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					                  Authorization to Implement New Program
                      Major in Digital Arts – PSF 17/03-04

1.   PROGRAM IDENTIFICATION:

     1.1 Major in Digital Arts
     1.2 Art Department
     1.3 University of Wisconsin - Parkside
     1.4 Fall of 2004

2.   CONTEXT
     2.1 History of Program:
     Since its inception, the Art Department has provided students with a thorough background in the
     visual arts. Both two- and three-dimensional studios, art history, art criticism and art education are
     long-standing features of the department’s curriculum, as are concentrations in each of the traditional
     fine art studio areas (Ceramics, Drawing, Painting, Printmaking, Crafts and Sculpture) and in
     Illustration.

      In 1997, the Department added a Graphic Design Concentration. Since that time, there have been
     seven new graphic design courses added to the curriculum. Recognizing the importance of
     expanding into web-based design, new course were developed in 1999. Soon after, the department
     offered animation as a special topics course, and it now offers a certificate program in that field.

     In part as a response to the new digital initiatives, the department experienced considerable
     enrollment growth, evidenced by the rise in majors from 59 in 1998 to 130 in 2000.
     The Art Department now finds itself at a pivotal point that necessitates a creative realignment. The
     university proposes to expand the existing Graphic Design Concentration into a separate Digital Arts
     Major with two concentrations: graphic design and animation. The department believes that
     separating the traditional fine arts and those based on computer technology will clarify the unique
     distinction between the classic crafting of visual form and the emerging computerized digital
     processes.

     At the same time, however, the Art Department believes that all art students need a strong foundation
     program of design, drawing and art history. Therefore, the department will integrate both areas
     where relevant so that the student sees the two as sharing many common aesthetic, historical, and
     philosophic underpinnings.

     This approach is supported by "A Labor Market Analysis of the Interactive Digital Media Industries
     - Opportunities in Multimedia", a private and public industry council (NOVA*), report, which stated:
     "Virtually every company interviewed stressed the importance of employees having a solid
     foundation in techniques and theories underlying the skills to
     create interactive digital media products. Even though software tools are constantly changing, the
     primary theoretical elements remain constant." Another NOVA* report identified twenty-two
     imperative skills, over half of which are anchored in the traditional fine arts such as art history,
     drawing, compositional and color theory, painting and sculpture.

     2.2 Institutional Setting of Program:
     The proposed Animation Concentration is designed to blend into the existing art curriculum.
     Because animation involves both computer based learning and traditional techniques, it will utilize
     courses from both the graphic design and the fine arts. The core classes include the same classes as
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     the standard concentrations in the art department. The goal is to keep animation steeped in the
     tradition of fine arts by giving the animation student a strong background in 2D design, 3D design,
     sculpture, printmaking and, especially, drawing.

     Because it is a visual form that involves motion and audio, animation lends itself to interaction with
     several other departments. For example, animators have to concern themselves with Physics (for
     believable movement), Music (for capturing soundtracks), Theatre (for convincing acting and
     character development), Communication (for various delivery formats), and English (for script
     writing), and, of course, Computer Science.

     2.3 Relation to Mission Statement and Strategic Academic Plan:
      As an engaged university that stresses access and diversity, UW-Parkside strives to meet the needs
     of its diverse student population and the region it serves. Over the past few years, the university has
     become increasingly involved in economic development efforts, as a convener of regional groups
     and as a source of intellectual capital for area businesses. We are, therefore, keenly aware of the
     development challenges that our region confronts. The manufacturing base of our service area
     continues to evolve in ways that require a differently skilled work force. There is a need for college
     graduates who can function as leaders and workers in the knowledge economy. The proposed Digital
     Arts major directly addresses this concern. Graphic Design and Animation clearly are growth areas
     at present. Digital technology is the industrial norm for creating visual form in the commercial
     realm. Animation has become a leading edge tool, with a variety of businesses as well as educational
     and entertainment based applications

     UW-Parkside encourages all its academic departments to review and revise their programs so that
     they remain abreast of new intellectual currents, new technology, and new societal needs.
     Departments further are encouraged to build upon existing strengths in a logical, consistent manner.
     The proposed Digital Arts major embodies that approach. While the proposed major clearly
     represents an important innovation (as indicated in section 2.1), it also represents the logical next
     step in what has been an ongoing process of first establishing, and then strengthening the digital
     emphasis of the department’s program. At the same time, it conforms to most of the specific
     objectives in the Art Department’s strategic plan. (See Appendix 1)

     *(NOVA is a partnership between Silicon Valley and Los Angeles interests (Public Affairs Coalition
     of the Alliance of Motion Pictures and Television, Bay Area Multimedia Partnership, City of Los
     Angeles Private Industry Council and the North Valley Private Industry Council)

     2.4 Program Array History:
     Over the past seven years, UW-Parkside has added majors in criminal justice, sport and fitness
     management, and microbiology and bioinformatics, and a Master of Science programs in computer
     and information systems. No majors have been eliminated.


3.   NEED

     3.1 Comparable Programs in Wisconsin:
     Though Graphic Design programs exist on almost every campus in the UW-System, there are no
     programs directly comparable to the proposed major in Digital Arts. UW-Stout, Whitewater,
     Madison, and Milwaukee offer some instruction in animation. Stout recently added a multi
     media/animation faculty position where their focus is directed towards the video gaming market.
     (See attached Stout curriculum: Appendix #2). U.W. Milwaukee offers animation courses only in
     their film department but not art or graphic arts (See Appendix #2 for curricula).

     The Milwaukee Institute of Art and Design is considering the addition of an animation program, this
     costly private school is not a viable option for many students. Madison Area Technical Colleges
     offers animation specialization, and Milwaukee Area Technical College offers a two-year associate
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        degree in animation. Both programs are narrowly technical, and lack grounding in the fine arts.
        (See Appendix #2 for curricula)

        3.2 Comparable Programs Outside of Wisconsin
        Special schools have recently appeared around the country to satisfy the number of students who see
        animation and/or game design as a viable option for an occupation. Although the quality varies, the
        main purpose is to help the student produce a formal portfolio (5-minute creative demonstration reel)
        that is necessary to get a job in the field. Columbia College in Chicago offers an animation and film
        degree, and the California School of the Arts offers a world-class animation degree as well as
        Sheridan College in Oakville, Ontario (See Appendix #2 for curricula).

        3.3 Regional, State and National Needs:
        Projecting future needs in the digital domain is especially difficult in that some of the jobs are yet to
        be imagined. Who would have predicted web designer, flash animator, or non-linear video editor as a
        viable job description even a short time ago? Yet, all of these are real positions that have developed
        because of art-related digital technology. That said, UW System Market Research has developed an
        Outlook for Jobs for Digital Art Related Fields for UW-Parkside (See Appendix #3). It suggests that
        the job market is generally strong in Wisconsin, but especially so in Southeastern Wisconsin and
        Northern Illinois. The ten-year forecast (2000–2010) suggests growth rates of up to 40 percent in
        Lake County, IL, an area in which UW-Parkside has an established presence through its ties to
        Abbot Labs and its articulation agreement with the College of Lake County.

        3.4 Student Demands--Future Enrollment:
        Art is one of most popular programs on campus ranking in the top third of departments for enrolled
        majors and minors. Compared to similarly sized and even some of the larger universities within the
        UW - System (Eau Claire, La Crosse, Oshkosh, River Falls, Stevens Point, Whitewater and Stout),
        over the five-year period from 1998 to 2003, the UW-Parkside Art Department stands first in the
        FTE rankings. (See Appendix # 4).

        In fall 2003 the Art Department sent a survey to area high schools (with art programs) that accessed
        interest in possible changes in the program. The results indicated that offering a major in digital arts
        would lead to an additional 8.6 percent of those surveyed to consider attending UW-Parkside. Based
        on past growth patterns, the information gathered from the high school survey, and the strength of
        the job market in southeastern Wisconsin, we anticipate that enrollments in the Digital Arts would
        grow significantly over the next five years. Indeed, given its unique features and the absence of any
        truly comparable course of study in our region, we expect that the Digital Arts major to become a
        “destination” major, attracting students from high schools throughout the Southeast Wisconsin-
        Chicago corridor.

ENROLLMENT PROJECTIONS:
Year:                      Implementation:       2nd Year Fall    3rd Year Fall      4th Year Fall    5th Year Fall
                           Fall of 2004          of 2005          of 2006            of 2007          of 2008
New Students                   15                    15              20                 20               25
Continuing Students            50                    60              70                 85               100
Total Enrollment               65                    75              90                 105              125
Graduating Students            10 - 15               15 - 20         15 - 20            20 - 25          20 - 25

        3.5 Collaborative or Alternative Program Exploration:
        As noted in section 2, graphic design presently is a concentration within the art major and animation
        should also develop into a concentration. However, the entire thrust of this proposal rests on joining
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       these to form a separate major in Digital Arts, so to better meet student needs and respond to
       growing market demand. As animation becomes an ever-increasing visual force in our digital and
       media world, the arena of Graphic Design has also grown into new areas. Web Design and its
       offshoots are the most obvious but digital photography and video are also new areas that will need to
       be active partners in this growing field.

       Section 4.11 outlines our plans for collaboration with other UW-institutions. Given the differing
       emphases of those programs, however, developing a joint program is not practical at this time.

4.     PROGRAM DESCRIPTION AND EVALUATION

       4.1 Objectives:
       After first building a strong foundation in design and drawing, with relevant work in fine arts and
       supporting courses in art history, students majoring in Digital Arts will elect an area of computer
       imaging. This artist/designer will ultimately be able to take on careers in divergent fields within
       animation, illustration and graphic design (web based or print). The department's objective is to
       remain at the forefront of innovation, so as to provide students a competitive edge. Our present
       animation program is based on 2-D animation, with some three dimensional effects taught at the
       upper division. Three-dimensional animation is a major direction that we must pursue. We are
       already offering courses in digital video and blue screen effects and see that there are many other
       possibilities in interdisciplinary digitalized art forging new forms of artistic and creative expression.
       The 2003 hiring of Professor Katherine Gregory in the Communication Department, adds theoretical
       expertise in documentary video. Professor McRoy of the English/Humanities Departments (whose
       interest is in genres that utilize special effects in film) will also add depth to the study of animation,
       cinematography and its historical context.

