Bachelor of Fine Arts (BFA) in Drawing and Illustration
to be offered by
IUPUI at Herron School of Art and Design
(Date Submitted: April 4, 2013)
1. Characteristics of the Program
a. Campus Offering Program: Indiana University-Purdue University Indianapolis
b. Scope of Delivery: Herron School of Art and Design only
c. Mode of Delivery: Classroom, some potential for blended, for example in general education
courses
d. Other Delivery Aspects (Co-ops, Internships, Clinicals, Practica, etc.):
There are currently no internships or practica in place, however, opportunities have been
secured through Herron’s Frank and Katrina Basile Center for Art and Public Life for individual
commissions. With the recognition, resources and credibility of an established degree track, a
greater range of opportunities may be secured for internships or studio collaborations with
practicing professionals. The major requires a final exhibition, per National Association of
Schools of Art and Design (NASAD) requirements.
e. Academic Unit(s) Offering Program: Herron School of Art and Design, Fine Arts Department
Curricular detail appears in Appendix 10
2. Rationale for the Program
a. Institutional Rationale (Alignment with Institutional Mission and Strengths)
Herron’s mission statement asserts the following: “Herron School of Art and Design provides
quality education for students committed to careers in the visual arts including ceramics,
painting, photography, printmaking, sculpture, visual communication design, furniture design,
art education and art history.” http://www.herron.iupui.edu/about/mission-statement
The Drawing and Illustration major will expand the substance of this mission, recognizing two
new areas into which this quality education reaches, and further supporting Herron’s status as
an institution that highly values contemporary standards and practices. This program supports
Herron's strategic plan as articulated in the Annual Planning and Budgeting Report, in particular
in regard to the following goals: continue to develop Herron's national and international
reputation and enhance the overall strength of Herron's undergraduate programs. This new
major within the BFA degree builds on a strength already present at Herron while also
responding to changes in the art and design professions.
The major objective of a Drawing and Illustration major at Herron School of Art and Design is to
provide students with a course of study enabling them to seek related professional
opportunities, or to pursue master-level studies after graduation. The major will familiarize
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students with the historic and contemporary practices related to their chosen discipline, and
promote the development of related technical and conceptual skills needed to effectively utilize
Drawing and Illustration as primary means of creative production.
The proposed track is offered to students who have previously been unable to pursue these
disciplines with the same rigor afforded to the other studio tracks at Herron School of Art and
Design. Drawing and Illustration courses have been offered at Herron for many decades, but
students who wished to utilize them as courses of study could only focus in these areas by
utilizing a track called “General Fine Arts” (GFA). Numerous alumni have noted a stigma
attached to that title, as “general” can easily be misinterpreted as “unfocused” or
“noncommittal”. The Drawing and Illustration track will eliminate that perceived stigma, and
more accurately acknowledge student achievements in these areas. By designating Drawing and
Illustration as a defined major, the students will receive validation and documentation that
supports their careers, while also encouraging more students interested in this area of study to
come to IUPUI from throughout Indiana and other states nationwide.
The program also supports IUPUI’s mission of intellectual development and workforce
preparation.
See Appendix 1: Institutional Rationale for additional detail
b. State Rationale
This new major within the existing BFA degree addresses state priorities articulated in Reaching
Higher, Achieving More by being student-centered and by better positioning them for
employment opportunities. Students are already seeking out this field of study under the aegis
of the General Fine Arts degree. Defining the Drawing and Illustration track creates enhanced
structure and clearer assessment points to ensure that they have the cognitive, artistic, and
technological skills they need for success. Giving this course of study an appropriate title
provides students with a more competitive credential than they are currently receiving from our
school. A clarified track with a specifically dedicated curriculum will also contribute to improving
4-year graduation rates.
c. Evidence of Labor Market Need
i.
National, State, or Regional Need
Current student and alumni feedback have overwhelmingly indicated that a Drawing
and Illustration major would be well received at Herron School of Art and Design, and a
wide array of viable career options exists for graduates with this degree. Specific detail
appears in Appendix 4: Surveys of Employers or Students
While drawing has been an integral part of artistic development for centuries, in recent
years it has experienced a renewal of importance in the art world, evidenced by an
increasing number of major publications and comprehensive exhibitions focused solely
upon it. Early in 2011, Museum of Modern Art (MoMA) featured On Line: Drawing
Through the Twentieth Century in New York, and the Royal Academy of Arts featured
Watteau: The Drawings at the Royal Academy of Arts in London. Seminal publications
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such as Vitamin D: New Perspectives in Drawing and Drawing Now: Eight Propositions
echo this level of interest and commitment to drawing’s importance as artistic medium.
Concurrently, a greater number of contemporary artists are being recognized for their
works in Drawing. Recipient of a John D. and Catherine T. MacArthur Foundation
Fellowship (commonly known as the “Genius Awards”) Julie Mehretu serves as an
excellent example of this with many notable exhibitions centered on her drawings, as
well as the publication Julie Mehretu: The Drawings. South African artist William
Kentridge is another internationally acclaimed artist whose work utilizes drawing as a
centrally important vehicle of expression; he is largely responsible for bringing drawing
to the forefront of contemporary art, especially through his animated works.
As long as there are stories to be told, illustrators will be needed to transform words
and elaborate on verbal content by creating concrete images. Illustrations allow almost
any idea, whether fiction or non-fiction, to be translated into a visual form, limited only
by the scope of the illustrator’s imagination and abilities. Illustrations make it possible to
represent something that is quite difficult or impossible to film or to photograph (e.g.
fantastic creatures, alien or non-physical environments, deliberately exaggerated
objects etc.). Illustrations can be used parallel to a text or script and, predominately, the
image will be noticed before the text is seen, which can determine whether or not the
text is read. Illustration is a very visible aspect of our shared culture, from the magazines
and books we read, the games we play, and the animation and films we watch. For
instance, a compelling illustration on a book cover can add to the success of the
publication.
The best illustrations and illustrators are recognized for their work in various illustration
annuals, such as Spectrum, the Society of Illustrators Annual, American Illustration,
Illustration West, the Communication Arts Illustration Annual, the Chesley Awards and
others around the world. Monographs about individual artist/illustrators are published
every year. Illustrators who work as Concept Artists and Character Designers have their
work recognized through awards in the gaming industry and awards in the television
and film world, including the Academy Awards for Production Design and Animation.
National and international magazines feature the work of contemporary illustrators in
publications, such as 3 x 3, Juxtapoz, Communication Arts, and Imagine FX.
ii.
Preparation for Graduate Programs or Other Benefits
There are approximately 60 National Association of Schools of Art and Design (NASAD)
accredited schools offering Masters-level studies in Drawing and/or Illustration. A list of
these institutions is included in Appendix 3. All Herron's degree programs are accredited
by NASAD and prepare students who chose to pursue graduate studies for entry into
graduate programs throughout the nation. This degree track will makes students more
competitive for entry into graduate Drawing, Illustration, or related graduate degree
programs.
iii.
Summary of Indiana DWD and/or U.S. Department of Labor Data
The Bureau of Labor Statistics forecast for job openings due to growth and replacement
needs from 2010-2020 is 4,800. This is echoed by O*NET statistics (Occupational
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Information Network (O*NET) sponsored by the US Department of Labor/Employment
and Training Administration) which indicate a slower-than-average growth of 3 - 9% for
the same 2010-2020 timeframe.
See Appendix 2: Summary of Indiana Department of Workforce Development and/or
U.S. Department of Labor Data for additional detail.
These statistics are put into context in the following section.
iv.
National, State, or Regional Studies
It should be noted that the fine arts have always been anomalous when it comes to
these types of studies as many artists pursue parallel career paths within the gallery
system, museums, print shops, education, theater, entertainment and recreation
industries. The Bureau of Labor Statistics data show that of artists and related workers,
57.6% of these individuals were self-employed in 2010. Additional clarification about
this demographic and its relationship to other job fields can be gleaned from the
Strategic National Arts Alumni Project (SNAAP – http://snaap.indiana.edu). SNAAP is an
annually conducted online survey, data gathering and institutional improvement system
designed to enhance the impact of arts-school education.
See Appendix 3: National, State, or Regional Studies for additional detail.
v.
Surveys of Employers or Students and Analyses of Job Postings
A General Fine Arts task force comprised of Herron faculty members from a variety of
disciplines was convened during the spring 2012 semester. Its charge was to examine
the GFA track to determine its efficacy, and to submit suggestions for reform as
evidenced by collected data.
To achieve this, the task force members first examined transcripts for GFA graduates
from a five year period (2007 – 2011) to determine in which studio areas students had
dedicated their studies, surveyed currently enrolled GFA students to gather feedback
about the major, conferred with staff in the Student Services office to discern how
future enrollment might be affected by changes to the major, and gathered feedback
from Herron alumni who had graduated from the GFA track.
After examining this information, a general recommendation was formed that the
current GFA should be discontinued and replaced with two focused tracks: one for
Drawing and Illustration, and another for students who wished to pursue crossdisciplinary art making practices.
During the second phase of research, a survey was posted online and the 49 students
currently enrolled in the GFA track were invited to respond. 30 students participated
and a summary of their responses is included in Appendix 4.
The Task Force also received comments from Alumni.
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See Appendix 4: Surveys of Employers or Students and Analyses of Job Postings for
additional detail.
3. Cost of and Support for the Program
a. Costs
i.
Faculty and Staff
No new faculty appointments are required to begin this program. As explained in the
proposal, this course of study and the classes within it are already established at Herron,
and the students are pursuing this field of study under the heading of the General Fine
Arts degree. If formalizing the course of study, giving it the recognition of a specific
degree title, and augmenting faculty mentoring of students through establishing this
named degree has the effect of increasing enrollments, it may become necessary in the
future to create one or more new faculty lines. These would be defined meet whatever
needs are current in the field at such a time.
See Appendix 6: Faculty and Staff for additional detail.
ii.
Facilities
No new facilities or instructional spaces are required. As the program grows, it may
become necessary to revisit the distribution of existing spaces among degree programs
within Herron. For now, however, Drawing and Illustration classes will continue to be
taught in their current rooms.
