Graphic Design Program Standard

The approved program standard for all Graphic Design programs of instruction leading to an Ontario College Advanced Diploma delivered by Ontario Colleges of Applied Arts and Technology (MTCU funding code 61820)

Ministry of Training, Colleges and Universities, April 2003

This publication is also available as an Adobe Acrobat file (PDF 644 KB)

Acknowledgments

Introduction
Vocational Standard
Generic Employability Skills Standard
- Synopsis of the Generic Employability Skills Learning Outcomes
- The Generic Employability Skills Learning Outcomes
General Education Standard
- The General Education Requirement
- Goals and Broad Objectives

Acknowledgements

The Ministry of Training, Colleges and Universities acknowledges with thanks the significant contribution of the many individuals and organizations who participated in the review of this program standard. In particular, the Ministry of Training, Colleges and Universities would like to acknowledge the important roles of

All those who participated in the focus groups in Sault Ste. Marie, Ottawa, Toronto, and Kitchener and to the many individuals and organizations who participated in the mail-based consultations.

The coordinators of the Graphic Design and Graphic Design Production Programs for their assistance throughout the project and the project officers who led the review of the vocational standard: Tim Klassen, George Brown College and Brian Provini, Conestoga College.

Table of Contents

I. Introduction

This document is the Program Standard for all Graphic Design programs of instruction leading to an Ontario College Advanced Diploma delivered by Ontario colleges of applied arts and technology (MTCU funding code 61820). This version replaces the program standard released in June 1996.

Development of System-Wide Program Standards

In 1993, the Government of Ontario initiated program standards development with the objectives of bringing a greater degree of consistency to college programming offered across the province, broadening the focus of college programs to ensure graduates have the skills to be flexible and to continue to learn and adapt, and providing public accountability for the quality and relevance of college programs.

The Colleges Branch of the Ministry of Training, Colleges and Universities has responsibility for the development, review, and approval of system-wide standards for programs of instruction at Ontario colleges of applied arts and technology.

Program Standards

Program standards apply to all similar programs of instruction offered by colleges across the province. Each program standard for a postsecondary program includes the following elements:

Vocational standard (the vocationally specific learning outcomes which apply to the program of instruction in question),

Generic employability skills standard (the generic skills learning outcomes which apply to all programs of instruction offering similar credentials), and

General education standard (the requirement for general education in postsecondary programs of instruction).

Collectively, these elements outline the essential skills and knowledge that a student must reliably demonstrate in order to graduate from the program.

Individual colleges of applied arts and technology offering the program of instruction determine the specific program structure, delivery methods, and other curriculum matters to be used in assisting students to achieve the outcomes articulated in the standard. Individual colleges also determine whether additional local learning outcomes will be required to reflect specific local needs and/or interests.

The Expression of Program Standards as Learning Outcomes

Learning outcomes represent culminating demonstrations of learning and achievement. They are not simply a listing of discrete skills, nor broad statements of knowledge and comprehension. In addition, learning outcomes are interrelated and cannot be viewed in isolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning by graduates of the program has been achieved and verified.

Expressing standards as learning outcomes ensures consistency in the outcomes for program graduates, while leaving to the discretion of individual colleges curriculum matters such as the specific program structure and delivery methods.

The Presentation of the Learning Outcomes

The learning outcome statement sets out the culminating demonstration of learning and achievement that the student must reliably demonstrate before graduation.

The elements of the performance for each outcome define and clarify the level and quality of performance necessary to meet the requirements of the learning outcome. However, it is the performance of the learning outcome itself on which students are evaluated. The elements are indicators of the means by which the student may proceed to satisfactory performance of the learning outcome. The elements do not stand alone but rather in reference to the learning outcome of which they form a part.

The Development of a Program Standard

In establishing the standards development initiative, the Government determined that all postsecondary programs of instruction should include vocational skills coupled with a broader set of essential skills. This combination is considered critical to ensuring that college graduates have the skills required to be successful both upon graduation from the college program and throughout their working and personal lives.

A program standard is developed through a broad consultation process involving a range of stakeholders with a direct interest in the program area, including employers, professional associations, universities, secondary schools, and program graduates working in the field, in addition to students, faculty, and administrators at the colleges themselves. It represents a consensus of participating stakeholders on the essential learning that all program graduates should have achieved.

Updating the Program Standard

The Ministry of Training, Colleges and Universities will undertake regular reviews of the vocational learning outcomes for this program to ensure that the Graphic Design Program Standard remains appropriate and relevant to the needs of students and employers across the Province of Ontario. To confirm that this document is the most up-to-date release, contact the Ministry of Training, Colleges and Universities at the address or telephone number indicated in the document entitled College Program Standard – Introduction.

Table of Contents

II. Vocational Standard

All graduates of Graphic Design programs of instruction must have achieved the seven vocational learning outcomes listed in the following pages, in addition to achieving the generic employability skills learning outcomes and meeting the general education standard.

Preamble

Graphic design is an interdisciplinary, problem-solving activity which combines visual sensitivity with skill and knowledge in areas of communications, technology, and business. The graphic design profession specializes in the structuring of visual information to aid communication and orientation. Graduates apply their acquired knowledge of history, process, and principles of design, along with theories of visual perception, in originating and producing materials for employers and clients. Graduates may provide clients with some or all of the following services: advertising, art directing, brand consultation, coordination, costing, design and aesthetic judgment, web design, illustration, pre-press, project management, quality control, and research.

A graphic designer may specialize in one or more of these media* areas: print, electronic including digital media, packaging, audio visual, exhibit/display, or multimedia.* Graduates are innovative problem solvers who assist employers with the assessment of needs, definition of problems, and the generation of solutions and recommendations for the clients. Having knowledge of the graphic design process,* as well as fundamental design skills, enables graduates to develop, suggest, and implement solutions that are effective.

At an entry level of responsibility, graduates of this three-year program create and produce effective visual communications* within constraints set by employers, clients, the industry, and the market. They work as team members or independently. They apply a sound grasp of all stages of the design and production process, the principles and history of visual communications,* and traditional and digital technologies. Graduates have a working knowledge of business practices,* entrepreneurship, and the basics of market research. The depth and breadth of instruction in design and technology (as reflected in their portfolio) and business orientation enable graduates, though junior designers, to function more creatively and independently in the work place.

* see Glossary

Synopsis of the Vocational Learning Outcomes
Graphic Design Programs

The graduate has reliably demonstrated the ability to

develop and implement solutions to problems encountered in all phases of the graphic design process.*

create visual communications* through the application of design theories and principles to develop effective design solutions.

apply typographic skills and knowledge to create effective visual communications.*

use a variety of technologies to create, capture, and manipulate design elements in producing a final product.

communicate effectively, credibly, and accurately with clients, supervisors, coworkers, and target audiences by using a variety of media.*

apply effective business practices* and project management skills appropriate to his/her position in the graphic design field.

develop personal and professional strategies and plans to improve job performance and professional relationships with clients, coworkers, and supervisors.

Note: The learning outcomes have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance.

