.... once upon a time, long, long ago, an idea (see it at the bottom of this
file) took root ...
Technical Photography Program
School of Photographic Arts and Sciences
Department of Photographic Technology
Rochester Institute of Technology
Rochester, NY
November 1981
CONTENTS
1. Purpose
2. Rationale
3. Curriculum outline
4. Employment survey
5. Questionnaire and cover letter
6. Summary of responses to questionnaire
7. Budgetary implications
8. Faculty requirements
9. Space requirements
10. Equipment requirements
APPENDIXES
A. Course descriptions
B. Job titles listed by responders to questionnaire
C. Comments and letters by responders
D. Director's letter
E. Letters relative to service courses
PROPOSAL FOR A B.S. DEGREE PROGRAM IN TECHNICAL PHOTOGRAPHY
Purpose
The goal of this program is to prepare students for entry into any of a variety
of positions in the field of technical photography, as distinct from providing
highly specialized training for a specific position. Students who graduate from
this program should be qualified for both picture-making positions (such as
scientific photography, high-speed photography, industrial photography,
technical illustration, audiovisual production, and photographic testing) and
non-picture-making positions (such as technical writing, quality control,
technical and sales representatives, product development and testing, applied
research, laboratory supervision, and management).
Rationale
One of the major strengths of the School of Photographic Arts and Sciences is
that it offers students the opportunity to prepare for photographic careers in
a variety of areas that range from fine-arts photography on one side to science
photography on the other. In fact, the name of the school-- The School of
Photographic Arts and Sciences--emphasizes this diversity. Even though the word
"technology" appears in the name of our institution, however, we do not offer a
major in technical photography.
Shortly after the birth of The School of Photography in 1930, majors were
offered in Professional Photography and Photographic Technology, with a common
foundation year. The Photographic Technology major evolved into the
Photographic Sciences and Instrumentation department, with the replacement of
all picture-making courses with science courses and with a shift in emphasis
toward careers in research and development. The Professional Photography major,
which has included some technically-oriented electives, has in recent years
moved closer to the position of the Photographic Illustration major, which has
resulted in the recent merging of the two programs to form the Department of
Applied Photography. This leaves what appears to be a vacuum in the area of
technical photography as a career. Although the newly-formed Department of
Photographic Technology offers technically-oriented programs in Biomedical
Photographic Communications and Photographic Processing and Finishing
Management, these are both narrowly targeted fields which constitute a small
proportion of the area identified as technical photography--as can be noted by
examining the extensive list of technical photography job titles in Appendix B.
Historically, placement opportunities in photography have been strongest in the
scientific and technical areas, and there is no reason to assume that this
situation will not continue. Even for those graduates seeking picture-making
positions, the limited technical training they received at RIT has often been
the key that gained them entrance positions in photographic organizations doing
work related to their picture-making area of interest.
There is evidence of interest in the proposed program in Technical Photography
on the part of students both because of the content and the placement
possibilities. Examples of increasing interest in technology from the national
to the local levels are the National Technology Innovation Act of 1979, revival
of the New York State Science and Technology Foundation, and the establishment
by the Industrial Management Council and the Rochester City School District of
the PRISM program (Program for Rochester to Interest Students in Science and
Math) so students will be academically prepared to pursue a variety of
technical careers after high school.
It is anticipated that the addition of a major in Technical Photography will
attract a new population of students whose interests lie in this area, but
students in the Foundation- Year program can move into the Technical
Photography major with little or no loss of credit. Also, the Technical
Photography program will provide a viable alternative for the student who in
the past has left RIT when he discovered he did not have sufficient ability or
interest to continue in the picture-making or photographic-science program in
which he was enrolled.
Finally, the interaction effect between different but related programs should
not be overlooked. Each of the programs in the School of Photographic Arts and
Sciences has a salutary effect on the other programs in a variety of ways,
including student to student interactions, student to faculty member
interactions, and faculty member to faculty member interactions across the
boundaries. This valuable interaction also occurs between schools, as between
the School of Photographic Arts and Sciences and the School of Printing, the
School of Art and Design, and the School for American Craftsmen. The force and
the value of such interactions depend on the relationships between the
different disciplines, and it is believed that the proposed Technical
Photography program will provide needed and effective interfaces with the other
programs in the school, including the sharing of some elective and required
courses.