See Appendix 7: Facilities for additional detail, including descriptions of current facilities
that will support this major.
iii.
Other Capital Costs (e.g. Equipment)
No additional capital resources are required to implement this program. See Appendix
8: Other Capital Costs for steps the School will take to acquire additional hardware and
software that would enhance the program.
b. Support
i.
Nature of Support (New, Existing or Reallocated)
Resources to support this major are already in place at Herron. Drawing and Illustration
courses have historically resided within the General Fine Arts track, which will be
dissolved into two separate tracks pending university approval: an Integrative Studio
Practice track, and a Drawing and Illustration track.
ii.
Special Fees above Baseline Tuition
Credits will be subject to existing program and laboratory fees.
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See Appendix 8: Support for additional detail.
4. Similar and Related Programs
a. List of Programs and Degrees Conferred
i.
Similar Programs at Other Institutions
The General Fine Arts Task Force research established that there are 61 NASAD
accredited schools of art and design within a 500-mile radius of Herron, 38 of which are
within a 250-mile radius. Of those schools, 34 have Drawing Programs: 22 at state
universities, 7 at private universities, and 5 at private schools. For Illustration programs,
there were only 16 within a 500-mile radius of Herron, with 11 of those being within 250
miles: 8 at state universities, 2 at private universities, and 6 at private schools. There
are only 11 schools within a 500-mile radius that have both Drawing and Illustration in
their programs. Of those, only Purdue University offers a major specifically combining
Drawing and Illustration (note: Purdue’s program is a Bachelor of Arts with significantly
fewer credits allocated to studio disciplines compared to Herron’s BFA curriculum). The
data indicate that there are few comparable programs within the region or state, and
that Herron is favorably positioned to take advantage of this fact.
ii.
Related Programs at the Proposing Institution
The majority of related programs are housed with Herron. Students seeking careers in
Illustration can implement painting, sculpture, printmaking and even ceramics in their
works. A similar scope exists for students in the Drawing track as contemporary drawing
practices embrace a much wider array of materials beyond the traditional graphite,
charcoal and pastel.
b. List of Similar Programs Outside Indiana
Though almost all NASAD accredited schools offer Drawing courses, and some offer Illustration
classes, Herron’s proposed combination of these two disciplines will be decidedly unique. The
GFA Task Force surveyed all NASAD accredited schools within a 250 and 500 mile radius to
determine the market feasibility of this proposed major. The results are included in Appendix 3.
c. Articulation of Associate/Baccalaureate Programs
The Drawing and Illustration major falls within the existing articulation agreement with Ivy Tech
Community College, under which students who complete the AFA degree at Ivy Tech can
transfer to the BFA degree at Herron School of Art and Design at IUPUI. Under the existing
agreement, students transfer 64 credits from ITCC to IUPUI, and all of these count toward the
BFA degree. However, we are aware that ITCC is reducing the number of credit hours required
for the AFA degree to 60. The articulation agreement will be revised in 2013 to reflect the
changes to the AFA. We anticipate that all 60 credits will transfer to the BFA degree.
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See Appendix 9: Articulation of Associate/Baccalaureate Programs for additional detail.
d. Collaboration with Similar or Related Programs on Other Campuses
As this track is being structured as an internal Herron major, collaborative relationships are
inter-departmentally housed within the school.
The school does not believe the proposed major overlaps any IUPUI program outside of Herron.
5. Quality and Other Aspects of the Program
a. Credit Hours Required/Time To Completion
The degree will require 125 credits. This is consistent with all BFA degrees offered on all IU
campuses. The degree is designed for completion in four years of full-time study.
See Appendix 10: Credit Hours Required/Time to Completion for additional detail.
b. Exceeding the Standard Expectation of Credit Hours
The BFA exceeds the normal limit of 120 because it is the professional degree in the Fine Arts
and represents a higher level of skill acquisition and a more fully developed professional
portfolio than the BA in Fine Arts, which is considered a liberal arts degree. Herron is currently
seeking an exemption for the 120 credit hour cap as necessitated by this differentiation
between the liberal arts and professional degree.
See Appendix 11: Exceeding the Standard Expectation of Credit Hours for additional detail.
c. Program Competencies or Learning Outcomes
As per IUPUI’s Principles of Undergraduate Learning and the IUPUI RISE Initiative, student
learning outcomes will be devoted to the following:
1. Students will develop a personal aesthetic that will be demonstrated in the
characteristics of their artwork, writings, and speech. (PULs 1, 6)
2. Students will demonstrate a mastery of visual thinking and the technical demands and
craft appropriate to their discipline and artwork. (PUL3)
3. Students will be able to describe historic and contemporary art directions, movements,
and theory and place their own artwork in a contemporary context. (PUL 5)
4. Students will write and speak effectively about their artwork and ideas. (PUL 1)
5. Students will do research and construct their own aesthetic problems utilizing creative
process strategies and critical thinking to provide multiple solutions to the problems.
(PUL 3) RISE-Research)
6. Students will exhibit an openness to different or new ideas and a willingness to examine
and reconsider familiar ways of thinking. (PUL 4)
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7. Students will be able to critique their own and others art work in a theoretically and
historically informed manner. (PUL 2)
8. Students will apply ideas and methods of thinking from a range of disciplines to
problems in their artwork and their lives. (PUL 4)
9. Students will be able to engage with diverse communities through personal and creative
activities. (PUL 5) (Some courses may include RISE S)
10. Students will apply their knowledge of art in a professional context, and will utilize the
best practices and ethics held by their profession.(PUL 3,6) (RISE E)
For more on the Principles of Undergraduate Learning see Appendix 12.
For more on the RISE to the IUPUI Challenge see Appendix 13.
See chart below for additional information activities, assessment methods, and the
Principles of Undergraduate Learning/RISE Initiative relate to the specific Student
Learning Outcomes.
d. Assessment
In addition to evaluation of students' work in individual courses, assessments will be performed
to gauge overall program effectiveness in two primary ways.
Herron's process for assessing student learning is vigorous. Each student is reviewed individually
by a panel of faculty midway through their academic studies and as a prerequisite for being
accepted into a major. This Sophomore Advancement Review represents a best practice in Fine
Arts Assessment and is recognized as excellent by the National Association of Schools of Art and
Design, by whom Herron is accredited. At Sophomore Advancement Review, the student
submits written responses to two essay questions (which faculty reviewers read in advance), the
student presents twelve finished works of art taken from their courses in their first two years of
study. These represent work completed in the Foundation Year courses (first year fundamentals
such as perspective drawing and color theory) as well as works from second-year courses
elected in the area they intend to major in. Faculty view and evaluate the work in terms of form,
content, and process, and then interview the student about it in order to evaluate the student's
intellectual and critical processes and ability to communicate about the work.
This process is firmly established for all majors within the BFA degree and will be applied to the
students pursuing the Drawing and Illustration major as well. Sophomore Advancement Reviews
are conducted twice a year, in December and May. This is a process that evaluates the students'
mastery of technical skills and also their ability to formulate and articulate an individual
trajectory for their artistic explorations. This process looks at each student individually to assess
his or her development as an artist.
For purposes of program assessment, the results are compiled (stripped of individually
identifying information) so that they can also serve as evidence to assessing the first and second
year curriculum. This compilation is performed by the Associate Dean for Academic Affairs and
shared with the full faculty for consideration and response at the level of the Fine Arts
Department and curricular committee.
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Assessment of program effectiveness will also be conducted around the baccalaureate thesis
exhibition for each student. The faculty member teaching the course in which the thesis work is
conducted will attend each student's thesis exhibition and will evaluate each student's
accompanying written statement. The faculty member will use a rubric based on the Learning
Outcomes and will assess level of attainment. These results will be compiled, shared with the
program and department faculty, and archived. This assessment of the thesis work will measure
the students' accomplishments at the end of their course of study as the culmination and
integration of all the courses and experiences that contributed to the degree.
In addition to the two areas noted above, student success and satisfaction will be monitored
continually. This function will be performed by the Associate Dean for Academic Affairs, who
will keep records of student applications, matriculation, performance, and completion rates, etc.
Student satisfaction surveys will also be collected to assess student satisfaction with courses and
other program elements.
Alumni of the program will be surveyed to learn whether they applied to graduate programs in
art therapy within two years of completion and whether their applications were successful.
(Tracking of alumni will depend on voluntary responses by alumni and voluntary sharing of
contact information.)
Assessment data will be compiled on an annual basis.
Led by the Associate Dean for Academic Affairs, the faculty of the Fine Arts Department will use
these findings as the basis for evaluating overall program effectiveness and, in conjunction with
findings from the IUPUI Assessment of PULs, for making adjustments to the curriculum or
instructional methods in order to assure ongoing program improvements.
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The following chart maps courses, activities, assessment methods, and the Principles of Undergraduate
Learning/RISE Initiative to the specific Student Learning Outcomes
Student Outcome
Develop and demonstrate
personal aesthetic
Where will
students learn this
knowledge or
skill?
How will student
achievement of
the outcome be
assessed?
Relationship to
Mission, PULs, RISE
All studio courses
Faculty look at
student artwork,
faculty evaluate
students'
explanations of
their artwork
Corresponds to
PULS 1a & 6.
Central to school
mission to provide
education for
students
Demonstrate visual thinking,
technical skill, craft
All studio courses
Describe historical and
contemporary context
Art History
courses, studio
critiques
Write and speak about their
work
Conduct research, employ
creative process, use critical
thinking
Demonstrate openness to
new ideas
Critique own and others'
work
Studio critiques
200-,300- and 400level studio
courses
General education
core, applied to
individual work
Engage with diverse
communities
All studio courses
General education
core, studio
electives
Co-curricular
activities, critiques,
thesis process
Apply knowledge to
professional context
All studio courses,
thesis process
Apply methods from a range
of disciplines
Faculty evaluation
of student artwork
Students' written
and oral
statements about
their work
Students' oral and
written statements
about their work
Graded course
components :idea
development,
process, reflection
Written and oral
components of
sophomore review
Graded course
components
(critiques portions)
Sophomore
review interview
questions
Suitability of thesis
work to context
and audience
Success of thesis
process (site
location,
promotional
materials,
presentation,
response)
In what setting will the
assessment take place?
