Course Code & No. - Section:
|
CORE101 – Section 3
|
Course Title (Credits):
|
SNC Freshman Experience (3)
/ Visual Communication
|
Term & Year:
|
Fall / 2014
|
Course Ref. No. (CRN):
|
80181
|
Instructor:
|
Mary Kenny, mkenny@sierranevada.edu
|
Donna Axton, daxton@sierranevada.edu
|
|
Blog:
|
snccore.blogspot.com
|
Office:
|
Mary-Holman Arts and Media
Center 2nd floor
Donna-David Hall 1st Floor
|
Office Hours:
|
|
Class Meeting Time:
|
MW 9:00A – 11:15A
|
Location:
|
TCES 215
|
Prerequisites:
|
None
|
Corequisites:
|
None
|
Instructors’ Profiles:
Mary is currently interested
in creating works on paper which includes combining collage, printmaking,
drawing and painting. These works on paper are explorations of media, idea and
repetition. Many of the images she uses are borrowed from familiar printed
material such as science textbooks, children’s books and parenting manuals.
Mary has participated in numerous shows nationally and regionally, most
recently a solo exhibition at the McKinley Arts Center in Reno, NV. Her prints
are in the collection of Kent State University, Iowa State University, and
Zygote Press among others. She is an associate professor at Sierra Nevada
College teaching drawing, painting, printmaking and design.
Donna Axton spent 14 years
touring the world as a pianist in Hoyt Axton’s Country Western, Boogie Woogie,
Gospel, Rock and Roll Band. She played on 21 albums and co-produced two and
appeared on dozens of television shows, including the Tonight Show. She has
many writing, arranging and directing credits to her name and has directed, conducted
and/or played for scores of local musical productions from community to
professional levels. She is also known as a chamber music and solo piano
performer.
The
Mission Statement
Sierra Nevada College graduates will be educated to be scholars of and contributors
to a sustainable world. Sierra Nevada College combines the liberal arts and professional preparedness through an interdisciplinary curriculum that emphasizes entrepreneurial thinking and environmental, social, economic and educational sustainability. [Note:
SNC’s four core themes are emphasized in bold text.]
Course Description
This course is the common
intellectual experience shared by all Sierra Nevada College students, employing
variable topics grounded in the social sciences (economics, psychology,
political science, anthropology, and sociology. Topics are selected from areas
within art, business, humanities, and science to engage entering students while
developing the critical skills necessary for a successful and stimulating
college career. The learning objectives of the course will develop the
abilities central to active, engaged learning. Those abilities include critical
thinking, problem-solving, creativity/ innovation, oral communication,
teamwork, peer critique, self-reflection, higher-order questioning, and active
discussion.
Topic Description
Human beings are
very visual creatures, and the visual component of communication can often
overwhelm its other dimensions. This class looks at a variety of ways that
people and organizations use visual media to communicate and persuade, training
students to make their own visual communication more effective. We will address
questions such as: How can text and image be used together to tell a story? How
can you illustrate an idea? What's the difference between information and
propaganda? Students will critique and create photographs, diagrams,
infographics, illustrations, presentations, and video. Through this process,
they will develop a greater understanding of the ways in which visual media are
used to inform us and to manipulate us.
This course will explore the
way we see, interpret and create images.
It provides a foundation for the
practice and understanding of the visual arts – art, film, television,
digital media, advertising, and related media issues. Through a series of
interdisciplinary readings, lectures and projects we will explore the contemporary and
historical visual culture.
