RECOMMENDATIONS ARE MADE THAT EDUCATIONAL MEDIA DESIGNERS BE PREPARED FOR A CAREER IN FORMAL EDUCATION TO THE EXCLUSION OF OTHER FIELDS CURRENTLY CLAMORING FOR SUCH SPECIALISTS. THE PROPOSED CURRICULUM ALREADY SUFFERS FROM THE ATTEMPT TO INCLUDE TOO MUCH CONTENT. THE CURRICULUM COULD BE ADAPTED TO PREPARE MEDIA DESIGNERS FOR CAREERS IN INDUSTRY BY AN INTERNSHIP OR THESIS IN THAT AREA AS WELL AS THE SUBSTITUTION OF SUCH COURSES AS BUSINESS COMMUNICATION, MANAGEMENT, AND FINANCE FOR COMPARABLE GRADUATE AND UNDERGRADUATE WORK. SIMILAR SUBSTITUTIONS COULD ALSO BE MADE FOR STUDENTS PREPARING FOR MEDIA DESIGN WORK IN MEDICINE, GOVERNMENT, OR INTERNATIONAL RELATIONS. CRITERIA FOR SUCH SUBSTITUIONS SHOULD BE THAT MEDIA DESIGNERS BE AS KNOWLEDGEABLE AS POSSIBLE IN THE SUBJECT TO BE COMMUNICATED, THE SITUATIONS IN WHICH THE COMMUNICATION TAKES PLACE, AND THE PARTICULAR AUDIENCES TO BE REACHED BY THE COMMUNICATION. THE STUDENT'S PREPARATION IN THEORY, PROCESS, AND TECHNIQUE COULD BE THE SAME REGARDLESS OF THE PARTICULAR FIELD. THE CYCLE OF DESIGN-TEST-REDESIGN SHOULD CHARACTERIZE BOTH TRAINING AND PRACTICE PARTICULARLY AT THE OUTSET. AS RESEARCH AND EXPERIENCE ACCUMULATE, THE INITIAL DESIGNS SHOULD BE MORE NEARLY CORRECT AND THE REDESIGN PHASE LESS EXTENSIVE. AS EDUCATIONAL SYSTEM DESIGNS ARE PREFECTED, THE DESIGN FUNCTION SHOULD GIVE WAY TO A KIND OF MONITORING AND OCCASIONAL MODIFICATION. IF THE PRESENT DYNAMIC SITUATION IN EDUCATION CONTINUES AND IF MAN'S KNOWLEDGE CONTINUES TO INCREASE AT THE SAME ACCELERATED RATE, IT WILL BE TIME TO BEGIN A NEW KINDERGARTEN THROUGH GRADE 12 DESIGN AS SOON AS THE PREVIOUS ONE HAS BEEN FINISHED.