Visual Communications Curriculum for the 21st Century: A Longitudinal Assessment of a Communication Design Program

Abstract

Arabic

Spanish

French

Chinese

As media evolves, a corresponding evolution is needed in visual communication education. This research explores an adaptation of curricula developed for the 21st century. The program introduces desirable difficulties, emphasizing reframing challenges and aligning coursework with future media careers. Through 5 years assessing a communication design program, four key findings emerged: getting students beyond their comfort zones, integrating iterative evaluation processes, cultivating a growth-centric environment, and emphasizing connections to careers. The communication design program’s iterative nature reinforces industry responsiveness, suggesting structured yet experimental approaches foster student growth and confidence in meeting evolving challenges in media education.

Keywords

visual communication assessment curriculum Journalism and Mass Communication Education project-based learning self-efficacy soft skills student-centered learning collaborative learning

Get full access to this article

View all access options for this article.

References

Bandura

(2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1

Bjork

R. A.

(1994). Memory and metamemory considerations in the training of human beings. In Metcalfe

Shimamura

(Eds.), Metacognition: Knowing about knowing (pp. 185–205). MIT Press.

Bjork

R. A.

Bjork

E. L.

(2020). Desirable difficulties in theory and practice. Journal of Applied Research in Memory and Cognition, 9(4), 475–479. https://doi.org/10.1016/j.jarmac.2020.09.003

Bor

S. E.

(2014). Teaching social media journalism: Challenges and opportunities for future curriculum design. Journalism & Mass Communication Educator, 69(3), 243–255. https://doi-org.libproxy.unl.edu/10.1177/1077695814531767

Cohen

(1998). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.

Deslauriers

McCarty

L. S.

Miller

Callaghan

Kestin

(2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116

Doherty

Worthy

(2022). Sketching: A method for imagining journalistic tech. Digital Journalism, 10(2), 319–336. https://doi.org/10.1080/21670811.2020.1764373

Finn

(2020). Exploring interactions between motivation and cognition to better shape self- regulated learning. Journal of Applied Research in Memory and Cognition, 9, 461–467.

Folkerts

(2014). History of journalism education. Journalism & Communication Monographs, 16(4), 227–299. https://doi.org/10.1177/1522637914541379

10.

Fong

(2023, December 12). AI can do your homework. Now what? [Video]. YouTube. https://youtu.be/bEJ0_TVXh-I?si=IhsoL9APSdkFtQnS

11.

Friesem

(2019). Teaching truth, lies, and accuracy in the digital age: Media literacy as project-based learning. Journalism & Mass Communication Educator, 74(2), 185–198. https://doi-org.libproxy.unl.edu/10.1177/1077695819829962

12.

Ganci

(2016, June 15). Designing digital experiences in 2020 [Conference session]. AIGA Design Educators Conference: Nuts + Bolts. http://www.slideshare.net/AaronGanci/designing-digital-experiences-in-2020

13.

Gkrimpizi

Peristeras

Magnisalis

(2023). Classification of barriers to digital transformation in higher education institutions: Systematic literature review. Education Sciences, 13(7), 746. https://doi.org/10.3390/educsci13070746

14.

Goodman

R. S.

Steyn

(Eds.). (2017). Global journalism education in the 21st century: Challenges & innovations. Knight Center for Journalism in the Americas, University of Texas at Austin.

15.

Grefe

(2012). Evolving expectations for design education. American Institute of Graphic Arts. http://www.aiga.org/evolving-expectations-for-design-education

16.

Holman

Perreault

G. P.

(2023). Diffusion of innovations in digital journalism: Technology, roles, and gender in modern newsrooms. Journalism, 24(5), 938–957. https://doi.org/10.1177/14648849211073441

17.

Hossain

M. S.

Wenger

(2024). Has journalism education kept up with digital transformation? Journalism & Mass Communication Educator, 79(2), 129–146. https://doi.org/10.1177/10776958231224038

18.

Jarvis

(2012, September 18). Here’s a blueprint for radical innovation in journalism education. NiemanLab. https://www.niemanlab.org/2012/09/jeff-jarvis-heres-a-blueprint-for-radical-innovation-in-journalism-education/

19.

