Introduction

Brief History

Committee

Goals and Objectives

Related University Programs

Market

Model Programs

San Francisco State University’s Web Design Intensive Program

Indiana University of Pennsylvania BS in Media Arts and Science

Georgia Institute of Technology

Columbia School of Journalism New Media Program

Requirements for Major

Catalog Description of Program

Major Courses

Cognate

Major Grid

Resources

Personnel

Library

Computer Support

Course Descriptions

COMM 317 Digital Audio and Video Production

COMM 318 Multi-Media Presentations

COMM 329 Graphics

CMPS 134 Computer Science I

CMPS 136 Computer Programming II

CMPS 311 Computer Networks and Security

PHIL 214 Computers and Ethics

PHYS 104 Introduction to Consumer Technology

PHYS 204 Information Technology

MIT 490 Information Technology Projects

CMPS 312 Web Technology

CMPS 376 Rapid Prototyping

Introduction

We feel that there are major opportunities for interdisciplinary research in this area and the cooperation between the concerned departments bodes well for the future success of the program. We see many further directions as we develop more expertise in multi-media and the integration of technical and communication skills.

Brief History

Committee

Dr. Andrew Berger, Physics/EE

Dr. Mary Engel, English

Dr. Dennis Martin, Computing Sciences

Dr. Kevin Nordberg, Philosophy

Dr. Matthew Reavy, Communication

Dr. Joyce Simitus, English

These people will constitute the original curriculum board for the program.

Goals and Objectives

In the following list, we define multimedia as the combination of text, graphics, animation, film and sound to communicate to the user in an effective, interactive manner.

• Each student will be able to design and maintain a multimedia Web site.
• Each student will be able to design and produce multimedia documents in CD-ROM or DVD formats.
• Each student will be able to design network topologies and security features for Intranets and Extranets.
• Each student will be able to evaluate the effectiveness of multimedia presentations.
• Each student will be able to demonstrate an understanding of scientific principles behind the design and operation of modern communication systems and consumer electronics to better recognize their capabilities, limitations and potential dangers.
• Each student will be able to apply ethical reasoning to analyze and work toward resolution of new issues in the context of computer technology.

Related University Programs

The two departments that will be impacted the most by this new major are Computing Sciences and Communications. Currently, graduates of each program find jobs in this area. There are three scenarios for students that we see as reasonable.

1. Students in this MIT major must complete a content area to which to apply these skills. The MIT major would serve as an appropriate second major to provide well-developed and technologically sophisticated communications skills to support a primary major or interest area. The requirement of at least a academic minor in the cognate area would provide this strength.

2. This major would be an excellent second major for a student with a primary major in Communication. Alternatively, the Communication Department might create a new track within its current major using the courses outside of the Communication Department listed here as its cognate area.

3. Majors in the Computing Sciences Department could not take this as a second major without extensive hours beyond the normal requirements for graduation. For these students, the Computing Sciences department has under consideration a new major based on this major that will allow students to blend software development skills with the non-computing parts of this major.

Market

Typical job titles include:

Desktop publishing production editor

Web project manager

Interactive newswriter

E-Publishing

New media marketing

Online marketing manager

Internet sales

New media associate

PR Writer (New Media accounts)

Technical Architect

“Web-savvy” writer

Electronic publishing content systems technology manager

Publications manager

Online editor

Graphics coordinator

Non-linear editor

Instructional Web and multimedia specialist

Technical writer/editor

New media coordinator

Subscription Manager-Web

Model Programs

San Francisco State University’s Web Design Intensive Program

Content Development
CSS/CSS-P

Databases and the Web
Design for the Web
Digital Video
Digital/Critical
Dreamweaver
eCommerce
Effective Résumé Writing
Flash
GoLive
HTML
Illustrator
Information Design
Interaction Design
JavaScript
Photoshop
Principles of Graphic Design
Production Management
Team Building
Understanding the Internet

Indiana University of Pennsylvania BS in Media Arts and Science

Web-based computer programming (9 hours)

CSCI N305 C Language Programming (3 cr.)
CSCI N331 Visual Basic Programming (3 cr.)
CSCI N341 Web Programming (3 cr.)
CSCI N345 Advanced Programming, Java (3 cr.)
CSCI N351 Intro. to Multimedia Programming (3 cr.)
CSCI N355 Intro. to Virtual Reality (3 cr.)

