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LaGuardia Community College
The City University of New York
The Humanities Department
LETTER OF INTENT
AAS Degree in Design
(Model Making, Product and Prototype)
Occupational Certificate – CNC
(Model Making, Product and Prototype)
Prepared by
Dennis D’Amelio
Departmental Curriculum Approval Date:
College Curriculum Committee Approval Date:
Senate Approval Date:
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LaGuardia Community College
The Humanities Department
TABLE OF CONTENTS
PURPOSES AND GOALS………………………….…………… 3
PROGRAM OBJECTIVES……………………………………… 3
NEED……………………………………….…………………… 4
STUDENTS……………………………………………………… 5
ENROLLMENT…………………………………………………. 5
CURRICULUM……………………………………………….…. 5-7
FACULTY……………………………………………………….. 8
FACILITIES/EQUIPMENT……………………………………… 8
COST……………………………………………………………… 9
PROJECTED EXPENDITURES ………………………………… 10
REVENUES ……………………………………………………… 11
PROJECTED ENROLLMENT ……………………………………12
LaGuardia Community College
The City University of New York
The Humanities Department
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Purpose and Goals
Purposes and Goals:
The Humanities Department of LaGuardia Community College is proposing an Associate
of Applied Science degree program in Design Studies and an Occupational Certificate in
CNC. CNC (Computer Numeric Control) is a system where an object is made by a
machine that will lathe, cut, mill or extrude according to the instructions contained in a
CAD (Computer Assisted Design) document. Everything man made that we see and use
has been designed. The processing of that designed object involves many hidden steps.
One of the critical steps taken is the manufacture of the concept model or actual
prototype component. Model construction involves critical thinking and problem solving
techniques. This aspect is part of the liberal arts set of thinking skills where you create a
habit of learning and an attitude towards knowing. Models assist designers, architects,
engineers and clients in visualizing what a finished product will look like. Two-
dimensional presentation can be confusing and easily misinterpreted but a three
dimensional presentation leaves little room for misunderstanding. Simply stated, a model
improves communication. The model maker is an essential component in interpreting
information for the realization of new ideas.
New technology has now accelerated the design process to include creating an actual
functioning part or prototype. The skills needed are both visual and technical, involving
both art and engineering.
The many possible areas of specialization that design encompasses would require
further study in the field or as transfer students. The curriculum is structured to meet the
needs of students who intend to transfer or to continue their Design education in a four-
year BA, BS, BFA, or BID Program. This program will help expand career options and
employment possibilities in the various Design fields such as Industrial, Fashion,
Package, Textile, Interior, Transportation and Architecture.
Program Objectives:
Course offerings will prepare a student for real world access to the commercial and
technical design marketplace. Design combines thinking and realizing skills in making
choices within limits. Art logic and imagination manage these limits with regard to
purpose, practicality, budget and client needs. There is a need to prepare the student with
a foundation based in the fundamentals of design language so that they may take full
advantage of the NY Designs Incubator and the many other opportunities available in the
New York design industry.
The program objectives are:
1. To graduate students with skills and competencies in design language and
structural analytic logic.
2. To offer a program of study that provides in-depth knowledge of both theoretical
aesthetic content as well as practical problem solving methods and technologies.
3. To develop internship possibilities with NY Designs and other members of the
New York design community.
4. To establish articulations with four year colleges in order to transfer design
students to four-year BA, BS, BFA, or BID Programs.
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Need
Chancellor Matthew Goldstein said at the 2008 State Executive Budget
Testimony that “ This is the time to develop generations of graduates who will lead New
York in every sector, from the technological to the cultural”. This proposal addresses this
concern in its focus on combining job development and the emergence of the new
“cultural economy” that design innovation engenders. According to the NY Designs
business incubator (Mary Howard, Interior Design magazine, June 2004), design
businesses in New York employ over 175,000 people, accounting for a combined payroll
of $4.9 billion, $900 million deriving from firms of fewer than 20 people. Employment
opportunities in design are consistently listed as very favorable in the New York State
Department of Labor statistics. Manufacturing jobs average $10,000 more in salary than
comparable jobs in retail and service industries (NYS Department of Labor 2nd Qtr 2005)
and Industrial designers and technicians make more money than most other types of
designers. The U.S. Bureau of Labor Statistics states that the average yearly salary in
industrial design is $59,340 (May 2006 National Occupational Employment and Wage
Estimates). They anticipate the number of jobs will grow by 9 to 14 percent by 2014.
According to NYC Department of City Planning, the manufacturing sector has the
highest percentage of first generation immigrants making up 64% of the workforce
(National Census 2000).
