Author: Tanecia Nunlee

FILM ELECTIVE – A COURSE OFFERED THROUGH THE FILM,DEPARTMENT THAT IS NOT ALREADY “REQUIRED”. SEARCH,FOR AVAILABLE FILM ELECTIVES BY USING THE “FLM”,COURSE CODE.

Credits: 3

Prerequisites:

CHOOSE TWO COURSES-6 CREDITS,FLM 212 FILM GRAPHICS & VFX I,FLM 226 SOUND DESIGN II,FLM 254 PLAYING THE SELF

Credits: 6

Prerequisites:

CHOOSE ONE COURSE-3 CREDITS,FLM 279 DOCUMENTARY FILMMAKING II,FLM 289 EXPERIMENTAL FILMMAKING II

Credits: 3

Prerequisites:

This course will introduce the fundamental,concepts, methods, and practices of data,visualization design. Data visualization is an,emerging field requiring technical skill, design,aptitude, and interdisciplinary thought. Students,will work both individually and in teams to,explore the data visualization design development,process, and communicate data effectively through,visual narrative. The purpose of this class is to,equip students with a new range of skills that,will facilitate deep engagement of diverse,audiences through a design thinking process, to,visually display the results of their research,,analysis and create powerful tools for,brainstorming.

Credits: 3

Prerequisites:

Trends in the 21st Century have paved the way for,a participatory approach to design. New tools,such as open-source technology, the transparency,of internet media, and the ethos of,crowd-sourcing are now insisting on the,democratized creation of goods, services, and,experiences. The goal of this class is for,students to understand human-centered and,participatory methods of design-conducting,observational research, interviews and workshops,,undertaking internal and external research,activities, generating conceptual frameworks, and,formulating insights related to the synthesis of,the research data-while communicating findings,and concepts to project sponsors in a clear and,compelling manner.

Credits: 3

Prerequisites:

In this hands-on lab course designed to build,skills in advanced data visualization, students,will work both individually and in teams to build,technical skills in R, one of the leading,analytical programs used today. In addition to,building customized data visualizations, students,will learn methods for data transformation and,processing necessary to effectively communicate,data through images. The course will emphasize a,professional workflow for visualization,,integrating data science software with design,tools.

Credits: 3

Prerequisites: GRD 605

In large organizations or companies, the ongoing,tracking of trends and occurrences of their,internal and external environment is the element,that could bring success, currently and in the,future. The art of tracking trends and,occurrences is called Environmental Scanning. ,It is about being informed and building a global,context for your work, your organization, your,competitive environment, and your industry.,This class will provide students with the tools to,examine trends and changes, and to create the key,environmental indicators-internal, external,,qualitative, and quantitative that will have the,most important potential impact on their work.

Credits: 3

Prerequisites:

The success of any project – a new product design,,or the redesign of existing products – for an,external client, or for an internal project, is to,adopt a user-first approach that positions the,people that use what we design front and center. ,This process relies on understanding people in,order to define their needs, attitudes, and,motivations.,This class will expose students to how designers,should learn about, from, and with their users or,customers, and will equip them with the research,tools needed to design great user experiences.,The goal is to build empathy as the first step in,a robust innovation process.

Credits: 3

Prerequisites: GRD-625

The Special Project course is offered on an,occasional basis, with course content specific to,the area being explored.

Credits: 3

Prerequisites:

Students are assigned formally structured design,projects, each requiring a substantive research,phase, a prototype or concept testing phase,followed by concept refinement and concept,presentation phases. Where appropriate, the,research phase will require students to,collaborate in teams, and in some instances the,entire projects are team-based. Typically, a,project definition or project brief will grow out,of the research findings and will serve as the,plan of work for the completion of the course.,Students are expected to develop their design,proposals by creating mock-ups and/or conceptual,prototypes that would be subject to a process of,testing and iterative refinement. Students are,also expected to create high quality visual,material (concept sketches, computer 2D/3D,renderings and layouts), and/or a 3D model,,either digitally created or hand built, as,appropriate for specific assignments. At the,conclusion of these assignments, students are,required to make a clear and comprehensive verbal,presentation to their faculty and peers. A,written document articulating their research,approach, their findings and the rationale and,context of their design, in support of the,original project brief, is also a requirement.

Credits: 3

Prerequisites: