Syllabus – Web Design Basics

Description

Web Design Basics is designed to introduce students to programming as a creative medium—as a way of making and exploring. The coursework focuses on developing a vocabulary of interaction design principles which can then be applied across a range of platforms. Students are encouraged to experiment with various media, tools, and techniques, ultimately producing a portfolio of interactive and visual projects designed for the screen. An emphasis is placed on typography as it applies to a screen context, research-based problem solving and a “learning through making” approach to technical skill building. Historical and current interaction design precedents will be discussed.

As Samuel L. Jackson’s character says in the original Jurassic Park, “Hold on to your butts!” We have a lot to cover!

Learning Outcomes

By the successful completion of this course, students will be able to:

Demonstrate knowledge of fundamental programming concepts
Develop several visual & interactive projects
Objectively present their design process and workflow
Integrate a variety of media elements into their projects
Problem solve with other students through reading other students’ code
Demonstrate the ability to research and learn unfamiliar technical topics.
Concept projects that use code in a creative way
Research historic and current design precedents to contextualize their work.
Evaluate how typography and its variables are applied to interactive systems to facilitate orientation, support usability and create consistency

Assessable Tasks

Codecademy tutorials: Codecademy is an online learning platform that has several tutorials on writing code in HTML, CSS, and Javascript. Students will be responsible for completing all necessary tutorials and taking screenshots proving they have done so. Exact specifications for the screen-shot process will be explained in class, will be outlined in the final class documentation instructions, and count toward the “Participation and Effort” section of the final grade.

In-class exercises: I believe in learning through constant “doing” in small batches. Exercises will solidify material covered in lecture. At minimum follow the instructions for each exercise, but fun and experimentation are encouraged.

Projects: Projects are more in-depth assignments where you put to use technical and design skills you learn from lectures and exercises. This course features 2 projects: a mid-term and a final. They will be graded on the following criteria:

Planning and Preparation — How thorough was research, planning, site sketching and wireframing, etc.?
Content — Did the student meet the minimum requirements for content that must be included in the project as outlined by the assignment instructions? For example, minimum number of pages?
Design — How effective were the student’s design choices? Were design principles put to use when creating the website?
Coding — Is the student’s code clean, readable, well-commented, using correct syntax and structure, etc?
Overall — General evaluation of the project outcomes (interesting conceptual exploration, risk taking, craft, striving for originality, etc.)

Readings and Responses:

Critiques and discussion: Projects will be shared and discussed through a traditional practice in art school — the critique. Expectation is that students will actively engage and comment on their fellow students’ work. Feedback is beneficial for everyone involved and it’s how you get better as a designer.

Emailing and Raising Questions: Part of participation is to ask questions if you have them. They benefit everyone, no matter how “stupid” you think the question is. Feel free to stop me during class or jot down some questions and email me immediately after class. Whatever you do, ask until you understand.
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Questions outside of class are another matter. The majority of information we cover in this class is readily available online and can provide answers to many of your immediate questions. Think for yourself, carefully review what you did and what trouble you’re having. Consult Google, consult the recommended books. Ask 2 friends from class. If all else fails, contact me through email, but my work schedule keeps me pretty busy so I may not be able to give you an immediate and detailed answer. Part of being a web designer is learning where to get help on your own.

Final Grading Calculation

Attendance, Participation, and Effort: 25%

Execution of Project 1 (Mid-Term): 20%

Execution of Project 2 (Final): 30%

Execution of Exercises: 25%

TOTAL 100%

*Note: Functionality of all projects and exercises will be evaluated on Google Chrome. Therefore, please use Chrome as your main testing browser.

Students will deliver Project and Exercise files in one digital bundle on the last day of class using USB flash drive or DropBox. A document with a detailed checklist and way to organize this bundle will be posted to the class website before the last week of the course.

Materials and Supplies

Hardware:

A functioning laptop (Mac or PC) is required*. The newer the model and operating system, the easier it will be for you (and me).
Backup external hard drive. Back up your work every day. EVERY DAY. Multiple times a day is even better. Consider purchasing cloud storage like Crashplan or the paid versions of Dropbox. You are responsible for ensuring all of your work is available throughout the class. I will not accept excuses of “my computer crashed and I lost everything.”

*If you do not have access to a laptop, please see me before class (or send me an email before the first day), and we can make alternate arrangements.

Software:

A Text Editor: Sublime Text (sublimetext.com), TextWrangler, or Brackets are all pretty good and free.
Photo editing and vector illustration software: Standard is Adobe Photoshop and Adobe Illustrator. You should be able to buy student versions through the New School IT website.
User accounts with the following tools and applications:
1. Codecademy

Recommended: A sketchbook or notebook for personal use.

Grading Standards

A [4.0; 96–100%] Work of exceptional quality, which often goes beyond the stated goals of the course

A- [3.7; 91 –95%] Work of very high quality

B+ [3.3; 86–90%] Work of high quality that indicates substantially higher than average abilities

B [3.0; 81–85%] Very good work that satisfies the goals of the course

B- [2.7; 76–80%] Good work

C+ [2.3; 71–75%] Above-average work

C [2.0; 66–70%] Average work that indicates an understanding of the course material; passable. Satisfactory completion of a course is considered to be a grade of C or higher.

