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					                               College of Design, Architecture, Art, and Planning
                               University of Cincinnati




                               DAAP Cheat Sheet
                               DAAP Cheat Sheet                UCUAADA Meeting 3.18.09



DAAP Schools and Programs
School of Design                                               School of Art
   • Digital Design                                                • Art History
   • Fashion Design | Design Track                                 • Fine Arts
   • Fashion Design | Product Development Track                    • Visual Arts Teaching Licensure
   • Graphic Design
   • Industrial Design | Design Track                          School of Planning
   • Industrial Design | Transportation Track                      • Urban Planning
                                                                   • Urban Studies
School of Architecture and Interior Design
   • Architecture
   • Interior Design



School of Design
Digital Design                   Fashion Design                        Fashion Design | Product
                                                                       Development Track
Digital Design focuses on        The Fashion Design program
communication created            gives its students a command          In the Product Development
with computers for people        of the creative and technical         track, students explore the
using computers and other        skills necessary to understand        planning, development and
time-based media, such as        the three-dimensional form            presentation of fashion-
film and video. Digital de-      of the garment. Students are          directed product lines for iden-
signers create experiences       taught to sketch, design,             tified target markets with re-
that often employ interac-       plan, sew, and execute a gar-         gard to styling, assortment, tim-
tivity, variable content and     ment at a quality level. Em-          ing and pricing. The curriculum
motion. Interactive content      phasis is on the function of          is grounded in both fashion
changes in response to the       the design (how well the              design and business. Students
user, host or outside cir-       product works, moves, and             are involved in researching con-
cumstance, adding power          fits the body) and the beauty         sumer behavior, gaining knowl-
and personality to the           of the design (how it looks).         edge about current merchan-
user’s experience.                                                     dising concepts and functions,
                                 Fast facts:
                                                                       and developing merchandising
Fast facts:                      • 5 year program
                                                                       skills for manufacturing and
• 5 year program                 • 6 quarters of co-op
                                                                       fashion retailing.
• 6 quarters of co-op            • 2008-2009 freshman class:
• 08-09 freshman class: 30         30 students                         Fast Facts:
  students                                                             • 5 year program
                                                                       • 6 quarters of co-op
                                                                       • 2008-2009 freshman class:
                                                                         30 students
DAAP Cheat Sheet
                   School of Design
                   Graphic Design                    Industrial Design                Industrial Design |
                                                                                      Transportation Track
                   Students in the Graphic De-       In the Industrial Design pro-
                   sign program gain knowl-          gram, students learn to em-      Industrial Design students in
                   edge concerning conceptu-         phasize the humanistic quali-    the Transportation Track
                   alization and aesthetics as       ties of products of mass pro-    learn to consider the aes-
                   well as the employment of         duction with special consid-     thetic appearance and use-
                   form, symbols, drawn im-          eration for comfort, safety,     fulness of transportation
                   agery, typography, photogra-      and aesthetic satisfaction       products while paying atten-
                   phy, composition, legibility,     which they may bring to the      tion to comfort and safety,
                   production, and digital tech-     users. In a curriculum bal-      functionality, brand identity,
                   nology. Students are pre-         anced between academic           and environmental impact.
                   pared for careers in the field    and studio requirements,         Students are challenged to
                   of design through an educa-       students are able to develop     solve problems as they re-
                   tional process involving criti-   creative ability, visual com-    late to transportation
                   cal analysis, research, experi-   munication skills, hands-on      through the creation of in-
                   mentation, visualization, test-   experience with technology,      novative solutions and the
                   ing, refinement and eventual      and the ability to conduct       use of new developments in
                   message transmittal.              independent research.            computer technology.
                   Fast facts:                       Fast facts:                      Fast facts:
                   • 5 year program                  • 5 year program                 • 5 year program
                   • 6 quarters of co-op             • 6 quarters of co-op            • 5 quarters of co-op
                   • 2008-2009 freshman class:       • 2008-2009 freshman class:      • 2008-2009 freshman class:
                     30 students                       30 students                      12 students