Curriculum Outline
The program represented by the following outline is designed to satisfy the
stated goal of preparing students for entry into any of a variety of positions
in the field of technical photography. It will be appropriate to grant an
Associate in Applied Science degree at the end of the second year, and a few of
the responses to the Employment Survey questionnaire indicated that a two-year
degree program would meet their needs, but most of the responses were made on
the basis of the full four-year program.
A few changes have been made in the outline since it was included in the
Employment Survey. The course Photographic Chemistry was formerly entitled
Photographic Processing. The title was changed because some responders were
under the impression that there is no chemistry in the program. (There is also
some chemistry in the Materials & Processes of Photography course.) In response
to comments that the program should include some design (or composition, or
art), design has been added to one quarter of the second-year Color
Photographic Systems course, and students who have credit for one or more of
the first-year math courses may now substitute design courses. The Moving Image
Structuring course has been added in the third year in place of an elective
because it has now been designated as a prerequisite for the Basic Television
Production course in the fourth year by the Film/Video Department. It might
also be noted that responders to the questionnaire who suggested the inclusion
missing page 6 goes here
FIRST YEAR FALL WINTER SPRING
Applied Photography I 6 6 6
Materials & Processes of Photography 3 3 3
Math
*Algebra (SMAIVI-2 01) 3
*Trigonometry (SMAM-202) 3
*Analytic Geometry (SMAM-203) 3
General Studies 4 4 4
16 16 16
SECOND YEAR
Technical Photography II
Photographic Sensitometry 4
Photographic Chemistry 4
Photographic Optics 4
Color Photographic Systems
Color Photography / Design 4
Color Printing/Theory 4
Colorimetry 4
College Physics (SPSP-211-2-3) 3 3 3
College Physics Lab (SPSP-271-2-3) 1 1 1
General Studies 4 4 4
16 16 16
THIRD YEAR
Technical Photography III
Preparation of Visuals 4
AV Design and Production 4
High Magnification Photography 4
Moving Image Structuring 4
Statistics 4 4
Survey of Computer Science (ICSS-200) 4
Research Methods 3
Technical Writing 3
General Studies 4 4-7 4-7
15-18 5-18 15-18
FOURTH YEAR
Technical Photography IV
High-Speed/Time-Lapse 4
Introduction to Research 1
Research Project 4
Nonconventional Imaging Systems 4
Electronics 4
Basic Television Production 4
Professional Elective 3-4
Management (BBUB-201) 4
Accounting (BBUA-210) 4
Behavioral Science (BBUB-401) 4
General Studies 4 4 4
17 16 15-16
Total Credit Hours = 190-197
* Either waiver by examination or transfer credit permits substitution
of other mathematics, science, computer, or design courses.
Employment Survey
The questionnaire used in the Technical Photography Employment Survey was
constructed with the assistance of Dr. Charles Parker and Mr. Michael Marron,
Management Services, NTID. Approximately 3000 names and addresses were selected
with the Nth sampling technique from the 53,000 subscribers to Photomethods
magazine through the courtesy of Mr. Jerry Landress, Publisher, Mr. Fred
Schmidt, Editor, and Ms. Marcia Sacharow, Senior Circulation Manager.
Nearly 500 of the approximately 3000 questionnaires sent out were returned. Of
these, 139 indicated that they did not now have any staff members doing work
classified as technical photography. Some of these contained useful comments,
which are included in the list of comments in Appendix C. Of the 337 that now
have technical photographers on their staffs, approximately half predicted
openings for graduates of the proposed Technical Photography program.
The total number of responses for the different choices are indicated on the
following copy of the questionnaire. A histogram shows the predicted number of
openings for graduates and the estimated starting salaries, which ranged from
$9000 to $25,000 with a median of $17,000.
