NEW MEDIA 3700
CASE STUDY #1: THE DEPARTMENT OF NEW MEDIA PROMOTIONAL MATERIALS
(SUMMARIZED RESPONSES)
Who are we?
-work hard, play hard—a reputation to cultivate
-“students chart their own way through the skills”—stress guided study approach, as opposed to technical
training
-Alice in Wonderland quote from DVD: “I know who I was when I got up this morning, but...I think I must
have changed several times since then.”
-“I see New Media as not only a technical training program, but as a life building program”
-focus on humanity—theoretical and cultural contexts and effects (audience and reception)—“In a
capitalist society humanity is not as important as making money. The student should be able to maintain it
while jumping through the augmented hoops of capitalism. If they are not able to live up to this, they
could easily lose the ability to be truly artistic in their field.”
-“requires patience and a persistent attitude”
-“…hard work really does pay off as it paves the road to academic achievement and self-satisfaction”
-small class sizes; one-on-one help
-web and graphic design need more attention, as this is a growing area of interest for students
-“Students that are hired from the U of L are often praised for their versatility and creative thinking that
some credit to the myriad skills learned in the New Media degree.”
-“A model New Media student/graduate should possess a wide range of knowledge in all areas of social
issues. Instead of focusing just on video games, and ideal graduate would have an awareness of the social
impacts of technology, the political concerns surrounding information accessibility and the lack of
democracy surrounding the web.”
-“An attitude of openness and learning as well as helping other students is what a model student would
possess. I have experienced the generous help of many students thus far in my degree and would say that
many students in this program are model students with impressive skills.”
-“The school represents values of integrity, honesty, hard work and determination.”
-“As New Media students we are enthusiasts and in some cases we even obsess, whether it is about
graphics, design, computers, motion graphics, 3D animation, video editing, etc. Hardly anyone would be
in this program if they did not share an enthusiasm for any of the fields covered in New Media.”
-“(we are) jacks of all trades and are capable of evolving ourselves to meet the needs of others.”
-a broader approach to learning
-“New Media artists have become the new storytellers of their generation, controlling what is seen and
heard in a variety of mediums…A “model” New Media student should be such a storyteller with the
ability to understand various mediums even if they don’t necessarily use them to create with.”
-“A model ULeth New Media grad should be fluent not only in media production but also in decoding
existent imagery and messages in order to make informed decisions about the current attitudes and
values of the audience they intend to speak to. The grad will be an expert in time management, and will
function equally well as a part of a team or in self directed study.”
-“teamwork and presentation skills are valued and antisocial behaviour is not glorified.”
-constantly reinventing old media
-“A model New Media student should possess great communication skills, a strong interest for creativity,
cooperation skills as well as confidence and the urge to explore and learn.”
-“(the program) lets you be in control of your creativity and direction of where you would like to
eventually end up.”
-“…customizable, youthful and progressive program.”
-“…students possess heightened creative insight and the ability to assimilate to new technologies quickly
in order to take creative advantage of the medium to be worked with.”
-“…you simply will not see the same thing on two screens; we are simply too diverse a group.”
-“In all cultures, industries, and the arts, not exclusively nor inclusively, the work that we produce helps
to educate the world, entertain us, even support us. We provide our own sense of social commentary
and, if lucky, will help to further society and create our mark on culture.”
-internship is unique, and sets our program apart from others—helps to spread the word about our
program to potential employers, students, and industry
-students should be forward thinking and demonstrate risk-taking and initiative
-“New Media at the University can be viewed as an innovation or a step towards expanding the ideals of
what ‘scholarly’ means at a post-secondary institution.”
-course offerings expand and adjust to changes in industry and culture (i.e. video game design)
-concentration on process, rather than a perfect outcome
-material taught is better understood through hands-on experience
-“New Media is able to provide a link between different cultures, different industries and different forms
of art, with communicating a message.”—ability to create awareness
-“Throughout a New Media student’s education and career, the student should be able to act
professional, to input creatively, to interact with clients accordingly, to listen and provide feedback. An
attitude of openness and good team working skills should be fundamental in all students.”
-“…hands on, open, with connections locally and internationally.”
-“By sharing our work in class we influence each other and make the other students look at things in a
way they normally wouldn’t.”
