Dean's Colloquium - UT Dallas 2017

Presentation to Arts, Technology, and Emerging Communication faculty on Sept. 8, 2017 on a summer workshop with design faculty.

Transcript

1. Cassini Nazir Clinical Associate Professor Sept. 8, 2017 Dean’s Colloquium
2. A workshop enabled faculty to better understand new pathways and curriculum, and how students might navigate through. You've got to know 
 when to hold ‘em. Know when to fold ‘em. ATCM 2300 Introduction to Technoculture CE 1337 Computer Science I
3. Of the 122 undergraduate classes listed in the new 2017 catalog … Advanced Emerging Media Production Animation Studio I Animation Studio II Animation for Games Audience Analysis Audio Productions Lab I Audio Productions Lab II Audio Technologies Capstone Project Character Design Children and Media Code and Culture Communicating Social Science Communication and Social Science Theories Communication, Media, and Information Technology Computer Animation I Computer Animation II Computer Animation III Computer Animation Processes Computer Imaging Computer Modeling for Digital Fabrication Critical Making Design I Design II Design Research Methods Digital Activism Digital Audio Processing Digital Content Design Digital Fabrication Studio I Digital Fabrication Studio II Digital Inequalities Digital Sculpting Digital Video Production I Digital Video Production II Digital Writing Disability, Technology, and Media Emerging Media Production Emerging Media and the Digital Economy Ethics in New Media, Technology, and Communication Exploration of Arts and Technology Feminism, Technology, and Media Freshman Seminar Game Design Fundamentals Game Design I Game Design II Game Design III Game Production Lab I Game Production Lab II Game Studies I Game Systems Design Games and Narrative I Games and Narrative II Historical Perspectives on Emerging Media History of Games Human Communication Online Independent Study in Arts and Technology Interaction Design I Interaction Design II Internet Studio I Internet Studio II Intervention Design and Testing Introduction to Technoculture Journalism in the Networked Age Level Design I Level Design II Lighting and Composition I Lighting and Composition II Media Archeology Media Psychology Media Structures, Regulations, and Policies Media and Communication Research Theories I Media and Communication Research Theories II Message Effects Research Design Modeling and Texturing I Modeling and Texturing II Motion Capture Animation Motion Graphics Motion Graphics II Networked Identities News and Public Opinion Persuasion and Digital Media Political Communication Pre-Production Design I Pre-Production Design II Privacy and Surveillance Procedural Animation Project Management for Arts and Technology I Project Management for Arts and Technology II Projection Mapping Studio Qualitative Communication Research Methods Queer Technology and Media Race, Technology, and Media Reading Media Critically Reading in a Networked Era Rigging I Rigging II Scripting for Games I Scripting for Games II Senior Honors in Arts and Technology Senior Seminar Social Networks Sound Design Sound Design for Games and Interactive Media Special Effects Special Topics in Arts and Technology Storytelling for New Media I Storytelling for New Media II Strategic Design Survey of Digital Fabrication Theories EMAC Tools Development for Arts and Technology Topics in Animation Topics in Art and Technology Topics in Emerging Media and Communications Topics in Game Development Topics in Mediated Communication Topics in Sound Design User Experience Design for Games I Virtual Environments Virtual Environments II World Building Writing and Research EMAC
4. Of the 122 undergraduate classes listed in the new 2017 catalog,
 almost a third are new courses. Advanced Emerging Media Production Animation Studio I Animation Studio II Animation for Games Audience Analysis Audio Productions Lab I Audio Productions Lab II Audio Technologies Capstone Project Character Design Children and Media Code and Culture Communicating Social Science Communication and Social Science Theories Communication, Media, and Information Technology Computer Animation I Computer Animation II Computer Animation III Computer Animation Processes Computer Imaging Computer Modeling for Digital Fabrication Critical Making Design I Design II Design Research Methods Digital Activism Digital Audio Processing Digital Content Design Digital Fabrication Studio I Digital Fabrication Studio II Digital Inequalities Digital Sculpting Digital Video Production I Digital Video Production II Digital Writing Disability, Technology, and Media Emerging Media Production Emerging Media and the Digital Economy Ethics in New Media, Technology, and Communication Exploration of Arts and Technology Feminism, Technology, and Media Freshman Seminar Game Design Fundamentals Game Design I Game Design II Game Design III Game Production Lab I Game Production Lab II Game Studies I Game Systems Design Games and Narrative I Games and Narrative II Historical Perspectives on Emerging Media History of Games Human Communication Online Independent Study in Arts and Technology Interaction Design I Interaction Design II Internet Studio I Internet Studio II Intervention Design and Testing Introduction to Technoculture Journalism in the Networked Age Level Design I Level Design II Lighting and Composition I Lighting and Composition II Media Archeology Media Psychology Media Structures, Regulations, and Policies Media and Communication Research Theories I Media and Communication Research Theories II Message Effects Research Design Modeling and Texturing I Modeling and Texturing II Motion Capture Animation Motion Graphics Motion Graphics II Networked Identities News and Public Opinion Persuasion and Digital Media Political Communication Pre-Production Design I Pre-Production Design II Privacy and Surveillance Procedural Animation Project Management for Arts and Technology I Project Management for Arts and Technology II Projection Mapping Studio Qualitative Communication Research Methods Queer Technology and Media Race, Technology, and Media Reading Media Critically Reading in a Networked Era Rigging I Rigging II Scripting for Games I Scripting for Games II Senior Honors in Arts and Technology Senior Seminar Social Networks Sound Design Sound Design for Games and Interactive Media Special Effects Special Topics in Arts and Technology Storytelling for New Media I Storytelling for New Media II Strategic Design Survey of Digital Fabrication Theories EMAC Tools Development for Arts and Technology Topics in Animation Topics in Art and Technology Topics in Emerging Media and Communications Topics in Game Development Topics in Mediated Communication Topics in Sound Design User Experience Design for Games I Virtual Environments Virtual Environments II World Building Writing and Research EMAC