A tabulation of the responses to question B with respect to the number of staff
members doing technical photography for each employer reveals that a large
number (92) of those predicting no openings have only one person engaged in
technical photography, two having large numbers of technical photographers are
military and cannot hire civilians, and one is industrial and uses only
chemists and physicists. A list of 267 job titles for persons currently doing
work classified as technical photography is included in Appendix B
Rochester Institute of Technology
College of Graphic Arts & Photography
One Lomb Memorial Drive
School of Photographic Arts & Sciences
Rochester. New York 14623
June 15, 1981
We are conducting an occuptiona1 opportunity study to determine the need for a
proposed new program in Technical Photography in the RIT School of Photographic
Arts and Sciences. Your help, by filling in the enclosed questionnaire. will be
very much appreciated.
A copy of the proposed curriculum is also enclosed. The intent of the Technical
Photography program is to prepare students for entry into of a variety of
positions in the field of technical photography, as distinct from providing
highly specialized training for a specific position. These would include both
picture-making positions (such as scientific photography, high-speed
photography, industrial photography, technical illustration, audiovisual
production, and photographic testing) and non-picture-making positions (such as
technical writing, quality control, technical representative, sales, product
development and testing, applied research, laboratory supervision, and
management). It is assumed that some students having a strong interest in
management would continue their education beyond the Technical Photographv B.S.
Degree and seek an M.B.A. Degree.
Thank you for your help.
Sincerely,
Leslie Stroebel, Ed.D.
Acting Chairman
Department of Photographic Technology
Departments in the RIT School of Photographic Arts and Sciences:
Photographic Science and Instrumentation
Photographic Technologv
Applied Photography
Pine Arts Photography
Film and Television
The Department of Photographic Technology now offers the
following two degree programs:
Biomedical Photographic Communications
Photographic Processing and Finishing Management
LEFT: No Technical Photographers employed now.
CENTER: No openings predicted.
RIGHT: Openings predicted
EMLOYMENT SURVEY FOR PROPOSED TECHNICAL PHOTOGRAPHY PR0GRAM
A. Please check the most appropriate category for your organization or
department:
23 40 44 1) Industrial (Manufacturing)
10 10 4 2) Business (Non-manufacturing)
19 17 7 3) Publishing, Printing, Broadcasting
1 8 5 4) Military
8 29 23 5) Government
15 21 30 6) Medical/Scientific/Research
21 28 26 7) Education
2 2 5 8) Other Nonprofit Organization (Association, Museum,+)
24 17 20 9) Independent Photographic Studio
4 9 13 10) Film or Tape Production/Commercial Producer
6 9 9 11) Photofinishing or Processing Service
B. Do you have any staff members doing either picture-making or
non-picture-making work that could be classified as technical photography?
(Examples given in the cover letter.)
139 1) No
337 2) Yes If yes, how many? Range: 1 to 135 (See separate sheet
C. If yes, what type of training do they have?
134 90 1) High school
38 38 2) Associate in Applied Science
19 26 3) Associate in Applied Science in Photography
83 91 4) Bachelor's Degree
33 44 5) Bachelor's Degree in Photography
74 59 6) 5 or more years of college
D. If yes, what job titles do they have? different titles (see separate sheet)
E. If yes, please indicate the average starting salary at entry level positions:
30 23 1) Below 10,000
46 36 2) 10,000 - 12,000
35 38 3) 12,000 - 14,000
37 33 4) 14,000 - 16,000
16 15 5) 16,000 - 18,000
13 16 6) 18,000 - 20,000
16 20 7) Above 20,000
F. In what direction do you see the demand for these types of jobs going over
the next five years?
66 110 1) Growing
12 4 2) Declining
98 52 3) Remaining the same
No openings predicted.
Openings predicted.
| |
V V
G. Do you see a place on your staff for one or more RIT Technical Photography
graduates with a B.S. Degree now or within the next five years? (Your
answers, of course, do not obligate you in any way.)