Student Outcomes
Upon successful completion of this course, a student will:
- Students will develop strong oral communication skills and proficiency with a variety of presentation formats. (Liberal Arts)
- Students will learn to identify complimentary team members, form effective teams and accomplish tasks in a team environment. (Professional Preparedness)
- Students will develop strong visual literacy skills that can be expressed in a variety of mediums. Students will be able to both communicate visually and interpret the visual communication of others. (Liberal Arts)
- Students will be able to use basic information literacy skills, including identification of sources, evaluation of sources and application of data, to support their projects. (Liberal Arts)
- Students will have basic field investigation skills including identification of appropriate real-world sources of information, interview skills and field note creation. (Liberal Arts)
- Students will develop the tools to support creativity and innovation as applied to problem solving in real world environments, including brainstorming, solution generation and solution validation. (Entrepreneurial Thinking)
- Students will be comfortable both giving and receiving peer feedback and will demonstrate the ability to adapt their existing work based on this feedback. (Professional Preparedness)
- Students will use of visual images that have significance or meaning within a given context and can be effectively used to support or enforce a concept. (Sustainability, Professional Preparedness, Entrepreneurial Thinking) (Topic Objective)
- Student will use significant historical or contemporary visual
references that support and enforce their intended concept. References are
clearly suggested and easily recognized by most viewers. (Sustainability, Professional
Preparedness ) (Topic Objective)
- Students will create and use images that represent and communicate clear and accurate concepts, data and information. (Liberal Arts) (Topic Objective)
Methods of Assessing Student
Outcomes
Student
outcomes will be assessed through class participation and grades earned on the
various exercises, challenges and oral presentations outlined below.
Assignments and Assessment: 1,000 Points possible
Module
1
|
|
Innovative Idea PechaKucha
|
150
|
In-class
activities
|
87
|
Out-of-class
activities
|
89
|
Module 1 Total
|
326
|
module
2
|
|
Community Challenge
Presentation
|
150
|
Community Challenge Poster
Presentation
|
100
|
Travel Content Assignments
|
200
|
In-class
activities
|
111
|
Out-of-class
activities
|
113
|
Module 2 Total
|
674
|
COURSE TOTAL
|
1,000
|
All assignments must be emailed to Mary and Donna
before the start of class to be considered on time. All assignments must be submitted in
Microsoft Word, Google Docs, Microsoft Powerpoint, or Prezi. All files must be named: LastFirstCORE101Assignment
Innovative Idea PechaKucha: This
Innovation Challenge asks students to identify their own topic and develop
their own solution to a pressing issue locally, nationally or internationally
that relates to the topic of the course.
There is an expectation for both field and academic research, including
interviews. The Innovation Challenge culminates in an individual presentation
in PechaKucha format delivered in front of all the class sections. The
PechaKucha will be accompanied by an informative, visually meaningful handout
or giveaway that will be distributed to members of the class. (Outcome 1, 3, 4,
5,6)
Community Challenge Presentation: Students are introduced to a challenge posed by the
leader of a local community organization in an area that is related to the
class topic. Students will work in a 5-6 person team to research the problem
and develop potential solutions to this challenge. Students are expected to do
field research and interviews as well as academic research. Teams will present
their solutions to the class and the community leader for feedback.
Presentations will include a PowerPoint or Prezi that follows principles of
visual literacy. (Outcome 1, 2, 3, 4, 5, 6)
Community
Challenge Poster Presentation: As their final project, Community
Challenge Teams will integrate feedback and suggestions from the community
organization representatives and peer critiques in order to refine their
solutions as described at the Community Challenge presentation. The point of this assignment is to
focus on incorporating feedback, solution refinement and the iterative design
process. An important part
of the evaluation process will be grading students on how effectively students
were able to constructively incorporate suggestions and modify their solution
in response to feedback. Visual literacy and effective poster design is also an
important aspect of the evaluation and grading. This assignment will
culminate in a campus-wide symposium event where students will present their
ideas through a poster presentation. (Outcome 1, 2, 3, 4, 5, 6, 7)
Content Assignments: (Outcome 8, 9, 10, 11)
1.
Creativity Journal
2. Self
Reflection (Photo-based Assignment)
3. Logo
Designs
4. Campus
Activities (5 required campus run activities)
5. Assignment
#5 -TBA
In Class Activities – Some of your most important
learning opportunities will arise during open, respectful discussion with your
peers and through in-class activities.
For this reason, it is essential for you to attend and participate in
class sessions. To encourage growth and risk taking, most of these assignments
will be graded pass/fail, but your best effort is important to the success of
the class. An example of the opportunities for in-class participation that you
will be expected to participate during include:
Notes
from the Field Presentations: (Outcome 5)
Brainstorming
Exercises: (Outcome
6)
Integrative
Thinking Prototyping: (Outcome 6)
Networking
Event Challenge: (Outcome 2)
Info
Literacy Challenge: (Outcome 4)
Peer
Feedback Exercises: (Outcome 7)
National
Assessments: (Outcome 6)
Content
Activities:
(Outcome 8 and 9)
Out of Class Activities – In an active learning environment, it is important
to prepare to fully participate and engage in each class session. More than
other classes you may have experienced, homework is an essential aspect of your
learning. To encourage growth and risk
taking, most of these assignments will be graded pass/fail, but your best
effort is important to the success of the class. Examples of assignments
include:
Info
Literacy Homework: (Outcome 4)
Community
Challenge PowerPoint or Prezi Draft: (Outcome 3)
Innovation
Challenge Write Up: (Outcome 6)
Innovation
Challenge Source Check: (Outcome 4)
Integrative
Thinking Challenge Source Check: (Outcome 4)
Integrative
Thinking Poster Draft: (Outcome 3)
Networking
Event Symbol Design: (Outcome 3)
Content
Activities:
(Outcome 8 and 9)
Instructional Strategies
This course uses a
challenge-based active learning model to engage students in the topic. In
addition to traditional contentment delivery, the course relies on
student-directed immersive activities to introduce students to the topic. Peer
learning and teamwork are essential elements in the course.
Required Texts and Materials
None
Special Accommodations
(ADA) Statement
In accordance with the
Americans with Disabilities Act and Section 504 of the Rehabilitation Act of
1973, students with a documented disability are eligible for support services
and accommodations. If a student wishes to request an accommodation, please
contact the Director of Academic Support Services, Henry Conover, at (775) 831-1314
x7534, hconover@sierranevada.edu
or go to the OASIS offices on the third floor of Prim Library within the
first week of the semester.
The SNC Email System
The
SNC email system is the official communication vehicle among students, faculty
members and administrative staff and is designed to protect the confidentiality
of student information as required by the Family Educational Rights and Privacy
Act of 1974 Act (FERPA). Students should check their college email
accounts daily during the school year.
Students
have a right to forward their SNC e-mail to another e-mail account (for
example, @hotmail or @gmail). However, confidentiality of student
information protected by FERPA cannot be guaranteed for SNC e-mail forwarded to
an outside vendor. Having email redirected does not absolve a student from the
responsibilities associated with official communication sent to his or her SNC
email account.
Attendance
Attendance at all class
sessions is mandatory. Missed classes
will cause a 1-point reduction in both participation and attendance for each
class missed. In addition, no more than
three (3) unexcused absences may be incurred without an additional grade
reduction penalty. Each
unexcused absence past the third will result in the reduction of approximately
one-third of a grade point of the grade otherwise earned. In other words, an “A-“ will be reduced to a
“B+,” “B+” will be reduced to a “B,” An
unexcused absence is any absence for which the instructor has not confirmed an “excused” categorization.
All work is due on the date published on
the syllabus or otherwise communi-cated, irrespective of whether an absence on
the due date is excused or unexcused. Late assignments will incur late penalty
deductions of approximately 5% per day beyond the due date. Tardy arrival in class or early departure
without advance notice will result in a reduction of participation points.
Grading Policy
Grading will be based upon
the assignments outlined above. Although
grades on the assignments described above will be the primary means of grade
assessment, improvement throughout the semester will be very important in terms
of the final grade. A grade based on the
total points earned out of the thousand points possible will be assigned based
on the chart provided below. However, if significant improvement occurs
throughout the course this fact will be taken into account.