5. A second iteration of the workshop gave us more details about the courses and their contexts.
6. 2 2 2 Major Requirements Lower-Level 1 of 8 2 Major Requirements Lower-Level 2 of 8 ATCM 2300 Introduction to Technoculture In this foundational course students consider about the complex relationship between technology and culture. They will study evocative objects to raise questions about the history, impact, and implications of the co-evolution of technology and society. PREREQ — NEW A second iteration of the workshop gave us more details about the courses and their contexts. Title Description Prerequisites New course Pathway Total number of courses req’d Catalog section Course number Counts toward Core Curriculum 14 classes 1 Lower Level Major Requirements 8 classes 2 Upper Level Major Requirements 8 classes Lower Level Major Requirements 8 classes Upper Level Major Requirements 8 classes 2 Prescribed Electives 5 classes 2 Free Electives 5 classes 4o total classes 5
7. A picture emerged of how students navigate through … ATCM 2300 Introduction to Technoculture ATCM 2301 Computer Imaging CE 1335 Computer Science I ATCM 2302 Design I ATEC Foundation ATCM 1316 Drawing Foundations ATCM 2303 Project Management for ATEC I ATCM 2305 Computer Animation Processes CS 2335 Computer Science II for Non-majors Animation ATCM 2320 Critical Media Research Foundations ATCM 2322 Media History ATCM 2321 Reading Media Critically ATCM 2335 Internet Studio I Critical Media Studies ATCM 2304 Exploration of ATEC or ATCM 2355 Survey of Digital Fabrication ATCM 2365 Game Design Fundamentals ATCM 2305 Computer Animation Processes ATCM 2303 Project Management for ATEC I ATCM 2322 Media History or ATCM 2322 Reading Media Critically ATCM 2335 Internet Studio I Design and Production ATCM 1316 Drawing Foundations ATCM 2303 Project Management for ATEC I ATCM 2365 Game Design Fundamentals CS 2335 Computer Science II for Non-majors Game Studies ATCM 2380 Communication and Social Science Theories PSY 2301 Introduction to Psychology ATCM 2385 Media and Communication Research Methods I PSY 2301 Statistics for Psychology Mediated Communication Every ATEC student takes these four foundational courses. 2 The student begins foundational work in one of the five ATEC pathways. 1
8. And the pathway options available to students. ATCM 2300 Introduction to Technoculture ATCM 2301 Computer Imaging CE 1335 Computer Science I ATCM 2302 Design I ATEC Foundation ATCM 1316 Drawing Foundations ATCM 2303 Project Management for ATEC I ATCM 2305 Computer Animation Processes CS 2335 Computer Science II for Non-majors Animation ATCM 2320 Critical Media Research Foundations ATCM 2322 Media History ATCM 2321 Reading Media Critically ATCM 2335 Internet Studio I Critical Media Studies ATCM 2304 Exploration of ATEC or ATCM 2355 Survey of Digital Fabrication ATCM 2365 Game Design Fundamentals ATCM 2305 Computer Animation Processes ATCM 2303 Project Management for ATEC I ATCM 2322 Media History or ATCM 2322 Reading Media Critically ATCM 2335 Internet Studio I Design and Production ATCM 1316 Drawing Foundations ATCM 2303 Project Management for ATEC I ATCM 2365 Game Design Fundamentals CS 2335 Computer Science II for Non-majors Game Studies ATCM 2380 Communication and Social Science Theories PSY 2301 Introduction to Psychology ATCM 2385 Media and Communication Research Methods I PSY 2301 Statistics for Psychology Mediated Communication Every ATEC student takes these four foundational courses. 2 The student begins foundational work in one of the five ATEC pathways. 1
