November 2002 - Air-L - lists.aoir.org

Re: [Air-l] Perceived Interactivity
by Sally J. McMillan 08 Nov '02

08 Nov '02

Julie (and the list), Forgive a relatively self-serving post. This is a topic I've been interested in since about 1997. I've done several pieces of research that are all focused on trying to understand what interactivity "is." In recent years, I've found myself focusing a lot on the notion of perceived interactivity. I think this is central. My research suggests that interactivity IS in the eye of the beholder. Here's a brief bibliography. Let me know if you need copies of any of these pieces. Primary Focus on Types of Interaction McMillan, S.J. (2002). Exploring Models of Interactivity from Multiple Research Traditions: Users, Documents, And Systems. In L. Lievrouw and S. Livingston (Eds.), Handbook of New Media (pp. 162-182). London: Sage. Primary Focus on Perceived Interactivity McMillan, S.J. and Hwang, J.S. (2002). Measures of Perceived Interactivity: An Exploration of the Role of Direction of Communication, User Control, and Time in Shaping Perceptions of Interactivity. Journal of Advertising, 31(3), 41-54. Comparison of Types of Interaction and Perceived Interactivity McMillan, S.J. (2002). A Four-Part Model of Cyber-Interactivity: Some Cyber-Places are More Interactive Than Others. New Media and Society, 4(2), 271-291. McMillan, S. J. (2000). Interactivity Is in the Eye of the Beholder: Function, Perception, Involvement, and Attitude toward the Web Site. In M. A. Shaver (Ed.), Proceedings of the 2000 Conference of the American Academy of Advertising (pp. 71-78). East Lansing, MI: Michigan State University. McMillan, S. J. (2000, August). What Is Interactivity and What Does It Do? Paper presented at the Association of Education in Journalism and Mass Communication Conference, Phoenix, AZ. Primary Focus on Outcomes McMillan, S.J., Hwang, J.S., and Lee, G. (2002, August) The Message and the Mindset: Effects of Structural and Perceptual Factors on Attitude toward the Web Site. Paper presented at the Association for Education in Journalism and Mass Communication, Miami, FL. Hwang, J.S., McMillan, S.J. (2002). The Role of Interactivity and Involvement in Attitude toward the Web Site. In A. Abernathy (Ed.) Proceedings of the 2002 Conference of the American Academy of Advertising, Auburn, AL: Auburn University. Early Definitional Work McMillan, S. J., & Downes, E. J. (2000). Defining Interactivity: A Qualitative Identification of Key Dimensions. New Media and Society, 2(2), 157-179. McMillan, S. J. (1999). Advertising Age and Interactivity: Tracing Media Evolution through the Advertising Trade Press. In M. Roberts (Ed.), Proceedings of the 1999 Conference of the American Academy of Advertising (pp. 107-114). Gainesville, FL: University of Florida. McMillan, S. J., & Downes, E. J. (1998, August). Interactivity: A Qualitative Exploration of Definitions and Models. Paper presented at the Association for Education in Journalism and Mass Communication Conference, Baltimore, MD. _______________ Sally J. McMillan, Ph.D. Assistant Professor of Advertising sjmcmill(a)utk.edu ----- Original Message ----- From: <Jmarks930(a)aol.com> To: <air-l(a)aoir.org> Sent: Thursday, November 07, 2002 5:21 PM Subject: [Air-l] Perceived Interactivity > Greetings everyone, > > My name is Julie Marks, and I am a Ph.D. candidate at the University of North Carolina's School of Public Health. Broadly, my dissertation research is a comparison of Web and print media for health promotion among teens. I am particularly interested in how information processing and persuasion may differ based on perceptions of interactivity of the communication medium. > > To that end, I am working on developing a reliable and valid scale of Perceived Interactivity that can be used across different media. To date, I have only found measures of interactivity developed for "new media" (i.e. Web or interactive CD ROM). Are any of you familiar with the Interactivity literature, or have you seen a scale which assesses Interactivity of more traditional media, such as print?(Yes, print can be interactive too). > > Best Regards, > > Julie T. Marks > Ph.D. Candidate > Department of Nutrition > The University of North Carolina at Chapel Hill > School of Public Health > > _______________________________________________ > Air-l mailing list > Air-l(a)aoir.org > http://www.aoir.org/mailman/listinfo/air-l >