PROPOSED CURRICULUM—59 credits:
     The following courses are part of the Concentrations in Graphic Design, 2-D Animation and/or 3-D
     Animation. These courses and the number of credit hours are standard for such programs. Many
     University of Wisconsin - Parkside students must compete with Bachelor of Fine Art Candidates
     from other institutions who have an even larger credit load
Foundation Courses –Required for of all the Art Majors (9 Credits)
   ART 102 Introduction to 2-D Design                          3 cr
   ART 103 Introduction to 3-D Design                          3 cr
   ART 122 Introduction to Drawing                             3 cr

All Digital Art Majors must take the following Introductory Art Courses (12 credits)
    ART 231 Beginning Life Drawing                                3 cr
    ART 251 Beginning Printmaking                                 3 cr
    ART 282 Beginning Painting (or)                          3 cr
    ART 284 Beginning Watercolor (or)                             3 cr
    ART 283 Beginning Airbrush                              3 cr
    And one of the following:
    ART 201 Beginning Ceramics                                    3 cr
    ART 202 Beginning Fibers & Textiles (or)                      3 cr
    ART 223 Beginning Art Metals (or)                             3 cr
    ART 236 Beginning Sculpture (or)                              3 cr
                                                                           5
Art History Courses (15 credits)
  ART 125     Foundations of Art History I                       3 cr
  ART 126     Foundations of Art History II                      3 cr
  ART 343     History of Modern European Art                     3 cr
  ART 345     American Art Since 1913 (or)                       3 cr
  ART 491      Special Topics in Art History                     3 cr
   ART 461 Aesthetics and Art Criticism                          3 cr
Senior Capstone –Required for all Art Majors (5 credits)
   ART 492 Senior Seminar                                     1 cr
   ART 493 Senior Studio                                 4 cr (or)
   ART 494 Art Internship in Graphic Design or Animation      4 cr
Specific Classes for Graphic Design Concentration (18 credits)
   ART 271 Introduction to Graphic Design                           3 cr
   ART 372 Graphic Design                                           3 cr
   ART 374 Typography                                               3 cr
   And three courses from the following:
   ART 370    Animation                                             3 cr
   ART 373    Illustration                                          3 cr
   ART 375    Package Design                                        3 cr
   ART 376    Computer Illustration                                 3 cr
   ART 377    Web Design for Designers                              3 cr
   ART 472     Advanced Graphic Design                              3 cr
   ART 473     Advance Illustration                                 3 cr
   ART 474     Advanced Typography                                  3 cr
   ART 476     Advanced Computer Illustration                       3 cr
   ART 477    Advanced Web Design for Designers                     3 cr
Specific Classes for the 2-D Animation Concentration (18 credits)
   ART 271     Introduction to Graphic Design                       3 cr
   ART 2xx     Introduction to Animation                            3 cr
   ART 2xx     Animation Analysis                                   3 cr
   ART 3xx     2-D Animation I                                      3 cr
   ART 4xx     2-D Animation II                                     3 cr
   And one course from the following:
   ART 3xx     Digital Video                                     3 cr
   ART 331     Advanced Life Drawing                             3 cr
   ART 373     Illustration                                      3 cr
   ART 376     Computer Illustration                             3 cr
   ART 377     Web Design for Designers                          3 cr
   ART 4xx     Character Animation on the Web                    3 cr
   ART 479     Web Motion Graphics                               3 cr
                                                                                                                6
Specific Courses for the 3-D Animation Concentration (18 credits)
   ART 271     Introduction to Graphic Design                         3 cr
   ART 2xx     Introduction to Animation                              3 cr
   ART 2xx     Animation Analysis                                     3 cr
   ART 3xx     3D Animation I                                         3 cr
   ART 3xx     3D Animation II                                        3 cr
   And one from the following:
   ART 3xx     Digital Video                                          3 cr
   ART 331     Advanced Life Drawing                                  3 cr
   ART 376     Computer Illustration                                  3 cr
   ART 377     Web Design for Designers                               3 cr
   ART 4xx     Character Animation on the Web                         3 cr
   ART 479     Web Motion Graphics                                    3 cr

  * For course descriptions refer to Appendix #6

   4.2 Interrelationship with other Curricula:
   The Digital Arts, and especially animation, involve visual techniques, while also incorporating
   perspectives from Communication, Computer Science, English, Music, Physics, and Theater. Courses
   drawn from those disciplines form a ready pool of elective courses for students in the Digital Arts, as is
   indicated in the representative sample below.

   COMM 107             Communication and the Human Condition
   COMM 108             Media and Society
   CSCI 130             Intro to Programming
   CSCI 241             Computer Science I
   ENGL 207             Creative Writing - Fiction
   ENGL 208             Creative Writing - Screen Play Writing
   ENGL 252             Intro to Film
   MUS 101              Fundamentals of Music
   PHYS 101             Principles of Physics
   THEA 110             Theatre Appreciation
   THEA 125             Acting I

   These collaborations further underscore the strong potential for new classes to be developed with other
   departments. Some illustrative examples include music classes dealing with scoring for film and audio
   recording, the physics of motion, or a theater class dealing with Mime. Art, Music and Communication
   might collaborate on a course dealing with the interrelationship of music to film.
   The existing animation certificate includes courses in English. The pre-architecture track (articulated
   with UW-Milwaukee) includes courses in English, Geography, Communication, Math, and Physics, and
   the Art History Certificate also provides opportunities for students to elect a class from several different
   departments. Art also participates in an interdisciplinary Museum Studies Certificate that involves
   History and Sociology/Anthropology. And, the Certificate in Web Design, jointly developed by Art and
   Computer Science, requires courses drawn from both departments.
   In 2002 the Computer Science Departments and Art Department jointly wrote a National Science
   Foundation "Partnerships for Innovations" Grant. The Department will continue to work with Computer
   Science when and where it is relevant to help develop the Digital Arts Program. As digital arts depend
   on good encoders and creative programs, the interrelationship between the two Departments will only
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expand. The university envisions that this focus will serve both departments and have a positive effect
on growth for Computer Science as well as Art.
 Art and Biological Sciences faculty have collaborated to develop a course 'Biology through Art', which
integrates contemporary art and biology, culminating with the creation of visual artworks in the
laboratory. Faculty from those departments recently designed another new course, “Statistical Graphics,
that provides students with more effective means of visually communicating their scientific findings.

4.3 Methods of Assessment and Evaluation:
Assessment of the Digital Arts major would occur within the context of the Art Department’s assessment
plan (see appendix #7). With regard to student work, there are three progress evaluations, each of which
involves a portfolio review. These occur upon completion of the foundation courses, completion of the
introductory courses in a given concentration, and following the Senior Capstone Course (Senior Studio
or Internship). This last review enables the department to ascertain the maturation of our students’ artistic
conceptual strengths and skills upon graduation and also give the department a superb opportunity for
assessment.

The collective analysis of these individual reviews provides a substantial evidentiary base for assessing
the effectiveness of the essential elements of the department’s curriculum. Additional assessment tools
include exit polls of graduating seniors, periodic surveys of graduates, interviews with individuals who
have worked with our interns, dialogues with colleagues in similar disciplines at other universities, and
ongoing curricular discussions in department meetings.

4.4 Accreditation Requirement: none

4.5 Diversity:
A universal medium of expression and communication, art inherently provides a platform for diversity.
Artists also create diversity through their personal unique visions that emerge from their own cultures
and backgrounds. Art also provides more opportunity for diversity in that it accommodates different
intelligences and learning styles. Its active, hands-on approach provides an inviting, accessible, and
democratic learning environment. Not surprisingly, the department attracts a diverse student body.
Approximately 19 percent of its majors are students of color, and their personal artistic production
further enhances the visual diversity that students experience within the art program.

Of the department’s three recent hires as tenure track Assistant. Professors, two are women, one of
whom is a Latina, and one is an African American male

4.6 Strength or Unique Features:
The strength of the new Digital Arts major will be its tie to the traditional mediums that are already in
place at Parkside. As in our existing classes, the Art Department will strive for the animator and graphic
designer to create a personal and unique art style that will best express their artistic viewpoints.
Technical schools tend to leave out the “art” side of the curriculum. While Technical schools may
provide students with the fundamentals of graphic design or the ability to work with software, the
university setting provides both a richer background in the arts and a deeper understanding of artistic
techniques and their historical framework, whether traditional or computer-aided. This produces
graduates who have a complex and nuanced artistic sense that enables them to produce more compelling,
quality works, whatever their chosen career field in digital arts.

The interdisciplinary aspects of the Digital Arts major (see 4.3) are another strength, as is the link to
several certificate programs, including arts management, museum studies, and worldwide web
publishing.

4.7 Career Advising:
All faculty members of the Art Department act as advisors. The department’s strong record of
community engagement (see 4.9) and support for community arts programs also provides students with
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opportunities to network and gain greater understanding of career opportunities. Another facet of the
department’s career counseling is the Art Internship, which provides practical experience in studio and
curatorial situations in business, industry, and museums. Faculty members and organization
representatives jointly supervise the internships. At present, there are four to five students who are
placed in internships each semester. UW-Parkside’s Career Center provides additional support for all
students.

4.8 Outreach:
The Art Department works closely with the University's Center for Community Partnerships helping
organizations with graphic design projects. Last year, for example, the graphic design students assisted
the Racine/Kenosha Lead Abatement Project to help make the community become aware of this danger.
The graphic design students have also designed the web site for the Kenosha United Way, brochures for
the Pleasant Prairie Park Commission, posters, logo designs and other advertising materials for area non-
profit arts organizations [See Appendix #8]. A strong Digital Arts program will foster additional
affiliations with our community.

4.9 Integration of Appropriate Technology and Instructional Design:
The existing UWP graphic and web design program offer courses that include industry standard software
as the basis for the course offerings. Ongoing professional development, through workshops, industry
contacts, and professional organizations ensures that all our department members, especially those in the
digital arts area, remain abreast of the ever-changing needs of this expanding field. Both administration
and faculty are committed to providing state-of-the-art hardware and up-to-date software so students are
learning on the equipment and software they will find in the field. Teaching and learning is a prime
concern for the Art Department, and that directly involves issues related to designing effective learning
environments and strategies. Members of the Art Department have been actively involved with campus-
based projects related to the enhancement of teaching and learning (including, for example, community-
based learning and, enhancing introductory courses). They also have worked with the university’s
instructional design specialist, and have participated in several OPID programs.


4.10 Collaboration and Distance Education:
UW-Parkside personnel have made initial contact with UW-Whitewater (which is pursuing a major in
multimedia) to see where resources can be shared between campuses. Initial overtures to UW-Stout have
also been made regarding the possibility of sharing some courses. UW-Parkside already has an
articulation agreement with Gateway Technical College (implemented in December 2002) that allows
students with their 2-year degrees in graphic arts to transfer into the art department for a completion of a
4-year degree. Currently, the concentration within the art program that students are encouraged to pursue
is illustration (they already have their requirements for our graphic design program met). This new major
would open up other concentrations and certificates to them such as animation and web design which
should lead to an ever-increasing flow of students. We also are investigating the possibility of an
articulation with Milwaukee Area Technical College.

4.11 Access for Individual with Disabilities
The Art Department has always worked with the university’s Disability Services Office to ensure that it
has followed all codes to ensure that our program is accessible for those with disabilities. The
department has had a number of individuals who have had varied disabilities and has accommodated
them through syllabus modification, alternative projects or adjusting the use of different tools. As this
will be primarily a computer-based discipline, the accessibility and challenges will not be as acute as
those such as a sculpture or printmaking class.
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5. PERSONNEL

  5.1 Faculty Participating Directly in the Program:
  The Art Department is committed to provide all its majors with a sound grounding in the fine arts and art
  history. Digital experimentation is already undertaken in printmaking. All current members of the Art
  Department will participate in the Digital Arts major.
   Lisa Salvatierra Barber, Asst. Professor, (ceramics, fibers, foundation drawing and design)
   Dennis Bayuzick, Assoc. Professor, (art education, painting, foundation drawing and design)
   Trenton Baylor, Asst. Prof., (sculpture, woodworking, foundation drawing and design),
   Douglas DeVinny, Professor, (printmaking, drawing and illustration)
   Susan Funkenstein, Asst. Professor, (art history)
   Alan Goldsmith, Assoc. Professor, (graphic design and illustration)
   David Holmes, Professor, (art appreciation, painting, foundation drawing and design)
   Robert Miller, Lecturer, (animation, graphic design and foundation design).

