2013 cgd program review
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Mount Wachusett Community College
Computer Graphic Design
Academic Program Review 2013
Submitted by: Associate Professor Leslie Cullen,
Department Chair, Computer Graphic Design Programs
Mount Wachusett Community College
Computer Graphic Design
Academic Program Review 2013
Submitted by: Associate Professor Leslie Cullen,
Department Chair, Computer Graphic Design Programs
With Contributions by:
Rebecca Gerry and Robert Mayer, Adjunct Faculty; Patricia Brewerton, Coordinator Career Planning and Placement;
Fagan Forhan, Director of Experiential Learning Opportunities and Civic Engagement;
Shawn LaRoche, MWCC Research Analyst
Dermot Mac Cormack, External Consultant Associate Professor, Tyler School of Art, Temple University
TABLE OF CONTENTS:
§ Section I: Data 2
§ Section II: Mission, Goals and Target Population 24
§ Section III: Curriculum 48
§ Section IV: Instructional Support 62
§ Section V: Additional Questions and Program Evaluation Summary 72
§ Appendix 78
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SECTION I: Data
• Enrollment • Student Persistence • Course Completion Rates • Employment and Transfer • Student Surveys Please see Appendices A–D for all data and support material relating to Section I: Data.
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In the spring of 2013, the Mount Wachusett Community College Office of Institutional Research provided the following data and statistical information on the Computer Graphic Design Certificates and Programs:
ENROLLMENT:
The complete enrollment data can be found in Appendix A. A summary review of the enrollment data from FY2008 to FY2012 shows an overall enrollment decrease of 22% for all print and web design degrees and certificates. While FY2009 and FY2010 reflect a 4% and 16% increase respectively, enrollments began to decrease by 7% in FY2011. In FY2012 the CGD and CGW programs saw a significant overall decrease of 31% from the previous year. This major decline in enrollments in FY2012 (fall 2011-spring 2012) affected course offerings and enrollments through spring 2013. Several classes needed to be combined and course substitutions were judiciously made to accommodate the students who were enrolled from fall 2011 through spring 2013. Having seen relatively steady enrollments from FY2008 to FY2011, there were no precursors or indications that we would face such a steep decline in FY2012. Consequently, short of anecdotal information, we have been unable to document a clear cause for such a decrease in enrollments. While these enrollment numbers proved surprising and challenging for the CGD and CGW programs, by fall 2012 the total enrollments improved to 76 full and part-time students. Enrollments have remained steady through the spring of 2013 with 68 full and part-time students. However, it should be noted that these numbers do not equate to the complete FY2013 data, and this data will not be available for comparison until late July 2013. The CGD department is confident based on the full and part-time numbers, as well as the number of courses offered in fall 2012 and spring 2013, that there will be a marked increase in enrollments from FY2012 to FY2013.
CGD/CGDC/CGW/CGWC Enrollments
FY2008 FY2009 FY2010 FY2011 FY2012 % Change FY08-‐FY12
CGD 62 70 62 60 49 -‐21%
CGDC 8 9 15 12 4 -‐50%
TOTAL CGD/CGDC 70 79 77 72 53 -‐24%
CGW 63 62 75 76 46 -‐27%
CGWC 7 5 17 10 10 43%
TOTAL CGW/CGWC 70 67 92 86 56 -‐20%
TOTAL 140 146 169 158 109 -‐22%
% change in total enrollments from previous year CGD
4% 16% -‐7% -‐31%
% change in total enrollments from previous year all MWCC programs
7% 8% 2% -‐5%
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Factors Effecting Enrollment: Although only anecdotal and not data driven, we believe there were several factors that may have lead to a decline of the CGD enrollments in fall 2011.
The Economic Recession The economy must be viewed as the largest contributor to our enrollment decline. By fall of 2011, the country was in the greatest recession it has seen in decades. According to the Department of Labor Statistics, unemployment rates were at 9% by September 2011 (http://data.bls.gov/timeseries/LNS14000000). We surmise that parents and students alike were leery of paying for a degree in graphic and web design that has historically been one of the most competitive industries. Even during the best economic times, graphic designers need to develop strong networks, have a highly competitive and professional portfolio, and must compete with a fervent and active industry of creative individuals. When money is tight and unemployment rates high, this industry may not be the “go to” field for parents and students for fear of the competition all designers face in obtaining jobs. Like all creative careers, including the visual and performing arts, designers face keen job competition as employment is based on one’s creativity and how they stack up against others. Although strong and promising positions are available nearly everywhere in graphic, web, interactive and UX/UI design (User Experience/User Interface Design) competition is fierce for these positions. This isn’t anything new, but when parents and their children are looking for guaranteed jobs in a poor economy, areas in Business, Nursing, and the Health Services fields will likely be sought first.
Advising Issues Additionally, it should be noted that in fall 2011, a new student to the CGD major indicated directly to the CGD department chair that she received highly negative commentary about enrolling as a CGD and Photography major at MWCC. This student indicated that when she came in to register for classes in the summer of 2011, she met with a “male” advisor who asked her why she would want to go into graphic design and photography since there “were no jobs.” This particular commentary and scenario was highly troubling to the CGD chair and the department as a whole. If such information is being projected towards incoming advisees and prospective students, we will continue to see a lack of enrollment. Whomever the advisor was, he was highly misinformed. According to all of the labor and career websites reviewed for this report, and as is further addressed and noted in Section II, graphic design has a predicted growth of 13% between 2010 and 2020 nationwide and 3% in Massachusetts and web designers/developers has a predicted growth increase of 22%.
Staff and Adjunct Issues Another issue the CGD department faced, that we believe may have affected enrollments, was the direct effect of an apathetic and difficult staff member, who also taught as an adjunct faculty member. This individual had regular and direct contact with the students within our labs, and negative commentary ran rampant among our students in 2010 regarding this matter. Recognizing the power of students’ opinions, especially their commentary via social networks and between their friends and peers, we believe this had a strong negative impact on the perception of our programs. In the fall of 2011 the CGD department hired new lab staff to accommodate students needs and to improve the interpersonal relationships with our students.
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Weaker Direct Marketing Lastly, as will be further noted within Section II, a decrease in direct marketing efforts for the past several years has had an effect on the CGD programs. In our 2008 Program Review, the CGD department was able to obtain several sample newspaper ads, as well as a radio spot, that were produced by the Marketing and Communications Department for the targeted and direct marketing of our graphic and web design programs. Since our last review we have limited evidence of these targeted marketing efforts. This is a weakness that needs to be addressed, and a greater push needs to be made to address the needs of programs like CGD and CGW that rely on the visibility and recognition generated by targeting our external audience.
Plans for Improving Enrollments: Please see Appendix B for materials relating to the following improvement plans:
Advising In late March 2012, the CGD Department Chair, met with the entire MWCC advising staff to conduct an information session on Graphic Design. The goal was to showcase our program, and delineate the appropriate qualifications and interests of a new student who should entertain the idea of becoming a graphic design major. The advising staff was also provided with an informational handout called “Understanding Graphic Design” (See Appendix B). This information session should have proved highly useful to the advising staff, and we believe repeat sessions should be held annually in early spring to discuss changes in the curriculum, to understand the current job market, and to explore key topics of this ever-changing and fast-paced field. Proper, knowledgeable advising is the key to the success of our student enrollments. CGD faculty members are not advisors for new, incoming freshmen; therefore, having advisors equipped with the proper tools and knowledge to discuss this industry with our prospective students is imperative to our enrollment success. A strong recommendation is to have a selected advising liaison between the department chair and the entire advising staff. This is something the CGD department did for years, by working with Glenn Roberts and Elaine Murray, but this was recently eliminated. Having a direct contact person within advising is important and would allow the CGD department to provide information, to discuss concerns, and to keep dialogue open between the faculty and the advising staff.
Advising Materials The CGD department chair creates advising packets for all continuing students in the CGD and CGW programs and posts this material to the department Blackboard site each registration period. Additionally, informational materials are provided to the advising staff to help with spring and summer enrollments. Again, continuing to ensure that our students as well as the advising staff is well equipped with proper advising materials is the key to maintaining and increasing enrollments. Any barriers whatsoever between proper advising and our students need to enroll in classes must be carefully evaluated and eliminated. The most recent advising materials can be found in Appendix B.
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Improved Marketing In the immediate weeks following our fall 2011 enrollment decline the CGD department took action by meeting with Robin Duncan, Vice President of Marketing and Communications. We discussed our needs for targeted and direct marketing to help increase enrollments. That same semester the CGD department was included in the Career Focus magazine published by the college in a feature called “Create Your Future Through Visual Arts & Design” and a new “cluster brochure” developed by the Admissions office. Although to date no further targeted marketing has been produced for CGD, the department chair will continue to seek the support of the Division Dean and Marketing to help target and recruit new students. Please see Appendix B for samples of this work. Several ideas for increased marketing include:
• The redevelopment of the CGD website to include all possible SEO (search engine optimization) techniques. The CGD department, in collaboration with the Marketing Department, is currently addressing this work. This should be complete by fall 2013. A draft of the current website can be found in Appendix B.
• Promotion of our Spring Exhibit to all local newspapers and beyond, including the Worcester Telegram. The more publicity the CGD programs have, the more likely they are to attract new students.
• Promoting and showcasing CGD student work at local art shows and galleries. Perhaps some high schools would allow CGD students to display a small exhibit of their best work for a period of time within their schools.
• Promoting and showcasing CGD student work at the Leominster and Devens campuses.
• Showcasing and exhibiting area high school students’ work within the CGD gallery.
• Targeted screen advertising at the Gardner Cinema and Fitchburg Cinema World theaters.
Admissions Recruitment In February 2012, the CGD department met with members of the Admissions staff to discuss strategies and targeted recruitment for the CGD and CGW programs. The admissions staff was very helpful in suggesting recruitment strategies and provided e-marketing materials, as well as a list of area high schools with strong art programs. Some of the main strategies discussed were: high school visits by CGD faculty and students; the production of direct marketing materials (flyers, posters, brochures) for the admissions staff to take to college fairs; and specifically work to target the area high school art and graphic design students. Subsequently, a recruitment flyer was produced by a student in the CGD department and was provided to the Admissions staff to be utilized at college fairs and during recruitment visits at area high schools. See Appendix B for a sample of this flyer. Additionally, several current students from the CGD and CGW programs visited their high school alma maters to present these recruitment flyers to faculty and students. While these strategies are effective, such recruitment efforts have proven to be extremely time consuming and outside of the capabilities and resources of the full-time faculty with
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full workloads. Greater support from Admissions and other areas of the administration is needed for successful long-term recruitment.
Aspire/Title III and Curriculum Redevelopment In fall 2013, full and part-time faculty from the CGD and CGW programs will be utilizing the Aspire program to keep our content current and pertinent to the workforce needs and our students’ interests. The primary goals of the curriculum redevelopment will be to restructure and align the CGD and CGW courses and content; change the programs’ names to offer greater recognition and appeal for prospective students; create strong curriculum maps with logical and realistic projects across all classes, and develop clear and measurable objectives-based teaching modules. Of greatest potential is the concept that the two programs be redeveloped into one graphic and interactive/web design degree program that is a cohesive curriculum aimed at providing training in all areas of print, digital and interactive media. Several of these recommendations are noted in the CGD Program Evaluation Report developed by Dylan Mac Cormack, Professor of Graphic and Interactive Design, Tyler School of Art, Temple University (See Appendix C).
STUDENT PERSISTENCE:
As reported by the Office of Institutional Research, CGD yields persistence rates significantly higher than the MWCC average in the Fall to Spring and Spring to Fall Persistence. With the exception of fall 2009 to fall 2010 and fall 2011 to fall 2012, when the persistence rates of the CGD degree programs declined, the CGD and CGW degree programs yield numbers higher than the college-wide rates.
A review of the data from the most recent academic year—Fall 2011 to Spring 2012 and Spring 2012 to Fall 2012 persistence—reflect that the CGD totals yield rates higher than or consistent with the college as a whole. One exception where CGD rates are lower is the in Fall 2011 to Fall 2012 persistence in which CGD yields a persistence rate 8 points lower than the college as a whole. Additionally, this fall-to-fall persistence has declined over the last 5 years from 57% to 51%. Although 51% is on par with the college average over 5 years, the decline does reflect a need for a stronger action plan and strategies to improve persistence especially as it relates to the fall-to-fall attrition. Please see Appendix A for the complete persistence data.
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Fall to Spring Persistence -‐ CGD
Major Fall 2007-‐Spring 2008
Fall 2008-‐Spring 2009
Fall 2009-‐ Spring 2010
Fall 2010-‐ Spring 2011
Fall 2011-‐ Spring 2012
Computer Graphic Design/Print Degree 81% 85% 85% 90% 84%
Computer Graphic Design Certificate 71% 100% 73% 56% 25%
Computer Graphic Design/Web/Multi-‐Media Degree
69% 78% 85% 78% 76%
Computer Graphic Web Certificate 80% 100% 64% 56% 44%
CGD TOTAL 75% 83% 82% 79% 73% MWCC TOTAL 67% 68% 71% 68% 71%
Spring to Fall Persistence -‐ CGD
Major Spring 2008-‐Fall 2008
Spring 2009-‐Fall 2009
Spring 2010-‐Fall 2010
Spring 2011-‐Fall 2011
Spring 2012-‐Fall 2012
Computer Graphic Design/Print Degree 72% 68% 56% 66% 66%
Computer Graphic Design Certificate 75% 88% 89% 60% 100%
Computer Graphic Design/Web/Multi-‐Media Degree
76% 61% 65% 50% 60%
Computer Graphic Web Certificate 67% 67% 63% 100% 100%
CGD TOTAL 73% 67% 64% 59% 66% MWCC TOTAL 58% 59% 58% 57% 58%
Fall to Fall Persistence -‐ CGD
Major Fall 2007-‐Fall 2008
Fall 2008-‐ Fall 2009
Fall 2009-‐ Fall 2010
Fall 2010-‐ Fall 2011
Fall 2011-‐ Fall 2012
Computer Graphic Design/Print Degree 59% 58% 50% 67% 61%
Computer Graphic Design Certificate 67% 80% 60% 43% 25%
Computer Graphic Design/Web/Multi-‐Media Degree
57% 52% 58% 44% 40%
Computer Graphic Web Certificate 25% 75% 55% 50% 56%
CGD TOTAL 57% 57% 55% 52% 51% MWCC TOTAL 48% 49% 59% 48% 59%
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Persistence Summary Factors that affect CGD persistence remain the same from year to year and plans for improvements are as follows:
• One major issue we face each year is that many of our students enroll in CGD without any prior knowledge or experience in graphic design. Many students on the first day of class can’t provide a clear definition of what graphic design is. While we work closely with our students during the first week to explain to them the expectations and requirements of the curriculum and the creative and critical thinking skills this field of study requires, most students do not realize what this field entails until they have explored and experienced it first hand. Many will make it through the first year of the curriculum, but as our spring to fall and fall to fall persistence rates suggest, these students will not register for the advanced second year classes. Furthermore, as noted in section 1.2 and 1.2.1 of the CGD Program Evaluation Report (see Appendix C), Professor Mac Cormack notes the importance of changing the name of the current design program to clearly reflect what the curriculum is and to move away from technology as the key component of the curriculum. He notes, “Prospective students should know that they are about to embark on a possible career in graphic design that is supported by technology, not the other way around.” Far too often students see the word “computer” in our current title and feel confident in their aptitude for computers. However, we must be clear that computers are merely our tool and not the emphasis of our degree programs. The focus and emphasis must be shifted back to graphic design. A clear name is fundamental to our ability to attract students who are passionate about the visual communications fields and not just the computer.
• Common factors that affect students’ completion of the CGD curriculum are lack of academic responsibility and time management skills, and the inability to seek guidance and support when it is needed most. Students are underprepared for the rigors of college, as well as the time commitment and management that this program of study requires. Most graphic and web design projects within the CGD curriculum will take students anywhere from 15-30 hours to complete and require a great deal of expertise and effort. Many students are not prepared for, or motivated enough, to maintain this high level of work and academic rigor. While we can’t individually effect strong change in student’s preparedness for college work, we should be tailoring our marketing efforts to those who have had some previous experience and interests in graphic design, as well as recruiting students from area high schools who have a vested interest in the arts, communication and design from their previous course work.
• Financial constraints and the ability to balance work and school is an issue for most of our students. As counterproductive as it may be to the successful completion of the CGD and CGW degree programs, most of our students have no choice but to work 25 or even 40 hours per week while they are in school. Many of our students are often ill equipped to manage their time between college coursework and work/home life. To lessen students’ financial burden, preparing students with a greater understanding of financial aid and scholarship opportunities is one step that the institution as a whole must continue to work on from the initial intake of a student
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through Admissions. As a department, we can assist with these efforts at the individual advising level. While we can’t control or fix a student’s financial needs, ensuring each student feels connected and supported by the faculty is a key to students’ success. We will continue to make every effort to provide guidance, and most importantly, the mentoring and individual support most of our student population is in need of.
• Lastly, while we can’t point to one specific issue (as noted above), many personal issues should be accounted for our students’ lack of persistence, and we have some clear programmatic issues that must be addressed. As outlined throughout section 3 of the CGD Program Evaluation Report (Appendix C), through a variety of focus groups conducted and moderated by Professor Mac Cormack in March 2013, students indicated some very clear concerns that would likely have an impact on student persistence. Issues addressed within this report and expressed by the students include courses with an excessive workload that resulted in dilution of quality student work, lack of organization within the class content and pedagogy, and concerns and apprehensions about taking some courses due to teaching methods and the atmosphere within class. As a department we must resolve these issues and it is believed that the Title III/Aspire training in fall 2013 will help mitigate many of these issues with proper instructional training and teaching strategies that will improve pedagogy across all of our courses. We hope to improve persistence and retention with greater consistency among teaching styles, and will do our best to ensure students are getting fair, competent and highly knowledgeable instruction. With the team-based curriculum assessment and program redesign, each course will be carefully reviewed and restructured if necessary.
COURSE COMPLETION RATES:
The entire course completion data can be found in Appendix A.
Graphic Design Print (CGD) First year CGD classes have lower completion rates than second year classes. Trend averages from 2008 to 2012 show completion rates in the first two semesters within a range of 72% to 81%. Three classes represent the lowest completion rates: CGD101 Design Theory with 73%, CGD109 Introduction to Web Media with 74%, and CGD235 Typography in Visual Communication with 72%.
On average, 76% of CGD students complete their first year classes. However, 10% of first year students fail these 6 courses and 16% withdraw.
Several theories and factors likely contribute to these lower completion rates. While many have been previously noted under the enrollment and persistence summaries, key distinct factors may effect the completion of these first year classes. Through the Title III/ASPIRE grant, the CGD department hopes to develop strategies that improve the completion rates in the courses noted below.
• Course workload may be a common factor affecting the CGD completion rates in CGD101 and CGD109. In the fall and spring semester of a student’s first year there are three CGD courses required per semester as the graphic design core.
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As noted previously, many students are not fully aware of the high expectations of such a creative discipline. We believe many students come in with personal assumptions of the courses that do not match the actual rigor and requirements of the course curriculum. Through Aspire/Title III and a team curriculum redevelopment planned for fall 2013, the CGD department hopes to create a logical and realistic plan across the core graphic design classes that will stagger and map creative project due dates throughout the two semesters, thus easing the burden on students. Additionally, based on student feedback obtained within class, and information gathered from the consultant’s visit and review, students are consistently noting an overload of work among some classes which leaves them feeling that their only option to manage the situation is to prioritize and choose where to do their best work versus where to do the minimum to get by. Faculty must be cognizant and careful to not overload students with “busy work” and last minute additions to project expectations. Course project modules must be developed with clear embedded skills and objectives measured by rubric–based assessments that students are presented with at the start of the project. As noted in section 3.0 of the CGD Program Evaluation Report, “The question is quality, not quantity. By adding so much work, students may never fully realize their projects, or be able to pay close attention to all the necessary details of their work.”
• Another issue within the first year of the curriculum was also addressed in section 3.5 of the CGD Program Evaluation Report. Students expressed concerns regarding the CGD235 Typography in Visual Communication course being offered online and taught remotely for the first half of the semester. Professor Mac Cormack notes the need for one-on-one training for such an essential area of study and a critical design skill.
With a completion rate of only 72%, a failure rate of 15% and a withdrawal rate of 19% over the past 5 years, CGD235 is a course that will require a complete review and Title III redesign.
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Computer Graphic Design PRINT 1st Year
Course Number
Trend Averages
Course Number
Trend Averages
1ST SEMESTER
2ND SEMESTER CGD101 % Completed: Earned Credit 73%
CGD105 % Completed: Earned Credit 76%
% Completed: Grade C or Higher 66%
% Completed: Grade C or Higher 71%
% Failed 11%
% Failed 10% % Withdrew 16%
% Withdrew 15%
% Incomplete
% Incomplete % Grade < 76 7%
% Grade < 76 6%
CGD104 % Completed: Earned Credit 78%
CGD235 % Completed: Earned Credit 72%
% Completed: Grade C or Higher 75%
% Completed: Grade C or Higher 68%
% Failed 7%
% Failed 15% % Withdrew 14%
% Withdrew 19%
% Incomplete
% Incomplete % Grade < 76 5%
% Grade < 76 6%
CGD109 % Completed: Earned Credit 74%
CGD240 % Completed: Earned Credit 81%
% Completed: Grade C or Higher 66%
% Completed: Grade C or Higher 71%
% Failed 9%
% Failed 7% % Withdrew 18%
% Withdrew 13%
% Incomplete
% Incomplete % Grade < 76 8% % Grade < 76 13%
Computer Graphic Design PRINT 2nd Year
3RD SEMESTER
4TH SEMESTER CGD102 % Completed: Earned Credit 93%
CGD103 % Completed: Earned Credit 94%
% Completed: Grade C or Higher 91%
% Completed: Grade C or Higher 87%
% Failed 8%
% Failed % Withdrew 6%
% Withdrew 7%
% Incomplete
% Incomplete % Grade < 76 10%
% Grade < 76 12%
CGD204 % Completed: Earned Credit 85%
CGD106 % Completed: Earned Credit 97%
% Completed: Grade C or Higher 80%
% Completed: Grade C or Higher 88%
% Failed 5%
% Failed 10% % Withdrew 12%
% Withdrew 7%
% Incomplete
% Incomplete % Grade < 76 7%
% Grade < 76 10%
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Computer Graphic Design Web (CGW) Due to the duplication of first year core classes across the CGD Print and CGW Web program (with the exception of CGD235 and CGD112) the first year CGW classes reflect the same lower completion rates versus those required within a student’s second year. Trend averages from 2008 to 2012 show completion rates in the first two semesters within a range of 69% to 81%. Once again, three classes represent the lowest completion rates: CGD101 Design Theory with 73%, CGD109 Introduction to Web Media with 74%, and CGD112 Communication in Multimedia Design with 69%. On average, 75% of CGW students complete their first year classes, and like the CGD program, 10% of first year students fail these 6 courses while 15% withdraw. The same theories and factors apply to CGD101 and CGD109, however, it should be noted that CGD112 has the lowest completion rate of all of the CGD and CGW program courses. With a completion rate of only 69%, a failure rate of 15% and a withdrawal rate of 16% over the past 5 years, CGD112 is viewed as a barrier course and will require a complete review and subsequent revision through the Title III grant.
Computer Graphic Design WEB 1st Year
Course Number
Trend Averages
Course Number
Trend Averages
1 ST SEMESTER
2ND SEMESTER CGD101 % Completed: Earned Credit 73%
CGD105 % Completed: Earned Credit 76%
% Completed: Grade C or Higher 66%
% Completed: Grade C or Higher 71% % Failed 11%
% Failed 10%
% Withdrew 16%
% Withdrew 15% % Incomplete
% Incomplete
% Grade < 76 7%
% Grade < 76 6%
CGD104 % Completed: Earned Credit 78%
CGD112 % Completed: Earned Credit 69% % Completed: Grade C or Higher 75%
% Completed: Grade C or Higher 61%
% Failed 7%
% Failed 16% % Withdrew 14%
% Withdrew 15%
% Incomplete
% Incomplete % Grade < 76 5%
% Grade < 76 12%
CGD109 % Completed: Earned Credit 74%
CGD240 % Completed: Earned Credit 81%
% Completed: Grade C or Higher 66%
% Completed: Grade C or Higher 71% % Failed 9%
% Failed 7%
% Withdrew 18%
% Withdrew 13% % Incomplete
% Incomplete
% Grade < 76 8% % Grade < 76 13%
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When compared to the first year courses, completion rates in the second year of the CGW program reflect much higher completion rates ranging from 80% to 96%. However, these second year courses are comparatively lower in completion rate than those in the second year of the CGD program. While the CGW program can prove to be more technically intensive with the need for students to learn HTML and CSS coding skills, these lower rates will be noted and fully reviewed by the CGD department during the Title III curriculum redevelopment, and remedies will be sought to raise the completion rates for the CGW courses.
Computer Graphic Design WEB 2nd Year
3RD SEMESTER
4TH SEMESTER CGD110 % Completed: Earned Credit 80%
CGD210 % Completed: Earned Credit 84%
% Completed: Grade C or Higher 67%
% Completed: Grade C or Higher 73% % Failed 7%
% Failed 18%
% Withdrew 15%
% Withdrew 15% % Incomplete
% Incomplete
% Grade < 76 12%
% Grade < 76 18%
CGD241 % Completed: Earned Credit 81%
CGD244 % Completed: Earned Credit 96% % Completed: Grade C or Higher 71%
% Completed: Grade C or Higher 96%
% Failed 17%
% Failed % Withdrew 11%
% Withdrew 17%
% Incomplete
% Incomplete % Grade < 76 18%
% Grade < 76
CGD242 % Completed: Earned Credit 85% % Completed: Grade C or Higher 78% % Failed 16% % Withdrew 13% % Incomplete % Grade < 76 14%
EMPLOYMENT AND TRANSFER:
Employment Data from Graduate Surveys Please see Appendix A to review the CGD, CGDC, CGW and CGWC graduate survey results. The survey was sent to a combined 121 graduates of the certificate and degree programs who graduated in the years 2008–2011. Forty-two surveys were returned, resulting in a return rate of 35%. While this tool can be helpful in determining employment data, with a limited one-third return rate, data will likely be skewed and will not be a clear representation of our alumni employment rates.
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A review of the survey results indicate the following: Employment Data (Graduate Surveys)
16 of 42 respondents indicated they were employed in the graphic design field resulting in a placement rate of 38% for all respondents. While only 27% of the respondents from 2008 indicated they were employed in the field, 5 out of 10 alumni indicated they were employed in the graphic design field in 2009. Although this number dropped down to 33% in 2011, half of the respondents indicated they were employed in 2011. Consequently, as noted in the chart below, the remaining 50% of graduates from 2011 indicated they had transferred to a 4-year institution for a combined employment and transfer rate of 100% for all 2011 survey respondents.
Transfer Data (Graduate Surveys)
Transfer After Graduation By Year Per Degree Total Employed and Transferred
2008-‐2012
# Respondents # Transfer % Transferred
2008 TOTALS 11 6 55% 82% 2009 TOTALS 10 2 20% 70% 2010 TOTALS 15 5 33% 66% 2011 TOTALS 6 3 50% 100%
FOUR YEAR TOTAL 42 16 38% 76%
Between 2008 and 2011, 38% of Computer Graphic Design graduates transferred to another institution. 2008 showed the highest percentage of students who continued their education with 55% of respondents transferring. In 2009, the lowest of all four years, the transfer rate fell back to 20%. However, with the decrease in transfer came an increase in those who were employed with 50% of respondents indicating they were employed in the graphic design field. It is worth noting that out of the 42 respondents from 2008-2011, 76% of these graduates were either employed in the graphic design field or had transferred to a four-year institution.
Employed in the Graphic Design Field By Year
# of Graduates # Respondents # Employed % of Respondents
Employed
2008 TOTALS 25 11 3 27% 2009 TOTALS 39 10 5 50% 2010 TOTALS 31 15 5 33% 2011 TOTALS 26 6 3 50%
FOUR YEAR TOTAL 121 42 16 38%
Percentage of Graduates Responded 35%
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Transfer Data (Office of Institutional Research) The data from the Office of Institutional Research indicates that 40% (14 out of 35) of transferring Computer Graphic Design graduates went on to Fitchburg State University. The remaining transfer students are dispersed among a wide variety of public and private institutions. 50% of those who transferred remained in Massachusetts, and of those students, 70% went on to attend public state colleges or universities.
Transfer School STATE 2Y 4Y
Type of Institution 2008 2009 2010 2011 2008-‐
2011
FITCHBURG STATE UNIVERSITY MA 4 Public 6 1 3 4 14
QUINSIGAMOND COMMUNITY COLLEGE MA 2 Public 2 0 0 1 3
UNIVERSITY OF MASSACHUSETTS AT LOWELL
MA 4 Public 2 0 1 0 3
KEENE STATE COLLEGE NH 4 Public 0 2 0 0 2 UNIVERSITY OF MASSACHUSETTS-‐DARTMOUTH
MA 4 Public 0 0 0 2 2
BECKER COLLEGE MA 4 Private 0 0 1 0 1 CEDARVILLE UNIVERSITY OH 4 Private 0 0 0 1 1
CHAMPLAIN COLLEGE VT 4 Private 1 0 0 0 1 CLARK UNIVERSITY MA 4 Private 0 0 1 0 1 EASTERN KENTUCKY UNIVERSITY KY 4 Public 0 0 1 0 1
FRAMINGHAM STATE UNIVERSITY MA 4 Public 0 0 0 1 1
GEORGIA PERIMETER COLLEGE GA 2 Public 0 1 0 0 1
PALM BEACH STATE COLLEGE FL 4 Public 1 0 0 0 1
SAVANNAH COLLEGE OF ART & DESIGN GA 4 Private 0 0 0 1 1
SIMMONS COLLEGE MA 4 Private 0 1 0 0 1 UNIVERSITY OF MASSACHUSETTS BOSTON
MA 4 Public 0 1 0 0 1
12 6 7 10 35
When comparing the transfer and graduation rates from 2008-2011, 35 out of 121 graduates, a total of 29%, transferred to a 4-year institution.
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STUDENT SURVEYS
Please see Appendix D to review the complete student survey questions and the results. Please also note the specific comments students made regarding the CGD or CGW programs.
Continuing Students Surveys In the spring 2013 semester, the CGD department administered web-based, anonymous surveys to all of our CGD, CGDC, CGW and CGWC matriculating (continuing) students. Each survey was administered based on a student’s degree program; Computer Graphic Design Print or Computer Graphic Design Web. These student surveys help us to determine how the CGD department is doing with regard to student satisfaction, individualized attention, the classroom environment: hardware, software, classroom cleanliness/climate/temperature, and more. The data is collected via Survey Monkey.
Capstone Surveys A second set of surveys was administered every spring from 2010–2013 to students enrolled in the CGD and CGW Capstone courses. This capstone-level specific survey addresses student satisfaction within their program of study, but also provides insight into students’ experiences, and their overall achievement of learning goals and objectives within the curriculum and the Gen Ed core. The data is collected via Survey Monkey.
Continuing Students Survey Results A summary of the results for the CGD and CGW Continuing Student Surveys conducted in spring 2013 are as follows: Expectations Out of 28 students who took the survey in 2013, 54% (15 out of 28) said that the CGD and CGW programs met 90–100% of their expectations. While another 29% (8 out of 28) students indicated that 80%-90% of their expectations were met. A total of 83% of CGD and CGW students indicated that the Print and Web Design programs were meeting 80-100% of their expectations. Only 14% indicated 70-80% (4 out of 28 students) and 1 student responded with 69% or lower in the CGW survey. These students were given an opportunity to follow-up their ranking. All of the comments relating to these above figures can be found in Appendix D.
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Computer Graphic Design—Print and Web 2013 Continuing Students Survey
To what extent is the MWCC CGD/CGW Degree Program meeting your expectations?
CGD CGW Totals
Answer Options Response Percent
Response Count
Response Percent
Response Count Total
Total Count
90 – 100% 66.7% 10 38.5% 5 53.6% 15
80 – 90% 20.0% 3 38.5% 5 28.6% 8
70 – 80% 13.3% 2 15.4% 2 14.3% 4
69% or below 0.0% 0 7.7% 1 3.6% 1
answered question 15 13 28
skipped question 3 4 7
The CGW survey results indicate that out of 10 students, 5 rank their expectations at 90-100% while the other 5 rank at 80-100%. In reviewing the comments, there are some responses that may point to the lower satisfaction overall:
• “Well the expectations can be confusing from teacher to teacher one teacher will teach you one way another will teach you a completely different way.”
• “I think the program has an extreme amount of detailed information that is very valuable. I wish every professor for the program taught around the same. Ex: This is what we are doing, I will show you how to do it, now you try, any questions, you will be doing homework on what we just learned. I know that might sound like your holding our hands, but it will make me a better designer if I can learn and understand everything that is being taught.”
• “I would like there to be more work with websites. I feel like I have created a lot of print work but not enough web work.”
The department chair and faculty will be reviewing these comments as we move through the Title III/ASPIRE training in fall 2013. One of our main goals will be to work towards a greater cohesiveness of teaching styles throughout all of our classes; have transparent and consistent expectations at the start of the courses; and develop pedagogy that fully engages the learning styles of all our students. Greatest Strengths The combined data from the 2013 surveys indicates that faculty expertise ranks highest, at 89%, as the greatest strength in the CGD and CGW programs. Notably, the students also responded that the most current software and the computers ranked next highest in the greatest strengths of the degree programs at 86% and 82% respectively. Any ranking over 70% was noted with a gray highlight as seen in the data chart.
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Based on the classes you have taken, what are the GREATEST STRENGTHS of the CGD/CGW Degree Program? Please check ONLY those you feel are true STRENGTHS. Check all that apply.
CGD CGW Totals
Answer Options Response Percent
Response Count
Response Percent
Response Count
Total Percent
Total Count
Computers 66.7% 10 100.0% 13 82.1% 23
Monitors 60.0% 9 69.2% 9 64.3% 18
Printers 33.3% 5 92.3% 12 60.7% 17
Scanners 20.0% 3 46.2% 6 32.1% 9
Overhead Projection Systems 26.7% 4 61.5% 8 42.9% 12
Most Current Software 86.7% 13 84.6% 11 85.7% 24
Faculty Expertise 86.7% 13 92.3% 12 89.3% 25
Quality of Instruction 73.3% 11 76.9% 10 75.0% 21
Faculty Attendance 66.7% 10 76.9% 10 71.4% 20 Faculty Assistance with Advising/Registration 33.3% 5 69.2% 9 50.0% 14
Faculty Availability (Outside of class) 40.0% 6 61.5% 8 50.0% 14
Paraprofessional Support (Tutoring) 6.7% 1 23.1% 3 14.3% 4
Career Counseling 13.3% 2 46.2% 6 28.6% 8
Lab Assistant Support 66.7% 10 76.9% 10 71.4% 20
Open Lab Time-‐-‐During class 66.7% 10 76.9% 10 71.4% 20
Open Lab Time-‐-‐Outside of class 73.3% 11 69.2% 9 71.4% 20 Lab/Classroom Environment-‐-‐Temperature
20.0% 3 46.2% 6 32.1% 9
Lab/Classroom Environment-‐-‐Cleanliness of the floors, etc.
26.7% 4 61.5% 8 42.9% 12
Lab/Classroom Environment-‐-‐ Chairs and Desks 20.0% 3 61.5% 8 39.3% 11
Other (please specify) 0.0% 0 7.7% 1 3.6% 1
answered question 15 13 28
skipped question 3 4 7
Weaknesses The combined data from the 2013 surveys indicate that the CGD and CGW students rank the Paraprofessional Support (Tutoring) as the weakest aspect of the CGD program. The survey also shows that the Lab/Classroom Environment—Temperature and the Lab/Classroom Environment—Chairs and Desks as the next weakest aspects of the CGD and CGW programs with a 29% and 24% rating respectively. Each of these weaknesses will be reviewed by the department and carefully addressed. We will work with the MWCC Library to obtain qualified tutors and maintain these tutoring positions so that this support is available to our students on a regular basis. As well, the department chair will work closely with the Division Dean and the
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administration to obtain funding for new and modern computer desks and chairs that provide proper ergonomics for our student use. Currently, the computer desks in the labs are built in, immobile, and constructed of wood with no proper ergonomic placement of the mouse and keyboard, and many of the chairs are in need of replacement due to wear and age. For years we have had several complications with the heating and cooling units within our classrooms. We have sought the assistance of the MWCC facilities experts who have made adjustments and repairs as needed. However, the temperature range within the labs is never satisfactory and should be carefully reviewed by the administration. Extreme temperature ranges within our labs are not unusual, and this is not conducive to a quality learning environment for our students.
Based on the classes you have taken, what are the WEAKNESSES of the CGW Web Degree Program? (Please keep in mind, if you chose an option as a strength, it can not also be a weakness.) Check all that apply.
CGD CGW Totals
Answer Options Response Percent
Response Count
Response Percent
Response Count
Total Percent
Total Count
Computers 0.0% 0 0.0% 0 0.0% 0
Monitors 0.0% 0 0.0% 0 0.0% 0
Printers 20.0% 3 0.0% 0 14.3% 3
Scanners 6.7% 1 16.7% 2 14.3% 3
Overhead Projection Systems 20.0% 3 8.3% 1 19.0% 4
Most Current Software 6.7% 1 0.0% 0 4.8% 1
Faculty Expertise 0.0% 0 0.0% 0 0.0% 0
Quality of Instruction 13.3% 2 0.0% 0 9.5% 2
Faculty Attendance 0.0% 0 0.0% 0 0.0% 0 Faculty Assistance with Advising/Registration
6.7% 1 0.0% 0 4.8% 1
Faculty Availability (Outside of class) 20.0% 3 8.3% 1 19.0% 4
Paraprofessional Support (Tutoring) 26.7% 4 25.0% 3 33.3% 7
Career Counseling 6.7% 1 8.3% 1 9.5% 2
Lab Assistant Support 0.0% 0 8.3% 1 4.8% 1
Open Lab Time-‐-‐During class 0.0% 0 16.7% 2 9.5% 2
Open Lab Time-‐-‐Outside of class 13.3% 2 0.0% 0 9.5% 2 Lab/Classroom Environment-‐-‐Temperature 33.3% 5 8.3% 1 28.6% 6
Lab/Classroom Environment-‐-‐Cleanliness of the floors, etc. 6.7% 1 8.3% 1 9.5% 2
Lab/Classroom Environment-‐-‐ Chairs and Desks
26.7% 4 8.3% 1 23.8% 5
Other (please specify) 26.7% 4 33.3% 4 38.1% 8
answered question 9 12 21
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Capstone Surveys Print Competencies Survey A total of 33 Computer Graphic Design Print Degree students responded to the survey between spring 2010 and spring 2013. The results reflect the following (complete results can be found in Appendix D):
• Of the 33 CGD students 46% had high school graphic arts classes before attending MWCC and another 42% indicated they were self-taught in graphic design or was a hobby.
• Students had attended the following high schools within our service area: Wachusett Regional, Montachusett Regional Vocational Technical School, Narragansett, Oakmont, North Middlesex Regional, and Ayer.
• 37.5% of the 33 students indicated that they were minimally prepared and had below average competence in graphic design prior to starting their education at MWCC.
• While it should be expected that CGD students completed design work within their classes at MWCC, many students also completed designs outside of their required coursework. 94% of students indicated that they completed service-learning work and 90% had designed work for a friend or family member while attending classes.
• 56% of CGD students were planning to continue their education after MWCC while 36% were planning to obtain a job.
• Of the students who indicated they would be transferring, the following schools were listed as their transfer institution: Fitchburg State University, Simmons College, Worcester State University, Becker College, Cedarville University (Ohio), UMass Lowell, and Mass Art.
• On a scale from 1-5 (1 being the least competent and 5 being the most competent) students ranked their ability/competence/skill level in various areas of graphic design. The four-year average of all the competencies from 2010-2013 is 4.32.
• Of the competencies listed, those notably lower than 4.00 are students’ skill and competence with QuarkXPress, Adobe Dreamweaver and Adobe Acrobat. Additionally, students indicated a slight deficiency in the areas of coding and designing websites with HTML, XHTML CSS and utilizing Dreamweaver.
• It should be noted that although the total 4-year average of the above skills rated lower than 4.00, students who took the survey in 2013 show a marked improvement in these areas. This is due to our new requirement for all CGD Print majors to take a second level of Creative Web Design in their sophomore, fall semester. The skills/competencies in HTML, XHTML, CSS and the use of Dreamweaver were rated as 4.33 or higher in the 2013 survey results. We can surmise that this curriculum change has directly increased the students’ competence.
• Each year from 2010 to 2013, the average of all the competencies/skills rank above 4.00. Notably, 2013 shows the greatest improvement with students indicating a 4.74 overall ranking on all of the skills/competencies in the CGD Print degree program.
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• Utilizing the MWCC Gen Ed assessment rubrics in Written and Oral Communication and Information literacy, students were asked to rank their ability/competence/skill level. The results are very good with students indicating an average ranking of 4.36 on all of the listed competencies/skills over the past 4 years. Interestingly, students in 2012 ranked their skills lower than all other years with an average overall ranking of 3.76. However, there are no clear indicators beyond the students’ responses as to why these numbers would be lower.
• Students were given an opportunity to comment on what they feel their CGD print design classes prepared them for the most, the least, and if they had any further comments or recommendations. These comments can be found with the complete survey results in Appendix D. The CGD department will thoroughly review each comment and work to utilize these results to redevelop areas of curriculum in fall 2013.
Web Competencies Survey A total of 26 Computer Graphic Design Web Degree students responded to the survey between spring 2010 and spring 2013. The results reflect the following:
• Of the 26 CGW students 50% indicated they were self-taught in graphic design or was a hobby while 35% had high school graphic arts classes before attending MWCC. Additionally, 27% of these students indicated that had no prior experience in graphic design or web design.
• Students had attended the following high schools within our service area: Murdock, North Middlesex Regional and Montachusett Regional Vocational Technical School.
• 42% of the 26 students indicated that they were minimally prepared and had below average competence in graphic design prior to starting their education at MWCC.
• Like the CGD students, CGW students completed design work outside of their required coursework at MWCC. 100% of CGW students indicated that they completed service-learning work and 73% had designed work for a friend or family member while attending classes.
• 39% of CGW students were planning to continue their education after MWCC while 42% were planning to obtain a job.
• Of the students who indicated they would be transferring, the following schools were listed as their transfer institution: Fitchburg State University, Keene State University, Franklin Pierce College, UMass Lowell, and Mass Art.
• On a scale from 1-5 (1 being the least competent and 5 being the most competent) students ranked their ability/competence/skill level in various areas of graphic and web design. The four-year average of all the competencies from 2010-2013 is 4.33.
• Of the competencies listed, those notably lower than 4.00 are students’ skill and competence with Adobe Flash, InDesign, Acrobat Professional and Fireworks.
• Additionally, students indicated a notable drop and deficiency in the 2013 survey in their skill level of competence of 3B: Apply communications principles (analysis, prototyping, flowcharting, storyboarding, image editing) to
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professional business correspondence, presentations, multimedia and communication pieces. Understanding copyrights and intellectual property also represents a notable decline from previous years.
• The above skills are taught in CGD112 Communication in Multimedia Design. This course was previously noted as a barrier course for students. This data points to a continued need for a full evaluation of this course, including the teaching methodologies employed and course workload.
• Each year from 2010 to 2013, the average of all the competencies/skills rank above 4.00, ranging from 4.11 to 4.52.
• The results of the Written and Oral Communication and Information literacy skills/competencies, are equally as good as those in the CGD Print surevy with students indicating an average ranking of 4.37 on all competencies/skills over the past 4 years. Students in 2013 ranked their skills notably higher than all other years with an average overall ranking of 4.76.
Student comments and the complete survey results can be found in Appendix D.
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SECTION II: Mission, Goals, and Target Population
• Program Mission
• College Comparisons
• Advisory Board
• Internal Groups
• External Populations
• Internal Groups
• Other Populations
• Job Market
• Admissions & Marketing Plan
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PROGRAM MISSION
Computer Graphic Design Print—Associate in Science Computer Graphic Design Web—Associate in Science The Associate in Science Degree Programs in Computer Graphic Design Print and Web prepare students for employment in the highly competitive areas of graphic print, web or interactive media, or transfer to advanced degree programs. Our mission is to engage the creative spirit of life-long learners through a challenging, supportive learning environment and professional, caring faculty. Through a combination of coursework, skills-based training and instruction, and practical experiences, our programs aim to develop each student’s capacity for: critical thinking and problem solving; excellence in design technique and visual literacy; creative expression; a solid working knowledge of state of the art software applications; and the development of outstanding design portfolios. Computer Graphic Design Print—Certificate Computer Graphic Design Web—Certificate The Computer Graphic Design Print and Web Certificate programs prepare students for personal or career advancement, and provide the foundation for further study and exploration in graphic design print, web or interactive media, or a related field. Our mission is to engage the creative spirit of life-long learners through a challenging, supportive learning environment and professional, caring faculty. Through a combination of coursework, skills-based training and instruction, and practical experiences, our certificate programs aim to develop each student’s capacity for: critical thinking and problem solving; excellence in design technique and visual literacy; creative expression; and a solid working knowledge of state of the art software applications.
COLLEGE COMPARISONS
Based on a review of other college catalogs, the colleges in our general area that have similar programs are as follows:
• Quinsigamond Community College, Worcester, MA • Fitchburg State University, Fitchburg, MA • UMass Lowell, Lowell, MA • Becker College, Worcester, MA • Franklin Pierce University, Rindge, NH • Keene State College, Keene, NH
Our closest geographic competitors, Quinsigamond Community College and Fitchburg State University have significantly different graphic and web design programs than ours at MWCC. While we provide highly comprehensive and competitive programs for low, in-state tuition costs, so too does Fitchburg State University (FSU), Quinsigamond Community College (QCC) and Greenfield Community College (GCC). All of these colleges serve overlapping areas of the same market of students we aim to serve. When students are comparing colleges several factors, such as their commute, the college tuition and fees, and the course offerings and curriculum, will sway a them in one direction over another. Some of the programs listed above combine various levels of web and interactive design within their two or four year curriculums. Fitchburg State University and Becker College
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are the only programs that offer distinct web/interactive media degree options. Courses and programs vary in length of completion, options for specialty, and total cost.
Please see Appendix E for the following programs’ curriculums and course descriptions.
Associate Degree Level Associate of Arts in Applied Arts New Media Design for Graphic Communications Quinsigamond Community College (QCC), Worcester, MA Quinsigamond Community College is the closest direct competitor from within the Massachusetts Community College system. It’s geographic proximity to MWCC presents the potential that students from the south central Montachusett and Worcester County regions may choose this community college over MWCC. The most significant difference between QCC’s program in Applied Arts and MWCC’s Computer Graphic Design Print (CGD) and Computer Graphic Design Web (CGW) programs is that QCC offers a single Associates degree by combining the print and web curriculums. The CGD and CGW programs at MWCC are distinctively separate programs. MWCC also offers one-year certificate options for students in Print or Web media—the Computer Graphic Design Print Certificate and the Computer Graphic Design Web Certificate. Please refer to the CGD, CGDC, CGW, CGWC curriculum sheets provided in Appendix F. While it was once a distinct advantage within the industry and followed job market trends to have separate degrees in graphic design and web design, the graphic design industry has shifted a great deal over the past four-five years and most designers are no longer experts in just one media type. Designers are now required to know and practice design for print, web and interactivity, they are multi-disciplinary, and have a tool box of technical and problem solving skills that allow them to design for any project/media type. Quinsigamond Community College’s program is a well-rounded, two-year curriculum that matches industry needs by developing multi-faceted designers. The QCC program provides students with a variety of courses in all areas of print, multimedia, web design, photography and interactive design. Also worth noting are two key factors that significantly differ from MWCC’s programs of study:
1. QCC requires only three General Education requirements in English Composition I and II and a Mathematics Elective. They also require two Art Theory Electives and students may take two additional Liberal Arts Electives. This is a minimal Gen Ed core compared to MWCC’s core requirements of a minimum of seven courses. This leaves ample room for the three–four required graphic and web design courses in the Applied Arts program per semester.
2. As stated on the QCC website, the APA program requires that students register simultaneously for all of the APA courses that are offered per semester. It is unclear if they allow part-time students to enroll in their curriculum: “The Applied Arts program is a high demand program and restricts day class offerings to 40 accepted full-time day students per academic year, beginning in the fall semester. Accepted students must register simultaneously for all 4 APA courses required in Semesters 1-3, and for both APA courses required in Semester 4. Early application is recommended.”
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The differences between the two programs are significant. As we move toward Title III curriculum redevelopment in fall 2013, and based on the recommendations noted by Professor Mac Cormack in section 1.0 Structure, of the CGD Program Evaluation Report, the CGD department will be reviewing the potential for combining our print and web design curriculums into one newly titled “Graphic and Interactive Design” program. We will study and utilize QCC’s current model as we work to develop the most sound, well-rounded design curriculum for our students. It should also be noted that students at QCC are required to take two capstone courses in their final semester; one in “Interactive Media Processes Portfolio” and another in “Graphic Production Processes Portfolio.” Both of these capstone courses are 4 credits while the capstone courses within the CGD and CGW programs are only 3 credits each and students at MWCC are only required to take one to graduate. The differences between the two programs are noted in bold and highlighted below.
Quinsagamond Community College Mount Wachusett Community College
Semester 1 Semester 1 APA 114 Digital Design Concepts I 3
CIS127 Computer Technologies 3
APA 121 Graphic Design I 3 CGD101 Design Theory 3 APA 154 Digital Imaging and Media 3
CGD104 Digital Imaging 3
APA 161 Digital Photography 3 ART263 Drawing I 3 ENG 101 English Composition & Literature I 3
ENG101 English Composition I 3
Semester 2 Semester 2 APA 115 Digital Design Concepts II 3
APA 122 Graphic Design II 3 CGD235 Typography in Visual
Communication 3
APA 155 Digital Illustration and Animation 3
CGD105 Electronic Illustration 3 APA 181 Website Design I or CGD240 Creative Web Design I 3 APA 171 Fundamentals of 3D Digital Design 3
ART -‐-‐-‐ Art Theory Elective* 3 ART251 Two-‐Dimensional Design 3 ENG 102 English Composition & Literature II 3
ENG102 English Composition II 3
Semester 3 Semester 3 APA 222 Publication Design 3
CGD102 Publication Design 3
APA 271 Typography 3 CGD204 Advanced Digital Imaging 3 APA 275 Motion Graphics 3
MKT142 Marketing 3
APA 282 Website Design II or Health Elective 3 APA 263 Digital Video Fundamentals 3
CGD241 Creative Web Design II 3
ART -‐-‐-‐ Art Theory Elective* 3
MAT126 Topics in Mathematics (or higher)
3
Semester 4 Semester 4 APA 286 Interactive Media Processes
Portfolio 4
CGD103 Print Production
for Designers 3
APA 287 Graphic Production Processes Portfolio
4
CGD106 Portfolio Preparation 3
Liberal Arts Elective** 3
CGD Professional
Elective** 3
Liberal Arts Elective** 3
Social Science Elective 3
Mathematics Elective 3 Science Elective 3
Total credits required: 65 Total credits required: 62/
64
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Baccalaureate Level: The four-year, baccalaureate level degrees in graphic design or web/interactive design generally require four full years to complete, vary greatly in the available options for specialty, and differ in overall cost compared to MWCC’s CGD and CGW programs. A review of some of these baccalaureate programs follows:
Bachelor of Science in Communications/Media with a concentration in Graphic Design Fitchburg State University, Fitchburg, MA Fitchburg State University offers two concentrations within the Communications/Media program; one in Graphic Design and a second in Interactive Media. Significant differences in pedagogy and curriculum can be determined via review of the FSU Comm./Media—Graphic Design program. Students enrolled at MWCC in Computer Graphic Design Print or Web must take a minimum of 10 required graphic design classes over the course of two years. At FSU, students concentrating in Graphic Design are only required to take six graphic design courses (six prescribed courses and one elective) over the four years. Additionally, there are four Phase III Electives that students must take between their sophomore and senior years, but students are not required to take these electives in their declared concentration. Additionally, all of the six core courses in graphic design at FSU combine and compress the level of software training. Within one course at FSU, students must practice theory, develop concepts and understand aesthetics through traditional and digital means while at the same time learn three to four different and complex software applications, such as QuarkXpress, Adobe Photoshop, Illustrator and Acrobat. We follow a much different approach at MWCC. In the CGD and CGW programs the use of computers and graphic design software applications are integral and compulsory tools. Therefore, students in the CGD and CGW programs are taught how to utilize each individual software application via instructional scaffolding. Each major software application utilized in the graphic design print and web industries is taught as separate and distinct courses while continually emphasizing core design theory and practices. This allows students to build their skills upon one another and gain a proficient knowledge of every application, while at the same time understanding theory and aesthetics, developing concepts, employing best practices, and developing strong problem solving skills that result in a culminating portfolio. Lastly, our core curriculum in the CGD and CGW programs offers students comprehensive training in key principles, practices and software utilized for both print and web design. Thus, whether our students determine that their strengths or interests lie within print design or web/interactive media, they will be exposed to both mediums in theory and practice within their first three semesters. A student concentrating in Graphic Design at FSU has no web design requirements, and will only gain exposure and practice if they opt to take a Phase Elective in the Interactive Media concentration. See Appendix E for the degree sheets and course descriptions from FSU.
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Students in the CGD and CGW programs must take courses in the following graphic design core:
Semester 1: • CGD101 Design Theory
Design fundamentals, design process, concept development and problem solving
• CGD104 Digital Imaging Adobe Photoshop; photo editing, compositing and montaging
• CIS127 Computer Technologies Overview of technology, information literacy and beginner level of HTML and CSS coding for the web
Semester 2:
• CGD105 Electronic Illustration Adobe Illustrator; 2D design, color and design fundamentals, drawing and sketching
• CGD240 Creative Web Design Intermediate HTML, CSS and Dreamweaver
Semester 3:
• CGD204 Advanced Digital Imaging Advanced masking, layering, digital compositing and montaging techniques, and preparation of graphics for the web and interactivity.
• CGD241 Advanced web design structure and aesthetics, advanced HTML and CSS.
Previously noted in Section I: Data, 40% of CGD and CGW graduates transfer to FSU. While our programs do not perfectly align (as noted above) and a true junior level articulation may not be possible, we do hope to work closely with the chair of the Communications/Media department from FSU to develop transfer equivalencies that will lead to a smooth transition from schools. Our goal is to provide a clearer and more distinct pathway between the MWCC and FSU's graphic design programs, and to promote transfer and positive relationships between their department and design faculty.
Bachelor of Science in Communications/Media with a concentration in Interactive Media Fitchburg State University, Fitchburg, MA The Interactive Media concentration at FSU requires that students take 5 prescribed Interactive Media courses throughout the four years at FSU, and 3 Phase III Electives as is required in the Graphic Design concentration. The optional Phase Electives dispersed among students’ sophomore to senior years are limited to only three additional Interactive options, including Interactive Media Seminar, DVD Authoring, and Game Design. At MWCC, Computer Graphic Design Web majors must take the seven design core courses (as noted previously) as well as four other web design/interactive media courses in Interactive Web Design, Introduction to Animation, Designing for E-Commerce and Advanced Website Portfolio for a total of 11 graphic and web design courses in two years. The CGW program has a robust and comprehensive curriculum and compresses a great deal of material into just two years.
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In-state tuition and fees for a commuter to attend FSU is $4,492.50. To include room and board is a total of $8,947.50. This is extremely reasonable as it compares well with MWCC.
Bachelor of Fine Arts degree with a concentration in Design UMASS Lowell, Lowell, MA UMASS Lowell’s Bachelor of Fine Arts degree with a concentration in Design has many of the core requirements that the CGD and CGW programs have at MWCC. Since 2008, we have had three CGD/CGW majors transfer to UMass Lowell and they each successfully obtained junior level status upon admittance. Students at UMASS Lowell are required to take six studio foundation courses, including Drawing I (a required course in both the CGD and CGW programs), as well as choose eight courses within the design concentration. They have a robust curriculum in graphic design, typography, web design and various interactive media courses. In-state tuition and fees is $11,847 with an additional $10,282 if students choose to room and board at UML.
Bachelor of Arts in Design—Graphic Design Concentration Becker College, Worcester, MA Becker College has a highly comprehensive curriculum requiring courses in graphic design, design software and technology, as well as web design. Many of the CGD and CGW core requirements are also core requirements within the Becker Graphic Design curriculum. Currently no articulation agreement is in place with Becker, but solidifying transfer equivalencies and an articulation agreement would appear to be fairly uncomplicated. That said, we have had only one CGD/CGW student transfer to Becker since 2008. This may be due in large part to the slow economy and the increased cost of attending a private 4-year college like Becker. The total annual cost to attend Becker College in 2012-2013 is $31,500 plus $11,500 for room and board.
Bachelor of Fine Arts in Graphic Communications Franklin Pierce University, Rindge, NH Franklin Pierce University is within close proximity to Mount Wachusett Community College, but the expense of attending this institution at $30,900 per year, not including room and board, is likely out of reach for many of our local students. The program at Franklin Pierce requires students to take 16 courses in Graphic Communications. However, only one of these 16 courses is in Web Design. Given today’s industry practices and job requirements, this isn’t enough web design, and students would be underprepared for today’s job market by enrolling in a curriculum that is so narrowly focusing on graphic design by only specializing in print media.
Bachelor of Fine Arts or Bachelor of Arts in Graphic Design Keene State College, Keene, NH Approximately 45 minutes north of MWCC is Keene State College. At Keene State they offer BA and BFA options in Graphic Design. The BA and BFA programs require students take 40 credits of integrative studies, as well as 3 courses as their foundation: Foundations of Design, Introduction to Art History and Drawing I. The BA program in Graphic Design requires students then take an additional 38 credits in graphic design courses, with various electives to reach a final degree equivalency of 120 credits. The BFA in Graphic Design requires the same integrative studies and foundation classes, but is a far more intense program of study with a minimum of 62 credits in visual arts/graphic design classes. Both curriculums require a strong foundation in graphic design, but have
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very little focus on web or interactive media with only two required courses; Web-Based Media I and Time-Based I. Again, although a well-rounded degree with advanced graphic design courses, much like Franklin Pierce, there simply isn’t enough coursework in web or interactive design to match today’s industry needs. In-state tuition for New Hampshire residences is $12,776 and $20,161 for out-of-state tuition.
ADVISORY BOARD
The CGD and CGW programs have an active advisory board that consists of professionals and alumni employed in the fields of Graphic Design, Advertising, Web Design, and the Printing Press Industries. At each meeting the board members provide feedback and support on issues relating to improved marketing strategies, design curriculum, software and technology needs, and industry trends and best practices. As the 2010, 2011, and 2012 minutes will show, the advisory board has been our most instrumental resource for gaging our fit and currency. Prior to each meeting the CGD department members develop a comprehensive list of questions we want the board members to review and answer during the meetings (please see Appendix G). Innumerable changes to the CGD or CGW curriculums, and/or validation of what we are doing well, has been a direct result of meeting with our Advisory Board. In 2009, various board members were directly contacted and asked to provide feedback and insight to several students who were seeking a “real-world” perspective on the graphic design industry. These advisory board members took phone calls and answered emails for our students with regard to what it is like to be a graphic designer, what major skills are required, how many hours they could expect to work and more. In that same year, Jason Taylor, who has done work for Hasbro and Disney, provided evaluation and feedback via email regarding our upgrade needs and the appropriate iMac computers we should look to obtain. We utilized this information and his recommendation as we prepared our new lease agreement and computer lab upgrade with Apple. New 20-inch iMacs and a new server were purchased and installed in the CGD labs in fall 2010 as a direct result of this evaluation and recommendation. During our 2010 board meeting, the CGD department, especially the CGW program, gained valuable insight into this emergent and ever changing industry; discussion revolved around industry trends, web standards, and emerging technologies. Of great value to us, was the overwhelming response of the board members and the consensus that our curriculum, course content and future planning is right on target and much more advanced than most colleges in the state. One advisory board member noted, “You are leap years ahead of what any other school is doing.” Various recommendations were made and later implemented into our web design curriculum, such as the use of WordPress as a Content Management System (now offered in CGD242), as well as validating our explicit cross training in aesthetics, functionality, usability and design combined with the back end HTML and CSS coding. In 2011, we received feedback from the board members regarding the exhibit work they previously reviewed and carefully judged. The board members felt we should have more tangible, mock up type pieces; package designs, media folders, etc. In addition, changes to the CGD Print curriculum were made based on the recommendations of board members who cited the importance of continued training and use of the PDF digital media file. According to board members, only 20% of the industry actually goes to full print. Most clients are seeking publications and promotions designed and then saved as a PDF. With this information, beginning in fall 2011, students in CGD101 Design Theory,
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CGD102 Publication Design and CGD103 Designing for Print were required to prepare their final files as PDFs in Adobe Acrobat. The advisory board was heavily involved in 2012 due to our problems with lower enrollments. We asked both our Print and Web Design advisory board members to meet as joint boards to brainstorm ideas for increasing enrollment, to discuss our current fit within the industry, review our pedagogy, and provide insight as to how we compare to other institutions. Many alumni attended this board meeting, all of whom are actively working in the field of graphic design and web design. Their input was invaluable to understanding areas we can improve upon. Moreover, they offered positive feedback indicating that we offer solid, robust programs in Print and Web Media, and that they exceeded their peers in preparedness at the 4-year institutions they transferred to. Please see the minutes for this, and the 2010 and 2011 meetings, in Appendix G. Lastly, for the last several years the CGD department has held its board meetings each spring in early April, judiciously placed on the same evening as the spring exhibit judging. The board members are invited to judge our students spring exhibit submissions prior to attending the board meeting and dinner. Their support and professional expertise has been instrumental in the success of our juried honors exhibitions. Additionally in 2011 and 2012, while judging the student design work, several of the board members assisted with the assessment of student work with a department-implemented assessment rubric. These assessments have helped us to gage the quality and professionalism of our student work, and have aided in changes to various course curricula. Please see Appendix G for a sample of this rubric and the results of the assessment. The Advisory Board membership is never the same from year to year, but we work to find a well-rounded voice from all areas of graphic design, web design and production; including a significant representation from our working alumni. The two most recent boards consisted of the following individuals:
2011 CGW Board Members Rebecca Gerry, Adjunct Faculty Member, CGW program Sonya Shelton, Adjunct Faculty Member, CGD Program
Tiffany Wrobel, Graphic Designer, Barbanel Design and T.A.Wrobel Designs Alan Bernard, Pre-Press Technician, Travers Printing
Jason Taylor, Principal/Designer, Jason Taylor Design Caitlin Donahue, MWCC CGD Alumni and UMASS Lowell student
James Concannon, Principal/Graphic Designer, James Concannon Design
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2012 Board Members: Caitlin Donahue, MWCC alum, Graphic Designer, Communispace Matthew Gronowicz, MWCC alum, Web designer, Sevenfour Web Design and Tyco
Cynda Joyce, MWCC alum, Graphic Designer/Artist, Cynda Warren Joyce Daniel Lachapelle, MWCC alum, Design and Production, Wayfair.com
Gary Lee, Web Designer, Programmer Briana Nobrega, MWCC alum, Web Designer, inConcert Web Solutions
Tiffany Wrobel, Graphic Designer, Barbanel Design and T.A.Wrobel Designs Rebecca Gerry, Adjunct Faculty Member, CGW program
RELEVANT INTERNAL GROUPS OR INDIVIDUALS
The Computer Graphic Design department is regularly involved with designing work for the Marketing and Communications Department at MWCC, as well as various divisions, departments and clubs. These experiences foster client designer relationships that can otherwise not be replicated in the classroom, and provide our students the opportunity to apply their skills to practical, real world applications. Additionally, the CGD department has an active student club comprised of various students from the CGD and CGW programs. The CGD Club has produced numerous projects for other clubs and campus organizations, takes twice yearly field trips and participates in countless fundraisers for the college as well as local and national non-profit organizations. By working with these internal groups the CGD department is able to measure its currency and fit within the college community based on their needs for design services, and the scope of work they are requesting. Some of the various internal groups we have served and the projects we have developed are listed below (this is not an exhaustive list.) Samples of these projects and related public relations/media stories can be found in Appendix H.
Marketing and Communications Projects CGD Club T-shirt Fundraiser—Fall 2010–Spring 2011 In November 2010, The Marketing and Communications department asked the CGD Club to work with them on a school pride campaign to promote the launch and dedication of the college’s new wind turbines. In various meetings throughout the fall 2011 semester, club members and Leslie Cullen, the Department Chair and CGD Club Advisor, developed a graphic and slogans for a t-shirt design. In December the final graphic was chosen and revisions and enhancements were made in February and March 2010. The CGD club held a community-wide sales drive, selling at tables in the school’s hallway, via email, and through the college’s portal. In all, 258 t-shirts were sold with all profits, totaling $1908.25, donated to the David H. Butler Memorial Scholarship and the Robert H. Gilman Memorial Scholarship. In addition, the main graphic developed for the t-shirts was utilized on advertising banners and a wide variety of collateral materials developed for the dedication event.
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Car Wrap Project—Spring 2011 Through a joint project with the Marketing Department, the Energy Management Program and the CGD Department, students in Professor Leslie Cullen’s CGD106 Portfolio Preparation class were asked to research and design a car wrap for the college’s Toyota Prius. Several students submitted ideas that were reviewed by various administrators at the college, including President Asquino and the college’s Executive Council. The final design was voted on by the Executive Council, and implemented by the student designer, Leslie Cullen, and the Marketing Department. The project was funded by an Energy Management Grant and is still in full use on the college’s state vehicle.
Awards Subsequently, the National Council for Marketing and Public Relations and the Council for the Advancement and Support of Education (CASE) recognized the work done for the wind turbine t-shirt design, advertising banner, and the Prius car wrap. In total these designs were selected for 5 national awards. The National Council for Marketing and Public Relations District 1 (Canada to Maryland) awards:
• The wind turbine t-shirt design won a Bronze Medallion of Achievement Award for the specialty advertising campaign category.
• The wind turbine banners won a Silver Medallion of Achievement Award for the outdoor advertising/billboard category.
• The Toyota Prius car wrap won a Silver Medallion of Achievement Award for the transit advertising category.
Additionally, as part of a multi-faceted communications project, the CGD department shared the honor of being awarded the Gold Paragon Award in the “Communications Success Story” category from the National Council for Marketing and Public Relations. Finally, in June 2012, also recognized as part of the campus-wide, multi-faceted communications project, these three designs shared the honor of winning the gold Circle of Excellence Award from the Council for the Advancement and Support of Education (CASE) in the Public Relations and Community Relations category. MWCC joined silver award winner Duke University and bronze award winner Thomas More College as the top national winners in the PR/Community Relations category.
Student Activities Various projects have been developed for the Student Activities Office throughout the last five years. Some of these projects include:
• A “Scary Karaoke” promotional Poster • Student Activities posters showcasing various clubs and events. These are
currently on display in the South Cafeteria of the college. • World AIDS day Public Service Announcements for a larger collaborative
exhibit and event.
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ASPIRE/Title III Promotional Flyers In spring 2013, students worked closely with members of the advising and curriculum development teams to develop promotional flyers, posters and web banners for various ASPIRE program workshops. Directed by Professor Paul Swerzenski, students in CGD112 Communications in Multimedia Design worked individually and within teams and collaborated directly with MWCC personnel to develop the visual communication solutions. Several of these flyers, posters and banners were selected by our professional judges to be showcased in our annual spring exhibit. Additionally, many of these designs won Best of Category and Honorable Mention awards at our 2012 spring exhibit awards ceremony.
Service Learning within MWCC Students in the CGD and CGW programs are required to complete a minimum of one service-learning project for a client of their choice during their final capstone class. Students have worked on countless visual communication projects for all areas of the college and surrounding community. This continuous relationship within the immediate college community continues to foster our student’s client/designer relationships and helps us to map our course curriculum to the communities needs. One successful example is the Serving Our Students campaign at MWCC. After attending the “Bridging Cultures for a Democratic Society” weeklong seminar in July of 2012, Adjunct instructor Robert Mayer developed civic engagement and service learning assignments in his CGD104 Digital Imaging and CGD107 Designing Business Graphics. Of particular interest was a service learning assignment for MWCC’s Serving Our Students program. This resulted in a flyer, logo and business card designed entirely by students and put to use campus-wide. Other service learning projects developed for on campus clients included a t-shirt graphic for the BCT department and their annual Rotary Club Auction, a new logo for the Mount Strummers Ukulele Group, a t-shirt design for the MWCC Relay for Life team. A full list of service learning projects for both on and off-campus clients can be found in Appendix J and is more thoroughly reviewed in Section III, Work-based Learning.
Photography Program Collaborative Project Between CGD and Photography Students In CGD204 Advanced Digital Imaging, a joint project was assigned with PHO245 Commercial Photography. CGD students were assigned a project that required them to “hire” a professional photographer from the Commercial Photography class. This venture was a great learning experience for both Photography and Graphic Design students and gave them a taste of life in the real world. On many occasions, graphic designers will need to work with third party vendors and creatives, such as photographers and illustrators, to achieve their visions for their clients work. This opportunity initiated and facilitated by Adjunct Instructor Robert Mayer was an excellent example of our dedicated faculty’s commitment to integrating “real world” learning objectives into the classroom and merging other programs and curriculums with ours.
Art Department The Art Department and the courses they offer are an integral part of our CGD students’ education. Our students are required to take Drawing I and Two-Dimensional Design. Additional art classes are encouraged for professional electives as well. These courses are
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highly relevant for transfer to any 4-year art or design program, and essential to our students’ success as visual artists and designers. In addition, the CGD and ART program chairs are currently reviewing the idea of developing a cross discipline transfer degree in Art and Graphic Design. This concept addresses a need for CGD students to have more art classes, and likewise, for ART majors interested in graphic design to have more core graphic design classes before transferring. The development of this new degree is ongoing, and is in the preliminary stages of discussions.
Information Technology (IT) Department The CGD Department collaborates regularly with the IT team to maintain industry-level standards with regards to the computers, software and peripherals we choose and utilize within the CGD labs. Throughout the last five years numerous technology changes have been made with the support and guidance of the IT department including the lease and implementation of new 20-inch iMac computers in fall 2008, new PC/Windows based systems in fall 2009, and a refresh of the Macintosh computers in the summer of 2012. Continuous software upgrades are managed by the IT department, regularly taking place during the summer in preparation for the start of classes each fall. File management is a complex component to our needs, and relevant here on campus and externally. The IT department ensures we have full access to a server exclusively built for the CGD department to house all of the students’ large graphic files and to transfer these files from their home computers to campus, and vice versa. A full list of technology upgrades that have been made since 2008 can be found in Appendix I.
Computer Information Systems Department (CIS) We continue to work with the CIS Department to offer courses, which meet the needs of their students. Two classes in particular are regularly enrolled with CIS students, CGD107 Designing Business Graphics and CGD110 Introduction to Animation. CGD107 exposes CIS students to the industry standard photo imaging software, Adobe Photoshop, as well as teaches students how to create effective business and web graphics. Adobe Flash, the program used in our CGD107 course is another program that benefits CIS students interested in Web Design and is often a choice for their program elective. We do feel that over the last several years collaborations between the CIS and CGD faculty have decreased, but we hope to continue to foster this interdisciplinary relationship in the areas of advanced web development such as PHP, JQuery and Javascript. This collaboration would be widely beneficial for graduates who apply to positions in small businesses where employees are expected to have design skills, as well as highly technical web development and programming skills.
Career and Job Placement Office The CGD department is directly and regularly involved with the Career and Job Placement Office. Pat Brewerton, MWCC’s Career Development Counselor, works closely with students in our programs’ capstone courses. She presents in-class seminars on resume writing, portfolio development and job interviewing skills. Additionally, Pat assists with the coordination of cooperative education opportunities and internships. We hope to continue to work with Pat and her network of employers to expand internships/coop opportunities, and to make them more readily available for our students.
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EXTERNAL POPULATIONS
Students As previously noted, the CGD department conducts annual student satisfaction surveys. These survey results are a key indicator of areas we can improve upon and equally help us to evaluate what we are doing well. A summary of the results of these surveys can be found in Section I: Data, and the complete data can be found in Appendix D.
Alumni Many of our alumni are also now professionals in Graphic Design, Advertising, Web Design and Interactive Media. Many of these alumni are now members of our advisory board, and more recently attended an alumni focus group with our CGD program consultant in March 2013. Information regarding this focus group can be found in Section 5 of the CGD Program Evaluation Report in Appendix C.
Service Learning and Non-Profit Community Organizations We offer web and print design services to the local non-profit organizations through service/experiential learning. The CGD and CGW students and faculty have been involved in managing and designing a wide variety of visual communication projects with many local organizations such as the Gardner CAC, Sacred Heart School, Before and After School Programs of Leominster, The Spanish American Center, the Boys and Girls Club of North Central Massachusetts, the Groton Fire Department and many, many more. Through service learning we are better able to prepare our course content and skills-based learning to match the needs of this client-based industry.
Guest Lecturers The CGD department has hosted various guest lecturers. These individuals come directly to the classroom and meet with faulty and students to discuss various aspects of graphic design, web design, freelance, the job market and networking, printing and proper paper selections, and more. This is an invaluable resource to the faculty and students, and something we are looking to expand upon.
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JOB MARKET
The following information discusses job prospects and projections for Graphic Designers and Web Designers. It includes a discussion on employment needs, educational requirements, entry-level salary ranges and job outlook. The Bureau of Labor Statistics, Occupational Handbook, O*Net and Career Coach were used as resources for this data.
Graphic Designers According to the Occupational Handbook employment demand for graphic designers is projected to increase by 13% nationwide and 3% in MA from 2010 to 2020, about as fast as the average for all occupations. High job turnover should result in numerous openings. However, competition for senior graphic designer positions will be very strong. Graphic Designers design or create graphics to meet specific commercial or promotional needs, such as packaging, displays, or logos. May use a variety of mediums to achieve artistic or decorative effects. Graphic designers generally work in a studio where they have access to drafting tables and computers, and are most commonly employed in the following industries:
• Specialized design services 9% • Newspaper, periodical, book 9% • Advertising, public relations and
related services 8% • Printing and related support services 6% • Computer systems design and 3%
related services Most graphic designers work full time, but schedules can vary depending on workload and deadlines. In 2010, about 29 percent of graphic designers were self-employed.
State and National Trends
United States Employment Percent
Change Job Openings
1 2010 2020
Graphic Designers 279,200 316,500 +13% 12,380
Massachusetts Employment Percent
Change Job Openings
1 2008 2018
Graphic Designers 7,880 8,140 +3% 270 1Job Openings refers to the average annual job openings due to growth and net replacement.
Note: The data for the State Employment Trends and the National Employment Trends are not directly comparable. The projections period for state data is 2008-2018, while the projections period for national data is 2010-2020.
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Education
According to the Occupational Handbook, the following breakdown of degrees required for graphic designers is as follows:
• 81% Bachelor’s degree • 11% Associate’s degree • 4% Some college
State and National Wages
Location Pay Period
2011
10% 25% Median 75% 90%
United States Hourly $12.60 $16.06 $21.16 $28.56 $37.20
Yearly $26,200 $33,400 $44,000 $59,400 $77,400
Massachusetts Hourly $15.35 $18.85 $23.73 $30.73 $37.09
Yearly $31,900 $39,200 $49,400 $63,900 $77,100
National Data Source: Bureau of Labor Statistics, Occupational Employment Statistics Survey State Data Source: Massachusetts Wage Information
Career Coach The following discussion covers forecasted demand as well as job openings within 25 and 50 miles of the college. (Note: oddly enough, the salary rate for 25 miles of Gardner is higher than the salary rate reported for 50 miles from Gardner. It’s usually the other way around, as the 50 mile radius includes Boston)
• 7712 Employed within 50 miles of Gardner • 271 Estimated annual job openings • 1463 Approaching retirement age
The average retirement age in the U.S. is 65 years old. Graphic Designers in the 55-64 and the 65+ categories are 1-10 years away from retirement. When older workers retire, there will likely be a demand for new workers.
Within a 50 mile radius of Gardner • Entry level pay= $14.95/hour • Median wage= $22.39/hour • Indeed.com indicates 110 jobs are available within a 50 mile radius of Gardner
(as of 6/13/2013). Within a 25 mile radius of Gardner
• Entry level pay= $15.27 • Median wage= $22.93/hour • Indeed.com indicates there are currently 2 job postings within a 25 mile radius of
Gardner (as of 6/13/2013).
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Web Developers/Designers According to the Occupational Handbook employment of information security analysts, web developers, and computer network architects is projected to grow 22 percent from 2010 to 2020, faster than the average for all occupations. Job prospects for all three occupations should be favorable. According to the Occupational Handbook, many of these workers are employed in computer systems design and related services firms. Most information security analysts, web developers, and computer network architects work full time. Web designers/developers design, create, and modify web sites. Analyze user needs to implement web site content, graphics, performance, and capacity. May integrate web sites with other computer applications. May convert written, graphic, audio, and video components to compatible web formats by using software designed to facilitate the creation of web and multimedia content. Excludes "Multimedia Artists and Animators".
State and National Wages
Location Pay Period
2011
10% 25% Median 75% 90%
United States Hourly $20.56 $28.03 $37.49 $48.83 $60.03
Yearly $42,800 $58,300 $78,000 $101,600 $124,900
Massachusetts Hourly $23.26 $31.70 $42.18 $53.96 $66.91
Yearly $48,400 $65,900 $87,700 $112,200 $139,200
National Data Source: Bureau of Labor Statistics, Occupational Employment Statistics Survey State Data Source: Massachusetts Wage Information
State and National Trends National Employment Trends are for Information Security Analysts, Web Developers, and Computer Network Architects, which includes Computer Network Architects; Information Security Analysts; Web Developers.
United States Employment Percent
Change Job Openings
1 2010 2020
Information Security Analysts, Web Developers, and Computer Network Architects 302,300 367,900 +22% 11,030
Massachusetts Employment Percent
Change Job Openings
1 2008 2018
— — — —
1Job Openings refers to the average annual job openings due to growth and net replacement.
Note: The data for the State Employment Trends and the National Employment Trends are not directly comparable. The projections period for state data is 2008-2018, while the projections period for national data is 2010-2020.
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National Data Source: Bureau of Labor Statistics, Office of Occupational Statistics and Employment Projections
State Data Source: Massachusetts Executive Office of Labor and Workforce Development
Education According to the Occupational Handbook, the typical required education level for web designers is as follows:
• 43% Bachelor’s Degree • 27% Associate’s Degree • 20% Some education
Career Coach The following discussion covers forecasted demand as well as job openings within 25 and 50 miles of the college. (Note: oddly enough, the salary rate for 25 miles of Gardner is higher than the salary rate reported for 50 miles from Gardner. It’s usually the other way around as the 50 mile radius includes Boston)
• 11315 Employed within 50 miles of Gardner • 438 Estimated annual job openings • 1874 Approaching retirement age
Within a 50 mile radius of Gardner • Entry Level= $21.26/hour • Median = $37.36/hour
When searching for Web Designer, over 480 jobs were listed within a 50 mile radius of Gardner. These positions were grouped with similar/”like” titles or descriptions listing a web designer. However, when a search was conducted using the exact search terms “web designer”, 39 jobs were available within a 50 mile radius and Web Developer yielded 266 postings. Another key search term often used is UX designer. When this exact term was used, 52 jobs were listed at indeed.com. Within a 25 mile radius of Gardner
• Entry Level= $22.52 • Median = $40.04
Indeed.com lists 5 job openings under Web Developer. When searching with UX Designer, 3 jobs were found within a 25 mile radius, and searching with “web designer”, 1 job was found (as of 6/13/2013).
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Summary While the graphic and web design job market is competitive, there are many opportunities for graduates to obtain employment throughout Massachusetts and New England. The main hubs of all design related jobs are within or around the major cities, particularly Boston. Additionally, graduates may find it useful to begin their career as a freelance designer. Working as a contract designer either onsite or at a home office is very common. With the national outlook predicting a 22% increase and growth predicted to be faster than average for Web Developers, we are confident that our web design program is meeting a demand within Massachusetts and nationally. According to O*Net, graphic design is listed as a “Bright Outlook Occupation” and projected to have 100,000 or more job openings between 2010–2020. The Bureau of Labor Statistics (BLS), United States Department of Labor, indicates that North Central Massachusetts ranks first in nonmetropolitan areas with the highest concentration of jobs and location quotients for Graphic Design.
Nonmetropolitan areas with the highest concentration of jobs and location quotients in this occupation:
Nonmetropolitan area Employment(1) Employment per thousand
jobs
Location quotient (9)
Hourly mean wage
Annual mean
wage (2)
North Central Massachusetts
nonmetropolitan area
60 2.66 1.81 $22.51 $46,830
Northwestern Connecticut
nonmetropolitan area
80 2.28 1.55 $24.92 $51,840
Northwest Massachusetts nonmetropolitan area
60 2.18 1.48 $19.91 $41,410
Southwestern Montana nonmetropolitan area
240 2.05 1.40 $21.52 $44,770
Southern Vermont nonmetropolitan area
200 1.95 1.33 $18.30 $38,060
Additionally, Boston ranks 8th out of 10 metropolitan areas with the highest employment level in Graphic Design. The Bureau of Labor Statistics, United States Department of Labor, ranks Massachusetts in the top five states nationally in key areas of employment for web developers.
• States with the highest employment level in this occupation: Massachusetts ranks 5th
• States with the highest concentration of jobs and location quotients in this occupation: Massachusetts ranks 3rd
• Top paying states with this occupation: Massachusetts ranks 5th
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In addition, Boston ranks 4th nationally with the highest employment level in this occupation, ranks 6th with the highest concentration of jobs and location quotients, and is within the top ten of the top paying metropolitan areas. Interestingly Burlington, VT and Manchester, NH rank 4th and 7th nationally with the highest concentration of jobs and location quotients. From this data one can conclude that our students have ample opportunities to gain employment within Massachusetts, in or around Boston more specifically, as well as north into New Hampshire and Vermont. With the bright projections of job openings and the growth of the design industry in the fields of graphic design and web development/ design, we are confident with our program’s fit and relevancy now and in the future.
Meeting Job Market Demands To meet job market demands and maintain industry standards, the CGD department continuously reviews and revises our program objectives and makes changes or additions to the curriculum. Since the 2008/2009 academic year, the CGD department has reviewed and revised multiple areas of the Print and Web design degrees to accommodate this continuously evolving industry. These changes include comprehensive curriculum changes including removing courses while adding new ones, adjusting the course sequence, and adding or removing content within our courses. Please see Appendix I for a comprehensive list of changes to our programs since 2008. Other notable changes include extensive technology upgrades, such as the complete upgrade of our computer labs, the addition of new operating systems, new printers, and upgrading our design software to remain current and compliant with the industry standards. Please see the list of technology upgrades we have made since 2008 in Appendix I.
ADMISSIONS/MARKETING PLAN
As noted previously in Section I: Data, in our 2008 Program Review/Self-Study the CGD program was well represented in the areas of targeted marketing and recruitment with the use of various print and radio ads. Since that report was published we have evidence of only two marketing examples in which we were included, and no examples of any direct and targeted marketing samples for the CGD and CGW programs. These two samples, the Media Arts and Design Cluster Brochure and the article contained within the Career Focus magazine, can be found in Appendix B. Additionally, until we initiated a meeting with the Admissions staff in spring 2012 (as noted previously under Enrollment in Section I), we had little to no direct contact with the Admissions staff or recruiters. While this may be viewed as a weakness and failure on our department’s part, and we can take responsibility for not directly reaching out, we see this as a failure of the two main departments of this campus whose responsibility it is to market our programs and work to recruit our students. We strongly urge the administration to take a look at the targeted marketing and recruitment efforts that are being developed, or the lack their of, for the college’s degree programs. It is our opinion that targeted marketing should be developed and that each of the various departments/programs would be rotated within this marketing/recruitment plan. This would eliminate the concern over one program getting the lion’s share of attention, and would enable the departments to work directly with Marketing and Admissions to develop holistic, strategic plans that will build and fortify enrollments.
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Areas that the CGD department has worked to informally market the programs and recruit students have been innumerable over the past 5 years. Examples include those previously stated under Marketing and Design projects, and the following:
Twice yearly participation in Open House/Career Fairs Each fall and spring the CGD program participates in the college’s open house, college fairs to actively represent and showcase our department to high school students, their parents, and professionals who visit MWCC. We have continuously added current student work to special slide show presentations, which attract a lot of attention at college fairs. We present slide shows of student work, graduate portfolios, and answer any questions from visiting students interested in the CGD Programs.
T-shirt Fundraisers The CGD department in collaboration with the CGD Club, participated in two major fundraisers. In 2010, the “Catch the Wind, Innovation is a Breeze” t-shirt was well supported by the college and local community. In 2013, Professor Leslie Cullen designed a t-shirt in response to the Boston Marathon bombings. These shirts were sold by the CGD club on campus, as well as spread to various areas nationally through email and social media. These fundraisers collectively raised nearly $4000 and garnered media coverage in the local Gardner News and The Worcester Telegram, as well as the college’s e-newsletter. This kind of media coverage is utilized as an indirect, but substantial marketing tool for area students and parents to see the quality of work being generated from the CGD department. The media coverage for these fundraisers has been included with samples of the work in Appendix H.
CGD Website Redesign Although not yet complete, the CGD faculty and staff has been working to dramatically improve the department’s website by offering all of the pertinent information that prospective students and parents want to know, including job opportunities, course descriptions and detailed program information, and examples of student work. New content is being written and the information architecture is being thoroughly analyzed. We hope to have a well designed and constructed website for prospective students by mid summer 2013. A sample of the current mock-up of this site can be found in Appendix B.
Student Outreach The CGD department chair worked closely with several students in spring 2012, and Started a “Student Ambassador” program. Students from the CGD and CGW programs visited their former high schools; shared recruitment flyers with faculty, counselors and students; provided samples of their own work; and met with students to discuss our Print and Web design programs. Students went to Monty Tech, Leominster CTE, and Quabbin Regional. We hope to have more students participate in this program as we strongly believe the greatest recruitment happens at the peer-to-peer level. A recruitment flyer, designed by one of our freshman design students in fall 2011, was utilized during these visits. A sample of the recruitment flyer can be found (as previously noted) in Appendix B.
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Positive feedback was recently received from Robin Monaco at the Leominster CTE. Her response is as follows:
Ms. Cullen Thank you for having Benjamin Stone come to our Graphic Communications Department here in CTE, Leominster High School. He was very informative and the students enjoyed him very much. He will be returning in 2 weeks to show the students some more demonstrations. If there is any information you would like to share so that my students would be more prepared for taking graphic design courses at the Mount, please let me know. Thank you, again, Robin G. Monaco CTE Graphic Communications Instructor
CGD exhibits The CGD department is very fortunate to have exhibit space directly across from the Admissions office at MWCC. The ability to showcase our students’ work in this high traffic area has been one of our greatest marketing tools. The annual CGD Spring Exhibit is an impressive, juried showcase of our students’ print and web design work and demonstrates the skills our students have achieved. This large exhibit of over 100 design projects from 15 design categories is displayed from April through September each year, creating a distinct and unforgettable impression on visitors to the college. Additionally, throughout the year several smaller exhibits are displayed. For the past several years the exhibit that immediate succeeds the larger spring exhibit is our showcase of student’s service learning work. With students working directly with various non-profits and wide segments of the external community, this is another valuable way for people visiting MWCC to see the work our students do and the CGD department’s connection to the community as a whole. We are currently working on plans to improve the gallery space with new signage and a permanent corkboard wall. Both additions will add a more professional and clean appearance to this space.
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New Online Web Exhibits In spring 2010, the CGD department implemented it’s first ever, online web exhibit component to the Spring Exhibit. Nine online and interactive categories were added with over 55 student submissions. Five professional web designers judged the work based on the criteria of navigation, design, functionality and validation of the websites and animations. This was a truly collaborative effort on the part of the CGD web and print faculty, both full and part time. This exhibit, in conjunction with our annual Spring Exhibit Open House and Awards Presentation, are some of our most useful interdepartmental marketing and recruitment tools. Since 2010, we have had two other successful online exhibits. These exhibits can be found at: http://www.cgdclass.com/webexhibit2010.html http://www.cgdclass.com/springexhibit2011/ http://www.cgdclass.com/springexhibit2012/
Service Learning As will be fully addressed in Section III and noted previously, each spring during our capstone courses, the CGD and CGW students are matched with a wide range of non-profit, service learning projects. These service-learning experiences expose the CGD and CGW programs’ faculty and students to members of greater community in immeasurable ways.
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SECTION III: Curriculum—Program Outcomes
• Program/Educational Outcomes • General Education Competencies • Work-based Learning • Student Preparedness • Pedagogical Approach • New Methodologies
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PROGRAM/EDUCATIONAL OUTCOMES
Program Outcomes Courses Teaching Methodology and Course Content
Measurement Used
Print and Web Competency 1: Exhibit a solid understanding of the fundamentals of design, including the elements and principles of design and typography as they are applied to the development of effective communication pieces for both print and web design. Students will have an understanding of the concepts of copyrights and intellectual property.
Print: CGD101 CGD102 CGD103 CGD104 CGD105 CGD106 CGD109 CGD204 CGD235 CGD240 Web: CGD101 CGD104 CGD105 CGD109 CGD110 CGD112 CGD204 CGD210 CGD240 CGD241 CGD242 CGD244
Lecture Reading—Handouts and Textbooks Textbook Exercises Computer demonstrations Design and layout of visual communication projects.
Graded Discussion Forums Grade and critique textbook exercises Critique reflection papers and discussion of articles Written and oral analysis assignments Oral presentation Written research report, proposals or project overviews Written Exams Oral peer critique Graded creative projects Presentation Grade
Student Surveys
Print and Web Competency 2: Possess a working knowledge of the design process especially how it relates to: audience definition, research, analysis, and concept development; the production of thumbnail sketches, rough drafts, and the preparation of final comprehensive print layouts and websites.
Print: CGD101 CGD102 CGD103 CGD104 CGD105 CGD109 CGD204 CGD235 CGD240 Web: CGD101 CGD104 CGD105 CGD109 CGD110 CGD112 CGD204 CGD240 CGD241 CGD242 CGD244
Lecture Reading—Handouts and Textbooks Computer demonstrations Online research Library research Client-‐based research and interview Sketch thumbnails Create rough drafts Develop storyboards/ flowcharts Design and layout of creative projects
Graded research/project overview reports Group peer critique of concepts and thumbnails Graded thumbnails, storyboards, flow charts Written research report, proposals or project overviews Graded creative projects Presentation Grade— visual and oral Student Surveys
Print and Web Competency 3: Transform digital images into new pieces of art through the use of Adobe Photoshop with emphasis on the creation of high-‐quality graphics for print and the web.
Print: CGD101 CGD102 CGD103 CGD104 CGD106 CGD204 CGD205 CGD235 CGD240 Web: CGD101 CGD104 CGD204 CGD205 CGD210 CGD240 CGD241 CGD242 CGD244
Lecture Reading—Handouts, Users Manuals and Textbooks Software demonstrations Textbook Exercises Video/electronic tutorials Scanning Assignment Design and layout of creative projects
Grade and critique textbook exercises Written Quizzes Oral peer critique Grade tutorials Written research report, proposals or project overviews Graded creative projects Presentation Grade— visual and oral Student Surveys
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Program Outcomes Courses Teaching Methodology and Course Content Measurement Used
Print and Web Competency 4: Create complex electronic illustrations and single page layouts with a solid understanding of the complex functions of Adobe Illustrator.
Print: CGD102 CGD103 CGD105 CGD106 CGD225 CGD235 Web: CGD105 CGD110 CGD210
Lecture Reading—Handouts, Users Manuals and Textbooks Software demonstrations Textbook Exercises Video/electronic tutorials Information literacy Library research Design and layout of creative projects
Grade textbook exercises Oral peer critique Grade tutorials Written research report, proposals or project overviews Graded creative projects Presentation Grade— visual and oral Student Surveys
Print Competency 5: Have a solid working knowledge of the fundamentals of building websites using HTML, XHTML, CSS and Dreamweaver in code view, with the ability to design structurally as well as aesthetically.
