2007 - 2008
KEENE STATE COLLEGE 2007-2008 COURSE PROPOSAL FORM DATE: October 1, 2007 SPONSORING PROGRAM AND CHAIR: Department: Technology, Design & Safety Program: Technology Studies (sponsoring TDS elective) Chair: Larry McDonald, 603-358-2976 email@example.com PROPOSAL SPONSOR: Dr. Richard L. Foley (603-358-2893 firstname.lastname@example.org) TITLE SUMMARY: II-TDS 140 Media Literacy: Seeing and Selling PROPOSED ACTION: (Underline proposed changes ) Course Addition Number Change Title Change Credit Change Description Change Prerequisite Change Course Deletion Course Replacement Other: Four Credit Transition and listing as ISP- Interdisciplinary EXISTING (OLD) DATA: TDS 140 Introduction to Visual Communications An overview of the systems and techniques used to communicate ideas, knowledge and information with an emphasis on graphic communication processes. 2 hour lecture, 2 hour lab. PROPOSED (NEW) COURSE TITLE: II-TDS 140 Media Literacy: Seeing and Selling ( 4credits) Abbreviated: Media Literacy PROPOSED (NEW) COURSE: Explore the promotion of worldviews through the power of visual communications. Apply the tools of many different academic fields to “see more” and become more visually and media literate. Develop interdisciplinary creative problem-solving skills, build your academic portfolio and contribute to a collaborative Service Learning project. 4-hour seminar. Fall COURSE OBJECTIVES: Upon completion of this course each student should be able to: • gain an appreciation for the history of graphic communication and the wide range of evolving technologies and their impact on social structures and cultural realities. • describe the major epochs, culminating in the current “mis/information explosion,” that mark the development of civilizations using the criteria of communication technologies. • develop an understanding of “message schemas” as refinements of generic technological problem-solving models in order to work collaboratively on marketing problems. • learn basic design principles by deconstructing advertising images and by applying the principles to original visual solutions. • acquire a broad-based, media literate perspective from which to evaluate the relative efficiency and effectiveness of different visual communication technologies (artwork or crafts, commercial print, digital processes, internet and satellite-based systems). • feel more confident around laboratory and other hands-on activities that are designed to reinforce the learning of visual communication skills from letterpress printing to the digital age. • more fully appreciate the “open-ended” nature of visual communication and marketing problems that require solutions drawn from several different fields within and beyond visual communications. • identify and assess the critical ethical, media related issues facing their generation ; eg: consumerism, body image, co-option of nature, selling war, etc. • generalize their knowledge of visually based message generation to their own fields of interest; eg: architecture, computer science, education, EHS (environmental health and safety), environmental science, engineering, film, graphic design, management, product design or private enterprise. LEARNING OUTCOMES: During this course, students will pursue specific outcomes related to the Integrated Studies program, the program’s Interdisciplinary component and the Integrated Skills Sets. During their work in this course, students will: IS: Social & Environmental Engagement • identify elements of social and/or environmental structures: individual, group and system. • demonstrate a commitment to analyzing and/or solving social and/or environmental issues. • articulate the interrelations of natural and social-cultural systems, and the ways in which human agency can both degrade and sustain the environment. Interdisciplinary Outcomes • cross disciplinary boundaries to reveal new patterns and connections that reframe knowledge. • analyze the assumptions and actions of society from multiple perspectives. • examine national and international issues through artistic, philosophical, cultural, scientific, technological, economic, social and political lenses. • assess their own roles and responsibilities as members of diverse communities. Integrated Skills Outcomes (prioritized by relevance to course requirements) Primary skills — focus on instruction in the course: Technological Fluency • Use Internet search techniques and engines with discrimination to find resources and information • Use appropriate presentation software to deliver a formal presentation �� Use an information management program (e-portfolio or institutional repository) to organize , interpret and convey ideas • Employ computer media (visual images, sound, graphical displays, etc.) as appropriate in academic work Creative Thinking • Use novel ideas, perspectives, or solutions when engaging in a problem, task or goal • Engage a problem, task or goal with sustained effort over a period of time • Use multiple models or representations of ideas • Express personal ideas, points of view, or feelings and bring those to a product • Invent and re-apply ideas • Create new uses for existing patterns or structures • Form new combinations of ideas • Solve unstructured problems Critical Dialogue • Organize what one wishes to convey • Speak with purpose when conveying thoughts/ideas • Demonstrate thoroughness of research and effective preparation in making formal presentation • Engage the listener through verbal and non-verbal behaviors • Practice mental engagement with the speaker in order to formulate thoughtful questions based on conversation and presentations Secondary skills — supportive of course objectives, but not primary instructional areas: Information Literacy • Identify general kinds of information available in the Mason library and at KSC • Incorporate information into written work and oral presentations • Develop research (project) using information appropriately Critical Thinking • Demonstrate the ability and willingness to approach a particular idea, problem, task or goal from multiple perspectives • Analyze and interpret evidence, conjectures, and alternative strategies related to a given ideas, problem, task or goal • Synthesize information, arguments, and perspectives in order to create new meaning, insight and understanding • Apply critical thinking to important ethical and societal issues and problems RATIONALE: As the “graphic arts” and visual communications instructor in the TDS Department since the early 1980’s, I have been teaching TDS 140 Introduction to Visual Communications as either the orientation/gateway course to the TDS-sponsored Graphic Design major (1986- 1998) or a core course to the trio of TDS majors (Safety, Architecture, Technology Studies). I have worked consciously over the years to develop this course as an interdisciplinary and multi-disciplinary exploration of visual communications (the integration of the digital revolution with traditional print media; the application of computer-generated text, artwork, photography to presentation media; visual literacy; marketing and promotion) and application of creative problem-solving strategies to unstructured problems (Problem-Based Service Learning or PBSL projects involving local non-profit agencies). [refer to attached Appendix: Rationale, Student Outcomes II, Service Learning, Assessment and Texts for more background] RESOURCES: No additional staffing, facilities, and/or equipment will be required to move this course to the four-credit model. Dr. Foley had been working with the library staff to expand reading material and media resources to meet the needs of students in TDS 140, TDS 160 and IDSS 150. While delivering ITW courses (pilots in the fall 2006 and spring 2007 and three sections fall 2007), Dr. Foley and librarian Judy Hildebrandt have collaborated on developing a formal strategy to improve student research using the library’s resources. Their efforts should position Dr. Foley to assist II-TDS 140 students in maximizing the library’s resources. ADVISORY OPINIONS: No degree programs will be affected by this course change since II-TDS 140 will serve as an Interdisciplinary elective under the new Integrative Studies program.
Senate Curriculum Committee
Keene State College
"II TDS 140" (2014). Approved Curriculum Proposals. 68.