DM-GY 6053 A

Wednesdays, 2:00 PM – 4:50 PM EST, 370 Jay Street, 3rd Floor, Room #309
Instructor: Camila Morales, camila.morales@nyu.edu, office hours by appointment. 
Slack Channel: For course-related announcements, discussions and questions, we will be using Slack (invite will be emailed).

DM-GY 6053 B

Wednesdays, 8:00 AM – 10:50 AM EST, 370 Jay Street, 3rd Floor, Room #310
Instructor: Dalit Shalom, ds4490@nyu.edu, office hours by appointment. 
Slack Channel: For course-related announcements, discussions and questions, we will be using Slack (invite will be emailed).

DM-GY 6053 C

Thursdays, 11:00 AM – 1:50 PM EST, 370 Jay Street, 3rd Floor, Room #313
Instructor: Casey Judge, casey.judge@nyu.edu, office hours by appointment. 
Slack Channel: For course-related announcements, discussions and questions, we will be using Slack (invite will be emailed).

DM-GY 6053 D

Thursdays, 6:30 PM – 9:20 PM EST, 370 Jay Street, 3rd Floor, Room #308    
Instructor: Monica Raffaelli, mr1998@nyu.edu, office hours by appointment. 
Slack Channel: For course-related announcements, discussions and questions, we will be using Slack (invite will be emailed).

Welcome to Ideation & Prototyping!

Course Description

In this class, we will investigate and explore the creative process in order to generate ideas for art, tech and design projects and more. The course will show how different concepts, techniques, and methods can inspire, inform, and bring depth to what one ultimately creates and prototypes. Students will expand their arsenal of design and research skills, learn how to think critically about their audience, content, form, and processes, as well as, understand the importance of utilizing more than one research and design strategy. The course will introduce a number of tools and techniques through hands-on exercises and assignments to really drive home how iterative, messy and exciting the creative process can be! 

Course Goals

• To develop conceptual thinking skills to generate ideas and content in order to create something new, turn problems into opportunities, express one’s point of view through making.
• To begin developing a research and studio practice through inquiry, experimentation and iteration.
• To develop collaboration skills to effectively work in a team or group setting.
• To develop critical thinking skills that will allow to analyze and position work within cultural, historical, and technological contexts.
• To develop a rigorous, iterative process for looking, questioning, thinking, making, and communicating which challenges assumptions and preconceived notions.
• To use imagination to create something entirely new & innovative OR to reinvent an old idea into something new and improved.
• To develop a habit of reflecting, writing, documenting and showcasing one’s work.

Learning Outcomes

By the end of this course students should be able to:

• Express, articulate, reframe concepts and ideas. 
• Research opportunities and transform ideas and inspirations into real-world creations.
• Experiment and problem solve through making and playing with different materials. 
• Observe, listen, analyze and provide critical feedback in an articulate manner. 
• Present and showcase one’s work and process. 
• Feel empowered to try things, follow new ideas and play! 

Online Learning

Remote Learning & Asynchronous Content Given the current situation, this course has been fully redesigned to focus on emphasizing remote education with a mix of synchronous, face-to-face time with instructors and peers, and asynchronous engagement through self-directed and remote collaboration, tasks and assignments. Classes will be run synchronously in the classroom (or on Zoom), while lectures will be made available ahead of time to watch in advance of the requisite session and different platforms such as Mural and Miro, among others, will be used to facilitate interactions. In case you can’t make it for a class, please let the instructor know beforehand, and do go over the recordings!

Readings & Resources Each class has a list of specific readings and projects that you will be expected to go through before each class. The links to all readings and references are provided on this website. The list of additional resources, while not mandatory, are highly recommended for you to peruse — they are there to give you further assistance in articulating and developing interesting interfaces and technologies!

Reading & Discussion Reading Responses should be posted weekly to the discussion channel on Slack (or Brightspace), due before class. Reading responses should include:

1. A brief summary of what you found interesting about each reading. 
2. One takeaway per reading. This is a professional insight that you draw from the reading, and that you think will be useful to keep in mind in the near or distant future.
3. Connection to a real-world example. This could be something that you thought of while reading, it can be an exemplification of a concept/theory/practice (or lack there of), it could be something that is similar but maybe comes from a different field, etc. The goal is to build on what is in the text and bring in outside examples to expand what the class is exposed to.
4. A burning question that remains with you, based on your reading. This question can cut across all the readings, or you might have a question for each reading. It’s up to you. Your questions might be the ones that we focus on for discussion in class.

We’re expecting ~1 sentence per bullet point. (e.g., 1 sentence summary, 1 sentence takeaway). But it’s OK to write more than one sentence if you find it necessary.

NOTE: these are NOT summaries but interesting ideas, questions, or points of discussion surrounding the concepts in the readings. Please refrain from using AI tools like ChatGPT for reading discussions and comprehension of literature, as they can frequently reference incorrect or misleading information.

