MATH 1042 -- Proposed New Course

Fri Jun 23 10:05:55 2017

Approvals Received:
on 6/7/17
by Stephanie Lawson
Approvals Pending: College/Dean  > Provost > Catalog
Effective Status:
Effective Term:
1179 - Fall 2017
MATH 1042
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities
TIOT - College of Science and Engineering
11133 - Mathematics, Sch of


Course Title Short:
Math of Design
Course Title Long:
Mathematics of Design
Max-Min Credits for Course:
4.0 to 4.0 credit(s)
Catalog Description:
A tour of mathematics relevant to principles of design that support the "making" of things: from objects to buildings. Project-based problem solving. Systems of equations, trigonometry, vectors, analytic geometry, conic sections, transformations, approximation of length, area, and volume. Prereq: Satisfactory score on placement test or grade of at least C- in [1031 or 1051]
Print in Catalog?:
CCE Catalog Description:
Grading Basis:
Topics Course:
Honors Course:
Online Course:
Freshman Seminar:
Is any portion of this course taught outside of the United States?:
Community Engaged Learning (CEL):
New: None
Instructor Contact Hours:
4.0 hours per week
Course Typically Offered:
Every Fall
Component 1:
Auto Enroll Course:
Graded Component:
Academic Progress Units:
4.0 credit(s) (Not allowed to bypass limits.)
Financial Aid Progress Units:
4.0 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
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:
Bryan Mosher
Faculty Sponsor E-mail Address:

Student Learning Outcomes

Student Learning Outcomes

* Students in this course:

- Can identify, define, and solve problems

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.

Problem solving is at the heart of any mathematics course. In this course students will solve problems around the design and "making of things", and communicate their solutions using precise technical language. Students will learn fundamental concepts in algebra, trigonometry, and geometry, and apply them in projects that model real-world situations.

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

Students will solve problems in homework sets, exams, individual projects, group projects, and research reports.

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 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.

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):
<No text provided>
Statement of Certification:
This course is certified for a Core (blank) as of
This course is certified for a Theme (blank) as of

Writing Intensive

Propose this course as Writing Intensive curriculum:
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? Also, describe where in the 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, 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 2,500 minimum word count (or its equivalent) for finished writing will be met.

<No text provided>
Question 3 (see CWB Requirement 3):

How will students' final course grade depend on their writing performance? What percentage of the course grade will depend on the quality and level of the student's writing compared to the percentage of the grade that depends on the course content? Note that this information must also be on the syllabus.

<No text provided>
Question 4 (see CWB Requirement 4):

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

<No text provided>
Question 5 (see CWB Requirement 5):

What types of writing instruction will be experienced by students? How much class time will be devoted to explicit writing instruction and at what points in the semester? What types of writing support and resources will be provided to students?

<No text provided>
Question 6 (see CWB Requirement 6):

If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. 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.