   5.2 Advisory Faculty (and Staff)
    Timothy Fossum, Professor, Computer Science (Chair)
    Susan Haller, Assoc. Professor, Computer Science
    Stuart Hansen, Assoc. Professor, Computer Science
    Judith Tucker-Snider, Assoc. Professor, Theater Arts (Chair)
    Jamie Cheatham, Assist. Professor, Theater Arts
    Dean Yohnk, Assoc. Professor, Theater Arts
    Katherine Gregory, Assist. Professor, Communication
    Megan Mullen, Assoc. Professor, Communication/Humanities
    Jay McRoy, Assist. Professor, English/Humanities
    Julie King, Senior Lecturer, English
    James Crowley, Assoc. Professor, Music
    Mark Eichner, Assoc. Professor, Music (Chair)
    Catherine Pietri, Assist. Director - Instructional & Technical Support

  5.3 Additional Faculty Requirements:
  Our present faculty resources, with some augmenting by adjuncts, will suffice to initiate the Digital Arts
  major in fall, 2004. The department presently is preparing a request for a tenure-track faculty assistant
  professor, with a start date of fall, 2005-06, with strength in the area of web design and three-
  dimensional modeling. Assuming the anticipated rise in enrollments, we would expect to add a 3-D
  animator by either fall 2006 or ’07. Given changing enrollment patterns in other disciplines and the
  expected number of retirements, reallocation of resources will support the two new faculty lines.

  5.4 Academic Staff:
  Depending on market conditions, the 2005 hire in Digital Arts might be an academic staff position. The
  need for Associate Lectures with professional proficiency in various areas of technical and artistic genres
  will need to be brought in to augment the programs.

  5.5 Classified Staff:
  We do not anticipate any new classified staff needs within the Art Department. Although, there will
  need to be some additional needs in the Instructional Technology Support area, which oversees the
  campus computer labs That would not result solely from the Digital Arts program, but rather from the
  general rise in lab needs throughout the university. This need reflects both increases in classes but also
  the new and more advanced programs being used. A specialist with certification in Apple/Mac platforms
  will become a necessity 2005.
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ACADEMIC SUPPORT SERVICES

  6.1 Library Resources:
  The University of Wisconsin - Parkside has a large selection of art books, videos, DVDs and trade
  magazines. In the past few years our collection of animation videos has expanded considerably as well
  as graphic design books. The library has been very supportive in procuring materials needed for all the
  art concentrations to augment the curriculum. The Art Department sees no new demands on Library
  resources.

  6.2 Additional Support Resources
  UWP has a competent computer support staff that shares multiple tasks. Although many support people
  help to make the Mac labs operate efficiently and effectively, primarily one person along with a student
  assistant builds and maintains the image that is used on all the computers in these labs as well as the PC
  labs. This person is responsible for maintaining the network connections, upgrading all the software that
  various faculty need for their courses, understanding the hardware requirements for all the programs in
  the lab. This is not a small task. As high-end graphics files can demand a great deal from a network, it is
  imperative that the staff stays current and anticipates what upgrades will be necessary. Periodic training
  will be required to keep the support staff up to date. The university presently is recruiting for a Director
  of Networking and Computers. Once this person is in place, we anticipate there will be some internal
  reorganizations and reallocation of resources. (Refer to 5.5)

  6.3 - 6.5 (Not relevant)


FACILITIES & EQUIPMENT

  7.1 Capital Resources--Existing Facilities and Capital Equipment
  The University maintains two Macintosh computer labs that are used by the existing graphics program
  and would be anticipated to be used for the new program. Each lab is equipped with 25 networked
  Macintosh computers, one or two flatbed scanners, a digital projector and whiteboard for classroom use.
  The labs are shared with the Communication, Art, Theater Arts Departments, Teacher Education and
  occasionally an UW-Extension course. When no class is offered, the labs are open to the public and the
  student body. The labs are co-located in D150 Wyllie Hall and share a laser printer where students can
  buy printouts of their work.
  A recent upgrade of the labs has resulted in all major software programs running current versions. No
  program is more than one version behind the current release. In addition the lab has (as of spring 2004)
  upgraded to the new UN*X-based operating system, OS X. Also added fall 2003 is a small video editing
  lab consisting of two G5 Macs running OS X. external DVD burners, and other equipment. This lab is in
  a separate room directly behind the Mac Lab. Also available are a conference room and two learning labs
  (with 12 computers each) that can be reserved.
  The present setup includes desks and chairs for the 25 Macintosh G5 Computers, 1.8 Ghz, 512MB RAM,
  DVD-RW/CD-RW; 25 Macintosh Dual Processor G4 Computers, 600 Mhz., 512MB RAM, DVD-
  R/CD-R (five with CD-RW); an HP 8150 laser printer; three Epson 3400 scanners; 4 external CD
  burners.
  In addition the following software is available to anyone using the lab through a key server that manages
  licenses so that only as many copies of a particular program can be opened as UWP has licenses.
                                                                                                         11
  Software

53 Mac OS X (10.3)
25 Adobe Creative Suite that includes Illustrator CS, Photoshop CS, InDesign CS, GoLive CS, Acrobat
Professional (with concurrent licenses)
25 QuarkXPress 6
52 MS Office X
25 Apple Final Cut Express
20 Adobe After Affects 5.5
15 Adobe Premier 6.5
25 Macromedia Dreamweaver MX (Mac concurrent licenses)
25 Macromedia Flash MX (Mac concurrent licenses)
25 Corel Painter 8
5 TypeStyler X (no release date)
1 Symantec System Works
10 Bias-Peak 3.2 LE (5 pack)
25 Poser 4 Mac
1 Debabelizer Pro 5
10 Roxio Titanium 5
26 HyperStudio 4
24 Vector Works Licenses

7.2   Capital Budget Needs--Additional Facilities Required
The program can be initiated using the present Mac Lab described above, augmented by additional
hardware and software and some minor remodeling. (see appendix ? for detailed listing). This retrofit
involves providing fifteen fully functioning stations and an adjacent Drawing/Design Studio. Hardware
needs for the lab would total $25,339.25, and would include fifteen additional 17” monitors (animation
requires dual monitors), graphic tablets, an additional 2 GB of RAM for each computer, and one
functioning whiteboard set-up.

Software needs would total an additional $9,058.95.

The Drawing/Design Studio, which would be created by taking space from an adjacent lounge area,
would require fifteen Animation Drawing tables, three TV/DVD players, and one whiteboard set up.
These hardware costs would total $5,245.97.

Construction costs are estimated at $4,000, for a total capital cost of $49,144.17. .

Additional capital costs for both the Mac Lab and Drawing/Design Studio will be needed for an adequate
audio playback system. Audio is important and needs to have the same quality as the visuals being
projected. Ceiling speakers that would be capable of stereo playback need to be in place. ($650.00)
Through reallocations, Internal funds have been identified for all these costs.
As the number of students pursuing animation grows, there would be a need to increase the number of
workstations. We anticipate this occurring in year 2008 (See 3.4) At current prices, an additional ten
stations would cost approximately $20,000. We would anticipate handling this internally.
Clearly, continued growth would create pressures for a new high-end labs dedicated to animation and
graphic design. A multipurpose smart room in close proximity to the lab would be needed for critiques,
as a workroom and for lectures and conferences with “clients.” The expansion of the Communication
Arts Building is a top priority project in the UW-Parkside facilities master plan, and we are hopeful that
it will be funded in the next biennium. That expansion would dramatically alter the configuration of lab
space throughout the campus, and would enable us to accommodate a thriving Digital Arts program.
                                                                                             12
                                                                               APPENDIX 1
University of Wisconsin-Parkside
Art Department
Strategic Planning Update
April , 2003


Mission Statement:
The Art Department of the University of Wisconsin-Parkside extends to students the
opportunity for collegial relationships with faculty in both classroom and studio. The
department offers a range of opportunities within a traditional visual art curriculum
for unique concentrations as well as a generalist’s approach. The faculty of the Art
Department is dedicated to excellence in teaching, creative activity and research, and
service to the university and the community, both local and regional. The Art
Department believes in broadly sharing the visual experience through creative and
pedagogical activities with students, colleagues and the community.


Objective One:
To offer a diverse curriculum and programs based on the traditions of the visual language and
its important position within our contemporary culture, stressing the effects and influence of
art.

Strategies:

   • The curriculum has been formulated to integrate two and three-dimensional arts, with
     a foundation that is inclusive of traditional media complimented by a broad background
     in the history of art and aesthetics.

   • Class and studio activities are augmented each semester with field trips to museums
     and galleries, primarily in the Milwaukee/Chicago areas. The use of our own gallery is
     also utilized as a teaching tool with exhibitions that focus on issues relevant to the
     curriculum. Guest lectures by artists, art historians, art critics, aestheticians and other
     professionals in the art field are also used.

Measurable Outcomes:

   • The Art Department sees the review of its curriculum as an ongoing activity, basing
     changes on our student evaluations, graduate surveys, comparable university programs
     (regional and national) and changing trends in higher education in a general context as
     well as specific issues that relate to the visual arts. With the addition of new faculty in
     the past few years, the curriculum continues to be refined to reflect their distinct areas
     of expertise.

   • As proof of our resolve to improve and expand our program within the limitations of the
     existing facility and our position as it pertains to faculty lines, the department has now
     implemented an expanded major. In the catalog of 2001-2003, the Art Department
     initiated eight options ranging from 45 credits to 59. These give the Art major three
     distinct options: either a General Art Major (45 credits), a Comprehensive Art Major
     (53 credits) or Concentrations in either Graphic Design, Drawing, Printmaking,
     Painting, Illustration, Ceramics, Crafts, or Sculpture (59 credits). These give more
     specific options and serve individualized career goals. It also allow those students who
     choose to go on to graduate school a degree which will be competitive with a Bachelor of
                                                                                             13
       Fine Arts degree offered at many other schools.

      The Department created a Certificate in Animation in the fall of 2002. In addition, in
       the spring of 2002 a plan was devised and sent to the University of Wisconsin System
       to form a special degree program in Digital Arts that reflects the growth and interest in
       this area.

   • The Art Department envisions forming a concentration in Art History. The Art
     Historian (Dr. Funkenstein) would offer a broader range of courses that would include
     the studio areas with themes and methods found in the humanities, social sciences, and
     sciences. This concentration would enroll students who are interested in the historical
     and theoretical aspects of the visual arts. As a preliminary step, the Art Department
     created an Art History Certificate Program in the fall of 2002.


Objective Two:
To offer art students, as well as the non-art major, a broad yet comprehensive introduction to
the visual arts along with a historical, cross-cultural, theoretical and technical emphases.
Strategies:

   • The Art Department has developed foundation classes to substantiate a proper
     groundwork for further studies. These courses are the theoretical and technical basis
     for all supplementary studies in the art program.

   • Foundation studio courses, art history courses and art appreciation are open to all
     university students. These courses are important to the major but are also developed in
     consideration of the non-major who wants to receive a positive learning experience in
     the visual language.

Measurable Outcomes:

   • By continuing the refinement of the foundation courses so the student is instructed in
     diverse cultural, theoretical and technical information. This is an ongoing activity with
     a formal review every two years.

   • By integrating new ideas and technology into the foundation program, especially as it
     pertains to conceptual directions in computer imaging.

   • By reviewing foundation courses with regard to the appropriateness of the course work
     for both majors and non-majors and being ever sensitive to gender and ethnic issues.