Print: CGD109/CIS127 CGD240 CGD241
Lecture Reading—Handouts, Users Manuals and Textbooks Software demonstrations Textbook Exercises Video/electronic tutorials Website blog Plan, design and build a series of web pages using hand-‐coding & software
Grade textbook exercises Written Quizzes Oral peer critique Grade tutorials Written research report, proposals or project overviews Graded Discussion Forums Grade textbook exercises Discussion of articles Web design techniques test Practical skills-‐based test Navigation link checks Web site validation of links and graphics, naming, formatting Graded creative projects Presentation Grade— visual and oral
Student Surveys
Web Competency 5: Plan and design websites utilizing basic and advanced web authoring techniques while exhibiting proficiency in the use of HTML, XHTML, CSS layouts and techniques, and Dreamweaver in code view, with the ability to design structurally as well as aesthetically.
Web: CGD109/CIS127 CGD210 CGD240 CGD241 CGD242 CGD244
Print Competency 6: Exhibit the ability to work with advanced graphic design principles, grids, typography, and advanced layout techniques while utilizing QuarkXPress and Adobe InDesign.
Print: CGD235 CGD102 CGD103 CGD106
Lecture Reading—Handouts, Users Manuals and Textbooks Software demonstrations Video/electronic tutorials Textbook Exercises Develop Thumbnials, Rough Drafts Use of style sheets in design Use of master pages Design and layout of creative projects
Grade textbook exercises Written Quizzes Oral peer critique Grade tutorials Written research report, proposals or project overviews Evaluation of the use of style sheets, master pages and grids in design Graded creative projects Presentation Grade— visual and oral.
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Program Outcomes Courses Teaching Methodology and
Course Content Measurement Used
Web Competency 6: Exhibit a solid understanding of the principles of visual communication coupled with an understanding of current web and multimedia tools, concepts, terminology, and techniques.
Web: CGD112 CGD210 CGD240 CGD241 CGD242 CGD244
Lecture Reading—Handouts, Users Manuals and Textbooks Library research On-‐line research Software demonstrations Textbook Exercises Video/electronic tutorials Develop storyboards/flowcharts Multimedia demonstrations Planning websites, animations, and multimedia Communication skills workshops Design and layout of creative projects
Grade textbook exercises Written Quizzes Oral peer critique Grade tutorials Written research report, proposals or project overviews Grade flowcharts/ storyboards Technical document analysis Written business correspondence/ communication pieces Written business proposal Written web based copy Graded multimedia projects Presentation Grade— visual and oral
Student Surveys
Print Competency 8: Possess a working knowledge of print capabilities, the printing process, and understanding pre-‐press techniques.
Print: CGD103
Lecture Reading—Handouts, Users Manuals and Textbooks Software demonstrations Textbook Exercises Printing press tours Print specifications Pre-‐press flowchart Design and layout of creative projects
Written exams Oral peer critique Written research report, proposals or project overviews Written print specification Written press quote Graded creative projects Presentation Grade— visual and oral Student Surveys
Web Competency 8: Create dynamic, animated computer art, web motion graphics, and websites through the use of Adobe Flash.
Web: CGD110
Lecture Reading—Handouts, Users Manuals and Textbooks Software demonstrations Textbook Exercises Video/electronic tutorials Develop storyboards Design and layout of creative projects
Grade textbook exercises Oral peer critique Grade tutorials Written research report, proposals or project overviews Graded storyboards Graded creative projects Presentation Grade— visual and oral
Student Surveys
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Program Outcomes Courses Teaching Methodology and Course Content Measurement Used
Print and Web Competency 9: Prepare for the job market with career planning, skill assessment, resume writing, and interviewing, as well as compile a professional-‐quality portfolio for entering the job market or for transferring to a four-‐year program.
Print: CGD106 Web: CGD210
Lecture Reading—Handouts, Users Manuals and Textbooks Software demonstrations Self Assessment Seminars Resume writing workshop Interviewing skills video/workshops Presentation/slideshow demonstration Preparation/refinement of previous design work Development of a print and web portfolio Design and layout of creative projects
Oral peer critique Written research report, proposals or project overviews Evaluation of written journal Written cover letter and resume Mock interview Graded creative projects Presentation Grade— visual and oral
Evaluation of print and web portfolios
Student Surveys
Print and Web Competency 10: Manage and development client-‐based visual communication pieces with the use of effective design and layout while meeting strict deadlines.
Print: CGD102 CGD103 CGD106 Web: CGD240 CGD242 CGD244 CGD210
Lecture Reading—Handouts and Textbooks Guest Lecturers Client Interview Group critique of design process Design and layout of creative projects— Service Learning project
Oral peer critique Written design brief/ project overview Graded service learning projects Presentation Grade— visual and oral Client survey/ evaluation of work Student surveys
Results of measurements and improvements Client survey/evaluation of student work Starting in 2010, the CGD and CGW programs began formally surveying the non-profit clients our students were producing work for in their capstone/service-learning projects. The results of these surveys, managed through Survey Monkey, have enabled both the print and web design programs to develop clearer guidelines and expectations for the clients and the student designers before the start of the projects. In 2012, to aid in streamlining the project submission and student selection process, we worked directly with one of our web design majors, Luke Leblanc, to design and implement a service-learning database. Varying aspects, especially the terms of agreement, were driven by the measurements we collected from the client evaluations at the end of each semester’s service learning projects. A link to the database submission form and terms of agreement can be found at: http://cgdclass.com/service_learning/ A summary of the client survey results shows key indications of successes and areas that need improvement. Of greatest significance, and areas that scored low and received the most comments throughout the survey results, were the clients’ concerns over our students’ time management and their communication skills. Most clients felt their student
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designer could have communicated better and more frequently, and others suggested that once a week to bimonthly contact should be required throughout the semester. Upon review of the client surveys and project measurements completed in spring 2010, the capstone faculty implemented various and continued assessment measures throughout the project to ensure greater project management. These assessments included client contact guidelines, clear client data sheets, project logs, detailed time sheets, and weekly student/faculty check-ins. These quality control and assessment measures provide faculty with the initial tools necessary to evaluate the students’ performance and to clearly address whether students are meeting all of the major components of the client, service-learning project. Please see Appendix J for the client surveys, 2010-2013 results, and samples of the tools used to assess students’ work and progress throughout the project.
Guest/Professional Lecturers As a result of continued lower student comprehension of the various grades of paper and how paper grades are utilized effectively in printing projects, Kristine Jordan, adjunct faculty member, worked to improve this weakness within her course. In spring 2012, Kristine invited Tim Carelli from Travers Printing to come into her CGD103 Print Production class and speak with the students about properly selecting papers for printing. He spent an hour and a half discussing papers and printing methods that affect paper in design. Tim’s in-depth knowledge of paper, printing, and sales was well received by the students and improved their knowledge of this essential design and production component. As recommended in Section 9.1.2, Professor Mac Cormack’s CGD Program Evaluation Report, he notes the importance of having artists and designers speak to our students to provide valuable insight into the creative process and the design industry. We will continue to invite guest lecturers to improve the quality of course content.
Portfolio Review and Assessment Since 2011, all students in CGD106 Portfolio Preparation are required to present their portfolios to Professor Leslie Cullen and two of their peers. In previous years, two faculty members reviewed and interviewed each student. However, indications from student measurements showed a need for greater peer assessment and review, particularly in the later stages of a student’s program of study. This improvement measure utilizes a comprehensive evaluation form to assess the interview and the portfolio presentation. The students being reviewed are then provided with the forms utilized by Professor Cullen and the other peer evaluators. The forms include notes, feedback and a full assessment of areas where each student needs to improve. These assessments help students with their interviewing skills, portfolio presentation skills, design work and overall portfolio layout. Moreover, it now gives other students the opportunity to review their classmates’ portfolios, and play the important role of not just the interviewee, but also the interviewer. Students’ feedback from this new approach has been very positive.
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GENERAL EDUCATION COMPETENCIES
Competency Courses Teaching Methodology and Course Content
Measurement Used
Written and Oral Communication in English
Print: CGD101 CGD102 CGD103 CGD104 CGD105 CGD106 CGD109 CGD204 CGD235 CGD240
Web: CGD101 CGD104 CGD105 CGD109 CGD110 CGD112 CGD204 CGD210 CGD240 CGD241 CGD242 CGD244
Lectures Readings Written and oral analysis of ads and websites. Oral presentation of ads and websites Written research report, proposals or project overviews Written website content/blogs Written headlines, subheads and body copy for design projects. Develop storyboards/ flowcharts Design and layout of final comprehensive print layouts and websites. Oral presentation of design projects Oral peer critique Design discussions and critique Exploration of personal ideas Collective Brainstorming Personal reflections Written resume and cover letter
Written Examinations and quizzes Evaluation of written research report, proposals or project overviews Assessment of oral presentations Evaluation of copy for communication pieces Ongoing assessment of drafts/work in progress Evaluation of portfolios Graded resume and cover Mock interview Individual and group critique Student Surveys
Quantitative Reasoning and Scientific Modes of Inquiry
Print: CGD101 CGD102 CGD103 CGD104 CGD105 CGD106 CGD204 CGD240 Web: CGD101 CGD104 CGD105 CGD110 CGD204 CGD210 CGD240 CGD241 CGD242 CGD244
Calculation of image proportions for scaling/resizing for print or web Determine proper image resolution (ppi) based on press line screen (lpi) Determine the decimal equivalencies for measurements in layout and design Determine webpage measurements and calculations based on the target audience and their anticipated screen size. Determine absolute or relative measurements, as well as percentage or width for CSS Calculate frame rates and determine movie dimensions and size of images for animations.
Evaluation of accuracy of projects—print, web or animation Written examinations Student Surveys
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Information Literacy
Print: CGD101 CGD102 CGD103 CGD104 CGD105 CGD106 CGD109 CGD204 CGD235 CGD240
Web: CGD101 CGD104 CGD105 CGD109 CGD110 CGD112 CGD204 CGD210 CGD240 CGD241 CGD242 CGD244
Internet Research Library Research Client Research Library staff presentations on library research strategies Written research report, proposals or project overviews Analysis of existing designs and websites, especially relating to the content and information contained therein. Oral analysis of print and web designs Creative design projects for both print and web which are the final culmination of student’s research and information assessment.
Assessment of resources Evaluation of written research reports, proposals and/or project overviews Individual and group critique Evaluation of portfolios Evaluation of oral presentations Grading of creative projects Student Surveys
Understanding Self Print: CGD103 CGD106 Web: CGD109 CGD112 CGD210
Personality and Self Assessment Activities Skills assessment activities Resume writing workshop Interviewing skills video/workshops Myers Briggs Type Indicator (MBTI) test Personal Identity and Stationary Design
Evaluation of written self assessments Written resumes and cover letters Mock interviews Analysis of MBTI results Graded logo and stationary designs Student Surveys
Gen Ed Measurements Recognizing the importance of the General Education competencies within our students work, the CGD faculty utilize the Capstone-level surveys as well as the Gen Ed assessment rubrics to define strengths and weaknesses. Two key areas are regularly assessed: Written and Oral Communication and Information Literacy. Faculty discuss the results of utilizing their own course embedded assessments and the survey results at Department meetings. CGD faculty are regularly sharing their concerns regarding indications of weaknesses in their students work, specifically in writing, and actions have been taken to improve the quality of writing and oral communication and information literacy within the CGD and CGW curriculums. Specific examples include:
• Gen Ed Competency Assessment Tools With the use of the Written and Oral Communication and Information Literacy tools utilized throughout various semesters, several faculty have implemented new writing and research projects. As well, many faculty have added the use of a research log in their classes for students to document their understanding and use of information literacy within their courses.
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• Library of Congress Research Project Adjunct Instructor Rebecca Gerry added a Library of Congress research project to CGD240 Creative Web Design. The students had to choose a topic based on the images available from the Library of Congress, research their topic, design and code a website with the appropriate look and feel of their topic, and make a final presentation to the class covering the knowledge they learned and the website that was created.
• Creative Commons and Flickr Lecture/Demonstration Within various class sections of our web and print design curriculums, lectures and demonstrations were given on how to utilize Creative Commons, a non-profit website that provides access to a broad range of images and creative material while providing users access to this work within the “all rights reserved” copyright laws. It was a great way to demonstrate to our students the importance of following copyright laws while researching images and content for web and print media projects. During the demonstration and lecture, valuable information was provided on understanding the copyright attributes of images and how to utilize them correctly. Also demonstrated was the use of advanced Boolean search terms for narrowing the image search within Creative Commons and Flickr.
• Oral Presentations Added Professor Paul Swerzenski added oral presentation components into several web design courses, and included the use of various slide presentation software and presentation techniques in a newly piloted course. He also utilized online “cloud computing” and web apps to increase student utilization and understanding of electronic media and information literacy to tell compelling stories and to provide engaging presentations.
Interdisciplinary Courses Within the CGD and CGW curriculums students must take courses in other key disciplines in support of expanding their interdisciplinary knowledge and experiences. Courses that CGD and CGW majors are required to take are:
• ART263 Drawing I
• ART251 Two-Dimensional Design
• MKT142 Marketing Additionally, within each curriculum students have one professional elective where they may choose from a variety of other disciplines. Most importantly, the nature of design projects within the CGD and CGW disciplines allow for implementation of designs that represent varying levels of interdisciplinary research. Students studying graphic and web design must be in tune with what they are learning in the arts, social and political sciences, history, literature, and an understanding of culture. The CGD and CGW curriculums encourage students to explore a vast range of ideas and subjects within their design solutions and their work is heavily influenced by the world around them. Their visual communications will help them to develop an awareness of interdisciplinary topics, and increases their exposure to a broad range of skills, experiences, and knowledge.
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WORK-BASED LEARNING OPPORTUNITIES
Service Learning Service learning is an integral and compulsory component to the CGD and CGW curriculums. 100% of CGD and CGW majors are engaged in a service learning design project with a local non-profit organization during their capstone course. Each fall semester, with the support and assistance of Fagan Forhan and the Center for Civic Learning and Community Engagement, the CGD department chair sends a request out to all non-profit agencies for project submissions. Requests come from directly within the college and as far away as Boston. Students are then given the opportunity to choose a client that they are most interested in serving and supporting with their design skills. Projects range from brochures, posters, logos, to magazines, websites, and more. Since spring 2008, 63 students have completed service learning projects for a total of 1732 reported hours of work. The tremendous benefits of this experiential learning are validated by the clients’ comments obtained through surveys at the conclusion of each project (see Appendix J):
CGD Print Design
• Gardner 225th Committee Historic Gardner Booklet and Walking Tour Brochure “We gave Barbara two big projects and she handled them well!!! The benefits for Barbara are that she was able to produce quality, professional work; do a service for the community (the City of Gardner) and work with MWCC staff...There were no difficulties encountered. It was a positive, wonderful experience!!! Kudos to Barbara and thank you for the opportunity to work with this gifted and kind student!!”
• Sterling-Lancaster Community Television Logos and Brochures “It gives the municipalities and non-profits with constrained budgets the ability to get invaluable design services at no cost. It is truly a win-win as the students can get the real world experience and better prepare themselves for their career search and helps to establish network connections.”
• First Church Unitarian Universalist Marketing Brochure “I am a strong proponent of learning experiences. Working with real clients on real problems in real time demonstrates in ways that can never be duplicated in the classroom. It is a test of the maturity and job readiness of a student as they have to navigate the many subtleties of the world.”
• Millers River Watershed Council Upper Millers Blue Trail map “Here both a local non-profit and a student benefited. The biggest difficulties are our schedules and the semester time line. But this was a very positive outcome. Thank you.”
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CGW Web Design
• Benefit Concert Website “Real world scenarios for students to experience; affordable (i.e., free :-) expert support to non-profits; extended benefits to the larger community (i.e., promoting our concert in this way will raise money for early childhood services). No difficulties encountered. Thank you so much for enabling students and the "real world" to work together in this way!
• Cleghorn Neighborhood Center Website Benefit-students get real life experience and help build the organization's (in this case a non-profit with a small budget) capacity. Difficulties-students may not have enough experience and may not be aware of best practices (or best ways to achieve the desired outcome).
• Loaves and Fishes Food Pantry, Inc. Website “I firmly believe in hands-on learning and welcome students to our operation. It's a mutually beneficial relationship - they receive real life experience and we receive much needed support. A challenge with this type of arrangement is the considerable effort it requires from the organization. As a non-profit operation, our time is already stretched.”
While we receive a lot of positive feedback from these learning experiences, of course not all the responses are favorable. Some of the difficulties and concerns with these experiences relate most commonly to a few key factors: students’ initiative to stay in close contact with the client and to remain proactive project managers; the balance between the faculty members involvement and allowing the student to truly manage a project from start to finish; and the time management and overall commitment of the client and the student. The CGD department is always looking for ways to improve the experiential learning process; nevertheless, the large majority of feedback is positive and the experience for both the client and student designer is most commonly enriching and successful.
Internships Internships are not common within our print and web programs, however, we do encourage them and are hoping to have more students fulfill semester long internships or cooperative education opportunities. In spring 2013, we placed a CGD major into a successful internship with the Marketing and Communications department at MWCC. In Section 6.1.1 of the CGD Program Evaluation Report, Professor Mac Cormack notes the importance of internships (experiential learning) as “a vital means to give [students] a real-world experience in the design field.” We will continue to seek these opportunities and foster greater relationships within the community and our broader service area.
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STUDENTS PREPAREDNESS
Graphic design and web/interactive media are fast-paced, technically driven fields of study. The CGD department works diligently throughout the year to maintain the highest quality teaching and learning in these disciplines. We strongly believe, based upon student assessments, as well as focus groups, student surveys and our external program evaluation, that students are obtaining the necessary skills and knowledge within our curriculums as a whole. Students’ final web and print portfolios, and their comprehensive, service learning projects with non-profit organizations, are clear and evident proof of our students comprehension, skill level and design capabilities. However, there are areas that could use improvement, as noted in the CGD Program Evaluation Report (Appendix C) and from what can be determined from student survey results as indicated in Appendix D. Key courses that students need added preparation in, improved skills, and/or require improvements overall are:
• CGD235 Typography in Visual Communications— o Is in need of more Typography intensive course modules throughout, and
not just a course in Adobe InDesign. As indicated by Mr. Mac Cormack and comments from students, this course needs to be taught as an on campus class, rather than the hybrid or online options we have been offering. Students feel strongly that they are not getting enough from this course in regards to the one on one, intensive study they expect from a course in “Typography.”
• CGD112 Communications in Multimedia Design— o Requires a full review based solely on low persistence rates and student
survey results. • CGD110 Introduction to Animation—
o Based on information Professor Mac Cormack obtained in student focus groups and from his evaluation, and due to changes in industry standards, this course requires a full evaluation and redevelopment.
o Ideas for redevelopment include eliminating Adobe Flash and utilizing Adobe Edge, Muse and After Effects as key tools to prepare students for interactive design.
As noted by Mr. Mac Cormack in his report, one key area in the CGW program that needs review and consideration is the immense workload, and smaller, unnecessary busy work that accompanies some of the classes. With careful consideration to student outcomes and the need to fully prepare them for professional web and interactive design, many of these concerns can be addressed with objectives-based project modules, curriculum mapping, and assessment rubrics that are provided to the students at the start of each project. These tools and concepts will be introduced and utilized in the Title III training and redevelopment. Key areas of skills deficiency within the CGD program that need improvement are as follows. These skills, specific to key software applications received with a rating of less than 4.0 in the Capstone-level competencies surveys (Appendix D):
o QuarkXPress o Adobe Dreamweaver o HTML and CSS coding o Adobe Acrobat Professional
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Notable skills deficiencies as indicated in the CGW Capstone level surveys: o Adobe Flash o Adobe InDesign o Adobe Fireworks o Acrobat Acrobat Professional
Consequently, the four software applications noted above from the CGW capstone surveys are the same software and skills taught within CGD112 and CGD110 (previously noted).
PEDAGOGICAL APPROACH
Based upon ongoing program assessments, and the capstone level surveys, the faculty has continuously succeeded in maintaining students’ attainment of program objectives through enhanced and well-structured learning methodologies. In CGD classes, the lecture/demonstration teaching strategies are working well. Lecture materials are followed by a demonstration of new concepts matched with exercises or activities for students to reinforce these new concepts. In addition, frequent oral assessment of presented material has increased and is utilized to help students recognize if they are mastering instructor lessons. Group discussions and critique sessions within all CGD classes add an additional learning experience and help ascertain if students understand the lecture material, and provide students with peer and faculty feedback. To build on this model other methodologies used by CGD faculty include: small group discussion; collective brainstorming sessions, one-on-one personal instruction; use of Skype and other video conferencing/remote screen sharing tools; field trips and guest speakers. New means of assessment, utilizing new modalities and pedagogical approaches, and actions to improve student attainment of objectives is fluid and ongoing within the CGD and CGW programs.
NEW METHODOLOGIES
The CGD department’s Title III/ASPIRE curriculum redevelopment planned for fall 2013 will yield new methodologies, improved active learning and student success strategies, and our knowledge of new or varying pedagogical approaches. All full and part-time faculty will be attending weekly meetings and training sessions aimed at improving our teaching and learning strategies. Additionally, as part of the Title III/ASPIRE strategy, Professor Leslie and English Professor Susan Goldstein, have developed a learning community that combines ENG102 English Composition II with CGD105 Electronic Illustration. The focus and goal of this learning community is to introduce the graphic novel as a source of literature, while the graphic design majors explore the design principles and illustrative techniques of the graphic novel style. The learning community is called Picture This: Words Meet Pictures—The Illustrator and the Graphic Novel and will be offered in spring 2014.
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SECTION IV: Instructional Support
• Library Resources • Staffing Levels • Adjunct Faculty • Support Services • Program Facilities • Professional Development
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LIBRARY RESOURCES
Library Instruction/Information Literacy The CGD and CGW programs utilize the LaChance Library at MWCC in countless ways as a resource to our students. As all graphic and web design projects are research driven, the library and its staff are instrumental to the success of our students’ visual communication projects. One of the key resources we rely upon is the information literacy instruction students’ get within our classrooms. In several Computer Graphic Design classes, various members of the library staff will demonstrate how to utilize the CWMARS database, as well as other key databases that will strengthen our students’ research and information literacy skills.
Subject Guides In addition to the library instruction, staff members provide class or project specific “subject guides”—individualized websites that students and faculty can access for more information and resources on a particular class assignment. An example of such a subject guide can be found at: http://subjectguides.mwcc.edu/cgd105
Academic Support/Tutoring With the complexity of the software and course content taught within the CGD and CGW programs, tutoring support remains a prevalent need. However, often times the current student population doesn’t fulfill the greater need. We often have a shortage of qualified tutors with only a single peer tutor per semester, or if we are fortunate two peer tutors. As noted in the 2013 Continuing Students survey (Appendix D), 33% of Print and Web design students chose Paraprofessional/Peer Tutoring as the greatest weakness, and consequently receives several comments from students. We will need to work closely with the library staff and Dean of Library Services to hire and maintain qualified tutors in the areas of graphic and web design.
STAFFING LEVELS
Adjunct Faculty While we feel confident in the staffing levels for our students advising needs, the CGD and CGW programs have routinely been understaffed as it relates to adjunct faculty. For several semesters, due to a lack in “qualified adjunct,” the CGD department chair has had to teach an extra course each semester to maintain the enrollments of first year, mandatory courses. All too often, the success of our programs hinges on this resource. With a clear dependency on adjunct faculty, the administration must consider alternatives to hiring only adjunct faculty with an advanced degree (Master’s or MFA). Since the inception of the CGD and CGW programs, the adjunct faculty pool and subsequent adjunct faculty hired by MWCC, has predominantly been graphic and interactive/web designers who do not have an advanced degree, but who are active and highly qualified design practitioners. It wasn’t until recently that it was mandated that we only hire individuals with an advanced degree. This limits the adjunct pool to severely low, often nonexistent, levels. Professor Mac Cormack also notes this issue and our need for greater hiring considerations in Section 8.1 of the CGD Program Evaluation Report. He writes, “…it is not uncommon that many successful designers do not have advanced degrees but rather
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many years of experience using technologies in the fast paced, ever-changing world…” He follows up by noting, “MWCC would be missing out on many opportunities if they did not consider designers who are also active in the design field.” We strongly agree with Mr. MacCormack’s assessment and hope the administration will reconsider this highly limiting decision. We need to seek greater opportunities to grow and strengthen our degree programs, and there is not a more valuable resource to our students than qualified, active adjunct faculty who can bring their current experiences in graphic and interactive design into the classroom. While the advanced degree is important, it is not the only standard that should be used to measure one’s capabilities, knowledge or skill set. We must be willing to seek alternatives.
Full-time vs. Adjunct Our CGD and CGW programs are heavily reliant on and driven by adjunct. According to data obtained from the Division of Life Long Learning and Workforce Development, adjunct faculty teach anywhere from 70-83% of all CGD courses per year. See Appendix K for this data. Many courses that our adjunct faculty teach are never taught by the two full-time faculty members in our department. As a result, the CGD adjuncts have a direct impact on the architecture of our courses, the course outcomes and assessments, and appropriate changes that are needed. While in most cases this would appear to be a difficult challenge for our department to maintain academic standards, the adjunct faculty in the CGD department are a proactive and responsive group of professionals who attend department meetings regularly and who are constantly in close contact with the CGD chair. Minutes from meetings are provided to the adjuncts via email. The CGD faculty are also enrolled in the CGD department blackboard course where all advising information, course schedules, and other department related materials and announcements are posted throughout the year. In fall 2013, all of the CGD adjunct faculty have agreed to participate in the Title III curriculum redevelopment initiative. Likewise, they are consistently involved in individual and group meetings aimed at improving the quality of teaching and learning in our classrooms. It goes without saying that the adjunct faculty of our program are truly integral to the success of our programs and one of our greatest strengths.
SUPPORT SERVICES
Lab Technicians Due to college-wide budget cuts in 2008, the CGD department lost three part-time lab assistant positions accounting for 60 hours of computer lab coverage, tutoring and student support services. Due to the lack of personnel, we were forced to close the labs at various times when they would otherwise have remained open and available to students. Since then we have had a rather tumultuous recovery with various changes in personnel and staffing hours, as well as position changes between CGD and IT. Currently the CGD department chair supervises two Lab Tech positions per semester to maintain and support the labs for a total of 36 hours per week. The CGD lab staff provide tutoring and printing assistance to the students, work closely with CGD faculty and the Division Dean, and maintain close contact with the ISS staff to resolve computer and technical problems. We have been fortunate to have former CGD/CGW graduates in these support positions
65
throughout the 2012-2013 academic year. We will continue to need this support staff to maintain the integrity and quality of our programs, as they are vital to the overall success of our programs.
ISS Department/Media Services Equipment problems or IT related concerns are inherent to our department. We rely heavily on technology and equipment including overhead projectors, Macintosh and Windows based computers, scanners, and laserjet printers. We are constantly maintaining a close partnership with the IT and Media Services staff. With their assistance, we are working to maintain the highest level of quality and technical efficiency for our graphic design students and faculty. While the current IT staff works closely with us to maintain our labs and equipment, one clear deficiency for our department continues to resonate; the lack of a qualified IT specialist who is properly trained and equipped to address all Apple Macintosh computing needs. This is not just an issue for the CGD department, but for BCT, Marketing and Communications and any other department, staff or faculty member utilizing Apple computers and tablets. It is our distinct hope, given all of the struggles their technicians have faced in the past, that this will be an investment the IT department will make.
Academic Advisors Vital to the success of our enrollments is proper student advising. In the past the CGD department chair worked closely with designated academic advisors from Enrollment Services and the Career and Counseling Center, and these advisors provided substantial and exceptional support to our programs, especially throughout the summer months. However, within the past two years the advising staff and procedures have changed substantially, as has the policy on department’s such as ours having a dedicated advising liaison. We went from having a key, direct contact within advising to knowing very few advisors directly. We see this as a tremendous problem, and we will be seeking the support of the Director of Advising to assist us in reestablishing connections between the advising staff and our faculty. This will be a key point of discussion and development in our Title III initiatives.
Print Services The Print Services department regularly assists us with Xerox printing issues or questions, maintains our paper needs for our color laser printer, and works closely with our department on client-based print related business. This department and it’s staff couldn’t be more accommodating and supportive of our needs and requests. Academic Support and Tutoring As noted previously, students in the CGD and CGW programs often require assistance with the highly technical and complex software applications used in our degree programs. Students who are excelling in our courses are recommended to the Academic Support Center and these students often tutor other CGD students in our computer labs. However, over the past few years we have seen a decrease in qualified or available tutors and this is a need that must be evaluated carefully. This too will be part of our Title III redevelopment plans.
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Service Learning We maintain close contact with the Director of Experiential Learning Opportunities & Civic Engagement. Fagan Forhan has been instrumental in the success of our service learning initiatives and provides undivided support to our students and faculty.
Disabilities Counselors and Academic Counselors As with most programs at MWCC, the CGD faculty work closely with the Disabilities Counselors to assist us in addressing and handling student issues in and outside of the classroom. The counselors at MWCC have been outstanding at providing the necessary education, assistance and guidance to CGD faculty to improve student relations and build our understanding of complex disabilities.
The MWCC Library The MWCC Library staff has been pivotal in providing information, and professional literacy and library orientation workshops to our students.
PROGRAM FACILITIES AND EQUIPMENT
There are three Computer Graphic Design labs equipped with computers and peripherals necessary to complete the required classes in our program. Two labs are equipped with Macintosh computers and the third lab has PC/Windows-based computers that are used most often for our web design courses. The graphic design industry, like all other visual arts industries, utilizes the Macintosh computer platform as its primary tool. Within an industry that is 80% Macintosh based, it has often been the case that the department chairperson and CGD faculty members have needed to take on the additional task of researching, comparing, and studying various technologies, computer systems and software package plans. The most difficult task has not been the compilation of the resources and data, but the need to defend the use of Macintosh computers as the primary tool for training students for the graphic design industry.
Computers Our current Macintosh computer labs are in their first full year of a 3-year lease with Apple. In the summer of 2012, 39 new iMac computers were leased, imaged and installed in rooms 346, 350 and 352, and Professor Leslie Cullen obtained a MacBook Pro instead of a desktop computer through this lease. With the PC computers in room 354 aging and in there 4th year of use, we hope to fully maintain the utmost level of technology for our computing and design needs by upgrading all of our labs to Macintosh computers. The request for these new computers will be submitted to the Dean of School of Liberal Arts, Education, Humanities & Communications. These new systems will likely contain dual-boot capabilities allowing users to log in to the Windows operating system or the Mac OSX operating system on one single machine. This eliminates the need for separate Macintosh and PC computers within our labs, and allows for the same cross platform training that we currently utilize. Furthermore, in Section 7.0 in the CGD Program Evaluation Report, Professor Mac Cormack comments on the need to replace all of the PCs with Macintosh computers and install a windows emulator when a Windows environment is needed.
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Lastly, we will continue to petition that the IT department acquire or train one of their staff members in Apple technical support services for assistance with imaging, testing, deployment and in-house technical services for all Macintosh computers on campus.
Software Through various software maintenance agreements, The CGD department is very fortunate to be able to maintain and provide the most current, industry standard graphic and interactive design software to our students and faculty. In fall 2013, the Adobe Creative Suite will be transitioned to the newest cloud computing system by Adobe; Adobe Creative Cloud. This new system will provide our students with the highest and most professional level of design software available on the market, including software that is otherwise unavailable for purchase, such as Adobe Muse and Edge. At low maintenance agreement costs, other design software, such as QuarkXpress and Universal Type Server for font management, is also regularly upgraded free of charge when updates become available.
Printers In the summer of 2012, with the support and assistance of the IT department, the CGD department was provided with a new Xerox Phaser 7800 color laser printer that can accommodate all of our color printing needs. The new printer can print up to 13 x 19 and has duplexing capabilities, which now affords our students greater opportunities in developing multi-paged, multi-sided brochures and booklets. However, we will soon likely need to consider the purchase of a new black and white laser printer. This need will be assessed and reviewed with the IT department as the age of the current printer progresses.
Projectors The projectors in rooms 346, 352 and 354 are an integral part of our computer graphic design curriculum, and the efficacy of our teaching and learning would grind to a halt without them. Media Services has provided us with newer projectors over the past two years, but we are still having some difficulty with the clarity of the images on the screen. Most often the students are concerned with the size of the images and text as it is projected. It is often very small and grainy. We will continue to seek the professional support of Media Services to maintain the integrity of our projection systems.
Data Storage Server Following best practices for server based computing, the CGD department had been utilizing Apple Macintosh server storage since 2006. In spring 2011, due to the aging and failing server we had in place, the IT department purchased a 4 Terabyte, Apple Snow Leopard Server for use by the CGD department for our data storage and file sharing needs. This new server was to be constructed and tested during the summer of 2011, however, it never was. After multiple failed attempts, the IT staff abandoned the work on this newly purchased server, and since then it has remained unused and likely in storage since fall 2012. Consequently, IT did provide our department with a Windows-based server, Erida, which is still in use today and has been an efficient and usable solution. Nevertheless, a very costly server was purchased for our needs only to remain unused at the college’s expense. A spring 2012 evaluation of the current Erida server indicated an increasing number of deficiencies.
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Space: The space available on Erida is limited and already more than half used. We audited the space of this server at the beginning of May 2012, and there was only 487 GB out of 801 available on drive D and only 13 GB available on drive C. The Apple server, or a newer option, would have a minimum of 4 terabytes of space, would be built to withstand 5 years of use, and intended to be mirrored so if a drive fails we won’t lose access to the data. Age: The Erida server was meant to be a temporary solution until the Apple server could be built. Although the functionality of Erida is currently capable of handling our data storage needs, how long will the server last? The Apple server still has 3 years warranty on parts and 1 year of Apple Care, all sitting completely unused in the IT department. Functionality: Erida has never been set to push updates to our computers. Right now all updates are being done manually station by station, per lab, by our lab technicians. A whole lab has to be shut down for several hours for these updates to be performed. Streamlining this process would be essential with the proper use of a fully functioning and dedicated Apple server. Compatibility: Obviously the key to all of the above is the crossover and compatibility between the newer iMacs, the Apple operating system in use and upgrades that are forthcoming, and the communication and functionality of the server. Based in best practices, we should be utilizing the Apple server to cohesively communicate with the iMacs. If the Apple Server is not constructed and built it is on every level a severe waste of college resources and a failure in proper and modern computing. The IT department and college administration needs to take a careful look at this issue and address it accordingly.
Lab Desks and Chairs As was noted in the 2008 program review and will be restated here, the computer lab desks, particularly in rooms 346 and 352 should be replaced with appropriate computer tables/desks. Currently these tables are constructed of wood and house a secondary stationary shelf for the keyboard and mouse. Other labs on campus have modern computer desks with appropriate slots available across the top of the tables for the computer cables and wires. In addition, the desks in our labs are often too low for the taller men in our classes, and they are forced to lower the computer chair as far as it will go to utilize the keyboard and mouse effectively and comfortably. The computer chairs in all three labs are in need of a thorough cleaning, and in some instances need to be replaced altogether. We would like to have Facilities and Maintenance clean all of the fabric chairs in rooms 346, 350, 352, and 354, but doing so may require an outside service provider if upholstery cleaning is not available on campus. We will need to work closely with our Dean and the Maintenance staff to determine the best solution and any cost associated with this project. Lastly, it has been a long-standing request of Professor Swerzenksi that the desks and arrangement in room 354 be adjusted to provide direct access to the first row of students. This will be reviewed and addressed with Maintenance and Facilities, along with the Dean of School of Liberal Arts, Education, Humanities & Communications.
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Lab Temperature–Cooling and Heating As reported in the 2008 review and once again noted in the 2013 student surveys as one of our greatest weaknesses, is the inadequate temperature control in the CGD labs (see Appendix D). The CGD labs are often exposed to extremely high levels of heat in the transition months (October and April/May), or otherwise the classrooms are extremely cold. Moderate temperature control continuously eludes this institution. All indications are that this issue is largely prevalent campus wide, yet no resolution ever seems to be investigated thoroughly and the issue is never rectified. Of utmost concern are the students and faculty who are exposed to this heat and stagnant air, or extreme cold, in an environment that should be highly conducive to learning. We are finding that most students have a difficult time concentrating, and thus the productivity within our classrooms suffers. As well, students are often exposed to these conditions for over four hours at a time because of the length of our studio courses. A permanent solution needs to be instituted to provide comfortable levels of heat and cooling within our CGD labs.
Facilities—Cleanliness General floor cleaning and overall cleanliness of the computer labs is currently well maintained by the facilities staff. Additionally, the CGD department chair, staff and faculty have welcomed the responsive and supportive relationship that continues to grow between our 3rd floor maintainers, as well as with John Bergeron, Building Maintenance Supervisor. We commend the work the facilities and maintenance staff is continually providing.
PROFESSIONAL DEVELOPMENT FUNDS
While the opportunity is indeed there for CGD faculty to obtain funding for workshops, conferences, etc., doing so on several recent occasions has proven rather complicated and inefficient. For example, webinars or online workshops are frequently available at a fairly low cost, but faculty are not made aware of the opportunities until just a few days prior to them starting. The current protocol for obtaining funding for professional development requires that the faculty member submit a Travel Authorization form and approval must be obtained from the Professional Development committee before funding will be appropriated. These steps seem unnecessary in order to obtain access to 1-2 hour webinars costing merely $40-75. While the funding for professional development may be adequate, the acquisition of those funds in a simple, user friendly way is not.
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It is the recommendation of the CGD faculty that the procedures and policies currently in place to obtain funding for e-seminars, webinars, and self-paced, online, skills-based classes (not linked to the Commonwealth’s tuition reimbursement) be fully reviewed and made more readily available to faculty. Such examples of immediate professional development for CGD faculty include:
• Skillshare: www.skillshare.com Self-paced 1-2 week courses—$20-$29
• MyDesignShop: www.mydesignshop.com On Demand Design Tutorials (designcasts)—$49.99–$69.99
• HOW Design University: www.howdesignuniversity.com/ Self-paced, Independent Study Courses—$149-$199
It is our hope that when a request for specialized training and development through the outlets listed above is sought, the request will be more easily and readily granted (as easy as filling out an IPR with the Division Dean), and all needs will be fulfilled in a timely and efficient manner.
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SECTION IV: Program Evaluation Summary
• Major Program Strengths • Needs for Improvement • Plans for Improvements
73
MAJOR PROGRAM STRENGTHS
Robust, Learner-Centric Curriculums The CGD department continues to offer robust curriculums that are student centered. Strong outcomes-based pedagogy is the central focus of the department as we continue to adjust and calibrate the curriculum to ensure content is current, relevant and appropriately sequenced. We have enriched and strengthened the learning process of our students through the development of new learning opportunities, courses, and instructional training options delivered in a variety of learning methodologies. The effective methodologies used by CGD faculty include:
• Lectures • Computer/hands-on software demonstrations • Textbook and video tutorials • Faculty developed training videos • Real-world, client-driven projects • Individual and group critique sessions • Exploratory group brainstorming • In-class studio and project development time • Verbal and written quizzes/examinations • Small group discussions • One-on-one personal instruction • Field trips • Guest speakers • Online learning modules, podcasts, and videocasts
Additionally, our faculty work to ensure that the CGD and CGW courses cover the in-depth use of the general education competencies in Written and Oral Communication and Information Literacy. Our courses are also designed to include critical thinking, problem solving, effective communication, information literacy, and the use of modern technology.
Real-World Pedagogy The CGD and CGW Degree Programs have been designed with a strong work-based, real-world pedagogy. Industry-wide competencies are used to develop and enhance programs, and capstone courses have been designed and developed to focus on practical design experiences for every student that completes the Print or Web Degree Program. Most class assignments are built around hypothetical, everyday scenarios or use real, client-based projects to teach students how to solve contemporary design problems.
Campus and Community-Wide Design Services Service Learning continues to be one of our greatest contributions to the college and community as a whole. Through service learning we continue to answer an increasing community need and strengthen the visibility of the college and CGD department by offering “pro bono” design services. These opportunities have a two-fold benefit. First, the students strengthen their understanding of business communication, effective time management, prioritizing, and balancing multiple project components. Second, the client agency is able to add a new means of communicating with their customer base through the development of printed visual communication pieces such as brochures, advertisements, flyers, and posters, or via the deployment of a new or enhanced website.
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Equipment and Technology—Hardware, Software, Computers and Printers As the graphic design industry advances and continues to shift paradigms swiftly, we maintain the highest level of technology, software and training to match this ever-changing industry. Our labs are equipped with state of the art Macintosh computers; this is directly inline with all other local colleges and universities and match’s industry standards. The graphic and interactive design software is continually maintained at current industry standards to ensure that students have the skills and capabilities to work in any design environment. Exhibits The annual CGD Spring Exhibit is an impressive, juried showcase of our students’ print and web design work and demonstrates the skills our students have achieved. This large exhibit creates a distinct and unforgettable impression on visitors to the college, as we showcase our students’ talents just outside the doors of the Admissions office. Our annual Open House coupled with an Awards Presentation continues to grow exponentially every year drawing nearly 100 friends and family to our gallery each spring in April. Our smaller exhibits, particularly our service learning exhibit, is another valuable way for people visiting MWCC to see the work our students do, as well as the CGD department’s valuable connection to the community as a whole.
Alumni and Advisory Board Support Strong, dedicated and diverse Advisory Boards continue to support our endeavors and enhance our curriculums. Our alumni are active, supportive and vocal, and are able to measure our programs’ strengths and weaknesses through their own personal experiences.
Adjunct Faculty The CGD department is largely supported and driven by the experience and overwhelming dedication of our adjunct faculty. Our students gain valuable classroom experiences through the professional, high quality instruction provided by the faculty. Our adjunct members contribute to the overall success of the CGD and CGW programs with their contributions to curriculum development, outcomes assessment, and effective teaching and learning strategies.
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NEEDS FOR IMPROVEMENT
Upon review of the information provided within this review, the CGD department is in need of:
• Increasing enrollments and raising persistence and first-year completion rates • Direct marketing and recruitment efforts • Balancing students’ workload and maintaining course organization • Fostering relationships and clearer communication channels with advising • Recruiting qualified adjunct faculty • Improved quality and availability of tutoring services • Increasing professional development • Updating the current program name and overall structure • Updating various course curriculums • Developing and maintaining greater alumni connections • Enhancing and updating the technology standards in our PC Lab • Improving the quality of printers, scanners and server
PLANS FOR IMPROVEMENT
The Title III curriculum redevelopment and ASPIRE training scheduled for fall 2013 will be our department’s greatest asset to ensuring improvements in many of the areas listed above. Improvements in all areas of our curriculum will be sought during our Title III redevelopment, but particularly in our efforts to:
• Increase enrollments through direct marketing and enhanced recruitment efforts within the department and with the direct support of the Marketing Communications Department and Admissions. Peer to peer recruitment will continue to be utilized with visits to local high schools, as well as developing strong recruitment and marketing materials such as posters, brochures and interactive and social media strategies.
• By engaging students through new teaching and learning strategies—such as improved and consistent pedagogical approaches and methodologies; a heightened focus on curriculum mapping; and objectives-based learning modules and assessments—we expect to see improved persistence and completion rates.
• Equally important to our marketing, recruitment and overall curriculum redevelopment is the proper advising of our students. Improved communication and maintaining closer connections with the advising staff will ensure seamless registration, and ultimately support our persistence and retention efforts. We will continue to foster relationships amongst the advising and admissions staff. These are the first connections our prospective students make, and the individuals responsible for helping students tailor their interests and choose a program of study. Informed and knowledgeable advising is essential. Part of our redevelopment plan will be to map out areas where our program can be more closely and readily tied to the advising process. We will work closely with the advising staff to offer information sessions and continue to provide easy to understand advising materials.
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• Improving the availability of skilled tutors also helps to improve our students’ persistence and first year completion rates. The CGD department will work closely to connect all areas of our curriculum redevelopment to this valuable asset. The academic support team will be consulted on strategies for obtaining and sustaining qualified and easily accessible tutoring services for our students.
Other plans for improvement that will continue to help sustain and grow our programs:
• The recruitment of qualified adjunct is imperative to sustaining enrollments and maintaining quality course offerings. The CGD department chair will continue to work closely with the administration, the Division of Lifelong Learning, as well as Human Resources, to fulfill our adjunct faculty needs. This will be ongoing and the need will increase as our enrollments improve.
• Remaining adaptable to the fluid changes of this industry and keeping abreast of the technology, industry trends, and standards is important to the success of our curriculum. With highly accessible professional development options online—via webinars, self-paced learning and digital tutorials—the CGD faculty should continue to seek out professional development opportunities on a regular basis.
• Our alumni are an underutilized resource for our department. They would be instrumental in providing feedback and assessment in department generated surveys, and in assisting our students with the development of much needed design networks. Several meetings were held in fall 2012 and spring 2013 with Sarah McMaster, Director of New Media, to address our need for a CGD Alumni FaceBook page. We plan to implement this idea and begin to populate the page in fall 2013.
• Given the age of the current computers, enhancing and updating the technology standards in our PC Lab, room 354, is a priority. Professor Mac Cormack expressed a need for us to eliminate the Windows-based PCs and improve the technology in those labs by adding new Macintosh computers. To remain competitive with FSU and QCC, whose graphic and interactive design labs are all Macintosh-based, we must install new iMac computers that will match the computers already in place in rooms 346 and 352. Leslie Cullen will work closely with the Division Dean and the IT department to implement this improved technology.
• Improving the quality of the printers, scanners and server is also a priority. The scanners will need to be replaced soon, as they are a minimum of 6 years old and are lacking the scanning quality that our department needs. Additionally, while not an immediate and pressing need, the black and white printer must be evaluated and newer printing technology should be implemented within the next year or two. As previously noted, the Erida server is likely not capable of sustaining our data storage needs for much longer. The CGD department and IT must review new strategies, including options in cloud-based storage. At the very minimum, the examination for the use of the Apple server—that was purchased in spring 2011—should take place to mitigate the waste of this expensive equipment.
In conclusion, of utmost importance to the growth, vitality and sustainability of our department is continuing to strengthen and improve our programs so they are a true testament to our mission: to engage the creative spirit of life-long learners through a challenging, supportive learning environment and professional, caring faculty.
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78
APPENDIX
Table of Contents
Section I: Data Appendix A–D p. 80–239
Section II: Mission, Goals and Target Population Appendix E–I p. 240–363
Section III: Curriculum Appendix J p. 364–422
Section IV: Instructional Support Appendix K p. 424–430
79
Section I: Data APPENDIX A:
Enrollment
Persistence
Course Completion Rates
Graduate Survey Response Rates
Employment
Transfer
80
81
Appendix A:
Enrollment
82
Enrollm
ent S
ummary
10 years: 200
3–20
12
Major
Major Descriptio
nFY20
03FY20
04FY20
05FY20
06FY20
07FY20
08FY20
09FY20
10FY20
11FY20
12
CGD
Compu
ter G
raph
ic Design/Print D
egree
8676
5167
6662
7062
6049
CGDC
Compu
ter G
raph
ic Design Ce
rtificate
00
32
58
915
124
CGW
Compu
ter G
raph
ic Design/Web
/Multi-‐Med
ia Degree
9371
6645
5363
6275
7646
CGWC
Compu
ter G
raph
ic W
eb Certificate
1813
1213
157
517
1010
TTL
TOTA
L197
160
132
127
139
140
146
169
158
109
TTL
Mt. Wachu
sett Com
mun
ity College
5,399
5,774
5,571
5,587
5,710
5,882
6,282
6,790
6,923
6,613
CGD
Compu
ter G
raph
ic Design/Print D
egree
-‐11.6%
-‐32.9%
31.4%
-‐1.5%
-‐6.1%
12.9%
-‐11.4%
-‐3.2%
-‐18.3%
CGDC
Compu
ter G
raph
ic Design Ce
rtificate
NA
NA
-‐33.3%
150.0%
60.0%
12.5%
66.7%
-‐20.0%
-‐66.7%
CGW
Compu
ter G
raph
ic Design/Web
/Multi-‐Med
ia Degree
-‐23.7%
-‐7.0%
-‐31.8%
17.8%
18.9%
-‐1.6%
21.0%
1.3%
-‐39.5%
CGWC
Compu
ter G
raph
ic W
eb Certificate
-‐27.8%
-‐7.7%
8.3%
15.4%
-‐53.3%
-‐28.6%
240.0%
-‐41.2%
0.0%
TTL
TOTA
L-‐18.8%
-‐17.5%
-‐3.8%
9.4%
0.7%
4.3%
15.8%
-‐6.5%
-‐31.0%
TTL
Mt. Wachu
sett Com
mun
ity College
6.9%
-‐3.5%
0.3%
2.2%
3.0%
6.8%
8.1%
2.0%
-‐4.5%
-‐40.0%
-‐30.0%
-‐20.0%
-‐10.0%
0.0%
10.0%
20.0%
FY2004
FY2005
FY2006
FY2007
FY2008
FY2009
FY2010
FY2011
FY2012
Year Over Y
ear P
ercent Cha
nge
CGD
Mt. Wachu
seP Com
mun
ity College
83
Major
Major Descriptio
nFY20
08FY20
09% CHG
FY20
10% CHG
FY20
11% CHG
FY20
12% CHG
% CHG
FY08
-‐12
Fall 20
12Sprin
g 2013
CGD
Compu
ter G
raph
ic Design/Print D
egree
FT26
19-‐27
2426
22-‐8
14-‐36
-‐46
FT23
20CG
DCo
mpu
ter G
raph
ic Design/Print D
egree
PT36
5142
38-‐25
380
35-‐8
-‐3PT
1113
TOTA
L62
7013
62-‐11
60-‐3
49-‐18
-‐21
CGDC
Compu
ter G
raph
ic Design Ce
rtificate
FT1
10
10
3200
0-‐100
-‐100
FT2
1CG
DCCo
mpu
ter G
raph
ic Design Ce
rtificate
PT7
814
1475
9-‐36
4-‐56
-‐43
PT3
3TO
TAL
89
1315
6712
-‐20
4-‐67
-‐50
CGW
Compu
ter G
raph
ic Design/Web
/Multi-‐Med
ia Degree
FT13
130
2269
19-‐14
10-‐47
-‐23
FT18
10CG
WCo
mpu
ter G
raph
ic Design/Web
/Multi-‐Med
ia Degree
PT50
49-‐2
538
578
36-‐37
-‐28
PT6
14TO
TAL
6362
-‐275
2176
146
-‐39
-‐27
CGWC
Compu
ter G
raph
ic W
eb Certificate
FT3
2-‐33
1-‐50
10
10
-‐67
FT5
4CG
WC
Compu
ter G
raph
ic W
eb Certificate
PT4
3-‐25
16433
9-‐44
90
125
PT8
3TO
TAL
75
-‐29
17240
10-‐41
100
43TTL
TOTA
LFT
4335
-‐19
4837
45-‐6
25-‐44
-‐42
FT48
35TTL
TOTA
LPT
97111
14121
9113
-‐784
-‐26
-‐13
PT28
33TTL
TOTA
LTO
TAL STUDE
NTS
140
146
4169
16158
-‐7109
-‐31
-‐22
TOTA
L76
68
Notes:
Whe
n the FY 201
3 data is available in late Ju
ly, the
winter intersession and summer te
rms w
ill also
be includ
ed
For a
nnual cou
nts, stud
ents enrolling in a m
inim
um of 2
4 cred
its during a fiscal year a
re con
sidered
full-‐tim
e and un
der 2
4 are considered
part-‐tim
eThis is true
for stude
nts w
ho m
ay have be
en enrolled full-‐tim
e in one
semester a
nd part-‐tim
e in ano
ther
For term cou
nts, stud
ents enrolling in a m
inim
um of 1
2 cred
its during a term
are con
sidered
full-‐tim
e and un
der 1
2 are considered
part-‐tim
e
Annu
al Enrollm
ent -‐ CGD -‐ FY2
008-‐FY20
12
Full Time Ve
rsus Part T
ime
Defin
ing full-‐tim
e versus part-‐tim
e
Impo
rtan
t con
side
ratio
n for F
all 201
2 an
d Sprin
g 20
13 te
rms
Because a stud
ent can be full-‐tim
e in one
term
and
part-‐tim
e in ano
ther, the
results re
ported
will not necessarily transla
te to
an annu
al to
tal -‐ in other words, just b
ecause CGW
C repo
rts 5
FT
stud
ents in Fall 201
2 and 4 FT stud
ents in Spring 20
13 doe
s not m
ean that th
ere will be 9 FT stud
ents re
ported
for F
Y 20
13The metho
dology fo
r cou
nting stud
ents on an ann
ual basis and by te
rm basis diffe
r:
The annu
al data coun
ts a stud
ent o
nce pe
r fisc
al year a
nd th
e term
by term
data coun
ts a stud
ent o
nce pe
r term
Accordingly, so
me stud
ents will be coun
ted in both Fall 20
12 and
Spring 20
13 te
rms
84
62
70
62
60
49
0 10
20
30
40
50
70
80
FY2008
FY2009
FY2010
FY2011
FY2012
Total Enrollments Co
mpu
ter G
raph
ic Design
Print D
egree To
tal Enrollm
ents
Compu
ter G
raph
ic Design/Print
Degree
63
62
75
76
46
0 10
20
30
40
50
60
70
80
FY2008
FY2009
FY2010
FY2011
FY2012
Total Enrollments
Compu
ter G
raph
ic Design
Web
Degree To
tal Enrollm
ents
Compu
ter G
raph
ic Design/
Web
/MulE-‐Med
ia Degree
43
35
48
45
25
0 10
20
30
40
50
60
FY2008
FY2009
FY2010
FY2011
FY2012
Total Enrollments
Total A
nnua
l Enrollm
ents—Full-‐=m
e
FT
97
111
121
113
84
0 20
40
60
80
100
120
140
FY2008
FY2009
FY2010
FY2011
FY2012
Total Enrollments
Total A
nnua
l Enrollm
ents—Pa
rt-‐=me
PT
85
Major
Major Descriptio
nFY20
08FY20
09% Cha
nge
FY20
10% Cha
nge
FY20
11% Cha
nge
FY20
12% Cha
nge
% chg
FY08
-‐FY1
2
CGD
Compu
ter G
raph
ic Design/Print D
egree
6270
1362
-‐11
60-‐3
49-‐18
-‐21
CGDC
Compu
ter G
raph
ic Design Ce
rtificate
89
1315
6712
-‐20
4-‐67
-‐50
CGW
Compu
ter G
raph
ic Design/Web
/Multi-‐Med
ia Degree
6362
-‐275
2176
146
-‐39
-‐27
CGWC
Compu
ter G
raph
ic W
eb Certificate
75
-‐29
17240
10-‐41
100
43
TTL
TOTA
L140
146
4169
16158
-‐7109
-‐31
-‐22
Annu
al Enrollm
ent -‐ CGD -‐ FY2
008-‐FY20
12
86
87
Appendix A:
Persistence
88
Major
Major_D
esc
Fall200
7-‐Sprin
g200
8Fall200
8-‐Sprin
g200
9Fall200
9-‐Sprin
g201
0Fall201
0-‐Sprin
g201
1Fall201
1-‐Sprin
g201
2CG
DCo
mpu
ter G
raph
ic Design/Print D
egree
81%
85%
85%
90%
84%
CGDC
Compu
ter G
raph
ic Design Ce
rtificate
71%
100%
73%
56%
25%
CGW
Compu
ter G
raph
ic Design/Web
/Multi-‐Med
ia Degree
69%
78%
85%
78%
76%
CGWC
Compu
ter G
raph
ic W
eb Certificate
80%
100%
64%
56%
44%
TTL
TOTA
L75%
83%
82%
79%
73%
TTL
Mt. Wachu
sett Com
mun
ity College
67%
68%
71%
68%
71%
Major
Major_D
esc
Sprin
g200
8-‐Fall200
8Sprin
g200
9-‐Fall200
9Sprin
g201
0-‐Fall201
0Sprin
g201
1-‐Fall201
1Sprin
g201
2-‐Fall201
2CG
DCo
mpu
ter G
raph
ic Design/Print D
egree
72%
68%
56%
66%
66%
CGDC
Compu
ter G
raph
ic Design Ce
rtificate
75%
88%
89%
60%
100%
CGW
Compu
ter G
raph
ic Design/Web
/Multi-‐Med
ia Degree
76%
61%
65%
50%
60%
CGWC
Compu
ter G
raph
ic W
eb Certificate
67%
67%
63%
100%
100%
TTL
TOTA
L73%
67%
64%
59%
66%
TTL
Mt. Wachu
sett Com
mun
ity College
58%
59%
58%
57%
58%
Major
Major_D
esc
Fall200
7-‐Fall200
8Fall200
8-‐Fall200
9Fall200
9-‐Fall201
0Fall201
0-‐Fall201
1Fall201
1-‐Fall201
2CG
DCo
mpu
ter G
raph
ic Design/Print D
egree
59%
58%
50%
67%
61%
CGDC
Compu
ter G
raph
ic Design Ce
rtificate
67%
80%
60%
43%
25%
CGW
Compu
ter G
raph
ic Design/Web
/Multi-‐Med
ia Degree
57%
52%
58%
44%
40%
CGWC
Compu
ter G
raph
ic W
eb Certificate
25%
75%
55%
50%
56%
TTL
TOTA
L57%
57%
55%
52%
51%
TTL
Mt. Wachu
sett Com
mun
ity College
48%
49%
50%
48%
50%
Fall to Fall Persisten
ce -‐ CG
D
Sprin
g to Fall Persisten
ce -‐ CG
D
Fall to Spring Pe
rsistence -‐ C
GD
Persistence
89
Appendix A:
CGD Print—Course Completion Rates
90
Course Number 2008 2009 2010 2011 2012 Trend
Averages
CGD101 Total Course Enrollment 55 57 68 61 29 54# Completed: Earned Credit 40 44 47 48 20 39.8# Completed: Grade C or Higher 29 42 46 44 19 36# Failed 7 3 8 4 5 5.4# Withdrew 8 10 13 9 4 8.8# Incomplete# Grade < 76 11 2 1 4 1 3.8 % Completed: Earned Credit 73% 77% 69% 79% 69% 73%% Completed: Grade C or Higher 53% 74% 68% 72% 66% 66%% Failed 13% 5% 12% 7% 17% 11%% Withdrew 15% 18% 19% 15% 14% 16%% Incomplete% Grade < 76 20% 4% 1% 7% 3% 7%
CGD102 Total Course Enrollment 18 8 14 16 10 13.2# Completed: Earned Credit 16 7 14 14 10 12.2# Completed: Grade C or Higher 16 7 14 14 9 12# Failed 1 1 1 1# Withdrew 1 1 1# Incomplete# Grade < 76 1 1 % Completed: Earned Credit 89% 88% 100% 88% 100% 93%% Completed: Grade C or Higher 89% 88% 100% 88% 90% 91%% Failed 6% 13% 6% 8%% Withdrew 6% 6% 6%% Incomplete% Grade < 76 10% 10%
CGD103 Total Course Enrollment 16 10 15 16 9 13.2# Completed: Earned Credit 15 9 14 15 9 12.4# Completed: Grade C or Higher 14 9 14 12 8 11.4# Failed# Withdrew 1 1 1 1 1# Incomplete# Grade < 76 1 3 1 1.67 % Completed: Earned Credit 94% 90% 93% 94% 100% 94%% Completed: Grade C or Higher 88% 90% 93% 75% 89% 87%% Failed% Withdrew 6% 10% 7% 6% 7%% Incomplete% Grade < 76 6% 19% 11% 12%
CGD PRINT—Course Section Enrollment, Completions and Grade Distribution FY2008-‐FY2012
91
CGD104 Total Course Enrollment 67 57 77 74 41 63.2
# Completed: Earned Credit 48 52 62 61 27 50# Completed: Grade C or Higher 45 52 62 54 26 47.8# Failed 3 1 6 6 6 4.4# Withdrew 16 4 9 7 8 8.8# Incomplete# Grade < 76 3 7 1 3.67 % Completed: Earned Credit 72% 91% 81% 82% 66% 78%% Completed: Grade C or Higher 67% 91% 81% 73% 63% 75%% Failed 4% 2% 8% 8% 15% 7%% Withdrew 24% 7% 12% 9% 20% 14%% Incomplete% Grade < 76 4% 9% 2% 5%
CGD105 Total Course Enrollment 28 39 43 36 12 31.6# Completed: Earned Credit 22 27 36 26 9 24# Completed: Grade C or Higher 21 23 33 25 9 22.2# Failed 1 8 1 2 2 2.8# Withdrew 5 4 6 8 1 4.8# Incomplete# Grade < 76 1 4 3 1 2.25 % Completed: Earned Credit 79% 69% 84% 72% 75% 76%% Completed: Grade C or Higher 59% 77% 69% 75% 71%% Failed 4% 21% 2% 6% 17% 10%% Withdrew 18% 10% 14% 22% 8% 15%% Incomplete% Grade < 76 4% 10% 7% 3% 6%
CGD106 Total Course Enrollment 15 9 8 18 10 12# Completed: Earned Credit 14 9 8 18 9 11.6# Completed: Grade C or Higher 13 8 7 16 9 10.6# Failed 1 1# Withdrew 1 1# Incomplete# Grade < 76 1 1 1 2 1.25 % Completed: Earned Credit 93% 100% 100% 100% 90% 97%% Completed: Grade C or Higher 87% 89% 88% 89% 90% 88%% Failed 10% 10%% Withdrew 7% 7%% Incomplete% Grade < 76 7% 11% 13% 11% 10%
CGD109 Total Course Enrollment 44 42 61 62 21 46# Completed: Earned Credit 35 35 43 50 12 35# Completed: Grade C or Higher 33 30 42 39 11 31# Failed 2 4 1 5 3# Withdrew 9 5 14 11 4 8.6# Incomplete# Grade < 76 2 5 1 11 1 4 % Completed: Earned Credit 80% 83% 70% 81% 57% 74%% Completed: Grade C or Higher 75% 71% 69% 63% 52% 66%% Failed 5% 7% 2% 24% 9%% Withdrew 20% 12% 23% 18% 19% 18%% Incomplete% Grade < 76 5% 12% 2% 18% 5% 8%
92
CGD204 Total Course Enrollment 28 28 29 26 18 25.8
# Completed: Earned Credit 25 23 26 20 16 22# Completed: Grade C or Higher 23 21 26 18 15 20.6# Failed 1 1 2 1.33# Withdrew 2 5 2 4 2 3# Incomplete# Grade < 76 2 2 2 1 1.75 % Completed: Earned Credit 89% 82% 90% 77% 89% 85%% Completed: Grade C or Higher 82% 75% 90% 83% 80%% Failed 4% 3% 8% 5%% Withdrew 7% 18% 7% 15% 11% 12%% Incomplete% Grade < 76 7% 7% 8% 6% 7%
CGD205 Total Course Enrollment 8 22 10 14 8 12.4# Completed: Earned Credit 5 16 8 8 2 7.8# Completed: Grade C or Higher 4 16 8 7 2 7.4# Failed 4 2 1 4 2.75# Withdrew 3 2 5 2 3# Incomplete# Grade < 76 1 1 1 % Completed: Earned Credit 63% 73% 80% 57% 25% 59%% Completed: Grade C or Higher 50% 73% 80% 50% 25% 56%% Failed 18% 20% 7% 50% 24%% Withdrew 38% 9% 36% 25% 27%% Incomplete% Grade < 76 13% 7% 10%
CGD225 Total Course Enrollment 5 4 4.5# Completed: Earned Credit 5 4 4.5# Completed: Grade C or Higher 5 4 4.5# Failed# Withdrew# Incomplete# Grade < 76 % Completed: Earned Credit 100% 100% 100%% Completed: Grade C or Higher 100% 100% 100%% Failed% Withdrew% Incomplete% Grade < 76
CGD235 Total Course Enrollment 23 29 23 26 13 22.8# Completed: Earned Credit 13 20 19 20 10 16.4# Completed: Grade C or Higher 13 18 18 19 9 15.4# Failed 5 2 3 3 3.25# Withdrew 10 4 2 3 4.75# Incomplete# Grade < 76 2 1 1 1 1.25 % Completed: Earned Credit 57% 69% 83% 77% 77% 72%% Completed: Grade C or Higher 57% 62% 78% 73% 69% 68%% Failed 17% 9% 12% 23% 15%% Withdrew 43% 14% 9% 12% 19%% Incomplete% Grade < 76 7% 4% 4% 8% 6%
93
CGD240 Total Course Enrollment 33 30 38 39 10 30# Completed: Earned Credit 24 26 32 28 9 23.8# Completed: Grade C or Higher 20 19 29 25 9 20.4# Failed 4 1 2 3 2.5# Withdrew 5 3 4 8 1 4.2# Incomplete# Grade < 76 4 7 3 3 4.25 % Completed: Earned Credit 73% 87% 84% 72% 90% 81%% Completed: Grade C or Higher 61% 63% 76% 64% 90% 71%% Failed 12% 3% 5% 8% 7%% Withdrew 15% 10% 11% 21% 10% 13%% Incomplete% Grade < 76 12% 23% 8% 8% 13%
PRINT Computer Graphic Design PRINT Total Course Enrollment 335 331 386 393 185 326Computer Graphic Design PRINT Total # Completed: Earned Credit 257 268 309 313 137 257Computer Graphic Design PRINT Total # Completed: Grade C or Higher 231 245 299 278 130 237Computer Graphic Design PRINT Total # Failed 17 25 26 23 26 23Computer Graphic Design PRINT Total # Withdrew 61 38 51 57 22 46Computer Graphic Design PRINT Total # Grade < 76 26 23 10 35 7 20
Computer Graphic Design PRINT Total % Completed: Earned Credit 77% 81% 80% 80% 74% 78%Computer Graphic Design PRINT Total % Completed: Grade C or Higher 69% 74% 77% 71% 70% 72%Computer Graphic Design PRINT Total % Failed 5% 8% 7% 6% 14% 8%Computer Graphic Design PRINT Total % Withdrew 18% 11% 13% 15% 12% 14%Computer Graphic Design PRINT Total % Grade < 76 8% 7% 3% 9% 4% 6%
94
Course Number
Trend Averages
Course Number
Trend Averages
CGD101 % Completed: Earned Credit 73% CGD105 % Completed: Earned Credit 76%% Completed: Grade C or Higher 66% % Completed: Grade C or Higher 71%% Failed 11% % Failed 10%% Withdrew 16% % Withdrew 15%% Incomplete % Incomplete% Grade < 76 7% % Grade < 76 6%
CGD104 % Completed: Earned Credit 78% CGD235 % Completed: Earned Credit 72%% Completed: Grade C or Higher 75% % Completed: Grade C or Higher 68%% Failed 7% % Failed 15%% Withdrew 14% % Withdrew 19%% Incomplete % Incomplete% Grade < 76 5% % Grade < 76 6%
CGD109 % Completed: Earned Credit 74% CGD240 % Completed: Earned Credit 81%% Completed: Grade C or Higher 66% % Completed: Grade C or Higher 71%% Failed 9% % Failed 7%% Withdrew 18% % Withdrew 13%% Incomplete % Incomplete% Grade < 76 8% % Grade < 76 13%
CGD102 % Completed: Earned Credit 93% CGD103 % Completed: Earned Credit 94%% Completed: Grade C or Higher 91% % Completed: Grade C or Higher 87%% Failed 8% % Failed% Withdrew 6% % Withdrew 7%% Incomplete % Incomplete% Grade < 76 10% % Grade < 76 12%
CGD204 % Completed: Earned Credit 85% CGD106 % Completed: Earned Credit 97%
% Completed: Grade C or Higher 80% % Completed: Grade C or Higher 88%% Failed 5% % Failed 10%% Withdrew 12% % Withdrew 7%% Incomplete % Incomplete% Grade < 76 7% % Grade < 76 10%
CGD PRINT—Course Section Completion Rates—Trend Averages FY2008-‐FY2012
3RD SEMESTER 4TH SEMESTER
1 ST SEMESTER
2ND SEMESTER
95
Appendix A:
CGW Web—Course Completion Rates
96
Course Number 2008 2009 2010 2011 2012 Trend
Averages
CGD101 Total Course Enrollment 55 57 68 61 29 54# Completed: Earned Credit 40 44 47 48 20 39.8# Completed: Grade C or Higher 29 42 46 44 19 36# Failed 7 3 8 4 5 5.4# Withdrew 8 10 13 9 4 8.8# Incomplete# Grade < 76 11 2 1 4 1 3.8 % Completed: Earned Credit 73% 77% 69% 79% 69% 73%% Completed: Grade C or Higher 53% 74% 68% 72% 66% 66%% Failed 13% 5% 12% 7% 17% 11%% Withdrew 15% 18% 19% 15% 14% 16%% Incomplete% Grade < 76 20% 4% 1% 7% 3% 7%
CGD104 Total Course Enrollment 67 57 77 74 41 63.2# Completed: Earned Credit 48 52 62 61 27 50# Completed: Grade C or Higher 45 52 62 54 26 47.8# Failed 3 1 6 6 6 4.4# Withdrew 16 4 9 7 8 8.8# Incomplete# Grade < 76 3 7 1 3.67 % Completed: Earned Credit 72% 91% 81% 82% 66% 78%% Completed: Grade C or Higher 67% 91% 81% 73% 63% 75%% Failed 4% 2% 8% 8% 15% 7%% Withdrew 24% 7% 12% 9% 20% 14%% Incomplete% Grade < 76 4% 9% 2% 5%
CGD105 Total Course Enrollment 28 39 43 36 12 31.6# Completed: Earned Credit 22 27 36 26 9 24# Completed: Grade C or Higher 21 23 33 25 9 22.2# Failed 1 8 1 2 2 2.8# Withdrew 5 4 6 8 1 4.8# Incomplete# Grade < 76 1 4 3 1 2.25 % Completed: Earned Credit 79% 69% 84% 72% 75% 76%% Completed: Grade C or Higher 75% 59% 77% 69% 75% 71%% Failed 4% 21% 2% 6% 17% 10%% Withdrew 18% 10% 14% 22% 8% 15%% Incomplete% Grade < 76 4% 10% 7% 3% 6%
Computer Graphic Design WEB—Course Section Enrollment, Completions and Grade Distribution FY2008-‐FY2012
97
CGD109 Total Course Enrollment 44 42 61 62 21 46
# Completed: Earned Credit 35 35 43 50 12 35# Completed: Grade C or Higher 33 30 42 39 11 31# Failed 2 4 1 5 3# Withdrew 9 5 14 11 4 8.6# Incomplete# Grade < 76 2 5 1 11 1 4 % Completed: Earned Credit 80% 83% 70% 81% 57% 74%% Completed: Grade C or Higher 75% 71% 69% 63% 52% 66%% Failed 5% 7% 2% 24% 9%% Withdrew 20% 12% 23% 18% 19% 18%% Incomplete% Grade < 76 5% 12% 2% 18% 5% 8%
CGD110 Total Course Enrollment 29 26 30 30 25 28# Completed: Earned Credit 24 20 26 25 17 22.4# Completed: Grade C or Higher 21 14 21 24 15 19# Failed 1 2 2 3 2# Withdrew 4 4 4 3 5 4# Incomplete# Grade < 76 3 6 5 1 2 3.4 % Completed: Earned Credit 83% 77% 87% 83% 68% 80%% Completed: Grade C or Higher 72% 54% 70% 80% 60% 67%% Failed 3% 8% 7% 12% 7%% Withdrew 14% 15% 13% 10% 20% 15%% Incomplete% Grade < 76 10% 23% 17% 3% 8% 12%
CGD112 Total Course Enrollment 22 30 27 26.33# Completed: Earned Credit 16 19 19 18# Completed: Grade C or Higher 13 19 16 16# Failed 5 4 3 4# Withdrew 1 7 5 4.33# Incomplete# Grade < 76 3 3 3 % Completed: Earned Credit 73% 63% 70% 69%% Completed: Grade C or Higher 59% 63% 59% 61%% Failed 23% 13% 11% 16%% Withdrew 5% 23% 19% 15%% Incomplete% Grade < 76 14% 11% 12%
CGD204 Total Course Enrollment 28 28 29 26 18 25.8# Completed: Earned Credit 25 23 26 20 16 22# Completed: Grade C or Higher 23 21 26 18 15 20.6# Failed 1 1 2 1.33# Withdrew 2 5 2 4 2 3# Incomplete# Grade < 76 2 2 2 1 1.75 % Completed: Earned Credit 89% 82% 90% 77% 89% 85%% Completed: Grade C or Higher 82% 75% 90% 69% 83% 80%% Failed 4% 3% 8% 5%% Withdrew 7% 18% 7% 15% 11% 12%% Incomplete% Grade < 76 7% 7% 8% 6% 7%
98
CGD205 Total Course Enrollment 8 22 10 14 8 12.4
# Completed: Earned Credit 5 16 8 8 2 7.8# Completed: Grade C or Higher 4 16 8 7 7.4# Failed 4 2 1 4 2.75# Withdrew 3 2 5 2 3# Incomplete# Grade < 76 1 1 1 % Completed: Earned Credit 63% 73% 80% 57% 25% 59%% Completed: Grade C or Higher 50% 73% 80% 50% 25% 56%% Failed 18% 20% 7% 50% 24%% Withdrew 38% 9% 36% 25% 27%% Incomplete% Grade < 76 13% 7% 10%
CGD210 Total Course Enrollment 9 6 11 10 12 9.6# Completed: Earned Credit 9 6 9 7 8 7.8# Completed: Grade C or Higher 9 6 8 5 5 6.6# Failed 2 2 2# Withdrew 2 1 2 1.67# Incomplete# Grade < 76 1 2 3 2 % Completed: Earned Credit 100% 100% 82% 70% 67% 84%% Completed: Grade C or Higher 100% 100% 73% 50% 42% 73%% Failed 20% 17% 18%% Withdrew 18% 10% 17% 15%% Incomplete% Grade < 76 9% 20% 25% 18%
CGD225 Total Course Enrollment 5 4 4.5# Completed: Earned Credit 5 4 4.5# Completed: Grade C or Higher 5 4 4.5# Failed# Withdrew# Incomplete# Grade < 76 % Completed: Earned Credit 100% 100% 100%% Completed: Grade C or Higher 100% 100% 100%% Failed% Withdrew% Incomplete% Grade < 76
CGD240 Total Course Enrollment 33 30 38 39 10 30# Completed: Earned Credit 24 26 32 28 9 23.8# Completed: Grade C or Higher 20 19 29 25 9 20.4# Failed 4 1 2 3 2.5# Withdrew 5 3 4 8 1 4.2# Incomplete# Grade < 76 4 7 3 3 4.25 % Completed: Earned Credit 73% 87% 84% 72% 90% 81%% Completed: Grade C or Higher 61% 63% 76% 64% 90% 71%% Failed 12% 3% 5% 8% 7%% Withdrew 15% 10% 11% 21% 10% 13%% Incomplete% Grade < 76 12% 23% 8% 8% 13%
99
CGD241 Total Course Enrollment 12 14 15 17 15 14.6
# Completed: Earned Credit 11 10 11 13 14 11.8# Completed: Grade C or Higher 9 10 10 8 14 10.2# Failed 1 3 4 2.67# Withdrew 1 3 1 1 1.5# Incomplete# Grade < 76 2 1 5 2.67 % Completed: Earned Credit 92% 71% 73% 76% 93% 81%% Completed: Grade C or Higher 75% 71% 67% 47% 93% 71%% Failed 7% 20% 24% 17%% Withdrew 8% 21% 7% 7% 11%% Incomplete% Grade < 76 17% 7% 29% 18%
CGD242 Total Course Enrollment 8 8 12 10 9.5# Completed: Earned Credit 8 6 9 9 8# Completed: Grade C or Higher 8 6 8 7 7.25# Failed 1 3 1 1.67# Withdrew 1 1# Incomplete# Grade < 76 1 2 1.5 % Completed: Earned Credit 100% 75% 75% 90% 85%% Completed: Grade C or Higher 100% 75% 67% 70% 78%% Failed 13% 25% 10% 16%% Withdrew 13% 13%% Incomplete% Grade < 76 8% 20% 14%
CGD244 Total Course Enrollment 6 9 10 9 8.5# Completed: Earned Credit 5 9 10 9 8.25# Completed: Grade C or Higher 5 9 10 9 8.25# Failed# Withdrew 1 1# Incomplete# Grade < 76 % Completed: Earned Credit 83% 100% 100% 100% 96%% Completed: Grade C or Higher 83% 100% 100% 100% 96%% Failed% Withdrew 17% 17%% Incomplete% Grade < 76
WEB Computer Graphic Design WEB Total Course Enrollment 313 357 429 423 214 347Computer Graphic Design WEB Total # Completed: Earned Credit 243 288 334 329 156 270Computer Graphic Design WEB Total # Completed: Grade C or Higher 214 259 319 288 145 245Computer Graphic Design WEB Total # Failed 17 27 32 33 28 27Computer Graphic Design WEB Total # Withdrew 53 42 63 61 30 50Computer Graphic Design WEB Total # Grade < 76 29 29 15 41 11 25
Computer Graphic Design WEB Total % Completed: Earned Credit 78% 81% 78% 78% 73% 78%Computer Graphic Design WEB Total % Completed: Grade C or Higher 68% 73% 74% 68% 68% 71%Computer Graphic Design WEB Total % Failed 5% 8% 7% 8% 13% 8%Computer Graphic Design WEB Total % Withdrew 17% 12% 15% 14% 14% 14%Computer Graphic Design WEB Total % Grade < 76 9% 8% 3% 10% 5% 7%
100
Course Number
Trend Averages
Course Number
Trend Averages
CGD101 % Completed: Earned Credit 73% CGD105 % Completed: Earned Credit 76%% Completed: Grade C or Higher 66% % Completed: Grade C or Higher 71%% Failed 11% % Failed 10%% Withdrew 16% % Withdrew 15%% Incomplete % Incomplete% Grade < 76 7% % Grade < 76 6%
CGD104 % Completed: Earned Credit 78% CGD112 % Completed: Earned Credit 69%% Completed: Grade C or Higher 75% % Completed: Grade C or Higher 61%% Failed 7% % Failed 16%% Withdrew 14% % Withdrew 15%% Incomplete % Incomplete% Grade < 76 5% % Grade < 76 12%
CGD109 % Completed: Earned Credit 74% CGD240 % Completed: Earned Credit 81%% Completed: Grade C or Higher 66% % Completed: Grade C or Higher 71%% Failed 9% % Failed 7%% Withdrew 18% % Withdrew 13%% Incomplete % Incomplete% Grade < 76 8% % Grade < 76 13%
CGD110 % Completed: Earned Credit 80% CGD210 % Completed: Earned Credit 84%% Completed: Grade C or Higher 67% % Completed: Grade C or Higher 73%% Failed 7% % Failed 18%% Withdrew 15% % Withdrew 15%% Incomplete % Incomplete% Grade < 76 12% % Grade < 76 18%
CGD241 % Completed: Earned Credit 81% CGD244 % Completed: Earned Credit 96%
% Completed: Grade C or Higher 71% % Completed: Grade C or Higher 96%% Failed 17% % Failed% Withdrew 11% % Withdrew 17%% Incomplete % Incomplete% Grade < 76 18% % Grade < 76
CGD242 % Completed: Earned Credit 85%
% Completed: Grade C or Higher 78%% Failed 16%% Withdrew 13%% Incomplete% Grade < 76 14%
CGW WEB—Course Section Completion Rates—Trend Averages FY2008-‐FY2012
3RD SEMESTER 4TH SEMESTER
1 ST SEMESTER 2ND SEMESTER
101
Appendix A:
Employment & Transfer
102
Year
# of Gradu
ates
# Re
spon
dents
# Em
ployed
% of
Respon
dents
Employed
# Tran
sfer
# Re
spon
dents
%
Tran
sferred
Total
Respon
dents
Employed
and
Tran
sferred
Compu
ter G
raph
ic Design/Print D
egree
93
267%
23
67%
Compu
ter G
raph
ic Design/Print C
ertificate
20
00%
00
0%Co
mpu
ter G
raph
ic Design/Web
Degree
97
114%
47
57%
Compu
ter G
raph
ic Design/Web
Certificate
51
00%
01
0%20
08 TOTA
LS25
113
27%
611
55%
82%
Compu
ter G
raph
ic Design/Print D
egree
114
250%
14
25%
Compu
ter G
raph
ic Design/Print C
ertificate
113
133%
13
33%
Compu
ter G
raph
ic Design/Web
Degree
50
00%
00
0%Co
mpu
ter G
raph
ic Design/Web
Certificate
123
267%
03
0%20
09 TOTA
LS39
105
50%
210
20%
70%
Compu
ter G
raph
ic Design/Print D
egree
74
125%
14
25%
Compu
ter G
raph
ic Design/Print C
ertificate
94
00%
24
50%
Compu
ter G
raph
ic Design/Web
Degree
42
150%
12
50%
Compu
ter G
raph
ic Design/Web
Certificate
115
360%
15
20%
2010
TOTA
LS31
155
33%
515
33%
67%
Compu
ter G
raph
ic Design/Print D
egree
113
133%
33
100%
Compu
ter G
raph
ic Design/Print C
ertificate
31
00%
01
0%Co
mpu
ter G
raph
ic Design/Web
Degree
71
1100%
01
0%Co
mpu
ter G
raph
ic Design/Web
Certificate
51
1100%
01
0%20
11 TOTA
LS26
63
50%
36
50%
100%
FOUR YEAR
TOTA
L121
4216
38%
1642
38%
76%
Employmen
t and
Transfer B
y Ye
ar Per Degree
2011
2010
2009
2008
Employed
in th
e Graph
ic Design Field-‐
By Year P
er Degree
Tran
sfer After Gradu
ation-‐
By Year P
er Degree
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# of Gradu
ates
# Re
spon
dents
# Em
ployed
% of
Respon
dents
Employed
# Re
spon
dents
# Tran
sfer
% Transferred
Total R
espo
nden
ts
Employed
and
Transferred
2008
TOTA
LS25
113
27%
116
55%
82%
2009
TOTA
LS39
105
50%
102
20%
70%
2010
TOTA
LS31
155
33%
155
33%
67%
2011
TOTA
LS26
63
50%
63
50%
100%
FOUR YEAR
TOTA
L121
4216
38%
4216
38%
76%
35%
Employed
in th
e Graph
ic Design Field By
Year P
er Degree
Tran
sfer After Gradu
ation By
Year P
er Degree
Emp
loym
ent
and
Tra
nsf
er S
um
mar
y
Percen
tage of G
radu
ates
Respon
ded
104
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Section I: Data APPENDIX B:
Plans for Improving Enrollment:
Understanding Graphic Design Advising Handout
Advising Materials:
Advising Information Fall 2012
Advising Packet—CGD Spring 2013
Advising Packet—CGW Spring 2013
Marketing—Career Focus Article
CGD Website Redesign
CGD Recruitment Flyer
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Appendix B:
Plans for Improving Enrollment:
Understanding Graphic Design Advising Handout
108
U N D E R S T A N D I N G GRAPHIC DESIGN What is graphic design? Graphic Design can be thought of as a visual language that is used to convey a message to
an audience; a creative process that combines art and technology to communicate ideas. A
graphic design is a visual representation of an idea that relies on the creation, selection, and
organization of visual elements (text and images) to communicate a message from a client to
a particular audience.
Who are the clients? They are organizations, corporations, businesses, and individuals with a message they want to
communicate to a particular audience.
How much is Graphic Design part of your daily life? From the simple things like gum wrappers to huge things like billboards to the T-shirts you’re
wearing, graphic design can:
• Persuade
• Inform
• Identify
• Motivate
• Enhance
• Organize
• Brand
• Rouse
• Locate
• Engage
• Carry/convey many levels of meaning.
Graphic Designers design/create:
• Advertisements
• Newspapers
• Magazines
• Newsletters
• Books Brochures
• Book covers
• Catalogs
• Booklets
• Annual reports
• Posters
• Logos
• Invitations
• CD packages
• Product packages
• Maps, charts, graphs
• Web sites and web graphics
• Film and video graphic
• Stationery—letterheads, business cards, and envelopes
• Environmental signage—helps people find their way through streets, subways and buildings
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• Exhibition & display—museum exhibits, food and product displays in stores, trade show exhibits
• Educational resources—CDs, textbooks, workbooks, etc.
• Digital Images—Photo manipulation, montages, and collages
• Illustrations—Computer generated or through traditional mediums
What are the types of jobs within the graphic design profession?
• Advertising
• Branding
• Identity design
• Corporate communication
• Environmental design
• Information design
• Interactive/ experience design
• Motion graphics
• Promotional design
• Package design
• Publication design
• Typographic design.
Where are graphic designers employed?
• Design studios
• Branding firms
• Companies, corporations and organizations with in-house design departments
• Publishers
• Interactive agencies
• Printing Presses
• Newspapers
• Magazines
• TV and Film Studios
• Marketing firms
• Advertising agencies
• Integrated communication firms
• Self-employment, as well as freelance work
Who do graphic designers collaborate with? Almost all visual communications professionals collaborate with clients. Often, they collaborate
with other professionals, such as creative directors, design directors, associate creative
directors, production experts, photographers, illustrators, copywriters, art directors and
specialists (interactive / type/lettering / architects / film directors / producers / casting
directors / talent (actors, musicians, and models) / music houses / IT professionals /
psychologists / social anthropologists/market researchers), and with printers’ sales
representatives and printers.
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Description of Work Activities Understanding Design Problem:
Understand type of design needed; understand marketing objective and target audience of
product or service; consider limitations: budget, time schedule, etc.
Presenting Plan and Costs:
Estimate costs of project; considering use of freelancers, outside
services, printing and/or production processes; present design proposal: budget, design fee and
time schedule; secure signed contract before starting work for client.
Developing Design:
Research project and explore design alternatives; may review designs used by competition in
same industry; draw thumbnail sketch of ideas; make preliminary rough drawings (layouts) for
approval; use computer graphics to design layout, select photographs, illustrations, colors,
typefaces, size, etc for project; make comp and show to client for approval; may have to modify
design or redo work if problem/objective is not solved.
Producing Design Project:
Coordinate design process to produce finished project; select paper and printing method;
proofread any copy for errors; check print and color quality of artwork; get final approval before
going into print production; deliver finished project to client/supervisor.
Special Problems/Satisfactions
Often work under pressure to meet deadlines; must maintain high level of creativity; may have to
deal with designer’s block occasionally; satisfaction in growing creatively throughout career; sense
of pride from creating visually exciting designs and seeing them used in the marketplace.
Educational Requirements
Employers generally prefer 2 to 4 year degree in graphic design (may also be called
communications design, commercial art, advertising design or commercial design). Job market is
very competitive.
Personal Qualifications
Creativity, imagination and artistic talent; strong sense of color, line, design and form; ability to
understand and resolve design problems and communicate with clients, design team members
and those involved with design process. Must be able to accept criticism and/or rejection of
design concepts. Discipline to follow directions and work under pressure.
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Skills Required
Coordinating well with others; following written and/or oral instructions; making presentations;
gathering information; conducting research, planning, making decisions; attention to detail;
developing ideas; working with computers, creating art and drawing (a plus!).
Advancement
May begin as a production artist, become a designer, then junior/senior art director, creative
director. May freelance throughout career, or establish a reputation while employed and then
freelance. May open own design studio.
FOR YOUR INFORMATION... Graphic Design Organizations
National Graphic Artists Guild - www.gag.org
American Institute of Graphic Art - www.aiga.com
Graphic Design Magazines
HOW Magazine - www.howdesign.com
Graphic Design USA - FREE! - www.gdusa.com
Communication Arts - www.commarts.com
Digital Artist - www.digitalartistdaily.com
Digital Arts - www.digitalartsonline.co.uk
Help Wanted/Freelance
www.monster.com
www.boston.com
http://aquent.us/ *
www.elance.com/ *
www.99desiigns.com *
http://vitamintalent.com/ *
http://www.ifreelance.com/ *
*Specialize in graphic design.
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Appendix B:
Plans for Improving Enrollment:
Advising Materials
Advising Information Fall 2012
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Advising Information
Fall 2012
CGD Computer Graphic Design—Print
CGW Computer Graphic Design—Web
CGDC Computer Graphic Design—Print Certificate
CGWC Computer Graphic Design—Web Certificate
If you have any questions please contact
Leslie Cullen at ext. 347 or home: 978-353-6964
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Important Information to Note for CGD/CGW/CGDC/CGWC
All CGD/CGW/CGDC/CGWC incoming freshman for Fall 2012 will need to be enrolled in predefined course tracks—Track A or Track B—consisting of CGD101 Design Theory, CGD104 Digital Imaging and CIS127 Computer Technologies with
All 16 seats in track A have been reserved for CGD/CGDC/CGW/CGWC majors only.
8 seats in track B have been reserved for CGD/CGDC/CGW/CGWC majors only. The remaining 8 seats in track B are open to all majors.
Track C will be used as our overflow track; to be opened and filled once tracks A and B are filled. Currently CGD101, CGD104 and ART263 in this track are closed.
CIS127 CRN 91014 with Paul Swerzenski (in track C) is an active class and open to all majors. Students with an interest in graphic or web design, such as ART, BCT, GS, LAS Communications, etc. are recommended to enroll in this course.
Students may not mix courses between the tracks. If they choose track A, the student must take all of the courses within track A.
Pre or Co-requisites: Students in CGD/CGW/CGDC/CGWC are required to take CGD104 prior to or with CGD101. If a student can only take one course, they must take CGD104 first. Do not enroll students in CGD101 without CGD104. It is IMPORTANT TO NOTE that these three courses are prerequisites for spring semester courses, and missing any one of these could adversely effect students’ enrollment options in the following semester—CGD101 and CGD104 are prerequisites for all spring CGD courses, and CIS127 is a prerequisite for CGD240 Creative Web Design.
o If a student can only take one course, enroll them in CIS127 Track B or C
o If a student can only take 2 courses, enroll them in CGD104 and CIS127 in Track B
o We do offer off cycle, spring semester sections of CGD101, CGD104 and CIS127 if a student misses any one of these.
Students who still only need 1 or 2 of the three freshman level courses: If a student has taken one or more of the three courses—CGD101, CGD104 or CGD109—but still needs one or two of these courses, they must be registered in the 8 seats held in Track B for non-majors, or those who do not need all 3 courses.
Please review the new 2011-2012 catalog carefully. Please check the course descriptions and prerequisites before registering a student for any of our courses.
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Track A
CGD101 Design Theory 90073 MW 11:00–12:45
CGD104 Digital imaging 90229 TR 11:00–12:45
CIS127 Computer Technologies 91013 MW 9:30–10:45
Additional courses:
ART263 Drawing I MW 1:45-3:45
ENG101 English Comp I Open selection
Track B
8 Seats are reserved for CGD/CGDC/CGW/CGWC; 8 seats are open to all majors (specifically students who need only one or two of the three cohort classes)
Subject Title CRN# Days Time
CGD101 Design Theory 90265 TR 11:00–12:45
CGD104 Digital imaging 90266 MW 1:15-3:00
CIS127 Computer Technologies 90974 MW 8:00–9:15
Additional courses:
ART263 Drawing I MW 10:30-12:30
ENG101 English Comp I Open selection
Track C
CIS 127 is available for all majors in this track as well. CGD101 and CGD104 in track C will remain closed until Track A and B are filled.
Subject Title CRN# Days Time CGD101 Design Theory 90968 TR 9:00–10:45 CGD104 Digital Imaging 90540 R 6:00–9:30 pm CIS127 Computer Technologies 91014 MW 11:00–12:15
If there is any questions please contact Leslie Cullen at x. 347, or at home: 978-353-6964 (summer)
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Appendix B:
Plans for Improving Enrollment:
Advising Materials
Advising Packet—CGD Spring 2013
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Computer Graphic Design Procedures for Online Registration
Spring 2013
Print Degree (CGD) & Print Certificate (CGDC)
Freshmen and Sophomore
Go to www.mwcc.mass.edu > select iConnect > Log in and select > WebConnect
Registration begins on Monday, November 5th Plan your course selections and register early. Please see a CGD instructor or your advisor with any questions.
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Computer Graphic Design Program—Procedures for Online Registration—PRINT—Page 2 CGD FRESHMEN ONLY (DAY CLASSES): REGISTER on Web Connect for the following CGD courses:
IMPORTANT: Please see your advisor if you still need to take CGD101, CGD104 or CIS127. DO NOT register for spring semester courses without consultation from an advisor if you still need any of these courses. These three courses are prerequisites for spring courses and may affect your enrollment and registration.
For all CGD PRINT majors—Use the CGD/CGDC—PRINT MAJORS schedule provided in this handout.
