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Mount Wachusett Community College

Computer Graphic Design Academic Program Review 2013

Submitted by: Associate Professor Leslie Cullen, Department Chair, Computer Graphic Design Programs


Mount Wachusett Community College

Computer Graphic Design Academic Program Review 2013

Submitted by: Associate Professor Leslie Cullen, Department Chair, Computer Graphic Design Programs With Contributions by: Rebecca Gerry and Robert Mayer, Adjunct Faculty; Patricia Brewerton, Coordinator Career Planning and Placement; Fagan Forhan, Director of Experiential Learning Opportunities and Civic Engagement; Shawn LaRoche, MWCC Research Analyst Dermot Mac Cormack, External Consultant Associate Professor, Tyler School of Art, Temple University

TABLE OF CONTENTS: §

Section I: Data

2

§

Section II: Mission, Goals and Target Population

24

§

Section III: Curriculum

48

§

Section IV: Instructional Support

62

§

Section V: Additional Questions and Program Evaluation Summary

72

§

Appendix

78


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.

2


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%  

4%  

16%  

-­‐7%  

-­‐31%  

%  change  in  total   enrollments  from   previous  year  CGD  

 

%  change  in  total   enrollments  from   previous  year  all   MWCC  programs  

 

 

  7%  

8%  

3

2%  

-­‐5%  


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 everchanging 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 6


full workloads. Greater support from Admissions and other areas of the administration is needed for successful long-term recruitment.

Aspire/Title III and Curriculum Redevelopment In fall 2013, full and part-time faculty from the CGD and CGW programs will be utilizing the Aspire program to keep our content current and pertinent to the workforce needs and our students’ interests. The primary goals of the curriculum redevelopment will be to restructure and align the CGD and CGW courses and content; change the programs’ names to offer greater recognition and appeal for prospective students; create strong curriculum maps with logical and realistic projects across all classes, and develop clear and measurable objectives-based teaching modules. Of greatest potential is the concept that the two programs be redeveloped into one graphic and interactive/web design degree program that is a cohesive curriculum aimed at providing training in all areas of print, digital and interactive media. Several of these recommendations are noted in the CGD Program Evaluation Report developed by Dylan Mac Cormack, Professor of Graphic and Interactive Design, Tyler School of Art, Temple University (See Appendix C).

STUDENT PERSISTENCE: As reported by the Office of Institutional Research, CGD yields persistence rates significantly higher than the MWCC average in the Fall to Spring and Spring to Fall Persistence. With the exception of fall 2009 to fall 2010 and fall 2011 to fall 2012, when the persistence rates of the CGD degree programs declined, the CGD and CGW degree programs yield numbers higher than the college-wide rates. A review of the data from the most recent academic year—Fall 2011 to Spring 2012 and Spring 2012 to Fall 2012 persistence—reflect that the CGD totals yield rates higher than or consistent with the college as a whole. One exception where CGD rates are lower is the in Fall 2011 to Fall 2012 persistence in which CGD yields a persistence rate 8 points lower than the college as a whole. Additionally, this fall-to-fall persistence has declined over the last 5 years from 57% to 51%. Although 51% is on par with the college average over 5 years, the decline does reflect a need for a stronger action plan and strategies to improve persistence especially as it relates to the fall-to-fall attrition. Please see Appendix A for the complete persistence data.

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Fall  to  Spring  Persistence  -­‐  CGD   Major  

Fall  2007-­‐ Spring  2008  

Fall  2008-­‐ Spring  2009  

Fall  2009-­‐   Spring  2010  

Fall  2010-­‐   Spring  2011  

Fall  2011-­‐   Spring  2012  

81%  

85%  

85%  

90%  

84%  

71%  

100%  

73%  

56%  

25%  

69%  

78%  

85%  

78%  

76%  

80%  

100%  

64%  

56%  

44%  

75%   67%  

83%   68%  

82%   71%  

79%   68%  

73%   71%  

Computer  Graphic   Design/Print  Degree   Computer  Graphic   Design  Certificate   Computer  Graphic   Design/Web/Multi-­‐ Media  Degree   Computer  Graphic   Web  Certificate   CGD  TOTAL   MWCC  TOTAL      

    Major  

Computer  Graphic   Design/Print  Degree   Computer  Graphic   Design  Certificate   Computer  Graphic   Design/Web/Multi-­‐ Media  Degree   Computer  Graphic   Web  Certificate   CGD  TOTAL   MWCC  TOTAL         Major   Computer  Graphic   Design/Print  Degree   Computer  Graphic   Design  Certificate   Computer  Graphic   Design/Web/Multi-­‐ Media  Degree   Computer  Graphic   Web  Certificate   CGD  TOTAL   MWCC  TOTAL  

   

   

Spring  to  Fall  Persistence  -­‐  CGD  

   

   

Spring  2008-­‐ Fall  2008  

Spring  2009-­‐ Fall  2009  

Spring  2010-­‐ Fall  2010  

Spring  2011-­‐ Fall  2011  

Spring  2012-­‐ Fall  2012  

72%  

68%  

56%  

66%  

66%  

75%  

88%  

89%  

60%  

100%  

76%  

61%  

65%  

50%  

60%  

67%  

67%  

63%  

100%  

100%  

73%   58%  

67%   59%  

64%   58%  

59%   57%  

66%   58%  

 

    Fall  to  Fall  Persistence   -­‐  CGD  

 

 

Fall  2007-­‐ Fall  2008  

Fall  2008-­‐   Fall  2009  

Fall  2009-­‐   Fall  2010  

Fall  2010-­‐   Fall  2011  

Fall  2011-­‐   Fall  2012  

59%  

58%  

50%  

67%  

61%  

67%  

80%  

60%  

43%  

25%  

57%  

52%  

58%  

44%  

40%  

25%  

75%  

55%  

50%  

56%  

57%   48%  

57%   49%  

55%   59%  

52%   48%  

51%   59%  

8


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 9


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 teambased 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. 10


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  

CGD101                      

Trend   Averages  

 1ST  SEMESTER   %  Completed:  Earned  Credit  

  73%  

%  Completed:  Grade  C  or  Higher   %  Failed   %  Withdrew   %  Incomplete   %  Grade  <  76       %  Completed:  Earned  Credit  

66%   11%   16%       7%  

75%   7%   14%       5%  

CGD109  

%  Completed:  Grade  C  or  Higher   %  Failed   %  Withdrew   %  Incomplete   %  Grade  <  76       %  Completed:  Earned  Credit  

74%  

               

%  Completed:  Grade  C  or  Higher   %  Failed   %  Withdrew   %  Incomplete  

66%   9%   18%      

   

%  Grade  <  76  

8%  

CGD104                      

Course   Number  

78%  

                                           

Trend   Averages  

   

               

 2ND  SEMESTER   %  Completed:  Earned  Credit   %  Completed:  Grade  C  or   Higher   %  Failed   %  Withdrew   %  Incomplete   %  Grade  <  76       %  Completed:  Earned  Credit   %  Completed:  Grade  C  or   Higher   %  Failed   %  Withdrew   %  Incomplete   %  Grade  <  76       %  Completed:  Earned  Credit   %  Completed:  Grade  C  or   Higher   %  Failed   %  Withdrew   %  Incomplete  

   

%  Grade  <  76  

CGD105                       CGD235                       CGD240  

76%   71%   10%   15%       6%   72%   68%   15%   19%       6%   81%   71%   7%   13%       13%  

Computer  Graphic  Design  PRINT  2nd  Year   3RD  SEMESTER   CGD102  

%  Completed:  Earned  Credit  

4TH  SEMESTER   93%    

                        CGD204  

%  Completed:  Grade  C  or  Higher   %  Failed   %  Withdrew   %  Incomplete   %  Grade  <  76       %  Completed:  Earned  Credit  

91%   8%   6%       10%       85%  

               

%  Completed:  Grade  C  or  Higher   %  Failed   %  Withdrew   %  Incomplete  

80%   5%   12%      

   

%  Grade  <  76  

7%  

12

                       

CGD103       %  Completed:  Earned  Credit   %  Completed:  Grade  C  or       Higher       %  Failed       %  Withdrew       %  Incomplete       %  Grade  <  76           CGD106   %  Completed:  Earned  Credit   %  Completed:  Grade  C  or       Higher       %  Failed       %  Withdrew       %  Incomplete  

94%  

   

10%  

%  Grade  <  76  

87%       7%       12%       97%   88%   10%   7%      


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    1  ST  SEMESTER   CGD101   %  Completed:  Earned  Credit       %  Completed:  Grade  C  or  Higher       %  Failed       %  Withdrew       %  Incomplete       %  Grade  <  76       CGD104   %  Completed:  Earned  Credit       %  Completed:  Grade  C  or  Higher       %  Failed       %  Withdrew       %  Incomplete       %  Grade  <  76       CGD109   %  Completed:  Earned  Credit       %  Completed:  Grade  C  or  Higher       %  Failed       %  Withdrew       %  Incomplete      

%  Grade  <  76  

Trend   Averages  

Course       Number    

73%   66%   11%   16%       7%   78%   75%   7%   14%       5%   74%   66%   9%   18%       8%  

13

                                           

 2ND  SEMESTER   CGD105   %  Completed:  Earned  Credit       %  Completed:  Grade  C  or  Higher       %  Failed       %  Withdrew       %  Incomplete       %  Grade  <  76       CGD112   %  Completed:  Earned  Credit       %  Completed:  Grade  C  or  Higher       %  Failed       %  Withdrew       %  Incomplete       %  Grade  <  76       CGD240   %  Completed:  Earned  Credit       %  Completed:  Grade  C  or  Higher       %  Failed       %  Withdrew       %  Incomplete      

%  Grade  <  76  

Trend   Averages  

76%   71%   10%   15%       6%   69%   61%   16%   15%       12%   81%   71%   7%   13%       13%  


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   CGD110                           CGD241                  

3RD  SEMESTER   %  Completed:  Earned  Credit   %  Completed:  Grade  C  or  Higher   %  Failed   %  Withdrew   %  Incomplete   %  Grade  <  76       %  Completed:  Earned  Credit   %  Completed:  Grade  C  or  Higher   %  Failed   %  Withdrew   %  Incomplete  

   

%  Grade  <  76  

    CGD242                  

    %  Completed:  Earned  Credit   %  Completed:  Grade  C  or  Higher   %  Failed   %  Withdrew   %  Incomplete  

   

%  Grade  <  76  

80%   67%   7%   15%       12%       81%   71%   17%   11%      

                      18%                     14%       85%   78%   16%   13%      

CGD210                           CGD244                  

4TH  SEMESTER   %  Completed:  Earned  Credit   %  Completed:  Grade  C  or  Higher   %  Failed   %  Withdrew   %  Incomplete   %  Grade  <  76       %  Completed:  Earned  Credit   %  Completed:  Grade  C  or  Higher   %  Failed   %  Withdrew   %  Incomplete  

   

%  Grade  <  76  

           

           

           

 

 

 

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.

14

84%   73%   18%   15%       18%       96%   96%       17%          


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. Employed  in  the  Graphic  Design  Field  By  Year     #  of  Graduates  

#  Respondents  

#  Employed  

%  of  Respondents   Employed    

2008  TOTALS   2009  TOTALS   2010  TOTALS   2011  TOTALS  

25   39   31   26  

11   10   15   6  

3   5   5   3  

27%   50%   33%   50%  

 FOUR  YEAR  TOTAL  

121  

42  

16  

38%  

   

Percentage  of  Graduates  Responded  

35%    

 

Transfer Data (Graduate Surveys) Transfer  After  Graduation  By  Year  Per  Degree   #  Respondents  

#  Transfer  

%  Transferred  

Total  Employed   and  Transferred   2008-­‐2012  

2008  TOTALS   2009  TOTALS   2010  TOTALS   2011  TOTALS  

11   10   15   6  

6   2   5   3  

55%   20%   33%   50%  

82%   70%   66%   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.

15


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   FITCHBURG  STATE   UNIVERSITY   QUINSIGAMOND   COMMUNITY  COLLEGE   UNIVERSITY  OF   MASSACHUSETTS     AT  LOWELL   KEENE  STATE  COLLEGE   UNIVERSITY  OF   MASSACHUSETTS-­‐ DARTMOUTH   BECKER  COLLEGE   CEDARVILLE   UNIVERSITY   CHAMPLAIN  COLLEGE   CLARK  UNIVERSITY   EASTERN  KENTUCKY   UNIVERSITY   FRAMINGHAM  STATE   UNIVERSITY   GEORGIA  PERIMETER   COLLEGE   PALM  BEACH  STATE   COLLEGE   SAVANNAH  COLLEGE   OF  ART  &  DESIGN   SIMMONS  COLLEGE   UNIVERSITY  OF   MASSACHUSETTS   BOSTON    

STATE  

2Y   4Y  

Type  of   Institution  

2008  

2009  

2010  

2011  

2008-­‐ 2011  

MA  

4  

Public  

6  

1  

3  

4  

14  

MA  

2  

Public  

2  

0  

0  

1  

3  

MA  

4  

Public  

2  

0  

1  

0  

3  

NH  

4  

Public  

0  

2  

0  

0  

2  

MA  

4  

Public  

0  

0  

0  

2  

2  

MA  

4  

Private  

0  

0  

1  

0  

1  

OH  

4  

Private  

0  

0  

0  

1  

1  

VT   MA  

4   4  

Private   Private  

1   0  

0   0  

0   1  

0   0  

1   1  

KY  

4  

Public  

0  

0  

1  

0  

1  

MA  

4  

Public  

0  

0  

0  

1  

1  

GA  

2  

Public  

0  

1  

0  

0  

1  

FL  

4  

Public  

1  

0  

0  

0  

1  

GA  

4  

Private  

0  

0  

0  

1  

1  

MA  

4  

Private  

0  

1  

0  

0  

1  

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.

16


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.

17


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 90100% 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.

18


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   Response   Response   Response   Total   Total     Percent   Count   Percent   Count   Percent   Count  

Answer  Options   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  

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  

Lab/Classroom  Environment-­‐-­‐ Temperature   Lab/Classroom  Environment-­‐-­‐ Cleanliness  of  the  floors,  etc.   Lab/Classroom  Environment-­‐-­‐       Chairs  and  Desks   Other  (please  specify)      

answered  question  

   

15  

   

13  

   

skipped  question  

   

3  

   

4  

   

28      

7  

Weaknesses The combined data from the 2013 surveys indicate that the CGD and CGW students rank the Paraprofessional Support (Tutoring) as the weakest aspect of the CGD program. The survey also shows that the Lab/Classroom Environment—Temperature and the Lab/Classroom Environment—Chairs and Desks as the next weakest aspects of the CGD and CGW programs with a 29% and 24% rating respectively. Each of these weaknesses will be reviewed by the department and carefully addressed. We will work with the MWCC Library to obtain qualified tutors and maintain these tutoring positions so that this support is available to our students on a regular basis. As well, the department chair will work closely with the Division Dean and the 19


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   Response   Response   Response   Total   Total     Percent   Count   Percent   Count   Percent   Count  

Answer  Options   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  

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  

Lab/Classroom  Environment-­‐-­‐ Temperature   Lab/Classroom  Environment-­‐-­‐ Cleanliness  of  the  floors,  etc.   Lab/Classroom  Environment-­‐-­‐     Chairs  and  Desks   Other  (please  specify)      

answered  question      

9  

20

   

12  

   

21  


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 servicelearning 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. 21


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 22


professional business correspondence, presentations, multimedia and communication pieces. Understanding copyrights and intellectual property also represents a notable decline from previous years. â&#x20AC;˘

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.

â&#x20AC;˘

Each year from 2010 to 2013, the average of all the competencies/skills rank above 4.00, ranging from 4.11 to 4.52.

â&#x20AC;˘

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.

23


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

24


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 25


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  

 

 

Digital  Design  Concepts  I  

  3  

 

APA  121  

Graphic  Design  I  

3  

APA  154  

Digital  Imaging  and  Media  

3  

APA  161  

Digital  Photography  

3  

ENG  101  

English  Composition  &  Literature  I  

3  

  APA  114  

  APA  115   APA  122  

Semester  1  

Semester  2   Digital  Design  Concepts  II   Graphic  Design  II  

  3   3  

APA  155  

Digital  Illustration  and  Animation  

3  

APA  181  

Website  Design  I  or  

APA  171  

Fundamentals  of  3D  Digital  Design  

  3  

ART  -­‐-­‐-­‐  

Art  Theory  Elective*  

3  

ENG  102  

English  Composition  &  Literature  II  

3  

  APA  222  

Semester  3   Publication  Design  

  3  

APA  271  

Typography  

3  

APA  275  

Motion  Graphics  

3  

APA  282  

Website  Design  II  or  

APA  263   ART  -­‐-­‐-­‐  

Digital  Video  Fundamentals   Art  Theory  Elective*  

  3   3  

         

Mount  Wachusett  Community  College     CIS127  

Computer  Technologies  

  3  

CGD101  

Design  Theory  

3  

CGD104  

Digital  Imaging  

3  

ART263  

Drawing  I  

3  

ENG101  

English  Composition  I  

3  

 

 

   

  CGD235  

                     

  APA  286   APA  287  

  4  

 

    3  

CGD105   CGD240  

Creative  Web  Design  I  

3  

  ART251  

  Two-­‐Dimensional  Design  

  3  

ENG102  

English  Composition  II  

3  

  CGD102  

Semester  3   Publication  Design  

3  

  3  

CGD204  

Advanced  Digital  Imaging   3  

MKT142  

Marketing  

3  

Health  Elective  

3  

Creative  Web  Design  II   Topics  in  Mathematics   (or  higher)   Semester  4   Print  Production                         for  Designers   Portfolio  Preparation  

3   3  

CGD  Professional   Elective**   Social  Science  Elective  

3  

Science  Elective   Total  credits  required:  

3   62/ 64  

  CGD241   MAT126     CGD103  

  4  

CGD106  

  3   3  

  3  

   

 

Semester  2     Typography  in  Visual   Communication   Electronic  Illustration  

  Semester  4   Interactive  Media  Processes   Portfolio   Graphic  Production                                     Processes  Portfolio   Liberal  Arts  Elective**  

Semester  1  

   

Liberal  Arts  Elective**  

3  

Mathematics  Elective   Total  credits  required:  

3   65  

 

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3  


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 MWCCâ&#x20AC;&#x2122;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./Mediaâ&#x20AC;&#x201D;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 30


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, 31


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 departmentimplemented 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 35


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 Newspaper, periodical, book Advertising, public relations and related services Printing and related support services Computer systems design and related services