-critical and creative thinkers—develop strategies for problem-solving
-“Creatively adapting to changing technology.”
-“…no one type of character seems to excel more than another.”—“The vast majority of students, from
keg-meister to spellcaster get along with each other easily.”
-“The administration, faculty and students value freedom of expression, and creativity in their program.”
-dynamic
-“The students must stay focused and have excellent time management skills as the projects required are
extensive and creatively demanding.”
-teach the theories behind the software
-the program “forces the students to work together at some point and to learn how to listen and respect
the views of their peers.”
How are we perceived? Problems and discrepancies
-many potential students fear they are not technologically proficient—scared to enter the program
-“those classes you’ll never get into”
-“we do not just sit around and play video games”
-we are incredibly diverse and complex—it is difficult to explain what we do in a concise way
-the program is sold on its extremes, not on the typical aspects, students, and potential outcomes
-need to recruit more females—perceived as a very male-dominated program
-perceived as a 3D animation and gaming program—yet only 2 courses dedicated to this area
-use of motion capture as a readily-accessible technology for students is misleading—“this is a very small
part of this degree, if at all. But it is something that is unique and interesting and very high tech which
could be a big draw for prospective students.”
-“the purpose of this program is not widely known throughout the campus”
-our relationship to the fine arts is lacking
-“…other students are lured to this degree by the potential job possibility after graduation compared to a
“plain old ordinary” fine arts degree.”
-“(This program could be) easily overlooked as a girl with a video camera recording an event in a
theatre.”
-“The values these materials promote are for young, single people (usually male) to move away and spend
beyond full-time hours slaving away for some large corporation for significant wages. They seem to imply
a moving away from Lethbridge, with prospects beyond this institution or community.”
-“I feel proud to be part of this, though I feel on the periphery as a female. There are so many females in
my year. They fill my classes and I think positive attention to this aspect is a good thing, along with
embracing this as not an anomaly.”
-“From an objective vantage based solely on promotions, New Media is not perceived as exciting and fun
as it really is.”
-boring, nerdy—“I suspect it won’t be long before people without computers will be thought of as nonsocial.”
-potential students do not realize how much time they must devote to the program—stress the
commitment and dedication required before entrance
-“I was told …that I was more likely to get a job being a Multimedia than compared to a New Media
student. I was also informed that the New Media field at the U of L would teach me the art and theory
and not so much the practical usage of the technology.”
-“After looking at other promotional bits for New Media, it’s clear we are a creative lot, but not much is
known about us or our skills.”
-lack of New Media history—lack of common knowledge of the field
-department’s multifaceted approach to the discipline—difficult to summarize
-perception from other departments/students that the curriculum is a “cake walk”
-newness of program means that there isn’t an established reputation—“(students in other programs) can
explain much easier what they are taking, often just by saying what program they are in. They are hardly
asked what is that or required to explain further; people just instinctively know what that program is all
about.”
-word of mouth has been a primary promotional strategy—most effective—“attracts like minded people
who are looking at the program.”
-“I was expecting a highly technical program that was in some indefinable way “better” than what SAIT
was offering.”
-“The gap that I experienced between my expectations and the reality of the program were not due to
misleading materials; rather, they were simply the result of assumptions based on my previous postsecondary experiences.”
-“At first glimpse the program almost seems a disjointed “catch-all” for all the varied forms of expression
and creativity that fall outside the traditional Fine Arts; a frenzied mish-mash of everything the University
thought it should offer but didn’t have a natural home for.”
-“I’ve heard of it, but only because you’re my roommate”; “is that a class here?”; “You make computer
programs, right?” (confusion with Computer Science)
-few people outside of the program know where the labs are situated
-“…the choice of cellar lighting, emphasized by the black and white reproduction, connotes feelings of
loneliness, late hours and antisocial students.”
-“The imagery shown in the new materials seems to forward an agenda in presenting New Media as a
creative and artistic program, rather than a production based studio.”
-“The new promotional package and website do an excellent job of addressing a prospective student’s
questions and concerns. They provide relevant information and, in my opinion, are accurate statements
made about the program.”
