2013 cgd program review

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


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



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







76% 61% 65% 50% 60%



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




57% 52% 58% 44% 40%



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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%


% Failed 11%

% Failed 10% % Withdrew 16%

% Withdrew 15%

% Incomplete

% Incomplete % Grade < 76 7%

% Grade < 76 6%





% Failed 7%


% Withdrew 19%

% Incomplete


% Grade < 76 6%





% Failed 9%


% 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%




% Failed 8%

% Failed % Withdrew 6%

% Withdrew 7%

% Incomplete


% Grade < 76 12%





% Failed 5%


% Withdrew 7%

% Incomplete


% 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%



% Completed: Grade C or Higher 71% % Failed 11%

% Failed 10%

% Withdrew 16%

% Withdrew 15% % Incomplete

% Incomplete

% Grade < 76 7%

% Grade < 76 6%


CGD112 % Completed: Earned Credit 69% % Completed: Grade C or Higher 75%


% Failed 7%


% Withdrew 15%

% Incomplete


% Grade < 76 12%





% Failed 7%

% Withdrew 18%


% 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%




% Failed 18%

% Withdrew 15%


% Incomplete

% Grade < 76 12%

% Grade < 76 18%


CGD244 % Completed: Earned Credit 96% % Completed: Grade C or Higher 71%


% Failed 17%

% Failed % Withdrew 11%

% Withdrew 17%

% Incomplete


% 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


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



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


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


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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

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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.

67

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.

68

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.

69

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.

70

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.

72

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.

74

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.

75

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.

76

• 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.

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

Section I: Data APPENDIX A:

Enrollment

Persistence

Course Completion Rates

Graduate Survey Response Rates

Employment

Transfer

80

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

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


# 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%



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


# 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


# 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





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


% 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

103

# 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

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

106

Appendix B:


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

109

• 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.

110

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:


Advising Materials

Advising Information Fall 2012

114

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.

116

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)

117

Appendix B:


Advising Materials

Advising Packet—CGD Spring 2013

118

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.

119

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

120

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

121

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

122

Appendix B:


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

126


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


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

128

Appendix B:


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

Feature

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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

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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

Appendix B:


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”


137

Print

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.



“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.



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.


Prin

t

We

b

Co

ntact

Galle

ry


“I did it!”

139

Appendix B:


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

Mou

nt W

achu

sett

Com

mun

ity

Colle

ge

Gra

phic

Des

ign

is n

early

eve

ryw

here

you

look

. Fro

m

mag

azin

es a

nd b

ooks

, to

the

pack

ages

of y

our f

avor

ite

prod

ucts

, to

adve

rtis

emen

ts a

nd b

illbo

ards

, to

the

web

site

s yo

u vi

sit d

aily

. Eve

n yo

ur fa

vorit

e t-

shirt

was

like

ly d

esig

ned

by a

gra

phic

des

igne

r.

With

a d

egre

e in

prin

t or w

eb d

esig

n fr

om M

ount

W

achu

sett

Com

mun

ity C

olle

ge, y

ou w

ill le

arn

to v

isua

lly

Wac

huse

tt C

omm

unity

Col

lege

, you

will

lear

n to

vis

ually

co

mm

unic

ate,

and

pus

h yo

ur c

reat

ivity

to n

ew li

mits

. Lea

rn

to d

evel

op p

rofe

ssio

nal h

igh

qual

ity d

igita

l and

trad

ition

al

visu

al c

omm

unca

tions

with

cou

rses

in d

esig

n th

eory

, ty

pogr

aphy

, illu

stra

tion,

dig

ital i

mag

ing,

mul

timed

ia,

publ

icat

ion

desi

gn, w

eb d

esig

n, a

nd a

nim

atio

n.

The

wor

ld a

roun

d yo

u re

lies

on g

raph

ic d

esig

n...

enro

ll no

w a

nd L

IVE.

LIF

E. IL

LUST

RATE

D.

enro

ll no

w a

nd L

IVE.