Grade
|
Total Points Earned
|
A
|
930-1,000
|
A-
|
900-929
|
B+
|
870-899
|
B
|
830-869
|
B-
|
800-829
|
C+
|
770-799
|
C
|
730-769
|
C-
|
700-729
|
D+
|
670-699
|
D
|
630-669
|
D-
|
600-629
|
F
|
0-599
|
Written assignments: In this course, as in the world outside of academia,
the quality and professionalism of the language and presentation of written and
presented work will count. Papers with
substantial grammar, spelling, or word-choice errors will suffer. The level of formality of writing and presentation
should be academically appropriate and slang or vernacular expressions are to
be avoided. Students for whom English is
a second language or who require accommodation based on documented need should
see the instructor. All students are encouraged to submit draft work for review and comment
whenever time allows. Papers will be
graded using the SNC Common Writing Rubric (also posted on Moodle).
Late assignments: Unless special arrangements are made to the contrary, late assignments
will incur a 10% late penalty per day.
Individual and group projects and assignments will be graded according to schemes provided for each
assignment. Numerical scores on
individual assignments or grade elements will be based on the degree to which
the student has satisfied the assignment's requirements and demonstrated
mastery of the material covered.
Sanctions
for Cheating and/or Plagiarism - The Honor Code
The faculty of SNC believes students must be held to
high standards of integrity in all aspects of college life in order to promote
the educational mission of the College and to encourage respect for the rights
of others. Each student brings to the SNC community unique skills, talents,
values and experiences which, when expressed within the community, contribute
to the quality of the educational environment and the growth and development of
the individual. Students share with members of the faculty, administration and
staff the responsibility for creating and maintaining an environment conducive
to learning and personal development, where actions are guided by mutual
respect, integrity, responsibility and trust. The faculty and students alike must
make diligent efforts to ensure high standards are upheld by their colleagues
and peers as well as themselves. Therefore faculty and students accept
responsibility for maintaining these standards at Sierra Nevada College and are
obligated to comply with its regulations and procedures, which they are
expected to read and understand.
Consequences
of Violating the Student Honor Code
SNC students and faculty share the responsibility for
maintaining an environment of academic honesty.
Thus, all are responsible for knowing and abiding by the SNC
Faculty/Student Honor Code published in the current SNC Catalog. Faculty are responsible for presenting the
Honor Code and the consequences of violating it to students at the start of
their classes AND for reporting all incidences of academic dishonesty to the
Provost. Students are responsible for
knowing what constitutes CHEATING, PLAGIARISM and FABRICATION and for
refraining from these and other forms of academic dishonesty. Violations of the Honor Code become part of a
student’s academic record.
1st Offense: Student receives a zero for
assignment/exam and counseling with faculty on the honor code, consequences for
violating the honor code, and the value of academic honesty in learning.
2nd Offense: Student fails course and
receives counseling with faculty on the honor code, consequences for violating
the honor code, and the value of academic honesty in learning.
3rd Offense: Student is expelled.
Disclaimer - If
any part of this syllabus violates Sierra Nevada College policy or any other
governing policy, that policy will take precedence.
Course Outline
Subject to Change –
Please Check THE CLASS BLOG on a regular basis
Class
|
Date
|
Room
|
Description
|
Shared In-Class Assignments
|
Homework Assignment (Due the Following Class)
|
Class 1
|
8/18
|
Starts in TCES 215
RM 139/141
|
Intro to Class, Intro to Topic
Group Active Learning Activity
|
||
Class 2
|
8/20
|
TCES 215
|
Content Day -Handmade Journal (45 Minutes)
Intro to Innovative Challenge - Brainstorming I.C. Ideas
TED Talk (Steve Johnson) 17min.
PBS Makers Talk(Diane Von Furstenburg ) 3 min.
TED Talk (Hamish Jolly) 12min.
|
5 Innovative Challenge Ideas
Watch Design is... by
Irene Au
|
|
Class 3
|
8/25
|
TCES 215
|
Content Day – Logo/Branding Design
Video:5yr old
Create a personal using your initials. Create a logo for a
classmate. Interview classmate. Sketching designs in journal.
|
Rework finished logos.
|
|
Class 4
|
8/27
|
TCES 215
|
Info Literacy Challenge
Critique: Logos
|
Info Literacy CRAAP Test Challenge
|
Problem Statement for Innovative Challenge Idea
Annotated Bibliography for Innovative Challenge Idea
|
9/1
|
No Class – Labor Day
|
||||
Class 5
|
9/3
|
TCES 215
|
Field Research Preparation -
Interview Etiquette, etc.