Sophomore review and
Thesis exhibition
Sophomore review and
Thesis exhibition
PUL 3
Sophomore review and
Thesis exhibition
PUL 5
Sophomore review (oral
and written
components), written
statements
accompanying thesis
exhibition
PUL 1
PUL 3
RISE-Research
PUL 4
PUL 2
PUL 4
PUL 5
Some courses may
include RISE-S
PULs 3,6
RISE-E
Thesis exhibition
Sophomore review
(written, oral, and
interview components)
Course critiques (faculty
observations and
grades)
Thesis (reflection
statement)
Sophomore review (oral
component)
Thesis exhibition
Thesis exhibition
For more on the Principles of Undergraduate Learning and RISE see appendices 12 and 13.
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e. Licensure and Certification
This degree does not prepare graduates for a license or certification, as none is required.
f.
Placement of Graduates
As noted in the Evidence of Labor Market Need, National, State, or Regional Studies section,
graduates with a BFA are not “placed”, but rather find their place within the marketplace by
utilizing their skills and creativity. Individuals with expertise in illustration have employment
opportunities with traditional and electronic publishers such as magazines, newspapers,
periodicals, book, comic, graphic novel and software publishers. Additional potential employers
include museums, packaging designers, manufacturers, and various types of electronic media
industries such as internet imagery or animation. There are also opportunities in the motion
picture and video industries via storyboarding, concept art, set/character design for movies and
animated films, as well as opportunities in the computer gaming industry. Individuals may also
choose to work freelance, and do work in several of these industries on a contract basis.
Specialist illustrators also work in the areas of medicine and natural science.
Those who focus on the fine arts aspect of the field can pursue careers in the visual arts via sales
of artwork, commissioned projects, public art projects, arts administration, commercial art
galleries, art museums, as freelance artists, muralists, teachers in art centers, along with diverse
career paths utilizing skills in creative thinking, visual literacy, and project planning.
g. Accreditation
All Herron degrees are accredited by the National Association of Schools of Art and Design
(NASAD). NASAD is an organization of schools, colleges, and universities with 322 accredited
institutional members. As a governing body, NASAD establishes national standards for
undergraduate and graduate degrees and other credentials related to Fine Arts study in higher
education.
6. Projected Headcount and FTE Enrollments and Degrees Conferred
Drawing and Illustration courses have been highly popular among Herron students as part of the GFA
track, which typically ranks third in size relative to our other Fine Arts areas (typically only behind
Photography and Painting), even with the perceived handicap of being housed within a “general”
program. It is expected that, with the dedicated major in place, Herron will be more able to actively
recruit and more effectively retain students who wish to pursue this course of study.
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Chart prepared by the Office of University Regional Affairs, Planning, and Policy
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Appendix 1: Institutional Rationale
Drawing and Illustration are both vital contemporary artistic endeavors. The Drawing and Illustration
curriculum at Herron School of Art and Design will help in forming bridges among disciplines and provide
opportunities to explore a wide array of interests and to experiment with a variety of materials and
processes along with conceptual development, ensuring a well-rounded education to deal with the
challenges of today. A focused track provides curricular opportunities to explore traditional, nontraditional and contemporary drawing techniques. The major ensures a mastery of the visual language,
which is essential for success in every artistic discipline. The program provides students with strong
foundation skills in the introductory levels and guides the student through the development of solid
studio practices and professional advancement. The faculty will encourage the freedom and discipline
necessary to explore a broad spectrum of ideas and methods while working with myriad materials,
processes, and disciplines to create drawings and/or illustrations.
Individuals with expertise in illustration have employment opportunities with traditional and electronic
publishers such as magazines, newspapers, periodicals, book, comic, graphic novel and software
publishers. Additional potential employers include museums, packaging designers, manufacturers, and
various types of electronic media industries such as internet imagery or animation. There are also
opportunities in the motion picture and video industries via storyboarding, concept art, set/character
design for movies and animated films, as well as opportunities in the computer gaming industry.
Individuals may also choose to work freelance, and do work in several of these industries on a contract
basis. Specialist illustrators also work in the areas of medicine and natural science. Those who focus on
the fine arts aspect of the field can pursue careers in the visual arts via sales of artwork, commissioned
projects, public art projects, arts administration, commercial art galleries, art museums, as freelance
artists, muralists, teachers in art centers, along with diverse career paths utilizing skills in creative
thinking, visual literacy, and project planning.
Following is a link to Herron’s annual strategic and academic plan in service of IUPUI’s mission:
http://planning.iupui.edu/apbr/reports/byunit/default.aspx/9/11
IUPUI Core: Vision, Mission, Values, & Diversity
http://www.iupui.edu/about/core.html
Appendix 2: Summary of Indiana Department of Workforce Development and/or U.S.
Department of Labor Data
The image below is a screenshot from the United States Department of Labor - Bureau of Labor Statistics
website, utilizing “Artists and Related Workers” as the search subject.
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Appendix 3: National, State, or Regional Studies
The following excerpts from the Strategic National Arts Alumni Project 2011 report, gleaned from the
responses of 13,581 arts alumni, help to clarify the labor-related outcomes of a fine arts education.
Among employed recent (1-3 years out) SNAAP graduates from undergraduate institutions, 57%
spend the majority of their work time in a job within the arts. In comparison, the National Survey of
Recent College Graduates finds that among employed recent Bachelor degree recipients, for
instance, 54% of chemistry majors, 48% of business administration and management majors, 47%
of economics majors, 44% of general mathematics majors, 44% of history majors, and 38% of
sociology majors currently work principally in jobs closely related to their degrees (National Science
Foundation: 2006). That is, about as many if not more arts graduates go on to work in arts-related
occupations as majors in other fields go on to work in areas closely related to their training.
Further, regardless of whether they are working in occupations associated with the arts, SNAAP
respondents largely indicate that the skills they learned in arts school are useful within their working
lives. Four fifths of employed graduates say that their arts training is relevant to the job in which
they currently spend the majority of their time. Almost all (97%) arts alumni who currently spend the
majority of their time working in careers within the arts describe their training as having relevance
to this work, and 62% of those working in fields outside of the arts make the same claim.
As such, Herron School of Art and Design graduates rely on their skills and creativity to secure job
opportunities in ways that broad statistics may not accurately capture. There are few posted jobs for
“artist” or “illustrator”, but students possessing these skill sets can pursue full and enriching careers by
utilizing them.
Not only do the responses to SNAAP indicate that the majority of arts graduates are happy with
their educations, regardless of whether they are meeting traditional economic criteria for
achievement, but they also help to expand our sense of what it means to contribute to the larger
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creative community. Arts graduates have a tendency to work in the fields for which they have been
trained, and even many of those working in areas ostensibly outside of the arts continue to utilize
their creative capacities within their work.
Links to the Strategic National Arts Alumni Project report, cited for labor related statistics, are as follows:
http://snaap.indiana.edu/snaapshot/#work
http://snaap.indiana.edu/pdf/SNAAP_Special%20Report_1.pdf
Results from GFA Survey of National Association of Schools of Art and Design (NASAD) Accredited
Universities and Schools Offering
Drawing and/or Illustration Courses within a 250 and 500 Mile Radius of IUPUI
NASAD Accredited Programs
61 Within 500 mile radius of Herron
38 Within 250 mile radius of Herron
40 of which are State Universities
13 of which are Private Universities
8 of which are Private Art & Design Schools
NASAD Accredited Drawing *
34 Within 500 mile radius of Herron
24 Within 250 mile radius of Herron
22 of which are State Universities
7 of which are Private Universities
5 of which are Private Art & Design Schools
NASAD Accredited Illustration *
16 Within 500 mile radius of Herron
11 Within 250 mile radius of Herron
8 of which are State Universities
2 of which are Private Universities
6 of which are Private Art & Design Schools
NASAD Accredited Drawing & Illustration *
11 Within 500 mile radius of Herron
9 Within 250 mile radius of Herron
5 of which are State Universities
2 of which are Private Universities
4 of which are Private Art & Design Schools
*These schools and universities are all NASAD accredited, and offer courses in Drawing and/or
Illustration, but this does not connote a dedicated major to either discipline.