9% 9% 8% 6% 3%

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 Employment   2010  

2020  

Percent     Change  

279,200  

316,500  

+13%    

12,380    

United  States   Graphic  Designers  

Employment  

Massachusetts   Graphic  Designers  

Job  Openings   1  

2008  

2018  

Percent     Change  

Job  Openings   1  

7,880  

8,140  

+3%    

270    

1

Job 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% 11% 4%

Bachelor’s degree Associate’s degree Some college

State and National Wages Location   United  States   Massachusetts  

2011  

Pay   Period  

10%  

25%  

Median  

75%  

90%  

Hourly  

$12.60  

$16.06  

$21.16  

$28.56  

$37.20  

Yearly  

$26,200  

$33,400  

$44,000  

$59,400  

$77,400  

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   United  States   Massachusetts  

2011  

Pay   Period  

10%  

25%  

Median  

75%  

90%  

Hourly  

$20.56  

$28.03  

$37.49  

$48.83  

$60.03  

Yearly  

$42,800  

$58,300  

$78,000  

$101,600  

$124,900  

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. Employment   2010  

2020  

Percent     Change  

302,300  

367,900  

+22%    

11,030     Job  Openings   1   —

United  States   Information  Security  Analysts,  Web  Developers,   and  Computer  Network  Architects  

Employment  

Massachusetts    

2008  

2018  

Percent     Change  

 

 

 

Job  Openings   1  

 

1

Job 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% 27% 20%

Bachelor’s Degree Associate’s Degree 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  

North  Central   Massachusetts   nonmetropolitan  area

60  

2.66  

1.81  

$22.51  

$46,830  

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  

Northwestern   Connecticut   nonmetropolitan  area

Location   quotient  (9)  

Hourly   mean   wage  

Annual   mean   wage  (2)  

 

 

 

 

 

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 42


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 itâ&#x20AC;&#x2122;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 nonprofit, service learning projects. These service-learning experiences expose the CGD and CGW programsâ&#x20AC;&#x2122; 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  

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  

Teaching  Methodology  and   Course  Content  

Measurement  Used  

Lecture    

Graded  Discussion  Forums  

Reading—Handouts  and   Textbooks  

Grade  and  critique     textbook  exercises  

Textbook  Exercises  

Critique  reflection  papers   and  discussion  of  articles  

Computer  demonstrations  

Design  and  layout  of  visual   Web:   CGD101  CGD104     communication  projects.   CGD105  CGD109   CGD110  CGD112   CGD204  CGD210   CGD240  CGD241   CGD242  CGD244    

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  

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  

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  

Grade  and  critique     textbook  exercises   Written  Quizzes  

Software  demonstrations  

Oral  peer  critique  

Textbook  Exercises  

Grade  tutorials  

Video/electronic  tutorials  

Written  research  report,   proposals  or  project   overviews    

Scanning  Assignment   Design  and  layout  of   creative  projects  

Graded  creative  projects     Presentation  Grade—   visual  and  oral   Student  Surveys  

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Program  Outcomes  

Courses  

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  

Teaching  Methodology  and   Course  Content   Lecture  

Grade  textbook  exercises    

Reading—Handouts,  Users   Manuals  and  Textbooks  

Oral  peer  critique  

Software  demonstrations   Video/electronic  tutorials  

Written  research  report,   proposals  or  project   overviews    

Information  literacy  

Graded  creative  projects  

Textbook  Exercises  

Library  research     Design  and  layout  of   creative  projects   Print  Competency  5:   Print:   Have  a  solid  working   CGD109/CIS127   knowledge  of  the   CGD240  CGD241   fundamentals  of  building   websites  using  HTML,   XHTML,  CSS  and   Dreamweaver  in  code   view,  with  the  ability  to   design  structurally  as  well   as  aesthetically.   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.   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.  

Web:   CGD109/CIS127   CGD210  CGD240   CGD241  CGD242   CGD244  

Measurement  Used  

Grade  tutorials  

Presentation  Grade—   visual  and  oral   Student  Surveys  

Lecture  

Grade  textbook  exercises  

Reading—Handouts,  Users   Manuals  and  Textbooks  

Written  Quizzes  

Software  demonstrations  

Grade  tutorials  

Textbook  Exercises  

Written  research  report,   proposals  or  project   overviews    

Video/electronic  tutorials     Website  blog  

Oral  peer  critique  

Plan,  design  and  build  a   series  of  web  pages  using   hand-­‐coding  &  software  

Graded  Discussion  Forums  

 

Web  design  techniques  test  

Grade  textbook  exercises   Discussion  of  articles   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  

Print:   CGD235  CGD102   CGD103  CGD106  

Lecture  

Grade  textbook  exercises    

Reading—Handouts,  Users   Manuals  and  Textbooks  

Written  Quizzes  

Software  demonstrations  

Grade  tutorials  

Video/electronic  tutorials  

Written  research  report,   proposals  or  project   overviews    

Textbook  Exercises   Develop  Thumbnials,     Rough  Drafts   Use  of  style  sheets  in  design   Use  of  master  pages   Design  and  layout  of   creative  projects  

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Oral  peer  critique  

Evaluation  of  the  use  of   style  sheets,  master  pages   and  grids  in  design   Graded  creative  projects   Presentation  Grade—   visual  and  oral.  


Program  Outcomes   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.  

Courses   Web:   CGD112  CGD210   CGD240  CGD241   CGD242  CGD244  

Teaching  Methodology  and   Course  Content  

Measurement  Used  

Lecture  

Grade  textbook  exercises  

Reading—Handouts,  Users   Manuals  and  Textbooks  

Written  Quizzes  

Library  research  

Grade  tutorials  

On-­‐line  research  

Written  research  report,   proposals  or  project   overviews  

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  

Oral  peer  critique  

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  

Written  exams  

Reading—Handouts,  Users   Manuals  and  Textbooks  

Oral  peer  critique  

Textbook  Exercises  

Written  research  report,   proposals  or  project   overviews  

Printing  press  tours  

Written  print  specification  

Print  specifications  

Written  press  quote  

Pre-­‐press  flowchart  

Graded  creative  projects  

Design  and  layout  of   creative  projects  

Presentation  Grade—   visual  and  oral  

Software  demonstrations  

Student  Surveys   Web  Competency  8:   Web:   Create  dynamic,   CGD110     animated  computer  art,   web  motion  graphics,  and   websites  through  the  use   of  Adobe  Flash.  

Lecture  

Grade  textbook  exercises    

Reading—Handouts,  Users   Manuals  and  Textbooks  

Oral  peer  critique  

Software  demonstrations  

Grade  tutorials  

Video/electronic  tutorials  

Written  research  report,   proposals  or  project   overviews  

Develop  storyboards  

Graded  storyboards  

Design  and  layout  of   creative  projects  

Graded  creative  projects  

Textbook  Exercises  

Presentation  Grade—   visual  and  oral   Student  Surveys  

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Courses  

Program  Outcomes   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  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:   CGD106   Web:   CGD210  

Teaching  Methodology  and   Course  Content  

Measurement  Used  

Lecture  

Oral  peer  critique  

Reading—Handouts,  Users   Manuals  and  Textbooks  

Written  research  report,   proposals  or  project   overviews  

Software  demonstrations  

 

Self  Assessment  Seminars  

 

Resume  writing  workshop   Interviewing  skills   video/workshops   Presentation/slideshow   demonstration  

Evaluation  of     written  journal   Written  cover  letter     and  resume   Mock  interview   Graded  creative  projects    

Preparation/refinement  of   previous  design  work  

Presentation  Grade—     visual  and  oral  

Development  of  a  print  and   web  portfolio  

Evaluation  of  print  and     web  portfolios  

Design  and  layout  of   creative  projects  

Student  Surveys  

Print:     CGD102  CGD103   CGD106  

Lecture  

Oral  peer  critique  

Web:   CGD240  CGD242   CGD244  CGD210  

Reading—Handouts  and   Textbooks  

Written  design  brief/   project  overview  

Guest  Lecturers   Client  Interview  

Graded  service  learning   projects    

Group  critique  of     design  process  

Presentation  Grade—     visual  and  oral  

Design  and  layout  of   creative  projects—  

Client  survey/   evaluation  of  work  

Service  Learning  project  

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, servicelearning 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   Written  and  Oral   Communication     in  English  

Teaching  Methodology     and  Course  Content  

Courses   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  

Measurement  Used   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  

Exploration  of  personal  ideas   Collective  Brainstorming   Personal  reflections   Written  resume  and  cover  letter   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)  

Evaluation  of  accuracy  of   projects—print,  web  or   animation     Written  examinations  

Determine  the  decimal  equivalencies   Student  Surveys   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.    

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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  

Assessment  of  resources  

Library  Research  

Evaluation  of  written   research  reports,   proposals  and/or     project  overviews  

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  

Individual  and     group  critique   Evaluation  of  portfolios   Evaluation  of     oral  presentations   Grading  of     creative  projects   Student  Surveys  

Creative  design  projects  for  both   print  and  web  which  are  the  final   culmination  of  student’s  research   and  information  assessment.   Understanding  Self   Print:   CGD103   CGD106   Web:   CGD109   CGD112   CGD210  

Personality  and     Self  Assessment  Activities    

Evaluation  of     written  self  assessments  

Skills  assessment  activities   Resume  writing  workshop  

Written  resumes  and   cover  letters  

Interviewing  skills  video/workshops  

Mock  interviews  

Myers  Briggs  Type  Indicator     (MBTI)  test  

Analysis  of  MBTI  results  

Personal  Identity  and     Stationary  Design  

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 o o o

QuarkXPress Adobe Dreamweaver HTML and CSS coding Adobe Acrobat Professional 59


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 63


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 departmentâ&#x20AC;&#x2122;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 itâ&#x20AC;&#x2122;s staff couldnâ&#x20AC;&#x2122;t be more accommodating and supportive of our needs and requests.

Academic Support and Tutoring As noted previously, students in the CGD and CGW programs often require assistance with the highly technical and complex software applications used in our degree programs. Students who are excelling in our courses are recommended to the Academic Support Center and these students often tutor other CGD students in our computer labs. However, over the past few years we have seen a decrease in qualified or available tutors and this is a need that must be evaluated carefully. This too will be part of our Title III redevelopment plans.

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Service Learning We maintain close contact with the Director of Experiential Learning Opportunities & Civic Engagement. Fagan Forhan has been instrumental in the success of our service learning initiatives and provides undivided support to our students and faculty.

Disabilities Counselors and Academic Counselors As with most programs at MWCC, the CGD faculty work closely with the Disabilities Counselors to assist us in addressing and handling student issues in and outside of the classroom. The counselors at MWCC have been outstanding at providing the necessary education, assistance and guidance to CGD faculty to improve student relations and build our understanding of complex disabilities.

The MWCC Library The MWCC Library staff has been pivotal in providing information, and professional literacy and library orientation workshops to our students.

PROGRAM FACILITIES AND EQUIPMENT There are three Computer Graphic Design labs equipped with computers and peripherals necessary to complete the required classes in our program. Two labs are equipped with Macintosh computers and the third lab has PC/Windows-based computers that are used most often for our web design courses. The graphic design industry, like all other visual arts industries, utilizes the Macintosh computer platform as its primary tool. Within an industry that is 80% Macintosh based, it has often been the case that the department chairperson and CGD faculty members have needed to take on the additional task of researching, comparing, and studying various technologies, computer systems and software package plans. The most difficult task has not been the compilation of the resources and data, but the need to defend the use of Macintosh computers as the primary tool for training students for the graphic design industry.

Computers Our current Macintosh computer labs are in their first full year of a 3-year lease with Apple. In the summer of 2012, 39 new iMac computers were leased, imaged and installed in rooms 346, 350 and 352, and Professor Leslie Cullen obtained a MacBook Pro instead of a desktop computer through this lease. With the PC computers in room 354 aging and in there 4th year of use, we hope to fully maintain the utmost level of technology for our computing and design needs by upgrading all of our labs to Macintosh computers. The request for these new computers will be submitted to the Dean of School of Liberal Arts, Education, Humanities & Communications. These new systems will likely contain dual-boot capabilities allowing users to log in to the Windows operating system or the Mac OSX operating system on one single machine. This eliminates the need for separate Macintosh and PC computers within our labs, and allows for the same cross platform training that we currently utilize. Furthermore, in Section 7.0 in the CGD Program Evaluation Report, Professor Mac Cormack comments on the need to replace all of the PCs with Macintosh computers and install a windows emulator when a Windows environment is needed.

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Lastly, we will continue to petition that the IT department acquire or train one of their staff members in Apple technical support services for assistance with imaging, testing, deployment and in-house technical services for all Macintosh computers on campus.

Software Through various software maintenance agreements, The CGD department is very fortunate to be able to maintain and provide the most current, industry standard graphic and interactive design software to our students and faculty. In fall 2013, the Adobe Creative Suite will be transitioned to the newest cloud computing system by Adobe; Adobe Creative Cloud. This new system will provide our students with the highest and most professional level of design software available on the market, including software that is otherwise unavailable for purchase, such as Adobe Muse and Edge. At low maintenance agreement costs, other design software, such as QuarkXpress and Universal Type Server for font management, is also regularly upgraded free of charge when updates become available.

Printers In the summer of 2012, with the support and assistance of the IT department, the CGD department was provided with a new Xerox Phaser 7800 color laser printer that can accommodate all of our color printing needs. The new printer can print up to 13 x 19 and has duplexing capabilities, which now affords our students greater opportunities in developing multi-paged, multi-sided brochures and booklets. However, we will soon likely need to consider the purchase of a new black and white laser printer. This need will be assessed and reviewed with the IT department as the age of the current printer progresses.

Projectors The projectors in rooms 346, 352 and 354 are an integral part of our computer graphic design curriculum, and the efficacy of our teaching and learning would grind to a halt without them. Media Services has provided us with newer projectors over the past two years, but we are still having some difficulty with the clarity of the images on the screen. Most often the students are concerned with the size of the images and text as it is projected. It is often very small and grainy. We will continue to seek the professional support of Media Services to maintain the integrity of our projection systems.

Data Storage Server Following best practices for server based computing, the CGD department had been utilizing Apple Macintosh server storage since 2006. In spring 2011, due to the aging and failing server we had in place, the IT department purchased a 4 Terabyte, Apple Snow Leopard Server for use by the CGD department for our data storage and file sharing needs. This new server was to be constructed and tested during the summer of 2011, however, it never was. After multiple failed attempts, the IT staff abandoned the work on this newly purchased server, and since then it has remained unused and likely in storage since fall 2012. Consequently, IT did provide our department with a Windows-based server, Erida, which is still in use today and has been an efficient and usable solution. Nevertheless, a very costly server was purchased for our needs only to remain unused at the collegeâ&#x20AC;&#x2122;s expense. A spring 2012 evaluation of the current Erida server indicated an increasing number of deficiencies.

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Space: The space available on Erida is limited and already more than half used. We audited the space of this server at the beginning of May 2012, and there was only 487 GB out of 801 available on drive D and only 13 GB available on drive C. The Apple server, or a newer option, would have a minimum of 4 terabytes of space, would be built to withstand 5 years of use, and intended to be mirrored so if a drive fails we wonâ&#x20AC;&#x2122;t lose access to the data. Age: The Erida server was meant to be a temporary solution until the Apple server could be built. Although the functionality of Erida is currently capable of handling our data storage needs, how long will the server last? The Apple server still has 3 years warranty on parts and 1 year of Apple Care, all sitting completely unused in the IT department. Functionality: Erida has never been set to push updates to our computers. Right now all updates are being done manually station by station, per lab, by our lab technicians. A whole lab has to be shut down for several hours for these updates to be performed. Streamlining this process would be essential with the proper use of a fully functioning and dedicated Apple server. Compatibility: Obviously the key to all of the above is the crossover and compatibility between the newer iMacs, the Apple operating system in use and upgrades that are forthcoming, and the communication and functionality of the server. Based in best practices, we should be utilizing the Apple server to cohesively communicate with the iMacs. If the Apple Server is not constructed and built it is on every level a severe waste of college resources and a failure in proper and modern computing. The IT department and college administration needs to take a careful look at this issue and address it accordingly.

Lab Desks and Chairs As was noted in the 2008 program review and will be restated here, the computer lab desks, particularly in rooms 346 and 352 should be replaced with appropriate computer tables/desks. Currently these tables are constructed of wood and house a secondary stationary shelf for the keyboard and mouse. Other labs on campus have modern computer desks with appropriate slots available across the top of the tables for the computer cables and wires. In addition, the desks in our labs are often too low for the taller men in our classes, and they are forced to lower the computer chair as far as it will go to utilize the keyboard and mouse effectively and comfortably. The computer chairs in all three labs are in need of a thorough cleaning, and in some instances need to be replaced altogether. We would like to have Facilities and Maintenance clean all of the fabric chairs in rooms 346, 350, 352, and 354, but doing so may require an outside service provider if upholstery cleaning is not available on campus. We will need to work closely with our Dean and the Maintenance staff to determine the best solution and any cost associated with this project. Lastly, it has been a long-standing request of Professor Swerzenksi that the desks and arrangement in room 354 be adjusted to provide direct access to the first row of students. This will be reviewed and addressed with Maintenance and Facilities, along with the Dean of School of Liberal Arts, Education, Humanities & Communications.

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Lab Temperatureâ&#x20AC;&#x201C;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.

Facilitiesâ&#x20AC;&#x201D;Cleanliness General floor cleaning and overall cleanliness of the computer labs is currently well maintained by the facilities staff. Additionally, the CGD department chair, staff and faculty have welcomed the responsive and supportive relationship that continues to grow between our 3rd floor maintainers, as well as with John Bergeron, Building Maintenance Supervisor. We commend the work the facilities and maintenance staff is continually providing.

PROFESSIONAL DEVELOPMENT FUNDS While the opportunity is indeed there for CGD faculty to obtain funding for workshops, conferences, etc., doing so on several recent occasions has proven rather complicated and inefficient. For example, webinars or online workshops are frequently available at a fairly low cost, but faculty are not made aware of the opportunities until just a few days prior to them starting. The current protocol for obtaining funding for professional development requires that the faculty member submit a Travel Authorization form and approval must be obtained from the Professional Development committee before funding will be appropriated. These steps seem unnecessary in order to obtain access to 1-2 hour webinars costing merely $40-75. While the funding for professional development may be adequate, the acquisition of those funds in a simple, user friendly way is not.

