
Student Learning Outcomes:	* Student in the course: - Have mastered a body of knowledge and a mode of inquiry Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Students in this course will be able to apply human-centered design modes of inquiry to Computer Science and interdisciplinary innovation. They will learn how to identify and understand human motivations, goals, and challenges and how to quickly prototype ubiquitous computing solutions for these needs. Additionally, through an in-depth literature review of design methods literature from Computer Science conferences and publications, they will master the body of knowledge on applying and articulating design methods in computing domains. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Students’ learning outcomes will be assessed through both instructor and peer feedback on their participation in class critiques, and discussions and student participation on the class project, which will involve applying the human-centered design mode of inquiry to a Computer Science or interdisciplinary innovation problem (students will receive both individual and team feedback from the instructor). - Can communicate effectively Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Students will be able to communicate effectively by preparing written, oral and video presentations. Individual and group writing assignments will focus on describing outcomes of each project milestone to an academic audience. Oral presentations will accompany each milestone to allow for peer and instructor critique of progress. Peer teaching will be in the form of video tutorials created by students. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Students’ learning outcomes will be assessed through both instructor and peer feedback on project milestone write-ups and peer teaching video tutorials.

Liberal Education
Requirement this course fulfills:	None
Other requirement this course fulfills:	None
Criteria for Core Courses:	Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, 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 and the substance of this course enhance a liberal education, and what this means for them as students and as citizens. They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it. They include small group experiences (such as discussion sections or labs) and use writing as 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 the University's entrance requirements. They are offered on a regular schedule. They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses. <no text provided>
Criteria for Theme Courses:	Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods. 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 course as Writing Intensive curriculum:	Yes
Question 1 (see CWB Requirement 1):	How do writing assignments and writing instruction further the learning objectives of this course and how is writing integrated into the course? Note that the syllabus must reflect the critical role that writing plays in the course. This course helps students understand what it means to write in Computer Science (and more specifically, the sub-field of Human-Computer Interaction). There are three components: (1) As an outcome, students will be required to submit a paper to the CHI Design Competition (ACM CHI is the top conference for Human-Computer Interaction). As such, the writing they will do for each milestone will be incremental practice towards this final goal. (2) The writing for critiques serves the dual purpose of training the students to provide constructive and useful critiques (an important skill for Computer Scientists in the workplace) and provide additional sources of feedback for students (beyond instructors). (3) The detailed script of the video tutorial will help students deliver a well-planned tutorial and pilot the script for clarity before recording their video. Training teammates and being able to clearly explain complex technical concepts are an important aspect of any Computer Scientist’s work.
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 of the course work, including details about multi-authored assignments, if any. Include the required length for each writing assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will be met. * Each milestone (~1000 words each) will have a writing component(s) that will be independently drafted by one student on the team (they will receive an email with writing assignments) and edited by the whole team after receiving TA feedback. This helps explain that writing within our discipline is practiced both independently and as part of a larger team and is learned and practiced through revision. * Students will submit written critiques (~200 words each) of various components of classmates’ work, including presentations and video tutorials. These will be graded as part of their class participation grade. While they will not be able to revise each individual critique given, they will have many opportunities to critique throughout the course and can improve their critiques in each subsequent round based on feedback from TA and peers. The students will be formally lectured on critique practices and allowed an opportunity to practice the skill. The person receiving this critique will provide feedback on the critique through an online form focused on whether and how useful the critique was to its recipient. * Students will be expected to submit a detailed script (~2000 words) for the video tutorial. This will be graded as part of their peer teaching presentation grade. In small-group in-class interaction, student peers will provide feedback on the script through piloting. The students will then have a chance to revise the script for their final video tutorial.
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 the course content? Note that this information must also be on the syllabus. Overall, more than 33% of the student’s grade will reflect direct evaluations of written content. To be more specific: * 10% of the overall grade is based on the individual writing submission of the student * 15% of the student’s overall grade is based on participation in critiques, including written critiques of classmates’ work * 15% of the peer teaching components is based on of the written script for the tutorial * More than 20% of the project grade comes from the evaluation of the written submissions for each milestone. (The overall course project is worth 70% of the grade.)
