Course Syllabus
SENIOR STUDIO [CAPS]
DTC 496
Semester and Year [tbd]
3 cr.
Prerequisite: Completion of Junior Writing Portfolio; admitted to the major in Digital Technology and Culture; senior standing.
Course Details
Day and Time: [tbd]
Meeting Location: [tbd]
Instructor Contact Information
Instructor Name: [tbd]
Instructor Contact Information: [office location, phone, email] [tbd]
Instructor Office Hours: [click here for best practices] [tbd]
TA Name: [tbd]
TA Contact Information: [office location, phone, email]: [tbd]
TA Office Hours: [click here for best practices] [tbd]
WSU University Syllabus: https://syllabus.wsu.edu/university-syllabus/
Course Description
Individual multimedia project production with special focus on project management, professional workflows, planning, and execution.
This course prepares students for a professional career in one of the disciplinary tracks (film and animation, web design and development, digital design, games studies and development) through a semester-long independent project. Students are asked to create a project brief which outlines what they will accomplish during the semester including a timeline with realistic goals. The project should follow the process of the student's chosen disciplinary track including ideation, iterative design, and presentation.
DTC 496 Senior Studio satisfies the CAPS requirement for WSU’s University Common Requirements (UCORE), which is designed to help you acquire broad understanding, develop intellectual and civic competencies, and apply knowledge and skills in real world settings. CAPS courses provide a culminating experience asking students to apply skills, concepts, and methods of inquiry from their general education experience and/or experience in the major to develop a culminating project, and to investigate and explore open-ended issues and problems. With these broader goals in mind, Senior Studio helps you draw on prior learning to demonstrate a depth of knowledge, an ability to apply concepts, and an ability to integrate methods and concepts.
This course is designed to give you exposure to new areas and work with classmates to collectively share knowledge and perspectives, and, ultimately, to acquire new disciplinary understandings for a more complex perspective of digitally mediated creative professions.
Course Ideology
DTC 496 is a transition course, shifting those enrolled from the mindset of a student to that of a creative professional. While the instructor acts as facilitator in setting up a schedule, the students take responsibility for organizing, discussions, researching to find answers and sources of information, documenting and sharing information, and most importantly, knowing how to be a more grounded artist that can effectively communicate their unique vision.
Your Role
In this course, you are given limited direction so that you can create your own project briefs and outlines. The projects here will often be given to you with few limitations, thus forcing you to make decisions and budget your time appropriately. It is important to remember that the high expectations of this course are specifically structured to give you the best possible preparation for your progression into a creative career.
You will start the semester with an individual meeting with the instructor to critically review your portfolio. Together with the instructor, you will develop a brief for a project that will best build your skills and prepare you for the professional field that you have chosen. That brief should include your objectives for the project; why you selected this particular project and what you hope to achieve; how you plan to solve the problem, i.e., your methodology; and what the finished piece(s) will entail.
Student Goals
You will use the information and contacts gathered during this course as resources to help you begin your design career. Upon completion of the course, you will be more aware of and more confident about diverse aspects of working professionally. You are tasked with developing a familiarity with common terminology of your chosen profession along with the pertinent issues. You are asked to experiment, fail, and to learn from your mistakes as well as becoming accustomed to seeking answers to your questions from others on campus and in the profession. You will also have an opportunity to polish written and spoken communication skills.
Course Materials
Books: N/A
Other Materials:
Access to a computer that has:
- Microsoft Teams installed;
- Adobe Creative Cloud;
- Enough storage for a multimedia project or a flash drive.
Resources
There are several resources in the Digital Technology and Culture Program to assist you with your multimedia creation projects on the Pullman Campus:
Digital Foundations Lab (Thompson 1) – There are 25 PCs that are available outside of class times for use.
Dimensions Lab (first floor of Holland Library) – Variety of PC and MAC computers to use. They also have an audio recording space.
Media Development Lab (Spark 210) – 24 PC lab. When it is not being used for class, it is available for drop-in use. 4 computers also have Wacom tablets hooked up to them.
Design Studio (Spark 115) – A variety of multimedia creation options including a large format 3D printer and laser cutter.