LIF

E. IL

LUST

RATE

D.

Call

the

Adm

issi

ons

office

to le

arn

mor

e to

day!

Earn

an

Ass

ocia

tes

Deg

ree

in:

CGD

–Com

pute

r Gra

phic

Des

ign

Prin

tCG

W–C

ompu

ter G

raph

ic D

esig

n W

eb

Earn

a C

erti

icat

e in

:CG

DC–

Com

pute

r Gra

phic

Des

ign

Prin

tCG

WC–

Com

pute

r Gra

phic

Des

ign

Web

142

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


Program Evaluation Report

Prepared by Dermot Mac Cormack

Associate Professor

Graphic & Interactive Design

Tyler School of Art | Temple University

[email protected]

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

145

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

146

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)

147

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

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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.

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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

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


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

163


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

gfedc

Monitors

gfedc

Printers

gfedc

Scanners

gfedc

Overhead Projection Systems

gfedc

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

gfedc

Lab/Classroom EnvironmentCleanliness of the floors, etc.

gfedc

Lab/Classroom EnvironmentChairs and Desks

gfedc

Other (please specify)

gfedc

55

66

164


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

gfedc

Monitors

gfedc

Printers

gfedc

Scanners

gfedc


gfedc


gfedc

Faculty Expertise

gfedc


gfedc

Faculty Attendance

gfedc


gfedc


gfedc


gfedc

Career Counseling

gfedc


gfedc

Open Lab TimeDuring class

gfedc

Open Lab TimeOutside of class

gfedc

Lab/Classroom EnvironmentTemperature

gfedc

Lab/Classroom EnvironmentCleanliness of the floors, etc.

gfedc

Lab/Classroom EnvironmentChairs and Desks

gfedc


gfedc

55

66

165


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

*

55

66


Thank you for taking the time to complete this survey. Your responses will help us improve the CGD Print Degree Program.

7. THANK YOU!

166

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


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.


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



Faculty expertise is big.


Printers

Monitors

Answer Options

Career Counseling


Scanners

Lab/Classroom Environment--Temperature

Faculty Attendance

Computers



Lab/Classroom Environment--Cleanliness of the floors, etc.



Open Lab Time--During class

Faculty Expertise



Open Lab Time--Outside of class


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


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



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.



Scanners

Lab/Classroom Environment--Temperature

Faculty Attendance


Printers

Open Lab Time--Outside of class


Monitors

Open Lab Time--During class

Faculty Expertise


Question 5

Answer Options

Career Counseling


Lab/Classroom Environment--Cleanliness of the floors, etc.


Computers



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


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


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.


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

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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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

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

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

177


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

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


55

66

178


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.


2. Possess a working knowledge of the design


179

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.


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.


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.


4B. Create, optimize, and save graphics for the web.


5. Create complex electronic illustrations and single page layouts with a solid understanding of the complex functions of Adobe Illustrator.


5A. Possess a working knowledge of the tools, palettes, menus and functions of Adobe Illustrator.


5B. Utilize the Bezier pen tool, as well as make use of specialized techniques for creating lineart and color


180

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.


6A. Use & understand online/web/ Blackboard courses, as well as the Internet, World Wide Web, and Information Literacy resources.


6B. Use media tools such as: email, search engines, newsgroups, blogs, image viewers, web games and PDF documents.


6C. View and test web designs using new generation web browsers: Opera, Firefox and Safari.


6D. Create engaging web pages and websites using Adobe Dreamweaver in Code view and Design view.


6E. Produce single and multiple page websites while applying the Principles of Web Design and accessibility to each project.


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.


6G. Publish multipage websites utilizing Dreamweaver's FTP upload capabilities.


7. Exhibit the ability to work with advanced graphic design principles, grids, typography, and advanced layout techniques while utilizing QuarkXPress and Adobe InDesign.


7A. Exhibit a solid understanding of


181

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.


7C. Exhibit the ability to work with advanced graphic design principles, grids, typography, and layout techniques, such as master pages and style sheets.