9. We then began thinking about how to understand structuring and sequencing of courses, with an eye toward pathways. Freshman Freshman Sophomore Junior Senior Fall 1 Spring 2 Fall 3 Spring 4 Fall 5 Spring 6 Fall 7 Spring 8 ATCM 2300 Introduction to Technoculture ATCM 2301 Computer Imaging CE 1335 Computer Science I ATCM 2302 Design I ATCM xxx Pathway Exploration 1 of 4 1 of 14 Core 4 of 14 Core 2 of 14 Core 5 of 14 Core 3 of 14 Core ATCM xxx Pathway Foundation 2 of 4 ATCM xxx Pathway Foundation 4 of 4 ATCM xxx Upper Level 1 of 8 ATCM xxx Pathway Foundation 3 of 4 ATCM xxx Upper Level 2 of 8 6 of 14 Core 9 of 14 Core 7 of 14 Core 10 of 14 Core 8 of 14 Core ATCM xxx Upper Level 7 of 8 ATCM xxx Capstone 8 of 8 3 of 5 Prescribed Elective 2 of 5 Prescribed Elective 4 of 5 Prescribed Elective 14 of 14 Core 5 of 5 Prescribed Elective 3 of 5 Free Elective 5 of 5 Free Elective 4 of 5 Free Elective ATCM xxx Upper Level 3 of 8 ATCM xxx Upper Level 5 of 8 ATCM xxx Upper Level 6 of 8 ATCM xxx Upper Level 4 of 8 1 of 5 Prescribed Elective 11 of 14 Core 13 of 14 Core 12 of 14 Core 2 of 5 Free Elective 1 of 5 Free Elective Foundation Pathway Pathway Pathway Pathway Entrance Pathway Pathway Focus
10. Electronic Learning Portfolios engage students in continuous reflection and collaboration focused on evidence-based learning. Image, Object Prototype Presentation Research Paper Audio, Video Game Code Reflection piece
11. Course artifacts have a permanent home in the Electronic Learning Portfolio, enabled by the learning management platform.
12. Course artifacts have a permanent home in the LMS
13. This enables connections in classes the student takes over time.
14. A total of 540 students are currently in ATEC foundation courses. Data retrieved August 25, 2017 201 202 203 204 205 206 207 208 209 210 211 212 001 002 003 004 005 006 501 502 503 001 002 003 004 005 006 501 502 001 002 Computer
 Science 112 students 2 sections Design I 240 students 8 sections Computer
 Imaging 267 students 9 sections Technoculture 297 students 12 sections
15. Very few students (6%) are taking Computer Science in their first semester. Computer
 Science 112 students 2 sections Design I 240 students 8 sections Computer
 Imaging 267 students 9 sections Technoculture 297 students 12 sections Data retrieved August 25, 2017
16. A majority of Computer Imaging students (70%) are also taking Technocultures. Computer
 Science 112 students 2 sections Design I 240 students 8 sections Computer
 Imaging 267 students 9 sections Technoculture 297 students 12 sections Data retrieved August 25, 2017
17. About 30% of Design 1 students are also taking Computer Imaging. Computer
 Science 112 students 2 sections Design I 240 students 8 sections Computer
 Imaging 267 students 9 sections Technoculture 297 students 12 sections Data retrieved August 25, 2017
18. Who students learn with is just as important as what they learn. Computer
 Science 112 students 2 sections Design I 240 students 8 sections Computer
 Imaging 267 students 9 sections Technoculture 297 students 12 sections Data retrieved August 25, 2017