-“…an abundance of pre-printed materials…in a program like New Media, can be a liability as classes and
applications come and go. It is tricky to word a brochure in a way that is descriptive, yet does not
commit to offering certain courses or mentioning certain software applications.”
-“Unlike the other Fine Art departments, the New Media department is still trying to justify its existence
in the academic world…I was worried that I had entered into a ‘gimmicky’ major.”
-“The ironic thing is that most people have seen, in some capacity, the things that New Media graduates
go on to do…They just haven’t been able to make the mental connection between how films like Cars
are made and what is being taught in the B5 labs.”
-“The materials denote specific features and success stories, but tend not to focus on the liberal
education infrastructure of the University, or the relative infancy that the program is in…It seems to bias
more toward recruitment propaganda over more insightful informational material. The material suggests
that the program is more of a college-style independent study program, rather than a University
comprehensive education.”
-“…the fact that the New Media program is cohort-based, and information about artistic development
tends to be neglected.”
-posters represent a strong bias towards male success stories
-advertisements promote a broad education, “yet there is a real weakness in the actual course, and most
everything is strengthened in 3D or film.”
-biggest discrepancy/misinformation is the seeming ability to specialize in a specific area
-“…in the promotional material it almost seems as though the student will come out of the program fully
aware, fully prepared, and an expert in the field they want to pursue.
-prospective students and outsiders don’t understand how much work it takes to create most New Media
projects—falsely believe that computers make everything easier
-course titles are a bit difficult to understand for some individuals—provide more concrete, visual
examples of what could be created in these classes
-fly-by-night technical college that advertise on television lack credibility, whereas a degree confers a sense
of prestige
-“The course sounds nice, but often a student with a very narrow focused interest may feel cheated
around the third year.”—“A more accurate and clear disclosure of what the program is capable of doing
would be wise.”
-“…the department must not set the expectations of the program too high, especially when they cannot
meet them.”
-“The success or failure of the New Media department’s self-promotion can directly affect my confidence
as a student, my confidence as a potential employee/professional, and my immediate opportunities for
personal growth and recognition while in school and after graduation.”
-“The key to improving the image of the New Media department is to sincerely help the students learn to
work for themselves, guiding them with opportunities to participate in events that will boost their
confidence and self-worth, truly preparing them for a future of growth and success.”
-as told to student: “I thought New Media was just some animators, sitting in their parents’ basements
making computer games all day.”
-“There are jobs out there for students, but not always jobs that are paying the amount that was first
implied.”
-isolation from rest of school—tend to socialize and interact primarily with other New Media students
-promotional materials make the program seem like more fun than hard work—more intense than
expected
-“…the material assumed a certain level of technological literacy from the readers/listeners. As well, the
pace and tone of the material did not reflect the attention span of the target market.”
-“…an indeterminate conglomerate of art, music, drama, and media ‘stuff’.”
-“If no one knows what we do, we should not be telling them. We should be showing them.”
-“There is too much emphasis on the fact you can get a job after your done, and not enough emphasis on
enjoying what you’re doing, being creative.”
How can we improve?
-language used in promotions is too specific and too technical—assumes the reader is already familiar with
the equipment and techniques
-include more “process” explanations—demonstrate how things are made and the complexity of the
relationships among collaborative teams; public workshops or demonstrations?
-shorten the amount of text on the website—edit a brief overview, and then provide links for more
detailed information
-“music video” style promotion—short, punchy commercial (as a companion to the more elaborated
version)
-yearly magazine or printed publication—like a yearbook summary; consult with school paper
-use touch-screen monitors in the LINC building for interactive displays
-greater use of screensavers to promote student activities
-regular booth/table in the level-6 Atrium—demos or student showcases
-documentary film: a day in the life of a New Media student, documenting the process of developing
projects (storyboards, casting calls, auditions, editing, compositing, screening and promotions), GLER
courses—provide prospective students with insight into the culture, routine, the frustrations, and the
friends they make
-educational packages for counselors and teachers in related subject areas—more in-depth information
and examples for each area of study (making-of, process illustrations, student samples from start-to-finish)
-t-shirts—have students propose/select designs or have a regular contest (every year? Semester?)
-student ambassadors—visit highschools, classes, and events (paid?)