Required courses for Print Degree—FRESHMEN—Spring 2013 NOTE: BOLD courses denote required CERTIFICATE courses
Course Number Course Title Credits CGD 105 Electronic Illustration 3 CGD 235 Typography in Visual
Communication 3
CGD 240 Creative Web Design 3 ENG 102 English Composition II 3 ART 251 Two Dimensional Design 3
Register for the following:
CRN: 14295 CGD235 HYBRID* Typography in Visual Comm. T* 1:15-4:45* *Course is a hybrid with scheduled lab sessions and an online component. CRN: 14291 CGD105 E Electronic Illustration MW 11:00–12:45 CRN: 14296 CGD240 SGI Creative Web Design MW 1:45–3:30 CRN: 13927 ART 251 BD Two Dimensional Design TR 8:30-10:30 IMPORTANT: If you have a time conflict with any of the courses listed above or these sections are full, please see Leslie Cullen immediately to make an appointment for advising. You may also contact her via phone at 978-630-9347 or via email at [email protected].
Choose an appropriate section and time for: ENG102 English Comp II
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Computer Graphic Design Program—Procedures for Online Registration—PRINT—Page 3
CGD SOPHOMORE ONLY (DAY CLASSES): REGISTER on Web Connect for the following CGD courses:
For all CGD PRINT majors—Use the CGD/CGDC—SOPHOMORE PRINT schedule provided in this handout.
Required courses for Print Degree—SOPHOMORE—Spring 2013 NOTE: BOLD courses denote required CERTIFICATE courses
Course Number Course Title Credits CGD 103 Print Production for Designers 3 CGD 106 Portfolio Preparation 3
CGD Professional Elective 3 Social Science Elective 3 Science Elective 3/4
You must register for the following sections and times for CGD103 and CGD106.
CRN: 13250 CGD103 SFG Print Production R 11:00–2:30 CRN: 13091 CGD106 SHJ Portfolio Preparation T 1:30–5:00
Choose an appropriate section and time for: CGD Professional Elective, if still needed Humanities Elective, if still needed Science Elective, if still needed You may need a variety of other Gen Ed courses. Please review the attached curriculum sheets and review your unofficial transcripts to see what you have taken and may still need to take. Review the list of required Electives and General Education courses below and on page 4.
For all required Electives and General Education courses:
PROFESSIONAL ELECTIVES:
Choose your CGD Professional Electives (if still needed): ART*** Any higher level Art Course CGD205 Digital Photo Art (Hybrid course—Adobe Photoshop) CGD244 Designing for E-Commerce (Prerequisite: CGD241) PHO115 Digital Photography PHO215 Advanced Digital Photography (Prerequisite: BCT115) PHO225 Intro to Photography PHO226 Advanced Photography (Prerequisite: BCT225) PHO240 Portrait Photography BUS125 Communication for Business and Industry MGT110 Small Business Management MKT142 Marketing THE113 Speech
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Computer Graphic Design Program—Procedures for Online Registration—PRINT—Page 4
GENERAL EDUCATION ELECTIVES
Check with your advisor to find your math test scores Register for the appropriate MATH course based on these scores (if still needed).
Choose your Science Elective (if still needed): (**4 credit science courses are recommended if you plan to transfer to a 4-year college.)
BIO103 Human Health and Disease BIO205 **Microbiology BIO104 **Introduction to Natural Resource Conservation BIO109 **Biology I BIO209 Human Sexuality BIO115 **Human Biology CHE107 **General Chemistry I BIO116 **Ecology EAS125 ** The Dynamic Earth
BIO120 **Horticulture NUT101 Intro to Nutrition
Choose your Social Science Elective (if still needed): (** indicates courses that are recommended if you plan to transfer to a 4-year college.)
PSY101 Psychology of Self PSY280 Psychology of Death and Dying PSY105 **Introduction to Psychology SOC103 **Introduction to Sociology PSY143 Group Dynamics SOC125 Gender Issues PSY244 Children with Special Needs SOC206 Marriage and Family Other Social Science electives include: ANT, DSI, GEO, HIS, POL, ECO
Choose your Humanities electives (if still needed): HUM260 Art of Being Human ASL101 Basic American Sign Language MUS*** Any first level Music SPA109 Beginning Spanish THE113 Speech ENG*** Any higher level English beyond ENG 102
ART*** Any higher level Art beyond ART 251 or ART 263
TEST & SCORE PLACEMENT
ARITHMETIC (PR 11) 0-‐35 MAT 090 36-‐80 MAT 092 81+ MAT 096 ELEM ALGEBRA (PR 12) 55-‐82 MAT 096 83+ MAT 126/140/143 COLLEGE LEVEL MATH (PR 13) 31-‐86 MAT 128/160 87-‐103 MAT 161 104+ MAT 211
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Appendix B:
Plans for Improving Enrollment:
Advising Materials
Advising Packet—CGW Spring 2013
124
Computer Graphic Design Procedures for Online Registration
Spring 2013
Web Degree (CGW) & Web Certificate (CGWC)
Freshmen and Sophomore
Go to www.mwcc.mass.edu > select iConnect > Log in and select > WebConnect
Registration begins on Monday, November 5th Plan your course selections and register early. Please see a CGD instructor or your advisor with any questions.
125
Computer Graphic Design Program—Procedures for Online Registration—WEB—Page 2
CGW FRESHMEN ONLY (DAY CLASSES): REGISTER on Web Connect for the following CGD courses:
IMPORTANT: Please see your advisor if you still need to take CGD101, CGD104 or CIS127. DO NOT register for spring semester courses without consultation from an advisor if you still need any of these courses. These three courses are prerequisites for spring courses and may affect your enrollment and registration.
For all CGW Web majors—Use the CGW/CGWC—WEB MAJORS schedule provided in this handout.
Required courses for Web Degree—FRESHMEN—Spring 2013 NOTE: BOLD courses denote required CERTIFICATE courses
Course Number Course Title Credits CGD 105 Electronic Illustration 3 CGD 112 Communication in Multimedia Design 3 CGD 240 Creative Web Design 3 ENG 102 English Composition II 3 ART 251 Two Dimensional Design 3
Register for the following: CRN: 14293 CGD112 Cycle 1 Comm. in Multimedia Design MW* 1:15-4:45* *Course is a 7 week cycle course. Meets 7 hours per week for the first 7 weeks of the semester. CRN: 13194 CGD105 F Electronic Illustration TR 11:00–12:45 CRN: 14297 CGD240 SE Creative Web Design MW 11:00–12:45 CRN: 13927 ART 251 BD Two Dimensional Design TR 8:30-10:30 IMPORTANT: If you have a time conflict with any of the courses listed above or these sections are full, please see Leslie Cullen immediately to make an appointment for advising. You may also contact her via phone at 978-630-9347 or via email at [email protected].
Choose an appropriate section and time for: ENG102 English Comp II
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Computer Graphic Design Program—Procedures for Online Registration—WEB—Page 3
CGW SOPHOMORE ONLY (DAY CLASSES): REGISTER on Web Connect for the following CGW courses:
For all CGW Web majors—Use the CGW/CGWC—SOPHOMORE WEB schedule provided in this handout.
Required courses for Web Degree—SOPHOMORE —Spring 2013 NOTE: BOLD courses denote required CERTIFICATE courses— please see the back of this packet for all of the courses required in the CGW certificate.
Course Number Course Title Credits *CGD 210 Advanced Website Portfolio 3 CGD244 Designing for E-Commerce 3
Business Elective 3 Humanities Elective 3 Science Elective 3/4
You must register for the following sections and times for CGD210 and CGD242.
*Due to low enrollments CGD210 is being substituted with CGD106 CRN: 13091 CGD106 SHJ Portfolio Preparation T 1:30–5:00 CRN: 14299 CGD244 SH* Designing for E-Commerce T 11:00–12:45 *CGD244 is a Hybrid Course. Lab sessions will be required on Tuesdays and some Thursdays.
Choose an appropriate section and time for: Business Elective, if still needed Humanities Elective, if still needed Science Elective, if still needed Review the list of required Electives and General Education courses below and on page 4.
For all required Electives and General Education courses:
GENERAL EDUCATION ELECTIVES: Check with your advisor to find your math test scores
Register for the appropriate MATH course based on these scores (if still needed). TEST & SCORE PLACEMENT
ARITHMETIC (PR 11) 0-‐35 MAT 090 36-‐80 MAT 092 81+ MAT 096 ELEM ALGEBRA (PR 12) 55-‐82 MAT 096 83+ MAT 126/140/143 COLLEGE LEVEL MATH (PR 13) 31-‐86 MAT 128/160 87-‐103 MAT 161 104+ MAT 211
127
Computer Graphic Design Program—Procedures for Online Registration—WEB—Page 4
Choose your Business Elective (if still needed): (**Indicates courses that are highly recommended)
ACC101 Principles of Accounting I BUS105 Business Ethics BUS113 Business Etiquette and Protocol BUS125 Communication for Business or Industry CIS120 **Microcomputer Applications (Excel and databases) MGT110 **Small Business Management MKT142 Advertising MKT241 **Marketing
Choose your Science Elective (if still needed): (**4 credit science courses are recommended if you plan to transfer to a 4-year college.)
BIO103 Human Health and Disease BIO205 **Microbiology BIO104 **Introduction to Natural Resource Conservation BIO109 **Biology I BIO209 Human Sexuality BIO115 **Human Biology CHE107 **General Chemistry I BIO116 **Ecology EAS125 ** The Dynamic Earth
BIO120 **Horticulture NUT101 Intro to Nutrition
Choose your Social Science Elective (if still needed): (** indicates courses that are recommended if you plan to transfer to a 4-year college.)
PSY101 Psychology of Self PSY280 Psychology of Death and Dying PSY105 **Introduction to Psychology SOC103 **Introduction to Sociology PSY143 Group Dynamics SOC125 Gender Issues PSY244 Children with Special Needs SOC206 Marriage and Family Other Social Science electives include: ANT, DSI, GEO, HIS, POL, ECO
Choose your Humanities electives (if still needed): HUM260 Art of Being Human ASL101 Basic American Sign Language MUS*** Any first level Music SPA109 Beginning Spanish THE113 Speech ENG*** Any higher level English beyond ENG 102
ART*** Any higher level Art beyond ART 251 or ART 263
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129
Appendix B:
Plans for Improving Enrollment:
Marketing—Career Focus Article
Cluster Brochure
130
By Kim Anderson
Who says you can’t have a creative career? At MWCC several degree and certificate programs allow students
to pursue careers in the creative industries. According to the Bureau of Labor Statistics Occupational Outlook Handbook, careers in the creative industries are expected to grow 12 percent through 2018. From art, theatre and design to photography, careers in the field are continuing to grow.
At MWCC students can pursue:
ArtThere are many areas of the field where those with an art degree may find work including fine arts, design and teaching. Students routinely earn associate degrees in MWCC’s Art program and transfer to prominent four-year colleges and universities including Massachusetts College of Art and Design; School of the Museum of Fine Arts, Boston; UMass, Amherst; UMass, Dartmouth; and Maine College of Art in Portland. Graduates have also transferred to Smith College, Williams College, Pratt Institute, Rhode Island School of Design, and the School of Visual Arts in New York.
What makes MWCC’s art department unique from other programs is that it provides students
the opportunity to experience a well-rounded curriculum of drawing, painting, sculpture and ceramics, while experiencing small class sizes.
The department, which recently won a grant from the National Endowment of the Arts, offers an associate degree program for students interested in entering the art field or transfering to a four-year college.
MWCC’s Art program is housed in the Raymond M. LaFontaine Fine Arts Center along side the East Wing Gallery and it includes three fully-equipped studios and a full range of art classes, from drawing to portfolio preparation. Did you know that MWCC is one of the only community colleges in Massachusetts that offers a bronze sculpture class? According to Joyce Miller, chair of the art department at MWCC, “The advanced sculpture course offers students the opportunity to create small-scale bronze sculptures, using the lost wax technique.”
Also, Thomas Matsuda, associate professor of art, recently incorporated stone and wood carving into the sculpture curriculum.
“What makes our program unique is it’s a solid foundation art program which is equal to a four-year program. We offer classes in all the traditional media and also have access to both gas and electric kilns,” says Miller, who received
her B.F.A. from Illinois State University and her M.F.A. in sculpture from UMass, Amherst and has exhibited sculpture, ceramics and mixed media drawings in galleries throughout the U.S.
The college also offers courses in ceramics using hand-building methods and the potter’s wheel; sculpture using wood, stone, clay, bronze and other materials; painting in watercolors, acrylics and oils; and two-dimensional and three-dimensional design. MWCC’s East Wing Gallery, directed by Professor John Pacheco, displays work created by students, MWCC alumni, and professional artists. Pacheco received his bachelor’s degree from Yale University, studying under William Bailey, and his MFA in painting from Boston University, studying under James Weeks.
The program offers opportunities for students to gain experience outside of the classroom through service learning projects that include teaching assistantships, workshops and volunteering in local communities.
Computer Graphic DesignGraphic designers are responsible for the creative concept, design, layout and execution of printed and digital materials such as ads, brochures, logos, annual reports,
catalogs, signage, kiosks, websites, packaging and posters.
MWCC offers both associate and certificate computer graphic design programs that provide students with the visual design, communication, and computer graphic skills necessary to obtain an entry-level position in the field or to continue their education at a four-year college or university.
For the associate program, students can choose a print or web media concentration. In the print concentration, students learn page layout software, design theory and techniques, and preparing design work for print. Students also learn advanced computer skills such as digital imaging, electronic illustration and web design. In the web concentration, students learn basic and advanced techniques of creating effective, well-designed, interactive web sites. Students are taught basic design theory, digital imaging and electronic illustration skills and techniques. In addition, students learn basic hypertext markup languages and top level authoring software using what you see is what you get (WYSIWYG) technology.
Create Your Future Through Visual Art & DesignForget your ideas of the “starving artist.” Creative careers are on the rise!
exhibited sculpture, ceramics and mixed media drawings in galleries
4 I Fall 2011 I CareerFocus Mount Wachusett Community College I www.mwcc.edu/cf I 877-324-6815
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Graphic design students also develop professional portfolios and take part in service learning projects in the community and college. Some of the projects include poster design, web site creation, signage and identity creation.
PhotographyAccording to MWCC’s photography instructor Bob Mayer, who has spent many years working professionally as a photographer himself, photography is a growing field. With credentials or training in photography, students can pursue careers as photojournalists or event, restaurant, product and portrait photographers.
MWCC provides a well-rounded education and training in portrait, commercial, product, wedding and stock photography. Students gain hands-on experience in studio, outdoor and window light.
With photography growing in the self-employment sector, the program takes a practical focus by incorporating a curriculum that not only teaches photography, but also focuses on business management and marketing to prepare students for small business operation.
Advantages of the program include a digital approach, as well as the affordability factor when compared to other photography schools. “It gives the student expertise at a fraction of the cost of other photography schools,” says Mayer.
This program concentrates on the necessary skills for students to enter the field of professional digital photography. Today’s photographer is artistic, technically and technologically skilled, as well as business savvy.
TheatreAccording to Professor Gail Steele, director of MWCC’s Theatre at the Mount, a theatre degree allows students to pursue careers both on and off stage. Steele says that students who are creative and
possess some sort of talent and organization can have successful careers in the field, and not just acting careers. “There are other kinds of jobs besides acting that you can attain with a degree in theatre,” Steele says.
For example, students can enter the field in a number of different roles including acting, directing, marketing, education and playwriting.
A concentration in theatre through MWCC’s Liberal Arts degree program provides students the opportunity to transfer to a four-year college or university. Those concentrating in theatre have transferred to UMass, Amherst, Bridgewater State and Salem State Universities, along with Emerson College and Lesley University’s ART Institute in Cambridge.
There are also opportunities to gain experience through productions with MWCC’s Theatre at the Mount, which provides more year-round productions than most four-year colleges and universities.
Tap into your creative side. Be a star!
One of MWCC’s stars is Emma Roberts. She became involved in Theatre at the Mount and has since gone on to the American Repertory Theatre Institute in Cambridge, becoming the youngest actor accepted by the institute at age 17.
East Meets West in MWCC’s Art Wing
Thomas MatsudaThrough his artistic pursuits, MWCC associate professor of art, Thomas Matsuda collaborates with fellow artists throughout the world, then brings the experiences and perspectives back to his students at Mount Wachusett Community College.
Most recently, the noted artist of traditional Buddhist sculptures, stone lanterns, contemporary sculpture and abstract drawings traveled to Qatar, taking part in “2 x 2,” a four-person exhibition designed to inspire culture and dialogue by uniting two artists from the West and two from the Middle East. Prior to that, he has participated in exhibitions and symposiums throughout the U.S., Japan, England, Egypt, Romania and other countries.
Matsuda earned his BFA in drawing and painting from Pratt Institute, and his MFA in sculpture from UMass, Amherst. He started his art career as a lithographic printer in New York, creating abstract drawings, paintings, and prints influenced by Eastern philosophy. His interests led him to accompany a group of Japanese Buddhist monks on a peace pilgrimage that involved walking across America for six months. He then spent six months in Arizona with the Navajo.
Following these experiences, he traveled to Japan in 1983, where he apprenticed under the renowned sculptor Koukei Eri for two years, before moving to a remote mountain village for 10 years. There, he carved sculptures from wood he hauled out of the mountain forests and from stones he selected from riverbeds. Matsuda carved over 200 sculptures in Japan for various temples, shrines, villages, businesses and individual patrons, and exhibited his work in many major cities. Major commissions include a seven-ton marble Buddha for the Grafton Peace Pagoda in Grafton, NY.
In 2009, Matsuda, who teaches drawing, design and sculpture at MWCC, organized “Prayer Flags Around the World,” a traveling exhibit featuring pieces by international artists that continues to make its way around the globe.
These varied experiences influence his work and are used in the classroom to provide students with a worldly perspective on art and culture. Matsuda explains, “I share my experiences with my students and believe they serve as an inspiration of the possibilities of what can be done in art and how exciting it can be.”
– Janice O’Connor
Creative Faculty...
877-324-6815 I Mount Wachusett Community College I www.mwcc.edu/cf CareerFocus I Fall 2011 I 5
132
Con
tact
& C
ampu
ses
Offic
e of
Adm
issi
ons
Tel:
97
8-6
30
-91
10
Fax:
9
78
-63
0-9
55
4E
mai
l: a
dmis
sion
s@m
wcc
.edu
Web
: m
wcc
.edu
/adm
issi
ons
Fina
ncia
l Aid
Offi
ce
Tel:
97
8-6
30
-91
69
Fax:
9
78
-63
0-9
45
9E
mai
l: fi
nanc
iala
id@
mw
cc.m
ass.
edu
Web
: m
wcc
.edu
/fina
ncia
l
Stud
ent A
ccou
nts
Offic
e
Tel:
97
8-6
30
-93
86
Fax:
9
78
-63
0-9
45
9E
mai
l: b
ursa
r@m
wcc
.mas
s.ed
uW
eb:
mw
cc.e
du/s
tude
nt-a
ccou
nts
Gard
ner
44
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nd*
d =
can
be
com
plet
ed d
urin
g th
e da
y
e =
mos
t cla
sses
for t
his
prog
ram
can
be
com
plet
ed
in th
e ev
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g
g =
can
be
com
plet
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ntire
ly a
t Gar
dner
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t of t
he c
lass
es fo
r thi
s pr
ogra
m a
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ffer
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e
t =
can
pre
pare
stu
dent
s fo
r tra
nsfe
r to
a fo
ur-y
ear
inst
itutio
n
mwc
c.ed
u/pr
ogra
ms
We
gene
rate
. Cre
ativ
ity.
Com
e di
scov
er t
he m
any
educ
atio
nal
oppo
rtun
itie
s th
at M
ount
Wac
huse
tt
Com
mun
ity
Col
lege
can
off
er y
ou. W
heth
er
you
are
a fir
st t
ime
stud
ent
or y
ou a
re s
eeki
ng
to c
onti
nue
your
edu
cati
on, M
WC
C c
an
help
you
. Our
pro
gram
s ar
e de
sign
ed in
colla
bora
tion
wit
h ac
adem
ic a
nd in
dust
ry
prof
essi
onal
s to
ens
ure
qual
ity,
rel
evan
ce a
nd
rigo
r. A
t M
WC
C, y
ou w
ill g
et t
he e
duca
tion
you
dese
rve
and
the
supp
ort
you
need
, all
at a
cost
you
can
aff
ord.
In o
ur p
rogr
ams,
you
’ll s
tudy
a c
halle
ngin
g
curr
icul
um, t
augh
t by
top
-not
ch f
acul
ty
who
are
exp
erie
nced
in t
he fi
elds
the
y te
ach.
In t
his
book
let,
exp
lore
our
deg
ree
and
conc
entr
atio
n op
tion
s in
Art
, Des
ign,
The
atre
,
and
Med
ia. L
earn
mor
e ab
out
our
degr
ees
and
cert
ifica
tes
in A
rt, B
road
cast
ing
& E
lect
roni
c
Med
ia, T
heat
re A
rts,
Com
pute
r G
raph
ic
Des
ign,
and
mor
e. W
ith
over
45
degr
ee a
nd
cert
ifica
te p
rogr
ams
offe
red,
we
are
sure
to
have
som
ethi
ng t
hat
is ju
st r
ight
for
you
.
Star
t n
ear.
Go
far.
MC
09
8A
-03
Rev
:Jul
12
AA
/EE
O I
nsti
tuti
on
Art,
Desi
gn, T
heat
re &
Med
ia
* Th
e de
sign
atio
n of
cla
ss ti
mes
, cam
pus
loca
tion
and
optio
ns a
re
subj
ect t
o ch
ange
. Pl
ease
not
e, c
ours
ewor
k m
ay re
quire
atte
ndan
ce a
t m
ultip
le c
ampu
s lo
catio
ns a
nd m
ay in
clud
e an
onl
ine
com
pone
nt.
Read
y to
Get
Sta
rted
?A
pply
tod
ay!
mw
cc.e
du/a
pply
133
“My
prof
esso
rs
wer
e
incr
edib
le a
nd
intr
oduc
ed
me
to a
vari
ety
of a
rt
tech
niqu
es”
-Aly
ssa
Fis
hen
den
, al
um
na
Ass
ocia
te d
egre
e in
Art
Art
Deg
ree
- Tr
adit
ional
Tra
ck dgt
Thi
s pr
ogra
m c
over
s a
rang
e of
aca
dem
ic a
nd s
tudi
o ar
t co
urse
s w
hich
pro
vide
a
stro
ng f
ound
atio
n in
vis
ual a
rts.
Thi
s pr
ogra
m b
est
prep
ares
stu
dent
s to
tra
nsfe
r
to a
fou
r-ye
ar in
stit
utio
n in
ord
er t
o st
udy
arch
itec
ture
or
art
hist
ory.
Stu
dent
s
can
stud
y dr
awin
g, p
aint
ing,
scu
lptu
re, c
eram
ics,
pri
ntm
akin
g, a
nd m
ore.
Deg
ree
- P
rofe
ssio
nal
Tra
ck dgt
Thi
s pr
ogra
m c
over
s a
rang
e of
aca
dem
ic a
nd s
tudi
o ar
t co
urse
s w
hich
pro
vide
a
stro
ng f
ound
atio
n in
vis
ual a
rts.
Thi
s pr
ogra
m c
once
ntra
tes
stud
ent
lear
ning
in
stud
io a
rt in
pre
para
tion
for
a b
ache
lor’s
deg
ree
in fi
ne a
rts.
Thi
s pr
ogra
m in
clud
es
oppo
rtun
itie
s to
stu
dy d
raw
ing,
pai
ntin
g, s
culp
ture
, cer
amic
s, a
nd p
rint
mak
ing.
Art
pro
fess
ors
assi
st w
ith
port
folio
dev
elop
men
t, t
rans
fer
appl
icat
ions
and
ser
vice
lear
ning
pla
cem
ent
and
are
com
mit
ted
to in
divi
dual
stu
dent
suc
cess
.
Audio
Engi
nee
ring
Con
centr
atio
n (
BC
T) dg
Cou
rses
in t
he M
WC
C A
udio
Eng
inee
ring
con
cent
rati
on f
ocus
on
skill
s ne
cess
ary
to p
ursu
e po
siti
ons
in p
rofe
ssio
nal s
ound
eng
inee
ring
. Thr
ough
han
ds-o
n
trai
ning
, spe
cial
ized
cla
ssro
om s
tudy
, and
res
earc
h, s
tude
nts
rece
ive
exte
nsiv
e
trai
ning
in a
ll as
pect
s of
the
indu
stry
. Gra
duat
es c
an e
xplo
re c
aree
rs in
mus
ic,
radi
o, t
elev
isio
n, c
inem
a, g
amin
g, a
nd t
heat
re.
Bro
adca
stin
g &
Ele
ctro
nic
Med
iaD
egre
e dgt
Prep
are
for
care
ers
in t
elev
isio
n, r
adio
, rec
ordi
ng, m
ulti
med
ia, a
nd c
able
indu
stri
es. A
cqui
re t
echn
ical
and
com
mun
icat
ions
ski
lls t
hrou
gh c
ours
ewor
k,
prod
ucti
on t
rain
ing,
and
on-
air
expe
rien
ce.
Com
pute
r G
raphic
Des
ign
Gra
phic
des
ign
is a
dyn
amic
for
m o
f vi
sual
com
mun
icat
ion.
It’s
eve
ryw
here
you
look
– a
dver
tisi
ng, m
agaz
ines
and
new
spap
ers,
and
the
Int
erne
t. D
evel
op s
kills
for
entr
y-le
vel d
esig
n po
siti
ons
crea
ting
the
se t
ypes
of
mat
eria
ls.
Com
pute
r G
raphic
Des
ign O
pti
ons:
degot
Prin
t D
egre
e
Pr
int
Cer
tific
ate
Web
Des
ign
Deg
ree
W
eb D
esig
n C
erti
ficat
e
Com
munic
atio
ns
Deg
ree
(LA
C) gt
Beco
me
expo
sed
to t
he fi
eld
of c
omm
unic
atio
ns a
nd a
var
iety
of
mas
s m
edia
sub
ject
are
as. T
he L
AC
cur
ricu
lum
pro
vide
s an
exc
elle
nt
over
view
of
the
com
mun
icat
ions
fiel
d an
d a
solid
fou
ndat
ion
for
tran
sfer
to
mor
e sp
ecia
lized
com
mun
icat
ions
pro
gram
s at
fou
r-ye
ar
colle
ges
and
univ
ersi
ties
.
Phot
ogra
phy
Con
centr
atio
n (
BC
T) dego
Thi
s pr
ogra
m c
once
ntra
tes
on t
he n
eces
sary
ski
lls f
or s
tude
nts
to e
nter
the
field
of
prof
essi
onal
dig
ital
pho
togr
aphy
. Tod
ay’s
phot
ogra
pher
is a
rtis
tic,
tec
hnic
ally
and
tec
hnol
ogic
ally
ski
lled,
w a
nd b
usin
ess
savv
y. P
hoto
grap
hy c
once
ntra
tion
deg
ree
hold
ers
can
expl
ore
care
ers
in s
tudi
o/po
rtra
it p
hoto
grap
hy, c
omm
erci
al p
hoto
grap
hy,
phot
ojou
rnal
ism
, and
dig
ital
imag
ing.
Thea
tre
Art
sD
egre
e (L
AT) gt
Thi
s pr
ogra
m p
rovi
des
a so
lid li
bera
l art
s ed
ucat
ion
wit
h a
com
preh
ensi
ve in
trod
ucti
on t
o th
eatr
e, m
usic
, and
dan
ce, a
nd is
an
exce
llent
fou
ndat
ion
for
tran
sfer
to
thea
tre
and
mus
ic p
rogr
ams
at f
our-
year
col
lege
s an
d un
iver
siti
es. S
tude
nts
in t
his
prog
ram
als
o be
nefit
from
opp
ortu
niti
es t
o pe
rfor
m in
aw
ard-
win
ning
The
atre
at
the
Mou
nt
prod
ucti
ons,
to
gain
han
ds-o
n ex
peri
ence
wor
king
in T
heat
re a
t th
e
Mou
nt’s
fully
equ
ippe
d sc
ene
shop
, whi
ch in
clud
es s
tate
-of-
the-
art
light
ing
and
soun
d eq
uipm
ent
Vid
eo/F
ilm
Con
centr
atio
n (
BC
T) dg
Stud
ents
spe
cific
ally
inte
rest
ed in
car
eers
in v
ideo
, tel
evis
ion,
film
mak
ing,
or
rela
ted
indu
stri
es m
ay e
lect
to
com
plet
e th
is c
ours
e of
stud
y. V
ideo
/film
con
cent
rati
on d
egre
e st
uden
ts e
xper
ienc
e al
l asp
ects
of p
repr
oduc
tion
, stu
dio
and
loca
tion
rec
ordi
ng, a
nd p
ostp
rodu
ctio
n
edit
ing.
Ins
truc
tion
incl
udes
ext
ensi
ve h
ands
-on
expe
rien
ce.
To le
arn
mor
e ab
out
all o
f M
WC
C’s
acad
emic
pro
gram
s an
d ga
infu
l
empl
oym
ent
info
rmat
ion,
ple
ase
visi
t m
wcc
.edu
/pro
gram
s.
134
135
Appendix B:
Plans for Improving Enrollment:
CGD Website Redesign
136
Computer Graphic DesignAt Mount Wachusett Community College
WelcomeThe Mount Wachusett Community College Computer Graphic Design department’s aim is to engage the creative spirit of skill-based learners, through a challenging, sup-portive learning environment, and professional caring faculty, ensuring that they are prepared to enter the high-ly competitive areas of graphic and web design or transfer to advanced degree programs. The educational focus of the department is on developing each student’s capacity for critical thinking, xcellence in technique, creative ex-pression, integration of state-of-the-art applications, and development of outstanding portfolios.
Web • Print • Gallery • Contact
PrintW
eb
Contact
Gallery
Employment | Directions | Acceptable Use | Public Disclosure | Site Index | Directory | Privacy Policy | Accreditation | Feedback 444 Green St., Gardner, MA 01440 | 978-632-6600 | Admissions: 978-630-9110 ©2012 MWCC
PrintW
eb
Contact
Gallery
GalleryLorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore mag-na aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit praesent luptatum zzril delenit augue duis dolore te feugait nulla facilisi. Web • Print • Gallery • Contact
“A Pull Quote could go in this area”
Employment | Directions | Acceptable Use | Public Disclosure | Site Index | Directory | Privacy Policy | Accreditation | Feedback 444 Green St., Gardner, MA 01440 | 978-632-6600 | Admissions: 978-630-9110 ©2012 MWCC
137
Typi non habent claritatem insitam; est usus legentis in iis qui facit eorum claritatem. Inves-tigationes demonstraverunt lectores legere me lius quod ii legunt saepius. Claritas est etiam processus dynamicus, qui sequitur mutationem consuetudium lectorum.
Print Degree
Lorem ipsum dolor sit amet, consectetuer adip-iscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobor-tis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hendrerit in vulpu-tate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit praesent luptatum zzril delenit augue duis dolore te feugait nulla facilisi. Nam liber tempor cum soluta nobis eleifend option congue nihil imperdiet doming id quod mazim placerat facer possim assum. consuetudium lectorum.
Web • Print • Gallery • Contact
Employment | Directions | Acceptable Use | Public Disclosure | Site Index | Directory | Privacy Policy | Accreditation | Feedback 444 Green St., Gardner, MA 01440 | 978-632-6600 | Admissions: 978-630-9110 ©2012 MWCC
“That was amazing”
PrintW
eb
Contact
Gallery
PrintW
eb
Contact
Gallery
WebLorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit praesent luptatum zzril delenit augue duis dolore te feugait nul-la facilisi. Nam liber tempor cum soluta nobis eleifend option congue nihil imperdiet doming id quod mazim placerat facer possim assum.
Web • Print • Gallery • Contact
Employment | Directions | Acceptable Use | Public Disclosure | Site Index | Directory | Privacy Policy | Accreditation | Feedback 444 Green St., Gardner, MA 01440 | 978-632-6600 | Admissions: 978-630-9110 ©2012 MWCC
Typi non habent claritatem insitam; est usus legentis in iis qui facit eorum claritatem. Inves-tigationes demonstraverunt lectores legere me lius quod ii legunt saepius. Claritas est etiam processus dynamicus, qui sequitur mutationem consuetudium lectorum.
Web Degree
“OutStanding”
138
ContactLorem ipsum • Dolor sit amet,
consectetuer adipiscing elit, sed diam nonummy
nibh euismod tincidunt ut laoreet dolore magna
aliquam erat volutpat.
Ortis nisl ut aliquip • Ex ea
commodo consequat. Duis autem vel eum iriure
dolor in hendrerit in vulputate velit esse molestie
consequat, vel illum dolore eu feugia.
Typi non habent • claritatem
insitam; est usus legentis in iis qui facit eorum clar-
itatem. Investigationes demonstraverunt lectores
legere me lius quod ii legunt saepius.
Web • Print • Gallery • Contact
Prin
t
We
b
Co
ntact
Galle
ry
Employment | Directions | Acceptable Use | Public Disclosure | Site Index | Directory | Privacy Policy | Accreditation | Feedback 444 Green St., Gardner, MA 01440 | 978-632-6600 | Admissions: 978-630-9110 ©2012 MWCC
“I did it!”
139
Appendix B:
Plans for Improving Enrollment:
CGD Recruitment Flyer
140
LIV
E. L
IFE.
IL
LUST
RA
TED
.LI
VE.
LIF
E.
ILLU
STR
ATE
D.
LIV
E. L
IFE.
IL
LUST
RA
TED
.
in C
ompu
ter G
raph
ic D
esig
n—sp
ecia
lizin
g in
pri
nt o
r web
des
ign.
in
Com
pute
r Gra
phic
Des
ign—
spec
ializ
ing
in p
rint
or w
eb d
esig
n.
Enro
ll to
day
Enro
ll to
day
Prin
t or W
eb c
ompu
ter g
raph
ic d
esig
n pr
ogra
ms.
For m
ore
info
rmat
ion,
ple
ase
visi
t:
Cont
act t
he O
ffice
of A
dmis
sion
s at
978
-630
-911
0 or
em
ail a
dmis
sion
s@m
wcc
.mas
s.ed
u
http
://w
ww
.mw
cc.e
du/p
rogr
ams/
cgd/
prin
t.ht
ml
http
://w
ww
.mw
cc.e
du/p
rogr
ams/
cgd/
web
.htm
l
141
Com
pute
r Gra
phic
Des
ign—
prin
t & w
eb d
esig
n pr
ogra
ms
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142
143
Section I: Data APPENDIX C:
CGD Program Evaluation Report Submitted by:
Dylan Mac Cormack Associate Professor
Graphic & Interactive Design Tyler School of Art, Temple University
144
Computer Graphic Design
Program Evaluation Report
Prepared by Dermot Mac Cormack
Associate Professor
Graphic & Interactive Design
Tyler School of Art | Temple University
610-653-8227
4/26/13
The following document is an evaluation report for the graphic design program at
MWCC. This evaluation was conducted on Monday, March 25th, with a preliminary
summation, exit interview held on Tuesday March 26th, 2013. The visit included
interviews with members of the administration, full-time and adjunct faculty members,
current students enrolled in the design program, graphic design alumni as well as several
in-class observations.
If you have any questions, comments or need any additional information on the material
in this document please let me know.
Attached to this document are also two syllabi, pertaining to sections 4.0 and 2.2
respectively, for your consideration:
1) A Foundation design course (foundation_F08_full.pdf) and
2) Digital Narrative (narrative_F12.pdf)
1.0 Structure.
1.1 MWCC appears to have lots of great resources: graphic design, broadcast design,
music, CIS, photography, drawing that could operate under an overall umbrella, or work
collaboratively (for example with the business studies department). A newly formed
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overall structure could operate under the name of “MWCC School of the Arts & Design,”
or the “MWCC School of Media Arts & Design.”
1.1.2 I realize that the inclusion of Drawing, for example, might be problematic, and they
may wish to remain autonomous within the Fine Arts Program. However, I do have
another suggestion for that arrangement, which I will address later on in this report.
1.2 Change the name of the current design program.
Within this new overall umbrella (whatever the new title may be) the design program
could operate as the newly named “Graphic & Interactive Design.” The final choice of
naming for the newly structured design program will obviously be up to MWCC but I
would recommend something like “Graphic & Interactive Design,” or “Visual Design
Communications.”
1.2.1 It is critical to title the restructured program in a clear fashion, something that
prospective students can clearly understand and put the emphasis back to graphic design
and secondly about the technology. Prospective students should know that they are about
to embark on a possible career in graphic design that is supported by technology, not the
other way around.
1.3 Change the current structure of the program and drop the two tracks of Computer
Graphic Design for Print Degree and Computer Graphic Design for Web Design Degree
in favor of combing them into a single entity, newly titled Graphic & Interactive Design
program.
1.3.1 Within this newly created Graphic & Interactive Design program students should
be able to determine how much print and how much interactive work (for the remainder
of the document I will use the terminology of the more inclusive “interactive” and not the
more limited term of “web”) ends up in their portfolio will be up to them. However, if at
all possible, no student should graduate from MWCC without some interactive work in
his or her portfolio. In today’s competitive job economy, students without any interactive
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work are at a distinct disadvantage and MWCC needs to make it possible that all students
have the resources and classes available to accomplish that goal. This is especially true
for those students wishing to remain local to the area, where potential employers may not
have the resources to hire multiple people and would much prefer to hire someone who
can do both print and interactive.
1.3.2 Newly created course structure and course offerings.
Combining the Computer and Graphic Design — Print Design with Computer and
Graphic Design — Web Design, would obviously mean eliminating some current course
offerings and possibly adding other classes within the current 62/64-credit curriculum.
The following is a recommendation for a possible structure and course offerings for a
newly created two-year combined degree in Graphic & Interactive Design.
1) Foundation Design course (not currently offered)
2) Design Theory (currently CGD 101)
3) Drawing 1 (currently ART 263)
4) Type 1 (currently CGD235. This would need a component added to the current
syllabus to cover typography for the screen, web fonts, typography for the screen,
using fontkit.com as an example)
5) Digital Imaging (currently CGD104)
6) Introduction to Web Design (currently CGD109)
7) Creative Web Design 1 (currently CGD240)
8) Type 2 (not currently offered but could possibly be CGD102, Publication Design,
renamed and restructured to focus on more advanced typography while using
InDesign. Eliminate using Quark Express. Could incorporate some of the print
assignments suggested in item 4.3 and could also include an online component,
such as an mobile app prototype, or a simple iPad app)
9) Creative Web Design 2 (currently CGD241, and could incorporate some aspects
of CGD242, namely the use of Adobe Edge, the use and fundamentals of
Wordpress as suggested in this document)
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10) Advanced Digital Imaging (currently CGD204, to include advanced Photoshop
techniques for both print and interactive, and also how to create files for mobile
technologies such as using InDesign’s Digital Publishing Suite for iPad app
development)
11) Design for Mobile (not currently offered but could replace CGD244 Design for
E-Commerce, as e-commerce is such a specific niche of web design, that is really
beyond the scope of a two-year program and I believe students would be better
served learning how to design for mobile devices, rather than learning e-
commerce design)
12) Digital Animation. (Not currently offered but could replace CGD110
Introduction to Animation)
13) Portfolio Preparation (Currently CGD106 and CGD210, to be combined to
create a student portfolio that contains: a minimal print portfolio (3-4 pieces); an
iPad app portfolio (8-10 pieces); and an online web portfolio (the same 8-10
pieces)
2.0 In relation to the interactive component there are some issues that need to be
addressed quickly as well as opportunities that should be availed of in the near future.
2.1 Opportunities within the current interactive component.
One area of the broader design for interactivity (essentially design for the screen) that is
not currently been offered by MWCC is the design and development for mobile devices.
According to research (1) mobile app development will grow to $100bn by 2015. More
and more, design for the mobile environment is becoming an essential part of the
designer’s vocabulary. Luckily for students, there are now various software tools
available that enable them to design and produce mobile apps in a relatively easy fashion.
One such tool is Adobe InDesign’s Digital Publishing Suite(2) which lets students design
for iPads, iPhones and other mobile slate devices, such as the Samsung device. At Tyler
School of Art we have had tremendous success with this software and students have
become energized about designing for interactivity in a remarkable way. It allows them to
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focus on design, and worry less about the technology running in the background.
Introducing InDesign’s DPS will be a critical addition to the student’s portfolio.
2.1.1 In addition to the above, students should have a strong online presence. There are
many available resources for students to avail from. Some of the better online portfolio
opportunities are also portfolio communities. These online opportunities would be
incorporated in the updated Portfolio Preparation course. I would recommend the
following online services:
http://www.cargocollective.com
http://www.squarespace.com/templates/
http://www.behance.net/prosite
At Tyler we have had great success with these sites with our students, most notably with
the Squarespace site; it just looks the best I think, but there are also some free alternatives
to be found here:
http://designinstruct.com/roundups/free-online-portfolio/
2.2 Another opportunity, in terms of technology and its influence on classes within the
current structure is the introduction of AfterEffects. This industry standard animation tool
is used to create animations and video that are deployed across the spectrum of
interactive design. Students can create dynamic animations and incorporate them into
websites and mobile apps, for example.
2.2.1 Another opportunity is to introduce Adobe’s Muse(3) and Edge(4) software to the
curriculum. The former is Adobe’s new application for web design, and is essentially
InDesign for the web. Students can design and implement functional websites, without
writing code and is especially suited to those students who are initially intimidated with
web design. The latter software, Adobe Edge, essentially replaces Flash in the creation of
animation content for the web. This simple-to-use software, creates animations that can
be easily added to websites created with Muse, Dreamweaver, or sites coded in HTML &
CSS by hand.
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By offering these four pieces of software, and incorporating them into projects that
encompass the design for mobile devices, MWCC would be offering its students a
distinct advantage in the design world, and keep them current with the ever-changing
nature of the graphic design.
3.0 Issues within the current interactive component:
There was a general consensus amongst the students of too great a workload within the
interactive component of the program. While it appeared that the intent of so many
exercises was to possibly give the students a sense of the “real” world, far too many
exercises only diluted the quality of the student’s work, not to mention increasing their
stress levels. One student related that they had 30 assignments in 8 weeks.
Ultimately, a solid portfolio need only have 8 – 10 finished pieces in their portfolio. The
question is quality, not quantity. By adding so much work, students may never fully
realize their projects, or be able to pay close attention to all the necessary details of their
work.
3.1 One class in particular, the Flash design class, appeared to trouble both current and
alum students by creating work that they felt was ultimately of no real use in their
portfolio. Many voiced the wish that their time could have been better spent on learning
more useful applications of Flash, or else learning some new software that they could
actually apply in the working world.
3.2 Students expressed other major concerns with the interactive program. One was a
noted lack of organization in terms of the day-to-day running of some of the interactive
classes, specifically the Flash classes. Many students complained, for example, of getting
extremely late notices of work that was due the following morning. Others complained of
an uncomfortable atmosphere in interactive class, specifically the Flash course. One
student even went so far as to say that they purposely avoided the interactive program
because of their apprehensions with the teaching methods and atmosphere of this class.
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3.3 It should be noted that all the students had nothing but high praise for Becky’s
teaching methods and how she ran her classes. All the students admired her dedication
and appreciated her patience in dealing with all levels of students and their different rates
of learning.
3.4 Students discussed disconcerting issues whereby one interactive faculty was
undermining another faculty member, undermining their teaching process and methods.
Needless to say this is not very professional, nor does it look good to the students. It also
points to an underlying conflict between two members of the interactive faculty (one full-
time, the other adjunct) and it would be in advisable to have this situation brought out in
the open and resolved for the benefit of the faculty members involved, and the program at
large.
3.5 Other class offering issues:
Type One.
Type One class is currently being taught remotely, online, for half the semester. The
study of typography is quite possibly the most essential area of study for a graphic
designer and such an essential class cannot realistically be taught successfully online and
needs one-on-one training to successfully teach such a critical skill. Regardless of
whether the students end up designing for print or interactive, they all need a solid
foundation in typography to be successful in the design field. Many of the students
wished that the class was taught in person, and many felt frustrated by this arrangement.
3.5.1 Designing Business Graphics. Strongly recommend that this class be primarily
about using InDesign to design and build various business components. Currently the
class appears to teach Photoshop exclusively. While learning Photoshop for business
majors and non-designers is certainly useful, learning how to use InDesign to create
various business components would be far more useful to the business major, in terms of
creating real-world marketing materials. A stronger emphasis should also be made in this
class about the role of good design in business, and how it has become an integral part to
151
any business. Maybe visiting speakers, from the world of business, could be brought into
visit MWCC who could speak to the marriage of good design and business? Another
possibility might be to offer a project in developing an app, for example, where the
design process in seen as part of a greater objective, and could include business majors
who develop a business plan, and then work to create a working prototype of a mobile
app, using software such as:
http://fieldtestapp.com/
http://www.justinmind.com/
Both of these tools are very easy to use and require a working knowledge of Photoshop.
4.0 2-D Foundation Class
Recommend the introduction of a 2-D design Foundation class that could be taught by
both design faculty and faculty from the fine arts program, specifically drawing. This
class will cover the fundamentals of graphic design and will be more of a hands-on class
that would involve minimal use of computers. Instead, it would introduce the students to
the fundamentals of design in its most basic and common forms. Drawing, along with
typography, is a fundamental skill of graphic design, and teaching students to think by
drawing is a critical skill for all successful designers. Part of this course could be devoted
the history of graphic design, which many students mentioned as being a topic that
wished they had studied. This could be an introduction to this important subject and
hopefully would encourage students to continue studying both contemporary and
historical designers and design movements.
4.1 Consider establishing a perquisite for students to enter into the design course. Maybe
prospective students could have some kind of minimal portfolio requirement in order to
study in the design program. Requiring some kind of minimal portfolio requirement
might enable the department to attract students who are better adept at continuing a
course in design.
152
4.2 Consider introducing the use of www.lynda.com within all the design courses. It
would be best if MWCC offered this invaluable online resource to its design students as
part of the curriculum. Having access to Lynda.com for the students would be extremely
useful tool to aid in their learning of the software materials, and give them the ability to
learn at their own speed (at MWCC or at home) and also augment their learning in the
classroom.
4.3 Project proposals for the curriculum.
As well as the student projects included in the two syllabi I have included with this
document the design department might also consider incorporating some of the following
projects into its curriculum:
- Designing a tri-fold brochure for a national expo. Faculty would supply list of expos.
- Designing a poster series (3) for a socially aware, or non-profit organization, such as
Amnesty International. This would encourage students to become socially aware
designers. Students could also submit posters to competitions, so that they learn how to
organize and prepare for submitting to design competitions.
- Designing a catalog for a well-designed product or exhibition based on a single artist.
Products can be found in Dwell magazine, for example. Products and artist lists would be
supplied.
- Design a catalog based on a minimal artist or architecture. (This encourages them to
learn how to design in a minimalist manner, and learn how to work with white space, as
well as designing by subtraction).
- Create a hybrid project that contains both print and interactive materials. For example, it
could be a book and a website. Or a mobile app design and accompanying catalog. This
could be for an exhibition for a local museum, or a publishing company hosting an
exhibition on a particularly famous book or author, such as 1984, by George Orwell.
5.0 Alumni recommendations
Many alumni commented that they felt they were well prepared to transfer to other
colleges and referred to their experiences in very positive terms. However, some also
153
voiced concerns for some areas for improvement as outlined previously in this document.
Overall they all felt that their time was well spent at MWCC.
5.1 – Alumni voiced universal high praise for the print component of the design program
and specifically for the teaching methods and organizational skills and of both Leslie and
Christine. All the students interviewed had very positive things to say about the portfolio
class and they said the portfolio class was productive, informative, and teaches students
useful skills such as communication in an interview and the critical preparation of the
final work. They also felt that 8 – 10 pieces seemed like an appropriate amount of work
to have in a portfolio.
5.2 – Universal praise for Bob Myers teaching style from both current students and
alumni. Students commented on his energetic and enthusiastic approach to teaching.
6.0 – Student evaluation forms
It appears there are inconsistent student evaluation forms handed out to students. For
example in one class (Flash design class) students were not able to add comments to their
forms and they felt strongly that they should have been able to do so.
6.1 – Strongly recommend that at the very minimum the Dean of the design department
along with the chair of the design department be privy to the completed student
evaluation forms. Ideally, all faculty members (including adjuncts) should have access to
their own student evaluations. Having access to evaluations enables faculty to improve
their classes, and modify and tweak courses as needed. Evaluations also give much
needed insight to Chairs and Deans about full-time faculty and adjunct performance and
how best to help them improve course offerings.
6.1.1 Strongly recommend that MWCC initiate internships for their students as a vital
means to give them a real-world experience in the design field. Incidentally, I would also
strongly recommend that MWCC pursue a policy of only recommending paid internships
to their students. It takes time to build relationships with local design studios to offer
154
internships but this would be an invaluable service to offer the students at MWCC and it
also help to foster goodwill within the community, as well as in the broader design field.
Another option might be to approach a studio, perhaps in Boston, to offer a paid
“apprenticeship” which would offer a fixed stipend, and allow the student designer to
working under a designer in a mentorship capacity.
Perhaps the design department could initiate a student design group as part the AIGA and
begin to reach to the design community in that way?
7.0 Facilities
While it did appear that the facilities were definitely adequate for the students, one
particular lab seemed redundant, the lab that contains only PCs. The computer of choice
in graphic design is still universally the Mac. PCs are used for testing and certainly back-
end development but the bulk of design work is still done on a Mac. All the PCs should
be replaced with Macs and instead install a Windows Emulator software(5) on the Macs to
use when it is required to run Windows software.
8.0 Recommendations for faculty
Currently, no design faculty at MWCC (at least none that I could readily find) has any
kind of web presence. Recommend that each faculty member has some kind of online
presence, whether it is a simple blog, or a more complete website that outlines their
current interests or any kind of design related work they may be currently involved with.
It could even be a pintrest account that showcases their interests. Whatever the final form
of the online presence is, it is important both for the faculty as well as their students (and
prospective students) to see what faculty is doing in the field of graphic design.
8.1 In terms of hiring new faculty, I would highly recommend that as well as hiring new
faculty with advanced degrees, that MWCC should also consider, and actively recruit,
designers who are very active in the design field but who may not have advanced
degrees. Especially in the field of interactive design, it is not uncommon that many
successful designers do not have advanced degrees but rather many years of experience
using technologies in the fast paced, ever-changing world of interactive design. MWCC
155
would be missing out on many opportunities if they did not consider designers who are
also active in the design field.
8.2 Adjunct faculty training.
Adjunct faculty urgently needs some kind of induction and training to assist them to teach
at MWCC. In terms of working with students with disabilities, for example, some
adjuncts wished that they had some kind of assistance in teaching these students and had
known strategies and procedures that they could use in order to help, encourage and work
with such students. Adjuncts also need some kind of avenue for having their voices heard
within the department. Some adjuncts said it was sometimes difficult for them to voice
their concerns and to be heard adequately during busy semesters. Maybe this is
something that Michelle Paranto could be directly involved with and work with the
adjuncts. One other suggestion might be to organize social meetings with adjuncts
(maybe at a location outside of MWCC, over dinner for example) at least once a semester
to help foster a community, as well as give them an outlet for any concerns or valuable
suggestions they may have.
8.2.1- Hiring new and qualified interactive/web design faculty. Recommend hiring more
qualified interactive/web design faculty. One important area, in which these new faculty
could greatly assist the current program, is to hire qualified faculty who are expert in
designing websites using a CMS (Content Management Systems) such as Wordpress. The
current market has little room for static website design, and instead most businesses
require, or desire, the design and development of sites that use CMS systems like
Wordpress. Giving the students a good solid introduction to designing for Wordpress,
would give them a definite advantage in the design field and would also enable them to
find freelance work since designing with Wordpress is a much sought after ability.
Another possibility for a CMS is Drupal, but I think considering the two-year program,
that the learning curve for Drupal would simply be too great.
156
9.0 Marketing and recruiting
As mentioned above, faculty having an online presence will definitely help with
marketing and recruiting of new students. Under the current MWCC website, I also
recommend that a list of the previous year’s alumni and their accompanying websites are
posted on the site. This will give prospective students the opportunity to view work of the
graduating class, as well as building up a reputation for design excellence.
9.1 MWCC should actively seek out designers who are active in the field (or even recent
MFA graduates, who might welcome the opportunity) to come to MWCC and give talks,
presentations, and one-week or two-week workshops to the students, with a small
physical (or virtual) exhibition of the final student work. MWCC could also offer summer
workshops to the students with visiting designers and artists. These workshops could be a
workshop, for example, on how to be more creative with exercises and different methods
to jumpstart the student’s creative abilities. For example Professor Robin Landa(6) runs
creative workshops that help students (and faculty) improve their creativity.
9.1.2 - It is also important to have artists speak to the students who may not be
specifically related to graphic design, but who may have wonderful things to say about
the creative process and what it means to live a creative life. While it may be difficult for
MWCC to attract big name designers and artists to its campus, there are still many
incredible designers, artists, and recent MFA graduates who would only be too willing to
speak and share their thoughts, especially if they could be reasonably reimbursed for their
time and travel, and featured on the MWCC website.
9.1.3 – Recommend that recruitment be expanded to include some national recruitment,
or at the very least, recruitment along the East coast and even, possibly, internationally. I
recounted a story during my visit about one of my top students at Tyler who transferred
from a local community college, who is now a design director at Nickelodeon. She
originally came from Sweden and was actively recruited by recruiters from the local
community college here in Pennsylvania. Especially in today’s world economy many
157
international students might find the entry into an American educational institution such
as MWCC a very exciting proposition.
10.0 Conclusion
Overall, my short, intensive experience at MWCC was very informative, and it was a
pleasure to meet faculty, administration and especially members of the student body. The
students were clearly self-motivated, hard working and dedicated to the study of graphic
design, and there appears to be a lot of engagement between students and faculty. All the
goals and suggestions set forth in this document are dedicated to those students, to
improve their current studies, as well as prepare them as future designers.
MWCC has a number of issues that need to be addressed, as outlined above, but by
working on solutions to these issues, they are all opportunities to help improve the design
department, both for the faculty, administration and the students.
The field of graphic design is a demanding and competitive one. Students should be
giving all the tools necessary to be successful in design, and I believe that MWCC is
certainly on the right track to accomplish this but it also equally important to keep as
current as possible, as current as the profession demands, in order for the students to be
given the opportunity to excel. The ideas outlined in this document could help MWCC’s
graphic design department achieve that goal.
(1) http://www.research2guidance.com/the-application-development-market-will-
grow-to-us100bn-in-2015/
(2) http://www.adobe.com/products/digital-publishing-suite-family.html
(3) http://www.adobe.com/products/muse.html
(4) http://html.adobe.com/edge/animate/?promoid=KANXM
(5) http://windows-emulator-software-review.toptenreviews.com/vmware-fusion-
review.html
(6) https://twitter.com/rlanda
158
dedicated to those students, to improve their current studies, as well as prepare
them as future designers.
MWCC has a number of issues that need to be addressed, as outlined above, but by
working on solutions to these issues, they are all opportunities to help improve the
design department, both for the faculty, administration and the students.
The field of graphic design is a demanding and competitive one. Students should be
giving all the tools necessary to be successful in design, and I believe that MWCC is
certainly on the right track to accomplish this but it also equally important to keep
as current as possible, as current as the profession demands, in order for the
students to be given the opportunity to excel. The ideas outlined in this document
could help MWCC’s graphic design department achieve that goal.
(1) http://www.research2guidance.com/the-‐application-‐development-‐
market-‐will-‐grow-‐to-‐us100bn-‐in-‐2015/
(2) http://www.adobe.com/products/digital-‐publishing-‐suite-‐family.html
(3) http://www.adobe.com/products/muse.html
(4) http://html.adobe.com/edge/animate/?promoid=KANXM
(5) http://windows-‐emulator-‐software-‐review.toptenreviews.com/vmware-‐
fusion-‐review.html
(6) https://twitter.com/rlanda
159
Section I: Data APPENDIX D:
Student Surveys:
CGD Continuing Students Survey
CGD & CGW Continuing Students Survey Results
CGD Print Capstone Survey Questions
CGD Print Capstone Survey Results
CGW Web Capstone Survey Questions
CGW Web Capstone Survey Results
160
161
Appendix D:
CGD Continuing Students Survey Questions (CGW Continuing Student Survey Questions are the same;
therefore it has not been included)
162
2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students
1. How many MWCC Print Degree studio courses have you completed at this time? (Courses with a CGD prefix, ie. CGD101, CGD104, etc.)
1. Program
0 – 3
nmlkj
4 – 6
nmlkj
6 – 9
nmlkj
9 or more
nmlkj
2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students
2. To what extent is the MWCC Print Degree Program meeting your expectations?
3. Please explain your answer.
2. Expectations
*
*55
66
90 – 100%
nmlkj
80 – 90%
nmlkj
70 – 80%
nmlkj
69% or below
nmlkj
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2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students
4. Based on the classes you have taken, what are the GREATEST STRENGTHS of the CGD Print Degree Program? Please check ONLY those you feel are true STRENGTHS. Check all that apply.
3. Strengths
*
Computers
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Monitors
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Printers
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Scanners
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Overhead Projection Systems
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Most Current Software
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Faculty Expertise
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Quality of Instruction
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Faculty Attendance
gfedc
Faculty Assistance with Advising/Registration
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Faculty Availability (Outside of class)
gfedc
Paraprofessional Support (Tutoring)
gfedc
Career Counseling
gfedc
Lab Assistant Support
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Open Lab TimeDuring class
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Open Lab TimeOutside of class
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Lab/Classroom EnvironmentTemperature
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Lab/Classroom EnvironmentCleanliness of the floors, etc.
gfedc
Lab/Classroom EnvironmentChairs and Desks
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Other (please specify)
gfedc
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2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students
5. Based on the classes you have taken, what are the WEAKNESSES of the CGD Print Degree Program? (Please keep in mind, if you chose an option as a strength it can not also be a weakness.) Check all that apply.
4. Weaknesses
Computers
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Monitors
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Printers
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Scanners
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Overhead Projection Systems
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Most Current Software
gfedc
Faculty Expertise
gfedc
Quality of Instruction
gfedc
Faculty Attendance
gfedc
Faculty Assistance with Advising/Registration
gfedc
Faculty Availability (Outside of class)
gfedc
Paraprofessional Support (Tutoring)
gfedc
Career Counseling
gfedc
Lab Assistant Support
gfedc
Open Lab TimeDuring class
gfedc
Open Lab TimeOutside of class
gfedc
Lab/Classroom EnvironmentTemperature
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Lab/Classroom EnvironmentCleanliness of the floors, etc.
gfedc
Lab/Classroom EnvironmentChairs and Desks
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Other (please specify)
gfedc
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2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students
6. Based on the weaknesses you have chosen and any other concerns you may have, what recommendations would you make to improve the quality of the CGD Print Degree Program?
5. Recommendations
*
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2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students2013 Computer Graphic Design Print Survey, Continuing Students
Thank you for taking the time to complete this survey. Your responses will help us improve the CGD Print Degree Program.
7. THANK YOU!
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Appendix D:
CGD & CGW Continuing Students Survey Results
168
Response Percent
Response Count
Response Percent
Response Count
TotalTotal Count
22.2% 4 29.4% 5 25.7% 9
50.0% 9 35.3% 6 42.9% 15
11.1% 2 29.4% 5 20.0% 7
16.7% 3 5.9% 1 11.4% 4
18 17 35
0 0
Response Percent
Response Count
Response Percent
Response Count
TotalTotal Count
66.7% 10 38.5% 5 53.6% 15
20.0% 3 38.5% 5 28.6% 8
13.3% 2 15.4% 2 14.3% 4
0.0% 0 7.7% 1 3.6% 1
15 13 28
3 4 7
CGWCGD
CGD CGW
4 – 6
6 – 9
9 or more
skipped question
Question 2
TotalsTo what extent is the MWCC CGD/CGW Degree Program
meeting your expectations?
70 – 80%
Answer Options
90 – 100%
80 – 90%
69% or below
answered question
skipped question
Computer Graphic Design—Print and Web 2013 Continuing Students Survey
Question 1
TotalsHow many MWCC Pint/Web studio courses have you
completed at this time? (Courses with a CGD prefix, ie. CGD101, CGD104, etc.)
Answer Options
0 – 3
answered question
169
The teacher was very insightful. Projects were relevant and fun.
Some teachers have no idea what they are teaching. Not talking about leslie or bob.
I feel I now have a solid foundation in Adobe CS6 and in the principles of design.
I love my teachers and have learned so much from them.
nothing is ever 100% what you expect
I enjoyed the course in electronic illustration much more than I expected to.
I am not sure
It's been a well-rounded experience of learning hard and soft graphic design skills.
Meets expectations.
I am really learning alot and love the program.
I haven't taken many web course yet
It was very in depth
I didn't put in as much as I wanted to, it is a slow process for me to pick up and understand.
I have great teachers and I have learn a lot from them
It got me a job in the field that I went to school for. I am here again to further my education.
struggling with my ability to grasp all of the concepts
I'm learning about aspects of Graphic Design I didn't even know existed.
I would like there to be more work with websites. I feel like I have created a lot of print work but not enough web work.
I think the program has an extreme amount of detailed information that is very valuable. I wish every professor for the program taught around the same. Ex: This is what we are doing, I will show you how to do it, now you try, any questions, you will be doing homework on what we just learned.I know that might sound like your holding our hands, but it will make me a better designer if I can learn and understand everything that is being taught.
The teachers are amazing. They have real world experience that they have learned from. They then extend this knowledge as best they can to their students. Understanding, while at the same time having high expectations of their students, most the professors in the CGD department are fantastic.
The MWCC Print Degree Program so far is amazing! I am learning so much about this major, and I look forward to taking more classes!
The program at MWCC has been great. I have learned a lot from all my professors and feel as though I am prepared to start a new career in graphic design.
I feel there could be more within the course. There should be a history course where we learn from inspirational Graphics Designers who made an impact in society or the evolution of design.
It gives me all the information that I need to know or refresh my memory on, so far the classes have given me all of what i would want to know
I'm not doing as well as I had expected. I'm disappointed with myself. I entered the print program with great expectations, but I don't feel that way now.
Computer Graphic Design—Print and Web 2013 Continuing Students Survey
I am very satisfied with I have learned thus far. The professors are highly qualified, extremely helpful and genuinely care about the success of each student. The hands-on training makes it easy to understand new materials and various Adobe desktop applications.
CGW 2013
Please explain your answer (to Question 2)
Question 3
CGD 2013
Well the expections can be confusing from teacher to teacher one teacher will teach you one way another will teach you a completely different way
I'm doing a lot of preliminary courses first. I'll get to my first Web class next year. I'm taking things slower than a full-time student.
170
Response Percent
Response Count
Response Percent
Response Count
Total Percent
Total Count
66.7% 10 100.0% 13 82.1% 23
60.0% 9 69.2% 9 64.3% 18
33.3% 5 92.3% 12 60.7% 17
20.0% 3 46.2% 6 32.1% 9
26.7% 4 61.5% 8 42.9% 12
86.7% 13 84.6% 11 85.7% 24
86.7% 13 92.3% 12 89.3% 25
73.3% 11 76.9% 10 75.0% 21
66.7% 10 76.9% 10 71.4% 20
33.3% 5 69.2% 9 50.0% 14
40.0% 6 61.5% 8 50.0% 14
6.7% 1 23.1% 3 14.3% 4
13.3% 2 46.2% 6 28.6% 8
66.7% 10 76.9% 10 71.4% 20
66.7% 10 76.9% 10 71.4% 20
73.3% 11 69.2% 9 71.4% 20
20.0% 3 46.2% 6 32.1% 9
26.7% 4 61.5% 8 42.9% 12
20.0% 3 61.5% 8 39.3% 11
0.0% 0 7.7% 1 3.6% 1
answered question 15 13 28
skipped question 3 4 7
Faculty expertise is big.
Faculty Availability (Outside of class)
Printers
Monitors
Answer Options
Career Counseling
Overhead Projection Systems
Scanners
Lab/Classroom Environment--Temperature
Faculty Attendance
Computers
Lab Assistant Support
Most Current Software
Lab/Classroom Environment--Cleanliness of the floors, etc.
Faculty Assistance with Advising/Registration
Other (please specify)
Open Lab Time--During class
Faculty Expertise
Other (please specify)
Paraprofessional Support (Tutoring)
Open Lab Time--Outside of class
Quality of Instruction
Lab/Classroom Environment--Chairs and Desks
Based on the classes you have taken, what are the GREATEST STRENGTHS of the CGD/CGW Degree Program? Please check ONLY those you feel are true
STRENGTHS. Check all that apply.
CGD CGW Totals
Computer Graphic Design—Print and Web 2013 Continuing Students Survey
Question 4
171
Response Percent
Response Count
Response Percent
Response Count
Total Percent
Total Count
0.0% 0 0.0% 0 0.0% 0
0.0% 0 0.0% 0 0.0% 0
20.0% 3 0.0% 0 14.3% 3
6.7% 1 16.7% 2 14.3% 3
20.0% 3 8.3% 1 19.0% 4
6.7% 1 0.0% 0 4.8% 1
0.0% 0 0.0% 0 0.0% 0
13.3% 2 0.0% 0 9.5% 2
0.0% 0 0.0% 0 0.0% 0
6.7% 1 0.0% 0 4.8% 1
20.0% 3 8.3% 1 19.0% 4
26.7% 4 25.0% 3 33.3% 7
6.7% 1 8.3% 1 9.5% 2
0.0% 0 8.3% 1 4.8% 1
0.0% 0 16.7% 2 9.5% 2
13.3% 2 0.0% 0 9.5% 2
33.3% 5 8.3% 1 28.6% 6
6.7% 1 8.3% 1 9.5% 2
26.7% 4 8.3% 1 23.8% 5
26.7% 4 33.3% 4 38.1% 8
answered question 9 12 21
skipped question 7 5 12
There is one professor that seems to be lacking, but pretty much all of the others are amazing.
I wouldn't really say there are any weaknesses, but at the same token, not everything can be a strength.
None
hybrid classes
I have no complaints
No program weakness thus far.
Other (please specify)
Paraprofessional Support (Tutoring)
Scanners
Lab/Classroom Environment--Temperature
Faculty Attendance
Faculty Availability (Outside of class)
Printers
Open Lab Time--Outside of class
Quality of Instruction
Monitors
Open Lab Time--During class
Faculty Expertise
Computer Graphic Design—Print and Web 2013 Continuing Students Survey
Question 5
Answer Options
Career Counseling
Overhead Projection Systems
Lab/Classroom Environment--Cleanliness of the floors, etc.
Faculty Assistance with Advising/Registration
Computers
Lab Assistant Support
Most Current Software
CGW 2013
Some of the walls in the labs are dirty like someone sprayed soda on them and nobody bothered to clean them up.
CGD 2013
Other (please specify)
none
Based on the classes you have taken, what are the WEAKNESSES of the CGW Web Degree Program? (Please keep in mind, if you chose an option as a strength it can not
also be a weakness.) Check all that apply.
CGD CGW Totals
Lab/Classroom Environment--Chairs and Desks
172
None!
Get some new teachers that are like leslie and bob
I sometimes have a hard time seeing what's projected on the overhead screens, but it's a minor complaint.
Honestly I can think of any.
I feel that we students should have the opportunity to use Wacomb tablets and open a whole other world of designing.
more frequently cleaning key boards and mice please
EVEN better quality printers
Tutors are essential. Chairs in classrooms need replacing.
Unsure.
To be honest , I really don't have much to complain about. The scanners were a little hard to use, but it was not a big deal.
I would like more in class lab time.
Fix the coloration of the overhead!
none
No, to me every thing is great
To address the current heating and cooling systems of the labs/class rooms
Combine Web and Print together and make it a three year program. Get rid of the 1 year certificate program.
Perhaps touching upon wordpress and other sites of that nature. The sites are out there and we might come across a client that wants that, and as web designers we won't sound very smart if we say we don't know how to use that site or others like it
I would like the staff of the program to really get together and have a similar teaching structure to prevent anxiety and being overwhelmed or confused on what we are doing. The end result is taking all of our classes and combing those skills to achieve our goals. If the teaching between the staff is extremely different, that can be an issue trying to combine those skills. A tutor program for the CGD program would be very beneficial.
My only recommendation: Every professor must distribute a detailed course syllabus detailing all weekly assignments and projects with due dates at the start of the semester, which must be adhered to. Any revisions to the course curriculum and/or timeline should be done only when needed. This has been a challenge with one professor to date, making it very difficult to balance the workload along with other classes.
More work with making websites maybe if web majors didn't have to take advanced photoshop and took another web course instead. The cgd112 course that I took this spring we did a lot of print work. I thought it was going to be more about E-publishing
Computer Graphic Design—Print and Web 2013 Continuing Students Survey
Question 6
CGD 2013
CGW 2013
Based on the weaknesses you have chosen and any other concerns you may have, what recommendations would you make to improve the quality of the CGD/CGW Degree Program?
I would only recommend that the Professors check and/or respond to student's e-mail's more frequently corresponding to the timely manner an e-mail is sent.
Overall, I think this program is strong. It drives me nuts to work on PCs in Paul's classroom, though. I guess we need to be proficient in both. For those of us not big on PCs, it would be helpful to have a page or two of keyboard commands and quickeys to help us navigate more proficiently. (I certainly can navigate on a PC but not efficiently.)
Well, since you're asking... I have heard several of the other students' issues with Paul. When it comes to the teachers' evaluations... Listen to what those students have to say...
There needs to be a tutor for some of the students in the CGD program. There are certain people who need way more attention than any of the teachers can provide. I would be willing to be a tutor next year.
I would appreciate the ability to make ergonomic adjustments to the position of the mouse, especially in the tween room, which doesn't even have mouse pads to serve as wrist cushions.
I would like more personal tutoring and extended open lab times, (possibly evenings or weekends?) I also think class time should be lengthened or used more appropriately.
Even though the technology is up to date it won't help much because most employers don't have the most up to date software. Make sute the heaters/ AC's work.
173
I think Meg Gillis is a great person, but everything i learned in her classes i had to tech myself
I am very happy with the program in general. I feel we get a lot of great real world advice from the instructors.
I had a great semester and a great year, looking forward for the next one.
Paul Swerzenksi is a terrible teacher and should be forced to change the way he teaches or fired.
I do not think that it should be necessary for print majors to take two courses in web design.
I feel the professional experience of the faculty is a key plus in this program.
Wish there were more CGD classes during the summer.
I think that the computers in the animation class should be upgreaded.
I do feel that the CGD staff is very approachable, knowledgeable, compassionate to your issues outside of school, and very guiding when it comes to our future and the direction we might want to go in. Overall it has been an extreme pleasure to have signed up for something that I love and enjoy coming to school to work hard for my goal.
The small class sizes are ideal. They provide more individual attention and better communication between the instructor and students. It also gives students the opportunity to work together and learn from each other.
Computer Graphic Design—Print and Web 2013 Continuing Students Survey
Question 7
Please feel free to comment on anything that has not been addressed previously in this survey.
CGD 2013
CGW 2013
I think Becky is a really nice person and maybe her classes get better - but as a first year web student I don't feel I learned a lot from her. I like Christine & Leslie's style of teaching much better
174
175
Appendix D:
CGD Print Capstone Survey Questions
176
2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE
1. What is your program of study?
1. Major/Program
*
CGDPrint degree (Associates Degree)
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CGDPrint degree and CGWCWeb certificate (Major and minor)
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CGDPrint degree and CGWWeb Degree (Dual major)
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CGDCPrint certificate (One Year Certificate)
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2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE
2. Prior to your print design coursework at MWCC, what experience or prior education did you have in graphic design or with related graphic design software?
3. How prepared or competent in graphic design do you feel you were PRIOR to taking classes at MWCC?
2. Experience
*
*
High School graphic arts classes
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Attended college graphic design classes prior to transfer to MWCC
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Self Taught/Hobby
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No Prior Experience or Education
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If you took design classes prior to MWCC, what high school or college did you attend?
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5—Highly PreparedProficient; Fully competent; Have full mastery of graphic design; Have no questions about this subject/skill.
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4—Well Prepared; Above average competence; Advanced working knowledge of graphic design; Have few, if any, questions about this
subject/skill.
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3 — Moderately Prepared; Average competence; Working knowledge of graphic design; Have only a few questions about this subject/skill.
gfedc
2 — Minimally Prepared; Below average competence; basic to little working knowledge of graphic design; Have several to a moderate
amount of questions about this subject/skill.
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1 — Insufficiently Prepared; Little to no competence; little to no working knowledge of graphic design; Still have a great deal of questions
about this subject/skill.
gfedc
Please comment on your answer.
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2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE
4. What type of design work have you done while attending MWCC? (Check all that apply)
3. Design Work
Coursework and design projects only through my classes at MWCC
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Designed for a friend or family member
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Freelance for print (paid)
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Freelance for web (paid)
gfedc
Service Learning through my classes
gfedc
Volunteer design (noncourse related/nonfriend or family/nonpaid)
gfedc
Work for a printing company (paid)
gfedc
Work in a design studio (paid)
gfedc
Other (please specify)
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2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE
This survey will help us to accurately assess our effectiveness of teaching and whether you have gained the appropriate skills and competencies in our curriculum. Please review and rank each section carefully based on your personal competency level (your level of skill, talent, ability, expertise, knowhow.) To move forward in the survey you must rank every skill/competency.
6. Please rank your ability/competence/skill level on the following scale: 5—Highly PreparedProficient; Fully competent; Have full mastery of this skill; Have no questions about this subject/skill. 4—Well Prepared; Above average competence; Advanced working knowledge of this skill; Have few, if any, questions about this subject/skill. 3 — Moderately Prepared; Average competence; Working knowledge of this skill; Have some questions about this subject/skill. 2 — Minimally Prepared; Below average competence; basic to little working knowledge of this skill; Have moderate to several questions about this subject/skill. 1 — Insufficiently Prepared; Little to no competence; little to no working knowledge of this skill; Still have a great deal of questions about this subject/skill.
5. CompetenciesSkills Assessment
*
5Highly Prepared 4Well Prepared3Moderately
Prepared2Minimally
Prepared1Insufficiently
PreparedNot Required or
Taught
1. Exhibit a solid understanding of the fundamentals of design and visual literacy, including the elements and principles of design and typography as they are applied to the development of effective communication pieces for both print and web design.
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1A. Students will have an understanding of the concepts of copyrights and intellectual property.
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2. Possess a working knowledge of the design
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2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONEprocess especially how it relates to: audience definition, research, analysis, and concept development; the production of thumbnail sketches, rough drafts, and the preparation of final comprehensive print layouts and websites.
3. Exhibit measurable skills and working knowledge in the industry standard graphic design software.
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Adobe InDesign nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Adobe Photoshop nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Adobe Illustrator nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
QuarkXpress nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Adobe Dreamweaver nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Adobe Acrobat Professional nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
4. Transform digital images into new pieces of art through the use of Adobe Photoshop with emphasis on the creation of highquality graphics for print and the web.
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4A. Employ file manipulation techniques using filters, blending modes, layers, masks, channels, and layer effects with emphasis on the creation of high quality graphics for print.
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4B. Create, optimize, and save graphics for the web.
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5. Create complex electronic illustrations and single page layouts with a solid understanding of the complex functions of Adobe Illustrator.
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5A. Possess a working knowledge of the tools, palettes, menus and functions of Adobe Illustrator.
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5B. Utilize the Bezier pen tool, as well as make use of specialized techniques for creating lineart and color
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2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONEillustrations.
6. Have a solid working knowledge of the fundamentals of building websites using HTML, XHTML, CSS and Dreamweaver with the ability to design structurally as well as aesthetically.
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6A. Use & understand online/web/ Blackboard courses, as well as the Internet, World Wide Web, and Information Literacy resources.
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6B. Use media tools such as: email, search engines, newsgroups, blogs, image viewers, web games and PDF documents.
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6C. View and test web designs using new generation web browsers: Opera, Firefox and Safari.
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6D. Create engaging web pages and websites using Adobe Dreamweaver in Code view and Design view.
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6E. Produce single and multiple page websites while applying the Principles of Web Design and accessibility to each project.
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6F. Use hand coding; create interactive pages; use CSS navigation and page layout; use forms; add Flash and other multimedia; integrate between Photoshop and Bridge.
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6G. Publish multipage websites utilizing Dreamweaver's FTP upload capabilities.
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7. Exhibit the ability to work with advanced graphic design principles, grids, typography, and advanced layout techniques while utilizing QuarkXPress and Adobe InDesign.
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7A. Exhibit a solid understanding of
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2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONEtypography.
7B. Produce sophisticated, multifaceted projects with an emphasis on publication design while utilizing QuarkXPress, InDesign, Adobe Photoshop and Adobe Illustrator.
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7C. Exhibit the ability to work with advanced graphic design principles, grids, typography, and layout techniques, such as master pages and style sheets.
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8. Possess a working knowledge of print capabilities, the printing process, and understanding prepress techniques.
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8A. Possess a working knowledge of how to obtain printing quotes.
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8B. Possess a working knowledge of how to prepare files for high resolution output.
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8C. Understand special issues, such as handling photography and artwork for premium reproduction quality
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8D. Use process and Pantone inks
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8E. Understand how to create PDFs for final output.
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9. Possess the ability to prepare for the job market and/or transfer.
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Career planning nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Skill assessment nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Resume writing nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Interviewing nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Compile a professionalquality portfolio
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10. Manage and development clientbased visual communication pieces with the use of effective design and layout while meeting strict deadlines.
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2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE
If you rated any of the above with a 2Minimally Prepared or a 1Insufficiently Prepared—please explain your answer.
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183
2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONEtypography.
7B. Produce sophisticated, multifaceted projects with an emphasis on publication design while utilizing QuarkXPress, InDesign, Adobe Photoshop and Adobe Illustrator.
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7C. Exhibit the ability to work with advanced graphic design principles, grids, typography, and layout techniques, such as master pages and style sheets.
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8. Possess a working knowledge of print capabilities, the printing process, and understanding prepress techniques.
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8A. Possess a working knowledge of how to obtain printing quotes.
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8B. Possess a working knowledge of how to prepare files for high resolution output.
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8C. Understand special issues, such as handling photography and artwork for premium reproduction quality
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8D. Use process and Pantone inks
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8E. Understand how to create PDFs for final output.
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9. Possess the ability to prepare for the job market and/or transfer.
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Career planning nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Skill assessment nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Resume writing nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Interviewing nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Compile a professionalquality portfolio
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
10. Manage and development clientbased visual communication pieces with the use of effective design and layout while meeting strict deadlines.
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
184
2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE
If you rated any of the above with a 2Minimally Prepared or a 1Insufficiently Prepared—please explain your answer.
55
66
185
2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE
7. Please rank your ability/competence/skill level on the following scale: 5—Highly PreparedProficient; Fully competent; Have full mastery of this skill; Have no questions about this subject/skill. 4—Well Prepared; Above average competence; Advanced working knowledge of this skill; Have few, if any, questions about this subject/skill. 3 — Moderately Prepared; Average competence; Working knowledge of this skill; Have some questions about this subject/skill. 2 — Minimally Prepared; Below average competence; basic to little working knowledge of this skill; Have moderate to several questions about this subject/skill. 1 — Insufficiently Prepared; Little to no competence; little to no working knowledge of this skill; Still have a great deal of questions about this subject/skill.
6. General Education Competencies
*
Highly Prepared Well PreparedModerately Prepared
Minimally Prepared
Insufficiently Prepared
N/A
1. Written and Oral Communication in English: You (the student) demonstrate the ability to write and speak effectively for a variety of occasions, audiences and purposes.
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1A. Establishes a main idea: You assert a central idea or thesis when writing/presenting.
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1B. Develops support: You develop unified support for that thesis (i.e. include examples, details, evidence).
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
1C. Organizes effectively: You arrange parts (sentences and paragraphs) coherently to support the thesis.
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
1D. Establishes purpose: You establish clear purpose
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
186
2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONEto the audience.
1E. Uses credible research material effectively and ethically: You synthesize and incorporate appropriate information from research material to support the thesis, and you document it correctly (use of intext citation that correlates to a bibliography page).
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1F. Uses appropriate diction, grammar, and punctuation: You choose language reasonably appropriate for intended purpose, and generally you use sentences that are grammatically sound and correctly punctuated.
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1G. Audience: You meet the needs of the audience when writing/speaking.
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2. Information Literacy: Through electronic and traditional modes, you (the student) demonstrate the ability to identify, access, evaluate and use information effectively, ethically and legally.
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
2A. Identify Information Need: You are able to select a focused topic appropriate for the assignment.
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
2B. Access Information: Your search strategy includes the use of advanced search techniques (and, or, not, truncation, parentheses) when searching.
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2C. Access Information: You are able to judge the value of the search results and demonstrate restrategizing when necessary.
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
2D. Access Information: You are able to locate and access information from a variety of sources.
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2E. Evaluate Information: You are able to consider
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187
2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONEthe authoritativeness, currency and content/coverage to determine information quality.
2F. Evaluate Information: You can demonstrate the appropriateness of scholarly vs. popular literature/information.
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2G. Use Information: You are able to integrate information from several sources and formulate a conclusion.
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2H. Use Information: You are able to paraphrase and quote correctly.
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
2I. Use Information: You are able to cite information using appropriate style correctly.
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Please indicate (provide an estimate of) how many research reports and oral presentations you have completed, while at MWCC, in which you have utilized the majority of the above skills.
188
2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE2013—Print Competencies Survey-CAPSTONE
8. What do you believe your MWCC Print design classes MOST prepared you for or you feel you are most skilled at as a result of your training/coursework?
9. What do you believe your MWCC Print design classes prepared you for the least or you feel you are the weakest in?
10. What would you suggest we could improve upon in the CGD program at MWCC? What topics, software, technical skills should we offer more of? Less of? Please take the time to offer your input and explanations so that we may improve the CGD program. Also, please include contact information: a phone number, mailing address (if you have no plans of moving within the next year), and an email address (not your mwcc email, please use one that we can reach you at within in the next 13 years). We would like to be able to contact you for future graduate surveys, as well as invite you to participate in various events and activities in the future.
7. Final Comments
*
55
66
*
55
66
55
66
189
Appendix D:
CGD Print Capstone Survey Results
190
Wha
t is
your
pro
gram
of s
tudy
?
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
4 Y
ear
Tot
alT
otal
C
ount
87.5
%7
58.3
%7
100.
0%10
66.7
%2
78.8
%26
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
00.
0%0
41.7
%5
0.0%
033
.3%
118
.2%
612
.5%
10.
0%0
0.0%
00.
0%0
3.0%
1
answ
ered
que
stio
n8
1210
333
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
4 Y
ear
Tot
alT
otal
C
ount
50.0
%4
18.2
%2
70.0
%7
66.7
%2
45.5
%15
0.0%
027
.3%
30.
0%0
0.0%
09.
1%3
62.5
%5
27.3
%3
50.0
%5
33.3
%1
42.4
%14
12.5
%1
36.4
%4
10.0
%1
0.0%
018
.2%
6
answ
ered
que
stio
n8
1210
333
Too
k so
me
art a
nd d
esig
n cl
asse
s m
any
year
s ag
o at
UM
ass
and
Mas
s C
olle
ge o
f Art
(ev
enin
g).
Wac
huse
tt R
egio
nal H
igh
Sch
ool
I atte
nded
Mon
tach
uset
t Reg
iona
l Voc
atio
nal T
echn
ical
Sch
ool.
Nat
ick
Hig
h S
choo
l cla
ss o
f 197
5
Dix
ie H
ollin
s H
igh
Sch
ool G
raph
ic A
rts
Aca
dem
y. T
his
scho
ol fo
cuse
d on
trad
ition
al d
esig
n, w
e di
d no
t wor
k on
com
pute
rs.
For
4 s
emes
ters
I at
tend
ed T
he N
ew E
ngla
nd In
stitu
te o
f Art
in b
rook
line.
Nar
raga
nset
t Hig
h S
choo
l, U
Mas
s Lo
wel
l
Atte
nded
col
lege
gra
phic
des
ign
clas
ses
prio
r to
tran
sfer
to M
WC
C
Sel
f Tau
ght/H
obby
No
Prio
r E
xper
ienc
e or
Edu
catio
n
Que
stio
n 2
Hig
h S
choo
l gra
phic
art
s cl
asse
s
2011
2012
2013
Prio
r to
you
r pr
int d
esig
n co
urse
wor
k at
MW
CC
, wha
t exp
erie
nce
or
prio
r ed
ucat
ion
did
you
have
in g
raph
ic d
esig
n
or w
ith r
elat
ed
grap
hic
desi
gn s
oftw
are?
2010
2011
If yo
u to
ok d
esig
n cl
asse
s pr
ior
to M
WC
C, w
hat h
igh
scho
ol o
r co
llege
did
you
atte
nd?
2013
Ans
wer
Opt
ions
Ans
wer
Opt
ions
CG
D-P
rint d
egre
e an
d C
GW
C-W
eb c
ertif
icat
e (M
ajor
and
min
or)
2011
CG
DC
-Prin
t cer
tific
ate
(One
Yea
r C
ertif
icat
e)
CG
D-P
rint d
egre
e (A
ssoc
iate
s D
egre
e)
CG
D-P
rint d
egre
e an
d C
GW
-Web
Deg
ree
(Dua
l maj
or)
2010
2010
2012
Prin
t Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 1
2010
–201
3
2010
–201
3
191
Oak
mon
t Reg
iona
l Hig
h sc
hool
Nor
th M
iddl
esex
Reg
iona
l Hig
hsch
ool-
2 le
vels
of p
hoto
shop
cla
sses
Oak
mon
t Reg
iona
l Hig
h sc
hool
Aye
r H
ighs
choo
l
Mon
ty T
ech
I too
k on
e w
eek
of g
raph
ic d
esig
n cl
ass
in o
ur te
ch h
igh
scho
ol a
nd it
tied
bet
wee
n th
at p
rogr
am a
nd th
e C
AD
pro
gram
, sin
ce i
ende
d up
not
bei
ng a
ble
to d
o th
at
wel
l eno
ugh
to s
uit i
trie
d th
is w
hen
i got
to c
olle
ge.
2013
2012
192
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
4 Y
ear
Tot
alT
otal
C
ount
0.0%
09.
1%1
0.0%
00.
0%0
3.0%
1
25.0
%2
27.3
%3
10.0
%1
33.3
%1
21.2
%7
37.5
%3
9.1%
130
.0%
333
.3%
124
.2%
8
12.5
%1
45.5
%5
50.0
%5
33.3
%1
36.4
%12
25.0
%2
18.2
%2
10.0
%1
0.0%
015
.2%
5
answ
ered
que
stio
n8
1210
333
I did
not
kno
w th
e A
dobe
Cre
ativ
e S
uite
sof
twar
e, b
ut d
id h
ave
a w
orki
ng k
now
ledg
e of
des
ign
conc
epts
and
oth
er s
oftw
are
(Pub
lishe
r, P
ower
Poi
nt, W
ord)
.
I've
alw
ays
had
a st
rong
inte
rest
in G
raph
ic a
rts
and
desi
gn. T
houg
h I h
ad n
ever
had
any
form
al tr
aini
ng. I
had
don
e so
me
wor
k as
a h
obby
, prio
r to
cla
sses
.
Pre
viou
s to
goi
ng to
MW
CC
I ha
d m
erel
y da
bble
d in
the
basi
cs o
f des
ign
theo
ry. I
had
no
wor
king
kno
wle
dge
of a
ny p
rogr
ams
or c
once
pts
of d
esig
n.
The
gra
phic
des
ign
clas
ses
that
I to
ok a
t MW
CC
wer
e th
e ve
ry fi
rst g
raph
ic d
esig
n cl
asse
s th
at I
have
eve
r ta
ken.
In H
igh
Sch
ool,
I lea
rned
in b
oth
the
desi
gn a
nd p
rint a
reas
of t
he tr
ade.
As
a ho
bby,
I le
arne
d by
tria
l and
err
or, a
nd b
ecau
se it
was
a h
obby
, all
of m
y w
ork
was
pro
bon
o fo
r ch
arity
.
I had
take
n th
e tr
aditi
onal
des
ign
clas
ses
at D
ixie
Hol
lins,
but
I ha
d ne
ver
used
the
com
pute
r pr
ogra
ms
befo
re I
cam
e to
this
sch
ool.
2012
Ans
wer
Opt
ions
1 —
Insu
ffici
ently
Pre
pare
d; L
ittle
to n
o co
mpe
tenc
e; li
ttle
to
no w
orki
ng k
now
ledg
e of
gra
phic
des
ign;
Stil
l hav
e a
grea
t de
al o
f que
stio
ns a
bout
this
sub
ject
/ski
ll.
4—W
ell P
repa
red;
Abo
ve a
vera
ge c
ompe
tenc
e; A
dvan
ced
wor
king
kno
wle
dge
of g
raph
ic d
esig
n; H
ave
few
, if a
ny,
ques
tions
abo
ut th
is s
ubje
ct/s
kill.
2 —
Min
imal
ly P
repa
red;
Bel
ow a
vera
ge c
ompe
tenc
e; b
asic
to
little
wor
king
kno
wle
dge
of g
raph
ic d
esig
n; H
ave
seve
ral t
o a
mod
erat
e am
ount
of q
uest
ions
abo
ut th
is s
ubje
ct/s
kill.
5—H
ighl
y P
repa
red-
Pro
ficie
nt; F
ully
com
pete
nt; H
ave
full
mas
tery
of g
raph
ic d
esig
n; H
ave
no q
uest
ions
abo
ut th
is
subj
ect/s
kill.
3 —
Mod
erat
ely
Pre
pare
d; A
vera
ge c
ompe
tenc
e; W
orki
ng
know
ledg
e of
gra
phic
des
ign;
Hav
e on
ly a
few
que
stio
ns
abou
t thi
s su
bjec
t/ski
ll.
Alth
ough
I ha
d pr
ior
know
ledg
e in
hig
h sc
hool
abo
ut g
raph
ic d
esig
n, c
omin
g to
MW
CC
, I w
as a
ble
to s
hift
my
skill
s to
a m
ore
prof
essi
onal
and
rea
listic
leve
l. N
ot o
nly
are
all t
he p
rofe
ssor
s an
d fa
culty
ver
y on
e on
one
, but
they
cre
ate
an e
nviro
nmen
t of s
elf c
reat
ivity
. I h
ave
been
thor
ough
ly ta
ught
all
Ado
be b
rand
ap
plic
atio
ns a
s w
ell a
s Q
uark
XP
ress
. I h
ad th
e ex
pere
ienc
e of
wor
king
with
an
actu
al c
lient
for
a de
sign
whi
ch g
ave
me
and
idea
of w
hat i
t's r
eally
like
in
care
er o
f gra
phic
des
ign.
I ha
ve n
ow c
ompl
eted
rou
ghly
fifte
en p
iece
s, te
n of
whi
ch I
have
fina
lized
to p
ortfo
lio le
vel.
It's
nice
to le
ave
havi
ng a
por
tfolio
, dig
ital
and
prin
t, as
wel
l as
havi
ng th
e co
nfid
ence
in m
y sk
ills
in th
is fi
eld.
I th
ink
it's
amaz
ing
how
muc
h yo
u le
arn
in th
is p
rogr
am h
ere
at th
e M
ount
in ju
st tw
o ye
ars.
Prin
t Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 3
2010
–201
3
Ple
ase
com
men
t on
your
ans
wer
.
2010
2013
How
pre
pare
d or
com
pete
nt in
gra
phic
des
ign
do y
ou fe
el y
ou
wer
e P
RIO
R to
taki
ng c
lass
es a
t MW
CC
?20
1020
11
193
I had
som
e un
ders
tand
ing
of c
ompo
sitio
n, a
nd n
ew w
hat I
thou
gh lo
oked
goo
d, in
term
s of
CD
cov
ers,
DV
D c
over
s, p
oste
rs, e
tc...
Whe
n I s
tart
ed a
t MW
CC
I ha
d al
lread
y co
mpl
eted
intr
o cl
asse
s in
the
adob
e pr
ogra
ms
and
had
take
n m
utip
le o
ther
des
ign
clas
ses.
I tho
ught
I kn
ew w
hat I
was
doi
ng, b
ut I
didn
't.
Com
plet
ed fo
unda
tion
desi
gn c
ours
es a
t UM
ass
Low
ell t
hat l
eft m
e w
ith a
gre
at u
nder
stan
ding
of b
asic
ele
men
ts o
f des
ign.