<No text provided>
Statement of Certification:
This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus:
Math 1042 Mathematics of Design Fall 2017 (4 credits) Monday/Wednesday 3:30-5:30 [location TBD] Introduction to the Course Course Description A tour of mathematics relevant to principles of design that support the "making" of things: from objects to buildings. Project-based problem solving. Systems of equations, trigonometry, vectors, analytic geometry, conic sections, transformations, approximation of length, area, and volume. Educational Purpose This course serves as a requirement in the Construction Management major in CMgt. It can also be used as an elective undergraduate course for architecture students. Prerequisites Satisfactory score on placement test or grade of at least C- in MATH 1031 or MATH 1051 Course Materials Required Materials Textbook Appropriate sections/problems selected from the Open Textbook Library ( Textbooks Algebra and Trigonometry OpenStax CNX. Feb 27, 2017 Calculus Volume 2 OpenStax CNX. Feb 24, 2017 Learning Outcomes Course-level Outcomes (CO) This course supports the following outcomes Course-level Outcomes (CO) Assessment Measure 1 Describe design-based problems using standard mathematical notation and functions 2 Solve design-based problems using Trigonometric functions and Geometric relationships. 3 Solve design-based problems using linear algebra functions and methods. 4 Use a mathematical approach to approximate length, area and volume of figures. 5 Use multiple representations to communicate solutions and methods 6 Develop strategies, heuristics and a mathematical orientation toward problem-solving Course Schedule Module / Week Topic Learning Activities and Outcomes 0 Getting Started Update Your Moodle Profile Prepare for Google Video Calls Update Your Google+ Profile Introduce Yourself Foundations 1 Introduction to course Assess prerequisite knowledge/skills Review materials Homework 1 Group Problem 1 Design Problem 1 2 Building Problem-solving Skills Homework 2 Group Problem 2 Design Problem 2 Foundations Exam Approximation/Estimation/Bounding 3 Approximation in one dimension Homework 3 Group Problem 2 Design Problem 3 4 Approximation in two dimensions Homework 4 Group Problem 4 Design Problem 4 5 Approximation in three dimensions Homework 5 Group Problem 5 Design Problem 5 Approximation Exam Optimization 6 Introduction Optimization Homework 6 Group Problem 6 Design Problem 6 7 Scheduling and Sequencing Homework 7 Group Problem 7 Design Problem 7 8 Systems of equations Homework 8 Group Problem 8 Design Problem 8 9 Systems of equations Higher dimensions and solution spaces Homework 9 Group Problem 9 Design Problem 9 Optimization Exam Geometry in Design 10 Triangles in Design Homework 10 Group Problem 10 Design Problem 10 11 Cross-section and Axis Homework 11 Group Problem 11 Design Problem 11 12 Centers of Mass and Inertia Homework 12 Group Problem 12 Design Problem 12 13 Levers Homework 13 Group Problem 13 Design Problem 13 14 Computer Models Homework 14 Group Problem 14 Design Problem 14 15 Presentations and Final Exam Research Report Geometry in Design Exam Grading Grading Table The following table summarizes the requirements and grading of the assignments in this course. The specific instructions for each activity are included in the appropriate forum, assignment, or quiz. Learning Activity / Individual/Group / Assessment / % of Grade Weekly skill problems / Individual / ~10 mathematics problems / 20 Design Problems / Individual / Mathematical justification of solutions to design problems / 20 Group Problems / Group / In class open ended problems / 10 Research Report / Individual / Written report with calculations and figures / 30 Topic Exams / Written exam / 20 Total / 100% Evaluation Process Evidence of reflection Problem-solving approach Iterations Method Accurate, appropriate and complete calculations Representation Graphs, illustrations, visualizations Presentation/Communication Explaining your thinking Late Submissions Late work will only be accepted with prior approval from the instructor. Make-up Work for Legitimate Absences You are responsible for informing your instructor as soon as possible of missed classes for legitimate reasons and provide documentation of the reason for absence. Reasonable and timely accommodations will be arranged. Withdrawals Week 10 is the last week to withdraw without your college's approval. For details check the Cancel/add & refund deadlines page. Incompletes An "Incomplete" requires prior approval from the instructor for extraordinary circumstances. Contact your instructor if you need to arrange an incomplete. Grade Distribution Percentage Achieved Grade Definition of Grades and Workload Expectations 93-100 A Achievement that is outstanding relative to the level necessary to meet course requirements. 90-92 A- 87-89 B+ 83-86 B Achievement that is significantly above the level necessary to meet course requirements. 80-82 B- 77-79 C+ 73-76 C Achievement that meets the course requirements in every respect. 70-72 C- 67-69 D+ 60-66 D Achievement that is worthy of credit even though it fails to meet fully the course requirements. 0-59 F Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an 'I' (see also I). Academic dishonesty: academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course. S Achievement that is satisfactory, which is equivalent to a C- or better (achievement required for an S) I Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g., hospitalization, a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student. For more information on UMN Grade Distribution, please see Grades and Grade Basis. Expected Student Academic Work per Credit UMN defines one undergraduate credit as equivalent to 42-45 hours of learning effort distributed across a semester (including all classroom and outside activities). Please review the UMN Policy on Expected Student Academic Work per Credit. Academic Policies and Accommodations Academic Policies Academic Accommodations Syllabus subject to change This syllabus may change as needed to support the student learning outcomes for this course.

Strategic Objectives & Consultation

Name of Department Chair Approver:
Peter Olver
Strategic Objectives - Curricular Objectives:

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

This course will develop mathematical understanding, problem solving ability, and technical communication in students who will apply these skills in industry.
Strategic Objectives - Core Curriculum:

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

Strategic Objectives - Consultation with Other Units:

Before submitting a new course proposal in ECAS, circulate the proposed syllabus to department chairs in relevant units and copy affiliated associate dean(s). Consultation prevents course overlap and informs other departments of new course offerings. If you determine that consultation with units in external college(s) is unnecessary, 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 all consultation here, to be referenced during CCC review. If email correspondence is too long to fit in the space provided, paraphrase it here and send the full transcript to the CCC staff person. Please also send a Word or PDF version of the proposed syllabus to the CCC staff person.

The College of Continuing Education (CCE) has initiated this course concept, participated in its core development and implementation in cooperation with other units that could benefit from this course, including the College of Design, and has guided the course design using its team of instructional designers in collaboration with MATH. The purpose for developing this course is as an alternative to MATH 1142 Short Calculus that benefits both our non-traditional and traditional students by learning relevant math concepts more applicable to the industry discipline. Consultation from College of Design: 04/12/17 Peter, Mark and Bryan, I too like Mathematics of Design or Design Thinking. Hard for me to not gravitate to the wider audience of design vs. the built environment. Although I'm an architect and am constantly involved in the built environment as a professional, design seems more relative to the focus of what we do in academia: design education. Thanks too for your efforts on this great new addition. Best, Bill 06/16/2016: Peter, I spoke with Marc Swackhamer and he joins me in support of the proposed course. How would you like me to forward the $1,500.? Best, Bill -- William F. Conway, FAIA Professor and Director Bachelor in Science in Architecture Program