   • By assuring that the arts of Africa, Asia, Latin America, and the Middle East, and the
     issues of gender, race, and ethnicity, are consolidated into coursework. This will be
     important not only to the art history and art appreciation courses but integrated into
     media-specific studio course work as well.



Objective Three:
To offer art majors an opportunity to develop their abilities within a varied curriculum that
offers an assortment of opportunities to explore a wide range of career possibilities.

Strategies:
                                                                                           14
   • The major requirement offers three options with eight studio concentrations under
     the third option. This allows the major a wide range of choices, from a generalist major
     to the more demanding concentration in a studio specific area (Drawing, Painting,
     Ceramics, Printmaking, Illustration, Sculpture, Crafts and Graphic Design), and an
     opportunity for art education certification.

   • The expansion of the Concentrations to include art history is a strategy that the Art
     Department considers significant. This would present the more historically and
     theoretically minded student an opportunity for an art major. The cultural relativism
     taught in the art history courses would also appeal to students from diverse ethnic
     backgrounds, and inspire them to consider this program.

   • The upgrading of computer technology as well as other technical upgrades for the
     studios/labs is imperative to the student who needs to be current for the contemporary
     job market.

Measurable Outcomes:

   • To survey our graduates through both exit interviews and a follow-up survey two years
     after graduation so to evaluate the impact of the options on their career.

   • To also poll individuals from the community (museum directors, designers, etc.) who
     can give input into expanded or defining new possibilities for employment for the art
     major.

   • To attend and/or host conferences, meetings and other opportunities in the art field, the
     art department will continue to investigate how it can best tailor the major to make the
     most productive graduate for today’s job market.


Objective Four:
To offer students an opportunity to experience the application of new technology in the
creation of their unique artistic vision.
Strategies:

   • The use of computer technology is being actively integrated into the major especially as
     it pertains to the Concentration in Graphic Design and Animation Certificate.
     Foundation level two-dimensional design is being considered as an introductory
     experience with computers. Other studio areas will to be sensitive to the computer as
     new technology is introduced.

   • Within the traditional studio areas, there are constant improvements in materials and
     technology that need to be explored on a continuing basis. New resins and pigments
     have a constant impact on drawing, printmaking, painting and sculpture. New
     technologies, outside the tradition of studio art, will be integrated to form new visual
     creations. This has to be a perpetual preoccupation of the department if we are to offer
     a program that represents the contemporary art world.

    As new products and technology impacts the arts, the department must not only
     understand their use but also invest in a thorough understanding of the health and
     safety issues related therein.

Measurable Outcomes:
                                                                                             15
   • The Art Department will again survey current students and our graduates to
     ascertain the worth of various components within the curriculum as it pertains to
     technological issues.

   • The department will also continue to have an active dialogue with experts within the
     field to make sure that the department is as technologically up to date as our budget
     will allow.

      The department must invest in new avenues of support beyond the standard S&E
       account to improve our technical upgrades.



Objective Five:
To prepare students for specialist art teaching in elementary and secondary schools.
Strategies:

   • The Art Department will address and meet the State of Wisconsin Department of
     Public Instruction Certification Standards to insure a vital and relevant curriculum
     that will prepare a student for a career in primary and secondary education, both in the
     public and private sectors. Likewise, the department will also work with the
     Department of Teacher Education at the university so that our program properly
     coordinates with their requirements.

   • The coordination of the Art Education component within the art curriculum will
     continue to be monitored by an appropriately trained faculty member whose
     professional expertise and activities involve contemporary pedagogical theory and
     application.

Measurable Outcomes:

   • The department will continue to monitor the job placement patterns and hiring
     histories of recent Art Education Certification students as a measure of the program’s
     success. To date approximately 95% of the students graduating with the Art Education
     Certificate have been hired in their field of study.



    The department will continue to survey the Art Education Certification students within
     two years into their teaching careers to assess their analysis of the quality and
     pertinence of the art education curriculum in preparing them a careen in Art
     Education.

    The department will also survey appropriate administrators in a formal and a formal
     manner to ascertain how well the program is preparing current and future art
     educators.

Objective Six:
To provide a solid foundation for graduate studies in art, design, art education and/or art
history.
Strategies:

   • The Comprehensive Degree in Art and especially the Concentrations with their specific
                                                                                            16
      studio directions provides the student with a high quality background in their chosen
      field of studio research. This will give them a base to build a course of studies at the
      graduate level as well as make them competitive with the individual whose degree is a
      Bachelor of Fine Arts.

   • The Art Department will continue in its mission to expand the art history component of
     the major, as this is a crucial part of graduate studies. It is also the desire of the
     department to establish a more thorough major with the expansion of the offerings in
     art history and the addition of a Concentration with this distinction.

Measurable Outcomes:

   • A timely survey of the graduates who applied to graduate schools to ascertain the
     acceptance and rejection rates, and the quality of the schools will serve as a primary
     factor in judging the measure of success. For example, in the fall semester of 2001, the
     department hosted an exhibit composed of work from two former graduates who went
     on to earn their Master of Fine Art degrees. We have used this vehicle in the past and
     had very successful exhibitions.

    Also, as featured in the summer of 2002 edition of Perspectives (09/02), eighteen of the
      department’s graduates were featured as some of the major contributors to Racine’s
      ―Dog Days of Summer‖ (a corporate supported sculpture competition to put artistically
      altered canine sculpture throughout downtown). Such showings help the department
      be aware of how pervious students are involved in their career and the community.

   • Reviews of how our curriculum can compete with comparable universities will be
     another means of measurement we use to see how competitive we are in this arena.
     Catalogs from system campuses as well as other similar-sized midwestern universities
     will be reviewed.

  • Experiencing new technology is important for the successful entry of an individual into a
     graduate program. This will have a major impact on the department’s supply and
     equipment budget if the program is to be competitive, making such investments in
     technology a primary necessity. Our continued modernization, especially in the area of
     computer technology, hardware, software, maintenance, and development, will be
     imperative. This is also true in the areas of sculpture and ceramics where the two new
     faculty members are very involved in modernizing the studio facility.

Objective Seven:
To provide a broad background in the history of art that stresses the diversity of cultural
forms, attitudes, and contexts in works from the United States, Europe, as well as globally,
and analyze the aesthetic theories that may be used.
Strategies:

   • The faculty will integrate art historically relevant information into the studio programs
     whenever possible, being sensitive to both western and non-western ideas, images and
     individuals. The studio area, from the foundation level through the capstone courses,
     has always offered a rich arena to explore art history related issues that directly affect
     the student’s personal creative endeavors.

   • The art historian must be able to augment the broad base of courses currently offered,
     to include classes in African American art, Latino/a art, women and art, and the art of
     Africa, Asia, Latin America, and the Middle East. The Art Historian (Dr. Funkenstein)
                                                                                              17
       adds depth to the department’s own diverse major and also contributes to other areas
       in the university (anthropology, archaeology, humanities, social science, women’s
       studies, etc.) and to the community.

   • With an art historian, the Art Department has a cultural ambassador who adds new
     depth to the university’s mission beyond her individual pedagogical offerings. Some of
     the major venues of cultural service to the university are through our varied field trips
     and our exhibitions in the Communication Arts Gallery. The art historian’s service in
     this area is pivotal to the department’s mission. Having this individual work in concert
     with the curator of the gallery, this role will be expanded even further. With the
     development of the major remodeling of the Communication Arts building in the next
     decade, an enlarged gallery facility will be part of this new construction. In addition to
     a variety of contemporary visual art exhibitions, the art historian would coordinate
     exhibits of art historical significance, many being multicultural in nature. Even within
     the existing gallery, such a role is a major augmentation of the missions of the Art
     Department and the University of Wisconsin – Parkside.

Measurable Outcomes:

      One standard measurement of the success of any program is its enrollments. Last fall
       semester (2001) art history (two classes) and art appreciation enrollment stands at 181
       students. The ART-125 class (Foundation of Art History—Ancient to Medieval) is
       enrolled at 53, three over the enrollment limit. Figures from this fall of 2002 are
       comparable. This is an indication of the history of enrollments that are generated for
       two basic courses being taught at the foundation level. In addition, upper-division
       classes in art history enroll well with the ART 345 (American Art since 1913) has 31
       students enrolled as of December 27th of 2002. It is quite clear the popularity of this
       important area of academic investigation.



   • Again, measurement of success by means of a survey from those interested in art
     history and therefore, the success of our distinct program will give us proper data to
     make refinements and additions to the art history program.


Objective Eight:
To provide programs that meet the cultural needs of the regional community and provide a
resource for educational and community engagement through: studio course work, exhibitions
(in the Communication Arts Gallery or by the faculty in various local and regional museums
and galleries), guest lectures, and art-related field trips (local, regional, national or
international).

Strategies:

   • The faculty will continue to use the Communication Arts Gallery to make cultural
     offerings through major exhibits that range from student displays, exhibitions by noted
     professional artists, and the nationally recognized small print exhibition. The gallery
     provides a rich resource for cultural interaction between community and university.

   • Studio and art history courses are available to any individual from the community,
     both matriculant and non-matriculant alike. The department will continue to offer
     classes in the community as it has often done with Art Appreciation at the Wustum
                                                                                             18
      Museum of Art in Racine.

   • Guest lectures by both regionally, nationally and internationally known experts in the
     field of art are advertised broadly to attract the regional community. To date, the
     response has been quite positive by art patrons to these lectures.

   • The members of the art faculty are available to act as lecturers, jurors and workshop
     presenters both to the immediate community and throughout the region. The number
     of such presentations by the faculty is impressive and demonstrates that they play a
     very active roll in their community. With the addition of the art historian will add
     significantly to this category.

   • The use of field trips is another way the department chooses to provide service to the
     community. Each semester a trip is organized to either the Milwaukee Art Museum or
     the Art Institute of Chicago. These well-attended trips draw very well with over a
     hundred per museum expedition. A main objective of the department is to focus on
     major shows keeping the cost at a reasonable rate ($13 to $22). This covers costs with
     no extra money generated. The local art museum charged $55 for their member and
     $65 for non-members. Our strategy is to make an affordable cultural event for all.
     National and international tours are also offered with some frequency. In spring 2002 a
     trip to London and Paris with primarily community people was offered.

   • With the addition of our full time art historian all the services we offer to our students,
     colleagues and the community will be given new depth and meaning. An art historian,
     who offers lectures, mounts exhibitions, joins in field trips, etc., will serve the
     university and its greater community far beyond the needs of the Art Department.

   To augment our curriculum and allow enrichment opportunities, the department should
    be able to coordinate and offer an array of mini courses in studio and art
    history/appreciation topics. This would enable the department to control the quality,
    content, and eminence of the instructor of the offering, which would better enhance the
    department’s outreach mission regarding arts education and enrichment.

Measurable Outcomes:

   Updates and further developments of the mailing lists should be targeted at a visual
     arts audience. If the Art Department wants to have a meaningful impact on the
     community, they need to be kept apprised of the exhibitions, field trips, lectures and
     other events sponsored or organized by the department. With a current, appropriate,
     and accurate mailing list the feedback via questionnaires and other inquiries would be
     very constructive.

   More accurate mailing lists of the department’s alumni must be kept through the
     Alumni Office for our use in keeping all our graduates connected to departmental
     events, programs and general information about what the Art Department is doing.

   Publicity regarding the professional activities of current and former art faculty as well
    as art students and alumni should be generated. The public will be more supportive of
    the efforts if they are made aware of the professional activities of the faculty, current
    art majors and alumni. Blueprint is a collective newsletter from the three arts areas at
    the university and serves as a good first step to this end.