Concentration/Specialization (24 hours)

To be selected from the following areas (of which 12 hours must be at the 300 level or above)

Area 1:
Computer Technology
Computer Science
Library Information and Science
New Media 

Area 2:
Music
Art
Journalism
New Media 

Georgia Institute of Technology

Columbia School of Journalism New Media Program

Requirements for Major

Catalog Description of Program

The World Wide Web provides a major source of information today, yet not all information is of equal value. Few organizations can “get their message across” without a strong, high-quality Web presence. There are significant opportunities for people who want to work in this area provided that they have the preparation to foster the constant improvement in what can be accomplished. The further directions that the Web will entail are unknown today but they will be accessible to the person who has the right combination of technical skills and effective written, oral, and multimedia skills.

Major Courses

We note that several of these courses may be used in GE areas allowing this to be even more suitable as a double major.

The committee strongly feels that this major would be enhanced by at requiring least one appropriate writing course, but we respect the view of the English Department that they cannot guarantee such a course at this time due to their current staffing situation.

Cognate

(b)an academic minor (or concentration) and take a course in Statistics (Quantitative Reasoning area).

Major Grid

Total: 130 hours

Resources

Personnel

Both the Computing Sciences and the Communication departments would like an additional faculty member each to undertake this program but they are willing to cover the program with current resources. If the program attracts a large number of new majors to the University, additional staffing requirements will need to be addressed.

Library

Computer Support

In each of the two rooms dedicated to Computer Literacy (T 375 and T 475), there are seventeen daytime two-hour slots per week available (not using 11:30-1:00 Tuesday and Thursday or 2-4 on Friday). Of these thirty-four slots, twenty-five are scheduled for Spring 2001. If we assume that three more time slots will be needed if we had a full complement of freshmen, we are left with a minimum of six two-hour daytime slots available. (Many more nighttime slots are available.) None of the CMPS courses in this program are currently designed to need scheduled labs but computers would be needed as a resource for students to do assigned work. As the Communication lab has the same type of equipment as the Literacy labs, the software in the Literacy labs could be enhanced to provide support for the courses currently in the Communication lab.

The Communication lab has adequate available time to support additional sections of courses that may be needed under this program.

Course Descriptions

COMM 324 Computer-Assisted Reporting (renaming of Advanced Newswriting)

PHYS 113 Science of Photography

WRTG 211 Technical & Business Writing

Each new course will be/has been proposed through the University course approval process by the sponsoring department.

MIT 490 is described informally. This course needs to be finally proposed as a team-taught writing-intensive, interdisciplinary course. That formal proposal will need to wait until the program has matured and the Curriculum Board has more experience in the program.

We note that one of the elective courses has a prerequisite in a different department. With time, more such cooperation may be possible.

(Prerequisite: None)

This course will be an introduction to producing audio and video content for new technologies such as the Web and digital publication formats. Students will use digital recording and editing equipment to produce projects suitable for new technologies.

Textbook:

No textbook. Readings will be provided.

Goals:

This course will develop the skills necessary to produce audio and video content for new technologies using digital technology to produce the content.This will be a hands-on course utilizing the audio production and video production facilities of the Communication Department.The content produced by the students will be incorporated into a digital technology by streaming and/or downloading techniques.

Objectives:

·The student will record a project in the audio production room using the digital audio recording equipment.

·The student will edit an audio project in the audio production room using the digital editing system.

·The student will shoot a video project using digital video cameras.

·The student will edit a video project using digital editing programs.

·The student will import the audio and video content into another technology such as the Web or electronic publication.

Contents:

I.Audio production

A.Recording

B.Editing

II.Video production

A.Shooting

B.Editing

III.Publishing Digital Content

A.Streaming Audio and Video

B.Downloading Audio and Video

Evaluation:

The grade will be based on the two audio and the two video projects that will be produced as team efforts.Each project will be worth 25%.

(Prerequisite: COMM 317)

Advanced principles and practices of speech construction, audience analysis, criticism and delivery styles.