Question 4 (see CWB Requirement 4):	Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to use for this assignment or assignments. Each student will submit independently written sections of their project paper to be graded. Then s/he will work with their team to revise this section for a final submission that will count for the team milestone grade. The handout and independent grading rubric in the supplemental materials. Each student will receive an individual grade and feedback on this writing assignment from the instructor, and will then be expected to work with their team to revise their section for the team milestone submission, which will receive another grade from the instructor (each milestone has a different evaluation rubric detailed in the project description file). As such, we emphasize independent writing, multiple rounds of feedback, group writing, and learning through revision.
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 writing instruction and at what points in the semester? What types of writing support and resources will be provided to students? Students will receive lectures that will cover important aspects of written assignments in the course (e.g. Basics of Critique, Lit Review). Students will also read a number of papers throughout the course to help them better understand good academic writing in the field of Computer Science. These papers will be discussed in class and integrated into the lecture to help distill lessons for effective writing in Computer Science. As the class will be taught using an active learning philosophy, the students will also have many opportunities to practice their skills in class while receiving informal feedback from their classmates, the TA, and the instructor. Students will also be connected to and be encouraged to seek out other writing resources on campus such as Student Writing Support.
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 to student writing) and how will they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure that their students will receive a writing intensive experience. A graduate student TA will provide students with feedback in this course through written critique. The TA will also be asked to hold office hours and to attend class in order to help guide active learning exercises. Overall, the TA’s role will be informally guiding the students, sharing his/her writing experience, and assisting the instructor in providing feedback on written assignments. The TA for this class will be required to take the 5-day “Teaching with Writing” course offered by the Center for Writing. Additionally, we will seek TAs with significant previous writing experience in Computer Science and related fields. A TA who has experience with academic writing (e.g., published a paper) will be preferred for this course. If such a TA cannot be found in Computer Science, we will broaden the search to include related disciplines that publish in the same academic conferences (e.g., Human Factors, Design). The TA will apprentice with the instructor in grading milestone 1 assignments to model appropriate practices. All milestone grades will be discussed with the instructor, to justify why a particular grade was assigned.
Statement of Certification:	This course is certified as Writing Internsive effective as of
Readme link. Course Syllabus requirement section begins below
Course Syllabus
Course Syllabus:	For new courses and courses in which changes in content and/or description and/or credits are proposed, please provide 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 be covered; scope and nature of assigned readings (text, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students 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. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information 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 retain formatting and special characters might not copy properly.) SYLLABUS FOR Human-Centered Design and Prototyping of Ubiquitous Computing Systems What: CSCI 5127: Human-Centered Design and Prototyping of Ubiquitous Computing Systems When: [TBD] Where: [TBD] Course Instructor Instructor: Lana Yarosh [Link to Website] Address me as: [Preferred Address] Contact me: lana@umn.edu Office hours: [Office Hours] Course Goals and Overview In this course, you will apply the principles of human-centered computing and design to address real-world challenges faced by people and groups. You will learn and demonstrate mastery in three phases of design: (1) investigating the needs of target stakeholders, (2) charting the solution space through ideation and visual exploration, and (3) rapidly prototyping and iterating on solutions. Finally, you will acquire significant practice in the skills of independent learning, video presentation, and critique by implementing and evaluating peer tutorial videos. Required Course Materials There is no required textbook for this class and all readings will be available for free online. The department will also supply basic course materials such as Arduino kits and other similar physical computing parts for your class projects or peer tutorial presentations. However, you are advised to reserve $50 per person in case your project or presentation requires additional parts that are not provided in the basic kits (e.g., additional sensors, laser cut components, etc.). Role of Writing in this Course One goal of this class is to help you master written communication skills. This is a Writing Intensive course and each student will independently complete a significant amount of writing. This will take several forms: * Each milestone will have a writing component(s) that will be independently drafted by one student on the team (you will receive an email with writing assignments) and edited by the whole team. This is similar to tasks you may do in the workplace, such as writing white papers or reports in both industry and academia. * You will submit written critiques to your classmates on various components of their work, including presentations and video tutorials. These will be graded as part of your class participation grade. This is similar to the kind