* see Glossary

The Vocational Learning Outcomes

1. The graduate has reliably demonstrated the ability to

develop and implement solutions to problems encountered in all phases of the graphic design process.*

Elements of the Performance

demonstrate a command of the design process from research and analysis through to appropriate levels of presentation of the final product
execute designs according to instructions of senior designers, supervisors, and clients using standard industry procedures and technology
produce comprehensives* using appropriate degrees of detail and quality within time and budget constraints
work in a medium most appropriate to the goals of the project
demonstrate analytical ability to solve complex design problems
execute designs that are meaningful and appropriate to their target audience
develop appropriate and innovative solutions, working within the dynamics of the target market, with consideration for the project restrictions

* see Glossary

2. The graduate has reliably demonstrated the ability to

create visual communications* through the application of design theories and principles to develop effective design solutions.

Elements of the Performance

effectively utilize the elements of visual language* including composition, visual priorities, image, and type
research, use, and manipulate existing images within acceptable ethical and legal guidelines under appropriate supervision and direction
use and manipulate created images
apply knowledge of design history
conceptualize the execution of imagery for art direction purposes
apply knowledge of design principles in the evaluation of one's own work and other designers' development of design solutions
apply a working knowledge of the characteristics of colour systems for both print and electronic media
select the technique and visual approach most appropriate for each project

* see Glossary

3. The graduate has reliably demonstrated the ability to

apply typographic skills and knowledge to create effective visual communications.*

Elements of the Performance

apply knowledge of the history and principles of typographic and letterform design*
apply knowledge of basic typographic terminology
recognize typographic demands and restrictions imposed by specific media* (e.g., web type vs. book type, moving type vs. stationary)
apply knowledge of industry standard software
apply a basic knowledge of web-based typographic principles in executing design work
apply typographic skills and knowledge to the creation of original designs
achieve desired impact through application of typographic skills and abilities including selection, readability, legibility, and spacing of type

* see Glossary

4. The graduate has reliably demonstrated the ability to

use a variety of technologies to create, capture, and manipulate design elements in producing a final product.

Elements of the Performance

prepare design artwork for the printing process and digital media
identify technical issues in the use of digital working methods for design and pre-press
apply knowledge of paper stock
apply skills in the areas of image conversion, cropping, resizing, and clean-up using both traditional and electronic techniques
apply basic knowledge of photographic processes (e.g., 35mm and digital) and format
create, manipulate, and compose images for design purposes
take into account the issues involved in translating from one medium to another (e.g., print vs. web vs. animation vs. format size)
take into account the use of electronically created motion graphics

5. The graduate has reliably demonstrated the ability to

communicate effectively, credibly, and accurately with clients, supervisors, coworkers, and target audiences by using a variety of media.*

Elements of the Performance

plan, organize, and deliver effective oral presentations
apply knowledge of computer hardware/software, web design, and multimedia* to create effective communications
use market research to target communications to specific audiences
prepare all material free of language errors (e.g., typos, grammar)
use terminology appropriate to the situation and audience
prepare effective reports to document and support the graphic design process*
function as part of a work group
apply knowledge of new media-at-large, IT, and web/online digital communications
develop, edit, and proofread written copy and integrate it into all phases of the graphic design process*

* see Glossary

6. The graduate has reliably demonstrated the ability to

apply effective business practices* and project management skills appropriate to his/her position in the graphic design field.

Elements of the Performance

contribute to the planning, implementation, and evaluation of graphic design projects
use time and resource management skills to achieve project goals
apply the principles of cost control to all work
recognize the impact of marketing
assist in project management including budget control and time-line control
apply the principles of entrepreneurship to the graphic design environment
check all fine detail to ensure the professional quality of graphic design projects/products
support the development of brand identities and branding activities

* see Glossary

7. The graduate has reliably demonstrated the ability to

develop personal and professional strategies and plans to improve job performance and professional relationships with clients, coworkers, and supervisors.

Elements of the Performance

maintain a professional attitude and appropriate professional demeanor towards employers, clients, colleagues, and suppliers
contribute to the development of ideas
evaluate one's own work and the work of others in reference to the project criteria
gain knowledge through analysis of existing case histories
maintain knowledge of professional organizations and associations, and career opportunities and expectations
keep abreast of changes in technology relating to graphic design
work in a professional manner and maintain professional relationships throughout the graphic design process*
act flexibly and adaptively in all work situations
maintain a portfolio of current work

* see Glossary

Glossary of Terms

business practices: customary plans, procedures, and methods followed in business related to activities such as research, marketing, customer service, strategic planning, budgeting, etc.

comprehensive: detailed visual of a design, usually a full-sized likeness; also called a mockup

graphic design process: the stages (for example, client needs assessment, solutions development and analysis, collaboration, concept design, client consultation, pre-press, production) involved in the creation of designs which effectively communicate the clients' messages to their target audience

letterform design: finalized development of shapes or contours in the appearance of type elements

media: any channels (for example, speech, print, illustrations, photographs, pictures, film, videos, radio, television, and the Internet) used to communicate meaningful messages to target audiences

multimedia: the combination of two or more media to communicate meaningful messages to target audiences

visual communication: any optically stimulating message that is understood by the viewer

visual language: the elements and principles of visual expression and communication

Table of Contents

III. Generic Employability Skills Standard

All graduates of Graphic Design Programs must have achieved the thirteen generic employability skills learning outcomes listed on the following pages, in addition to achieving the vocational learning outcomes and meeting the general education standard. In the generic employability skills learning outcomes, an "explanation" of the outcome is also provided to help ensure clarity.

Synopsis of the Generic Employability Skills Learning Outcomes Graphic Design Programs

The graduate has reliably demonstrated the ability to

communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audiences.

reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.

apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.

use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.

interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.

collect, analyze, and organize relevant and necessary information from a variety of sources.

evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.

create innovative strategies and/or products that meet identified needs.

manage the use of time and other resources to attain personal and/or project-related goals.

take responsibility for her or his own actions and decisions.

adapt to new situations and demands by applying and/or updating her or his knowledge and skills.

represent her or his skills, knowledge, and experience realistically for personal and employment purposes.

The Generic Employability Skills Learning Outcomes

1. The graduate has reliably demonstrated the ability to

communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audiences.

Explanation

Communicating in a clear, concise, and correct manner requires producing the written, spoken, or visual material that best suits the situation. Graduates will have developed their ability to analyze their audiences to identify what is required and to match those needs with the means that is most appropriate. They will have produced material according to the style and conventions required, and they will have checked their products for accuracy and clarity. Finally, graduates will have used the tools available to them to create and correct their written, spoken, and visual messages.

Elements of the Performance

Plan and organize communications according to the purpose and the audiences
Choose the format (e.g., memo, illustration, video, multimedia presentation, diagram) appropriate to the purpose
Incorporate content that is meaningful and necessary
Produce material that conforms to the conventions of the chosen format
Use language and style suitable to the audience and purpose
Ensure that the material is free from mechanical errors
Use the computer technology that will enhance the production of materials
Evaluate communications and adjust for any errors in content, structure, style, and mechanics

2. The graduate has reliably demonstrated the ability to

reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.