176 l) No Median = 17K
161 2) Yes If yes, how many? 330 Approximate salary: 9-25K
H. Do you see a place on your staff for one or more persons with an M.B.A.
Degree in addition to a B.S. Degree in Technical Photography now or within
the next five years?
322 1) No 1-5K above B.S. salary
15 2) Yes If yes, how many? ___ Approximate salary: 30K maximum
I. Would you be interested in exploring the possibility of participating in an
internship or co-op program with a third or fourth year student?
148 68 1) No
28 99 2) Yes
J. Would you be interested in assisting a fourth year student with an applied
research project as an advisor and/or in obtaining supplies and equipment?
143 96 1) No
31 79 2) Yes
K. Do you have any suggestions or other comments concerning the enclosed
proposed Technical Photography curriculum?
114 90 1) No
69 79 2) Yes
Comments:
(See separate sheets)
(Optional)
Name of person providing information:
Title:
Name of organization:
Mailing address:
(Please return this questionnaire in the enclosed stamped envelope.)
In here goes a chart of estimated starting salaries - they range from a low of
$9K to a high of 25K per year with a median of $17K annually.
Responses to question B--
Number of staff members doing technical photography
Number Employers Employers
of Staff of
Members Openings Openings
1 92 43
2 44 43
3 14 23
4 11 15
5 6 5
6 2 5
7 1
8 2
9 3
10 1 4
11 2
12 1 3
13
14 1
15 2
16
17
18 1 1
19
20 1
//
25 2
//
30 *2 1
//
35 1
//
50 1
//
55 **1 1
//
1
* One military, cannot hire civilians
One industrial, uses chemists and physicists
** Military
Budgetary Implications
It would be speculative to attempt to list exact dollar amounts that will be
involved with the startup and ongoing operation of this program, but some
general estimations can be made. The areas of greatest concern with the
introduction of new programs are faculty requirements, space requirements, and
equipment requirements. All of these depend to a large extent on the number of
students enrolled in the program. It is anticipated that the enrollment will be
limited to a maximum of one section of 26 students during the first year, and
that the enrollment will increase to two or possibly three sections during the
following years. Since the second, third, and fourth years will be phased in at
one year intervals, budgetary adjustments can be similarly phased in.
The addition of this program is expected to have a limited effect with respect
to faculty requirements since the program incorporates a number of existing
courses, and the new courses are for the most part in subject areas that
present faculty members are qualified to teach. To the extent that some
students may enroll in the Technical Photography program instead of another
program at the second year level, as may occur during the first year or two,
there will be no addition to the total faculty teaching load. To the extent
that the program draws additional students to HIT, the increase in the teaching
load will either have to be absorbed by the existing faculty members or
additions will have to be made to the faculty. The Department of Photographic
Technology now has one unfilled faculty position in the table of organization
to use for this purpose. However, since the increase in the number of students
represents an increase in tuition income, the net effect on the budget will be
positive rather than negative.
Space requirements resulting from the addition of this program will not impact
the budget since no new construction or remodeling is involved. The question
remains whether there is sufficient space in our existing facilities to
accommodate this new program. A recent Institute classroom space study found
that classrooms are being under utilized--so much so that some classrooms were
converted into offices. Some laboratory classes will have to be scheduled in
the existing sensitometry, chemistry, and optics complexes which are also used
for other programs. There have been situations in the past where two different
classes have competed for the same space at the same time, but the total
occupancy of these areas is still light. These conflicts can be avoided by
scheduling the rooms week by week for the entire school year in advance and
making adjustments in the class activities and assignments when conflicts
appear. This approach will have the net effect of improving the efficiency of
our operation. (An example of the current inefficiency is that an auditorium is
reserved for one hour per week for 30 weeks when it is actually used for only
nine hours when tests are given, simply because it is more convenient to make
reservations for an entire quarter than week by week.) It should also be noted
that the 07-2274 complex, formerly occupied by the Industrial Photography
program, has been assigned to the Department of Photographic Technology. Two of
these rooms are now being equipped for use for the AV Design and Production
course, a required course in both the proposed Technical Photography program
and the Biomedical Photographic Communications program.
