Program/Discipline/Service Name: Graphic Design Technology
Unit (if applicable):
Division: AS Degree
Report Prepared by: Joseph Kukella
Other Review Participants:
Reviewed by Vice President/Dean: Maureen Crowley
Vice President’s/Dean’s Signature: Date:
Date submitted to Institutional Effectiveness Committee: 05/05/05
Please refer to Instructional Program Review Procedures, Guidelines, and Responsibilities for prompts and assistance in completing this Review
I. The Program Profile
A.The Purpose
UNIT PURPOSE:
The Graphic Design Technology program is designed to provide students with the essential technical skills that will enable them to enter the workforce as graphic designers and production artists in the visual communications industry.
UNIT GOALS:
1. Provide students with access to the tools — both computer workstations and software applications — that are currently most relevant to the visual communications industry
2. Teach students to an intermediate level how those tools operate so that they graduate with a solid, marketable skill set, which meets the demands of the industry
3. Augment the student’s technical skills with basic conceptual design and creative problem-solving skills in order to better prepare them for the workforce
4. Develop the student’s personal and professional growth through academic and career planning
UNIT OBJECTIVES:
1. Maintain a computer based design lab with computer workstations that utilize hardware and operating systems typical of the kind that students are likely to find in the professional visual communications industry
2. Maintain current versions of relevant industry-specific software for page layout, illustration, digital imaging, and web publishing
3. Maintain peripheral support equipment that enables students to experience the full range of the digital design workflow
4. Ensure continued faculty proficiency in the hardware and software used in the program
5. Strengthen and extend connections between the college and the professional design community in Monroe County so that students are afforded the best opportunities for internships and job placement
B.The Faculty
COMPOSITION:
The program faculty currently consists of one full-time faculty supported by part-time adjunct instructors as dictated by course enrollments and scheduling.
FULL-TIME INSTRUCTOR:
JOSEPH KUKELLA
MFA Graphic Design, University of Illinois at Urbana-Champaign
BA Design Studies, State University of New York at Buffalo
Academic Experience
Florida Keys Community College, Key West, Florida
Program Director, Graphic Design Technology, August 2004 - current
Daemen College, Amherst, New York
Assistant Professor of Graphic Design, September 1997 - August 2003
Chair, Department of Visual and Performing Arts - September 2000 - August 2003
Chair, Graphic Design Department - September 1998 to September 2000
University of Illinois at Urbana-Champaign
College of Fine & Applied Arts, Instructor (Graduate Fellowship)
September 1993 - May 1994
Professional Experience
Joe Kukella Design, Inc., Buffalo, NY and Key West, FL
President, Creative Director, December 2002 - Present
Sassy Graphics, Inc., Buffalo NY
Creative Director, August 1999 - December 2000
Art Director, February 1996 - August 1997
Office of Agricultural Communications and Education
University of Illinois at Urbana-Champaign
Graphic Designer, June 1993 - January 1995
College of Fine & Applied Arts
University of Illinois at Urbana-Champaign
Graphic Designer, January 1993 - January 1995
Awards
19th Annual Admissions Advertising Awards, 2003
Silver Award – Ext. Publication Category , Merit Award – Newsletter Category
Western New York Awards for Creative Excellence
Special Award (Bronze): Creative Use of Paper, 1998
Communication Arts Annual of Advertising and Design, 1994
Print‘s Regional Design Annual, 1993
Type Director‘s Club Annual 15, 1993
American Center for Design 100 Show, 1993
University & College Designer‘s Assoc. (silver medal, 1993)
Table, Lamp and Chair, 1993 (juried exhibition of furniture design)
Affiliations
American Institute of Graphic Arts (AIGA) professional member (since 1997)
Board of Directors - Secretary, Upstate New York Chapter, October 2003 - August 2004
Art Directors and Communicators of Buffalo
Board of Directors, Education Liaison, August 1999 - August 2001
Board of Directors, January 1998 - August 1999
Ashford Hollow Foundation for the Visual and Performing Arts
Board of Directors, Vice President, April 1999 - April 2000
Board of Directors, January 1997 - April 1999
Publications
MacDirectory (1999-2000)
Contributing Editor responsible for software reviews with a design and publishing focus. Review articles included QuarkXPress 4.0, PhotoWebber 1.0, Deneba Canvas 6.0, and CorelDraw 8.
C.The Students
Data for the student profile was generated using two courses: GRA 1100C Introduction to Computer Based Design and GRA 2144C Web Publishing I. GRA 1100 is the first course taken by GRA students and is the common pre-requisite for all other GRA courses. GRA 2144 is generally taken later in the program and so the comparison of the two yields some important information about the kinds of students currently in the program.
