Source WHEN she founded the digital ad agency Exopolis nine decades ago, Kat Egan wasn’t worried about finding excellent talent. Though the internet was young, she figured trained technologists would soon be pelting her with résumés. Almost a decade later, she’s nevertheless waiting.
“It’s shocking: even now, in 2010, it is very challenging to uncover great talent,” Ms. Egan explained. You are able to uncover individuals, she stated, but “you know that they’re going to will need a great deal of mentoring along with a good deal of hand-holding, and it is an enormous investment.”
“Digital has been growing exponentially for 15 many years now,” Ms. Egan claimed. “Where’s the education that supports that?”
One answer is in a new system at the University of Colorado, Boulder, named Boulder Digital Operates, in which Ms. Egan can be a board member.
The university had had a powerful undergraduate product in advertising, and it can be one in the best majors, mentioned David Slayden, executive director of Boulder Digital Works. When he thought about making a graduate system, though, he wanted to take a technology-focused approach.
Many other graduate programs “were constructed on a platform of creative dependent on Bill Bernbach,” he claimed, referring towards founder of the agency DDB who paired copywriters with art directors and had the teams churn out portfolios of imaginative concepts. “It was extremely analog,” Mr. Slayden explained.
He began asking ad companies what they essential in new hires, and agencies like Exopolis, Crispin Porter & Bogusky, and Goodby, Silverstein & Partners had a near-unanimous response. “They weren’t getting what they required to grow and develop,” Mr. Slayden mentioned, especially in areas that combined innovative approaches and technologies.
Even though new entrants towards the work force had grown up with computers, “the big illusion is just because they know how to play on the audience side, they know how to play on the stage,” Mr. Slayden mentioned. Still, when students enter the software, they are expected to be able to use Adobe software and build a basic Web site using tools like HTML, PHP and MySQL. Along with technologies and innovative skills, the plan also emphasizes entrepreneurship.
The first class of Boulder Digital Performs students started in October 2009. Mr. Slayden stated that initially, he decided to make it a certificate product, which let him avoid many in the bureaucratic details of producing a degree plan; in the future, although, he stated it may grant a master’s degree.
Structurally, the curriculum is more flexible than in traditional schools. A few courses last a full semester, like motion design and interactive environments (which includes designing for the iPad or Android), but others are shorter — one on leading for the future lasts only a week.
“The problem with traditional educational programs trying to teach digital is they’re kind of strapped down to that old model,” stated Chris Znerold, a 24-year-old student who had been an interactive designer at IAC before enrolling. “One on the things David’s done a excellent job of is untethering the curriculum. The classes change with the industry and with our particular interests.”
Mr. Slayden claimed that Boulder Digital Runs had already revised the curriculum four times since October.
A “lead teacher” is in charge of each course. That is sometimes a professor, but may be someone from the ad industry like Kip Voytek, senior vice president for communications and experience planning at the agency Rapp Collins Worldwide, or Jon Kolko, an associate innovative director at Frog Design.
Visiting lecturers from agencies and technology firms drop in. Industry folks who don’t want to lecture can advise on technical projects or mentor the students.
The curriculum is heavy on projects, Mr. Slayden explained: “You don’t get into shape by reading about exercise.”
In one project, Mr. Slayden asked students to design an interactive exhibit that would be installed in the series of arches in the popular Boulder walkway.
The students presented their ideas to a group of architects and city officials, and the feedback was tough. Despite the fact that the students talked to pedestrians, Mr. Slayden mentioned, they did not talk towards the architect; the ideas weren’t tailored adequately for the space; and “they believed that it could run all the time, and it would get really boring.”
The students will soon revise their initial ideas.
One favorite project, said Denise Horton, a student, was for a class named Startup. In six weeks, she and her team were to come up with an idea for a Web-based company, pitch it to a venture capitalist and design a site. Her idea, an eco-friendly retailing site named OneSeam, is currently up in basic form, and she hopes to turn it into an e-commerce site soon.
Ms. Horton, 49, had been advising cable companies on digital marketing strategies before enrolling at Boulder Digital Performs, but, she mentioned, learning the newest technologies on the job was difficult.
“This is practical, get-your-hands-dirty, roll-up-your-sleeves, and learn about how to code a Web site, about technologies platforms, about the Android OS operating system, the impact from the iPad,” she explained from the Boulder curriculum.
“The digital platform is ubiquitous,” she said. “It’s just a part of everyone’s way of thinking and communicating and sharing, connecting, buying, doing business. It is probably the fastest-paced industry almost anybody could be in right now.”