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2015
Program Director Self-Study Report
for Cross-Media Graphics Management
Submitted by Ted M. Bensen, Program Director
to the Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1
UW-Stout's Strategic Plan – Respond to the following:
1.1.1
Describe early and ongoing experiential learning opportunities to students
within the program.
Virtually all of the CMG courses (through all levels–freshmen through seniors)
depend on UW-Stout’s tradition of “hands-on, minds-on” methodology of
experiential learning. Depending on the course content a combination of
lecture, demonstration, laboratory activities, hands-on projects, research
projects, written assignments and verbal presentations may be utilized. The
hands-on learning experiences include software utilization, equipment
operation, workflow processing of jobs with automation, utilization of
management information systems, analysis of output results, and the
production of both print and digital media products. Employers of CMGM
program graduates recognize the program’s reputation for producing graduates
with a strong understanding of how things work and a familiarity with how
business is done in the graphic communications industry.
Senior capstone experiences—both CMG-443 Cross-Media Practicum and
CMG-445 Publication Production—provide opportunities for students to apply
what they have learned in earlier courses in realistic ways. They work on real
projects where a professional-level outcome is expected and have a chance to
experience a variety of roles and responsibilities during the completion of those
projects. Both classes serve real customers/end users, so the expectations are
high.
The required co-op learning experience also provides outstanding hands-on,
real-world exposure to what will be expected of program graduates in their
future careers.
1.1.2
Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
Student recruitment has been a priority activity in recent years. The STEM
College has hosted a career day in the fall semester for many years. This event
would draw in excess of 200 high school students to participate in a hands-on
experience in different laboratory areas. The Cross-Media Graphics Management
program had been a popular choice among visiting students. The college council
decided not to continue this event in 2015.
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The CMGM program’s faculty and staff have been exhibiting at the
GraphExpo/PRINT industry trade show in Chicago for the past ten years. This
increased the visibility of the program to industry partners and employers
throughout the region. It has also boosted the visibility of the program to regional
high school teachers that bring their students to the trade show. In particular, the
number of Illinois residents enrolled in the CMGM program has increased
significantly (from only one or two enrolled in the program at any one time in
prior years to more than a dozen currently enrolled).
The CMGM program’s faculty and staff participate in hosting a regional
SkillsUSA contest each spring, typically administering and judging contests in
photography, graphic communications, screen printing and advertising/design.
The program director has participated in campus Preview Days and Transfer
Days where visiting students explore majors of interest.
A host of other recruitment efforts have been undertaken: high school visits by
faculty, and high school visits required of co-op students. The program also
supplies literature and posters to regional high schools and is initiating an
outreach to high school art teachers, marketing and business teachers and
yearbook advisors, in addition to the existing network of printing/graphics
teachers. The campus’ Integrated Marketing office is producing a brochure
highlighting the CMGM major alongside other “creative” majors on campus.
The challenge facing the program is expecting extensive recruiting efforts from a
faculty that has a high teaching load and expectations to perform research and
service, as well. Increased use of the Hobson’s CRM will automate follow-up
with prospective students, but relationship development with influential teachers,
and initial contact with prospective students is a time-consuming task.
A structured approach to advisement has been instrumental in improving student
engagement and progress toward graduation. There is a mandatory meeting for
all CMGM majors on Advisement Day. The group is large enough that two
meetings are held, one for all freshmen and sophomores, and a separate meeting
for all juniors and seniors. There is a hold on student’s registrations, which is not
removed if they fail to attend. Students are expected to review their online degree
progress audit and complete an Advisement Day progress form that documents
their completed coursework, the classes they intend to take in the coming term,
how they are planning to meet extra university requirements (racial and ethnic
studies and global perspectives requirements), when they plan to take (or did
take) their required co-op, etc. The meetings are used to make general
announcements and introduce changes to the program or course availability. A
brief individual meeting between faculty advisors and each of their advisees
follows the large group meetings. Students submit their Advisement Day
progress form and discuss it, briefly, with their advisor. They must be prepared
to answer questions about their progress and their choices for the coming term.
Longer individual appointments are available later in the day for students with
more extensive issues to resolve.
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This formal Advisement Day process has dramatically reduced the number of
students that end up in troubling situations as it forces them to access accurate
information and defend their course selections to their advisors each semester.