The most difficult area to schedule will be the first-year studio and darkroom
complexes if more sections of Applied Photography I are added. A solution that
has already been proposed is that two sections can schedule alternate
assignments in the studio and on location.
Hands-on experience with equipment is considered to be an essential part of the
proposed Technical Photography program, both by the faculty members and by a
number of those who responded to the Employment Survey questionnaire. For
existing courses that will be included in the Technical Photography program,
the equipment for the most pare is satisfactory-- although some items, such as
the antiquated footcandle meters, should be replaced in any case. Some of the
more expensive equipment that the School already owns, such as a
microdensitometer, sensitometers, and densitometers can be shared with the
Department of Photographic Science and Instrumentation. We should be prepared,
however, to make a reasonable investment in equipment for new courses in the
second, third, and fourth years. The amount needed depends greatly upon the
extent to which we can obtain assistance from the equipment manufacturers and
the extent to which we can share the use of the equipment and the cost with
other departments.
TECHNICAL PHOTOGRAPHY EMPLOYMENT SURVEY
Job titles listed by responders who now have one or more persons doing work
classified as technical photography. (In some cases the technical photography
is a part-time activity and the job title is more descriptive of the person's
other responsibilities.)
Animation Camera Stand Operator
Architect
Area Manager
Artist/Designer
Assistant
Assistant Cameraman
Assistant in Charge of Darkroom
Assistant Chief
Assistant to the Director
Assistant Manager o± Public Information
Assistant Museum Photographer
Assistant to the President
Assistant Producer/Director
Assistant Professor
Assistant Technical Photographer
Associate Director
Associate Producer
Associate Professor
Associate Staff Member
Astronomer
Audiovisual Assistant
Audiovisual Coordinator
Audiovisual Manager
Audiovisual Producer (2)
Audiovisual Production Manager
Audiovisual Production Specialist (2)
Audiovisual Specialist
Audiovisual Staff Associate
Audiovisual Supervisor
Audiovisual Technician (2)
Biological Technician
Cameraman
Camera Services Manager
Cartographer/Photographer
Certified Media Specialist
Chairman of Photo Services
Chemist (4)
Chief Engineer
Chief Executive Officer
Chief of Medical Media
Chief Photographer (3)
Chief Photo Technician
Chief of Staff
Chief Technical Photographer
Cinematographer
TECHNICAL PHOTOGRAPHY EMPLOYMENT SURVEY
COMMENTS/RESPONDERS PREDICTING OPENINGS
The program curriculum looks excellent. Wish it had existed when I was coming
along!
General chemistry should be included.
High magnification photography should include electron microscopy (SEM, TEM),
image formation, optics, etc.
Most of the people who come looking for work are very sub-standard in technical
skills.
More emphasis might be placed on computer science, management, and
communication (writing & speaking).
Appears more applicable than the Photo-Science program Suggest electives in
micrographics, video disk, and other data storage devices.
Looks good!
In view of present trends suggest more emphasis on nonconventional imaging
systems. It appears that this curriculum would be excellent for U. S. Navy
photographic officers.
Why not feature some aspects of photography in the total law enforcement
field--crime scene clear into the laboratory and the court room.
In addition to a solid technical base it is necessary to be taught how to
communicate effectively!
I think at least a 3 credit one quarter course in sound production is important
in slide-tape, movie, and TV production--basic sound recording, mixing, and
editing. Also, technical writing should be supplemented with a course in script
writing.
The more video/computer training the better. Film will soon be the unusual
imaging storage method.
The proposed program appears quite comprehensive
Four years out of the working market is impossible. Why not have an optional
correspondence/tape course?
More emphasis on high-speed imaging (film & video). Need basics in computer
programming.
More movie and video tape training courses.
Stress general photography.
More computer science (as applied to photography).
Knowledge of photography, physical sciences, and computer sciences make for a
well rounded technical writer.
