A Service Learning Project In Digital Media Designed To Develop Professional Skills

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 Competition i 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. The Service Learning Project In the extended community of Johnson City, Bristol and Kingsport, Tennessee (commonly referred to as the Tri-Cities), there is a very active advertising community supported by the TriCity Advertising Federation (TMAF), a local branch of the American Advertising Federation ii . Members in this professional organization represent most of the area’s advertising agencies, design studios, television and radio stations, newspapers, interactive media developers, corporate in-house media production departments and independent media artists and producers. Each year, TMAF sponsors the local ADDY Awards Competition, the first stage in a 3-tier national competition that recognizes excellence in creativity for advertising and advertising arts. This is an important and very high-profile event in most communities where advertising is produced. Agencies and creative professionals who receive recognition in the ADDY Awards gain status with their clients and within the community as recognized experts in their field. A track record of award-winning work becomes part of a company’s marketing and public relations plan helping them attract more business and higher-profile clients. Continuing success in the ADDY competition can have a direct relationship to a company’s bottom line. In the Tri-Cities, planning for this event starts in September with a request for proposal (RFP) for submission of a marketing campaign and event plan. The plan must include a thematic idea for the campaign, and a design and production plan for the collateral materials and media. The RFP usually specifies a Call-for-Entries mailer, broadcast media promotion, an invitation to the Awards Presentation, and an event plan for both the Entry Drop-Off Party and the ADDY Awards Presentation and Exhibition (usually a business-formal or black-tie dinner). Deliverables can include printed materials such as postcards, posters, event invitations, a show book, ads and signage; a website; television and/or radio spots; a video presentation for the event; an exhibition display; and decorations for the awards presentation dinner. Since the TMAF is a non-profit volunteer-run organization, companies submitting proposals do not expect payment for the plan, or for production of the promotional materials. Benefits to the company whose proposal is selected include positive promotion of the company within the community, with credit lines on all of the work produced, and press releases outlining the company’s contribution and service to their professional community. It is also an opportunity to work on a project without creative restrictions, giving the company an opportunity to “show off” their creative abilities. Pro-bono work is often the most creative work in a company portfolio because of the creative freedom allowed. Production costs are paid by the organization, or through vendor donations and sponsorships. Materials produced are eligible for competition in the next year’s ADDY Awards and entry fees are paid by the TMAF. Despite these benefits, this is a pro-bono situation, and most local advertising federations have few, if any, proposal submissions, making it difficult to get the quality of promotion needed to help make the ADDY events successful. To meet this challenge, the TMAF and East Tennessee State University teamed up to develop a service learning project that would both help the organization, and provide a significant learning experience for students. Meeting Learning Objectives In industry advisory board reviews of experiences with recent graduates from the Digital Media Program (fall 2005 and spring 2006 meetings), commendation was extended to the program for the technical and creative abilities demonstrated by our graduates, but a lack of adequate professional skills was noted. The advisors indicated that weak presentation skills, writing skills, communication skills and overall professionalism often were a barrier to our students when they were competing for jobs against other applicants. More attention to development of these skills in the curriculum, and more exposure to the industry via work experiences in the form of internships and real world projects, was strongly recommended in order to better prepare our graduates to perform effectively as professionals, and to give them an edge as they enter the workplace. Recommendations given by our industry advisors are also supported by a recent poll on public attitudes toward including service-learning as part of student’s educational experiences. 1 In this poll “the vast majority of Americans expect schools to provide students with the academic skills they need for success in life, ...that success requires more than mastering basic academic subjects.” They agree that schools have a clear responsibility to teach students how to use what they learn in the classroom for real-world projects and problems, and to teach habits of good citizenship and community involvement, leadership, and an ability to work with people different from themselves. “They want service-learning in schools if it promotes self confidence and active citizenship (and) they value the role of service-learning in fostering partnerships between schools and communities.” (Academy for Educational Development, 2000) In the portfolio development class, students are expected to develop a portfolio of digital media work that they will use as the primary tool for marketing themselves to potential employers. They are also expected to learn professional practices in the media production industry. The following learning objectives for the course are specific to the development of professional skills: Students must be able to: • function productively as a member of a creative team. • deliver an oral presentation of project work appropriate to a professional environment. • produce effective and appropriate written communications as part of project planning and organization. • demonstrate an understanding of legal and ethical standards of the digital media professions. Students are made aware that success in the workplace often hinges on skills other than technical and creative abilities. The value of the ability to produce well-written proposals, resumes, letters and other professional communications, and to present effective and persuasive oral presentations are emphasized, as is the importance of proj