Outline:

I.Major areas of use for multimedia presentations

A.Information

B.Persuasion

C.Entertainment

D.Edutainment

II.How major components of multimedia presentations impact audience analysis, organization of data, and delivery of message

A.Graphics

B.Animation

C.Digitized sound

D.Video

E.Text

III.Designing multimedia presentations

A.Audience analysis

B.Central idea

C.Research

D.Supporting data

E.Multimedia aids

1.Flowcharts/storyboards

2.Text

3.Screen design

a.frame

b.color

c.font

d.zones

4.Graphics

a.static/animated

b.representational/analogical/arbitrary

c.cosmetic/motivational/attention-getting

5.Sound

6.Video

F.Delivery

IV.Criticism of multimedia presentations

A.Self-critique

B.Classmate critique

C.“Real world” critique

Student projects: Design, create, and deliver four multimedia presentations using text, sound, video, animation, and graphics.

1.Group presentation for purpose of information/education

2.Paired presentation for purpose of entertainment/edutainment

3.Solo presentation for purpose of persuasion

4.Choice presentation (group, paired or solo/information, education, persuasion, entertainment, edutainment)

(Prerequisite: See description)

Visual aspects of print media. Typography, printing presses, handling photos and other art layout and design, introduction to desktop publishing. Familiarity with journalism basics, style, and computer-terminal operations required.

Text:

Harrower, Tim. The Newspaper Designer’s Handbook. McGraw Hill, 1997.

Goals:

The goals for this course are: 

1) to introduce students to the vocabulary of visual communication; 

2) to give students adequate knowledge to select and use an appropriate form of visual communication for any situation; 

3) to give students insight into how professionals operate in the field of graphic design; 

4) to enable students to think critically about the use of visual communication elements, such as type, photographs and illustrations.

Topics Covered:

§Basic Story Design

§Basic Page Design

§Web Design Fundamentals

§Handling Photographs

§Creating Infographics

§Using Photoshop

§Using QuarkXpress

Evaluation

Students take regular quizzes on design terminology. They complete weekly in-class projects and three major out-of-class projects (page design, infographic and Web page design). Midterm and final examinations are also given.

(Prerequisite: None)

An introduction to programming concepts and methodology using an appropriate programming language. The course emphasizes a structured programming approach. Topics include problem analysis, modularization, top?down design, and the elements of a programming language.

Text:

Savich, Walter. Java: An Introduction to Computer Science & Programming. Prentice-Hall, 1999.

Goal:

This course is an appropriate terminal course for non-majors and the first course for majors in Computer Science, Computer Information Systems and Media and Information Technology.

Objective:

Although the emphasis will be on object-oriented design, attention will be paid to top-down design, hierarchy charts and data flow. Also covered will be testing including tracing, debugging, and driver programs.

Outline:

1.Introduction — environment, taste of Java

2.Primitive types and strings

3.Flow of control: selection, iteration

4.Basic classes and methods

5.Arrays

6.Text files

7.Introduction to inheritance, exceptions and recursion.

Evaluation

Includes several computer projects as well as hourly examinations and a final.

(Prerequisite: CMPS 134)

A follow-up course to CMPS 134 for non-computing majors who want more object-oriented programming experience. Includes data structures, file processing, graphical user interfaces and event-driven programming. Cannot be used to satisfy the requirements of either the Computer Science or the Computer Information Systems major. Cannot be taken by a student who has credit for CMPS 144.

Text: We will use the same text as CMPS 134 the semester before. Currently, the text is

Savich, Walter. Java: An Introduction to Computer Science & Programming. Prentice-Hall, 1999.

Prerequisite knowledge:

The student is expected to be able to write, compile and debug a program in a high-level language using at least selection, iteration and procedures and functions (methods). S/he will be expected to be able to use an array data structure and either a record data structure or a class. It is expected that there may be students who have not taken their preliminary course in Java for the first few offerings of this course.

Goals:

This course will extend the student’s ability to use object-oriented programming with an emphasis on Web Programming.