Overall, the program is fairly evenly split between continuing students – indicating likely degree seekers – and non-degree seekers (students who are looking for individual software specific skills) with each category accounting for about 30% of the total. The number of transfer students is surprisingly large at just over 20%, and first-time college students make up approximately 11%. However, when the data is assessed for each class individually, some changes are noted. Taken individually, the data for GRA 1100 remains fairly closely matched to the overall data for both courses. However, when examining GRA 2144 data, non-degree seekers jump to almost 50%, followed by Continuing Students at close to 30% with Transfers again measuring approximately 20%. Perhaps more telling is the sample size with 115 students accounting for the data used in the first-year course (GRA 1100) and only 50 students taking the advanced level GRA 2144.
- Diversity
A review of the statistical data indicates that the program currently attracts roughly equal numbers of female and male students (trending a bit over 50% for females) and that ethnically the group is overwhelmingly white with almost 75% of the students indicating this ethnicity. The next largest group (at approximately 15%) indicated Hispanic ethnicity, with Blacks following at 5% and the remaining balance fairly evenly divided amongst Native American and Asian respondents. These numbers remain well correlated over the two academic years covered by the data.
- Resources
As a technology based curriculum the primary resource is the Graphic Design Computer Lab in B206. It is equipped with 20+ Macintosh G4 workstations for student use. While the workstations are three years old, they are adequately equipped for running the current version of the Apple Macintosh operating system and up-to-date versions of all software required in the curriculum. All required software has been upgraded to current industry standards, or such updates are planned for and anticipated by the end of the academic year.
Peripheral support equipment in the Lab includes image scanners and printers. Scanners are serviceable and comparable to those found in a professional environment. The primary printer in the lab is scheduled for replacement in this academic year. The backup printer is not operational and will be removed. Replacement will not be necessary.
Instructional support equipment in the lab is weak with only an antiquated digital projector on a rolling cart. One of the student workstations was sacrificed to serve as an instructor station to run the projector. Room layout makes it difficult to use the projector effectively as an instructional tool. Current year funding does not allow for upgrades to this equipment and so will have to be addressed in future terms.
Current upgrades planned for the room include addition of a file server for student file storage and backups, and an upgrade to the local area network from 10mbps to 1000mbps. This will support the new file server and provide a networked environment students are likely to encounter upon graduation and employment.
NOTE: There is a recurring cyclical need to upgrade the workstations and software in the lab in order to ensure that students are working with the tools they are likely to encounter in the professional work environment. Software upgrade costs are generally covered on an annual basis through the general college budget. Workstation replacement (hardware) should occur at approximately three year intervals. In the past, these costs have been covered through grants or by amortization over a period of years utilizing a capital lease program. The costs associated with upgrading workstations and peripherals can be extensive and finding a source to fund the upgrades is a consistent challenge.
II.Program Content
A.Definition of program
The purpose of this program is to prepare students for employment as Broadcast Designer, Production Artist, Illustrator, Desktop Publisher, Graphic Designer, Production Manager, Traffic Manager, Presentation Specialist, or Web Designer or to provide supplemental training for persons previously or currently employed in these occupations.
This program focuses on broad, transferable skills and stresses understanding and demonstration of the following elements of the Graphic Design industry: planning, management, finance, technical and product skills, underlying principles of technology, labor issues, community issues and health, safety, and environmental issues.
The primary specialization of the program at FKCC is graphic design for print and the web.
B.Curriculum or coursework
The Graphic Design curriculum totals 64 credit hours of course work divided between General Education requirements (15 credit hours) and Core requirements (49 credit hours).
General Education courses include English, Math, Speech, as well as elective courses in Social and Behavioral Science, and Humanities and the Fine Arts.
Core courses are primarily studio-based courses. These courses are structured as combined lecture/lab courses and four contact hours are required for each three-credit course. These studio courses are generally digitally-based courses taught on computer workstations configured to reflect the equipment and software relevant to a career in the graphic design field.
Core course content includes communication skills, team skills, human relations and employability skills, safe and efficient work practices, illustration, style/technique medium, concept formulation, design, drawing, display/exhibit design, layout, production skills, printing processes, use of industry tools and equipment, use and care of materials, use of current industry standards/practices/techniques, typography, photographic procedures, color theorem, marketing/advertising theorem, television graphics, electronic content, and portfolio development.
A professional internship is required.
C.External accreditation
The AS Graphic Design Technology degree is accredited by the Southern Association of Colleges and Schools.
D.Innovations, new programs, new courses, state-wide or national efforts, diversity applied to curriculum
The FKCC Graphic Design Technology curriculum is currently being reviewed with an eye to bringing course titles, content, and support technology (hardware and software) into alignment with current trends in the field. A preliminary assessment indicates that while content has generally kept pace with changes in the profession, course titles, catalog descriptions, and course sequencing needs to be updated to reflect content accurately.
Additionally, stronger preparation for entrepreneurship and professional practice appears to be needed. To this end, a new course in professional practice and entrepreneurship is under development with an initial offering planned for Spring 2006.
The program currently lacks any meaningful engagement with alumni beyond their graduation from the program. The nature of the profession dictates that design practitioners be involved in a continual process of skill-building and augmentation both conceptually and technically. The in-progress curriculum review includes an examination of how the program might better serve alumni – and by extension other professionals in the community – with course work that engages the student in a process of continual, lifelong learning. It is anticipated that this process will result in new course offerings in both credit and non-credit modes.
