SYLLABUS
Advanced Interpretive Media & Graphics
FOR 574-501, Stephen F. Austin State University
IDP Module 311, National Park Service
Spring 2008
Online Seminar Times: Wednesday 3:00 p.m. or Thursday 10:00 a.m. CST
Instructor:
Pat Stephens Williams, Ph.D.
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: Wednesday 9 a.m. – 3:00 p.m.
Thursday 12 noon – 4:00 p.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.
*Please note: All course-related electronic correspondence must be sent via WebCT’s
electronic mail feature.
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
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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.
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. (2003). Looking good in print (5th 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 University of Wisconsin – Stevens Point Foundation Press.
Williams, R. (2004). The non-designer’s design book: Design and typographic principles for
the visual novice (2nd 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 or mailed to you if you cannot find a copy.
Additional required and recommended readings can be found on the course CD or WebCT
course page.
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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!
Computer Hardware. SFA has established the following minimum hardware
requirements for enrolling in a web-based distance education class. To be successful in
your graduate studies and to enjoy your masters degree experience, please ensure that
your computer system meets these minimum requirements:
Operating System
Processor
Memory
Hard Drive Space
Modem
CD-ROM
Sound Card
Monitor
Windows '95, '98, 2000, NT, XP or a Macintosh
with System 8.1 or higher
600 MHz or higher
64 MB of RAM
100 MB free disk space
56 kbps or higher speed
Required
Required
15" monitor (800 x 600 resolution)
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)
Internet Explorer 5.01 to 6.0, except 5.5 Service
Pack 1 (PC)
Internet Explorer 5.0 (Mac OS 9.x)
Internet Explorer 5.1 (Mac OS 10.1)
Netscape Communicator 4.76, 6.2.1, 6.2.2,
6.2.3, 7.02 (PC and Mac)
(All other versions of Netscape 6.0 are NOT
supported. Note: Mac users have experienced
some problems with Netscape Communicator
7.02).
AOL 7.0. SFA recommends that AOL users use
either Internet Explorer or Netscape browsers
after gaining access through AOL.
SFA e-mail account (mySFA), Hotmail, Yahoo,
or any other e-mail service (Web-based
recommended but not required).
Netscape Composer (included free with
Netscape Communicator [and Navigator?]).
Macromedia Dreamweaver version XX
(available at low cost with an educational
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SYLLABUS
discount).
Miscellaneous Software Requirements.
Streaming Download the latest version of RealPlayer at: www.realplayer.com.
Audio and Download the latest version of Real Producer at:
Video
http://oit.sfasu.edu/soft/web.html.
Download the latest version of Apple Quick Time at:
http://www.apple.com/quicktime/download/
PDF
Download the latest version of Adobe Reader at: www.adobe.com.
Reader
PowerPoin Download a free PowerPoint viewer at:
t Viewer
http://www.microsoft.com/downloads/details.aspx?FamilyId=D1649C
22-B51F-4910-93FC-4CF2832D3342&displaylang=en
Pop-Up
Please note: If ad or pop-up blocker software (Pop-Up Stopper, PopBlocker
Up Defender, Pop-Up Zapper, etc.) is activated, it will hinder the use
of WebCT’s quiz/survey and chat tools. Each time you start your
computer you must disable the blocker program before working in
WebCT with the quiz/survey and/or chat tools. Personal firewalls
must be disabled when working in WebCT as they will hinder the
transfer of “cookies” (i.e., info transferred from server to server).
WebCT, the distance education software used at Stephen F. Austin State University,
operates on an internet-based system. WebCT only recognizes three types of files:
HTML, JPEG and GIF. Therefore, students must use HTML (or webpage) software for
all their assignments. Netscape Composer (included free of charge with Mozilla
browsers) or Macromedia Dreamweaver are recommended. Both software programs
provide a “what you see is what you get” environment for developing HTML documents.
They also make extensive use of buttons and pull-down menus much like standard word
processing programs. Finally, they have a much quicker learning curve since they do 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 WebCT User Guide prepared by SFA’s Office of
Instructional Technology [Available online:
http://www.oit.sfasu.edu/de01students/wi_bwsrsettings.html]
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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 WebCT 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 course CD included in the Course Information and Enrollment Packet or
WebCT 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 WebCT,
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SYLLABUS
providing a structured forum for discussing topics of interest. Transcripts of the seminar
discussion sessions will be posted on the course webpage.