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It is the recommendation of the CGD faculty that the procedures and policies currently in place to obtain funding for e-seminars, webinars, and self-paced, online, skills-based classes (not linked to the Commonwealth’s tuition reimbursement) be fully reviewed and made more readily available to faculty. Such examples of immediate professional development for CGD faculty include: •

Skillshare: www.skillshare.com Self-paced 1-2 week courses—$20-$29

MyDesignShop: www.mydesignshop.com On Demand Design Tutorials (designcasts)—$49.99–$69.99

HOW Design University: www.howdesignuniversity.com/ Self-paced, Independent Study Courses—$149-$199

It is our hope that when a request for specialized training and development through the outlets listed above is sought, the request will be more easily and readily granted (as easy as filling out an IPR with the Division Dean), and all needs will be fulfilled in a timely and efficient manner.

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SECTION IV: Program Evaluation Summary

• Major Program Strengths • Needs for Improvement • Plans for Improvements

72


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. 73


Equipment and Technology—Hardware, Software, Computers and Printers As the graphic design industry advances and continues to shift paradigms swiftly, we maintain the highest level of technology, software and training to match this ever-changing industry. Our labs are equipped with state of the art Macintosh computers; this is directly inline with all other local colleges and universities and match’s industry standards. The graphic and interactive design software is continually maintained at current industry standards to ensure that students have the skills and capabilities to work in any design environment. Exhibits The annual CGD Spring Exhibit is an impressive, juried showcase of our students’ print and web design work and demonstrates the skills our students have achieved. This large exhibit creates a distinct and unforgettable impression on visitors to the college, as we showcase our students’ talents just outside the doors of the Admissions office. Our annual Open House coupled with an Awards Presentation continues to grow exponentially every year drawing nearly 100 friends and family to our gallery each spring in April. Our smaller exhibits, particularly our service learning exhibit, is another valuable way for people visiting MWCC to see the work our students do, as well as the CGD department’s valuable connection to the community as a whole.

Alumni and Advisory Board Support Strong, dedicated and diverse Advisory Boards continue to support our endeavors and enhance our curriculums. Our alumni are active, supportive and vocal, and are able to measure our programs’ strengths and weaknesses through their own personal experiences.

Adjunct Faculty The CGD department is largely supported and driven by the experience and overwhelming dedication of our adjunct faculty. Our students gain valuable classroom experiences through the professional, high quality instruction provided by the faculty. Our adjunct members contribute to the overall success of the CGD and CGW programs with their contributions to curriculum development, outcomes assessment, and effective teaching and learning strategies.

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NEEDS FOR IMPROVEMENT Upon review of the information provided within this review, the CGD department is in need of: • Increasing enrollments and raising persistence and first-year completion rates • Direct marketing and recruitment efforts • Balancing students’ workload and maintaining course organization • Fostering relationships and clearer communication channels with advising • Recruiting qualified adjunct faculty • Improved quality and availability of tutoring services • Increasing professional development • Updating the current program name and overall structure • Updating various course curriculums • Developing and maintaining greater alumni connections • Enhancing and updating the technology standards in our PC Lab • Improving the quality of printers, scanners and server

PLANS FOR IMPROVEMENT The Title III curriculum redevelopment and ASPIRE training scheduled for fall 2013 will be our department’s greatest asset to ensuring improvements in many of the areas listed above. Improvements in all areas of our curriculum will be sought during our Title III redevelopment, but particularly in our efforts to: •

Increase enrollments through direct marketing and enhanced recruitment efforts within the department and with the direct support of the Marketing Communications Department and Admissions. Peer to peer recruitment will continue to be utilized with visits to local high schools, as well as developing strong recruitment and marketing materials such as posters, brochures and interactive and social media strategies.

By engaging students through new teaching and learning strategies—such as improved and consistent pedagogical approaches and methodologies; a heightened focus on curriculum mapping; and objectives-based learning modules and assessments—we expect to see improved persistence and completion rates.

Equally important to our marketing, recruitment and overall curriculum redevelopment is the proper advising of our students. Improved communication and maintaining closer connections with the advising staff will ensure seamless registration, and ultimately support our persistence and retention efforts. We will continue to foster relationships amongst the advising and admissions staff. These are the first connections our prospective students make, and the individuals responsible for helping students tailor their interests and choose a program of study. Informed and knowledgeable advising is essential. Part of our redevelopment plan will be to map out areas where our program can be more closely and readily tied to the advising process. We will work closely with the advising staff to offer information sessions and continue to provide easy to understand advising materials.

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Improving the availability of skilled tutors also helps to improve our students’ persistence and first year completion rates. The CGD department will work closely to connect all areas of our curriculum redevelopment to this valuable asset. The academic support team will be consulted on strategies for obtaining and sustaining qualified and easily accessible tutoring services for our students.

Other plans for improvement that will continue to help sustain and grow our programs: •

The recruitment of qualified adjunct is imperative to sustaining enrollments and maintaining quality course offerings. The CGD department chair will continue to work closely with the administration, the Division of Lifelong Learning, as well as Human Resources, to fulfill our adjunct faculty needs. This will be ongoing and the need will increase as our enrollments improve.

Remaining adaptable to the fluid changes of this industry and keeping abreast of the technology, industry trends, and standards is important to the success of our curriculum. With highly accessible professional development options online—via webinars, self-paced learning and digital tutorials—the CGD faculty should continue to seek out professional development opportunities on a regular basis.

Our alumni are an underutilized resource for our department. They would be instrumental in providing feedback and assessment in department generated surveys, and in assisting our students with the development of much needed design networks. Several meetings were held in fall 2012 and spring 2013 with Sarah McMaster, Director of New Media, to address our need for a CGD Alumni FaceBook page. We plan to implement this idea and begin to populate the page in fall 2013.

Given the age of the current computers, enhancing and updating the technology standards in our PC Lab, room 354, is a priority. Professor Mac Cormack expressed a need for us to eliminate the Windows-based PCs and improve the technology in those labs by adding new Macintosh computers. To remain competitive with FSU and QCC, whose graphic and interactive design labs are all Macintosh-based, we must install new iMac computers that will match the computers already in place in rooms 346 and 352. Leslie Cullen will work closely with the Division Dean and the IT department to implement this improved technology.

Improving the quality of the printers, scanners and server is also a priority. The scanners will need to be replaced soon, as they are a minimum of 6 years old and are lacking the scanning quality that our department needs. Additionally, while not an immediate and pressing need, the black and white printer must be evaluated and newer printing technology should be implemented within the next year or two. As previously noted, the Erida server is likely not capable of sustaining our data storage needs for much longer. The CGD department and IT must review new strategies, including options in cloud-based storage. At the very minimum, the examination for the use of the Apple server—that was purchased in spring 2011—should take place to mitigate the waste of this expensive equipment.

In conclusion, of utmost importance to the growth, vitality and sustainability of our department is continuing to strengthen and improve our programs so they are a true testament to our mission: to engage the creative spirit of life-long learners through a challenging, supportive learning environment and professional, caring faculty.

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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

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79


Section I: Data APPENDIX A: Enrollment Persistence Course Completion Rates Graduate Survey Response Rates Employment Transfer

80


81


Appendix A: Enrollment

82


83

Computer  Graphic  Design  Certificate

Computer  Graphic  Design/Web/Multi-­‐Media  Degree

CGDC

CGW

-­‐40.0%  

-­‐30.0%  

-­‐20.0%  

-­‐10.0%  

0.0%  

10.0%  

20.0%  

FY2004  

FY2005  

FY2006  

-­‐3.5%

-­‐17.5%

-­‐7.7%

-­‐7.0%

NA

-­‐32.9%

5,571

132

12

66

3

51

FY2005

-­‐1.5%

5,710

139

CGD  

FY2007  

0.3%

-­‐3.8%

8.3%

-­‐31.8%

FY2009   Mt.  WachuseP  Community  College  

FY2008  

15

53

5

66

5,882

140

7

63

8

62

3.0%

0.7%

-­‐53.3%

18.9%

60.0%

-­‐6.1%

FY2010  

2.2%

9.4%

15.4%

17.8%

-­‐33.3% 150.0%

31.4%

5,587

127

13

45

2

67

21.0%

66.7%

-­‐11.4%

6,790

169

17

75

15

62

FY2011  

6.8%

4.3%

8.1%

15.8%

-­‐28.6% 240.0%

-­‐1.6%

12.5%

12.9%

6,282

146

5

62

9

70

FY2012  

2.0%

-­‐6.5%

-­‐41.2%

1.3%

-­‐20.0%

-­‐3.2%

6,923

158

10

76

12

60

-­‐4.5%

-­‐31.0%

0.0%

-­‐39.5%

-­‐66.7%

-­‐18.3%

6,613

109

10

46

4

49

FY2006 FY2007 FY2008 FY2009 FY2010 FY2011 FY2012

Year  Over  Year  Percent  Change  

6.9%

-­‐18.8%

TOTAL

-­‐23.7%

NA

Mt.  Wachusett  Community  College

Computer  Graphic  Design/Web/Multi-­‐Media  Degree

CGW

5,774 -­‐11.6%

TTL

Computer  Graphic  Design  Certificate

CGDC

5,399

TTL

Computer  Graphic  Design/Print  Degree

CGD

160

13

71

0

76

FY2004

-­‐27.8%

Mt.  Wachusett  Community  College

TTL

197

18

93

0

86

FY2003

CGWC Computer  Graphic  Web  Certificate

TOTAL

TTL

CGWC Computer  Graphic  Web  Certificate

Computer  Graphic  Design/Print  Degree

Major  Description

CGD

Major

Enrollment  Summary   10  years:  2003–2012


84

Notes:

26 36 62 1 7 8 13 50 63 3 4 7 43 97 140

19 51 70 1 8 9 13 49 62 2 3 5 35 111 146

-­‐27 42 13 0 14 13 0 -­‐2 -­‐2 -­‐33 -­‐25 -­‐29 -­‐19 14 4

24 38 62 1 14 15 22 53 75 1 16 17 48 121 169

26 -­‐25 -­‐11 0 75 67 69 8 21 -­‐50 433 240 37 9 16

22 38 60 3 9 12 19 57 76 1 9 10 45 113 158

-­‐8 0 -­‐3 200 -­‐36 -­‐20 -­‐14 8 1 0 -­‐44 -­‐41 -­‐6 -­‐7 -­‐7

14 35 49 0 4 4 10 36 46 1 9 10 25 84 109

-­‐36 -­‐8 -­‐18 -­‐100 -­‐56 -­‐67 -­‐47 -­‐37 -­‐39 0 0 0 -­‐44 -­‐26 -­‐31

FY2008 FY2009 %  CHG FY2010 %  CHG FY2011 %  CHG FY2012 %  CHG

%  CHG   Fall  2012 Spring  2013 FY08-­‐12 -­‐46 FT 23 20 -­‐3 PT 11 13 -­‐21 -­‐100 FT 2 1 -­‐43 PT 3 3 -­‐50 -­‐23 FT 18 10 -­‐28 PT 6 14 -­‐27 -­‐67 FT 5 4 125 PT 8 3 43 -­‐42 FT 48 35 -­‐13 PT 28 33 -­‐22 TOTAL 76 68

Defining  full-­‐time  versus  part-­‐time For  annual  counts,  students  enrolling  in  a  minimum  of  24  credits  during  a  fiscal  year  are  considered  full-­‐time  and  under  24  are  considered  part-­‐time This  is  true  for  students  who  may  have  been  enrolled  full-­‐time  in  one  semester  and  part-­‐time  in  another For  term  counts,  students  enrolling  in  a  minimum  of  12  credits  during  a  term  are  considered  full-­‐time  and  under  12  are  considered  part-­‐time Important  consideration  for  Fall  2012  and  Spring  2013  terms Because  a  student  can  be  full-­‐time  in  one  term  and  part-­‐time  in  another,  the  results  reported  will  not  necessarily  translate  to  an  annual  total  -­‐  in  other  words,  just  because  CGWC  reports  5  FT   students  in  Fall  2012  and  4  FT  students  in  Spring  2013  does  not  mean  that  there  will  be  9  FT  students  reported  for  FY  2013 The  methodology  for  counting  students  on  an  annual  basis  and  by  term  basis  differ:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               The  annual  data  counts  a  student  once  per  fiscal  year  and  the  term  by  term  data  counts  a  student  once  per  term                                                                                                                                                                                                                                                                                                                                                                                                       Accordingly,  some  students  will  be  counted  in  both  Fall  2012  and  Spring  2013  terms When  the  FY  2013  data  is  available  in  late  July,  the  winter  intersession  and  summer  terms  will  also  be  included

Computer  Graphic  Design/Print  Degree Computer  Graphic  Design/Print  Degree

Major  Description

FT PT TOTAL CGDC Computer  Graphic  Design  Certificate FT CGDC Computer  Graphic  Design  Certificate PT TOTAL CGW Computer  Graphic  Design/Web/Multi-­‐Media  Degree FT CGW Computer  Graphic  Design/Web/Multi-­‐Media  Degree PT TOTAL CGWC Computer  Graphic  Web  Certificate FT CGWC Computer  Graphic  Web  Certificate PT TOTAL TTL TOTAL FT TTL TOTAL PT TTL TOTAL TOTAL  STUDENTS

CGD CGD

Major

Annual  Enrollment  -­‐  CGD  -­‐  FY2008-­‐FY2012                                                                                                                                                                                                                                             Full  Time  Versus  Part  Time


85

Total  Enrollments  

0  

10  

20  

30  

40  

50  

70  

80  

0  

10  

20  

30  

40  

50  

60  

FY2008  

62  

FY2008  

43  

FY2010  

62  

FY2011  

60  

FY2012  

49  

FY2009  

35  

FY2010  

48  

FY2011  

45  

FY2012  

25  

FT  

Computer  Graphic  Design/Print   Degree  

Total  Annual  Enrollments—Full-­‐=me    

FY2009  

70  

Computer  Graphic  Design   Print  Degree  Total  Enrollments  

Total  Enrollments   Total  Enrollments  

Total  Enrollments  

0  

20  

40  

60  

80  

100  

120  

140  

0  

10  

20  

30  

40  

50  

60  

70  

80  

FY2008  

97  

FY2008  

63  

FY2010  

FY2011  

76  

FY2012  

46  

FY2009  

111  

FY2010  

121  

FY2011  

113  

FY2012  

84  

Computer  Graphic  Design/ Web/MulE-­‐Media  Degree  

Total  Annual  Enrollments—Part-­‐=me    

FY2009  

62  

75  

Computer  Graphic  Design   Web  Degree  Total  Enrollments  

PT  


86

Computer  Graphic  Design  Certificate

Computer  Graphic  Design/Web/Multi-­‐Media  Degree

CGDC

CGW

TTL

TOTAL

CGWC Computer  Graphic  Web  Certificate

Computer  Graphic  Design/Print  Degree

Major  Description

CGD

Major

140

7

63

8

62

146

5

62

9

70

4

-­‐29

-­‐2

13

13

169

17

75

15

62

16

240

21

67

-­‐11

158

10

76

12

60

-­‐7

-­‐41

1

-­‐20

-­‐3

109

10

46

4

49

-­‐31

0

-­‐39

-­‐67

-­‐18

FY2008 FY2009 %  Change FY2010 %  Change FY2011 %  Change FY2012 %  Change

Annual  Enrollment  -­‐  CGD  -­‐  FY2008-­‐FY2012

-­‐22

43

-­‐27

-­‐50

-­‐21

%  chg             FY08-­‐FY12


87


Appendix A: Persistence

88


89

Major CGD CGDC CGW CGWC TTL TTL

Major CGD CGDC CGW CGWC TTL TTL

Major CGD CGDC CGW CGWC TTL TTL

Major_Desc Computer  Graphic  Design/Print  Degree Computer  Graphic  Design  Certificate Computer  Graphic  Design/Web/Multi-­‐Media  Degree Computer  Graphic  Web  Certificate TOTAL Mt.  Wachusett  Community  College

Fall2007-­‐Fall2008 59% 67% 57% 25% 57% 48%

Fall2008-­‐Fall2009 58% 80% 52% 75% 57% 49%

Fall  to  Fall  Persistence  -­‐  CGD Fall2009-­‐Fall2010 50% 60% 58% 55% 55% 50%

Fall2010-­‐Fall2011 67% 43% 44% 50% 52% 48%

Fall2011-­‐Fall2012 61% 25% 40% 56% 51% 50%

Major_Desc Spring2008-­‐Fall2008 Spring2009-­‐Fall2009 Spring2010-­‐Fall2010 Spring2011-­‐Fall2011 Spring2012-­‐Fall2012 Computer  Graphic  Design/Print  Degree 72% 68% 56% 66% 66% Computer  Graphic  Design  Certificate 75% 88% 89% 60% 100% Computer  Graphic  Design/Web/Multi-­‐Media  Degree 76% 61% 65% 50% 60% Computer  Graphic  Web  Certificate 67% 67% 63% 100% 100% TOTAL 73% 67% 64% 59% 66% Mt.  Wachusett  Community  College 58% 59% 58% 57% 58%

Spring  to  Fall  Persistence  -­‐  CGD

Major_Desc Fall2007-­‐Spring2008 Fall2008-­‐Spring2009 Fall2009-­‐Spring2010 Fall2010-­‐Spring2011 Fall2011-­‐Spring2012 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% TOTAL 75% 83% 82% 79% 73% Mt.  Wachusett  Community  College 67% 68% 71% 68% 71%

Fall  to  Spring  Persistence  -­‐  CGD

Persistence


Appendix A: CGD Printâ&#x20AC;&#x201D;Course Completion Rates

90


CGD  PRINT—Course  Section  Enrollment,  Completions  and  Grade  Distribution    FY2008-­‐FY2012 Course   Number CGD101