15
NASAD Accredited Master of Fine Arts programs
in Drawing and/or Illustration
Academy of Art University
 Master of Fine Arts (Distance Learning)-21/2 to 31/2 years: Fine Art (Figurative Painting, NonFigurative Painting, Printmaking, Sculpture); Graphic Design; Illustration
 Master of Fine Arts-2 years: Advertising; Fashion; Fine Art (Painting, Printmaking, Sculpture);
Graphic Design; Illustration; Web Design and New Media
California State University, Long Beach
 Master of Fine Arts-2 to 3 years: 3-D Media (Fiber, Metal, Wood); Ceramics; Drawing and
Painting; Graphic Design; Illustration; Interior Design; Photography; Printmaking; Sculpture
California State University, Northridge
 Master of Fine Arts-3 years: Visual Arts (Ceramics, Drawing, Graphic Design, Illustration,
Painting, Photography, Printmaking, Public Art, Sculpture, Video/Digital Art)
Cleveland Institute of Art
 Master of Fine Arts-2 years: Medical Illustration
East Carolina University
 Master of Fine Arts-2 to 3 years: Art (Ceramics, Communication Arts [Graphic Design,
Illustration], Metal Design, Painting, Printmaking, Sculpture, Textile Design, Wood Design)
Fashion Institute of Technology
 Master of Fine Arts-3 years: Illustration
Hartford Art School
 Master of Fine Arts-21/2 years: Illustration
Maryland Institute College of Art
 Master of Fine Arts-2 years: Illustration Practice
Marywood University
 Master of Fine Arts-2 to 3 years: Visual Arts (2-D, 3-D, Graphic Design, Illustration)
Montclair State University
 Master of Fine Arts-2 years: Studio Art (Ceramics, Drawing, Filmmaking, Graphic Design,
Illustration, Jewelry, Multi-Media, Painting, Photography, Printmaking, Sculpture)
New Jersey City University
 Master of Fine Arts-2 years: Art (Clay, Computer Arts, Graphic Design, Illustration, Jewelry and
Metalsmithing, Painting/Drawing, Photography, Printmaking, Sculpture)
Rochester Institute of Technology
 Master of Fine Arts-2 years: Ceramics and Ceramic Sculpture; Computer Graphics Design; Glass;
Medical Illustration; Metalcrafts and Jewelry; Woodworking and Furniture Design
School of Visual Arts
 Master of Fine Arts-2 years: Computer Art (Animation, Installations, Multimedia,
Telecommunications, Virtual Reality); Design; Fine Arts; Illustration as Visual Essay;
Photography, Video and Related Media
Syracuse University
 Master of Fine Arts-3 years: Art Photography; Art Video; Ceramics; Computer Art; Film;
Illustration; Interior Design; Metalsmithing; Painting and Drawing; Printmaking; Sculpture
University of Massachusetts Dartmouth
 Master of Fine Arts-2 to 3 years: Artisanry (Ceramics, Fibers, Jewelry/Metals, Wood/Furniture);
Fine Arts (Painting, Printmaking, Sculpture); Visual Design (Digital Media, Graphic Design,
Illustration, Photography, Typography)
Bradley University
 Master of Fine Arts-3 years: Ceramics; Drawing; Painting; Photography; Printmaking; Sculpture;
Studio Art (Drawing, Interdisciplinary Art Studies, Visual Communications and Design)
16
California State University, Chico
 Master of Fine Arts-3 years: Studio Art (Ceramics, Glass, Painting/Drawing, Printmaking,
Sculpture)
California State University, Fullerton
 Master of Fine Arts-3 years: Art (Ceramics, Crafts, Creative Photography, Design, Drawing,
Painting, Sculpture)
California State University, Long Beach
 Master of Fine Arts-2 to 3 years: 3-D Media (Fiber, Metal, Wood); Ceramics; Drawing and
Painting; Graphic Design; Illustration; Interior Design; Photography; Printmaking; Sculpture
California State University, Northridge
 Master of Fine Arts-3 years: Visual Arts (Ceramics, Drawing, Graphic Design, Illustration,
Painting, Photography, Printmaking, Public Art, Sculpture, Video/Digital Art)
Clemson University
 Master of Fine Arts-2 years: Digital Production Arts; Studio Art (Ceramics, Drawing, Painting,
Photography, Printmaking, Sculpture)
East Tennessee State University
 Master of Fine Arts-3 years: Studio Art (Ceramics, Commercial Art/Graphic Design, Drawing,
Fibers, Jewelry/Metals, Painting, Photography, Printmaking, Sculpture)
Georgia State University
 Master of Fine Arts-3 years: Ceramics; Drawing and Painting; Graphic Design; Interior Design;
Photography; Printmaking; Sculpture; Textiles
Illinois State University
 Master of Fine Arts-3 years: Ceramics; Drawing; Glass; Metal and Jewelry Design; Painting;
Photography; Printmaking; Sculpture
Indiana State University
 Master of Fine Arts-2 to 3 years: Studio Art (Ceramics, Drawing, Graphic Design, Painting,
Photography, Printmaking, Sculpture)
James Madison University
 Master of Fine Arts-3 years: Studio Art (Ceramics, Painting and Drawing, Photography,
Printmaking, Sculpture, Weaving and Textiles)
Kansas State University
 Master of Fine Arts-3 years: Art (Ceramics, Drawing, Graphic Design, Metalsmithing and Jewelry,
Painting, Printmaking, Sculpture)
Kendall College of Art and Design of Ferris State University
 Master of Fine Arts-2 years: Drawing; Painting; Photography; Printmaking
Kent State University
 Master of Fine Arts-2 years: Crafts (Ceramics, Glass, Jewelry/Metals, Textile Arts); Fine Arts
(Drawing, Painting, Printmaking, Sculpture) (through the College of the Arts)
Laguna College of Art and Design
 Master of Fine Arts-2 years: Drawing
Louisiana State University
 Master of Fine Arts-3 years: Studio Art (Ceramics, Graphic Design, Painting/Drawing,
Photography, Printmaking, Sculpture)
Montana State University Bozeman
 Master of Fine Arts-3 years: Ceramics; Drawing; Intermedia; Metalsmithing; Painting;
Printmaking; Sculpture
Montclair State University
 Master of Fine Arts-2 years: Studio Art (Ceramics, Drawing, Filmmaking, Graphic Design,
17
Illustration, Jewelry, Multi-Media, Painting, Photography, Printmaking, Sculpture)
New Jersey City University
 Master of Fine Arts-2 years: Art (Clay, Computer Arts, Graphic Design, Illustration, Jewelry and
Metalsmithing, Painting/Drawing, Photography, Printmaking, Sculpture)
Ohio State University
 Master of Fine Arts-3 years: Art (Art and Technology, Ceramics, Glass, Painting/Drawing,
Photography, Printmaking, Sculpture)
Pennsylvania Academy of the Fine Arts
 Master of Fine Arts-2 years: Studio Art (Drawing, Painting, Printmaking, Sculpture)
Pennsylvania State University
 Master of Fine Arts-2 years: Art (Ceramics, Drawing and Painting, Graphic Design, Photography,
Printmaking, Sculpture)
Pratt Institute
 Master of Fine Arts-2 years: Fine Arts (New Forms, Painting/Drawing, Photography, Printmaking,
Sculpture)
Purchase College, State University of New York
 Master of Fine Arts-2 years: Visual Arts (Interdisciplinary, Painting/Drawing, Printmaking,
Sculpture/3D Media)
San Diego State University
 Master of Fine Arts-2 years: Applied Design; Interior Design; Graphic Design; Painting and
Drawing; Printmaking; Sculpture
Southern Illinois University Carbondale
 Master of Fine Arts-3 years: Ceramics; Cinema; Drawing; Glass; Metalsmithing/Blacksmithing;
Painting; Photography; Printmaking; Sculpture
Southern Methodist University
 Master of Fine Arts-2 years: Art (Ceramics, Drawing, Painting, Photography, Printmaking,
Sculpture)
State University of New York, New Paltz
 Master of Fine Arts-2 years: Ceramics; Metal; Painting/Drawing; Printmaking; Sculpture
Studio Art Centers International (Florence)
 Master of Fine Arts-2 years: Studio Art (Drawing, Painting)
Syracuse University
 Master of Fine Arts-3 years: Art Photography; Art Video; Ceramics; Computer Art; Film;
Illustration; Interior Design; Metalsmithing; Painting and Drawing; Printmaking; Sculpture
University of Arizona
 Master of Fine Arts-2 years: 3-D; Drawing; Painting; Photography; Printmaking; Visual
Communication
University of Cincinnati
 Master of Fine Arts-2 years: Ceramics; Drawing; Media Arts; Painting; Photography/Electronic
Arts; Printmaking; Sculpture
University of Connecticut
 Master of Fine Arts-2 years: Art (Drawing, Painting, Photography, Printmaking, Sculpture)
University of Florida
 Master of Fine Arts-3 years: Ceramics; Creative Photography; Digital Media; Drawing; Graphic
Design; Painting; Printmaking; Sculpture
University of Georgia
 Master of Fine Arts-2 to 3 years: Art (Ceramics, Drawing, Fabric Design, Interior Design, Jewelry
and Metalwork, Painting, Photography, Printmaking, Sculpture)
18
University of Kentucky
 Master of Fine Arts-3 years: Studio (Ceramics, Drawing, Fibers, Painting, Photography,
Printmaking, Sculpture)
University of Massachusetts Dartmouth
 Master of Fine Arts-2 years: Fine Arts (Drawing)
University of Montana
 Master of Fine Arts-2 to 3 years: Art (Ceramics, Drawing, Painting, Photography, Printmaking,
Sculpture)
University of Nebraska - Lincoln
 Master of Fine Arts-3 years: Studio Art (Ceramics, Drawing, Graphic Design, Painting,
Photography, Printmaking, Sculpture, Textile Design)
University of Nevada, Las Vegas
 Master of Fine Arts-3 years: Studio Art (Ceramics, Drawing, Graphic Design, Painting,
Photography, Printmaking, Sculpture)
University of North Dakota
 Master of Fine Arts-2 years: Visual Arts (Ceramics, Drawing, Jewelry and Metalsmithing, Mixed
Media, Painting, Printmaking, Sculpture)
University of North Texas
 Master of Fine Arts-3 years: Design (Communication Design, Fashion Design, Interior Design);
Studio Art (Ceramics, Drawing and Painting, Fibers, Metalsmithing and Jewelry, Photography,
Printmaking, Sculpture)
University of Tennessee
 Master of Fine Arts-3 years: Studio Art (Ceramics, Drawing, Graphic Design, Media Arts,
Painting/Watercolor, Printmaking, Sculpture)
University of Texas at San Antonio
 Master of Fine Arts-3 years: Art (Ceramics, Drawing, Painting, Photography, Printmaking,
Sculpture, Video/Digital)
Appendix 4: Surveys of Employers or Students and Analyses of Job Postings
To substantiate the proposed new major, members researched NASAD accredited schools within a 250
and 500-mile radius to determine how competitive these tracks would be within the region. Due to the
paucity of comparable programs within the surveyed zone, it was concluded that the recommendations
would prove favorable for Herron’s future development. A summary report of all the research was
presented to the entire Herron faculty body at the end of the spring 2012 semester, along with the
committee’s recommendations on how to proceed. Faculty voted unanimously to pursue those
recommendations, which included drafting a proposal for a new Drawing and Illustration major.