The key faculty in the program meet weekly and have begun a formal strategic
planning process to generate, implement and monitor efforts to accomplish
long- and short-range goals. One of the strategies to promote student
engagement has been to focus on providing greater opportunities for CMGM
students to interact with industry professionals. The program faculty have
planned a number of events on campus, and promoted off-campus
opportunities, as well.
1.1.3
Describe, provide examples and explain how the program intentionally
integrates diversity efforts, functions and contributes to the program in support
of Inclusive Excellence: “UW-Stout’s plan to intentionally integrate diversity
efforts into the core aspects of everything we do. Diversity is broadly defined
and includes, but is not limited to, race/ethnicity, gender, sexual orientation,
age and disability status.”
The Cross-Media Graphics Management program faces the same challenges as
the rest of the campus in attracting a diverse student population. Over the years
the program has actively recruited the Twin Cities and Milwaukee metro areas
with little success, though we have had a consistent representation of Hmong
students enrolled in the major.
The gender balance in the major (historically 50/50) has swung toward female
students over the last five years (currently 59% female). The program faculty has
promoted opportunities for women in the program to participate in industry-wide
events and activities (Printing Industries of America’s “Women in Print” and the
industry-wide “Girls Who Print” professional development organizations). The
staff has also promoted involvement in professional student organizations and
the leadership development opportunities that provides. One new initiative is
utilizing the senior seminar in the program to push students to interact with
students and industry professionals across the country and the world as the
CMGM program participates in Epicomm’s newly formed Young Professionals
Group. This will expose students in the major to experiences and viewpoints far
beyond what they could encounter on campus.
1.1.4
Describe environmental sustainability initiatives embedded and supported by
the program: “UW-Stout’s attempt to make students, faculty, and staff more
aware of the importance of sustaining our environment through energy
conservation, waste reduction, and other measures that will not bring harm to
the environment, and to provide students with innovative research
opportunities in these areas.”
Sustainability is a topic that receives a great deal of attention in the graphic
communications industry. The Sustainable Green Printing Partnership is an
industry promoted certification program to audit the sustainability efforts of
individual companies. This issue is addressed in several production courses as
well as the senior seminar. Green practices are reinforced in laboratory
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experiences. Students are encouraged to evaluate environmental claims made
throughout society and challenge “green-washing” in marketing and
promotional messages.
2.
DESCRIPTION OF THE PROGRAM
2.1
Curriculum Design – Respond to the following:
2.1.1
State the approved program objectives.
Graduates of the Cross-Media Graphics Management program will be able to…
1. Utilize appropriate technology, systems and processes to safely produce
graphic communication products and services.
2. Manage projects, workflows and people using appropriate business practices
and management strategies.
3. Make decisions, apply critical thinking and solve problems relevant to the
graphic communications field using the scientific method, systematic
approach and analytical reasoning.
4. Contribute to group processes, work effectively in teams and demonstrate
leadership abilities in their area of responsibility.
5. Apply written, graphic and verbal communication skills to communicate
effectively with colleagues in the graphic communications industry, as well
as their clients and the public.
6. Apply technology responsibly and manage people and operations at the
highest ethical standards.
2.1.2
Describe processes and initiatives employed in determining the need for
program revision?
The program utilizes a continuous improvement model that utilizes an
assessment plan that captures student learning outcomes data that is used in
creating the Assessment in the Major report. Program faculty and the CMGM
Industrial Advisory Board review that report. The AIM report, alumni and
employer feedback, and current student opinion is considered by the staff in a
strategic planning process. Historically, the CMGM program has undergone
significant program revision every 4-5 years.
2.1.3
Check all that apply regarding the program:
X Traditional, on campus program
___Offsite location
___Online program
2.1.4
Briefly describe the components of your program where students participate in
scholarly activity such as: research, scholarship, experiential learning and
creative endeavor. “programs are presented through an approach to learning
which involves combining theory, practice and experimentation” (UW-Stout’s
Mission Statement)
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The following CMG courses rely heavily on experiential learning, requiring
students to experiment with new processes or systems, analyze results, solve
problems, control variables, and determine appropriate action:
CMG-141 Cross-Media Graphics
CMG-151 Graphics Software Tools
CMG-251 Premedia Graphics Production
CMG-266 Press Systems
CMG-270 Postpress Operations
CMG-351 Cross-Media Personalization
CMG-355 ePublishing
CMG-367 Color Management
CMG-368 Print Optimization
CMG-380 Cross-Media Estimating & Planning
CMG-443 Cross-Media Practicum
CMG-445 Publication Production
CMG-482 Graphics Workflow Automation
A number of CMG courses incorporate research projects related to technical
processes, systems and materials, workflow efficiency, emerging technology or
business competitiveness:
CMG-367 Color Management
CMG-368 Print Optimization
CMG-445 Publication Production
CMG-482 Graphics Workflow Automation
CMG-495 Cross-Media Seminar
Two CMG courses provide a senior-level practicum or capstone experience,
where prior learning is synthesized and applied:
CMG-443 Cross-Media Practicum
CMG-445 Publication Production
2.1.5
Does your program currently have an accreditation or certification agency that
reviews the program? If so, which agency and to what extent does it influence
the structure of the curriculum?