Resources on the Tri-cities campus:
TLFO 138 has 24 PCs for use when no class is scheduled. There are also cameras, video cameras, and mics available for checkout.
|
Course Learning Outcomes (students will be able to:) |
Activities Supporting the Learning Outcomes | Assessment of the Learning Outcomes |
|---|---|---|
| Demonstrate culturally responsive competencies in working with digital media and technology for ethical and effective human interactions | Project Development You will be developing a design project throughout the semester in an iterative manner. Presented at the end of the semester, the final product will be a refined version of your exploration, experimentation, and research. |
Students will be evaluated based on the project they submit at the end of the semester. Assessment will focus on the technical proficiency demonstrated through the quality of the project and the effectiveness of their presentation skills. The multi-media project and presentation should be informed by the student research and design exploration. |
| Employ design principles in the creation of various forms of digital media and technology. | Design Process Throughout the semester you will be working on your capstone project. Through sketches, concept drawings, mockups, prototypes, and rough drafts you will show your design development. |
Student progress will be assessed through monthly checkpoints, during which they will report on and reflect upon their study, research, and design efforts. Students will be producing visual texts, sketches, mockups, prototypes, and other visual texts. Evaluations will include informal and formal presentations meant to provide students with the opportunity to describe their design choices, the critical engagement with the topic addressed, and will ensure consistent development and active engagement. |
| Explore, analyze, and critique the ways digital media and technology function in multiple cultural contexts using diverse methodologies and perspectives. |
Design Project Review |
Students will create a design brief that will outline a project and include research about a topic or product. Research will include previous design efforts, the various factors circumscribing a particular design challenge, and an evaluation of the cultural context of the design. |
| Communicate effectively, to diverse audiences, how and why digital media make meaning. |
Project Presentations |
Students will be evaluated on their ability to apply the knowledge gained from class activities by demonstrating refined communication skills, effectively practicing pitches, and presenting their ideas in a professional manner. Assessment will include in-class discussions, critiques, and research presentations, emphasizing both the clarity of their ideas and the quality of their delivery. Additionally, students are asked to create a written reflective description of their process throughout the project. |
| Dates | Lesson Topic | Assignment | Assessment |
|---|---|---|---|
|
Week 1 |
Introduction and Project Description Development |
One-on-one meeting and portfolio review with the instructor. Develop a project design brief that outlines what you hope to achieve throughout the semester including a timeline that indicates the predefined reviews listed on this syllabus. | Portfolio review. |
| Week 2 |
Ideation + Research |
Research your project: explore other work related to your project, collect images, and review other artists and designers. Create exploratory sketches. | Project evaluation with instructor. |
| Week 3 |
Ideation + Research |
Continue research. Sketch and develop prototypes. | Informal, one-on-one in-class review. |
| Week 4 |
Initial Project Review |
In-progress review. Continue your design development | Informal, one-on-one in-class review. |
| Week 5 |
Project Development |
Continue design exploration through sketches and mockups. | Informal, one-on-one in-class review. |
| Week 6 |
Project Development | Continue design exploration through sketches and mockups. | Informal, one-on-one in-class review. |
| Week 7 |
Project Development | Refine your initial designs. Create a presentation that describes your research, exploration, and process work including your sketches, mockups, prototypes. | Informal, one-on-one in-class review. |
| Week 8 |
Mid-term Project Review | Project Presentations | Peer review. |
| Week 9 |
Project Development | Take the suggestions from your presentation and start refining your project. | Discussion with instructor. |
| Week 10 |
Project Development | Continue to refine your project. | Informal, one-on-one in-class review. |
| Week 11 |
Project Development | Continue to refine your project. | Informal, one-on-one in-class review. |
| Week 12 |
Project Development | Refine your final design and prepare a final presentation | Informal, one-on-one in-class review. |
| Week 13 |
Project Presentations | Present your work in the appropriate manner. Showcase your design process and a completed prototype or product. | In-class peer review. |
| Week 14 |
Project Presentations | Present your work in the appropriate manner. Showcase your design process and a completed prototype or product. | In-class peer review. |
| Week 15 |
Reflection and portfolio development | Develop a portfolio piece based on your presentation. | One-on-one with your instructor. |
Expectations for Student Effort
GRADE ASSESSMENT
You will earn an A if your work addresses most, if not all, of these points:
- Goes beyond the parameters of the project/assignment (conceptually and/or aesthetically) and shows evidence of effort and critical engagement
- Exhibits your “signature” or “voice” (We gain a sense of you and your vision by viewing the work)
- Shows innovation and imagination, a “new” or interesting approach
- Satisfies the objectives of the assignment as outlined in the prompt
- Grabs and keeps the viewer’s attention
- Expresses its purpose/opinion/idea clearly and persuasively
- Is a learning experience for the viewer (teaches, informs, makes relevant, reminds, energizes, etc)
- Is free of unintentional marks or flaws
- Utilizes technical methods and or presentation materials to enhance and support the message/concept/ideas
- Is handed in on time
You will earn a B if your work: Realizes many of the points 4–10 fully and completely, and demonstrates overall excellence, but is lacking in points 1-3.
