Program Head

Ann McDonald, a.mcdonald@northeastern.edu

For detailed information on the BS in Graphic and Information Design and Mathematics curriculum refer below.

Current students are required to refer to their degree audit through myNEU.

CAMD Advising strongly recommends that you start the process by meeting with a faculty mentor  in your new major to talk about your interests and goals for the major to make sure it’s the right choice for you.   Once you’re ready to make the change, then it’s time to schedule an appointment with your new Academic Advisor to make the change official and start planning for your next semester and beyond.

Any prerequisites should be taken before registering for 2000 level courses and above.

Requirements Course Descriptions

Design general learning outcomes

  1. Apply iterative design processes to create, revise, evaluate, and develop effective prototypes and innovative solutions
  2. Engage human-centered design research methods and systems thinking to identify and understand values, goals, intentions of intended audiences as a mode of inquiry, question framing and guide to action
  3. Develop a high level of craft and technical skills in a relevant range of media and tools and effectively weigh applicability for intended audiences and outcomes
  4. Develop and realize intent, concept and content with awareness of context and consequence
  5. Implement visual patterns incorporating text, image, diagram including temporal and spatial representations to recognize, categorize, and articulate significant form and meaning
  6. Employ and embody ethical practices, team and cross-disciplinary collaboration, and effective communication and presentation skills
  7. Apply relevant communication theories and principles and appreciate the pervasive and long-term impact of design decisions on people and societies

Graphic and Information Design concentration learning outcomes

  1. Integrate verbal and visual content in a way that is complementary, not redundant, to construct complex visual/verbal messages.
  2. Utilize information and nomenclature systems, organizational grids, hierarchy, and sequence to offer audiences access to complex topics and sense making
  3. Discern the ethical implications of subjective vs. objective design, and demonstrate ability to construct content along the persuasive/informative continuum according to the needs of an audience, expectations of a client, or self-initiative

Mathematics learning outcomes

  • Students will be able to solve problems using a broad range of significant mathematical techniques, including calculus, linear algebra, geometry, group theory, algebra and probability.
  • Students will recognize what constitutes mathematical thinking, including the ability to produce and judge the validity of rigorous mathematical arguments.
  • Students will be able to communicate mathematical ideas and arguments.
  • Students will be prepared to use mathematics in their future endeavors, not only in the discipline of mathematics, but also in other disciplines and in their future endeavors.