Resources + Research

Some Sample Graduate Feedback Forms:


How do I identify my own teaching philosophy?


How do I find a collegiate teaching position?

College Art Association
Association of Collegiate Schools of Architecture
Academic Keys
Chronicle of Higher Education Careers
American Association of Museums

International Academic Job Postings:


Where can I view a cross-section of information from collegiate teaching and learning centers?

See a country and state list at the end of this page.

Collegiate Teaching & Learning Worldwide Directory


What resources are there to incorporate diversity in the classroom?

Inclusive Classrooms

Rhode Island School of Design

RISD Intercultural Student Engagement

The Office of Intercultural Student Engagement promotes cultural awareness, dialogue, and interaction while serving as a hands-on resource for specific RISD communities. Primary target communities include students of color; international students; students identifying within the Lesbian, Gay, Bisexual, Transgender, Questioning (LGBTQ) spectrum; religious and/or spiritual students; and those dedicated to inclusive community.

The office provides leadership in the areas of student success, retention programs, campus education, and immigration compliance. The office works closely with RISD’s faculty, staff, and administrators. As a resource, it advises students on social, cultural, and personal matters, financial aid issues, and academic procedures. It assists in student and leadership development through supporting and advising student cultural groups.

The Office of Intercultural Student Engagement assists the RISD community-at-large in shaping a culturally inclusive and supportive environment that enables all its members the opportunity to fully contribute to and benefit from the total RISD experience. The Office coordinates enriching social and academic opportunities for cultural awareness, dialogue, and understanding. The office services the needs of the total RISD community while providing specific support to RISD’s students of color, marginalized populations, and those interested in multi-cultural work.


How can I utilize technology for or in the classroom?

Rhode Island School of Design Media Resources provides students and departments with audio and visual assistance for projects, installations and meetings and classrooms. office: RISD Auditorium
 (401 454-6129) a course management program.


blended classrooms, flipped classrooms, synchronous learning, and asynchronous learning methodologies.


What are the resources for incorporating health and safety in the classroom?

RISD’s Environmental Health + Safety Department’s mission is to develop and implement programs that will ensure RISD’s compliance with regulations. RISD has set the goal of becoming a world-class leader of EH&S issues in the arts. To become recognized as such, our programs and facilities must become models for environmental stewardship. The administration supports, and all at RISD should embrace, the concept of protecting our environment and ensuring safe working conditions.  Alan Cantara (401-454-6780)


What is the status of PhD programs in art?

Trends in Collegiate Teaching in the UK, Professor Carole Gray, Gray’s School of Art, The Robert Gordon University, Aberdeen, Scotland, UK
The Studio-art Doctorate in America, Art Journal, Summer, 2006 Timothy Emlyn Jones

Life After MFA….The PhD Option?Vency Yun               …the-phd-option/
Artists with PhDs: On the New Doctoral Degree in Studio Art  James Elkins 

Sample Ph.D. programs in Studio Art:

Burren College of Art PhD Program
Full-Time Programme (4 years)
A Full Time PhD is taken at Burren College of Art, with each student having their own dedicated studio space at the college and use of other campus facilities including the library and labs for 12 months each year.  Students also have use of the National University of Ireland, Galway library and student facilities, located an hour away on the Galway campus.Part-Time Programme (6 years)
A Part Time PhD student is required to have their own studio space away from BCA and to attend BCA for some supervision sessions and group events. Supervision also takes place via Skype and by email.

Hybrid (Part-Time with Full-Time Periods of Study) Programme
The Hybrid programme is of variable duration depending on a student’s capacity for taking Full Time periods of study.  A Hybrid student registers as a Part Time student and takes some Full Time study.  The maximum duration is 6 years, and this period may be reduced by taking Full Time study to a minimum of 4 years.  It is strongly recommended that students spend as much of the first year on the BCA campus as possible. Students are required to have their own studio away from BCA when in Part Time mode and to attend BCA for some supervision sessions and group events. Supervision also takes place via Skype and by email. Hybrid students will be provided with dedicated studio space at BCA when in Full Time mode.

University of California San Diego PhD Program

The Department of Visual Arts offers a PhD in art history, theory, and criticism with specializations in any of the cultural areas in which faculty do research (see below) and also a PhD in art history, theory, and criticism with a concentration in art practice, for artists whose work engages in art historical and cultural research. Offering a distinct alternative to other PhD programs in art history, our program centers on a unique curriculum that treats the study of art past and present—including fine art, new media, and mass culture—as part of a broad inquiry into the practices, objects, and discourses that constitute the art world, even as it encourages examination of the larger frameworks—historical, cultural, social, intellectual, and theoretical—within which the category “art” has been contextualized in the most recent developments in the discipline.

This program is also distinctive in that it is housed within a department that has been for many years one of the nation’s leading centers of art practice and graduate education in studio, media, and—most recently—digital media. The offering of the PhD and MFA is based on the department’s foundational premise that the production of art and the critical, theoretical, and historical reflection upon it inherently and necessarily participate in a single discursive community. This close integration of art history and art practice is reflected in the inclusion of a concentration in art practice within the PhD in art history, theory, and criticism.