You will earn a C if your work: Realizes some of the points 4 –10 adequately, and demonstrates overall competence, but contains a few, relatively minor errors or flaws but those qualities don’t make up for technically poor or careless work. “C” work tends to do only what was asked in the project description.
You will earn a D if your work: Fails to realize many of the elements of 4–10 adequately, and contains several, relatively serious errors or flaws, or many minor ones. “D” work is generally lacking in points 1–3. “D” work often looks like it was worked on hastily and without much consideration:
You will earn an F if your work: Fails to realize most of elements of 4–10 adequately and contains many serious technical or conceptual flaws. “F” work is something you are not proud of and are hesitant to show anyone. You will earn a 0 if you fail to turn in your project by the assigned due date.
RUBRIC FOR RESEARCH AND PROJECT DESIGN BRIEF
As you develop your project proposal, you will need to do some research that will involve finding visual and written examples of work that informs your project. Ask yourself who has done work similar to what you intend to do, who is producing compelling examples that inspire you, or what are historical references that might be useful. You will want to describe how you situate yourself in the history of this type of project and provide examples of what key issues and ideas are being or have been discussed related to topic or adjacent ideas.
|
|
developing |
established |
accomplished |
|
Research (annotated bibliography, collections of references) |
Some references that may or may not be pertinent to the project. May not include links or bibliographic information. |
Good collection of written and visual resources that inform the project. Fairly substantial bibliography or collection of links. |
Clearly outlined written and visual resources that are organized to outline various aspects of the project. |
|
Historical examples (visual and textual) |
A random collection of examples that may or may not be informed by the research.
|
Examples that relate to various aspects of project but that are not organized in a clear manner or is it not clearly defined how they pertain to the project. |
Pertinent images organized in a manner that distinctly explains their relevance or your thinking about your project. |
|
Visual examples for prior and related work |
Some visual examples that give little understanding or impression about your approach to the project. |
Visual examples begin to outline various approaches that others have taken before you and that inform your project. |
Compelling collection of images that are organized in a manner that makes explicit various works that came before you and how they support or inform your approach. |
|
Written text or discussions about topic area |
Written or recorded material that somewhat pertains to your project. |
Interesting resources (video, written discussions) that connects to and inform your project. |
Clear and concise collection of references that not only inform your project but show your unique approach to problem solving. |
|
Project descriptions or design brief (should include some connection to the materials listed above) |
You communicate your goals and give a rough outline of the project but maybe are unable to connect to the historical examples or contemporary discussions. |
Cogent discussion about the problem you hope to solve or the story you wish to tell. The examples and references you collected are discussed or described. |
Clearly defined problem statement or story outline with well-documented historical and contemporary examples of work that came prior. You detail how the examples and references you use inform your work. |
Grading [add more lines if necessary]
| Type of Assignment (tests, papers, etc) | Points | Percent of Overall Grade |
|---|---|---|
| Project Proposal | 20 points | 7% |
| Design development (sketch, prototypes, mockups, etc.) | 150 points | 50% |
| Mid-term presentation | 10 points | 3% |
| Final Product | 100 points | 34% |
| FInal Presentation | 10 points | 3% |
| Reflection paper | 10 points | 3% |
| Grade | Percent | Grade | Percent |
|---|---|---|---|
| A |
94% - 100% 4.0 |
C | 74% - 76% 2.0 |
| A- | 90% - 93% 3.7 | C- | 70% - 73% 1.7 |
| B+ | 87% - 89% 3.3 | D+ | 67% - 69% 1.3 |
| B | 84% - 86% 3.0 | D | 60% - 66% 1.0 |
| B- | 80% - 83% 2.7 | F | <59% 0.0 |
| C+ | 77% - 79% 2.3 |
Attendance and Make-Up Policy
Per Academic Regulation 72, students are responsible for ensuring that they attend all class meetings and complete all in-class and out-of-class work as assigned by the instructor. Students are also responsible for communicating with the instructor should they need to be absent.