1 0

Publications on race and the Internet
by Iyabo Osho 08 Nov '02

08 Nov '02

Dear Ms Nakamura, I am a PhD student in sociology in London and my thesis is based on race and the Internet. After having read Race in Cyberspace and Cybertypes, I am finding it difficult to find information connecting race and the Internet/cyberspace. There are hardly any publications on this issue that dont just focus on the digital divide rather than looking at how 'race' is translated online (except Cybertypes to my knowledge). I would be grateful if you could perhaps let me know of any publications on this subject matter, I would be ever so grateful. Yours sincerely Iyabo Osho _________________________________________________________________ Add photos to your messages with MSN 8. Get 2 months FREE*. http://join.msn.com/?page=features/featuredemail

1 0

experts needed
by Eaton, Tim 07 Nov '02

07 Nov '02

I am a newspaper reporter for the Scripps Howard chain and based in Corpus Christi, Texas. I am writing a story about Internet usage based on recent, unreleased poll results from people here in Texas. And I am hoping to talk today with anyone with a knowledge of Internet usage. Thanks, Tim Eaton Reporter Corpus Christi Caller-Times 361-886-3794

1 0

Re: [Air-l] What is a discipline - and publishing tips.
by Irene Berkowitz 07 Nov '02

07 Nov '02

Radhika, I think feminist studies it is useful to the society in much more substanative ways, than what women want. I think that women's studies have in fact, contributed significantly to the fact that you and I are on an Academic Internet listserv. I am merely talking to the relationship between the "popular culture" and the "academy." To get back to the ethics question, I think this is one of those points or spaces of resistance that must take place in a healthy society. (I am not a postmodern theorist so please excuse any errors or unintentional misguided statements.) My problem is how do you keep this kind of study from being marginalized both within and outside of the academy? I, personally, sometimes find the content so inaccessible that even I, as a somewhat sympathetic and reasonably well-educated person easily become lost in the writing. My sister-in-law is a scholar in this area and sends me things all of the time and I invariably have to write her back and ask her to interpret what she thought I would be wholly sympathetic and appreciative of. I think the interest of the broader culture in the internet if far more conspicous. Funders can understand this. Irene Berkowitz Coordinator for Curricular Publications and Systems Office of the Vice Provost Temple University tel. 215-204-7596 fax. 215-204 3175 berkowitz(a)mail.temple.edu >>> radhika(a)cyberdiva.org 11/07/2002 11:09:38 AM >>> I too have to rush and I really know what you mean and maybe this is what you are saying in a different way - .. just wanted to point out that "feminist theory's" *is* "usefulness" in the economy - it is made useful when consumed and circulated in a certain way (and then it's political purpose is diffused and scattered and less threatening - its made more palatable etc) - I am talking about a kind of appropriation (which nonetheless *does* - even if accidentally _ open up spaces...) look at how "gender" issues and "women's research" is so "hip" to do these days - as long as you can sell it in a "What women Want" kind of way... more later, and Steve - thanks for the chronicle articles . r At 10:11 AM -0500 11/7/02, Irene Berkowitz wrote: >Radhika, > >I can't write much now because I have to go back to precisely what we >are selling, but the issue, I believe, is that feminist work may not be >viewed as clearly "useful" to the social or cultural organization >external to the university, but within which the university exists and >depends upon for its existence. (I.e., How does it increase economical >or political control or expansion, etc.?). This is not to suggest that >it may not be as useful, but in terms of the popular perception of what >content is useful to fund. I think that we need to look beyond the >university to get insight into some of those questions. And, this is >why the issue of our internal ethics is so important. In thinking about >this question on my way home yesterday, I think that in terms of process >the way that a discipline gets legitimized at least where I work is >answered in part by a very simply question, "Do we have tenure track >lines assigned to teach in this area?" Many of the study areas (Women's >Studies being a good example, have what we call an instructional unit #, >but all of the faculty have appointments elsewhere, including the >Chair.) > >Just my two cents, before I return to "selling, cataloging, storing and >transmiting the wares of this university." > >IB > > >Irene Berkowitz >Coordinator for Curricular Publications and Systems >Office of the Vice Provost >Temple University >tel. 215-204-7596 fax. 215-204 3175 >berkowitz(a)mail.temple.edu > >>>> radhika(a)cyberdiva.org 11/07/2002 7:27:01 AM >>> >This discussion on disciplinarity has been very interesting so far, and >I >just know its going to feed into a small presentation I have to give >here >at my university tomorrow (entitled "tips on publishing" - what do *I* >know >about that - but if they dont mind hearing me, of course I'll talk;-)) >. So >thanks all (I'll make sure to acknowledge "the list"). > >The problem of inter/cross/trans disciplinarity - when this issue >becomes a >battlefield - in the case of promotion, tenure, getting a phd etc in >the US >(so I am being very US centric and self-centric here) is accentuated in > >relation to publishing.... where you publish etc - and some >publications in >some disciplines dont allow the saying and asking of certain types of >questions and critiques (again I'm simplifying and being extremely >polite...) - which is why of course those of us who do more than token > >feminist and cultural studies type work (however much I may mumble and > >grumble about some kinds of appropriation of these - these are still >some >of the only academic spaces that even allow certain kinds of >conversations) sometimes have an interesting time in relation >definitions >of disciplinarity. > >Now with "Internet studies" being "interdisciplinary" however - I find >less >resistance (again depending on the kind of *questions* one asks in >relation >to the Internet...this resistance is less or more) - perhaps because >the >Internet "sells" (in relation to the corporate world, I mean) better >than >critiques coming from various counter-mainstream locations? > >So when we talk about ethics of inter/trans/cross etc disciplinarity in > >relation to Internet studies - what are we selling? > > > >r > > > > > > > > >Radhika Gajjala > >_______________________ >http://www.cyberdiva.org > > > >_______________________________________________ >Air-l mailing list >Air-l(a)aoir.org >http://www.aoir.org/mailman/listinfo/air-l > >_______________________________________________ >Air-l mailing list >Air-l(a)aoir.org >http://www.aoir.org/mailman/listinfo/air-l _______________________________________________ Air-l mailing list Air-l(a)aoir.org http://www.aoir.org/mailman/listinfo/air-l