The Cross-Media Graphics Management program is accredited by the
Accrediting Council for Collegiate Graphic Communications, Inc. (ACCGC).
The program was just reviewed in Spring 2015 and received full accreditation for
the second time (reaccreditation). Prior to 2009, the program was accredited by
what was, at the time, the National Association of Industrial Technology
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(NAIT); now the Association of Technology, Management and Applied
Engineering (ATMAE).
Outside accreditation has always contributed a considerable influence on the
direction of the program and the outside review has been welcomed as another
affirmation of what the program is doing well and where it could be
strengthened. Accreditation findings are shared with faculty and staff, as well as
advisory board members. Discussions about future program improvements begin
with accreditation feedback as a key input.
2.2
Faculty/Academic Staff Expertise – Respond to the following:
2.2.1
List key instructors in the program. A key instructor is one who teaches at
least one required professional course in your program (this should be the
combined faculty of Key A and Key B who were surveyed by the PRC).
Ted Bensen, Professor and Program Director Barbara Bear, Assistant Professor Shaun Dudek, Assistant Professor Peter Galante, Associate Professor Keif Oss, Lecturer Pete Schlosser, Assistant Professor 2.2.2
What additional faculty/academic staff expertise is needed?
The trends that the faculty is tracking that would require additional/expanded
faculty/staff expertise include evolving methods of improving production
efficiencies, including greater automation; growing utilization of non-print
channels in integrated marketing campaigns—in particular mobile technology
utilization and social media integration; and standards based content tagging and
information metadata inclusion such as XML and JDF.
Beyond the need to expand faculty expertise into new, related areas, there is
constant pressure to keep faculty and staff expertise current in the areas that are
already represented and being taught. This is an industry driven by technology
development and advancement, so even the “old” stuff is constantly changing.
This requires recruiting, developing and retaining faculty and staff that are
ambitious, driven, fast-paced learners that also have the ability to formulate,
package and deliver that new knowledge and understanding to students.
2.3
Facilities – Respond to the following:
2.3.1
Describe facilities and or capital equipment currently used and how it supports
or strengthens the program? What program specific facilities (unique
classrooms, labs, additional space involving minor construction) have been
requested and provided?
In October of 1999, the state budget included a specific increase in UW System
funding in a Decision Item Narrative (DIN) that provided for CMGM program
growth. Allocations and funds were provided to hire three additional faculty and
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three lab managers. The creation of a capital equipment line of funding
($181,372 annually) and a service and supply budget ($74,317 annually) made
rapid upgrading of equipment possible (as there was no previous budget – only
competitive proposal-based campus funding). The DIN also provided
approximately $25,000 for student workers (State Payroll fund). This addressed
program shortcomings identified in past accreditation and review cycles and
modernized the equipment in many of the laboratories. This ongoing source of
funding had allowed the CMGM faculty and staff to negotiate discounts and
match-funding proposals with manufacturers and suppliers when outright
donations haven’t been possible. This was unusual, as the CMGM DIN was the
only budget line allocated specifically to one academic program. A similar DIN,
for Engineering and Technology has been shared between a number of programs
in the college. With the DIN funding in support of CMGM, the program did not
compete for resources within the college or department, as in years prior to the
DIN funding. Some of the positions have been reallocated as department and
college needs changed over the years. The capital and service and supply budget
had faced some cuts over the past decade but were still healthy ($65,851 in
service and supplies; $140,953 in capital) until the campus faced significant
budget cuts in the 2013-2015 biennial State budget.
The CMGM program’s share of the 2013-2015 budget cut was $115,786, leaving
$40,326 in service and supplies, $62,692 in capital, and $11,000 in student
payroll.
