SYLLABUS
Advanced Interpretive Media & Graphics
FOR 574, Stephen F. Austin State University
Spring 2011
Online Seminar Times: Monday at 10:00 a.m. or Wednesday at 1:00 p.m. CST
Instructor: Pat Stephens Williams, Ph.D. (Dr. Stephens)
Assistant Professor
Human Dimensions, Interpretation, and
Forest Recreation
Arthur Temple College of Forestry
Box 6109, SFA Station
Corner at Raguet and East College
Stephen F. Austin State University
Nacogdoches, TX 75962-6109
Phone: 936-468-1365 or 936-468-2196 (direct line)
Fax: 936-468-2489
Email: stephensp@sfasu.edu
Office hours:
Monday 12:00 – 5:00 p.m.; FOR 575/590 1:00 – 2:00 p.m.
Wednesday 10:00 a.m. – 1:00 p.m.; 2:00-3:00 p.m.; 4:00-5:00p.m.
Office hours unless meetings and obligations conflict.
I will be more than happy to make arrangements to
“meet” with you.
Phone calls by appointment or as available.
Course Description:
Effective interpretive media combines the principles and techniques of interpretation with
those of the visual arts and communication graphics. Full performance interpretive rangers
work on their own, or with a media development team, to produce interpretive media such as
wayside exhibits, park brochures, posters, interpretive exhibits, films or documentaries, or
other audiovisual presentations. Successful media development integrates image and text (or
narrative) according to interpretive, writing and design principles. It tends to make use of
image, graphic and media software to produce electronic media files. And it builds upon
existing interpretive plans to enhance relevance and message congruence. This course
explores relevant aspects of interpretive media development including project definition and
planning, selection of appropriate media, interpretive concept development and the basic
elements of design. By providing a foundation in interpretive media development, this course
sets the stage for further professional development and provides the skills and insights
necessary for field interpreters to work directly with professional planners and consultants in
developing interpretive media. The course also emphasizes the philosophy and techniques,
the curriculum and training, and the certification review process of the NPS Interpretive
Development Program (IDP) for one of its projects.
1
SYLLABUS
Course Objectives:
Upon completion of the course, students will be able to:
1. Define an effective interpretive media project and create a plan identifying the
interpretive purpose, target audience, desired outcomes, expectations, needs, and
constraints.
2. Identify media characteristics that are appropriate for the desired interpretive content and
intent, and incorporate the interpretive structure of tangible-intangible links to convey
resource meanings.
3. Determine appropriate media selection based on its strengths and weaknesses for specific
interpretive projects.
4. Demonstrate an understanding of the basic elements of media design applicable to all
visual interpretive products.
Course Texts:
Parker, R. C. (2006). Looking good in print (6th ed.). Scottsdale, AZ: Paraglyph Press.
Serrell, B. (1996). Exhibit labels: An interpretive approach. New York: AltaMira Press.
Trapp, S., Gross, M., & Zimmerman, R. (2005). Signs, trails, and wayside exhibits:
Connecting people and places, third edition. Stevens Point, WI: UW-SP Foundation
Press.
Available from used book stores if you can find it. It will be available online as well.
Williams, R. (2008). The non-designer’s design book: Design and typographic principles for
the visual novice (3rd ed.). Berkeley, CA: Peachpit Press.
Zehr, J., Gross, M., & Zimmerman R. (1991). Creating environmental publications: A guide
to writing and designing for interpreters and environmental educators. Stevens Point,
WI: UW-SP Foundation Press, Inc.
Readings will be posted if you cannot find a copy.
Additional required and recommended readings can be found on the Blackboard course page
under READINGS.
2
SYLLABUS
Course Technology:
OIT is wonderful at helping you navigate through software and technology problems.
Please feel free to contact them regarding any issues or problems!