2 1

Re: [Air-l] What is a discipline - and publishing tips.
by Irene Berkowitz 07 Nov '02

07 Nov '02

Radhika, I can't write much now because I have to go back to precisely what we are selling, but the issue, I believe, is that feminist work may not be viewed as clearly "useful" to the social or cultural organization external to the university, but within which the university exists and depends upon for its existence. (I.e., How does it increase economical or political control or expansion, etc.?). This is not to suggest that it may not be as useful, but in terms of the popular perception of what content is useful to fund. I think that we need to look beyond the university to get insight into some of those questions. And, this is why the issue of our internal ethics is so important. In thinking about this question on my way home yesterday, I think that in terms of process the way that a discipline gets legitimized at least where I work is answered in part by a very simply question, "Do we have tenure track lines assigned to teach in this area?" Many of the study areas (Women's Studies being a good example, have what we call an instructional unit #, but all of the faculty have appointments elsewhere, including the Chair.) Just my two cents, before I return to "selling, cataloging, storing and transmiting the wares of this university." IB Irene Berkowitz Coordinator for Curricular Publications and Systems Office of the Vice Provost Temple University tel. 215-204-7596 fax. 215-204 3175 berkowitz(a)mail.temple.edu >>> radhika(a)cyberdiva.org 11/07/2002 7:27:01 AM >>> This discussion on disciplinarity has been very interesting so far, and I just know its going to feed into a small presentation I have to give here at my university tomorrow (entitled "tips on publishing" - what do *I* know about that - but if they dont mind hearing me, of course I'll talk;-)) . So thanks all (I'll make sure to acknowledge "the list"). The problem of inter/cross/trans disciplinarity - when this issue becomes a battlefield - in the case of promotion, tenure, getting a phd etc in the US (so I am being very US centric and self-centric here) is accentuated in relation to publishing.... where you publish etc - and some publications in some disciplines dont allow the saying and asking of certain types of questions and critiques (again I'm simplifying and being extremely polite...) - which is why of course those of us who do more than token feminist and cultural studies type work (however much I may mumble and grumble about some kinds of appropriation of these - these are still some of the only academic spaces that even allow certain kinds of conversations) sometimes have an interesting time in relation definitions of disciplinarity. Now with "Internet studies" being "interdisciplinary" however - I find less resistance (again depending on the kind of *questions* one asks in relation to the Internet...this resistance is less or more) - perhaps because the Internet "sells" (in relation to the corporate world, I mean) better than critiques coming from various counter-mainstream locations? So when we talk about ethics of inter/trans/cross etc disciplinarity in relation to Internet studies - what are we selling? r Radhika Gajjala _______________________ http://www.cyberdiva.org _______________________________________________ Air-l mailing list Air-l(a)aoir.org http://www.aoir.org/mailman/listinfo/air-l