8. Possess a working knowledge of print capabilities, the printing process, and understanding prepress techniques.


8A. Possess a working knowledge of how to obtain printing quotes.


8B. Possess a working knowledge of how to prepare files for high resolution output.


8C. Understand special issues, such as handling photography and artwork for premium reproduction quality


8D. Use process and Pantone inks


8E. Understand how to create PDFs for final output.


9. Possess the ability to prepare for the job market and/or transfer.


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


10. Manage and development clientbased visual communication pieces with the use of effective design and layout while meeting strict deadlines.


182


If you rated any of the above with a 2Minimally Prepared or a 1Insufficiently Prepared—please explain your answer.

55

66

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.


7C. Exhibit the ability to work with advanced graphic design principles, grids, typography, and layout techniques, such as master pages and style sheets.


8. Possess a working knowledge of print capabilities, the printing process, and understanding prepress techniques.


8A. Possess a working knowledge of how to obtain printing quotes.


8B. Possess a working knowledge of how to prepare files for high resolution output.


8C. Understand special issues, such as handling photography and artwork for premium reproduction quality


8D. Use process and Pantone inks


8E. Understand how to create PDFs for final output.




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


10. Manage and development clientbased visual communication pieces with the use of effective design and layout while meeting strict deadlines.


184



55

66

185


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.


1A. Establishes a main idea: You assert a central idea or thesis when writing/presenting.


1B. Develops support: You develop unified support for that thesis (i.e. include examples, details, evidence).


1C. Organizes effectively: You arrange parts (sentences and paragraphs) coherently to support the thesis.


1D. Establishes purpose: You establish clear purpose


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).


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.


1G. Audience: You meet the needs of the audience when writing/speaking.


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.


2A. Identify Information Need: You are able to select a focused topic appropriate for the assignment.


2B. Access Information: Your search strategy includes the use of advanced search techniques (and, or, not, truncation, parentheses) when searching.


2C. Access Information: You are able to judge the value of the search results and demonstrate restrategizing when necessary.


2D. Access Information: You are able to locate and access information from a variety of sources.


2E. Evaluate Information: You are able to consider


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.


2G. Use Information: You are able to integrate information from several sources and formulate a conclusion.


2H. Use Information: You are able to paraphrase and quote correctly.


2I. Use Information: You are able to cite information using appropriate style correctly.


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


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

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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

Appendix D:

CGW Web Capstone Survey Questions

210

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)

nmlkj

CGWWeb degree and CGDCPrint certificate (Major and minor)

nmlkj

CGWWeb Degree and CGDPrint degree (Dual major)

nmlkj

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

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


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


55

66

212


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

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.


1A. Students will have an understanding of the concepts of copyrights and intellectual property.


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


214

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.


3A. Possess a working knowledge of digital media and presentation software programs such as Fireworks, Acrobat and InDesign.


3B. Apply communications principles (analysis, prototyping, flowcharting, storyboarding, image editing) to professional business correspondence, presentations, multimedia, and communication pieces.


4. Exhibit measurable skills and working knowledge in the industry standard graphic design software.


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


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.


5A. Employ file manipulation techniques using filters, blending modes, layers, masks, channels, and layer effects with emphasis on the


215

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.


6. Create complex electronic illustrations and single page layouts with a solid understanding of the complex functions of Adobe Illustrator.


6A. Possess a working knowledge of the tools, palettes, menus and functions of Adobe Illustrator.


6B. Utilize the Bezier pen tool, as well as make use of specialized techniques for creating lineart and color illustrations.


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.


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.


7B. Use & understand online/web/Blackboard courses, as well as the Internet, World Wide Web, and Information Literacy resources.


7C. Use media tools such as: email, search engines, newsgroups, blogs, image viewers, web games and PDF documents.


7D. View and test web designs using new


216

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.


7F. Produce single and multiple page websites while applying the Principles of Web Design and accessibility to each project.