C- [1.7; 61–65%] Passing work but below good academic standing

D [1.0; 46–60%] Below-average work that indicates a student does not fully understand the assignments; Probation level though passing for credit

F [0.0; 0–45%] Failure, no credit

Grade of W

The grade of W may be issued by the Office of the Registrar to a student who officially withdraws from a course within the applicable deadline. There is no academic penalty, but the grade will appear on the student transcript. A grade of W may also be issued by an instructor to a graduate student (except at Parsons and Mannes) who has not completed course requirements nor arranged for an Incomplete.

Grade of WF

The grade of WF is issued by an instructor to a student (all undergraduates and all graduate students) who has not attended or not completed all required work in a course but did not officially withdraw before the withdrawal deadline. It differs from an “F,” which would indicate that the student technically completed requirements but that the level of work did not qualify for a passing grade. The WF is equivalent to an F in calculating the grade point average (zero grade points), and no credit is awarded.

Grades of Incomplete

The grade of I, or temporary incomplete, may be granted to a student under unusual and extenuating circumstances, such as when the student’s academic life is interrupted by a medical or personal emergency. This mark is not given automatically but only upon the student’s request and at the discretion of the instructor. A Request for Incomplete form must be completed and signed by student and instructor. The time allowed for completion of the work and removal of the “I” mark will be set by the instructor with the following limitations:

Undergraduate students: Work must be completed no later than the seventh week of the following fall semester for spring or summer term incompletes and no later than the seventh week of the following spring semester for fall term incompletes. Grades of “I” not revised in the prescribed time will be recorded as a final grade of “WF” by the Office of the Registrar.

Attendance

Two unexcused absences lowers an overall grade one-third letter (i.e., A to A-).
Three unexcused absences lowers an overall grade by a full letter (i.e., B to C).
More than three absences are grounds for failure or dismissal from class.
A lateness that is greater than or equal to 30 mins will be counted as an absence.
Three (3) latenesses that are less than 30 mins will be treated as one absence.

Divisional, Program and Class Policies

Responsibility
Students are responsible for all assignments, even if they are absent. Late assignments, failure to complete the assignments for class discussion and/or critique, and lack of preparedness for in-class discussions, presentations and/or critiques will jeopardize your successful completion of this course.

Participation
Class participation is an essential part of class and includes: keeping up with reading, assignments, projects, contributing meaningfully to class discussions, active participation in group work, and coming to class regularly and on time.

Attendance
Parsons’ attendance guidelines were developed to encourage students’ success in all aspects of their academic programs. Full participation is essential to the successful completion of coursework and enhances the quality of the educational experience for all, particularly in courses where group work is integral; thus, Parsons promotes high levels of attendance. Students are expected to attend classes regularly and promptly and in compliance with the standards stated in this course syllabus:

Two unexcused absences lowers an overall grade one-third letter (i.e., A to A-).
Three unexcused absences lowers an overall grade by a full letter (i.e., B to C).
More than three absences are grounds for failure or dismissal from class.
A lateness that is greater than or equal to 30 mins will be counted as an absence.
Three (3) latenesses that are less than 30 mins will be treated as one absence.

Whether the course is a lecture, seminar or studio, faculty will assess each student’s performance against all of the assessment criteria in determining the student’s final grade.

Blackboard or Canvas
We will be mainly using this WordPress site. However, depending on how that goes or any feedback from administration, we could switch to using features in Canvas. I will inform you if this is the case.

Delays
In rare instances, I may be delayed arriving to class. If I have not arrived by the time class is scheduled to start, you must wait a minimum of thirty minutes for my arrival. In the event that I will miss class entirely, a sign will be posted at the classroom indicating your assignment for the next class meeting.

Electronic Devices
The use of electronic devices (phones, tablets, laptops, cameras, etc.) is permitted when the device is being used in relation to the course’s work. All other uses are prohibited in the classroom and devices should be turned off before class starts.

Academic Honesty and Integrity
The New School views “academic honesty and integrity” as the duty of every member of an academic community to claim authorship for his or her own work and only for that work, and to recognize the contributions of others accurately and completely. This obligation is fundamental to the integrity of intellectual debate, and creative and academic pursuits. Academic honesty and integrity includes accurate use of quotations, as well as appropriate and explicit citation of sources in instances of paraphrasing and describing ideas, or reporting on research findings or any aspect of the work of others (including that of faculty members and other students). Academic dishonesty results from infractions of this “accurate use”. The standards of academic honesty and integrity, and citation of sources, apply to all forms of academic work, including submissions of drafts of final papers or projects. All members of the University community are expected to conduct themselves in accord with the standards of academic honesty and integrity. Please see the complete policy in the Parsons Catalog.It is the responsibility of students to learn the procedures specific to their discipline for correctly and appropriately differentiating their own work from that of others. Compromising your academic integrity may lead to serious consequences, including (but not limited to) one or more of the following: failure of the assignment, failure of the course, academic warning, disciplinary probation, suspension from the university, or dismissal from the university.

Student Disability Services (SDS)
In keeping with the University’s policy of providing equal access for students with disabilities, any student with a disability who needs academic accommodations is welcome to meet with me privately. All conversations will be kept confidential. Students requesting any accommodations will also need to meet with Jason Luchs in the Office of Student Disability Services, who will conduct an intake, and if appropriate, provide an academic accommodation notification letter to you to bring to me. SDS assists students with disabilities in need of academic and programmatic accommodations as required by the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Federal Rehabilitation Act of 1973. http://www.newschool.edu/studentservices/disability/.