CGD102

CGD103

Trend   Averages

2008 2009 2010 2011 2012 Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

55 40 29 7 8

57 44 42 3 10

68 47 46 8 13

61 48 44 4 9

29 20 19 5 4

54 39.8 36 5.4 8.8

11

2

1

4

1

3.8

73% 53% 13% 15%

77% 74% 5% 18%

69% 68% 12% 19%

79% 72% 7% 15%

69% 66% 17% 14%

73% 66% 11% 16%

20%

4%

1%

7%

3%

7%

18 16 16 1 1

8 7 7 1

14 14 14

16 14 14 1 1

10 10 9

13.2 12.2 12 1 1

1

1

88% 100% 88% 90% 6% 6%

93% 91% 8% 6%

10%

10%

9 9 8

13.2 12.4 11.4

89% 89% 6% 6%

88% 100% 88% 100% 13%

16 15 14

10 9 9

15 14 14

16 15 12

1

1

1

1

1 94% 88%

90% 90%

93% 93%

6%

10%

7%

6%

91

3

1 1

1.67

94% 100% 75% 89%

94% 87%

6% 19%

7% 11%

12%


CGD104

CGD105

CGD106

CGD109

  Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

67 48 45 3 16

57 52 52 1 4

77 62 62 6 9

3 72% 67% 4% 24%

91% 91% 2% 7%

81% 81% 8% 12%

4%

74 61 54 6 7

41 27 26 6 8

63.2 50 47.8 4.4 8.8

7

1

3.67

82% 73% 8% 9%

66% 63% 15% 20%

78% 75% 7% 14%

9%

2%

5%

12 9 9 2 1

31.6 24 22.2 2.8 4.8

28 22 21 1 5

39 27 23 8 4

43 36 33 1 6

36 26 25 2 8

1

4

3

1

79% 4% 18%

69% 59% 21% 10%

84% 77% 2% 14%

72% 69% 6% 22%

4%

10%

7%

3%

15 14 13

9 9 8

8 8 7

18 18 16

1

1

2

2.25 75% 75% 17% 8%

6% 10 9 9 1

1 1

93% 100% 100% 100% 87% 89% 88% 89%

12 11.6 10.6 1 1 1.25

90% 90% 10%

7%

92

76% 71% 10% 15%

97% 88% 10% 7%

7%

11%

13%

11%

10%

44 35 33 9

42 35 30 2 5

61 43 42 4 14

62 50 39 1 11

21 12 11 5 4

46 35 31 3 8.6

2

5

1

11

1

4

80% 75% 20%

83% 71% 5% 12%

70% 69% 7% 23%

81% 63% 2% 18%

57% 52% 24% 19%

74% 66% 9% 18%

5%

12%

2%

18%

5%

8%


CGD204

CGD205

CGD225

CGD235

  Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

28 25 23 1 2

28 23 21

2

2

89% 82% 4% 7%

82% 75%

7%

7%

8 5 4

22 16 16 4 2

3

5

18%

29 26 26 1 2

90% 90% 3% 7%

10 8 8 2

1 63% 50% 38%

26 20 18 2 4

18 16 15 2

25.8 22 20.6 1.33 3

2

1

1.75

77%

89% 83%

8% 15%

11%

85% 80% 5% 12%

8%

6%

7%

14 8 7 1 5

8 2 2 4 2

12.4 7.8 7.4 2.75 3

1 73% 73% 18% 9%

80% 80% 20%

13%

57% 50% 7% 36%

10

57% 57% 43%

93

25% 25% 50% 25%

7% 5 5 5

23 13 13

1 59% 56% 24% 27% 10% 4 4 4

4.5 4.5 4.5

100% 100% 100% 100%

100% 100%

29 20 18 5 4

23 19 18 2 2

26 20 19 3 3

13 10 9 3

22.8 16.4 15.4 3.25 4.75

2

1

1

1

1.25

69% 62% 17% 14%

83% 78% 9% 9%

77% 73% 12% 12%

77% 69% 23%

72% 68% 15% 19%

7%

4%

4%

8%

6%


CGD240

PRINT

Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Computer  Graphic  Design  PRINT  Total  Course  Enrollment Computer  Graphic  Design  PRINT  Total  #  Completed:  Earned  Credit Computer  Graphic  Design  PRINT  Total  #  Completed:  Grade  C  or  Higher Computer  Graphic  Design  PRINT  Total  #  Failed Computer  Graphic  Design  PRINT  Total  #  Withdrew Computer  Graphic  Design  PRINT  Total  #  Grade  <  76 Computer  Graphic  Design  PRINT  Total  %  Completed:  Earned  Credit Computer  Graphic  Design  PRINT  Total  %  Completed:  Grade  C  or  Higher Computer  Graphic  Design  PRINT  Total  %  Failed Computer  Graphic  Design  PRINT  Total  %  Withdrew Computer  Graphic  Design  PRINT  Total  %  Grade  <  76

94

33 24 20 4 5

30 26 19 1 3

38 32 29 2 4

39 28 25 3 8

10 9 9

4

7

3

3

73% 61% 12% 15%

87% 63% 3% 10%

84% 76% 5% 11%

72% 64% 8% 21%

12%

23%

8%

8%

335 257 231 17 61 26

331 268 245 25 38 23

386 309 299 26 51 10

393 313 278 23 57 35

185 137 130 26 22 7

326 257 237 23 46 20

77% 69% 5% 18% 8%

81% 74% 8% 11% 7%

80% 77% 7% 13% 3%

80% 71% 6% 15% 9%

74% 70% 14% 12% 4%

78% 72% 8% 14% 6%

1

30 23.8 20.4 2.5 4.2 4.25

90% 90% 10%

81% 71% 7% 13% 13%


CGD  PRINT—Course  Section  Completion  Rates—Trend  Averages    FY2008-­‐FY2012 Course   Number

Trend   Averages

Course   Number

73% 66% 11% 16%

CGD105

 1  ST  SEMESTER CGD101

CGD104

CGD109

%  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

 2ND  SEMESTER

7% 78% 75% 7% 14%

CGD235

5% 74% 66% 9% 18%

CGD240

8%

3RD  SEMESTER CGD102

  CGD204

%  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76 %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

Trend   Averages %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

76% 71% 10% 15% 6% 72% 68% 15% 19% 6% 81% 71% 7% 13% 13%

4TH  SEMESTER 93% 91% 8% 6%

CGD103

10% 85% 80% 5% 12%

  CGD106

7%

95

%  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76 %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

94% 87% 7% 12% 97% 88% 10% 7% 10%


Appendix A: CGW Webâ&#x20AC;&#x201D;Course Completion Rates

96


Computer  Graphic  Design  WEB—Course  Section  Enrollment,  Completions  and  Grade  Distribution    FY2008-­‐FY2012

Course   Number CGD101

CGD104

CGD105

Trend   Averages

2008 2009 2010 2011 2012 Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76

55 40 29 7 8

57 44 42 3 10

68 47 46 8 13

61 48 44 4 9

29 20 19 5 4

54 39.8 36 5.4 8.8

11

2

1

4

1

3.8

73% 53% 13% 15%

77% 74% 5% 18%

69% 68% 12% 19%

79% 72% 7% 15%

69% 66% 17% 14%

73% 66% 11% 16%

20%

4%

1%

7%

3%

7%

67 48 45 3 16

57 52 52 1 4

77 62 62 6 9

74 61 54 6 7

41 27 26 6 8

63.2 50 47.8 4.4 8.8

7

1

3.67

82% 73% 8% 9%

66% 63% 15% 20%

78% 75% 7% 14%

9%

2%

5%

12 9 9 2 1

31.6 24 22.2 2.8 4.8

3

  %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

72% 67% 4% 24%

91% 91% 2% 7%

81% 81% 8% 12%

4%

97

28 22 21 1 5

39 27 23 8 4

43 36 33 1 6

36 26 25 2 8

1

4

3

1

79% 75% 4% 18%

69% 59% 21% 10%

84% 77% 2% 14%

72% 69% 6% 22%

4%

10%

7%

3%

2.25 75% 75% 17% 8%

76% 71% 10% 15% 6%


CGD109

CGD110

CGD112

CGD204

  Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

44 35 33 9

42 35 30 2 5

61 43 42 4 14

62 50 39 1 11

21 12 11 5 4

46 35 31 3 8.6

2

5

1

11

1

4

80% 75% 20%

83% 71% 5% 12%

70% 69% 7% 23%

81% 63% 2% 18%

57% 52% 24% 19%

74% 66% 9% 18%

5%

12%

2%

18%

5%

8%

29 24 21 1 4

26 20 14 2 4

30 26 21 4

30 25 24 2 3

25 17 15 3 5

28 22.4 19 2 4

3

6

5

1

2

3.4

83% 72% 3% 14%

77% 54% 8% 15%

87% 70% 13%

83% 80% 7% 10%

68% 60% 12% 20%

80% 67% 7% 15%

10%

23%

17%

3%

8%

12%

22 16 13 5 1

30 19 19 4 7

27 19 16 3 5

26.33 18 16 4 4.33

3

3

70% 59% 11% 19%

69% 61% 16% 15%

11%

12%

3 73% 59% 23% 5%

63% 63% 13% 23%

14%

98

28 25 23 1 2

28 23 21

2

2

89% 82% 4% 7%

82% 75%

7%

7%

5

18%

29 26 26 1 2

90% 90% 3% 7%

26 20 18 2 4

18 16 15 2

25.8 22 20.6 1.33 3

2

1

1.75

77% 69% 8% 15%

89% 83% 11%

85% 80% 5% 12%

8%

6%

7%


CGD205

CGD210

CGD225

CGD240

  Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

8 5 4 3

22 16 16 4 2

10 8 8 2

1 63% 50% 38%

73% 73% 18% 9%

4 2

80% 80% 20%

57% 50% 7% 36%

6 6 6

11 9 8

12.4 7.8 7.4 2.75 3 1

25% 25% 50% 25%

7%

100% 100% 100% 100%

99

8 2

1

13% 9 9 9

14 8 7 1 5

59% 56% 24% 27% 10%

2

10 7 5 2 1

12 8 5 2 2

9.6 7.8 6.6 2 1.67

1

2

3

2

82% 73% 18%

70% 50% 20% 10%

67% 42% 17% 17%

84% 73% 18% 15%

9%

20%

25%

18%

5 5 5

4 4 4

4.5 4.5 4.5

100% 100% 100% 100%

100% 100%

33 24 20 4 5

30 26 19 1 3

38 32 29 2 4

39 28 25 3 8

4

7

3

3

73% 61% 12% 15%

87% 63% 3% 10%

84% 76% 5% 11%

72% 64% 8% 21%

12%

23%

8%

8%

10 9 9 1

30 23.8 20.4 2.5 4.2 4.25

90% 90% 10%

81% 71% 7% 13% 13%


CGD241

CGD242

CGD244

WEB

  Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Total  Course  Enrollment #  Completed:  Earned  Credit #  Completed:  Grade  C  or  Higher #  Failed #  Withdrew #  Incomplete #  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   Computer  Graphic  Design  WEB  Total  Course  Enrollment Computer  Graphic  Design  WEB  Total  #  Completed:  Earned  Credit Computer  Graphic  Design  WEB  Total  #  Completed:  Grade  C  or  Higher Computer  Graphic  Design  WEB  Total  #  Failed Computer  Graphic  Design  WEB  Total  #  Withdrew Computer  Graphic  Design  WEB  Total  #  Grade  <  76 Computer  Graphic  Design  WEB  Total  %  Completed:  Earned  Credit Computer  Graphic  Design  WEB  Total  %  Completed:  Grade  C  or  Higher Computer  Graphic  Design  WEB  Total  %  Failed Computer  Graphic  Design  WEB  Total  %  Withdrew Computer  Graphic  Design  WEB  Total  %  Grade  <  76

100

12 11 9 1

14 10 10 1 3

2 92% 75% 8%

71% 71% 7% 21%

17% 8 8 8

100% 100%

6 5 5

15 11 10 3 1

17 13 8 4

1

5

73% 67% 20% 7%

76% 47% 24%

7%

29%

8 6 6 1 1

12 9 8 3

10 9 7 1

9.5 8 7.25 1.67 1

1

2

1.5

75% 67% 25%

90% 70% 10%

85% 78% 16% 13%

8%

20%

14%

10 10 10

9 9 9

8.5 8.25 8.25

75% 75% 13% 13%

9 9 9

15 14 14 1

14.6 11.8 10.2 2.67 1.5 2.67

93% 93% 7%

81% 71% 17% 11% 18%

1

1

83% 100% 100% 100% 83% 100% 100% 100%

96% 96%

17%

17%

313 243 214 17 53 29

357 288 259 27 42 29

429 334 319 32 63 15

423 329 288 33 61 41

214 156 145 28 30 11

347 270 245 27 50 25

78% 68% 5% 17% 9%

81% 73% 8% 12% 8%

78% 74% 7% 15% 3%

78% 68% 8% 14% 10%

73% 68% 13% 14% 5%

78% 71% 8% 14% 7%


CGW  WEB—Course  Section  Completion  Rates—Trend  Averages    FY2008-­‐FY2012

Course   Number

Trend   Averages

Course   Number

73% 66% 11% 16%

CGD105

 1  ST  SEMESTER CGD101

CGD104

CGD109

%  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

 2ND  SEMESTER

7% 78% 75% 7% 14%

CGD112

5% 74% 66% 9% 18%

CGD240

8%

3RD  SEMESTER CGD110

  CGD241

  CGD242

%  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76 %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76 %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

Trend   Averages %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76   %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

76% 71% 10% 15% 6% 69% 61% 16% 15% 12% 81% 71% 7% 13% 13%

4TH  SEMESTER 80% 67% 7% 15%

CGD210

12% 81% 71% 17% 11%

  CGD244

18% 85% 78% 16% 13% 14%

101

%  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76 %  Completed:  Earned  Credit %  Completed:  Grade  C  or  Higher %  Failed %  Withdrew %  Incomplete %  Grade  <  76

84% 73% 18% 15% 18% 96% 96% 17%


Appendix A: Employment & Transfer

102


103

2011

2010

2009

2008

Year

26 121

 FOUR  YEAR  TOTAL

11 3 7 5

31

7 9 4 11

39

11 11 5 12

25

Computer  Graphic  Design/Print  Degree Computer  Graphic  Design/Print  Certificate Computer  Graphic  Design/Web  Degree Computer  Graphic  Design/Web  Certificate 2008  TOTALS Computer  Graphic  Design/Print  Degree Computer  Graphic  Design/Print  Certificate Computer  Graphic  Design/Web  Degree Computer  Graphic  Design/Web  Certificate 2009  TOTALS Computer  Graphic  Design/Print  Degree Computer  Graphic  Design/Print  Certificate Computer  Graphic  Design/Web  Degree Computer  Graphic  Design/Web  Certificate 2010  TOTALS Computer  Graphic  Design/Print  Degree Computer  Graphic  Design/Print  Certificate Computer  Graphic  Design/Web  Degree Computer  Graphic  Design/Web  Certificate 2011  TOTALS

9 2 9 5

42

3 0 7 1 11 4 3 0 3 10 4 4 2 5 15 3 1 1 1 6 16

2 0 1 0 3 2 1 0 2 5 1 0 1 3 5 1 0 1 1 3 38%

67% 0% 14% 0% 27% 50% 33% 0% 67% 50% 25% 0% 50% 60% 33% 33% 0% 100% 100% 50%

%  of   #  of  Graduates #  Respondents #  Employed Respondents   Employed  

16

2 0 4 0 6 1 1 0 0 2 1 2 1 1 5 3 0 0 0 3

#  Transfer

42

3 0 7 1 11 4 3 0 3 10 4 4 2 5 15 3 1 1 1 6

38%

67% 0% 57% 0% 55% 25% 33% 0% 0% 20% 25% 50% 50% 20% 33% 100% 0% 0% 0% 50%

76%

100%

67%

70%

82%

Total   %   Respondents   #  Respondents Transferred Employed  and   Transferred

Employed  in  the  Graphic  Design  Field-­‐                                                                                              Transfer                                  A      fter               Graduation-­‐                                                                                                                   By  Year  Per  Degree By  Year  Per  Degree

Employment  and  Transfer  By  Year  Per  Degree


104

25 39 31 26

 FOUR   YEAR  TOTAL 121 Percentage   of  Graduates   Responded

2008  TOTALS 2009  TOTALS 2010  TOTALS 2011  TOTALS 42 35%

11 10 15 6

#  of  Graduates #  Respondents

16

3 5 5 3

#  Employed

38%

%  of   Respondents   Employed   27% 50% 33% 50%

Employed  in  the  Graphic  Design  Field  By  Year  Per  Degree

42

11 10 15 6

#  Respondents

16

6 2 5 3

#  Transfer

38%

55% 20% 33% 50%

%  Transferred

76%

82% 70% 67% 100%

Total  Respondents   Employed  and  Transferred

Transfer  After  Graduation  By  Year  Per  Degree

Employment and Transfer Summary


105


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


107


Appendix B: Plans for Improving Enrollment: Understanding Graphic Design Advising Handout

108


U  N  D  E  R  S  T  A  N  D  I  N  G  

GRAPHIC DESIGN What  is  graphic  design?   Graphic Design can be thought of as a visual language that is used to convey a message to an audience; a creative process that combines art and technology to communicate ideas. A graphic design is a visual representation of an idea that relies on the creation, selection, and organization of visual elements (text and images) to communicate a message from a client to a particular audience.

Who  are  the  clients?   They are organizations, corporations, businesses, and individuals with a message they want to communicate to a particular audience.

How  much  is  Graphic  Design  part  of  your  daily  life?   From the simple things like gum wrappers to huge things like billboards to the T-shirts you’re wearing, graphic design can: •

Persuade

Enhance

Locate

Inform

Organize

Engage

Identify

Brand

Motivate

Rouse

Carry/convey many levels of meaning.

Maps, charts, graphs

Web sites and web graphics

Film and video graphic

Graphic  Designers  design/create:   •

Advertisements

Booklets

Newspapers

Annual reports

Magazines

Posters

Newsletters

Logos

Books Brochures

Invitations

Book covers

CD packages

Catalogs

Product packages

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

Package design Publication design

Interactive/ experience design

Motion graphics

Typographic design.

Promotional design

Marketing firms

Advertising agencies

Integrated communication firms

Self-employment, as well as freelance work

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

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.

111


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.

112


113


Appendix B: Plans for Improving Enrollment: 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

115


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

ART263 Drawing I

MW

1:45-3:45

ENG101 English Comp I

Open selection

Additional courses:

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

ART263 Drawing I

MW

10:30-12:30

ENG101 English Comp I

Open selection

Additional courses:

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 CGD101 CGD104 CIS127

Title Design Theory Digital Imaging Computer Technologies

CRN# 90968 90540 91014

Days TR R MW

Time 9:00–10:45 6:00–9:30 pm 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: Plans for Improving Enrollment: Advising Materials Advising Packetâ&#x20AC;&#x201D;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 â&#x2014;&#x2020; 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 CGD 105 CGD 235 CGD 240 ENG 102 ART 251

Course Title Electronic Illustration Typography in Visual Communication Creative Web Design English Composition II Two Dimensional Design

Credits 3 3 3 3 3

❏ Register for the following: CRN:  14295 CGD235 HYBRID* Typography in Visual Comm. T* *Course is a hybrid with scheduled lab sessions and an online component.