Objectives:

At the end of this course, the student will be able to

·design a package of classes to perform a specified activity;

·use exception handling to prevent common user errors from aborting programs;

·use Java to enhance the activities of a Web page;

·use data structures such as array, lists, stacks and queues to support data manipulation needs of a program; and

·demonstrate the ability to obtain data from a file, store data to a file and to update a file from a program.

Contents:

A.Technical Features

1.Packages

2.Recursion

3.Inheritance

4.Exceptions

B.Data Structures

1.Arrays: single and multi-dimensional, searching, sorting

2.Lists, stacks, queues

C.File Processing

1.Sequential Access

2.Direct Access

D.Graphical User Interface

1.Applets

2.HTML

E.Event-driven programming

Evaluation:

The grade will be based 50% on tests and 50% on a series of graduated programming exercises.

(Prerequisite: CMPS 136 or CMPS 144)

An introduction to intranets and wide-area networking including operating systems fundamentals, hardware considerations, deployment and administration of networks, security issues, intrusion detection/protection, firewalls, VPNs, and encryption. Cannot be used to satisfy the requirements of either the Computer Science or the Computer Information Systems major. Cannot be taken by a student who has credit for CMPS 354.

Textbook:

To be selected

References:

Many of the numerous and assorted RFCs (check out http://www.ietf.org/home.html) and other resources available on the net.

Course Goals:

Provide a foundation in hardware and software systems resources and requirements necessary for data communications, computer networking, and computer security.

Major Topics Covered in Course:

·Technical fundamentals of networks.

·Evolution of networks

·LANs, WANs and MANs

·Connections, media, and building blocks.

·Intranets, extranets, the Internet, and other IP-based networks.

·DSL, cable modems, and other high-speed Internet access alternatives.

·Understanding Internet security and privacy.

·Up-to-the-minute wireless coverage—Bluetooth™, WAP, JINI™, and more.

·Options for maximizing network reliability and security.

·Key resources for troubleshooting network and security problems.

·Trends shaping tomorrow's networks.

·Role of network administrator in dealing with issues of privacy, security, and interacting with users. Evaluated either through oral presentation and/or exam.

Laboratory projects:

·Build physical network - install & configure hardware 

·Install operating system and configure network

·Group projects involving research, installation & testing of various network application (e.g. SSH, yellow pages, firewalls, etc)

Textbook:

Johnson, Deborah G., Computer Ethics (2^nd edition), Prentice Hall, 1994.

Johnson, Deborah G. and Helen Nissenbaum, Computer Ethics and Social Values, Prentice Hall, 1995.

Course Goals:

To introduce students to the social, ethical and value dimensions of computer technology. To develop critical ability to analyze and work toward resolution of new issues in the context of computer technology. To become aware of existing legal parameters touching on various key issues in this field.

Major Topics Covered in Course:

·What is computer ethics?

·Review of general ethical theories.

·Special consideration in professional ethics

·Property rights in computer software

·Computers and Privacy

·Computer crime, abuse and hacker ethics

·Responsibility and liability

·Issues of autonomy and access

Research paper or field research project with an agency or business interviewing personnel about specific ethical or legal issues encountered by them with respect to computer technology.

Every day we listen to the radio or compact-disk recordings, watch TV, use photocopiers and fax machines without really knowing how they work. Designed to provide the scientific background to understand the operation of common communication systems and electronic equipment.

Course Objectives

·To understand the scientific principles behind the design and operation of modern communication systems and consumer electronics to better recognize their capabilities, limitations and potential dangers.

·To continue to develop quantitative skills

Textbooks & associated learning materials

·Required:

The Age of Electronics Messages, by John G. Truxal, McGraw-Hill Publishing Company, 1990.

·Suggested (Weinberg Memorial. Library)

·Solutions to weekly homework assignments, placed on reserve after due date, and published on my web site given above.

·Periodicals including Popular Science, Popular Mechanics, New York Times science section.

·World Wide Web

Course Policies

·Attendance will be taken, and is mandatory. Lateness is not tolerated, if the attendance has been taken prior to your late arrival, you will be considered absent for that day. Quizzes, attendance and participation will count toward 15% of your grade.

