Fri Jun 23 10:05:55 2017
Approvals Received: 
Department
on 6/7/17
by Stephanie Lawson
(lawso004@umn.edu)

Approvals Pending:  College/Dean > Provost > Catalog 
Effective Status: 
Active

Effective Term: 
1179  Fall 2017

Course: 
MATH 1042

Institution: 
UMNTC  Twin Cities/Rochester

Campus: 
UMNTC  Twin Cities

Career: 
UGRD

College: 
TIOT  College of Science and Engineering

Department: 
11133  Mathematics, Sch of

Course Title Short: 
Math of Design

Course Title Long: 
Mathematics of Design

MaxMin 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. Projectbased 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?: 
Yes

CCE Catalog Description: 
false

Grading Basis: 
OPT

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:
None
Old:

Instructor Contact Hours: 
4.0 hours per week

Course Typically Offered: 
Every Fall

Component 1: 
LEC

Auto Enroll Course: 
No

Graded Component: 
LEC

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>

Crosslistings:  No crosslistings 
Add Consent Requirement: 
No required consent

Drop Consent Requirement: 
No required consent

Enforced Prerequisites: (coursebased or noncoursebased): 
No prerequisites

Editor Comments: 
<No text provided>

Proposal Changes: 
<No text provided>

History Information: 
<No text provided>

Faculty Sponsor Name: 
Bryan Mosher

Faculty Sponsor Email Address: 
mosher@umn.edu

Student Learning Outcomes 
* Students in this course:  Can identify, define, and solve problemsHow 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 realworld 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. 
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:

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:

LE RecertificationReflection Statement (for LE courses being recertified 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

Propose this course as Writing Intensive curriculum: 
No

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 multiauthored 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: 
Math 1042
Mathematics of Design
Fall 2017
(4 credits)
Monday/Wednesday 3:305:30 [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. Projectbased 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 (open.umn.edu)
Textbooks
Algebra and Trigonometry
OpenStax CNX. Feb 27, 2017 http://cnx.org/contents/13ac107af15f49d297e860ab2e3b519c@6.35.
Calculus Volume 2
OpenStax CNX. Feb 24, 2017 http://cnx.org/contents/1d39a348071f453785b6c98912458c3c@2.40.
Learning Outcomes
Courselevel Outcomes (CO)
This course supports the following outcomes
Courselevel Outcomes (CO)
Assessment Measure
1 Describe designbased problems using standard mathematical notation and functions
2 Solve designbased problems using Trigonometric functions and Geometric relationships.
3 Solve designbased 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 problemsolving
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 Problemsolving 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
Crosssection 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
Problemsolving 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.
Makeup 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
93100 A Achievement that is outstanding relative to the level necessary to meet course requirements.
9092 A
8789 B+
8386 B Achievement that is significantly above the level necessary to meet course requirements.
8082 B
7779 C+
7376 C Achievement that meets the course requirements in every respect.
7072 C
6769 D+
6066 D Achievement that is worthy of credit even though it fails to meet fully the course requirements.
059 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. http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html
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 4245 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.

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?
No

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 nontraditional 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
