In well-developed instructional programs, professional skills such as business writing, team organization, project management, and oral presentation skills are built into coursework throughout the curriculum. Because of limitations of the classroom environment, these experiences only simulate those encountered in the field, making it difficult for students to appreciate the importance of these skills in their career preparation. In the Digital Media (DIGM) program at East Tennessee State University (ETSU), students often see professional skills aspects of projects in animation, web design, or 3D visualization courses as unnecessary obstacles to learning primary course material. It isn't until they have an opportunity to work in the field that these skills suddenly become relevant. Only then do they understand the consequences of poorly developed professional skills. Industry advisors for our program emphatically stress the need to help students develop professional skills. Our graduates have been praised for technical and artistic skill, but even though they work in teams, write proposals, and make oral presentations in many of their classes, when it comes to applying these skills on the job they haven't fared as well. In a highly competitive job market, it is often demonstration of these professional skills, combined with an overall professional demeanor, that make or break an applicant's ability to successfully land a good job. To address this need, a service-learning project designed to give students real world experience was implemented in the fall 2005 Portfolio Development in Digital Media class. Using "Maryland's 7 Best Practices for Service Learning" as a guide, the project was developed in collaboration with the Tri-City Metro Advertising Federation (TMAF). Students would compete for the opportunity to produce the promotional campaign for the ADDY Awards Competitioni for the Tri-Cities (Johnson City, Bristol and Kingsport, TN). Student teams answered a "Request for Proposal" for the project, which was also sent to advertising professionals. Classroom limitations were removed, and real-world consequences and rewards were in effect. Students were placed in competition with professionals as peers, with the same expectations for performance and delivery. Curricular objectives were achieved by allowing students to apply digital media skills in a professional setting, on a real-world project, that would become a case study for their portfolios. The project provided incentives for a successful proposal in that the proposal chosen was professionally produced and actually used by TMAF. In each year that the project was assigned, one of the student teams designed the winning campaign and was given community recognition for their contribution to their field. Students met the same criteria as competing professionals for responsibility, professionalism, proposal preparation (including research, creative solution, and adherence to instructions), effectiveness of the "pitch" (persuasive oral communication of ideas), and delivery of product. By working with professionals, they made contacts that could assist them in their careers. As the case study will show, this was an eye-opening experience for the students and a learning experience for all involved. Students indicated they felt better prepared to meet workplace expectations. It has enhanced the DIGM program's relationship with the advertising community, and has opened opportunities for our students after graduation by creating a greater awareness of our program within the community.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-19226 |
| Date | 01 January 2007 |
| Creators | Cornett, Cher |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Source | ETSU Faculty Works |
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