Prepare Your Computer
To take an Online course, your computer should meet or exceed the minimum computer system
requirements as listed below:
Operating System Windows Vista, Windows 2000/XP or a Macintosh with OSX or higher
Processor
1.8 GHz or higher
Memory
1 GB of RAM
Modem
56 kbps or higher speed (broadband/high-speed recommended)
Printer
optional (check with your instructor)
CD-ROM
optional - some courses use textbooks with CD-ROMs
Sound Card
optional (check with your instructor)
Monitor
15" monitor (800 x 600 resolution - 1024 x 768 resolution recommeded)
Computer Software. SFA has also established minimum software requirements for
enrolling in a web-based distance education class. Please adhere to these minimum
requirements:
Internet Access
Browser
E-Mail Client
Webpage Editor (for
developing HTML
documents)
Any Internet Service Provider (ISP)
Mozilla Firefox 2.0
Internet Explorer 7.1
To ensure that your browser will function correctly with
myCourses, use the official Blackboard Learning System
Browser Tune-up.
SFA e-mail account (mySFA), Hotmail, Yahoo, or any other email service (Web-based recommended but not required).
Netscape Composer (included free with Netscape). Macromedia
Dreamweaver (available at low cost with an educational
discount).
Miscellaneous Software Requirements.
Streaming
Audio and
Video
PDF Reader
PowerPoint
Viewer
All of these software programs are available on www.sfaonline.sfasu.edu as a
free download.
A good word processor is available for free download at www.openoffice.org
3
SYLLABUS
Pop-Up
Blocker
Please note: If ad or pop-up blocker software (Pop-Up Stopper, Pop-Up
Defender, Pop-Up Zapper, etc.) is activated, it will hinder the use of
myCourses's quiz/survey and chat tools. Each time you start your computer
you must disable the blocker program before working in myCourses with the
quiz/survey and/or chat tools. Personal firewalls must be disabled when
working in myCourses as they will hinder the transfer of "cookies" (i.e., info
transferred from server to server).
myCourses, the distance education software used at Stephen F. Austin State University,
operates on an internet-based system. myCourses only recognizes three types of files:
HTML, JPEG and GIF. Therefore, students must use HTML (or webpage) software for all
their assignments. Mozilla is recommended. This software program provides a "what you see
is what you get" environment for developing HTML documents. It also makes extensive use
of buttons and pull-down menus much like standard word processing programs. Finally, it
has a much quicker learning curve since it does not require knowledge of HTML code.
Note: Do NOT use the "Save As HTML" feature in word processing programs like Microsoft
WORD to create HTML documents for this course. These programs produce excessive
amounts of coding to accomplish very simple HTML tasks. This leads to excessive file sizes
and makes it extremely difficult to edit the HTML code in finished documents.
After installing either Mozilla or Internet Explorer, you MUST ensure that Java and
JavaScript have been enabled for your browser and that your cache is set to reload every
time. Failure to enable Java and JavaScript will cause problems with logging on and with
chatting. Failure to set cache to reload every time will result in not being able to see items
(i.e., assignments, discussion board postings) as they are posted to the course. For more
information, please refer to the myCourses User Guide prepared by SFA's Office of
Instructional Technology [Available online: http://www.sfaonline.sfasu.edu]
In addition: We may begin to experiment using a similar program to myCourses chats that
will allow us to have voice discussions through the computer from time to time. This is the
same software feature utilized in Dr. Coble’s courses. You will need to make sure you have a
working microphone and speakers to your computer. A webcam is also an asset, but not a
necessity. Elluminate will allow us to share voice contact, as well as PowerPoints, websites,
etc.
Words of Wisdom:



Disable your pop-up blocker while working in myCourses.
Call OIT whenever you need to for technical support – they are there for you!
www.sfaonline.sfasu.edu or Andra at (936) 468-1919
If you are on dial-up, go to a friend's, a cyber café, anyplace where you can access a
high-speed connection, to download supplementary readings, video clips, or audio
files – trying to get these files on dial-up will cause extreme frustration!