-greater interaction with the University and the community—send representatives to local festivals and
events; sponsor social events that extend beyond New Media students
-women in technology speaker series or course
-approach more female graduates and students to speak to and for the department
-offer specific workshops targeted at potential female students
-sponsor a contest (national or international)—perhaps offer entry scholarships to the winners—could be
a student challenge, or result in a job opportunity; could be cross-disciplinary (like 24 hour film contest)
-lectures from graduates—perhaps facilitated through the internship project?
-New Media cabaret/talent night—showcase musical compositions (informal, not a concert)
-provide services or outreach to community organizations and not-for-profit groups—for credit, or for
cash
-yearly student short film festival—advertise for submissions nationally/internationally
-“A funky ‘zine that includes a true or false quiz on “New Media” to dispel some of the myths, or a test
your knowledge where you could receive a score (like a Cosmo quiz).”
-“If there were some statistics available to the public on how New Media students from the University of
Lethbridge are placing in terms of the different fields of New Media it would attract a lot more attention.”
-“…exhibitions more open to the non-paying public are necessary.”
-make stronger connections with journalists and broadcasters—more regular showcasing of our
successes/talents
-Open House competition—schools enter; perhaps a small entry fee—different schools and programs
compete against one another for fame, recognition, and a cash award
-short-running commercial on local television
-get New Media a space in a high traffic area of the University (i.e. Helen Christou, W700)—“The best
way to explain what we do is to show the rest of the world.”
-“Encouraging students to speak about what makes the ULeth New Media program great, and inviting
“outside” faculties into New Media classes will forestall the gaps like the one I experienced between
expectations and the realities of the program.”
-interview more students—past and present
-cover all aspects of the program, including cognates and GLERs
-consider sponsorship through on and off-campus ventures
-“Maybe “improvements” is the wrong term to call these upgrades. Instead of improvements, we can call
them developments, because we are developing only a pre-existing idea. We simply need to boost our
advertisement not by quality but by size.”
-create an entire advertising campaign based solely on the internship
-feature a broader range of guest speakers to demonstrate all of the possible carrer choices and
professional pursuits
-perhaps involve other universities/programs, professionals, and businesses in a joint exhibition
-gallery, display, or permanent exhibition of New Media processes and techniques—from concept to
execution
-online forum or board for exchange (social, tips/techniques, program info. Etc.)
-keychain, or some small give-away that can be customized with the department name and website
-make use of screensavers, Meliorist advertisements, and the Student Union club to promote the
department and its events
-there should be more frequent New Media gatherings (“at least two to three times a month”)—modeled
after the Management Society
-develop a touring media show (like Prairie Tales)—this could also be screened in highschools, followed
by a Q&A session lead by students
-the website could/should have links to student sites and graduate sites
-expand web presence—more pictures, more information and more feedback from actual users
-implement simple slogans and logos that people can understand—useful for creating identity and buzz
-more events directed at and friendly to the public—“The program has to leave the dungeon, get out into
the public’s eye more.”
Departmental/program suggestions
-work with local clients and community groups on projects—consult outside individuals to integrate into
curriculum
-consider cross-faculty courses—i.e. New Media and Management students working together on projects
-course idea: “consumerism in society”—focused on cultural studies, popular media, fashion/trends, music
videos
-portfolio course: students in the class speak to highschool students about the program, and are assessed
on their presentation skills (return to alma mater?)
-“The dilemma I’m finding is that while I want this degree to be taken seriously by the fine arts community
in terms of grad school and otherwise, I find the program lacking in what a college would provide—a
practical skills knowledge base.”
-“I think having two required courses in art (namely drawing), two in drama and two in music would be
sufficient, rather than weighing more heavily on music.”
-make more New Media courses available to students as a GLER
-teamwork and collaboration: “I think that interaction with people is the biggest thing that we as a
department need to address.”
-stress at an early level methods on how to “pick up a new program and learn relatively quickly and
effectively how to use it.”
-“New Media students should be encouraged in their classes to produce work that can be submitted to
peer and industry related magazines, websites, etc.”
-“Explain that there are three main sections to the program: web/graphic design, film and video
production, and 3D animation and modeling. The sooner you decide on what to specialize in the easier it
will be to choose courses, decide on an internship and ultimately a profession.”