   Feedback through surveys regarding the positive and negative aspects of exhibitions
    and field trips offered by the Art Department would aid in improvements of these
                                                                                              19
      venues as well as development of new concepts.



                RESOURCES NEEDED TO COMPLETE THE MISSION


Space:
The Art Department needs additional space in four areas. The sequence these are placed in
should not be seen as their order of preference. The department sees them all as important
and unique to the various functioning of our mission and that of this university.

   1. Gallery: The Communication Arts Gallery is by far one of the smallest facilities of its
      kind in the University of Wisconsin System. If we are to ever enlarge our exhibition
      offerings, this space will need to be updated and expanded. With the fine arts building
      expansion, currently a system proposal, this problem would be resolved. A concern is
      that The National Small Print Exhibition will always remain small in format.
      Perhaps, we will retain this successful format but certainly with the current gallery
      size, we have no other option but to keep the prints relatively modest in scale. Larger
      exhibitions, that might be both exciting to the community and also serve as a excellent
      teaching tool for the university could never be booked. Likewise, student work that is
      meritorious may not be able to be included in the student art shows because of the
      space limitations within our small gallery. The gallery's track lighting system is
      outdated and the walls are showing wear.

   2. Gallery Storage: This area is at best barely adequate for its function. A space that is
      larger and closer to the gallery is needed. In the present gallery storage area, there is
      no room for permanent storage for works of art and even temporary storage is
      awkward. This is one major reason why we take down a show and return it before the
      next one is delivered and installed. This can shorten the length of exhibitions. Often
      this must be done in a two day period, as the Art Department does not like to leave the
      gallery closed for extended periods during a semester. A proper gallery storage area
      also should have an exhibition preparation area as well as unique storage facilities for
      plinths, lights, clear display cubes, tools, ladders, etc. There is also a question of
      climate control for the safety and preservation of works of art and materials that needs
      to be present in a proper gallery storage room. The present facility has little of these
      things and is really nothing more than a large closet.

   3. Drawing Studio: The drawing studio [CA 125] is also much too small. Its size limits
      the number of students who can use it and presents a major problem for the storage of
      drawing supplies, stools, drawing horses, easels, model stands and still-life materials.
      Although the tiered room with its new lighting is fine for a small class, it cannot safely
      handle over twenty students. We often enroll over 25 students so there is little room for
      movement and the teacher is encumbered in his or her attempt to move about the
      studio. Movement of the faculty member is imperative, as individual instruction while
      the student is at their station is critical in the teaching of studio art, especially
      drawing. The size of the room also limits the size of the drawings. Unless the
      enrollment is small (there are 119 people in five classes equaling 24 per class in the fall
      of 2002), there is little hope for large-scale drawing. Clean up after the use of certain
      mediums also becomes a problem, with accidents a common occurrence. A simple
      solution would be the annexation of the room next to the drawing studio, CA 129. With
      the removal of the wall between the two rooms, an ideal amphitheater for drawing
                                                                                              20
       would be created with semi-circular tiers to each side and a stage for a still-life or the
       model in the middle. The drawing studio is actively used with up to eight classes being
       taught in it each semester.

   4. Graphic Design Studio: With such a large number of accepted art majors in the
      Graphic Design Concentration, having a studio dedicated to this area should be a high
      priority for the university. This lab must have as much flexibility as possible as it must
      serve a multitude of roles. The computer lab must support the present needs of the
      graphic design program (16 courses) and be flexible enough to accommodate future
      innovations in technology that will have to be incorporated into the curriculum. At
      present the department uses the Mac lab in the Library (shared with other
      departments) to teach its array of classes. It is an overly active area and one that
      allows little flexibility in scheduling and little student access beyond class hours. The
      ideal graphic design studio would have 24 workstations with a faculty workstation
      hooked up to video and projection equipment for presentations, demonstrations, and
      lectures. A whiteboard near the projection screen would also be necessary. The work
      areas around the individual workstations should accommodate any peripherals needs
      such as graphic tablets, external drives, etc. In that web design and animation has
      become a much more important aspect in the graphic design program, it will be
      necessary to also add multimedia production facilities to include video editing, sound
      recording and extensive animation facilities. Because of the multiple uses of the room,
      the lighting should be variable. Also, the ventilation needs to have adequate air
      filtration to minimize dust buildup in the room to protect the diverse equipment.
      Likewise, the electricity installed in the room needs to be as flexible as possible with
      ample amperage for all the computers, printers, scanners, etc. In addition, this studio
      should have an area for at least two graphic workstations that would be dedicated to
      scanning (flatbed and slide scanners) with large-format graphics tables attached. For
      animation students there has to be a copy stand with dedicated video camera and a
      computer for shooting pencil tests. Also, the graphic design studio will need a security
      system to allow students access but also protect the large investment in equipment.



Capital:
Gallery: The need for capital expenditures would go up with a new gallery or the expansion of
      the existing gallery, and storage area. Even without new facilities, most of the plinths
      and clear display cubes date back to the beginning of the university. It is imperative to
      have the proper display units in mint condition if one wants to display art in a
      professional manner. Almost all of these will need to be replaced as soon as possible.

Studio: Much of the equipment in the 3-D studios (ceramics & sculpture) dates back to the
      start of the university or in a few cases to the old Center System Campuses in Racine
      and Kenosha. The replacement of some of this is inevitable. Although some tools are
      solid in design and might even be called classic, much has shown the wear over thirty
      years and newer technology has made them obsolete. With the new sculptor and
      ceramist bringing new technological concepts and more up to date applications, there is
      a need for modernization and expansion in these two areas.

Studio Furniture: Likewise, much of the studio furniture dates back to the genesis of the
      university. Many of the drafting tables in Comm. Arts 111 are wobbly, cracked and
      generally in disrepair and at least twelve need to be replaced soon. General furniture
      such as stools, chairs and worktables are also in need of replacement or updating.
                                                                                            21
       Tables and chairs have been replaced in the print studio making this a much more
       workable and safe environment (summer 2002). Also, a Lab Modernization proposal
       for CA 111 was recommended for funding pending legislative action and the governor’s
       signature. As of January of 2003, the furniture has not arrived. The furniture in the
       print and design studio is a beginning but there are more studios that need to be
       addressed.

Graphic Design: Some of the equipment has already been defined in the prose presented in
     the need for a graphic design studio. The computers, scanners, digital cameras, video
     cameras, etc. to make a holistic studio (and Graphic Design Concentration) is an
     expensive reality for this department and the university. Yet as expensive as the
     equipment is, the programs themselves present another major investment (Adobe
     Illustrator, QuarkXpress, Photoshop, etc.). As the programs are constantly updated,
     new versions need to be procured and the appropriate license bought so to serve all the
     stations in the lab. Between computers which also have a shelf life and programs with
     their licensing, graphic design proves to be a major investment that will always
     demand a great deal of capital. But, with so many majors in this concentration, the
     need cannot be ignored.


Personnel:
Graphic Design: With the large enrollments in all our Graphic Design classes, a second
     individual in this field became a major necessity for the Art Department. There are
     over eighty art majors in the Graphic Design Concentration and at least four minors.
     That is a greater student population seeking the Graphic Design Concentration than
     there are in two-thirds of the departments in the College of Arts and Sciences at the
     University of Wisconsin – Parkside. This load should not be on the shoulders of even
     two individuals and the addition of a third graphic designer will need to be considered
     to assist develop the area of digital arts. Beyond helping advising and mentoring the
     large number of majors moving through the concentration, the new designers will bring
     diverse technical understanding and design sensitivities to broaden the student
     experience in kinetic digital arts and 3-D animation. A third designer will strengthen
     the graphics program even more by stressing 2-D animation and other motion graphic
     programs. From the Graphic Design Concentration's original format of eight courses
     presented in the 1999-2001 catalog, to the expanded sixteen now offered, the
     department is trying to keep up with an area that is expanding rapidly. If this
     concentration is going to remain timely and progress, we need additional faculty
     members to help in its growth. Graphic Design is an area, which touches every
     component of society, and certainly the university has called upon our graphic designer
     and the graphic design students to help fulfill our collective mission. The third
     designer will not only make the Concentration more viable but the University
     engagement.

Art Historian: With the addition of the Certificate in Art History and the strong potential for
      a Concentration in this important subject, it is not at all unlikely that a second art
      historian may be needed in the future. Certainly the student interest (in and outside of
      the Art Department) is there with approximately 250 students served in the academic
      portion of the art curriculum. Even advanced courses such as the History of Modern
      European Art (ART 343) enrolled well with 35 students in the fall of 2002. As of
      December 27th, 31 had signed up for the American Art Since 1913 class (ART 345).
                                                                                              22
Slide Librarian/Exhibition Preparator: With the large success of our National Small
      Print Exhibition (now in its 16th year) and the addition of a full time Art Historian, our
      Slide Librarian and Exhibition Preparator (Glen Larson) is being given more and more
      responsibilities. Both of these positions could easily be rationalized as full time but the
      Art Department realizes this is not possible at present.        It simply hopes to move
      Larson to 100% employment to help in both of these vital areas. Besides work in the
      gallery and the slide library, Larson has also acted as a general project assistant.
      Having Larson as a full time employee to help in a multitude of areas within the Art
      Department would be of great importance to the proper functioning of the department’s
      mission.




                                                                                  APPENDIX 2

Curricula: Other Campuses

                                  Information being compiled.
                                                          23
                                             APPENDIX 3




                - Research Findings -

                  Outlook for Jobs for
               Digital Arts Related Fields

                    Estimated & Projected
                   Occupational Employment




                            Prepared for:
UW-Parkside




By:

UW System Market Research


October 2003
                                                                                                               24


Purpose

 Faculty at UW-Parkside would like information on the job outlook for occupations relevant to graduates of
  a proposed Bachelor of Arts in Digital Arts.



Assessing Job Outlook

 Data on job outlook come from employment projections generated by the U. S. Bureau of Labor
    Statistics (BLS) and cooperating state agencies such as the Wisconsin Department of Workforce
    Development (DWD). These data represent the most systematic, comprehensive attempt to forecast
    demand for workers in all occupations.

 Job categories used by the BLS can be broad or general in their definition, depending on the field. Some
    occupations are grouped into broader categories for reporting purposes. Often, BLS job categories are
    not specific enough to be useful in assessing the job outlook for graduates of interdisciplinary programs
    or programs geared toward new or emerging occupation areas. For these programs, studies conducted
    by industry groups or academic associations may provide more specific and relevant data.

 At the national level, the most current projection series is based on 2000 data and projects employment
    in the year 2010. States in this analysis are also using 2000 to 2010 as their current projection series
    years.