I fre
quen
tly u
se th
e pr
ogra
ms
to c
reat
e th
ings
in m
y sp
are
time.
No
resp
onse
s
2011
2013
I was
abl
e to
hel
p cr
eate
a lo
go fo
r m
y st
ep d
ad a
nd c
reat
e m
y ow
n lo
go fo
r m
y ow
n cl
eani
ng c
ompa
ny. A
long
with
thos
e I d
id th
e br
ochu
re fo
r a
serv
ice
lear
ning
pro
ject
thro
ugh
clas
s.
2012
194
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
4 Y
ear
Tot
alT
otal
C
ount
75.0
%6
100.
0%10
90.0
%9
100.
0%3
84.8
%28
100.
0%8
90.0
%9
90.0
%9
100.
0%3
87.9
%29
37.5
%3
20.0
%2
40.0
%4
66.7
%2
33.3
%11
0.0%
020
.0%
220
.0%
233
.3%
115
.2%
5
75.0
%6
90.0
%9
100.
0%10
100.
0%3
84.8
%28
50.0
%4
30.0
%3
40.0
%4
33.3
%1
36.4
%12
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
0
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
0
32
20
7
answ
ered
que
stio
n8
1210
333
I did
som
e fr
eela
nce
of c
reat
ing
a bu
sine
ss c
ard
for
a cl
ient
but
I w
as n
ot p
aid
for
it.
With
full
time
stud
ent s
tatu
s an
d a
part
tim
e jo
b on
day
s no
t in
scho
ol, f
reel
ance
wor
k w
as n
ot a
n op
tion.
Wor
ked
on c
ontr
acts
thro
ugh
The
UP
S S
tore
as
an in
depe
nden
t con
trac
tor.
Tra
de S
choo
l
Car
toon
s. P
aid.
No
resp
onse
s
2013
2010
2011
2012
2013
Wha
t typ
e of
des
ign
wor
k ha
ve y
ou d
one
whi
le a
ttend
ing
MW
CC
? (C
heck
all
that
app
ly)
Oth
er (
plea
se s
peci
fy)
Ans
wer
Opt
ions
Vol
unte
er d
esig
n (n
on-c
ours
e re
late
d/no
n-fr
iend
or
fam
ily/n
on-
paid
)
2012
I was
abl
e to
hel
p cr
eate
a lo
go fo
r m
y st
ep d
ad a
nd c
reat
e m
y ow
n lo
go fo
r m
y ow
n cl
eani
ng c
ompa
ny. A
long
with
thos
e I d
id th
e br
ochu
re fo
r a
serv
ice
lear
ning
pro
ject
thro
ugh
clas
s.I f
requ
ently
use
the
prog
ram
s to
cre
ate
thin
gs in
my
spar
e tim
e.
Fre
elan
ce fo
r pr
int (
paid
)
Wor
k fo
r a
prin
ting
com
pany
(pa
id)
Des
igne
d fo
r a
frie
nd o
r fa
mily
mem
ber
2010
–201
3
Que
stio
n 4
Prin
t Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Oth
er (
plea
se s
peci
fy)
2010
2011
Ser
vice
Lea
rnin
g th
roug
h m
y cl
asse
s
Wor
k in
a d
esig
n st
udio
(pa
id)
Fre
elan
ce fo
r w
eb (
paid
)
Cou
rsew
ork
and
desi
gn p
roje
cts
only
thro
ugh
my
clas
ses
at
MW
CC
195
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
4 Y
ear
Tot
alT
otal
C
ount
37.5
%3
54.5
%6
30.0
%3
0.0%
036
.4%
12
62.5
%5
45.5
%5
70.0
%7
33.3
%1
54.5
%18
0.0%
09.
1%1
20.0
%2
100.
0%3
18.2
%6
0.0%
00.
0%0
10.0
%1
0.0%
03.
0%1
812
103
33
2011
Do
you
plan
to tr
ansf
er to
a 2
or
4 ye
ar p
rogr
am a
fter
grad
uatin
g fr
om M
WC
C?
2010
No,
I pl
an to
obt
ain
a jo
b.
Yes
, I p
lan
to c
ontin
ue m
y ed
ucat
ion.
4 Y
ear
Pro
gram
2 Y
ear
Pro
gram
(W
eb D
egre
e at
MW
CC
/or
othe
r sc
hool
)
Prin
t Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 5
2010
–201
3
If ye
s, w
hat s
choo
l and
pro
gram
are
you
r tr
ansf
errin
g to
? H
ow p
repa
red
do y
ou fe
el y
ou a
re fo
r tr
ansf
er o
r em
ploy
men
t?
2010
I'm n
ot s
ure
yet,
and
I'm d
ebat
ing
whe
ther
I w
ant t
o ge
t a h
ighe
r de
gree
in G
raph
ic D
esig
n, o
r go
into
teac
hing
.
2011
2012
2013
Ans
wer
Opt
ions
answ
ered
que
stio
n
I am
tran
sfer
ring
to F
itchb
urg
Sta
te C
olle
ge. I
am
enr
olle
d fo
r th
e F
all 2
010
sem
este
r in
Com
mun
icat
ion
Med
ia G
raph
ic D
esig
n. I
feel
ver
y pr
epar
ed fo
r th
is tr
ansf
er. F
rom
wha
t I h
ave
read
an
d he
ard
from
pro
fess
ors,
I m
ay a
ctua
lly g
o in
to F
itchb
urg
know
ing
mor
e ab
out c
erta
in a
pplic
atio
ns th
an s
ome
stud
ents
all
read
y th
ere.
Eve
n kn
owin
g th
at, I
mys
elf k
now
that
I ha
ve a
full
unde
rsta
ndin
g in
the
field
of G
raph
ic D
esig
n. I
have
cre
ated
man
y pi
eces
in w
hich
I am
pro
ud. I
hav
e be
en a
ble
to te
ach
mys
elf n
ew th
ings
in th
e pr
oces
s of
des
igni
ng a
s w
ell a
s le
arn
from
ev
eryo
ne e
lse
arou
nd m
e in
this
fiel
d. I
feel
as
thou
gh I
can
pres
ent m
ysel
f to
be v
ery
prof
icie
nt in
my
field
.
I hav
e se
vera
l thi
ngs
to w
ork
on a
s re
gard
s th
e in
terv
iew
pro
cess
but
as
far
as w
orki
ng d
esig
n kn
owle
dge
(the
ory
and
prog
ram
s) I
feel
ver
y co
nfid
ent a
ppro
achi
ng th
e fie
ld.
I am
tran
sfer
ring
to S
imm
ons
Col
lege
for
my
Bac
helo
r D
egre
e. I
feel
like
a c
onfid
ent p
repa
red
to tr
ansf
er in
bec
ause
I fe
el I
was
taug
ht w
ell i
n th
e in
form
atio
n th
at I
need
to k
now
to s
ucce
ed.
I am
pla
nnin
g on
tran
sfer
ring
to W
orce
ster
Sta
te C
olle
ge a
nd c
ontin
uing
my
educ
atio
n in
Com
pute
r G
raph
ic D
esig
n.
I wou
ld li
ke to
find
an
entr
y le
vel j
ob, b
ut w
ould
like
to r
etur
n to
sch
ool p
art t
ime
to g
et m
y ba
chel
ors
degr
ee. I
am
ver
y pr
epar
ed fo
r an
y jo
b in
prin
t des
ign
or a
ny s
choo
l pro
gram
.
I hav
e su
cces
sful
ly b
een
acce
pted
into
Bec
ker
Col
lege
, in
Wor
cest
er, M
A. T
o w
ork
on a
Bac
helo
r's d
egre
e in
Inte
ract
ive
Ent
erta
inm
ent,
Gam
e D
esig
n.I f
eel c
onfid
ent t
hat m
y m
atur
ity a
nd k
now
ledg
e ga
ined
, at M
ount
Wac
huse
tt C
omm
unity
Col
lege
, has
pre
pare
d m
e fo
r w
hate
ver
adve
ntur
e, a
nd to
pur
sue
my
drea
m c
aree
r, li
es a
head
at
Bec
ker
Col
lege
.
I pla
n to
look
for
a jo
b fo
r a
year
and
if I
can'
t fin
d on
e, o
r m
ake
enou
gh m
oney
free
lanc
ing,
I w
ill a
ttend
Fitc
hbur
g S
tate
Uni
vers
ity. S
choo
l is
very
har
d fo
r m
e. I
get s
o de
pres
sed,
mor
e so
th
an w
hen
I hav
e a
job.
I am
not
look
ing
forw
ard
to c
ontin
uing
with
the
stat
us q
uo.
196
Um
ass
low
ell
I am
tran
sfer
ring
to th
e gr
aphi
c de
sign
deg
ree
at C
edar
ville
Uni
vers
ity in
Ohi
o.
I am
goi
ng to
furt
her
my
educ
atio
n ju
st n
ot s
ure
whe
n i w
ill g
o on
.
Web
. ki
nd o
f.
I will
eith
er c
ontin
ue m
y ed
ucat
ion
at a
noth
er s
choo
l or
I will
obt
ain
my
cert
ifica
te fo
r cr
eatin
g gr
aphi
c no
vels
.
Mas
s A
rt
2012
2013
I pla
n to
be
a fr
eela
ncer
as
my
ultim
ate
goal
and
pla
n to
fini
sh u
p m
y w
eb d
egre
e be
fore
leav
ing
mou
nt w
achu
sets
i h
aven
't gi
ven
it th
ough
t as
to w
here
exa
ctly
i w
ant t
o go
for
my
four
ye
ar c
ours
e w
ork.
197
2010
–201
3
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
4 Y
ear
Ave
rage
4.25
84.
2711
4.20
104.
333
4.26
4.00
84.
3611
4.20
105.
003
4.39
4.38
84.
4511
4.10
104.
673
4.40
4.50
84.
3611
4.10
104.
673
4.41
4.25
84.
3611
4.40
105.
003
4.50
4.50
84.
6411
4.40
104.
673
4.55
4.13
84.
2711
4.67
104.
673
4.44
3.50
83.
4511
4.10
104.
333
3.85
3.38
83.
6411
3.60
104.
333
3.74
3.25
83.
7311
3.40
103.
673
3.51
4.38
84.
6411
4.30
105.
003
4.58
4.38
84.
4511
4.30
105.
003
4.53
4.38
84.
7311
4.50
105.
003
4.65
2013
Ple
ase
rank
you
r ab
ility
/com
pete
nce/
skill
leve
l on
the
follo
win
g sc
ale:
5—
Hig
hly
Pre
pare
d-P
rofic
ient
; Ful
ly c
ompe
tent
; Hav
e fu
ll m
aste
ry o
f thi
s sk
ill;
Hav
e no
que
stio
ns a
bout
this
sub
ject
/ski
ll. 4
—W
ell P
repa
red;
Abo
ve
aver
age
com
pete
nce;
Adv
ance
d w
orki
ng k
now
ledg
e of
this
ski
ll; H
ave
few
, if a
ny, q
uest
ions
abo
ut th
is s
ubje
ct/s
kill.
3
— M
oder
atel
y P
repa
red;
A
vera
ge c
ompe
tenc
e; W
orki
ng k
now
ledg
e of
this
ski
ll; H
ave
som
e qu
estio
ns a
bout
this
sub
ject
/ski
ll. 2
— M
inim
ally
Pre
pare
d; B
elow
ave
rage
co
mpe
tenc
e; b
asic
to li
ttle
wor
king
kno
wle
dge
of th
is s
kill;
Hav
e m
oder
ate
to s
ever
al q
uest
ions
abo
ut th
is s
ubje
ct/s
kill.
1 —
Insu
ffici
ently
Pre
pare
d;
Littl
e to
no
com
pete
nce;
littl
e to
no
wor
king
kno
wle
dge
of th
is s
kill;
Stil
l ha
ve a
gre
at d
eal o
f que
stio
ns a
bout
this
sub
ject
/ski
ll.
2010
2011
2012
1A.
Stu
dent
s w
ill h
ave
an u
nder
stan
ding
of t
he c
once
pts
of c
opyr
ight
s an
d in
telle
ctua
l pro
pert
y.
Ado
be P
hoto
shop
4A.
Em
ploy
file
man
ipul
atio
n te
chni
ques
usi
ng fi
lters
, ble
ndin
g m
odes
, la
yers
, mas
ks, c
hann
els,
and
laye
r ef
fect
s w
ith e
mph
asis
on
the
crea
tion
of h
igh
qual
ity g
raph
ics
for
prin
t.
Ado
be In
Des
ign
Ado
be Il
lust
rato
r
Ado
be D
ream
wea
ver
4.
Tra
nsfo
rm d
igita
l im
ages
into
new
pie
ces
of a
rt th
roug
h th
e us
e of
A
dobe
Pho
tosh
op w
ith e
mph
asis
on
the
crea
tion
of h
igh-
qual
ity g
raph
ics
for
prin
t and
the
web
.
Qua
rkX
pres
s
Ado
be A
crob
at P
rofe
ssio
nal
Ans
wer
Opt
ions
3.
Exh
ibit
mea
sura
ble
skill
s an
d w
orki
ng k
now
ledg
e in
the
indu
stry
st
anda
rd g
raph
ic d
esig
n so
ftwar
e.
1. E
xhib
it a
solid
und
erst
andi
ng o
f the
fund
amen
tals
of d
esig
n an
d vi
sual
lit
erac
y, in
clud
ing
the
elem
ents
and
prin
cipl
es o
f des
ign
and
typo
grap
hy
as th
ey a
re a
pplie
d to
the
deve
lopm
ent o
f effe
ctiv
e co
mm
unic
atio
n pi
eces
fo
r bo
th p
rint a
nd w
eb d
esig
n.
2.
Pos
sess
a w
orki
ng k
now
ledg
e of
the
desi
gn p
roce
ss e
spec
ially
how
it
rela
tes
to: a
udie
nce
defin
ition
, res
earc
h, a
naly
sis,
and
con
cept
de
velo
pmen
t; th
e pr
oduc
tion
of th
umbn
ail s
ketc
hes,
rou
gh d
rafts
, and
the
prep
arat
ion
of fi
nal c
ompr
ehen
sive
prin
t lay
outs
and
web
site
s.
4B.
Cre
ate,
opt
imiz
e, a
nd s
ave
grap
hics
for
the
web
.
Que
stio
n 6
Prin
t Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
198
4.13
84.
4511
4.60
105.
003
4.55
4.00
84.
5511
4.30
104.
673
4.38
4.38
84.
3611
4.70
105.
003
4.61
3.50
83.
8211
3.60
104.
333
3.81
4.50
84.
4511
4.10
105.
003
4.51
4.75
84.
5511
4.40
105.
003
4.68
4.13
84.
5511
4.30
105.
003
4.50
3.63
83.
9111
3.60
104.
673
3.95
3.75
84.
0011
3.60
105.
003
4.09
3.25
83.
8211
3.33
104.
333
3.68
3.63
84.
0911
3.80
105.
003
4.13
4.13
84.
4511
4.10
104.
673
4.34
4.25
84.
4511
4.10
104.
673
4.37
4.38
84.
3611
4.30
104.
333
4.34
4.25
84.
0911
4.40
104.
673
4.35
4.00
84.
2711
3.90
104.
673
4.21
4.25
84.
2711
3.90
104.
333
4.19
4.38
84.
6411
4.40
104.
003
4.36
4.13
84.
5511
4.00
105.
003
4.42
4.63
84.
7311
4.20
105.
003
4.64
4.38
84.
7311
4.40
105.
003
4.63
7C.
Exh
ibit
the
abili
ty to
wor
k w
ith a
dvan
ced
grap
hic
desi
gn p
rinci
ples
, gr
ids,
typo
grap
hy, a
nd la
yout
tech
niqu
es, s
uch
as m
aste
r pa
ges
and
styl
e sh
eets
.
8A.
Pos
sess
a w
orki
ng k
now
ledg
e of
how
to o
btai
n pr
intin
g qu
otes
.
8C.
Und
erst
and
spec
ial i
ssue
s, s
uch
as h
andl
ing
phot
ogra
phy
and
artw
ork
for
prem
ium
rep
rodu
ctio
n qu
ality
5B.
Util
ize
the
Bez
ier
pen
tool
, as
wel
l as
mak
e us
e of
spe
cial
ized
te
chni
ques
for
crea
ting
line-
art a
nd c
olor
illu
stra
tions
.
7A.
Exh
ibit
a so
lid u
nder
stan
ding
of t
ypog
raph
y.
6A.
Use
& u
nder
stan
d on
line/
web
/ Bla
ckbo
ard
cour
ses,
as
wel
l as
the
Inte
rnet
, Wor
ld W
ide
Web
, and
Info
rmat
ion
Lite
racy
res
ourc
es.
6C.
Vie
w a
nd te
st w
eb d
esig
ns u
sing
new
gen
erat
ion
web
bro
wse
rs:
Ope
ra, F
irefo
x an
d S
afar
i.
6E.
Pro
duce
sin
gle
and
mul
tiple
pag
e w
ebsi
tes
whi
le a
pply
ing
the
Prin
cipl
es o
f Web
Des
ign
and
acce
ssib
ility
to e
ach
proj
ect.
6G.
Pub
lish
mul
ti-pa
ge w
ebsi
tes
utili
zing
Dre
amw
eave
r's F
TP
upl
oad
capa
bilit
ies.
7B.
Pro
duce
sop
hist
icat
ed, m
ulti-
face
ted
proj
ects
with
an
emph
asis
on
publ
icat
ion
desi
gn w
hile
util
izin
g Q
uark
XP
ress
, InD
esig
n, A
dobe
P
hoto
shop
and
Ado
be Il
lust
rato
r.
6.
Hav
e a
solid
wor
king
kno
wle
dge
of th
e fu
ndam
enta
ls o
f bui
ldin
g w
ebsi
tes
usin
g H
TM
L, X
HT
ML,
CS
S a
nd D
ream
wea
ver
with
the
abili
ty to
de
sign
str
uctu
rally
as
wel
l as
aest
hetic
ally
.
8E.
Und
erst
and
how
to c
reat
e P
DF
s fo
r fin
al o
utpu
t.
8B.
Pos
sess
a w
orki
ng k
now
ledg
e of
how
to p
repa
re fi
les
for
high
re
solu
tion
outp
ut.
8D.
Use
pro
cess
and
Pan
tone
inks
6B.
Use
med
ia to
ols
such
as:
e-m
ail,
sear
ch e
ngin
es, n
ewsg
roup
s,
blog
s, im
age
view
ers,
web
gam
es a
nd P
DF
doc
umen
ts.
6D.
Cre
ate
enga
ging
web
pag
es a
nd w
ebsi
tes
usin
g A
dobe
D
ream
wea
ver
in C
ode
view
and
Des
ign
view
.
6F.
Use
han
d co
ding
; cre
ate
inte
ract
ive
page
s; u
se C
SS
nav
igat
ion
and
page
layo
ut; u
se fo
rms;
add
Fla
sh a
nd o
ther
mul
timed
ia; i
nteg
rate
be
twee
n P
hoto
shop
and
Brid
ge.
7.
Exh
ibit
the
abili
ty to
wor
k w
ith a
dvan
ced
grap
hic
desi
gn p
rinci
ples
, gr
ids,
typo
grap
hy, a
nd a
dvan
ced
layo
ut te
chni
ques
whi
le u
tiliz
ing
Qua
rkX
Pre
ss a
nd A
dobe
InD
esig
n.
5A.
Pos
sess
a w
orki
ng k
now
ledg
e of
the
tool
s, p
alet
tes,
men
us a
nd
func
tions
of A
dobe
Illu
stra
tor.
5.
Cre
ate
com
plex
ele
ctro
nic
illus
trat
ions
and
sin
gle
page
layo
uts
with
a
solid
und
erst
andi
ng o
f the
com
plex
func
tions
of A
dobe
Illu
stra
tor.
8.
Pos
sess
a w
orki
ng k
now
ledg
e of
prin
t cap
abili
ties,
the
prin
ting
proc
ess,
and
und
erst
andi
ng p
re-p
ress
tech
niqu
es.
199
4.38
84.
2711
4.30
104.
673
4.41
4.13
84.
0911
4.10
105.
003
4.33
4.25
84.
1811
4.20
105.
003
4.41
4.38
84.
2711
3.80
104.
673
4.28
4.00
84.
2711
4.00
104.
673
4.24
4.25
84.
5511
4.40
105.
003
4.55
4.13
84.
4511
4.10
105.
003
4.42
51
20
8
Tot
al A
vera
ge R
ank
for
all S
kills
/Com
pent
enci
es4.
224.
374.
134.
744.
37
I hav
e a
know
ing
abou
t the
web
but
i do
nt h
ave
a co
mpl
ete
unde
rsta
ndin
g on
eve
ryth
ing
to s
et u
p a
web
site
.
2011
Qua
rkX
pres
s -
I too
k a
sing
le c
lass
in Q
uark
, and
that
was
3 o
r 4
year
s ag
o. I
have
use
d In
Des
ign
for
all t
hing
s pa
ge la
yout
and
suc
h si
nce,
and
ther
efor
e I a
m n
ot v
ery
know
ledg
eabl
e ab
out
the
ins
and
outs
of Q
uark
Xpr
ess.
2012
Usi
ng A
dobe
Acr
obat
Pro
fess
iona
l: I'v
e ha
rdly
use
d th
is in
any
of m
y co
urse
s. A
side
from
usi
ng In
Des
ign
to c
reat
e a
PD
F p
ortfo
lio, t
hen
finis
h it
in A
crob
at, I
've
neve
r be
en ta
ught
any
thin
g ab
out t
he a
pplic
atio
n
If yo
u ra
ted
any
of th
e ab
ove
with
a 2
-Min
imal
ly P
repa
red
or a
1-
Insu
ffici
ently
Pre
pare
d—pl
ease
exp
lain
you
r an
swer
.
Sin
ce I
was
a P
rint M
ajor
, I w
as n
ot fu
lly p
repa
red
in w
eb d
esig
n. T
he c
lass
es in
web
des
ign
mer
ely
scra
ped
the
surf
ace
of b
asic
HT
ML,
XH
TM
L, a
nd a
few
wee
ks w
orki
ng o
n D
ream
wea
ver.
T
here
was
no
adva
nced
trai
ning
in th
is p
rogr
am li
ke w
ith P
hoto
shop
, Illu
stra
tor,
InD
esig
n, a
nd Q
uark
. I d
o no
t fee
l ful
ly p
repa
red
for
the
web
des
ign
field
, and
do
not f
eel c
onfid
ent a
pply
ing
for
a jo
b in
that
fiel
d.
Inte
rvie
win
g
10.
Man
age
and
deve
lopm
ent c
lient
-bas
ed v
isua
l com
mun
icat
ion
piec
es
with
the
use
of e
ffect
ive
desi
gn a
nd la
yout
whi
le m
eetin
g st
rict d
eadl
ines
.
9. P
osse
ss th
e ab
ility
to p
repa
re fo
r th
e jo
b m
arke
t and
/or
tran
sfer
.
Com
pile
a p
rofe
ssio
nal-q
ualit
y po
rtfo
lio
Ski
ll as
sess
men
t
Car
eer
plan
ning
Res
ume
writ
ing
2013
No
resp
onse
s
If yo
u ra
ted
any
of th
e ab
ove
with
a 2
-Min
imal
ly P
repa
red
or a
1-I
nsuf
ficie
ntly
Pre
pare
d—pl
ease
exp
lain
you
r an
swer
.
2010
Ado
be D
ream
wea
ver
- di
d no
t rea
lly le
arn
enou
gh a
bout
the
feat
ures
in D
ream
wea
ver.
The
focu
s w
as o
n ha
nd-c
odin
g an
d no
t usi
ng D
ream
wea
ver
until
late
r. I
neve
r to
ok 1
12, s
o re
ally
di
dn't
get a
ny tr
aini
ng in
Ado
be A
crob
at P
ro. T
his
wou
ld h
ave
been
use
ful i
n an
othe
r co
urse
.
I hav
e no
t tak
en a
cou
rse
base
d on
flas
h an
imat
ion.
Als
o, I
took
thee
web
cou
rses
, but
I do
not
feel
that
I kn
ow e
very
thin
g th
ere
is to
kno
w a
bout
Dre
awea
ver.
9. In
terv
iew
ing
- T
his
is n
ot th
e re
sult
of a
ny in
suffi
cien
cies
in m
y kn
owle
dge
of d
esig
n. I
mer
ely
have
a n
ervo
us p
erso
nalit
y an
d do
not
do
wel
l with
the
inte
rvie
w p
roce
ss.
The
use
of q
uark
exp
ress
. I h
ad n
ever
use
d th
e pr
ogra
m b
efor
e th
e cl
ass
and
only
use
d it
for
one
proj
ect.
As
larg
e as
the
proj
ect w
as I
still
don
't ha
ve a
s m
uch
wor
king
kno
wle
dge
of th
e pr
ogra
m a
s In
Des
ign.
200
2010
-–20
13
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
4 Y
ear
Ave
rage
4.38
84.
6012
3.80
104.
333
4.28
4.63
84.
6012
3.70
105.
003
4.48
4.38
84.
2012
3.50
104.
673
4.19
4.50
84.
4012
3.70
105.
003
4.40
4.50
84.
3312
3.80
105.
003
4.41
4.25
84.
3012
3.70
104.
673
4.23
4.63
84.
5012
3.40
105.
003
4.38
4.50
84.
5012
3.50
104.
673
4.29
4.38
84.
6012
3.70
104.
673
4.34
4.25
84.
5012
3.90
105.
003
4.41
4.13
84.
5012
3.90
104.
673
4.30
2013
Ans
wer
Opt
ions
1.
Writ
ten
and
Ora
l Com
mun
icat
ion
in E
nglis
h: Y
ou (
the
stud
ent)
de
mon
stra
te th
e ab
ility
to w
rite
and
spea
k ef
fect
ivel
y fo
r a
varie
ty o
f oc
casi
ons,
aud
ienc
es a
nd p
urpo
ses.
1A.
Est
ablis
hes
a m
ain
idea
: You
ass
ert a
cen
tral
idea
or
thes
is w
hen
writ
ing/
pres
entin
g.
1B.
Dev
elop
s su
ppor
t: Y
ou d
evel
op u
nifie
d su
ppor
t for
that
thes
is (
i.e.
incl
ude
exam
ples
, det
ails
, evi
denc
e).
1C.
Org
aniz
es e
ffect
ivel
y: Y
ou a
rran
ge p
arts
(se
nten
ces
and
para
grap
hs)
cohe
rent
ly to
sup
port
the
thes
is.
Ple
ase
rank
you
r ab
ility
/com
pete
nce/
skill
leve
l on
the
follo
win
g sc
ale:
5—
Hig
hly
Pre
pare
d-P
rofic
ient
; Ful
ly c
ompe
tent
; Hav
e fu
ll m
aste
ry o
f thi
s sk
ill;
Hav
e no
que
stio
ns a
bout
this
sub
ject
/ski
ll. 4
—W
ell P
repa
red;
Abo
ve
aver
age
com
pete
nce;
Adv
ance
d w
orki
ng k
now
ledg
e of
this
ski
ll; H
ave
few
, if a
ny, q
uest
ions
abo
ut th
is s
ubje
ct/s
kill.
3
— M
oder
atel
y P
repa
red;
A
vera
ge c
ompe
tenc
e; W
orki
ng k
now
ledg
e of
this
ski
ll; H
ave
som
e qu
estio
ns a
bout
this
sub
ject
/ski
ll. 2
— M
inim
ally
Pre
pare
d; B
elow
ave
rage
co
mpe
tenc
e; b
asic
to li
ttle
wor
king
kno
wle
dge
of th
is s
kill;
Hav
e m
oder
ate
to s
ever
al q
uest
ions
abo
ut th
is s
ubje
ct/s
kill.
1 —
Insu
ffici
ently
Pre
pare
d;
Littl
e to
no
com
pete
nce;
littl
e to
no
wor
king
kno
wle
dge
of th
is s
kill;
Stil
l ha
ve a
gre
at d
eal o
f que
stio
ns a
bout
this
sub
ject
/ski
ll.
2010
2011
2012
1E.
Use
s cr
edib
le r
esea
rch
mat
eria
l effe
ctiv
ely
and
ethi
cally
: Y
ou
synt
hesi
ze a
nd in
corp
orat
e ap
prop
riate
info
rmat
ion
from
res
earc
h m
ater
ial t
o su
ppor
t the
thes
is, a
nd y
ou d
ocum
ent i
t cor
rect
ly (
use
of in
-te
xt c
itatio
n th
at c
orre
late
s to
a b
iblio
grap
hy p
age)
.
1F.
Use
s ap
prop
riate
dic
tion,
gra
mm
ar, a
nd p
unct
uatio
n: Y
ou c
hoos
e la
ngua
ge r
easo
nabl
y ap
prop
riate
for
inte
nded
pur
pose
, and
gen
eral
ly y
ou
use
sent
ence
s th
at a
re g
ram
mat
ical
ly s
ound
and
cor
rect
ly p
unct
uate
d.
1G.
Aud
ienc
e: Y
ou m
eet t
he n
eeds
of t
he a
udie
nce
whe
n w
ritin
g/sp
eaki
ng.
2. In
form
atio
n Li
tera
cy: T
hrou
gh e
lect
roni
c an
d tr
aditi
onal
mod
es, y
ou
(the
stu
dent
) de
mon
stra
te th
e ab
ility
to id
entif
y, a
cces
s, e
valu
ate
and
use
info
rmat
ion
effe
ctiv
ely,
eth
ical
ly a
nd le
gally
.
2A.
Iden
tify
Info
rmat
ion
Nee
d: Y
ou a
re a
ble
to s
elec
t a fo
cuse
d to
pic
appr
opria
te fo
r th
e as
sign
men
t.
2B.
Acc
ess
Info
rmat
ion:
You
r se
arch
str
ateg
y in
clud
es th
e us
e of
ad
vanc
ed s
earc
h te
chni
ques
(an
d, o
r, n
ot, t
runc
atio
n, p
aren
thes
es)
whe
n se
arch
ing.
1D.
Est
ablis
hes
purp
ose:
You
est
ablis
h cl
ear
purp
ose
to th
e au
dien
ce.
Prin
t Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 7
201
4.25
84.
5012
4.33
104.
673
4.44
4.50
84.
5012
3.60
105.
003
4.40
4.38
84.
5012
3.90
104.
673
4.36
4.43
74.
6012
3.70
104.
673
4.35
4.63
84.
6012
4.00
104.
673
4.48
4.38
84.
6012
3.70
104.
673
4.34
4.25
84.
5012
3.89
94.
673
4.33
answ
ered
que
stio
n8
1210
333
Tot
al A
vera
ge R
ank
for
all S
kills
/Com
pent
enci
es4.
414.
493.
764.
764.
36
2C.
Acc
ess
Info
rmat
ion:
You
are
abl
e to
judg
e th
e va
lue
of th
e se
arch
re
sults
and
dem
onst
rate
re-
stra
tegi
zing
whe
n ne
cess
ary.
2H.
Use
Info
rmat
ion:
You
are
abl
e to
par
aphr
ase
and
quot
e co
rrec
tly.
2I.
Use
Info
rmat
ion:
You
are
abl
e to
cite
info
rmat
ion
usin
g ap
prop
riate
st
yle
corr
ectly
.
2D.
Acc
ess
Info
rmat
ion:
You
are
abl
e to
loca
te a
nd a
cces
s in
form
atio
n fr
om a
var
iety
of s
ourc
es.
2E.
Eva
luat
e In
form
atio
n: Y
ou a
re a
ble
to c
onsi
der
the
auth
orita
tiven
ess,
cur
renc
y an
d co
nten
t/cov
erag
e to
det
erm
ine
info
rmat
ion
qual
ity.
2F.
Eva
luat
e In
form
atio
n: Y
ou c
an d
emon
stra
te th
e ap
prop
riate
ness
of
scho
larly
vs.
pop
ular
lite
ratu
re/in
form
atio
n.
2G.
Use
Info
rmat
ion:
You
are
abl
e to
inte
grat
e in
form
atio
n fr
om s
ever
al
sour
ces
and
form
ulat
e a
conc
lusi
on.
202
5? 8 10 35 -
45
Res
earc
h re
port
s 4
oral
pre
sent
atio
ns 8
Bet
wee
n 5-
10.
twel
ve
15 5 som
whe
re a
roun
d 10
to 1
5
12 10 abou
t 3
10 12 9 Six
at le
ast 1
0-20
may
be m
ore
7 10 15
2013
2012
2010
Ple
ase
indi
cate
(pr
ovid
e an
est
imat
e of
) ho
w m
any
rese
arch
rep
orts
and
ora
l pre
sent
atio
ns y
ou h
ave
com
plet
ed, w
hile
at M
WC
C, i
n w
hich
you
hav
e ut
ilize
d th
e m
ajor
ity o
f the
abo
ve s
kills
.
Que
stio
n 7
Prin
t Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
2011
203
The
rea
l wor
ld.
Fre
elan
ce w
ork
I fee
l lik
e I'm
ver
y go
od a
t pre
parin
g fo
r In
terv
iew
s an
d pu
tting
toge
ther
a p
rofe
ssio
nal p
ortfo
lio.
I got
pre
pera
tion
in u
sing
the
com
pute
r pr
ogra
ms
for
man
y di
ffere
nt s
tyle
pro
ject
s.
The
Prin
t pro
gram
pre
pare
d m
e fo
r pr
epar
ing
for
prep
ress
and
the
effe
ct o
f col
or in
a p
rinte
d de
sign
.
Prin
cipl
es o
f des
ign,
the
desi
gn p
roce
ss, A
dobe
Cre
ativ
e S
uite
MW
CC
Prin
t des
ign
clas
ses
taug
ht, m
e ho
w in
eac
h de
sign
, leg
ibili
ty r
ated
as
the
top
prio
rity,
that
less
is m
ore,
and
that
pla
giar
ism
is w
rong
, whe
n it
com
es to
cre
ativ
ity, b
e or
igin
al.
I hav
e a
very
thor
ough
und
erst
andi
ng o
f how
the
Des
ign
Sof
twar
e w
orks
.
I bel
ieve
that
I am
mos
t pre
pare
d in
mos
t the
Ado
be a
pplic
atio
ns. A
lso,
I ha
ve a
full
unde
rsta
ndin
g of
all
Prin
cipa
ls a
nd E
lem
ents
of D
esig
n. I
feel
that
I am
pre
pare
d to
be
able
to
pres
ent m
ysel
f as
a gr
aphi
c de
sign
er in
a p
rofe
ssio
nal m
anne
r.
How
to p
repa
re e
very
thin
g fo
r th
e pr
intin
g pr
ess.
To
mak
e su
re th
at th
e la
yout
is r
eada
ble
and
the
audi
ence
can
und
erst
and
wha
t you
are
tryi
ng to
adv
ertis
e.
I bel
ieve
that
my
MW
CC
Prin
t des
ign
clas
ses
have
pre
pare
d m
e fo
r ho
w th
e bu
sine
ss r
uns
in th
e re
al w
orld
. The
y ha
ve a
lso
prep
ared
me
to w
ork
in a
tim
e ef
ficie
nt m
anne
r.
I am
com
plet
ely
prep
ared
to b
e a
prin
t des
igne
r. I
coul
d w
ork
at a
ny jo
b th
at u
tiliz
es th
e C
reat
ive
Sui
te p
rogr
ams.
I kn
ow th
e en
tire
desi
gn p
roce
ss fr
om c
once
pt to
prin
t and
cou
ld
easi
ly m
ake
use
of th
is a
t a jo
b or
in a
futu
re s
choo
l.
The
inst
ance
of g
ettin
g a
them
e pi
ece
com
plet
ed in
a s
hort
per
iod
of ti
me.
2011
Prin
t Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 8
Wha
t do
you
belie
ve y
our
MW
CC
Prin
t des
ign
clas
ses
MO
ST
pre
pare
d yo
u fo
r
or y
ou fe
el y
ou a
re m
ost s
kille
d at
as
a re
sult
of y
our
trai
ning
/cou
rsew
ork?
2010
Use
of t
he A
dobe
CS
4 so
ftwar
e. T
he d
esig
n pr
oces
s (r
esea
rch,
thum
bnai
ls, c
omps
, dra
fts, f
inal
). P
ublic
atio
n de
sign
.
Wha
t I a
m ta
king
aw
ay fr
om M
WC
C is
a w
orki
ng k
now
ledg
e of
the
prin
cipl
es o
f des
ign
theo
ry. A
lso,
than
ks to
the
som
etim
es in
tens
e sc
hedu
le, I
am
gre
at w
ith fi
le o
rgan
izat
ion
and
mul
titas
king
.
Bef
ore
I too
k th
e P
rint d
esig
n cl
asse
s I w
as o
nly
prof
icie
nt in
Pho
tosh
op. N
ow I
am p
rofic
ient
in In
Des
ign,
Dre
amw
eave
r, a
nd g
ettin
g qu
ite a
dept
at I
llust
rato
r. I
also
hav
e a
muc
h st
rong
er u
nder
stan
ding
of t
he p
rinci
ples
of g
ood
desi
gn a
nd h
ow to
em
ploy
them
effe
ctiv
ely.
I thi
nk P
hoto
shop
, Illu
stra
tor
and
InD
esig
n ar
e th
e th
ree
clas
ses
that
I ha
ve le
arne
d th
e m
ost f
rom
. I a
m v
ery
com
fort
able
to u
se th
ose
thre
e pr
ogra
ms.
The
y re
ally
hel
ped
deve
lop
the
skill
nee
ded
to e
ffect
ivel
y us
ed th
e pr
ogra
ms,
whi
le m
akin
g su
re y
ou w
ere
read
y an
d pr
epar
ed fo
r th
e re
al w
orld
.
204
2013
I hav
e a
grea
ter
unde
rsta
ndin
g of
the
hier
arch
y of
ele
men
ts in
a d
esig
n as
wel
l as
the
core
ele
men
ts o
f a d
esig
n in
clud
ing
cont
rast
rep
etiti
on a
lignm
ent a
nd p
roxi
mity
.
I fee
l tha
t I a
m m
ore
skill
ed a
s a
resu
lt of
trai
ning
/cou
rsew
ork.
As
a re
sult
I fee
l tha
t the
cou
rses
pre
pare
d or
taug
ht m
e th
e m
ost a
bout
usi
ng s
oftw
are
prog
ram
s an
d ho
w to
dev
elop
wor
kflo
ws
+ th
e th
ough
t pro
cess
es n
eede
d to
dev
elop
de
sign
s in
side
the
prog
ram
s.
Clie
nt w
ork.
Pho
tosh
op a
nd Il
lust
rato
r pr
ogra
ms.
Des
igni
ng a
bro
chur
e fo
r cl
ient
s
Adv
ance
d Ill
ustr
atio
n, P
ublic
atio
n D
esig
n, a
nd A
dvan
ced
Pho
tosh
op, I
thin
k pr
epar
ed m
e fo
r th
e te
chni
cal a
spec
ts o
f des
ign.
But
Por
tfolio
Pre
p an
d P
rint P
rodu
ctio
n w
ere
also
he
lpfu
l in
prep
arin
g m
e fo
r th
e bu
sine
ss a
spec
ts o
f the
fiel
d.
I thi
nk th
e P
rint d
egre
e le
ad m
e to
som
ethi
ng I
real
ly lo
ve a
nd s
how
my
crea
tivity
to e
very
one.
I le
arne
d al
l diff
rent
pro
gram
s an
d qu
ality
s al
ong
the
way
.
I fee
l tha
t my
prin
t cla
sses
gav
e m
e a
solid
wor
king
bas
is in
whi
ch i
can
succ
eed
and
do v
ery
wel
l for
my
self
prov
ided
i co
ntin
ue to
wor
k on
the
tech
nica
l sid
e of
it.
I fee
l lik
e it
mos
t pre
pare
d m
e fo
r w
orki
ng w
ith r
eal w
orld
clie
nts.
How
to s
etup
doc
umen
ts to
prin
t cor
rect
ly b
efor
e se
ndin
g th
em o
ut to
prin
t, an
d ho
w to
use
all
of th
e pr
ogra
ms
effic
ient
ly.
2012
I bel
ieve
the
clas
ses
mos
t pre
pare
d m
e fo
r th
e re
al w
orld
by
teac
hing
me
how
to u
tiliz
e th
e A
dobe
pro
gram
s m
akin
g m
y w
ork
prof
essi
onal
.
real
wor
ld jo
bs a
nd c
lient
s
I fee
l lik
e I a
m th
e m
ost p
repa
red
for
crea
ting
mul
ti-pa
ge la
yout
s.
205
WE
B
I wis
h I k
new
mor
e ab
out s
peci
fic jo
bs w
ithin
the
field
of g
raph
ic d
esig
n
MW
CC
Prin
t des
ign
clas
ses
have
pre
pare
d m
e to
the
best
of t
he a
bilit
ies
of th
e st
aff a
nd c
urric
ulum
. Not
hing
teac
hes
stud
ents
bet
ter
than
rea
l wor
ld e
xper
ienc
e an
d no
am
ount
of
prep
at a
Col
lege
or
Uni
vers
ity w
ill c
hang
e th
at.
I don
't fin
d th
is q
uest
ion
appl
icab
le.
Thu
mbn
ails
and
moc
k-up
s
I do
feel
like
they
cou
ld h
ave
prep
ared
us
mor
e fo
r th
e se
rvic
e le
arni
ng c
lient
pro
ject
s. P
erha
ps h
avin
g on
e ot
her
serv
ice
lear
ning
pro
ject
ear
lier
in th
e ye
ar w
ould
hav
e he
lped
with
th
e pr
oces
s.
N/A
, I d
ont h
ave
anyt
hing
to c
ompa
re it
too.
I stil
l nee
d to
wor
k m
ore
with
pre
pres
s pr
epar
ario
n be
fore
I w
ill b
e co
mpl
etel
y co
nfid
ent i
n it.
I fee
l tha
t I h
ave
a w
eakn
ess
in th
e A
dobe
Illu
stra
tor
App
licat
ion.
Alth
ough
I ha
ve ta
ken
a co
urse
in th
is p
rogr
am, I
feel
ther
e ar
e m
any
thin
gs I
still
don
't kn
ow y
et. I
don
't bl
ame
this
on
the
clas
ses
at a
ll, I
just
thin
k it'
s a
kind
of p
rogr
am I
have
to p
ract
ice
in b
ecau
se I
have
nev
er b
een
an a
rtis
t on
pape
r an
d th
at s
eem
s to
cau
se m
e di
fficu
lty w
hen
draw
ing
on th
e co
mpu
ter.
I fee
l I a
m w
eake
st in
Pho
tosh
op. I
feel
I ha
d to
teac
h m
ysel
f tha
t pro
gram
.
My
mai
n w
eakn
ess
is th
at I
proc
rast
inat
e to
o m
uch.
I was
pre
pare
d th
e le
ast i
n th
e w
eb d
esig
n fie
ld. I
am
wea
k w
ith H
TM
L, X
HT
ML,
CS
S, a
nd D
ream
wea
ver.
Prin
t Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 9
Wha
t do
you
belie
ve y
our
MW
CC
Prin
t des
ign
clas
ses
prep
ared
you
for
the
LEA
ST
or
you
feel
you
are
the
wea
kest
in?
2010
I stil
l hav
e so
me
gaps
in P
hoto
shop
, but
I do
n't t
hink
it's
due
to th
e cl
asse
s ne
cess
arily
.
I hav
e th
e le
ast c
onfid
ence
in m
y ab
ility
to w
ork
solo
as
a fr
eela
nce
desi
gner
. It w
as to
uche
d on
sev
eral
tim
es d
urin
g so
me
of th
e co
urse
s bu
t I fe
el it
is s
omet
hing
that
mor
e tim
e sh
ould
be
spen
t on.
I stil
l hav
e lit
tle a
ctua
l wor
king
kno
wle
dge
of F
lash
, Fire
wor
ks, o
r A
crob
at.
I fee
l I a
m w
eake
st in
Fire
wor
ks. T
here
was
onl
y on
e cl
ass
that
rel
ated
to F
irew
orks
.
How
muc
h I s
houl
d ch
arge
and
free
lanc
ing
in g
ener
al.
Rej
ectio
n of
my
artis
tic e
ffort
s.
2011
206
Typ
ogra
phy,
our
typo
grap
hy c
lass
did
not
in a
nyw
ay a
ctua
lly te
ach
us s
omet
hing
abo
ut ty
pogr
aphy
.
I stil
l fee
l lik
e th
ere
is s
o m
uch
mor
e fo
r m
e to
lear
n.
I thi
nk th
ey c
ould
hav
e co
vere
d de
sign
his
tory
a b
it m
ore.
I re
aliz
e th
at th
ere'
s so
muc
h yo
u ca
n te
ach
in a
few
cla
sses
thou
gh.
2012
I cou
ld h
ave
lear
ned
mor
e ab
out Q
uark
Xpr
ess
but I
kno
w In
Des
ign
wel
l.
I thi
nk th
e re
quire
d w
eb d
esig
n cl
asse
s fo
r pr
int m
ajor
s ar
e ok
ay fo
r ge
tting
a b
ase
know
ledg
e in
web
des
ign,
but
I do
n't f
eel p
rope
rly p
repa
red
to c
reat
e a
fully
-fun
ctio
nal w
ebsi
te
that
is u
p to
par
with
my
prin
t des
ign
skill
s.
I fee
l I a
m th
e w
eake
st in
the
Web
asp
ect.
I fee
l tha
t my
area
of w
eakn
ess
wou
ld b
e m
y te
chni
cal w
ritin
g sk
ills
and
busi
ness
writ
ing
skill
s.
All
of th
e C
GD
inst
ruct
ors
wer
e ef
fect
ive
in m
akin
g su
re th
at th
ey c
over
ed e
very
thin
g th
at w
e ne
eded
to k
now
.
2013
prin
ting
I rea
lly d
on't
feel
like
I am
wea
k in
any
spe
cific
ski
ll.
Act
ual p
rintin
g.
Web
Des
ign-
but
its
not p
art o
f my
maj
or
207
Fla
sh, F
irew
orks
, and
Acr
obat
.
I don
't th
ink
ther
e is
any
thin
g th
at th
e C
GD
pro
gram
at M
WC
C c
an im
prov
e on
.
Mor
e to
pics
on
phot
osho
p.
Kee
p up
wha
t you
're d
oing
!
To
enab
le th
e C
GD
stu
dent
to w
ork
at th
eir
wor
k st
atio
n on
the
prog
ram
bei
ng d
emon
stra
ted
is a
hug
e pl
us, r
athe
r th
an s
impl
y si
tting
and
tryi
ng to
follo
w a
long
.
I fee
l the
re s
houl
d be
mor
e In
Des
ign
taug
ht o
n ca
mpu
s. T
he o
nly
cour
se d
edic
ated
to th
e pr
ogra
m is
onl
ine
only
.
I was
not
a w
eb m
ajor
, but
teac
hing
PH
P w
ould
be
VE
RY
val
uabl
e.
I thi
nk th
at w
hen
ther
e is
a te
xtbo
ok fo
r a
clas
s, o
n to
p of
the
maj
or s
emes
ter
proj
ects
, the
re s
houl
d be
sm
alle
r as
sign
men
ts u
tiliz
ing
cert
aint
tool
s in
the
prog
ram
but
the
stud
ent
shou
ld h
ave
full
crea
tive
cont
rol o
ver
the
subj
ect m
atte
r. S
o th
at w
hen
wor
k is
don
e on
maj
or p
roje
cts,
the
se te
chni
ques
cou
ld b
e us
ed.
MW
CC
's C
GD
pro
gram
is fi
rst-
rate
! Les
lie C
ulle
n se
ts a
tone
of p
rofe
ssio
nalis
m a
nd h
igh
stan
dard
s. E
very
teac
her
I had
was
kno
wle
dgea
ble,
hel
pful
, and
car
ing.
I be
lieve
I go
t an
exce
llent
edu
catio
n at
a g
reat
pric
e.
Prin
t Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 10
Wha
t wou
ld y
ou s
ugge
st w
e co
uld
impr
ove
upon
in th
e C
GD
pro
gram
at M
WC
C?
Wha
t top
ics,
sof
twar
e, te
chni
cal s
kills
sho
uld
we
offe
r m
ore
of?
Less
of?
P
leas
e ta
ke th
e tim
e to
offe
r yo
ur in
put a
nd e
xpla
natio
ns s
o th
at w
e m
ay im
prov
e th
e C
GD
pro
gram
.
2010
2011
In g
ener
al I
thin
k th
e pr
int p
art o
f the
pro
gram
is r
eally
ver
y go
od. I
t's w
ell o
rgan
ized
, gre
at in
stru
ctor
s, lo
gica
l pro
gres
sion
of c
ours
es, g
ood
proj
ects
. The
por
tfolio
cou
rse
and
Prin
t P
rodu
ctio
n re
ally
pul
l it a
ll to
geth
er n
icel
y to
o. I
do n
ot th
ink
havi
ng C
GD
235,
Typ
ogra
phy,
onl
ine
is a
ver
y go
od id
ea th
ough
. I th
ink
stud
ents
rea
lly w
ould
be
muc
h be
tter
serv
ed b
y ha
ving
a r
eal c
lass
with
live
crit
ique
and
see
ing
each
oth
er's
wor
k. It
als
o w
ent a
t a p
retty
slo
w p
ace,
and
man
y st
uden
ts d
idn'
t rea
lly ta
ke it
ver
y se
rious
ly. I
t's g
ood
perh
aps,
to
know
how
to ta
ke a
cou
rse
onlin
e, b
ut n
ot in
this
maj
or.
Onl
ine
cour
ses
shou
ld ju
st b
e fo
r el
ectiv
es, l
ike
Dig
ital P
hoto
Art
, not
req
uire
men
ts. I
t sho
uld
not b
e of
fere
d on
line
just
be
caus
e th
e in
stru
ctor
doe
s no
t liv
e lo
cally
. The
web
sid
e of
the
prog
ram
is n
ot a
s w
ell e
stab
lishe
d or
run
. I k
now
the
field
is c
hang
ing
rapi
dly,
but
the
qual
ity o
f the
inst
ruct
ion
is
lack
ing.
Fee
dbac
k an
d ev
alua
tion
can
be v
ery
sket
chy
on th
is s
ide
of th
ings
. You
are
ofte
n le
ft to
lear
n th
ings
on
your
ow
n. C
GD
109
was
a r
eal w
aste
of t
ime.
Out
date
d an
d an
noyi
ng. N
eeds
to c
ome
into
the
21st
cen
tury
- m
ore
on s
ocia
l med
ia (
Tw
itter
, blo
ggin
g, e
tc.,
getti
ng in
to m
akin
g w
eb p
ages
imm
edia
tely
, and
less
on
old
slid
es o
f com
pute
rs
back
in th
e da
y. T
he d
ay w
e ha
d a
quiz
on
the
sylla
bus
was
trul
y re
mar
kabl
e (a
nd n
ot in
a g
ood
way
).I c
an't
thin
k of
any
thin
g to
add
to th
e pr
int s
ide
- it'
s pr
etty
per
fect
... j
ust w
ould
like
a b
it m
ore
of it
!
The
re w
as n
o cl
early
laid
out
teac
hing
on
how
to c
onve
rt d
esig
ns in
to w
ebsi
tes.
I ha
ve n
o id
ea h
ow to
do
this
, and
it w
ould
hav
e be
en v
ery
help
ful t
o m
e. I
am w
eak
with
cod
ing
and
I wis
h th
at I
knew
how
to c
ut u
p m
y de
sign
s an
d ea
sily
mak
e th
em in
to a
web
site
.
208
209
Appendix D:
CGW Web Capstone Survey Questions
210
Page 1
2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE
1. What is your program of study?
2. Prior to your web design coursework at MWCC, what experience or prior education did you have in graphic design, web design or with related graphic design software?
1. Major/Program
*
2. Experience
*
CGWWeb degree (Associates Degree)
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CGWWeb degree and CGDCPrint certificate (Major and minor)
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CGWWeb Degree and CGDPrint degree (Dual major)
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CGWCWeb certificate (One Year Certificate)
nmlkj
High School graphic arts classes
gfedc
Attended college graphic design classes prior to transfer to MWCC
gfedc
Self Taught/Hobby
gfedc
No Prior Experience or Education
gfedc
If you took design classes prior to MWCC, what high school or college did you attend?
55
66
211
Page 2
2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE3. How prepared or competent in web/graphic design do you feel you were PRIOR to
taking classes at MWCC?
4. What type of design work have you done while attending MWCC? (Check all that apply)
*
3. Design Work
5—Highly PreparedProficient; Fully competent; Have full mastery of graphic design; Have no questions about this subject/skill.
gfedc
4—Well Prepared; Above average competence; Advanced working knowledge of graphic design; Have few, if any, questions about this
subject/skill.
gfedc
3 — Moderately Prepared; Average competence; Working knowledge of graphic design; Have only a few questions about this subject/skill.
gfedc
2 — Minimally Prepared; Below average competence; basic to little working knowledge of graphic design; Have several to a moderate
amount of questions about this subject/skill.
gfedc
1 — Insufficiently Prepared; Little to no competence; little to no working knowledge of graphic design; Still have a great deal of questions
about this subject/skill.
gfedc
Please comment on your answer.
55
66
Coursework and design projects only through my classes at MWCC
gfedc
Designed for a friend or family member
gfedc
Freelance for print (paid)
gfedc
Freelance for web (paid)
gfedc
Service Learning through my classes
gfedc
Volunteer design (noncourse related/nonfriend or family/nonpaid)
gfedc
Work for a printing company (paid)
gfedc
Work in a design studio (paid)
gfedc
Other (please specify)
55
66
212
Page 3
2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE
5. Do you plan to transfer to a 2 or 4 year program after graduating from MWCC?
This survey will help us to accurately assess our effectiveness of teaching and whether you have gained the appropriate skills and competencies in our curriculum. Please review and rank each section carefully based on your personal competency level (your level of skill, talent, ability, expertise, knowhow.) To move forward in the survey you must rank every skill/competency.
4. Transfer/Employment
*
5. CompetenciesSkills Assessment
No, I plan to obtain a job.
gfedc
Yes, I plan to continue my education.
gfedc
4 Year Program
gfedc
2 Year Program (Print Degree at MWCC/or other school)
gfedc
If yes, what school and program are your transferring to? How prepared do you feel you are for transfer or employment?
55
66
213
Page 4
2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE6. Please rank your ability/competence/skill level on the following scale:
5—Highly PreparedProficient; Fully competent; Have full mastery of this skill; Have no questions about this subject/skill. 4—Well Prepared; Above average competence; Advanced working knowledge of this skill; Have few, if any, questions about this subject/skill. 3 — Moderately Prepared; Average competence; Working knowledge of this skill; Have some questions about this subject/skill. 2 — Minimally Prepared; Below average competence; basic to little working knowledge of this skill; Have moderate to several questions about this subject/skill. 1 — Insufficiently Prepared; Little to no competence; little to no working knowledge of this skill; Still have a great deal of questions about this subject/skill.
*
5Highly Prepared 4Well Prepared3Moderately
Prepared2Minimally
Prepared1Insufficiently
PreparedNot Required or
Taught
1. Exhibit a solid understanding of the fundamentals of design and visual literacy, including the elements and principles of design and typography as they are applied to the development of effective communication pieces for both print and web design.
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1A. Students will have an understanding of the concepts of copyrights and intellectual property.
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2. Possess a working knowledge of the design process especially how it relates to: audience definition, research, analysis, and concept development; the production of thumbnail sketches, rough drafts, and the preparation of final
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Page 5
2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONEcomprehensive print layouts and websites.
3. Exhibit a solid understanding of the principles of visual communication coupled with an understanding of current web and multimedia tools, concepts, terminology, and techniques.
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3A. Possess a working knowledge of digital media and presentation software programs such as Fireworks, Acrobat and InDesign.
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3B. Apply communications principles (analysis, prototyping, flowcharting, storyboarding, image editing) to professional business correspondence, presentations, multimedia, and communication pieces.
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4. Exhibit measurable skills and working knowledge in the industry standard graphic design software.
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4A. Adobe Photoshop nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
4B. Adobe Illustrator nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
4C. Adobe Dreamweaver nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
4D. Adobe Flash nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
4E. Adobe InDesign nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
4F. Adobe Acrobat Professional
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
4G. Adobe Fireworks nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
5. Transform digital images into new pieces of art through the use of Adobe Photoshop and/or Fireworks with emphasis on the creation of highquality graphics for print and the web.
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5A. Employ file manipulation techniques using filters, blending modes, layers, masks, channels, and layer effects with emphasis on the
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Page 6
2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONEcreation of high quality graphics for print.
5B. Create, optimize, and save graphics for the web.
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6. Create complex electronic illustrations and single page layouts with a solid understanding of the complex functions of Adobe Illustrator.
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6A. Possess a working knowledge of the tools, palettes, menus and functions of Adobe Illustrator.
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6B. Utilize the Bezier pen tool, as well as make use of specialized techniques for creating lineart and color illustrations.
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7. Plan and design websites utilizing basic and advanced web authoring techniques while exhibiting proficiency in the use of HTML, XHTML, CSS layouts and techniques, Adobe Photoshop, and Dreamweaver.
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7A. Possess the ability to: plan projects; use templates; use hand coding; use forms; utilize multimedia including podcasts and videocasts; understand and utilize behaviors, images, and advanced CSS techniques; design CSS layouts.
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7B. Use & understand online/web/Blackboard courses, as well as the Internet, World Wide Web, and Information Literacy resources.
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7C. Use media tools such as: email, search engines, newsgroups, blogs, image viewers, web games and PDF documents.
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7D. View and test web designs using new
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
216
Page 7
2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONEgeneration web standard browsers: Opera, Chrome, Firefox and Safari.
7E. Create engaging web pages and websites using Adobe Dreamweaver in Code view and Design view.
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7F. Produce single and multiple page websites while applying the Principles of Web Design and accessibility to each project.
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7G. Publish multipage websites utilizing Dreamweaver's FTP upload capabilities.
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8. Create dynamic, animated computer art, web motion graphics, and websites through the use of animation and web interactive programs.
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8A. Employ techniques such as motion guides, key frames, and shape/motion tweening to create dynamic animated computer art.
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9. Possess the ability to prepare for the job market and/or transfer.
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9A. Career planning nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
9B. Skill assessment nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
9C. Resume writing nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
9D. Interviewing nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
9E. Compile a professionalquality portfolio
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10. Manage and develop clientbased visual communication pieces with the use of effective design and layout while meeting strict deadlines.
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
If you rated any of the above with a 2Minimally Prepared or a 1Insufficiently Prepared—please explain your answer.
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Page 8
2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE
6. General Education Competencies
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218
Page 9
2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE7. Please rank your ability/competence/skill level on the following scale:
5—Highly PreparedProficient; Fully competent; Have full mastery of this skill; Have no questions about this subject/skill. 4—Well Prepared; Above average competence; Advanced working knowledge of this skill; Have few, if any, questions about this subject/skill. 3 — Moderately Prepared; Average competence; Working knowledge of this skill; Have some questions about this subject/skill. 2 — Minimally Prepared; Below average competence; basic to little working knowledge of this skill; Have moderate to several questions about this subject/skill. 1 — Insufficiently Prepared; Little to no competence; little to no working knowledge of this skill; Still have a great deal of questions about this subject/skill.
*
Highly Prepared Well PreparedModerately Prepared
Minimally Prepared
Insufficiently Prepared
N/A
1. Written and Oral Communication in English: You (the student) demonstrate the ability to write and speak effectively for a variety of occasions, audiences and purposes.
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1A. Establishes a main idea: You assert a central idea or thesis when writing/presenting.
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1B. Develops support: You develop unified support for that thesis (i.e. include examples, details, evidence).
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1C. Organizes effectively: You arrange parts (sentences and paragraphs) coherently to support the thesis.
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1D. Establishes purpose: You establish clear purpose to the audience.
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2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE
8. What do you believe your MWCC Web design classes MOST prepared you for or you feel you are most skilled at as a result of your training/coursework?
9. What do you believe your MWCC Web design classes prepared you for the LEAST or you feel you are the weakest in?
the authoritativeness, currency and content/coverage to determine information quality.
2F. Evaluate Information: You can demonstrate the appropriateness of scholarly vs. popular literature/information.
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2G. Use Information: You are able to integrate information from several sources and formulate a conclusion.
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2H. Use Information: You are able to paraphrase and quote correctly.
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2I. Use Information: You are able to cite information using appropriate style correctly.
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7. Final Comments
*
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66
*
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66
Please indicate (provide an estimate of) how many research reports and oral presentations you have completed, while at MWCC, in which you have utilized the majority of the above skills.
220
Page 12
2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE2013—Web Competencies Survey-CAPSTONE10. What would you suggest we could improve upon in the CGW program at MWCC? What topics, software, technical skills should we offer more of? Less of? Please take the time to offer your input and explanations so that we may improve the CGW program. Also, please include contact information: a phone number, mailing address (if you have no plans of moving within the next year), and an email address (not your mwcc email, please use one that we can reach you at within in the next 13 years). We would like to be able to contact you for future graduate surveys, as well as invite you to participate in various events and activities in the future.
Thank you for completing this valuable survey. If you wish to contact the CGD Department at anytime please feel free to call or email Leslie Cullen at 9786309347 or [email protected]
55
66
8. Thank you!
221
Appendix D:
CGW Web Capstone Survey Results
222
Wha
t is
your
pro
gram
of s
tudy
?
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
4 Y
ear
Tot
alT
otal
C
ount
55.6
%5
71.4
%5
85.7
%6
66.7
%2
69.2
%18
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
044
.4%
428
.6%
214
.3%
133
.3%
130
.8%
80.
0%0
0.0%
00.
0%0
0.0%
00.
0%0
answ
ered
que
stio
n9
77
326
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
4 Y
ear
Tot
alT
otal
C
ount
44.4
%4
28.6
%2
28.6
%2
33.3
%1
34.6
%9
22.2
%2
14.3
%1
14.3
%1
0.0%
015
.4%
4
44.4
%4
57.1
%4
42.9
%3
66.7
%2
50.0
%13
33.3
%3
28.6
%2
28.6
%2
0.0%
026
.9%
7
answ
ered
que
stio
n9
77
326
Web
Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 1
2010
–201
3
2010
–201
320
13
Ans
wer
Opt
ions
Ans
wer
Opt
ions
CG
D-P
rint d
egre
e an
d C
GW
C-W
eb c
ertif
icat
e (M
ajor
and
min
or)
2010
2011
2012
2013
Prio
r to
you
r w
eb d
esig
n co
urse
wor
k at
MW
CC
, wha
t exp
erie
nce
or
prio
r ed
ucat
ion
did
you
have
in g
raph
ic d
esig
n, w
eb d
esig
n or
with
re
late
d gr
aphi
c de
sign
sof
twar
e?20
1020
1120
12
CG
DC
-Prin
t cer
tific
ate
(One
Yea
r C
ertif
icat
e)
CG
D-P
rint d
egre
e (A
ssoc
iate
s D
egre
e)
CG
D-P
rint d
egre
e an
d C
GW
-Web
Deg
ree
(Dua
l maj
or)
Que
stio
n 2
Hig
h S
choo
l gra
phic
art
s cl
asse
s
Atte
nded
col
lege
gra
phic
des
ign
clas
ses
prio
r to
tran
sfer
to M
WC
C
Sel
f Tau
ght/H
obby
No
Prio
r E
xper
ienc
e or
Edu
catio
n
223
I too
k th
e in
tro
clas
s w
hile
stil
l enr
olle
d in
hig
h sc
hool
, but
I en
ded
up h
avin
g to
dro
p it
and
reta
ke it
whe
n I s
tart
ed h
ere
full
time.
Mur
dock
Mid
dle
Hig
h S
choo
l, W
inch
endo
n, M
A
Mon
tser
rat C
olle
ge o
f Art
Nor
th M
iddl
esex
(N
MR
HS
)
Mon
ty T
ech
Mon
ty T
ech
If yo
u to
ok d
esig
n cl
asse
s pr
ior
to M
WC
C, w
hat h
igh
scho
ol o
r co
llege
did
you
atte
nd?
2013
2012
The
onl
y co
urse
I to
ok w
as d
eskt
op p
ublis
hing
aka
mak
ing
busi
ness
car
ds, a
cal
enda
r, e
tc. I
firs
t got
inte
rest
ed in
this
by
mod
ifyin
g m
y ow
n la
yout
s fo
r so
cial
net
wor
king
web
site
s.
Pho
tosh
op, Q
uark
Exp
ress
, Fre
ehan
d, P
hoto
grap
hy (
blac
k an
d w
hite
)
I atte
nded
Mon
ey T
ech
and
was
in th
e gr
aphi
cs a
rt p
rogr
am
2010
2011
224
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
4 Y
ear
Tot
alT
otal
C
ount
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
0
0.0%
014
.3%
142
.9%
366
.7%
223
.1%
6
33.3
%3
28.6
%2
28.6
%2
0.0%
026
.9%
7
44.4
%4
57.1
%4
28.6
%2
33.3
%1
42.3
%11
22.2
%2
0.0%
00.
0%0
0.0%
07.
7%2
answ
ered
que
stio
n9
77
326
How
pre
pare
d or
com
pete
nt in
web
/gra
phic
des
ign
do y
ou
feel
you
wer
e P
RIO
R to
taki
ng c
lass
es a
t MW
CC
?20
1020
1120
12
I kne
w n
othi
ng a
bout
the
web
/HT
ML/
CS
S.
I had
abs
olut
ely
no e
xper
ienc
e w
ith G
raph
ic D
esig
n. D
espi
te h
avin
g no
exp
erie
nce,
I di
d no
t hav
e ve
ry m
any
ques
tions
to a
sk a
bout
the
prog
ram
s/su
bjec
t/ski
ll. It
was
sim
ply
just
div
e in
to th
e su
bjec
t, an
d w
ork
it ou
t as
I wen
t alo
ng. G
o w
ith th
e flo
w.
I too
k a
phot
osho
p cl
ass
in h
igh
scho
ol. I
did
goo
d in
the
clas
s bu
t did
n't k
now
that
muc
h ab
out w
eb d
esig
n.
Onl
y ha
de o
ne c
lass
and
the
rest
was
per
sona
ly le
arne
d fr
om v
iew
ing
sour
ce c
odes
.
Web
Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 3
2010
–201
3
Ple
ase
com
men
t on
your
ans
wer
.
2010
2013
Ans
wer
Opt
ions
1 —
Insu
ffici
ently
Pre
pare
d; L
ittle
to n
o co
mpe
tenc
e; li
ttle
to
no w
orki
ng k
now
ledg
e of
gra
phic
des
ign;
Stil
l hav
e a
grea
t de
al o
f que
stio
ns a
bout
this
sub
ject
/ski
ll.
4—W
ell P
repa
red;
Abo
ve a
vera
ge c
ompe
tenc
e; A
dvan
ced
wor
king
kno
wle
dge
of g
raph
ic d
esig
n; H
ave
few
, if a
ny,
ques
tions
abo
ut th
is s
ubje
ct/s
kill.
2 —
Min
imal
ly P
repa
red;
Bel
ow a
vera
ge c
ompe
tenc
e; b
asic
to
little
wor
king
kno
wle
dge
of g
raph
ic d
esig
n; H
ave
seve
ral t
o a
mod
erat
e am
ount
of q
uest
ions
abo
ut th
is s
ubje
ct/s
kill.
5—H
ighl
y P
repa
red-
Pro
ficie
nt; F
ully
com
pete
nt; H
ave
full
mas
tery
of g
raph
ic d
esig
n; H
ave
no q
uest
ions
abo
ut th
is
subj
ect/s
kill.
3 —
Mod
erat
ely
Pre
pare
d; A
vera
ge c
ompe
tenc
e; W
orki
ng
know
ledg
e of
gra
phic
des
ign;
Hav
e on
ly a
few
que
stio
ns
abou
t thi
s su
bjec
t/ski
ll.
225
Too
k a
web
des
ign
clas
s at
Mon
achu
sett
Tec
hnic
ial R
egio
nal H
igh
Sch
ool (
Adu
lt E
duca
tion)
and
pla
yed
arou
nd m
ysel
f.
I had
a g
ood
know
ledg
e of
som
e of
the
prog
ram
s lik
e P
hoto
shop
a r
eally
wan
t to
lear
n an
d us
e D
ream
wea
ver
and
to w
eb s
tuff
The
re a
re s
till q
uest
ions
I m
ight
hav
e to
ask
mys
elf o
r so
meo
ne e
lse
beca
use
new
thin
gs c
ome
out e
very
day
in th
e w
eb. S
o I w
ould
edu
cate
mys
elf f
urth
er th
an ju
st m
y de
gree
.
I kne
w o
ld H
TM
L bu
t not
CS
S a
nd I
didn
't kn
ow h
ow to
use
Ado
be C
reat
ive
Sui
te v
ery
wel
l.
No
resp
onse
s
2011
I too
k a
cert
ifica
te in
Web
des
ign
how
ever
Pho
tosh
op is
the
only
cla
ss th
at r
eally
taug
ht m
e a
little
. T
he o
ther
s w
ere
supe
rfic
ial,
I did
n't h
ave
any
live
inte
ract
ion
with
clie
nts
and
didn
't do
a w
ebsi
te fr
om s
tart
to fi
nish
.
2013
I am
mor
e of
a c
oder
and
pro
gram
mer
than
a g
raph
ic d
esig
ner,
but
stil
l had
a d
ecen
t am
ount
of k
now
ledg
e of
the
field
.
2012
226
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
4 Y
ear
Tot
alT
otal
C
ount
77.8
%7
85.7
%6
85.7
%6
100.
0%3
84.6
%22
100.
0%9
100.
0%7
100.
0%7
100.
0%3
100.
0%26
0.0%
028
.6%
228
.6%
233
.3%
119
.2%
5
33.3
%3
14.3
%1
14.3
%1
0.0%
019
.2%
5
88.9
%8
71.4
%5
71.4
%5
33.3
%1
73.1
%19
33.3
%3
42.9
%3
42.9
%3
0.0%
034
.6%
9
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
0
0.0%
00.
0%0
0.0%
00.
0%0
0.0%
0
32
20
7
answ
ered
que
stio
n9
77
326
I did
som
e fr
eela
nce
of c
reat
ing
a bu
sine
ss c
ard
for
a cl
ient
but
I w
as n
ot p
aid
for
it.
With
full
time
stud
ent s
tatu
s an
d a
part
tim
e jo
b on
day
s no
t in
scho
ol, f
reel
ance
wor
k w
as n
ot a
n op
tion.
Wor
ked
on c
ontr
acts
thro
ugh
The
UP
S S
tore
as
an in
depe
nden
t con
trac
tor.
No
resp
onse
s
Car
toon
s. P
aid.
No
resp
onse
s
Web
Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Oth
er (
plea
se s
peci
fy)
2010
2011
Ser
vice
Lea
rnin
g th
roug
h m
y cl
asse
s
Wor
k in
a d
esig
n st
udio
(pa
id)
Fre
elan
ce fo
r w
eb (
paid
)
Cou
rsew
ork
and
desi
gn p
roje
cts
only
thro
ugh
my
clas
ses
at
MW
CC
I cus
tom
ize
mem
orib
ilia
prod
ucts
Fre
elan
ce fo
r pr
int (
paid
)
Wor
k fo
r a
prin
ting
com
pany
(pa
id)
Des
igne
d fo
r a
frie
nd o
r fa
mily
mem
ber
2010
–201
3
Que
stio
n 4
2013
2010
2011
2012
2013
Wha
t typ
e of
des
ign
wor
k ha
ve y
ou d
one
whi
le a
ttend
ing
MW
CC
? (C
heck
all
that
app
ly)
Oth
er (
plea
se s
peci
fy)
Ans
wer
Opt
ions
Vol
unte
er d
esig
n (n
on-c
ours
e re
late
d/no
n-fr
iend
or
fam
ily/n
on-
paid
)
2012
227
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
Res
pons
e P
erce
ntR
espo
nse
Cou
ntR
espo
nse
Per
cent
Res
pons
e C
ount
4 Y
ear
Tot
alT
otal
C
ount
44.4
%4
42.9
%3
42.9
%3
33.3
%1
42.3
%11
33.3
%3
42.9
%3
42.9
%3
33.3
%1
38.5
%10
44.4
%4
28.6
%2
42.9
%3
66.7
%2
42.3
%11
0.0%
00.
0%0
0.0%
033
.3%
13.
8%1
97
73
26
Fra
nklin
Pie
rce
or K
een
Sta
te c
olle
ge.
I'd li
ke to
atte
nd U
Mas
s Lo
wel
l.
I don
't kn
ow w
hat s
choo
l I w
ill tr
ansf
er to
yet
. I th
ink
I am
rea
dy fo
r a
next
cha
lleng
e in
oth
er s
choo
l.
I wan
t to
star
t CIS
and
Bus
ines
s A
dmin
istr
atio
n.
I fee
l tha
t I a
m p
repa
red
for
self-
empl
oym
ent a
s a
free
lanc
e de
sign
er. I
hav
e be
en w
orki
ng in
this
cap
acity
for
over
a y
ear
now
and
hav
e be
en a
ble
to d
o w
hate
ver
my
clie
nts
need
ed.
Mas
s A
rt
I pla
n to
go
to M
assa
chus
etts
Col
lege
for
Art
and
Des
ign
in B
osto
n fo
r th
e A
nim
atio
n de
gree
.2013
answ
ered
que
stio
n
I fee
l pre
pare
d to
wor
k fo
r a
real
clie
nt b
ecau
se I
alre
ady
had
2 of
them
thro
ugh
serv
ice
lear
ning
and
I al
so d
esig
ned
for
a fr
iend
.
Web
Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 5
2010
–201
3
If ye
s, w
hat s
choo
l and
pro
gram
are
you
r tr
ansf
errin
g to
? H
ow p
repa
red
do y
ou fe
el y
ou a
re fo
r tr
ansf
er o
r em
ploy
men
t?
2010
Fitc
hbur
g S
tate
Uni
vers
ity
2011
2012
I pla
n on
mov
ing
on to
a fo
ur y
ear
colle
ge, s
o I c
an c
ontin
ue o
n w
ith m
y ed
ucat
ion.
Eith
er th
at o
r jo
in th
e M
ilita
ry. I
pla
n on
goi
ng to
Bec
ker
Col
lege
or
any
othe
r fo
ur y
ear
colle
ge th
at h
osts
vi
deo
gam
e de
sign
, to
purs
ue a
Bac
helo
r's d
egre
e in
Vid
eo g
ame
desi
gn. W
hile
I am
atte
ndin
g, a
four
yea
r co
llege
, I w
ill w
ork
part
tim
e at
a c
orpo
ratio
n/bu
sine
ss w
ith m
y P
rint D
esig
n de
gree
.
Do
you
plan
to tr
ansf
er to
a 2
or
4 ye
ar p
rogr
am a
fter
grad
uatin
g fr
om M
WC
C?
2010
No,
I pl
an to
obt
ain
a jo
b.
Yes
, I p
lan
to c
ontin
ue m
y ed
ucat
ion.
4 Y
ear
Pro
gram
2 Y
ear
Pro
gram
(P
rint D
egre
e at
MW
CC
/or
othe
r sc
hool
)
2012
2013
Ans
wer
Opt
ions
2011
228
2010
–201
3
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
4 Y
ear
Ave
rage
4.00
94.
297
4.43
74.
003
4.18
4.22
94.
147
4.14
73.
673
4.04
4.11
94.
577
4.57
74.
003
4.31
4.22
94.
147
4.29
74.
003
4.16
3.78
94.
147
4.43
73.
673
4.01
4.11
94.
577
4.29
73.
003
3.99
4.33
94.
577
4.57
73.
673
4.29
4.56
94.
577
4.86
75.
003
4.75
4.00
93.
717
4.50
74.
333
4.14
4.56
94.
437
4.71
74.
673
4.59
Que
stio
n 6
Web
Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Ans
wer
Opt
ions
3.
Exh
ibit
a so
lid u
nder
stan
ding
of t
he p
rinci
ples
of v
isua
l co
mm
unic
atio
n co
uple
d w
ith a
n un
ders
tand
ing
of c
urre
nt w
eb a
nd
mul
timed
ia to
ols,
con
cept
s, te
rmin
olog
y, a
nd te
chni
ques
.
1. E
xhib
it a
solid
und
erst
andi
ng o
f the
fund
amen
tals
of d
esig
n an
d vi
sual
lit
erac
y, in
clud
ing
the
elem
ents
and
prin
cipl
es o
f des
ign
and
typo
grap
hy
as th
ey a
re a
pplie
d to
the
deve
lopm
ent o
f effe
ctiv
e co
mm
unic
atio
n pi
eces
fo
r bo
th p
rint a
nd w
eb d
esig
n.
2.
Pos
sess
a w
orki
ng k
now
ledg
e of
the
desi
gn p
roce
ss e
spec
ially
how
it
rela
tes
to: a
udie
nce
defin
ition
, res
earc
h, a
naly
sis,
and
con
cept
de
velo
pmen
t; th
e pr
oduc
tion
of th
umbn
ail s
ketc
hes,
rou
gh d
rafts
, and
the
prep
arat
ion
of fi
nal c
ompr
ehen
sive
prin
t lay
outs
and
web
site
s.
3A.
Pos
sess
a w
orki
ng k
now
ledg
e of
dig
ital m
edia
and
pre
sent
atio
n so
ftwar
e pr
ogra
ms
such
as
Fire
wor
ks, A
crob
at a
nd In
Des
ign.
4.
Exh
ibit
mea
sura
ble
skill
s an
d w
orki
ng k
now
ledg
e in
the
indu
stry
st
anda
rd g
raph
ic d
esig
n so
ftwar
e.
4B.
Ado
be Il
lust
rato
r
4A.
Ado
be P
hoto
shop
4C.
Ado
be D
ream
wea
ver
3B.
App
ly c
omm
unic
atio
ns p
rinci
ples
(an
alys
is, p
roto
typi
ng,
flow
char
ting,
sto
rybo
ardi
ng, i
mag
e ed
iting
) to
pro
fess
iona
l bus
ines
s co
rres
pond
ence
, pre
sent
atio
ns, m
ultim
edia
, and
com
mun
icat
ion
piec
es.
2013
Ple
ase
rank
you
r ab
ility
/com
pete
nce/
skill
leve
l on
the
follo
win
g sc
ale:
5—
Hig
hly
Pre
pare
d-P
rofic
ient
; Ful
ly c
ompe
tent
; Hav
e fu
ll m
aste
ry o
f thi
s sk
ill;
Hav
e no
que
stio
ns a
bout
this
sub
ject
/ski
ll. 4
—W
ell P
repa
red;
Abo
ve
aver
age
com
pete
nce;
Adv
ance
d w
orki
ng k
now
ledg
e of
this
ski
ll; H
ave
few
, if a
ny, q
uest
ions
abo
ut th
is s
ubje
ct/s
kill.
3
— M
oder
atel
y P
repa
red;
A
vera
ge c
ompe
tenc
e; W
orki
ng k
now
ledg
e of
this
ski
ll; H
ave
som
e qu
estio
ns a
bout
this
sub
ject
/ski
ll. 2
— M
inim
ally
Pre
pare
d; B
elow
ave
rage
co
mpe
tenc
e; b
asic
to li
ttle
wor
king
kno
wle
dge
of th
is s
kill;
Hav
e m
oder
ate
to s
ever
al q
uest
ions
abo
ut th
is s
ubje
ct/s
kill.
1 —
Insu
ffici
ently
Pre
pare
d;
Littl
e to
no
com
pete
nce;
littl
e to
no
wor
king
kno
wle
dge
of th
is s
kill;
Stil
l ha
ve a
gre
at d
eal o
f que
stio
ns a
bout
this
sub
ject
/ski
ll.
2010
2011
2012
1A.
Stu
dent
s w
ill h
ave
an u
nder
stan
ding
of t
he c
once
pts
of c
opyr
ight
s an
d in
telle
ctua
l pro
pert
y.
229
3.38
93.
297
4.50
74.
003
3.79
3.67
93.
577
3.83
74.
333
3.85
3.75
93.
577
4.00
74.
333
3.91
3.89
93.
177
4.00
73.
333
3.60
4.33
94.
577
4.71
74.
673
4.57
4.33
94.
297
4.57
75.
003
4.55
4.33
94.
717
4.57
75.
003
4.65
4.00
94.
147
4.50
74.
673
4.33
4.11
94.
147
4.67
74.
333
4.31
4.22
94.
147
4.50
74.
333
4.30
4.44
94.
437
4.71
74.
333
4.48
4.22
94.
297
4.57
74.
003
4.27
4.33
94.
717
4.43
75.
003
4.62
4.33
94.
717
4.57
75.
003
4.65
4.22
94.
717
4.86
75.
003
4.70
4.22
94.
717
4.71
75.
003
4.66
4.11
94.
437
4.71
74.
673
4.48
4.11
94.
867
4.29
75.
003
4.57
3.89
93.
437
4.43
74.
003
3.94
6A.
Pos
sess
a w
orki
ng k
now
ledg
e of
the
tool
s, p
alet
tes,
men
us a
nd
func
tions
of A
dobe
Illu
stra
tor.
7.
Pla
n an
d de
sign
web
site
s ut
ilizi
ng b
asic
and
adv
ance
d w
eb a
utho
ring
tech
niqu
es w
hile
exh
ibiti
ng p
rofic
ienc
y in
the
use
of H
TM
L, X
HT
ML,
CS
S
layo
uts
and
tech
niqu
es, A
dobe
Pho
tosh
op, a
nd D
ream
wea
ver.
4F.
Ado
be A
crob
at P
rofe
ssio
nal
5.
Tra
nsfo
rm d
igita
l im
ages
into
new
pie
ces
of a
rt th
roug
h th
e us
e of
A
dobe
Pho
tosh
op a
nd F
irew
orks
with
em
phas
is o
n th
e cr
eatio
n of
hig
h-qu
ality
gra
phic
s fo
r pr
int a
nd th
e w
eb.
4G.
Ado
be F
irew
orks
5B.
Cre
ate,
opt
imiz
e, a
nd s
ave
grap
hics
for
the
web
.
8.
Cre
ate
dyna
mic
, ani
mat
ed c
ompu
ter
art,
web
mot
ion
grap
hics
, and
w
ebsi
tes
thro
ugh
the
use
of A
dobe
Fla
sh.
7B.
Use
& u
nder
stan
d on
line/
web
/Bla
ckbo
ard
cour
ses,
as
wel
l as
the
Inte
rnet
, Wor
ld W
ide
Web
, and
Info
rmat
ion
Lite
racy
res
ourc
es.
7D.
Vie
w a
nd te
st w
eb d
esig
ns u
sing
new
gen
erat
ion
web
bro
wse
rs:
Ope
ra, F
irefo
x an
d S
afar
i.
4E.
Ado
be In
Des
ign
7F.
Pro
duce
sin
gle
and
mul
tiple
pag
e w
ebsi
tes
whi
le a
pply
ing
the
Prin
cipl
es o
f Web
Des
ign
and
acce
ssib
ility
to e
ach
proj
ect.
7E.
Cre
ate
enga
ging
web
pag
es a
nd w
ebsi
tes
usin
g A
dobe
D
ream
wea
ver
in C
ode
view
and
Des
ign
view
.
6.
Cre
ate
com
plex
ele
ctro
nic
illus
trat
ions
and
sin
gle
page
layo
uts
with
a
solid
und
erst
andi
ng o
f the
com
plex
func
tions
of A
dobe
Illu
stra
tor.
6B.
Util
ize
the
Bez
ier
pen
tool
, as
wel
l as
mak
e us
e of
spe
cial
ized
te
chni
ques
for
crea
ting
line-
art a
nd c
olor
illu
stra
tions
.
4D.
Ado
be F
lash
7A.
Pos
sess
the
abili
ty to
: pla
n pr
ojec
ts; u
se te
mpl
ates
; use
han
d co
ding
; use
form
s; u
tiliz
e m
ultim
edia
incl
udin
g po
dcas
ts a
nd F
lash
Vid
eo;
unde
rsta
nd a
nd u
tiliz
e be
havi
ors,
imag
es, a
nd a
dvan
ced
CS
S
tech
niqu
es; d
esig
n C
SS
layo
uts.
7C.
Use
med
ia to
ols
such
as:
e-m
ail,
sear
ch e
ngin
es, n
ewsg
roup
s,
blog
s, im
age
view
ers,
web
gam
es a
nd P
DF
doc
umen
ts.
7G.
Pub
lish
mul
ti-pa
ge w
ebsi
tes
utili
zing
Dre
amw
eave
r's F
TP
upl
oad
capa
bilit
ies.
5A.
Em
ploy
file
man
ipul
atio
n te
chni
ques
usi
ng fi
lters
, ble
ndin
g m
odes
, la
yers
, mas
ks, c
hann
els,
and
laye
r ef
fect
s w
ith e
mph
asis
on
the
crea
tion
of h
igh
qual
ity g
raph
ics
for
prin
t.
230
3.89
94.
007
4.33
74.
003
4.06
4.00
94.
007
4.43
74.
003
4.11
4.00
94.
147
4.57
74.
003
4.18
4.11
94.
297
4.43
74.
003
4.21
4.00
94.
147
4.29
73.
673
4.03
3.89
94.
297
4.57
73.
673
4.11
4.00
94.
577
4.43
74.
003
4.25
4.00
94.
437
4.57
74.
333
4.33
22
10
5
Tot
al A
vera
ge R
ank
for
all S
kills
/Com
pent
enci
es4.
114.
354.
524.
334.
33
If yo
u ra
ted
any
of th
e ab
ove
with
a 2
-Min
imal
ly P
repa
red
or a
1-I
nsuf
ficie
ntly
Pre
pare
d—pl
ease
exp
lain
you
r an
swer
.
2010
For
the
two
that
I ha
d ra
ted
abov
e, it
is s
impl
y be
caus
e I h
ave
not t
aken
any
cla
sses
, to
lear
n th
ose
prog
ram
s. I
will
be
cont
inui
ng w
ith m
y ed
ucat
ion
at th
e M
ount
to a
cqui
re m
y tw
o A
ssoc
iate
's d
egre
es in
bot
h P
rint a
nd W
eb d
esig
n.
I do
not h
ave
a so
lid u
nder
stan
ding
of A
ctio
nScr
ipt 3
.0 o
r 2.
0.
10.
Man
age
and
deve
lopm
ent c
lient
-bas
ed v
isua
l com
mun
icat
ion
piec
es
with
the
use
of e
ffect
ive
desi
gn a
nd la
yout
whi
le m
eetin
g st
rict d
eadl
ines
.
9C.
Res
ume
writ
ing
9.
Pos
sess
the
abili
ty to
pre
pare
for
the
job
mar
ket a
nd/o
r tr
ansf
er.
9B.
Ski
ll as
sess
men
t
9E.
Com
pile
a p
rofe
ssio
nal-q
ualit
y po
rtfo
lio
9D.
Inte
rvie
win
g
8A.
Em
ploy
tech
niqu
es s
uch
as m
otio
n gu
ides
, key
fram
es, a
nd
shap
e/m
otio
n tw
eeni
ng to
cre
ate
dyna
mic
ani
mat
ed c
ompu
ter
art.
9A.
Car
eer
plan
ning
No
resp
onse
s
2013
I am
not
ver
y go
od a
t illu
stra
tor.
it is
not
a s
tron
g po
int f
or m
e
I too
k a
flash
cla
ss in
200
6 I h
ave
not h
ad a
use
for
it si
nce,
hen
ce I
and
not p
rofic
ient
in it
. Man
y of
the
thin
gs I
lear
ned
in F
LAS
H a
re o
utda
ted,
and
can
now
be
done
with
JQ
uery
.
2011
If yo
u ra
ted
any
of th
e ab
ove
with
a 2
-Min
imal
ly P
repa
red
or a
1-
Insu
ffici
ently
Pre
pare
d—pl
ease
exp
lain
you
r an
swer
.
2012
I hav
e so
me
know
ledg
e of
Acr
obat
and
Fire
wor
ks, b
ut I
hard
ly u
se th
em. I
've
been
focu
sed
on m
y cl
ient
's w
ebsi
te s
o m
uch,
I've
bee
n th
row
n of
f of k
eepi
ng u
p w
ith b
lack
boar
d.
231
2010
-–20
13
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
4 Y
ear
Ave
rage
4.33
94.
297
4.57
73.
673
4.22
4.11
94.
297
4.57
74.
003
4.24
4.11
94.
577
4.29
74.
003
4.24
4.33
94.
336
4.57
74.
333
4.39
4.11
94.
437
4.43
74.
333
4.33
4.00
94.
437
4.29
74.
003
4.18
3.89
94.
437
4.57
74.
003
4.22
4.00
94.
577
4.43
74.
333
4.33
4.11
94.
437
4.14
74.
333
4.25
3.89
94.
577
4.57
74.
333
4.34
Web
Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 7
Ple
ase
rank
you
r ab
ility
/com
pete
nce/
skill
leve
l on
the
follo
win
g sc
ale:
5—
Hig
hly
Pre
pare
d-P
rofic
ient
; Ful
ly c
ompe
tent
; Hav
e fu
ll m
aste
ry o
f thi
s sk
ill;
Hav
e no
que
stio
ns a
bout
this
sub
ject
/ski
ll. 4
—W
ell P
repa
red;
Abo
ve
aver
age
com
pete
nce;
Adv
ance
d w
orki
ng k
now
ledg
e of
this
ski
ll; H
ave
few
, if a
ny, q
uest
ions
abo
ut th
is s
ubje
ct/s
kill.
3
— M
oder
atel
y P
repa
red;
A
vera
ge c
ompe
tenc
e; W
orki
ng k
now
ledg
e of
this
ski
ll; H
ave
som
e qu
estio
ns a
bout
this
sub
ject
/ski
ll. 2
— M
inim
ally
Pre
pare
d; B
elow
ave
rage
co
mpe
tenc
e; b
asic
to li
ttle
wor
king
kno
wle
dge
of th
is s
kill;
Hav
e m
oder
ate
to s
ever
al q
uest
ions
abo
ut th
is s
ubje
ct/s
kill.
1 —
Insu
ffici
ently
Pre
pare
d;
Littl
e to
no
com
pete
nce;
littl
e to
no
wor
king
kno
wle
dge
of th
is s
kill;
Stil
l ha
ve a
gre
at d
eal o
f que
stio
ns a
bout
this
sub
ject
/ski
ll.
2010
2011
2012
1D.
Est
ablis
hes
purp
ose:
You
est
ablis
h cl
ear
purp
ose
to th
e au
dien
ce.
1E.
Use
s cr
edib
le r
esea
rch
mat
eria
l effe
ctiv
ely
and
ethi
cally
: Y
ou
synt
hesi
ze a
nd in
corp
orat
e ap
prop
riate
info
rmat
ion
from
res
earc
h m
ater
ial t
o su
ppor
t the
thes
is, a
nd y
ou d
ocum
ent i
t cor
rect
ly (
use
of in
-te
xt c
itatio
n th
at c
orre
late
s to
a b
iblio
grap
hy p
age)
.
1F.
Use
s ap
prop
riate
dic
tion,
gra
mm
ar, a
nd p
unct
uatio
n: Y
ou c
hoos
e la
ngua
ge r
easo
nabl
y ap
prop
riate
for
inte
nded
pur
pose
, and
gen
eral
ly y
ou
use
sent
ence
s th
at a
re g
ram
mat
ical
ly s
ound
and
cor
rect
ly p
unct
uate
d.
1G.
Aud
ienc
e: Y
ou m
eet t
he n
eeds
of t
he a
udie
nce
whe
n w
ritin
g/sp
eaki
ng.
2. In
form
atio
n Li
tera
cy: T
hrou
gh e
lect
roni
c an
d tr
aditi
onal
mod
es, y
ou
(the
stu
dent
) de
mon
stra
te th
e ab
ility
to id
entif
y, a
cces
s, e
valu
ate
and
use
info
rmat
ion
effe
ctiv
ely,
eth
ical
ly a
nd le
gally
.
2A.
Iden
tify
Info
rmat
ion
Nee
d: Y
ou a
re a
ble
to s
elec
t a fo
cuse
d to
pic
appr
opria
te fo
r th
e as
sign
men
t.
2013
Ans
wer
Opt
ions
1.
Writ
ten
and
Ora
l Com
mun
icat
ion
in E
nglis
h: Y
ou (
the
stud
ent)
de
mon
stra
te th
e ab
ility
to w
rite
and
spea
k ef
fect
ivel
y fo
r a
varie
ty o
f oc
casi
ons,
aud
ienc
es a
nd p
urpo
ses.
1A.