2 2

CFP: Digital Games Industries
by Jason Rutter 07 Nov '02

07 Nov '02

Apologies for any cross posting. DIGITAL GAMES INDUSTRIES: DEVELOPMENTS, IMPACT AND DIRECTION 19th-20th Sept 2003 ESRC Centre for Research on Innovation and Competition University of Manchester, Manchester, England. Call For Papers One of the major distinguishing features of modern capitalism is its restlessness. New activities emerge from within to compete with older, more established, rivals displacing them in the process or succumbing to competitive pressures themselves. But as these new activities become embedded in economic systems and old ones disappear there are profound effects on the structure of economies, as well as on production, consumption, demand, technology and employment. The digital gaming industry is one of the more important recent examples of this phenomenon of creative destruction. The study of this industry allows us to gain new insights about innovation, the creation of new consumption and economic activities, the growth of business opportunities and the development of the market in terms of demand and consumption as well as supply. Against the backdrop of the highly competitive economic environment of gaming platforms, software and new game-enabled consumer technologies, the ESRC Centre for Research on Innovation and Competition (CRIC) will be hosting a two day workshop on the socio-economics of digital gaming. The workshop aims to bring together international delegates from academic, policy and commercial circles for an in-depth discussion on nature and characteristics of this emerging sector: the 'drivers', key 'players', the 'current state of play', and the impact of the industry on the modern economy and the framework of its evolution. No new activity is without its context. Thus further issues arise in relation to the link between existing activities and consumption practices and the role they play in shaping the development of the digital gaming industries and new forms of technologically mediated consumption. Since the development of the games industry may be perceived as an important example of restless, emergent capitalism it follows that it may provide important lessons for policy in relation to economic enterprise. Digital gaming provides an excellent empirical probe to gain a better understanding of a range of debates current in industry, academia and policy but raises issues that cannot be dealt with solely through a mono-disciplinary approach. Therefore, this event encourages a broader inter-disciplinary framework drawing up sociology, economics, management, innovation studies and so forth. CRIC invites papers on all aspects of the digital games industry, its development, production and end consumption but particularly welcome submissions in the following areas: * Competitive processes and their regulation * The technology of gaming * New sectors: Theories of business Analogous industries Emergent industries * Role of venture capital and investment * Standardisation of technologies and markets, instituted economic processes * Inter-firm interactions and strategic alliances * IPR, licensing and piracy Corporate spillovers Licensing agreements * Labour markets and mobility Clustering and brain drains International division of labour Ethical practices & the World Trade Agreement * Economics of demand and consumption Development of consumer capabilities Consumers as producers Digital gaming and value * Evolution through success and failure The workshop is keen to receive papers which offer firm and national case studies as well as international comparisons and empirical work on consumption. Abstracts should be between 300 and 500 words long and, in addition to an overview of the work to be presented, should include: * All authors' names, institutional address, email contacts and URL * A list of up to six keywords * Details of data and models used * Full references for works cited Abstracts, proposals and expressions of intent should be submitted electronically in Word or RTF format to Jason.Rutter(a)man.ac.uk. Deadline for expressions of intent to participate: 3rd December, 2002 Deadline for abstracts: 3rd February 2003 Accepted authors notified: 3rd March 2003 Deadline for camera ready copy: 28th July 2003 CRIC will provide assistance with workshop fees for all delegates and travel expenses for those presenting work. Papers presented will form the basis of an edited collection on the economies of digital gaming. Stan Metcalfe Jason Rutter Ronnie Ramlogan ESRC Centre for Research on Innovation and Competition, The University of Manchester, Harold Hankins Building Booth Street West, Manchester, M13 9QH www.cric.ac.uk/cric