Explanation

Responding to messages from many sources requires the ability to receive and to comprehend what has been received. One way to demonstrate that comprehension is to reframe, or restate in other forms, the original message. This requires graduates to have developed the skills to read, listen to, and observe messages contained within narrative and visual form. It also requires the ability to construct unique narrative and visual representations that are consistent with the original messages.

Elements of the Performance

Develop and use strategies to read, listen, and observe effectively
Clarify what has been read, heard, and observed
Reproduce original information in other formats (e.g., written and spoken summaries; tables, figures, charts, diagrams, maps, drawings, photographs, and computer-generated graphics; terms represented by numbers; and values represented by letters or signs)
Use technology, where appropriate, to aid in reframing
Evaluate the representation for consistency of meaning with the original
Acknowledge the use of material from other sources according to the conventions of the medium used

3. The graduate has reliably demonstrated the ability to

apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.

Explanation

Using mathematics effectively in everyday situations requires the ability to apply a wide variety of mathematical skills accurately. Graduates will have demonstrated their ability to apply the concepts of number and space to situations which include quantities, magnitudes, measurements, and ratios. They will have developed their ability to identify the need for mathematics, to apply mathematical techniques (concepts, conventions, strategies, and operations) and to check the results of their applications. This will require graduates to be flexible and creative and to be confident in their mathematical skills and abilities.

Elements of the Performance

Recognize situations that require mathematics
Assess potential mathematical strategies (including models, geometric representations or formulas, elementary algebraic equations, descriptive statistical methods, and mathematical reasoning) for suitability and effectiveness
Decide on the degree of accuracy required for answers
Estimate probable answers
Execute mathematical operations necessary to implement selected strategies
Use calculators or appropriate technological tools to perform mathematical operations accurately
Check for errors in numerical answers and the appropriate fit between problems and answers
Express answers clearly
Transfer the use of mathematical strategies from one situation to another

4. The graduate has reliably demonstrated the ability to

use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.

Explanation

Using computers and other technologies as tools to increase productivity and to enhance tasks requires graduates to have the confidence and ability to use the tools well. Graduates will have demonstrated the ability to recognize when computers and other technologies contribute to completing tasks, solving problems, performing research, and creating products. They will use the technological tool most appropriate to the task and use it accurately. Finally, they will have gained confidence in continuing to learn about and cope with new technologies in the future.

Elements of the Performance

Use basic operating system functions competently (e.g., load software, store and retrieve data)
Determine which tasks can best be handled by computers and other technology
Select suitable software, equipment, and tools for the task
Use the software, equipment, and tools effectively, correctly, and ethically
Deal with equipment and software problems and errors in a logical and
systematic manner
Transfer concepts, knowledge, and skills from one technology to another
Evaluate one's own use of hardware, software, and technological tools

5. The graduate has reliably demonstrated the ability to

interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

Explanation

Working in teams or groups in either a work or personal context requires the ability to assume responsibility for collective duties and decisions. It also requires interacting effectively with the members of the group. Therefore, in achieving this outcome, graduates will have demonstrated their ability to understand and complete the various tasks required of them as group members. They will also have demonstrated their ability to understand and respond to others.

Elements of the Performance

Identify the tasks to be completed
Establish strategies to accomplish the tasks
Identify roles for members of the team/group
Clarify one's own roles and fulfill them in a timely fashion
Treat other members of the group equitably and fairly
Contribute one's own ideas, opinions, and information while demonstrating respect for those of others
Employ techniques intended to bring about the resolution of any conflicts
Regularly assess the group's progress and interactions and make adjustments when necessary

6. The graduate has reliably demonstrated the ability to

evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.

Explanation

Solving a range of complex problems and dealing with a variety of tasks require the thinking skills and strategies that will allow graduates to identify what has to be done and to select and implement the most suitable approach. In applying thinking skills and strategies, graduates will have understood the limits as well as the potential of their own thought processes. As well, in attempting various strategies, they will have explored styles of thinking that may be new to them. This will allow graduates to understand the way they think and how they approach decisions and problems.

Elements of the Performance

Clarify the nature and extent of problems or required directions
Explore various thinking skills and strategies that could be used
Identify limits as well as the potential of one's own thought processes
Choose and apply thinking skills and strategies (e.g., inductive and deductive thinking; creative and intuitive thinking; inquiry; critical thinking; and reflection)
Evaluate results of the thinking skills and strategies used in problem solving and decision making
Appreciate the benefits of the use of alternative types of thinking

7. The graduate has reliably demonstrated the ability to

collect, analyze, and organize relevant and necessary information from a variety of sources.

Explanation

Making decisions and completing tasks often requires information that can be used as support. Graduates, therefore, must be able to access current, relevant, and useful information and to organize that information in understandable ways. In achieving this outcome, graduates will have developed and used strategies to locate and gather a wide range of information, most particularly through technological means. They will have learned how to select pertinent information and to sort it so that it can be displayed in useful formats like databases and spreadsheets. This information can then be used to support decisions and to assist in the completion of tasks.

Elements of the Performance

Identify the nature of information required
Investigate sources of information (including people, text, databases, and the Internet)
Gather information from the most appropriate sources using various data collection techniques, including technology
Examine the information and select what is relevant, important, and useful
Employ a variety of techniques to organize the information (e.g., spreadsheets, databases, graphs, charts)
Draw conclusions about how the information can be used
Evaluate the processes used
Cite sources according to the conventions of the medium used

8. The graduate has reliably demonstrated the ability to

evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.

Explanation

With the wealth of numerical and non-numerical information available, graduates must be able to interpret, understand, and draw conclusions about what others have produced. Graduates will have used their mathematical abilities to question the validity of statistics and other numerical claims. Graduates also will have used their language and critical thinking skills to analyze the assumptions and evidence that others use to support more qualitative arguments and conclusions. As a result, graduates will have developed the ability to question and make decisions about what they read, hear, and observe.

Elements of the Performance

Identify conclusions and claims made by others
Detect any fallacies, biases, misrepresentations, and assumptions and judge their relevance to supporting arguments
Check for accuracy and credibility of claims or arguments
Be prepared to defend acceptance or rejection of claims or arguments

9. The graduate has reliably demonstrated the ability to

create innovative strategies and/or products that meet identified needs.

Explanation

Creating strategies and products that are original and innovative will require graduates to develop their creative thinking skills to find alternative ways to address situations. Graduates will have developed the confidence to use old information in new ways; to see unique relationships; and to practice the lateral, divergent, and intuitive thinking that will yield new approaches.

Elements of the Performance

Analyze needs
Generate creative ideas for strategies and products that will meet needs
Choose alternatives to pursue based on needs and criteria of projects/plans
Create strategies/products
Evaluate strategies/products according to meeting needs

10. The graduate has reliably demonstrated the ability to

manage the use of time and other resources to attain personal and/or project-related goals.

Explanation

Achieving task-related goals in their personal and professional lives requires graduates to use their time, money, space, and other, often limited, resources as efficiently as possible. Graduates will have developed their ability to plan and predict ways of achieving goals. They will have developed and used tools intended to assist in the process. Finally, they will have attempted to follow their plans and use the tools, assessing regularly how realistic the goals, plans, and processes are and adapting when it is necessary.