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 Wednesday at 3:00 p.m. and Thursday at 10:00
a.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
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SYLLABUS
completion of the assignments below will be available on the WebCT homepage for this
course.
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 WebCT.
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 25
#2 Due: Friday, Feb 1
#3 Due: Friday, Feb 8
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
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SYLLABUS
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
Legal Issues Quiz
Online Quiz
Deadline: Friday, Feb 15
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, Feb 29
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 4
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.
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SYLLABUS
Final Project & Peer Review
Draft #1 Due: Friday, March 7
Peer Review Comments #1 Due: Monday, March 17
Draft #2 Due: Friday, April 11
Peer Review Comments #2 Due: Monday, April 21
Final Draft Due: Wednesday, April 30
NPS Submission: Friday, June 27
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
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
150
Effectiveness of Media
150
Rack Card Design
100
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SYLLABUS
Final Project
Peer Review of Classmate’s Final Project (2 @ 50 pts
each)
Final Product (150 pts)
Total
Grades will be assigned according to the following scale:
250
1000 points
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!!
Social Justice
Stephen F. Austin State University and the Arthur Temple College of Forestry are committed
to social justice. Every effort will be made to assure a positive learning environment based
upon open communication, honest expression of ideas, and mutual respect. Tolerance for
divergent backgrounds and ideas will be strongly encouraged, whether based on race, ethnic
origin, gender, physical challenge, age, or religion. Suggestions to help foster an
environment of academic freedom and social justice are welcome.
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.
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SYLLABUS
Course Schedule:
Week
Dates
Topics/Agenda
Readings
1
Jan 14 – 18
Introductions & Ice Breakers
Module 311 rubric
2
Jan 21 – 25
Interpretive Media, Overview
Carregee
Serrell, Chp.1-3 book
Planning Worksheet #1 due Friday
3
Jan 28 –
Feb 1
Project Definition & Planning –
media planning wheel/planning
process
Watkins
Bitgood
Serrell, Chp. 4-6 book
Planning Worksheet #2 due Friday
4
Feb 4 – 8
Project Definition & Planning –
Serrell, Chp. 8-10 book
Interpretive purpose, target
audience, desired outcomes
Silverman
Planning Worksheet #3 due Friday
5
Feb 11 - 15
Smithsonian Accessibility
Program
Project Definition & Planning -
Frazier
Issues to consider (legal, access,
etc.) (see Requirements and
Disciplines)
HFC Requir. & Discip.
NPS Museum Handbook,
Pt. 3 Chp. 2
Legal Issues Quiz deadline Friday
6
Feb 18 - 22
Meaningful Media - Interp
Function & Focus (+/- media over
personal & media types)
Grater
NPS Museum
Handbook, Pt. 3 Chp. 3
Wells & Smith
7
Feb 25 – 29
Meaningful Media - Interp
Structure & Tenets
Effectiveness of Media due Friday
8
Mar 3 – 7
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
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Mar 10 - 14
Spring Break – NO CLASS
Mar 17 - 21
Appropriate Media – Publications
& Exhibits
Ham, Chp. 8
Moscardo
Review Comments Draft #1 due
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SYLLABUS
Monday
Trapp et al. – entire book
Zehr et al. – entire book
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Mar 24 –
March 28
Appropriate Media – Information
Technology Issues
Beck & Cable, Chp. 8
Grammann
Knudson et al., Chp. 11
Serrell, Chp. 15-16 book
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March 31April 4
Basic Element of Design – Basic
Principles
Rack Card Design due Friday
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13
14
Apr 7 - 11
Apr 14 - 18
Apr 21 - 25
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
book
Final Project Draft #2 due Friday
Williams, Chp. 2 & 3
book
Basic Element of Design – Fonts
& Color
Parker, Chp. 12 book
Williams, Chp. 7 & 8
book
Final Project Draft Discussion
Review Comments Draft #2 due
Monday
15
April 28 –
May 2
Bringing it All Together
No new readings
FINAL PROJECT FINAL DRAFT DUE FOR
GRADE
ON WEDNESDAY
Finals
Week
May 5 - 9
NO SEMINAR
NPS SUBMISSION DUE JUNE 29
WEEKLY REFLECTIONS DUE BY 9:00 P.M. CST ON MONDAY
SEMINAR DISCUSSIONS HELD ON WEDNESDAY AT 3:00 P.M. AND THURSDAY AT 10:00 A.M. (CST)
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