Introduce PechaKucha
|
Start collecting images for PechaKucha
|
|
Class 6
|
9/5
|
TCES 215
|
Field Research In Class and Individual Project Consultations
|
Complete at least 5 interviews
Notes from the Field Posters
|
|
Class 7
|
9/10
|
TCES 215
|
Notes from the field w/ Group Twitchy Brainstorming. Intro to MVP,
Peer Feedback
|
Who, What, Where, When, Why Solution & Value Proposition
Revised canvas
Logos due
|
|
Class 8
|
9/15
|
TCES 215
|
Content Day – Photojournalism/ Documentation
|
First draft Pecha Kucha
|
|
Class 9
|
9/17
|
Starts in TCES 139/141
|
Visual Literacy joint lesson followed by workshops of
presentation drafts and oral communication prep
|
Visual Literacy Presentation and Presentation Refinement
|
Photograph Reflections
|
Class 10
|
9/22
|
TCES 215
|
Pecha Kucha Practice Presentations w/ Collateral
|
Final Draft Pecha Kucha
|
|
Class 11
|
9/24
|
TCES 215
|
Pecha Kucha Practice Presentations w/ Collateral
|
Final Pecha Kucha
|
|
Class 12
|
9/29
|
TCES 215
|
PRESENTATION DAY:
PechaKucha presentation of Innovation Challenge
|
PechaKucha Presentation
|
|
Class 13
|
10/1
|
TCES 215
|
PRESENTATION DAY:
PechaKucha presentation of Innovation Challenge
|
PechaKucha Presentation
|
Don’t forget about your travel book review assignment
|
Class 14
|
10/6
|
TCES 215
|
Content Day – Critique Reflections
|
Whatcha lookin' at
assignment?
|
|
Class 15
|
10/8
|
TCES 215
|
Content Day -Present your visual engaging/inspiring images.
|
||
Class 16
|
10/13
|
TCES 215
|
Introduction to Problem (45 min Outside Speaker), followed by
Team Creation
|
||
Class 17
|
10/15
|
TCES 215
|
Team Contracts, preliminary information research
|
Team Contract Development. Signed contract
|
|
Class 18
|
10/20
|
TCES 215
|
Using Team Contracts, Information Research
|
Problem Statement
Annotated Bibliography (must apply CRAAP test to each resource)
|
|
Class 19
|
10/22
|
TCES 215
|
Prep for Field Research with project consultations
|
||
Class 20
|
10/27
|
TCES 215
|
Content Day - TBA
|
||
Class 21
|
10/29
|
TCES 215
|
Notes from the field/twitchy brainstorming
|
||
Class 22
|
11/3
|
TCES 215
|
Content - TBA
|
||
Class 23
|
11/5
|
TCES 215
|
Solution for Peer
Feedback and Individual Project Consultations
|
Powerpoint/Prezi Presentation 1st Draft
|
|
Class 24
|
11/10
|
TCES 215
|
Content Day TBA
|
||
Class 25
|
11/12
|
TCES 215
|
Content Day TBA
|
||
Class 26
|
11/17
|
TCES 215
|
Presentation Draft Day
|
Final presentations
|
|
Class 27
|
11/19
|
TCES 215
|
PRESENTATION DAY: Presenting to Outside Consultants
|
Presentations to External Organizations
|
Revise canvas based on feedback from community partners
Travel book review
|
11/27
|
No class – Thanksgiving break
|
||||
11/26
|
No class –Thanksgiving break
|
||||
Class 28
|
12/1
|
TCES 215
|
Solution Refinement Feedback
Travel book review presentations
|
Draft canvas poster
|
|
Class 29
|
12/3
|
TCES 215
|
Practice poster presentation
|
||
Final
|
Tues
12/9 8:00-11:00
|
TCES 139/141
|
Symposium
|
Poster Presentations
|
Poster Presentation Day
|
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