of written feedback you may be expected to offer your colleagues in the workplace. * You will be expected to submit a detailed script for your video tutorial. This will be graded as part of your peer teaching presentation grade. This is similar to the kind of peer teaching and preparation for peer teaching that you may be expected to do in the workplace. This process may improve your communication skills and will lead to a well-edited paper and a video tutorial on a technical topic that you may find useful to add to your professional portfolio. Course Expectations and Grading For this course, you will be expected to demonstrate your mastery of the course material through in-class participation and the course project. There will be no exams, however I reserve the right to administer unannounced quizzes on assigned readings. The following will determine your grade: • Participation in Class Discussion and Critique (10%) o You are expected to be prepared for and contribute to class discussion. This portion may include unannounced quizzes testing that you have read the assigned reading for this class. You will also be expected to provide oral and written feedback to your classmates as they present their project milestones and peer teaching videos. • Peer Teaching Video (20% total): o You will pick a topic relevant to the course and will create a video tutorial on the topic for your classmates. Your grade will be based on instructor evaluation and student critique. • Course Project (70% total): o Milestone 1 (15%): You will reach out to stakeholders to understand their motivations and goals and read about others’ formative evaluations in this space. You will present your results to the class as “Implications for Design” and write the introduction, related work, and formative study sections of your final paper. o Milestone 2 (15%): You will practice divergent thinking, generating many possible ideas for technology in your target space. You will present your process and your best ideas to the class and write the design process and initial ideas sections of your final paper. o Milestone 3 (20%): You rapidly prototype two or more variations of your ideas. You will present your prototypes to the class and submit the completed paper. o Teammate Evaluation (10%): Your teammates will evaluate your contribution to the project. o Individual-Writing Evaluation (10%): For one of the milestones above, you will be expected to individually produce the first draft of the paper section. This course is not graded on a curve. The nominal scale awards an A or A- for 90% and better, B+, B, or B- for 80% and better, etc. That scale may be adjusted to lower numerical cut-offs if warranted, but will not be raised. Course Topic The following is a list of topics that will be covered in this course, in roughly the order on the schedule. The readings must be completed prior to that class meeting. All readings will be linked and available via the class Moodle page: * Introduction to the Course. Read: Accountability of Design chapter, course syllabus * Basics of Critique, CHI Design Competitions Intro, Introduction to the Project. Read: project description, one CHI design competition finalist paper from previous years (e.g., 2014). * Design Research Paradigms and Intro to Literature Review. Read: Design Research chapter. * Introduction to the IRB. Optional (if you’re interested in research): Complete IRB training course. * Introduction to Peer Teaching. Read: peer teaching guidelines. * Observational Methods of Understanding Human Needs. Read: Logging Data Chapter (long reading, give yourself time). * Interview Methods of Understanding Human Needs. Read: Seidman’s Interview Tips Chapter * HCI and the Probe Methods. Read: Design Probes paper, Tech Probes paper. * Participatory Design Research. Read: Cooperative Inquiry paper. * Creating a Study Protocol. Read: Example protocol. * Analyzing Formative Study Data. Read: Analysis Chapter. * Scenarios and Personas. Read: Personas Chapter (long reading, give yourself time). * Generating Ideas. Watch: IDEO Shopping Cart. Read: Usability Evaluation Considered Harmful Paper * Idea Selection Process. * Human-Centered Design Sketching, part 1. Read: Why Sketch Introduction, Single Image Chapter. * Human-Centered Design Sketching, part 2. Read: Photo Traces Chapter. * Human-Centered Design Sketching, part 3. Read: Visual Narrative Chapter, Sequential Art CHI Paper. * Paper and Low-Fidelity Prototyping. Read: Skeptic’s Guide and Interactive Apps Using Keynote. * Bricolage Prototyping. Read: Bricolage Section (from Wizards and Chameleons chapter). * Arduino Basics Tutorial. Read: Getting started with Arduino guide. * Laser-Cutting and 3D Printing. * Wizard-of-Oz Strategies. Read: Wizard-of-Oz Section (from Wizards and Chameleons chapter). * Stretch Topics (as we see fit): Value-Sensitive Design, Critical Design, and Design Noir. Readings: TBD Each of these topics will include in-classroom practice components whenever possible. Additionally, 6 class periods will be devoted to milestone presentations (2 per milestone), 1 class will be a “madness-style” overview of peer teaching videos, and classroom time may be provided for project work. Standard Policies This course follows the standard University of Minnesota policy on each of the issues below, please refer to the linked policy for more information: • Use of personal electronic devices in the classroom • Student conduct code • Scholastic dishonesty • Makeup work for legitimate absences • Appropriate student use of class notes and course materials • Grading and transcripts • Sexual harassment • Equity, diversity, equal opportunity, and affirmative action • Disability accommodations • Mental health and stress management If you have questions or concerns regarding any of the above policy, please let me know. Academic Freedom and Responsibility Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom and conduct relevant research. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. When conducting research, pertinent institutional approvals must be obtained and the research must be consistent with University policies. Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost.
Readme link. Strategic Objectives & Consultation section begins below
Strategic Objectives & Consultation

