Nicole Roberts MFA Thesis Visual Component Artwork - Savannah ...

visualizing curricular concepts
In visualizing the pedagogical change of graphic design, the biggest issue is the time
limitation in comparison with the “encyclopedic amounts of information” to learn (as
Paul Rand would say). During the onset of this research, several educators and students
expressed concern as to how a graphic design curriculum could possibly incorporate any
additional components. Professors seemed already overwhelmed with back-to-back studios,
full to capacity. They are pressed for time; 55% of educators would rather have the longer
semester term system over the collegiate ten-week quarter structure to administer the new
and necessary coursework. Students frowned at the proposition of tagging on an additional
year of coursework, when four years already seemed like an eternity. Given the necessity of
including new professional expectations into the curriculum, it is fair to say that four years
has become unrealistic to complete a comprehensive undergraduate education where the
student is truly prepared for today’s increasingly demanding workplace. 50% of educators
surveyed agreed. Graphic Design Department Chair, Santiago Piedrafita of North Carolina
State University is part of the other 50% who believe as the need for additional coursework
arises, it means certain existing coursework has become outdated.
The problem in thinking four
years isn’t enough to prepare
undergraduates for entry
level positions is the fault of
design faculty who refuse to
reconsider or let go of sacred
cows in the curriculum.
Santiago Piedrafita, Department Chair
North Carolina State University
Raleigh, North Carolina
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