We anticipate that there will be students who test positive for COVID-19 during the 2022-2023 academic year and will need to follow local and state public health policies and guidance. Further, it is not uncommon for other seasonal illnesses to move through our communities. If there is a missed deadline due to illness then the student needs to communicate the situation and the student and Instructor will create a plan to make up for the missed deadline.
Attendance in class is crucial to your success in any class including this one. Excused absences must be requested through email prior, before, in advance of the start of the class that will be missed. Anything other than family emergencies will be determined on an individual basis through discussion with me. Significant class time missed will drastically affect your success in this class and will affect your participation points. The making up of possible points will be discussed on a case by case basis.
University Sponsored
Any student who is required to participate in off-campus, university-sponsored activities such as field trips, musical performances, judging teams, intercollegiate athletic events, etc., should obtain an official Class Absence Request form from the faculty or staff member supervising the on- or off-campus activity.
The form must contain specific information concerning the activity and date, be signed by the supervising faculty or staff member, and be submitted by the student at least one week in advance to the individual instructors of the student’s classes. Alternative forms of the class Absence Request may also be provided by the supervising faculty or staff member and are acceptable for requesting university-sponsored absences. It is recommended, but not required, that a student not be penalized for absence from class provided a properly signed form has been filed with the instructor prior to the absence. These university sponsored absences are subject to an instructor’s attendance policy and are not intended to imply additional acceptable absences. In all instances, it is the student’s responsibility to make up all work missed.
Military Service Members
Students who are members of the National Guard or a reserve branch of a military service are occasionally required to miss class for weekend drills, active duty, and related responsibilities and are entitled to make up the class (RCW 28B.10.270). In such a case, instructors must not penalize students for the absences and must allow them to make-up the missed work. In each instance, it is the responsibility of the student to inform the instructor of the duty before the absence, provide appropriate documentation if requested, and complete the missed work as soon as reasonably possible.
Reasonable Religious Accommodation
Washington State University reasonably accommodates absences allowing for students to take holidays for reasons of faith or conscience or organized activities conducted under the auspices of a religious denomination, church, or religious organization. Reasonable accommodation requires the student to coordinate with the instructor on scheduling examinations or other activities necessary for course completion.
Students requesting accommodation must provide written notification within the first two weeks of the beginning of the course and include specific dates for absences. Approved accommodations for absences will not adversely impact student grades. Absence from classes or examinations for religious reasons do not relieve students from responsibility for any part of the course work required during the period of absence. Students who feel they have been treated unfairly in terms of this accommodation may refer to Academic Regulation 104 - Academic Complaint Procedures. See also Academic Regulation 82, available at https://registrar.wsu.edu
Academic Integrity Statement
You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:
-Be reported to the Center for Community Standards
-Have the right to appeal my decision
-Not be able to drop the course of withdraw from the course until the appeals process is finished
If you have any questions about what you can and cannot do in this course, ask me.
If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.
AI
AI use is only allowed with advanced permission. Unless permission has been granted then the use of such tools AI or machine learning tools like ChatGPT, Co-Pilot, Mid-Journey, Dall-E, flux ai, or any provided by Adobe in program or on the creative cloud etc. the list here is not all inclusive, but the stipulation remains. It is not to be used without permission. Failure to keep to this instruction will result with an Academic Integrity violation and handled accordingly.
Copyright
In this class, knowledge of copyright and the consequences of copyright infringement are extremely important. All components of students' projects, i.e. music, images, sounds, video, must be legally available for use. This means using material that has been created by the student, exists in the public domain, is licensed under an appropriate Creative Commons license, or is used with written permission of the creator. Correct attribution of all creative material is required for all assignments. Consult the following article for the correct attribution formats for various types of materials.