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The Department of Art is committed to the future of visual literacy for all students. The goal is to set Learning Objectives that will increase students senses to our rapidly changing technologies and other stimuli. Studio courses train the graduates for success in their field, but also add a new language for the graduates, which will help them perceive and negotiate the complexities.
A few example of outstanding students from each of these programs include:
Former Art Education students who have actively sought teaching positions upon graduation have placed at 100 per cent. Justin Wheately was the first art student to be named Student Teacher of the Year by the College of Education 2007 and also received a Fulbright Award in Japan in 2006-07 as a double major in Painting.
The success of Graphic Design Students can be recognized by the quality of the awards they have received such as Andy Lorimer’s receiving two 2009 Bronze Telly Awards: 100 Years: USU Department of Art and for International Studies at USU, a 2007 Emmy Award winner for A Cathartic Space and Scott Hydahl’s getting the 2007 Apple Insomnia 24-hour National Video as the winner of the competition.
Under the direction of Bob Windward, students were directed in a collaborative project for developing a log and collateral project for the Zion Canyon Field Institute, Bryce Canyon National Park, ATV maps for Dixie National Forest, prototype wristwatch designs for Swatch Corporation, in Biel, Switzerland. Five teams developed visual identities for International Committee of the Red Cross in Geneva and Olympic Torches for the International Olympic Museum of Lausanne Switzerland, and for the Olympics in London and Vancouver.
Photography graduate student Cole Bybee just completed a four month Guggenheim Internship in Venice Italy, including work on the Venice Biennale (Art) 2008-09.
Printmaking students have participated in workshops with such notable master printmakers as Karen Kunc and Drive-By Printmakers, while Ceramics students complete post graduate opportunities with Korean and Chinese nationals in those countries and place in some of the best graduate schools in the country.
Courtney Hill in Art History was selected as the HASS Undergraduate Researcher of the Year (Art). Her project on the Beat Generation Poet Artist Jess took her to San Francisco to study the artist’s work firsthand, funded by an URCO award, she has been since been admitted to an east coast graduate school in Art History.
SURVEY OF POST GRADUATES
First comprehensive exit Interview data available in 2009-10.
EX. Graphic Design is a professional field of study based on the foundations of visual communications and problem solving. The field of graphic design encompasses the study of culture, aesthetics, ergonomics, technology, ethics and economics. In general, graphic designers solve a wide variety of client-imposed communication problems. The USU program has over 50 majors, and it is one of the vital areas in the department, with students winning awards, traveling to other countries to participate in large scale design projects, and usually placing in a job as soon, if not before, graduation near 100 percent.
A new faculty line in animation is the main priority. Over the past 6 years, the program has averaged 7 graduates annually in animation, however there is not currently a dedicated faculty instructor. Recruitment and promotional materials have not historically been an issue in the graphic design emphasis; a campaign should be now produced to enhance the program "brand" and aid in recruiting and retaining higher quality students. A second mediated teaching space and student lab furnishings will need to be developed as well.
EX. The Art History emphasis is a small but significant component of the art departmentÕs offerings. The B.A. in art history prepares students for a variety of careers in which research, visual analysis, critical writing, and communication skills are important, and also lays the groundwork for advanced study in the discipline, leading to the M.A. or Ph.D. in the field.
Currently, the program is both promising and compromised. Student interest has grown over the last few years; the 2006-2007 academic year saw three students graduate in the emphasis area (up from two in the two preceding years). While still a small number, this increase is actually indicative of a coming wave of students. Exact numbers seem to be difficult to ascertain for the emphasis area, but at a meeting in the fall of 2006 there were ten students at the sophomore or junior level who said they had declared the art history emphasis, and about six more who were considering either a major or minor in the emphasis. 2007-2008 should produce three more graduates, and the numbers could potentially climb thereafter.
Though their numbers are small, the students are excellent - they include three URCO (Undergraduate Research and Creative Opportunity) Grant recipients in the past two years, a Presidential Scholar and Undergraduate Research Fellow, and several participants in the University Honors Program. Several of recent graduates have gone on to graduate study in the field at prestigious schools; Williams College, University of Oregon, and Syracuse University. Students from the program have participated in curating exhibitions at the Tippets Gallery, the AVA, and the Merrill-Cazier Library.
The survey courses fill up in a matter of a few hours as soon as they open, and upper division courses have consistently been enrolled to the maximum at the beginning of the term, even when the subject matter is seemingly obscure (Byzantine art, eg.). Some of the things needing improvement:
• clarifying the requirements for the Fine Arts advisor and making sure that all the paperwork is consistent between offices
• developing a better system for tracking majors and minors so that we can get accurate head-counts
• working with the study-abroad office to develop relationships with more programs, particularly in Italy and Great Britain, where students can take courses specific to the emphasis area
• implementing the assessment procedures outlined in the emphasis-area assessment documents
The strengths of the program include:
• High levels of student enthusiasm
• Rigorous intellectual and academic standards - no "gut" courses
• Fantastic visual resources (ArtSTOR, the FACT center, classroom technology)
• Support from faculty across the college, including History, English, languages
• Dedicated, productive faculty
Number of respondents from the department: 24
Graduate’s plans for the year following graduation from USU:
Additional Education 20.8%
Stay at home with children 8.3%
Volunteer Service 0.0%
Military Service 0.0%
Note: Percentages don’t sum to 100% because some graduates plan to engage in more
If additional education is planned, will it be:
If additional education is planned, will it be:
Second Bachelors 16.7%
Professional (medical, law) 0.0%
Other, no degree 16.7%
If the graduate has a job, is it or will be:
Is the job related to the graduate’s degree?
In what sector will the graduate be working?
Government agency 0.0%
Education (public or private) 30.0%
Business or industry 40.0%
Is the graduate’s job located in Utah?
Is the graduate currently looking for a full-time job?