Name of Department Chair Approver:	Mats Heimdahl
Strategic Objectives - Curricular Objectives:	How does adding this course improve the overall curricular objectives ofthe unit? The CSci curriculum committee reviewed/approved this course proposal. This course will add another elective course in a popular subarea of computer science; it will also add a course with a focus on design, a topic that is important but underrepresented among our electives
Strategic Objectives - Core Curriculum:	Does the unit consider this course to be part of its core curriculum? This is an elective, and therefore not part of its core curriculum. However, it is a class undergraduate students can take as part of their upper division track (i.e., senior electives requirement). Here is a note from the faculty teaching related classes about how the proposed class fits with our existing classes: Joseph Konstan <konstan@umn.edu> Mon, Nov 9, 2015 Lana, Thank you for consulting with Loren Terveen and me about your new course proposal and the degree to which it might overlap with CSci 5115 and CSci 5125. As we discussed, there is no overlap with CSci 5125 (that course is all about social and collaborative computing systems, and has no elements of design or prototyping). CSci 5115 makes a perfect prerequisite for your course, as was planned in the longterm instructional plan for the HCI area. In CSci 5115, students get a very basic introduction to user research and design techniques perhaps 20% of the depth you plan to go into and do so in a broader context that does not reach into ubiquitous computing systems. It would be quite valuable for students interested in focusing in this area to then build their skills with the greater focus and depth that you plan. In total, we expect the coordinated classes would have less than a 5% overlap - a degree of overlap that is useful for scaffolding student learning without being wasteful.
Strategic Objectives - Consultation with Other Units:	In order to prevent course overlap and to inform other departments of new curriculum, circulate proposal to chairs in relevant units and follow-up with direct consultation. Please summarize response from units consulted and include correspondence. By consultation with other units, the information about a new course is more widely disseminated and can have a positive impact on enrollments. The consultation can be as simple as an email to the department chair informing them of the course and asking for any feedback from the faculty. The consultations have not found any concerns about the course. Here is some correspondence. Barry Kudrowitz <barryk@umn.edu> Wed, Nov 4, 2015 at 8:13 PM To: Lana Yarosh <lana@umn.edu> This sounds great. It does not conflict with anything in product design. I do not represent my department so you would need to ask our dept head (missy bye) for dept approval. The only things it might conflict with in our department are Lucy's Human Factors in Design class and maybe something in the Human Factors program. but it actually sounds more like Will Durfee's special topics class called "smart products" i hope this gets approved.-barry William Durfee <wkdurfee@umn.edu> Wed, Nov 4, 2015 at 11:10 PM To: Lana Yarosh <lana@umn.edu> Lana, Thanks for sharing the description of the proposed course titled “Human-Centered Design and Prototyping." I see no overlap with any of the design courses we offer in Mechanical Engineering and feel that your course is a necessary addition to the design courses we offer in CSE, and also a necessary addition to the design courses offered in other colleges. William Durfee Professor and Director of Design Education Department of Mechanical Engineering