1 0

Call for papers
by Frode Guribye 07 Nov '02

07 Nov '02

CALL FOR PAPERS PsychNology (ISSN 1720-7525) is an international, peer-reviewed electronic journal about the relationship between humans and technology; it is the product of an expanding community with a theoretical and practical interest in this topic, willing to experiment with ideas and methods. The journal intends to offer a place to publish new elaborations and give them wide visibility. We invite you to leaf through the first issue of the journal, which hosts a special section on 'Usability in electronic environments'(http://www.psychnology.org/number01.htm) and to find out more details on the whole project (http:// www.psychnology.org) Contributions are welcome to the next issue to come, which will have (but will be not restricted to) 'Body in cyberspace' as a target theme. Members of the PsychNology community have met this issue in their own work, such as in computer applications for health and therapy, and have experienced the need for sophisticated models and sensitive methods. Body in cyberspace hits the relationship among humans and technology at its core, forcing to problematize given for granted definitions of bodily functionalities and to avoid simplistic depictions of cyberspace as a purely symbolic realm. Submissions on this theme or other themes of general relevance to the journal are accepted until December, 15, 2002. Submission guidelines are specified on the web site (http://www.psychnology.org/contribute.htm for the standard journal, http://www.psychnology.org/ssubm.htm, for the graduate student section); an indicative list of themes of relevance to the journal is available at http://www.psychnology.org/topics.htm. Submissions may be sent with full contact details to the following addresses: psychnology(a)hotmail.com (senior section), psychnologystudent(a)yahoo.it. (student section)

1 0

Online Social Sciences
by Bernad Batinic 07 Nov '02

07 Nov '02

Hello! I would like to inform you about that we published a book with the titel "Online Social Sciences" (Batinic, Reips, & Bosnjak, Eds.). It contains 24 chapters about the possibilities to use the internet for data collection (e.g. online panels, person- ality assessment via internet, psychological experimenting on the world wide web, forms of research in MUDs, dialogue and interview-bots for the www). At the end of this email you`ll find a general introduction. If you like, you can get some further information about it (specially the table of contents) at: http://www.hhpub.com/books/isbn/0-88937-257-8.html Greetings from Germany, Bernad Batinic ------------------------------------------------------------- Ever more researchers in the social sciences and market research are interested in using the benefits of the Internet to obtain data, and as this book shows online studies can address many questions that are asked by social scientists. This unique text provides comprehensive and up-to-date information, from the basics upwards, about online research methods, technical approaches to data collection, and the quality and limitations of data collected online. Included among the twenty-four chapters, written by leading online researchers from Europe and North America, are ones investigating the implementation of both reactive and non- reactive methods of data collection. The studies reported utilize Web-based questionnaires, Web experiments, observations of virtual worlds, case narrations, content analyses, and analysis of mailing-lists and other log data. In addition to featuring various fields of research in the online environment and reporting the results of such studies, this book also seeks to bridge a gap between Internet scientists in Europe and the US. In the past, researchers have tended to work on similar projects without collaboration: this book represents a joint effort among these researchers. Online research from an international perspective: the latest developments and techniques for social scientists and others interested in exploiting the opportunities the Internet provides. ------------------------------------------------------------- -- Dr. Bernad Batinic Universitaet Erlangen-Nuernberg Lehrstuhl fuer Wirtschafts- und Sozialpsychologie tel. 0911/ 5302-247 fax -243 sekr. -259

1 0

sharing cross-disciplinary knowledge and sustainable contemporary development.
by Paolo Manzelli 07 Nov '02