7G. Publish multipage websites utilizing Dreamweaver's FTP upload capabilities.


8. Create dynamic, animated computer art, web motion graphics, and websites through the use of animation and web interactive programs.


8A. Employ techniques such as motion guides, key frames, and shape/motion tweening to create dynamic animated computer art.




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


10. Manage and develop clientbased visual communication pieces with the use of effective design and layout while meeting strict deadlines.



55

217


6. General Education Competencies

66

218

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.


1A. Establishes a main idea: You assert a central idea or thesis when writing/presenting.


1B. Develops support: You develop unified support for that thesis (i.e. include examples, details, evidence).


1C. Organizes effectively: You arrange parts (sentences and paragraphs) coherently to support the thesis.


1D. Establishes purpose: You establish clear purpose to the audience.


219


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.


2G. Use Information: You are able to integrate information from several sources and formulate a conclusion.


2H. Use Information: You are able to paraphrase and quote correctly.


2I. Use Information: You are able to cite information using appropriate style correctly.


7. Final Comments

*

55

66

*

55

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

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

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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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

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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

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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

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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

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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

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)


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)


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)


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



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 ___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.

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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.

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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.

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Appendix E:

Becker College, Worcester, MA

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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.

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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

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

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

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71

Senior Year

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

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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170

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).

270

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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

272

173

(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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https://www.becker.edu/pages/1193.asp

Appendix E:

Franklin Pierce University, Rindge, NH

276

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

Gra

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277

Gra

phic

Com

mun

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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THE COLLEGE AT RINDGE

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.

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Appendix E:

Keene State College, Keene, NH

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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

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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

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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


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

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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:


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

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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.

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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


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:


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.

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Section II: Mission, Goals and Target Population

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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

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

D 1

04 (

or c

o-re

quis

ite)

No

te:

CG

D10

1 sh

ould

be

take

n in

the

fall

C

GD

104

Dig

ital I

mag

ing

3

Pre

req

uis

ites

: B

asic

com

pute

r sk

ills;

EN

G09

8,

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

IS 1

27 In

trod

uctio

n to

Web

Med

ia o

r C

ompu

ter

Tec

hnol

ogie

s

3

C

GD

Pre

req

uis

ites

: B

asic

com

pute

r sk

ills;

FY

E10

1,

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

CG

D P

rofe

ssio

nal E

lect

ive

* 3

No

te:

See

Pro

fess

iona

l Ele

ctiv

es li

sted

bel

ow

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

divi

sion

dea

n N

ote

: C

GD

235

shou

ld b

e ta

ken

in th

e sp

ring

CG

D10

5 E

lect

roni

c Ill

ustr

atio

n

3

P

rere

qu

isit

es:

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

D24

0 C

reat

ive

Web

Des

ign

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 div

isio

n de

an

No

te:

CG

D24

0 sh

ould

be

take

n in

the

sprin

g C

GD

103

Prin

t Pro

duct

ion

for

Des

igne

rs

3

P

rere

qu

isit

es o

r co

-req

uis

ites

: C

GD

101,

104

, 105

, 23

5 N

ote

: C

GD

103

shou

ld b

e ta

ken

in th

e sp

ring

T

ota

l: 2

4 cr

edit

s S

ee p

age

99 o

f the

col

lege

cat

alog

for

tech

nica

l sta

ndar

ds.

*CG

D P

rofe

ssio

nal E

lect

ives

(Ple

ase

cons

ult w

ith y

our a

dvis

or)