The main impact of rapid prototyping has been to replace traditional modeling
techniques in product development and the transition to manufacturing. Production
methods themselves have become cleaner and technology driven. The new faster
generation of rapid prototyping tools has accelerated advances in materials, assembly,
packaging, plastics processing, production machinery, automation equipment, controls
and software. The technology has broadened the design field. All types of design work,
including fashion and textiles, now involve some form of Computer Assisted Design
(CAD) as well as an ever-increasing array of solid modeling software. Desktop modelers
and 3D printer versions are currently being developed for small-scale consumer use. This
rapid change in the way consumer products are conceived, developed and manufactured
has influenced the global economy. The global economic model has gone from domestic
manufacture to an environment where design and intellectual property are the most
profitable component.
These changes have influenced every design program at every college and art
school in the country. The application of new technologies has increased the very number
of possible markets for design. This program will address the market need.
LaGuardia can provide our student with the same quality level of instruction and
training as the first two years at any art school or four-year college and at a much lower
cost. This factor alone greatly affects our potential student base by ensuring that our
program will be available to students of all socioeconomic strata.
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Students
LaGuardia Community College is in a position where business development and
job skills development converge and help fulfill many basic academic needs. One such
need is the conceptual skills needed to visualize. Classes within the program would
expand the potential range of technical skills acquired, and thus effectively increase a
graduate’s spectrum of qualifications for a larger variety of four year Colleges or
employment possibilities.
The AAS program involves teaching the following critical thinking abilities:
1. Analyze visual information as applied to structural logic.
2. Discuss and critique comparing objective functionality versus subjective
judgments about aesthetics.
3. Create structural and visual relationships through systematic investigations and
the application of theory, experimentation and hypothesis in the manipulation
of various materials and techniques.
4. Research into applied design that provides a background reference for planning
goals and decision-making.
5. Develop technological literacy and applied practical experience.
The program is designed for the following students:
1. The student expecting or planning to transfer to or continue their Design
education in a four year BA, BS, BFA, BID Program.
2. The professional currently working in the Design Industry and who desires to
upgrade his/her skills.
3. The Continuing Education (ACE), Student who is exploring higher education
perhaps to prepare for matriculation for a degree at a later date.
Enrollment
Given the increase in art majors and the outreach provided by Adult and Continuing
Education, it is anticipated that enrollment will increase as the program is initiated both
conceptually and physically. Student recruitment will be done through the Recruitment
Office by means of flyers, visits and guest appearances at high school career nights and at
periodic Open House sessions. More employment opportunities are continually being
created in the design industry, and as a result, more people are beginning to seek training.
There are currently students changing their majors to Design as a result of the
introduction of the AS Degree option. There are currently (Spring I, 2008) 12 Design
majors out of forty students enrolled in the option prerequisite courses HUA106 Three
Dimensional Design and HUA 107 Form and Structure. In a student survey 56 out of 85
students expressed that they where very interested in the Design program and that 47
planned to go on to four year degree studies. 75 said that they would like to receive more
information about career options or a major in Design and that they are considering
taking other Design courses.
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Curriculum
The proposed curriculum includes 27 liberal arts credits. There are 33 credits in core
design and technical studies including six credits in Co-operative Education.
The certificate program includes 16 liberal art credits and 15 design studies
credits for a total of 31.
Courses shown in bold type are new courses.
AAS Degree in Design (Model Making, Product And Prototype)
Course Curriculum
Counseling: New Student Seminar - E. Portfolio 0
English: 6 credits
Composition 1 ENG101 3
Writing Through Literature ENG 102 3
Humanities: 9 credits
History of Design 3
Select two of the following courses: 6
Introduction to Design HUA104
Color Theory HUA115
Introduction to Computers and Their Applications CIS100
Mathematics: 6 credits
College Algebra - Trigonometry MAT115
Technical Mathematics MAT241 6
Natural and Applied Sciences: 3 credits
Topics in Chemistry SCC201 3
Social Science: 3 credits 3
Select one of the following courses:
International Economics SSE105
Cultural Anthropology SSA1010
General Psychology SSY101
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Design Studies:
SolidWorks with Rapid Prototyping 3
Basic CAD courses to be developed 3
Modelmaking HUA 207 3
Form & Structure HUA107 3
Technical Drawing HUA190 3
Three Dimensional Design HUA106 3
Workshop DESIGN II - Woodworking Machinery 3
Manufacturing Processes – MT122 at Queensboro CC 3
Cooperative Education: 6 credits
Fundamentals of Professional Advancement CEP121 3
Full-Time Internship CEP201 3
(Both Day and Extended Day students are required to take CEP121.
Extended Day students may take CEP201 or an unrestricted elective course.
Liberal Arts Electives: 3 credits
*HUN 192 or HUN195 3
TOTAL CREDITS: 60
Waiver of MAT200 Pre-requisite (Must be official part of the degree)
*This fulfills the Urban Studies requirement.