Kitsanta

Reiser

Doster

(2004). Developing self-regulated learners: Goal setting, self-evaluation, and organizational signals during acquisition of procedural skills. The Journal of Experimental Education, 72(4), 269–287.

20.

Lewis

N. P.

(2021). Defining and teaching data journalism: A typology. Journalism & Mass Communication Educator, 76(1), 78–90. https://doi.org/10.1177/1077695820924309

21.

Luttrell

Wallace

McCollough

Lee

(2020). The digital divide: Addressing artificial intelligence in communication education. Journalism & Mass Communication Educator, 75(4), 470–482. https://doi.org/10.1177/1077695820925286

22.

National Association of Colleges and Employers. (2023). Strategic approaches to integrating career readiness competencies institution-wide. https://www.naceweb.org/career-readiness/best-practices/strategic-approaches-to-integrating-career-readiness-competencies

23.

National Association of Colleges and Employers. (2024). Competencies for a career-ready workforce. https://www.naceweb.org/career-readiness/competencies/career-readiness-defined

24.

National Center for Academic Transformation. (2005). The emporium model. http://www.thencat.org/PlanRes/R2R_Model_Emp.htm

25.

Navarro

(2015). Learning statistics with R: A tutorial for psychology students and other beginners https://learningstatisticswithr.com (Version 0.5).

26.

Oxford University. (2016). New study shows nearly half of US jobs at risk of computerization. http://www.eng.ox.ac.uk/about/news/new-study-shows-nearly-half-of-us-jobs-at-risk-of-computerisation

27.

Pajares

(1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543

28.

Pavlik

J. V.

(2023). Collaborating with ChatGPT: Considering the Implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1), 84–93. https://doi.org/10.1177/10776958221149577

29.

Preston

Colman

(2000). Optimal number of response categories in rating scales: Reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104(2000), 1–15.

30.

Reyes-de-Cózar

Pérez-Escolar

Navazo-Ostúa

(2022). Digital competencies for new journalistic work in media outlets: A systematic review. Media and Communication, 10(1), 27–42. https://doi.org/10.17645/mac.v10i1.4439

31.

Rohm

A. J.

Stefl

Ward

(2021). Future proof and real-world ready: The role of live project-based learning in students’ skill development. Journal of Marketing Education, 43(2), 204–215. https://doi-org.libproxy.unl.edu/10.1177/02734753211001409

32.

Royal

(2017). Coding the curriculum: Journalism education for the digital age. In Goodman

R. S.

Steyn

(Eds.), Global journalism education in the 21st century: Challenges & innovations (pp. 383–407). Knight Center for Journalism in the Americas, University of Texas at Austin.

33.

Rutherford

(2020). Using desirable difficulty concepts to enhance durable learning in design education. Art, Design & Communication in Higher Education, 19(1), 65–79. https://doi.org/10.1386/adch_00014_1

34.

Shell

Brooks

Guy

Wilson

Kauffman

Herr

(2010). The Unified learning model: How motivational, cognitive, and neurobiological sciences inform best teaching practices. Springer.

35.

Sweller

(2006). Discussion of emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environment. Applied Cognitive Psychology, 20, 353–357.

36.

Taherdoost

(2019). What is the best response scale for survey and questionnaire design; Review of different lengths of rating scale / attitude scale / likert scale. International Journal of Academic Research in Management, 8(1), 1–10.

37.

Twenge

J. M.

(2023). Generations: The real differences between Gen Z, Millennials, Gen X, Boomers, and silents–and what they mean for America’s future. Atria.

38.

Wekerle

Daumiller

Kollar

(2022). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1–17. https://doi.org/10.1080/15391523.2020.1799455

39.

Zepeda

C. D.

Martin

R. S.

Butler

A. C.

(2020). Motivational strategies to engage learners in desirable difficulties. Journal of Applied Research in Memory and Cognition, 9, 468–474.

40.

Zimmerman

B. J.

(2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016