During the transcript examination phase, the following information was gathered:
64 Students graduated with General Fine Arts major from ‘07 to ’11. All had multiple* concentrations:
Separate Areas of Concentration
Drawing
48
Illustration
35
19
Other
Painting
Printmaking
Ceramics
Sculpture
Photography
Furniture Design
Exhibition Design
Interior Design
45
16
9
8
5
3
2
1
1
*To clarify, the General Fine Arts track is one that allows students to divide their emphasis between
two studio disciplines rather than focusing upon a single one. Because Herron does not currently
have degree tracks in Drawing or Illustration, students who wish to pursue those areas of study
typically enroll in the GFA track as an alternative.
These 64 graduates had the following specific major area emphasis combinations
Illustration / Drawing
27
Painting / Drawing
9
Printmaking / Drawing
5
Illustration / Painting
5
Ceramics / Drawing
4
Sculpture / Drawing
2
Illustration / Printmaking
2
Photography / Drawing
1
Illustration / Ceramics
1
Sculpture / Painting
1
Sculpture / Ceramics
1
Printmaking / Photo.
1
Printmaking / Ceramics
1
Exhib. Design / Photo.
1
Int. Design / Painting
1
Furniture / Ceramics
1
Furniture / Sculpt.
1
These data indicated that there were two contingents within the GFA track: a large number were
pursuing Drawing and Illustration as their emphases; the remaining students were either combining
other disciplines, or pairing a discipline with Drawing and/or Illustration.
In addition to the transcript evaluation and survey, feedback was solicited from Herron alumni regarding
their experiences in, and assessment of, the General Fine Arts track. While largely anecdotal, this
feedback established a general sense of dissatisfaction among these graduates. Following are a few
examples:
“As a recent graduate I have now experienced the difficulty of finding employment in my field of
study. I believe that one issue is that the title of my major is somewhat vague. I studied mostly
drawing and illustration, but I have to go into greater detail to confirm this in all my applications. I
wish Herron had given us what we had asked for again and again, to allow us the majors of
Illustration and Drawing.”
20
“While I enjoy my career I can imagine that my life would be very different had Illustration/Drawing
been available as a major. As someone who interacts with illustrators on a professional and personal
level I can definitely say that there is a marketplace for capable draftsmen, both digital and analog.”
“Having spent six years at Herron I have spoken with a lot of students, both as a gallery worker and as
a student. In those years I have met many students wanting drawing as a primary set of studies. The
printmaking department has quite a few such people, it being the closest to the craft. I have also met
many students who completely transferred from the school in an attempt to study drawing.”
The GFA Task Force received over forty emails from alumni expressing similar sentiments. This feedback,
coupled with the compiled data strongly indicated that the existing GFA track was not being well
received and was in need of revision. Transcript compilation indicated Drawing and Illustration
represented a significant contingent within the GFA, and therefore would be a viable major if instituted
at Herron. A subsequent task force was convened to prepare a proposal for this new degree program,
and to develop the requisite curriculum.
2012 GFA Task Force Survey of Current Herron GFA majors. 30 students responded.
1. When you first entered Herron, in what program did you intend to major?
41% General Fine Arts
24% Visual Communication Design
20% Art Education
15% (Other Disciplines: Printmaking, Photography, Painting, etc.)
2. At what point did you decide you would be pursuing General Fine Arts as your major?
41.5% Before the end of Foundations year
34.5% After Foundations, before the Junior year
24% Decided after the Junior year
3. Do you intend to complete your BFA (to graduate) as a General Fine Arts major?
97% Yes
3% No
4. Please select the two studio disciplines in which you focus the greatest amount of your studies?
52% Illustration & Drawing
48% (Other Disciplines: Printmaking, Photography, Painting, etc.)
5. Do you perceive the name “General Fine Arts” as a positive or negative?
29% Positive
71% Negative
6. Do you have a faculty advisor in General Fine Arts to assist you with course and career planning?
63% No, I have no advisor or assistance
37% Yes, I have an advisor and receive assistance
21
7. What are your plans or career intentions after graduation?
63% Combined: MFA/Graduate study, or work in Illustration
37% Combined: work in Fine Arts or Internships
8. Does the current General Fine Arts program facilitate your plans as described in Q7?
59% Yes, the program facilitates
41% No, the program does not facilitate
9. Have you received any scholarships from Herron during your sophomore, junior or
senior years?
62% No, I’ve had no scholarships
38% Yes, I’ve had scholarships
10. What do you see as the greatest strengths of the General Fine Arts program?
72% Range & Flexibility
14% Synergy between disciplines
17% Faculty
11. What do you see as the greatest weaknesses of the General Fine Arts program?
35% No dedicated faculty/advisor
26% No Drawing/Illustration degree
15% Lack of community/dedicated space
12% No integrative curriculum
12% Having “general” in the degree name
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Appendix 5: Letter of Support
April 8, 2013
Nasser Paydar
Executive Vice Chancellor
Chief Academic Officer
IUPUI
355 Lansing St., AO 126
Indianapolis, IN 46202
Dear EVC Paydar:
I write this letter to express my support for the creation of a new B.F.A. major in Drawing and
Illustration.
Program research has indicated that offering Drawing and Illustration as a major will potentially
increase undergraduate enrollment. We know that Herron currently loses students to other art
schools who are looking for this specific area of study. Additionally, in exit interviews with
students who decide to leave Herron for other art schools the inability to obtain a degree in
Drawing and Illustration is often cited.
In a survey conducted of students who have graduated from Herron in the last five years with a
General Fine Arts degree, not having a Drawing or Illustration degree was noted as the greatest
weakness of our program by 31% of the respondents (n=64). Within a 500 mile radius of Herron
there are 34 NASAD (North American Schools of Art and Design) accredited Drawing programs
and 16 Illustration programs.
The necessary courses for this major are already being offered, therefore, it requires no new
resources. We will be able to draw on existing courses. If a new course title is added it will not
overlap existing courses.
Students often use a Drawing and Illustration major to pursue advanced degrees in other studio
and design art fields and this major will also prepare them for employment opportunities in fields
such as book illustrators, architecture, commercial design, drawing or animation.
Because of the opportunity to level the playing field with other art and design schools in our
region, and increase our undergraduate enrollment, I support this initiative and hope that you
will as well.
Sincerely,
Dean
23
Appendix 6: Faculty and Staff
As many Herron students are currently studying under the General Fine Arts track, the necessary faculty
members needed to support a separate Drawing and Illustration track are already in place. With the
recognition of a dedicated Drawing and Illustration major, it is expected that student enrollment in this area
will increase. As necessitated by that increase, additional full- and part-time faculty and staff may be secured
for additional support. However, Herron currently employs two part-time instructors who specifically teach
Illustration courses, and also utilizes full- and part-time faculty from other areas (specifically Painting and
Printmaking) to teach Drawing courses, so the need for additional faculty members is limited.
Full-time faculty members with primary specialization in Drawing and/or Illustration:
Agha, Anila, hired 2008, Assistant Professor, Drawing, Tenure-Track, MFA, North Texas, 2004, BFA,
National College of Arts, Pakistan, 1989.
Farrow, Vance, hired 2002, Associate Professor, Foundation Studies and Drawing, Tenured, MFA,
University of Cincinnati, 1996, BFA, Murray State University, 1993.
O'Connell, Kathy, hired 1984, Associate Professor, Illustration, Tenured, MFA, Syracuse University,
1988, BFA, Herron School of Art and Design, 1982, BA, Indiana University, 1976.
Full-time faculty members with experience teaching courses in Drawing and/or Illustration:
Giddings, Anita, hired 2003, Lecturer, Elective Arts Coordinator, Elective Arts, Non-Tenure Track, MFA ,
Indiana State University, 1995, BFA, Herron School of Art and Design, 1983.
Horvath, Robert, hired 2010, Assistant Professor, Painting, Tenure-Track, MFA, University of Illinois at
Urbana-Champaign, 2002, BFA, Midwestern State University, 1999.
McDaniel, Craig, hired 2003, Associate Dean and Professor of Fine Art, Tenured, MFA, Ohio State
University, 1986, Bachelor of Science, 1970, University of Pennsylvania
Riede, Danielle, hired 2008, Assistant Professor, Painting, Tenure-Track, MFA, Virginia Commonwealth
University, 2005, BFA, University of Virginia, 1998.
Stone, Sherry, hired 1980, Senior Lecturer, BFA, Herron School of Art and Design, 1975.
Potter, William, hired 2001, Associate Professor, Foundation Studies, Tenured, MFA, University
Of Cincinnati, 1997, BFA, Columbus College of Art and Design, 1995.
Winship, Andrew, hired 2005, Associate Professor, Painting, Printmaking and Drawing, Tenured, MFA,
School of the Art Institute of Chicago, 1998, BFA, University of Michigan, 1995.
In addition, seven part-time instructors are currently teaching courses in Drawing and Illustration during the
current semester.
Herron's Foundations courses, studio electives, and art history courses included in the program's four-year
curriculum are offered by Herron's full-time and part-time faculty members.
24
Appendix 7: Facilities
No new facilities or instructional spaces are required. As the program grows, it may become necessary to
revisit the distribution of existing spaces among degree programs within Herron. For now, however, Drawing
and Illustration classes will continue to be taught in their current rooms.
Herron School of Art and Design is home to the following special resources that enrich our ability to offer a
successful new major in Drawing and Illustration:
Basile Center for Art, Design, and Public Life
The mission of the Center for Art, Design, and Public Life is to enrich the educational, intellectual, and
interdisciplinary activities of Herron School of Art and Design through civic engagement and community
partnerships. Formed in 2005, the Basile Center for Art, Design and Public Life serves as a gateway to help
build Herron's project-based relationships with corporate and industry partners, non-profit organizations,
and foundations. The Basile Center for Art, Design, and Public Life serves as the primary interface
between Herron School of Art and Design, IUPUI, and the community. Among the Center's goals is to
develop increased opportunities for undergraduate students to work on public art, civic engagement, and
professional experience projects in collaboration with private and public, community and campus
institutions throughout the central Indiana region.
Herron Art Galleries
The Eleanor Prest Reese & Robert B. Berkshire Galleries are a unique component of central Indiana. The
goal of the gallery is to promote a greater understanding of contemporary aesthetics and special
emphasis is placed on works that would not otherwise be seen in this area. The gallery exhibits all media,
including contemporary painting and drawing, and includes recent trends such as installation, video, and
performance. Last year, more than 35,000 visitors enjoyed lectures and exhibitions in Herron Art
Galleries.
