California State University, Fullerton
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Survey Synopsis, Fall, 1997
At the AEJMC conference in Chicago (Summer, 1997), I passed around a survey related to new media definitions, teaching and curricular challenges, and future aspirations to those interested in this topic. See the list of new media advisors. The responses were remarkably similar. The synopsis of those responses are listed below:
What is the definition of new media?
How do you think new media should be taught?
What innovative methods have you tried for teaching new media?
What equipment/staffing concerns do you have about teaching new media courses?
Does the implementation of new media courses require a change in the curriculum?
Have you and your colleagues seriously considered curricular change recently?
Why do you think many feel there is a need for curricular change?
What do you think is the greatest barrier to significant curricular change?
Do you think accreditation contributes significant curricular change?
Are you pressured by professionals to include new media courses?
Can you add courses to your curriculum easily?
Do separating students into discrete sequences prevent collaboration?
Should faculty members be divided into sequences?
What would a department be like without sequences?
Any points left out?
Communication technologies created by the convergence of computers and traditional media technologies (print, still photography, and video).
Not in isolation, integral to other sequences, and within the context of a communication task.
Teaching students how to network with others--collaborative projects.
Not enough equipment, teachers, and support staff, but products can divert discussion from the issues of context, historical, meaning, implication.
Yes, but change is gradual. Existing courses feature new media exercises, elective courses offered, then a required course.
Yes, but not always because of technological changes--ethics, awareness, and adaptability in courses are important factors.
Must meet the demands of the industry and student abilities due to the convergence of communication skills.
Money and institutional barriers. Faculty that don't have enough contact with professionals to understand the need for change. Faculty who would have to do new class preps.
It may prevent some change, but the process can encourage a broader view of the curriculum. However, accreditation mostly is a way to maintain the status quo.
What little contact we get from professionals, most want grads that know basic skills and computer programs. Nothing specific about new media courses--sometimes an editor will ask for a specific computer program.
Yes. We can offer and experimental course for a few times. But it's a longer process to get it added permanently. But then, curricular change shouldn't be easy.
Absolutely, but with forward thinking professors team teaching can be achieved if administrators allow it.
No, but much depends on professor attitudes. News-Ed profs who hate TV won't collaborate.
Professionals and parents might discount their degrees which turn messy with a hodgepodge of courses. Advising might be more difficult. But might foster the skill, art, and craft of communication rather than concentrating on the tools.
The role of teaching new media in a liberal arts curriculum is central to being good citizens in a 21st century democracy.