19. Faculty teaching ATCM 2302 Design I have been working together to enable deeper, richer learning.
20. Faculty teaching ATCM 2302 Design I have been working together to enable deeper, richer learning. Create parity of content in courses, regardless of section. ATCM 2302 – Assignment #3 Illusion of Space Create the illusion of three-dimensional space using three different devices to show depth—size, overlapping, vertical location, one-point perspective, two-point perspective, multi-point perspective, and aerial perspective. For example: size, overlapping, and linear perspective could be applied in the same composition. Create your design as either open or closed form using naturalistic, abstract, or nonobjective shapes, with clearly identifiable foreground, middle ground, and background areas. Use pencil and/or black sharpie on a sheet of 8.5x11” white cardstock paper to compose your final design. If using aerial perspective, you will need to employee hatching and cross hatching and/or shading to create the range of values needed. IDEATE First sketch at least six mini-compositions on one page of your sketchbook to experiment with different ideas. Take a photo or scan this page. DESIGN PROCESS Document the following stages of the design process: define, ideate, prototype, and feedback. Use correct design terminology when describing your design and explaining the methods and devices used in composing your design. You will submit a typewritten document of these stages (in Word or PDF format) to eLearning. RUBRIC 25% – Craftsmanship: Design is clear with no defects in workmanship and uses specified materials. 15% – Design process: All phases of the design process are completed. Design terminology is correctly used. 15% – Sketches: Six mini sketches (mini compositions) uploaded to eLearning. 15% – Depth Demonstrates exemplary understanding of illusion of depth. Three or more devices employed. The foreground, middle ground, and background are logical and clear. 15% – Open/closed form: Open or closed form encompasses the entire picture plane. 15% – Effort and originality: Demonstrates an exemplary understanding of depth, in a highly original and unique design. Because space in two- dimensional pieces can only be implied, the designer translates cues from a 3D experience to a two-dimensional plane. Consider What are the most common devices used to create an illusion of space in photography, video, or animation? What role does value contrast play in creating an illusion of space? When using one- or two- point perspective, what determines whether you will see the rooftops on buildings? Connect You will explore space, perspective, and 3D further in Computer Imaging. ATCM 2302 – Assignment #3 Illusion of Space Create the illusion of three-dimensional space using three different devices to show depth—size, overlapping, vertical location, one-point perspective, two-point perspective, multi-point perspective, and aerial perspective. For example: size, overlapping, and linear perspective could be applied in the same composition. Create your design as either open or closed form using naturalistic, abstract, or nonobjective shapes, with clearly identifiable foreground, middle ground, and background areas. Use pencil and/or black sharpie on a sheet of 8.5x11” white cardstock paper to compose your final design. If using aerial perspective, you will need to employee hatching and cross hatching and/or shading to create the range of values needed. IDEATE First sketch at least six mini-compositions on one page of your sketchbook to experiment with different ideas. Take a photo or scan this page. DESIGN PROCESS Document the following stages of the design process: define, ideate, prototype, and feedback. Use correct design terminology when describing your design and explaining the methods and devices used in composing your design. You will submit a typewritten document of these stages (in Word or PDF format) to eLearning. RUBRIC 25% – Craftsmanship: Design is clear with no defects in workmanship and uses specified materials. 15% – Design process: All phases of the design process are completed. Design terminology is correctly used. 15% – Sketches: Six mini sketches (mini compositions) uploaded to eLearning. 15% – Depth Demonstrates exemplary understanding of illusion of depth. Three or more devices employed. The foreground, middle ground, and background are logical and clear. 15% – Open/closed form: Open or closed form encompasses the entire picture plane. 15% – Effort and originality: Demonstrates an exemplary understanding of depth, in a highly original and unique design. Because space in two- dimensional pieces can only be implied, the designer translates cues from a 3D experience to a two-dimensional plane. Consider What are the most common devices used to create an illusion of space in photography, video, or animation? What role does value contrast play in creating an illusion of space? When using one- or two- point perspective, what determines whether you will see the rooftops on buildings? Connect You will explore space, perspective, and 3D further in Computer Imaging. ATCM 2302 – Assignment #3 Illusion of Space Create the illusion of three-dimensional space using three different devices to show depth—size, overlapping, vertical location, one-point perspective, two-point perspective, multi-point perspective, and aerial perspective. For