 Employment projections are best interpreted as directional findings of the general outlook for jobs that
    graduates of a program may enter. Since the job categories used here are not designed to correspond
    directly with academic degree programs, numbers of job openings are NOT direct measures of demand
    for graduates of an academic program.
        Academic programs in other fields may provide equal preparation for positions in a given job
         category.
        The typical education and training requirements for a job category may differ from the proposed
         program‟s degree level.
        Openings in one state or region may draw applicants from other states or regions. Likewise,
         graduates of a program in Wisconsin may look for jobs in other parts of the country.
        Any job category may include workers with atypical education or training, just as many graduates
         may get jobs unrelated to their academic studies.
                                                                                                                   25

Relevant Job Categories

 Graduates with a Digital Arts degree would most likely seek jobs in the following category, as identified
    by UW-Parkside. (Descriptions are from the Bureau of Labor Statistics.):

       Graphic Designers: “Design or create graphics to meet a client's specific commercial or promotional
        needs, such as packaging, displays, or logos. May use a variety of mediums to achieve artistic or
        decorative effects.”
       Commercial and Industrial Designer: “Develop and design manufactured products, such as cars,
        home appliances, and children's toys. Combine artistic talent with research on product use,
        marketing, and materials to create the most functional and appealing product design.”
       Multi-Media Artists and Animators: “Create special effects, animation, or other visual images
        using film, video, computers, or other electronic tools and media for use in products or creations,
        such as computer games, movies, music videos, and commercials.”
       TV, Video and Motion Picture Camera Operators and Editors: “This broad occupation includes
        the following two detailed occupations…
                 1) Camera Operators, Television, Video, and Motion Picture: Operate television, video,
                 or motion picture camera to photograph images or scenes for various purposes, such as TV
                 broadcasts, advertising, video production, or motion pictures.
                 2) Film and Video Editors: Edit motion picture soundtracks, film, and video.”

Education and Training

 Currently, the BLS identifies a Bachelor‟s degree as the typical education and training level for all of the
  titles detailed above.

Competing Program
Areas

 According to the Bureau of Labor Statistics, fields having to do with art and design are very competitive.
    Therefore, it often emphasizes how beneficial it is for job candidates to have a bachelor‟s degree in the
    fields presented in this report and in some cases, a master‟s degree.

       Based on a crosswalk between the BLS and the Classification of Instructional Programs (CIP)
        system, the best educational matches for fields such as Graphic Design, Multi-media artist and
        animators, etc appear below. Digital Arts is not specifically available in the CIP System at this time.

                   Occupation                                     Related Academic Program Areas
                                                       1) Design and Visual Communications, 2) Graphic Design,
                Graphic Designer
                                                           Commercial Art, and Illustration, or 3) Industrial Design
                                                         1) Design and Applied Arts, Other, 2) Design and Visual
        Commercial / Industrial Designer
                                                                  Communications, 3) Industrial Design
                                                     1)Art, general, 2) Drawing, 3) Graphic Design, Commercial Art,
         Multi-Media Artist and Animator
                                                        and Illustration, 4) Intermedia, 5) Painting or 6) Printmaking
                                                      1) Communications Technology/Technicians, Other, 2) Film-
TV, Video and Motion Picture Camera Operators
                                                          Video Making/Cinematography and Production, 3) Radio
                 and Editors
                                                               and Television Broadcasting Tech./Technician
Related academic programs are identified by the National Crosswalk Service Center (http://www.state.ia.us/ncdc/) based
on their descriptions in the Classification of Instructional Programs (CIP) system
(http://nces.ed.gov/ipeds/web2000/cip2000.asp).
                                                                                                                 26

General Job Outlook:
Design

 In the Design field overall, the BLS notes that most entry-level design jobs require a bachelor‟s degree,
    while noting that computer-aided design is becoming increasingly common. It goes on to note the
    following facts about the field of design on its web site:

        Design is a field where 3 out of 10 designers are self-employed (that is a much higher proportion
         than most other professional fields).
        Competition in this creative field is fierce and while a bachelor‟s degree is almost always necessary
         to be competitive for design jobs, a master‟s degree might provide an advantage in this field.
        Growth in this field – especially among Graphic Designers specifically -- is expected to be fueled by
         rapid demand for employees skilled at creating Web-based graphics and “the expansion of the video
         entertainment market, including television, movies, videotape, and made-for-Internet outlets.”
        Source: 2002-03 Occupational Outlook Handbook, http://www.bls.gov/oco/ocos090.htm

 Two specific fields of design are highlighted in the tables which follow: Graphic Design and Commercial /
    Industrial Design.

Job Outlook: New Positions in Graphic
Design

 Average growth, according to the BLS, falls between 10-20%. Nationally, job growth for graphic
    designers (presented in the following two tables) from 2000 to 2010 is expected to have a growth rate of
    about 27% -- in this occupation about 51,000 positions. Given this rate of growth, this occupation is
    predicted to grow more quickly than average.

 Looking at the projections that are available for 2000-2010, Wisconsin and Illinois are expected to have
  growth rates of 14% and 24%, respectively – lower than the United States as a whole.

 The county-level data included in the table below stick closely to the same growth patterns as the states
  that contain them. While Wisconsin as a state overall expects this field to grow at a rate of 14%,
  Southeast Wisconsin is projected to increase openings in the graphic design field by about 13% between
  2000 and 2010. Lake County, IL is projected to grow at a rate of 33%, slightly higher than the growth
  rate of the state of Illinois (24%) overall.


Growth in Positions, 2000-2010
                                                         Estimated          Projected
                                                                                                        Growth
                    Occupation                          Employment         Employment
                                                           2000               2010                 N              %
    Graphic Designers
        United States                                    190,000            241,000           51,000              27
        Wisconsin                                          5,320               6,040              720             14
        Illinois                                           7,490               9,256           1,766              24
        Total of WI and Illinois                          12,810             15,296            2,486              19
        Southeast Wisconsin                                  160                 180               20             13
        Lake County, IL                                      356                 473              117             33
Numbers may not total because of rounding. Different data sources may employ different rounding methods.
                                                                                                                       27

Job Outlook: Openings in Graphic
Design

 New positions – job growth – are not the only source of job openings. Openings also arise from
  employees leaving an occupation (separation). Separations occur when workers retire, switch careers,
  or permanently leave the occupation for some other reason. In job categories with low growth or high
  turnover, separations can be an important component of total job openings.

 Examining the occupation data for graphic designers, separations do play a role in these data. Total
    Projected Openings in this field between 2000 and 2010 are expected to reach 70,000. New growth
    between 2000 and 2010 accounts for about 50,000 positions overall while separations account for about
    40% of the projected openings, at 20,000 positions.

 Scrutinizing Projected Openings on a state and county level below, it is clear that separations play a role
  not only at the national level, but at these smaller geographical areas, as well.

        Separations play the largest role -- among the geographic areas highlighted below -- in Wisconsin.
         Of the 1,200 projected openings in the state between 2000 and 2010, 500 openings – over 40% --
         come from separations.

        Data on new job growth vs. separations for graphic designers were not available for Southeastern
         Wisconsin for this data series.



Job Openings from Growth and Separation, 2000 – 2010
                                                                     Projected Openings from 2000 to 2010
                        Occupation
                                                                  Growth*          Separations           Total
    Graphic Designers
         United States                                            50,000                    20,000               70,000
         Wisconsin                                                   700                        500               1,200
         Illinois                                                  1,770                        750               2,520
         Total of WI and IL                                        2,470                     1,250                3,720
          Southeastern Wisconsin                                        **                        **                   **
          Lake County, IL                                            120                         40                   160
*Differences in values from the previous table result from different rounding methods employed in the original data
sources. Numbers may not total because of rounding.
**-: Statistics are not available.
                                                                                                                 28

Job Outlook: New Positions in Commercial / Industrial
Design

 National projected growth for Commercial / Industrial Designers is nearly 24% or 12,000 positions in this
    field. This surpasses what the BLS defines as average job growth – a rate of 10-20% growth.

 Both Wisconsin and Illinois have lower projected growth rates than the national rate. Wisconsin projects
    to grow by 190 positions or about 13%. Illinois projects a similar rate of growth, expecting to increase
    the number of jobs in this field by almost 200, or about 12%.

 Examining the county level data, Southeast Wisconsin‟s projected growth rate of about 20% in this field
    is more in line with the national projections. Lake County, IL echoes the state of IL projections, with an
    expected growth rate of about 14%.


Growth in Positions, 2000-2010
                                                         Estimated          Projected
                                                                                                        Growth
                    Occupation                          Employment         Employment
                                                           2000               2010                 N              %
    Commercial / Industrial Designers
       United States                                      50,000             62,000           12,000              24
       Wisconsin                                           1,450               1,640              190             13
       Illinois                                            1,631               1,828              197             12
       Total of WI and Illinois                            3,081               3,468              387             13
       Southeast Wisconsin                                     50                 60               10             20
       Lake County, IL                                         73                 83               10             14
Numbers may not total because of rounding. Different data sources may employ different rounding methods.
                                                                                                                       29


Job Outlook: Openings in Commercial / Industrial
Design

 As explained previously, new positions – job growth – are not the only source of job openings. It is also
  important to examine openings which arise from employees leaving an occupation (separation).

 As was the case when examining the data for graphic designers, separations also play a role in the
    projection data for Commercial / Industrial designers. Total Projected Openings in this field between
    2000 and 2010 are expected to reach 20,000. Half of those (10,000) are projected to come via
    separations.

 Projected Openings in the two states highlighted below is nearly identical. Wisconsin anticipates total
  projected openings to reach 300 while Illinois projects 360. The two states have identical levels of
  projected new openings (200) but Illinois projects an additional 60 job openings as a result of a slightly
  greater number of separations.

        Data appeared to not be available for the Southeastern WI area for the field of Commercial /
         Industrial Designers. Lake County, IL projects a very modest number of both growth and
         separations between 2000 and 2010.

Job Openings from Growth and Separation, 2000 – 2010
                                                                     Projected Openings from 2000 to 2010
                        Occupation
                                                                  Growth*          Separations           Total
    Commercial / Industrial Designers
         United States                                            10,000                    10,000               20,000
         Wisconsin                                                   200                        100                   300
         Illinois                                                    200                        160                   360
         Total of WI and IL                                          400                        260                   660
          Southeastern Wisconsin                                        0                         0                     0
          Lake County, IL                                              10                        10                   20
*Differences in values from the previous table result from different rounding methods employed in the original data
sources. Numbers may not total because of rounding.
**-: Statistics are not available.
                                                                                                                  30

General Job Outlook:
Artists

 Jobs for Artists are expected to grow at about the average rate for all occupations through 2010, the BLS
    web site states. In the art field especially, the BLS notes, the competition from „aspiring artists‟ can be
    very fierce; therefore, creativity – along with experience and education -- will be key factors that
    continues to set job candidates apart as the field continues to expand.

 Perhaps positively for the field of Digital Arts, the BLS explains that “the need for artists to illustrate and
    animate materials for magazines, journals, and other printed or electronic media will spur demand for
    illustrators and animators of all types. Growth in the entertainment industry, including cable and other
    pay television broadcasting and motion picture production and distribution, will provide new job
    opportunities for illustrators, cartoonists, and animators.”

 Artists held about 147,000 jobs in 2000, and more than half of them were self-employed. However, the
    BLS notes that many types of artists who are NOT self-employed are artists who work in areas that a
    multi-media artist – the job category highlighted specifically in the data below -- would work in (television,
    film, computer software, etc).
     Source: 2002-03 Occupational Outlook Handbook, http://www.bls.gov/oco/ocos092.htm


Job Outlook: New Positions for Multi-Media Artists &
Animators

 Looking at the projections that are available for 2000-2010, Illinois has a much higher growth rate (25%)
  projected for openings for Multi-Media Artists & Animators than Wisconsin (7%). Given that the BLS
  pegs “average growth” as 10-20%, Wisconsin expects to grow at a slightly lower than average rate while
  Illinois has a higher than average rate of growth.