07 Nov '02

Dear colleagues, the disciplinary historical nature of an academic discipline, is born in the industrial age within the goal to separate the difference sin time production between knowledge i.e. an intangible asset from the efficiency of the industrial production of tangible goods. Therefore in the industrial age the efficiency for the production of tangible goods get a central focus on the division of manual ad intellectual labour and inside of the intellectual labour itself. . In that obsolete context of the industrial society , the the "space" or conceptual territory of a discipline was subdivided in more and more sections opening fan of limited specialization Today in the context of a accelerated incoming of the "digital age", the need to growth up the knowledge economy push the Knowledge Management innovation to the sharing of knowledge for reducing the risk and competitive redundancy in the global market context , and this contemporary exigency correspond to a deep change of the interrelationships between the industrial societal structure of division of labour and the post industrial one for assessing the networking's added value to geographical extended enterprises. Therefore it will be not more central to the traditional organization of the academic professional teaching at the University , in fact the old disciplinary method of academic learning toadies gives as a result a large intellectual unemployment all over the world. I shall hope that an innovation of knowledge management and an new enterprise architecture of sharing knowledge between University and networking enterprises generated as soon as it will be possible, a new knowledge architecture os skills , that will be necessary to accelerate the integration of knowledge among University and Enterprises , for creating added value to the intangible assets that permit a new accuracy of team-process productivity sustainable development into a large accessibility to International Communication Technologies to effectively produce usable shared knowledge for a renovating developmental path. Therefore the overcoming of the obsolete limited "space" or conceptual territory of each traditional discipline will be the main obstacle to link with a necessary flexiblity the sustainable developmental strategy of contemporary Knowledge Economy with the focus to the processes that can generate an high qualitative development of the future information society. Paolo Manzelli Florence 07-NOV.2002. Director of LRE // EGO-CreaNET PAOLO MANZELLI <LRE(a)unifi.it> http://www.chim1.unifi.it/group/education/index.html Education Research Laboratory / EGO-CreaNET Via Maragliano 77 -50144 - Firenze - Italia Tel//Fax.:+39/055/332549 ; handy GSM ;+39//335/6760004