1:15-4:45*

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 l_cullen@mwcc.mass.edu. ❏ 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 CGD 103 CGD 106

Course Title Print Production for Designers Portfolio Preparation CGD Professional Elective Social Science Elective Science Elective

Credits 3 3 3 3 3/4

❏ You must register for the following sections and times for CGD103 and CGD106. CRN: 13250 CRN: 13091

CGD103 CGD106

SFG SHJ

Print Production Portfolio Preparation

R T

11:00–2:30 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*** CGD205 CGD244 PHO115 PHO215 PHO225 PHO226 PHO240 BUS125 MGT110 MKT142 THE113

Any higher level Art Course Digital Photo Art (Hybrid course—Adobe Photoshop) Designing for E-Commerce (Prerequisite: CGD241) Digital Photography Advanced Digital Photography (Prerequisite: BCT115) Intro to Photography Advanced Photography (Prerequisite: BCT225) Portrait Photography Communication for Business and Industry Small Business Management Marketing 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).

TEST  &  SCORE  

PLACEMENT  

ARITHMETIC  (PR  11)   0-­‐35   36-­‐80   81+   ELEM  ALGEBRA  (PR  12)   55-­‐82   83+   COLLEGE  LEVEL  MATH  (PR  13)   31-­‐86   87-­‐103   104+  

  MAT  090   MAT  092   MAT  096     MAT  096   MAT  126/140/143     MAT  128/160   MAT  161   MAT  211  

❏ Choose your Science Elective (if still needed):

(**4 credit science courses are recommended if you plan to transfer to a 4-year college.) BIO103 BIO104 BIO109 BIO115 BIO116 BIO120

Human Health and Disease BIO205 **Microbiology **Introduction to Natural Resource Conservation **Biology I BIO209 Human Sexuality **Human Biology CHE107 **General Chemistry I **Ecology EAS125 ** The Dynamic Earth **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 PSY105 **Introduction to Psychology PSY143 Group Dynamics PSY244 Children with Special Needs Other Social Science electives include: ANT, DSI, GEO, HIS, POL, ECO

PSY280 SOC103 SOC125 SOC206

Psychology of Death and Dying **Introduction to Sociology Gender Issues Marriage and Family

❏ Choose your Humanities electives (if still needed):

HUM260 MUS*** THE113 ENG*** ART***

Art of Being Human ASL101 Basic American Sign Language Any first level Music SPA109 Beginning Spanish Speech Any higher level English beyond ENG 102 Any higher level Art beyond ART 251 or ART 263

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Appendix B: Plans for Improving Enrollment: Advising Materials Advising Packetâ&#x20AC;&#x201D;CGW Spring 2013

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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 â&#x2014;&#x2020; Registration begins on Monday, November 5th Plan your course selections and register early. Please see a CGD instructor or your advisor with any questions.

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Computer Graphic Design Program—Procedures for Online Registration—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 CGD 105 CGD 112 CGD 240 ENG 102 ART 251

Course Title Electronic Illustration Communication in Multimedia Design Creative Web Design English Composition II Two Dimensional Design

Credits 3 3 3 3 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 l_cullen@mwcc.mass.edu. ❏ Choose an appropriate section and time for: ENG102 English Comp II

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Computer Graphic Design Program—Procedures for Online Registration—WEB—Page 3

CGW SOPHOMORE ONLY (DAY CLASSES): REGISTER on Web Connect for the following CGW courses: For all CGW Web majors—Use the CGW/CGWC—SOPHOMORE WEB schedule provided in this handout. Required courses for Web Degree—SOPHOMORE —Spring 2013 NOTE: BOLD courses denote required CERTIFICATE courses— please see the back of this packet for all of the courses required in the CGW certificate. Course Number *CGD 210 CGD244

Course Title Advanced Website Portfolio Designing for E-Commerce Business Elective Humanities Elective Science Elective

Credits 3 3 3 3 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   36-­‐80   81+   ELEM  ALGEBRA  (PR  12)   55-­‐82   83+   COLLEGE  LEVEL  MATH  (PR  13)   31-­‐86   87-­‐103   104+  

  MAT  090   MAT  092   MAT  096     MAT  096   MAT  126/140/143     MAT  128/160   MAT  161   MAT  211  

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Computer Graphic Design Program—Procedures for Online Registration—WEB—Page 4

❏ Choose your Business Elective (if still needed): (**Indicates courses that are highly recommended) ACC101 BUS105 BUS113 BUS125 CIS120 MGT110 MKT142 MKT241

Principles of Accounting I Business Ethics Business Etiquette and Protocol Communication for Business or Industry **Microcomputer Applications (Excel and databases) **Small Business Management Advertising **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 BIO104 BIO109 BIO115 BIO116 BIO120

Human Health and Disease BIO205 **Microbiology **Introduction to Natural Resource Conservation **Biology I BIO209 Human Sexuality **Human Biology CHE107 **General Chemistry I **Ecology EAS125 ** The Dynamic Earth **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 PSY105 **Introduction to Psychology PSY143 Group Dynamics PSY244 Children with Special Needs Other Social Science electives include: ANT, DSI, GEO, HIS, POL, ECO

PSY280 SOC103 SOC125 SOC206

Psychology of Death and Dying **Introduction to Sociology Gender Issues Marriage and Family

❏ Choose your Humanities electives (if still needed):

HUM260 MUS*** THE113 ENG*** ART***

Art of Being Human ASL101 Basic American Sign Language Any first level Music SPA109 Beginning Spanish Speech Any higher level English beyond ENG 102 Any higher level Art beyond ART 251 or ART 263

128


129


Appendix B: Plans for Improving Enrollment: Marketingâ&#x20AC;&#x201D;Career Focus Article Cluster Brochure

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CareerFocus

Feature

Create Your Future Through Visual Art & Design Forget your ideas of the “starving artist.” Creative careers are on the rise!

W By Kim Anderson

ho 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:

Art There 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

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 opportunity to experience a wellrounded 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.”

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 threedimensional 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 Design Graphic 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 fouryear 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.

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 fouryear program. We offer classes in all the traditional media and also have access to both gas and electric kilns,” says Miller, who received

4

I Fall 2011 I CareerFocus

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131

I 877-324-6815


Creative Faculty...

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.

Photography According 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.

Theatre According 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

East Meets West in MWCC’s Art Wing 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.

I

877-324-6815 Mount Wachusett Community College I www.mwcc.edu/cf

Thomas Matsuda Through 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

CareerFocus I Fall 2011

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I5


133

978-630-9110 978-630-9554 admissions@mwcc.edu mwcc.edu/admissions

institution

= can prepare students for transfer to a four-year

online 978-630-9386 978-630-9459 bursar@mwcc.mass.edu mwcc.edu/student-accounts

AA/EEO Institution

MC098A-03 Rev:Jul12

275 Nichols Road Fitchburg, MA 01420 978-630-9413

Fitchburg

100 Erdman Way Leominster, MA 01453 978-630-9810

Leominster

One Jackson Place 27 Jackson Rd. Devens, MA 01434 978-630-9569

Devens

444 Green Street Gardner, MA 01440 978-630-9110

Gardner

Tel: Fax: Email: Web:

mwcc.edu/programs

We generate. Creativity.

Start near. Go far.

have something that is just right for you.

certificate programs offered, we are sure to

Design, and more. With over 45 degree and

Media, Theatre Arts, Computer Graphic

certificates in Art, Broadcasting & Electronic

and Media. Learn more about our degrees and

concentration options in Art, Design, Theatre,

In this booklet, explore our degree and

who are experienced in the fields they teach.

curriculum, taught by top-notch faculty

In our programs, youâ&#x20AC;&#x2122;ll study a challenging

cost you can afford.

you deserve and the support you need, all at a

rigor. At MWCC, you will get the education

professionals to ensure quality, relevance and

help you. Our programs are designed in

to continue your education, MWCC can

you are a first time student or you are seeking

Community College can offer you. Whether

collaboration with academic and industry

Student Accounts Office

978-630-9169 978-630-9459 financialaid@mwcc.mass.edu mwcc.edu/financial

opportunities that Mount Wachusett

Come discover the many educational

Art, Design, Theatre & Media

= most of the classes for this program are offered

Tel: Fax: Email: Web:

Financial Aid Office

Tel: Fax: Email: Web:

Office of Admissions

Contact & Campuses

= can be completed entirely at Gardner

in the evening

= most classes for this program can be completed

= can be completed during the day

* The designation of class times, campus location and options are subject to change. Please note, coursework may require attendance at multiple campus locations and may include an online component.

t

g o

d e

Legend*

Apply today! mwcc.edu/apply

Ready to Get Started?


134

Associate degree in Art

-Alyssa Fishenden, alumna

were incredible and introduced me to a variety of art techniques

My “professors

Become exposed to the field of communications and a variety of mass media subject areas. The LAC curriculum provides an excellent overview of the communications field and a solid foundation for transfer to more specialized communications programs at four-year colleges and universities.

This program covers a range of academic and studio art courses which provide a strong foundation in visual arts. This program best prepares students to transfer to a four-year institution in order to study architecture or art history. Students can study drawing, painting, sculpture, ceramics, printmaking, and more.

Print Certificate Web Design Certificate

Print Degree Web Design Degree

Computer Graphic Design Options:

degot

for entry-level design positions creating these types of materials.

Graphic design is a dynamic form of visual communication. It’s everywhere you look – advertising, magazines and newspapers, and the Internet. Develop skills

Computer Graphic Design

production training, and on-air experience.

Prepare for careers in television, radio, recording, multimedia, and cable industries. Acquire technical and communications skills through coursework,

Degree d g t

Broadcasting & Electronic Media

Courses in the MWCC Audio Engineering concentration focus on skills necessary to pursue positions in professional sound engineering. Through hands-on training, specialized classroom study, and research, students receive extensive training in all aspects of the industry. Graduates can explore careers in music, radio, television, cinema, gaming, and theatre.

Concentration (BCT) d g

Audio Engineering

This program covers a range of academic and studio art courses which provide a strong foundation in visual arts. This program concentrates student learning in studio art in preparation for a bachelor’s degree in fine arts. This program includes opportunities to study drawing, painting, sculpture, ceramics, and printmaking. Art professors assist with portfolio development, transfer applications and service learning placement and are committed to individual student success.

employment information, please visit mwcc.edu/programs.

To learn more about all of MWCC’s academic programs and gainful

Students specifically interested in careers in video, television, filmmaking, or related industries may elect to complete this course of study. Video/film concentration degree students experience all aspects of preproduction, studio and location recording, and postproduction editing. Instruction includes extensive hands-on experience.

Concentration (BCT) d g

Video/Film

This program provides a solid liberal arts education with a comprehensive introduction to theatre, music, and dance, and is an excellent foundation for transfer to theatre and music programs at fouryear colleges and universities. Students in this program also benefit from opportunities to perform in award-winning Theatre at the Mount productions, to gain hands-on experience working in Theatre at the Mount’s fully equipped scene shop, which includes state-of-the-art lighting and sound equipment

Degree (LAT) g t

Theatre Arts

photojournalism, and digital imaging.

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,w and business savvy. Photography concentration degree holders can explore careers in studio/portrait photography, commercial photography,

Concentration (BCT) d e g o

Photography

Degree (LAC) g t

Degree - Traditional Track d g t

Degree - Professional Track d g t

Communications

Art


135


Appendix B: Plans for Improving Enrollment: CGD Website Redesign

136


Contact Gallery Print

Web

Comp

ute

unt W r Graphic achus ett Co Design mmun ity Co lleg

At Mo

e

Welcome The Mount Wachusett Community College Computer Graphic Design department’s aim is to engage the creative spirit of skill-based learners, through a challenging, supportive learning environment, and professional caring faculty, ensuring that they are prepared to enter the highly 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 expression, integration of state-of-the-art applications, and development of outstanding portfolios. Web • Print • Gallery • Contact

Employment | Directions | Acceptable Use | Public Disclosure | Site Index | Directory | Privacy Policy | Accreditation | Feedback 444 Green St., Gardner, MA 01440 | 978-632-6600 | Admissions: 978-630-9110 ©2012 MWCC

Contact Gallery Print

Web

Gallery Lorem 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 nulla facilisi. Web • Print • Gallery • Contact

could “A PullgoQuote in this area

Employment | Directions | Acceptable Use | Public Disclosure | Site Index | Directory | Privacy Policy | Accreditation | Feedback 444 Green St., Gardner, MA 01440 | 978-632-6600 | Admissions: 978-630-9110 ©2012 MWCC

137


Contact Gallery Print

Web

Print

Lorem 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 nulla facilisi. Nam liber tempor cum soluta nobis eleifend option congue nihil imperdiet doming id quod mazim placerat facer possim assum. consuetudium lectorum. Web • Print • Gallery • Contact

Print Degree Typi non habent claritatem insitam; est usus legentis in iis qui facit eorum claritatem. Investigationes demonstraverunt lectores legere me lius quod ii legunt saepius. Claritas est etiam processus dynamicus, qui sequitur mutationem consuetudium lectorum.

“That was amazing”

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

Contact Gallery Print

Web

Web

Lorem 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 nulla facilisi. Nam liber tempor cum soluta nobis eleifend option congue nihil imperdiet doming id quod mazim placerat facer possim assum. Web • Print • Gallery • Contact

Web Degree Typi non habent claritatem insitam; est usus legentis in iis qui facit eorum claritatem. Investigationes demonstraverunt lectores legere me lius quod ii legunt saepius. Claritas est etiam processus dynamicus, qui sequitur mutationem consuetudium lectorum.

“OutStanding”

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

138


Contact Gallery Print

Web

Contam ct

• Dolo ipsug elit, sed Loreetuemr adip diam nonummy iscin na r sit amet,

consect re mag idunt ut laoreet dolo nibh euismod tinc tpat. aliquam erat volu • Ex ea eum iriure at. Duis autem vel commodo consequ esse molestie velit e utat vulp in it dolor in hendrer dolore eu feugia. consequat, vel illum • claritatem facit eorum clarlegentis in iis qui insitam; est usus raverunt lectores onst dem nes atio itatem. Investig d ii legunt saepius. legere me lius quo

p

Ortis nisl ut aliqui Typi non habent ery • Contact

Web • Print • Gall

“I did it!” 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

139


Appendix B: Plans for Improving Enrollment: CGD Recruitment Flyer

140


141 Contact the Office of Admissions at 978-630-9110 or email admissions@mwcc.mass.edu

Print or Web computer graphic design programs. For more information, please visit: http://www.mwcc.edu/programs/cgd/print.html http://www.mwcc.edu/programs/cgd/web.html

in Computer Graphic Design— specializing in print or web design.

Enroll today

LIVE. LIFE. ILLUSTRATED.


142 Earn a Certiicate in: CGDC–Computer Graphic Design Print CGWC–Computer Graphic Design Web

Earn an Associates Degree in: CGD–Computer Graphic Design Print CGW–Computer Graphic Design Web

Call the Admissions office to learn more today!

The world around you relies on graphic design... enroll now and LIVE. LIFE. ILLUSTRATED.

With a degree in print or web design from Mount Wachusett Community College, you will learn to visually communicate, and push your creativity to new limits. Learn to develop professional high quality digital and traditional visual communcations with courses in design theory, typography, illustration, digital imaging, multimedia, publication design, web design, and animation.

Graphic Design is nearly everywhere you look. From magazines and books, to the packages of your favorite products, to advertisements and billboards, to the websites you visit daily. Even your favorite t-shirt was likely designed by a graphic designer.

Mount Wachusett Community College

Computer Graphic Design— print & web design programs


143


Section I: Data APPENDIX C: CGD Program Evaluation Report Submitted by: Dylan Mac Cormack Associate Professor Graphic & Interactive Design Tyler School of Art, Temple University

144


Computer Graphic Design Program Evaluation Report Prepared by Dermot Mac Cormack Associate Professor Graphic & Interactive Design Tyler School of Art | Temple University dermot@temple.edu 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

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work are at a distinct disadvantage and MWCC needs to make it possible that all students have the resources and classes available to accomplish that goal. This is especially true for those students wishing to remain local to the area, where potential employers may not have the resources to hire multiple people and would much prefer to hire someone who can do both print and interactive. 1.3.2 Newly created course structure and course offerings. Combining the Computer and Graphic Design â&#x20AC;&#x201D; Print Design with Computer and Graphic Design â&#x20AC;&#x201D; Web Design, would obviously mean eliminating some current course offerings and possibly adding other classes within the current 62/64-credit curriculum. The following is a recommendation for a possible structure and course offerings for a newly created two-year combined degree in Graphic & Interactive Design. 1) Foundation Design course (not currently offered) 2) Design Theory (currently CGD 101) 3) Drawing 1 (currently ART 263) 4) Type 1 (currently CGD235. This would need a component added to the current syllabus to cover typography for the screen, web fonts, typography for the screen, using fontkit.com as an example) 5) Digital Imaging (currently CGD104) 6) Introduction to Web Design (currently CGD109) 7) Creative Web Design 1 (currently CGD240) 8) Type 2 (not currently offered but could possibly be CGD102, Publication Design, renamed and restructured to focus on more advanced typography while using InDesign. Eliminate using Quark Express. Could incorporate some of the print assignments suggested in item 4.3 and could also include an online component, such as an mobile app prototype, or a simple iPad app) 9) Creative Web Design 2 (currently CGD241, and could incorporate some aspects of CGD242, namely the use of Adobe Edge, the use and fundamentals of Wordpress as suggested in this document)

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10) Advanced Digital Imaging (currently CGD204, to include advanced Photoshop techniques for both print and interactive, and also how to create files for mobile technologies such as using InDesignâ&#x20AC;&#x2122;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 ecommerce 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 designerâ&#x20AC;&#x2122;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 InDesignâ&#x20AC;&#x2122;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 Beckyâ&#x20AC;&#x2122;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 fulltime, 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

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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

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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 â&#x20AC;&#x153;apprenticeshipâ&#x20AC;? 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 backend 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

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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.