4
SYLLABUS
Course Requirements:
Class Participation. This is a graduate course in resource interpretation. As such, it
requires students to assume responsibility for analyzing class readings and other course
content, identifying the implications for interpretive program development, and applying
those insights to class discussions and assignments. Students are encouraged to
participate in all aspects of the course. Student questions and comments are always
welcome. Class participation includes, but is not limited to:
 Becoming familiar with and using Blackboard as the primary course delivery
mechanism.
 Selecting a proposed subject matter focus area.
 Participating in online seminar discussions.
 Completing assigned readings in preparation for discussion.
 Reading discussion board submissions.
 Posting Reflections.
 Submitting assignments online.
 Participation in the Peer Review Process in a timely manner.
 Working with one’s peers (in pairs or small groups) to complete assignments as
required.
 Providing peer review comments for drafts of classmates’ final projects.
Weekly Readings & Reflections. Course readings will be taken from the course
textbooks and a variety of required and recommended reading materials available in PDF
format on the Blackboard course page. The Course Schedule (syllabus, pp. 11-12)
provides an outline of required weekly course readings and due dates. Citation
information for all books and PDF’s are listed in the Required Readings section of the
syllabus. Note: Each week, students will post in the discussion area a few aha points
based on the required readings, in connection to their media project progress, or
interesting related discoveries (300-500 words) by 9:00 p.m. CST on Mondays.
Seminar Discussion and Participation. Each week students will participate in an online
seminar discussion and/or project that will last approximately one hour. Seminar
discussions will focus on a topic(s) related to that week’s readings and/or assignments.
Frequently seminar discussions will feature a special guest who will bring a unique
perspective or subject matter expertise to the discussion. Projects will be focus on topics
related to the readings and will be assigned during class time. You will be informed if
there is any preparation work for participation projects. Projects primarily focus on using
experiential learning techniques and may include individual in-class assignments, group
discussion leadership, and/or group peer review. To a large degree, when students in this
program talk about “going to class,” they will be referring to these weekly seminar
discussions and projects. Seminars make use of the “chat room” capabilities of
Blackboard, providing a structured forum for discussing topics of interest. Transcripts of
the seminar discussion sessions will be posted on the course webpage.
5
SYLLABUS
Seminar discussions will build upon the written reflections and any comments students
post to the course discussion board. Preparation for seminar discussions includes (1)
reading the required readings, (2) posting to Discussion questions or comments, and (3)
reviewing the postings of other students. To accommodate differing work schedules and
time zones, two seminar discussions will be held each week. Thus, students can attend
the seminar discussion that best fits their schedule. For the interpretive media course,
seminar discussions will be held on Monday at 10:00 a.m. or Wednesday at 1:00 p.m.
CST.
Seminar discussion topics will include as follows:
Week 1
Introductions
Week 2
Interpretive Media, Overview
Week 3
Project Definition and Planning
Week 4
Project Definition and Planning
Week 5
Project Definition and Planning
Week 6
Meaningful Media
Week 7
Meaningful Media
Week 8
Meaningful Media
No Seminar - Spring Break
Week 9
Appropriate Media
Week 10
Appropriate Media
Week 11
Basic Elements of Design
Week 12
Basic Elements of Design
Week 13
Basic Elements of Design
Week 14
Final Project Final Draft Discussion
Week 15
Final Draft Due - Pulling it All Together
Topics may be modified according to the needs of the students and perception of the
instructor.
Assignments.
Students will complete a variety of assignments to (1) increase their familiarity with
defining and planning media products, (2) enhance their understanding of the process in
developing media products, and (3) strengthen their skill in creating and designing
effective and appropriate interpretive media products. Additional criteria for successful
completion of the assignments below will be available on the Blackboard homepage for
this course.
6
SYLLABUS
Submitting Assignments
All assignments are to be submitted electronically unless otherwise noted. Submit your
assignment through an attached file in the appropriate assignment portal in Blackboard.