Est
ablis
hes
a m
ain
idea
: You
ass
ert a
cen
tral
idea
or
thes
is w
hen
writ
ing/
pres
entin
g.
1B.
Dev
elop
s su
ppor
t: Y
ou d
evel
op u
nifie
d su
ppor
t for
that
thes
is (
i.e.
incl
ude
exam
ples
, det
ails
, evi
denc
e).
1C.
Org
aniz
es e
ffect
ivel
y: Y
ou a
rran
ge p
arts
(se
nten
ces
and
para
grap
hs)
cohe
rent
ly to
sup
port
the
thes
is.
232
4.00
94.
437
4.43
74.
333
4.30
3.89
94.
297
4.29
74.
333
4.20
4.22
94.
297
4.67
64.
333
4.38
4.11
94.
577
4.57
74.
333
4.40
4.00
94.
437
4.43
74.
333
4.30
4.00
94.
437
4.43
74.
333
4.30
4.11
94.
437
4.29
74.
333
4.29
4.11
94.
147
4.29
74.
333
4.22
answ
ered
que
stio
n2
55
214
Tot
al A
vera
ge R
ank
for
all S
kills
/Com
pent
enci
es4.
224.
374.
134.
744.
37
2H.
Use
Info
rmat
ion:
You
are
abl
e to
par
aphr
ase
and
quot
e co
rrec
tly.
2I.
Use
Info
rmat
ion:
You
are
abl
e to
cite
info
rmat
ion
usin
g ap
prop
riate
st
yle
corr
ectly
.
2B.
Acc
ess
Info
rmat
ion:
You
r se
arch
str
ateg
y in
clud
es th
e us
e of
ad
vanc
ed s
earc
h te
chni
ques
(an
d, o
r, n
ot, t
runc
atio
n, p
aren
thes
es)
whe
n se
arch
ing.
2C.
Acc
ess
Info
rmat
ion:
You
are
abl
e to
judg
e th
e va
lue
of th
e se
arch
re
sults
and
dem
onst
rate
re-
stra
tegi
zing
whe
n ne
cess
ary.
2G.
Use
Info
rmat
ion:
You
are
abl
e to
inte
grat
e in
form
atio
n fr
om s
ever
al
sour
ces
and
form
ulat
e a
conc
lusi
on.
2D.
Acc
ess
Info
rmat
ion:
You
are
abl
e to
loca
te a
nd a
cces
s in
form
atio
n fr
om a
var
iety
of s
ourc
es.
2E.
Eva
luat
e In
form
atio
n: Y
ou a
re a
ble
to c
onsi
der
the
auth
orita
tiven
ess,
cur
renc
y an
d co
nten
t/cov
erag
e to
det
erm
ine
info
rmat
ion
qual
ity.
2F.
Eva
luat
e In
form
atio
n: Y
ou c
an d
emon
stra
te th
e ap
prop
riate
ness
of
scho
larly
vs.
pop
ular
lite
ratu
re/in
form
atio
n.
233
10 CG
D21
0, B
ook
Pre
sent
atio
n; E
NG
102
Boo
k re
port
.
2 or
3
6 I pro
babl
y di
d ab
out 6
-8
27 6 15 Est
imat
e: 7
rep
orts
and
ora
l pre
sent
atio
ns
mor
e th
an 5
At l
east
10
actu
al r
epor
ts, p
aper
s, o
r sp
eech
es, p
roba
bly
mor
e.
Abo
ut T
wo
10 50
2013
Web
Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 7
Ple
ase
indi
cate
(pr
ovid
e an
est
imat
e of
) ho
w m
any
rese
arch
rep
orts
and
ora
l pre
sent
atio
ns y
ou h
ave
com
plet
ed, w
hile
at M
WC
C, i
n w
hich
you
hav
e ut
ilize
d th
e m
ajor
ity o
f the
abo
ve s
kills
.
2010
2012
2011
234
they
pre
pare
d m
e to
do
real
wor
ld w
ork
and
wor
k w
ith a
rea
l clie
nt. I
hav
e le
arne
d m
any
thin
gs a
bout
des
ign
and
the
adob
e pr
ogra
ms.
als
o xh
tml.
it ha
s al
so m
ade
me
wan
t to
bette
r m
ysel
f as
a de
sign
er a
nd le
arn/
teac
h m
ysel
f mor
e th
ings
.
Dea
ling
with
a r
eal c
lient
, com
mun
icat
ing
with
them
and
del
iver
ing
the
prod
uct.
they
pre
pare
d m
e in
all
area
s of
the
web
pro
cess
I fee
l bes
t pre
pare
d in
des
ign
tech
niqu
es a
nd u
sage
of P
hoto
shop
, Illu
stra
tor,
Dre
amw
eave
r, In
Des
ign,
and
Qua
rk.
Rea
l clie
nt in
tera
ctio
n. I
had
wor
ked
with
clie
nts
on m
y ow
n, a
nd fo
und
mys
elf e
mpl
oyin
g th
e sk
ills
I lea
rned
in c
lass
es, I
E, c
lient
, con
tact
s, o
rgan
izat
ion,
dea
ling
with
the
clie
nt, t
o be
don
e as
sec
ond
natu
re b
ecau
se o
f my
trai
ning
.
The
pro
cess
and
act
ual d
esig
ning
web
site
s an
d al
l the
nec
essa
ry s
teps
invo
lved
incl
udin
g ha
nd-c
odin
g
I wou
ld s
ay I
feel
mos
t ski
lled
and
Pho
tosh
op b
ut I
lear
ned
a lo
t in
Dre
amw
eave
r fo
r m
y cl
asse
s
2011
I bel
ieve
I am
mos
t ski
lled
at E
letr
onic
Illu
stra
tor.
drea
mw
eave
r an
d ph
otos
hop
are
my
best
ski
lls th
at i
have
dev
elop
ed fr
om M
WC
C
Def
inite
ly m
ost s
kille
d in
Pho
tosh
op a
nd D
ream
wea
ver.
My
clas
ses
in W
eb D
esig
n pr
epar
ed m
e in
that
it ta
ught
me
the
skill
s to
not
onl
y de
sign
, and
it h
elpe
d br
oade
n m
y ar
tistic
ski
lls, a
nd u
nder
stan
d th
e w
orld
of W
ebsi
te's
and
Des
ign.
css,
xht
ml,
phot
osho
p, il
lust
rato
r
Pre
pare
d m
e fo
r th
e re
al w
orld
wor
king
fiel
d.
Web
Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 8
Wha
t do
you
belie
ve y
our
MW
CC
Web
des
ign
clas
ses
MO
ST
pre
pare
d yo
u fo
r or
you
feel
you
are
mos
t ski
lled
at a
s a
resu
lt of
you
r tr
aini
ng/c
ours
ewor
k?
I am
muc
h m
ore
unde
rsta
ndin
g of
HT
ML/
CS
S a
nd th
e w
eb/p
rint d
esig
n jo
b m
arke
t.
I bel
ieve
that
I ha
ve b
ecom
e ve
ry s
kille
d in
all
of th
e de
sign
pro
gram
s.
prep
airin
g m
ysel
f to
be in
the
wor
king
fiel
d.
2010
235
I fe
el th
at I
am m
ost s
kille
d at
the
resu
lts o
f my
trai
ning
/cou
rsew
ork.
I bel
ieve
my
clas
ses
mos
t pre
pare
d m
e fo
r w
ork
with
rea
l life
clie
nts.
yes
Get
ting
a st
rong
grip
on
the
desi
gn a
spec
t of p
rogr
amm
ing
and
web
dev
elop
men
t.
Yes
.
2013
The
y pr
epar
ed m
e fo
r th
e ch
alle
nges
of t
he w
orkf
orce
My
clas
ses
gave
me
a gr
eat u
nder
stan
ding
of t
he A
dobe
Cre
ativ
e S
uite
. I w
ould
nev
er h
ave
been
abl
e to
use
the
pen
tool
pro
perly
with
out t
akin
g th
at Il
lust
rato
r cl
ass.
I ha
ve a
m
uch
bette
r un
ders
tand
ing
of d
esig
n, la
yout
, and
typo
grap
hy th
an w
hen
I sta
rted
.
I bel
ieve
MW
CC
pre
pare
d m
e in
all
desi
gn a
spec
ts o
f web
des
ign
and
som
e in
prin
t des
ign.
My
expe
rienc
e w
ith p
hoto
shop
and
dre
amw
eave
r
know
ing
you
can
achi
eve
your
clie
nts
goal
s
2012
236
I rea
lly n
eed
mor
e pr
actic
e in
Illu
stra
tor.
It's
bee
n a
few
yea
rs s
ince
I to
ok th
at c
lass
and
my
skill
s co
uld
use
som
e br
ushi
ng u
p.
the
thin
gs I
am b
ad a
t I w
ant t
o sp
end
mor
e tim
e on
and
lear
n m
ore
abou
t so
I can
be
a be
tter
desi
gner
.
Usi
ng J
avaS
crip
t or
othe
r la
ngua
ges
to g
ive
my
web
site
s th
is li
ttle
extr
a fu
nctio
nalit
y. I
did
get
taug
ht to
mak
e th
em p
retty
but
not
how
to m
ake
them
sup
er e
ffici
ent.
I thi
nk th
e m
y fla
sh s
kills
are
not
rea
lly th
at g
reat
.
2011
Web
Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 9
Wha
t do
you
belie
ve y
our
MW
CC
Web
des
ign
clas
ses
prep
ared
you
for
the
LEA
ST
or
you
feel
you
are
the
wea
kest
in?
2010
Des
ign
for
E-c
omm
erce
is th
e cl
ass
that
I fe
el I
am w
eak
at. I
did
not
lear
n ho
w s
hopp
ing
cart
and
cre
dit c
ard
actu
ally
wor
k. E
very
thin
g w
as o
n te
xt b
ook,
but
I re
ally
wan
ted
to te
st
it m
ysel
f
adob
e m
edia
enc
oder
, and
ado
be d
evic
e ce
ntra
l.
N/A
inde
sign
I did
not
lear
n ve
ry m
uch
abou
t Act
ionS
crip
t in
Fla
sh.
I fee
l tha
t I a
m th
e w
eake
st in
som
e of
the
web
des
ign
area
s.
i am
the
wea
kest
in in
desi
gn.
InD
esig
n, F
irew
orks
, Act
ionS
crip
t, an
d P
HP
I fee
l I a
m th
e w
eake
st in
fire
wor
ks
java
scrip
t, w
ordp
ress
. Wor
dpre
ss w
ould
hav
e be
en a
gre
at to
ol to
rea
lly e
xplo
re. N
o of
fens
e to
any
inst
ruct
ors
wha
t so
ever
but
I fe
el li
ke if
som
eone
new
wor
dpre
ss to
p to
bot
tom
, m
aybe
we'
d be
bet
ter
vers
ed in
wor
dpre
ss b
ecau
se r
eally
it is
a h
uge
indu
stry
sta
ndar
d to
kno
w n
ow a
day
s
I fee
l my
wea
kest
ass
et is
my
usag
e of
Fla
sh.
Cut
ting
edge
web
des
ign.
We
are
a bi
t beh
ind
the
times
in c
odin
g, a
lso
I fee
l the
re s
houl
d be
mor
e em
phas
is o
n th
e va
riety
of l
angu
ages
taug
ht. I
kee
p se
eing
add
s fo
r Ja
vasc
rpt,
and
PH
P a
nd o
ther
hig
her
leve
l cod
ing,
and
find
it b
ecom
ing
mor
e an
d m
ore
a re
quire
men
t to
keep
up
in th
e fie
ld.
237
I stil
l str
uggl
e w
ith u
nder
stan
ding
/mem
oriz
ing
the
code
s.
I am
stil
l wea
k in
con
vers
ing
with
str
ange
rs.
yes
2013
The
abi
lity
to m
arke
t mys
elf t
o po
tent
ial c
lient
s fo
r fr
eela
nce
wor
k.
Bei
ng n
ervo
us in
fron
t of a
n au
dien
ce. S
elf t
augh
tA
dvan
ced
Act
ionS
crip
t in
Fla
sh is
stil
l diff
icul
t for
me.
I w
ould
hav
e al
so li
ked
to g
et a
bet
ter
unde
rsta
ndin
g of
how
PH
P, J
avaS
crip
t and
oth
er c
odin
g la
ngua
ges
beyo
nd H
TM
L an
d C
SS
wor
k w
ithin
web
pag
es. D
espi
te th
e av
aila
bilit
y of
sw
atch
boo
ks in
the
clas
sroo
m, I
find
it h
ard
choo
se c
olor
s on
the
scre
en th
at lo
ok th
e sa
me
whe
n th
ey g
o to
prin
t. T
his
is
prob
ably
bec
ause
I am
a w
eb s
tude
nt, n
ot a
prin
t stu
dent
.N
othi
ng.
anim
atio
n
engl
ish
clas
s re
quire
men
ts
2012
How
to p
repa
re le
gal d
ocum
ents
for
clie
nts
like
cont
ract
s an
d su
b co
ntra
cts.
238
Eve
ryth
ing
has
run
very
wel
l. I o
nly
wis
h to
go
mor
e de
tails
on
Des
ign
for
E-c
omm
erce
cla
ss.
Mor
e te
chni
cal i
nfor
mat
ion
on p
rogr
ams
you
do n
ot te
ach/
dont
go
enou
gh in
to.
Wor
dpre
ss, S
ocia
l Net
wor
king
, and
ren
derin
g ph
otos
and
gra
phic
s fo
r a
part
icul
ar p
roje
ct o
r cl
ient
.
N/A
Mor
e in
cla
ss w
orki
ng h
ands
on
A c
ours
e in
Act
ionS
crip
t.
I don
t sug
gest
any
thin
g I t
hink
eve
ryth
ing
is g
reat
Dre
amw
eave
r an
d P
hoto
shop
Mor
e on
the
busi
ness
eth
ics
of d
oing
free
lanc
e w
ork.
Mor
e an
imat
ion
like
auto
desk
I thi
nk th
ere
shou
ld b
e m
ore
time
to b
reak
dow
n th
e co
ding
so
that
it w
ill b
e ea
sier
to u
nder
stan
d an
d ha
ve a
bet
ter
chan
ce o
f und
erst
andi
ng/m
emor
izin
g m
ore.
Mor
e in
dep
th o
n in
desi
gn
PH
P, J
ava
Scr
ipt,
J-Q
uery
, HT
ML5
, we
don'
t nee
d to
get
into
the
high
er e
chel
ons
of th
ese
lang
uage
s bu
t a g
ood
basi
s is
nee
ded,
if a
t lea
st a
fam
iliar
ity.
I thi
nk A
ctio
nScr
ipt a
nd P
HP
sho
uld
be ta
ught
from
the
begi
nnin
g w
ith th
e ba
sic
cour
ses
so it
bec
omes
sec
ond
natu
re a
long
with
the
hand
-cod
ing.
As
a st
uden
t tak
ing
my
time
in b
eing
at t
he c
olle
ge fo
r 4
year
s te
chni
cally
5 in
stea
d of
the
2 ye
ar h
ave
the
cour
ses
plan
ned
a lit
tle d
iffer
ent I
felt
a lit
tle th
row
n ar
ound
. Jus
t the
way
w
e le
arn
stuf
f the
re w
as ti
mes
whe
n w
e w
ere
supp
osed
to k
now
stu
ff bu
t we
neve
r re
ally
got
taug
ht it
, the
n th
ey w
ould
go
into
teac
hing
it a
nd th
en th
is s
ched
ule
and
ever
ythi
ng
wou
ld g
et m
esse
d up
and
thro
wn
arou
nd. S
o m
aybe
a s
truc
ture
d di
ffere
ntly
. We
also
hav
e m
ore
hand
s-on
dem
onst
ratio
ns fr
om a
teac
her
then
hav
e th
e st
uden
ts im
plem
ent w
hat
they
just
sho
wed
us
into
som
ethi
ng o
n th
e sp
ot. B
ut o
ver
all I
feel
I ha
ve le
arne
d a
lot f
rom
this
pro
gram
and
did
enj
oy it
ver
y m
uch.
2012
I thi
nk y
ou s
houl
d of
fer
mor
e on
line
clas
ses,
esp
ecia
lly fo
r th
e w
eb s
ide
of th
ings
. Kee
ping
aro
und
a lis
t of s
ervi
ce le
arni
ng c
lient
s fo
r re
gula
r cl
ass
proj
ects
cou
ld h
elp
stud
ents
out
. D
urin
g C
GD
112
whe
n w
e ha
d to
do
a fly
er, m
ocku
p, e
tc. I
cho
se to
use
a r
eal l
ife c
lient
for
the
assi
gnm
ent.
Tha
t clie
nt is
now
giv
ing
me
a to
n of
pai
d w
ork.
So,
I w
ould
enc
oura
ge
volu
ntar
y se
rvic
e le
arni
ng th
roug
h th
e w
hole
pro
gram
, ins
tead
of j
ust a
t the
end
.
2013
I can
't re
ally
thin
k of
any
impr
ovem
ents
at t
his
time.
Web
Com
pete
ncie
s S
urve
y-C
AP
ST
ON
E
Que
stio
n 10
Wha
t wou
ld y
ou s
ugge
st w
e co
uld
impr
ove
upon
in th
e C
GW
pro
gram
at M
WC
C?
Wha
t top
ics,
sof
twar
e, te
chni
cal s
kills
sho
uld
we
offe
r m
ore
of?
Less
of?
P
leas
e ta
ke th
e tim
e to
offe
r yo
ur in
put a
nd e
xpla
natio
ns s
o th
at w
e m
ay im
prov
e th
e C
GD
pro
gram
.
2010
We
need
to a
dd J
avas
crip
t to
the
curr
icul
um o
r at
leas
t hav
e it
as a
n el
ectiv
e. F
or th
e e-
com
mer
ce c
lass
ther
e sh
ould
be
a w
ay o
f cre
atin
g a
live
shop
ping
car
t. W
e al
so n
eed
som
e C
MS
ove
rvie
w in
clud
ed in
at l
east
1 o
f the
cla
sses
bei
ng ta
ught
, may
be th
e E
-com
mer
ce o
ne a
s w
ell.
Hon
estly
I th
ink
you
you
had
a sp
lit b
etw
een
desi
gnin
g fo
r w
eb a
nd c
odin
g fo
r w
eb, y
ou'd
rea
lly h
ave
an e
xcep
tiona
l pro
gram
. I k
now
its
toug
h to
sel
l des
ign
stud
ents
cod
ing
but i
f th
ey r
eally
wer
e sa
t dow
n an
d sh
own
all o
f the
diff
eren
t pos
sibi
lites
and
taug
ht th
at c
ode
is n
othi
ng m
ore
then
ano
ther
bru
sh, a
ny s
tude
nt c
omin
g ou
t of h
ere
wou
ld b
e ex
cept
iona
l be
casu
e th
ere
real
ly d
oes
not e
xist
a p
rogr
am li
ke th
e on
e I j
ust o
ulin
ed
2011
239
Section II: Mission, Goals
and Target Population APPENDIX E:
College Comparisons:
Quinsigamond Community College, Worcester, MA
Fitchburg State University, Fitchburg, MA
UMass Lowell, Lowell, MA
Becker College, Worcester, MA
Franklin Pierce University, Rindge, NH
Keene State College, Keene, NH
240
241
Appendix E:
Quinsigamond Community College, Worcester, MA
242
Course # Description Course # Description Description
CGD 101 DESIGN THEORY APA121 GRAPHIC DESIGN I DIGITAL DESIGN CONCEPTSCGD 104 DIGITAL IMAGING APA154 DIGITAL IMAGING AND MEDIA GRAPHIC DESIGN IICGD109 INTRO TO WEB MEDIA or MOTION GRAPHICSCIS127 COMPUTER TECHNOLOGIESART263 DRAWING I ART131 INTRO TO DRAWINGCGD105 ELECTRONIC ILLUSTRATION APA155 DIGITAL ILLUSTRATION AND ANIMATIONCGD235 TYPOGRAPHY IN VISUAL COMMUNICATION APA271 TYPOGRAPHYCGD240 CREATIVE WEB DESIGN I APA181ART251 TWO-‐DIMENSIONAL DESIGN ART-‐-‐-‐ ART THEORY ELECTIVECGD102 PUBLICATION DESIGN APA222 PUBLICATION DESIGNCGD204 ADVANCED DIGITAL IMAGINGMKT142 MARKETING MRK201 PRINCIPLES OF MARKETINGCGD241 CREATIVE WEB DESIGN II APA282 WEBSITE DESIGN IICGD103 PRINT PRODUCTION FOR DESIGNERSCGD106 PORTFOLIO PREPERATION APA286 INTERACTIVE MEDIA PROC PORTFOLIO
APA287 GRAPHIC DESIGN PROC PORTFOLIO
Course # Description Course # Description Description
CGD 101 DESIGN THEORY APA121 GRAPHIC DESIGN I DIGITAL DESIGN CONCEPTSCGD 104 DIGITAL IMAGING APA154 DIGITAL IMAGING AND MEDIA GRAPHIC DESIGN IICGD109 INTRO TO WEB MEDIA orCIS127 COMPUTER TECHNOLOGIESART263 DRAWING I ART131 INTRO TO DRAWINGCGD105 ELECTRONIC ILLUSTRATION APA155 DIGITAL ILLUSTRATION AND ANIMATIONCGD235 COMMUNICATION IN MULTIMEDIA DESIGN APA271 TYPOGRAPHYCGD240 CREATIVE WEB DESIGN I APA181 WEBSITE DESIGN IART251 TWO-‐DIMENSIONAL DESIGN ART-‐-‐-‐ ART THEORY ELECTIVECGD242 INTERACTIVE WEB DESIGN APA222 PUBLICATION DESIGNCGD204 ADVANCED DIGITAL IMAGINGCGD110 INTRODUCTION TO ANIMATION APA275 MOTION GRAPHICSCGD241 CREATIVE WEB DESIGN II APA282 WEBSITE DESIGN IICGD244 DESIGNING FOR E-‐COMMERCECGD210 ADVANCED WEBSITE PORTFOLIO APA286 INTERACTIVE MEDIA PROC PORTFOLIO
APA287 GRAPHIC DESIGN PROC PORTFOLIO
MWCC Computer Graphic Design PRINT Quisagamond Community College—Applied Arts DIFFERENT THAN MWCC
MWCC Computer Graphic Design WEB Quisagamond Community College—Applied Arts DIFFERENT THAN MWCC
243
Applied Arts | Quinsigamond Community College (QCC)
http://www.qcc.edu/programs-study/applied-arts[6/6/13 6:04:29 PM]
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Home » Technology » Applied Arts
Applied ArtsProgram Goals:The Applied Arts Program Associate in Science degree with a major in ”New Media Design for GraphicCommunications” is a multi-faceted computer based program designated for students seeking a designcareer in digital media in the Global marketplace. Students produce designs, symbols, typography,illustrations, photography, video, multimedia, motion graphics, sound, and animation for use in print, weband interactive media.
Student Learning Outcomes:Upon completion of the program graduates will be able to:
Achieve graphic art computer competencies to communicate ideas for promotion and sales of productsfor newspapers, magazines, web publications, multimedia and video content providers, ad agencies andmanufacturers.
Achieve graphic art computer competencies in electronic and digital design technologies for careeropportunities in the industry.
Achieve graphic art computer competencies in electronic and digital design technologies for careeropportunities in the print and prepress industry.
Achieve graphic art computer competencies in electronic and digital design technologies for careeropportunities in Internet publishing industries as content providers using multimedia, video andanimation.
Produce a print, PDF, and interactive DVD portfolio of student work for presentation to futureemployers or for transfer to institutions of higher learning.
Transfer to bachelor degree programs at colleges and universities with related fields of study.
Complete a progressive framework of courses that increase student computer hardware and softwarecompetencies to meet general education core curriculum goals for measurable proficiencies inTechnology Applications and Electronic Resources.
Provide a progressive framework of courses that use weekly critiques and peer review of designprojects that meet general education core curriculum goals for measurable proficiencies in OralCommunication and Teamwork.
Admissions Process:Admissions inquiries should be directed to [email protected] .Prospective students may apply tothe program of their choice by following the enrollment steps at the following link:http://www.qcc.edu/pages/Enrollment_Steps.html
CORI, SORI, Finger Printing & Drug Testing:A Criminal Offenders Record Information (CORI) and Sexual Offenders Record Information (SORI) are notrequired. Finger printing and drug testing are not required.
Additional Cost:Students enrolled in the APA program are required to purchase a high quality digital camera for APA 161
Search
244
Applied Arts | Quinsigamond Community College (QCC)
http://www.qcc.edu/programs-study/applied-arts[6/6/13 6:04:29 PM]
Department: Programs of Study
Digital Photography. Students are encouraged to purchase a computer (preferably Mac) with relatedsoftware.
Technical Performance Standards:See page 17 in the catalog or the Technical Performance Standards page.
Credit for Prior Learning:Students enrolled in this program may be able to earn academic credit for prior learning. Please contactthe office of Career Placement Services at [email protected] , 508.854.4439, Room 272 A
Career Outlook:Please consult The Massachusetts Career Information System at http://masscis.intocareers.com/ or TheOccupational Outlook Handbook at http://www.bls.gov/oco/ for specific occupational information. The CIPcode for this program is 11.0803.
Transfer Articulations & Opportunities:Prospective students may learn more about transfer articulation agreements at the following link:http://www.qcc.mass.edu/transfer/ArticPathways.html. More information regarding transfer opportunities isavailable at: http://www.qcc.mass.edu/transfer.
Additional Program Information:The APA Program teaches sophisticated design software packages. Course content is kept current withsoftware upgrades in each new academic year. There is a three-year time limit for students to takesequential courses that are prerequisites in the program curriculum. Students who stop out for any reasonwill then be required to pass software proficiency tests to advance in program course offerings.
Curriculum:Course Title Course
#Offered Plan to
TakeGrade Credits Prerequisites
Semester 1
Digital Design Concepts I APA114 F/SU 3 ENG 100 or approp place
score
Graphic Design I APA121 F 3 ENG 100 or approp place
score
Digital Imaging and Media APA154 F/SU 3 ENG 100 or approp place
score
Digital Photography APA161 F/S/SU 3 ENG 100 or approp place
score
English Composition & Literature I ENG101 F/S/SU 3 ENG 100 or approp place
score
Semester 2
Digital Design Concepts II APA115 S/SU 3 APA 114
Graphic Design II APA122 S 3 APA 121
Digital Illustration and Animation APA155 S/SU 3 APA 154, APA 161
Website Design I or APA181 S APA 161
245
Applied Arts | Quinsigamond Community College (QCC)
http://www.qcc.edu/programs-study/applied-arts[6/6/13 6:04:29 PM]
Fundamentals of 3D Digital Design APA171 S 3 APA 154, APA 161
Art Theory Elective* ART --- F/S/SU 3
English Composition & LiteratureII
ENG102 F/S/SU 3 ENG 101
Semester 3
Publication Design APA222 F 3 APA 115, APA 122
Typography APA271 F/S 3 APA 115, APA 122
Motion Graphics APA275 F 3 APA 154, APA 155
Website Design II or APA282 F APA 181
Digital Video Fundamentals APA263 F 3 APA 161
Art Theory Elective* ART --- F/S/SU 3
Semester 4
Interactive Media ProcessesPortfolio
APA286 S 4 APA 275, APA 282
Graphic Production ProcessesPortfolio
APA287 S 4 APA 222, APA 271
Liberal Arts Elective** --- F/S/SU 3
Liberal Arts Elective** --- F/S/SU 3
Mathematics Elective --- F/S/SU 3
Total credits required: 65
Program Notes:* ART 101 Art Appreciation, ART 111 History of Art I, ART 112 History of Art II, ART 121 ContemporaryArt, ART 211 History of Graphic Design.** May not have an ART designation.
The APA Program is a high demand program and restricts day class offerings to 40 accepted full-timeday students per academic year, beginning in the fall semester. Accepted students must registersimultaneously for all 4 APA courses required in Semesters 1-3, and for both APA courses required inSemester 4. Early application is recommended.
The APA Program teaches sophisticated design software packages. Course content is kept current withsoftware upgrades in each new academic year. There is a three-year time limit for students to takesequential courses that are prerequisites in the program curriculum. Students will then be required topass software proficiency tests to advance in program course offerings.
APA students are strongly encouraged, but not required, to have access to a computer (preferably Mac)with related software.
Students enrolled in APA 161 will be required to purchase a digital camera
246
Semester Breakdown
Semester 1Digital Design Concepts IGraphic Design IDigital Imaging and MediaDigital PhotographyEnglish Composition & Literature I
Semester 2Digital Design Concepts IIGraphic Design IIDigital Illustration and AnimationWebsite Design IArt Theory ElectiveEnglish Composition & Literature II
Semester 3Publication DesignMotion GraphicsTypographyWebsite Design IIArt Theory Elective
Semester 4Interactive Media Processes PortfolioGraphic Production Processes PortfolioLiberal Arts ElectiveLiberal Arts ElectiveMathematics Elective
247
Quinsigamond Community College
Applied Arts Course Descriptions Digital Design Concepts I Course Number: APA 114 This course explores the fundamentals of digital design and its application in two-dimensional space. Students learn the principals and elements of design and color theory to create vector drawing and graphics associated with digital media. Students complete assignments using industry-standard software and hardware.
Graphic Design I Course Number: APA 121 This course introduces fundamentals of design and use of design principles to create forms of graphic communication. It emphasizes problem solving by design, visualization of problems and their solutions, and correlation between forms and their content, function, and context. Students study advertising and related commercial print media and create solutions to design problems.
Digital Imaging and Media Course Number: APA 154 This course introduces the observational and perceptional skills necessary to construct complex and detailed drawings, illustrations, montages, and collages using digital media. Students experiment with line, space, form, volume and color to manipulate and create effects associated with electronic imaging. Students complete assignments using industry-standard software and hardware.
Digital Imaging and Media Course Number: APA 154 This course introduces the observational and perceptional skills necessary to construct complex and detailed drawings, illustrations, montages, and collages using digital media. Students experiment with line, space, form, volume and color to manipulate and create effects associated with electronic imaging. Students complete assignments using industry-standard software and hardware.
Digital Design Concepts II Course Number: APA 115 This course builds on the foundations of Digital Media Design Concepts I. Students expand their knowledge of design, color and light theory relevant to the application of two-dimensional space. They investigate the use of form, line, volume and void using complex concepts in vector drawing and graphics. Students complete assignments using industry-standard software and hardware.
248
Graphic Design II Course Number: APA 122 This course builds on the foundation of APA 121. Topics include using typography effectively in design; visualizing communication problems and solutions; and, the correlation between type forms and content, function, and context. Students expand their understanding of the relationship between formal design and typography and the components of layout, photography, and illustration using InDesign software on the Macintosh operating system.
Digital Illustration and Animation Course Number: APA 155 This course explores illustrative and animation based design processes to create original compositions and narrative styles for digital media production. It introduces cell and timeline computer animation applications to explore concepts of space, motion, and perspective. Students complete assignments using industry-standard software and hardware.
Graphic Design II Course Number: APA 122 This course builds on the foundation of APA 121. Topics include using typography effectively in design; visualizing communication problems and solutions; and, the correlation between type forms and content, function, and context. Students expand their understanding of the relationship between formal design and typography and the components of layout, photography, and illustration using InDesign software on the Macintosh operating system.
Website Design I Course Number: APA 181 This course covers the aspects of a well-designed Web site. Students plan, design, launch, and maintain a Web site using creative interfaces, text formatting, graphic images, functional site organization, and navigation links using Adobe GoLive software on the Macintosh operating system.
Fundamentals of 3D Digital Design Course Number: APA 171 Restriction: All Applied Arts course sections offered before 4:00PM in Spring and Fall semesters are restricted to Applied Arts Majors.
Publication Design Course Number: APA 222 This course examines the fundamentals of publication design with multi-page design concepts. It covers the research, development, organization, and visual presentation of complex printed documents. Comprehensive aspects of design, content and image are addressed. Students complete assignments using industry-standard software and hardware.
249
Typography Course Number: APA 271 This course introduces typographic form and design. It covers fundamental concepts from theoretical, historical, and technological contexts. It emphasizes principles of composition, spacing, and effective typographic expression as it applies to page layout with particular focus on basic letterform design, typesetting, and construction. Students complete assignments using industry-standard software and hardware.
Motion Graphics Course Number: APA 275 This course introduces the theory and practice of motion graphic production by integrating digital animation and interactive multimedia. Students explore creative and narrative aspects of digital imaging, sound, animation, and motion editing effects to produce innovative digital spaces and experiences for web and video presentation. Students complete assignments using industry-standard software and hardware.
Website Design II Course Number: APA 282 This course builds on APA 181. Students plan, design, launch, and maintain a complete Web site with creative interfaces using frames, forms, style sheets, text formatting, and animated graphics with functional site organization and navigation links using Flash MX and Adobe GoLive programming software on the Macintosh operating system.
Digital Video Fundamentals Course Number: APA 263 This course gives students an overview of the theoretical, aesthetic, and practical elements of digital video pre-production, production, and post-production. Through a series of creative exercises, lectures, and classroom critiques, students gain and understanding of the fundamental skills required in storyboarding, scripting, directing, shooting, lighting, and editing digital video productions for a variety of purposes and audiences. Students complete assignments using industry-standard software and hardware.
Interactive Media Processes Portfolio Course Number: APA 286 This capstone course prepares the student to develop a presentation portfolio utilizing the media design processes of an interactive portfolio website and DVD. It covers digital animation, motion graphics, and multimedia for interactive portfolio preparation. Emphasis is placed on the relationship between technical, creative and critical thinking skills as students plan, design, launch and maintain a complete interactive media environment for final portfolio evaluation. Students complete assignments using industry-standard software and hardware.
Graphic Production Processes Portfolio APA 286 No course description available.
250
251
Appendix E:
Fitchburg State University, Fitchburg, MA
252
SUGGESTED FOUR-YEAR PLAN OF STUDY**
INTERACTIVE MEDIA CONCENTRATION *** 2012-2013
COMMUNICATIONS MEDIA DEPARTMENT
Fall Semester Spring Semester COMM 1105 Intro to Com & Media
Studies OR COMM 1105 Intro to Com & Media
Studies OR
COMM 1120 Message Design (3) COMM 1120 Message Design (3) SOC 1100 Introduction to Sociology (3) COMM 3304 Inter. Media Proj. Design (3) ENGL 1100 Writing I (3) ENGL 1200 Writing II (3) BIOL 1000 Intro to Life Science (3) HIST History (3) EXSS 1000 Health & Fitness (3) ART or MUSC An Art OR Music course (3) Total Credits (15) Total Credits (15)
SOPHOMORE YEAR Fall Semester* Spring Semester COMM 3305 Interactive Media I (3) COMM 3309 Interface Design (3) COMM 1xxx Phase III Elective (3) COMM 2xxx Phase III Elective (3) MATH 2000 Informal Geometry (3) LA&S An SMT Elective (3) ENGL 2xxx A Literature course (3) LA&S An ARTS Elective (3) LA&S ELECTIVE
A CTW course Free Elective
(3) (3)
MUSC 2000 Comm.. of the Arts or non-western Global Div.
(3)
Total Credits (18) Total Credits (15)
JUNIOR YEAR Fall Semester Spring Semester COMM 3306 Interactive Media II (3) COMM 3307 Interactive Media III (3) COMM 4xxx Phase IV Elective OR Jr.
Writing Requirement (3) COMM 4xxx Phase IV Elective OR Jr.
Writing Requirement (3)
LA&S Advanced Option (3) LA&S Advanced Option (3) LA&S Advanced Option (3) LA&S Advanced Option (3) COMM xxxx Phase III Elective (3) ELECTIVE Free Elective (3)
Total Credits (15) Total Credits (15)
SENIOR YEAR
Fall Semester Spring Semester COMM 4200 Human Communication (3) COMM 4880 Internship (12) COMM 3380 Game Design (3) ELECTIVE Free Elective (3) ELECTIVE Free Elective (3) ELECTIVE Free Elective (3) Total Credits (15) Total Credits (12)
* Students should take one 18-credit semester in the first 3½ years as senior spring semester Internship is only
12 credits. An example of an 18-credit semester is shown above in the fall semester, sophomore year.
** Students need to take LA&S Elective and Free Elective courses to have the required number of credits for graduation 120. For information on the LA & S portion of the degree, see your advisor or please contact Dr. Randy Howe, Department Chairperson Office: Conlon Arts Room 237A, phone: (978) 665-3544, email: [email protected]
*** Completion of 54 credits of Communication Media courses is required.
C O M M
253
INTERACTIVE MEDIA—COURSE DESCRIPTIONS
3 cr. 3 hr. Day course offered every Semester. The course provides an introduction to the history, theory and practice of designing communications for interactive/multimedia environments. Special attention is paid to flowcharting, branching, hierarchy structures, screen design, storyboards, scripting and all aspects of user interface design. Students also consider the roles of learning theory and instructional design as they create design documents for course projects.
COMM 3305 - Interactive Media I
3 cr. 3 hr. Day course offered in the Spring. Also offered evenings. Tools and techniques for designing Web-based interactive projects are introduced. Students learn fundamental concepts of Web design, hypertext, digital imaging, animation, and interactivity while building a working knowledge of scripting languages and software, including HTML, CSS, Photoshop, Flash, and ActionScript, to create, edit and author creative multimedia work.
COMM 3306 - Interactive Media II
3 cr. 3 hr. Day course offered in the Spring. Students will learn the programming logics of object-oriented scripting, including properties, methods, variables, event listeners, preloaders, and controlling audio & video. Using industry-standard tools such as Adobe Flash & ActionScript, students will draw upon and challenge their previously learned technical and design skills to create projects that focus on different modes of user interactivity. The course is run as a workshop, featuring software/scripting demos, inclass exercises, discussions and rigorous critique of work in-progress.
COMM 3307 - Interactive Media III
3 cr. 3 hr. Day course offered in the Fall. A study of advanced techniques of authoring, design and production that students apply in sponsored projects. Working in groups of three or four, students simulate a professional design team’s production regimen in order to complete an advanced interactive media production of professional portfolio quality. Prerequisite(s): COMM 3304, COMM 3505 and COMM 3306.
COMM 3309 - Interface Design
3 cr. 3 hr. Day course offered every Semester. Also offered evenings. This course investigates the design of interactive interfaces for multimedia and World Wide Web presentation. Students explore how the conceptual and aesthetic aspects of graphic design apply specifically to non-linear interactive digital environments. Prerequisite(s): COMM 3810, COMM 3880 and COMM 3890.
254
ELECTIVES
COMM 3308 - Interactive Media Seminar
3 cr. 3 hr. Day course offered every Semester. This seminar provides an opportunity to study advanced topics of interactive media design and development. Subjects covered in the seminar may include design and application of game theory, dynamic animation, virtual reality, and programming for an iPhone. Prerequisite(s): COMM 3304, COMM 3305 and COMM 3306.
COMM 3350 - DVD Authoring
3 cr. 3 hr. Day course offered in the Spring. DVD-Video is the distribution medium of choice for film/video content, addressing project management, video compression, menu design, interactive authoring, and mastering for the DVD-Video platform. Students will learn and apply skills used by DVD industry professionals in the production of significant DVD projects. Prerequisite(s): COMM 3520, COMM 3521 or COMM 3710.
COMM 3380 - Game Design
3 cr. 3 hr. Day course offered in the Fall. Students are introduced to the process of planning and designing the interactive experience of gameplay. Students will develop a critical understanding of the formal, dramatic, and systems elements of games across a wide range of game styles, from board games to video games. Students will build and fine-tune several physical and digital game prototypes, and complete several written assignments, culminating with a design document and prototypes for an original game. Prerequisite(s): COMM 3305
255
SUGGESTED FOUR-YEAR PLAN OF STUDY**
GRAPHIC DESIGN CONCENTRATION *** 2012-2013
COMMUNICATIONS MEDIA DEPARTMENT
FRESHMAN YEAR Fall Semester Spring Semester COMM 1105 Intro to Com & Media
Studies OR COMM 1105 Intro to Com & Media
Studies OR
COMM 1120 Message Design (3) COMM 1120 Message Design (3) SOC 1100 Introduction to Sociology (3) COMM 3810 Intro to Graphic Design (3) ENGL 1100 Writing I (3) ENGL 1200 Writing II (3) BIOL 1000 Intro to Life Science (3) HIST History (3) EXSS 1000 Health & Fitness (3) ART or MUSC An Art OR Music course (3) Total Credits (15) Total Credits (15)
SOPHOMORE YEAR Fall Semester* Spring Semester COMM 3890 Computer Graphic Des. (3) COMM 3880 Typography (3) COMM 1xxx Phase III Elective (3) COMM 2xxx Phase III Elective (3) MATH 2000 Informal Geometry (3) LA&S An SMT Elective (3) ENGL 2xxx A Literature course (3) LA&S An ARTS Elective (3) LA&S ELECTIVE
A CTW course Free Elective
(3) (3)
MUSC 2000 Comm.. of the Arts or non-western Global Div.
(3)
Total Credits (18) Total Credits (15)
JUNIOR YEAR Fall Semester Spring Semester COMM 3820 Int. Graphic Design (3) COMM 3xxx Phase III Elective (3) COMM 4xxx Phase IV Elective OR Jr.
Writing Requirement (3) COMM 4xxx Phase IV Elective OR Jr.
Writing Requirement (3)
LA&S Advanced Option (3) LA&S Advanced Option (3) LA&S Advanced Option (3) LA&S Advanced Option (3) ELECTIVE Free Elective (3) ELECTIVE Free Elective (3)
Total Credits (15) Total Credits (15)
SENIOR YEAR
Fall Semester Spring Semester COMM 4200 Human Communication (3) COMM 4880 Internship (12) COMM 3950 Adv. Graphic Design (3) COMM 3xxx Phase III Elective (3) ELECTIVE Free Elective (3) ELECTIVE Free Elective (3) Total Credits (15) Total Credits (12)
* Students should take one 18-credit semester in the first 3½ years as senior spring semester Internship is only
12 credits. An example of an 18-credit semester is shown above in the fall semester, sophomore year.
** Students need to take LA&S Elective and Free Elective courses to have the required number of credits for graduation 120. For information on the LA & S portion of the degree, see your advisor or please contact Dr. Randy Howe, Department Chairperson Office: Conlon Arts Room 237A, phone: (978) 665-3544, email: [email protected]
*** Completion of 54 credits of Communication Media courses is required.
C O M M
256
GRAPHIC DESIGN—COURSE DESCRIPTIONS
REQUIRED COURSES
COMM 3810 - Introduction to Graphic Design
3 cr. 3 hr. Day course offered every Semester. Also offered evenings. The course introduces students to the language of graphic design and develops an understanding of visual literacy and the foundations of design aesthetics. Students become exposed to fundamental design principles including form, tone, color, texture, image and composition. Students are introduced to typography, identity design, sequencing and narrative in design to develop skills with layout and conceptual messages. (Credit is not given for both COMM 3810 and ITEC 2520.)
COMM 3820 - Intermediate Graphic Design
3 cr. 3 hr. Day course offered every Semester. Also offered evenings.
The process of conceptualization is emphasized through focusing on visual relationships between typography and images. By using a problem solving approach to design, students apply advanced solutions to print and digital design through preparing highly comprehensive layouts. Students explore illustration by combining traditional and digital media and investigate the role of motion and interactivity in graphic design. Prerequisite(s): COMM 3810, COMM 3810, COMM 3880 and COMM 3890.COMM 3890 - Computer Graphic Design
COMM 3820 - Intermediate Graphic Design
3 cr. 3 hr. Day course offered every Semester. Also offered evenings. The process of conceptualization is emphasized through focusing on visual relationships between typography and images. By using a problem solving approach to design, students apply advanced solutions to print and digital design through preparing highly comprehensive layouts. Students explore illustration by combining traditional and digital media and investigate the role of motion and interactivity in graphic design. Prerequisite(s): COMM 3810, COMM 3810, COMM 3880 and COMM 3890.
COMM 3890 - Computer Graphic Design
3 cr. 3 hr. Day course offered every Semester. This course educates students in developing a beginning to intermediate-level proficiency with vector-based, raster-based, and page layout applications that are integral to today’s professional design environment. Students will also be exposed to the fields of motion graphics, illustration, and interactive design and learn how to prepare their work for both print and digital output. Prerequisite(s): COMM 3810.
257
COMM 3950 - Advanced Graphic Design
3 cr. 3 hr. Day course offered every Semester. A range of design problems in both print and digital media will be explored. Projects will realistically reflect the range of work and professional practices designers encounter in their studio, agency or corporate design environment. Issues in pre-press production, professional design practices and ethics are emphasized. Prerequisite(s): COMM 3820 and COMM 3890.
ELECTIVES COMM 3309 - Interface Design
3 cr. 3 hr. Day course offered every Semester. Also offered evenings. This course investigates the design of interactive interfaces for multimedia and World Wide Web presentation. Students explore how the conceptual and aesthetic aspects of graphic design apply specifically to non-linear interactive digital environments. Prerequisite(s): COMM 3810, COMM 3880 and COMM 3890.
COMM 3830 - Illustration
3 cr. 3 hr. By concentrating on technical and creative illustration, students have an opportunity for advanced study in graphic design. Students work in various media, including pen and ink, water color, marker and colored pencil. Students are responsible for illustration supplies. Prerequisite(s): COMM 3810 and COMM 3890, COMM 3880 and COMM 3890.
COMM 3840 - Graphic Design Portfolio and Practice
3 cr. 3 hr. Day course offered in the Fall. The course studies the practices of advertising, sales and marketing management in business, industry, and education. Emphasis is placed on the graphic designer in the role of creative art director, production manager and design illustrator. Topics of study include careers in graphic design and portfolio design and preparation. Prerequisite(s): COMM 3820.
258
COMM 3850 - Publication Design
3 cr. 3 hr. Day course offered in the Fall. The course examines all aspects of publication design focusing on designing with type and combining photography and illustration with text in editorial design, brochures, books, posters and Web page design. Grid design as an organizing and creative principle contrasted with asymmetric design will be emphasized in assignments. Techniques for print production processes will be examined. Portfolio quality pieces are produced in this advanced level course. Prerequisite(s): COMM 3820 and COMM 3890.
COMM 3900 - Graphic Design Photography
3 cr. 3 hr. This course may be offered less than once every two years. The course covers the commercial applications of photography, including product presentation, advertising, illustration, promotion and publication photography. Students learn the role of the designer as a photographer who solves assigned problems using various techniques, including digital photo and image manipulation. Students are responsible for all graphic supplies. Prerequisite(s): COMM 3600 and COMM 3820. COM3910 Graphic Arts Production—No longer Available
COMM3920 Digital Imaging—No longer Available
COMM 3940 - Motion Graphic Design
3 cr. 3 hr. Day course offered in the Fall. Choreography of the movement and transition of images and typography over time and across space is investigated. Students explore a variety of techniques including frame-by-frame animation, keyframe interpolation, and compositing using Adobe AfterEffects and Photoshop. Assignments include storyboarding, kinetic typography, vector-based animation, rotoscoping, and live-action images. Students will explore how these techniques are applied to motion graphics productions in the film, television, and interactive media industries. Prerequisite(s): COMM 3810 and COMM 3890.
259
Appendix E:
UMass Lowell, Lowell, MA
260
Centers for Learning Advising Center Revised 04/12
Fine Arts Art/Design
General Requirements (For students entering Fall 2012)
Freshman Year/Fall Semester Cr. Freshman Year/Spring Semester Cr.
42.101 College Writing I 3 ___ 42.102 College Writing II 3
___ __.__ Gen. Ed. (Mathematics) 3 ___ __.___ Gen.Ed. (Social Science 3
70.101 Art Concepts I Studio 3 ___ 70.102 Art Concepts II Studio 3
70.113 Digital Foundations 3 70.201 Form and Content 3
70.255 Drawing I 3 70.355 Drawing II 3
15 15
Sophomore Year/Fall Semester Cr. Sophomore Year/Spring Semester Cr.
58.203 Survey of Art I (AH, D) 3 _58.204 Survey of Art II 3
__. __ Gen. Ed. (Social Science) 3 __. __ Gen. Ed. (Social Science) 3
__. __ Gen. Ed. Science w/Lab 3/4 __.__ Gen. Ed. Science (non-lab) 3
70.___ Art Concentration 3 _70.___ Art Concentration 3
70.___ Art Concentration 3 _70.___ Art Concentration 3
15/16 15
Junior Year/Fall Semester Cr. Junior Year/Spring Semester Cr.
79.352 Cr.St.-Contemp.Art&Cult 3 ___ 79.361 Cr. St. New Media 3
___ __.___ Gen.Ed. (Arts/Humanities) 3 ___ __.___ Gen. Ed. Science w/Lab 3/4
70.___ Art Concentration 3 ___70.___ Art Concentration 3
70.___ Art Concentration 3 ___70.___ Art Concentration 3
70.___ Art Concentration 3 ___70.___ Art Concentration 3
15 15/16
Senior Year/Fall Semester Cr. Senior Year/Spring Semester Cr.
__.___ Gen. Ed. (Arts/Humanities) 3 ___70.___ Art Concentration 3
70.___ Art Concentration 3 ___70.___ Art Concentration 3
70.___ Art Concentration 3 ___79.___ Elective in Critical Studies 3
___70.496 Internship 3 ___70.497 Senior Studio 6
___79.___ Discipl-specific Crit. Studies 3 15
15
Total Minimum Credits = 120
Consult the yellow pages of the Registrar’s web site regarding General Education (Gen. Ed.) requirements.
Please see reverse side for additional information.
261
Centers for Learning Advising Center Revised 04/12
Fine Arts Art/Design
University General Education requirements: 33 credits
Required Studio Foundation courses: 6 courses/18 credit hours
Freshman Year: Fall Spring 70.101 Art Concepts I Studio 70.102 Art Concepts II Studio
70.113 Digital Foundations 70.201 Form and Content
70.255 Drawing I 70.355 Drawing II
Concentration: 15 courses / 45 credit hours
Art: Design: 70.259 Papermaking 70.230 Typography I
70.261 Photography I 70.231 Typography II
70.266 Alternative Photo Processes 70.262 Digital Imaging and Photography
70.267 Printmaking 70.265 Computer Art I
70.269 Color 70.291 Graphic Design I
70.271 Painting I 70.365 Computer Art II
70.273 Water Media 70.372 2D Animation
70.275 Sculpture I 70.376 3D Animation I
70.281 Ceramics 70.377 3D Animation II
70.298 Book Art 70.378 Interactive Media I
70.345 Sonic Arts 70.379 Web Design I
70.359 Sculpture II 70.381 Interactive Media II
70.361 Photography II 70.384 Web Design II
70.369 Monotypes 70.385 Streaming Media for Web
70.370 Figure Drawing 70. 389 Web Design III
70.371 Painting II 70.390 Illustration
70.373 Professional Studio Photography 70.391 Graphic Design II
70.375 The Language of Video 70.395 Advertising Design
70.461 Photography III 70.397 Art and Copy
70.471 Painting III 70.490 Graphic Design III
70.475 Sculpture III 70.491 Advanced Studio
70.492 Advanced Studio 70.494 Directed Studies
70.494 Directed Studies 70.495 Advanced Tutorial
70.495 Advanced Tutorial 70.496 Internship (Required in Senior year)
70.496 Internship (Required in Senior year)
Art History, Aesthetics and Critical Studies requirement: 6 courses/18 credit hours
58.203 Survey of Art I, Prehistoric to Medieval
58.204 Survey of Art II, Renaissance to Modern
79.352 Aesthetics and Critical Studies of Contemporary Art & Culture
79.361 Aesthetics and Critical Studies of New Media
79.___ Discipline specific Aesthetics and Critical Studies course
79.___ Elective Aesthetics and Critical Studies course
Senior Studio requirements: 6 credit hours
70.497 Senior Studio: 6 credit hours (second semester of Senior year – final semester, exhibition required)
Senior Studio must be taken with the advice and consent of the student’s academic advisor and of the Senior Studio
Review Committee. Students must earn at least a “BC” (2.5 GPA) in Senior Studio. Senior Studio requires an
exhibition of work at the completion of the Senior year.
262
70.230 Typography Credits: 3 The study of lettering concepts and techniques, including the history of letters, styles and families of type, letter design, hand drawn to computer-based lettering approaches and their effect and uses in communication. Emphasis will be on creative and aesthetic communication. Fall, alternate years. 70.231 Typography II Credits: 3 Continuation of 70.230 70.255 Drawing Form and Space Credits: 3 Provides a foundation in basic drawing concepts using a variety of media and approaches. The emphasis is on building visual literacy and its application to the realm of ideas. A wide range of assignments are given to develop graphic expression. 70.262 Digital Imaging and Photography: Photoshop Credits: 3 This course will offer the student a transition between traditional photographic imaging and digital photographic imaging. The course will cover the fundamentals of digital scanning, digital capture and image manipulation. Image preparation for other media will also be explored. Basic familiarity with the Mac OS and/or Windows platforms required. 6 Contact Hours required for Day School students. 70.265 Computer Art I Credits: 3 An aesthetics and communications course using the computer as the primary tool for translating art ideas into physical form. The emphasis will be on practical usages of existing Macintosh software as a means of creation. 70.291 Graphic Design I Credits: 3 Exercises, lectures and projects will introduce students to graphic design principles and techniques. Course will begin with a fundamental study of image, form, and space relations, then cover such topics as working with grids, typography basics, page layout, the introduction of color, rendering techniques, history, and more. Students will be assigned a series of projects to enhance their visual communication skills. 70.365 Computer Art II Credits: 3 Designed to focus on advanced projects using the Macintosh platform. Focus is on design, layout, animation and video. 70.378 Interactive Media Credits: 3 This course will introduce the student to the processes of game conceptualization and game prototyping. Immersive and interactive media will be explored. Interactive, engaging game design will be emphasized. Conceptual drawings, storyboarding, 3D modeling and multimedia authoring will be employed. Proficiency in 3D model building and familiarity with Mac OS and/or Windows platforms required. 70.379 Website Design Credits: 3 This course will focus on the creation of visual content for the web and will explore what constitutes a visually exciting and engaging site. Other topics that will be covered are: file formats, compression, web color strategies, and platform standards. Basic familiarity with Mac OS and/or Windows platforms required. 70.381 Advanced Game Design Credits: 3 This advanced level course is designed for students who have completed Interactive Game Design and who are interested in exploring interactive game strategies and multilevel game design. Basic familiarity with Mac OS and/or Windows platforms required. 70.384 Advanced Web Design Credits: 3 This advanced level course is designed for students who have completed Website Development (90.238) and Website Design (70.379). The course will cover advanced topics such as user-centered design, information architecture, testing, and usage analysis. Students will have the opportunity to further develop their design, development, and conceptualization skills.
263
70.385 Streaming Media for the Web Credits: 3 This is an advanced course for those with intermediate or advanced ability in World Wide Web technology who want to explore the use of continuous feed, streaming audio, video, and 3D virtual worlds. The course will examine current technologies with special attention to emerging protocols and standards for audio and video publishing. Basic familiarity with Mac OS and/or Windows platforms required. 70.389 Web Design III Credits: 3 No description available 70.390 Illustration Studio Credits: 3 This course provides students with a variety of experiences involving skills and techniques including computer use related to the execution of illustrations for children's books, fashion drawings, record albums, book jackets, folders, posters, and magazines. Field trips, discussions related to job opportunities and preparation of portfolios are integral parts of the instruction. Fall. 70.391 Graphic Design II Credits: 3 Students will be assigned a variety of advanced-level projects dealing with areas such as logo design, publication design, interactive screen design, direct mail projects, corporate identity systems, poster design, and more. Projects in this class are designed to better develop the students' ability to take a project to its final stage and render it as a professional portfolio piece. 70.395 Advertising Design Studio Credits: 3 Instruction in lettering, layout of commercial media as well as in the creative aspects of advertising is an integral part of the course. Practical problems, field trips, and technical guidance from preliminary layouts to finished work will help prepare students for the commercial art field. Spring. 70.397 Art and Copy Credits: 3 The real world of advertising incorporates selling words and memorable images in a dynamic visual/verbal design unit. As copywriters and art directors, students learn to think pictures and see words as they prepare advertising campaign concepts for a variety of products and media, including print and television. Spring, alternate years. 70.490 Graphic Design III Credits: 3 No description available 70.491 Advanced Studio Credits: 3 In order to enable students to expand expression in areas of their choice, they may repeat any studio course that is the most advanced offered in that given subject. They will be given more freedom within assignments and be expected to perform on a more advanced level. 70.494 Directed Study Credits: 3 A special problem in studio art is investigated through conferences and studio work. 70.495 Advanced Tutorial Credits: 3 A program of directed studies which affords the advanced students an opportunity to pursue a previously explored problem in greater depth. The purpose is to sharpen and refine skill, content and presentation. 70.496 Practicum/Internship Credits: 3 The Practicum/Internship is an on-campus or off-campus learning experience. Specific requirements will vary depending on department policies and the nature of the program undertaken by the student. The practicum experience is to provide an occasion for practical experience in an area of particular interest to the student.
264
265
Appendix E:
Becker College, Worcester, MA
266
69
Division of Undergraduate Studies
Design Programs - Bachelor of Arts
The Design Programs offer the Bachelor’s of Arts in Design with concentrations in Interior Design and Graphic Design, and a Bachelor’s of Arts in Interactive Entertainment with concentrations in Game Design and Game Development and Programming. Each concentration equips students with a broad range of marketable skills and a strong general education foundation upon which a lifelong, successful career can be built. Whichever concentration a student chooses in the Design degree programs, students can be assured of small classes with attentive, knowledgeable faculty, up-to-date equipment, and plenty of room to explore personal visions. Upon graduation, students will have the right technical skills, a firm theoretical base, opportunities for career internships, and a strong portfolio as solid evidence of their abilities.
Bachelors of Arts in Design
The Bachelor of Arts in Design degree offers two areas of concentration: Graphic Design and Interior Design. Each concentration which comprises the Bachelor of Arts in Design degree equips students with a broad range of marketable skills and a strong general education foundation upon which a lifelong, successful career can be built. Course selections in the Interior and Graphic Design concentrations include both a solid grounding in the fine and visual arts, and hands-on practical core courses which stress the understanding of the underlying design processes and concept development. Students will learn firsthand how to create effective visual communication; how to develop and communicate design solutions; and how to create, capture and manipulate both traditional and new media design elements. All this is offered in a clear manner in keeping with the professional standards of their chosen field of study.
Graphic Design Concentration
In this 4 year undergraduate program which results in the awarding of a Bachelor of Arts in Design with a concentration in Graphic Design, students complete a core of required art foundation and graphic design coursework. As upperclassmen, they may then pursue a block of coursework in advanced studies that is customizable to their individual interests and career goals. In addition, all students complete coursework in the liberal arts, the social sciences, and the laboratory sciences in keeping with the long-standing traditions of a liberal arts-based college degree. Students can further customize their curricula through internships, general elective coursework and free electives. The program seeks to impart to its students strong technical competence in fundamental arts principles along with specialized competence in the tools needed to be successful in the graphic design field. At the same time the program seeks to nourish a student’s creative talents through opportunities for internships, electives and special projects, developing in the student a personal aesthetic as well as a high standard of individual excellence and professionalism.
267
70
Freshman Year
Credit
Hours Spring Semester Credit
Hours
ARTS2300 Color Theory 3 ARTS1004 Art History II 3
ARTS1003 Art History I 3 ARTS1100 Principles of Drawing 3
ARTS1301 Principles of Design 3 ENGL1003 Writing about Literature 3
ACAD1001 First Year Experience 2 MATH Math Elective 3
ENGL1001 English Composition I 3 GRPH 2110 Typography 3
INFO1001 Technology and Society 3
17 15
Sophomore Year
Fall Semester Credit
Hours Spring Semester Credit
Hours
PSYC1001 Introduction to Psychology
3 MKTG2101 Advertising 3
GRPH2140 Graphic Design I 3 ENGL2003 Public Speaking 3
GRPH2120 Techniques of Vector Imaging
3 GRPH2150 Graphic Design II 3
GRPH2130 Techniques of Raster Imaging
3 GRPH2170 Principles of Digital Imaging
3
Elective (Science/lab) 4 Elective (Science/lab) 4
16 16
Junior Year
Fall Semester Credit
Hours Spring Semester Credit
Hours
GRPH2180 Flash Animation 3 GRPH3110 Advanced Web Design 3
GRPH2160 Introduction to Web Design
3 GRPH3140 Package Design 3
SOCI1001 Introduction to Sociology 3 Math Elective (2000+) 3
GRPH3120 Publication Design 3 Humanities/SS Elective 3
GRPH3130 Advertising Design 3 Open Elective 3
15 15
268
71
Senior Year
Credit
Hours Spring Semester Credit
Hours
GRPH4520 Senior Team Project 3 GRPH4510 Design Portfolio 3
GRPH4530 Professional Practices in Design
3 GRPH4210 Special Projects in Design or
3
GRPH4400 Advanced Topics in Design
3 Open Elective
Humanities Elective 3 GRPH4300 Career Internship or 3
Open Elective 3 GRPH Elective
Humanities Elective (Non-Western)
3
Humanities Elective 3
15 15
Total Credits: 124
Graphic Design Electives include:
GRPH4215 Corporate Design GRPH4220 Advanced Digital Photography GRPH3702 Advanced Advertising Design
Interior Design Concentration
In this 4 year undergraduate program which results in the awarding of a Bachelor of Arts in Design with a concentration in Interior Design, the classic building blocks of traditional design are paired with contemporary ideas and applications. The program is unique, comprehensive, and academically supportive, featuring a strong creative liberal arts focus combined with business and professional courses. Students acquire the necessary tools to succeed in a profession which combines aesthetics, space planning, and business acumen. Other areas studied include the global history and development of architecture, interiors and furnishings. Students become proficient in areas such as: Principles of Interior Design, Drafting, Building Systems, Residential Design, Contract Design, Decorative Arts, CAD, Lighting, and Textiles. Freshman Year Fall Semester Credit
Hours Spring Semester Credit
Hours
ARTS1003 Art History I 3 ARTS1004 Art History II 3
ARTS1301 Principles of Design 3 GRPH1900 Digital Presentation 3
ACAD1001 First Year Experience 2 INDS1306 Drafting 3
ENGL1001 English Composition I 3 ARTS1100 Principles of Drawing 3
INFO1001 Technology and Society 3 ARTS1401 3D Design 3
Math 1000 Level 3
17 15
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GOVT1109 State and Local Government 3 cr. An analysis of state and local government institutions in the United States with emphasis on structure, function, policies, and recurrent political problems of these institutions.
GOVT3001 Political Theory 3 cr. This course analyzes political thought throughout history and its impact on government and society. Students will be exposed to the work of theorists such as Plato, Socrates, Machiavelli, Montesquieu, Rousseau, Locke, Jefferson, and others who have influenced political thought.
GOVT4100 American Constitutional Law 3 cr. An introduction to the complex processes involved with the development of constitutional doctrine in the United States. Students will study the major cases and Supreme Court decisions that serve as the principle vehicle for constitutional elaboration, adaptation and change. Prerequisite: GOVT1108.
GRPH1900 Digital Presentation 3 cr. This course will be a combination of several applications, such as Photoshop, In Design, and Illustrator, to help the interior design students improve their font choices, layout skills, and photo manipulation for presentation purposes.
GRPH2104 Graphic Design I - see GRPH2140 Graphic Design I
GRPH2105 Graphic Design II - see GRPH2150 Graphic Design II
GRPH2110 Typography 3 cr. (Previously GRPH 3400 Typography) This course is an exploration of typography, both the history of type and the importance of typography in the design process. Students will learn the history of typography from the origin of the alphabet and the invention of movable type, to the new and modern computer generated fonts. Students will create a variety of projects ranging from the abstract, using basic letter forms, shapes and structures, to the practical designing posters, logos, typographic grids, structures and more! Students will brainstorm ideas through discussion and thumbnail sketches. Most projects will be completed using Adobe Illustrator.
GRPH2120 Techniques of Vector Imaging 3 cr. (Previously GRPH2205 Electronic Illustration) This course introduces the student to vector imaging using Adobe Illustrator to create digital illustrations. The course content will focus on drawing in the vector format using the pen and brush, making paths, masks and gradients to use as illustrations for design projects. The course will also emphasize typography as an illustrative device as well as various techniques and tools used in the creation of line art and color illustrations. GRPH2130 Techniques of Raster Imaging 3 cr. (Previously GRPH2600 Electronic Graphic Design) This course introduces the student to the process of creating and designing with Raster images using Adobe Photoshop. Students will learn the scanning process and the importance of file sizes and resolution. The course focus will be on preparing photographic images for print and web applications and the different needs of each medium. Students will learn to adjust color, work in layers, create masks, use brushes and filters and appropriate color management for print (CMYK) and web (RGB).
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GRPH2140 Graphic Design I 3 cr. (Previously GRPH2104 Graphic Design I) The Graphic Design core sequence consists of two courses which introduce the student to concepts and facets of the design process from inception to finished product. Each course presents a combination of theoretical knowledge and practical skills that will prepare the student to enter and succeed in the professional Graphic Design field. Graphic Design I introduces the student to the history of the graphic arts. The student will learn the art, craft and skill sets needed for design, layout and production in the ever-changing world of graphic design. Manual techniques will be the foundation of the study of graphic design. Problem solving exercises using visual expression will teach the students to communicate on the graphic level. Prerequisites: GRPH 2110; GRPH 2120 or concurrent.
GRPH2150 Graphic Design II 3 cr. (Previously GRPH2105 Graphic Design II) Graphic Design II is a continuation of GRPH2140 Graphic Design I. This course is a combination of the theoretical knowledge and practical skills which introduces the student to concepts and facets of the design process from inception to finished product using Adobe InDesign. The course will teach students problem-solving exercises and the understanding of exactly how to communicate ideas graphically. This course develops the student’s understanding of language and terminology in electronic image assembly and electronic pre-press. The student will learn how to prepare fonts, images, and documents for printing, including bleeds, trapping, and the usage of spot (Pantone, Toyo, etc.) colors. Prerequisites: GRPH 2130 & GRPH2140.
GRPH2160 Introduction to Web Design 3cr. (Previously COMM3300 Introduction to Web Design) In this course, students learn Dreamweaver, the industry standard program for web site design and production. The course will emphasize the design process from need analysis and concept creation to creating a full web site. The course covers the design and construction of Web pages and sites, with an emphasis on the design, content, storyboarding, communication and navigation processes.
GRPH2170 Principles of Digital Imaging 3 cr. (Previously ARTS2500) This course introduces students to the basics of image acquisition, photographic techniques, and digital processes. Through shooting assignments and hands-on computer lab work, the students concentrate on taking the image while learning creative control and visual skills, preparing project files and outputting them to print. The students will produce a wide range of work to be used in a professional presentation. Students are required to own or have access to a camera. Prerequisite: none
GRPH2180 Flash Animation 3 cr. (Previously COMM3503) This course will focus on the cross-over of the basic principles of animation, motion perception, and design for the digital medium. An introduction to the techniques used in traditional animation, including conceptualization, planning, sketching, and cell creation will provide the necessary backbone for this course’s emphasis on digital 2D animation for internet communication. Students will learn how to create computer based graphics for use within digital animation software. Prerequisites: GRPH2130 Techniques of Raster Imaging.
GRPH2205 Electronic Illustration - see GRPH2130 Techniques of Vector Imaging
GRPH2600 Electronic Graphic Design 3 cr. This course introduces the student to the process of bringing graphic design onto the computer platform. It briefly reviews the traditional layout and mechanical processes to familiarize the student with the basic procedure and terminology used in the printing process.
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A review and further exploration of page layout program, Quark XPress, will combine with advanced instruction on the other design standard software applications, Adobe Illustrator and Adobe Photoshop. How they work together and individually to produce finished files for printed material including stationery, product fact sheets, newsletters and multiple page brochures will be emphasized. Additionally, the student will be introduced to Adobe Acrobat and its Portable Document Format (PDF), used to create high-quality, low-memory e-mailable files from final Quark/Illustrator/Photoshop files for client review and approval. Final files will be prepared for printing. (Students who need this course should take GRPH2130 Techniques of Raster Imaging).
GRPH3104 Graphic Design III - see GRPH3120 Publication Design
GRPH3110 Advanced Web Design 3cr. (Previously COMM3305 Advanced Web Design) This course is a continuation of GRPH2160 Introduction to Web Design. The students will construct XHTML pages and use CSS to format and build the pages using the new template engine in DMX. The student will also learn how to incorporate audio and video files, JavaScript rollovers, and libraries and create dynamic interactive web pages. The dynamic integration between Dreamweaver and Fireworks will also be covered. Prerequisites: GRPH2160.
GRPH3120 Publication Design 3 cr. (Previously GRPH3104 Graphic Design III) Advanced production of multi-page documents, such as: books, newsletters, annual reports and magazines. This course will teach students to solve problems dealing with page flow, multi-page layouts and advanced techniques of the page layout software, Adobe InDesign. This course will also emphasize advanced pre-press skills to pre-flight and package their finished designs for commercial print. Prerequisite: GRPH 2150
GRPH3130 Advertising Design 3 cr. (Previously GRPH3700 Advertising Design) This course introduces the student to the fundamentals of advertising design and demonstrates the creative usage of words and images in effective print communications as created by an advertising agency art director. The course focuses on the creative process, on problem solving, concept development, and on the relationship between the designer, the art director, the client, and the consumer. The student will learn audience definition, client relationships, product positioning, creative strategy, and presentation skills. Emphasis will be placed on print media such as: newspaper, magazine, billboard, d/mail and P.O.P. In-class discussions will include the principles of design, and how they are applied as a driving force in designing and executing advertising concepts. Prerequisite: GRPH2150
GRPH3140 Package Design 3cr. (Previously GRPH3502 Electronic Pre-Press)) This advanced design course examines the field of package design. Students will work from concept to finished product, combining their pre-press and production knowledge to create folds, tabs and die cut designs for packaging. This course will focus on the unique problems of package design by working with students hands-on to create concepts and package designs for products. They will construct 3-D facsimiles of their designs, focusing on function and innovation. Prerequisite: GRPH 3120
GRPH3400 Typography - see GRPH2110 Typography
GRPH3502 Electronic Pre-Press 3cr. This course further develops the students understanding of language and terminology in electronic image assembly and electronic pre-press. The student will learn how to prepare fonts, images, and documents for printing, including bleeds, trapping, and the usage of spot
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(Pantone, Toyo, etc.) colors. Particular emphasis will be placed on file preparation, pre-flighting, and compiling a single folder to be compressed and sent to print. Students will learn these skills using professional-level software including Quark XPress outputting module, Adobe InDesign, Acrobat, Illustrator, and Photoshop. Prerequisites: GRPH2105. (Students who need this course should take GRPH3140 Package Design).
GRPH3700 Advertising Design - see GRPH3130 Advertising Design
GRPH3702 Advanced Advertising Design 3cr. This advanced course will continue to develop the basic skills learned in GRPH3130 Advertising Design I. Emphasis will be placed on individual project research, creative interpretation, conceptual development, and final project production. This course is offered as an GRPH elective for those students who wish to expand their focus in designing for the advertising industry offering the student the opportunity to learn TV storyboarding as he/she designs TV campaigns as part of the overall advertising mix. Prerequisite: GRPH3130
GRPH4100 Information Design 3 cr. This course is a hands-on study of the graphic organization and the clear and effective presentation of information as used in the corporate environment. Corporate Design involves a multi-and inter-disciplinary approach to graphic communications, combining skills and knowledge from graphic design, art history, psychology, communication theory and cultural studies. In this course, specific emphasis will be placed on the research, analysis, creation, and roll-out of a corporate identity system that includes the design and production of the corporate logo, stationary, packaging, web, signage and various collateral materials. Prerequisite: GRPH3104, GRPH3502. (Students who need this course should take GRPH4215 or GRPH4400).
GRPH4210 Special Projects in Design 3cr. This course allows students who wish to pursue in-depth various graphic design topics such as: theoretical, experimental or practical studies in cutting edge subjects. An advanced course for students to tackle modern or advanced ideas in design that are beyond the scope of the course offerings to create finished designs in the student’s professional interests. Course will emphasize critical thinking and originality. Prerequisite: Jr. Status in Graphic Design
GRPH4215 Corporate Design 3cr. This course is a hands-on study of the graphic organization and the clear and effective presentation of information as used in the corporate environment. Corporate Design involves a multi-and inter-disciplinary approach to graphic communications, combining skills and knowledge from graphic design, art history, psychology, communication theory and cultural studies. In this course, specific emphasis will be placed on the research, analysis, creation, and roll-out of a corporate identity system that includes the design and production of the corporate logo, stationary, packaging, web, signage and various collateral materials. Prerequisite: GRPH 3130
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GRPH4300 Career Internship 3 cr. The junior or senior student is required to pursue an internship with a local professional design firm in which the student can apply his/her academic experience to the professional working environment. The student intern works under the supervision and guidance of a faculty member in partnership with the student business supervisor. Bi-weekly, on-campus meetings between the student and design advisor will assure that the student is fulfilling his/her course and business obligations. A Career Internship form is required and is available at the Registrar’s office, to be filled out for approval. Prerequisite: Jr. Status in Graphic Design
GRPH4220 Advanced Digital Photography 3 cr. This course will offer students interested in photography and Adobe Photoshop the opportunity to advance their skills in these areas. The course will focus on the expanding field of digital photography where students will learn skills in Photoshop to create brushes, work with channels, layers, color management, filters and image retouching and manipulation. Students will create work for fine art and commercial applications. Prerequisite: GRPH2170.
GRPH4400 Advanced Topics in Design 3 cr. Courses offered under the designation Special Topics may represent emerging issues or specialized content not represented in the curriculum. Each special topics course has a
course description which is archived at http://www.becker.edu/pages/1193/.asp. Student
may take course multiple times to earn credit for a different topic.
GRPH4510 Design Portfolio 3 cr. In this course the student, working with a design faculty member, creates and produces his/her own individual portfolio which highlights the student‘s competence, knowledge, and proficiency in his/her individual chosen field or area of interest. In addition, the student will work with Becker College‘s Career Services office in the development of his/her job search strategy including creating a PPT presentation of their portfolio, using a portfolio as a marketing tool, preparing resumes and cover letters, developing interviewing skills and professional presentation techniques. Prerequisite: Jr. Status in Graphic Design
GRPH 4520 Senior Team Project 3 cr. The STP course involves students working together as teams with local area clients on real-world projects. Student teams will work closely and interact with their assigned client to provide graphic design, web-site design and more. Supervised by design program faculty; the teams will be responsible for the design and production of the work requested by the client. The course will focus on the skills of team management and cooperation which are essential for working on a design team. Prerequisite: Jr. Status in Graphic Design
GRPH4530 Professional Practices in Graphic Design 3cr. This course is specifically focused on the student’s ability to manage their design work flow and prepare them for real business practices. Students will learn to create job tickets, calculate and prepare job estimates, fill out copyright forms, compile contracts and prepare final design bills. The class emphasizes skills necessary for working with design firms or as a self-employed graphic designer. Students will also prepare self-promotional materials, portfolio presentations and sales pitches to further prepare them for their professional careers.
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Franklin Pierce University, Rindge, NH
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An education that matters.
The Franklin Pierce DifferenceGraphic designers use visual media to convey a message, most often for business applications such as advertising, brand identity and internet messaging. The Graphic Communications curriculum at FPU combines a liberal arts education with specialized preparation for careers in the graphic communication field. The curriculum starts with a foundation in the elements and principles of design, and then focuses on produc-tion and the practical application of design in a corporate environment. Students gain proficiency with the Adobe Creative Suite on Macintosh computers in a new lab that includes a digital CMYK printer. This major maintains strong ties with the University’s Fine Arts, Marketing & Advertising programs. Faculty help students become well-rounded designers who can create a strong concept and carry it through to production. Graduates are employed in fields such as product packaging, marketing and advertising.
Course DetailsCoursework includes such topics as graphic design, production for the printing processes, drawing, typography, photography, illustration and web design. Each student must also complete an internship. A course in portfolio development is also offered; skills such as this benefit our students as they seek employment after graduation and begin to promote their work throughout their careers.
What can I do with a major in Graphic Communications?Graphic designers use images to inform, educate or influence audiences, customers and consum-ers. Graduates have a range of skills that blend creativity with technical skills. Graphic designers can work in large companies, in multimedia firms or as in-house professionals. More than 25% of graphic designers are self-employed. Designers are skilled at understanding the impact of a strong visual message and are able to translate the wishes of their client into a concrete product.
Typical skills, interests and values• Familiaritywithfieldspecifictechnologies and software• Attentiontodetailandorganizationskills• Artisticandcreativeskills• Abilitytoworkingroupsorindependently• Problem-solvingandcollaborationskills• Abilitytoworkundertightdeadlinesand with frequent changes• Strongbusinessacumenandcustomer service skills• Experienceorinterestinillustration, photography or interactive media• Interestinlearningnewtechniquestostay cutting edge Typical salary rangesEntry level salaries are typically at the lower end
of the scale. Art Director: $51,000–$102,000,Graphic Designer: $35,000–$57,000, Photog-rapher: $17,000–$63,000, Scientific Artist: $38,000–$47,000, Web Designer: $54,000–$72,000
Significant points• Employmentisexpectedtogrowaboutas fast as the average, with many new jobs associated with interactive media• Jobseekersareexpectedtofacekeen competition; individuals with web site design andanimationexperiencewillhavethebest opportunities
Strategies for success• Earngoodgrades• Assembleanimpressiveportfolio• Createanon-lineportfolio• Completeaninternship• Joinprofessionalassociationsasastudent member.• Volunteertocreatebrochures,newslettersor other publications for campus organizations• Developskillsinareassuchaswriting,mass communication, photography, video, web design, business, marketing and/or public speaking
Career options (may require additional education)Advertising Artist, Animator, Architectural GraphicArtist,ArtDirector,BookIllustrator,Branding Developer, Calligrapher, Cartoonist,CatalogIllustrator,CommunicationsSpecialist,Computer Technician, Consumer Products Designer,Copywriter,CorporateImageDesigner,Design Manager, Design Researcher, DigitalMediaDesigner,ExhibitionDesigner,Film Special Effects Artist, Flash Designer, Fur-nitureDesigner,GraphicDesigner,IdentityDe-signer,Illustrator,IndustrialDesigner,InteractiveMedia Designer, Magazine Designer, Marketing Specialist, Multimedia Designer, Newspaper Designer, Packaging Designer, Photographer,Professor, Storyboard Artist, Television Graph-icsDesigner,TextileDesigner,TrademarkDesigner,TVGraphicDesigner,VideoGameDesigner, Web Designer, Web Administrator
Sources of additional information:FPUCareerServicesOffice,AmericanInstituteofGraphicArt(AIGA),AnimationGuild,Freelance Graphic Design, Graphic Artist Guild, Graphic Design Resource Center, Occupational Outlook Handbook, Professional Photographers of America, Society for Publications Designers
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Gra
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Com
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icatio
ns Major RequirementsIn addition to the general education curriculum, Graphic Communications majors are required to complete the following 16 courses:
CIT232 Web Design and DevelopmentFA101 Two-Dimensional DesignFA201 Drawing IFA211 Creative Photography IFA286 Modern and Contemporary Art & DesignGC201 Graphic Design IGC272 Computer Graphic Design IGC302 Graphic Design IIGC303 Graphic Design IIIGC321 TypographyGC341 Illustration or GC/MC376 Animation FundamentalsGC350 Graphic ProductionGC367 Commercial Photography IGC404 Graphic Design IVGC491 Introduction to InternshipGC492 Internship Capstone
Recommended electives:CIT102 Intro. to Information TechnologyFA102 Three-Dimensional DesignFA302 Drawing IIFA303 Drawing IIIFA304 Drawing IVFA312 Creative Photography IIFA313 Creative Photography IIIFA314 Creative Photography IVFA___ Art Studio CourseFA___ Art History Period CourseGC227 Calligraphy IGC261 Color Photography Workshop IGC230 Photo ManipulationGC320 Book DesignGC328 Calligraphy IIGC362 Color Photography Workshop IIGC368 Commercial Photography IIGC472 Computer Graphic Design IIMC100 Communication, Media and SocietyMK201 Principles of Marketing
FacultyRichard BlockB.A., Harpur College of the State University of New York at Binghamton, M.F.A., Milton Avery Graduate School of Arts, Bard College
Robert E. DiercksB.F.A., Maryland Institute College of Art, M.A., University of New Mexico, M.F.A., Pennsylvania State University
Jay HillB.F.A., M.F.A., University of Utah
Affiliated Faculty:Heather TullioB.A., Wesleyan University, M.A., University of Iowa, M.F.A., University of Massachusetts at Amherst
Senior Lecturer:Katherine Coker-CroninA.A., Foothill College, B.A., San Francisco State University,M.F.A., Norwich University
Lecturers: Al Karevy, Coni Porter
The academic catalog is viewable at franklinpierce.edu/catalog. For more information or to arrange a campus visit, please contact the Admissions Office at (800) 437-0048.
40 University Drive, Rindge, NH 03461 • franklinpierce.edu
Co-curricular Opportunities• The Graphic Design Club works closely with the Graphic Communications Department in designing advertisements for various clubs and departments on campus. Club members work closely with their clients, learning to meet deadlines and achieve results, and gaining experience to succeed in the work force.• Students experience field trips to industry related businesses such as printing presses and the Monadnock paper mill in nearby Bennington, N.H. (one of the most eco-friendly mills in the world). A studio tour of major design firms and ad agencies is a part of the internship sequence.
Student Success• Franklin Pierce currently has students running successful freelance businesses as well as working for companies such as ESPN, Red Tettemer and Marketing Drive, LLC among others. • Students have completed internships at places like Madison Square Garden, the Tampa Bay Rays baseball franchise, Graphic Design USA magazine, Toth Brand Imaging and others. These have provided students with valuable professional experiences and resume building opportunities.
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HS229 19th & 20th Century EuropeHS233 Modern Middle EastBI235 Human Health & NutritionES240 Creating Sustainable CommunitiesIEC261 Twentieth Century GreeceEN270 Women WritersAN311 Museum StudiesAN314 Peoples and Cultures of OceaniaET323 Comparative Economic SystemsAN323 Anthropology of ReligionHS326 The Soviet UnionIEC330 Comparative Global Media SystemsSO340 Religion and SocietyMC341 Media and CultureET357 Economic DevelopmentHS362 China and the Modern WorldPO362 Nuclear Weapons and WorldHS364 Modern JapanIB364 The Global EconomyMK365 International MarketingAN412 Peoples and Cultures of EuropeBA420 World Business and FinanceAN423 Anthropology of Public Health
Graphic Communications (GC)PROFESSORS: Richard Block, Robert E. DiercksLECTURER: Al Karevy, Coni Porter
A Bachelor of Arts degree is offered in Graphic Communications.A major and a minor are offered in Graphic Communications.
The mission of the Graphic Communications Department is to graduate students who are visual communicators educated within the context of the liberal arts. The program pro-‐vides the opportunity to study the visual, historical, conceptual and technical aspects of the discipline including the philosophies, theories, and terminology of design. Students develop analytical and problem solving skills that enable unique, innovative, and effective solutions to contemporary design problems. The department seeks to create life-‐long learners and leaders who aspire to the highest standards of personal and social responsibility within their societies.
In order to fulfill graduation requirements, students must maintain a minimum cumulative grade point average of 2.00, a minimum grade point average of 2.00 in an academic major, and complete 120 credits. In addition, in order to complete minor or certificate programs, students must maintain a minimum grade point average of 2.00 in those programs.
The major in Graphic Communications combines a basic liberal arts education with specialized preparation for a career in the field. Emphasis is placed on fine arts, graphicde-‐sign, and production throughout the four-‐year program, areas necessary for entry into the profession of graphic communications.
Departmental Honors in Graphic Communications are awarded students achieving a 3.25 grade point average in required major courses. High Honors are awarded those achiev-‐ing a grade point average of 3.50 or above in required major courses.
Major RequirementsThe following 16 courses are required for a major in Graphic Communications (in addi-‐tion to the General and Liberal Education Curriculum):
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CIT232 Web Design and Development FA101 Two-‐Dimensional Design FA201 Drawing IFA211 Creative Photography I FA286 Modern and Contemporary Art
& DesignGC201 Graphic Design I GC272 Computer Graphic Design I GC302 Graphic Design II
GC303 Graphic Design IIIGC321 TypographyGC341 Illustration or GC/MC376
Animation FundamentalsGC350 Graphic ProductionGC367 Commercial Photography IGC404 Graphic Design IVGC491 Introduction to InternshipGC492 Internship Capstone
Recommended Electives:CIT102 Intro. to Information Technology FA102 Three-‐Dimensional Design FA302 Drawing II FA303 Drawing III FA304 Drawing IV FA312 Creative Photography II FA313 Creative Photography III FA314 Creative Photography IVFA____ Art Studio CourseFA____ Art History Period Course
GC227 Calligraphy IGC328 Calligraphy IIGC320 Book Design GC261 Color PhotoGC362 Color Photo GC368 Commercial Photography IIGC472 Computer Graphic Design IIMC100 Communication, Media and
SocietyMK201 Principles of Marketing
Required for Graduation:120 semester hours, including the General and Liberal Education Curriculum. The
normal course load is 15–16 credits per semester. Transfer students should refer to the residency requirement section of the catalog.
Recommended Curriculum GuideFor further details regarding general education requirements specified below, refer to
the “Recommended General Education Curriculum Guide,” p. 124.
First YearFall SemesterGLE101 First Year Inquiry Seminar GLE110 First Year Composition IMT___ General Education Mathematics
or _____General EducationFA101 Two-‐Dimensional DesignGC201 Graphic Design I
Spring SemesterGLE120 First Year Composition II_____ ElectiveMT___ General Education Mathematics
or _____General Education Elective
FA201 Drawing IGC272 Computer Graphic Design I
Sophomore YearFall SemesterFA211 Creative PhotographyGC302 Graphic Design II**_____ General Education Lab Science I_____ General Education Elective_____ General Education Elective
Spring SemesterFA286 Modern & Contemporary Art &
DesignGC321 Typography**_____ General Education Lab Science II_____ General Education Elective_____ General Education Elective
**May be taken in the fall or the spring semester
Note: By University policy, students must make a minimum standard of progress toward the completion of general education requirements by the end of the Sophomore Year, in order to achieve Junior Standing for course registration purposes. See “Recommended General Education Curriculum Guide,” p. 124.
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Junior YearFall SemesterGC341 Illustration or GC/MC376
Animation IGC491 Introduction to Internship_____ General Education Elective_____ Elective*_____ Elective
Spring SemesterGC350 Graphic ProductionGC367 Commercial Photography IGC303 Graphic Design III_____ General Education Elective _____ Elective*
Senior YearFall SemesterCIT232 Web Design & DevelopmentGC492 Internship Capstone_____ Elective*_____ Elective_____ Elective
Spring SemesterGC404 Graphic Design IV_____ Elective_____ Elective_____ Elective_____ Elective
*One or more additional electives may be needed to fulfill general education requirements. See “Guide,” p. 124.
Minor RequirementsA minimum of seven courses is required for the minor.Two Fine Arts courses
FA101 Two-‐Dimensional Design and either:FA201 Drawing I or FA211 Creative Photography I
Four Graphic Communications coursesGC201 Graphic Design I GC302 Graphic Design II
GC321 TypographyGC350 Graphic Production
At least one additional Graphic Communications elective:GC227 Calligraphy IGC261 Color Photography Workshop IGC272 Computer Graphics IGC303 Graphic Design III
GC320 Book DesignGC341 IllustrationGC367 Commercial Photography IGC376 Animation Fundamentals
Graphic Communications CurriculumGC201 Graphic Design I 3 creditsAn introduction to the basic concepts of graphic communications, with emphasis on the creative process and use of tools and techniques.
GC227 Calligraphy I 3 creditsAn introductory study of the history and practice of letters. Four basic styles: Roman Capitals, Carolingian, Gothic Manuscript, and Italic are covered. The emphasis is on well drawn, well proportioned letters, page design, and proper spacing.
GC230 Basic Digital Photo Manipulation 3 creditsThis course is Adobe Photoshop specific. The goal is to introduce the student to the basics of digital manipulation using Photoshop. The course will clarify the concepts of resolution and pixels as well as the effects of scaling and manipulating digital images, then introduce to the student some of the techniques that the pros use when altering images digitally.
GC261 Color Photography Workshop I 3 creditsStudents learn to expose color film in the field, develop it in the darkroom, and make contact and enlargement prints. Color negative and color reversal processes. Prerequisite: FA211 suggested.
GC272 Computer Graphic Design I 3 creditsThe application and use of microcomputers for the creation and manipulation of graphic
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images. Emphasis will be on industry-‐standard Adobe Creative Suite software (Photoshop, Illustrator and InDesign) along with additional study of other application possibilities for computers in the graphic arts field. Prerequisite: Suggested GC201 or permission of instructor.
GC302 Graphic Design II 3 creditsDevelopment of students planning to be designers. Application of design principles to reflect the range of assignments in a studio, agency, or in-‐house design situation. Students will start on the creation of an ongoing portfolio. Work created in this class as well as in other classes will be analyzed for inclusion. Prerequisite: GC201 and GC272 or permission of instructor.
GC303 Graphic Design III 3 creditsAdvanced development for design majors. Course includes critical analysis of scholarly writ-‐ings, design history and current industry trends. Projects draw from industry segments such as environmental design, exhibit design, point of purchase, information design and green design (sustainability, soy ink, recycled paper, reused items), etc. Development of work for final portfolio ongoing. Prerequisite: GC302, GC321 or permission of instructor. FA211 suggested.
GC320 Book Design 3 creditsA studio seminar and lecture course to investigate the history, cultural differences, writing, designing, and production of books. Students will create books using a variety of bindings. At least one book will be entirely the student’s own creation, including written text.
GC321 Typography 3 creditsEnables students to understand, recognize, and use typography as an effective communication tool. The main emphases will be the study of the development of typographic technology, the acquisition and practicing of basic skills, and the refining of a design sense for the printed word. Prerequisite: GC201 and GC272 or permission of instructor.
GC328 Calligraphy II 3 creditsThis is a wider study of the history and practice of letters in Western culture. The four basic styles from Calligraphy I will be built upon allowing the student to go in greater depth, his-‐tory and practice with at least one of the styles studied in Calligraphy I. In addition, students will learn at least one additional style. The emphasis will be on the creation of a portfolio of finished pieces. Prerequisite: GC 227.
GC341 Illustration 3 creditsThe emphasis is on idea and skill development in basic black and white illustration. Some color illustration is done at the end of the course. Prerequisite: FA201
GC350 Graphic Production 3 creditsGC350 introduces students to all steps of the production process, from initial design concept through the printed page. Macintosh-‐based software is used in preparing art for reproduc-‐tion and students will gain hands-‐on experience in color, file, and font management. Course looks at issues in traditional print methods as well as new and emerging technologies. Paper varieties and various methods of print reproduction are examined along with their char-‐acteristics and requirements. On-‐site visits to print shops and a paper mill give students an in-‐depth look at the entire process. Prerequisites: GC201, GC302.
GC362 Color Photography Workshop II 3 creditsStudents go beyond the technical aspects of color photography and begin to explore the creative potential of the medium and the image. Prerequisite: GC261.
GC367 Commercial Photography I 3 creditsExplores what a good commercial photo image is and how to design and light an image in a studio setting. Covers three main areas: portrait, product, architecture. Uses mainly digital cameras with an introduction to large format film cameras. Prerequisite: FA211; FA312 or GC261 suggested.
Spring only
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GC368 Commercial Photography II 3 creditsA continuation of Commercial Photography I with the opportunity to more deeply explore students’ particular interests. Students will finish semester with a portfolio of commercial quality images and a deeper understanding of photography’s place in graphic design. Pre-‐requisite: GC367.
Spring only
GC/MC376 Animation Fundamentals 3 creditsThis intermediate course is designed to introduce students to the field of animation.Will focus on the creation of 3-‐D computer animations and students will create traditional animations as well. Course will provide an overview of animation history from traditional animators in the silent era to modern-‐day computer animators. Students will experience all stages of the animation process from pre-‐production (storyboarding, creating a soundtrack) to produc-‐tion (modeling, skeletons, keyframing) and post-‐production (lighting, rendering, editing). Prerequisites: MC230 or GC272 or permission of instructor.