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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

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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 MWCCâ&#x20AC;&#x2122;s graphic design department achieve that goal. (1)

http://www.research2guidance.com/the-application-development-market-willgrow-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-fusionreview.html

(6)

https://twitter.com/rlanda

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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    

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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


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Appendix D: CGD Continuing Students Survey Questions (CGW Continuing Student Survey Questions are the same; therefore it has not been included)

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2013 Computer Graphic Design Print Survey, Continuing Students  

1. Program

1. How many MWCC Print Degree studio courses have you completed at this time? (Courses with a CGD prefix, ie. CGD101, CGD104, etc.) j 0 – 3 k l m n j 4 – 6 k l m n j 6 – 9 k l m n

     

j 9 or more k l m n

 

 

2013 Computer Graphic Design Print Survey, Continuing Students 2. Expectations

 

*2. To what extent is the MWCC Print Degree Program meeting your expectations? j 90 – 100% k l m n j 80 – 90% k l m n j 70 – 80% k l m n

 

   

j 69% or below k l m n

 

*3. Please explain your answer. 5 6  

 

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2013 Computer Graphic Design Print Survey, Continuing Students 3. Strengths

 

*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. c Computers d e f g c Monitors d e f g c Printers d e f g

 

 

 

c Scanners  d e f g

 

c Overhead Projection Systems d e f g c Most Current Software d e f g c Faculty Expertise d e f g

 

 

 

c Quality of Instruction d e f g c Faculty Attendance d e f g

 

 

c Faculty Assistance with Advising/Registration d e f g c Faculty Availability (Outside of class) d e f g c Paraprofessional Support (Tutoring) d e f g c Career Counseling d e f g

 

 

 

 

c Lab Assistant Support d e f g

 

c Open Lab Time­­During class d e f g

 

c Open Lab Time­­Outside of class d e f g

 

c Lab/Classroom Environment­­Temperature d e f g

 

c Lab/Classroom Environment­­Cleanliness of the floors, etc. d e f g

 

 

c Lab/Classroom Environment­­Chairs and Desks d e f g c Other (please specify) d e f g

 

5

6  

 

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2013 Computer Graphic Design Print Survey, Continuing Students  

4. Weaknesses

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. c Computers d e f g c Monitors d e f g c Printers d e f g

 

 

 

c Scanners d e f g

 

c Overhead Projection Systems d e f g c Most Current Software d e f g c Faculty Expertise d e f g

 

 

 

c Quality of Instruction d e f g c Faculty Attendance d e f g

 

 

c Faculty Assistance with Advising/Registration d e f g c Faculty Availability (Outside of class) d e f g c Paraprofessional Support (Tutoring) d e f g c Career Counseling d e f g

 

 

 

 

c Lab Assistant Support d e f g

 

c Open Lab Time­­During class d e f g

 

c Open Lab Time­­Outside of class d e f g

 

c Lab/Classroom Environment­­Temperature d e f g

 

c Lab/Classroom Environment­­Cleanliness of the floors, etc. d e f g

 

 

c Lab/Classroom Environment­­Chairs and Desks d e f g c Other (please specify) d e f g

 

5

6  

 

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2013 Computer Graphic Design Print Survey, Continuing Students 5. Recommendations

 

*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 6  

 

2013 Computer Graphic Design Print Survey, Continuing Students 7. THANK YOU!

 

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

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Appendix D: CGD & CGW Continuing Students Survey Results

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Computer Graphic Design—Print and Web 2013 Continuing Students Survey Question 1 How many MWCC Pint/Web studio courses have you completed at this time? (Courses with a CGD prefix, ie. CGD101, CGD104, etc.)

CGD

CGW

Totals

Response Response Response Response Percent Count Percent Count

Answer Options

Total Count

Total

0–3

22.2%

4

29.4%

5

25.7%

9

4–6

50.0%

9

35.3%

6

42.9%

15

6–9

11.1%

2

29.4%

5

20.0%

7

9 or more

16.7%

3

5.9%

1

11.4%

4

answered question

18

17

skipped question

0

0

35

Question 2 To what extent is the MWCC CGD/CGW Degree Program meeting your expectations?

CGD

CGW

Totals

Response Response Response Response Percent Count Percent Count

Answer Options

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

0

7.7%

1

3.6%

69% or below

0.0%

1

answered question

15

13

28

skipped question

3

4

7

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Computer Graphic Designâ&#x20AC;&#x201D;Print and Web 2013 Continuing Students Survey Please explain your answer (to Question 2) Question 3 CGD 2013 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. 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. I feel I now have a solid foundation in Adobe CS6 and in the principles of design. 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. 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. 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. Meets expectations. CGW 2013 I am really learning alot and love the program. I haven't taken many web course yet 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 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'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 fulltime student. 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. 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. struggling with my ability to grasp all of the concepts 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. 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.

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Computer Graphic Designâ&#x20AC;&#x201D;Print and Web 2013 Continuing Students Survey Question 4 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 Response Response Response Percent Count Percent Count

Answer Options

Total Percent

Total Count

Computers

66.7%

10

100.0%

13

82.1%

23

Monitors

60.0%

9

69.2%

9

64.3%

18

Printers

33.3%

5

92.3%

12

60.7%

17

Scanners

20.0%

3

46.2%

6

32.1%

9

Overhead Projection Systems

26.7%

4

61.5%

8

42.9%

12

Most Current Software

86.7%

13

84.6%

11

85.7%

24

Faculty Expertise

86.7%

13

92.3%

12

89.3%

25

Quality of Instruction

73.3%

11

76.9%

10

75.0%

21

Faculty Attendance

66.7%

10

76.9%

10

71.4%

20

Faculty Assistance with Advising/Registration

33.3%

5

69.2%

9

50.0%

14

Faculty Availability (Outside of class)

40.0%

6

61.5%

8

50.0%

14

Paraprofessional Support (Tutoring)

6.7%

1

23.1%

3

14.3%

4

Career Counseling

13.3%

2

46.2%

6

28.6%

8

Lab Assistant Support

66.7%

10

76.9%

10

71.4%

20

Open Lab Time--During class

66.7%

10

76.9%

10

71.4%

20

Open Lab Time--Outside of class

73.3%

11

69.2%

9

71.4%

20

Lab/Classroom Environment--Temperature

20.0%

3

46.2%

6

32.1%

9

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

26.7%

4

61.5%

8

42.9%

12

Lab/Classroom Environment--Chairs and Desks

20.0%

3

61.5%

8

39.3%

11

Other (please specify)

0.0%

0

7.7%

1

3.6%

1

answered question

15

13

28

skipped question

3

4

7

Other (please specify) Faculty expertise is big.

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Computer Graphic Designâ&#x20AC;&#x201D;Print and Web 2013 Continuing Students Survey Question 5 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 Response Response Response Percent Count Percent Count

Answer Options

Total Percent

Total Count 0

Computers

0.0%

0

0.0%

0

0.0%

Monitors

0.0%

0

0.0%

0

0.0%

0

Printers

20.0%

3

0.0%

0

14.3%

3

Scanners

6.7%

1

16.7%

2

14.3%

3

Overhead Projection Systems

20.0%

3

8.3%

1

19.0%

4

Most Current Software

6.7%

1

0.0%

0

4.8%

1

Faculty Expertise

0.0%

0

0.0%

0

0.0%

0

Quality of Instruction

13.3%

2

0.0%

0

9.5%

2

Faculty Attendance

0.0%

0

0.0%

0

0.0%

0

Faculty Assistance with Advising/Registration

6.7%

1

0.0%

0

4.8%

1

Faculty Availability (Outside of class)

20.0%

3

8.3%

1

19.0%

4

Paraprofessional Support (Tutoring)

26.7%

4

25.0%

3

33.3%

7

Career Counseling

6.7%

1

8.3%

1

9.5%

2

Lab Assistant Support

0.0%

0

8.3%

1

4.8%

1

Open Lab Time--During class

0.0%

0

16.7%

2

9.5%

2

Open Lab Time--Outside of class

13.3%

2

0.0%

0

9.5%

2

Lab/Classroom Environment--Temperature

33.3%

5

8.3%

1

28.6%

6

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

6.7%

1

8.3%

1

9.5%

2

Lab/Classroom Environment--Chairs and Desks

26.7%

4

8.3%

1

23.8%

5

Other (please specify)

26.7%

4

33.3%

4

38.1%

8

answered question

9

12

21

skipped question

7

5

12

Other (please specify) CGD 2013 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 CGW 2013 none I have no complaints No program weakness thus far. Some of the walls in the labs are dirty like someone sprayed soda on them and nobody bothered to clean them up.

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Computer Graphic Designâ&#x20AC;&#x201D;Print and Web 2013 Continuing Students Survey 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? Question 6 CGD 2013 None! Get some new teachers that are like leslie and bob 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... I sometimes have a hard time seeing what's projected on the overhead screens, but it's a minor complaint. 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. 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. 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. more frequently cleaning key boards and mice please 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 better quality printers 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. Tutors are essential. Chairs in classrooms need replacing. Unsure. CGW 2013 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 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.) No, to me every thing is great 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. 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. 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

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Computer Graphic Designâ&#x20AC;&#x201D;Print and Web 2013 Continuing Students Survey Question 7 Please feel free to comment on anything that has not been addressed previously in this survey. CGD 2013 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. CGW 2013 Wish there were more CGD classes during the summer. I think that the computers in the animation class should be upgreaded. 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 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.

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175


Appendix D: CGD Print Capstone Survey Questions

176


2013—Print Competencies Survey-CAPSTONE 1. Major/Program

 

*1. What is your program of study? j CGD­Print degree (Associates Degree) k l m n

 

j CGD­Print degree and CGWC­Web certificate (Major and minor) k l m n j CGD­Print degree and CGW­Web Degree (Dual major) k l m n j CGDC­Print certificate (One Year Certificate) k l m n

 

 

 

 

2013—Print Competencies Survey-CAPSTONE  

2. Experience

*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? c High School graphic arts classes d e f g

 

c Attended college graphic design classes prior to transfer to MWCC d e f g c Self Taught/Hobby d e f g

 

 

c No Prior Experience or Education d e f g

 

If you took design classes prior to MWCC, what high school or college did you attend? 

5 6

*3. How prepared or competent in graphic design do you feel you were PRIOR to taking

classes at MWCC?

c 5—Highly Prepared­Proficient; Fully competent; Have full mastery of graphic design; Have no questions about this subject/skill. d e f g

 

c 4—Well Prepared; Above average competence; Advanced working knowledge of graphic design; Have few, if any, questions about this  d e f g subject/skill. 

c 3 — Moderately Prepared; Average competence; Working knowledge of graphic design; Have only a few questions about this subject/skill. d e f g

 

c 2 — Minimally Prepared; Below average competence; basic to little working knowledge of graphic design; Have several to a moderate  d e f g amount of questions about this subject/skill. 

c 1 — Insufficiently Prepared; Little to no competence; little to no working knowledge of graphic design; Still have a great deal of questions  d e f g about this subject/skill.  Please comment on your answer. 

5

6

 

177


2013—Print Competencies Survey-CAPSTONE 3. Design Work

 

4. What type of design work have you done while attending MWCC? (Check all that apply) c Coursework and design projects only through my classes at MWCC d e f g c Designed for a friend or family member d e f g c Freelance for print (paid) d e f g c Freelance for web (paid) d e f g

 

 

 

 

c Service Learning through my classes d e f g

   

c Volunteer design (non­course related/non­friend or family/non­paid) d e f g c Work for a printing company (paid) d e f g c Work in a design studio (paid) d e f g

 

 

Other (please specify) 

5

6

 

178


2013—Print Competencies Survey-CAPSTONE 5. Competencies­Skills Assessment

 

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.

1. Exhibit a solid  understanding of the 

3­Moderately 

2­Minimally 

1­Insufficiently 

Not Required or 

Prepared

Prepared

Prepared

Taught

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5­Highly Prepared

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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 

179


2013—Print Competencies Survey-CAPSTONE 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. 3. Exhibit measurable skills 

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Adobe InDesign

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Adobe Photoshop

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Adobe Illustrator

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QuarkXpress

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Adobe Dreamweaver

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Adobe Acrobat Professional

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4. Transform digital images 

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and working knowledge in  the industry standard  graphic design software.

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. 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-CAPSTONE illustrations. 6. Have a solid working  knowledge of the 

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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-CAPSTONE typography. 7B. Produce sophisticated, 

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Career planning

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Skill assessment

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Resume writing

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Interviewing

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Compile a professional­

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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.

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

182


2013—Print Competencies Survey-CAPSTONE If you rated any of the above with a 2­Minimally Prepared or a 1­Insufficiently Prepared—please explain your answer. 

5

6

 

183


2013—Print Competencies Survey-CAPSTONE typography. 7B. Produce sophisticated, 

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Career planning

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Skill assessment

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Resume writing

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Interviewing

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Compile a professional­

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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.

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

184


2013—Print Competencies Survey-CAPSTONE If you rated any of the above with a 2­Minimally Prepared or a 1­Insufficiently Prepared—please explain your answer. 

5

6

 

185


2013—Print Competencies Survey-CAPSTONE 6. General Education Competencies

 

*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.

1. Written and Oral  Communication in English: 

Moderately 

Minimally 

Insufficiently 

Prepared

Prepared

Prepared

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Highly Prepared

Well Prepared

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N/A

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-CAPSTONE to the audience. 1E. Uses credible research  material effectively and 

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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-CAPSTONE the authoritativeness,  currency and  content/coverage to  determine information  quality. 2F. Evaluate Information:  You can demonstrate the 

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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


2013—Print Competencies Survey-CAPSTONE 7. Final Comments

 

*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? 5 6  

*9. What do you believe your MWCC Print design classes prepared you for the least or

you feel you are the weakest in?

5 6  

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. 5 6  

 

189


Appendix D: CGD Print Capstone Survey Results

190


191 0.0% 62.5% 12.5%

Attended college graphic design classes prior to transfer to MWCC

Self Taught/Hobby

No Prior Experience or Education

2010

8

7 0 0 1

Question 2

58.3% 0.0% 41.7% 0.0%

I attended Montachusett Regional Vocational Technical School.

2011

12

7 0 5 0

For 4 semesters I attended The New England Institute of Art in brookline.

Narragansett High School, UMass Lowell

2012

100.0% 0.0% 0.0% 0.0%

36.4%

27.3%

27.3%

18.2%

12

4

3

3

2

10.0%

50.0%

0.0%

70.0%

2010

2011

Dixie Hollins High School Graphic Arts Academy. This school focused on traditional design, we did not work on computers.

Natick High School class of 1975

2012

10

10 0 0 0

10

1

5

0

7

If you took design classes prior to MWCC, what high school or college did you attend?

8

1

5

0

4

Took some art and design classes many years ago at UMass and Mass College of Art (evening).

Wachusett Regional High School

2011

2013

66.7% 0.0% 33.3% 0.0%

2013

3

2 0 1 0

0.0%

33.3%

0.0%

66.7%

3

0

1

0

2

Response Response Response Response Response Response Response Response Percent Count Percent Count Percent Count Percent Count

87.5% 0.0% 0.0% 12.5%

50.0%

answered question

2010 Response Response Response Response Response Response Response Response Percent Count Percent Count Percent Count Percent Count

High School graphic arts classes

Answer Options

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?

answered question

CGD-Print degree (Associates Degree) CGD-Print degree and CGWC-Web certificate (Major and minor) CGD-Print degree and CGW-Web Degree (Dual major) CGDC-Print certificate (One Year Certificate)

Answer Options

What is your program of study?

Question 1

Print Competencies Survey-CAPSTONE

26 0 6 1 33

Total Count

18.2%

42.4%

9.1%

45.5%

4 Year Total

33

6

14

3

15

Total Count

2010â&#x20AC;&#x201C;2013

78.8% 0.0% 18.2% 3.0%

4 Year Total

2010â&#x20AC;&#x201C;2013


192

Monty Tech

Ayer Highschool

Oakmont Regional High school

2013

I took one week of graphic design class in our tech high school and it tied between that program and the CAD program, since i ended up not being able to do that well enough to suit i tried this when i got to college.

North Middlesex Regional Highschool- 2 levels of photoshop classes

Oakmont Regional High school

2012


193

25.0%

37.5%

12.5%

4—Well Prepared; Above average competence; Advanced working knowledge of graphic design; Have few, if any, questions about this subject/skill.

3 — Moderately Prepared; Average competence; Working knowledge of graphic design; Have only a few questions about this subject/skill.

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.

2011

2012

2013

18.2%

45.5%

9.1%

27.3%

9.1%

12

2

5

1

3

1

2010

Please comment on your answer.

8

2

1

3

2

0

10.0%

50.0%

30.0%

10.0%

0.0%

10

1

5

3

1

0

0.0%

33.3%

33.3%

33.3%

0.0%

3

0

1

1

1

0

I had taken the traditional design classes at Dixie Hollins, but I had never used the computer programs before I came to this school.

As a hobby, I learned by trial and error, and because it was a hobby, all of my work was pro bono for charity.

In High School, I learned in both the design and print areas of the trade.

The graphic design classes that I took at MWCC were the very first graphic design classes that I have ever taken.

Previous to going to MWCC I had merely dabbled in the basics of design theory. I had no working knowledge of any programs or concepts of design.

I've always had a strong interest in Graphic arts and design. Though I had never had any formal training. I had done some work as a hobby, prior to classes.

Although I had prior knowledge in high school about graphic design, coming to MWCC, I was able to shift my skills to a more professional and realistic level. Not only are all the professors and faculty very one on one, but they create an environment of self creativity. I have been thoroughly taught all Adobe brand applications as well as QuarkXPress. I had the expereience of working with an actual client for a design which gave me and idea of what it's really like in career of graphic design. I have now completed roughly fifteen pieces, ten of which I have finalized to portfolio level. It's nice to leave having a portfolio, digital and print, as well as having the confidence in my skills in this field. I think it's amazing how much you learn in this program here at the Mount in just two years.

I did not know the Adobe Creative Suite software, but did have a working knowledge of design concepts and other software (Publisher, PowerPoint, Word).

answered question

25.0%

0.0%

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.

2010 Response Response Response Response Response Response Response Response Percent Count Percent Count Percent Count Percent Count

5—Highly Prepared-Proficient; Fully competent; Have full mastery of graphic design; Have no questions about this subject/skill.

Answer Options

How prepared or competent in graphic design do you feel you were PRIOR to taking classes at MWCC?

Question 3

Print Competencies Survey-CAPSTONE

15.2%

36.4%

24.2%

21.2%

3.0%

4 Year Total

33

5

12

8

7

1

Total Count

2010–2013


194

No responses

I frequently use the programs to create things in my spare time. 2013

I was able to help create a logo for my step dad and create my own logo for my own cleaning company. Along with those I did the brochure for a service learning project through class.

2012

Completed foundation design courses at UMass Lowell that left me with a great understanding of basic elements of design.

I thought I knew what I was doing, but I didn't.

When I started at MWCC I had allready completed intro classes in the adobe programs and had taken mutiple other design classes.

I had some understanding of composition, and new what I though looked good, in terms of CD covers, DVD covers, posters, etc...

