ACE-centered proposals receive fundsMar 5th, 2009 | By tfedderson2 | Category: Campus News, Issue, March 5, 2009
Those proposals are a project to fund a summer study abroad visual literacy course in Japan and a project to create a capstone course for English majors.
Projects nominated for ITLE 5 were to help students meet the requirements for four of the 10 outcomes under the new Achievement-Centered Education program. UNL’s new general education program, ACE, begins with the 2009-10 school year.
Dana Fritz, associate professor of Art, is coordinator of the “Japanese Visual Culture in Context” project. Co-directing is Frauke Hachtmann, associate professor of Journalism and Mass Communications. Both have long been associated with UNL’s Visual Literacy program.
Visual literacy is the ability to read, interpret and evaluate images for meaning and context. Many consider it to be an essential skill for the 21st century.
Fritz and Hachtmann’s project would involve up to 30 students in the study abroad course. After an introduction to Japanese visual culture, students would travel to Japan to visit advertising agencies, museums, cultural institutions and other opportunities to learn to understand a culture through visual analysis.
The project will help students meet ACE student learning outcomes 2 (communication competence) or 9 (global awareness/human diversity).
The $13,000 grant, funded by the University of Nebraska Foundation, will support planning during 2009. The course will be offered in summer 2010.
Melissa Homestead, chair of the Department of English assessment committee, is heading the second funded project “Creating a New Capstone Course for English Majors.” Co-coordinator is Susan Belasco, chair of undergraduate studies for the Department of English.
The project proposes to create the capstone course for the approximately 100 students who earn degrees in English each year. The course would allow students to fulfill ACE outcome 10, which requires creation of a scholarly product integrating ACE and the major field of study.
The $20,000 grant will allow the creation of a capstone seminar that would allow students in all the department’s concentrations to share the same classroom environment under the direction of a single teacher to create a scholarly portfolio. The portfolio would force students to reflect on the body of work they created and also include new scholarly or creative products. A byproduct of the course would be that representative samples of student portfolios could be used by the department for programmatic assessment purposes.
The department proposes to name six faculty to a “faculty inquiry group” to research and design a draft course proposal. The group would also create a resource book for future instructors. The course would follow all existing course development and approval processes before being first offered fall 2011.
— Story by Kim Hachiya, University Communications