Assignment
Student Presentation Homepage
Weekly Reflections
Planning Worksheet #1
Planning Worksheet #2
Planning Worksheet #3
Effectiveness of Media
Rack Card Design
Final Project Draft #1
Review Comments Draft #1
Final Project Draft #2
Review Comments Draft #2
Final Project Final Draft
Note: For ease of file management and archiving, it is important that every file students
submit follows the prescribed naming procedure. Assignments are due by the date and
time indicated in the syllabus.
Planning Worksheets
#1 Due: Friday, Jan 28
#2 Due: Friday, Feb 4
#3 Due: Friday, Feb 11
All media projects begin with a plan. These media-planning questionnaires are based on
the Preliminary Media Development Worksheet produced by the National Park Service’s
Harpers Ferry Center. This series of planning worksheets is a starting point to assist
students in defining, discussing, and making decisions for the selection of an appropriate
media project.
Worksheet #1: Needs, Outcomes, and Expectations
Worksheet #2: Interpretive Content
Worksheet #3: Park Involvement
National Park Service, Interpretive Development Program. (2003, July). Preliminary
media development worksheet. Retrieved June 13, 2004 from
http://www.nps.gov/idp/interp/311/311PMDW.pdf
7
SYLLABUS
Legal Issues Quiz
Online Quiz
Deadline: Friday, Feb 18
Published materials must adhere to mandatory legal issues (issues are broader than just
these topics). This open-book quiz will assist students in understanding their legal
obligation to follow the current laws and determine what actions they can or cannot take
in creating media products for display, distribution, or publication.
Effectiveness of Media
Due: Friday, March 4
Visit a local park, museum, or visitor center and evaluate the interpretive effectiveness of
three different types of media (website, exhibit, brochure, self-guide, etc). Use the
Interpretive Media Evaluation Form to examine each piece of media. In addition,
complete a short essay (200-300 words) for each piece to describe its positive and
negative aspects, its advantage or disadvantage over personal services, and explain if the
selection of media was the most effective choice. If not, describe alternatives that could
be more effective and why. If possible, include digital photos of the media or an
electronic link.
National Park Service, Interpretive Development Program. (2000, September)
Interpretive media evaluation form (attachment A). In Module 311: Interpretive media
development. Retrieved June 12, 2004 from
http://www.nps.gov/idp/interp/311/choosemedia.htm
Rack Card Development
Due: Friday, April 8
Students will design a rack card that could be used to announce the significance of a
designated/selected site. Rack cards are a quick and inexpensive way to present your
site’s interpretive message. Design a card 4” X 9” rack card using the Harpers Ferry
Center rack card template to connect a potential audience to the selected sites. The
Harpers Ferry Center rack card template will be posted in the discussion section.
Final Project & Peer Review
Draft #1 Due: Friday, March 11
Peer Review Comments #1 Due: Monday, March 21
Draft #2 Due: Friday, April 15
Peer Review Comments #2 Due: Monday, April 25
Final Draft Due: Friday, May 6
If students do not have access to desktop publishing or photo editing software, they can
download free software from http://www.freeserifsoftware.com/products.asp
8
SYLLABUS
The final project consists of two parts. First, students will prepare a media product of
choice that can be modified for submission to the National Park Service’s IDP
certification review process. IDP certifiers will evaluate the piece based on the Module
311 rubric (see week 1 reading). If a student has already submitted a media product for
IDP certification review and that product demonstrated certification standards, it will not
be necessary to resubmit a media product for review, however, you will need to work on
a new project for class credit.
Second, students will use the Analysis Model to prepare written and verbal feedback for a
product developed by a classmate. To complete the peer review, students will submit
their peer review comments to their classmate via email, copy the peer review comments
to both course instructors via email, and arrange a phone call with their classmate to
discuss their comments.
The final project allows students to engage in a structured development process that
involves (1) receiving feedback from peer reviewers, and (2) editing and revising their
media product as appropriate. Please remember, no piece is “perfect,” including products
that have demonstrated certification standards. Every interpretive product can be
improved. Peer review and revision are essential steps in the product development
process. The final project helps students become more comfortable with peer review,
more proficient at revising drafts, and more skilled at developing interpretive media in
general.