AR

T251

Tw

o-D

imen

sion

al D

esig

n

CG

D20

5 D

igita

l Pho

to A

rt A

RT2

63 D

raw

ing

I

CG

D22

5 A

dvan

ced

Elec

troni

c Ill

ustra

tion

BC

T235

DV

D A

utho

ring

C

GD

241

Cre

ativ

e W

eb D

esig

n B

US1

25 C

omm

unic

atio

n fo

r Bus

ines

s and

Indu

stry

M

GT1

10 S

mal

l Bus

ines

s Man

agem

ent

CG

D10

2 P

ublic

atio

n D

esig

n

MK

T142

M

arke

ting

CG

D11

0 In

trodu

ctio

n to

Ani

mat

ion

M

KT2

41 A

dver

tisin

g C

GD

112

Com

mun

icat

ion

in M

ultim

edia

Des

ign

PH

O11

5 D

igita

l Pho

togr

aphy

CG

D20

4 A

dvan

ced

Dig

ital I

mag

ing

TH

E113

Sp

eech

Cam

pu

s/fo

rmat

: A

maj

ority

of t

his p

rogr

am c

an

be c

ompl

eted

dur

ing

the

day

at th

e G

ardn

er C

ampu

s. T

ran

sfer

op

tio

ns:

Cou

rses

in th

is p

rogr

am c

an b

e ap

plie

d to

MW

CC

’s C

ompu

ter G

raph

ic D

esig

n–Pr

int D

egre

e.

Sp

ecia

l req

uir

emen

ts:

CG

DC

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 o

r bet

ter i

s re

com

men

ded

for s

tude

nts t

akin

g C

GD

cou

rses

. 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.

Som

e co

urse

s in

the

CG

DC

Prin

t Cer

tific

ate

may

be

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

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297


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

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

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

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

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

Appendix H:


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

333

Mount Wachusett Community College e-News March 28, 2011

http://archive.constantcontact.com/fs023/1102470512203/archive/1104942143811.html[5/28/13 11:50:27 AM]

"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.



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.



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

Mount Wachusett Community College e-News June 28, 2011


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

Appendix H:


3 Yellow Balloons T-shirts e-News and Gardner News

340

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

“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:


Prius Car Wrap

346

Mount Wachusett Community College e-News July 26, 2011


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


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.

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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,

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Appendix H:

News Stories—Awards

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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.

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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.

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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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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.



Go to Top

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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APPENDIX I:

Technology Upgrades List

Curriculum Changes 2008-2013

352

Appendix I:

Technology Upgrades List

354

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.

361

• 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.


• No new curriculum changes were made.

362


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.

363

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

364

Appendix J:

Service Learning Client Surveys

Print and Web Client Survey Questions

366

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

nmlkj

1 time

nmlkj

2 times

nmlkj

3 times

nmlkj

4 times

nmlkj

5 or more times

nmlkj


55

66

367

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.


He/she was on time and prepared each time you met.


When the student met with you, he/she presented themself in an acceptable manner


Greeting and Handshake nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Attire nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Demeanor nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Attitude nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Verbal Communication Skills


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.


If you, or the student designer, had questions or a need to followup, the student was prompt and thorough.


The student remained in regular and frequent contact with you throughout the project (in person, by phone, by email).


If email was the means of communication, the student wrote clear and concise business emails with little or no typing errors.


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

*


The student showed a willingness to hear my initial ideas and thoughts.


He/she conducted a professional client interview to obtain the necessary project information.


The interview included a series of specific questions to assess design needs and goals


The student designer prepared drafts with various ideas (concepts) and layouts.


The student presented and communicated his/her various concepts and layouts in a clear and informative manner.


The student easily translated my ideas into working concepts/layouts.


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

*


The results of the project are...


The project was completed in the time allotted


The project looks professional


The final design has met our needs/goals


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.


He/she showed an ability to communicate design concepts.


He/she showed an ability to achieve project goals.


He/she showed an ability to design with skill, creativity and professionalism.


The student managed their time and the project efficiently and effectively.


*

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

nmlkj

No

nmlkj

Please explain your reasons why or why not?

55

66

373

Appendix J:


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


2011—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



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


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.


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:


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


2011—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.


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?


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:


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)

419

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

420

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 ___________

421

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.

422

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


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


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


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


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

429


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

430

2013 cgd program review

Documents

complete enrollment

steady enrollments

total enrollments

following data

enrollment numbers

complete fy2013 data

section v

overall enrollment