GC404 Graphic Design IV 3 creditsThe preparation of a portfolio reflecting a range of graphic design applications based on the student’s strengths and interests, professional standards, and post-‐graduate goals. Work completed in all courses taken at Franklin Pierce will be considered as to its relevance and appropriateness in a professionally valuable portfolio. Adherence to deadlines and high quality results are strongly emphasized. Prerequisites: GC303, GC492, and senior standing.
Spring only
GC472 Computer Graphics II 3 creditsContinues the studies begun in Computer Graphics I. Along with further work in highresolu-‐tion paint and draw programs and desktop publishing, students will work on the manipula-‐tion of scanned images and photographs and advanced color projects. Prerequisites: GC272 or permission of instructor.
Spring only
GC491 Introduction to Internship 3 creditsThis course is taken during the fall semester of the junior year. It provides the tools and skills needed for seeking and securing internship employment such as resumé and cover let-‐ter writing, job searching, and interviewing skills. The student’s portfolio will be extensively developed considering work created in all Franklin Pierce courses, with an eye toward its impact on prospective employers. To this end, critical analysis and thinking skills will be utilized in the examination of writings, trade articles, and blogs by active professionals from the graphic design field. Electronic alternatives to a physical portfolio will be explored. Prerequisites: Graphic Communications major and junior class standing or permission of instructor.
GC492 Internship Capstone 3 creditsMost students will complete a minimum of 240 hours of employment during the summer between their junior and senior years. This course, GC492, taken during the fall semester of the senior year, is intended to provide a means for students’ self-‐evaluation, assessment of the internship employment, and the opportunity to revise and update their resumés to reflect their work experience and prepare for post-‐graduation career goals. Prerequisites: GC491 and senior class standing or permission of instructor.
GC299, 399, 499 Independent Study in Graphic Communications 2–6 credits eachOffers an opportunity to explore an area of study not included in the catalog listing of approved courses. The topic of an Independent Study should be selected and carefully designed by the student and faculty sponsor, and must meet with the approval of the Divi-‐sion Chair. Normally, the student will be expected to have a cumulative grade point average of 3.00 and possess the appropriate background and interest to pursue the proposed area of study. A “Proposal for Independent Study” form may be obtained from the Registrar or from the office of the Division Chair. Independent Study courses are assigned numbers of 299, 399 or 499, depending on the level of the course.
135
283
Appendix E:
Keene State College, Keene, NH
284
10 KEENE STATE COLLEGE • CATALOG OF ACADEMIC PROGRAMS 2013-14 • keene.edu/catalog ELECTIVES
Students are encouraged to take ARCH 494 Advanced Cooperative Education.
MINOR/ADDITIONAL ELECTIVES
Select additional courses of your choice to bring total number of credits earned to 120. Students are encouraged to complete a minor or an organized cluster of courses related to their career interests.
DEGREE REQUIREMENTS
120 credits
Art
Bachelor of Fine Arts School of Arts and Humanities
The Bachelor of Fine Arts degree program is designed to provide students with an intensely comprehensive course of study consisting of a minimum of 72 credits in visual arts courses. The B.F.A. degree can lead directly to graduate study (M.F.A.) or to professional careers in the Graphic Design field. To be eligible for the B.F.A. degree, students must first be accepted into the B.A. program in Art.
The B.F.A. degree is organized into the following three options:
• Graphic Design • Studio Art • Studio Art and Graphic Design (Dual Option)
Graphic Design
Following acceptance into the Art Department, students are encouraged to select the B.F.A. option in Graphic Design. Students will consult with their advisor when submitting their Declaration of Major form.
Studio Art or Graphic Design and Studio Art (Dual Option)
The Studio Art option and the Studio Art and Graphic Design dual option are highly selective programs. Accepted students will have the opportunity to have an individual studio space and work one on one with an Art professor mentor. All accepted candidates will mount a B.F.A. Solo Thesis Exhibition as a graduation requirement. Students may apply to the Studio Art option or the Studio Art and Graphic Design dual option after completion of a minimum of 6 courses (24 credits) that must include the Foundation Core. Studio Art and Graphic Design dual option applicants must take ART 250 Graphic Design I and ART 258 Typography I as part of the 24-credit minimum. Students are expected to have maintained a minimum cumulative GPA of 3.0 in those 6 courses. Acceptance to the program is based on an assessment of a portfolio1 of artwork from these courses. The portfolio, a written statement of personal educational goals, and an official transcript must be submitted to the B.F.A. Studio Options Committee. Portfolio reviews for acceptance are conducted each spring prior to the course selection and registration period.
Transfer students are also eligible to apply for the B.F.A. Studio Art option or the B.F.A. Studio Art and Graphic Design dual option provided they meet the admissions standards for the B.A. degree in Art as well as those for the B.F.A. Studio Art degree or the Studio Art and Graphic Design dual option degree. This must include a review by the Art faculty of a completed transfer course evaluation of all previously taken art courses.
Once accepted, all B.F.A. candidates must maintain a minimum cumulative GPA of 3.0 in the major (Art courses). The B.F.A. Studio Options Committee will also conduct mid-level reviews of accepted students during the fall semester. The purpose of the review is to assess the candidate's progress toward the completion of the degree as well as the development of their artwork. Individuals whose GPA falls below the minimum standard or whose artwork is not at the appropriate level for the B.F.A. Studio Art option or the Studio Art and Graphic Design dual option will no longer be eligible for the options and will be returned to the B.A. in Studio Art or B.F.A. in Graphic Design. Students who have not maintained B.F.A. standards in the Studio Art option or the Studio Art and Graphic Design dual option will be allowed to reapply provided the deficiencies have been corrected. B.F.A. candidates in the Studio Art option or the Studio Art and Graphic Design dual option will also meet with the B.F.A. Studio Options Committee after their completion of their B.F.A. Senior Exhibition. The committee will conduct an oral review in which the candidate will outline the rationale followed for their exhibition. 1 Portfolio Criteria for B.F.A. in Studio Art or Studio Art and Graphic Design Dual Options
1. Portfolios must consist of no fewer than 20 pieces of college-level artwork. 2. All work must be properly labeled with the following information:
A. Name B. Medium C. Size (slide and digital portfolios only) D. Course title and date of execution
285
KEENE STATE COLLEGE • CATALOG OF ACADEMIC PROGRAMS 2013-14 • keene.edu/catalog 11
LANGUAGE REQUIREMENT
Each student must demonstrate proficiency in a language other than English as specified by the Language Requirement for Students with Majors in the School of Arts and Humanities.
INTEGRATIVE STUDIES REQUIREMENTS
40 credits minimum
MAJOR REQUIREMENTS
74 credits – Graphic Design 72 credits – Studio Art 74 credits – Studio Art and Graphic Design (dual option)
Foundation Core
12 credits
ART 101 Foundations of Design or IAART 100 ART 111 Introduction to Art History or IAART 110 ART 125 Drawing I or IAART 120
Graphic Design Option
62 credits
100-level course
2 credits
ART 151 Technology Workshop
200-level courses
12 credits
ART 250 Graphic Design I ART 253 Digital Imaging ART 258 Typography I
200 or 300 level courses
8 credits
One 200- or 300-level Art History course One 200- or 300-level Studio Art course
300-level courses
24 credits
ART 333 Printmaking I ART 350 Graphic Design II ART 351 History of Graphic Design ART 354 Web-Based Media I ART 356 Time-Based Media I One 300-level Graphic Design course
400-level courses
16 credits
ART 450 Graphic Design III ART 459 Graphic Design Portfolio Select a total of 8 credits from the following:
• ART 455 Topics in Graphic Design • ART 497 Graphic Design/Studio Internship
NOTE: Students may take 8 credits of either ART 455 Topics in Graphic Design (different topics) or 8 credits of ART 497 Graphic Design/Studio Internship or a combination of ART 455 and ART 497 for 8 credits total in order to meet this requirement.
Studio Art Option
60 credits
200-level courses
18 credits
286
12 KEENE STATE COLLEGE • CATALOG OF ACADEMIC PROGRAMS 2013-14 • keene.edu/catalog ART 208 Ceramics I ART 224 Photography I or ART 226 Painting I ART 225 Drawing II ART 244 Sculpture I ART 295 Sophomore Studio/Exhibit Practice (2 credits)
Art History courses
8 credits
Select two from the following:
• ART 211 Ancient Art • ART 212 Medieval Art • ART 213 Renaissance Art • ART 214 Modern Art • ART 315 Contemporary Art • ART 290 Topics in Art History • ART 492 Art History Seminar • IAART 391 Global Perspectives
300-level courses
16 credits
ART 308 Ceramics II or ART 344 Sculpture II ART 333 Printmaking I Select two from the following:
• ART 308 Ceramics II • ART 324 Photography II • ART 325 Drawing III • ART 326 Painting II • ART 334 Printmaking II • ART 344 Sculpture II
400-level courses
18 credits
ART 495 Senior Studio/Exhibit Practice (2 credits) ART 496 BFA Senior Studio (2 semesters) Select two from the following:
• ART 408 Ceramics III • ART 424 Photography III • ART 426 Painting III • ART 434 Printmaking III • ART 444 Sculpture III • ART 490 Advance Studio Topics
It is strongly recommended that BFA Studio Art students repeat either ART 225 Drawing II or ART 325 Drawing III.
Studio Art and Graphic Design Dual Option
62 credits
100-level courses
2 credits
ART 151 Technology Workshop
200-level courses
26 credits
ART 250 Graphic Design I ART 253 Digital Imaging I ART 258 Typography I ART 295 Sophomore Studio/Exhibit Practice (2 credits) Select three from the following:
• ART 208 Ceramics I • ART 224 Photography I or ART 226 Painting I • ART 225 Drawing II • ART 244 Sculpture I
287
KEENE STATE COLLEGE • CATALOG OF ACADEMIC PROGRAMS 2013-14 • keene.edu/catalog 13
Art History Course
4 credits
Select one from the following:
• ART 211 Ancient Art • ART 212 Medieval Art • ART 213 Renaissance Art • ART 214 Modern Art • ART 290 Topics in Art History • ART 315 Contemporary Art • ART 492 Art History Seminar • IAART 391 Global Perspectives
300-level courses
20 credits
ART 333 Printmaking I ART 350 Graphic Design II ART 354 Web-Based Media I ART 356 Time-Based Media I Select one from the following:
• ART 308 Ceramics II • ART 324 Photography II • ART 325 Drawing III • ART 326 Painting II • ART 334 Printmaking II • ART 344 Sculpture II
400-level courses
10 credits
ART 495 Senior Studio/Exhibit Practice (2 credits) ART 496 B.F.A. Senior Studio ART 459 Graphic Design Portfolio
It is strongly recommended B.F.A. Studio Art and Graphic Design dual option students take a second semester of ART 496 Senior Studio.
ELECTIVES
Select courses to reach a total of 120 credits for the degree.
DEGREE REQUIREMENTS
120 credits
Art
Bachelor of Arts School of Arts and Humanities
The Bachelor of Arts degree in Art is designed to meet a variety of student needs through courses in art history, painting, sculpture, printmaking, ceramics, drawing, photography, and graphic design. Through the program's flexibility and rich variety, students are encouraged to develop their skills and broaden their knowledge in courses that can lead to graduate school or a variety of careers in visual art and graphic design.
The Studio Art option introduces and fosters the individual development of four major areas of study: Painting, Sculpture, Printmaking, Photography, and Ceramics. Throughout introductory, intermediate, and advanced courses, a balance of theoretical and technical knowledge is emphasized. The Studio Art option is designed to enable each student to focus on one of these areas.
The Graphic Design option provides students with a foundation in the theory and practice of graphic design. Graphic designers convert concepts into visual language. Graduates from the Graphic Design option are prepared for design-related careers such as publishing, advertising, web design, and multimedia graphics.
Admissions Criteria
Entrance into the Art major is highly competitive. To become an Art major (Graphic Design and Studio Art options), a portfolio of 10 to 20 pieces of artwork in Graphic Design or Studio Art must be submitted and accepted (see below). Upon acceptance, students will be assigned an Art faculty
288
14 KEENE STATE COLLEGE • CATALOG OF ACADEMIC PROGRAMS 2013-14 • keene.edu/catalog advisor and within their first year must officially declare their major. Due to the selective nature of the Art program, the number of available openings is limited. All students are accepted to the Art major through the portfolio approval process.
It is anticipated that most students who enter the Art major do so directly from high school and will submit a portfolio of work before they begin classes at Keene State College. Transfer students are also required to submit a portfolio to the Art Department as part of the application process. Based on a favorable assessment of their artwork produced at other accredited institutions, transfer students may request a waiver of some requirements.
Students who are already enrolled at Keene State College with another major or who have not declared a major must also submit a portfolio to be accepted into the Art major. The portfolio for enrolled students must include work from a minimum of two Keene State College art courses. The portfolio acceptance process for enrolled students is conducted at the beginning of the fall and spring semesters. It is highly recommended that enrolled students submit their portfolios by the beginning of their sophomore year at Keene State College.
Portfolio Requirements 1. Ten to 20 pieces of original artwork, including drawings, in Graphic Design, Studio Art, or both. 2. Criteria used in evaluation include skill with design, drawing, materials, and creativity. 3. The portfolio should include original artwork in 35mm slide or digital format compatible with Macintosh operating system (jpeg preferred). 4. All slides or discs must be clearly labeled with your name and be numbered. 5. A sheet numbered with each work's title, medium, dimensions, and level of completion (freshman, sophomore, junior, or senior). If the work
was completed independently, be sure to clearly state your concept. 6. Please include your name, address, telephone number, and e-mail address. 7. Please include the following information:
a. Indicate your area of interest with regard to Graphic Design, Studio Art, or both, in relation to your career goals. b. List the number and description of all art courses taken on the high school or college level. c. List extracurricular activities and interests.
8. Please send portfolio to:
Art Department Portfolio Review Committee Art Department Office Keene State College 229 Main St Keene NH 03435-2405
9. Application deadline is April 1.
Portfolios without the above information will be automatically placed on a waiting list while all other portfolios are reviewed. After this time, if there are any remaining openings, incomplete portfolios will then be considered.
All portfolios will be accepted, refused, or put on a waiting list. With regard to portfolios on the waiting list, all decisions will be made by May 1.
Art 350 Graphic Design II Portfolio Review
At the end of ART 350 Graphic Design II students will submit a portfolio of work completed during the core Graphic Design courses (ART 151, ART 250, ART 258, and ART 350). A panel of three Graphic Design faculty will review the portfolio and a written evaluation will be supplied to each student. This portfolio review is a graduation requirement for all students in the Graphic Design Option.
Graphic Design Transfer Students
Graphic Design transfer students must take ART 151, ART 250, ART 258, and ART 350. ART 151 and/or ART 250 may be substituted for equivalent courses from an accredited institution; however, ART 258 and ART 350 must be taken at Keene State College. Transfer students will be required to submit a portfolio of quality work from these classes at the completion of ART 350 (see ART 350 Graphic Design II Portfolio Review).
Art Department Fellowships
The Art Department offers five fellowships for outstanding junior and senior Art majors. The stipend is for one academic year and requires some service to the Art Department on a weekly basis. The application process is conducted annually during the spring semester.
Use and Return of Student Artwork
Due to space limitations, 2-D student artwork left behind will be held for one semester and then disposed of; 3-D student artwork must be removed at the end of the semester in which it was completed or it will be disposed of (unless arrangements have been made between the individual instructor and the student).
LANGUAGE REQUIREMENT
Each student must demonstrate proficiency in a language other than English as specified by the Language Requirement for Students with Majors in the School of Arts and Humanities.
289
KEENE STATE COLLEGE • CATALOG OF ACADEMIC PROGRAMS 2013-14 • keene.edu/catalog 15
INTEGRATIVE STUDIES REQUIREMENTS
40 credits minimum
MAJOR REQUIREMENTS
48 credits – Studio Art Option 50 credits – Graphic Design Option
Foundation Core
12 credits
ART 101 Foundations of Design or IAART 100 ART 111 Introduction to Art History or IAART 110 ART 125 Drawing I or IAART 120
An Art major must select one of the following options:
Graphic Design Option
38 credits
100-level course
2 credits
ART 151 Technology Workshop
200-level courses
12 credits
ART 250 Graphic Design I ART 253 Digital Imaging ART 258 Typography I
300-level courses
12 credits
ART 350 Graphic Design II ART 354 Web-Based Media I ART 356 Time-Based Media I
400-level courses
12 credits
ART 450 Graphic Design III ART 455 Topics in Graphic Design ART 459 Graphic Design Portfolio
Studio Art Option
36 credits
200-level courses
18 credits
• ART 208 Ceramics I • ART 224 Photography I or ART 226 Painting I • ART 225 Drawing II • ART 244 Sculpture I • ART 295 Sophomore Studio/Exhibit Practice (2 credits)
Art History Course
Select one from the following:
• ART 211 Ancient Art • ART 212 Medieval Art • ART 213 Renaissance Art • ART 214 Modern Art • ART 290 Topics in Art History • ART 315 Contemporary Art • ART 492 Art History Seminar • IAART 391 Global Perspectives
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16 KEENE STATE COLLEGE • CATALOG OF ACADEMIC PROGRAMS 2013-14 • keene.edu/catalog 300-level courses
8 credits
ART 333 Printmaking I Select one from the following:
• ART 308 Ceramics II • ART 324 Photography II • ART 325 Drawing III • ART 326 Painting II • ART 334 Printmaking II • ART 344 Sculpture II
400-level courses
6 credits
ART 495 Senior Studio/Exhibit Practice (2 credits) Select one from the following:
• ART 408 Ceramics III • ART 424 Photography III • ART 426 Painting III • ART 434 Printmaking III • ART 444 Sculpture III • ART 490 Advanced Studio Topics
ELECTIVES
Select courses to reach a total of 120 credits for the degree.
It is recommended that students in the B.A. program in Studio Art take additional studio art courses at the 300- and 400-level as well as additional Art History courses.
It is recommended that students in the B.A. program in Graphic Design take ART 333 Printmaking I, ART 226 Painting I, and additional 300- and 400-level Graphic Design courses. Students who plan to apply to graduate programs in the visual arts should consider the B.F.A. program.
DEGREE REQUIREMENTS
120 credits
Athletic Training
Bachelor of Science School of Professional and Graduate Studies
Keene State College offers a CAATE (Commission on Accreditation of Athletic Training Education) accredited undergraduate athletic training education program designed for those students who wish to pursue certification as an athletic trainer. Students who graduate with a degree in Athletic Training are eligible to take the BOC (Board of Certification) Athletic Training Certification Examination. The program prepares students for athletic training positions in educational, professional sport, military/law enforcement training, performing arts and clinical settings, as well as for graduate programs in Sports Medicine/Athletic Training, Exercise Physiology and Biomechanics or other Medical and Allied Health fields.
The Athletic Training major is a competitive program, with enrollments limited to sixteen per academic year. Because of the professional nature of Athletic Training and its responsibility to the public, the Program has established admissions, progression, and graduation standards for student selection and graduation. As such a formal application is REQUIRED.
COMPETENCY REQUIREMENTS FOR ATHLETIC TRAINING
All students majoring in Athletic Training are required to be certified in Standard First Aid and CPR for the Professional Rescuer. Proof of a current certification card must be provided for the application and maintained for courses marked with a 1. Once admitted, all students majoring in athletic training are required to be certified as an Emergency Medical Technician. Proof of certification must be provided and maintained for courses marked with a 2. Students may enter Keene State College with these competencies or choose to enroll in course electives at Keene State College to complete the required competencies. These courses include PE 191 First Aid and CPR for the Professional Rescuer; PE 240 Emergency Medical Technician 1; PE 242 EMT Practicum (2 credit)1.
FEES
Additional expenses associated with the athletic training education program include maintaining Standard First Aid and CPR for the Professional Rescuer, maintaining EMT Certification, Hepatitis B immunizations, differential fees for clinical courses, travel expenses to and from off-campus clinical assignments, uniforms or professional attire, professional memberships, and occasional conferences and workshops.
291
Section II: Mission, Goals and Target Population
APPENDIX F:
CGD/CGDC/CGW/CGWC Curriculum Sheets
292
95
MW
CC
201
2-20
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appl
ied
to th
e C
GD
Prin
t Deg
ree.
Tec
hnic
al
stan
dard
s mus
t be
met
with
or w
ithou
t ac
com
mod
atio
ns.
Car
eer
op
tio
ns:
Gra
phic
des
igne
rs m
ay b
e em
ploy
ed b
y ad
verti
sing
age
ncie
s, de
sign
firm
s, m
arke
ting
depa
rtmen
ts, c
omm
erci
al a
rt,
repr
oduc
tion
firm
s, or
prin
ting
and
publ
ishi
ng
com
pani
es. A
lso,
acc
ordi
ng to
the
Bur
eau
of L
abor
St
atis
tics,
man
y gr
aphi
c de
sign
ers a
re se
lf-em
ploy
ed.
Ear
nin
g p
ote
nti
al:
$30,
600
to $
53,3
10.
Go
to th
e ac
adem
ic p
rogr
am p
age
at
ww
w.m
wcc
.edu
to v
iew
gai
nful
em
ploy
men
t di
sclo
sure
info
rmat
ion.
293
96
MW
CC
201
2-20
13 C
olle
ge C
atal
og &
Stu
dent
Han
dboo
k
Co
mp
ute
r G
rap
hic
Des
ign
—P
rin
t D
egre
e (C
GD
)
This
pro
gram
pro
vide
s stu
dent
s with
the
visu
al d
esig
n, c
omm
unic
atio
n, a
nd c
ompu
ter g
raph
ic sk
ills n
eces
sary
to o
btai
n an
ent
ry-le
vel p
ositi
on in
this
fiel
d or
to
con
tinue
thei
r edu
catio
n at
a fo
ur-y
ear c
olle
ge o
r uni
vers
ity. F
or th
ose
alre
ady
empl
oyed
, the
y ca
n en
roll
in th
is c
aree
r pro
gram
to u
pgra
de th
eir s
kills
for
pote
ntia
l adv
ance
men
t. Y
ou w
ill le
arn
basi
c an
d ad
vanc
ed te
chni
ques
for c
reat
ing
effe
ctiv
e pr
omot
iona
l and
col
late
ral p
iece
s, pu
blic
atio
ns, p
acka
ging
des
ign,
co
rpor
ate
iden
tity
and
digi
tal a
rtwor
k th
roug
h th
e us
e of
stat
e-of
-the-
art c
ompu
ter t
echn
olog
y an
d th
e la
test
gra
phic
des
ign
softw
are.
In a
dditi
on to
lear
ning
pa
ge la
yout
softw
are,
des
ign
theo
ry a
nd te
chni
ques
, and
pre
parin
g de
sign
wor
k fo
r prin
t, yo
u'll
lear
n ad
vanc
ed c
ompu
ter s
kills
, suc
h as
dig
ital i
mag
ing,
el
ectro
nic
illus
tratio
n, a
nd w
eb d
esig
n. T
he m
ost c
urre
nt g
raph
ic a
nd w
eb d
esig
n so
ftwar
e is
use
d in
the
CG
D p
rogr
am. T
his i
nclu
des:
the
Ado
be C
reat
ive
Suite
4 (P
hoto
shop
, Illu
stra
tor,
InD
esig
n, A
crob
at, D
ream
wea
ver a
nd F
lash
), Q
uark
XPr
ess 8
.0, a
nd th
e la
test
web
bro
wse
rs (I
nter
net E
xplo
rer,
Safa
ri, F
irefo
x,
and
Ope
ra).
S
ee p
age
99 o
f the
col
lege
cat
alog
for
prog
ram
com
pete
ncie
s an
d te
chni
cal s
tand
ards
.
Cam
pu
s/fo
rmat
: A
maj
ority
of t
his p
rogr
am c
an b
e co
mpl
eted
dur
ing
the
day
at th
e G
ardn
er C
ampu
s.
Tra
nsf
er o
pti
on
s: T
rans
fer a
gree
men
ts e
xist
with
C
harte
r Oak
Sta
te C
olle
ge a
nd th
e U
nive
rsity
of P
hoen
ix.
Stud
ents
are
enc
oura
ged
to c
ontin
ue th
eir e
duca
tion
in
area
s suc
h as
ele
ctro
nic
med
ia, m
arke
ting,
or
com
mun
icat
ions
. V
isit
MW
CC
’s tr
ansf
er se
rvic
es w
ebsi
te:
http
://tra
nsfe
r.mw
cc.e
du.
3 P
lus O
NE
elig
ible
–go
to: w
ww
.mw
cc.e
du/3
Plus
ON
E.
Sp
ecia
l req
uir
emen
ts: C
GD
stud
ents
shou
ld e
ither
ha
ve a
com
pute
r at h
ome
with
Inte
rnet
acc
ess a
nd th
e A
dobe
Cre
ativ
e Su
ite o
r be
able
to sp
end
time
outs
ide
of
clas
s in
the
Gra
phic
Des
ign
com
pute
r lab
s whe
re In
tern
et
acce
ss a
nd th
e C
reat
ive
Ado
be S
uite
are
pro
vide
d. A
gra
de
of C
or b
ette
r is r
ecom
men
ded
for s
tude
nts t
akin
g C
GD
co
urse
s. St
uden
ts sh
ould
follo
w su
gges
ted
cour
se se
quen
ce
sinc
e m
ost c
ours
es a
re n
ot o
ffer
ed o
ut o
f seq
uenc
e.
Tech
nica
l sta
ndar
ds m
ust b
e m
et w
ith o
r with
out
acco
mm
odat
ions
. C
aree
r o
pti
on
s: G
raph
ic d
esig
ners
may
be
empl
oyed
by
adv
ertis
ing
agen
cies
, des
ign
firm
s, m
arke
ting
depa
rtmen
ts, c
omm
erci
al a
rt, re
prod
uctio
n fir
ms,
or
prin
ting
and
publ
ishi
ng c
ompa
nies
. Als
o, a
ccor
ding
to th
e B
urea
u of
Lab
or S
tatis
tics,
man
y gr
aphi
c de
sign
ers a
re
self-
empl
oyed
. E
arn
ing
po
ten
tial
: $30
,600
to $
53,3
10.
**C
GD
Pro
fess
ion
al E
lect
ives
fo
r P
rin
t M
ajo
rs:
A
RT*
**
Any
hig
her l
evel
AR
T be
yond
AR
T251
& 2
63
BU
S125
C
omm
unic
atio
n fo
r Bus
ines
s and
Indu
stry
C
IS10
9 Pr
ogra
mm
ing
in B
asic
C
IS12
0 M
icro
com
pute
r App
licat
ions
C
GD
110
Intro
duct
ion
to A
nim
atio
n C
GD
112
Com
mun
icat
ion
in M
ultim
edia
Des
ign
CG
D20
5 D
igita
l Pho
to A
rt C
GD
225
Adv
ance
d El
ectro
nic
Illus
tratio
n C
GD
242
Inte
ract
ive
Web
Des
ign
CG
D24
4 D
esig
ning
for E
-Com
mer
ce
MG
T110
Sm
all B
usin
ess M
anag
emen
t M
KT2
41
Adv
ertis
ing
PHO
115
Dig
ital P
hoto
grap
hy
THE1
13
Spee
ch
Nu
mb
er
Su
gg
este
d C
ou
rse
Ord
er
Cr
Sem
este
r G
rad
e P
rere
qu
isit
es/N
ote
s C
GD
101
Des
ign
The
ory
3
Pre
req
uis
ites
: E
NG
098,
FY
E10
1, R
DG
098,
or
plac
emen
t; C
GD
104
(or
co-r
equi
site
) N
ote
: C
GD
101
shou
ld b
e ta
ken
in th
e fa
ll
C
GD
104
Dig
ital I
mag
ing
3
Pre
req
uis
ites
: B
asic
com
pute
r sk
ills;
EN
G09
8, F
YE
101,
RD
G09
8,
or p
lace
men
t N
ote
: C
GD
104
shou
ld b
e ta
ken
in th
e fa
ll C
GD
109
or
CIS
127
In
trod
uctio
n to
Web
Med
ia
Com
pute
r T
echn
olog
ies
3
CG
D P
rere
qu
isit
es:
Bas
ic c
ompu
ter
skill
s; F
YE
101,
RD
G09
8, o
r pl
acem
ent
CIS
Pre
req
uis
ites
: E
NG
098,
FY
E10
1, R
DG
098,
or
plac
emen
t A
RT
263
Dra
win
g I
3
EN
G09
8, F
YE
101,
RD
G09
8, o
r pl
acem
ent
EN
G10
1 E
nglis
h C
ompo
sitio
n I
3
EN
G09
8, F
YE
101,
RD
G09
8, o
r pl
acem
ent
CG
D10
5 E
lect
roni
c Ill
ustr
atio
n
3
Pre
req
uis
ite:
CG
D10
1 or
per
mis
sion
of d
ivis
ion
dean
N
ote
: C
GD
105
shou
ld b
e ta
ken
in th
e sp
ring
CG
D23
5 T
ypog
raph
y in
Vis
ual C
omm
unic
atio
n 3
P
rere
qu
isit
es:
CG
D10
1, 1
04, o
r pe
rmis
sion
of d
ivis
ion
dean
N
ote
: C
GD
235
shou
ld b
e ta
ken
in th
e sp
ring
CG
D24
0 C
reat
ive
Web
Des
ign
I
3
P
rere
qu
isit
es:
CG
D10
9 or
CIS
127
(gra
de C
or
bette
r) o
r pe
rmis
sion
of d
ivis
ion
dean
N
ote
: C
GD
240
shou
ld b
e ta
ken
in th
e sp
ring
AR
T25
1 T
wo-
Dim
ensi
onal
Des
ign
3
EN
G09
8, F
YE
101,
RD
G09
8, o
r pl
acem
ent;
AR
T26
3 (s
tron
gly
reco
mm
ende
d )
EN
G10
2 E
nglis
h C
ompo
sitio
n II
3
EN
G10
1 C
GD
102
Pub
licat
ion
Des
ign
3
P
rere
qu
isit
es:
CG
D10
1, 1
04, 1
05, 2
35
No
te:
CG
D10
2 sh
ould
be
take
n in
the
fall
CG
D20
4 A
dvan
ced
Dig
ital I
mag
ing
3
Pre
req
uis
ite:
CG
D10
4 or
per
mis
sion
of d
ivis
ion
dean
N
ote
: C
GD
204
shou
ld b
e ta
ken
in th
e fa
ll M
KT
142
Mar
ketin
g 3
E
NG
098,
FY
E10
1, M
AT
092,
RD
G09
8, o
r pl
acem
ent
H
ealth
Ele
ctiv
e 2/
3
Ele
ctiv
es:
BIO
101,
BIO
103,
BIO
112,
BIO
230,
CH
C10
1, C
HC
102,
C
HC
108,
CH
C22
0, E
XS
102,
EX
S20
1, P
ER
126,
PE
R12
7, P
ER
130
CG
D24
1 C
reat
ive
Web
Des
ign
II 3
C
GD
240
(gra
de C
or
bette
r) o
r pe
rmis
sion
of d
ivis
ion
dean
M
AT
126
Top
ics
in M
athe
mat
ics
(or
high
er)
3
MA
T09
6 or
pla
cem
ent
CG
D10
3 P
rint P
rodu
ctio
n fo
r D
esig
ners
3
P
rere
qu
isit
es:
CG
D10
1, 1
04, 1
05, 2
35
No
te:
CG
D10
3 sh
ould
be
take
n in
the
sprin
g.
CG
D10
6 P
ortfo
lio P
repa
ratio
n
3
P
rere
qu
isit
es:
CG
D10
1, 1
02, 1
04, 1
05, 2
04, 2
35, 2
40
Co
-req
uis
ite:
CG
D10
3 N
ote
: C
GD
106
shou
ld b
e ta
ken
in th
e sp
ring
C
GD
Pro
fess
iona
l Ele
ctiv
e**
3
Ele
ctiv
es:
See
Pro
fess
iona
l Ele
ctiv
es li
sted
to th
e rig
ht
S
ocia
l Sci
ence
Ele
ctiv
e 3
E
lect
ives
: A
NT
, EC
O, G
EO
, HIS
, PO
L, P
SY
, SO
C, S
SC
Sci
ence
Ele
ctiv
e 3/
4
Ele
ctiv
es:
BIO
, BT
C, C
HE
, EA
S, E
GM
, NR
D, P
HY
Tot
al: 6
2/64
cre
dits
294
97
MW
CC
201
2-20
13 C
olle
ge C
atal
og &
Stu
dent
Han
dboo
k
Co
mp
ute
r G
rap
hic
Des
ign
—W
eb D
esig
n C
erti
fica
te (
CG
WC
) Th
is c
ertif
icat
e is
for s
tude
nts w
ith p
rior c
ompu
ter k
now
ledg
e, b
usin
ess e
xper
ienc
e, o
r a d
egre
e in
a c
ompu
ter-
rela
ted
field
who
wis
h to
upg
rade
thei
r sk
ills d
esig
ning
inte
ract
ive
web
site
s for
per
sona
l or p
rofe
ssio
nal u
se. Y
ou w
ill le
arn
how
to c
reat
e w
ell-d
esig
ned
web
site
s usi
ng st
ate-
of-th
e-ar
t m
ultim
edia
labs
and
the
mos
t pow
erfu
l web
pro
duct
ion
tool
s inc
ludi
ng: H
TML,
DH
TML,
XM
L, P
hoto
Shop
, Fla
sh, F
irew
orks
, and
Dre
amw
eave
r. S
ee p
age
99 o
f the
col
lege
cat
alog
for
tech
nica
l sta
ndar
ds.
*CG
W P
rofe
ssio
nal E
lect
ives
(Ple
ase
cons
ult w
ith a
n ad
viso
r)A
RT2
51
Two-
Dim
ensi
onal
Des
ign
C
GD
242
Inte
ract
ive
Web
Des
ign
AR
T263
D
raw
ing
I
C
GD
244
Des
igni
ng fo
r E-C
omm
erce
BC
T235
D
VD
Aut
horin
g
C
IS1
09
Prog
ram
min
g in
Bas
ic
BU
S125
C
omm
unic
atio
n fo
r Bus
ines
s and
Indu
stry
CIS
120
Mic
roco
mpu
ter A
pplic
atio
ns
CG
D20
4 A
dvan
ced
Dig
ital I
mag
ing
(if n
ot p
revi
ousl
y ta
ken)
M
GT1
10 S
mal
l Bus
ines
s Man
agem
ent
CG
D20
5 D
igita
l Pho
to A
rt
M
KT1
42
Mar
ketin
gC
GD
225
Adv
ance
d El
ectro
nic
Illus
tratio
n
M
KT2
41 A
dver
tisin
g C
GD
235
Typ
ogra
phy
in V
isua
l Com
mun
icat
ion
PHO
115
Dig
ital P
hoto
grap
hy (i
f not
pre
viou
sly
take
n)
CG
D24
1 C
reat
ive
Web
Des
ign
II
Cam
pu
s/fo
rmat
: A m
ajor
ity o
f thi
s pro
gram
can
be
com
plet
ed d
urin
g th
e da
y at
the
Gar
dner
Cam
pus.
Tra
nsf
er o
pti
on
s: C
ours
es in
this
pro
gram
may
be
app
lied
to M
WC
C’s
Com
pute
r Gra
phic
Des
ign
– W
eb D
esig
n D
egre
e.
Sp
ecia
l req
uir
emen
ts: C
GW
C st
uden
ts sh
ould
ei
ther
hav
e a
com
pute
r at h
ome
with
Inte
rnet
acc
ess
and
the
Ado
be C
reat
ive
Suite
or b
e ab
le to
spen
d tim
e ou
tsid
e of
cla
ss in
the
grap
hic
desi
gn c
ompu
ter
labs
whe
re In
tern
et a
cces
s and
the
Cre
ativ
e A
dobe
Su
ite a
re p
rovi
ded.
A g
rade
of C
or b
ette
r is
reco
mm
ende
d fo
r stu
dent
s tak
ing
CG
D c
ours
es.
Stud
ents
shou
ld fo
llow
sugg
este
d co
urse
sequ
ence
si
nce
mos
t cou
rses
are
not
off
ered
out
of s
eque
nce.
Te
chni
cal s
tand
ards
mus
t be
met
with
or w
ithou
t ac
com
mod
atio
ns.
Car
eer
op
tio
ns:
Web
des
igne
rs m
ay b
e em
ploy
ed
by a
dver
tisin
g ag
enci
es, d
esig
n fir
ms,
mar
ketin
g de
partm
ents
, com
mer
cial
art,
repr
oduc
tion
firm
s, an
d ot
her b
usin
esse
s tha
t mai
ntai
n w
ebsi
tes.
Als
o,
man
y w
eb d
esig
ners
are
self-
empl
oyed
. E
arn
ing
po
ten
tial
: $3
0,60
0 to
$53
,310
. G
o to
the
acad
emic
pro
gram
pag
e at
w
ww
.mw
cc.e
du to
vie
w g
ainf
ul e
mpl
oym
ent
disc
losu
re in
form
atio
n.
Nu
mb
er
Su
gg
este
d C
ou
rse
Ord
er
Cr
Sem
este
r G
rad
e P
rere
qu
isit
es/N
ote
s C
GD
101
D
esig
n T
heor
y 3
Pre
req
uis
ites
: E
NG
098,
FY
E10
1, R
DG
098,
or
plac
emen
t; C
GD
104
(or
co-r
equi
site
) N
ote
: C
GD
101
shou
ld b
e ta
ken
in th
e fa
ll
CG
D10
4 D
igita
l Im
agin
g
3
P
rere
qu
isit
es:
Bas
ic c
ompu
ter
skill
s; E
NG
098,
F
YE
101,
RD
G09
8, o
r pl
acem
ent
No
te:
CG
D10
4 sh
ould
be
take
n in
the
fall
CG
D10
9 or
C
IS 1
27
Intr
oduc
tion
to W
eb M
edia
C
ompu
ter
Tec
hnol
ogie
s 3
CG
D P
rere
qu
isit
es:
Bas
ic c
ompu
ter
skill
s; F
YE
101,
R
DG
098,
or
plac
emen
t C
IS P
rere
qu
isit
es:
EN
G09
8, F
YE
101,
RD
G09
8, o
r pl
acem
ent
CG
D11
0
Intr
oduc
tion
to A
nim
atio
n
3
P
rere
qu
isit
es:
Bas
ic c
ompu
ter
skill
s; F
YE
101,
R
DG
098,
or
plac
emen
t N
ote
: C
GD
110
shou
ld b
e ta
ken
in th
e fa
ll C
GD
112
Com
mun
icat
ion
in M
ultim
edia
Des
ign
3
C
GD
109
or C
IS12
7 or
beg
inni
ng H
TM
L an
d C
SS
C
GD
240
Cre
ativ
e W
eb D
esig
n I
3
P
rere
qu
isit
es:
CG
D10
9 or
CIS
127
or p
erm
issi
on o
f di
visi
on d
ean
No
te:
CG
D24
0 sh
ould
be
take
n in
the
sprin
g C
GD
204/
P
HO
115
Adv
ance
d D
igita
l Im
agin
g or
D
igita
l Pho
togr
aphy
3
CG
D P
rere
qu
isit
es:
CG
D10
4 or
per
mis
sion
of
divi
sion
dea
n P
HO
Pre
req
uis
ites
: B
asic
com
pute
r sk
ills
CG
D10
5 E
lect
roni
c Ill
ustr
atio
n 3
CG
D10
1 or
per
mis
sion
of d
ivis
ion
dean
CG
W P
rofe
ssio
nal E
lect
ive*
3
Ele
ctiv
es:
See
Pro
fess
iona
l Ele
ctiv
es li
sted
bel
ow
T
ota
l: 2
7 cr
edit
s
295
98
MW
CC
201
2-20
13 C
olle
ge C
atal
og &
Stu
dent
Han
dboo
k
Co
mp
ute
r G
rap
hic
Des
ign
—W
eb D
esig
n D
egre
e (C
GW
)
This
pro
gram
pro
vide
s stu
dent
s with
the
visu
al d
esig
n, c
omm
unic
atio
n, a
nd c
ompu
ter g
raph
ic sk
ills n
eces
sary
to o
btai
n an
ent
ry-le
vel p
ositi
on in
this
fie
ld o
r to
cont
inue
thei
r edu
catio
n at
a fo
ur-y
ear c
olle
ge o
r uni
vers
ity. F
or th
ose
alre
ady
empl
oyed
, the
y ca
n en
roll
in th
is c
aree
r pro
gram
to u
pgra
de
thei
r ski
lls fo
r pot
entia
l adv
ance
men
t. St
uden
ts le
arn
basi
c an
d ad
vanc
ed te
chni
ques
for c
reat
ing
effe
ctiv
e, w
ell-d
esig
ned,
and
inte
ract
ive
web
site
s. St
uden
ts a
re ta
ught
bas
ic d
esig
n th
eory
, dig
ital i
mag
ing
and
elec
troni
c ill
ustra
tion
skill
s and
tech
niqu
es, i
n ad
ditio
n to
lear
ning
bas
ic h
yper
text
m
arku
p la
ngua
ges a
nd to
p le
vel a
utho
ring
softw
are
usin
g w
hat y
ou s
ee is
wha
t you
get
(WY
SIW
YG
) tec
hnol
ogy.
The
mos
t cur
rent
gra
phic
and
web
de
sign
softw
are
is u
sed
in th
e C
GW
pro
gram
. Thi
s inc
lude
s: th
e A
dobe
Cre
ativ
e Su
ite 4
(Pho
tosh
op, I
llust
rato
r, In
Des
ign,
Acr
obat
, Fire
wor
ks,
Dre
amw
eave
r and
Fla
sh),
Qua
rkX
Pres
s 8.0
, and
the
late
st w
eb b
row
sers
(Int
erne
t Exp
lore
r, Sa
fari,
Fire
fox,
Ope
ra).
Nu
mb
er
Su
gg
este
d C
ou
rse
Ord
er
Cr
Sem
este
r G
rad
e P
rere
qu
isit
es/N
ote
s C
GD
101
Des
ign
The
ory
3
P
rere
qu
isit
es:
EN
G09
8, F
YE
101,
RD
G09
8, o
r pl
acem
ent;
CG
D10
4 (o
r co
-req
uisi
te)
No
te:
CG
D10
1 sh
ould
be
take
n in
the
fall
CG
D10
4 D
igita
l Im
agin
g
3
P
rere
qu
isit
es:
Bas
ic c
ompu
ter
skill
s; E
NG
098,
FY
E10
1, R
DG
098,
or
plac
emen
t N
ote
: C
GD
104
shou
ld b
e ta
ken
in th
e fa
ll
CG
D10
9 or
C
IS12
7 In
trod
uctio
n to
Web
Med
ia o
r C
ompu
ter
Tec
hnol
ogie
s 3
CG
D P
rere
qu
isit
es:
Bas
ic c
ompu
ter
skill
s, F
YE
101,
RD
G09
8, o
r pl
acem
ent
CIS
Pre
req
uis
ites
: E
NG
098,
FY
E10
1, R
DG
098,
or
plac
emen
t A
RT
263
Dra
win
g I
3
E
NG
098,
FY
E10
1, R
DG
098,
or
plac
emen
t E
NG
101
Eng
lish
Com
posi
tion
I 3
EN
G09
8, F
YE
101,
RD
G09
8, o
r pl
acem
ent
CG
D10
5 E
lect
roni
c Ill
ustr
atio
n
3
P
rere
qu
isit
e: C
GD
101
or p
erm
issi
on o
f div
isio
n de
an
No
te:
CG
D10
5 sh
ould
be
take
n in
the
sprin
g C
GD
112
Com
mun
icat
ion
in M
ultim
edia
Des
ign
3
C
GD
109
or C
IS12
7 or
beg
inni
ng H
TM
L an
d C
SS
C
GD
240
Cre
ativ
e W
eb D
esig
n I
3
Pre
req
uis
ites
: C
GD
109
or C
IS12
7 (g
rade
C o
r be
tter)
or
perm
issi
on o
f di
visi
on d
ean
No
te:
CG
D24
0 sh
ould
be
take
n in
the
sprin
g A
RT
251
Tw
o-D
imen
sion
al D
esig
n 3
EN
G09
8, F
YE
101,
RD
G09
8, o
r pl
acem
ent;
AR
T26
3 (s
tron
gly
reco
mm
ende
d)
EN
G10
2 E
nglis
h C
ompo
sitio
n II
3
E
NG
101
CG
D11
0 In
trod
uctio
n to
Ani
mat
ion
3
P
rere
qu
isit
es:
Bas
ic c
ompu
ter
skill
s; F
YE
101,
RD
G09
8, o
r pl
acem
ent
No
te:
CG
D11
0 sh
ould
be
take
n in
the
fall
CG
D20
4 A
dvan
ced
Dig
ital I
mag
ing
3
P
rere
qu
isit
es:
Bas
ic c
ompu
ter
skill
s; C
GD
104
or p
erm
issi
on o
f di
visi
on d
ean
CG
D24
1 C
reat
ive
Web
Des
ign
II
3
P
rere
qu
isit
es:
CG
D24
0 (g
rade
C o
r be
tter)
or
perm
issi
on o
f div
isio
n de
an
No
te:
CG
D24
1 sh
ould
be
take
n in
the
fall
CG
D24
2 In
tera
ctiv
e W
eb D
esig
n
3
P
rere
qu
isit
e: C
GD
240
Co
-req
uis
ites
: C
GD
110,
241
, or
perm
issi
on o
f div
isio
n de
an
No
te:
CG
D24
2 sh
ould
be
take
n in
the
fall
H
ealth
Ele
ctiv
e 2/
3
E
lect
ives
: B
IO10
1, B
IO10
3, B
IO11
2, B
IO23
0, C
HC
101,
CH
C10
2,
CH
C10
8, C
HC
220,
EX
S10
2, E
XS
201,
PE
R12
6, P
ER
127,
PE
R13
0 M
AT
126
Top
ics
in M
athe
mat
ics
(or
high
er)
3
M
AT
096
or p
lace
men
t C
GD
210
Adv
ance
d W
ebsi
te P
ortfo
lio
3
P
rere
qu
isit
es:
CG
D10
1, C
GD
104,
CG
D11
0, C
GD
112,
CG
D20
4,
CG
D24
0, C
GD
241,
CG
D24
2; C
GD
109
or
CIS
127,
or
perm
issi
on o
f di
visi
on d
ean
Co
-req
uis
ite:
CG
D24
4 N
ote
: C
GD
210
shou
ld b
e ta
ken
in th
e sp
ring
CG
D24
4 D
esig
ning
for
E-C
omm
erce
3
CG
D24
0, 2
41
P
rofe
ssio
nal E
lect
ive
3
E
lect
ives
: See
Pro
fess
iona
l Ele
ctiv
es li
sted
to th
e rig
ht
S
ocia
l Sci
ence
Ele
ctiv
e 3
Ele
ctiv
es:
AN
T,
EC
O, G
EO
, HIS
, PO
L, P
SY
, SO
C, S
SC
Sci
ence
Ele
ctiv
e 3/
4
E
lect
ives
: B
IO, B
TC
, CH
E, E
AS
, EG
M, N
RD
, PH
Y
To
tal:
62/
64 c
red
its
See
pag
e 99
of t
he c
olle
ge c
atal
og fo
r pr
ogra
m c
ompe
tenc
ies
and
tech
nica
l sta
ndar
ds.
Cam
pu
s F
orm
at:
A m
ajor
ity o
f thi
s pro
gram
can
be
com
plet
ed d
urin
g th
e da
y at
the
Gar
dner
cam
pus.
Tra
nsf
er o
pti
on
s: T
rans
fer a
gree
men
ts e
xist
with
C
harte
r Oak
Sta
te C
olle
ge, a
nd th
e U
nive
rsity
of
Phoe
nix.
Stu
dent
s are
enc
oura
ged
to c
ontin
ue th
eir
educ
atio
n in
are
as su
ch a
s ele
ctro
nic
med
ia,
mar
ketin
g, o
r com
mun
icat
ions
. V
isit
MW
CC
’s tr
ansf
er se
rvic
es w
ebsi
te:
http
://tra
nsfe
r.mw
cc.e
du.
Sp
ecia
l req
uir
emen
ts: C
GW
stud
ents
shou
ld
eith
er h
ave
a co
mpu
ter a
t hom
e w
ith In
tern
et a
cces
s an
d th
e A
dobe
Cre
ativ
e Su
ite, o
r be
able
to sp
end
time
outs
ide
of c
lass
in th
e gr
aphi
c de
sign
com
pute
r la
bs w
here
Inte
rnet
acc
ess a
nd th
e C
reat
ive
Ado
be
Suite
are
pro
vide
d. A
gra
de o
f C is
reco
mm
ende
d fo
r stu
dent
s tak
ing
CG
D c
ours
es. S
tude
nts s
houl
d fo
llow
sugg
este
d co
urse
sequ
ence
sinc
e m
ost
cour
ses a
re n
ot o
ffer
ed o
ut o
f seq
uenc
e. T
echn
ical
st
anda
rds m
ust b
e m
et w
ith o
r with
out
acco
mm
odat
ions
. C
aree
r o
pti
on
s: W
eb d
esig
ners
may
be
empl
oyed
by
adv
ertis
ing
agen
cies
, des
ign
firm
s, m
arke
ting
depa
rtmen
ts, c
omm
erci
al a
rt, re
prod
uctio
n fir
ms,
and
othe
r bus
ines
ses t
hat m
aint
ain
web
site
s. A
lso,
m
any
web
des
igne
rs/c
oord
inat
ors a
re se
lf-em
ploy
ed.
Ear
nin
g p
ote
nti
al: $
30,6
00 to
$53
,310
. **
Prof
essi
onal
Ele
ctiv
es fo
r W
eb M
ajor
s:
AR
T***
A
ny h
ighe
r lev
el A
RT
beyo
nd A
RT2
51&
263
B
US1
25
Com
mun
icat
ion
for B
usin
ess a
nd In
dust
ry
CIS
109
Prog
ram
min
g in
Bas
ic
CIS
120
Mic
roco
mpu
ter A
pplic
atio
ns
CG
D10
2 Pu
blic
atio
n D
esig
n C
GD
103
Prin
t Pro
duct
ion
CG
D20
5 D
igita
l Pho
to A
rt C
GD
225
Adv
ance
d El
ectro
nic
Illus
tratio
n C
GD
235
Typo
grap
hy in
Vis
ual C
omm
unic
atio
n M
GT1
10
Smal
l Bus
ines
s Man
agem
ent
MK
T142
M
arke
ting
MK
T241
A
dver
tisin
g PH
O11
5 D
igita
l Pho
togr
aphy
TH
E113
Sp
eech
296
99
MW
CC
201
2-20
13 C
olle
ge C
atal
og &
Stu
dent
Han
dboo
k
Co
mp
ute
r G
rap
hic
Des
ign
Pri
nt
Cer
tifi
cate
(C
GD
C),
Pri
nt
Deg
ree
(CG
D),
Web
Des
ign
Cer
tifi
cate
(C
GW
C),
an
d W
eb D
esig
n D
egre
e (C
GW
)—co
nti
nu
ed
P
rog
ram
Co
mp
eten
cies
fo
r C
GD
, CG
DC
U
pon
grad
uatio
n fr
om th
is p
rogr
am, s
tude
nts s
hall
have
dem
onst
rate
d th
e ab
ility
to:
Exhi
bit a
solid
und
erst
andi
ng o
f the
fund
amen
tals
of d
esig
n, in
clud
ing
the
elem
ents
and
prin
cipl
es o
f des
ign
and
typo
grap
hy a
s the
y ar
e ap
plie
d to
the
deve
lopm
ent o
f eff
ectiv
e co
mm
unic
atio
n pi
eces
for b
oth
prin
t and
web
des
ign.
St
uden
ts w
ill h
ave
an u
nder
stan
ding
of t
he c
once
pts o
f cop
yrig
hts a
nd in
telle
ctua
l pr
oper
ty.
Poss
ess a
wor
king
kno
wle
dge
of th
e de
sign
pro
cess
esp
ecia
lly h
ow it
rela
tes t
o:
audi
ence
def
initi
on, r
esea
rch,
ana
lysi
s, a
nd c
once
pt d
evel
opm
ent;
the
prod
uctio
n of
thum
bnai
l ske
tche
s, ro
ugh
draf
ts, a
nd th
e pr
epar
atio
n of
fina
l com
preh
ensi
ve
prin
t lay
outs
and
web
site
s. Tr
ansf
orm
dig
ital i
mag
es in
to n
ew p
iece
s of a
rt th
roug
h th
e us
e of
Ado
be
Phot
osho
p w
ith e
mph
asis
on
the
crea
tion
of h
igh-
qual
ity g
raph
ics f
or p
rint a
nd th
e w
eb.
Cre
ate
com
plex
ele
ctro
nic
illus
tratio
ns a
nd si
ngle
pag
e la
yout
s with
a so
lid
unde
rsta
ndin
g of
the
com
plex
func
tions
of A
dobe
Illu
stra
tor.
H
ave
a so
lid w
orki
ng k
now
ledg
e of
the
fund
amen
tals
of b
uild
ing
web
site
s usi
ng
HTM
L, X
HTM
L, C
SS a
nd D
ream
wea
ver i
n co
de v
iew
, with
the
abili
ty to
des
ign
stru
ctur
ally
as w
ell a
s aes
thet
ical
ly.
Exhi
bit t
he a
bilit
y to
wor
k w
ith a
dvan
ced
grap
hic
desi
gn p
rinci
ples
, grid
s, ty
pogr
aphy
, and
adv
ance
d la
yout
tech
niqu
es w
hile
util
izin
g Q
uark
XPr
ess a
nd
Ado
be In
Des
ign.
Po
sses
s a w
orki
ng k
now
ledg
e of
prin
t cap
abili
ties,
the
prin
ting
proc
ess,
and
unde
rsta
ndin
g pr
e-pr
ess t
echn
ique
s. Pr
epar
e fo
r the
job
mar
ket w
ith c
aree
r pla
nnin
g, sk
ill a
sses
smen
t, re
sum
e w
ritin
g,
and
inte
rvie
win
g, a
s wel
l as c
ompi
le a
pro
fess
iona
l-qua
lity
portf
olio
for e
nter
ing
the
job
mar
ket o
r for
tran
sfer
ring
to a
four
-yea
r pro
gram
. M
anag
e an
d de
velo
pmen
t clie
nt-b
ased
vis
ual c
omm
unic
atio
n pi
eces
with
the
use
of e
ffec
tive
desi
gn a
nd la
yout
whi
le m
eetin
g st
rict d
eadl
ines
.
Pro
gra
m C
om
pet
enci
es f
or
CG
W, C
GW
C
Upo
n gr
adua
tion
from
this
pro
gram
, stu
dent
s sha
ll ha
ve d
emon
stra
ted
the
abili
ty
to:
Exhi
bit a
solid
und
erst
andi
ng o
f the
fund
amen
tals
of d
esig
n, in
clud
ing
the
elem
ents
and
prin
cipl
es o
f des
ign
and
typo
grap
hy a
s the
y ar
e ap
plie
d to
the
deve
lopm
ent o
f eff
ectiv
e co
mm
unic
atio
n pi
eces
for b
oth
prin
t and
web
des
ign.
St
uden
ts w
ill h
ave
an u
nder
stan
ding
of t
he c
once
pts o
f cop
yrig
hts a
nd in
telle
ctua
l pr
oper
ty.
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ess a
wor
king
kno
wle
dge
of th
e de
sign
pro
cess
esp
ecia
lly h
ow it
rela
tes t
o:
audi
ence
def
initi
on, r
esea
rch,
ana
lysi
s, a
nd c
once
pt d
evel
opm
ent;
the
prod
uctio
n of
thum
bnai
l ske
tche
s and
roug
h dr
afts
; and
the
prep
arat
ion
of fi
nal c
ompr
ehen
sive
pr
int l
ayou
ts a
nd w
ebsi
tes.
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sfor
m d
igita
l im
ages
into
new
pie
ces o
f art
thro
ugh
the
use
of A
dobe
Ph
otos
hop
and
Fire
wor
ks w
ith e
mph
asis
on
the
crea
tion
of h
igh-
qual
ity g
raph
ics
for p
rint a
nd th
e w
eb.
Cre
ate
com
plex
ele
ctro
nic
illus
tratio
ns a
nd si
ngle
pag
e la
yout
s whi
le e
xhib
iting
a
solid
und
erst
andi
ng o
f the
com
plex
func
tions
of A
dobe
Illu
stra
tor.
Plan
and
des
ign
web
site
s util
izin
g ba
sic
and
adva
nced
web
aut
horin
g te
chni
ques
w
hile
exh
ibiti
ng p
rofic
ienc
y in
the
use
of H
TML,
XH
TML,
CSS
layo
uts a
nd
tech
niqu
es, a
nd D
ream
wea
ver i
n co
de v
iew
, with
the
abili
ty to
des
ign
stru
ctur
ally
as
wel
l as a
esth
etic
ally
.
Exhi
bit a
solid
und
erst
andi
ng o
f the
prin
cipl
es o
f vis
ual c
omm
unic
atio
n co
uple
d w
ith a
n un
ders
tand
ing
of c
urre
nt w
eb a
nd m
ultim
edia
tool
s, co
ncep
ts, t
erm
inol
ogy,
an
d te
chni
ques
.
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ate
dyna
mic
, ani
mat
ed c
ompu
ter a
rt, w
eb m
otio
n gr
aphi
cs, a
nd w
ebsi
tes
thro
ugh
the
use
of A
dobe
Fla
sh.
Prep
are
for t
he jo
b m
arke
t with
car
eer p
lann
ing,
skill
ass
essm
ent,
resu
me
writ
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an
d in
terv
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as w
ell a
s com
pile
a p
rofe
ssio
nal-q
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r ent
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g th
e jo
b m
arke
t or f
or tr
ansf
errin
g to
a fo
ur-y
ear p
rogr
am.
297
Section II: Mission, Goals and Target Population
APPENDIX G:
Advisory Board: 2010 Agenda, Questions, and Minutes 2011 Agenda, Questions, and Minutes 2012 Agenda, Questions, and Minutes
Program Assessment—Spring Exhibit: Assessment Sample Assessment Results
298
299
Appendix G:
Advisory Board 2010 Agenda, Questions, and Minutes
300
Web Design Advisory Board—Spring 2010 April 6, 2010—MWCC Boardroom 6:00-‐8:00 pm (Dinner will be served) Computer Graphic Design Web — CGW Computer Graphic Design Certificate — CGWC
Sequence of web design curriculum (Associates Degree) Bold titles denote Certificate courses
Fall: CGD101 Design Theory
CGD104 Digital Imaging
CGD109 Introduction to Web Media
Spring: CGD105 Electronic Illustration CGD112 Communication in Multimedia Design
CGD240 Creative Web Design
Fall: CGD204 Advanced Digital Imaging or PHO115 Digital Photography CGD241 Integrated Website Design CGD110 Introduction to Animation
CGD244 Designing for E-‐commerce
Spring: CGD210 Advanced Website Portfolio CGD242 Advanced Website Animation
Attachments for review:
• Advisory Board Questions • Curriculum/program sheets • Outline of course sequence: CGD109 to CGD240 to CGD241 • Individual course outlines and descriptions:
o CGD109 Introduction to Web Media o CGD112 Communication in Multimedia Design o CGD240 Creative Web Design o CGD241 Integrated Website Design o CGD110 Introduction to Animation o CGD244 Designing for E-‐commerce o CGD210 Advanced Website Portfolio o CGD242 Advanced Website Animation
301
Advisory Board Questions
302
Advisory Board Questions:
1. What is your primary development tool for designing web pages? 2. What program do you use to create a mock-up page to show a client? 3. How do you set your fees? For a single web page? For a (small/medium/large) web
site? 4. What are contributing factors to web page/site production costs? e.g. client needs
photos taken; content not fully written; content is in hard to use format; photos not optimized; photos need release forms; content needs copyright release; many change orders, etc.
5. What coding/programming do you know or use? 6. What would you recommend students have a minimal knowledge of for web design? 7. Do you focus just on front-end design or do you also work on backend code and
programming? 8. Do you use outside programming resources? What type? Which groups? 9. Can you make a list of recommended professional web designers (Boston area / Central
Mass)? 10. What are some of the new tools or technologies you are using in developing web sites? 11. What are good resources that you have found helpful in the areas of CSS and XHTML? 12. For a two year program, should our focus be:
___Design Techniques ___Coding ___Both are very important
13. Define the scope of topics and software you feel should be included in our web degree
curriculum. • The Planning Process • XHTML (hand-coding) • CSS (hand-coding) • CSS3 (http://www.westciv.com/iphonetests/) • JQuery (full course needed or how to use scripts) • Javascript (full course needed or how to use scripts) • DOM • PHP (full course or needed or how to use scripts) • CMS (wordpress, joomla, drupal)
303
• Flash (animation, websites, Actionscript 3, Air, Flex) • HTML5 for Video on hand-held devices • Adobe: Dreamweaver, Fireworks, Flash, Photoshop, llustrator, InDesign, Acrobat • Microsoft: Power Point, Word, Access, Excel, ASP • Capstone course including service learning client website design, resume writing,
and portfolio site. 14. Which topics above or additional topics should we encourage the students to pursue
after completing our program? Are there other software/skill sets that would increase their job opportunities in this economy?
15. Will earning both web and print degrees, or a web degree with a print certificate
significantly improve job placement opportunities for our students? 16. For other than small size e-commerce websites I am advising our students to use a
solution such as Volusion, BigCommerce, etc. Is this appropriate or should I strongly recommend a course in PHP/MySQL for building all e-commerce sites. (Currently Big Commerce is offering us free use of their product for 45 days.)
17. Do you recommend a specific e-commerce solution? 18. Educationally, should the students’ next step be a Bachelor’s Degree? Interactive
Design or suggestions for specific colleges/ programs? How does having or not having a BS degree impact a student’s future job opportunities and earning potential?
19. When should we add in-depth study of HTML5 to our topic list? 20. How profoundly will Apple’s push for HTML 5 video, especially on hand-held devices,
affect the future of Flash?
304
Outline of Course Sequence: CGD109 to CGD240 to CGD241
305
CGD 109, 240, 241 • Course Outlines CGD 109CGD 109——Introduction to Web MediaIntroduction to Web Media Introduction to web design basics
• How the web works • History of the web • Browsers, Servers, URLs, Domain Names • Web Hosting Companies • FTP and the Control Panel etc. • HTML & XHTML
Focus: One column layouts with introduction to CSS Books: Head First Book, Chp 1-‐8 Stylin with CSS, 2nd Edition, Selected topics from Chp. 1-‐3 Assorted tutorials and handouts Projects:
1. Info Literacy Assignment: Three page research topic website 2. Creative project 1 Website, must include use of the skills studied up to the due date. 3. Creative project 2 Website, must include use of the skills studied up to the due date.
Assignments: Individual web page assignments are given to reinforce the various techniques being presented in the classroom. CGD 240CGD 240——Creative Web DesignCreative Web Design CSS properties and Layouts
• Text and Font styling • CSS and Images, CSS basic Image gallery, Fireworks gallery • Tables, Calendar • Forms, php script to process/send form data • CSS Positioning and Layout • Print Style Sheet • HTML email • Validation • Accessibility • SEO • Students develop a solid understanding of the CSS properties • Students learn 7 to 10 two-‐column and three-‐column layouts • Students learn 5 to 7 CSS Navigation bar techniques
Focus: Two-‐column and three-‐column layouts, a solid understanding of the CSS properties, Navigation techniques Books: Head First Book, Chp 8-‐14 (keep book from 109) Stylin with CSS, 2nd Edition, Selected topics from Chp 2-‐6 (keep book from 109) The CSS Anthology, 3rd Edition, Selections throughout the book Getting Started with CSS, Selections throughout the book Assorted tutorials and handouts
306
CGD 109, 240, 241 • Course Outlines Projects:
1. Creative project 1 Website, must include use of the skills studied up to the due date. 2. Creative project 2 Students build the site based on their website comps built in CGD 112
and Digital Imaging 3. Creative project 3 Website, must include use of the skills studied up to the due date.
Assignments: Individual web page assignments are given to reinforce the various techniques being presented in the classroom. CGD 241CGD 241——Integrated Website DesignIntegrated Website Design :: Advanced Topics and Techniques (This is the list of topics under consideration for CGD 241 in fall 2010)
• Advanced layouts inspired from a variety of sources: Transcending CSS, Web Standards Creativity, Bulletproof Web Design, Mastering
CSS with Dreamweaver CS4 • Handheld style sheets • Image Galleries: Lightbox, Simpleviewer & a survey of commercial solutions
& Javascript libraries • Flickr style image maps, Remote Rollovers • Javascript pop-‐up window • Navigation: Sprites, CSS You-‐are-‐here • Image replacement, Fonts discussion (Cufon, @font-‐face) • Drop Shadows • Rounded Corner Techniques • CSS 3 • HTML 5 • Adding Social Media • Discussion -‐ CMS systems and strategies for clients who want to maintain-‐it-‐ themselves -‐
Wordpress, Joomla, Drupal Focus: Advanced layouts, topics and techniques Books: CSS Mastery Advanced Web Standards Solutions, 2nd Edition (under consideration) Projects:
1. Creative Project 1, will include use of the skills studied up to the due date. 2. Creative Project 2, will include use of the skills studied up to the due date.
Assignments: Individual web page assignments will be given to reinforce the various techniques being presented in the classroom.
307
Computer Graphic Design Web Advisory Board Meeting—MINUTES April 6, 2010 6:00-8:00pm MWCC Boardroom
Attendees: Brian Lucier Matt Gronowicz Leslie Cullen Janice Barney Dana Armstrong Paul Swerzenski Dennis Cormier Cynda Joyce Becky Gerry Melissa Fama Ken Wilson
1. Introductions
Each board member provided a short introduction.
2. Dinner and Q & A (See Advisory Board Questions)
What is your primary development tool for designing web pages? What program do you use to create a mock-up page to show a client?
• Brian felt we were well ahead of most colleges • 80% use Explorer • Paul discussed browsers • JQuery was discussed – very positive and important use of JQuery. Becky Gerry
noted it was used/introduced in CGD241 • Becky requires wire framing • Dom Document Oject was discussed • Ken: Photoshop primary – Eclipse, CSS • Brian: Illustrator/Photoshop – designing tools – DW & Flash • Ken: Both are very important – CSS & design • Becky: Strict HTML & CSS being taught now; PHP, MayaSQL? How imp – make
sure it is introduced • Paul: Thought balance between visual designers and the code • Brian: If they don’t know the backend the website won’t function. Necessary. • Cynda: Students need to see examples of everything that can be done or use
subcontractors, networking
308
• Matt: Illustrator/Photoshop for mockups; Database – PHP & Toad; Microsoft - .net; CSS – the way to go; search engine/navigation; blueprints – good frameworks to pick apart; cool techniques
• Becky: Need a night course in PHP and AJAX • Cynda: Where does it become more IT stuff – The big question! • Matt: Knowing a little is important • Ken: Shouldn’t be taught until they have worked in the field a few years • Melissa: Non-credit training • Dennis: Certificate in web programming • Dennis: a market for this. (I’d like to add that I use DW & Photoshop for all of my
web designing)
How do you set your fees? For a single web page? For a (small/medium/large) web site? What are contributing factors to web page/site production costs?e.g. client needs photos taken; content not fully written; content is in hard to use format; photos not optimized; photos need release forms; content needs copyright release; many change orders, etc.
Ken: $1,000 for first page, $500 for second page Based on difficulty of design; complex pricing structure; quadruple the quote. Dennis: (I’d like to add that I charge by the project, not by the page. This number is usually calculated based on an estimated amount of hours it will take to complete the project Cynda: Per project quote - $100/page. Does not include photography & content Matt: One time design fee price in specifics. Learned to scope a project lower cost to bill/fit in full project details Brian: Bids a range; $100/page to $500/page, then an average. Most outrageous- double and ask for half up-front. GAG pricing guide. If the client knows what’s coming and what the expectations are that is important Cynda: Works by the hour. Make a PDF – smallest file size. InDesign to mockup; font choice specific – made as PDF The group discussed core – 101, 104, 109 – mockups in Photoshop. Spring: 105, 112, 240 described this core Ken: Cost: no photos, content, video Becky: Clients want maintenance training; put a unit in 241 w/Wordpress; Joomla – content management; CMS; 3 weeks – Brian/Matt/Cynda – Wordpress. Brian sees this as brother/sister – for learning a social blog
309
Becky: HTML5: Video w/HTML5 on handheld; safari and chrome are HTML5 compliant Brian: Mass Art doesn’t come close Ken: E-commerce – Paypal Brian: 101 Ways to Motivate People – E-book; Audio books: client centric focus
3. Review of CGW Curriculum and Courses
• CGD109 • CGD110 • CGD112 • CGD210 • CGD240 • CGD241 • CGD242 • CGD244
CGD109 – HTML w/basic CSS w/one column layouts. Headfirst w/supplements; backgrounds, floating images; XHTML – all hand coded; No DW; “Green Themed” really enjoyed; amazing topic options; Paul lets them pick their own topic/subject Brian: Suggested we incorporate Lynda.com CGD240 — Fundamentals of CSS properties and the layouts; 2 column layouts finish Head Start; hand code a variety of layouts; volunteered for real clients; Should know all of the CSS properties CGD241 — Keeps changing. Keep taking them further. Pushing basics back to 109 & 240. CSS Mastery exploring on their own CGD242 — Flash websites (name change) – should be a segment in HTML5; Need a 3+1 CGD244 — E-Commerce – teaches advising of storefront; “Webstores for Dummies”-Books look good, but then the steps are missing
Brian: Recommended a Blogspot to post student works. Mass Arts masters program doesn’t touch this stuff. Mass Art offered its 1st Flash class this year. MWCC has been teaching Flash for 10 years.
4. Other Business or Discussion
310
311
Appendix G:
Advisory Board 2011 Agenda, Questions, and Minutes
312
COMPUTER GRAPHIC DESIGN
Advisory Board Meeting April 4, 2011 MWCC Boardroom 6:00PM–8:00PM AGENDA Introductions Vice President of Academic Affairs—Dr. Melissa Fama Dean of Business, Science and Technology—Janice Barney
CGD Faculty: Department Chair—Leslie Cullen Professor Paul Swerzenski Adjunct Faculty and Computer Lab Aide—Sonya Shelton
Board Members: Alan Bernard—Prepress, Travers Printing James Concannon—James Design Caitlin Donahue—MWCC Alumni
& Senior Design Student, UMASS Lowell Jason Taylor—Jason Taylor Design Tiffany Wrobel—Barbanel Design
Computer Graphic Design Update
New Technologies • Leased 40 20” iMac computers in October 2008. Lease expires June 2012. • PC computer lab (web development and design labs)—computers were
upgraded fall 2009. • 4-‐terabyte Mac Snow Leopard server. To be installed this Friday. • Remain current with all Adobe software. Will be installing CS5 this summer.
Run Quark Xpress 8.0.
Service Learning • Require Service Learning in our Portfolio Preparation Capstone course. 17
current students with ongoing projects. • Email is sent each December to local non-‐profits, students select a client
project based on interest/skills.
313
• Including the web curriculum, both programs complete an average of 20–30 Service Learning projects each year.
Articulation Agreements
• Currently working to finalize agreements with UMass Lowell and Fitchburg State University
• High school Tech-‐Prep is changing and we plan to meet with area high school faculty to formulate agreements. Met with Fitchburg HS March 23rd.
Current Curriculum and Curriculum Changes
• Current Certificate and Degree Programs • New Course: Advanced Electronic Illustration (fall 2010). • Changes to curriculum: First level page layout course: CGD235 Typography
in Visual Communication with InDesign. Second level: CGD102 Publication Design with Quark 8 and InDesign.
Q and A Session with Board Members
• Questions provided
Closing Statements
314
Advisory Board Meeting Discussion Questions April 4, 2011
Our degree program is developed and shaped in conjunction with an advisory board of industry professionals. By working closely with our board members, we are able to constantly adapt and revise our curriculum to make sure we're giving students the optimal educational experience to help propel them into their careers. To help us cover the wide range of topics which incorporate print design skills we have put together a list of specific questions for this advisory board meeting. Fees
1. How do you set your design fees—per hour or per project/job?
2. Students often ask what they should charge, do you have a recommended per hour rate for a new designer doing freelance work?
3. What would you say is a reasonable starting salary for a junior designer/design assistant in today’s market?
Skills
4. Are there any topics we should encourage our students to pursue after completing our program?
5. Are there any particular software or skill sets that would increase their job opportunities in this economy?
6. In today’s market, do graphic designers need to know web design? Why?
7. Do you think students should learn design on Macintosh only, PC only or both?
8. What is the industry standard in studios, agencies, and/or printers?
9. Based on your experience, what programs do you see as most important for students concentrating in print design?
10. What new software, tools or technology do you see as developing for print design students?
11. Are there any new prepress or production technologies that we should begin to teach our students?
315
Advisory Board Meeting Discussion Questions April 4, 2011
Career
12. Will earning both print and web design degrees, or a print degree with a web certificate significantly improve job placement opportunities for our students?
13. Educationally, should the students’ next step be a Bachelor’s Degree?
14. How does having or not having a BS degree impact a student’s future job opportunities and earning potential?
15. Do you have any suggestions for specific colleges/programs of study?
Professionalism
16. Based on the work you evaluated during judging, what projects would you recommend we add to our courses/curriculum to improve our students’ portfolios?
17. What are the most important qualities you seek in a graphic designer? Future Trends
18. Do you develop or design any work that is utilized strictly for tablets or handheld technologies, such as publications.
19. How has social media and social media technologies changed design?
20. Should our students focus on developing a solid understanding of these technologies?
21. How should a print designer adapt their skills in this technology driven age?
22. Where do you see the future of print design?
316
COMPUTER GRAPHIC DESIGN
Advisory Board Meeting Minutes April 4, 2011 MWCC Boardroom 6:00PM–8:00PM In Attendance: Vice President of Academic Affairs—Dr. Melissa Fama
Dean of Business, Science and Technology—Janice Barney
CGD Faculty: Department Chair—Leslie Cullen Professor Paul Swerzenski Adjunct Faculty and Computer Lab Aide—Sonya Shelton
Board Members: Alan Bernard—Prepress, Travers Printing James Concannon—James Design Caitlin Donahue—MWCC Alumni
& Senior Design Student, UMASS Lowell Jason Taylor—Jason Taylor Design Tiffany Wrobel—Barbanel Design
Computer Graphic Design Update
Leslie Cullen, CGD Department Chair provided the following update: New Technologies
• Leased 40 20” iMac computers in October 2008. Lease expires June 2012. • PC computer lab (web development and design labs)—computers were
upgraded fall 2009. • 4-‐terabyte Mac Snow Leopard server. To be installed this Friday. • Remain current with all Adobe software. Will be installing CS5 this summer.
Run Quark Xpress 8.0.
Service Learning • Require Service Learning in our Portfolio Preparation Capstone course. 17
current students with ongoing projects. • Email is sent each December to local non-‐profits, students select a client
project based on interest/skills. • Including the web curriculum, both programs complete an average of 20–30
Service Learning projects each year.
317
Articulation Agreements
• Currently working to finalize agreements with UMass Lowell and Fitchburg State University
• High school Tech-‐Prep is changing and we plan to meet with area high school faculty to formulate agreements. Met with Fitchburg HS March 23rd.
Current Curriculum and Curriculum Changes
• Current Certificate and Degree Programs • New Course: Advanced Electronic Illustration (fall 2010). • Changes to curriculum: First level page layout course: CGD235 Typography
in Visual Communication with InDesign. Second level: CGD102 Publication Design with Quark 8 and InDesign.
Q and A Session with Board Members
Questions were provided to board members and discussed during the meeting.
FEES How do you set your design fees—per hour or per project/job? Students often ask what they should charge, do you have a recommended per hour rate for a new designer doing freelance work? Jason: Pricing per client/project. The Graphic Artist’s Guild Pricing and Ethical Guidelines book is highly recommended. Pricing is very competitive and you must know what the competition is pricing their work at.
Jim: Students need to know what a billable hour is and what isn’t.
Jason: To start, flat fees for the entire project are helpful and better. Jim: Spell out the process in a contract between the designer and client, even who owns the artwork at the end of the project. SKILLS/PREPRESS
Are there any topics we should encourage our students to pursue after completing our program? Are there any particular software or skill sets that would increase their job opportunities? Are there any new prepress or production technologies that we should begin to teach our students?
The board all agreed that IT/computer troubleshooting skills were essential for both the hardware and the software. There is no time in the industry to be incapable of fixing a computer or software issue or calling someone in. Students need to be tech savvy and know how to troubleshoot an issue or how to be resourceful and find an answer.
If the students pursued only print design at MWCC, then they should work to understand and pursue various areas of web design. 4 out 5 job postings wanted web design.
318
Web design, for most who are still primarily print designers, is done in Photoshop and then sent out for development. The designer matches the presence of the web site to the various print media they have already developed for the client. Knowing how to build the structure and mockup of a site in Photoshop or InDesign will make print design students more valuable.
Students should understand how the end product will be used. If Direct Mail, students should get the mail standards from the US post office. All projects should be “Collected” or “Packaged” for output and then a final PDF should be made. Knowledge of Acrobat and creating PDFs is a must. Student must know how to develop work in RGB and the same work in CMYK and fully understand the color variances between these two color models. Only 20% of projects go to press anymore, most clients want the PDF. Do you think students should learn design on Macintosh only, PC only or both?
Most board members agreed that the Mac is the industry standard and should never be illuminated from the curriculum. However, Jason Taylor noted that Windows 7 is far more useable then previous windows operating systems. It would still require a custom built PC and when you do this, the price begins to match that of fully equipped, standard Mac anyways; however, the software is identical and can be used on both platforms.
CAREER Educationally, should the students’ next step be a Bachelor’s Degree? How does having or not having a BS degree impact a student’s future job opportunities and earning potential? Bachelor’s degree or not the portfolio speaks volumes. A student’s design strength is the key. The industry is very competitive so a Bachelor’s degree would likely increase their marketability. Students need to be highly trainable and be able to fully show what their skills are. Having real work in their portfolio is essential in the portfolio. The board suggested students do as much pro bono or service leaning work as possible to gain real world experience. PROFESSIONALISM OF WORK
Based on the work you evaluated during judging, what projects would you recommend we add to our courses/curriculum to improve our students’ portfolios?
Students should have more 3D, tangible pieces. Develop and assemble comps to show; multi-‐panel and folds, package design, etc.
Logo design should be designed in black and white and then students add color. If it works in black and white it will be effective in color. FUTURE TRENDS
How should a print designer adapt their skills in this technology driven age?
319
CGD110 Introduction to Animation was discussed. Jason Taylor recommended students have an understanding of Motion Graphics but not necessarily Adobe Flash. Cinema 4D and AfterEffects were recommended; info graphics for television, news broadcasting. It is also used for mockups of 3D graphics.
Closing Statements Caitlin Donahue offered a comparison of MWCC and UMass Lowell.
• She was very glad she came to MWCC first. • MWCC’s program is design and technically driven. The course in Print
Production was essential to her. • Student’s work is conceptually driven at UML, but they require a fast turn
around and the quality can really suffer and need revisions or rework. • MWCC work is portfolio ready. • MWCC focuses on both the concept and the technical. • Sometimes software can drive a project so we have to make sure students
are focusing on the concept and the technology is the tool. Students should have a full grasp of what they are selling, promoting, designing for, not just how to make it look good.
320
321
Appendix G:
Program Assessment—Spring Exhibit Assessment Sample
322
Compu
ter Gr
aphic Des
ign Pr
ogra
m Ass
essm
ent/Out
comes
Professional Evaluation of Student Design Work
Spring Exhibit 2011
The Co
mpu
ter G
raph
ic Design Program has nine Program
Objectives/Learning Ou
tcom
es. These objectiv
es are what students
are expected to know or d
o by th
e tim
e they gradu
ate: the
know
ledge, sk
ills, and abilitie
s that a stud
ent should attain by
completing the degree program
.
We ask that you carefully re
view
the stud
ent d
esign work we have laid out for o
ur
annu
al judging and rate our stud
ent outcomes (d
esign projects) to provide an
overall assessm
ent of our stud
ents’ knowledge, sk
ills a
nd abilities a
nd level of
competency.
Please re
view
each objective listed below and
rate th
e stud
ents’ design work
with
in each correspond
ing category. M
ost p
rogram
objectiv
es will correspond
with
several design categories. Please review
all correspond
ing categories before
providing a ratin
g.
CGD Pro
gram
Objec
tive
Des
ign
Catego
ry
Rating
Stand
ards
5 4
3 2
1 RA
TING
Mas
tery
Ab
ove-‐
Aver
age
Aver
age
Below
Aver
age
Insu
fficien
t
Prog
ram O
bjec
tive
1:
Exhibit a so
lid und
erstanding of
the fund
amentals of design,
includ
ing the elem
ents and
principles of design and
typography as they are applied
to th
e developm
ent of effe
ctive
commun
ication pieces for b
oth
print and
web design.
ALL
catego
ries
, ex
cept
11, 17
and 21
Stud
ents display
mastery and
a
high level of
competency
with
this
program
objective
Stud
ents have
provided
evidence of
above-‐average
competency
with
this
program
objective
Stud
ents’ w
ork
is com
petent
with
little to no
evidence of
mastery with
this program
objective
Stud
ents’ w
ork
displays a
below-‐average
competency
with
this
program
objective
Stud
ents’ w
ork
displays an
insufficient
level of
competency
with
this
program
objective
323
CGD Pro
gram
Objec
tive
Des
ign
Catego
ry
Rating
Stand
ards
5 4
3 2
1 RA
TING
Mas
tery
Abov
e-‐Av
erag
e Av
erag
e Be
low
Aver
age
Insu
fficien
t
Prog
ram O
bjec
tive
4:
Transform digita
l images into
new pieces o
f art th
rough the
use of Adobe Photoshop with
em
phasis on the creatio
n of
high-‐quality graphics for p
rint
and the web.
Catego
ries
: 11
12
13
15
21
Stud
ents display
mastery and
a
high level of
competency
with
this
program
objective
Stud
ents have
provided
evidence of
above-‐average
competency
with
this
program
objective
Stud
ents’ w
ork
is com
petent
with
little to no
evidence of
mastery with
this program
objective
Stud
ents’ w
ork
displays a
below-‐average
competency
with
this
program
objective
Stud
ents’ w
ork
displays an
insufficient
level of
competency
with
this
program
objective
Prog
ram O
bjec
tive
5:
Create com
plex electronic
illustrations and
single page
layouts w
ith a so
lid
understand
ing of th
e complex
functio
ns of A
dobe Illustrator.
Catego
ries
: 5 8 16
–self
prom
o 22
Stud
ents display
mastery and
a
high level of
competency
with
this
program
objective
Stud
ents have
provided
evidence of
above-‐average
competency
with
this
program
objective
Stud
ents’ w
ork
is com
petent
with
little to no
evidence of
mastery with
this program
objective
Stud
ents’ w
ork
displays a
below-‐average
competency
with
this
program
objective
Stud
ents’ w
ork
displays an
insufficient
level of
competency
with
this
program
objective
Prog
ram O
bjec
tive
7:
Exhibit the ability to work with
advanced graph
ic design
principles, grids, typograph
y,
and advanced layout techniqu
es
while utilizing Qu
arkX
Press a
nd
Adobe InDesign.
Catego
ries
: 3 7 9 16
–CD
Stud
ents display
mastery and
a
high level of
competency
with
this
program
objective
Stud
ents have
provided
evidence of
above-‐average
competency
with
this
program
objective
Stud
ents’ w
ork
is com
petent
with
little to no
evidence of
mastery with
this program
objective
Stud
ents’ w
ork
displays a
below-‐average
competency
with
this
program
objective
Stud
ents’ w
ork
displays an
insufficient
level of
competency
with
this
program
objective
324
325
Appendix G:
Program Assessment—Spring Exhibit Assessment Results
326
1 2 3 4 5 6 7 8 9 10 11
4 5 4 4 4.5 3 3 3 4 3.5 4 3.8Above Average
3 5 3 4 4 3 3 4 4 3 4 3.6Average to Above Average
3 5 4 5 4 4 3 4 4 4 3 3.9Above Average
4 4 4 4 5 4 3 4 4 3.5 3 3.9Above Average
Program Objective 1:Exhibit a solid understanding of the fundamentals of design, including the elements and principles of design and typography as they are applied to the development of effective communication pieces for both print and web design.
Program Objective 4:Transform digital images into new pieces of art through the use of Adobe Photoshop with emphasis on the creation of high-‐quality graphics for print and the web.
Program Objective 5:Create complex electronic illustrations and single page layouts with a solid understanding of the complex functions of Adobe Illustrator.
Program Objective 7:Exhibit the ability to work with advanced graphic design principles, grids, typography, and advanced layout techniques while utilizing QuarkXPress and Adobe InDesign.
Evaluators
Computer Graphic Design Program Assessment/OutcomesProfessional Evaluation of Student Design Work
Spring Exhibit 2011 and 2012
RESULTS
CGD Program Objective Results
327
APPENDIX H: Section II: Mission, Goals
and Target Population
Marketing and Communications Projects
Catch the Wind T-shirts and Banners e-News and Gardner News
3 Yellow Balloons T-shirts e-News and Gardner News
Prius Car Wrap
News Stories—Awards
BCT CREW T-shirt Graphic
328
329
Appendix H:
Marketing and Communications Projects
Catch the Wind T-shirts and Banners e-News and Gardner News
330
energywindrenewable
reliable save
efficientplug-in
turbine bladesgust
air
Innovation is
natural
change
progress
powerour future
a breezeMWCC
331
T-shirt DesignPlease see the front/pg 1 of this form for all color and style options
FRONT Wind Turbines with Slogan
BACKMount Wachusett Community College Logo
energywindrenewable
reliable save
efficientplug-in
turbine bladesgust
air
Innovation is
natural
change
progress
powerour future
a breezeMWCC
energywindrenewable
reliable save
efficientplug-in
turbine bladesgust
air
Innovation is
natural
change
progress
powerour future
a breezeMWCC
332
energywindrenewable
reliable save
efficientplug-in
turbine bladesgust
air
a breezeInnovation is
natural
change
progress
powerour future
Banner 1: Original Concept
Innovation isa breeze
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"We knew it was a big opportunity," said Noah Chicoine,who helped create the design along with Doug York andJon Skinner. Club members worked on the slogan ideas,coming up with Innovation is a Breeze, and will continue tovolunteer selling the T-shirts.
The project began in November as a collaborative effort between the CGD Club, Leslie Cullen, chairof the Computer Graphic Design program and club advisor and the Marketing and CommunicationsDepartment, to build school pride for the wind turbine project.
"This was the best collaborative effort of the club and the most rewarding," said Cullen, adding thatthe students acted as junior graphic designers in a real-life design firm.
T-shirts are available for $15 to $17 and can be ordered in light blue and pear green in women'ssizes and light blue and stonewashed green for men's and unisex sizes. Club members will betaking orders through April 1. Members will be available in the cafeterial hallway on March 29 andMarch 30 from 9 a.m. to 6 p.m. The shirts also can be purchased from Leslie Cullen [email protected].
- Kim Anderson
MWCC Receives North Central Massachusetts College Access Challenge Grant
MWCC and seven partner high schools are launching a new college transition program over thenext two years that will help prepare 450 North Central Massachusetts high school students, collegefreshmen and adult learners enroll in college and complete their degrees.
MWCC was recently awarded $250,000 from the Massachusetts Department of Education under theCollege Access Challenge Grant Program to launch the new regional initiative. The North CentralMassachusetts College Access program is designed to give underrepresented high school students,college freshmen and adult learners from the region additional tools and support services to helpthem persist and succeed in college.
The partnering schools and educational centers include: Athol High School; Fitchburg High School;Gardner High School; Leominster High School; the Ralph C. Mahar Regional High School in Orange;Murdock Middle/High School in Winchendon; the North Central Charter Essential School inFitchburg; and the North Central Educational Opportunity Center in Leominster.
The program, administered by MWCC's Division of Access and Transition, will serve low-income,minority or first-generation college students as they prepare to enter the local college of their choice.Within the total number of students served, 100 will be high school juniors, 100 will be high schoolseniors, 175 will be college freshmen and 50 will be adult learners.
"This is a very exciting opportunity for students in our region," said MWCC President Daniel M.Asquino. This new initiative will benefit our communities by helping residents of all ages reach theirdream of completing a college degree."
"Freshman year is a time when many students struggle with the transition from high school tocollege," said Pati Gregson, vice president of Access and Transition. "This initiative will allow us,through advising, to follow students from senior year right through to the end of their freshmen year.
Mount Wachusett Community College e-News March 28, 2011
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awards, including the prestigious Bennett Cerf Memorial Prizefor Fiction during his senior year at Columbia. He resides inWellesley with his wife, Shannon, and their four children.
MWCC's Commencement will take place at 6 p.m. in thecollege's Fitness and Wellness Center.
MWCC's Wind Turbines Activated
With optimal weather conditions and a green light fromNational Grid, Mount Wachusett Community Collegeactivated its two wind turbines on March 25.
College officials received confirmation from the utilitycompany, following National Grid's review of data collectedduring a successful witness test on March 18. Vestastechnicians activated the twin turbines in the earlyafternoon, and northwest winds of 22 miles per hourimmediately aided in producing energy for the college.During the break-in period, the turbines will runintermittently.
Together, the Vestas V82 turbines will meet 97-percent of the college's electricity consumption,while also generating revenue for the college by returning approximately 30 percent of the powergenerated back to the grid.
"This is a major day in the history of Mount Wachusett Community College," said President DanielM. Asquino. "The wind project caps off a solid decade of renewable energy initiatives that to datehave already reduced the college's energy consumption by half at a significant benefit to theenvironment, as well. With the addition of wind power, we enter a new era of sustainability."
In addition to wind energy, the college's energy initiatives include biomass heating, photovoltaicsolar, and solar hot water, as well as a series of conservation measures throughout the 450,000-square-foot campus buildings.
A dedication ceremony is planned for April 27.
The wind energy projects at MWCC and at the North Central Correctional Institution, also inGardner, are a joint collaboration of the Massachusetts Division of Capital Asset Management andthe Department of Energy Resources to achieve the renewable energy goals of Gov. Deval Patrick'sLeading by Example program.
MWCC's $9 million wind project is being funded through a variety of sources, including $3.2 millionin U.S. Department of Energy grants secured by Congressman John Olver; $2.1 million from a lowinterest Clean Renewal Energy Bond (CREB) made available through the American Reinvestmentand Recovery Act; and $3.7 million from Massachusetts Clean Energy Investment Bonds.
"It's wonderful to see those puppies spinning," instructor and advisor Bob Mayer remarked as he leftthe building Friday evening. "I think it's great!"
New Spin on Green: Computer Graphic Design Club Creates School Pride T-Shirt
The Computer Graphic Design Club is putting a new spinon going green, with a T-shirt design celebrating thecollege's wind turbine project. All proceeds from T-shirtsales will go toward student scholarship funds.
The design features a silhouette of the college, the two windturbines and a word cloud. The word cloud contains thephrase "Catch the Wind-Innovation is a Breeze," along withadditional words to describe the college's energy initiatives.
Mount Wachusett Community College e-News March 28, 2011
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awards, including the prestigious Bennett Cerf Memorial Prizefor Fiction during his senior year at Columbia. He resides inWellesley with his wife, Shannon, and their four children.
MWCC's Commencement will take place at 6 p.m. in thecollege's Fitness and Wellness Center.
MWCC's Wind Turbines Activated
With optimal weather conditions and a green light fromNational Grid, Mount Wachusett Community Collegeactivated its two wind turbines on March 25.
College officials received confirmation from the utilitycompany, following National Grid's review of data collectedduring a successful witness test on March 18. Vestastechnicians activated the twin turbines in the earlyafternoon, and northwest winds of 22 miles per hourimmediately aided in producing energy for the college.During the break-in period, the turbines will runintermittently.
Together, the Vestas V82 turbines will meet 97-percent of the college's electricity consumption,while also generating revenue for the college by returning approximately 30 percent of the powergenerated back to the grid.
"This is a major day in the history of Mount Wachusett Community College," said President DanielM. Asquino. "The wind project caps off a solid decade of renewable energy initiatives that to datehave already reduced the college's energy consumption by half at a significant benefit to theenvironment, as well. With the addition of wind power, we enter a new era of sustainability."
In addition to wind energy, the college's energy initiatives include biomass heating, photovoltaicsolar, and solar hot water, as well as a series of conservation measures throughout the 450,000-square-foot campus buildings.
A dedication ceremony is planned for April 27.