example: size, overlapping, and linear perspective could be applied in the same composition. Create your design as either open or closed form using naturalistic, abstract, or nonobjective shapes, with clearly identifiable foreground, middle ground, and background areas. Use pencil and/or black sharpie on a sheet of 8.5x11” white cardstock paper to compose your final design. If using aerial perspective, you will need to employee hatching and cross hatching and/or shading to create the range of values needed. IDEATE First sketch at least six mini-compositions on one page of your sketchbook to experiment with different ideas. Take a photo or scan this page. DESIGN PROCESS Document the following stages of the design process: define, ideate, prototype, and feedback. Use correct design terminology when describing your design and explaining the methods and devices used in composing your design. You will submit a typewritten document of these stages (in Word or PDF format) to eLearning. RUBRIC 25% – Craftsmanship: Design is clear with no defects in workmanship and uses specified materials. 15% – Design process: All phases of the design process are completed. Design terminology is correctly used. 15% – Sketches: Six mini sketches (mini compositions) uploaded to eLearning. 15% – Depth Demonstrates exemplary understanding of illusion of depth. Three or more devices employed. The foreground, middle ground, and background are logical and clear. 15% – Open/closed form: Open or closed form encompasses the entire picture plane. 15% – Effort and originality: Demonstrates an exemplary understanding of depth, in a highly original and unique design. Because space in two- dimensional pieces can only be implied, the designer translates cues from a 3D experience to a two-dimensional plane. Consider What are the most common devices used to create an illusion of space in photography, video, or animation? What role does value contrast play in creating an illusion of space? When using one- or two- point perspective, what determines whether you will see the rooftops on buildings? Connect You will explore space, perspective, and 3D further in Computer Imaging. ATCM 2302 – Assignment #3 Illusion of Space Create the illusion of three-dimensional space using three different devices to show depth—size, overlapping, vertical location, one-point perspective, two-point perspective, multi-point perspective, and aerial perspective. For example: size, overlapping, and linear perspective could be applied in the same composition. Create your design as either open or closed form using naturalistic, abstract, or nonobjective shapes, with clearly identifiable foreground, middle ground, and background areas. Use pencil and/or black sharpie on a sheet of 8.5x11” white cardstock paper to compose your final design. If using aerial perspective, you will need to employee hatching and cross hatching and/or shading to create the range of values needed. IDEATE First sketch at least six mini-compositions on one page of your sketchbook to experiment with different ideas. Take a photo or scan this page. DESIGN PROCESS Document the following stages of the design process: define, ideate, prototype, and feedback. Use correct design terminology when describing your design and explaining the methods and devices used in composing your design. You will submit a typewritten document of these stages (in Word or PDF format) to eLearning. RUBRIC 25% – Craftsmanship: Design is clear with no defects in workmanship and uses specified materials. 15% – Design process: All phases of the design process are completed. Design terminology is correctly used. 15% – Sketches: Six mini sketches (mini compositions) uploaded to eLearning. 15% – Depth Demonstrates exemplary understanding of illusion of depth. Three or more devices employed. The foreground, middle ground, and background are logical and clear. 15% – Open/closed form: Open or closed form encompasses the entire picture plane. 15% – Effort and originality: Demonstrates an exemplary understanding of depth, in a highly original and unique design. Because space in two- dimensional pieces can only be implied, the designer translates cues from a 3D experience to a two-dimensional plane. Consider What are the most common devices used to create an illusion of space in photography, video, or animation? What role does value contrast play in creating an illusion of space? When using one- or two- point perspective, what determines whether you will see the rooftops on buildings? Connect You will explore space, perspective, and 3D further in Computer Imaging.
21. Faculty teaching ATCM 2302 Design I have been working together to enable deeper, richer learning. Create parity of content in courses, regardless of section. See broadly and deeply at once. Line Balance Movement Pattern Contrast Rhythm Emphasis Unity Shape Space Form Color Value Texture