Grading:
Class Participation – Includes Discussion
200
Planning Worksheets (3 @ 50 points each)
150
Legal Issues Quiz
100
Effectiveness of Media
150
Rack Card Design
150
Final Project
Peer Review of Classmate’s Final Project (2 @ 50 pts
each)
Final Product (150 pts)
Total
250
1000 points
9
SYLLABUS
Grades will be assigned according to the following scale:
1000 - 930 points = A
929 - 860 points = B
859 -780 points = C
779 – 710 points = D
709 and under = F
**All assignments MUST be turned in to receive a passing grade for the course!!
General Student Policies:
The following policies apply to all students enrolled in courses at Stephen F. Austin State
University.
ACADEMIC INTEGRITY (A-9.1): Academic integrity is a responsibility of all university
faculty and students. Faculty members promote academic integrity in multiple ways
including instruction on the components of academic honesty, as well as abiding by
university policy on penalties for cheating and plagiarism.
Definition of Academic Dishonesty
Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not
limited to (1) using or attempting to use unauthorized materials to aid in achieving a better
grade on a component of a class; (2) the falsification or invention of any information,
including citations, on an assigned exercise; and/or (3) helping or attempting to help another
in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another
person as if they were your own. Examples of plagiarism are (1) submitting an assignment as
if it were one's own work when, in fact, it is at least partly the work of another; (2)
submitting a work that has been purchased or otherwise obtained from an Internet source or
another source; and (3) incorporating the words or ideas of an author into one's paper without
giving the author due credit.
Please read the complete policy at http://www.sfasu.edu/policies/academic_integrity.asp
WITHHELD GRADES (A-54): Ordinarily, at the discretion of the instructor of record and
with the approval of the academic chair/director, a grade of WH will be assigned only if the
student cannot complete the course work because of unavoidable circumstances. Students
must complete the work within one calendar year from the end of the semester in which they
receive a WH, or the grade automatically becomes an F. If students register for the same
course in future terms the WH will automatically become an F and will be counted as a
repeated course for the purpose of computing the grade point average
STUDENTS WITH DISABILITIES: To obtain disability related accommodations,
alternate formats and/or auxiliary aids, students with disabilities must contact the Office of
Disability Services (ODS), Human Services Building, and Room 325, 468-3004 / 468-1004
(TDD) as early as possible in the semester. Once verified, ODS will notify the course
instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to
10
SYLLABUS
request services in a timely manner may delay your accommodations. For additional
information, go to http://www.sfasu.edu/disabilityservices/
ACCEPTABLE STUDENT BEHAVIOR: Classroom behavior should not interfere with
the instructor’s ability to conduct the class or the ability of other students to learn from the
instructional program (see the Student Conduct Code, policy D-34.1). Unacceptable or
disruptive behavior will not be tolerated. Students who disrupt the learning environment may
be asked to leave class and may be subject to judicial, academic or other penalties. This
prohibition applies to all instructional forums, including electronic, classroom, labs,
discussion groups, field trips, etc. The instructor shall have full discretion over what behavior
is appropriate/inappropriate in the classroom. Students who do not attend class regularly or
who perform poorly on class projects/exams may be referred to the Early Alert Program.
This program provides students with recommendations for resources or other assistance that
is available to help SFA students succeed.
Professional Ethics Statement
Students in the graduate program are considered to be professionals, as well as students, and
we expect that you will reflect professionalism in your work. As representatives of Stephen
F. Austin and members of the graduate program of the Arthur Temple College of Forestry,
you are held to the responsibility to conduct yourselves, your academic work, and your
research in a professional and ethical way. This means that you abide by the rules of conduct
stated in the student handbook, agree to a no cheating and no plagiarism policy, and follow
the guidelines for ethical research set forth by the university.
