Thu Mar 23 12:48:05 2017
Back to Proposal List | ||
Approvals Received: |
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Approvals Pending: | College/Dean > Provost > Catalog | |
Effective Status: | Active | |
Effective Term: | 1179 - Fall 2017 | |
Course: | MOT 4020 | |
Institution: Campus: |
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities |
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Career: | UGRD | |
College: | TIOT - College of Science and Engineering | |
Department: | 11075 - CSE TLI Mgmt of Technology | |
General | ||
Course Title Short: | Special Topics in MOT | |
Course Title Long: | Special Topics in Management of Technology | |
Max-Min Credits for Course: |
2.0 to 2.0 credit(s) | |
Catalog Description: |
Special Topics in Management of Technology | |
Print in Catalog?: | Yes | |
Grading Basis: | S-N only | |
Topics Course: | Yes | |
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) : | None | |
Instructor Contact Hours: |
2.0 hours per week | |
Course Typically Offered: | Every Fall | |
Component 1 : |
DIS (no final exam) | |
Component 2 : |
LEC (no final exam) |
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Auto-Enroll Course: |
Yes | |
Graded Component: |
DIS | |
Academic Progress Units: |
Not allowed to bypass limits.
2.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits.
2.0 credit(s) |
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Repetition of Course: |
Repetition not allowed. | |
Course Prerequisites for Catalog: |
<no text provided> | |
Course Equivalency: |
No course equivalencies | |
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: |
Kirk Froggatt | |
Faculty Sponsor E-mail Address: |
frogg002@umn.edu | |
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:
<no text provided> |
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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:
<no text provided> |
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LE Recertification-Reflection Statement: (for LE courses being re-certified only) |
<no text provided> | |
Statement of Certification: |
This course is certified for a Core,
effective
as of
This course is certified for a Theme, effective as of |
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Writing Intensive | ||
Propose this 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? Note that the syllabus must
reflect the critical role that writing plays in the course. <no text provided> |
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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> |
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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> |
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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> |
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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> |
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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> |
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Statement of Certification: | This course is certified as Writing Internsive effective as of | |
Readme link.
Course Syllabus requirement section begins below
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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. 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. The University "Syllabi Policy" can be found here Any syllabus older than two years should be replaced with a current version when making ECAS updates. Course #? – Leading Breakthrough Technology Innovation Course Overview Course Description: This course helps scientists and engineers develop the mindset,tool set, and skill set required to architect breakthrough technology innovation platforms. Co-taught by accomplished technology industry innovators from Facebook, 3M and Microsoft, this course will frame the multidimensional challenge of technology entrepreneurship and explore critical success factors in four areas: ideas + people + process + team. Through case studies and a team project, students will learn how to identify and test technical ideas and commercial pathways by applying and practicing a robust platform architecting methodology. Additionally, students will gain insight into their personal innovation mindset and skill set and create a personal action plan to develop their effectiveness as breakthrough innovators and collaborators. By the end of the semester, students will have a solid understanding of the multidimensional factors that impact success in breakthrough technology innovation. This understanding, combined with self-insight and practice applying a process for platform architecting, will accelerate students’ readiness, capability and impact as early career technology entrepreneurs. Platform Architecting Success Factors: Ideas + People + Process + Team Course Design Principles and Parameters:  2 credit, highly interactive, classroom-based experience (elective option) o Graded pass/fail (at least initially) o Meets one day/week for 2 hours (Monday afternoons) for 14 weeks o Includes individual and team projects  Interdisciplinary design integrating key principles and practices required for success as a breakthrough technology innovator: IP management, self-management,and development, team development, innovation process management, and commercial acumen.  Team taught by four accomplished industry leaders with Kirk Froggatt, Gemini Chair in Technology Management, as course director and co-instructor. The three other instructors are: o Dr. Andy Ouderkirk, Corporate Scientist at Facebook Oculus and NAE member o Ms. Kelly Ingham, Sr. Manager, Microsoft Advanced Optics o Dr. Rob Kieschke, Laboratory Manager at 3M  Part 1 of a 2-3 part sequence that develeops the mindset, toolset, skill set and network needed to lead breakthrough, technology-driven innovation.  Part 2 (TBD) = Lab-based, project experience / practicum applying the concepts learned in Part 1 and working on pre-architected IP from OTC or a corporate sponsor.  Part 3 (TBD) = Internship, UROP, honors thesis, entrepreneurship course/project or independent study in advanced R&D practice. Student Selection:  Interested undergrad STEM students will be recruited and selected based a combination of self-selection, application, and interviews. Admission criteria will include motivation and attributes of high potential serial innovators based on the research of Griffin et. al. (Serial Innovators) and Dyer et. al. (Innovator’s DNA): o Depth AND breadth of knowledge and interests o Systems and critical thinking o Creativity o Curiosity o Intuition o Intrinsic motivation to make things better o Demonstrated ability to collaborate in teams Student Outcomes:  Differentiated knowledge, skill and capability leading to best-in-class job opportunities (best in class jobs and employers)  Commercial value creation as evidenced by IP and project deliverables  Enhanced engagement and UMN promotion (retention and net promoter score?) Semester at a Glance (See pptx document for editable version.) |
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Readme link.
Strategic Objectives & Consultation section begins below
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Strategic Objectives & Consultation | ||
Name of Department Chair Approver: |
Tariq Samad | |
Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? This special topics course introduces a new and differentiated methodology for finding lower risk commercial pathways for high impact technology innovations. This capability is not taught elsewhere to our knowledge and represents a significant opportunity to enhance and accelerate CSE undergraduate development and job preparedness as well as supplement the differentiated course content of TLI for both undergraduate and graduate student audiences. |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? This course is not part of the core curriculum. |
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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.
There is no overlap of content with other course offerings in other departments. |
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