1 0

two digital media position at DU
by jeremy hunsinger 06 Nov '02

06 Nov '02

> > from: Re-inventing design education in the University > <RIDE(a)JISCMAIL.AC.UK> > > There is one message totalling 167 lines in this issue. > > > > > 1.- > > Electronic Media Arts Design (eMAD) > University of Denver, School of Art and Art History > > Assistant Professor, tenure-track, MFA required. Position will focus > on web > design. Teaching experience, professional design experience and/or > exhibition record, strength in theory, and ability to teach history of > visual communication desirable. Teach five 10-week classes per year in > well-equipped Mac studio, with up to 15 students/class. Undergraduate > and > graduate, eMAD and digital media studies majors. Digital media > studies is > an interdisciplinary program that includes eMAD, computer science and > mass > communications. School of Art and Art History has about 190 majors in > eMAD, > art history, pre-conservation and studio art; 30 graduate art history > students; 15 tenure-track faculty (4 of them eMAD/DMS); 4 staff. > Technical > assistant on staff manages classroom equipment, eMAD servers, and our > 24-hour student lab. New MFA in eMAD starts fall 2003. www.du.edu/art. > > Position open until filled. Application review begins November 5. > Send > letter of application, CV (including software proficiencies), teaching > philosophy, documentation of work (URL, CD-ROM, ZIP, slides), samples > of > student work, 3 letters of recommendation to eMAD Search Committee, > School > of Art and Art History, 2121 East Asbury Ave., Denver CO 80208-2846, > USA. > Tel 303-871-2846. > > > > 2.- > > Digital Media Studies > University of Denver, School of Art and Art History > > Assistant Professor, tenure-track, MFA required. Focus on interactive > multimedia, not specifically digital video. Teach five 10-week > classes per > year in well-equipped Mac studio, with up to 15 students/class. > Undergraduate and graduate, electronic media arts design majors and > digital > media studies majors. Teaching experience, professional design > experience > and/or exhibition record, strength in theory, and ability to teach > history > of visual communication desirable. School of Art and Art History has > about > 190 majors in eMAD, art history, preconservation and studio art, 15 > faculty > (4 of them eMAD/DMS), 30 graduate art history students. We offer both > BA and > BFA degrees. New MFA in eMAD starting fall 2003. Technical assistant > on > staff manages classroom equipment, eMAD servers, and our 24-hour > student > lab. www.du.edu/art. > > Digital Media Studies is an interdisciplinary program combining eMAD, > computer science, and mass communications. It offers BA and MA > degrees. > www.du.edu/dms Position will be aligned with both DMS and eMAD > programs, > with tenure to be achieved in School of Art and Art History. Duties are > shared with other DMS and eMAD faculty in the School of Art and Art > History. > > Position open until filled. Application review begins November 5. > Send > letter of application, CV (including software proficiencies), teaching > philosophy, documentation of work (URL, CD-ROM, ZIP, slides), samples > of > student work, 3 letters of recommendation to eMAD Search Committee, > School > of Art and Art History, 2121 East Asbury Ave., Denver CO 80208-2846, > USA. > Tel 303-871-2846. > > ### > > > ### > > ABOUT eMAD > The program in electronic Media Arts Design (eMAD) will prepare > students for > professional artistic and designerly practice in an environment of > accelerating technological change. It will impress upon students the > importance of empathy to the goals of communication, and to the > creation of > useful, critical and aesthetic artifacts and experiences. > > eMAD focuses specifically on the implications of- - and participation > within > -- visual culture. Although technical facility with the computer is > addressed, it is not the primary objective. Emphasis is placed on > clear, > accurate, specific communication. Students are required to explain > their > intent, name their audience and craft their messages. Students explore > current topics through practice, the documentation of which is also > integral > to their experience. > > eMAD offers three degrees: a Master of Fine Art, a Bachelor of Fine > Art and > a Bachelor of Art. > > > > ABOUT DIGITAL MEDIA STUDIES (DMS) > The University of Denver offers both a B.A. and a M.A. in Digital Media > Studies (DMS). Working as a partnership among the School of > Communication, > the School of Art and Art History, and the Department of Computer > Science, > DMS involves students in cutting-edge exploration of the design and > production of multimedia and digital media. Students also investigate > the > technical, social, political, legal, cultural, and individual issues > relating to the uses of these media. > > Students graduating with a degree in Digital Media Studies are well > suited > to take advantage of expanding job possibilities in graphic design, > digital > video production, interactive media, multimedia production, and more, > both > within and outside of the digital media industries. Because DMS > graduates > have design, technical, and critical skills, they are well prepared to > address the many challenges faced by corporations, small businesses, > government agencies, non-profit organizations, and educational > institutions > as they venture into the digital unknown. > > ABOUT The UNIVERSITY OF DENVER (DU) > > DU offers the academic challenges of a large research university and > the > quality and intimacy of a small private college. > > The University of Denver, an independent university in the Rocky > Mountain > West, ranks among premier institutions of higher learning. Located in a > dynamic, cosmopolitan city close to pristine mountain wilderness, the > University is distinguished by its creative combination of liberal > arts and > professional programs, selectively focused graduate studies, and > associated > schools and centers. The University's students are bright, diverse, and > dedicated to learning. Graduates are leaders, scholars, artists, > entrepreneurs, and public servants who are uniquely prepared to live > in and > shape a global society. > > VISION > The University of Denver will be a great private university dedicated > to the > public good. Our students will enjoy an extraordinary education. Our > search > for knowledge will be daring. Our community will be diverse and > dynamic. > > VALUES > As an educational and research community, we value curiosity, > intellectual > freedom, open communication, creativity, and rigor. We respect > individual > differences and embrace civil discourse. We promote ethical behavior, > integrity, caring, and close individual attention. Our campus life is > distinguished by inclusiveness, collaboration, involvement, > responsiveness, > and accountability. > > MISSION > The mission of the University of Denver is to promote learning by > engaging > students, advancing scholarly inquiry, cultivating critical thought, > and > creating knowledge. We empower the lives and futures of students by > fostering productive synergies between intellectual and personal > development, research and teaching, disciplinary and interdisciplinary > perspectives, classroom and experience-based learning, and theoretical > knowledge and professional practice. Our engagement with diverse local > and > global communities contributes to the common good. > > STUDENT PROFILE > Total undergraduate enrollment is 3,657, including 938 new first-year > students. > > Total graduate enrollment for Fall 2001 is 5,154. Graduate programs > include > Arts & Humanities; Social Sciences; Natural Sciences; Mathematics & > Engineering; the Daniels College of Business; the College of Law, the > Graduate Tax Program, the College of Education; the Graduate School of > Professional Psychology; the Graduate School of International Studies; > the > Graduate School of Social Work; and University College. > > jeremy hunsinger jhuns(a)vt.edu on the ibook www.cddc.vt.edu www.cddc.vt.edu/jeremy () ascii ribbon campaign - against html mail /\ - against microsoft attachments

1 0