The wind energy projects at MWCC and at the North Central Correctional Institution, also inGardner, are a joint collaboration of the Massachusetts Division of Capital Asset Management andthe Department of Energy Resources to achieve the renewable energy goals of Gov. Deval Patrick'sLeading by Example program.
MWCC's $9 million wind project is being funded through a variety of sources, including $3.2 millionin U.S. Department of Energy grants secured by Congressman John Olver; $2.1 million from a lowinterest Clean Renewal Energy Bond (CREB) made available through the American Reinvestmentand Recovery Act; and $3.7 million from Massachusetts Clean Energy Investment Bonds.
"It's wonderful to see those puppies spinning," instructor and advisor Bob Mayer remarked as he leftthe building Friday evening. "I think it's great!"
New Spin on Green: Computer Graphic Design Club Creates School Pride T-Shirt
The Computer Graphic Design Club is putting a new spinon going green, with a T-shirt design celebrating thecollege's wind turbine project. All proceeds from T-shirtsales will go toward student scholarship funds.
The design features a silhouette of the college, the two windturbines and a word cloud. The word cloud contains thephrase "Catch the Wind-Innovation is a Breeze," along withadditional words to describe the college's energy initiatives.
334
335
336
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Go to top
Computer Graphic Design Club Raises $1,900 for Student Scholarships
Two memorial scholarships at Mount WachusettCommunity College received a boost this springthanks to the Computer Graphic Design club, whichdesigned and sold MWCC wind turbine t-shirts tobenefit students in need of financial assistance.
The CGD club sold 258 shirts commemorating thecollege's new wind energy program, which resulted ina profit of $1,908.24 to benefit the David H. ButlerMemorial Scholarship and the Robert H. GilmanMemorial Scholarship, both administered by MWCCFoundation, Inc. The club far exceeded its goal ofselling 150 shirts.
"We are very proud of what we accomplished through our fundraising efforts and never imagined wewould get such an overwhelming response from the college and greater community," said AssociateProfessor Leslie Cullen, chair of the Computer Graphic Design department and the club's advisor."We had individuals from on and off campus looking to buy t-shirts throughout the month of Apriland well into May," she said.
"The efforts of key CGD club members should be noted: Laura LaBarge, Noah Chicoine, JonSkinner and Doug York were hugely committed to the success of this project. Together they cameup with the design and slogan for the t-shirt, helped to sell shirts at various times on campus,distributed the t-shirts and served as student volunteers for the college during the turbine dedicationceremony," Cullen said. In addition, the students worked with the college's Marketing andCommunications Department to develop the project.
"As the club advisor and department chair of the Computer Graphic Design programs, I couldn't bemore proud of the success of this fundraiser," Cullen said. "We are also thrilled we are able tosupport the Gilman and Butler scholarships with the $1,900 we raised, and that our efforts willcontinue support so many students across this community."
David Butler served on the campus security force at MWCC from 1974 to 1995, including serving aschief from 1989 to 1995. An alumnus of MWCC, he was committed to the college and the greaterGardner community as demonstrated by his involvement in a variety of agencies and associations.Bob Gilman also was an instrumental and well loved figure at MWCC, where he served in a numberof capacities in the student services division from 1970 to 1997, including counselor, director offinancial aid and director of advisement.
"The contribution by the CGD Club to these memorial scholarships honors the memory of Mr. Butlerand Mr. Gilman in a manner that they both would so appreciate," said Foundation Executive DirectorDarlene Morrilly. Thank you to the club for supporting their legacies."
Pictured: Computer Graphic Design students Jon Skinner and Noah Chicoine wearing the club'sturbine t-shirts at the April 27 dedication ceremony.
Go to top
Gateway to College Graduation Celebrates Student Success
Amid a sea of theater lights and family andfriends, 19 area students reached a milestonewhen they received their high school diplomasthough MWCC's Gateway to College program. Agraduation ceremony took place June 8 in theRaymond M. LaFontaine Fine Arts Center.
337
338
339
Appendix H:
Marketing and Communications Projects
3 Yellow Balloons T-shirts e-News and Gardner News
340
341
ORDER TODAY! www.cgdclass.com/3yellowballoonsORDER TODAY! www.cgdclass.com/3yellowballoons
$20.00
(shipping charges apply at checkout)
Unisex and Women’sFront Design OnlyBlue and Yellow Graphic on Gray Shirt
(Unisex)
(Women’s)
342
ORDER TODAY! www.cgdclass.com/3yellowballoons
$20.00
(shipping charges apply at checkout)
Unisex and JuniorsFront and Back DesignBlue Graphic on Yellow Shirt
(Back)
ORDER TODAY! www.cgdclass.com/3yellowballoons
343
344
“3 Yellow Balloons” T-shirts to Benefit the One Fund Boston
http://mwcc.edu/news/2013/05/06/3-yellow-balloons-t-shirts-to-benefit-the-one-fund-boston/[5/29/13 12:53:59 AM]
MWCC NewsCenter » Campus Life • Faculty and Staff Stories • Recent Stories • Student Stories » “3 YellowBalloons” T-shirts to Benefit the One Fund Boston
“3 Yellow Balloons” T-shirts to Benefit the One Fund BostonMAY 6, 2013
The Computer Graphic Design Club at Mount Wachusett Community College is sponsoring a t-shirt sale to benefit The One Fund Boston after the Boston Marathon bombing. ComputerGraphic Design Department Chair Leslie Cullen designed the “3 Yellow Balloons” logo and t-shirts after the tragedy as a fundraising contribution for the victims of the attack.
When two bombs exploded at the Boston Marathon on April 15, three yellow balloons werecatapulted upward by the force of the extreme blast. The balloons gracefully fluttered andfloated above the ground as chaos erupted amongst the crowd. These three yellow balloons arenow a profound symbol of the three lives lost in those fateful moments, Cullen said. They alsopay homage to all the victims and their long recovery ahead; they salute the heroes and thefirst responders who so bravely aided in the hours and days that followed; and they appreciatethe manner in which all of Boston, our communities and beyond, rose together above it all.
“As a professor of graphic design and someone who is passionate about this cause, I wanted away to help,” Cullen said. “I designed the 3 Yellow Balloons graphic to represent the thoughtsand feelings surrounding these tragic events, but most importantly it is a symbol of hope,strength, rising to challenges, and the power of the human spirit. By purchasing a t-shirt, you will be providing the200-plus victims of the marathon bombings with much needed support in their long road to recovery.”
All proceeds from the sales of these t-shirts will go directly to The One Fund Boston, Inc. The t-shirts can beordered through May 14 at: www.cgdclass.com/3yellowballoons
Tagged as: 3 yellow balloons, Boston Marathon, One Fund Boston
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345
Appendix H:
Marketing and Communications Projects
Prius Car Wrap
346
Mount Wachusett Community College e-News July 26, 2011
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partnership, like the 93 other ASEP schools globally, helpsdemonstrate GM's commitment to education in a manner whichprovides a winning solution for everyone involved."
The U.S. Bureau of Labor Statistics states that job opportunitiesfor automotive technicians will grow approximately five percentthrough 2018. In addition to openings expected from growth inthe industry, many job openings will be created to replaceretiring technicians. Job opportunities are expected to be verygood for those who complete postsecondary automotive trainingprograms and who earn Automotive Service Excellence (ASE)certification, according to the BLS.
"The program is unique because it's GM-specific and we haveall the backing of General Motors, including new pieces ofequipment," said MWCC Automotive Technology Professor PeterKaufmann. MWCC recently received two of four GM vehicles thatwill be used in the training program, a 2009 Chevrolet HHR anda 2011 Buick Regal.
In addition to the GM ASEP program, MWCC will continueoffering its traditional automotive technology associate degreeand certificate programs.
An information session will take place at the Gardner campus onWednesday, Aug. 3 from 5 to 6 p.m. in the Murphy ConferenceRoom. Financial assistance is available to students who qualify.For more information about enrolling in the GM ASEP program,contact MWCC's admissions office at 978-630-9110 [email protected].
Pictured: Mount Wachusett Community College President DanielM. Asquino and Automotive Technology Professor PeterKaufmann with two GM vehicles the college received for thenew GM ASEP academic program at MWCC.
MWCC's Prius Adorned with Energy-Themed, Student-Designed Car Wrap
MWCC's 2008 Toyota Prius is not onlyenergy efficient, it's now an eye-catchingbillboard on wheels.
This month, the stark white Prius wasadorned with a colorful, energy-themed carwrap created by Zak Stoddard, a ComputerGraphic Design-Print major at MWCC.Stoddard's design depicts an electrical plugblooming among flowers, text promoting thecollege's Energy Management andComputer Graphic Design programs, andphrases encouraging onlookers to "GoGreen" and "Charge Up Your Career."
Sonya Shelton, an adjunct instructor in the Computer Graphic Design program, initially thought upthe idea of a car wrap to simultaneously promote the college's green programs and the work ofCGD students. A college team, including representatives from Marketing & Communications,Facilities Management and the CGD and Energy Management programs, met to explore the idea.
The team decided that wrapping the college's hybrid Prius, used to deliver mail between campusesMount Wachusett Community College e-News July 26, 2011
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and for employee travel purposes, was a great opportunity to spread the word about the college'sacademic programs.The wrap, installed by D&G Custom Graphics of Fitchburg, was funded byMWCC Foundation, Inc. through a grant the foundation received from an anonymous donor topromote the new Energy Management program.
Shelton and CGD Chair Professor Leslie Cullen were excited to use the car wrap as a learningopportunity and as a way to showcase students' work. Students in Cullen's capstone CGD course,Portfolio Preparation, had the opportunity to submit designs for the car wrap.
"This project was something unique and quite different than anything our students have done in thepast," Cullen said.
The class worked closely with D&G graphics, the same company that applied MWCC's logo andinitials to the college's two wind turbines, to obtain a full-size template for the car. Students werethen asked to create various layout sketches from the template provided, then created drafts of theirideas in full scale on the template. The project was presented as a real world project from start tofinish. The client, David Schmidt, chair of the Energy Management department, came to the class todiscuss the project parameters and provide information on the concept of energy management andwhat the curriculum entails at MWCC, Cullen said.
The Marketing & Communications department provided guidelines for elements to include on thecar, such as the college logo, and students researched car wraps, energy management conceptsand green solutions for inspiration for their graphics. Ultimately, a variety of creative, attractivesubmissions were narrowed down to a handful of finalists, with Stoddard's winning submissionselected by the college's Executive Council.
"All the students who volunteered to design a car wrap should be commended for theirworkmanship and effort," Cullen said. "The final design was chosen by the Executive Council, and Ipersonally couldn't be more proud of Zak Stoddard and his design. Zak has been a consummateprofessional throughout the entire project, from the initial concept to working closely with D&GGraphics to make sure production went smoothly. Zak deserves a world of credit for his work," shesaid.
"I look forward to his future successes and am thrilled to have his work showcased and the CGDdepartment recognized every day when the Prius hits the road. Also, I couldn't be more excitedabout what was learned along the way. The educational value of this type of project surpasses somuch of what we could have taught from a book or in the classroom alone," Cullen said.
Stoddard said implementing the project from start to finish provided an invaluable learningexperience.
"It was a great opportunity for me because of the people I got to meet at the college through thisprocess," Stoddard said. "I was glad to have this opportunity because it allowed me to gainexperience in the field I plan to go into. When I saw this car finished, it made me very proud."
Pictured: Computer Graphic Design student Zak Stoddard with MWCC's Toyota Prius now decoratedwith the car wrap he designed.
Go to top
MWCC Expanding Opportunities in the Dental Field
Mount Wachusett Community College isexpanding opportunities for studentsinterested in pursuing or advancing careersin the dental field.
"We are delighted to enhance opportunitiesfor students interested in careers in the fieldof dental care," said Dr. Daniel M. Asquino,
347
Appendix H:
News Stories—Awards
348
Mount Wachusett Community College e-News Nov. 22, 2011
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learning opportunities to expand and enhance their leadership skills, specifically through communityoutreach activities.
Maureen Provost, associate professor of early childhood education at MWCC, and Fagan Forhan,director of experiential learning opportunities & civic engagement at MWCC, explained the SevenRevolutions program, created by The Center for Strategic and International Studies. Provost beganimplementing the pilot program in a First Year Experience course this semester. The program is astrategic look at the future of the planet to the year 2025. The Seven Revolutions identifies areas ofchange expected to be the most revolutionary, including: population, resource management andenvironmental stewardship, technological innovation and diffusion, the development anddissemination of information and knowledge, economic integration, the nature and mode of securityand conflict, and the challenge of governance.
- Angela Marini
Pictured: Luz Cruz, president of the ESL Club at MWCC, speaks about the club's civic engagementactivities during The Democracy Commitment regional meeting. Also pictured, club member YendyRodriguez, club secretary Maria Quinteros and MWCC Academic Counselor José Manguel.
Go to top
MWCC Receives 13 NCMPR Awards for Communications Excellence
The National Council for Marketing and Public Relations, District 1,has awarded 13 Medallion Awards for excellence in communicationsto Mount Wachusett Community College's Marketing &Communications division. The awards were announced on Nov. 14during the annual district conference in Baltimore, MD. More than315 entries were submitted in 41 categories.
MWCC received six gold Medallion Awards, including a top awardfor the college's print viewbook and for the "I did it. You cantoo" marketing campaign featuring MWCC students and alumni inprint, radio, online, billboard and mall advertising. The college alsoreceived gold awards in the radio advertising category for the "I didit. You can too" series; in the onlinemarketing/advertising category for the branding of MWCC acrosssocial media sites such as Facebook and Twitter; and in the socialmarketing category, for the Green on Green Street blog. In addition,the college won a gold award in the communications success story category for media coverage,new media, community outreach and photography pertaining to the construction and dedication ofthe college's two wind turbines, which also incorporated videos created by Joel Anderson, chair ofthe Broadcasting and Electronic Media department, students Tiffianie LeBlanc, Andrew LeBel,Anthony Scheffield, Benjamin Arsenault, and the Media Services department.
MWCC received four silver Medallion Awards,including an award in the outdooradvertising/billboard category for the "Innovationis a Breeze" wind turbine banners created inconjunction with Computer Graphic Designstudents Doug York, Jon Skinner and NoahChicoine and CGD Chair Leslie Cullen; and inthe transit advertising category for the Prius carwrap created in conjunction with Cullen's CGDclass and CGD student Zak Stoddard. In addition,the college received silver awards in thegovernment/community relations category for theAmeriCorps Job Ready Project, which is a
collaboration between MWCC's Center for Democracy & Humanity and Fitchburg State University;and in the website category for the homepage refresh implemented as an interim step in thecollege's website redesign.
Mount Wachusett Community College e-News Nov. 22, 2011
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MWCC received three bronze Medallion Awards, including in the postcard category for the summerregistration flip flop mailing; in the original photography category for a photo depicting students inthe courtyard that was used on the cover of the college viewbook; and in the specialty advertisingcampaign category, for the turbine pride t-shirts created in conjunction with Cullen and CGDstudents.
An affiliate of the American Association ofCommunity Colleges, the NCMPR is the onlyorganization of its kind that exclusivelyrepresents communications professionals atcommunity and technical colleges. District 1 iscomprised of community colleges in the easternU.S. from Maine to the District of Columbia, aswell as in the maritime provinces of Canadaand in the United Kingdom.
Public Relations Director Janice O'Connor andformer Marketing Director Nichole Carterserved as co-chairs of the Medallions committee, with assistance from Vice President of Marketing& Communications Robin Duncan and department staff Christine Sargent, Sarah McMaster, DanaArmstrong and Stephanie Pinto. Don Knower, Darlene Morrilly, Lisa Williams, Kristine Asselin, KarenDoherty, Shelley Errington-Nicholson, Fagan Forhan and MWCC's media services and ITdepartments also provided assistance in the process. In this capacity, MWCC took the leadershiprole of coordinating the awards program, which was judged by an independent panel ofcommunications professionals from the region.
Area professionals serving as judges were: Mary Lourdes Burke, chief communications officer atHealthAlliance Hospital, Leominster Campus; Andres Caamano, senior news editor at The GardnerNews; Tim Carelli, vice president of sales, Travers Printing; James Casey, Principal CreativeDirector of Casey Design & Visual Communications; Ed Collier of Ed Collier Photography; RonDiNinno, independent film director/producer; Tisha Geeza, senior account executive, DavisAdvertising; Abby Guinard, president/creative director, Barbanel Design, Inc.; Leah Lamson, editor,Worcester Telegram & Gazette; Matt Maguy, founder/strategist, Compassed; Dana Mattson, seniorpartner, MassMedia; Maegen McCaffrey, chief communications officer, RCAP Solutions; GaryMcGovern, account executive, CBS Radio/Digital/Event Marketing; Jim Pond, founder/strategist,Compassed; Marcia Priestley, president of Priestley Marketing Group; Rob Riggieri, creativemarketing specialist, Citadel Broadcasting; Mike Ransdell, founder, Mike Ransdell Copywriting; RobSimpson, president, RSA Communications; and Matthew Tivnan, sales manager, Courtyard byMarriott, Fitchburg.
Pictured: MWCC's award-winning communications projects include the college viewbook; the Priuscar wrap designed by Computer Graphic Design student Zak Stoddard; and the Green on GreenStreet blog.
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MWCC's Alpha Beta Gamma Donates to NEADS
Millhouse is a far cry (or rather 'woof') from your averagedog. Not only does he get to wear an orange jacket andtravel anywhere his partner Tom Rich travels, but he alsoplays a crucial role in Rich's ability to hear and react to theworld around him. Millhouse is a service dog, and servesas ears for Rich, alerting him if he has visitors, if there is anemergency situation, and even when it is time to get up.
However, Millhouse wasn't born with an innate ability towarn people about noises. Rather, he was trained throughthe National Education for Assistance Dog Services(NEADS) in Princeton. NEADS provides independence topeople with disabilities through the use of canineassistance. The nonprofit organization also provides
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Mount Wachusett Community College e-News March 27, 2012
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MWCC's Marketing and CommunicationsDivision received the coveted gold ParagonAward in the "Communications Success Story"category. The division shares the honor withfaculty, staff and students who provided theirtalent, time and skills on various aspects of the
campaign. The award was announced March 13 during the NCMPR national conference in SanFrancisco.
The construction and dedication of MWCC's two 1.65 MW Vestas V82 wind turbines fromSeptember 2010 to April 2011 provided an extraordinary opportunity to showcase the college'srenewable energy initiatives through an in-house, multi-channel communications projectincorporating traditional media, social media, video and photography documentation, a specialevent, and staff and student graphic design contributions in the areas of signage, banners,invitations, event program and t-shirts.
From a communications standpoint, the project showcased MWCC's decade-long commitment tosustainability and the college's leadership role in the national campus climate commitmentmovement, while enhancing awareness about the benefits associated with renewable energy.
The communications project consisted of ongoing press releases and story proposals to mediaoutlets as the construction ensued and leading up to the April 2011 dedication ceremony; socialmedia, including the launch of the Green on Green Street blog and posts to the college's Facebookand YouTube pages; a turbine construction video and dedication ceremony video created byBroadcasting & Electronic Media Department Chair Joel Anderson, the Media Services Departmentand students for use in various media outlets; photography capturing virtually all aspects ofconstruction for use in the blog, media releases and other venues; and several graphic designprojects, including those done in conjunction with Computer Graphic Design Department Chair LeslieCullen and CGD students. The department also worked with the President's office, Advancementand External Affairs, Print Services, and other departments to prepare materials for the dedicationceremony.
Independent judges selected to review the entries noted "excellent, sustained media coverage" and"student creativity and participation" as key factors that earned MWCC an A+ in the category. Morethan 1,800 entries were submitted by over 200 colleges in 44 categories.
Sponsored by the NCMPR, the Paragon Awards recognize outstanding achievement incommunications at community and technical colleges. It is the only national competition of its kindthat honors excellence exclusively among marketing and PR professionals at two-year colleges inthe U.S., Canada and the U.K. NCMPR is an affiliate of the American Association of CommunityColleges.
Pictured: MWCC's Marketing & Communications staff with the NCMPR Gold Paragon Award, fromleft: Marketing Director Alexa Poulin; Coordinator of College Graphics Stephanie Pinto;Administrative Assistant Joyce Cormier; Director of New Media Sarah McMaster; Public RelationsDirector Janice O'Connor; Vice President of Marketing & Communications Robin Duncan; and Weband Digital Asset Specialist Dana Armstrong.
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Congresswoman Niki Tsongas Visits MWCC
Congresswoman Niki Tsongas visited MWCC on March15 to tour the campus, learn about the college'sacademic and community initiatives, and meet with
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At One-Year Anniversary, Turbines Producing 100% of MWCC's Electricity
In the year since Mount Wachusett CommunityCollege added wind energy to its renewableportfolio, the two 1.65 MW turbines are producing100 percent of the colleges electricity while alsoreturning energy back to the grid.
The Vestas V82 turbines, activated on March 25,2011, generated in excess of 5 million kilowatthours of electricity two days before theanniversary date, slightly exceeding the 4.97million kWh annual production anticipated prior toconstruction and taking into account the firstmonth of intermittent operation during a break-inperiod. Combined with existing renewable technologies, the turbines have enabled the college togenerate nearly all of its energy on site and to achieve the distinction of near carbon neutrality forcampus operations.
"The wind energy project is the crowning achievement in our portfolio of green energy projects.Combined, these renewable technologies provide an invaluable learning tool for the general publicas well as students pursuing green careers in our Natural Resources and Energy Managementprograms," said MWCC President Daniel M. Asquino. "The turbines have become a source of prideand a symbol of progress for the college and for the local community."
The wind energy project, a collaboration between the college and the Massachusetts ExecutiveOffice of Energy & Environmental Affairs, the Executive Office of Administration & Finance, theDivision of Capital Asset Management, and the Department of Energy Resources, is an integralcomponent in the Massachusetts Leading by Example - Clean Energy and Efficient Buildingsexecutive order to achieve statewide goals. The $9 million project is being funded through $3.2million in U.S. Department of Energy grants, $2.1 million from a low interest Clean RenewableEnergy Bond, and $3.7 million from Massachusetts Clean Energy Investment Bonds.
"Community projects like this one not only create jobs and local sources of energy but stabilizeenergy costs, which traditionally have relied on volatile fossil fuel markets," said Energy andEnvironmental Affairs Secretary Richard K. Sullivan Jr. "We're a proud partner in this projectbecause it sets an example of clean energy leadership for the students, residents and businesses ofthis community."
During an April 2011 ceremony, the college dedicated the turbines in honor of Congressman JohnOlver, for his support for funding through the U.S. Department of Energy, and Edward R. TerceiroJr., MWCC executive vice president emeritus and resident engineer, for his leadership on the projectand other campus energy initiatives, and to both for their renewable energy vision.
A charter signatory of the American College and University Presidents' Climate Commitment, MWCCwas recognized with environmental awards in 2011 from the U.S. Environmental Protection Agency,Second Nature/ACUPCC and the Commonwealth of Massachusetts for its success in renewableenergy and conservation.
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"Catch the Wind at MWCC" Communications Project Wins Top National Award
"Catch the Wind at MWCC," a multi-facetedcommunications project developed throughoutthe construction and activation of thecollege's wind turbines, has received a topaward from the National Council for Marketingand Public Relations.
Mount Wachusett Community College e-News March 27, 2012
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At One-Year Anniversary, Turbines Producing 100% of MWCC's Electricity
In the year since Mount Wachusett CommunityCollege added wind energy to its renewableportfolio, the two 1.65 MW turbines are producing100 percent of the colleges electricity while alsoreturning energy back to the grid.
The Vestas V82 turbines, activated on March 25,2011, generated in excess of 5 million kilowatthours of electricity two days before theanniversary date, slightly exceeding the 4.97million kWh annual production anticipated prior toconstruction and taking into account the firstmonth of intermittent operation during a break-inperiod. Combined with existing renewable technologies, the turbines have enabled the college togenerate nearly all of its energy on site and to achieve the distinction of near carbon neutrality forcampus operations.
"The wind energy project is the crowning achievement in our portfolio of green energy projects.Combined, these renewable technologies provide an invaluable learning tool for the general publicas well as students pursuing green careers in our Natural Resources and Energy Managementprograms," said MWCC President Daniel M. Asquino. "The turbines have become a source of prideand a symbol of progress for the college and for the local community."
The wind energy project, a collaboration between the college and the Massachusetts ExecutiveOffice of Energy & Environmental Affairs, the Executive Office of Administration & Finance, theDivision of Capital Asset Management, and the Department of Energy Resources, is an integralcomponent in the Massachusetts Leading by Example - Clean Energy and Efficient Buildingsexecutive order to achieve statewide goals. The $9 million project is being funded through $3.2million in U.S. Department of Energy grants, $2.1 million from a low interest Clean RenewableEnergy Bond, and $3.7 million from Massachusetts Clean Energy Investment Bonds.
"Community projects like this one not only create jobs and local sources of energy but stabilizeenergy costs, which traditionally have relied on volatile fossil fuel markets," said Energy andEnvironmental Affairs Secretary Richard K. Sullivan Jr. "We're a proud partner in this projectbecause it sets an example of clean energy leadership for the students, residents and businesses ofthis community."
During an April 2011 ceremony, the college dedicated the turbines in honor of Congressman JohnOlver, for his support for funding through the U.S. Department of Energy, and Edward R. TerceiroJr., MWCC executive vice president emeritus and resident engineer, for his leadership on the projectand other campus energy initiatives, and to both for their renewable energy vision.
A charter signatory of the American College and University Presidents' Climate Commitment, MWCCwas recognized with environmental awards in 2011 from the U.S. Environmental Protection Agency,Second Nature/ACUPCC and the Commonwealth of Massachusetts for its success in renewableenergy and conservation.
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"Catch the Wind at MWCC" Communications Project Wins Top National Award
"Catch the Wind at MWCC," a multi-facetedcommunications project developed throughoutthe construction and activation of thecollege's wind turbines, has received a topaward from the National Council for Marketingand Public Relations.
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Massachusetts Secretary of Energy andEnvironmental Affairs Richard K. Sullivan Jr.
addressing the audience during the 2011 windturbine dedication ceremony.
majority of the graduates will continue their education at MWCC orat another college or university, and one is now serving thecountry in the U.S. Army.
The Gateway program is funded through school choice fundingfrom Mahar. The cost of courses is covered by the scholarship,and the cost of books is covered during the first semester and ona scholarship basis during subsequent semesters.
Due to the success of the Mount Wachusett Gateway to Collegeprogram, the college's Division of Access and Transition wasselected to assist the Gateway to College National Network byproviding training and partner support for the three new Gatewaystart-up locations being created in Massachusetts under the HighSchool Graduation Initiative. In total, Massachusetts will host sixGateway programs throughout the state.
Gateway and Pathways 2012 graduates
MWCC Receives CASE Gold Circle of Excellence Award for Turbine Communications
Mount Wachusett Community College has receivedthe gold Circle of Excellence Award from theCouncil for the Advancement and Support ofEducation (CASE) in the Public Relations andCommunity Relations category for the multi-faceted"Catch the Wind at MWCC" communications project.
The communications effort highlighted the activationand dedication of MWCC's two 1.65 MW windturbines, as well as the college's decade-longcommitment to renewable energy and energyconservation; sustainability awards received fromstate and national agencies for the wind project;and leadership role in the national campus climatecommitment movement.
Further, the effort showcased MWCC's integral rolein the Massachusetts "Leading by Example - Clean
Energy and Efficient Buildings" program.
The story of MWCC's wind energy initiative became an integrated, cross-college concept, sparkingexcitement and interest throughout the campus and involving the Marketing & CommunicationsDivision, the President's Office, Institutional Advancement, Facilities Management, Media Services,Student Life, faculty, students and student clubs. The project combined in-house communicationsefforts in the areas of public relations, social media, website, and photography with service-learningprojects for students majoring in Computer Graphic Design and Broadcasting and Electronic Media.
Aspects of the project included ongoing media relations; graphic design projects for signage,banners, turbine pride t-shirts sold to raise funds for student scholarships, and a car wrap; socialmedia projects including posts to Facebook, YouTube and the college's Green on Green StreetMount Wachusett Community College e-News June 25, 2012
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Kristin Riordon
blog; video projects and photography. The project also created opportunities for others. Forexample, key state agencies, Congressman John Olver, and environmental organizations such asthe U.S Department of Energy, posted news and videos on their own websites, blogs and Facebookpages.
"This gold recognition is a great tribute to everyone at the college for stepping up to the challenge ofincorporating new ways to communicate and bring greater visibility to our college," said PresidentDaniel M. Asquino. "The wind project was a complex one, with many other sustainability effortsbeing implemented at the same time. Our communications team did an outstanding job of building acampaign that tied all these efforts together, and bringing not only local, but national recognition toMount Wachusett Community College."
Robin Duncan, MWCC vice president of Marketing & Communications commented, "I am veryfortunate to work with a great group of people, and I am especially proud of this recognition as ittruly showcases the diverse and cutting-edge talents among team members. This project was acollaborative college-wide effort and the communications strategy was a successful one. That's whatwe do, here in our office - spread the good word about Mount Wachusett Community College! Butit's nice to be acknowledged by our colleagues for doing our jobs well, across all kinds of media -traditional and new."
Advancement professionals from a number of higher education institutions, including ColumbiaUniversity, Dartmouth College, Mount Holyoke College, Rutgers, Seton Hall University and TulaneUniversity, served as judges in a wide range of categories for the 2012 CASE awards, whichfocused on work completed in 2011. MWCC joined silver award winner Duke University and bronzeaward winner Thomas More College as the top winners in the PR/Community Relations category.
CASE is an international professional association serving educational institutions and theadvancement professionals who work on their behalf in alumni relations, communications,development, marketing and allied areas. CASE helps its members build stronger relationships withtheir alumni and donors, raise funds for campus projects, produce recruitment materials, markettheir institutions to prospective students, diversify the profession, and foster public support ofeducation. The Circle of Excellence awards celebrate programs that measure up to high standards,contribute to a growing body of knowledge and add substance and insight to the profession and itspractitioners.
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MWCC Instructor Receives Massachusetts Colleges Online Award
MWCC instructor Kristin Riordon has been recognized with a Course ofDistinction Award from Massachusetts Colleges Online, for her onlinecourse, "Comparative Religion." Riordon, an Athol resident, received theaward during the June 6 Massachusetts Colleges Online: Sharing BestPractices conference.
"The COD Awards recognize faculty from throughout the state who havedeveloped and teach innovative and exciting online courses. These coursesare representative of the best uses of eLearning instructional tools toenhance student success," said conference committee member Dr. VincentIalenti, dean of Academic and Institutional Technology at MWCC.
Riordon's course is well-organized, with all requirements presented in aclear and concise manner, Ialenti said. Course guidelines are highlighted inan introductory video, as well as syllabus, project and announcementfolders, allowing the instructor to guide students through the week's
assignments while offering flexibility for different learning styles. Riordon also presents a weeklystreaming PowerPoint "audio lecture," layering her spoken words with written information andphotographic images to reinforce the fundamentals presented.
Riordon acts as a facilitator and guide to her students during a comprehensive tour of the world'sreligions. Week by week, she presents a diverse variety of visual and auditory materials to spark
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Section II: Mission, Goals and Target Population
APPENDIX I:
Technology Upgrades List
Curriculum Changes 2008-2013
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Appendix I:
Technology Upgrades List
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Technology Upgrades Hardware & Software Upgrades 2008-2013 The goal of the CGD program is to stay current with industry standards and market trends, and to maintain state-of-the-art computer labs at the college. The following is a list of new hardware and software purchased for the CGD program between 2008 and 2013.
• Effective Fall 2008 Hardware Updates: Apple iMac Lease With our 4-year Macintosh computer lease due to expire on Dec. 31, 2008, the CGD department established a new lease agreement in October 2008 with Apple. This new lease agreement provided our department with much needed, state of the art upgrades and computing power for two of our three computer labs. The lease and work agreement entailed a great deal of negotiating, but upon approval of the final 3-year agreement the following equipment and services were provided to the CGD Department:
• Forty 20-inch iMac computers with Intel Duo Core processors, keyboards, and mice
• 3 years of Apple Care hardware maintenance for all 40 computers • The computers were unpackaged, imaged and installed by Apple Certified
technicians during two days in mid-October 2008. • All 37 of our old G5 Macintosh computers were boxed and shipped to a
recycling company. • One day, on-site, image training will be provided to the MWCC ISS
technicians. • This new lease saved the college $2700 per year over our previous lease
agreement.
Software Updates: Quark Xpress As part of our computer upgrades, the CGD department purchased and upgraded Quark Xpress, from version 6.5 to 8.0. This is the industry leading software in page layout utilized throughout the graphic design industry. Students and faculty adjusted their curriculum and training throughout the semester to match this upgrade.
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• Effective Fall 2009 Hardware Updates: Nemesis (CGD storage server): New drives to accommodate our storage needs and to eliminate permissions issues were ordered and installed in Nov 2009 for our storage server. PC Lab—October 09 Updates In October 2009, ISS acquired and installed 19 new, Windows-based, PC computers with 20” flat screen displays for room 354, Professor Swerzenski’s office, and one is also being used as student station in room 350. The lab was replaced when several computers and monitors began to fail in Sept 09 and the units or parts could not be replaced due to the age of the ailing systems. The computers as of Sept 09 were 4 years old. The average refresh rate on campus has traditionally been 3 years. It was decided through administration and the ISS group to complete a full refresh of the systems in October. The computers were installed and imaged on a weekend in mid-October. Professor Swerzenski came in to assist the ISS team with the image development and the deployment. By Monday morning all systems were functioning perfecting and the teaching and learning in room 354 proceeded without interruption. Additionally, this lab was the first test lab for the new Windows 7 operating system and was monitored throughout the semester. Software Updates Adobe CS5 Over the summer of 2009, The ISS department installed the newest Adobe Creative Suite (CS5) software in all three of our graphic design labs. This required CGD faculty members to prepare their syllabi and course content across both the CGD and CGW programs to reflect the changes in the computer software. As well, faculty updated their own skills to be able to provide the highest level of software training to our students. By upgrading to and utilizing the newest Adobe software for graphic design we are staying on the cutting edge of this ever-changing industry.
• Effective Fall 2010 Hardware Updates: New Mac Snow Leopard Server Purchased With our previous server ailing, IT purchased the newest Snow Leopard server for use by all faculty and students in the CGD and CGW curriculum. This new server was available for student use at the start of the fall 2011 semester.
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Software Updates:
Universal Type Font Server Over the summer months and into the fall semester of 2010, the IT department in collaboration with the CGD Lab Aide, worked to upgrade our aging font management system. We were transitioning from Extensis Suitcase X1 to the Universal Type Server (UTS). The project was completed with the assistance of Extensis, as the transition proved to be complex, but was finally completed by late October/early November. PC Lab—Room 354—Testing of Windows 7 The PC lab was the first lab to utilize and fully test the functionality for the new Windows 7 operating system and was monitored throughout the past year by IT. The system worked well and testing proved to be valuable for campus-wide use of the operating system. Operating System Updates for Macs In July of 2010, the newest operating system, Snow Leopard 10.6, was purchased for the Macintosh computers. This software was installed throughout our Mac labs and was utilized throughout the 2010-2011 academic year with no major issues reported. This system proved to be very stable for our design environment. Kapersky Anti-Virus Added The IT department added the Kapersky anti-virus software to all of our Mac and PC computers in fall of 2010. This proved to be a valuable tool, as it detected and quarantined several Windows based viruses that were attached to students’ thumb drives. It also detected a virus being housed on the server. IT was able to remove and clean out these viruses with the aide of this new software.
• Effective Fall 2011
Software Upgrade: Adobe CS 5.5 In July 2011, all of the CGD labs and faculty computers were upgraded with the newest Adobe Creative Suite software—Adobe CS 5.5. This software was utilized throughout the 2011-2012 academic year with no major issues reported. This software has proven to be very stable for our design environment.
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• Effective Fall 2012 Hardware Upgrade: Apple iMac Lease With our 2008 Macintosh computer lease due to expire on June 30, 2012, the CGD department established a new 3 year lease agreement in July 2013 with Apple. This new lease agreement included:
• Thirty-nine 20-inch iMac computers • One 15-inch MacBook Pro • 3 years of Apple Care hardware maintenance for all 40 computers
Software Upgrade: Adobe CS 6 In July 2012, all of the CGD labs and faculty computers were upgraded with the newest Adobe Creative Suite software—Adobe CS 6. This software was utilized throughout the 2012-2013 academic year with no major issues reported. By upgrading to and utilizing the newest Adobe software for graphic design we are staying on the cutting edge of this ever-changing industry. Printer Upgrade: Xerox Phaser 7800 A new duplexing, large format laser printer was purchased and installed in the summer of 2012. This printer handles all of the CGD department’s color printing needs and replaces a similar, but aging Xerox Phaser 7400.
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Appendix I:
Curriculum Changes 2008-2013
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Changes to the Degree Programs and Certificates 2008–2013
2008/2009 Academic Year Curriculum Changes to CGW: The CGW program made some significant curriculum changes during the 08/09 academic year. The changes are as follows:
• Instead of requiring CGD204 Advanced Digital Imaging for all web majors, we now allow a choice between CGD204 and BCT115 Digital Photography.
Rationale: Most web clients request images for their websites that cannot be purchased through a stock image gallery. Since the web is a low-resolution, non-print platform, providing clients with digital-based images is extremely helpful and cost effective. Training web students in the proper uses and technical know-how of a digital camera will make our web majors more marketable. However, having CGD204 as an option allows our students to gain more practice and experience with Adobe Photoshop, one of the premiere and most widely used software. Students can now choose one course over the other.
• CGW majors are now required to take CGD242 Advanced Website Animation and CGD244 E-Commerce Design in place of a CGD Restrictive Elective and a CGD Professional Elective.
Rationale: With a new adjunct faculty member who is committed to teaching courses for our program, and a long-standing need to train our students in the advanced tools and techniques used in web design, now was the time to enact a change in our curriculum. This change will provide our students with the advanced, higher level training necessary to obtain the skills and preparation to do all levels of web design upon graduation.
2009/2010 Academic Year
• CGD204 Adjusted as a Requirement in the Web Design Program We have reduced the use of Adobe Photoshop as a web development program. CGD204 Advanced Digital Imaging is no longer required for web majors. Students can now choose between taking CGD204 and PHO115 Digital Photography. The reduction and adjustment in emphasis on Photoshop for web development brings our curriculum more in line with the industry trends and standards.
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• CGD102—Indesign and Quark As part of our curriculum changes in 08-09, we eliminated CGD237 (a course in Quark Xpress) as a core course requirement and replaced it with CGD235—a course that focuses on typography and uses InDesign as the primary software/tool for design. As a result, Professor Leslie Cullen implemented the use of both Quark Xpress and InDesign into her CGD102 Publication Design class. This was the first time both industry standard page layout applications were taught and used in the same course. The course curriculum was broken into two units with Quark Xpress being taught and used for the first creative design project, and InDesign utilized for the second creative project. The response to learning both was positive and students will now have the skills necessary to work with either page layout software. This will make our students far more marketable in the print design industry.
• CGW Curriculum—Name changes for 2010-2011 catalog: CGD110 Introduction to Animation and Gaming changed to CGD110 Introduction to Animation Rationale: “Gaming” gave students the wrong impression, as gaming is only a small module in the course.
• CGD112 Communication in Design and Technology changed to Communication in Multimedia Design. Rationale: Puts this course more inline with what is taught and with the industry standards.
• New CGD225 Advanced Electronic Illustration Elective (will be offered in fall 2010) Rationale: This course will provide CGD Print majors with greater experience with electronic illustration, advanced techniques in Adobe Illustrator and other related media. This course will allow students to explore their own illustration style, and apply these skills to print and online media for the purpose of self-promotion and marketing. Also addressed within the course will be the enhanced visibility of the designer, networking, and the investigation of and exposure to other illustrators and designers within the industry.
2010/2011 Academic Year
• No new curriculum changes were made.
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2011/2012 Academic Year
Curriculum Changes In an effort to broaden the offerings of the Computer Graphic Design department and to involve a wider cross-section of the student population, major changes were proposed and approved to the structure, course content, and specific courses within the CGD curriculum.
• The substitutiom of CIS127 Computer Technologies as an alternative to CGD109 Introduction to Web Media. Rationale: This change allows for any student taking the required CIS127 course to be exposed to the CGD labs, philosophy, specialized software, and creative environment.
• Other changes approved through academic governance include: Name changes that better reflect course sequence and content:
o Creative Web Design – Creative Web Design I o Integrated Website Design – Creative Web Design II o Advanced Website Animation – Interactive Web Design
• Sequence changes and new courses: o CIS127 (as noted above) added to both the Print and Web
curriculums. o Social Science Elective was moved to the last semester to
accommodate the addition of ART251 Two Dimensional Design in the 2nd semester of both the Print and Web curriculums.
o ART251 became the approved Humanities course for the CGD and CGW programs.
o Advanced Digital Imaging will be required for both majors. The choice to take either PHO115 Digital Photography or CGD204 Advanced Digital Imaging has been removed from the Web curriculum.
o Designing for E-Commerce was moved from the 3rd semester to the 4th semester in the web curriculum, while the Interactive Website Design class was moved to the 3rd semester rather than the 4th. These two courses were swapped in the sequence.
o With the addition of CIS127 utilized as a Business elective, a professional elective was added to the Web curriculum.
o MKT241 Advertising was replaced with MKT142 Marketing in the Print curriculum.
o The CGD Restrictive Elective was replaced with CGD241 Creative Web Design II in the Print curriculum.
• New professional elective options were added for both curriculums.
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Section III: Curriculum APPENDIX J:
Service Learning Client Surveys:
Print and Web Client Survey Questions
Print Client Survey Results
Web Client Survey Results
Project Assessments
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Appendix J:
Service Learning Client Surveys
Print and Web Client Survey Questions
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2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT
On behalf of the Computer Graphic Design Department and our Portfolio Preparation students, I wish to thank you for giving our new designers an opportunity to learn from a realworld experience by designing a project for you this semester. Would you please take just a few minutes to complete this evaluation? Your evaluation will not only help me, but it will help the students in their future endeavors. If you could reply to this survey promptly the student will be able to have a more comprehensive evaluation before the semester is over. Please respond to this survey as soon as possible, but no later than Tuesday, May 1. We appreciate your prompt attention. Thank you again for your participation this semester! Leslie Cullen, Department Chair Computer Graphic Design Print Program Mount Wachusett Community College
1. Client information
2. How many times did the student meet with you in person this semester?
1. Service Learning Survey
*Client Name:
Designer's Name:
Project Title/Description:
*0 times in person
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1 time
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2 times
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3 times
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4 times
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5 or more times
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Please comment on your answer.
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2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT3. Overall was the student/client communication satisfactory?
(Effectiveness of Communication) (5) = Excellentexceeded my expectations (4) = Very Goodmet my expectations (3) = Goodaverage (2) = Faircould use some improvement (1) = Poordid not meet expectations
*
Excellent Very Good Good Fair Poor N/A
The student designer contacted you to arrange meetings.
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He/she was on time and prepared each time you met.
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When the student met with you, he/she presented themself in an acceptable manner
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Greeting and Handshake nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Attire nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Demeanor nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
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Verbal Communication Skills
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Ability to Listen nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
If the student could not meet with you for a scheduled meeting, he/she contacted you to reschedule.
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If you, or the student designer, had questions or a need to followup, the student was prompt and thorough.
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The student remained in regular and frequent contact with you throughout the project (in person, by phone, by email).
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If email was the means of communication, the student wrote clear and concise business emails with little or no typing errors.
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
368
2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINTPlease provide feedback to your answers where ever possible.
55
66
369
2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT4. How satisfied were you with the students initial preparation?
(5) = Excellentexceeded my expectations (4) = Very Goodmet my expectations (3) = Goodaverage (2) = Faircould use some improvement (1) = Poordid not meet expectations
*
Excellent Very Good Good Fair Poor N/A
The student showed a willingness to hear my initial ideas and thoughts.
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He/she conducted a professional client interview to obtain the necessary project information.
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The interview included a series of specific questions to assess design needs and goals
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The student designer prepared drafts with various ideas (concepts) and layouts.
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The student presented and communicated his/her various concepts and layouts in a clear and informative manner.
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The student easily translated my ideas into working concepts/layouts.
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Please provide feedback to your answers where ever possible.
55
66
370
2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT5. How satisfied are you with the work completed?
(5) = Excellentexceeded my expectations (4) = Very Goodmet my expectations (3) = Goodaverage (2) = Faircould use some improvement (1) = Poordid not meet expectations
*
Excellent Very Good Good Fair Poor N/A
The results of the project are...
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The project was completed in the time allotted
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The project looks professional
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The final design has met our needs/goals
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Did the student designer provide you with more design work than you anticipated? Less design work than you anticipated? Please explain.
55
66
371
2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT6. How would you rate the professionalism of this designer?
7. What do you feel are the student's main strengths? What are the student's weaknesses—what can they improve upon?
*Excellent Very Good Good Fair Poor N/A
The student designer has a grasp of the graphic design profession.
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He/she showed an ability to communicate design concepts.
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He/she showed an ability to achieve project goals.
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He/she showed an ability to design with skill, creativity and professionalism.
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The student managed their time and the project efficiently and effectively.
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*
55
66
Please provide feedback to your answers where ever possible.
55
66
372
2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT2013—Client Survey—PRINT8. Would you recommend this designer to other individuals?
9. How do you feel the the client/student relationship can be improved? What could you (the client) have done differently? What could the student have done differently?
10. What do you believe are the benefits and difficulties of this learning experience? Comments and suggestions:
I appreciate the time you have given to this service learning experience and the time you took to complete this evaluation today. If you wish to contact me at any time to discuss your student designer further, please email me at [email protected] or please call me at: 978.630.9347. Thanks again!
*
*
55
66
*
55
66
2. Thank you!
Yes
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No
nmlkj
Please explain your reasons why or why not?
55
66
373
Appendix J:
Service Learning Client Surveys
Print Client Survey Results
374
Client Name: Designer's Name: Project Title/Description:
North County Land Trust/Fitchburg Greenway Committee
Noah Chicoine Fitchburg Watershed Trails
Susan Goldstein Ashley Stevens Mount Observer news standMaureen Provost Megan Weisel Week of the Young Child Art Show PosterJessica Connors Dave Bartlett Relay for Life BenefitPaul Wolff Evan Cormier Professional Development flyersGreg Clement Ericks Liepins Student Center "Get Involved" Display boardsBill White David Bartlett Fitchburg Longsjo Classic Poster
Gardner 225th Anniversary Committee Barbara StowellHistoric Gardner Booklet and Walking Tour Brochure
Susan Goldstein Sarah Marchessault LAS Communications poster
Client Name: Designer's Name: Project Title/Description:Spanish American Center Zac Branding IdentityLinda Oldach Meagan Beauchamp redesign of library PR materialsYoung Entrepreneurs Society Josh Nichols BizVenture print materialsLeslie Cullen Shelby Skowronski CGD Exhibit posters, slides and signageGreater Gardner Chamber of Commerce Julanne Thibeault Flyers for Chamber Speaker ProgramDoug Parker Curtis Croteau CLS BannerDavid C. Graham Madeline Plaut (sp?) Swim Lesson Handbook
Lynne Franciose Michael RolfeGreen Street Cafe Weekly/Daily Menu and Catering Gui
Thayer Memorial Library Margaret Grande Library Letterhead and StationaryMontachusett Addiction Council Justin Zanghi MAC Center Brochure-‐flyerJosh McNamara Veteran Homestead
Noreen Piazza, Planning Director, Town of Lancaster
Eduardo Franco Sterling-‐Lancaster Community Television Logo
MVOC-‐ Rachel Andler Carina Morand "Did You Know" type flyersMaureen Provost Katie Tonet Week of the Young Child, Poster, CardsJustine Fallon Angela Fidler Recycling PostersFirst Church Unitarian Universalist Luan Nguyen design marketing brochures
1. Client information
2011—Client Survey—PRINT
2010—Client Survey—PRINT
375
Client Name: Designer's Name: Project Title/Description:Town of Athol Heather Chadsey Economic development flyersL.H.S. Teen Reach Youth Venture Matthew Phelps Bullying Book
Associate Professor Maureen J. Provost Maegan BeauchampWeek of the Young Child poster and postcard design
Sharon Henrickson Rachel Letourneau Children's Financial Activity BookEast Quabbin Land Trust Renee Douglas Property brochureKris Cullen, GFA Federal Credit Union Trudy Baranoski Student Services BrochureLeominster Recreation Department Daniel Provost Logo and Facility BrochureJoanie Cohen-‐Mitchell Britney Mckeen United Way brochureDevens Eco-‐Efficiency Center Alex Gyles Logo and Brochure
Emily Austin-‐Bruns (North Central Charter Essential School)
Jonathan Van Dyke NCCES Magazine
Client Name: Designer's Name: Project Title/Description:LUK INC Mentoring Eddie Sanchez Mentor Recruitment
Associate Professor Maureen Provost, Garrison Center for ECE
Tamara MalayWeek of the Young Child Art Show, Poster, cards and announcement
Greater Gardner Suicide Prevention Task Force
Tamara Malay Suicide Prevention Postcard
Susan Goldstein Rebecca Landry Relay for life t-‐shirt designMillers River Watershed Council-‐ Keith Davies
Rebecca Landry Upper Millers Blue Trail map
Bigelow Free Public Library (Erin Klemm) Jon Skinner Print Logo Design
2012—Client Survey—PRINT
2013—Client Survey—PRINT
376
Answ
er Options
Respon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tTo
tal Percent
Total Cou
nt
0 tim
es in person
0.0%
00.0%
00.0%
00.0%
00.0%
01 tim
e0.0%
06.3%
120.0%
20.0%
07.3%
32 tim
es11.1%
16.3%
110.0%
10.0%
07.3%
33 tim
es33.3%
337.5%
60.0%
050.0%
329.3%
124 tim
es22.2%
218.8%
350.0%
50.0%
024.4%
105 or m
ore tim
es33.3%
331.3%
520.0%
250.0%
331.7%
13an
swered
que
stion
916
106
41
Please com
men
t on your
answ
er.
76
76
26
My sche
dule was hectic, m
aking it difficult for C
urtis to
see me, so
he was very good
in emailing and contactin
g me.
3 tim
es once for initia
l meetin
g, se
cond
with
a draft which we wen
t over a
nd th
en a final m
eetin
g to so
lidfy to
uch up
Michael sc
hedu
led app
ointmen
ts each week with
me to re
view
his progress. He
was always p
rompt and
prepared.
Katie
was always o
n tim
e, pleasant, en
thusiastic, flexible and professio
nal.
She met with
me to se
e the space and kickoff the
project
Luan m
et with
me to plan, to
review
, to he
lp m
e see what h
e was doing, to get clarity abou
t the
brochure and to present m
e with
the fin
al produ
ct
Very prompt.
2011
2010-‐2013
Please com
men
t on your answer.
2010
My meetin
gs with
Noah were pleasant and
produ
ctive.
Excellent work ethic
Evan and
I met re
gularly
througho
ut th
e semester.2. How
man
y tim
es did th
e stud
ent m
eet w
ith you
in person this se
mester?
Barbara was very professio
nal and
our m
eetin
gs were prod
uctiv
e!!! It was a joy to work with
such a ded
icated
, talen
ted and organized pe
rson
! Whe
n we met of tho
ught of h
er as a
graph
ic
desig
ner, ne
ver a
s a stud
ent g
raph
ic designe
r!
In add
ition
, Sarah fo
llowed
up with
e-‐m
ails and qu
ick conversatio
ns in th
e hallw
ay (since m
y office is rig
ht across from Graph
ic Design)
2010
2011
2012
2013
377
Good
produ
ctive meetin
gs. She came well prepared.
Maegan was flexible and
professional. She
is extremely talented
.We have held bi-‐w
eekly meetin
g with
Rache
l and
our Boo
k Co
mmittee to
review
her m
aterials and to provide
add
ition
al guidance.
Our com
mun
ication was prim
arily based
in email, therefore we met in person at th
e start o
f the
project and
again m
id-‐w
ay th
rough the project to en
sure we had adeq
uate face to
face time.
Alex was always p
unctual and
prepared and took notes of o
ur con
versation
Tam
ara
was
ver
y pr
ofes
sion
al.
I enj
oyed
our
mee
tings
.
Tam
ara
met
with
me
on a
n as
nee
ded
basi
s an
d w
as v
ery
acco
mod
atin
g to
my
sche
dule
.
Bot
h in
per
son
and
emai
l. S
he w
as in
con
tinua
l tou
ch.
2012
Matthew
was very cordial and
professional during ou
r meetin
gs. He
polite
ly listen
ed to
the commen
ts or q
uestions th
e mem
bers of T
een Re
ach made. M
atthew
then
provide
d suggestio
ns
for change or im
provem
ent.
We were no
t able to m
eet d
ue to
my sche
dule and
Dan's sche
dule th
e week be
fore th
e fin
al brochure was due
. Then
Dan was unable to m
eet a
few days b
efore the fin
al brochure was due
. We had to com
mun
icate via e-‐mail. This may have caused
Dan so
me stress.
2013
We
met
for
an in
itial
info
rmat
iona
l ses
sion
, the
n fo
r a
tour
of t
he c
ampu
s/cl
assr
oom
and
aga
in w
hen
he a
ttend
ed o
ne o
f our
Cel
ebra
tions
to ta
ke p
hoto
grap
hs to
util
ize
in o
ur
mar
ketin
g m
ater
ials
.
Our
mee
tings
wer
e ve
ry p
rodu
ctiv
e. W
e al
so c
omm
unic
ated
ove
r em
ail a
nd a
few
sna
il m
ails
. Her
ent
husi
asm
was
ver
y go
od a
nd s
he e
njoy
s he
r w
ork.
She
had
goo
d in
itiat
ive
to o
ffer
desi
gn s
ugge
stio
ns a
nd r
espo
nded
wel
l to
feed
back
.
Jon
invi
ted
me
to th
e M
WC
C a
nd w
as h
appy
to g
ive
me
a to
ur o
f the
cam
pus.
He
also
atte
nded
two
of o
ur B
oard
of t
he T
rust
ees
mee
tings
to g
ain
feed
back
on
the
logo
m
ocku
ps h
e ha
d do
ne fo
r us
. I w
as h
appy
with
his
will
ingn
ess
to m
eet i
n pe
rson
.
378
Excellent
Very Goo
dGoo
dFair
Poor
N/A
Ratin
g Av
erage
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tTo
tal
Average
Total
Coun
t
258
70
01
4.67
94.
2516
4.67
104.
336
4.48
41
2512
21
10
4.67
94.
3116
4.50
104.
336
4.45
41
2810
21
00
4.67
94.
5616
4.70
104.
336
4.57
41
277
60
01
4.67
94.
5316
4.40
104.
506
4.53
41
2410
70
00
4.67
94.
3116
4.40
104.
336
4.43
41
316
40
00
4.67
94.
6316
4.70
104.
676
4.67
41
325
40
00
4.67
94.
6916
4.70
104.
676
4.68
41
2510
60
00
4.67
94.
2516
4.60
104.
506
4.51
41
2311
51
00
4.63
94.
1916
4.50
104.
506
4.46
41
195
31
012
4.63
94.
3816
4.75
104.
336
4.52
41
2014
33
10
4.56
93.
7516
4.50
104.
336
4.29
41
2211
30
50
4.44
93.
6916
4.50
104.
006
4.16
41
2112
33
01
4.63
94.
2716
4.20
104.
176
4.32
41
79
95
30
916
106
41
Answ
er Options
The stud
ent d
esigne
r con
tacted
you to arran
ge m
eetin
gs.
He/she
was on tim
e an
d prep
ared
each time you met.
Whe
n the stud
ent m
et with
you
, he
/she
presented
them
self in an
acceptab
le m
anne
r
Greeting an
d Ha
ndshake
2010
Attire
Demeano
r
Attitud
e
Verbal Com
mun
ication Skills
Ability to
Listen
If the stud
ent cou
ld not m
eet w
ith
you for a
sche
duled meetin
g,
he/she
con
tacted
you
to
resche
dule.
2013
2010-‐2013
Totals 201
0-‐20
13
If you, or the
stud
ent d
esigne
r, ha
d qu
estio
ns or a
need to fo
llow-‐up,
the stud
ent w
as prompt and
thorou
gh.
The stud
ent rem
aine
d in re
gular
and freq
uent con
tact with
you
througho
ut th
e project (in person,
by pho
ne, b
y em
ail).
If em
ail w
as th
e means of
commun
ication, th
e stud
ent w
rote
clear a
nd con
cise business e
mails
with
little or n
o typing errors.
Please provide
feed
back to
you
r answers w
here ever p
ossible.
answ
ered
que
stion
3. Overall was th
e stud
ent/client com
mun
ication satisfactory? (E
ffectiv
eness o
f Com
mun
ication)
(5) =
Excellent-‐-‐e
xceede
d my expe
ctations (4
) = Very Go
od-‐-‐m
et m
y expe
ctations (3
) = Goo
d-‐-‐average
(2) =
Fair-‐-‐cou
ld use so
me im
provem
ent (1) = Poo
r-‐-‐did not m
eet e
xpectatio
ns
2011
2012
379
Thi
s w
as a
ver
y go
od e
xper
ienc
e. I
t was
ver
y go
od to
wor
k w
ith a
stu
dent
from
the
com
mun
ity o
n w
ork
that
is b
enef
icia
l to
the
com
mun
ity.
Ash
ley
was
ext
rem
ely
prof
essi
onal
at a
ll tim
es a
nd k
now
ledg
eabl
e ab
out t
he s
ubje
ct
She
was
aw
esom
e an
d re
spon
sibl
e in
eve
ry w
ay!
We
love
d th
e po
ster
! S
he e
ven
cam
e to
the
Art
Sho
w!!!
!!
Re:
last
que
stio
n. W
e pr
imar
ily m
et in
per
son,
but
we
also
had
exc
elle
nt e
-mai
l con
tact
...
The
qui
ck tu
rn a
roun
d tim
e fo
r th
is p
artic
ular
pro
ject
wou
ld h
ave
bene
fitte
d fr
om m
ore
timel
y co
mm
unic
atio
n.
Cur
tis is
mat
ure,
effi
cien
t and
pro
fess
iona
l in
his
wor
k.
His
com
mun
icat
ion
was
ver
y go
od.
We
wer
e pl
ease
d w
ith M
argi
e's
abili
ty to
take
con
stru
ctiv
e cr
itici
sm a
nd r
ecei
ve fe
edba
ck w
hich
res
ulte
d in
lette
rhea
d an
d bu
sine
ss c
ards
we
wou
ld c
onsi
der
usin
g.
She
lby
met
with
me
a fe
w ti
mes
at t
he b
egin
ning
of t
he p
roje
ct, b
ut d
id n
ot s
ched
ule
any
furt
her
appo
intm
ents
and
whe
n th
e pr
ojec
t got
clo
ser
to th
e de
adlin
e sh
e co
mpl
eted
3 o
ut o
f the
5
piec
es. S
he w
as u
nabl
e to
com
plet
e th
e re
st, b
ut d
id n
ot c
omm
unic
ate
that
to m
e.
3. Please provide feed
back to
you
r answers w
here ever p
ossible.
I hav
e pa
rtic
ipat
ed in
ser
vice
lear
ning
pro
gram
s in
the
past
with
poo
r re
sults
. G
ener
ally
the
stud
ents
rar
ely
follo
w th
roug
h or
com
plet
e th
e pr
ojec
t. D
avid
was
ver
y th
orou
gh a
nd p
rofe
ssio
nal.
It w
as a
ref
resh
ing
expe
rienc
e. T
hank
s, B
ill W
hite
2010
2011
Eric
ks w
as s
impl
y th
e be
st s
tude
nt I
have
wor
ked
with
her
e at
MW
CC
. T
he q
ualit
y of
his
wor
k w
as to
p no
tch.
He
is g
reat
with
cos
tum
er s
ervi
ce.
He
can
inte
rper
t wha
t a c
lient
wan
ts a
nd
prod
uce
an a
maz
ing
prod
uct!
His
tale
nts
, pro
fess
iona
lism
spe
aks
to h
is a
bliti
es a
nd th
e qu
ality
of y
our
prog
ram
. I
had
a gr
eat e
xper
ienc
e w
orki
ng w
ith h
im a
nd c
ould
not
be
mor
e pl
ease
d w
ith th
e ou
tcom
e.
Sar
ah w
as p
rofe
ssio
nal i
n al
l mee
tings
with
me
and
quite
ent
husi
astic
abo
ut th
e pr
ojec
t thr
ough
out t
he s
emes
ter!
I w
as a
maz
ed a
t her
follo
w th
roug
h an
d im
pres
sed
that
she
was
alw
ays
on
top
of d
ue d
ates
and
sug
gest
ions
.
Whe
n I f
irst m
et w
ith M
eaga
n to
dis
cuss
the
proj
ect I
was
opt
imis
tic th
at w
e w
ould
be
able
to w
ork
wel
l tog
ethe
r. S
ubse
quen
tly s
he d
id n
ot c
ome
at th
e ag
reed
tim
e fo
r th
e ap
poin
tmen
ts a
nd
didn
't ge
t in
touc
h. E
vent
ually
she
dis
appe
ared
.
Mic
hael
impr
esse
d m
e fr
om th
e fir
st m
eetin
g. H
e w
as p
repa
red
with
sam
ples
of h
is p
revi
ous
wor
k, a
nd e
ven
had
men
u sa
mpl
es.
He
is v
ery
posi
tive
conf
iden
t and
kno
wle
gabl
e. I
am
ex
trem
ely
plea
sed
with
the
final
res
ults
.
Kat
ie w
ent a
bove
and
bey
ond
the
call
of d
uty
by g
ettin
g ou
r ca
rds
cut b
y de
adlin
e by
driv
ing
them
to M
onty
Tec
h. S
he p
rovi
ded
requ
este
d in
fo fo
r he
r bi
blio
grap
hy a
nd s
he a
ttend
ed th
e ar
t sh
ow.
Initi
ally
, Ang
ela
cont
acte
d m
e an
d w
e se
t up
a tim
e to
mee
t to
go o
ver
the
proj
ect.
She
was
ver
y pr
ofes
sion
al a
nd o
pen
to m
y id
eas.
I p
ulle
d to
geth
er in
form
atio
n to
edu
cate
her
on
the
topi
cs
and
to u
se fo
r a
final
pos
ter.
I n
ever
hea
rd fr
om h
er a
gain
. S
he n
ever
sho
wed
me
any
draf
ts fo
r m
y in
put,
not
did
I see
a fi
nal d
esig
n. I
con
tact
ed h
er v
ia e
mai
l to
chec
k in
on
the
proj
ect,
but
neve
r he
ard
from
her
. I a
m c
urio
us to
see
wha
t she
cam
e up
with
, if a
nyth
ing.
I th
ough
t per
haps
she
dro
pped
out
of t
he c
lass
, but
she
nev
er c
omm
unic
ated
that
to m
e.
Luan
, cal
led
me
whe
n he
had
que
stio
ns. H
e w
as a
ble
to e
xpla
in w
hat h
e ne
eded
and
in o
ne c
ase
whe
n i d
id n
ot u
nder
stan
d w
hat h
e ne
eded
he
rest
ated
his
nee
ds in
a d
iffer
ent w
ay. H
e re
mai
ned
in r
egul
ar c
onta
ct w
ith m
e. H
e br
ough
t 3 p
ossi
ble
moc
k up
s to
me
and
help
ed ta
lk m
e th
roug
h th
e fin
ishe
d pr
oduc
t.
380
She
did
an
outs
tand
ing
job
for
us.
She
als
o ha
ndle
d th
e fa
ct th
at w
e w
ere
slow
in p
rovi
ding
her
wha
t she
nee
ded.
I w
as v
ery
impr
esse
d.
All
com
mun
icat
ion
was
coh
eren
t. M
atth
ew c
ondu
cted
him
self
in a
pro
fess
iona
l man
ner.
I hon
estly
can
not t
hink
of a
nyth
ing
that
did
not
mee
t my
appr
oval
. E
xcel
lent
in e
very
way
! K
eep
draw
ing,
kee
p le
arni
ng, k
eep
your
pos
itive
atti
tude
!
Rac
hel h
as b
een
a pl
easu
re to
wor
k w
ith.
She
has
acc
epte
d fe
edba
ck/d
irect
ion
wel
l.
Gra
mm
ar a
nd s
pelli
ng, t
hing
s lik
e 'n
o' w
hen
she
mea
ns 'k
now
', an
d no
t dou
ble
chec
king
sen
tenc
e st
ruct
ure
befo
re h
ittin
g se
nd. N
othi
ng o
utra
geou
s, b
ut d
efin
itely
nee
ds m
ore
atte
ntio
n.
Whe
n I f
ell b
ehin
d A
lex
dem
onst
rate
d in
itiat
ive
with
a fr
iend
ly c
heck
in a
nd r
emin
der
to k
eep
us o
n tr
ack
Edd
ie w
as p
rofe
ssio
nal a
nd e
njoy
able
to w
ork
with
whe
neve
r w
e m
et b
ut d
id n
ot a
lway
s cl
early
und
erst
and
wha
t our
pro
gram
was
look
ing
for
in m
arke
ting
assi
stan
ce.
Hon
estly
, she
was
exc
elle
nt in
eve
ry w
ay.
Cle
ar, f
lexi
ble
and
met
our
nee
ds!
Jon
was
alw
ays
prep
ared
and
res
pond
ed q
uick
ly to
any
que
stio
ns o
r co
ncer
ns th
at I
had.
He
was
pro
fess
iona
l, ye
t ver
y fr
iend
ly a
nd a
ppro
acha
ble.
Tam
ara
alw
ays
pres
ente
d he
rsel
f in
a pr
ofes
sion
al m
anne
r an
d di
spla
yed
a le
vel o
f mat
urity
that
mad
e in
tera
ctio
n w
ith a
ple
asur
e. S
he w
as v
ery
resp
onsi
ve to
any
que
stio
ns I
had
and
alw
ays
resp
onde
d to
my
emai
ls.
Last
rep
ly: s
he w
rote
cle
ar, p
erso
nabl
e, m
aybe
not
idea
lly b
usin
ess
like-
in a
form
al s
ense
, not
hing
neg
ativ
e he
re. T
his
was
not
an
issu
e in
our
situ
atio
n as
we
had
mor
e in
form
al a
rran
gem
ent
and
may
not
be
in m
ost s
ituat
ions
. Dep
ends
on
wor
k en
viro
nmen
t she
set
tles
into
.
2012
2013
I wan
ted
to s
ee J
onat
han
succ
eed
in th
is p
roje
ct a
nd I
hope
he
was
abl
e to
do
so w
ith th
e in
form
atio
n I p
rovi
ded.
I w
ish
I had
bee
n re
min
ded
soon
er o
f his
cla
ss d
eadl
ine
so th
at I
had
mor
e tim
e to
giv
e hi
m p
hoto
s to
use
for
his
proj
ect.
As
it w
as, I
had
to r
ush
text
to h
im a
t 5 p
.m. o
n th
e F
riday
bef
ore
Spr
ing
Bre
ak w
hich
cou
ld h
ave
been
don
e w
ith m
ore
adva
nced
not
ice.
Dan
had
a p
robl
em w
ith h
is la
ptop
at t
he e
nd, s
o he
was
not
abl
e to
mak
e ch
ange
s on
site
, but
he
mad
e th
e ch
ange
s at
hom
e an
d e-
mai
led
me.
We
had
one
mis
com
mun
icat
ion
on a
ch
ange
d da
te to
mee
t. D
an h
ad a
few
pro
blem
s w
ith s
pelli
ng e
rror
s. O
vera
ll he
did
gre
at. D
an d
id e
very
thin
g w
e as
ked
him
to d
o ex
cept
rev
erse
the
mid
sec
tion
of th
e br
ochu
re, b
ut th
at m
ay
be a
form
at th
at c
an n
ot b
e ch
ange
d on
the
prog
ram
.
Tru
dy w
as p
leas
ant a
nd p
rofe
ssio
nal t
o w
ork
with
, how
ever
I w
ould
sug
gest
she
focu
s on
are
as s
uch
as d
ress
ing
at a
mor
e pr
ofes
sion
al le
vel a
nd b
eing
mor
e fo
rwar
d in
her
gre
etin
g. H
er
dres
s w
as n
ot in
appr
opria
te; h
owev
er it
was
a b
it ca
sual
for
wor
king
with
pro
fess
iona
l clie
nts.
Als
o, s
he w
ould
ben
efit
from
bei
ng a
littl
e m
ore
forw
ard
with
her
com
mun
icat
ion.
381
Excellent
Very Goo
dGoo
dFair
Poor
N/A
Ratin
g Av
erage
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tTo
tal
Average
Total
Coun
t
337
10
00
4.78
94.
8116
4.80
104.
676
4.77
41
2511
40
01
4.67
94.
5016
4.33
104.
676
4.54
41
277
60
01
4.67
94.
3816
4.56
104.
676
4.57
41
286
31
21
4.67
94.
1916
4.67
104.
336
4.47
41
277
41
20
4.67
94.
0616
4.60
104.
336
4.42
41
305
30
30
4.67
94.
2516
4.60
104.
336
4.46
41
48
54
21
916
106
41
Answ
er Options
The stud
ent sho
wed
a
willingness to he
ar m
y initial
ideas a
nd th
oughts.
He/she
con
ducted
a
profession
al client interview
to obtain the ne
cessary
project information.
The interview includ
ed a
serie
s of spe
cific que
stions to
assess design ne
eds a
nd goa
ls
The stud
ent d
esigne
r prep
ared
drafts w
ith various
ideas (concep
ts) a
nd layouts.
2011
4. How
satisfie
d were you with
the stud
ents initial prepa
ratio
n? (5) =
Excellent-‐-‐e
xceede
d my expe
ctations (4
) = Very Go
od-‐-‐m
et m
y expe
ctations (3
) = Goo
d-‐-‐average
(2) =
Fair-‐-‐cou
ld use so
me im
provem
ent (1) = Poo
r-‐-‐did not m
eet e
xpectatio
ns
2012
2013
2010-‐2013
The stud
ent p
resented
and
commun
icated
his/her
vario
us con
cepts a
nd layouts
in a clear and
inform
ative
man
ner.
The stud
ent e
asily tran
slated
my ideas into working
concep
ts/layou
ts.
Please provide
feed
back to
you
r answers w
here ever p
ossible.To
tals 201
0-‐20
13
answ
ered
que
stion20
10
382
Mem
bers of the
Fitchb
urg Greenw
ay Com
mittee liked Noah's logo de
sign op
tions. Noah made reccom
ende
d changes to the most p
opular design.
Excellent!
Barbara worked diligen
tly to
put to
gether fabu
lous designs fo
r our tw
o projects. She
listen
ed to
my visio
n and critiqu
es and
was able to achieve projects that w
ere be
yond
the Co
mmittee's expe
ctations!!!!!!!!!!
I am su
re M
eagan is capable of great work, and
I I was im
pressed with
her whe
n we first m
et. She did no
t disp
lay professio
nalism in su
bseq
uent m
eetin
gs.
Shelby initially only presen
ted on
e idea. I had to
ask her to
com
e up
with
others. In th
e en
d she show
ed m
e tw
o.
In gen
eral th
e ne
eds a
nd goals of th
e project w
ere provided
rather th
an elicite
d by interview.
I was extremely satsified
with
Curtis' initia
l preparatio
n.
Michael listen
ed well. He had lots of ide
as and
esuggestio
ns. He
was able to create the de
signs very succesfuly, incorpo
ratin
g my ne
eds a
nd vision
with
his won
derful ta
lent.
The Po
sters a
nd cards sa
y it all!!!!!!!! I love th
em!
I wou
ld have liked
her to
brin
g samples of h
er work to th
e initial interview.
Once again she did an outstanding job.
Again, no complaints!
I was very im
pressed with
the know
ledge that Dan had on vario
us fo
rmats a
nd on his suggestions.
Eddie's initia
l preparatio
n was very thorou
gh and
he was excite
d to start the
work. He provided
us w
ith one
example of th
e work he
was doing but never again produ
ced anothe
r produ
ct.
Keep
up the great w
ork with
you
r stude
nts!!!!!
Tamara listene
d to m
y feed
back and
wou
ld m
ake any changes I re
quested and also gave valuable inpu
t to guide me with
the de
sign of project.
It was a pleasure working with
her.
2013
4. Please provide feed
back to
you
r answers w
here ever p
ossible.
2010
Sarah was fu
lly prepared whe
n we met th
e first time. She
took notes and
then
sent m
e a follow-‐up e-‐mail that sum
marize
d ou
r disc
ussio
n. W
hen we met again, she
had incorporated
some of m
y ne
eds a
nd th
en kep
t re-‐
adjusting as we continue
d to ta
lk.
Durin
g the first m
eetin
g i sen
sed he
was so
mew
hat u
nsure of how
to proceed
with
the interview. H
e was so
matter o
f fact that i won
dered if i had expressed
my ne
eds c
learly. Yet whe
n we review
ed what h
e was working on it
was clear th
at he had he
ard me and was incorporating my ideas. I wou
ld su
ggest that a
s he is gathering inform
ation he
restate what h
e has h
eard. At one
point i sent a who
le lot o
f information and he
replied to m
e telling m
e exactly
what h
e ne
eded
me to do so th
at he could effectively work with
what i had se
nt.
Matthew
did not need to provide
us w
ith a variety of layou
ts; h
owever, he clearly
com
mun
icated
which layouts w
ould m
eet the
desire
d effect th
e Teen
Reach stud
ents were looking for. M
atthew
even spoke with
poten
tial
printers, the
n presen
ted the op
tions to
us.
With
regards to the interview, I ra
ted Trud
y in th
e N/A based
on the nature of o
ur first m
eetin
g. In that m
eetin
g, I was fo
rward in describing ou
r project and
what w
e were looking for. She
did ask que
stions th
at I had no
t covered, but it didn't take the form
of a fo
rmal interview.
2011
2012
383
Excellent
Very Goo
dGoo
dFair
Poor
N/A
Ratin
g Av
erage
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tTo
tal A
verage
Total Cou
nt
266
30
15
4.50
94.
3616
4.67
105.
006
4.63
41
256
22
14
4.63
94.
0716
4.56
95.
006
4.57
40
275
30
14
4.50
94.
3616
4.78
95.
006
4.66
40
237
40
15
4.50
94.
2116
4.50
95.
006
4.55
40
811
95
33
916
106
41
We
liked
the
num
ber
of lo
go o
ptio
ns N
oah
prov
ided
. H
e al
so p
rovi
ded
us w
ith a
goo
d m
ock-
up o
f a m
ap b
roch
ure.
The
fini
shed
pro
ject
is b
eaut
iful a
nd fu
nctio
nal!
I onl
y ho
pe I
can
find
the
mon
ey in
our
bud
get t
o fo
llow
thro
ugh
with
this
des
ign
plan
.
AW
ES
OM
E
I had
a lo
t of s
peci
fic id
eas
abou
t the
des
ign
conc
ept.
Eva
n m
ight
hav
e pr
ovid
ed m
ore
desi
gn a
ltern
ativ
es if
I ha
d no
t giv
en h
im s
o m
uch
to s
tart
with
. I w
ould
hav
e ap
prec
iate
d m
ore
inpu
t.
He
wen
t abo
ve a
nd b
eyou
nd m
y ex
pect
atio
ns
Bar
bara
's w
ork
was
exc
eptio
nal..
.far
beyo
nd w
hat w
e ha
d ho
ped
the
final
pro
ject
s w
ould
look
like
. She
was
pro
fess
iona
l and
cre
ativ
e an
d he
r w
ork
was
am
azin
g!!
The
re w
as r
eally
no
proj
ect p
rese
nted
so
I can
't an
swer
the
ques
tions
.
Less
. Jos
hua
did
take
the
time
to s
how
me
how
to u
se In
Des
ign
enou
gh th
at I
was
abl
e to
fine
tune
his
wor
k an
d be
abl
e to
mod
ify th
e 4
prin
t ite
ms
for
next
yea
r's p
rogr
am.
She
lby
prod
uced
less
wor
k th
an I
had
aske
d fo
r. S
he n
ever
cre
ated
a J
PE
G o
r P
DF
invi
tatio
n an
d di
d no
t mak
e ha
llway
sig
nage
for
the
Aw
ards
cer
emon
y.
The
stu
dent
pro
vide
d de
sign
wor
k as
ant
icip
ated
.
Cur
tis n
ot o
nly
tran
slat
ed m
y th
ough
ts a
nd c
once
pts
into
a p
rofe
ssio
nal p
rodu
ct, h
is w
ork
exce
eded
my
expe
ctat
ions
,
I am
aw
ay a
nd h
ave
not s
een
the
finis
hed
wor
k ye
t. B
ut I
am h
appy
with
the
time
he h
as s
pent
to m
ake
sure
that
he
got i
t rig
ht.
The
stu
dent
pro
vide
d se
vera
l typ
es o
f log
os in
with
diff
eren
t col
ors,
font
s, s
izes
, etc
. T
his
wor
ked
out v
ery
wel
l as
it ga
ve th
e B
oard
of D
irect
ors
man
y op
tions
from
whi
ch to
cho
ose
for
both
our
prin
t and
ele
ctro
nic
med
ia a
pplic
atio
ns.
Whe
n I r
eque
sted
that
Kat
ie d
o ca
rds
she
did
it rig
ht a
way
! S
he w
as p
leas
ant a
bout
any
req
uest
s, s
he w
as p
olite
to a
ll!
I nev
er s
aw a
dra
ft or
a fi
nal d
esig
n. S
o I c
an't
even
rea
lly c
omm
ent o
n th
e pr
ojec
t.
Mic
hael
com
plet
ed th
e w
eekl
y an
d da
ily m
enus
qui
ckly
. I w
as s
o pl
ease
d, th
at I
aske
d if
he'd
be
inte
rest
ed in
ano
ther
pro
ject
re-
desi
gnin
g ou
r ca
terin
g m
enu.
He
eage
rly a
gree
d. W
e ar
e in
the
final
sta
ges
of c
ompl
etio
n. T
akin
g th
is o
n, g
ave
som
e re
lief t
o ou
r st
aff d
esig
ner,
and
I am
exc
ited
that
Mik
e's
wor
k an
d ta
lent
will
con
nect
and
be
feat
ured
in e
ach
of th
ese
proj
ects
. H
e co
mpl
eted
a g
reat
dea
l of w
ork
in a
sho
rt p
erio
d of
tim
e.
Answ
er Options
The results of the
project a
re…
The project w
as com
pleted
in
the tim
e allotted
The project loo
ks professiona
l
The fin
al design ha
s met our
need
s/goals
2011
The
stu
dent
dro
pped
off
a fin
al c
omp
in m
y of
fice
whe
n I w
as n
ot h
ere
and
sent
me
an e
mai
l exp
lain
ing
that
he
wou
ld b
e ta
lkin
g to
the
prin
ter
and
wou
ld m
ake
arra
ngem
ents
for
the
post
ers
to b
e pr
inte
d. T
he o
nly
thin
g I h
ave
is th
e fin
al c
omp
and
a C
D.
I nev
er r
ecei
ved
the
final
prin
ts a
nd n
ever
hea
rd fr
om th
e st
uden
t or
the
prin
ter.
We
wer
e no
t abl
e to
use
the
post
ers
as a
dver
tisem
ent f
or th
e be
nefit
.
Sin
ce I
am n
ot a
des
igne
r an
d ha
ve tr
oubl
e vi
sual
izin
g m
y id
eas,
I w
as c
ompl
etel
y aw
ed th
at S
arah
cou
ld ta
ke o
ur in
itial
con
vers
atio
ns a
nd tu
rn th
em in
to s
uch
beau
tiful
wor
k! T
he p
oste
r go
es b
eyon
d m
y in
itial
exp
ecta
tions
. It i
s pr
ofes
sion
al
wor
k an
d I a
m q
uite
pro
ud to
be
able
to d
ispl
ay th
is p
oste
r in
a v
arie
ty o
f way
s.
Did the stud
ent d
esigne
r provide
you
with
more de
sign work than
you
anticipated
? Less design work than
you
an
ticipated
? Please explain.
answ
ered
que
stion2010
2010
2010
2010
Totals 201
0-‐20
13
Luan
was
exc
ited
to s
hare
the
final
dra
ft w
ith m
e. h
e ad
ded
som
e ve
ry c
reat
ive
grap
hics
that
he
was
pro
ud o
f. H
e to
ok p
ride
in h
is w
ork
and
was
gen
uine
ly p
leas
ed w
hen
i exp
ress
ed h
ow g
reat
the
wor
k w
as. h
e w
as a
ble
to b
ring
one
set o
f br
ochu
res
that
had
bee
n do
ne a
t a p
rint s
hop
and
one
done
on
a co
mpu
ter
prin
ter.
He
and
I cle
arly
love
d th
e on
e fr
om th
e pr
int s
hop
how
ever
he
knew
that
the
chur
ch w
ould
not
hav
e th
e m
oney
to a
fford
prin
ting
thes
e. S
o w
e ad
mire
d th
eir
perf
ectio
n an
d th
en ta
lked
abo
ut h
ow to
prin
t out
the
othe
rs o
n co
mpu
ter.
he
was
abl
e to
take
a lo
t of i
nfor
mat
ion
and
put i
t int
o th
e br
ochu
re a
nd m
ake
it lo
ok g
reat
not
cro
wde
d. I
app
reci
ated
that
he
ofte
n se
nt th
e pr
ojec
t bac
k as
king
me
to
proo
f rea
d an
d re
min
ding
me
that
i sh
ould
get
som
eone
oth
er th
an m
e to
pro
of a
s he
sai
d, "
you
are
the
auth
or it
is h
ard
to s
ee y
our
own
mis
take
s."
5. How
satisfie
d are you with
the work completed
? (5) = Excellent-‐-‐e
xceede
d my expe
ctations (4
) = Very Go
od-‐-‐m
et m
y expe
ctations (3
) = Goo
d-‐-‐average (2
) = Fair-‐-‐cou
ld use so
me im
provem
ent (1) = Poo
r-‐-‐did not m
eet e
xpectatio
ns
2010-‐2013
2010
384
Mae
gan
wen
t abo
ve a
nd b
eyon
d th
e ca
ll of
dut
y in
eve
ry w
ay!
We
still
hav
e ju
st a
cou
ple
mor
e m
eetin
gs to
fina
lize
the
end
prod
uct b
ut w
e ha
ve n
o co
ncer
ns a
t thi
s st
age.
Exc
elle
nt w
ork
prov
ided
. B
ecau
se w
e ar
e no
t fin
aliz
ed th
at is
my
only
rea
son
for
givi
ng V
ery
Goo
d in
stea
d of
exc
elle
nt.
The
am
ount
of d
esig
n w
ork
is fi
ne. A
s a
prof
essi
onal
she
will
nee
d to
get
mor
e fa
mili
ar w
ith th
e w
ork
so th
at s
he c
an d
o m
ore
brai
nsto
rmin
g an
d pr
opos
ing
of id
eas
and
wor
ding
that
will
enh
ance
any
mar
ketin
g pi
ece
that
she
pro
duce
s.
Dan
gui
ded
me
thro
ugho
ut th
e pr
oces
s. I
was
impr
esse
d w
ith h
is d
esig
n w
ork.
I
was
dis
appo
inte
d th
at th
e br
ochu
re w
as n
ot o
n a
prog
ram
that
we
coul
d m
ake
upda
tes
on in
the
futu
re.
Ale
x w
as v
ery
resp
onsi
ve to
my
opin
ions
and
pre
fere
nces
. He
was
als
o ve
ry p
atie
nt w
ith m
y fin
e tu
ning
and
eag
er to
ens
ure
a sa
tistfi
ed c
lient
.
I hop
e w
e ha
ve ti
me
to tr
ain
on th
e so
ftwar
e pr
ogra
m s
o th
at h
is d
esig
n ca
n be
use
d.
Tam
ara
wen
t abo
ve a
nd b
eyon
d th
e ca
ll of
dut
y. H
er w
ork
spea
ks fo
r its
elf.
I m
ight
add
, I h
ad a
foot
inju
ry a
nd s
he d
id s
ome
extr
a ru
nnin
g ar
ound
!
I was
sur
pris
ed a
t how
qui
ckly
Tam
ara
coul
d co
me
up w
ith v
ario
us d
esig
ns a
nd p
leas
ed th
at s
he w
as a
ble
to g
ive
me
seve
ral o
ptio
ns to
cho
ose
from
as
I alw
ays
belie
ved
I had
man
y ch
oice
s to
pic
k fr
om.
Her
wor
k is
top
notc
h, it
met
and
in w
ays
exce
eded
our
goa
ls. T
hank
you
!
We
are
so p
leas
ed w
ith o
ur fi
nal l
ogo
desi
gn! J
on r
eally
list
ened
to w
hat w
e w
ere
look
ing
for
and
prod
uced
exa
ctly
wha
t we
wan
ted.
Due
to te
chni
cal d
iffic
ultie
s at
Offi
ce M
ax (
Offi
ce M
ax &
Sta
ples
do
not h
ave
a pr
intin
g pr
ogra
m c
ompa
tible
to th
e pr
ogra
ms
used
by
MW
CC
), w
e w
ere
not a
ble
to s
ee th
e fin
al c
opy
yet.
Mat
thew
did
tell
us h
ow h
e en
hanc
ed th
e w
ork
the
stud
ents
pre
sent
ed to
him
. H
e w
ill b
e m
eetin
g w
ith u
s ne
xt S
unda
y to
sho
w u
s th
e w
ork
he d
id th
at is
sav
ed o
n hi
s di
sk.
I am
ver
y sa
tisfie
d w
ith th
e co
mpl
eted
pro
ject
. It
alig
ns w
ith o
ur b
rand
whi
le a
ddin
g el
emen
ts to
attr
act o
ur ta
rget
aud
ienc
e. W
ith r
espe
ct to
the
final
des
ign
it ha
s m
et o
ur d
esig
n go
als;
how
ever
we
are
not a
ble
to r
epor
t yet
whe
ther
it m
eets
our
pr
omot
ion
goal
s as
it h
as n
ot b
een
laun
ched
yet
.
I can
not a
nsw
er th
is w
ith a
ny d
eter
min
atio
n as
Edd
ie h
as n
ot b
een
in c
onta
ct w
ith th
e pr
ogra
m s
ince
mid
-sem
este
r (e
xcep
t for
the
sam
e da
y th
at y
ou s
ent t
he s
urve
y).H
e ha
s as
sure
d m
e th
at h
e w
ould
con
tinue
to a
ssis
t us
over
the
sum
mer
to
achi
eve
wha
t we
wer
e se
ekin
g. I
will
follo
w u
p w
ith h
im b
ut d
o no
t exp
ect t
o re
ceiv
e a
final
pro
duct
asa
p. I
unde
rsta
nd th
at E
ddie
took
on
man
y ta
sks
this
sem
este
r an
d I d
o ho
pe th
at h
e w
as a
ble
to a
chie
ve w
hat h
e de
sire
d w
ith th
ose
othe
r ta
sks,
eve
n th
ough
we
did
not r
ecei
ve a
pro
duct
at t
his
time.
2012
She
pro
vide
d ad
ditio
nal d
rafts
. I w
as e
xpet
ing
a tr
ifold
how
ever
she
pro
duce
d 2
trifo
lds
(one
for
mai
ling)
and
a b
ifold
whi
ch a
dded
a lo
t to
our
abili
ties
to a
ttrac
t bus
ines
ses
to o
ur a
rea.
Als
o w
hen
we
wer
e ha
ving
trou
ble
getti
ng g
ood
qual
ity
phot
os to
her
she
wen
t out
and
took
pho
tos
hers
elf!
2013
385
Excellent
Very Goo
dGoo
dFair
Poor
N/A
Ratin
g Av
erage
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tTo
tal
Average
Total Cou
nt
2214
30
02
4.56
94.
4316
4.50
104.
506
4.50
41
2410
41
02
4.56
94.
4316
4.50
104.
336
4.46
41
2411
12
03
4.44
94.
3616
4.50
105.
006
4.58
41
259
41
02
4.44
94.
5716
4.40
104.
506
4.48
41
248
33
12
4.22
94.
1316
4.40
104.
806
4.39
41
57
53
20
916
106
41
Noa
h w
as e
ffeci
ent a
nd p
rofe
ssio
nal.
Gre
at w
ork
Eva
n ha
d a
lot o
f res
pons
iblit
ies
this
sem
este
r an
d I t
hink
at t
imes
it w
as c
halle
ngin
g to
man
age
all o
f thi
s.
Bar
bara
's w
ork
was
exc
eptio
nal a
nd s
he p
rese
nted
her
self
in a
pro
fess
iona
l man
ner.
Sar
ah is
qui
te p
rofe
ssio
nal.
She
met
all
dead
lines
. She
was
pre
pare
d fo
r al
l mee
tings
. She
follo
wed
thro
ugh
with
sug
gest
ions
and
kep
t in
touc
h w
ith m
e. H
er le
vel o
f ent
husi
asm
was
won
derf
ul!
Afte
r a
coup
le o
f mee
tings
ther
e w
as r
eally
no
proj
ect s
o I c
an't
answ
er th
ese
ques
tions
.
The
stu
dent
is v
ery
crea
tive
and
prof
essi
onal
. She
wou
ld b
e an
ass
et to
a g
raph
ic d
esig
n bu
sine
ss.
As
note
d ab
ove
prev
ious
ly, t
he s
tude
nt's
pro
fess
iona
lism
was
mer
itoriu
s.
Mic
hael
was
alw
ays
cour
teou
s, p
rofe
ssio
nal,
and
resp
ectfu
l.
Eve
ryth
ing
on ti
me!
!!!
Luan
wor
ked
with
in a
tim
e fr
ame
that
he
expl
aine
d to
me.
He
was
ver
y cr
eativ
e an
d th
e fin
ishe
d pr
oduc
t is
grea
t. H
e m
anag
ed h
is a
nd m
y tim
e w
ell.
he c
ame
to m
eetin
gs p
repa
red
and
mos
t wer
e sh
ort a
nd to
the
poin
t.
Answ
er Options
The stud
ent d
esigne
r has a
grasp of th
e web
design
profession
.
He/she
show
ed an ab
ility to
commun
icate de
sign
concep
ts.
He/she
show
ed an ab
ility to
achieve project g
oals.
He/she
show
ed an ab
ility to
de
sign with
skill, creativity
an
d profession
alism.
2012
2013
2010-‐2013
Please provide
feed
back to
you
r answers w
here ever p
ossible.
6. How
wou
ld you
rate th
e profession
alism of this d
esigne
r?
Totals 201
0-‐20
13
The stud
ent m
anaged
their
time an
d the project
efficiently and
effectiv
ely.
Please provide
feed
back to
you
r answers w
here ever p
ossible.
answ
ered
que
stion2010
2011
2011
2010
I fee
l I c
anno
t com
men
t on
her
grap
hic
desi
gn s
kills
bec
ause
I ne
ver
saw
any
of h
er w
ork.
Ove
rall,
pro
fess
iona
lism
was
poo
r, e
spec
ially
whe
n sh
e st
oppe
d co
mm
unic
atin
g.
In p
rofe
ssio
nal s
ituat
ions
, nev
er a
void
clie
nts
and
stop
com
mun
icat
ing.
A s
hort
em
ail o
r ph
one
call
expl
aini
ng th
at s
he w
as h
avin
g a
diffi
cult
sem
este
r, d
ropp
ed th
e cl
ass
(?),
or
was
hav
ing
diffi
culty
with
the
proj
ect i
s im
port
ant.
She
nee
ds to
und
erst
and
that
peo
ple
are
gene
rally
und
erst
andi
ng a
nd s
he s
houl
d al
way
s be
fort
hrig
ht a
nd u
pfro
nt a
bout
the
stat
us o
f her
pro
ject
s, e
ven
if sh
e th
inks
they
will
be
disa
ppoi
nted
or
upse
t.
386
Ver
y pl
ease
d w
ith th
e pr
oduc
ts th
at s
he p
rodu
ced.
She
is a
ver
y ta
lent
ed y
oung
lady
!
It w
as a
ple
asur
e w
orki
ng w
ith M
atth
ew.
I wou
ld d
efin
itely
rec
omm
end
his
serv
ices
to a
nyon
e w
ho w
ho is
look
ing
for
a gr
aphi
c de
sign
er.
I gav
e M
aega
n cr
eativ
e lic
ense
and
she
did
a g
reat
job.
She
offe
red
two
desi
gns
in m
any
way
s!
She
cam
e to
the
show
and
pre
sent
ed h
erse
lf ve
ry w
ell.