22. Faculty teaching ATCM 2302 Design I have been working together to enable deeper, richer learning. Create parity of content in courses, regardless of section. See broadly and deeply at once. Make the course content visible, available, and understandable by all faculty The core ATEC foundation includes four courses. Three will include electronic learning portfolios beginning fall 2017. CS 1335 Computer Science I for non-majors Ability to develop object-oriented software solutions Ability to express multi-class relationships among objects Ability to implement graphical user interfaces Ability to develop event driven programs Ability to implement algorithms to search and sort objects Ability to develop recursive programs These listed classes, combined with four additional pathway-foundation courses, comprise the eight lower-level course requirements for undergraduates. Pathway options include: These listed classes, combined with four additional pathway-foundation courses, comprise the eight lower-level course requirements for undergraduates. Pathway options include: Introduction to object-oriented software analysis, design, and development. Classes and objects. Object composition and polymorphism. Sorting and searching. Strings using core classes. Inheritance and interfaces. Graphical User Interfaces. ATCM 2301 Computer Imaging Develop competency in artistic terminology, principles of art and design, and an appreciation of aesthetics. Gain a working knowledge of imaging software by developing the skills of photo manipulation, color correction, image management, compositing, and design. Analyze and interpret the principles of art and design through analysis, discussion, critique, and the assessment of digital works of art, including their own. Exhibit a body of work through the development and management of a learning portfolio. Introduction to digital image-making and manipulation using contemporary software applications. Graphic, photographic, and computational tools and methods are presented and applied to art and design problems. Computer images are prepared for multiple delivery environments, including the Internet, games, animation, and others. ATCM 2300 Introduction to Technoculture Reconstruct the technocultural histories of significant objects and processes Describe how an object evokes meaning Analyze an object to elaborate how technology and culture are related Create an original analysis of a pair objects that illustrate the complex relationship of human beings, technology, and culture Identify key questions that could be explored in each of the five ATEC curriculum pathways In this foundational course students consider about the complex relationship between technology and culture. They will study evocative objects to raise questions about the history, impact, and implications of the co-evolution of technology and society. ATCM 2302 Design I Demonstrate fluency of foundational concepts and terminology of the elements and principles of design, color theory and typography. Demonstrate awareness of foundational artists and designers by analyzing their work and design practice. Design compositions that successfully apply the use of design theory using tactile media. Identify and apply a design process providing rationales of design decisions in a learning portfolio. Provides foundational knowledge of visual structure and problem solving in two- and three-dimensional design. Students will be introduced to design methodology and design processes with emphasis on the formal principles of composition and organization. Animation Critical Media Studies Design and Production Game Studies Mediated Communication Paul Lester Clinical Professor Anne Balsamo Dean, Distinguished University Chair Daedra Christopher Senior Lecturer Asma Naz Senior Lecturer Sharon Hewitt Senior Lecturer Donna Aldridge Senior Lecturer Chip Wood Clinical Associate Professor Nick Benke, Joseph Porritt Teaching Assistants Sarah Larson Teaching Assistant Karen Doore Senior Lecturer The ATEC foundation curriculum includes four courses. Four additional make up pathway foundations. ATCM 2300 Introduction to Technoculture ATCM 2301 Computer Imaging CE 1335 Computer Science I ATCM 2302 Design I ATEC Foundation Together, these eight courses fulfill the lower-level major requirements in the ATEC degree plan. ATCM 1316 Drawing Foundations ATCM 2303 Project Management for ATEC I ATCM 2305 Computer Animation Processes CS 2335 Computer Science II for Non-majors Animation ATCM 2320 Critical Media Research Foundations ATCM 2322 Media History ATCM 2321 Reading Media Critically ATCM 2335 Internet Studio I Critical Media Studies ATCM 2304 Exploration of ATEC or ATCM 2355 Survey of Digital Fabrication ATCM 2365 Game Design Fundamentals ATCM 2305 Computer Animation Processes ATCM 2303 Project Management for ATEC I ATCM 2322 Media History or ATCM 2322 Reading Media Critically ATCM 2335 Internet Studio I Design and Production ATCM 1316 Drawing Foundations ATCM 2303 Project Management for ATEC I ATCM 2365 Game Design Fundamentals CS 2335 Computer Science II for Non-majors Game Studies ATCM 2380 Communication and Social Science Theories PSY 2301 Introduction to Psychology ATCM 2385 Media and Communication Research Methods I PSY 2301 Statistics for Psychology Mediated Communication Every ATEC student takes these four foundational courses. 2 The student begins foundational work in one of the five ATEC pathways. 3 At the end of sophomore year (around 45 credit hours) the student applies to enter a pathway. Upon admittance into a pathway, students begin their upper-level major requirements. 