E.Testing and remedial coursework
Assessment in studio courses is accomplished objectively through evaluation of technical competency in completion of weekly assignments and projects. Subjective critique and analysis of conceptual components of assigned projects in accomplished through in-class critiques on an individual and group basis. The critique format – an effective evaluation technique with a long history in the arts and design – engages the student on multiple levels. A successful critique outcome for a student requires a thorough understanding of the project requirements and demonstration of an appropriate response to the assigned problem,
F.Distance education offerings and use of technology
(include evaluation of efforts)
The program does not currently present any course offerings through distance learning. The subject is under exploration with the new Distance Learning director and a clear decision as to whether or not to offer courses through DL technology should be reached by January 2006.
Technology – being the cornerstone of the program – is well supported in the Graphic Design Computer Lab (B206). Workstations, while three years old, are comparable to those the students are likely to encounter in a professional environment. Software is upgraded on a regular basis to match current versions. Support equipment is serviceable and appropriate with just a few gaps to be filled.
G.Funding for curricular changes or offerings
Standard budget allocations for the department are sufficient to maintain the Design Computer Lab (the primary teaching classroom) with the current technology in place. A reasonable “refresh” cycle for the lab would involve the replacement of all lab workstations every three to four years.
III.Student Performance Outcomes
A.Process of identifying outcomes
Student performance outcomes are aligned with those outcomes listed in the FLDOE Curriculum Framework for the A.S. Graphic Design degree. There are 24 outcomes listed in the current framework document.
B.Administrative Objectives
1.Ensure curriculum design and course content support the FLDOE Curriculum Framework outcomes.
2.Develop easily deployable evaluation tool(s) for ongoing assessment.
C.Student Performance Outcomes: (Student Outcomes Assessment Report format at end of template)
Report attached.
D.Follow-up of students we serve
A survey of recent program graduates was initiated for the purposes of this review. This survey will be reviewed, adjusted, and administered on an annual basis.
E.Results of Administrative Objectives and Outcome Measurement
The current Administrative Objectives are in progress and have yet to be assessed.
F.Enhanced Accountability Measure for which our unit is responsible
None.
IV.Opportunities and Challenges
- Strengths identified by external sources
1.Faculty scored very positively on recent student evaluations.
2.With the installation of a new color laser printer in the Graphic Design Computer Lab, that facility stands as technologically strong, especially for a small college.
- Weaknesses identified by external sources and students
1.Lack of overall professional practice preparation. Internships are a step in the right direction but professional practice issues need to be better integrated throughout the curriculum.
2.Lack of focus on “real world” design projects (and solutions) that more accurately simulate projects students are likely to find in the professional environment.
3.Inability of students to complete the program in a timely fashion due to scheduling constraints and lack of multiple class sections.
- Program’s impact on other programs within the College
1.Some GRA courses may be used for elective credit in the A.A. degree program.
2.Technology in the Graphic Design lab is routinely employed in support of other academic and administrative departments at the college
D.Programs relationship with the college, community, county
The program is currently pursuing several avenues to strengthen community relationships. Most notable is the current arrangement with the Key West Film Society where multimedia courses are offered off campus at the Tropic Cinema. This raises the profile of both the program and the college by actively engaging in a community based partnership. Additional relationship-building efforts include the use of the Graphic Design Computer Lab for more continuing education courses, design/technology workshops and seminars, and non-profit organization meetings (computer user groups).
E.Recommendations by program staff to improve the program
1.Review course sequencing and scheduling to increase the flexibility and ease with which students can complete the degree program requirements.
2.Increase continuing-education offerings or provide credit courses that allow former students to update their skills and competencies on a regular basis.
3.Integrate more real-world design problems, scenarios, and professional practices into course content.
F.Strategies for change (based on student/employer follow-up)
1.Investigate new course scheduling options.
2.Implement revised course prerequisites and sequencing for degree seekers.
3.Update course content to better reflect real-world challenges and professional practices.
4.Develop extra-curricular courses in both non-credit and credit modes.
G.Incorporation of strategies for change into the annual unit plans over the next three years – closing the loop (list the goals and objectives that you identified for inclusion into your Annual Plans over the next several years)
1.Revise course scheduling to offer more courses each semester. This will enable students to finish the program in a more timely fashion thereby encouraging and improving student retention rates.
2.Develop course offerings that focus on continuing professional education for graphic designers in the community whether they be alumni or not.
3.Develop stronger cooperative education and technology access programs with other community-based organizations. This enlarges the pool of potential students.
- Future Issues - Resources needed for future efforts
A.Anticipated future curricular changes and needs (based on market trends)
1.Expand the scope of potential students. Offer courses that require less investment in the degree program sequence and are instead focused on specific and related skill sets that are useful to professionals who do on intend to become practicing graphic designers. This might entail the development of a series of courses designated for “non-majors” and could reasonably be organized around a certificate program(s).