The University of Tennessee at Chattanooga

Innovation Lab I
Fall 2016
UHON 2850, CRN: 47275, 3.0 Credit Hours
Instructor: Ann Yoachim, MPH, Clinical Professor, Director of Civic Engagement
Phone and Email: CP: 504-884-0653; ann-yoachim@utc.edu
Office Hours and Location: 2nd Floor Founders Hall
Course Meeting Days, Time, and Location: TTH 3:05-4:20; Hunter Hall 409
Course Catalog Description: First course in a required two-course sequence in which students
problem solve on behalf of a community or campus partners. Students will learn applied creative
practices as well as collaborate in small groups in order to begin foundational research needed to
answer the most pressing questions in our community. Seminar
Course Student Learning Outcomes:
1. Identify their own strengths and creativity
2. Recognize the value of collaboration.
3. Retrieve and synthesize literature from multiple disciplines on place.
4. Utilize visual thinking skills to support research and design process
5. Implement design thinking process to address a social concern
Course Pre/Co Requisites: Admission to the Honors College, ENGL 1010 and ENGL 1020 or
UHON 1010 and UHON 1020 or placement, or approval of the Dean. An IP grade will be
awarded at the end of the semester; on completion of Innovation Lab II, the IP will be replaced
with a standard letter grade
Course Materials/Resources: Readings will be a selective mix of books, method manuals,
journal articles and websites. Most will be available in the commons, while others will be
available for reference as the semester progresses. The UTC Learn Site for the course will host
all relevant reading materials.
Course Assessments and Requirements:
Informed participation
Active class participation is a critical component of this course. During class, students must
actively demonstrate knowledge of the readings, materials and any online resources assigned for
the week. Additionally, students are to be prepared to discuss and present on progress on their
research projects and design challenges and engage in hands on design thinking
skills/tools/workshops. Respectful interest in the contribution of others is critical to successfully
meeting this course requirement.
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Visual Diary
Like a kind of narrated scrapbook, the Visual Diary provides and analogue tool to communicate
to others and ourselves about how we perceive and think about the world around us, both
verbally and visually. It also provides a record of what we see for later reflection or analysis.
Students are expected to record thoughts and experiences in their journal throughout the week.
Each week, students will receive a prompt(s) to guide entries, as a supplement to other
personally inspired entries. In addition to journaling outside of class, students may be asked to
record ideas during class and are regularly invited to share diary insights with the rest of the class
as these insights are integral to course learnings. Visual diaries will be assessed throughout the
semester.
Design Thinking Challenge
The course will begin with an introduction to design thinking, processes, tools and methods.
During the second half of the semesters, student groups (4-5 students) will work together to
identify a challenge of importance related to connected to place and campus and apply the design
thinking process to develop possible solutions. Field assignments will be assigned as appropriate
to the stages of the design challenge. Groups will be expected to use the rest of the students in
the course as resources and lead DT methods. The culmination of this challenge will be a final
presentation. Students should see this presentation as a key deliverable for the course. Further
information about requirements will be given in class.
Weekly Assignments
In addition to the visual diary, students should expect weekly assignments that support reflection
on current topics and preparation for the following weeks class.
Place Presentation & Resource Compilation
Individual stories, needs and priorities are at the heart of human centered design and central to
this course. Represented in this focus are multiple scales and multiple disciplines. Each student
will share their perspective on place with the class in a 15-20 minutes presentation/activity.
Students will lead the class in discussion, offering a minimum of three questions and new source
material. To ensure that we have a wide swath of research material to build on for the spring
semester, you will need to find 4 resources (a combination of research articles and grey literature
(written or visual) either online or in the library. One of these should be shared with the class prior to
discussion. From these presentations, we will develop themes and groups and identify community
partners for the spring semester.
Pop Up Place-making
Throughout the semester, students will be required to attend one community event related to placemaking. Students will also participate in class projects that incorporate place-making and design thinking.
Details will be provided in class.

Attendance & Informed Participation 15%

Visual Diary 20 %
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Design Thinking Challenge 30%
Weekly Assignments 10%
Place Presentation & Resource Compilation 10%
Pop Up Place-making 15%

Grading Scale:

A
B
C
D
F

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90-100%
80-90%
70-80%
60-70%
Below 60%

Attendance Policy: Attendance is necessary for informed participation. Students will be

permitted one unexcused absence during the semester without consequence. Designation of
excused absences are at the discretion of the professor. All efforts should be made to inform
professor prior to class that will be missed.
Policy for Late/Missing Work: Assignments submitted incomplete or after due date will be
accepted at the discretion of the professors. Completed work turned in after a due date will suffer
a 10% grade reduction the first day and 5% each subsequent calendar day following the due date,
weekends included. Extensions will only be considered if the request is presented to the
instructor prior to the due date. Extenuating circumstances due to medical emergencies and crisis
situations will be given special consideration so long as effort is made to alert instructors
promptly.