Approvals Received:

None

Approvals Pending:

Department > College/Dean > Provost > WI > Catalog

Effective Status:

Active

Effective Term:

1165 - Summer 2016

Course:

CSCI 5127

Institution:
Campus:

UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities

Career:

UGRD

College:

TIOT - College of Science and Engineering

Department:

11108 - Computer Science & Eng

General

Course Title Short:

Ubicomp Design & Prototyping

Course Title Long:

Human-Centered Design and Prototyping of Ubiquitous Computing Systems

Max-Min Credits
for Course:

3.0 to 3.0 credit(s)

Catalog
Description:

Principles of human-centered design (HCD) applied to real-world challenges. Semester-long team project, involving three HCD phases: (1) investigating human needs, (2) charting the solution space through ideation and visual exploration, and (3) rapidly prototyping and iterating ubiquitous computing solutions.

Prereq-CSci 4041 AND upper division or graduate standing in any major, or instructor permission; CSci 5115 or equivalent recommended.

Print in Catalog?:

Yes

CCE Catalog
Description:

Grading Basis:

Stdnt Opt

Topics Course:

Honors Course:

Online Course:

Instructor
Contact Hours:

3.0 hours per week

Course Typically Offered:

Fall Even Year

Component 1 :

LEC (no final exam)

Auto-Enroll
Course:

Graded
Component:

LEC

Academic
Progress Units:

Not allowed to bypass limits.
3.0 credit(s)

Financial Aid
Progress Units:

Not allowed to bypass limits.
3.0 credit(s)

Repetition of
Course:

Repetition not allowed.

Course
Prerequisites
for Catalog:

Course
Equivalency:

No course equivalencies

Add Consent
Requirement:

No required consent

Drop Consent
Requirement:

No required consent

Enforced
Prerequisites:
(course-based or
non-course-based)

No prerequisites

Editor Comments:

Proposal Changes:

History Information:

Faculty
Sponsor Name:

Lana Yarosh

Faculty
Sponsor E-mail Address:

lana@umn.edu

Student Learning Outcomes

Student Learning Outcomes:

* Student in the course:

- Have mastered a body of knowledge and a mode of inquiry

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

Students in this course will be able to apply human-centered design modes of inquiry to Computer Science and interdisciplinary innovation. They will learn how to identify and understand human motivations, goals, and challenges and how to quickly prototype ubiquitous computing solutions for these needs. Additionally, through an in-depth literature review of design methods literature from Computer Science conferences and publications, they will master the body of knowledge on applying and articulating design methods in computing domains.

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

Students’ learning outcomes will be assessed through both instructor and peer feedback on their participation in class critiques, and discussions and student participation on the class project, which will involve applying the human-centered design mode of inquiry to a Computer Science or interdisciplinary innovation problem (students will receive both individual and team feedback from the instructor).

- Can communicate effectively

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

Students will be able to communicate effectively by preparing written, oral and video presentations. Individual and group writing assignments will focus on describing outcomes of each project milestone to an academic audience. Oral presentations will accompany each milestone to allow for peer and instructor critique of progress. Peer teaching will be in the form of video tutorials created by students.

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

Students’ learning outcomes will be assessed through both instructor and peer feedback on project milestone write-ups and peer teaching video tutorials.

Liberal Education

Requirement
this course fulfills:

None

Other requirement
this course fulfills:

None

Criteria for
Core Courses:

Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, 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 and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.

They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.

They include small group experiences (such as discussion sections or labs) and use writing as 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 the University's entrance requirements.

They are offered on a regular schedule.

They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

<no text provided>

Criteria for
Theme Courses:

Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods.

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.

LE Recertification-Reflection Statement:
(for LE courses being re-certified only)

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 course
as Writing Intensive
curriculum:

Yes

Question 1 (see CWB Requirement 1):

How do writing assignments and writing instruction further the learning objectives of this course and how is writing integrated into the course? Note that the syllabus must reflect the critical role that writing plays in the course.

This course helps students understand what it means to write in Computer Science (and more specifically, the sub-field of Human-Computer Interaction). There are three components: (1) As an outcome, students will be required to submit a paper to the CHI Design Competition (ACM CHI is the top conference for Human-Computer Interaction). As such, the writing they will do for each milestone will be incremental practice towards this final goal. (2) The writing for critiques serves the dual purpose of training the students to provide constructive and useful critiques (an important skill for Computer Scientists in the workplace) and provide additional sources of feedback for students (beyond instructors). (3) The detailed script of the video tutorial will help students deliver a well-planned tutorial and pilot the script for clarity before recording their video. Training teammates and being able to clearly explain complex technical concepts are an important aspect of any Computer Scientist’s work.

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 of the course work, including details about multi-authored assignments, if any. Include the required length for each writing assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will be met.

* Each milestone (~1000 words each) will have a writing component(s) that will be independently drafted by one student on the team (they will receive an email with writing assignments) and edited by the whole team after receiving TA feedback. This helps explain that writing within our discipline is practiced both independently and as part of a larger team and is learned and practiced through revision.
* Students will submit written critiques (~200 words each) of various components of classmates’ work, including presentations and video tutorials. These will be graded as part of their class participation grade. While they will not be able to revise each individual critique given, they will have many opportunities to critique throughout the course and can improve their critiques in each subsequent round based on feedback from TA and peers. The students will be formally lectured on critique practices and allowed an opportunity to practice the skill. The person receiving this critique will provide feedback on the critique through an online form focused on whether and how useful the critique was to its recipient.
* Students will be expected to submit a detailed script (~2000 words) for the video tutorial. This will be graded as part of their peer teaching presentation grade. In small-group in-class interaction, student peers will provide feedback on the script through piloting. The students will then have a chance to revise the script for their final video tutorial.

