MOT 4020 -- Proposed New Course

Thu Mar 23 12:48:05 2017

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Approvals Received:
on 03-23-17
by Damian Damiani
Approvals Pending: College/Dean  > Provost > Catalog
Effective Status: Active
Effective Term: 1179 - Fall 2017
Course: MOT  4020
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11075 - CSE TLI Mgmt of Technology
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)
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?:
Community Engaged Learning (CEL) : None
Contact Hours:
2.0 hours per week
Course Typically Offered: Every Fall
Component 1 : DIS (no final exam)
Component 2 : LEC (no final exam)
Progress Units:
Not allowed to bypass limits.
2.0 credit(s)
Financial Aid
Progress Units:
Not allowed to bypass limits.
2.0 credit(s)
Repetition of
Repetition not allowed.
for Catalog:
<no text provided>
No course equivalencies
Cross-listings: No cross-listings
Add Consent
No required consent
Drop Consent
No required consent
(course-based or
No prerequisites
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Sponsor Name:
Kirk Froggatt
Sponsor E-mail Address:
Liberal Education
this course fulfills:
Other requirement
this course fulfills:
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.

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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:
  • 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.

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

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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.

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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.

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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.

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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?

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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.

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Statement of Certification: This course is certified as Writing Internsive effective  as of 
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:
&#61623; 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
&#61623; 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.
&#61623; 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
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
&#61623; Part 1 of a 2-3 part sequence that develeops the mindset, toolset, skill set and network needed
to lead breakthrough, technology-driven innovation.
&#61623; 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.
&#61623; Part 3 (TBD) = Internship, UROP, honors thesis, entrepreneurship course/project or
independent study in advanced R&D practice.
Student Selection:
&#61623; 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:
&#61623; Differentiated knowledge, skill and capability leading to best-in-class job opportunities (best in
class jobs and employers)
&#61623; Commercial value creation as evidenced by IP and project deliverables
&#61623; Enhanced engagement and UMN promotion (retention and net promoter score?)
Semester at a Glance
(See pptx document for editable version.)
Strategic Objectives & Consultation
Name of Department Chair
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.
Strategic Objectives - Core
Does the unit consider this course to be part of its core curriculum?

This course is not part of the core curriculum.
Strategic Objectives -
Consultation with Other
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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