She
wor
ked
with
the
prin
t sho
p an
d I h
ad e
xcel
lent
feed
back
!
In e
ach
area
Tam
ara
exce
lled
and
I rea
lly th
ough
t of h
er a
s a
prof
essi
onal
rat
her
than
a s
tude
nt.
I fel
t lik
e I w
as w
orki
ng w
ith a
pro
fess
iona
l the
who
le ti
me.
2012
2013
My
only
com
men
t is
that
I th
ink
Rac
hel c
ould
hav
e be
en a
littl
e m
ore
crea
tive
on h
er o
wn
for
exam
ple
font
s (c
ould
hav
e ju
st u
sed
a ju
ngle
type
of l
ette
ring
inst
ead
of w
aitin
g fo
r us
to a
sk fo
r it
give
n th
e su
bjec
t mat
ter
GF
A A
pe,
adde
d m
ore
back
grou
nd to
pic
ture
s to
to d
ress
up
page
s).
Onc
e w
e as
ked
she
met
the
requ
est.
My
sugg
estio
n in
this
are
a is
that
Tru
dy ta
ke c
harg
e of
the
proj
ect t
imel
ine
to p
roac
tivel
y en
sure
it w
as o
n tr
ack
with
our
dea
dlin
e an
d he
r co
urse
nee
ds. W
orki
ng w
ith m
arke
ting
prof
essi
onal
s in
the
futu
re, s
he is
like
ly to
see
th
em b
alan
cing
sev
eral
pro
ject
s at
onc
e, th
us n
eedi
ng h
er to
con
trol
the
timel
ine
mor
e ac
tivel
y. T
his
part
icul
ar p
roje
ct m
ay h
ave
been
eas
ier
to c
ompl
ete
if sh
e w
ere
driv
ing
the
dead
lines
.
387
Noah asked good questions to determine what we needed.
Excellent and creative Work The only weakness is lack of confidence....this comes with experience!
He had a very good vision and wonderful ideas.
Evan is very amiable. This is a great quality for working with clinets.
He is very dedicated to a project and has excellant follow through
Student's main strengths are creativity. The student could improve on content review.
ability to take my requests and make them into acceptable ideas and layouts
He is interested in his project. He is willing to do the work.
7. What do you feel are the student's main strengths? What are the student's weaknesses—what can they improve upon?
2010
2011
willingness to listen, learn and try. consistent communication, follow-through. josh was very sporadic and everything took a lot longer than he said it would. the last assignment, to have started 3-4 weeks ago, was not completed nor did I receive anything or any update on it to date.
Shelby is young and needs to learn to balance life, school and work better. She was unable to produce all the pieces I asked her to, and never came back to discuss that with me directly.
Strengths: Excellent creative skills, easy to work with. Area to improve upon; Could be more proactive in communications with client
Strengths-ability to translate concept to product very well Weakness-none, really. He could have 'bugged me w/ constant contact, but I'm rather glad he did not'. A good, independent student.
Michael is knowlegable, confident and very creative. These qualities are essential in putting the client at ease.I can't think of any weakness.
Strengths: Motivated, Managed time well, Good communication skills, Technical skills Things to work on: Experience, Confidence, Creativity
Ashley's main strengths include her knowledge of graphic design, her background in newspapers at her high school (which helped with this project), and her professionalism.
The challenge is that design is so subjective. David might want to minimize using "color filters" to modify images. In addition, he may want to spend more time on selecting fonts and how they are used.
Excellent designer; creative; great listener; able to achieve our vision; professional; worked well with me and with the print shop; organized; dedicated to project..Absolutely NO weaknesses!!! Her work and her work ethic were exceptional!!!
Sarah has many strengths and I don't think I can pinpoint just one. I think she has a strong visual eye and she is very good at being able to put abstract ideas into a concrete form. Perhaps her strongest strength is her personality: friendly, open, excited about the project. I did not see any weaknesses in regards to this project.
Good personality, enthusiasm at the beginning of the project. Main weakness was dropping the ball and not contacting the client to explain.
Strong designing and interpretation skills. We were all very impressed with the way that Justin presented our information in a way that not only stood out but that delivered our message in a friendly, inviting manner.
388
Strengths: She was friendly, engaged, open to ideas. Weaknesses: Communication
Knowledge of design and layout where his strengths. Spelling errors were is weakness
Personal professional presentation needs a little work
Tajing direction without any defensiveness, timeliness of submissions...
Renee was very willing to hear my suggestions for the brochure, maybe not a super amount of creativity or comfort with the material. One way to enhance her ability would be to research on-line how other organizations create similar property brochures.
Trudy's strengths are in that she is able to translate our needs for the look and feel of the piece into imagery that worked to meet our design needs.The only weaknesses I saw were with regards to the timeline as above and ensuring her voice is heard when communicating with clients.
Katie is very talented and flexible. My only wish for her is to continue to gain self confidence and brag:) about her work!
2012
Good communication skills. Perhaps could have benefited from a bit more research on my organization and sector to better understand its mission.
She is professional and energetic and of course talented. I hate to be the kind of teacher that offers no suggestions for growth....but honestly she was awesome!
Luan is a very personable man. He has many interests and life experiences it was great to get to know him. When he first presents himself he seems so reserved as to seem unsure of himself, but once he gets more comfortable his personality and experiences come out. Luan is from Vietnam and is aware that his English is not perfect but he did and does repeat or clarify when i have not heard his words clearly. If there is any weakness it could be his struggle with the English language particularly over the phone. I knew him so i was comfortable telling him i did not get what he was saying but my staff sometimes could not understand what he wanted when he telephoned. He is a humble person and his self esteem needs bolstering because he is talented and competent. His strengths- his talent and creativity with design.
Strengths - Her desire to provide quality products for the customer with the customer's desires clearly a part of the project. She deserves an A!. Weaknesses - Hard to come up with any
The only weakness Matthew had was using a program that was not compatible with Office Max or Staples.
Jonathan is very professional and his talent and skill were evident in the examples he showed me at our first meeting. I was very comfortable in his ability to deliver a professional-looking product. I would have loved to see a timeline for his project with us. I believe I had asked him for one but I didn't follow up on it. I would have enjoyed seeing his process for time management and how it intertwined with my own busy schedule. I'd hate to think that I held him back in any way or that I missed out on using his project due to timing issues or lack of planning ahead.
The student's strengths lied in his ability to understand the nature of our business and how this applies to communicating our brand.I did not really see anything needing improvement.
Carina took my ideas and vision and made them reality in an easygoing and pleasant manor. She was a pleasure to work with.
389
She is creative and professional. Be sure to continue on this path!!!
Tamara's strength is her ability to listen to the client and respond in a timely fashion.
2013
Eddie's strengths are certainly around trying to create professional and eye catching designs.His potential to "over commit" can be seen as a weakness due to not being able to produce products for all that he has committed to.
I only saw strengths here. She completely understood what we needed and she was on top of any changes we requested. Her attitude was so pleasant and she was extremely easy to work with.
She has a very personable personality, easy to work with and convey needs to. She seems to have fine talent in working with the design programs. Not sure of any weaknesses.
Jon is a wonderful listener and does a fabulous job incorporating what you tell him into the design. He promptly responded to emails and stayed right on schedule. He communicated with me through each step so I knew where we stood for the whole process. If I didn't know better, I would have been convinced I was working with a seasoned professional.
390
Respon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tTo
tal Percent
Total Cou
nt
100.0%
981.3%
13100.0%
1083.3%
590.2%
37
0.0%
018.8%
30.0%
016.7%
19.8%
4
613
95
33
916
106
41
Noa
h ha
s a
good
rap
ore
with
his
clie
nt a
nd h
e is
abl
e to
tran
slat
e cl
ient
nee
ds in
to a
goo
d pr
oduc
t.
She
did
exa
ctly
wha
t I a
sked
on
time.
Eva
n w
as r
elia
ble
and
prof
essi
onal
.
Dav
id u
nder
stan
ds th
e ke
y el
emen
ts to
ove
rall
good
des
ign,
whi
ch is
ver
y im
port
ant.
I wou
ld a
bsol
utel
y re
com
men
d he
r w
ithou
t res
erva
tions
!
Abs
olut
ely!
She
was
an
idea
l des
igne
r to
wor
k w
ith in
term
s of
art
istic
wor
k, p
erso
nalit
y, a
nd p
rofe
ssio
nalis
m!
The
pro
ject
was
n't c
ompl
eted
if he
cou
ld im
prov
e up
on th
e ab
ove,
then
i'd
switc
h to
yes
.
Yes
, she
is ta
lent
ed a
nd I
do th
ink
she
can
do v
ery
wel
l.
Exc
elle
nt c
reat
ive
wor
k.
Did
the
job
as a
sked
, w/o
a lo
t of h
and-
hold
ing
(tim
e on
my
part
).
I am
alre
ady
thin
king
abo
ut w
orki
ng w
ith M
icha
el a
gain
.
He
quic
kly
gras
ped
the
conc
epts
nee
ded
to c
reat
e th
ese
visu
als.
His
firs
t dra
ft w
as a
maz
ing!
He
wan
ts to
ple
ase
and
can
wor
k w
ell w
ith li
mite
d tim
e.
Yes
No
Please explain you
r reasons why or w
hy not?
answ
ered
que
stion2010
2011
8. W
ould you
recommen
d this designe
r to othe
r ind
ividua
ls?
2011
2012
2013
2010-‐2013
Please explain you
r reasons why or w
hy not?
2010
Answ
er Options
We
wou
ld r
ecom
men
d M
argi
e as
an
inte
rn w
orki
ng c
lose
ly w
ith p
rofe
ssio
nals
. W
e th
ink
she
show
s pr
omis
e an
d ex
pres
sed
a ge
nuin
e in
tere
st in
und
erst
andi
ng th
e de
sign
er-c
lient
re
latio
nshi
p.
391
I did
not
eve
r fe
el w
orrie
d th
at th
e w
ork
wou
ld n
ot g
et d
one.
Tha
t is
a re
lief!
see
abov
e I
wou
ld s
ugge
st th
at L
uan
be to
ld th
at it
is o
kay
for
him
to e
xpre
ss h
is n
eeds
too
and
not j
ust s
ee to
the
clie
nts
need
s. s
ee m
y no
te b
elow
.
She
did
a g
reat
job
for
us.
Abs
olut
ely
yes!
Mae
gan
is c
reat
ive
and
prof
essi
onal
!
Eas
y to
wor
k w
ith
Ren
ee w
as v
ery
plea
sant
and
cre
ated
a n
ice
end
prod
uct.
I wou
ld r
ecom
men
d hi
m a
s lo
ng a
s he
had
som
eone
pro
of in
form
atio
n be
fore
pub
licat
ion.
As
stat
ed a
bove
Dep
endi
ng o
n ho
w o
ur p
artn
ersh
ip is
fina
lized
I w
ould
rec
omm
end
Jona
than
to o
ther
s. A
s of
rig
ht n
ow, I
like
his
des
ign
but I
am
uns
ure
if w
e w
ill b
e ab
le to
app
ly it
to o
ur p
roje
ct.
Yes
! S
he m
et a
ll de
adlin
es a
nd d
id e
xact
ly w
hat w
as r
eque
sted
!
I wou
ld h
ighl
y re
com
men
d T
amar
a as
I be
lieve
she
mad
e m
y jo
b so
muc
h ea
sier
and
I w
as e
xtre
mel
y co
nfid
ent i
n he
r sk
ill le
vel.
If an
y ot
her
wat
ersh
ed c
ounc
il or
land
trus
t nee
ds a
map
, I w
ill r
ecom
men
d he
r.
Abs
olut
ely-
eas
y to
wor
k w
ith a
nd a
won
derf
ul p
rodu
ct in
ret
urn!
I wou
ld o
nly
reco
mm
end
Edd
ie if
the
othe
r in
divi
dual
s w
ere
his
prim
ary
focu
s. A
gain
, we
com
plet
ely
appr
ecia
te a
nd u
nder
stan
d hi
s bu
sy w
ork
load
, but
he
did
not p
rodu
ce a
n en
d re
sult
for
us th
eref
ore
we
do n
ot h
ave
any
optio
n bu
t to
not r
efer
him
at t
his
time.
2013
2012
It w
as a
rea
l ple
asur
e w
orki
ng w
ith E
ddie
. W
e vi
ew th
is p
roje
ct a
s be
ing
a ve
ry s
ucce
ssfu
l col
abor
atio
n be
twee
n th
e S
LCT
com
pany
, the
Tow
ns o
f Ste
rling
and
Lan
cast
er, a
nd
MW
CC
. W
e ho
pe to
wor
k w
ith y
ou a
gain
in th
e fu
ture
!
Bas
ed o
n he
r la
ck o
f com
mun
icat
ion
skill
s. S
he m
isse
d an
impo
rtan
t opp
ortu
nity
to h
ave
wor
ked
with
som
eone
on
a re
al p
roje
ct a
nd th
en h
ave
that
per
son
as a
ref
eren
ce g
oing
fo
rwar
d.
I bel
ieve
Tru
dy h
as g
reat
pot
entia
l to
be a
suc
cess
ful g
raph
ic a
rtis
t. A
s th
is w
as h
er fi
rst p
roje
ct w
orki
ng w
ith a
rea
l clie
nt, I
thin
k sh
e di
d a
grea
t job
in d
eliv
erin
g th
e de
sign
we
wer
e lo
okin
g fo
r.
392
Really everything was positive
It worked out great as is.
None
I cannot think of anything.
The student could have followed through or ended the project instead of just disappearing.
see above and below
none
9. How do you feel the the client/student relationship can be improved? What could you (the client) have done differently? What could the student have done differently?
2010
I would have contacted her more frequently to make sure I got the final product I wanted. Shelby should have contacted me regularly and communicated her reasons for not completing the project. The work I did receive was professional.
Perhaps we could have been more clear on deadlines and the student could have been more proactive in communicating with and updating the client.
Perhaps I should have (if I had the time) taken more time to help and encourage Curtis. Perhaps he could have stopped by or emailed me every week, but I'm glad he didn't.
I am extremely pleased with the process and the final results. There is no area, or aspect of it that could have been improved on.
We wish we had known more about the school's expectations in advance. Perhaps you could send the survey at the beginning of the project to let clients know what they will be grading the intern on.
Nothing, I think that given the time constraints students have with their school and work schedules, Justin did quite well.
We would like to do this again. It is great to work with students and to get some needed work done for free!
Ashley did everything beautifully. In hindsight, I should have been clearer about the lack of funds in my budget. This would have meant a different outcome, though, and I can't imagine something other than what was designed.
I could have made more of an effort to follow up when I started not hearing back but we have been very busy here and I was told that they would be in touch with me. I felt that that was part of the job.
I think that it really helped that Evan happened to be one of my students in the NRD104 class. Thios allowed us to have more facetime that we might have had otherwise. I could have given Evan more lead time with the project, but it came up at the last minute. Evan had a lot of other responsiblities this semester with his other classes and working. It might have helped to explore time managment skill building to maximize his available time.
I would not change a thing!! I loved working with Barbara; she was easy going, amenable to changes we suggested and I think our relationship was great!
Student client relationship in terms of professionalism was excellent. Student could improve confidence wise.
2011
393
I could have been more demanding and spent more time just to give him an idea of the real world.
No recommendations. The project worked out well.
NA
Honestly, we were a perfect match:) Thank you for putting us together.
Communication.
We should have been more involved and provided her the information quicker.
No suggestions
Use her creativity more.
nothing , it was great working with Britney
Satisfied!
I am very pleased....honest!!!!!
Nothing!
Unsure. This was a very good experience for MRWC.
Our process went off seamlessly.
I don't believe there are any improvements that could be made except maybe the project wasn't challenging enough as Tamara seem to pull if off so effortlessly.
I like the design that she came up with, but it might have helped her more if I'd given her some more options or asked her to research brochures so that she could have a broader exposure.
I would have preferred a little more definition of the timeline and expectations from the student/course throughout this project. I would have placed a little more priority of this project to ensure a deeper learning experience. I would have also welcomed more questions from the student about the process.
I should have typed information given instead of hand writing it. Dan could not read some of my information hand written.
I could have been more on top of my communication with Jonathan. When email didn't seem effective enough, I wish Jonathan had picked up the phone.
To improve this relationship, I think it would have been beneficial to communicate bi-‐weekly about the status. We also did not provide him with a clear deadline so this could have hindered us receiving a product prior to the end of his semester.
2012
2013
i think we had a good working relationship. together we were able to create a professional looking, quality, and vibrant brochure set. there is always a tension between remaining strictly professional and the getting to know a person one is going to work with. I found that Luan had a difficult time with finding this balance. At first he was very reluctant to share any personal information which would have been fine to do and assisted me in knowing his needs. He is from another culture, struggles with the language and uses canes to walk with. Being out front about some of this from the very beginning would have been very appropriate for him to let me know what he needed or didn't need to feel comfortable.
The Venture could have begun their rough draft earlier and they could have emailed myself or Matt their illustrations as they were completed. Matthew's client/student relationship does not require any improvements as his relationship with us was excellent.
394
I think the best learning experience is a real client experience. It was mutually beneficial to client and student.
I think this is a great experience because I allow creativity but I have a deadline and expectations
I would have really liked to have been able to use the final product for advertisement.
See comments above.
Working with a student was truly a wonderful experience.
10. What do you believe are the benefits and difficulties of this learning experience? Comments and suggestions:
2010
2011
with 'live' program deadlines to meet, it's tough to be waiting around for things to be completed and hold up the programming work. we're quite behind with our program outreach as a result.
Keeping the students motivated and engaged in the process is the biggest challenge. We want them to succeed but they have to want that too.
One of the most difficult things in a project of this nature is communicating the corporate culture in addition to the project goals. This was not an issue in this particular case. The student grasped the culture aspect very well as evidenced in the pieces she created.
Real-‐world project. Direct applications of his training. Demonstration of effectiveness of his 'schooling' here. His match-‐up with me was perfect. A difficulty might be if the student and sponsor are not well-‐matched.
Excellent resource for the college, completed a project without using outside contractors on something that is out of my ability to create
Benefits are to both sides: Ashley gained excellent material for her portfolio and The Observer gained an idea on how to market the issues more effectively.
I think it is a great opportunity for students to obtain real world experience. I also really like incorporating students into adminsitrative and staff functions. I would suggest that Evan or another student be given the opportunity to work directly with Stephanie Pinto on the energy managment program materials as they are created.
It was a great way to showcase student talent and also it gave me an opportunity to work with a student who I might not have had contact with. Also as Ericks sharred with me because of the nature of the project it made him aware of a side of the college he had not eplored and gave him an insight to something that he did not know about.
We gave Barbara 2 big projects and she handled them well!!! The benefits for Barbara are that she was able to produce quality, professional work; do a service for the community (the City of Gardner) and work with MWCC staff...There were no difficulties encountered. It was a positive, wonderful experience!!! Kudos to Barbara and thank you for the opportunity to work with this gifted and kind student!!!!!!!!!
I only saw benefits here. I was able to have a beautiful project designed that will help attract attention to a program and Sarah was able to practice working with a real client. I thought it went well and offered benefits to both of us! Thanks for the opportunity!
The benefits would be getting a product I could use and getting to know a student. The difficulty was having the feeling that I should follow up instead of having the student follow-‐up.
395
I believe he learned where to go to get the best deals on decals, and supplies for his project.
The Town of Athol received a good service that we would not have gotten otherwise and the student got real time experience. Difficulties is just trying to work the project into our schedules.
The only suggestion is making sure that MWCC maintain programs that are compatible with those available within the demographic area.
The benefits are that Maegan had a wonderful experience here(I hope) and there were no challenges this semester. I hope that this gave her a deeper understanding of her field and a strong service learning experience. Bravo and thank you!!!!
Benefits: Working with a professional organization, understanding and meeting timelines, multiple personalities and honing her skills Difficulties: understanding where to drawn the line in using her own creativity.
The benefits are the end product, which we can replicate for other property brochures using her layout. There were no particular difficulties from my perspective. I didn't always get back to her within 24hours, so that may have affected her experience, but she didn't say so.
This learning experience approximates an actual designer-‐client interchange and enables the student to go through the various stages of the process. Because we use Microsoft Word for our publications here at the library, and have no funds to purchase Quark, we are at something of a disadvantage. In the real world, we would probably ask Margie to use Word so that we could then build on her design.
Benefits: Students gain knowledge of area businesses, Our business gained much needed help with advertising. I would suggest that MWCC try to target non-‐profit businesses as they need much help with advertising and spreading their important information (in our case, life-‐saving!) Difficulties: time constraints of students.
It gives the municipalities and non-‐profits with constrained budgets the ability to get invaluable design services at no cost. It is truly a win-‐win as the students can get the real world experience and better prepare themselves for their career search and helps to establish network connections.
2012
The learning experience was in and of itself a benefit to my organisation-‐ resulting in a new flyer campaign to spread knowledge and resources.
Katie said it all when she came to the art show and said something like, "Wow, this is a huge event and important for all the families" At that moment she knew why she was completing her project!
The benefits are having a professional work experience and a real product to put in a portfolio of work. An additional benefit is having a reference for future job opportunities.
I am a strong proponent of learning experiences. Working with real clients on real problems in real time demonstrates in ways that can never be duplicated in the classroom. it is a test of the maturity and job readiness of a student as they have to navigate the many subtleties of the world.
To work with a real client offers insight into what the future hods as a designer. I can't imagine a better way to learn. For me, it offered an opportunity to connect and work closely with a student which is important to me, and to accomplish several projects that had been on hold for lack of time.
396
Hopefully, Dan learned that doing a brochure takes time and numerous revisions to satisfy the customer.
Hands on experience for the designer, gets to experience it in a controlled environment
All benefits! We got a beautiful design that captures our ideas and Rebecca gained real experience
Benefits are many; the children, families and all involved in the art show. Your students can be creative and practice their profession! I believe in this program! We must continue to provide this!
I think the benefits of this program are for both the local companies and the students participating. This is a great way to link students with real clients to get a feel for working with them in the context of a real project. And the companies benefit from design work at no cost. For our particular project we also benefitted from Trudy being a student -‐ which was the target audience for our marketing piece. I can't think of any difficulties with the learning experience at this time.
Glad to be able to provide an opportunity for Alex to get some "real" experience and I am pleased to have a logo and brochure that presents the organization in a more professional manner, so win/win.
I didn't expect to work one-‐on-‐one and I enjoyed giving Jonathan the independence to run with the project. I am glad that MWCC is delivering such a high-‐calibre student that allows this kind of independent collaboration. Unfortunately, I don't have more time in my schedule to devote to mentoring or hand holding, I think this program adequately accommodates a schedule like my own. We were fortunate to be able to do much of the communicating via email. My only hope is that the students aren't so reliant on technology that they lose the skill to present themselves face to face or over the phone. Overall, I had a wonderful experience. Thank you.
We enjoyed the ability to work with a student from MWCC and are certainly open to doing so again, however we would go into the next relationship with the understanding that we need to be clear about deadlines in the future. The benefits would have been or could be that we will receive invaluable assistance with better marketing materials.
This was such a nice experience for myself to not only see the talent of a student but also to watch a project come together was very rewarding. I found no difficulties with this experience.
Here both a local non-‐profit and a student benefited. The biggest difficulties are our schedules and the semester time line. But this was a very positive outcome. Thank you.
Clients are provided with professional results, which they may not be able to afford otherwise. Students gain real world experience, while assisting non-‐profits.
2013
397
Appendix J:
Service Learning Client Surveys
Web Client Survey Results
398
Client Name: Designer's Name: Project Title/Description:Veronica Kell Thomas Cutaia Townsend Conservation Land Trust/WebsiteMaureen Dupuis, The Chester Mossman Teen Center
Amanda Wilzynsky Chester Mossman Teen Center Website
Sr. Loretta Ciccarelli-‐Venerini Sisters Dean Richard Venerini Sisters' Centennial CelebrationMontachusett Addiction Council Luan K. Nguyen Maccenter.OrgMartha Moore Margi Grande The Bulfinch Fund
Chair City Pipers Chorus/Jan LeClair Tayla Salter website for our chorus
Client Name: Designer's Name: Project Title/Description:Loaves & Fishes Food Pantry, Inc. Krystal Thomas Website designOur Father's House Deb Fnine Web Site overhaulTiffany Doggett Tyler Gould Groton LocalKaren Lenthall Ken Caddieux Greater Gardner Community ChoirFirst Church Unitarian Universalist Leominster
Ken Leblanc design-‐ redesign church web site
Carol Ambrozy, Ed.D. Jeannie MorleyWebsite work for April 4th vote on Athol Public Library renovation/expansion project
Ashburnham-‐Westminster Literacy Action Task Force, Ashburnham-‐Westminster Regional School District, Ashburnham-‐Westminster Community Partnership,
Fabiola SalvantAshburnham-‐Westminster Literacy Action Task Force website
Client Name: Designer's Name: Project Title/Description:The Bolton Fair Jon Skinner Bolton Fair Logo / Website ImprovementsAllencrest Community Center Luke LeBlanc Web Site up date & Facebook linkThomas Matsuda Peter Turi Website updateCleghorn Neighborhood Center Blanca Lisasuain CNC WebsiteDoyle Field Foundation Eric Beaulieu Webpage update/rebuildLori McDermott Jessica Gloriant Benefit Concert Website DesignAaron Williams Benjamin Stone Give Back Ride (logo and website)Gail Steele Luke LeBlanc Memory Game for Survivor, the Musical
Client Name: Designer's Name: Project Title/Description:
Avanti Mohan Ed Sanchez Simple Treasures LogoKayleigh Zick Colleen Mulligan Lassie League GearMonadnock Community Early Learning Center
Carina Morand Web redesign
Jeremiah's Inn Sarah Wilson Website update/overhaulVirginia Foresman Laura LaBarge website update and flyer
1. Client information
2011—Client Survey—WEB
2012—Client Survey—WEB
2010—Client Survey—WEB
2013—Client Survey—WEB
399
Answ
er Options
Respon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tTo
tal Percent
Total Cou
nt
0 tim
es in person
0.0%
00.0%
025.0%
240.0%
215.4%
41 tim
e16.7%
10.0%
025.0%
240.0%
219.2%
52 tim
es0.0%
028.6%
20.0%
020.0%
111.5%
33 tim
es16.7%
114.3%
112.5%
10.0%
011.5%
34 tim
es33.3%
228.6%
225.0%
20.0%
023.1%
65 or m
ore tim
es33.3%
228.6%
212.5%
10.0%
019.2%
5an
swered
que
stion
67
85
26
Please com
men
t on your
answ
er.
56
74
22
It may have be
en 5 times,
I did not have the ability to
go to Garde
ner, bu
t we worked arou
nd th
at th
rough em
ail and
pho
ne,
Everything was don
e by email.
Laura was a pleasure. She
asked
all the prop
er que
stions and
listen
ed to
my ne
eds.
2010-‐2013
Please com
men
t on your answer.
2010
Tom began th
e project in March and
worked on
it fo
r abo
ut a m
onth. We met 3 times on Wed
nesdays for abo
ut 45 mins e
ach tim
e at m
y MWCC
office. To
m atten
ded the Ap
ril 14 TC
LT
meetin
g at th
e To
wnsen
d Pu
blic Library whe
re he un
veiled the first pass o
f the
site and
we suggested a few edits. Althou
gh Tom
and
I had dates to meet a
nd exchanged
e-‐m
ails, we ne
ver
met again.
I trie
d to m
eet w
ith Amanda on multip
le occassio
ns and
her sc
hedu
le just didn't coincide with
times I was available (8am
-‐2pm
Mon
day-‐Friday and
anytim
e on
weekend
s). We were on
ly in
contact via email.
I wanted to be available to help De
an to
mod
ify th
e en
tensive material into the 4-‐5 page web
site. I also
drove him
to Fitchb
urg so he could take pho
tos h
imself of th
e site featured
on the
site: St. An
thon
y Scho
ol in Fitchb
urg. It gave him an op
portun
ity to
use his ph
otograph
y skills. I fo
und him eager to
learn, and
to ta
ke su
ggestio
ns, and
offe
r suggestions to
enh
ance th
e site.
It was unu
sual fo
r me to work with
someo
ne who
had no previous acquaintance with
the subject, and he
was enthu
siastic abo
ut th
e de
tails in th
e material. M
y on
ly criticism
was his
spelling...so incide
ntal to
day with
spell-‐che
ck.
2. How
man
y tim
es did th
e stud
ent m
eet w
ith you
in person this se
mester?
Tayla was in con
stant con
tact with
us v
ia email between ou
r meetin
gs. She
even attend
ed a re
hearsal! W
e en
joyed working with
her, very coop
erative and accommod
ating.
Carin
a came on
ce to
our Early Learning Ce
nter with
an am
azing prototype for o
ur web
site. W
e have had emails back and
forth with
her. On May 21st she
is sc
hedu
led to com
e back and
show
us her com
pleted
project. So far things loo
k great a
nd we ho
ping sh
e is able to
follow th
rough and complete he
r project with
us.
2011
2010
2011
2012
2013
400
We he
ld detailed conversatio
ns on the ph
one & e-‐m
ailed du
e to ur con
flicting sche
dules.
Very pun
ctual and
worked hard
We thou
ght it w
as best to commun
icate through em
ail/p
hone
. Blanca was excellent at following up
and
making sure th
at th
e project w
as m
oving forw
ard.
We ne
ver m
et in person. W
e talked
on the ph
one on
ce and
then
all othe
r com
mun
ication was th
rough em
ail. This strategy worked pe
rfectly
for u
s.Initial m
eetin
g to disc
uss the
scop
e of th
e project.
We had an initital m
eetin
g to disc
uess th
e project req
uirm
ents and
then
had 3 m
ore meetin
gs to
che
ck on progress, m
ake adjustmen
ts, etc.
I did not have the ability to
go to Garde
ner, bu
t we worked arou
nd th
at th
rough em
ail and
pho
ne,
Everything was don
e by email.
Laura was a pleasure. She
asked
all the prop
er que
stions and
listen
ed to
my ne
eds.
2012
Had a good
initial m
eetin
g. W
e've been commun
icating on
line so I did no
t feel ano
ther in-‐person meetin
g was re
quire
d. In my day-‐to-‐day job I have a team
of iOS de
velope
rs working fo
r me,
none
are local.
2013
Carin
a came on
ce to
our Early Learning Ce
nter with
an am
azing prototype for o
ur web
site. W
e have had emails back and
forth with
her. On May 21st she
is sc
hedu
led to com
e back and
show
us her com
pleted
project. So far things loo
k great a
nd we ho
ping sh
e is able to
follow th
rough and complete he
r project with
us.
401
Excellent
Very
Goo
dGoo
dFair
Poor
N/A
Ratin
g Av
erage
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tTo
tal
Average
Total
Coun
t
156
30
20
3.83
64.57
74.75
83.40
54.14
26
147
20
21
4.50
64.57
73.86
84.00
54.23
26
149
00
03
4.50
64.71
75.00
84.00
54.55
26
134
20
16
3.80
64.86
74.60
84.00
54.32
26
116
40
05
3.83
64.57
74.80
84.00
54.30
26
147
10
02
4.50
44.71
74.83
84.20
54.56
24
186
10
01
4.67
64.86
74.86
84.20
54.65
26
147
31
01
4.67
64.57
74.14
84.00
54.35
26
158
11
01
4.50
64.71
74.29
84.40
54.48
26
72
11
114
3.00
65.00
74.00
85.00
54.25
26
116
40
40
3.67
63.86
74.13
83.25
43.73
25
143
61
20
4.17
64.00
74.25
83.40
53.96
26
125
52
02
3.40
64.29
74.43
84.20
54.08
26
56
53
19
67
85
26
Attitud
e
Verbal Com
mun
ication Skills
2013
2010-‐2013
Totals 201
0-‐20
132010
2011
2012
answ
ered
que
stion
Answ
er Options
The stud
ent d
esigne
r con
tacted
you to arran
ge m
eetin
gs.
He/she
was on tim
e an
d prep
ared
each time you met.
Whe
n the stud
ent m
et with
you
, he
/she
presented
them
self in an
acceptab
le m
anne
r
Greeting an
d Ha
ndshake
Attire
Demeano
r
Ability to
Listen
If the stud
ent cou
ld not m
eet w
ith
you for a
sche
duled meetin
g,
he/she
con
tacted
you
to
resche
dule.
If you, or the
stud
ent d
esigne
r, ha
d qu
estio
ns or a
need to fo
llow-‐up,
the stud
ent w
as prompt and
thorou
gh.
The stud
ent rem
aine
d in re
gular
and freq
uent con
tact with
you
througho
ut th
e project (in person,
by pho
ne, b
y em
ail).
If em
ail w
as th
e means of
commun
ication, th
e stud
ent w
rote
clear a
nd con
cise business e
mails
with
little or n
o typing errors.
3. Overall was th
e stud
ent/client com
mun
ication satisfactory? (E
ffectiv
eness o
f Com
mun
ication)
(5) =
Excellent-‐-‐e
xceede
d my expe
ctations (4
) = Very Go
od-‐-‐m
et m
y expe
ctations (3
) = Goo
d-‐-‐average (2
) = Fair-‐-‐cou
ld use so
me im
provem
ent
(1) =
Poo
r-‐-‐did not m
eet e
xpectatio
ns
Please provide
feed
back to
you
r answers w
here ever p
ossible.
402
I feel I explained
my feed
back in detail abo
ve.
sche
duled meetin
g and kept th
e meetin
gs. H
e was on tim
e and knew
exactly what h
e was going to
ask as w
ell as listen
ed to
what w
e wanted.
The stud
ent w
as th
orou
gh and
reminde
d us whe
n we got o
ff track, of b
usy and kept th
e ball moving so th
e Web
site cou
ld be fin
ished
in a timely manne
r.
Jeannie started ou
t with
enthu
siasm
, met tw
ice, and
then
com
pletely abando
ned the project.
My colleague
s and
I coun
t ourselves incred
ibly fo
rtun
ate to have had Fabiola's a
ssistance. She
wen
t abo
ve and
beyon
d with
this project. We give her th
e highest o
f accolades and
credit!
We had set tim
e aside to ta
lk during the scho
ol break & was not con
tacted
which wasted that block of t im
e for m
e. He apologize
d later.
Commun
ication was great. E-‐mails, te
xts, and
pho
ne calls througho
ut th
e who
le process.
Luke did a fabu
lous job all aroun
d!
2010
Tom's pe
rformance was excellent until he
disa
ppeared after sho
wing the web
site to us. H
e did an excellent job of keeping in con
tact until Ap
ril 14. We had appo
intm
ents th
at were cancelled and
resche
duled. The
last one
said he was sick -‐ bu
t he ne
ver con
tacted
me again after that. I called him on a cell nu
mbe
r he had given me early
in th
e process. H
e was doing a ta
ttoo
and
cou
ldn't really ta
lk (this
was after th
e en
d of th
e semester).
Althou
gh we ne
ver m
et in person, I felt as if Je
ssica had great p
resence -‐ she
cam
e off as a
goo
d listene
r, a creativ
e thinker, and an initiator of add
ition
al avenu
es fo
r us to consider with
respect to prom
oting
our con
cert.
Jon presen
ted himself no
t just a
s a college stud
ent b
ut as a
person who
I wou
ld con
sider was in th
e bu
siness a
nd capable. He
was a bit un
sure of h
imself at first b
ut as things p
rogressed he
gaine
d that
confiden
ce. Our working re
latio
nship was as a
ny other develop
er I wou
ld be working with
in m
y professio
nal career (I m
anage an iO
S de
velopm
ent team) and
given
the op
portun
ity I wou
ld con
sider him
capable to work on
the team
in an en
try level.
2011
Krystal w
as very professio
nal during ou
r meetin
gs, listen
ed and
asked
app
ropriate que
stions. I wou
ld su
ggest that in the future sh
e bring a no
tepad to re
cord significant inform
ation as I wasn't certain how
she
was going to
retain everything we discussed.
Partne
ring with
Ken
was a won
derful experience. He accepted
all of m
y feed
back and
made changes a
ccordingly. H
e gave us suggestions th
at were very welcome and be
yond
what w
e originally im
agined
that
we wou
ld re
ceive from
this program. I fe
lt that th
is en
tire expe
rience was nothing but positive.
Ken, is very know
ledgeable. He un
derstood
what i wanted and was able to design a web
site th
at is vibrant, active, accessib
le. H
e is clear in commun
ications, tho
ugh a bit shy at tim
es whe
n trying to
engage
him in gen
eral con
versations. H
e asked qu
estio
ns whe
n he
was not clear or w
hen i did not m
ake myself clear. H
e attend
ed to
detail and
seem
ed to
really like th
e project.
2012
Emails sent back and forth were more inform
al between Am
anda and
I. N
ot being able to m
eet face to face to
see the web
site was difficult. W
hen we did meet the
week be
fore it was due
to be fin
ished
it
looked
really nice and I w
as im
pressed with
the am
ount of w
ork Am
anda had put into it. It was also
really com
forting to se
e that sh
e was willing and able to
make any changes to the site at th
at point.
Please provide
feed
back to
you
r answers w
here ever p
ossible.
One
of the
problem
s we have had is sp
elling. Tayla's em
ails were always o
n po
int tho
' more casual th
an businesslike. That m
ay have be
en our partly
fault since we tend
to be more casual in our app
roach.
Now
to th
e errors in sp
elling. The
text we sent her m
ight have had typo
s in it bu
t tho
se sh
ould have be
en picked up
by the de
signe
r before they wen
t onto the web
site. I can sa
y, how
ever, that she
fixed
everything we no
ted prom
ptly and
efficien
tly. BT
W, w
e kept changing ou
r minds abo
ut th
e color schem
e which delayed
the work somew
hat. Tayla to
ok our re
commen
datio
n on
color and
made it be
tter!
403
Excellent
Very Goo
dGoo
dFair
Poor
N/A
Ratin
g Av
erage
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tTo
tal
Average
Total
Coun
t
177
10
01
4.33
64.71
74.88
84.50
54.61
26
156
11
12
4.00
64.29
74.75
84.33
54.34
26
154
30
22
4.00
64.57
74.38
83.67
54.16
26
125
21
33
4.40
63.86
74.14
83.25
53.91
26
135
30
23
4.20
64.00
74.13
84.67
54.25
26
143
41
22
4.17
64.14
74.29
83.50
54.03
26
56
23
16
67
85
26
Totals 201
0-‐20
132010
Answ
er Options
The stud
ent sho
wed
a
willingness to he
ar m
y initial
ideas a
nd th
oughts.
He/she
con
ducted
a
profession
al client interview
to obtain the ne
cessary
project information.
The interview includ
ed a
serie
s of spe
cific que
stions to
assess design ne
eds a
nd goa
ls
2012
2013
2010-‐2013
The stud
ent p
resented
and
commun
icated
his/her
vario
us con
cepts a
nd layouts
in a clear and
inform
ative
man
ner.
The stud
ent e
asily tran
slated
my ideas into working
concep
ts/layou
ts.
Please provide
feed
back to
you
r answers w
here ever p
ossible.
4. How
satisfie
d were you with
the stud
ents initial prepa
ratio
n? (5) =
Excellent-‐-‐e
xceede
d my expe
ctations (4
) = Very Go
od-‐-‐m
et m
y expe
ctations
(3) =
Goo
d-‐-‐average (2
) = Fair-‐-‐cou
ld use so
me im
provem
ent (1) = Poo
r-‐-‐did not m
eet e
xpectatio
ns
answ
ered
que
stion
The stud
ent d
esigne
r prep
ared
drafts w
ith various
ideas (concep
ts) a
nd layouts.
2011
404
Tom was doing a great job early
on and we really like(d) h
is first pass.
I was not sh
own anything prio
r to the 'final' draft w
hich I asked to m
ake alteratio
ns to
.
Most o
f the
se were covered above.
Before we had ou
r first m
eetin
g Luan alre
ady look at o
ur site and
cam
e in with
specific qu
estio
ns re
garding ou
r old web
site and what w
e wou
ld like it to
be.
I feel as tho
ugh I con
trolled the meetin
gs we had together. I w
as expectin
g that sh
e wou
ld be taking th
e lead as the
professional, offerin
g guidance, suggestions and
dire
ction bu
t that n
ever happe
ned.
Very goo
d job. Drew up rough drafts based
on supp
lied inform
ation and en
visio
ned a fin
ish produ
ct.
Ken gave m
e "hom
ework" which I thou
ght w
as cute to get an idea of w
hat I was th
inking in te
rms o
f a dire
ction and we wen
t from th
ere.
Never finished
the project.
Fabiola Salvant is a
n exceptional w
orker a
nd person. She
is highly professio
nal and
com
mitted
to her work. W
e are so fo
rtun
ate to have had he
r assistance.
Ben called me to disc
uss m
y ideas, and
he already had working con
cepts p
rior to ou
r first m
eetin
g. I explained
to Ben
what I was looking for a
nd he transla
ted my ideas into something con
crete.
Was not with
this stud
ent for th
e initial preparatio
n.
Again we are waitin
g to se
e the fin
ished
work. But so
far w
hat she
has don
e is excellent.
We received
only on
e concep
t. Only a few out of d
ozen
s of p
hotos that w
e provided
were incorporated
. The
final produ
ct th
at we received
did not re
flect th
e on
e prop
osed
con
cept th
at sh
e sent on 4/25
.
2013
Please provide
feed
back to
you
r answers w
here ever p
ossible.
2010
I had so
me concerns abo
ut th
e web
site no
t loo
king dynam
ic eno
ugh. Suggestions were made abou
t changing fonts a
nd layout; m
ost w
ere carried ou
t. I've se
en other examples of h
er work and foun
d them
con
siderably m
ore
interesting to look at than ou
r final produ
ct. I have to sa
y, how
ever, that m
ight have be
en our lack of clarity in what w
e wanted.
2011
Tyler o
nly presen
ted me with
one
fairly fin
ished
design. I think he
shou
ld have come up
with
at least th
ree no
t finish
ed designs to
get a look and
feel establishe
d. That is m
ore professio
nal. Bu
t, know
ing that th
is is for a
class and
the tim
e constraints, I wasn't b
eing picky. H
e was very op
en to
my ideas to fin
esse th
e de
sign to a finished
stage and in th
e en
d the who
le group
was very pleased with
the en
d result.
Ken, to
ok m
y concep
ts and
ran with
them
to create a great p
roject. I end
ed up learning a lot from him
. I to
ld him
"i th
ought i had so
me grasp of how
a web
site works but now
i feel like i know
eno
ugh to be able to
maintain the
site myself" He
is creative with
the compu
ter a
nd was able to transla
te creativity
into a very good
produ
ct.
2012
Being in th
is line of work I also
cam
e prep
ared
. I think th
at presented
opp
ortunitie
s and
challenges. I provide
d a project scope
to him
that was fairly de
tailed so his interaction was less on the inform
ation gathering and more on
transla
ting it into what h
e can do
. I think he hand
led it well.
405
Excellent
Very Goo
dGoo
dFair
Poor
N/A
Ratin
g Av
erage
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tRa
ting
Average
Respon
se
Coun
tTo
tal A
verage
Total Cou
nt
115
42
31
3.50
64.00
73.86
83.60
53.74
26
123
32
33
4.00
64.00
73.43
84.00
53.86
26
124
42
31
3.50
64.00
73.71
84.00
53.80
26
122
32
42
3.60
53.86
73.71
83.50
53.67
25
57
74
23
67
85
26
He gave more de
sign work than i expe
cted
and
more op
tions.
I haven
't seen
it yet -‐ no
t the
final versio
n anyw
ay so
my answ
ers w
ould be based on
the last versio
n which I saw back in th
e be
ginn
ing of April I think
She gave us m
ore than we anticipated
. We didn
't ne
ed a fancy site with
no substance. W
e got a
very practical site with
every expected characteristic and
more. Just w
ould have liked
a bit more creativ
ity fo
r more pizzazz.
I had anticipated
that Krystal wou
ld have provided
us w
ith m
ore than a basic te
mplate of a web
page. I had hop
ed th
at sh
e wou
ld be able to
provide
one
or two pages o
f con
tent.
The stud
ent p
rovide
d us with
much more than expected, not only in ta
ngible m
aterial but in kno
wledge.
Tyler a
ctually hasn't finish
ed up with
me or re
turned
my calls. I need access to
his de
sign so I can actually get it on the web
. I'm
sure I will con
nect with
him
eventually, but th
e fin
ish fizzled a bit.
He provide
d more de
sign work in th
at he created a ne
w logo fo
r us. He also created
a new
page that wasn't o
n ou
r orig
inal web
site for the
sale of the
group
's CD
recording.
Did no
t com
plete the project a
nd never got th
e web
site up
alth
ough a great deal of information was provide
d to her fo
r her use.
The work that Fabiola has don
e has m
ore than m
et our expectatio
ns. W
e coun
t ourselves very fortun
ate to have had he
r help and assistance. She
is professional, skilled
and
con
scientious!
2010
2010
Answ
er Options
The results of the
project a
re…
The project w
as com
pleted
in
the tim
e allotted
The project loo
ks professiona
l
2010-‐2013
2010
There is no
deliverable -‐ and we wou
ld re
ally like th
e project a
t whatever state it is in so
that we can go fo
rward and complete it. Tom
's no
n-‐de
livery of th
e project w
as absolutely un
anticipated
. The
meetin
g whe
re we were to purchase the url and
space for the
site
and pu
t up the project w
ith th
e suggested up
dates n
ever happe
ned (Tom
kep
t cancelling). W
e wou
ld have be
en (and
are still) h
appy to
accep
t the
site in its incom
plete form
.
I was so
please that Dean was creative en
ough to
design a compo
site ph
oto for the
last item
in th
e web
site to includ
e a varie
ty of e
xamples in th
e end
ing caption. H
e also re
vised it qu
ite easily whe
n I m
ade a suggestio
n abou
t how
to im
prove it.
2011
He presented
me with
more de
sign work than i had im
agined
. He took con
cepts a
nd m
ade them
real. Ken
took m
y visio
n and made it a reality
. He instructed
me as he did things and
explained
them
in a way i could un
derstand
. He taught m
e as he de
signe
d.
Did the stud
ent d
esigne
r provide
you
with
more de
sign work than
you
anticipated
? Less design work than
you
an
ticipated
? Please explain.
answ
ered
que
stion2010
5. How
satisfie
d are you with
the work completed
? (5
) = Excellent-‐-‐e
xceede
d my expe
ctations (4
) = Very Go
od-‐-‐m
et m
y expe
ctations
(3) =
Goo
d-‐-‐average (2
) = Fair-‐-‐cou
ld use so
me im
provem
ent (1) = Poo
r-‐-‐did not m
eet e
xpectatio
ns
The fin
al design ha
s met our
need
s/goals
2010
Totals 201
0-‐20
13
406
Less-‐he did remove an elemen
t from our existing web
site which pleased
me bu
t did not add
a re
placem
ent. He
also
add
ed Cute New
s which is great.
I still haven
't seen
the fin
al project
Initially, I was m
ore interested
in a logo fo
r my annu
al m
otorcycle charity
ride
, som
ething th
at peo
ple wou
ld re
cognize
going fo
rward. H
e also designe
d a web
site for the
ride
and
it's gotten
great fe
edback. I'm
very happ
y with
all he
's do
ne.
We used
the Mem
ory Ga
me as part o
f our produ
ction of Survivor the
Musical. The
gam
e worked flawlessly and
enh
anced the overall produ
ction greatly
.
He was able to provide
a design which com
mun
icated
the goal of o
ur charity and provided
several examples of w
ork that were varying bu
t not overw
helm
ing,
The stud
ent d
esigne
r provide
d us with
just th
e rig
ht amou
nt of d
esign work.
Her initia
l design was m
ore than we anticipated
. She recreated ou
r logo which looks m
uch more professio
nal than ou
r old one
. And
the colors sh
e used
for the
logo and
web
site were much more fittin
g to colors u
sed today in business g
raph
ics.
Less th
an anticipated
, we didn
't he
ar m
uch from
the stud
ent -‐ sh
e didn
't ask for o
ur ideas o
r feedb
ack after the
first face-‐to-‐fa
ce m
eetin
g. She
did se
nd us screen shots o
f the
con
cept to
review
but didn't a
sk fo
r us to do
any "d
esign work" on it. She
did asked
for
pictures which we sent. The
end
result looked
very sim
ilar to ou
r current web
site. She
changed
the color o
f the
backgroun
d and font. The
layout and
design is othe
rwise
exactly th
e same.
2012
It was a very big project h
e took on for the
Bolton Fair. The
Fair com
mittee loved the logo design and we have ro
lled it ou
t and
will be using it as presented
. The web
site changes is taking longer and
I wasn't sure ho
w m
uch tim
e he
cou
ld devote so th
e plan was
always to scale it back and
work as a te
am whe
re necessary. I am happy with
the en
d results and
the areas that a
re not com
plete, Jo
n is still working on and has a
greed to com
plete. M
y tim
eframe was to
roll ou
t the
changes in M
ay and
we will m
eet that g
oal.
Peter d
id m
ore than I asked for o
r expected in th
e tim
e we had. He worked to fast fo
r me to keep up
. I re
gret che
cking his w
ork qu
ick en
ough and
he wen
t ahe
ad re
-‐designing m
any pages. The
re is still m
ore to be do
ne re
visin
g his d
esigns to
my satisfaction. I did
not w
ant to bu
rden
him
since he
worked so hard and spen
t a lot o
f tim
e already.
Jessica provided
three initial web
site mock-‐up
s for m
e to cho
ose from
(which was great to
have) and
then
followed
up with
a Faceb
ook page. She
's be
en great abo
ut con
tinuing to
upd
ate the web
site whe
never w
e have new
advertisers/spon
sors sign on, and
that
is greatly
app
reciated
.
2013
407
Exc
elle
ntV
ery
Goo
dG
ood
Fai
rP
oor
N/A
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
Rat
ing
Ave
rage
Res
pons
e C
ount
Tot
al
Ave
rage
Tot
al
Cou
nt
134
52
20
3.67
64.
147
4.00
83.
805
3.90
26
99
23
30
3.67
64.
007
3.75
83.
205
3.66
26
107
23
21
3.83
63.
867
4.14
73.
255
3.77
25
109
32
20
4.17
64.
007
3.88
83.
405
3.86
26
105
22
52
3.20
63.
867
3.75
83.
005
3.45
26
55
32
15
66
66
6
Al of the
se wou
ld have be
en very good
or e
xcellent had th
ere be
en fo
llow th
rough to delivery.
There was only on
e occasio
n that our "s
ignals"
wer con
fused and I w
asted a morning whe
n I plann
ed m
y day arou
nd our m
eetin
g. The
other com
men
ts were de
tailed above.
Professio
nal loo
king sight a
nd th
e ability to
show
more than one
way to
look at the
same idea.
The progress m
ade was to
o tie
d to th
e ne
xt deliverable fo
r class vs just g
ettin
g the project d
one ahead of sc
hedu
le. Bu
t that m
ay have be
en a re
quire
men
t of the
professor so
the project w
oudln't b
e ahead of others.
See no
tes from que
stion #6 abo
ve.
We will re
commen
d stud
ent for other jobs
Never com
pleted
the project.
Fabiola is fantastic! She
has ta
ught us a
lot a
nd accom
plish
ed so
much. W
e have been so pleased
to have he
r help!
Please provide
feed
back to
you
r answers w
here ever p
ossible.
The stud
ent m
anaged
their
time an
d the project
efficiently and
effectiv
ely.
Please provide
feed
back to
you
r answers w
here ever p
ossible.
answ
ered
que
stio
n2010
2011
Ans
wer
Opt
ions
The stud
ent d
esigne
r has a
grasp of th
e web
design
profession
.
He/she
show
ed an ab
ility to
commun
icate de
sign
concep
ts.
He/she
show
ed an ab
ility to
achieve project g
oals.
6. How
wou
ld you
rate th
e profession
alism of this d
esigne
r?
Tot
als
2010
-201
3
2011
2010
-201
3
He/she
show
ed an ab
ility to
de
sign with
skill, creativity
an
d profession
alism.
2012
2013
2010
Tayla know
s what she
is doing but cou
ldn't recom
men
d a web
host to us. That m
ay not have be
en a part o
f the
project but wou
ld have be
en welcomed
since we knew
nothing whe
n we started this project! She
definite
ly worked efficiently with
the chorus design team
, much more efficiently th
an we worked as th
e team
!
I am grateful for th
is program. the
work Ke
n did eq
uals and surpasses w
ebsites th
at m
y colleague
s have had to pay heartily fo
r. I did not fe
el like i was ta
king advantage of h
im as h
e often expressed his d
elight at b
eing able to re
-‐learn or try ne
w
things out as h
e bu
ilt th
e site.
408
He was upd
ating a web
site.
Very im
pressed with
how
well Jessic
a managed
this project a
nd coached
me through as th
e client (e
specially with
regard to
envision
ing the web
site op
tions and
how
to go abou
t acquirin
g the URL and
host site
).
As stated
abo
ve sh
e has n
ot finished
our project yet.
It seem
ed th
at th
e majority
of the
projected
was worked on
at the
end
of the
semester.
2012
2013
Jon un
derstood
what w
e wanted to accom
plish
on the web
site and exam
ples were provided
of sim
ilar w
ork to help guide him. He
was able to ta
ke th
at and
successfully provide
the solutio
n the first iteration. The
logo was to
tally a creative effort
with
less guidance. It w
ould have be
en very challenging for a
n expe
rienced
professional. Jo
n nailed it! Like I m
entio
ned previously, everyon
e was im
pressed and satisfie
d with
his creativ
e effort. I've sin
ce posted it on
Faceb
ook to our fo
llowers
and received
positive fe
edback.
409
Tom knows what he is doing technically. He has a lot of growing to do professionally.
Professional looking sight and the ability to show more than one way to look at the same idea.
No need for improvement
His strength is his flexibility and his personality.
Fabiola is professional, kind, conscientious and attentive to details. We have seen no weaknesses.
2011
Krystal's creativity with our template page was very good. She captured the essence of our organization and was able to produce a product that represents us well. I would suggest that she focus on time management skills -‐ a skill that is difficult for the most seasoned professional.
Tyler's strengths are a great understanding of Dreamweaver and the internet. His weakness is most likely time management under a tight deadline.
He is a personable and pleasant man but he comes off as shy and quiet. Once engaged in conversation and as we have come to know one another he relaxed more but i would suggest he might work on social comfort skills. This would never stop him from getting work but as he develops more social ease it will put him in better position to get jobs and contracts.Excited at the outset. Presented herself well, on time, and enthusiastically.Jeannie understood the timeline and importance of the website to our proposed project. She made the commitment to complete it, using a number of prepared documents that only needed uploading to the website. Jeannie never completed the project. Students need to contact their advisors for help if they are having difficulty and cannot complete the task at hand. Follow up with the client is essential!
7. What do you feel are the student's main strengths? What are the student's weaknesses— what can they improve upon?
The site itself came out great! It was almost exactly what we were looking for. It would hae been easier on us and less stressful if we could have been more involved along the way.I feel Dean throughly knew his material and the scope of the assign so he capsulize the significant information. He didn't hesitate to make suggestions and took the lead in designing the website. I found his verbal skills professional and his manner relaxed to encourage open discussion as the project advanced. He could be more professional in his emails...using correct grammar and spelling.
Their web skills were not as advanced as I had imagined. For some reason I thought the students were at the end of the web design classes.Tayla's strength is her willingness to work long hours to accomplish her task. She also worked well with people who were much less prepared than she was!
2010
410
Knowledge verbally about his craft.hard worker. communication skills, but tries hard.
Hard Worker No results were ever shown to us
Organizes information well. Watch out for clashing color schemes.The use of colors and designing of our logo. Keeping in a little better communication with us.
The format of his designs were easy to understand and he gave a variety of designs. A strength of was his creativity because I had given very little information about what I wanted into look like, giving him a range of places to start, and he was able to use the information about Simple Treasures to create well though out logos.
Strengths: she was very polite and seemed enthusiastic about the project initially. She is a nice person. Weakness: Communication and time management. I feel as though if the communication was better then she would have been able to manage her time better resulting in a better experience for her as the student as well as for us, the customer. Sarah showed us examples of other website projects from her portfolio and its clear that she has talent. It just didn't necessarily reflect with this project. I anticipated more interaction which probably would have resulted in us getting more of what we expected, rather then more of what we already have with our website.
Main strengths-‐graphic designing. weaknesses -‐ not enough communication to express level of weaknesses
Strength -‐ creative ability. Area for improvement -‐ communication could be more regular. Though I never had to chase him for status.
Strength-‐followed throght, take feedback well, kept me on check (and was nice at the same time!)Improvement-‐none
Understanding our needs better than we did! Asking all the right questions up front and being very creative with the concept to design to implementation process. No weaknesses noted.
Ben listened to my ideas and thoughts, and easily brought it to fruition. He offered his own ideas, and we were on the same page throughout the project.Luke's main strengths are: dependability and the ability to communicate technical information to someone who is not "tech savvy."
2013
2012
411
Respon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tRe
spon
se
Percen
tRe
spon
se
Coun
tTo
tal Percent
Total Cou
nt
66.7%
485.7%
687.5%
780.0%
477.8%
21
33.3%
214.3%
112.5%
120.0%
118.5%
5
55
73
20
67
86
27
No, because th
ere is no
guarantee th
at you
will get th
e completed
work.
It was very difficult no
t being includ
ed in th
e de
sign process m
ore.
Professio
nal w
ork. Able to give several ide
as on the same concep
t. Do
ne in a timely manne
r. all rou
nd great work.
But o
nly for v
ery basic
design -‐ two columns, cou
ple of pages, lim
ited if no
t interactiv
e capabilities
Krystal is a
you
ng lady with
a great deal of talen
t. She
is pleasant, professio
nal and
willing. In tim
e, her project m
anagem
ent skills will develop
.
Depe
ndable and
imaginative
Anyone
wou
ld be fortun
ate to have Fabiola working on their p
roject. She
is th
e be
st!
Yes
No
2010
2011
2012
Please explain you
r reasons why or w
hy not?
I certainly wou
ld re
commen
d this de
signe
r to othe
r ind
ividuals. H
e was professional at a
ll tim
es and
I felt he
was affa
ble even
thou
gh he admitted
that he didn
't know
at first w
hat it w
ould be like
working fo
r a "n
un". I did ask him
why he chose ou
r project and
he was candid and
I feel we started with
the trust that h
e wou
ld do well.
2010
Answ
er Options
2013
2010-‐2013
Please explain you
r reasons why or w
hy not?
answ
ered
que
stion
8. W
ould you
recommen
d this designe
r to othe
r ind
ividua
ls?
2011
Based on
the en
tire expe
rience I w
ould not hesita
te to
recommen
d him and
have already asked him if he is interested
in a poten
tial w
eb design for the
com
pany I work for som
etim
e in th
e future.
absolutely. H
is skill and
kno
wledge far e
xceeds a stud
ent. He
is re
spon
sible and
remains in com
mun
ication. He asks que
stions and
makes su
re he un
derstand
s what I was trying to
accom
plish
. He
seem
ed like a partner on the project a
nd th
is was a goo
d feeling.
412
Because of his professio
nalism and
creative ability.
If it were free.
She is very enthu
siastic and
cares abo
ut th
e project she
works on
see nu
mbe
r 7 abo
ve
Jessica exceed
ed our expectatio
ns on all fronts -‐ creativitiy, com
petence, willingness to make changes, kno
wledge, and
being a very pleasant person to work with
on this project.
In fact, I was just at a
meetin
g for the
college's 50
th ann
iversary and
I men
tione
d Luke as som
eone
who
we might hire
to work on
the 50
th ann
iversary web
site!
Yes, he was flexible and
creative in his de
signs.
Clearly
likes w
hat she
doe
s and
seem
s like a hard worker!
Althou
gh Ben
hasn't a
greed with
me, I reache
d ou
t to him probably an unfair a
mou
nt of tim
es with
changes and
upd
ates to
the project. He continue
s to fie
ld m
y em
ails and texts a
nd m
akes
updates to the web
site prom
ptly.Going fo
rward, he will be my graphic de
signe
r/web
site fo
r this p
roject and
others. H
ighly recommen
ded. This e
xperience has b
een a pleasure.
2013
Im hon
estly
uncom
fortable with
giving a ne
gativ
e review
, especially since this was not a project we paid to
have do
ne. B
ut I feel as tho
ugh I w
ould be do
ing Sarah a disservice by no
t being truthful. I
don't w
ant to see he
r get a te
rrible grade
, but I do
feel th
at sh
e has m
uch more po
tential. Its evide
nt based
on what she
show
ed us from her portfolio. it seemed
that sh
e had a lot o
f schoo
l work
and po
ssibly to
o much on
her plate.
2012
413
Did everything the way a professional should.
Weekly or bimonthly checkins would have been helpful to keep progress of project
Nothing
nothing
2011
I believe that a student team might have been more effective given the scope of our project. I believe that the project would have been more successful if we had developed a project plan. I could have suggested this at the outset, and Krystal could have developed a work plan to keep the project on time.
I think we should have created a project time line with dates for certain parts of the design to be done, not only for him, but me too! I think I was late getting him things he needed and I was unclear of the exact due date, even though I asked for it a few times.
We met in the front hall at the tabels near the front entrance....I think mayb a different spot...sometimes I felt that we were talking in an area that asked for you to respect the quiet of the designated area.
On-‐going meetings might have helped us understand that Jeannie was unable to complete the task at hand. She seemed competent and was part of a class. I did not realize that she was not seeking assistance to help her to complete the job.
Fabiola has maintained a wonderful client/student relationship with us. As her client we wish we had more time to devote to this endeavor -‐-‐ but this project is not our only concern.
9. How do you feel the the client/student relationship can be improved? What could you (the client) have done differently? What could the student have done differently?
To improve the relationship, the student needs to follow through to completion. I am only at mwcc on Wednesdays and Fridays, so I needed to meet with Tom on those days which apparently was a constraint for Tom after 4/14. I should have completed this survey sooner, but the hotmail address is used only for TCLT. (I thought my mwcc e-‐mail was the address on record for this project.) The student could have found time to meet after April 14 and followed through.
If we had ahad a formal meeting introducing ourselves to each other, that would have been the perfect time to ask questions about what we wanted the page to look like/contain. Instead, I responded to an email with what I was looking for and hoped Amanda understood as I don't really know the correct vocabulary to use regarding websites.
I don't know how the relationship can be improved except perhaps that the students possible meet with their clients before the first encounter to "break the ice" as they say. I don't know what either of us could have done differently.
As the client, we should have been able to get material to her in a more efficient manner. Most of our stuff was created as needed. Tayla might have been a bit more creative in her layouts.
2010
414
With set scheduled times to talk.
i should have explained my ideas more clearly from the start
better preparation and communication
N/A
No improvements, Ben and I clicked right away.
This went incredibly well and I was highly satisfied. No further comment
Stayed in better communications with us.
More communication could be an improvement.
We could have reached out to her more. We did send various emails, but when they were not responded to we could have called. Sarah could have communicated better; overall not a lot of reaching out on her end. It would have been great if she provided us with a few different design ideas to select from.
2012
I think it went very well. I'm pleased with the results and honestly can't suggest any areas for improvements.
I didn't follow through in all deadlines and need to improve on that because Blanca was waiting for content and it took me a little while (and some persistance from Blanca) to get it all in. Student-‐she was fine
2013
It would have been easier for both parties if we could meet in person; however, transportation was not reliable.If my schedule were more flexible I would have liked to meet her in person while trying to work on our project.
415
Benefit of working on a real world site and client gives a great experience to any student.
Benefits, of course, are getting our Web site done and having the student learn at the same time
I think its a great way to learn, but I could see how certain projects and/or clients could be better than others. It would be interesting for a group of kids to work with one client and see how they all create different designs to the same issues, then the client could choose which design met his needs.
It is crucial to have practical hands on learning for all the intricacies of a task. Social and communication and the opportunity to see a project through. I am a strong proponent of learning experiences.
Short time-‐line required diligence. Everyone had responsibilities to ensure the success of this project. We relied on Jeannie for the website additions. Perhaps student experiences do not prepare them for this short of a time-‐line? Suggest monitoring student projects as they relate to the timelines that they commit to. The instructor would know if the project was proceeding as intended, if student needed help, etc. It appears that she was overwhelmed and didn't ask for assistance?
10. What do you believe are the benefits and difficulties of this learning experience? Comments and suggestions:
2010
There are great benefits to the student -‐ learning to work professionally, following the cycle of a project that is "real", i.e., you really don't know what it is that you will encounter when you start, having the opportunity to do this without the risks that would be encountered in the workplace (Tom would have been fired if he didn't just quit.). I think it is well worth doing this as a class project, and I hope that, despite the lack of success TCLT encountered, other non-‐profits did have their projects delivered.
I think it was difficult to determine who was supposed to 'take charge' of meeting, discussing, etc. I was under the impression that she would be contacting me frequently and that i should keep my schedule clear to meet with her ehenever possible.
I feel the difficulties include the fact that neither is familiar with the other previously and the benefits include preparing the student to know how to introduce themselves and learn how to confidently discuss their ideas with the clients. I DO feel that Dean was WELL prepared for this.
Students receive the benefit of interacting with real clients and discovering that what they think is a wonderfu design may not be what the client wants. I can forsee difficulties for the pairing of student and client if scheduling time to meet is a problem. I was fortunate in my schedule that I could meet Ken once a week at the college.
The professor wasn't involved at all -‐ an email or some form of communication telling the client what the expectations were of them and also for the student in terms of learning. It woulld have been helpful if we knew ahead of time where they were in terms of training/knowledge of web design.
The difficulty is working with technologically illiterate clients! The benefits are the real world experiences working with technologically illiterate clients!
2011
I firmly believe in hands-‐on learning and welcome students to our operation. It's a mutually beneficial relationship -‐ they receive real life experience and we receive much needed support. A challenge with this type of arrangement is the considerable effort it requires from the organization. As a non-‐profit operation, our time is already stretched.
416
A busy semester.
great help.
all learning experiences are benficial, positive or negative
Great opportunity for students to get a taste of the real world and what their future career entails. It's difficult to meet with them.
I think it went well. This was a new experience for me so I didn't know what boundaries I could operate in. I treated him like a professional and he stepped up to it.
Benefit-‐students get real life experience and help build the organization's (in this case a non-‐profit with a small budget) capacity. Difficutlties-‐students may not have enough experience and may not be aware of best practices (or best ways to achieve the desire outcome)
I know Carina works and is going to college I commend people who do that. Finding the time for this project I am sure was hard but so far the prototype for our website looks great and we look forward to seeing the completed project she is designing for us.
I think this is a good learning experience for both parties; the student is given the opportunity to conduct a real-‐world business transaction. The customer is provided with a free service.
I believe the benefit and difficulties of having students work on actual businesses is incredible, each student knows that they must each business owners needs and work up to their expectations.
Real world scenarios for students to experience; affordable (i.e., free :-‐) expert support to non-‐profits; extended benefits to the larger community (i.e., promoting our concert in this way will raise money for early childhood services). No difficulties encountered. Thank you so much for enabling students and the "real world" to work together in this way!The benefit, for me, was having an experienced person complete my project with ease. Can't think of any difficulties.
Clearly, the theatre benefited by acquiring a Memory Game that can be part of future productions. It's hard to comment on the student perspective.
2013
Benefits: Real world, contact with people (clients), collaboration with someone who is not oriented with design. Difficulties: Seeing where the design will used.
Our task force members learned a lot about web design and possibilities. We hope that Fabiola learned about the specifics of our organization and its goals.
2012
417
Appendix J:
Service Learning Client Surveys
Project Assessments
418
Initial Client Contact Guideline Sheet Client: _____________________ Designer: ____________________
Computer Graphic Design client_initial_contact_guideline_sheet210s2011.doc © 1999-2011 instructor [email protected]
Contact Start:
Think about what type of contact you wish to make. What impression you wish to leave with the client. Be pleasant to all people you speak with (admin. staff, secretary you are talking with at the outset). Think ahead before you speak. Be prepared with some questions. Start initial contact with a client when you are prepared to talk (not rushed distracted, on a car phone), Initial contact will be by phone. If they are not there leave clear message with your telephone number. Practice your succinct message to avoid sounding hesitant, unsure or long winded. Speak clearly and slowly giving reason why you called (to talk about their need for a web site project). Check your voice mail phone message sounds professional (in case your client leaves a message).
Contact Established:
Establish rapport. Connect with the client. Be personable and interested in their project. Find out their availability. What is the preferred communication method (in-person, phone, e-mail)? Establish “best times” for meetings, phone calls and e-mail. Set some specific dates for meetings.
Person-to-Person Meeting:
Make sure you look presentable when you are meeting with your client (no dirty ripped jeans, sweats, t-shirts, no visible offensive labels, tattoos, and excessive piercings).
Continue to “look the part” as a new web designer (not necessarily “funky artist” nor “Sunday best”) Meet in person very early in the semester so that you can establish a good working relationship In subsequent meetings make a specific list of questions that will need to be addressed Give more than expected regarding the web site but do not over promise or under produce
Telephone Meetings:
In telephone meetings make sure you are in a quiet location without potential distractions Keep a list of specific questions or concerns that need to be addressed in front of you Check off items that you have covered Set time and date for next phone conversation (if needed) Explain when you will next be in contact Give periodic updates on progress and areas of concern (such as the lack of content from client)
E-mail Correspondence:
Use the college email address Do not use cute personal email addresses like “coolboy523 or “hottie7” avoid hotmail yahoo mail
Use clear concise easy to read full sentences Do not use shortcuts, texting jargon, lowercase “I” or phrases
Use professional business sentence structure and Spell and Grammar check before sending CC yourself on all correspondence BCC instructor on all correspondence Keep your email messages organized in a separate email folder
Contact Maintenance:
Abide by the agreed upon “best times” for meetings, phone calls and e-mail. Establish ongoing meeting dates (either phone or in-person) Always follow-up with missed/delayed calls or meetings Be open to client ideas and share your own design concepts Reach compromises when client requests cannot be met or conflict with “good” web design practices Physically obtain web page materials as early as possible do not wait for promises Give more than expected (in attitude, demeanor, excitement, enthusiasm, timeline and results)
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Data Sheet
Designer Information
Designer’s Last Name: First Name:
Local Street Address: City/Zip
Local Phone: Cell Phone:
MWCC E-mail address (Attach Current Work / Class Schedule)
Designer's Learning Objectives
1.
2.
(What do you want to learn by completing this project?)
Client Information
Client: (Name of Organization Agency/ Company)
New Project Title: (What working title will be used to identify this project)
Mailing Address: City /zip:
Main Contact Person: Phone: E-mail:
Secondary Contact Person: Phone: E-mail:
Research Information
Client’s Business:
( What is the nature of the organization's work? Type of business, type of department or program)
Project Purpose: (Detail clients needs)
Project Objectives:
1.
2. Describe client include specific requests or design objectives if they are known)
Current Media Presence (web, print media, identity)
(Current web site address? _________________)
Nature of Services:
Describe basic work designer will be doing:
Additional (Information / Concerns / Questions/ Resources that need to be addressed to complete project)
Approvals
Designer Signature Date:
r APPROVED r Conditionally Approved r NOT approved r New Client Needed
Instructor Signature Date:
This form is to be completed by each designer. Keep a copy for yourself
¨ Outside Business project ¨ Outside Non-Profit Agency /Group ¨ Service learning project ¨ MWCC Site
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Client Meeting Notes # Designer: ______________________Project Title __________________ Person contacted: __________________
Date of Meeting __________________r initial contact r 2nd meeting r 3rd meeting r other ___________ Type of meeting: r face to face r telephone r Email r other ___________
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Weekly Time Sheet
Time Sheet: # __ of __ Client Project: Organization Name / Working Title
Week #__
Description Time Spent
Enter Dates Enter Brief Description of Service / Activities Performed * Start End Minutes Hours
1 Monday __/____/2012
2 Tuesday
__/____/2012
3 Wednesday
__/____/2012
4 Thursday __/____/2012
5 Friday
__/____/2012
6 Saturday
__/____/2012
7 Sunday
__/____/2012
Week Number _______ Totals
Note: Description of Service / Activities Performed should include all work related to the client project including preparation time.
Since these are only brief descriptions, more extensive notes and comments should be written in the client notes files you create.
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Section IV: Instructional Support APPENDIX K:
CGD Faculty—Adjunct versus Full-time
424
CGD FacultyAdjunct vs Full-‐time
Term Code FY Subj Course NumberCourse SectionInstr Last NameInstr First NameCampus CodeBilling Attribute CodeStatus** Total Courses FY2008200709 2008 CGD 101 SCE Boudreau Kristen GAR B200 Adj 40200709 2008 CGD 101 SGI Boudreau Kristen GAR B200 Adj FY2008 Adjunt Courses % Part-‐time200709 2008 CGD 101 W1G Boudreau Kristen GAR B300 Adj 32 80200709 2008 CGD 102 CE Cullen Leslie GAR B100 FT FY2008 FT Courses % Full-‐time200709 2008 CGD 241 SBD Gerry Rebecca GAR B200 Adj 8 20200709 2008 CGD 204 WEB Gillis Margaret WEB B300 Adj200709 2008 CGD 235 WEB Gillis Margaret WEB B300 Adj200709 2008 CGD 104 SFH Jordan Kristine GAR B200 Adj200709 2008 CGD 104 SHJ Jordan Kristine GAR B200 Adj200709 2008 CGD 104 SBD Mayer Robert GAR B200 Adj200709 2008 CGD 107 SF Mayer Robert GAR B200 Adj200709 2008 CGD 107 WE2 Mayer Robert WEB B300 Adj200709 2008 CGD 107 WEB Mayer Robert WEB B300 Adj200709 2008 CGD 107 MCO Mayer Robert WEB C000 Adj200709 2008 CGD 204 SJL Mayer Robert GAR B200 Adj200709 2008 CGD 109 BD Swerzenski Paul GAR B100 FT200709 2008 CGD 109 FH Swerzenski Paul GAR B100 FT200709 2008 CGD 109 HJ Swerzenski Paul GAR B100 FT200709 2008 CGD 110 CE Swerzenski Paul GAR B100 FT200709 2008 CGD 110 GI Swerzenski Paul GAR B100 FT200709 2008 CGD 104 M1G Wrobel Tiffany GAR B300 Adj200801 2008 CGD 237 SBD Boudreau Kristen GAR B200 Adj200801 2008 CGD 237 SFH Boudreau Kristen GAR B200 Adj200801 2008 CGD 105 GI Cullen Leslie GAR B100 FT200801 2008 CGD 105 GM Cullen Leslie GAR B100 FT200801 2008 CGD 105 IS Cullen Leslie GAR B300 Adj200801 2008 CGD 210 SCE Gerry Rebecca GAR B200 Adj200801 2008 CGD 240 SBD Gerry Rebecca GAR B200 Adj200801 2008 CGD 240 SFH Gerry Rebecca GAR B200 Adj200801 2008 CGD 240 R1G Gerry Rebecca GAR B300 Adj200801 2008 CGD 205 WEB Gillis Margaret WEB B300 Adj200801 2008 CGD 235 WEB Gillis Margaret WEB B300 Adj200801 2008 CGD 103 SGM Jordan Kristine GAR B200 Adj200801 2008 CGD 106 SGM Jordan Kristine GAR B200 Adj200801 2008 CGD 104 T1G Mayer Robert GAR B300 Adj200801 2008 CGD 107 SF Mayer Robert GAR B200 Adj200801 2008 CGD 107 WE2 Mayer Robert WEB B300 Adj200801 2008 CGD 107 WEB Mayer Robert WEB B300 Adj200801 2008 CGD 204 SBD Mayer Robert GAR B200 Adj200801 2008 CGD 101 M1G Wrobel Tiffany GAR B300 Adj200806 2008 CGD 205 WEB Gillis Margaret WEB B300 Adj200806 2008 CGD 107 WEB Mayer Robert WEB B300 Adj
425
CGD FacultyAdjunct vs Full-‐time
200809 2009 CGD 101 CE Cullen Leslie GAR B100 FT Total Courses FY2009200809 2009 CGD 102 GI Cullen Leslie GAR B100 FT 40200809 2009 CGD 241 SFH Gerry Rebecca GAR B200 Adj FY2008 Adjunt Courses % Part-‐time200809 2009 CGD 244 SHJ Gerry Rebecca GAR B200 Adj 28 70200809 2009 CGD 204 WEB Gillis Margaret WEB B300 Adj FY2008 FT Courses % Full-‐time200809 2009 CGD 205 WEB Gillis Margaret WEB B300 Adj 12 30200809 2009 CGD 235 WEB Gillis Margaret WEB B300 Adj200809 2009 CGD 101 SGM Jordan Kristine GAR B200 Adj200809 2009 CGD 104 SFH Mayer Robert GAR B200 Adj200809 2009 CGD 104 SHJ Mayer Robert GAR B200 Adj200809 2009 CGD 107 W1G Mayer Robert GAR B300 Adj200809 2009 CGD 107 WE2 Mayer Robert WEB B300 Adj200809 2009 CGD 107 WEB Mayer Robert WEB B300 Adj200809 2009 CGD 204 SBD Mayer Robert GAR B200 Adj200809 2009 CGD 101 R1G Shelton Sonya GAR B300 Adj200809 2009 CGD 109 BD Swerzenski Paul GAR B100 FT200809 2009 CGD 109 FH Swerzenski Paul GAR B100 FT200809 2009 CGD 109 HJ Swerzenski Paul GAR B100 FT200809 2009 CGD 110 CE Swerzenski Paul GAR B100 FT200809 2009 CGD 110 GI Swerzenski Paul GAR B100 FT200809 2009 CGD 104 T1G Wrobel Tiffany GAR B300 Adj200901 2009 CGD 105 GI Cullen Leslie GAR B100 FT200901 2009 CGD 106 HJ Cullen Leslie GAR B100 FT200901 2009 CGD 112 SF Gerry Rebecca GAR B200 Adj200901 2009 CGD 112 SJL Gerry Rebecca GAR B200 Adj200901 2009 CGD 242 SE Gerry Rebecca GAR B200 Adj200901 2009 CGD 205 WEB Gillis Margaret WEB B300 Adj200901 2009 CGD 235 WEB Gillis Margaret WEB B300 Adj200901 2009 CGD 103 SHJ Jordan Kristine GAR B200 Adj200901 2009 CGD 104 T1G Mayer Robert GAR B300 Adj200901 2009 CGD 107 SE Mayer Robert GAR B200 Adj200901 2009 CGD 107 WE2 Mayer Robert WEB B300 Adj200901 2009 CGD 107 WEB Mayer Robert WEB B300 Adj200901 2009 CGD 204 SHJ Mayer Robert GAR B200 Adj200901 2009 CGD 105 SAC Shelton Sonya GAR B200 Adj200901 2009 CGD 105 W1G Shelton Sonya GAR B300 Adj200901 2009 CGD 210 AC Swerzenski Paul GAR B100 FT200901 2009 CGD 240 BD Swerzenski Paul GAR B100 FT200901 2009 CGD 240 F Swerzenski Paul GAR B100 FT200901 2009 CGD 101 R1G Wrobel Tiffany GAR B300 Adj200906 2009 CGD 204 WEB Gillis Margaret WEB B300 Adj200906 2009 CGD 205 WEB Gillis Margaret WEB B300 Adj
426
CGD FacultyAdjunct vs Full-‐time
200909 2010 CGD 101 F Cullen Leslie GAR B100 FT Total Courses FY2010200909 2010 CGD 102 HJ Cullen Leslie GAR B100 FT 45200909 2010 CGD 109 R1G Gerry Rebecca GAR B300 Adj FY2008 Adjunt Courses % Part-‐time200909 2010 CGD 241 SE Gerry Rebecca GAR B200 Adj 33 73200909 2010 CGD 244 SGI Gerry Rebecca GAR B200 Adj FY2008 FT Courses % Full-‐time200909 2010 CGD 204 WEB Gillis Margaret WEB B300 Adj 12 27200909 2010 CGD 205 WEB Gillis Margaret WEB B300 Adj200909 2010 CGD 235 WEB Gillis Margaret WEB B300 Adj200909 2010 CGD 104 SHJ Jordan Kristine GAR B200 Adj200909 2010 CGD 104 SJH Jordan Kristine GAR B200 Adj200909 2010 CGD 104 SF Mayer Robert GAR B200 Adj200909 2010 CGD 104 M1G Mayer Robert GAR B300 Adj200909 2010 CGD 107 SG Mayer Robert GAR B200 Adj200909 2010 CGD 107 WE2 Mayer Robert WEB B300 Adj200909 2010 CGD 107 WEB Mayer Robert WEB B300 Adj200909 2010 CGD 204 SBD Mayer Robert GAR B200 Adj200909 2010 CGD 101 SBD Shelton Sonya GAR B200 Adj200909 2010 CGD 101 SE Shelton Sonya GAR B200 Adj200909 2010 CGD 101 W1G Shelton Sonya GAR B300 Adj200909 2010 CGD 109 AC Swerzenski Paul GAR B100 FT200909 2010 CGD 109 E Swerzenski Paul GAR B100 FT200909 2010 CGD 109 GI Swerzenski Paul GAR B100 FT200909 2010 CGD 110 BD Swerzenski Paul GAR B100 FT200909 2010 CGD 110 F Swerzenski Paul GAR B100 FT201001 2010 CGD 105 F Cullen Leslie GAR B100 FT201001 2010 CGD 106 HJ Cullen Leslie GAR B100 FT201001 2010 CGD 112 SGI Gerry Rebecca GAR B200 Adj201001 2010 CGD 112 SJL Gerry Rebecca GAR B300 Adj201001 2010 CGD 240 R1G Gerry Rebecca GAR B300 Adj201001 2010 CGD 242 SE Gerry Rebecca GAR B200 Adj201001 2010 CGD 204 WEB Gillis Margaret WEB B300 Adj201001 2010 CGD 205 WEB Gillis Margaret WEB B300 Adj201001 2010 CGD 235 WEB Gillis Margaret WEB B300 Adj201001 2010 CGD 103 SHJ Jordan Kristine GAR B200 Adj201001 2010 CGD 104 T1G Mayer Robert GAR B300 Adj201001 2010 CGD 107 SG Mayer Robert GAR B200 Adj201001 2010 CGD 107 WE2 Mayer Robert WEB B300 Adj201001 2010 CGD 107 WEB Mayer Robert WEB B300 Adj201001 2010 CGD 204 W1G Mayer Robert GAR B300 Adj201001 2010 CGD 105 SBD Shelton Sonya GAR B200 Adj201001 2010 CGD 105 M1G Shelton Sonya GAR B300 Adj201001 2010 CGD 210 HJ Swerzenski Paul GAR B100 FT201001 2010 CGD 240 AC Swerzenski Paul GAR B100 FT201001 2010 CGD 240 CE Swerzenski Paul GAR B100 FT201001 2010 CGD 101 R1G Wrobel Tiffany GAR B300 Adj201006 2010 CGD 204 WEB Gillis Margaret WEB B300 Adj201006 2010 CGD 205 WEB Gillis Margaret WEB B300 Adj201006 2010 CGD 107 WEB Mayer Robert WEB B300 Adj
427
CGD FacultyAdjunct vs Full-‐time
201009 2011 CGD 101 F Cullen Leslie GAR B100 FT Total Courses FY2011201009 2011 CGD 102 HJ Cullen Leslie GAR B100 FT 46201009 2011 CGD 106 IS Cullen Leslie GAR B300 Adj FY2008 Adjunt Courses % Part-‐time201009 2011 CGD 109 R1G Gerry Rebecca GAR B300 Adj 38 83201009 2011 CGD 241 SE Gerry Rebecca GAR B200 Adj FY2008 FT Courses % Full-‐time201009 2011 CGD 241 T1G Gerry Rebecca GAR B300 Adj 9 20201009 2011 CGD 244 SGI Gerry Rebecca GAR B200 Adj201009 2011 CGD 204 HYB Gillis Margaret GAR B200 Adj201009 2011 CGD 205 WEB Gillis Margaret WEB B300 Adj201009 2011 CGD 235 WEB Gillis Margaret WEB B300 Adj201009 2011 CGD 104 SHJ Jordan Kristine GAR B200 Adj201009 2011 CGD 104 SJH Jordan Kristine GAR B200 Adj201009 2011 CGD 104 SF Mayer Robert GAR B200 Adj201009 2011 CGD 104 M1G Mayer Robert GAR B300 Adj201009 2011 CGD 107 SG Mayer Robert GAR B200 Adj201009 2011 CGD 107 WEB Mayer Robert WEB B300 Adj201009 2011 CGD 204 SBD Mayer Robert GAR B200 Adj201009 2011 CGD 101 SBD Shelton Sonya GAR B200 Adj201009 2011 CGD 101 SE Shelton Sonya GAR B200 Adj201009 2011 CGD 101 W1G Shelton Sonya GAR B300 Adj201009 2011 CGD 225 SAC Shelton Sonya GAR B200 Adj201009 2011 CGD 109 E Swerzenski Paul GAR B100 FT201009 2011 CGD 109 GI Swerzenski Paul GAR B100 FT201009 2011 CGD 109 SAC Swerzenski Paul GAR B200 Adj201009 2011 CGD 110 F Swerzenski Paul GAR B100 FT201009 2011 CGD 110 SBD Swerzenski Paul GAR B200 Adj201101 2011 CGD 105 F Cullen Leslie GAR B100 FT201101 2011 CGD 106 HJ Cullen Leslie GAR B100 FT201101 2011 CGD 112 SGI Gerry Rebecca GAR B200 Adj201101 2011 CGD 112 T1G Gerry Rebecca GAR B300 Adj201101 2011 CGD 240 R1G Gerry Rebecca GAR B300 Adj201101 2011 CGD 242 SE Gerry Rebecca GAR B200 Adj201101 2011 CGD 204 WEB Gillis Margaret WEB B300 Adj201101 2011 CGD 205 WEB Gillis Margaret WEB B300 Adj201101 2011 CGD 235 WEB Gillis Margaret WEB B300 Adj201101 2011 CGD 103 SHJ Jordan Kristine GAR B200 Adj201101 2011 CGD 104 T1G Mayer Robert GAR B300 Adj201101 2011 CGD 107 SG Mayer Robert GAR B200 Adj201101 2011 CGD 107 WE4 Mayer Robert WEB B300 Adj201101 2011 CGD 107 WEB Mayer Robert WEB B300 Adj201101 2011 CGD 101 R1G Shelton Sonya GAR B300 Adj201101 2011 CGD 105 SBD Shelton Sonya GAR B200 Adj201101 2011 CGD 105 M1G Shelton Sonya GAR B300 Adj201101 2011 CGD 210 HJ Swerzenski Paul GAR B100 FT201101 2011 CGD 240 SAC Swerzenski Paul GAR B200 Adj201101 2011 CGD 240 SCE Swerzenski Paul GAR B200 Adj201106 2011 CGD 204 WEB Gillis Margaret WEB B300 Adj201106 2011 CGD 107 WEB Mayer Robert WEB B300 Adj
428
CGD FacultyAdjunct vs Full-‐time
201109 2012 CGD 101 F Cullen Leslie GAR B100 FT Total Courses FY2012201109 2012 CGD 101 SE Cullen Leslie GAR B200 Adj 40201109 2012 CGD 102 HJ Cullen Leslie GAR B100 FT FY2008 Adjunt Courses % Part-‐time201109 2012 CGD 109 R1G Gerry Rebecca GAR B300 Adj 31 78201109 2012 CGD 241 SE Gerry Rebecca GAR B200 Adj FY2008 FT Courses % Full-‐time201109 2012 CGD 241 IS Gerry Rebecca GAR B300 Adj 9 23201109 2012 CGD 244 SGI Gerry Rebecca GAR B200 Adj201109 2012 CGD 244 IS Gerry Rebecca GAR B300 Adj201109 2012 CGD 204 HYB Gillis Margaret GAR B200 Adj201109 2012 CGD 204 WEB Gillis Margaret WEB B300 Adj201109 2012 CGD 205 WEB Gillis Margaret WEB B300 Adj201109 2012 CGD 235 WEB Gillis Margaret WEB B300 Adj201109 2012 CGD 104 SBD Mayer Robert GAR B200 Adj201109 2012 CGD 104 SF Mayer Robert GAR B200 Adj201109 2012 CGD 104 SNO Mayer Robert GAR B200 Adj201109 2012 CGD 107 SG Mayer Robert GAR B200 Adj201109 2012 CGD 107 WE4 Mayer Robert WEB B300 Adj201109 2012 CGD 107 WEB Mayer Robert WEB B300 Adj201109 2012 CGD 225 SAC Shelton Sonya GAR B200 Adj201109 2012 CGD 109 E Swerzenski Paul GAR B100 FT201109 2012 CGD 110 BD Swerzenski Paul GAR B100 FT201109 2012 CGD 110 F Swerzenski Paul GAR B100 FT201201 2012 CGD 101 SE Cullen Leslie GAR B200 Adj201201 2012 CGD 102 IS Cullen Leslie GAR B300 Adj201201 2012 CGD 105 F Cullen Leslie GAR B100 FT201201 2012 CGD 106 HJ Cullen Leslie GAR B100 FT201201 2012 CGD 240 SGI Gerry Rebecca GAR B200 Adj201201 2012 CGD 240 R1G Gerry Rebecca GAR B300 Adj201201 2012 CGD 241 IS Gerry Rebecca GAR B300 Adj201201 2012 CGD 242 SE Gerry Rebecca GAR B200 Adj201201 2012 CGD 204 WEB Gillis Margaret WEB B300 Adj201201 2012 CGD 205 WEB Gillis Margaret WEB B300 Adj201201 2012 CGD 235 HYB Gillis Margaret GAR B200 Adj201201 2012 CGD 103 SHJ Jordan Kristine GAR B200 Adj201201 2012 CGD 104 SF Mayer Robert GAR B200 Adj201201 2012 CGD 107 SG Mayer Robert GAR B200 Adj201201 2012 CGD 107 WE4 Mayer Robert WEB B300 Adj201201 2012 CGD 107 WEB Mayer Robert WEB B300 Adj201201 2012 CGD 210 HJ Swerzenski Paul GAR B100 FT201201 2012 CGD 210 IS Swerzenski Paul GAR B300 Adj201206 2012 CGD 107 WEB Mayer Robert WEB B300 Adj
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CGD FacultyAdjunct vs Full-‐time
201209 2013 CGD 101 E Cullen Leslie GAR B100 FT Total Courses FY2013201209 2013 CGD 101 SF Cullen Leslie GAR B200 Adj 28201209 2013 CGD 102 HJ Cullen Leslie GAR B100 FT FY2008 Adjunt Courses % Part-‐time201209 2013 CGD 102 IS Cullen Leslie GAR B300 Adj 23 82201209 2013 CGD 240 SEG Gerry Rebecca GAR B200 Adj FY2008 FT Courses % Full-‐time201209 2013 CGD 241 SEG Gerry Rebecca GAR B200 Adj 5 18201209 2013 CGD 241 R1G Gerry Rebecca GAR B300 Adj201209 2013 CGD 204 HYB Gillis Margaret GAR B200 Adj201209 2013 CGD 235 IS Gillis Margaret GAR B300 Adj201209 2013 CGD 104 SF Mayer Robert GAR B200 Adj201209 2013 CGD 104 SG Mayer Robert GAR B200 Adj201209 2013 CGD 107 SD Mayer Robert GAR B200 Adj201209 2013 CGD 107 WEB Mayer Robert WEB B300 Adj201209 2013 CGD 110 BD Swerzenski Paul GAR B100 FT201301 2013 CGD 105 F Cullen Leslie GAR B100 FT201301 2013 CGD 105 SE Cullen Leslie GAR B200 Adj201301 2013 CGD 106 SHJ Gerry Rebecca GAR B200 Adj201301 2013 CGD 210 IS Gerry Rebecca GAR B300 Adj201301 2013 CGD 240 SE Gerry Rebecca GAR B200 Adj201301 2013 CGD 240 SGI Gerry Rebecca GAR B200 Adj201301 2013 CGD 244 SH Gerry Rebecca GAR B200 Adj201301 2013 CGD 235 SH Gillis Margaret GAR B200 Adj201301 2013 CGD 103 SHJ Jordan Kristine GAR B200 Adj201301 2013 CGD 104 SD Mayer Robert GAR B200 Adj201301 2013 CGD 107 SG Mayer Robert GAR B200 Adj201301 2013 CGD 107 WE4 Mayer Robert WEB B300 Adj201301 2013 CGD 107 WEB Mayer Robert WEB B300 Adj201301 2013 CGD 112 HJ Swerzenski Paul GAR B100 FT
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