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 the course content? Note that this information must also be on the syllabus.

Overall, more than 33% of the student’s grade will reflect direct evaluations of written content. To be more specific:
*        10% of the overall grade is based on the individual writing submission of the student
*        15% of the student’s overall grade is based on participation in critiques, including written critiques of classmates’ work
*        15% of the peer teaching components is based on of the written script for the tutorial
*        More than 20% of the project grade comes from the evaluation of the written submissions for each milestone. (The overall course project is worth 70% of the grade.)

Question 4 (see CWB Requirement 4):

Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to use for this assignment or assignments.

Each student will submit independently written sections of their project paper to be graded. Then s/he will work with their team to revise this section for a final submission that will count for the team milestone grade. The handout and independent grading rubric in the supplemental materials.

Each student will receive an individual grade and feedback on this writing assignment from the instructor, and will then be expected to work with their team to revise their section for the team milestone submission, which will receive another grade from the instructor (each milestone has a different evaluation rubric detailed in the project description file). As such, we emphasize independent writing, multiple rounds of feedback, group writing, and learning through revision.

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 writing instruction and at what points in the semester? What types of writing support and resources will be provided to students?

Students will receive lectures that will cover important aspects of written assignments in the course (e.g. Basics of Critique, Lit Review). Students will also read a number of papers throughout the course to help them better understand good academic writing in the field of Computer Science. These papers will be discussed in class and integrated into the lecture to help distill lessons for effective writing in Computer Science. As the class will be taught using an active learning philosophy, the students will also have many opportunities to practice their skills in class while receiving informal feedback from their classmates, the TA, and the instructor. Students will also be connected to and be encouraged to seek out other writing resources on campus such as Student Writing Support.

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 to student writing) and how will they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure that their students will receive a writing intensive experience.

A graduate student TA will provide students with feedback in this course through written critique. The TA will also be asked to hold office hours and to attend class in order to help guide active learning exercises. Overall, the TA’s role will be informally guiding the students, sharing his/her writing experience, and assisting the instructor in providing feedback on written assignments.

The TA for this class will be required to take the 5-day “Teaching with Writing” course offered by the Center for Writing. Additionally, we will seek TAs with significant previous writing experience in Computer Science and related fields. A TA who has experience with academic writing (e.g., published a paper) will be preferred for this course. If such a TA cannot be found in Computer Science, we will broaden the search to include related disciplines that publish in the same academic conferences (e.g., Human Factors, Design). The TA will apprentice with the instructor in grading milestone 1 assignments to model appropriate practices. All milestone grades will be discussed with the instructor, to justify why a particular grade was assigned.

Statement of Certification:

This course is certified as Writing Internsive effective as of

Readme link. Course Syllabus requirement section begins below

Course Syllabus

Course Syllabus:

For new courses and courses in which changes in content and/or description and/or credits are proposed, please provide 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 be covered; scope and nature of assigned readings (text, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students 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. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information 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 retain formatting and special characters might not copy properly.)

SYLLABUS FOR Human-Centered Design and Prototyping of Ubiquitous Computing Systems

What: CSCI 5127: Human-Centered Design and Prototyping of Ubiquitous Computing Systems
When: [TBD]
Where: [TBD]
Course Instructor
Instructor: Lana Yarosh [Link to Website]
Address me as: [Preferred Address]
Contact me: lana@umn.edu
Office hours: [Office Hours]

Course Goals and Overview
In this course, you will apply the principles of human-centered computing and design to address real-world challenges faced by people and groups. You will learn and demonstrate mastery in three phases of design: (1) investigating the needs of target stakeholders, (2) charting the solution space through ideation and visual exploration, and (3) rapidly prototyping and iterating on solutions. Finally, you will acquire significant practice in the skills of independent learning, video presentation, and critique by implementing and evaluating peer tutorial videos.

Required Course Materials
There is no required textbook for this class and all readings will be available for free online. The department will also supply basic course materials such as Arduino kits and other similar physical computing parts for your class projects or peer tutorial presentations. However, you are advised to reserve $50 per person in case your project or presentation requires additional parts that are not provided in the basic kits (e.g., additional sensors, laser cut components, etc.).