2011


195

4 0

0.0% 75.0%

Freelance for web (paid)

Designed for a friend or family member

Volunteer design (non-course related/non-friend or family/non50.0% paid)

Work in a design studio (paid) 0.0%

0.0%

0.0%

30.0%

90.0%

20.0%

20.0%

90.0%

100.0%

12

2

0

0

3

9

2

2

9

10

2012

2013

2012

2011

0.0%

0.0%

40.0%

100.0%

20.0%

40.0%

90.0%

90.0%

10

2

0

0

4

10

2

4

9

9

0.0%

0.0%

33.3%

100.0%

33.3%

66.7%

100.0%

100.0%

3

0

0

0

1

3

1

2

3

3

No responses

2013

I was able to help create a logo for my step dad and create my own logo for my own cleaning company. Along with those I did the brochure for a service learning project through class. I frequently use the programs to create things in my spare time.

Cartoons. Paid.

Trade School

Worked on contracts through The UPS Store as an independent contractor.

With full time student status and a part time job on days not in school, freelance work was not an option.

2010

Other (please specify)

8

3

0

0

I did some freelance of creating a business card for a client but I was not paid for it.

Other (please specify)

answered question

6

37.5%

Freelance for print (paid)

0.0%

8

100.0%

Service Learning through my classes 3

6

75.0%

Work for a printing company (paid)

2011

Response Response Response Response Response Response Response Response Percent Count Percent Count Percent Count Percent Count

2010

Coursework and design projects only through my classes at MWCC

Answer Options

What type of design work have you done while attending MWCC? (Check all that apply)

Question 4

Print Competencies Survey-CAPSTONE

0.0%

0.0%

36.4%

84.8%

15.2%

33.3%

87.9%

84.8%

4 Year Total

33

7

0

0

12

28

5

11

29

28

Total Count

2010â&#x20AC;&#x201C;2013


196

0.0% 0.0%

4 Year Program

2 Year Program (Web Degree at MWCC/or other school)

3

8

0

0

5

2012

2013

0.0%

9.1%

45.5%

54.5%

12

0

1

5

6

10.0%

20.0%

70.0%

30.0%

10

1

2

7

3

0.0%

100.0%

33.3%

0.0%

3.0%

18.2%

54.5%

36.4%

4 Year Total

33

1

6

18

12

Total Count

2010â&#x20AC;&#x201C;2013

I plan to look for a job for a year and if I can't find one, or make enough money freelancing, I will attend Fitchburg State University. School is very hard for me. I get so depressed, more so than when I have a job. I am not looking forward to continuing with the status quo.

I have successfully been accepted into Becker College, in Worcester, MA. To work on a Bachelor's degree in Interactive Entertainment, Game Design. I feel confident that my maturity and knowledge gained, at Mount Wachusett Community College, has prepared me for whatever adventure, and to pursue my dream career, lies ahead at Becker College.

I'm not sure yet, and I'm debating whether I want to get a higher degree in Graphic Design, or go into teaching.

2011

I would like to find an entry level job, but would like to return to school part time to get my bachelors degree. I am very prepared for any job in print design or any school program.

I am planning on transferring to Worcester State College and continuing my education in Computer Graphic Design.

I am transferring to Simmons College for my Bachelor Degree. I feel like a confident prepared to transfer in because I feel I was taught well in the information that I need to know to succeed.

I have several things to work on as regards the interview process but as far as working design knowledge (theory and programs) I feel very confident approaching the field.

I am transferring to Fitchburg State College. I am enrolled for the Fall 2010 semester in Communication Media Graphic Design. I feel very prepared for this transfer. From what I have read and heard from professors, I may actually go into Fitchburg knowing more about certain applications than some students all ready there. Even knowing that, I myself know that I have a full understanding in the field of Graphic Design. I have created many pieces in which I am proud. I have been able to teach myself new things in the process of designing as well as learn from everyone else around me in this field. I feel as though I can present myself to be very proficient in my field.

2010

3

0

3

1

0

Response Response Response Response Response Response Percent Count Percent Count Percent Count

2011

If yes, what school and program are your transferring to? How prepared do you feel you are for transfer or employment?

answered question

37.5% 62.5%

Yes, I plan to continue my education.

Response Count

2010 Response Percent

No, I plan to obtain a job.

Answer Options

Do you plan to transfer to a 2 or 4 year program after graduating from MWCC?

Question 5

Print Competencies Survey-CAPSTONE


197

Mass Art

2013

I will either continue my education at another school or I will obtain my certificate for creating graphic novels.

Web. kind of.

I plan to be a freelancer as my ultimate goal and plan to finish up my web degree before leaving mount wachusets i haven't given it thought as to where exactly i want to go for my four year course work.

I am going to further my education just not sure when i will go on.

I am transferring to the graphic design degree at Cedarville University in Ohio.

Umass lowell

2012


198

2010

2011

4.00

4.38

4.50 4.25 4.50 4.13 3.50 3.38 3.25 4.38

4.38 4.38

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.

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

Adobe InDesign

Adobe Photoshop

Adobe Illustrator

QuarkXpress

Adobe Dreamweaver

Adobe Acrobat Professional

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.

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.

4.25

8

8

8

8

8

8

8

8

8

8

8

8

8

4.73

4.45

4.64

3.73

3.64

3.45

4.27

4.64

4.36

4.36

4.45

4.36

4.27

11

11

11

11

11

11

11

11

11

11

11

11

11

Rating Response Rating Response Average Count Average Count

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

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.

Answer Options

Please rank your ability/competence/skill level on the following scale: 5—Highly Prepared-Proficient; 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.

Question 6

4.50

4.30

4.30

3.40

3.60

4.10

4.67

4.40

4.40

4.10

4.10

4.20

4.20

2013

10

10

10

10

10

10

10

10

10

10

10

10

10

5.00

5.00

5.00

3.67

4.33

4.33

4.67

4.67

5.00

4.67

4.67

5.00

4.33

3

3

3

3

3

3

3

3

3

3

3

3

3

Response Rating Response Count Average Count

2012

Rating Average

Print Competencies Survey-CAPSTONE

4.65

4.53

4.58

3.51

3.74

3.85

4.44

4.55

4.50

4.41

4.40

4.39

4.26

4 Year Average

2010–2013


199

4.13 4.00 4.38 3.50 4.50 4.75 4.13 3.63 3.75

3.25 3.63 4.13 4.25 4.38

4.25 4.00 4.25 4.38 4.13 4.63 4.38

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 line-art and color illustrations.

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: e-mail, 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 multi-page 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 typography.

7B. Produce sophisticated, multi-faceted 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 pre-press 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.

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

4.73

4.73

4.55

4.64

4.27

4.27

4.09

4.36

4.45

4.45

4.09

3.82

4.00

3.91

4.55

4.55

4.45

3.82

4.36

4.55

4.45

11

11

11

11

11

11

11

11

11

11

11

11

11

11

11

11

11

11

11

11

11

4.40

4.20

4.00

4.40

3.90

3.90

4.40

4.30

4.10

4.10

3.80

3.33

3.60

3.60

4.30

4.40

4.10

3.60

4.70

4.30

4.60

10

10

10

10

10

10

10

10

10

10

10

10

10

10

10

10

10

10

10

10

10

5.00

5.00

5.00

4.00

4.33

4.67

4.67

4.33

4.67

4.67

5.00

4.33

5.00

4.67

5.00

5.00

5.00

4.33

5.00

4.67

5.00

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

4.63

4.64

4.42

4.36

4.19

4.21

4.35

4.34

4.37

4.34

4.13

3.68

4.09

3.95

4.50

4.68

4.51

3.81

4.61

4.38

4.55


200

4.25 4.38 4.00 4.25 4.13

Skill assessment

Resume writing

Interviewing

Compile a professional-quality portfolio

10. Manage and development client-based visual communication pieces with the use of effective design and layout while meeting strict deadlines. 5

8

8

8

8

8

8

8

4.37

4.45

4.55

4.27

4.27

4.18

4.09

4.27

1

11

11

11

11

11

11

11

4.13

4.10

4.40

4.00

3.80

4.20

4.10

4.30

2

10

10

10

10

10

10

10

4.74

5.00

5.00

4.67

4.67

5.00

5.00

4.67

0

3

3

3

3

3

3

3

4.37

8

4.42

4.55

4.24

4.28

4.41

4.33

4.41

No responses

2013

I have a knowing about the web but i dont have a complete understanding on everything to set up a website.

Using Adobe Acrobat Professional: I've hardly used this in any of my courses. Aside from using InDesign to create a PDF portfolio, then finish it in Acrobat, I've never been taught anything about the application

2012

QuarkXpress - I took a single class in Quark, and that was 3 or 4 years ago. I have used InDesign for all things page layout and such since, and therefore I am not very knowledgeable about the ins and outs of QuarkXpress.

2011

Since I was a Print Major, I was not fully prepared in web design. The classes in web design merely scraped the surface of basic HTML, XHTML, and a few weeks working on Dreamweaver. There was no advanced training in this program like with Photoshop, Illustrator, InDesign, and Quark. I do not feel fully prepared for the web design field, and do not feel confident applying for a job in that field.

The use of quark express. I had never used the program before the class and only used it for one project. As large as the project was I still don't have as much working knowledge of the program as InDesign.

9. Interviewing - This is not the result of any insufficiencies in my knowledge of design. I merely have a nervous personality and do not do well with the interview process.

I have not taken a course based on flash animation. Also, I took thee web courses, but I do not feel that I know everything there is to know about Dreaweaver.

Adobe Dreamweaver - did not really learn enough about the features in Dreamweaver. The focus was on hand-coding and not using Dreamweaver until later. I never took 112, so really didn't get any training in Adobe Acrobat Pro. This would have been useful in another course.

2010

If you rated any of the above with a 2-Minimally Prepared or a 1-Insufficiently Preparedâ&#x20AC;&#x201D;please explain your answer.

Total Average Rank for all Skills/Compentencies 4.22

4.13

Career planning

If you rated any of the above with a 2-Minimally Prepared or a 1Insufficiently Preparedâ&#x20AC;&#x201D;please explain your answer.

4.38

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


201 4.63 4.38 4.50 4.50 4.25

4.63

4.50

4.38

4.25

4.13

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.

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.

4.38

8

8

8

8

8

8

8

8

8

8

8

Response Count

2010

Rating Average

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

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.

Answer Options

Please rank your ability/competence/skill level on the following scale: 5—Highly Prepared-Proficient; 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.

4.50

4.50

4.60

4.50

4.50

4.30

4.33

4.40

4.20

4.60

4.60

12

12

12

12

12

12

12

12

12

12

12

Response Count

2011

Rating Average

Question 7

3.90

3.90

3.70

3.50

3.40

3.70

3.80

3.70

3.50

3.70

3.80

10

10

10

10

10

10

10

10

10

10

10

Response Count

2012

Rating Average

Print Competencies Survey-CAPSTONE

4.67

5.00

4.67

4.67

5.00

4.67

5.00

5.00

4.67

5.00

4.33

Rating Average

3

3

3

3

3

3

3

3

3

3

3

Response Count

2013

4.30

4.41

4.34

4.29

4.38

4.23

4.41

4.40

4.19

4.48

4.28

4 Year Average

2010-–2013


202

4.38 4.43 4.63 4.38 4.25

2E. Evaluate Information: You are able to consider 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.

Total Average Rank for all Skills/Compentencies 4.41

4.50

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

answered question

4.25

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

8

8

8

8

7

8

8

8

4.49

4.50

4.60

4.60

4.60

4.50

4.50

4.50

12

12

12

12

12

12

12

12

3.76

3.89

3.70

4.00

3.70

3.90

3.60

4.33

10

9

10

10

10

10

10

10

4.76

4.67

4.67

4.67

4.67

4.67

5.00

4.67

3

3

3

3

3

3

3

3

4.36

33

4.33

4.34

4.48

4.35

4.36

4.40

4.44


203

15

10

7

at least 10-20 maybe more

Six

9

12

10

about 3

10

12

somwhere around 10 to 15

5

15

twelve

Between 5-10.

Research reports 4 oral presentations 8

35 - 45

10

8

5?

2013

2012

2011

2010

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.

Question 7

Print Competencies Survey-CAPSTONE


204 2011

Freelance work

The real world.

I have a very thorough understanding of how the Design Software works.

MWCC Print design classes taught, me how in each design, legibility rated as the top priority, that less is more, and that plagiarism is wrong, when it comes to creativity, be original.

Principles of design, the design process, Adobe Creative Suite

The Print program prepared me for preparing for prepress and the effect of color in a printed design.

I got preperation in using the computer programs for many different style projects.

I feel like I'm very good at preparing for Interviews and putting together a professional portfolio.

They really helped develop the skill needed to effectively used the programs, while making sure you were ready and prepared for the real world.

I think Photoshop, Illustrator and InDesign are the three classes that I have learned the most from. I am very comfortable to use those three programs.

The instance of getting a theme piece completed in a short period of time.

I am completely prepared to be a print designer. I could work at any job that utilizes the Creative Suite programs. I know the entire design process from concept to print and could easily make use of this at a job or in a future school.

I believe that my MWCC Print design classes have prepared me for how the business runs in the real world. They have also prepared me to work in a time efficient manner.

How to prepare everything for the printing press. To make sure that the layout is readable and the audience can understand what you are trying to advertise.

I believe that I am most prepared in most the Adobe applications. Also, I have a full understanding of all Principals and Elements of Design. I feel that I am prepared to be able to present myself as a graphic designer in a professional manner.

Before I took the Print design classes I was only proficient in Photoshop. Now I am proficient in InDesign, Dreamweaver, and getting quite adept at Illustrator. I also have a much stronger understanding of the principles of good design and how to employ them effectively.

What I am taking away from MWCC is a working knowledge of the principles of design theory. Also, thanks to the sometimes intense schedule, I am great with file organization and multitasking.

Use of the Adobe CS4 software. The design process (research, thumbnails, comps, drafts, final). Publication design.

2010

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?

Question 8

Print Competencies Survey-CAPSTONE


205

As a result I feel that the courses prepared or taught me the most about using software programs and how to develop workflows + the thought processes needed to develop designs inside the programs.

I feel that I am more skilled as a result of training/coursework.

I have a greater understanding of the hierarchy of elements in a design as well as the core elements of a design including contrast repetition alignment and proximity.

2013

I feel like it most prepared me for working with real world clients. How to setup documents to print correctly before sending them out to print, and how to use all of the programs efficiently.

I feel that my print classes gave me a solid working basis in which i can succeed and do very well for my self provided i continue to work on the technical side of it.

I think the Print degree lead me to something I really love and show my creativity to everyone. I learned all diffrent programs and qualitys along the way.

Advanced Illustration, Publication Design, and Advanced Photoshop, I think prepared me for the technical aspects of design. But Portfolio Prep and Print Production were also helpful in preparing me for the business aspects of the field.

Photoshop and Illustrator programs. Designing a brochure for clients

Client work.

I feel like I am the most prepared for creating multi-page layouts.

real world jobs and clients

I believe the classes most prepared me for the real world by teaching me how to utilize the Adobe programs making my work professional.

2012


206 2011

Thumbnails and mock-ups

WEB

I don't find this question applicable.

MWCC Print design classes have prepared me to the best of the abilities of the staff and curriculum. Nothing teaches students better than real world experience and no amount of prep at a College or University will change that.

I wish I knew more about specific jobs within the field of graphic design

I still need to work more with prepress prepararion before I will be completely confident in it.

N/A, I dont have anything to compare it too.

I do feel like they could have prepared us more for the service learning client projects. Perhaps having one other service learning project earlier in the year would have helped with the process.

How much I should charge and freelancing in general.

I feel I am weakest in Fireworks. There was only one class that related to Fireworks.

Rejection of my artistic efforts.

I was prepared the least in the web design field. I am weak with HTML, XHTML, CSS, and Dreamweaver.

My main weakness is that I procrastinate too much.

I feel I am weakest in Photoshop. I feel I had to teach myself that program.

I feel that I have a weakness in the Adobe Illustrator Application. Although I have taken a course in this program, I feel there are many things I still don't know yet. I don't blame this on the classes at all, I just think it's a kind of program I have to practice in because I have never been an artist on paper and that seems to cause me difficulty when drawing on the computer.

I still have little actual working knowledge of Flash, Fireworks, or Acrobat.

I have the least confidence in my ability to work solo as a freelance designer. It was touched on several times during some of the courses but I feel it is something that more time should be spent on.

I still have some gaps in Photoshop, but I don't think it's due to the classes necessarily.

2010

What do you believe your MWCC Print design classes prepared you for the LEAST or you feel you are the weakest in?

Question 9

Print Competencies Survey-CAPSTONE


207

I think they could have covered design history a bit more. I realize that there's so much you can teach in a few classes though.

I still feel like there is so much more for me to learn.

Typography, our typography class did not in anyway actually teach us something about typography.

2013

All of the CGD instructors were effective in making sure that they covered everything that we needed to know.

I feel that my area of weakness would be my technical writing skills and business writing skills.

I feel I am the weakest in the Web aspect.

I think the required web design classes for print majors are okay for getting a base knowledge in web design, but I don't feel properly prepared to create a fully-functional website that is up to par with my print design skills.

Web Design- but its not part of my major

Actual printing.

I really don't feel like I am weak in any specific skill.

printing

I could have learned more about Quark Xpress but I know InDesign well.

2012


208

I was not a web major, but teaching PHP would be VERY valuable.

MWCC's CGD program is first-rate! Leslie Cullen sets a tone of professionalism and high standards. Every teacher I had was knowledgeable, helpful, and caring. I believe I got an excellent education at a great price.

I think that when there is a textbook for a class, on top of the major semester projects, there should be smaller assignments utilizing certaint tools in the program but the student should have full creative control over the subject matter. So that when work is done on major projects, these techniques could be used.

I feel there should be more InDesign taught on campus. The only course dedicated to the program is online only.

2011

To enable the CGD student to work at their work station on the program being demonstrated is a huge plus, rather than simply sitting and trying to follow along.

There was no clearly laid out teaching on how to convert designs into websites. I have no idea how to do this, and it would have been very helpful to me. I am weak with coding and I wish that I knew how to cut up my designs and easily make them into a website.

Keep up what you're doing!

More topics on photoshop.

I don't think there is anything that the CGD program at MWCC can improve on.

Flash, Fireworks, and Acrobat.