Cheating and plagiarism are serious offenses and will be treated as such. Cheating can be
defined as unethical use of another’s information to complete an assignment or test.
Plagiarism can be defined as using someone else’s words or ideas without giving proper
credit for their use. Be sure to cite your sources if in doubt. Behavior related to cheating or
plagiarism may cause immediate failure of the course, and/or, at the very most, cause
academic expulsion from the program.
Ph.D. STUDENTS:
If necessary, Ph.D. students should schedule a meeting with the instructor to discuss special
course content deemed required to support their research.
11
SYLLABUS
Course Schedule:
Week
Dates
Topics/Agenda
Readings
For the Following
Week!
1
Jan 17 - 21
Introductions
Module 311 rubric
Readings
2
Jan 24 - 28
Interpretive Media, Overview
Carregee
Serrell, Chp.1-3 book
Planning Worksheet #1 due Friday Watkins
3
Jan 31 – Feb
4
Project Definition & Planning –
media planning wheel/planning
process
Bitgood
Serrell, Chp. 4-6 book
Planning Worksheet #2 due Friday
4
Feb 7 - 11
Project Definition & Planning –
Serrell, Chp. 8-10 book
Interpretive purpose, target
audience, desired outcomes
Silverman
Project Definition & Planning -
Frazier
Issues to consider (legal, access,
etc.) (see Requirements and
Disciplines)
HFC Requir. & Discip.
Smithsonian Accessibility
Planning Worksheet #3 due Friday Program
5
Feb 14 – 18
NPS Museum Handbook,
Pt. 3 Chp. 2
Legal Issues Quiz deadline Friday
6
Feb 21 - 25
Meaningful Media - Interp
Function & Focus (+/- media over
personal & media types)
Grater
NPS Museum
Handbook, Pt. 3 Chp. 3
Wells & Smith
7
Feb 28 –
March 4
Meaningful Media - Interp
Structure & Tenets
Effectiveness of Media due Friday
8
Mar 7 - 11
Meaningful Media – Evaluation
Final Project Draft #1 due Friday
Beck & Cable, Chp. 2
Knudson et al., Chp. 10
Forist et al.
Interp Media Eval Form
Serrell, Chp. 13, 19-20
Mar 14 - 18
Spring Break – NO CLASS
12
SYLLABUS
9
Mar 21 - 25
Appropriate Media – Publications
& Exhibits
Review Comments Draft #1 due
Monday
10
Mar 28 –
April 1
Appropriate Media – Information
Technology Issues
Ham, Chp. 8
Moscardo
Trapp et al. – entire book
Zehr et al. – entire book
Beck & Cable, Chp. 8
Grammann
Knudson et al., Chp. 11
Serrell, Chp. 15-16 book
11
April 4 –
April 8
Basic Element of Design – Basic
Principles
Rack Card Design due Friday
12
Apr 11 - 15
Parker, Chp. 1 book
Serrell, Chp. 11 & 14
book
Williams, Chp. 1 book
Basic Element of Design – Layout, Cronyn
Design & Photography
Parker, Chp. 6 & 14
Final Project Draft #2 due Friday book
Williams, Chp. 2 & 3
book
13
14
Apr 18 - 22
Apr 25 – 29
Basic Element of Design – Fonts
& Color
Parker, Chp. 12 book
Williams, Chp. 7 & 8
book
Final Project Draft Discussion
NO CLASS MONDAY – Easter
Break
Review Comments Draft #2 due
Monday
15
May 2 – 6
Bringing it All Together
No new readings
FINAL PROJECT FINAL DRAFT DUE
FOR GRADE
ON FRIDAY
Finals
Week
May 9 - 13
NO SEMINAR
WEEKLY REFLECTIONS DUE BY 9:00 P.M. CST ON MONDAY
SEMINAR DISCUSSIONS HELD ON Monday at 10:00 a.m. or Wednesday at 1:00 p.m. CST
13
SYLLABUS
14