Visual Communication Technology Assessment Report
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| Learning Outcomes |
Assessment Methods |
Inferences from Assessment |
Actions Taken/Program Improvements |
| Demonstrate critical thinking skills as they relate to solving visual problems. |
Written and verbal critiques assess a student’s ability to use critical thinking skills in order to solve visual problems.
The critiques assess and evaluate both the technical as well as the conceptual aspects of the course. Tracking a student’s
critiques from one level to the next will show if there is significant improvement.
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Students’ critiques of visual media tend to be superficial. Critiques reflect a technical competence but lack the depth to
indicate they truly understand the assignment/course/program objectives.
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Critiques related to both technical and visual content have been integrated into every lower division VCT course. |
| Demonstrate the ability to conceptualize and implement a visual solution in several media modes. |
That the student has successfully completed the core curriculum indicates that he or she can conceptualize and implement in
several different media modes. The core curriculum is built from courses that are essentially lab-based amalgams of theory
and practice. Several projects in each course are built around conceptual problem solving in that particular medium.
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Although our graduates are “media agile” and can shift from one media to another to meet the demands of the problem, current
industry trends will require “media integration” (i.e. print piece generated from web interaction) to further advance the
goal of “media agility.”
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Cross-course/track projects to solve broader media problems to foster the concepts of integrating various media in the solution
of problems are actively being explored and developed.
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| Demonstrate operational level skill ability in each of the visual media areas of VCT. |
Assessed by successfully completing the core curriculum courses. If a student does not demonstrate an operational level of
competence, they cannot pass the course.
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All media specializations including photography, video, interactive media, and print are represented by a three-course sequence. |
VCT 266 was developed as an introductory interactive media course and began as a required VCT core course Fall 2004. The three-course
sequence includes VCT 266, 366, and 482.
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| Demonstrate the ability to research and produce an organized written rationale for using a specific medium to solve a specific
visual problem.
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The capstone course for the program is the VCT Synthesis. To successfully complete the required client-proposal, a student
would have to do the necessary research to select an appropriate medium and develop a sound rationale in order to “sell” the
idea or concept to the client.
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Students need to be more comfortable in their presentations. Communication within student teams needs improvement. Exploration
of alternative solutions to media problems (brainstorming) is lacking. Students have good media production skills.
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Six presentations are required in the Synthesis class (2 individual and 4 group). New text (Business Side of Creativity)
and new lectures address team communication. Stressed more and better brainstorming.
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| Demonstrate knowledge of industrial applications of visual communication related technologies. |
Co-op performance evaluations and semester reports assess the student’s knowledge of industrial applications of visual communication
related technologies.
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Some students choose co-ops that are not appropriate for their career goals or their level of experience. Some co-ops do
not sufficiently challenge our students.
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Advisors need to question students about their co-o duties and not approve co-ops that are not appropriate for that student.
Employers need to be more aware of students’ skills and be encouraged to challenge them. Our VCT students each complete three
full time semesters of co-op. In their reports they complete a narrative on what has been important to them in their program
at BGSU. We are completing an analysis of the past six semesters of this data to make improvements in the fall.
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| Demonstrate the ability to critically assess how technology is affecting contemporary industrial practices and culture. |
Through written/verbal critiques and presentations students should demonstrate a “media-agility” that extends outside of the
classroom citing current industry practices, innovations, trends and leaders and how these items are impacting the future
of the industry.
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Students need to be more “media savvy” in current trends and how these trends affect their role within the industry. Students
lack a general knowledge of media leaders, innovators and practices that have a trickle down effect on their own practices.
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Incorporate both individual presentations by students and lectures by instructors on industry leaders, trends and critique
in upper division courses. Industry leaders have been invited in as guest lecturers to discuss their business and answer student
questions about particular industries, job opportunities, etc.
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| Demonstrate a specific media area of specialization. |
Check sheet mandates. Annual VCT Student Show. Specialization chosen in synthesis problem. |
Students are required to choose a specialization track and may also opt to explore a second track in depth. |
Implementation of 5 VCT courses mandated. Students are developing digital portfolios in the entry-level interactive media
track (VCT 266) and encouraged to add artifacts from courses, co-ops, etc. for longitudinal self reflection. Other courses
integrate the portfolio as students update and refine the portfolio.
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