1 001 001 002 003 004 30/30 65/65 52/60 005 006 501 502 Faculty 001 Doore 002 Doore Faculty Hewitt Faculty Faculty Hewitt Hewitt Wood 002 003 004 005 006 501 502 Christopher 001 Balsamo Christopher Christopher Naz Naz Lester Lester Naz 503 Naz A total of 540 students took ATEC foundation courses in fall 2017. Of those students: 6% enrolled in three courses, 41% enrolled in two, and 53% enrolled in just one. ATCM 2301 Computer Imaging 256 out of 270 ATCM 2300 Introduction to Technoculture 297 out of 300 ATCM 2302 Design I 240 out of 240 CS 1335 Computer Science I for non-majors 117 out of 125 A student’s degree includes core courses, courses for their major, and electives. An undergraduate degree is a total 40 courses. Core Curriculum 14 classes 1 Lower Level Major Requirements 8 classes 2 Upper Level Major Requirements 8 classes Lower Level Major Requirements 8 classes Upper Level Major Requirements 8 classes 2 Prescribed Electives 5 classes 2 Free Electives 5 classes 4o total classes 5 A sample ATEC undergraduate degree plan for students entering in 2016. The degree plan color coded and mapped to number of classes. Core Curriculum 14 classes Lower Level Major Requirements 8 classes Upper Level Major Requirements 8 classes 48 hours spent in class 48-144 hours studying/preparing 30 hours spent in class 30-90 hours studying/preparing 42 hours spent in class 42-126 hours studying Prescribed Electives 5 classes Free Electives 5 classes Core Through the Texas Core Curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world, develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and practical skills that are essential for all learning. Major Courses taken to satisfy requirements for the student's major field of study. Electives Courses exploring subjects not directly related to a student's major. ATEC Foundation Pathway Foundation Course UTD Sem. Transfer Inst. Grade/ SCH Course UTD Sem. Transfer Inst. Grade/ SCH Course UTD Sem. Transfer Inst. Grade/ SCH COMM 1311 RHET 1302 ARTS 1316 Drawing Foundations ATEC 2320 or ATEC 2325 or ATEC 2326 or ATEC 2385 ATEC 2340 Project Management I ATEC 2382 Computer Imaging GOVT 2305 ATEC 2384 Design I ATEM 1100 (first-time in college students only) GOVT 2306 CS 1335 Comp. Sci. I for non-majors* Upper-Level Elective CS 2335 Comp. Sci. II for non-majors Upper-Level Elective Upper-Level Elective ARTS 3371 or ARTS 3372 or ARTS 3377 or ARTS 3379 or ARTS 436 8 or ATEC 3330 Upper-Level Elective ATEC 3320 or ATEC 3325 *CS 1334 + CS 1134 (Prereq. for CS 1335) ATEC 3310 or ATEC 3346 or ATEC 3351 or ATEC 3317, 3327, 3328, or 3336 Any 3000/4000-level AHST class or DRAM 3323 or FILM 3321 or MUSI 3322 □ UNIV 1010 ATEC 3384 ATEC 4380 or ATEC 4381 ATEC 3329 or CS 336 0 or CS 4352 HIST 3328 or HIST 3337 or HIST 3374 or LIT 3316 or LIT 3334 B.A. Arts and Technology Degree Plan Name: ___________________________________________ ID#: ____________________________ Advisor: _______________________ Minor: _________________________ Admit Term: ___________________ Audits 45: ____ 75: ____ UT Dallas • School of Arts, Technology, and Emerging Communication 2016 Catalog • 120 Semester Credit Hours (SCH) – includes 51 upper-level SCH While advisors confer with students about courses and educational experiences, students are responsible for defining the content of their academic program, being aware of all graduation requirements, and making progress toward an academic degree. Advisors will assist students in designing an appropriate course of study that will satisfy requirements for graduation as well as offer information on particular courses and University rules and procedures. H. Life & Physical Sciences (030): 6 SCH B. Language, Philosophy & Culture (040): 3 SCH  M a j o r R e q u i r e m e n t s , L o w e r - L e v e l : 2 1 S C H C. Creative Arts (050): 3 SCH  F r e e E l e c t i v e s : 1 8 S C H Both upper- and lower-level courses may be used as electives, but students must complete at least 51 hours of upper-level credit to qualify for graduation. D. Government/Political Science (070): 6 SCH E. American History (060): 6 SCH Œ C o r e C u r r i c u l u m R e q u i r e m e n t s : 4 2 S C H Ž M a j o r R e q u i r e m e n t s , U p p e r - L e v e l : 2 4 S C H F. Social & Behavioral Sciences (080): 3 SCH G. Mathematics (020): 3 SCH □ UNIV 2020  P r e s c r i b e d E l e c t i v e s : 1 5 S C H Refer to the back of this degree plan for a list of prescribed elective options. A. Communication (010): 6 SCH I. Component Area Options (090): 6 SCH Learning Portfolios Planned Rollout ELPs will rollout in three courses in fall 2017 and a fourth in spring 2018. Questions a Learning Portfolio Might Ask Assessment is an integral component of the rollout. Overview The School of Arts, Technology and Emerging Communication is planning to implement Electronic Learning Portfolios (ELPs) in freshman-year experience courses beginning fall 2017. We envision that ELPs will be a unifying bridge for undergraduate work: it is an ongoing, cumulative repository for each student’s experience across courses and across years. In addition to final, polished student work, the portfolio will include reflection essays, thoughts on productive failures, documentation of skills and experiences, and interdisciplinary connections. In late spring 2016, a group of ATEC faculty began working to implement Electronic Learning Portfolios throughout ATEC students’ first-year experience via the eLearning (Blackboard) platform. The changes would be implemented beginning fall 2017. This important tool will allow the school to increase the rigor and quality of classes, while also producing students that include reflection and life-long learning in their practice. Learning portfolios are“a flexible tool that engages students in a process of continuous reflection and collaboration focused on selective evidence of learning ... The portfolio provides a critical opportunity for purposeful, mentored reflections and analysis of evidence for both improvement and assessment of students’ learning.”