In-Class Exercises & Workshops Additionally, we will be dedicating a fair amount of class time engaging in in-class exercises, either individually or in groups using breakout sessions. In a shift away from larger, long-term group projects, we will instead focus on workshops for each module working on smaller, more controlled assignments, with homework and follow-up presentations. Lastly, while we are aware that everyone has different situations at home and can participate to lesser or greater degrees, and we will not penalize anyone for having video off, we would encourage you to have your video on, and to actively participate in class — the experience of online learning is always greatly better for everyone if people actively participate!

Critiques Critiques are the best way to articulate your ideas to others and get immediate feedback. During the crit sessions, the class will have a chance to ask questions, analyze and suggest ways to increase the impact of your project. Take notes when your work is being critiqued and do not edit the responses, whether you agree with them or not. Review your critique notes and reflect upon what was said. Ask yourself how you could combine, transform, or expand what you are doing to make your project better. However, resist the temptation to incorporate all suggestions and comments. Only utilize the ones that work for you and your project.

Rules of Critique:

• Be Present and engaged. Truly listen.
• Give Feedback to your classmates.
• Do NOT take feedback personally.

Assignments & GRADING OVERVIEW

There are three different week-long homework assignments for this course, one three week-long assignment, and one seven week-long project. It is worth noting that while we’ve designed all in-class exercises as well as homework assignments and projects to be more or less commensurable, there may be small differences in the prompts and details of each of these that individual instructors for each of the sections give, so please follow the specific brief that your instructor for your section gives you. Your grade will be based on the assessment of these projects, as well as your participation in in-class exercises, and regular, weekly updates to your process blogs.

All assignments, responses and project documentation are due by 8pm EST the night before class. Please make sure you update your process blog with the documentation of your process for each assignment and give links to source files, output files, and any other related documents so that we can assess and give you an accurate grade. All work assigned will be completed and delivered on the due date AND with attention on the quality of efforts, otherwise, you will receive a failing grade for that assignment.

In other words, late work will not be accepted, but also rushed, poor quality will not be accepted. Each student will be judged on the commitment, fearlessness, and continuous improvement that their work shows. Incomplete or unsatisfactory work will receive a failing grade. 

Process Blogs (15% of total grade) In a written reflection each week, you will develop your own observations and reflections based on your experiences with the exercises, lectures and readings in class and documenting the process of your homework. These posts will offer you a chance to document your own thinking and demonstrate to us that you have been engaging with the material taught and show us your progress and practice working on the assignments and projects given. You will write these reflections on your own over the week after class and upload 500–750 words before Monday 8pm EST, onto your website, Medium, Tumblr, WordPress blog or any other platform you feel comforable using. For project weeks, you are expected to give updates, insights, and visual documentation. For 14 weeks of class, each blog post is a straight 1% of your grade.

Engagement & Participation (10% of total grade) You will be expected to engage in discussions and share both progress and content on the Slack channel, as well as Are.na or other platform (depending on the section you are in and the instructor). This grade will be based on an overall assessment by the instructors on your participation based on how much you have contributed to participating in the course both asynchronously and in class sessions.

Week-Long Assignments (15% of total grade) From weeks two to five, there will be three homework assignments, each based on the content covered that week and building on the in-class exercises and workshops we will do. The brief for each assignment will be given that week and made available on this website, and submissions are due at 8pm the night before class. Each assignment is worth 5% of your grade, for a total of 15%.

Time Capsule Project (25% of total grade) From weeks five to seven, we will undertake a three-week-long individual project, with three distinct modules, each with their own brief, that build on each other and utilize the concepts, principles, skills and tools covered in the first half of the course. The brief for each module will be given that week and made available on this website, and submissions are due at 8pm the night before class. This project is worth 25% of your total grade.

Research For/By Design Project (35% of total grade) From weeks eight to fourteen, we will undertake a seven week-long collaborative project where students will be broken up into teams to collectively work on a design brief, going through a traditional human-centered design research process in order to study an area and stakeholders in order to inform the development of an intervention. Each week will introduce you to the next stage of the process, and homework for that week will be assigned for groups to do. Each weeks progress is worth 5% of your group grade, for a total of 35%.

QUALITATIVE GRADING OVERVIEW

• A Exceptional (Work of exceptional quality; exceeds Expectations)
• A- Excellent (Work of high quality)
• B+ Very Good
• B Good (fulfills course requirements and demonstrates original applications)
• B- Above average
• C+ Slightly above average
• C Satisfactory (Average; Satisfies course requirements)
• C- Below average (but passing)
• D+ Poor Work (but passing)
• D Inadequate (Deficient, but passing)
• F Unacceptable (The performance and/or attendance of the student has failed course requirements.)

Generative AI Use

Caution on AI Usage: While AI tools offer powerful capabilities, it is crucial to be aware of their limitations and implications. These tools can exhibit biases, produce inconsistent responses, and raise concerns regarding intellectual property and copyright infringement. Furthermore, the environmental impact of AI, due to the substantial energy required for training and maintaining these models, cannot be overlooked. These factors collectively highlight the importance of using AI responsibly and critically, ensuring that reliance on these tools does not compromise the integrity of your work or contribute to broader ethical and environmental issues.