In addition to main gallery, the facility in Eskenazi Hall includes smaller separate galleries: Marsh Special
Projects Gallery and the Frank and Katrina Basile Gallery that are devoted to exhibition projects requiring
a more intimate setting for focusing on specific aspects of contemporary art and design. This professionalquality space can be utilized by Drawing and Illustration students for the presentation of work completed
during their studies.
Art Library
The Herron School of Art and Design's art library supports the instruction and research of faculty and
students by collecting, preserving, and providing access to recorded knowledge of the study of art, design,
art history and art education. The Herron School of Art and Design Library is central Indiana's primary
lending library for the study of contemporary art and art history. As a branch library of the technologically
advanced IUPUI University Libraries, the Herron Library's mission is to support instruction and research in
the study of art and art history at the Herron School of Art and Design as well as the local community. It
collects, preserves, and disseminates recorded knowledge in print, visual documentation, multimedia, and
digital formats.
The library has a long-standing tradition of responding to the present-day needs of its users, which is
reflected in the resource development policy, engagement with available technology, and special internal
and external projects.
The Herron Library's holdings include traditional materials, electronic resources, and access for patrons to
the Internet via networked computer workstations. The primary focus of this collection is resources that
25
concern contemporary art and artists. The Herron Art Library book collection totals over 29,000 volumes.
In addition, the library maintains Special Collections materials such as an artists' books study collection, a
bookbinding collection, vertical files on local artists and arts organizations, as well as a significant visual
resource collection which includes over 1400 videos and DVDs, extensive digital image bases, and
subscription services (e.g. ARTStor, Corbis Image Archive and D.I.D.O.).
With these educational resources in place, the need for additional ones is minimal. There are no necessary
renovations to our existing facilities, and no need to lease additional space. While current resources are
sufficient to maintain this major, additional resources will allow it to expand and thrive more fully. Current
Drawing and Illustration courses are all taught in multi-purpose rooms, which do not provide the stable facility
resources that are allocated to all other areas of study. As the major becomes more established, the need for
specifically assigned classroom and studio spaces will become more necessary, especially for upper-level
students preparing work for their baccalaureate theses. These spaces already exist within Herron’s facilities,
but will require specific allocation to the Drawing and Illustration area.
Because Drawing and Illustration have not been recognized majors at Herron, minimal library resources have
been devoted to acquiring periodicals and books specific to these subjects. Associate Professor Kathleen
O’Connell has made her private collection available to students – comprised of thousands of periodicals and
books – but future library acquisitions should dedicate an increased portion of acquisitions to the subject: e.g.
Imagine FX Magazine, Society of Illustrator Annuals, Spectrum Annuals, addition of books on contemporary
illustrators and DVD’s from Massive Black and Gnomon Workshop on special illustration techniques and
artist/illustrators.
Appendix 8: Other Capital Costs
While no additional capital resources are required to implement this program, to fully pursue the digital
rendering aspect of this major, digital pen tablets (such as those manufactured by Wacom) will be necessary.
Steps are already being taken to secure this resource. Additional software will also enable a more complete
survey of the subject (e.g. Sketchbook Pro and Corel Painter). Fortunately, licenses for these resources are
comparably inexpensive. Aside from these digital resources, the physical equipment needed to support a
successful Drawing and Illustration major is already in place: classrooms, work tables, easels, etc.
Appendix 9: Articulation of Associate/Baccalaureate Programs
Herron School of Art and Design has an articulation in place with Ivy Tech Community College.
Note: this articulation was last updated formally in 2012. It will require updating again in 2013 in response to
changes in the curricula at both institutions. We plan to make these revisions after it becomes clear how the
Transferable General Education Core will be implemented at each campus. In the meantime, transfers are
being facilitated in a spirit of cooperation with the goal of transferring all or as many as possible credits to the
BFA degree.
26
ARTICULATION AGREEMENT
Between
Herron School of Art and Design
and
Ivy Tech Community College Statewide
For Transfer of Ivy Tech Community College’s Associate of Fine Arts in Fine Art to Herron School of Art and
Design Bachelor of Arts in Fine Arts
Statement of Purpose
The purpose of this articulation is to provide a basis for a cooperative relationship between Herron School of
Art and Design and Ivy Tech Community College (ITCC) to benefit students who desire to complete a bachelor’s
degree. The intent is for ITCC students completing the AFA degree plan to move seamlessly to the BFA degree
plan.
Transfer Agreement
Graduates from 2012 onward of Ivy Tech Community College with an Associate of Fine Arts from any Ivy Tech
campus may transfer and apply 64-66 credits from that completed degree to requirements for Herron School
of Art and Design Bachelor of Fine Arts in Studio Fine Arts.
Addendum One: Ivy Tech Community College Curriculum
Transfer General Education Core Requirements
Associate of Arts or Associate of Science Course Requirements
Addendum Two: Course Requirements for Transfer
Details the course requirements for this transfer agreement, including remaining courses required at the
accepting college or university (transfer institution) to fulfill the baccalaureate degree requirements. If listed,
please include a sample semester sequence.
Addendum Three: Transfer Cluster Courses lists course requirements or recommendations from the accepting
college or university. These may be specific courses or suggested/required categories.
Additionally, under the terms of this agreement:
1. Ivy Tech students are eligible for admission with junior standing to Herron School of Art and Design
provided:
a. The student has submitted a complete application for admission to Herron School of Art and
Design.
b. A course grade of “C” or better must be earned to be accepted for transfer
c. Students must pass Sophomore Portfolio Review Process in order to advance into studio major
and to be eligible to enroll in 300 and 400-level studio courses (note: additional coursework
may be required if a student has not successfully passed the Sophomore Portfolio Review.
i.
If probationary status is given, additional coursework may be required;
ii.
If student is accepted to the college but does not pass review, additional coursework
may be required.
27
2. As ITCC graduates complete the 128 credit hour requirement for the award of the BFA degree in Studio
Fine Arts, they must meet the graduation requirements as approved by Herron School of Art and
Design at the time of the student’s admission to Herron School of Art and Design’s program.
3. Written notice of intention to terminate, modify, or withdraw from this Articulation Agreement will be
submitted by the academic head of either institution at least one academic semester prior to the
proposed date of termination/withdrawal. Should a decision be made to modify or dissolve this
agreement, students who are already attending Herron School of Art and Design at the time will be
permitted to continue as long as their academic performance remains in good standing.
4. Recognizing that changes in curricula and course content are inevitable, each institution agrees to
discuss with the other institution all curriculum changes affecting this agreement before the changes
are implemented.
5. A review of this agreement and the resulting programs will take place every three years by the
representatives from both institutions.
Agreed to January 10th, 2012
Ivy Tech Community College
Herron School of Art and Design
___________________________
Mary E. Ostrye
Vice President & Provost
_______________________________
Uday Sukhatme
Executive Vice Chancellor
____________________________
Kathleen Lee,
Vice Provost for Academic Affairs
_______________________________
Valerie Eickmeier
Dean of Herron School of Art and Design
____________________________
Regional Administrator (optional)
Title
_______________________________
Cory Robinson
Chair of Department of Fine Arts
28
Addendum One: Ivy Tech Community College Curriculum
Transfer General Education Core Requirements
Composition
3 credits
ENGL 111 English Composition*
Communication
3 credits
COMM 101 Fundamentals of Public Speaking*
Mathematics
0-3 credits
MATH 135 Finite Math*; MATH 136 College Algebra*; MATH 137 Trig with Analytic Geometry*; MATH 201
Brief Calculus*; MATH 211 Calculus I*; MATH 118*
Life/Physical Science
3-6 credits (6 credits are required if no math is selected)
APHY 101 Anatomy & Physiology I; APHY 102 Anatomy & Physiology II; ASTR 101 Solar System Astronomy*;
BIOL 100 Human Biology*; BIOL 101 Introductory Biology*; BIOL 105 Biology I*; BIOL 107 Biology II*; BIOL 211
Microbiology I*; CHEM 101 Introductory Chemistry*; CHEM 105 General Chemistry I*; CHEM 106 General
Chemistry II*; CHEM 111 Chemistry I; CHEM 113 Introductory Organic and Biochemistry*; PHYS 101 Physics I*;
PHYS 102 Physics II*; PHYS 220 Mechanics*; SCIN 100 Earth Science*; SCIN 111 Physical Science*
Social/Behavioral Sciences
3 credits (SOCI 111)
ANTH 154 Cultural Anthropology; ECON 101 Economics Fundamentals*; ECON 201 Principles of Economics*;
ECON 202 Principles of Microeconomics*; POLS 101 Introduction to American Government and Politics*; POLS
211 Introduction to World Politics*; PSYC 101 Introduction to Psychology*; PSYC 201 Lifespan Development*;
PSYC 205 Abnormal Psychology*; PSYC 240 Human Sexuality*; SOCI 111 Introduction to Sociology*; SOCI 252
Social Problems*
Humanities
9 credits (ARTH 101 & ARTH 102, PHIL 102)
ARTH 101 Survey of Art & Culture*; ARTH 102 Survey of Art and Culture II*; ARTH 110 Art Appreciation*; ENGL
202 Creative Writing*; ENGL 206 Introduction to Literature*; ENGL 214 Introduction to Poetry*; ENGL 220
Introduction to World Literature*; ENGL 221 Introduction to World Literature After the Renaissance*; ENGL
222 American Literature to 1865*; ENGL 223 American Literature After 1865*;; HIST 101 Survey of American
History I*; HIST 102 Survey of American History II*; HIST 111 World Civilization I; HIST 112 World Civilization II;
HUMA 100 Theatre Appreciation*; HUMA 118 Music Appreciation*; PHIL 101 Introduction to Philosophy*;
PHIL 102 Introduction to Ethics*; PHIL 220 Philosophy of Religion*
Multicultural Awareness
3 credits (AANTH 154)
HIST 111 World Civilization I; HIST 112 World Civilization II; SOCI 164 Multicultural Studies; SOCI 245 Cultural
Diversity; ANTH 154 Cultural Anthropology; FREN 201 French Level 3*; FREN 202 French Level 4*; SPAN 201
Spanish Level 3*; SPAN 202 Spanish Level 4*
Total Transfer Core = 27 credits
29
SAMPLE
Ivy Tech Community College
Fine Arts Program
Associate of Fine Arts Degree
2012-2013
The following suggested sequence includes all course requirements for this degree. Transfer Cluster Electives
should be chosen to receive the most credit at the receiving college or university.