Role of Writing in this Course
One goal of this class is to help you master written communication skills. This is a Writing Intensive course and each student will independently complete a significant amount of writing. This will take several forms:
* Each milestone will have a writing component(s) that will be independently drafted by one student on the team (you will receive an email with writing assignments) and edited by the whole team. This is similar to tasks you may do in the workplace, such as writing white papers or reports in both industry and academia.
* You will submit written critiques to your classmates on various components of their work, including presentations and video tutorials. These will be graded as part of your class participation grade. This is similar to the kind of written feedback you may be expected to offer your colleagues in the workplace.
* You will be expected to submit a detailed script for your video tutorial. This will be graded as part of your peer teaching presentation grade. This is similar to the kind of peer teaching and preparation for peer teaching that you may be expected to do in the workplace.
This process may improve your communication skills and will lead to a well-edited paper and a video tutorial on a technical topic that you may find useful to add to your professional portfolio.

Course Expectations and Grading
For this course, you will be expected to demonstrate your mastery of the course material through in-class participation and the course project. There will be no exams, however I reserve the right to administer unannounced quizzes on assigned readings. The following will determine your grade:
• Participation in Class Discussion and Critique (10%)
o You are expected to be prepared for and contribute to class discussion. This portion may include unannounced quizzes testing that you have read the assigned reading for this class. You will also be expected to provide oral and written feedback to your classmates as they present their project milestones and peer teaching videos.
• Peer Teaching Video (20% total):
  o You will pick a topic relevant to the course and will create a video tutorial on the topic for your classmates. Your grade will be based on instructor evaluation and student critique.
• Course Project (70% total):
o        Milestone 1 (15%): You will reach out to stakeholders to understand their motivations and goals and read about others’ formative evaluations in this space. You will present your results to the class as “Implications for Design” and write the introduction, related work, and formative study sections of your final paper.
o        Milestone 2 (15%): You will practice divergent thinking, generating many possible ideas for technology in your target space. You will present your process and your best ideas to the class and write the design process and initial ideas sections of your final paper.
o        Milestone 3 (20%): You rapidly prototype two or more variations of your ideas. You will present your prototypes to the class and submit the completed paper.
o        Teammate Evaluation (10%): Your teammates will evaluate your contribution to the project.
o        Individual-Writing Evaluation (10%): For one of the milestones above, you will be expected to individually produce the first draft of the paper section.
This course is not graded on a curve. The nominal scale awards an A or A- for 90% and better, B+, B, or B- for 80% and better, etc. That scale may be adjusted to lower numerical cut-offs if warranted, but will not be raised.

Course Topic
The following is a list of topics that will be covered in this course, in roughly the order on the schedule. The readings must be completed prior to that class meeting. All readings will be linked and available via the class Moodle page:
* Introduction to the Course. Read: Accountability of Design chapter, course syllabus
* Basics of Critique, CHI Design Competitions Intro, Introduction to the Project. Read: project description, one CHI design competition finalist paper from previous years (e.g., 2014).
* Design Research Paradigms and Intro to Literature Review. Read: Design Research chapter.
* Introduction to the IRB. Optional (if you’re interested in research): Complete IRB training course.
* Introduction to Peer Teaching. Read: peer teaching guidelines.
* Observational Methods of Understanding Human Needs. Read: Logging Data Chapter (long reading, give yourself time).
* Interview Methods of Understanding Human Needs. Read: Seidman’s Interview Tips Chapter
* HCI and the Probe Methods. Read: Design Probes paper, Tech Probes paper.
* Participatory Design Research. Read: Cooperative Inquiry paper.
* Creating a Study Protocol. Read: Example protocol.
* Analyzing Formative Study Data. Read: Analysis Chapter.
* Scenarios and Personas. Read: Personas Chapter (long reading, give yourself time).
* Generating Ideas. Watch: IDEO Shopping Cart. Read: Usability Evaluation Considered Harmful Paper
* Idea Selection Process.
* Human-Centered Design Sketching, part 1. Read: Why Sketch Introduction, Single Image Chapter.
* Human-Centered Design Sketching, part 2. Read: Photo Traces Chapter.
* Human-Centered Design Sketching, part 3. Read: Visual Narrative Chapter, Sequential Art CHI Paper.
* Paper and Low-Fidelity Prototyping. Read: Skeptic’s Guide and Interactive Apps Using Keynote.
* Bricolage Prototyping. Read: Bricolage Section (from Wizards and Chameleons chapter).
* Arduino Basics Tutorial. Read: Getting started with Arduino guide.
* Laser-Cutting and 3D Printing.
* Wizard-of-Oz Strategies. Read: Wizard-of-Oz Section (from Wizards and Chameleons chapter).
* Stretch Topics (as we see fit): Value-Sensitive Design, Critical Design, and Design Noir. Readings: TBD

Each of these topics will include in-classroom practice components whenever possible. Additionally, 6 class periods will be devoted to milestone presentations (2 per milestone), 1 class will be a “madness-style” overview of peer teaching videos, and classroom time may be provided for project work.