Elements of the Performance

Define reasonable and realistic goals
Use planning tools (e.g., budgets, schedules) to achieve goals
Monitor the process and goals and respond to changes
Use resources (e.g., money, space, time) efficiently to accomplish tasks
Re-evaluate goals and the use of resources and make appropriate adjustments

11. The graduate has reliably demonstrated the ability to

take responsibility for her or his own actions and decisions.

Explanation

Making decisions, taking positions, and completing tasks require graduates to be accountable for actions taken and to defend their convictions. Graduates will have demonstrated their ability to evaluate what they do and why they do it. They will have taken into consideration their individual values, beliefs, and opinions and the effects these have on their actions. Not only will graduates be able to justify their decisions, they will be able to advocate positively on behalf of themselves.

Elements of the Performance

Review the results of one's actions and decisions
Reflect on the processes and practices used
Identify any errors and make corrections
Identify successes for adaptation to other situations
Account for how one's own values and beliefs affect actions and decisions
Evaluate and act upon constructive feedback
Be prepared to defend decisions made and actions taken

12. The graduate has reliably demonstrated the ability to

adapt to new situations and demands by applying and/or updating her or his knowledge and skills.

Explanation

Transferring skills from one context to another enables graduates to be lifelong learners. Graduates will have developed the confidence to know that their current skills are applicable to a range of changing, novel, and unexpected situations. They will have demonstrated their ability to reflect on what they can do, match those skills to the new demands, and apply previous skills or develop the additional ones that will make them as effective in the new situations.

Elements of the Performance

Assess current skills, knowledge, and learning styles
Identify skills and knowledge required for new situations
Adapt current skills and knowledge to new situations
Identify new skills and knowledge required
Choose the most appropriate learning and working styles to acquire new skills and knowledge
Evaluate success of the processes and actual adaptations

13. The graduate has reliably demonstrated the ability to

represent her or his skills, knowledge, and experience realistically for personal and employment purposes.

Explanation

Preparing for changes in their personal and professional lives requires graduates to assess and present their accomplishments and abilities. In achieving this outcome, graduates will have developed their ability to reflect on what they have done and learned. They will also have summarized their abilities in ways that are attractive and useful to potential recipients. These ways may include portfolios and resumes. Finally, graduates will have developed the skills to present themselves and their accomplishments personally and with confidence.

Elements of the Performance

Summarize one's own skills, knowledge, and experience realistically
Choose formats (e.g., resume, portfolio, interview) which best display skills, knowledge, and experiences according to the situations
Evaluate responses to the representations and make any adjustments

Table of Contents

IV. General Education Standard

All graduates of Graphic Design programs must have met the general education requirement described on the following pages, in addition to achieving the vocational and generic employability skills learning outcomes.

The General Education Requirement for Ontario College Diploma and Ontario College Advanced Diploma Programs

Graduates will have been engaged in learning that exposes them to at least one discipline outside their main field of study and increases their awareness of the society and culture in which they live and work. This will typically involve students taking three to five courses (or the equivalent) designed discretely from vocational learning opportunities. This learning would normally be delivered using a combination of required and elective processes.

The general education requirement is an integral component of the Graphic Design Program Standard, along with the vocational and generic employability skills learning outcomes.

The general education requirement is to be met consistent with the following guiding principles:

General education in the colleges is to identify and deal with issues of societal concern in a manner relevant to the lives of students. General education courses are to be structured in such a way as to guide students through the historical context of such issues, their theoretical bases, and application to contemporary life.

All general education courses offered in the colleges are to be designed to benefit one or more of three aims: learners' personal growth and enrichment, informed citizenship, and working life.

An essential component of the mission of Ontario's colleges is the encouragement and support of continuous learning. This commitment to lifelong learning is to be reflected in each of the general education courses offered in the colleges.

General education appropriate for Ontario colleges is defined as those postsecondary learning experiences that enable learners to meet more effectively the societal challenges that they face in their community, family, and working life. General education in the colleges provides learners with insight into the enduring nature of the issues being addressed and into their particular relevance to today and the future. This education is intended to encourage and support continuous learning and is designed to address one or more of the goals and associated broad objectives established for general education.

Goals and Broad Objectives of General Education

Aesthetic Appreciation
understand beauty, form, taste, and the role of the arts in society

Broad Objectives
- develop critical awareness of the arts in society
- perceive and evaluate the role of the arts in society
- heighten critical appreciation through development and application of personal and formal judgement factors

Civic Life
understand the meaning of freedoms, rights, and participation in community and public life

Broad Objectives
- develop knowledge of the structure and function of governments in Canada: legislative, judicial, and administrative arms; roles of elected officials and public servants; and a personal awareness of citizen responsibility
- develop historical understanding of major issues affecting Canadian politics and a critical awareness of related public policy
- develop awareness of international issues and their effects, and the place of Canada in international communities
- develop awareness of the history, significance, and organization of the voluntary sector in community life

Cultural Understanding
understand the cultural, social, ethnic, and linguistic diversity of Canada and the world

Broad Objectives
- develop an understanding of cultural identity by linking personal history to broader cultural study
- develop an understanding of the diversity of cultures and subcultures represented in Canadian society and of their interactions within the Canadian society
- develop intercultural understanding through reasoned reflection on various cultures' responses to universal human issues

Personal Development
gain greater self-awareness, intellectual growth, well-being, and understanding of others

Broad objectives
- consider one's expectations and values and analyze their impact on personal goals
- apply an understanding of the individual and human development to personal life and relationships
- integrate the concept of well-being into one's lifestyle
- understand oneself as a learner and articulate one's own learning style

Social Understanding
understand relationships among individuals and society

Broad Objective
- develop informed understanding of social organization and institutions and of ongoing issues in relationships between individuals, groups, and societies
- develop informed understanding of social trends, social change, and social problems and of implications for social and personal response
- develop informed understanding of contemporary social problems and issues

Understanding Science
appreciate the contribution of science to the development of civilization, human understanding, and potential

Broad Objective
- develop an understanding of the history, philosophy, contributions, perspectives, and limitations of the sciences
- develop an understanding of the scientific method and its uses in measuring quantifiable entities and confirming laws of nature

Understanding Technology
understand the interrelationship between the development and use of technology and society and the ecosystem

Broad Objectives
- relate implications of current transformations in technological knowledge and development to our physical and biological world
- develop awareness of ethical positions on enduring issues regarding the place of the human species in the physical and biological world

Work and the Economy
understand the meaning, history, and organization of work; and of working life challenges to the individual and society

Broad Objectives
- set personal expectations for efficiency, effectiveness, ethics, and rewards and reconcile them with the changing work environment
- apply knowledge of the organization and structure of work, its institutions, and history; and of social and cultural attitudes to work
- develop an understanding of the changing nature of work and the economy