I am a great believer in hands-on and on-the-job training and experience. We
have used people in our engineering dept. between their 3rd and 4th year of
college and it has worked well for all concerned.
DEFENSE AUDIOVISUAL AGENCY
DAVA PRODUCTION. DISTRIBUTION AND DEPOSITORY ACTIVITY
NORTON AIR FORCE BASE. CA 02400
August 28, 1981.
Leslie Stroebel, Ed.D.
Department of Photographic Technology
Rochester Institute of Technology
One Lomb Memorial Drive
Box 9887
Rochester, New York 14623
Dear Dr. Stroebel:
Your Technical Photography program sounds like the ideal preparation for much
of the work done by our agency. I work for the newly organized Department of
Defense Agency which is respon- sible for the Army, Navy and Air Force Motion
Picture, Slide Tape, and Television production. Not everything is done
in-house; we contract out much of the work ï The agency was formed to prevent
duplication of effort, productions, and facilities. Each branch of the Armed
Forces does have a production capability but these projects are limited to
local use productions with a minimal cost. I previously worked for the
Aerospace Audio Visual Agency, the Air Force's production company.
An internship or co-op program would be difficult because we are governed by
Civil Service and military regulations. I am not, however, the authority on
what can or cannot be done. At the Norton AFB facility we employ approximately
500 people., of which half are probably involved in technical photography in
some form. The rest are in supply, cost accounting, library, etc. The Defense
Audio Visual Agency (DAVA) has few military but is manned primarily by Federal
Civil Service employees. The jobs are filled from the Civil Service Register
that your graduates should be qualified to be on.
The Air Force and other branches of the service also have opportunities but the
best outlook for placement in the field would be for college graduates...in
photography.
My position is Producer/Director...one of 19 in the unit. I am not one of the
top executives in the organization. I would be willing to put you into contact
with others or to personally answer any questions that I can. If I can be of
help, let me know.
Sincerely,
K. Alan Yingling, Ph.D.
MOTOROLA INC.
Communications Group
August 10, 1981
Leslie Stroebel, Ed. D.
Acting Chairman
Department of Photographic Technology
Rochester Institute of Technology
One Lomb Memorial Drive
Rochester, New York 14623
Dear Professor Stroebel,
I received your curriculum questionnaire in the mail today. I feel that your
proposed new course outline is an excellent one and would provide the graduate
with a better chance of "survival". I am on an advising board for Milwaukee
Technical College, Wisconsin along with Bill Hyzer, Ed Farber and some other
people and we have attempted to set up our two year courses with "survival" in
mind. As Manager of a large complex service oriented organization, I have found
that a number of schools with courses in photography and granting degrees in
photography have not set a "hard" enough curriculum to ensure "survival" in a
tough business environment. I think this will be a useful program for R.I.T. to
pursue.
Best Regards,
Kenneth Houston Paterson
Manager Central Engineering Services
KH P/ac
EASTMAN KODAK COMPANY . 343 STATE STREET . ROCHESTER. NEW YORK 14650
August 20, 1981
Leslie Stroebel, Ed. D.
Acting Chairman
Department of Photographic Technology
Rochester Institute of Technology
One Lomb Memorial Drive
Rochester, New York 14623
Dear Dr. Stroebel:
One of your questionnaires concerning the proposed degree in Technical
Photography has found its way to me. Since all of the professional recruitment
for Eastman Kodak comes through my office, I think it would be appropriate to
comment in a somewhat broader vein than the questionnaire format allows.
You are aware, I believe, that many of our openings, especially those in
development, production, quality control, and research require engineering or
science degrees. The photoscience degree graduates do, in many cases match
these requirements, but it does not appear that your proposed technical
photography graduates would. The positions you have described as picture-making
positions are seldom open, and when such openings do occur, they are readily
filled from within the company. I could not, therefore, in all honesty
encourage your graduates who have those interests.
The area we could offer for those who enjoy travel and relocation is work as a
Technical Sales Representative. Technical photography knowledge would be a
distinct advantage in the competition for these positions, but we would also
need a strong sales personality, persuasive- ness, good communication, not
prone to discouragement, service oriented, etc., etc.