The CMGM laboratories are well equipped with traditional printing and finishing
technology and prepress/premedia software and systems that pretty much reflect
current practice in the field. There is great concern over the steep budget cuts that
the program has already incurred and anxiety over the campus reorganization
that placed the ACT department in a different college than the rest of our
technology and applied management colleagues, and what impact that might
have on the future program budget.
2.3.2
What added facilities needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
The Memorial Student Center was opened in the mid-1980’s, allowing the
former student center to be remodeled. It was re-opened as the Communication
Technologies Building in 1987 and currently houses all of the laboratories and
classrooms that serve the Cross-Media Graphics and Photography courses. At the
time of the remodel, analog/film-based processes dominated the industry, so both
photo and graphics labs were dominated by darkroom space. The department has
been fighting to repurpose space in the ensuing twenty-five years as the industry
moved away from analog/film processes to digital processes. Some of the
limitations of the building include limited available power, poor ventilation, low
ceilings and poor access for equipment/material delivery. The long-range campus
master plan shows that the building will be removed, but plans have yet to be
developed for a new building to house the graphics and photography
laboratories. Because of the status of the building, requests for extensive
remodeling have been denied. Some limited remodeling, including the moving of
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room partitions on the second floor to create the Color Management lab have
been allowed – using the department’s budget.
Despite the limitations listed above, the faculty and staff have worked hard to
create an effective hands-on learning environment. The facility and equipment
are well maintained and the acquisition of new equipment is a process of
prioritization and leveraging budget dollars with industry partnerships to make
the budget go as far as possible.
A new building to house the program is a long-range need. In the short term, the
program is facing a growing need to replace aging equipment that is not capable
of illustrating current workflow and levels of automation that are in use in the
industry. Much of the production equipment is challenging to maintain and
difficult and time-consuming to set up and prepare for demonstration or student
use. These would be significant capital expenditures that the program budget
cannot cover. The CMGM program is eager to participate in a capital campaign
that would solicit industry and alumni support for capital improvements.
2.4
Resources for the Program – Respond to the following:
2.4.1
Evaluate the quality, relevance, and quantity of the library resources to support
the program. Include a brief statement as to how these needs have been met by
the library.
The library holdings related to the graphic communications field are adequate
and the library staff has been helpful and supportive in acquiring new titles.
Student utilization of the physical library continues to diminish, and the
importance of online subscription resources will continue to grow.
2.4.2
List any special resources used to meet program and/or student needs such as:
Learning Technology Services for curriculum materials development, ASPIRE,
Research Services, Advisement Center, Disability Services, Multicultural
Student Services, etc.
All of the above may be, and have been, utilized, if student needs demand.
2.4.3
Describe other resources (if any) needed to meet the program objectives?
The program has a number of willing industry software supporters/donors that
put key resources in place for CMGM students to get experience with emerging
tools. As many software solutions have evolved into server-side solutions, it has
been challenging to install and maintain these servers. The further evolution to
cloud-based solutions is pushing the department to consider subscriptions to
outside services (web hosting, project management tools, etc.) as an alternative
to hosting those solutions on department servers. The need for funding to support
those subscription services is likely to continue to grow.
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3.
Quality of the graduates of the program – Respond to the following:
3.1
Describe program graduate demand and/or anticipated changes or trends impacting the
future demand.
The graduate placement history for the CMGM program is exceptional, with a 99%
placement record over more than 25 years. The placement rate has been 100% for more
than a decade with the exception of 2008 when one graduate was still seeking
employment when contacted. CMGM co-op students are also in great demand. This
demand shows no sign of dropping off in the future, partly because the program is fairly
unique and the skills developed by the graduates are a great fit for what is needed in the
industry.
3.2
Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
This is addressed more completely in the program assessment report, along with other
internal assessment measure of senior students.
Alumni, perhaps based on their industry experience, look back at their Stout education
with a little more critical eye (as well as practical experience), though responses are in
line with the positive feedback from seniors and faculty. In general, suggestions for the
program commonly reflect the responsibilities and the needs of their specific work
setting. The alumni rating for “overall effectiveness of your program” was 4.40,
reflecting a strong recognition of the value of their education as a CMGM major.
3.3
Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
In the survey of senior students, the self-ratings for all competencies were near or
exceeding 4.00, indicating confidence in their ability to deal with those topics. Any
mean of less than 3.5 (closer to “3-Adequate” than “4-Good”) was worthy of review.