Certificate in Design (Model Making, Product And Prototype)
Course Curriculum
Counseling: New Student Seminar 0
English: 3 credits
Composition 1 ENG101 3
Humanities / CIS: 6 credits
History of Design 3
Select one of the following courses: 3
Introduction to Design HUA104
Color Theory HUA115
Introduction to Computers and Their Applications CIS100
Mathematics: 3 credits
College Algebra - Trigonometry MAT115 3
Natural and Applied Sciences: 3 credits
Topics in Chemistry SCC201 4
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Design Studies: 15 credits
Basic CAD courses to be developed 3
Model making HUA 207 3
Form & Structure HUA107 (Technical Drawing HUA190) 3
SolidWorks with Rapid Prototyping 3
MasterCam with CNC
or Manufacturing Processes – MT122 at Queensboro CC 3
TOTAL CREDITS: 31
Faculty
No new full time faculty will be needed for this program. Humanities faculty will
teach studio skills and design basics. Mathematics and Engineering faculty will teach
those required courses including AutoCAD. An understanding and cooperative training
program will have to be developed with the staff at the New York Designs Digital Lab.
The principle faculty is:
Dennis D’Amelio, Lecturer, Humanities Department, Division for Academic
Affairs. He has a BFA from Pratt Institute. A recipient of an ED Foundation, Lower
Manhattan Cultural Council and Esther and Adolph Gottleib Foundation grants in art. In
urban design he has received support from the Van Alen Institute and the Municipal Arts
Society. He recently launched the AS Degree option in Design Studies.
Michael Nellini, Prototype Development Lab Director, NY Designs, Business
Incubator, Division of Adult and Continuing Education. He has an AS degree from the
Los Angeles Trade Technical College and a BFA from the Parsons School of Design.
Hendrick Delcham, Assistant Professor, Mathematics Department, Division of
Academic Affairs. He has BS, MS degrees from SUNY Buffalo as well as Ed.DCT
Teachers College, Columbia University.
The more technical aspects of this program will require more adjunct faculty in
the following areas:
Technical Programming - SolidWorks, MasterCam CNC, Rhino for Architecture, 3D
Studio Max.
Skills - Woodworking and other related basic hand tool skills.
Facilities/Equipment
Studio and storage space is needed. While some existing NY Designs facilities
and equipment can be shared, a studio space with additional tools and equipment
dedicated to LaGuardia students is essential.
CAD and solid modeling software (SolidWorks, MasterCam CNC, Rhino) will
have to be provided.
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Cost Assessment
There is a need to create a large, clean design studio necessary to do the kind of
work required. There are current plans to enlarge the existing NY Designs facility and
move the Digital Lab. Approximately 3000 square feet of this plan includes a shop
devoted to student training. The following are approximate costs:
Software: 10 stations
Solidworks $1000 ($410 per year upgrades)
Adobe CS $ 1650
Corel Draw $ 570
Inventor $ 1535
MasterCam $ 15000
Rhino $9750
Fortress Grand $325(1 only)
Net OP Magics $8000 (2 only)
TOTAL $37,830
Hardware:
Additional 10 PCs $16,340
Z Core (Rapid prototype machine) $50,000
Laser Cutter $50,000
Conventional tools,
benches, cabinets etc $35,000
TOTAL $151,340
At this time building costs are estimated at $800 per square foot but plans for shared
space and use are still being developed.
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Projected Expenditures for the Proposed Program
1st Year 2nd Year 3rd Year 4th Year 5th Year
Expenditures Academic Academic Academic Academic Academic
Year Year Year Year Year
Faculty
New
Resources
Equipment
New
Resources
Other
(Books)
$1000.00 $5000.00
New
Resources
Total
$1000.00 $5000.00
New
Resources
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1st Year 2nd Year 3rd Year 4th Year 5th Year
Revenues
Academic Year Academic Year Academic Year Academic Year Academic Year
Tuition Revenue 126,000 154,000 154,000 154,000 154,000
1. From Existing
Sources
2. From New
Sources
3. Total
State Revenue 103,500 126,500 126,500 126,500 126,500
4. From Existing
Sources
5. From New
Sources
6. Total
Other Revenue
7. From Existing
Sources
8. From New
Sources
9. Total
Grand Total 229,500 280,500 280,500 280,500 280,500
10. From Existing
Sources
11. From New
Sources
TOTAL
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Tax Levy State Funding $2300 X FTE
Tuition revenue calculated as follows:
Year 1: 40 new students @$2800 $112,000
10 students part time @$1,400 $14,000
State Revenue, same model based on
per capita aid at $2300/FTE X 45 $103,000
Year1: Total $229,000
Year 2: Enrollment 100% $280,500
Year 3: Enrollment 100% $280,500
Year 4: Enrollment 100% $280,500
Year 5: Enrollment 100% $280,500
Table 3: Five Year Projected Enrollment
Progression Year I Year 2 Year 3 Year 4 Year 5 Total
Fa Sp Fa Sp Fa Sp Fa Sp Fa Sp
New 25 25 30 30 30 30 30 30 30 30 290
Continuing 45 54 54 54 54 261