As a final note, we generally do not seek MBA's except for financial analysis
work. We do not hire for management or for management training per se, but
rather we hire for entry level jobs as described above and future managers are
later selected on the basis of their performance on the job.
I hope this information will be of help to you in your study. If you would like
to discuss this further, please contact me and we can discuss it by phone or
over lunch.
Very truly yours,
Edwin X. Butenhof, Director
Personnel Resources
EAB :gma
VVILLIAM G. HYZER: Consultant in Engineering and Applied Science
136 S. GARFIELD AVENUE JANESVILLE, WISCONSIN 53545 608-752-5581 608-754-7167
July 9, 1981
Mr. Leslie Stroebel, Acting Chairman
Department of Technical Photography
College of Graphic Arts and Photography
School of Photographic Arts and Sciences
1 Lomb Memorial Drive
Rochester, NY 14623
Dear Les:
Fred Schmidt sent me a copy of your letter of May 11, 1981, to him describing
the proposed technical photography curriculum. I am pleased to see that your
attention is being directed to this neglected academic area. Please consider
this letter a personal invitation to request my assistance in any way that I
can be helpful to you.
Also, let me introduce you to the North American Photonics Association. NAPhA
was formed to foster programs related to the fields of high-speed photography
and photo- graphic instrumentation. Our association consists of persons with a
keen interest in furthering activity within this tech- nological area. Our
group includes such people as Harold Edgerton, J. S. Courtney-Pratt, Hal Swift,
Robert Shoberg, etcetera. It might be useful to you to have your proposed
curriculum distributed to these people for comments. They are all practitioners
and their advice should have practical significance.
Please let me know if I can be of assistance to you on this project.
Very truly yours,
William G. Hyzer, P.E.
WGH: gj
==============================================================================
The proposal above was a direct result of an initiative proposed to the Faculty
of the School in 1979. Here it is:
Rochester Institute of Technology
College of Graphic Arts & Photography
One Lomb Memorial Drive
School of Photographic Arts & Sciences
Rochester, New York 14623
Office of the Director
April 19, 1979
Director's Letter
Faculty:
During the past few months, this office has received strong expressions of
interest by several faculty for the forming of two new departments in SPAS:
Technical Photography
Fine Arts Photography
The idea of an emerging department(s) to represent to the school and campus and
their respective professional fields, those faculty whose professional
interests and areas of investigation are commonly shared and would be enhanced
by such a formation, has great potential merit. A solid core of faculty in each
department naturally brings additional strengths. For example, students who
have career aspirations in these areas will be able to reflect their grow- ing
professional concerns to a body of faculty with a clear identity and a common
purpose.
The creation of either of these departments would be primarily determined by
the establishment of a 'critical mass" of faculty for whom this opportunity
represents an educational thrust which is congruent with their own aims. A core
faculty would evolve based on a similarity of teaching and professional
interest. Departments would be able to recommend a Staff Chairman/Coordinator
and enjoy full budgetary parity with other currently existing departments. The
creation of such departments would not herald any immediate teaching changes;
however, it would help to provide a new foundation through which future growth
may be anticipated and planned. Greater definition and identity of important
disciplines in the field of photography will help the entire school.
In order to explore this idea for new departments, I have asked Professor
Stroebel (Technical Photography) and Professor Zakia (Fine Arts Photography) to
convene meetings of faculty who are favorable to seeing the emergence of such a
SPAS department(s). A time and place where a meeting can be held with either
Professor Zakia or Professor Stroebel will probably be announced by them
shortly.
If interested faculty could make their support and availability known to the
appropriate convener, this would help to move things along.
Russell C. Kraus, Director
School of Photographic Arts and Sciences
RCK/hl
cc: Staff Chairmen/Coordinators
... and in 1982 the first two students enrolled in this program as transfer students from the Professional Photography program and they graduated in 1984. They were Roseanne (Barone) Tsantes and Bruno Mahlman III.