In general I think the print part of the program is really very good. It's well organized, great instructors, logical progression of courses, good projects. The portfolio course and Print Production really pull it all together nicely too. I do not think having CGD235, Typography, online is a very good idea though. I think students really would be much better served by having a real class with live critique and seeing each other's work. It also went at a pretty slow pace, and many students didn't really take it very seriously. It's good perhaps, to know how to take a course online, but not in this major. Online courses should just be for electives, like Digital Photo Art, not requirements. It should not be offered online just because the instructor does not live locally. The web side of the program is not as well established or run. I know the field is changing rapidly, but the quality of the instruction is lacking. Feedback and evaluation can be very sketchy on this side of things. You are often left to learn things on your own. CGD109 was a real waste of time. Outdated and annoying. Needs to come into the 21st century - more on social media (Twitter, blogging, etc., getting into making web pages immediately, and less on old slides of computers back in the day. The day we had a quiz on the syllabus was truly remarkable (and not in a good way). I can't think of anything to add to the print side - it's pretty perfect ... just would like a bit more of it!

2010

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.

Question 10

Print Competencies Survey-CAPSTONE


209


Appendix D: CGW Web Capstone Survey Questions

210


2013—Web Competencies Survey-CAPSTONE 1. Major/Program

 

*1. What is your program of study? j CGW­Web degree (Associates Degree) k l m n

 

j CGW­Web degree and CGDC­Print certificate (Major and minor) k l m n j CGW­Web Degree and CGD­Print degree (Dual major) k l m n j CGWC­Web certificate (One Year Certificate) k l m n

 

 

 

 

2. Experience

*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? c High School graphic arts classes d e f g

 

c Attended college graphic design classes prior to transfer to MWCC d e f g c Self Taught/Hobby d e f g

 

 

c No Prior Experience or Education d e f g

 

If you took design classes prior to MWCC, what high school or college did you attend? 

5 6

Page 1

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2013—Web Competencies Survey-CAPSTONE

*3. How prepared or competent in web/graphic design do you feel you were PRIOR to taking classes at MWCC? c 5—Highly Prepared­Proficient; Fully competent; Have full mastery of graphic design; Have no questions about this subject/skill. d e f g

 

c 4—Well Prepared; Above average competence; Advanced working knowledge of graphic design; Have few, if any, questions about this  d e f g subject/skill. 

c 3 — Moderately Prepared; Average competence; Working knowledge of graphic design; Have only a few questions about this subject/skill. d e f g

 

c 2 — Minimally Prepared; Below average competence; basic to little working knowledge of graphic design; Have several to a moderate  d e f g amount of questions about this subject/skill. 

c 1 — Insufficiently Prepared; Little to no competence; little to no working knowledge of graphic design; Still have a great deal of questions  d e f g about this subject/skill.  Please comment on your answer. 

5

6

3. Design Work

 

4. What type of design work have you done while attending MWCC? (Check all that apply) c Coursework and design projects only through my classes at MWCC d e f g c Designed for a friend or family member d e f g c Freelance for print (paid) d e f g c Freelance for web (paid) d e f g

 

 

 

 

c Service Learning through my classes d e f g

   

c Volunteer design (non­course related/non­friend or family/non­paid) d e f g c Work for a printing company (paid) d e f g c Work in a design studio (paid) d e f g

 

 

Other (please specify) 

5

6

 

Page 2

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2013—Web Competencies Survey-CAPSTONE  

4. Transfer/Employment

*5. Do you plan to transfer to a 2 or 4 year program after graduating from MWCC? c No, I plan to obtain a job. d e f g

 

c Yes, I plan to continue my education. d e f g c 4 Year Program d e f g

 

 

c 2 Year Program (Print Degree at MWCC/or other school) d e f g

 

If yes, what school and program are your transferring to? How prepared do you feel you are for transfer or employment? 

5

6

5. Competencies­Skills Assessment

 

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. 

Page 3

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2013—Web Competencies Survey-CAPSTONE

*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.

1. Exhibit a solid  understanding of the 

3­Moderately 

2­Minimally 

1­Insufficiently 

Not Required or 

Prepared

Prepared

Prepared

Taught

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

j k l m n

5­Highly Prepared

4­Well Prepared

j k l m n

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 

Page 4

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2013—Web Competencies Survey-CAPSTONE comprehensive print layouts  and websites. 3. Exhibit a solid 

j k l m n

j k l m n

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4A. Adobe Photoshop

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4B. Adobe Illustrator

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4C. Adobe Dreamweaver

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4D. Adobe Flash

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4E. Adobe InDesign

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4F. Adobe Acrobat 

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4G. Adobe Fireworks

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5. Transform digital images 

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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.

Professional

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 

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2013—Web Competencies Survey-CAPSTONE creation of high quality  graphics for print. 5B. Create, optimize, and  save graphics for the web. 6. Create complex  electronic illustrations and 

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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 

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2013—Web Competencies Survey-CAPSTONE generation web standard  browsers: Opera, Chrome,  Firefox and Safari. 7E. Create engaging web 

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9A. Career planning

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9B. Skill assessment

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9C. Resume writing

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9D. Interviewing

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9E. Compile a professional­

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

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

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

5

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2013—Web Competencies Survey-CAPSTONE

6

6. General Education Competencies

 

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2013—Web Competencies Survey-CAPSTONE

*7. Please rank your ability/competence/skill level on the following scale: 5—Highly Prepared­Proficient; Fully competent; Have full mastery of this skill; Have no questions about this subject/skill. 4—Well Prepared; Above average competence; Advanced working knowledge of this skill; Have few, if any, questions about this subject/skill. 3 — Moderately Prepared; Average competence; Working knowledge of this skill; Have some questions about this subject/skill. 2 — Minimally Prepared; Below average competence; basic to little working knowledge of this skill; Have moderate to several questions about this subject/skill. 1 — Insufficiently Prepared; Little to no competence; little to no working knowledge of this skill; Still have a great deal of questions about this subject/skill.

1. Written and Oral  Communication in English: 

Moderately 

Minimally 

Insufficiently 

Prepared

Prepared

Prepared

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Highly Prepared

Well Prepared

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N/A

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.

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2013—Web Competencies Survey-CAPSTONE the authoritativeness,  currency and  content/coverage to  determine information  quality. 2F. Evaluate Information:  You can demonstrate the 

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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. 

7. Final Comments

 

*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? 5 6  

*9. What do you believe your MWCC Web design classes prepared you for the LEAST or

you feel you are the weakest in?

5 6  

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2013—Web Competencies Survey-CAPSTONE 10. 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. 5 6  

8. Thank you!

 

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  l_cullen@mwcc.mass.edu 

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Appendix D: CGW Web Capstone Survey Results

222


223

2011

2012

2013

2010

9

5 0 4 0

Question 2

71.4% 0.0% 28.6% 0.0%

2011

7

5 0 2 0

85.7% 0.0% 14.3% 0.0%

2012

7

6 0 1 0

66.7% 0.0% 33.3% 0.0%

2013

3

2 0 1 0

22.2% 44.4% 33.3%

Attended college graphic design classes prior to transfer to MWCC

Self Taught/Hobby

No Prior Experience or Education 9

3

4

2

4

28.6%

57.1%

14.3%

28.6%

7

2

4

1

2

28.6%

42.9%

14.3%

28.6%

7

2

3

1

2

0.0%

66.7%

0.0%

33.3%

3

0

2

0

1

Response Response Response Response Response Response Response Response Percent Count Percent Count Percent Count Percent Count

55.6% 0.0% 44.4% 0.0%

44.4%

answered question

2010 Response Response Response Response Response Response Response Response Percent Count Percent Count Percent Count Percent Count

High School graphic arts classes

Answer Options

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?

answered question

CGD-Print degree (Associates Degree) CGD-Print degree and CGWC-Web certificate (Major and minor) CGD-Print degree and CGW-Web Degree (Dual major) CGDC-Print certificate (One Year Certificate)

Answer Options

What is your program of study?

Question 1

Web Competencies Survey-CAPSTONE

18 0 8 0 26

Total Count

26.9%

50.0%

15.4%

34.6%

4 Year Total

26

7

13

4

9

Total Count

2010–2013

69.2% 0.0% 30.8% 0.0%

4 Year Total

2010–2013


224

2011

Monty Tech

Monty Tech

I attended Money Tech and was in the graphics art program

Photoshop, QuarkExpress, Freehand, Photography (black and white)

2013

2012

The only course I took was desktop publishing aka making business cards, a calendar, etc. I first got interested in this by modifying my own layouts for social networking websites.

North Middlesex (NMRHS)

Montserrat College of Art

Murdock Middle High School, Winchendon, MA

I took the intro class while still enrolled in high school, but I ended up having to drop it and retake it when I started here full time.

2010

If you took design classes prior to MWCC, what high school or college did you attend?


225

0.0%

33.3%

44.4%

4—Well Prepared; Above average competence; Advanced working knowledge of graphic design; Have few, if any, questions about this subject/skill.

3 — Moderately Prepared; Average competence; Working knowledge of graphic design; Have only a few questions about this subject/skill.

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.

2012

2013

0.0%

57.1%

28.6%

14.3%

0.0%

7

0

4

2

1

0

2010

0.0%

28.6%

28.6%

42.9%

0.0%

7

0

2

2

3

0

0.0%

33.3%

0.0%

66.7%

0.0%

3

0

1

0

2

0

7.7%

42.3%

26.9%

23.1%

0.0%

4 Year Total

26

2

11

7

6

0

Total Count

2010–2013

I took a photoshop class in high school. I did good in the class but didn't know that much about web design.

I had absolutely no experience with Graphic Design. Despite having no experience, I did not have very many questions to ask about the programs/subject/skill. It was simply just dive into the subject, and work it out as I went along. Go with the flow.

I knew nothing about the web/HTML/CSS.

2011

Please comment on your answer.

9

2

4

3

0

0

Only hade one class and the rest was personaly learned from viewing source codes.

answered question

22.2%

0.0%

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.

2010 Response Response Response Response Response Response Response Response Percent Count Percent Count Percent Count Percent Count

5—Highly Prepared-Proficient; Fully competent; Have full mastery of graphic design; Have no questions about this subject/skill.

Answer Options

How prepared or competent in web/graphic design do you feel you were PRIOR to taking classes at MWCC?

Question 3

Web Competencies Survey-CAPSTONE


226

No responses

2013

I knew old HTML but not CSS and I didn't know how to use Adobe Creative Suite very well.

There are still questions I might have to ask myself or someone else because new things come out everyday in the web. So I would educate myself further than just my degree.

I am more of a coder and programmer than a graphic designer, but still had a decent amount of knowledge of the field.

2012

I had a good knowledge of some of the programs like Photoshop a really want to learn and use Dreamweaver and to web stuff

Took a web design class at Monachusett Technicial Regional High School (Adult Education) and played around myself.

I took a certificate in Web design however Photoshop is the only class that really taught me a little. The others were superficial, I didn't have any live interaction with clients and didn't do a website from start to finish.

2011


227

3 0

Volunteer design (non-course related/non-friend or family/non33.3% paid) 0.0% 0.0%

Work in a design studio (paid)

Work for a printing company (paid) 0.0%

0.0%

42.9%

71.4%

14.3%

28.6%

100.0%

85.7%

7

2

0

0

3

5

1

2

7

6

No responses

I customize memoribilia products

Cartoons. Paid.

No responses

Worked on contracts through The UPS Store as an independent contractor.

2013

2012

2011

With full time student status and a part time job on days not in school, freelance work was not an option.

2010

Other (please specify)

9

3

0

I did some freelance of creating a business card for a client but I was not paid for it.

answered question

8

88.9%

Designed for a friend or family member

3

33.3%

Freelance for web (paid)

9 0

0.0%

100.0%

Service Learning through my classes

Freelance for print (paid)

7

77.8%

Other (please specify)

2011

2012

2013

0.0%

0.0%

42.9%

71.4%

14.3%

28.6%

100.0%

85.7%

7

2

0

0

3

5

1

2

7

6

0.0%

0.0%

0.0%

33.3%

0.0%

33.3%

100.0%

100.0%

3

0

0

0

0

1

0

1

3

3

Response Response Response Response Response Response Response Response Percent Count Percent Count Percent Count Percent Count

2010

Coursework and design projects only through my classes at MWCC

Answer Options

What type of design work have you done while attending MWCC? (Check all that apply)

Question 4

Web Competencies Survey-CAPSTONE

0.0%

0.0%

34.6%

73.1%

19.2%

19.2%

100.0%

84.6%

4 Year Total

26

7

0

0

9

19

5

5

26

22

Total Count

2010â&#x20AC;&#x201C;2013


228

44.4% 0.0%

4 Year Program

2 Year Program (Print Degree at MWCC/or other school)

4

9

0

4

3

2012

2013

0.0%

28.6%

42.9%

42.9%

7

0

2

3

3

0.0%

42.9%

42.9%

42.9%

7

0

3

3

3

33.3%

66.7%

33.3%

33.3%

3.8%

42.3%

38.5%

42.3%

4 Year Total

26

1

11

10

11

Total Count

2010â&#x20AC;&#x201C;2013

2013

I plan to go to Massachusetts College for Art and Design in Boston for the Animation degree.

Mass Art

I feel that I am prepared for self-employment as a freelance designer. I have been working in this capacity for over a year now and have been able to do whatever my clients needed.

I want to start CIS and Business Administration.

2012

I feel prepared to work for a real client because I already had 2 of them through service learning and I also designed for a friend.

Fitchburg State University

2011

I don't know what school I will transfer to yet. I think I am ready for a next challenge in other school.

I'd like to attend UMass Lowell.

I plan on moving on to a four year college, so I can continue on with my education. Either that or join the Military. I plan on going to Becker College or any other four year college that hosts video game design, to pursue a Bachelor's degree in Video game design. While I am attending, a four year college, I will work part time at a corporation/business with my Print Design degree.

Franklin Pierce or Keen State college.

2010

3

1

2

1

1

Response Response Response Response Response Response Percent Count Percent Count Percent Count

2011

If yes, what school and program are your transferring to? How prepared do you feel you are for transfer or employment?

answered question

44.4% 33.3%

Yes, I plan to continue my education.

Response Count

2010 Response Percent

No, I plan to obtain a job.

Answer Options

Do you plan to transfer to a 2 or 4 year program after graduating from MWCC?

Question 5

Web Competencies Survey-CAPSTONE


229

2010

2011

4.56

4.33

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

4C. Adobe Dreamweaver

4.11

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

4.56

3.78

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

4.00

4.22

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.

4B. Adobe Illustrator

4.11

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.

4A. Adobe Photoshop

4.22

4.00

9

9

9

9

9

9

9

9

9

9

4.43

3.71

4.57

4.57

4.57

4.14

4.14

4.57

4.14

4.29

7

7

7

7

7

7

7

7

7

7

Rating Response Rating Response Average Count Average Count

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

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.

Answer Options

Please rank your ability/competence/skill level on the following scale: 5—Highly Prepared-Proficient; 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.

Question 6

4.71

4.50

4.86

4.57

4.29

4.43

4.29

4.57

4.14

4.43

2013

7

7

7

7

7

7

7

7

7

7

4.67

4.33

5.00

3.67

3.00

3.67

4.00

4.00

3.67

4.00

3

3

3

3

3

3

3

3

3

3

Response Rating Response Count Average Count

2012

Rating Average

Web Competencies Survey-CAPSTONE

4.59

4.14

4.75

4.29

3.99

4.01

4.16

4.31

4.04

4.18

4 Year Average

2010–2013


230

3.38 3.67 3.75 3.89 4.33

4.33 4.33 4.00 4.11 4.22

4.44

4.22

4.33 4.33 4.22 4.22 4.11 4.11 3.89

4D. Adobe Flash

4E. Adobe InDesign

4F. Adobe Acrobat Professional

4G. Adobe Fireworks

5. Transform digital images into new pieces of art through the use of Adobe Photoshop and 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 creation 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 line-art 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 Flash Video; 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: e-mail, search engines, newsgroups, blogs, image viewers, web games and PDF documents.

7D. View and test web designs using new generation web browsers: Opera, 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 multi-page websites utilizing Dreamweaver's FTP upload capabilities.

8. Create dynamic, animated computer art, web motion graphics, and websites through the use of Adobe Flash.

9

9

9

9

9

9

9

9

9

9

9

9

9

9

9

9

9

9

9

3.43

4.86

4.43

4.71

4.71

4.71

4.71

4.29

4.43

4.14

4.14

4.14

4.71

4.29

4.57

3.17

3.57

3.57

3.29

7

7

7

7

7

7

7

7

7

7

7

7

7

7

7

7

7

7

7

4.43

4.29

4.71

4.71

4.86

4.57

4.43

4.57

4.71

4.50

4.67

4.50

4.57

4.57

4.71

4.00

4.00

3.83

4.50

7

7

7

7

7

7

7

7

7

7

7

7

7

7

7

7

7

7

7

4.00

5.00

4.67

5.00

5.00

5.00

5.00

4.00

4.33

4.33

4.33

4.67

5.00

5.00

4.67

3.33

4.33

4.33

4.00

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3.94

4.57

4.48

4.66

4.70

4.65

4.62

4.27

4.48

4.30

4.31

4.33

4.65

4.55

4.57

3.60

3.91

3.85

3.79


231

4.00 4.11 4.00 3.89 4.00 4.00

9A. Career planning

9B. Skill assessment

9C. Resume writing

9D. Interviewing

9E. Compile a professional-quality portfolio

10. Manage and development client-based visual communication pieces with the use of effective design and layout while meeting strict deadlines. 2

9

9

9

9

9

9

9

9

4.35

4.43

4.57

4.29

4.14

4.29

4.14

4.00

4.00

2

7

7

7

7

7

7

7

7

4.52

4.57

4.43

4.57

4.29

4.43

4.57

4.43

4.33

1

7

7

7

7

7

7

7

7

4.33

4.33

4.00

3.67

3.67

4.00

4.00

4.00

4.00

0

3

3

3

3

3

3

3

3

4.33

5

4.33

4.25

4.11

4.03

4.21

4.18

4.11

4.06

2011

No responses

2013

I have some knowledge of Acrobat and Fireworks, but I hardly use them. I've been focused on my client's website so much, I've been thrown off of keeping up with blackboard.

2012

I took a flash class in 2006 I have not had a use for it since, hence I and not proficient in it. Many of the things I learned in FLASH are outdated, and can now be done with JQuery.

I am not very good at illustrator. it is not a strong point for me

I do not have a solid understanding of ActionScript 3.0 or 2.0.

For the two that I had rated above, it is simply because I have not taken any classes, to learn those programs. I will be continuing with my education at the Mount to acquire my two Associate's degrees in both Print and Web design.