Table of Contents

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Telephone Directory ServiceOntario Centres MPPs	E-mail Print Accessibility Graphic Design Program Standard The approved program standard for all Graphic Design programs of instruction leading to an Ontario College Advanced Diploma delivered by Ontario Colleges of Applied Arts and Technology (MTCU funding code 61820) Ministry of Training, Colleges and Universities, April 2003 © 2003, Ontario Ministry of Training, Colleges and Universities Ce document est aussi disponible en français This publication is also available as an Adobe Acrobat file (PDF 644 KB) Acknowledgments Table of Contents Introduction Development of System-Wide Program Standards Program Standards The Expression of Program Standards as Learning Outcomes The Presentation of the Learning Outcomes The Development of a Program Standard Updating the Program Standard Vocational Standard Preamble Synopsis of the Vocational Learning Outcomes The Vocational Learning Outcomes Glossary of Terms Generic Employability Skills Standard Synopsis of the Generic Employability Skills Learning Outcomes The Generic Employability Skills Learning Outcomes General Education Standard The General Education Requirement Goals and Broad Objectives Acknowledgements The Ministry of Training, Colleges and Universities acknowledges with thanks the significant contribution of the many individuals and organizations who participated in the review of this program standard. In particular, the Ministry of Training, Colleges and Universities would like to acknowledge the important roles of All those who participated in the focus groups in Sault Ste. Marie, Ottawa, Toronto, and Kitchener and to the many individuals and organizations who participated in the mail-based consultations. The coordinators of the Graphic Design and Graphic Design Production Programs for their assistance throughout the project and the project officers who led the review of the vocational standard: Tim Klassen, George Brown College and Brian Provini, Conestoga College. Table of Contents I. Introduction This document is the Program Standard for all Graphic Design programs of instruction leading to an Ontario College Advanced Diploma delivered by Ontario colleges of applied arts and technology (MTCU funding code 61820). This version replaces the program standard released in June 1996. Development of System-Wide Program Standards In 1993, the Government of Ontario initiated program standards development with the objectives of bringing a greater degree of consistency to college programming offered across the province, broadening the focus of college programs to ensure graduates have the skills to be flexible and to continue to learn and adapt, and providing public accountability for the quality and relevance of college programs. The Colleges Branch of the Ministry of Training, Colleges and Universities has responsibility for the development, review, and approval of system-wide standards for programs of instruction at Ontario colleges of applied arts and technology. Program Standards Program standards apply to all similar programs of instruction offered by colleges across the province. Each program standard for a postsecondary program includes the following elements: Vocational standard (the vocationally specific learning outcomes which apply to the program of instruction in question), Generic employability skills standard (the generic skills learning outcomes which apply to all programs of instruction offering similar credentials), and General education standard (the requirement for general education in postsecondary programs of instruction). Collectively, these elements outline the essential skills and knowledge that a student must reliably demonstrate in order to graduate from the program. Individual colleges of applied arts and technology offering the program of instruction determine the specific program structure, delivery methods, and other curriculum matters to be used in assisting students to achieve the outcomes articulated in the standard. Individual colleges also determine whether additional local learning outcomes will be required to reflect specific local needs and/or interests. The Expression of Program Standards as Learning Outcomes Learning outcomes represent culminating demonstrations of learning and achievement. They are not simply a listing of discrete skills, nor broad statements of knowledge and comprehension. In addition, learning outcomes are interrelated and cannot be viewed in isolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning by graduates of the program has been achieved and verified. Expressing standards as learning outcomes ensures consistency in the outcomes for program graduates, while leaving to the discretion of individual colleges curriculum matters such as the specific program structure and delivery methods. The Presentation of the Learning Outcomes The learning outcome statement sets out the culminating demonstration of learning and achievement that the student must reliably demonstrate before graduation. The elements of the performance for each outcome define and clarify the level and quality of performance necessary to meet the requirements of the learning outcome. However, it is the performance of the learning outcome itself on which students are evaluated. The elements are indicators of the means by which the student may proceed to satisfactory performance of the learning outcome. The elements do not stand alone but rather in reference to the learning outcome of which they form a part. The Development of a Program Standard In establishing the standards development initiative, the Government determined that all postsecondary programs of instruction should include vocational skills coupled with a broader set of essential skills. This combination is considered critical to ensuring that college graduates have the skills required to be successful both upon graduation from the college program and throughout their working and personal lives. A program standard is developed through a broad consultation process involving a range of stakeholders with a direct interest in the program area, including employers, professional associations, universities, secondary schools, and program graduates working in the field, in addition to students, faculty, and administrators at the colleges themselves. It represents a consensus of participating stakeholders on the essential learning that all program graduates should have achieved. Updating the Program Standard The Ministry of Training, Colleges and Universities will undertake regular reviews of the vocational learning outcomes for this program to ensure that the Graphic Design Program Standard remains appropriate and relevant to the needs of students and employers across the Province of Ontario. To confirm that this document is the most up-to-date release, contact the Ministry of Training, Colleges and Universities at the address or telephone number indicated in the document entitled College Program Standard – Introduction. Table of Contents II. Vocational Standard All graduates of Graphic Design programs of instruction must have achieved the seven vocational learning outcomes listed in the following pages, in addition to achieving the generic employability skills learning outcomes and meeting the general education standard. Preamble Graphic design is an interdisciplinary, problem-solving activity which combines visual sensitivity with skill and knowledge in areas of communications, technology, and business. The graphic design profession specializes in the structuring of visual information to aid communication and orientation. Graduates apply their acquired knowledge of history, process, and principles of design, along with theories of visual perception, in originating and producing materials for employers and clients. Graduates may provide clients with some or all of the following services: advertising, art directing, brand consultation, coordination, costing, design and aesthetic judgment, web design, illustration, pre-press, project management, quality control, and research. A graphic designer may specialize in one or more of these media* areas: print, electronic including digital media, packaging, audio visual, exhibit/display, or multimedia.* Graduates are innovative problem solvers who assist employers with the assessment of needs, definition of problems, and the generation of solutions and recommendations for the clients. Having knowledge of the graphic design process,* as well as fundamental design skills, enables graduates to develop, suggest, and implement solutions that are effective. At an entry level of responsibility, graduates of this three-year program create and produce effective visual communications* within constraints set by employers, clients, the industry, and the market. They work as team members or independently. They apply a sound grasp of all stages of the design and production process, the principles and history of visual communications,* and traditional and digital technologies. Graduates have a working knowledge of business practices,* entrepreneurship, and the basics of market research. The depth and breadth of instruction in design and technology (as reflected in their portfolio) and business orientation enable graduates, though junior designers, to function more creatively and independently in the work place. * see Glossary Synopsis of the Vocational Learning Outcomes Graphic Design Programs The graduate has reliably demonstrated the ability to develop and implement solutions to problems encountered in all phases of the graphic design process.* create visual communications* through the application of design theories and principles to develop effective design solutions. apply typographic skills and knowledge to create effective visual communications.* use a variety of technologies to create, capture, and manipulate design elements in producing a final product. communicate effectively, credibly, and accurately with clients, supervisors, coworkers, and target audiences by using a variety of media.