¹ ¹ “The Learning Portfolio: A Powerful Idea for Signifcant Learning” by John Zubizarreta, Columbia College (IDEA Paper #4 4 , 20 0 8) What have I learned? Why did I learn? When have I learned? In what circumstances? Under what conditions? How have I learned or not, and do I know what kind of learner I am? How does what I have learned fit into a full, continual plan for learning? What difference has learning made in my intellectual, personal, and ethical development? Where, when, and how have I engaged in integrative learning? Has my learning been connected and coherent? Is my learning relevant, applicable, practical? When, how, and why has my learning surprised me? What have been the proudest highlights of my learning? The disappointments? In what ways has my learning been valuable? What difference has portfolio mentoring made in my learning? Fall 2017 Intro to Technoculture Computer Imaging Design I Spring 2018 Intro to Technoculture Computer Imaging Design I Design II Electronic Learning Portfolios will roll out in three courses beginning fall 2017. And a fourth course in spring 2018, Design II. ATCM 2301 Computer Imaging ATCM 2300 Introduction to Technoculture ATCM 2302 Design I Intro 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Final Exams Winter Break Mid-term Project 1 Crit 2 Midterm Project Crit Midterm LP 1 LP 2 LP 3 LP 4 LP 5 LP 6 LP 7 LP 8 Midterm Project Crit 1 In-class crit Project 2 Project 3 Project 4 Final Project Quiz 1 Quiz 2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Final Exams Winter Break Mid-term LP 1 LP 2 LP 3 LP 4 LP 5 LP 6 LP 7 LP 8 LP 9 LP 10 LP 11 Project 1 Project 2 Quiz 1 Quiz 2 Final Exams Winter Break Mid-term Meets twice a week: Large lecture and breakout sections 11 sections 276 students Meets twice a week 9 sections 213 students Meets twice a week 8 sections 240 students Game Studies Mediated Communication Legend Learning Portfolio Lecture Project-based work Quiz or Exam Critique Animation Each week students learn about the pathways offering ATEC and add reflections on each pathway to their learning portfolio. Critical Media Studies Design and Production Final Project and Presentations Freshman Freshman Sophomore Junior Senior An undergraduate degree is 40 courses. Fall 1 Spring 2 Fall 3 Spring 4 Fall 5 Spring 6 Fall 7 Spring 8 Sequencing of courses is important to ensure ATEC students can graduate on time. And are adequately prepared for the subsequent coursework. Pathway Application Students apply to a pathway in their first semester sophomore year Students are discouraged from taking all their core classes in their first few years. This ensures they have time to work on heavily project-based courses later in their college career Before entering into their pathway focus, students undergo a portfolio review to ensure a clear direction of work ATCM 2300 Introduction to Technoculture ATCM 2301 Computer Imaging CE 1335 Computer Science I ATCM 2302 Design I ATCM xxx Pathway Exploration 1 of 4 1 of 14 Core 4 of 14 Core 2 of 14 Core 5 of 14 Core 3 of 14 Core ATCM xxx Pathway Foundation 2 of 4 ATCM xxx Pathway Foundation 4 of 4 ATCM xxx Upper Level 1 of 8 ATCM xxx Pathway Foundation 3 of 4 ATCM xxx Upper Level 2 of 8 6 of 14 Core 9 of 14 Core 7 of 14 Core 10 of 14 Core 8 of 14 Core ATCM xxx Upper Level 7 of 8 ATCM xxx Capstone 8 of 8 3 of 5 Prescribed Elective 2 of 5 Prescribed Elective 4 of 5 Prescribed Elective 14 of 14 Core 5 of 5 Prescribed Elective 3 of 5 Free Elective 5 of 5 Free Elective 4 of 5 Free Elective ATCM xxx Upper Level 3 of 8 ATCM xxx Upper Level 5 of 8 ATCM xxx Upper Level 6 of 8 ATCM xxx Upper Level 4 of 8 1 of 5 Prescribed Elective 11 of 14 Core 13 of 14 Core 12 of 14 Core 2 of 5 Free Elective 1 of 5 Free Elective Foundation Pathway Pathway Pathway Pathway Entrance Pathway Pathway Focus
23. Faculty teaching ATCM 2302 Design I have been working together to enable deeper, richer learning. Create parity of content in courses, regardless of section. See broadly and deeply at once. Make the course content visible, available, and understandable by all faculty. Weave connections between courses. ATCM 2301 Computer Imaging Introduction to digital image-making and manipulation using contemporary software applications. Graphic, photographic, and computational tools and methods are presented and applied to art and design problems. Computer images are prepared for multiple delivery environments, including the Internet, games, animation, and others. PREREQ — ATCM 2302 Design I Provides foundational knowledge of visual structure and problem solving in two- and three-dimensional design. Students will be introduced to design methodology and design processes with emphasis on the formal principles of composition and organization. PREREQ —
24. Donna Aldridge Lisa Bell Nicholas Benke Kristi Camacho Daedra Christopher Eric Farrar Sharon Hewitt Sarah Larson Paul Lester Dale MacDonald Roxanne Minnish Barbara Morgan Asma Naz Joseph Porritt Cassini Nazir Chip Wood Made possible by the ongoing work of these wonderful people.