 Lake County, IL and Southeast Wisconsin both have rapid projected growth in the field for Multi-media
  artists and animators however, with Southeast Wisconsin projecting 40% growth while Lake County, IL
  posts an expectation of a 34% increase in new positions. It should be noted, however, that Southeast
  Wisconsin only had about 50 positions available in 2000.



Growth in Positions, 2000-2010
                                                         Estimated          Projected
                                                                                                        Growth
                    Occupation                          Employment         Employment
                                                           2000               2010                 N                %
    Multi-media artists and animators
       United States                                      69,000             85,000           15,000                22
       Wisconsin                                           1,180               1,260               80                7
       Illinois                                            4,995               6,253           1,258                25
       Total of WI and Illinois                            6,175               7,513           1,338                22
       Southeast Wisconsin                                    50                  70               20               40
       Lake County, IL                                       231                 309               78               34
Numbers may not total because of rounding. Different data sources may employ different rounding methods.
                                                                                                                       31

Job Outlook: Openings for Multi-Media Artists &
Animators

 In the field of Multi-media artists and animators, separation is expected to play a very large role in
    contributing to the projected openings available between 2000 and 2010.

        Wisconsin is expected to have more openings due to separations (200) than new growth (100).
         Nearly half of the projected openings that will be available in Illinois during this period are expected
         from separations.

        While looking at county level information for this field, data for Southeast Wisconsin was not
         significant enough to be reported. However, Lake County, IL expects that 50 of its 130 projected
         openings (38%) will be as a result of separations.



Job Openings from Growth and Separation, 2000 – 2010
                                                                     Projected Openings from 2000 to 2010
                        Occupation
                                                                  Growth*          Separations           Total
    Multi-media artists and animators
         United States                                            20,000                    20,000               40,000
         Wisconsin                                                   100                        200                   300
         Illinois                                                  1,260                     1,030                2,290
         Total of WI and IL                                        1,360                     1,230                2,590
          Southeastern Wisconsin                                        0                         0                     0
          Lake County, IL                                              80                        50                   130
*Differences in values from the previous table result from different rounding methods employed in the original data
sources. Numbers may not total because of rounding.
                                                                                                                  32

General Job Outlook: TV / Video / Motion Picture
Camera Operators & Editors

 National job growth for the field of TV / Video & Motion Picture Camera Operators & Editors is expected
    to grow faster than average (average being 10-20%) from 2000 to 2010. Overall in this field, a growth
    rate of roughly 23% is projected.

 As with the other creative occupation fields presented in this report, the BLS stresses that many creative
    people will likely enter this field. Therefore, while a Bachelor‟s degree is recommended to be competitive
    for jobs, the BLS also stresses the potential importance of job experience or additional training to excel in
    this field.

 While much of the BLS concentration in its narrative about this job title concentrates on camera
    operators, it does also indicate the positive impact of the growth of computer and Internet services on all
    jobs that would fall under this category.
     Source: 2002-03 Occupational Outlook Handbook, http://www.bls.gov/oco/ocos091.htm


Job Outlook: New Positions for TV / Video / Motion Picture
Camera Operators and Editors


 While the U.S. level of growth in this field is expected to be at about 23%, both Wisconsin and Illinois are
  expected to grow at a slower rate. The projected rate of growth for Wisconsin is 14%, while Illinois is just
  slightly higher at 16%.

 Examining the county-level data included in the table below, Lake County, IL comes closer to having a
  rate of growth that echoes the national trend. Its projected rate of growth between 2000 and 2010 is
  approximately 22%.



Growth in Positions, 2000-2010
                                                    Estimated               Projected
                                                                                                         Growth
                    Occupation                     Employment              Employment
                                                       2000                   2010                 N               %
    TV / Video / Motion Picture Camera Operators & Editors
       United States                                      43,000             53,000           10,000               23
       Wisconsin                                             520                 590               70              14
       Illinois                                            1,562               1,808              246              16
       Total of WI and Illinois                            2,082               2,398              316              15
       Southeast Wisconsin                                     **                  **               **             **
       Lake County, IL                                         60                 73               13              22
Numbers may not total because of rounding. Different data sources may employ different rounding methods.
**-: Statistics are not available.
                                                                                                                       33

Job Outlook: Openings for TV / Video / Motion Picture
Camera Operators and Editors

 As with other occupations presented in this report, separations do play a role in these data under this
    occupational title. Both growth and separations are projected to number about 10,000 in the national
    data, and both Wisconsin and Illinois have projected job openings via separations. Separations will play
    a role in the job market in Illinois market especially, where separations (a projected 310 of them) surpass
    new growth openings (250).

 Looking at Projected Openings at the county level, data are not available for the Southeast Wisconsin
  region in this field for this data series. Lake County, IL, on the other hand, has a small and equal number
  of projected openings via both new growth and separations.



Job Openings from Growth and Separation, 2000 – 2010
                                                                     Projected Openings from 2000 to 2010
                        Occupation
                                                                  Growth*          Separations           Total
    TV / Video / Motion Picture Camera Operators & Editors
         United States                                            10,000                    10,000               20,000
         Wisconsin                                                   100                        100                   200
         Illinois                                                    250                        310                   560
         Total of WI and IL                                          350                        410                   760
          Southeastern Wisconsin                                        **                        **                   **
          Lake County, IL                                              10                        10                   20
*Differences in values from the previous table result from different rounding methods employed in the original data
sources. Numbers may not total because of rounding.
**-: Statistics are not available.
                                                                                                            34

Data Sources &
Definitions

 Data on job outlook come from employment projections generated by the U. S. Bureau of Labor
    Statistics (BLS) and cooperating state agencies.

 National data in this report were taken from the National Employment Matrix published on the BLS‟
    Employment Projections web site (http://www.bls.gov/emp/home.htm).

 Descriptions of job categories are taken from the Standard Occupational Classification
    (http://www.bls.gov/soc/socguide.htm) for the 2000-2010 series and from the Occupational Employment
    System (http://www.bls.gov/oes/2001/oes152011.htm).

 State data in this report were obtained from one or more of the following state agencies:
       Wisconsin Dept. of Workforce Development: http://www.dwd.state.wi.us/lmi/projections.htm
       Illinois Dept. of Economic Security Labor Market Information: http://lmi.ides.state.il.us/

Data Sources & Definitions
(cont.)

 Links between job categories and academic program areas are identified by the National Crosswalk
    Service Center (http://www.state.ia.us/ncdc/) based on the descriptions of academic programs in the
    Classification of Instructional Programs (CIP) system (http://nces.ed.gov/ipeds/web2000/cip2000.asp).

 The BLS identifies the education and training typically required for each occupation. This level of
    preparation is the most common way people are expected to enter the occupation, although there may
    be other acceptable education or training. The BLS uses the following definitions:

       Short-term On-the-Job Training: These occupations require no more than one month of on-the-job
        training and the training usually happens at the work place.
       Moderate-term On-the-Job Training: Training for these occupations usually occurs at the workplace
        and lasts from one to twelve months.
       Long-term On-the-Job Training: These occupations require more than one year of on-the-job
        training, or combined work experience and classroom instruction.
       Work experience in related occupation: Occupations in this category require skills and experience
        gained in other jobs.
       Postsecondary Vocational Award: These formal training programs last from a few weeks to more
        than a year, and are offered at vocational or technical schools.
       Associate degree: This degree requires two years of full-time academic work beyond high school.
       Bachelor‟s degree: This degree requires four or five years of full-time academic work at a college or
        university.
       Master‟s degree: This degree requires one to two years of full-time study beyond a bachelor‟s
        degree.
       Doctor‟s degree: This degree usually requires at least three years of full-time study beyond a
        bachelor‟s degree.
       First Professional degree: These degrees typically require at least two years of full-time study
        beyond a bachelor‟s degree.
       Degree plus Work Experience: These occupations require a bachelor‟s or higher degree, in addition
        to work experience in a related non-managerial position.




                                                                                              APPENDIX 4
                                                                                                                     35
   Student Credit Hours per Instructional FTE for Selected Departments from All UW Comprehensive Universities

                          Prepared by the Office of Institutional Research and Assessment Services
                                                      October 16, 2003

Note: Departments from the other UWs were selected because they may be, but are not necessarily, comparable to a UW-
Parkside department or program. Data for any department not listed is available from the Office of Institutional Research and
Assessment Services (Extention 2235).

                                                                                                                     SCH per
                                                                                                   SCH per             Total
                                                                   Fall Term of   SCH per Legal    Academic        Instructional
   Unit Name                    Department Name                   Academic Year    Faculty FTE     Staff FTE           FTE
EAU CLAIRE        ART                                                    199899           254.8            176              240.8
EAU CLAIRE        ART                                                    199900             260          217.8              255.1
EAU CLAIRE        ART                                                    200001           253.4          256.3              253.8
EAU CLAIRE        ART                                                    200102           212.1          452.7              256.4
EAU CLAIRE        ART                                                    200203           243.6          355.1              266.2
                                                     AVERAGE                              244.8          291.6              254.5
LA CROSSE         ART                                                    199899           280.4          511.8              311.3
LA CROSSE         ART                                                    199900           272.9          430.5              296.5
LA CROSSE         ART                                                    200001           249.1          338.4              268.7
LA CROSSE         ART                                                    200102           275.3          443.4              290.5
LA CROSSE         ART                                                    200203           263.3                .            263.3
                                                     AVERAGE                              268.2          431.0              286.1
OSHKOSH           ART                                                    199899           274.4          257.6              268.7
OSHKOSH           ART                                                    199900           219.5            394              287.2
OSHKOSH           ART                                                    200001             170          655.1                256
OSHKOSH           ART                                                    200102           251.2          297.6              265.2
OSHKOSH           ART                                                    200203           230.2          252.1              234.4
                                                     AVERAGE                              229.1          371.3              262.3
PARKSIDE          ART                                                    199899           204.9          754.4              270.7
PARKSIDE          ART                                                    199900           208.8          604.9              333.1
PARKSIDE          ART                                                    200001           258.6          339.3                287
PARKSIDE          ART                                                    200102           276.5            650                310
PARKSIDE          ART                                                    200203           266.1          286.9              273.1
                                                     AVERAGE                              243.0          527.1              294.8
RIVER FALLS       ART                                                    199899           215.6            307              236.3
RIVER FALLS       ART                                                    199900           199.6          333.5              238.3
RIVER FALLS       ART                                                    200001           211.3          451.8              276.8
RIVER FALLS       ART                                                    200102           222.1            391              268.9
RIVER FALLS       ART                                                    200203           234.7          316.5              256.4
                                                     AVERAGE                              216.7          360.0              255.3
STEVENS POINT     ART                                                    199899           241.8          240.5              241.6
STEVENS POINT     ART                                                    199900           254.6          225.7              247.6
STEVENS POINT     ART                                                    200001           259.5          160.7              235.7
STEVENS POINT     ART                                                    200102           244.6            180              229.5
STEVENS POINT     ART                                                    200203           178.8          249.1              193.3
                                                     AVERAGE                              235.9          211.2              229.5
WHITEWATER        ART                                                    199899           161.8          185.7              167.8
WHITEWATER        ART                                                    199900           192.4          142.9              180.6
WHITEWATER        ART                                                    200001           158.4          210.3              173.3
WHITEWATER        ART                                                    200102           151.8          246.2              179.6
                                                                       36
WHITEWATER   ART                              200203   163.4   235.5        190.4
                                   AVERAGE             165.6   204.1        178.3
STOUT        ART & DESIGN                     199899   237.7   225.4        233.7
STOUT        ART & DESIGN                     199900   238.1   249.3        241.7
STOUT        ART & DESIGN                     200001   232.5   239.4        235.6
STOUT        ART & DESIGN                     200102   227.5    224          226
STOUT        ART & DESIGN                     200203   216.7    233         224.1
                                   AVERAGE             230.5   234.2        232.2


                            OVERALL AVERAGE            229.2   318.0        249.1
                                                                                                            37
                                                                                            APPENDIX 6
The Animation Course Descriptions

    ART 2XX     Introduction to Animation                              3 cr
    ART 2XX     Animation Analysis *                                   3 cr
    ART 3XX     2D Animation I *                                       3 cr
    ART 4XX     2D Animation II *                                      3 cr
    ART 3XX     3D Animation I *                                       3 cr
    ART 4XX     3D Animation II *                                      3 cr
    ART 4XX     Character Animation on the Web *                       3 cr

        * New courses

ART 2XX - Intro to animation (3 credits)
Prereqs: (ART 102 Intro 2D Design, ART 122 Intro drawing, ART 271 Intro to Graphic Design); Freq: every
semester.
In this introductory course the student will be exposed to various animation techniques, both 2D and 3D. The
student will learn how to create rotoscoped video footage, storyboards, animatics, 3D animations, pixelation
footage, and lip synced characters. Sound design will also be covered to supplement the visuals the
students will be producing. Because of the exposure to these different techniques the student should have a
clearer understanding of the direction they may want to take in animation.