* apply effective business practices* and project management skills appropriate to his/her position in the graphic design field. develop personal and professional strategies and plans to improve job performance and professional relationships with clients, coworkers, and supervisors. Note: The learning outcomes have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance. * see Glossary The Vocational Learning Outcomes 1. The graduate has reliably demonstrated the ability to develop and implement solutions to problems encountered in all phases of the graphic design process.* Elements of the Performance demonstrate a command of the design process from research and analysis through to appropriate levels of presentation of the final product execute designs according to instructions of senior designers, supervisors, and clients using standard industry procedures and technology produce comprehensives* using appropriate degrees of detail and quality within time and budget constraints work in a medium most appropriate to the goals of the project demonstrate analytical ability to solve complex design problems execute designs that are meaningful and appropriate to their target audience develop appropriate and innovative solutions, working within the dynamics of the target market, with consideration for the project restrictions * see Glossary 2. The graduate has reliably demonstrated the ability to *create visual communications through the application of design theories and principles to develop effective design solutions.** Elements of the Performance effectively utilize the elements of visual language* including composition, visual priorities, image, and type research, use, and manipulate existing images within acceptable ethical and legal guidelines under appropriate supervision and direction use and manipulate created images apply knowledge of design history conceptualize the execution of imagery for art direction purposes apply knowledge of design principles in the evaluation of one's own work and other designers' development of design solutions apply a working knowledge of the characteristics of colour systems for both print and electronic media select the technique and visual approach most appropriate for each project * see Glossary 3. The graduate has reliably demonstrated the ability to apply typographic skills and knowledge to create effective visual communications.* Elements of the Performance apply knowledge of the history and principles of typographic and letterform design* apply knowledge of basic typographic terminology recognize typographic demands and restrictions imposed by specific media* (e.g., web type vs. book type, moving type vs. stationary) apply knowledge of industry standard software apply a basic knowledge of web-based typographic principles in executing design work apply typographic skills and knowledge to the creation of original designs achieve desired impact through application of typographic skills and abilities including selection, readability, legibility, and spacing of type * see Glossary 4. The graduate has reliably demonstrated the ability to use a variety of technologies to create, capture, and manipulate design elements in producing a final product. Elements of the Performance prepare design artwork for the printing process and digital media identify technical issues in the use of digital working methods for design and pre-press apply knowledge of paper stock apply skills in the areas of image conversion, cropping, resizing, and clean-up using both traditional and electronic techniques apply basic knowledge of photographic processes (e.g., 35mm and digital) and format create, manipulate, and compose images for design purposes take into account the issues involved in translating from one medium to another (e.g., print vs. web vs. animation vs. format size) take into account the use of electronically created motion graphics 5. The graduate has reliably demonstrated the ability to communicate effectively, credibly, and accurately with clients, supervisors, coworkers, and target audiences by using a variety of media.* Elements of the Performance plan, organize, and deliver effective oral presentations apply knowledge of computer hardware/software, web design, and multimedia* to create effective communications use market research to target communications to specific audiences prepare all material free of language errors (e.g., typos, grammar) use terminology appropriate to the situation and audience prepare effective reports to document and support the graphic design process* function as part of a work group apply knowledge of new media-at-large, IT, and web/online digital communications develop, edit, and proofread written copy and integrate it into all phases of the graphic design process* * see Glossary 6. The graduate has reliably demonstrated the ability to *apply effective business practices and project management skills appropriate to his/her position in the graphic design field.** Elements of the Performance contribute to the planning, implementation, and evaluation of graphic design projects use time and resource management skills to achieve project goals apply the principles of cost control to all work recognize the impact of marketing assist in project management including budget control and time-line control apply the principles of entrepreneurship to the graphic design environment check all fine detail to ensure the professional quality of graphic design projects/products support the development of brand identities and branding activities * see Glossary 7. The graduate has reliably demonstrated the ability to develop personal and professional strategies and plans to improve job performance and professional relationships with clients, coworkers, and supervisors. Elements of the Performance maintain a professional attitude and appropriate professional demeanor towards employers, clients, colleagues, and suppliers contribute to the development of ideas evaluate one's own work and the work of others in reference to the project criteria gain knowledge through analysis of existing case histories maintain knowledge of professional organizations and associations, and career opportunities and expectations keep abreast of changes in technology relating to graphic design work in a professional manner and maintain professional relationships throughout the graphic design process* act flexibly and adaptively in all work situations maintain a portfolio of current work * see Glossary Glossary of Terms business practices customary plans, procedures, and methods followed in business related to activities such as research, marketing, customer service, strategic planning, budgeting, etc. comprehensive detailed visual of a design, usually a full-sized likeness; also called a mockup graphic design process the stages (for example, client needs assessment, solutions development and analysis, collaboration, concept design, client consultation, pre-press, production) involved in the creation of designs which effectively communicate the clients' messages to their target audience letterform design finalized development of shapes or contours in the appearance of type elements media any channels (for example, speech, print, illustrations, photographs, pictures, film, videos, radio, television, and the Internet) used to communicate meaningful messages to target audiences multimedia the combination of two or more media to communicate meaningful messages to target audiences visual communication any optically stimulating message that is understood by the viewer visual language the elements and principles of visual expression and communication Table of Contents III. Generic Employability Skills Standard All graduates of Graphic Design Programs must have achieved the thirteen generic employability skills learning outcomes listed on the following pages, in addition to achieving the vocational learning outcomes and meeting the general education standard. In the generic employability skills learning outcomes, an "explanation" of the outcome is also provided to help ensure clarity. Synopsis of the Generic Employability Skills Learning Outcomes Graphic Design Programs The graduate has reliably demonstrated the ability to communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audiences. reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding. apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions. use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks. interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making. collect, analyze, and organize relevant and necessary information from a variety of sources. evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others. create innovative strategies and/or products that meet identified needs. manage the use of time and other resources to attain personal and/or project-related goals. take responsibility for her or his own actions and decisions. adapt to new situations and demands by applying and/or updating her or his knowledge and skills. represent her or his skills, knowledge, and experience realistically for personal and employment purposes. The Generic Employability Skills Learning Outcomes 1. The graduate has reliably demonstrated the ability to communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audiences. Explanation Communicating in a clear, concise, and correct manner requires producing the written, spoken, or visual material that best suits the situation. Graduates will have developed their ability to analyze their audiences to identify what is required and to match those needs with the means that is most appropriate. They will have produced material according to the style and conventions required, and they will have checked their products for accuracy and clarity. Finally, graduates will have used the tools available to them to create and correct their written, spoken, and visual messages. Elements of the Performance Plan and organize communications according to the purpose and the audiences Choose the format (e.g., memo, illustration, video, multimedia presentation, diagram) appropriate to the purpose Incorporate content that is meaningful and necessary Produce material that conforms to the conventions of the chosen format Use language and style suitable to the audience and purpose Ensure that the material is free from mechanical errors Use the computer technology that will enhance the production of materials Evaluate communications and adjust for any errors in content, structure, style, and mechanics 2. The graduate has reliably demonstrated the ability to reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding. Explanation