·Homework must be turned in on the date specified during lecture, and must show all work and calculations to be considered complete. Late homework will be accepted only one class meeting following due date, but will automatically lose 5 points out of 100 possible. Solutions to the assigned problems will be available on my web site, and placed on reserve at the library after they are turned in. No homework will be accepted after the solutions are made available.

·You are encouraged to arrange group study sessions to work on homework assignments.

·There will be a term paper (4-5 pages, typed) due before the Thanksgiving break (11/21/00). The paper will be an examination of some communications system or consumer electronic device, the history of its development, a description of the device and the scientific principles underlying its operation. The paper will count toward 10% of your final grade. The topic you select must be first accepted by the professor, and only one person in the class can write on each topic (first come, first choice!). The internet is a great source of information, but it can not be your only source (for example: www.howstuffworks.com). You will need at least three references, not all from the Internet, and not all from encyclopedias. You may use your class text for a reference, if it is appropriate to your selected topic.

·There will be three exams. The third exam will be given during our regularly scheduled final exam period. Make-ups for exams will be not be given unless there was prior arrangements made with Dr. Zakzewski, and only if there is a substantial reason for missing the exam (serious illness with note from infirmary, death in the family). Be forewarned: Make-up exams are ALWAYS much more difficult than the regularly scheduled exams.

(Prerequisite: Phys 104)

This course presents the basics of information technology and engineering for students outside the technical disciplines. It includes data representation, graphics and visual information, data compression, data transmission and network technology.

Possible text:

Information Technology: Inside and Outside, 1/e, David Cyganski, John A. Orrand Richard Vaz , Prentice-Hall, 2001, ISBN0-13-011496-0

Contents:

I.INTRODUCTION. 

1.What is the Information in the Information Revolution? 

2.The World Wide Web: A Unique Product of the Information Age. 

II.FUNDAMENTALS OF BINARY REPRESENTATION.

3.Representing Information in Bits. 

4.The Need and Basis for Data Protocols. 

III.GRAPHICS AND VISUAL INFORMATION.

5.From Real World to Images and Video. 

6.Computer Graphics and Virtual Reality. 

IV.DATA COMPRESSION.

7.Compressing Information. 

8.Image Compression. 

9.Digital Video. 

V.BANDWIDTH AND INFORMATION THEORY.

10.Audio as Information. 

11.Sampling of Audio Signals. 

12.Digital Audio. 

13.The Telephone System: Wired and Wireless. 

VI.TRANSMISSION AND STORAGE TECHNOLOGY.

14.What Is Bandwidth and How Is It Used? 

15.Wire and Fiber Transmission Systems. 

16.Radio Frequency and Satellite Systems. 

17.Large Capacity Storage. 

VII.NETWORKS AND THE INTERNET.

18.Telephone and Data Communications Networks. 

19.The Local Area Network. 

20.Organization of the Internet. 

21.Electronic Commerce and Information Security. 

22.ASCII Character Codes. 

23.Related Organizations. 

24.Example Projects.

(Seniors only. Departmental permission required)

In this course students prepare and present Information Technology projects to be evaluated by the instructor and their fellow students. 

This course is currently envisioned as a team-taught course that will require each student to prepare a major project using appropriate media. The actual registration for this course will be forwarded if the major is approved. A tentative syllabus is attached to help the reader understand the course.

In addition to a working project, the student would be required to produce the following documents:

1.Proposal

A 3-5 page description of the project that can be evaluated by the instructors to determine if the project is reasonable for a semester project. Experience in CMPS 490 has shown that students cannot estimate well the difficulty of a proposed project and are as likely to propose too ambitious a project as too easy a project. A too easy project can often be enhanced but a too ambitious project can be a serious problem. This proposal can be submitted prior to the start of the course allowing the student to work on the project before the semester begins.

2.Specification

A significantly larger document that details

·the audience that the project is directed toward,

·the purpose of the project for that audience,

·the information content of the project,

·the resources need for the project, and

·a justification of why the project will be worth developing.

3.Design

A document detailing the structure of the project, that is, what entities make up the project and how do they communicate with each other.

4.User Manual

If a user manual is needed, it must be provided. We note that most projects would include a Help system that might preclude the need for a user manual.

5.System Reference

This would contain

·an evaluation of the effectiveness of the project,

·suggested directions for future evolution of the project, and

·any information useful to a person who will update or enhance the project in the future.