ART 3XX - Animation Analysis (3 credits)
Prereqs: (ART 102 Intro 2D Design, ART 122 Intro drawing); Freq: spring
This course will take a very close look at the physics of motion and how it is captured in animation.

Storylines will be dissected along with the believability of characters. Through screenings in class

and frame by frame analysis, the student will gain an in depth understanding of how to express

themselves through the medium of animation. The history of animation will also play an important

role in analyzing animation.


ART 3XX - 2D Animation I (3 credits)
Prereqs: (ART 2XX Intro Animation, ART 2XX Animation Analysis); Freq: spring.
This course is the first class for the student animators who prefer to concentrate on 2D drawing and 2D
computer assisted animation. The basics of character design and motion in the 2D environment is an
emphasis, specifically physics, acting, believability, timing and weight. The student will go through extensive
pencil-testing and scene development through individual, as well as group critiques. Visually, the final look
or style of the finished product will begin to be discussed and how to technically achieve the look that is
desired. Audio design will also be covered dealing with voices, sound effects, music and ambient sound and
how audio plays such an important role in animation.

ART 4XX - 2D Animation II (3 credits)
Prereqs: (ART 2XX Intro Animation, ART 2XX Animation Analysis, ART 3XX 2D Animation I); Freq: spring
This course goes beyond the technical basics of animation and into the acting and emotion of characters.
Storytelling will be our main focus as we strive to have meaning to our animations. Stylistic approaches will
be expanded upon and experimented with as the student finds their “voice”. Audio design will be further
explored as we fine-tune the interrelationship of this audio/visual art form.
                                                                                                              38
ART 3XX - 3D Animation I (3 credits)
Prereqs: (ART 2XX Intro Animation, ART 2XX Animation Analysis); Freq: fall.
This course is the first class for the student animators who prefer to concentrate on 3D computer animation.
Using pre-made models, the student will investigate the basics of motion in the 3D environment, specifically
physics, acting, believability, timing and weight. Texture mapping and various other attributes for customizing
objects will be looked at. The importance of audio will be covered and how it relates to aiding the believability
of 3D animation.



ART 4XX - 3D Animation II (3 credits)
Prereqs: (ART 2XX Intro Animation, ART 2XX Animation Analysis, ART 3XX 3D Animation I); Freq: fall.
This course goes beyond the technical basics of animation and into acting and emotion of characters.
Storytelling will be our main focus as we strive to have meaning to our animations. Stylistic approaches will
be expanded upon and experimented with as the student finds their “voice”. Realistic as well as cartoon
style environments will be explored. The students will have more of an emphasis on the model itself and
how to tweak it to best fit the final objectives and storylines.

ART 4XX - Character Animation on the Web (3 credits)
Prereqs: (ART 3XX Web Motion Graphics, ART 3XX 2D Animation I, ART 3XX 3D Animation I ); Freq: Every
  rd
3 semester.
This Flash-based course looks at how various applications can aid the animator in creating character-based
animations for the web and for video/DVD. Both 2D and 3D animation will be covered in this course. The
challenges of audio sound syncing will be covered and as well as other web limitations, including resolution,
frames per second, streaming video and download times.
                                                                                                                          39
                                                                                                       APPENDIX 7


       Measurable Outcomes for the Art Department – University of Wisconsin-Parkside

            OBJECTIVE                                  STRATEGIES                                  OUTCOME
Objective 1. To offer the visual arts       1.    The curriculum has been             Review curriculum every two years;
curriculum and programs based on                  developed to integrate two and      make changes based on student
the culture of art and its tradition              three dimensional arts, with a      surveys, comparable programs,
throughout history, but with                      foundation that is inclusive of     changing trends in higher education
emphasis on the effect and                        traditional mediums and a broad     visual arts curricula.
influences of art on our                          background in the history of
contemporary society.                             western art.
                                             2. Students are encouraged to
                                                  participate in field trips to
                                                  galleries and museums offered
                                                  at least once a semester.
Objective 2. To offer all students a    1. Foundation studio courses, art history     Review foundation courses every
broad, yet comprehensive,               coures and art appreciation are open and      two years with regard to the
introduction into the visual arts       accessible to all students; these courses     appropriateness of the course work
along with a substantial technical      also become the theoretical and technical     for both the major and non-major.
and theoretical foundation for          basis for course work in the major.
students whose major is in the
visual arts.
Objective 3. To offer students an       1. The majore requirements offer three        Survey graduates, both through exit
opportunity to develop their            options, and six studio concentrations        interviews and two years after
abilities within a curriculum that      under option three. This allows the           graduation to evaluate the impact of
offers a variety of opportunities to    student a wide range of choices, from a       the options on their careers.
explore a wide range of career          generalist major to a more demanding
possibilities.                          concentration with a specific studio
                                        focus.
Objective 4. To offer students an            1. The graphic design program is         Survey current students to ascertain
opportunity to experience the                     computer-based, and offers a        the worth of the program, survey
application of new technology in                  technical application of image      graduates to find if the technical
the actualization of their artistic               making. This will effect the        experience is appropriate and useful
vision.                                           manner in which many students       in their careers, and compare
                                                  approach the traditional studio     program and facility to other
                                                  processes.                          computer programs in art that have
                                             2. Within the traditional studios,       merit.
                                                  technical advances are
                                                  integrated into the curriculum.
Objective 5. To prepare students        1. The curriculum currently in place has      Survey art educators two years into
for specialist art teaching in          close ties with the Teacher Education         their teaching careers to measure the
elementary and secondary schools.       Department and the Wisconsin                  quality of their educational
                                        Department of Public Instructioon, and        experiences. Survey those teachers’
                                        presents students with a quality, rigorous    administrators in a similar manner.
                                        program in art education.
Objective 6. To provide a               1. The comprehensive degree in art and        Survey graduates who apply to
foundation for graduate study in art,   especially the concentrations with            graduate schools; acceptances,
design, or art education.               specific studio emphases, will provide        rejections, and quality of graduate
                                        the student with a quality background in      programs should be factors in
                                        the chosen field of study to advance into     judging the measure of success in
                                        graduate study.                               studio preparation.
Objective 7. To provide broad           1. Course offerings in specific areas of      Survey those interested in this type
general background in art history       art history and aesthetics, along with the    of career to find level of success in
and aesthetics which will provide       supplemental historical and aesthitic         regard to the art history/aesthetics
access to a variety of art-related      material offered in all studio classes will   curriculum in the art program.
fields in art history.                  offer students access to non-studio art-
                                        related careers.
                                                                                                                     40
            OBJECTIVE                           STRATEGIES                                  OUTCOME
Objective 8. To provide programs      1.   The Communication Arts              Survey the community, students and
that meet the cultural needs of the        Callery offers six exhibitions      alumni regarding their interests in
regional community and provide a           annually that range from student    exhibitions’ quality, quantity,
resource for educational and               shows, exhibitions by noted         variety, media, and themes. Survey
cultural outreach for that                 professional artists, and a         the same clientele regarding
community through studio course            nationally-recognized print         availability, accessibility and type of
work, exhibitions, guest lectures,         exhibition. These shows             visual arts classes offered.
and art field trips locally,               provide a rich resource for the     Questions should measure the
nationally, and internationally.           university and regional             interest, participation, opinion of
                                           communities.                        guest lectures, artists, and field trips.
                                      2.   Studio and academic art courses
                                           are available to all community
                                           members, both matriculant and
                                           non-matriculant.
                                      3.   Guest lectures on campus are
                                           advertised broadly to attract the
                                           regional community.
                                      4.   Faculty members are frequently
                                           available to act as lecturers,
                                           jurors, and workshop presenters
                                           in the area.
                                      5.   Field trips are offered every
                                           semester to area
                                           (Chicago/Milwaukee) museums
                                           and galleries. Field trips
                                           nationally and interationally are
                                           frequently offered as well.
                                                                                                                                        41
                                                                                                                          APPENDIX 8

Graphic Design students have been involved in many projects both in-house and for various non-
profits and commercial entities over the years. Some were done as class projects and some as
independent studies with individual students. None include internships which would add greatly to
the list as many more projects including websites and printed material for the athletic department
have been produced this way.

Here are a sample of the projects from the last five years:

Commercial Projects:
Martin Petersen Company, Inc. ....................................... three 4-page, full color brochures
Spotlight Theatre Tours ................................................................ logo and brochure design
Gear House Music ...................................................................... logo, stationery, envelopes
Red Bell School Supplies .......................................... redesign of logo, advertising program

Non-Profit Projects:
Agape, Racine Theatre Group .............................................................................logo design
Town of Mount Pleasant ................................................................ brochure of park system
Channel Access Racine (public access television) ......................................................... logo
Kenosha County United Way .................................................................................... website
Racine County Conflict Center ............................................................................... brochure
Racine Area Health Care, Kenosha Co. Lead Reduction Program,
    and Center for Community Partnerships ............................ ad campaign that resulted in
               ...................................... billboards, bus placards, poster, and coloring book
Friends of UW-P Library ................................................. posters (1999–2004) an brochure
UW-P Earth Day Celebration ..................................................................................... posters
International Olympiad of Informatics .................................... poster for international event

UW-Parkside Projects:
Art Dept/Business Dept. ................................................. postcards as a commercial venture
Theatre Arts Dept. ............................. posters, playbill cover, brochure for 2003/04 season
                  ................................................. brochure, playbill cover for 2002/03 season
                  ................................................. brochure, playbill cover for 2001/02 season
Womyn’s Center ................................................................................ logo, brochure, poster
Women in the Director’s Chair ...................................................... posters, flyers, brochure
Art Dept. .................................................................................................................. web site
Music Dept. ............................................................................................. logo for symphony
UW-P Center for Community Partnerships .................................. booklet cover and layout

In addition under the direction of Don Lintner, Graphic Design Students make up the entire student
workforce of the Informational Technology Systems Department where they design projects that
range from tickets to brochures to booklets to posters that are printed both on campus and at
printing plants throughout the state as well as produce web sites and multi-media presentations.

				
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