Responding to messages from many sources requires the ability to receive and to comprehend what has been received. One way to demonstrate that comprehension is to reframe, or restate in other forms, the original message. This requires graduates to have developed the skills to read, listen to, and observe messages contained within narrative and visual form. It also requires the ability to construct unique narrative and visual representations that are consistent with the original messages. Elements of the Performance Develop and use strategies to read, listen, and observe effectively Clarify what has been read, heard, and observed Reproduce original information in other formats (e.g., written and spoken summaries; tables, figures, charts, diagrams, maps, drawings, photographs, and computer-generated graphics; terms represented by numbers; and values represented by letters or signs) Use technology, where appropriate, to aid in reframing Evaluate the representation for consistency of meaning with the original Acknowledge the use of material from other sources according to the conventions of the medium used 3. The graduate has reliably demonstrated the ability to apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions. Explanation Using mathematics effectively in everyday situations requires the ability to apply a wide variety of mathematical skills accurately. Graduates will have demonstrated their ability to apply the concepts of number and space to situations which include quantities, magnitudes, measurements, and ratios. They will have developed their ability to identify the need for mathematics, to apply mathematical techniques (concepts, conventions, strategies, and operations) and to check the results of their applications. This will require graduates to be flexible and creative and to be confident in their mathematical skills and abilities. Elements of the Performance Recognize situations that require mathematics Assess potential mathematical strategies (including models, geometric representations or formulas, elementary algebraic equations, descriptive statistical methods, and mathematical reasoning) for suitability and effectiveness Decide on the degree of accuracy required for answers Estimate probable answers Execute mathematical operations necessary to implement selected strategies Use calculators or appropriate technological tools to perform mathematical operations accurately Check for errors in numerical answers and the appropriate fit between problems and answers Express answers clearly Transfer the use of mathematical strategies from one situation to another 4. The graduate has reliably demonstrated the ability to use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks. Explanation Using computers and other technologies as tools to increase productivity and to enhance tasks requires graduates to have the confidence and ability to use the tools well. Graduates will have demonstrated the ability to recognize when computers and other technologies contribute to completing tasks, solving problems, performing research, and creating products. They will use the technological tool most appropriate to the task and use it accurately. Finally, they will have gained confidence in continuing to learn about and cope with new technologies in the future. Elements of the Performance Use basic operating system functions competently (e.g., load software, store and retrieve data) Determine which tasks can best be handled by computers and other technology Select suitable software, equipment, and tools for the task Use the software, equipment, and tools effectively, correctly, and ethically Deal with equipment and software problems and errors in a logical and systematic manner Transfer concepts, knowledge, and skills from one technology to another Evaluate one's own use of hardware, software, and technological tools 5. The graduate has reliably demonstrated the ability to interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. Explanation Working in teams or groups in either a work or personal context requires the ability to assume responsibility for collective duties and decisions. It also requires interacting effectively with the members of the group. Therefore, in achieving this outcome, graduates will have demonstrated their ability to understand and complete the various tasks required of them as group members. They will also have demonstrated their ability to understand and respond to others. Elements of the Performance Identify the tasks to be completed Establish strategies to accomplish the tasks Identify roles for members of the team/group Clarify one's own roles and fulfill them in a timely fashion Treat other members of the group equitably and fairly Contribute one's own ideas, opinions, and information while demonstrating respect for those of others Employ techniques intended to bring about the resolution of any conflicts Regularly assess the group's progress and interactions and make adjustments when necessary 6. The graduate has reliably demonstrated the ability to evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making. Explanation Solving a range of complex problems and dealing with a variety of tasks require the thinking skills and strategies that will allow graduates to identify what has to be done and to select and implement the most suitable approach. In applying thinking skills and strategies, graduates will have understood the limits as well as the potential of their own thought processes. As well, in attempting various strategies, they will have explored styles of thinking that may be new to them. This will allow graduates to understand the way they think and how they approach decisions and problems. Elements of the Performance Clarify the nature and extent of problems or required directions Explore various thinking skills and strategies that could be used Identify limits as well as the potential of one's own thought processes Choose and apply thinking skills and strategies (e.g., inductive and deductive thinking; creative and intuitive thinking; inquiry; critical thinking; and reflection) Evaluate results of the thinking skills and strategies used in problem solving and decision making Appreciate the benefits of the use of alternative types of thinking 7. The graduate has reliably demonstrated the ability to collect, analyze, and organize relevant and necessary information from a variety of sources. Explanation Making decisions and completing tasks often requires information that can be used as support. Graduates, therefore, must be able to access current, relevant, and useful information and to organize that information in understandable ways. In achieving this outcome, graduates will have developed and used strategies to locate and gather a wide range of information, most particularly through technological means. They will have learned how to select pertinent information and to sort it so that it can be displayed in useful formats like databases and spreadsheets. This information can then be used to support decisions and to assist in the completion of tasks. Elements of the Performance Identify the nature of information required Investigate sources of information (including people, text, databases, and the Internet) Gather information from the most appropriate sources using various data collection techniques, including technology Examine the information and select what is relevant, important, and useful Employ a variety of techniques to organize the information (e.g., spreadsheets, databases, graphs, charts) Draw conclusions about how the information can be used Evaluate the processes used Cite sources according to the conventions of the medium used 8. The graduate has reliably demonstrated the ability to evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others. Explanation With the wealth of numerical and non-numerical information available, graduates must be able to interpret, understand, and draw conclusions about what others have produced. Graduates will have used their mathematical abilities to question the validity of statistics and other numerical claims. Graduates also will have used their language and critical thinking skills to analyze the assumptions and evidence that others use to support more qualitative arguments and conclusions. As a result, graduates will have developed the ability to question and make decisions about what they read, hear, and observe. Elements of the Performance Identify conclusions and claims made by others Detect any fallacies, biases, misrepresentations, and assumptions and judge their relevance to supporting arguments Check for accuracy and credibility of claims or arguments Be prepared to defend acceptance or rejection of claims or arguments 9. The graduate has reliably demonstrated the ability to create innovative strategies and/or products that meet identified needs. Explanation Creating strategies and products that are original and innovative will require graduates to develop their creative thinking skills to find alternative ways to address situations. Graduates will have developed the confidence to use old information in new ways; to see unique relationships; and to practice the lateral, divergent, and intuitive thinking that will yield new approaches. Elements of the Performance Analyze needs Generate creative ideas for strategies and products that will meet needs Choose alternatives to pursue based on needs and criteria of projects/plans Create strategies/products Evaluate strategies/products according to meeting needs 10. The graduate has reliably demonstrated the ability to manage the use of time and other resources to attain personal and/or project-related goals. Explanation Achieving task-related goals in their personal and professional lives requires graduates to use their time, money, space, and other, often limited, resources as efficiently as possible. Graduates will have developed their ability to plan and predict ways of achieving goals. They will have developed and used tools intended to assist in the process. Finally, they will have attempted to follow their plans and use the tools, assessing regularly how realistic the goals, plans, and processes are and adapting when it is necessary. Elements of the Performance Define reasonable and realistic goals Use planning tools (e.g., budgets, schedules) to achieve goals Monitor