Semester 1
ENGL 111
ARTS 100
ARTS 102
ARTS 103
ARTH 101
IVYT 1XX
Semester 2
ARTS 101
ARTS 105 or
ARTS 2XX
XXXX XXX
ANTH 154
SOCI 111
ARTH 102
Semester 3
ARTS 200
ARTS 202
ARTS 204
ARTS 2XX
COMM 101
XXXX XXX
Semester 4
ARTS 231
ARTS 250
ARTS 2XX
PHIL 102
English Composition*
Life and Object Drawing I
Color and Design Theory I
Three-Dimensional Design
Survey of Art and Culture I*
Student Success Elective
Semester Total
Life and Object Drawing II
Foundation I or
Studio Elective
Life/Physical Sciences Elective*
Cultural Anthropology*
Introduction to Sociology*
Survey of Art and Culture II*
Semester Total
3 credits
3 credits
3 credits
3 credits
3 credits
1-3 credits
16-18 credits
3 credits
3 credits
3 credits
3 credits
3 credits
3 credits
18 credits
Intermediate Drawing I
Color and Design Theory II
Exploration of Women in Art
Studio Elective
Fundamentals of Public Speaking*
Life/Physical Sciences Elective*
Semester Total
3 credits
3 credits
3 credits
3 credits
3credits
3 credits
18 credits
Painting I
Fine Arts Portfolio
Studio Elective
Introduction to Ethics*
Semester Total
3 credits
3 credits
3 credits
3 credits
12 credits
Total = 64-66 credits
*Required for Transfer General Education Core Certificate
30
Addendum Two: Course Requirements for Transfer
Herron School of Art and Design BFA Degree Plan
Remaining Course Requirements Identified
Ivy Tech Community College Courses
Transfer General Education Curriculum: 27 credits
Herron School of Art and Design Transfer Equivalent: 27 credit hours awarded toward general education
requirements (or, individual course equivalencies may be noted)
Composition
Communication
Mathematics
Life/Physical Science
Social/Behavioral Sciences
Humanities
Multicultural Awareness
3
3
0-3
3-6
3
9
3
Program Course Requirements: 31-33 credits
IVYT XXX
ANTH 154
ARTH 101
ARTH 102
ARTS 250
COMM 101
ENGL 111
MATH XXX
XXXX XXX
PHIL 102
Student Success Elective
Cultural Anthropology
Survey Art & Culture I
Survey Art & Culture II
Fine Arts Portfolio
Fund. of Public Speaking
Math Elective
Life/Phys. Science Elect.
Introduction to Ethics
1-3
3
3
3
3
3
3
0-3
3-6
3
Transfer Cluster Electives: 8-15 credits
As determined by accepting college or university
ARTS 100
ARTS 101
ARTS 102
ARTS 103
ARTS 200
ARTS 202
ARTS 204
ARTS 231
ARTS XXX
Life/Object Drawing I
Life/Object Drawing II
Color & Design I
Three-D Design
Intermediate Drawing I
Color & Design II
Exploration/Women in Art
Painting I
Studio Electives
3
3
3
3
3
3
3
3
9
Total Credits Required for ITCC Degree
Total Transfer Credits to Herron School of Art
64-66 credits
64 credits
31
Sample Semester Sequence of Remaining Course Requirements at Herron School of Art and Design
Sample Semester Sequence
Fifth Semester (15)
HERD 202
ENGL L105
HER
2XX
HER
XXX
HERH H103
Drawing IV
English Literature
200 Level Major Studio
Studio Elective
Intro to Contemporary Art
3
3
3
3
3
FINE ART SOPHOMORE PORTFOLIO REVIEW
Sixth Semester (15)
Studio Electives
Art History Elective
Academic Elective
9
3
3
Seventh Semester (15)
300 level
Major Studio Electives
Art History Elective
12
3
Eighth Semester (18)
400 level
HER
J410
Academic Elective
12
3
3
Major Studio Electives
A Critical Approach to Art
Total Credit Requirement for BFA Degree from Herron School of Art and Design = 125 credits
Addendum Three: Transfer Cluster Courses
The following courses or discipline categories are recommended or required to fulfill Ivy Tech Community
College’s Transfer Cluster requirement for students pursing the Bachelor of Fine Arts degree in General Fine
Arts from Herron School of Art and Design:
ENGL 111 from Indiana Core Transfer Library
Life/Physical Science elective from Indiana Core Transfer Library
COMM 101 Fundamentals of Public Speaking
ECON 100, 101, or 102
32
Appendix 10: Credit Hours Required/Time to Completion
Admissions requirements are the same as for other majors in the BFA degree.
If an incoming Herron freshman is unconditionally admitted to IUPUI, he or she will be able to enroll at Herron
as a pre-fine art, pre-art education or art history student. Pre-fine art and pre-art education students will
participate in a portfolio review in the sophomore year of their studies at Herron for admission into their
chosen majors.
Herron's website also provides clear admission requirements for transfer students or students from other
IUPUI schools. http://www.herron.iupui.edu/undergraduate/apply#howtoapply.
Below are the curricula for the two tracks of the proposed Drawing and Illustration degree, the Drawing Track
and the Illustration Track. Both are intended for completion in eight semesters.
Within this single major, students will be able to choose between two tracks: one that focuses more on the
skillsets particular to Illustration, and another that focuses more on Drawing as a fine art studio practice.
There will be curricular crossover between the areas, but this structure will allow students to tailor their
learning experiences based on career goals.
The curriculum for the degree includes the anticipated general education distributions. It also responds to the
guidelines published by the National Association of Schools of Art and Design. For instance, for all BFA degrees
offered by schools accredited by NASAD, studies in art and design must comprise 65% of the curriculum.
Studies in art history, theory, and criticism must make up at least 15%.
Students in the program are required to maintain a cumulative GPA of at least 2.0. If they do not, the Dean will
give them a formal written notice of probation. Students will be placed on academic probation for the
academic session following the one in which they failed to attain the 2.0 cumulative GPA. If a student fails to
attain a 2.0 cumulative GPA in any two academic semesters, the student is automatically considered to be
making unsatisfactory progress toward a degree and is therefore eligible for dismissal.
An overall GPA of 2.0 or above is required for successful completion of the degree.
33
SUMMARY OF COURSE DISTRIBUTION
6 credits Gen Ed Core Communication
6 credits Gen Ed Math/Analytical Reasoning
6 credits of Life and Physical Science
3 credits of Social and Behavioral Science
3 credits of Cultural Understanding
24 credits in General Education
15 credits in Art History (of which 6 credits are Humanities General Education courses)
3 additional credits of academic electives (not Fine Arts)
20 credits of BFA Foundation Program
 Drawing (6 cr.)
 2-D and 3-D Design (6 cr.)
 Color Concepts (3 cr.)
 Foundation Resources (1 cr.)
 Creative Processes (3 cr.)
 Foundation capstone (1 cr.)
12 additional credits in specific drawing courses
24 credits of Studio Electives
3 credits in Critical Approaches (studio theory and criticism)
24 credits in Illustration or Drawing/Illustration (depending on track)
125 credits
34
Proposed Curriculum for Illustration Track for
Drawing and Illustration Major - 125 Credits
First Semester:
Drawing I (D101)
3D Design (F123)
2D Design (F121)
History of Art I (H101) (Gen Ed)
Gen Ed- Quantitative
Foundation Resources (X101)
Second Semester:
3
3
3
3
3
1
16
Third Semester:
Drawing III (D201)*
Intro. to Illustration I (D211)
Intro. to Contemporary Art (H103)
Studio Elective
Gen Ed -Communication
3
3
3
3
3
15
16
Drawing IV (D202)*
Intro. to Illustration II (D212) 3
Art History Elective
Studio Elective
Gen Ed- Social Science
3
3
3
3
15
Sixth Semester:
3
3
3
3
3
3
18
Seventh Semester:
Advanced Illustration I
Art History Elective
Studio Elective
Ged Ed- Cultural Understanding
3
3
3
3
3
Fourth Semester:
Fifth Semester:
Drawing V
Illustration I
Studio Elective
Studio Elective
Gen Ed-Analytical
Gen Ed- Life & Physical Science
Drawing II (D102)
Color Concepts (F122)
Creative Processes (F100)
History of Art II (H102)( Gen Ed)
Gen Ed- Communication
Foundation Capstone (X102) 1
Drawing VI
Illustration II
Studio Elective
Studio Elective
Gen Ed Life & Physical Science
3
3
3
3
3
15
Eighth Semester:
6
3
3
3
Advanced Illustration II (course
also includes thesis preparation)
J410 – Critical Approaches
Studio Elective
Academic Elective
15
6
3
3
3
15
All courses are currently taught. All Herron art courses have an academic prefix of HER.