                   School of Architecture and Interior Design
                   Architecture                                     Interior Design
                   The pre-professional Bachelor of Science in      Through an academic program balanced be-
                   Architecture focuses on architectural            tween comprehensive courses, studios, and
                   coursework, general education courses,           cooperative education experiences, students
                   cooperative work experiences, and a senior       are taught to understand a client’s interac-
                   capstone project. This program is primarily      tions within society and be capable of trans-
                   intended for individuals who wish to be-         lating this understanding into appropriate
                   come practicing architects and prepares          and inspiring design for interior environ-
                   students for entry into the Master of Archi-     ments. Designs are created in response to and
                   tecture program. It teaches understanding        coordinated with the building shell and ac-
                   of social, technical, and aesthetic content of   knowledge the physical location and social
                   the built environment; the skill to make or      context of the project.
                   modify it; and the judgment to assess the
                                                                    Fast facts:
                   value of changes.
                                                                    • 5 year program
                   Fast facts:                                      • 6 quarters of co-op
                   • 4 year program                                 • 2008-2009 freshman class: 30 students
                   • 4 quarters of co-op
                   • 2008-2009 freshman class: 44 students
                                                                                                        DAAP Cheat Sheet
School of Art
Art History                        Fine Arts                           Art Education Licensure
The fundamental aim of the         The Fine Arts program is de-        The Art Education Licensure
program is to awaken and to        voted to providing students         program is for students
foster an interest in art, and     with a fundamental core of          wishing to become licensed
to provide the student with        knowledge and strong techni-        to teach in primary and sec-
basic knowledge of artistic        cal skills. With this foundation    ondary education environ-
activities in the past and pre-    firmly in place, the School en-     ments. This can be added
sent. Art history students         courages students to be truly       on to the Fine Arts and Art
may focus on different cul-        innovative in the development       History program and certi-
tures, various periods of time     of their own unique visual lan-     fies students to teach ages
and particular forms of art,       guage. The program is com-          3-21 in the state of Ohio.
such as painting, sculpture,       posed of eight studio disci-        The licensure program adds
printmaking, architecture,         plines: ceramics, drawing, elec-    an additional year of course-
design or the decorative arts.     tronic arts, fiber art, painting,   work to both Art History and
Many other fields of learning      photography, printmaking, and       Fine Arts.
may be important to art his-       sculpture.
torians, according to their
                                   Fast facts:
individual interests.
                                   • 4 year program
Fast facts:                        • No co-op requirement
• 4 year program                   • 2008-2009 freshman class:
• No co-op requirement               65 students
• 2008-2009 freshman class:
  9 students



School of Planning
Urban Planning                                      Urban Studies
Thinking about the past, present, and future        The goal of the Urban Studies program in the
of a place, planners develop a strategy for a       UC School of Planning is to introduce students
community to meet its goals. Planners coor-         to the general knowledge required by the plan-
dinate with a variety of groups and organiza-       ning profession, as well as to ground students in
tions, considering factors like convenience,        the liberal arts. The Urban Studies program pro-
aesthetics, safety, environment, technical con-     vides students with a flexible but organized way
siderations and regulatory issues. Their con-       of preparing to be productive participants in
cerns are issues that affect the world—land         contemporary urban life. The program focuses
use, social policy, historic preservation, trans-   on a critical examination of urban life and its
portation, housing, economic development,           issues.
policy planning, environmental protection,
                                                    Fast facts:
urban design and international development.
                                                    • 4 year program
Fast facts:                                         • No co-op requirement
• 5 year program                                    • 2008-2009 freshman class: 7 students
• 6 quarters of co-op
• 2008-2009 freshman class: 23 students
Admissions Deadline & GPA Requirements
Admissions Deadline for Transition and Transfer Students
All DAAP transfer applications and change of program forms must be
completed and submitted by March 1.
Along with the change of program form, we also recommend that tran-
sitioning students submit a short statement about their interest in the
program and any related experiences or awards that set them apart
from the field.


GPA Requirements for Transition and Transfer Students
   • School of Design: 3.0 cumulative
   • School of Architecture and Interior Design: 3.2 cumulative
   • School of Art: 2.5 cumulative
   • School of Planning: 2.6 cumulative
For students with less than 90 credit hours, high school transcripts and
ACT/SAT scores will be reviewed in addition to cumulative college GPA.
With 90 credit hours or more, college GPA will be considered, but high
school transcripts and ACT/SAT scores will not be reviewed.



School of Design Summer Program

In Summer 09, the School of Design will offer an accelerated track of
studio courses that would allow students to begin the second year of
their program in Fall 09.
   • Those who have completed (or will complete by 09U) the non-
     studio courses required in the first year, namely English Composi-
     tion I and II (15ENGL101 & 102), History of Art I, II, and III
     (23ARTH111, 112, & 113), and the math elective, could be consid-
     ered for the summer program
   • Students would pay full-time tuition (18 credits) plus overload       College of Design, Architecture, Art, and Planning
     costs (9 credits).                                                    University of Cincinnati

   • This would represent a cost savings as compared to beginning          5470C Aronoff
     Fall 09 as a first year student ($14,000 vs. $24,000 for non-         PO Box 210016
     residents) and would allow students to graduate in 5 years.           Cincinnati, Ohio 45221-0016
                                                                           Phone: 513-556-1376
Potential curriculum: 09U.A, 09U.B, and 09U.C                              Fax: 513-556-3288
   • Foundation Studio –Color/Form /Space(3 credit hours/term);            Transfer and transitioning students should
   • Foundation Studio -- Design Drawing I,II,III (3 credit hours/term);   contact Kathy Weimer at
                                                                           kathy.weimer@uc.edu or 513-556-2764.
   • Digital Design Fundamentals I,II,III (3 credit hours/term)
                                                                           High school students should contact
                                                                           Vanessa Strickley at
                                                                           vanessa.strickley@uc.edu or 513-556-3920.