the process and goals and respond to changes Use resources (e.g., money, space, time) efficiently to accomplish tasks Re-evaluate goals and the use of resources and make appropriate adjustments 11. The graduate has reliably demonstrated the ability to take responsibility for her or his own actions and decisions. Explanation Making decisions, taking positions, and completing tasks require graduates to be accountable for actions taken and to defend their convictions. Graduates will have demonstrated their ability to evaluate what they do and why they do it. They will have taken into consideration their individual values, beliefs, and opinions and the effects these have on their actions. Not only will graduates be able to justify their decisions, they will be able to advocate positively on behalf of themselves. Elements of the Performance Review the results of one's actions and decisions Reflect on the processes and practices used Identify any errors and make corrections Identify successes for adaptation to other situations Account for how one's own values and beliefs affect actions and decisions Evaluate and act upon constructive feedback Be prepared to defend decisions made and actions taken 12. The graduate has reliably demonstrated the ability to adapt to new situations and demands by applying and/or updating her or his knowledge and skills. Explanation Transferring skills from one context to another enables graduates to be lifelong learners. Graduates will have developed the confidence to know that their current skills are applicable to a range of changing, novel, and unexpected situations. They will have demonstrated their ability to reflect on what they can do, match those skills to the new demands, and apply previous skills or develop the additional ones that will make them as effective in the new situations. Elements of the Performance Assess current skills, knowledge, and learning styles Identify skills and knowledge required for new situations Adapt current skills and knowledge to new situations Identify new skills and knowledge required Choose the most appropriate learning and working styles to acquire new skills and knowledge Evaluate success of the processes and actual adaptations 13. The graduate has reliably demonstrated the ability to represent her or his skills, knowledge, and experience realistically for personal and employment purposes. Explanation Preparing for changes in their personal and professional lives requires graduates to assess and present their accomplishments and abilities. In achieving this outcome, graduates will have developed their ability to reflect on what they have done and learned. They will also have summarized their abilities in ways that are attractive and useful to potential recipients. These ways may include portfolios and resumes. Finally, graduates will have developed the skills to present themselves and their accomplishments personally and with confidence. Elements of the Performance Summarize one's own skills, knowledge, and experience realistically Choose formats (e.g., resume, portfolio, interview) which best display skills, knowledge, and experiences according to the situations Evaluate responses to the representations and make any adjustments Table of Contents IV. General Education Standard All graduates of Graphic Design programs must have met the general education requirement described on the following pages, in addition to achieving the vocational and generic employability skills learning outcomes. The General Education Requirement for Ontario College Diploma and Ontario College Advanced Diploma Programs Graduates will have been engaged in learning that exposes them to at least one discipline outside their main field of study and increases their awareness of the society and culture in which they live and work. This will typically involve students taking three to five courses (or the equivalent) designed discretely from vocational learning opportunities. This learning would normally be delivered using a combination of required and elective processes. The general education requirement is an integral component of the Graphic Design Program Standard, along with the vocational and generic employability skills learning outcomes. The general education requirement is to be met consistent with the following guiding principles: General education in the colleges is to identify and deal with issues of societal concern in a manner relevant to the lives of students. General education courses are to be structured in such a way as to guide students through the historical context of such issues, their theoretical bases, and application to contemporary life. All general education courses offered in the colleges are to be designed to benefit one or more of three aims: learners' personal growth and enrichment, informed citizenship, and working life. An essential component of the mission of Ontario's colleges is the encouragement and support of continuous learning. This commitment to lifelong learning is to be reflected in each of the general education courses offered in the colleges. General education appropriate for Ontario colleges is defined as those postsecondary learning experiences that enable learners to meet more effectively the societal challenges that they face in their community, family, and working life. General education in the colleges provides learners with insight into the enduring nature of the issues being addressed and into their particular relevance to today and the future. This education is intended to encourage and support continuous learning and is designed to address one or more of the goals and associated broad objectives established for general education. Goals and Broad Objectives of General Education Aesthetic Appreciation understand beauty, form, taste, and the role of the arts in society Broad Objectives develop critical awareness of the arts in society perceive and evaluate the role of the arts in society heighten critical appreciation through development and application of personal and formal judgement factors Civic Life understand the meaning of freedoms, rights, and participation in community and public life Broad Objectives develop knowledge of the structure and function of governments in Canada: legislative, judicial, and administrative arms; roles of elected officials and public servants; and a personal awareness of citizen responsibility develop historical understanding of major issues affecting Canadian politics and a critical awareness of related public policy develop awareness of international issues and their effects, and the place of Canada in international communities develop awareness of the history, significance, and organization of the voluntary sector in community life Cultural Understanding understand the cultural, social, ethnic, and linguistic diversity of Canada and the world Broad Objectives develop an understanding of cultural identity by linking personal history to broader cultural study develop an understanding of the diversity of cultures and subcultures represented in Canadian society and of their interactions within the Canadian society develop intercultural understanding through reasoned reflection on various cultures' responses to universal human issues Personal Development gain greater self-awareness, intellectual growth, well-being, and understanding of others Broad objectives consider one's expectations and values and analyze their impact on personal goals apply an understanding of the individual and human development to personal life and relationships integrate the concept of well-being into one's lifestyle understand oneself as a learner and articulate one's own learning style Social Understanding understand relationships among individuals and society Broad Objective develop informed understanding of social organization and institutions and of ongoing issues in relationships between individuals, groups, and societies develop informed understanding of social trends, social change, and social problems and of implications for social and personal response develop informed understanding of contemporary social problems and issues Understanding Science appreciate the contribution of science to the development of civilization, human understanding, and potential Broad Objective develop an understanding of the history, philosophy, contributions, perspectives, and limitations of the sciences develop an understanding of the scientific method and its uses in measuring quantifiable entities and confirming laws of nature Understanding Technology understand the interrelationship between the development and use of technology and society and the ecosystem Broad Objectives relate implications of current transformations in technological knowledge and development to our physical and biological world develop awareness of ethical positions on enduring issues regarding the place of the human species in the physical and biological world Work and the Economy understand the meaning, history, and organization of work; and of working life challenges to the individual and society Broad Objectives set personal expectations for efficiency, effectiveness, ethics, and rewards and reconcile them with the changing work environment apply knowledge of the organization and structure of work, its institutions, and history; and of social and cultural attitudes to work develop an understanding of the changing nature of work and the economy Table of Contents
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Graphic Design Program Standard

Table of Contents

Acknowledgements

I. Introduction

Program Standards

The Expression of Program Standards as Learning Outcomes

The Presentation of the Learning Outcomes

The Development of a Program Standard

Updating the Program Standard

II. Vocational Standard

Preamble

Synopsis of the Vocational Learning Outcomes Graphic Design Programs

The Vocational Learning Outcomes

Glossary of Terms

III. Generic Employability Skills Standard

Synopsis of the Generic Employability Skills Learning Outcomes Graphic Design Programs

The Generic Employability Skills Learning Outcomes

IV. General Education Standard

The General Education Requirement for Ontario College Diploma and Ontario College Advanced Diploma Programs

Goals and Broad Objectives of General Education

Synopsis of the Vocational Learning Outcomes
Graphic Design Programs