For Herron Course descriptions and any prerequisites visit http://www.iupui.edu/~bulletin/iupui/20122014/schools/herron-art-design/courses/index.shtml
35
Proposed Curriculum for Drawing Track for
Drawing and Illustration Major - 125 Credits
First Semester:
Drawing I (D101)
3D Design (F123)
2D Design (F121)
History of Art I (H101) (Gen Ed)
Gen Ed- Quantitative
Foundation Resources (X101)
Second Semester:
3
3
3
3
3
1
16
Third Semester:
Drawing III (D201)
Drawing/Illustration Elective
Intro. to Contemporary Art (H103)
Studio Elective
Gen Ed- Communication
3
3
3
3
3
15
16
Drawing IV (D202)
Drawing/Illustration Elective
Art History Elective
Studio Elective
Gen Ed- Social Science
3
3
3
3
3
15
Sixth Semester:
3
3
3
3
3
3
18
Seventh Semester:
Advanced Drawing I
Art History Elective
Studio Elective
Gen Ed- Cultural Understanding
3
3
3
3
3
Fourth Semester:
Fifth Semester:
Drawing V
Drawing/Illustration Elective
Studio Elective
Studio Elective
Gen Ed- Analytical
Gen Ed-Life & Physical Science
Drawing II (D102)
Color Concepts (F122)
Creative Processes (F100)
History of Art II (H102) (Gen Ed)
Gen Ed- Communication
Foundation Capstone (X102) 1
Drawing VI
Drawing/Illustration Elective
Studio Elective
Studio Elective
Gen Ed- Life & Physical Science
3
3
3
3
3
15
Eighth Semester:
6
3
3
3
Advanced Drawing II (course
also includes thesis preparation)
J410 – Critical Approaches
Studio Elective
Academic Elective
15
6
3
3
3
15
All courses are currently taught. All Herron art courses have an academic prefix of HER.
For Herron Course descriptions and any prerequisites visit http://www.iupui.edu/~bulletin/iupui/20122014/schools/herron-art-design/courses/index.shtml
36
Appendix 11: Exceeding the Standard Expectation of Credit Hours, Detail
This degree program will require 125 credit hours to attain the Bachelor of Fine Arts. At the time of this
proposal (January 2013), ICHE is considering IU's proposal to maintain all BFA degrees at 125 credit hours,
while BA degrees in Fine Arts will be restricted to 120 credit hours. The following explanation has been
submitted to the university's liaison to the Commission"
The number of credits hours required for the BFA (Bachelor of Fine Arts) degree is greater than the number
required for the BA in Fine Arts for several important reasons. The BFA is defined as the professional degree in
the art and design fields. Students who graduate with a BFA are expected to have created a portfolio of work
that demonstrates their readiness for beginning professional work or for entry into a graduate program in
pursuit of the terminal degree in the arts, the Master of Fine Arts. Recipients of the BFA degree must
demonstrate a level of proficiency beyond that of BA recipients. Unlike many undergraduate degrees, the BFA
requires that students conduct original research and engage in original creative activity during their
undergraduate studies. For a BFA degree program to be accredited by NASAD (National Association of Schools
of Art and Design), the students must create original work in sufficient quality and quantity to exhibit publically
prior to graduation. While NASAD does not specify a number of credit hours for the BFA, it does demand that
students demonstrate a range of defined competencies through their completed work. The distinction
between the BFA and the BA is further defined by NASAD both in a distinction in the level of demonstrated
competence and also in the percentage of the curriculum required to be in art and design classes: at least 65%
for the BFA but only 30%-45% for the BA. Achieving mastery of one or more art media or design methods
requires many hours of practice in the studio. There is simply no short cut to achieving the level of competence
required for students to be competitive in their chosen profession after graduation.
Herron School of Art and Design has reduced the number of credit hours required for the BFA twice over the
past three years. Beginning at 131, the school thoughtfully and carefully reduced the number to 128, and then
in spring of 2012 carefully reduced further to 125. The BFA cannot drop lower without losing the hours that are
absolutely essential for students to reach the professional level of proficiency that distinguishes the BFA from
the BA.
37
Appendix 12: IUPUI Principles of Undergraduate Learning (PULs)
The Principles of Undergraduate Learning are the essential ingredients of the undergraduate educational
experience at Indiana University Purdue University Indianapolis. These principles form a conceptual framework
for all students' general education but necessarily permeate the curriculum in the major field of study as well.
More specific expectations for IUPUI's graduates are determined by the faculty in a student's major field of
study. Together, these expectations speak to what graduates of IUPUI will know and what they will be able to
do upon completion of their degree.
I. Core Communication and Quantitative Skills
[Definition:] The ability of students to express and interpret information, perform quantitative analysis, and
use information resources and technology--the foundational skills necessary for all IUPUI students to succeed.
[Outcomes:] Core communication and quantitative skills are demonstrated by the student’s ability to
a. express ideas and facts to others effectively in a variety of formats, particularly written, oral, and visual
formats;
b. comprehend, interpret, and analyze ideas and facts;
c. communicate effectively in a range of settings;
d. identify and propose solutions for problems using quantitative tools and reasoning;
e. make effective use of information resources and technology.
II. Critical Thinking
[Definition:] The ability of students to engage in a process of disciplined thinking that informs beliefs and
actions. A student who demonstrates critical thinking applies the process of disciplined thinking by remaining
open-minded, reconsidering previous beliefs and actions, and adjusting his or her thinking, beliefs and actions
based on new information.
[Outcomes:]
The process of critical thinking begins with the ability of students to remember and understand, but it is truly
realized when the student demonstrates the ability to
a. apply,
b. analyze,
c. evaluate, and
d. create
knowledge, procedures, processes, or products to discern bias, challenge assumptions, identify consequences,
arrive at reasoned conclusions, generate and explore new questions, solve challenging and complex problems,
and make informed decisions.
III. Integration and Application of Knowledge
[Definition:] The ability of students to use information and concepts from studies in multiple disciplines in
their intellectual, professional, and community lives.
[Outcomes:] Integration and application of knowledge are demonstrated by the student’s ability to
a. enhance their personal lives;
b. meet professional standards and competencies;
c. further the goals of society; and
d. work across traditional course and disciplinary boundaries.
IV. Intellectual Depth, Breadth, and Adaptiveness
[Definition:] The ability of students to examine and organize disciplinary ways of knowing and to apply them to
specific issues and problems.
[Outcomes:] Intellectual depth, breadth, and adaptiveness are demonstrated by the student’s ability to
a. show substantial knowledge and understanding of at least one field of study;
38
b. compare and contrast approaches to knowledge in different disciplines;
c. modify one's approach to an issue or problem based on the contexts and requirements of particular
situations.
V. Understanding Society and Culture
[Definition:] The ability of students to recognize their own cultural traditions and to understand and
appreciate the diversity of the human experience.
[Outcomes:] Understanding society and culture is demonstrated by the student’s ability to
a. compare and contrast the range of diversity and universality in human history, societies, and ways of life;
b. analyze and understand the interconnectedness of global and local communities; and
c. operate with civility in a complex world.
VI. Values and Ethics
[Definition:] The ability of students to make sound decisions with respect to individual conduct, citizenship,
and aesthetics.
[Outcomes:] A sense of values and ethics is demonstrated by the student’s ability to
a. make informed and principled choices and to foresee consequences of these choices;
b. explore, understand, and cultivate an appreciation for beauty and art;
c. understand ethical principles within diverse cultural, social, environmental and personal settings.
39
Appendix 13: RISE to the IUPUI Challenge Initiative
The RISE to the IUPUI Challenge initiative engages students more deeply in their learning and
contributes to their intellectual and professional development in unique ways. Each undergraduate
student is challenged to include at least two of the four RISE experiences - research, international,
service learning, and experiential learning - into their degree programs.
The RISE to the IUPUI Challenge initiative enhances the teaching and learning process that occurs
during formal classroom coursework. The initiative builds on IUPUI's long tradition and commitment
to experiential learning. Each RISE category incorporates qualified experiences, integration of
knowledge, reflection, and assessment, and will be documented on students' transcripts.
The IUPUI undergraduate educational experience is distinctive because it intentionally uses
experiential learning to prepare students for graduate school, careers, and citizenship. It provides
skills, knowledge, and experiences that are highly prized by employers and establishes the foundation
for future leaders.
RISE to the Challenge is focused on increasing undergraduate student participation in research,
international, service and experiential learning programs. The RISE initiative will offer students special
opportunities to engage in concrete experiences associated with research, global learning,
community service, and careers. With guidance and mentorship, students will go on to relate these
experiences to classroom learning in structured, educationally meaningful ways. RISE will engage
students more deeply in their learning and contribute to their intellectual and professional
development in unique ways. The initiative’s goal is for IUPUI graduates to have exposure to at least
two RISE categories.
Research conducted under the mentorship of a faculty member. Undergraduate research
experiences include any scholarly or artistic activities that lead to the production of new knowledge;
to increased problem solving capabilities, including design and analysis; to original critical or historical
theory and interpretation; or to the production of art or artistic performance. The research
requirement will not be met by courses that teach about research; rather, it is a credit-bearing
educational experience that involves the student in conducting research under the mentorship of a
faculty member.
International experience, such as study-abroad courses or independent study. International
engagement will include credit-bearing coursework or independent study in which students directly
and intensively engage with a national community outside their own, reflect on this engagement in
an informed and thoughtful way, and enhance their skills of international understanding and
interaction. Study abroad (outside the 50 states and District of Columbia) is the preferred mode for
fulfilling this goal, but exceptionally interactive and immersive experiences with immigrant groups,
organizations concerned with global issues, or campus-based courses employing interactive distance
technologies may sometimes also count. Students who are not U.S. citizens or permanent residents
may apply to develop faculty-guided, credit-bearing formats for reflecting on their experiences in the
U.S.
40
Service-Learning Courses. A course-based, credit bearing educational experience in which a student
participates in an organized service activity that meets identified community needs and reflects on
the service activity in such a way as to gain further understanding of course content, a broader
appreciation of the discipline, and an enhanced sense of personal values and civic responsibility.
Experiential Learning Courses. Coursework specifically designed with increased requirements
outside of the classroom can qualify as experiential learning (integration of knowledge, activity,
reflection and assessment to translate learning into action). This requirement may be met with
specially designated credit-bearing classes or by one of the following instruction formats:
1. Clinical Education
2. Cooperative Education
3. Field Work
4. Internship Practicum
5. Student Teaching
6. Mentoring Practice
7. Other categories
Consistent with the other components of the RISE challenge, experiential learning courses will
incorporate knowledge, activity, reflection, and assessment and carry academic credit discernable on
the students’ transcript.
For more on RISE, visit http://academicaffairs.iupui.edu/plans/rise.cfm.
41