In the context of this course the following guidelines should be used when considering generative AI tools use:

1. Original Content: You may not use AI tools to generate content for creative as well as written response assignments, except for occasional assistance with language translation. Presenting AI-generated content as your own without disclosure will be considered a violation of New York University’s academic integrity policies and will result in a failing grade for the assignment without the possibility of appeal.
2. Acceptable Uses: AI tools may be sparingly used in the initial stages of research, idea generation, drafting, and language translation. An acceptable use is contained experiments to familiarize oneself with the inner workings of AI tools as a medium, however, you may not rely on AI output for significant portions of your assignments unless it is a necessary component of your project concept. If you use AI at any stage (including initial stages, drafting, language translation, or final form), you must properly cite and disclose this use. Include details on the specific tool and version used, as well as the nature of your usage (e.g., programming code, image generation, text/writing). Citation should reference both the platform and any creator names or references.
3. Learning and Development: While AI could aid in various stages of your project, your primary focus should be on developing original designs, critical thought, and learn to articulate your own visions and perspectives. Relying too heavily on AI tools will absolutely hinder your growth in these essential skills and your overall educational experience. The aim of this course is to foster practice, confidence and deeper expertise in engaging in real world learning contexts with real people and therefore learn far beyond what AI can provide.

MATERIALS NEEDED FOR CLASS

• A notebook or sketchbook, pencils, coloring pencils, pens.
• Other materials or tools will be given or assigned ahead of time. We’ve tried to modify this course so that all software used is free and open-source, and so you will not be burdened with procuring expensive tools or equipment – we’ve tried to accommodate as wide a range of needs as possible, but if you have any questions about materials or tools, please let your instructor know!

PARTICIPATION

Class participation is an essential part of class and includes: keeping up with reading, assignments, projects, contributing meaningfully to class discussions, active participation in group work, and coming to class regularly and on time. Given the extraordinary conditions we are currently in, attendance policies are contingent on whether you can participate in class synchronously or are dependent on keeping up asynchronously. If you are planning to take the entire course asynchronously and remotely, please fill this out in Albert and notify the instructor ahead of class. While you won’t be penalized for missing class when circumstances require you to, failing to keep up with the content being delivered, the readings, exercises, assignments etc. will have a direct impact on your grade. If you need any assistance or help with the course, please do not hesitate to reach out to your instructor.

Maker space access & training

The MakerSpace will still be open to students on campus for all prototyping needs. Reservations can be made on their website and are required for all trainings, machine use, and workspace, which will allow the staff to maintain a safe density of users at all times. They have updated their training process to include a remote and in-person portion, to help you feel more confident when using the machines. They will be opening up their training calendar on September 14, so keep an eye on the new Training & Reservation page. Look for their next email in two weeks to learn how to schedule your trainings and follow them on Instagram, Twitter, Facebook, and LinkedIn to stay updated.

STATEMENT OF INCLUSION

The NYU Tandon School values an inclusive and equitable environment for all of our students. Personally, with this course, I really strive to foster a sense of community in and outside of the classroom and hope to offer a safe and welcoming space where individuals of all backgrounds, beliefs, ethnicities, national origins, gender identities, sexual orientations, religious and political affiliations, and abilities will be treated with respect. It is my main motivation that all students’ learning needs be addressed and that the diversity that students bring to this class be regarded and used as a resource, inspiration, strength, and benefit. I created this class as part of my own personal mission to foster a community-focused practice, communal envisioning, and collective action and if at any point this standard is not being upheld, please feel free to reach out to me. 

ACADEMIC INTEGRITY

All work for this class must be your own and specific to this semester. Any work recycled from other classes or from another, the non-original source will be rejected with serious implications for the student. Plagiarism, knowingly representing the words or ideas of another as one’s own work in any academic exercise, is absolutely unacceptable. Any student who commits plagiarism must re-do the assignment for a grade no higher than a D. In fact, a D is the highest possible course grade for any student who commits plagiarism. Please use the MLA style for citing and documenting source material.

ACADEMIC ACCOMMODATIONS

If you are a student with a disability who is requesting accommodations, please contact New York University’s Moses Center for Students with Disabilities at 212-998-4980 or mosescsd@nyu.edu. You must be registered with CSD to receive accommodations. Information about the Moses Center can be found at www.nyu.edu/csd. The Moses Center is located at 726 Broadway on the 2nd floor.

ILLNESS & ABSENCES

If you are experiencing an illness or any other situation that might affect your academic performance in a class (including excused absences, religious accommodation, medical leaves, academic misconduct, and general health and wellness), please use this form to request an excused absence or accommodation. If you have an urgent question, please email advocacy.tandonstudentlife@nyu.edu. A coordinator will reach out to your instructors on your behalf when warranted.

DISCRIMINATION AND HARASSMENT

Discrimination and harassment are behaviors that are incompatible with the standard of conduct required of a member of the NYU community in the workplace or in any college-related setting, including but not limited to off-campus, college-related events and activities.