There were no means less than 3:00 for any item. The students in the Fall 2014 class and
the Spring 2015 class both noted Planning/Estimating and Workflow/Color Management
Systems as areas about which they were less confident. The mean for Decision-Making
Techniques was 3.08 for the Fall 2014 class, but the Spring 2015 class mean for that
same item was 4.35, making it difficult to identify a consistent shortcoming in the
program for that outcome.
The poor response rates for these surveys make the interpretation of results a perilous
undertaking. In particular, the employer rerates for these surveys make the results are
unusable. In general, however, it appears that alumni are quite satisfied with the
preparation that they received by the program.
4.
Program evidence of continuous improvement – Respond to the following:
4.1
Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
Strengths of the CMGM program include a long tradition of providing students a handson understanding of how things work. The focus on technology, how it is applied and
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the impact it makes produces graduates that are in great demand. The practicum course,
publication production and the required co-op all provide experience with real
customers, real projects and real responsibilities. In addition, the business and
management fundamentals acquired by students are timeless skills and understanding
that serve them well for their entire career.
Industry partnerships remain strong, whether it is employers and co-op sites or donors of
equipment, software and supplies. The program has widespread recognition and respect
in the industry.
A challenge facing the program is the historical dependence on in-house faculty
expertise in an era of industry expansion and growth. It is difficult to find and/or develop
faculty and staff expertise in an industry where things change so fast.
The broadening of industry products and services is making it difficult to fit everything
into the credits available. New technologies and services seem to emerge each year but
much of the traditional technology is still central to the industry. It’s tough when new
topics are being added to, rather than replacing, old ones.
There is also a diminishing student interest in the production side of the industry, despite
the fact that is where most of the career opportunities are. Attracting interest from
prospective students seems to be an ongoing challenge, which has led to a great deal of
time and energy spent on marketing and promotion to generate enough enrollment.
4.2
Submit evidence of program response to the concerns and recommendations from
previous program review.
The 2009 PRC recommendations for the CMGM (then GCM) program director were:
1. Identify the most pressing of facilities requirements. Work with Department
Chair and Dean to locate funding sources to accommodate the needed
renovations.
Some modest remodeling/wall removal has created a valuable color management
laboratory from unusable space left behind when obsolete process camera
equipment was removed. Another wall was removed in the platemaking lab,
which opened that space up for greater use and more flexibility.
2. Work with faculty and advisory board to detect emerging trends in industry
and incorporate trends in program course array.
This is one of the strengths of the program, as the faculty and staff are committed
to keeping the program current and relevant. This is an ongoing task.
3. Work with Admissions Office and University Outreach to create connections
with high schools and utilize connections with industry and Stout program
directors to increase the visibility of the GCM major.
The program name was changed three years ago from Graphic Communications
Management to Cross-Media Graphics Management in the hope that it would
better reflect the omni-channel marketing trend that has become so prevalent in
the industry and that it would be more attractive to prospective students. The
number of admitted students has actually gone down, and the program has
endured three of our smallest incoming classes in memory. The program name
will need to be revisited once again.
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The program director has worked with the Integrated Marketing office to create a
marketing plan that includes reaching out to high school teachers in related
disciplines like Business/Marketing, Art and Yearbook. Email and letter
templates are being developed to make better use of the Hobson’s CMS.
4.3
In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
• Increase visibility of the program and build name recognition among prospective
students in the region.
• Continuation of early strategic planning initiatives will lead to shared vision and task
accountability among faculty and staff.
• Professional development for all staff will be a priority.
• Production technology (presses and bindery/finishing equipment) in the labs will need
to be replaced. Long-term facility solutions will need to be addressed.
• Industry trends must continue to be monitored and reflected in the curriculum.
• The strong advisory board contributions must continue.
5.
Attachments/Appendices
5.1
Links of specific program information to be included:
CMGM Assessment in the Major Report (2015)
CMGM Program Plan Sheet
CMGM Eight-Semester Course Sequence
CMGM Curriculum Diagram
CMGM Advisement Day Progress Form
CMGM Program Facts
Current CMGM Advisory Board
PRC Survey-CMGM Advisory Board
PRC Survey-CMGM Key Faculty
PRC Survey-CMGM Students
ACCGC Accreditation Self-Study (2015)
ACCGC Accreditation Visiting Team Report (2015)