Standard Policies
This course follows the standard University of Minnesota policy on each of the issues below, please refer to the linked policy for more information:
•        Use of personal electronic devices in the classroom
•        Student conduct code
•        Scholastic dishonesty
•        Makeup work for legitimate absences
•        Appropriate student use of class notes and course materials
•        Grading and transcripts
•        Sexual harassment
•        Equity, diversity, equal opportunity, and affirmative action
•        Disability accommodations
•        Mental health and stress management
If you have questions or concerns regarding any of the above policy, please let me know.

Academic Freedom and Responsibility
Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom and conduct relevant research. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. When conducting research, pertinent institutional approvals must be obtained and the research must be consistent with University policies.

Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost.

Readme link. Strategic Objectives & Consultation section begins below

Strategic Objectives & Consultation

Name of Department Chair
Approver:

Mats Heimdahl

Strategic Objectives -
Curricular Objectives:

How does adding this course improve the overall curricular objectives ofthe unit?

The CSci curriculum committee reviewed/approved this course proposal. This course will add another elective course in a popular subarea of computer science; it will also add a course with a focus on design, a topic that is important but underrepresented among our electives

Strategic Objectives - Core
Curriculum:

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

This is an elective, and therefore not part of its core curriculum. However, it is a class undergraduate students can take as part of their upper division track (i.e., senior electives requirement). Here is a note from the faculty teaching related classes about how the proposed class fits with our existing classes:

Joseph Konstan <konstan@umn.edu> Mon, Nov 9, 2015
Lana,
Thank you for consulting with Loren Terveen and me about your new course proposal and the degree to which it might overlap with CSci 5115 and CSci 5125. As we discussed, there is no overlap with CSci 5125 (that course is all about social and collaborative computing systems, and has no elements of design or prototyping).

CSci 5115 makes a perfect prerequisite for your course, as was planned in the longterm instructional plan for the HCI area. In CSci 5115, students get a very basic introduction to user research and design techniques perhaps 20% of the depth you plan to go into and do so in a broader context that does not reach into ubiquitous computing systems. It would be quite valuable for students interested in focusing in this area to then build their skills with the greater focus and depth that you plan. In total, we expect the coordinated classes would have less than a 5% overlap - a degree of overlap that is useful for scaffolding student learning without being wasteful.

Strategic Objectives -
Consultation with Other
Units:

In order to prevent course overlap and to inform other departments of new curriculum, circulate proposal to chairs in relevant units and follow-up with direct consultation. Please summarize response from units consulted and include correspondence. By consultation with other units, the information about a new course is more widely disseminated and can have a positive impact on enrollments. The consultation can be as simple as an email to the department chair informing them of the course and asking for any feedback from the faculty.

The consultations have not found any concerns about the course. Here is some correspondence.

Barry Kudrowitz <barryk@umn.edu> Wed, Nov 4, 2015 at 8:13 PM
To: Lana Yarosh <lana@umn.edu>
This sounds great. It does not conflict with anything in product design. I do not represent my department so you
would need to ask our dept head (missy bye) for dept approval. The only things it might conflict with in our
department are Lucy's Human Factors in Design class and maybe something in the Human Factors program.
but it actually sounds more like Will Durfee's special topics class called "smart products"
i hope this gets approved.-barry

William Durfee <wkdurfee@umn.edu> Wed, Nov 4, 2015 at 11:10 PM
To: Lana Yarosh <lana@umn.edu>
Lana,
Thanks for sharing the description of the proposed course titled “Human-Centered Design and Prototyping."
I see no overlap with any of the design courses we offer in Mechanical Engineering and feel that your course is a
necessary addition to the design courses we offer in CSE, and also a necessary addition to the design courses
offered in other colleges.
William Durfee
Professor and Director of Design Education
Department of Mechanical Engineering