(Prerequisites: CIL 102 or equivalent, Comm 329 Graphics and CMPS 311 Computer Networks and Security)

This course covers the fundamental aspects of developing and maintaining web sites. It is designed for students who have experience in programming and who have already created simple web pages using standard software. This course provides a thorough coverage of the structure and elements of HTML and JavaScript necessary to create commercial quality web sites. Brief coverage will also be given to graphic design and multimedia content. Emphasis will be placed on client-side development although server-side issues will be considered. Numerous programming assignments will be given and the course will culminate with a major project. Cannot be used to satisfy the requirements of either the Computer Science or the Computer Information Systems major. Cannot be taken by a student who has credit for CMPS 202 or CMPS 356.

Textbooks:

Elizabeth Castro. HTML 4 for the World Wide Web: Visual QuickStart Guide. Peachpit Press, ISBN 0-201-35493-4 © 1999

Elizabeth Castro. Perl and CGI for the World Wide Web: Visual QuickStart Guide. Peachpit Press. ISBN 0-201-35358-X © 1998

Course Goals:

A broad understanding of how the Web works. An appreciation of what constitutes an effective web site.The use of resources to design, deliver, and present web pages and web sites. The utilization of server-side resources in web site development. Use of graphic design and multimedia software to enhance web sites. Security and privacy as well as web server integrity issues are also addressed.

Major Topics Covered in Course:

·HTML and JavaScript

·Client-Server model

·Client-side-server-side cooperation

·Client-side programming

·Event driven programming

·Web Forms

·Graphic design and multimedia content

Privacy and security issues are discussed at various times throughout the course as they relate to client-side programming and use of server-side resources.Topics include capturing and handling personal information, passwords, and other information, use and misuse of environmental variables and other sensitive information.

The course capstone will be the design and implementation of a complete web site.

Students will be given the opportunity to use any external experience, such as familiarity with digital video and audio in the creation of this web site.This project will normally be carried out by either one student or a team of two students.

Evaluation

Programming assignments/major project. (60%)

Examinations (40%)

(Prerequisite: CMPS 136 or CMPS 144)

Some common applications using a database with a visual interface (perhaps Web based) can be successfully created using Rapid Prototyping (a.k.a. Rapid Application Development) This course will cover the synergy of combining a visual language and a relational database employing rigorous design techniques.

Textbook:

No text will be required but two references will be needed, one each for Visual Basic and Access. For example,

·Timothy M. O’Brien, Steven J. Pogge, Geoffrey White. Microsoft Access 97 Developer’s Handbook. Microsoft press, 1997.

·Michael Halverson. Microsoft Visual Basic 6.0 Professional: Step-by-Step. Microsoft Press, 1998.

In addition, Web resources will complement the instruction.

Prerequisite knowledge:

The student is expected to be able to comfortably write, compile and debug a program in a high-level language using at least selection, iteration and procedures and functions (methods). S/he will be expected to be able to know when to use and to be able to use data structures such as arrays, records (classes), and lists.

Note that this course may also be counted as part of the major by Computer Science or Computer Information Systems majors.

Goals:

The course emphasizes the separation between user interface design and the construction of the appropriate resources behind the interface in making the transition from a prototype to the corresponding application. Good design methodology using an iterative development paradigm will be stressed.

Objectives:

·The student will be able to create a visual interface using forms, buttons, menus, dialog boxes, and similar standard interface tools.

·The student will be able to access file directories and printers from within a visual application.

·The student will be able to design and access data tables in a relational database.

·The student will be able to include error-handling routines to create a robust system.

·The student will be able to graphically display a system design for a developed system to aid in maintenance.

Contents

A.Visual Basic Fundamentals

1.Forms

2.Modules

3.Designing a “User Friendly” Interface

B.Database Fundamentals

1.Design

2.Access to elements

C.Iterative System Design

1.The Prototyping Process

2.Error Handling

3.Design for Maintenance Considerations

D.The Web Interface

1.Integrating the Pieces

2.Creating a Project

Evaluation

The grade will be based 50% on tests and 50% on a series of graduated programming exercises culminating in a team project.