The innovative character of this program is most evident in a unique curricular structure that is broadly organized into three groups of seminars. The importance of critical theory to the field today is reflected in the seminars under the Theories/New Visions group, while the study of art in its concrete historical, social, and cultural contexts, across different cultures and media, is emphasized in time, place, and media specific seminars listed under Times/Terrains.

The program builds most distinctively on recent developments in the field in the seminars under the heading Categories/Constructs. These seminars address the core questions about artworks and practices that the department believes every doctoral student in art and media history, whatever his or her area of specialization, should engage. How is the category “art” itself produced, now and in the past, in the urbanized West and in other cultures, in the context of ever-changing technologies? How are artistic identities constructed across distinct epochs and societies, and with reference to categories such as gender and ethnicity? What are the circumstances and contexts (social, intellectual, institutional, and the like) within which art is both produced and disseminated? What are the alternative modes of engaging art objects and practices and what are the histories and theoretical assumptions of the specialized discourses used to describe and analyze them?

Seminars in the Categories/Constructs group are unique in the degree to which they foreground the self-critical turn in recent art and media history by making reflection upon the central concepts, constructs, categories, and languages of art historical inquiry a key programmatic concern. They are also distinctive in that they are designed to cut across traditional categories of history and contemporaneity, art and media (film, video, photography, digital media), history and theory, and to promote cross-cultural inquiry insofar as they center on questions crucial to the study of art of diverse cultures as well as diverse art forms and historical epochs.


Where can I find worldwide teaching + learning centers? 

International Collegiate Teaching Sites

Hong Kong

Hong Kong Baptist University 
Centre for Educational Development

Hong Kong Polytechnic UniversityEducational Development Centre

Hong Kong University of Science and Technology
Center for Enhanced Learning and Teaching

University of Hong Kong
Centre for the Advancement of Teaching and Learning


Hiroshima University Research Institute for Higher Education

University of TokyoCenter for Research on the Development of Higher Education


Universiti Teknologi MalaysiaCentre for Teaching and Learning

Saudi Arabia

King Fahd University of Petroleum and Minerals 
Deanship of Academic Development


National University of SingaporeCentre for the Development of Teaching and Learning

National University of SingaporeCentre for Instructional Technology


University of AdelaideCentre for Learning and Professional Development – Learning and Teaching Support

Australian National University Center for Educational Development and Academic Methods

University of CanberraAcademic Staff Development

Charles Darwin UniversityTeaching and Learning Quality Group

Charles Sturt University – CELT Division of Learning & Teaching Services

Edith Cowan University
The Centre for Learning and Teaching

Griffith UniversityGriffith Institute for Higher Education

LaTrobe UniversityCurriculum, Teaching, and Learning

Macquarie UniversityLearning and Teaching Centre

Melbourne UniversityCenter for the Study of Higher Education

Monash UniversityOffice of Planning and QualityPerformance Development & Training Branch

Murdoch UniversityTeaching and Learning Centre

University of New EnglandSchool of Education ICT Team Server

University of New South WalesStaff Development UnitLearning & Teaching @ UNSW

University of QueenslandThe Teaching and Educational Development Institute (T.E.D.I.)

Queensland Institute of TechnologyeLearning Services

University of South AustraliaLearning and Teaching Unit

Swinburne University of TechnologyInformation Technology Services University of SydneyInstitute for Teaching and Learning

University of TasmaniaCentre for the Advancement of Learning and Teaching

University of Technology, SydneyInstitute for Interactive Media and Learning

University of Western AustraliaCentre for the Advancement of Teaching and Learning

University of WollongongCentre for Education Development, Innovation and Recognition

New Zealand

University of Auckland
Centre for Academic Development

University of CanterburyAcademic Development Group

Lincoln UniversityTourism Recreation Research & Education Centre

University of OtagoHigher Education Development Centre

Victoria University at WellingtonUniversity Teaching Development Centre


University of HamburgInterdisciplinary Center for Higher Education


Carleton UniversityEducational Development Centre

Dalhousie UniversityCentre for Learning and Teaching

McMaster UniversityCentre for Leadership in LearningFaculty of Health Sciences—Programme for Faculty Development

McGill UniversityTeaching and Learning Services

Ontario Institute for Studies in Education and University of TorontoCentre for Teacher Education and Development

Queens University at KingstonCentre for Teaching and Learning

Ryerson UniversityLearning and Teaching Office

Simon Fraser UniversityTeaching & Learning Centre

University of AlbertaLearning SolutionsCentre for Teaching and Learning

University of British ColumbiaThe Centre for Teaching, Learning and Technology

University of GuelphTeaching Support Services

University of ManitobaUniversity Teaching Services

University of OttawaTeaching and Learning Support Service

University of SaskatchewanGwenna Moss Centre for Teaching Effectiveness

University of Toronto at ScarboroughCentre for Teaching and Learning

University of VictoriaLearning and Teaching Centre

University of WaterlooCentre for Teaching Excellence

University of WindsorCentre for Teaching and Learning

Wilfrid Laurier UniversityEducational Development

York UniversityCentre for the Support of Teaching

Canada Community Colleges

Lethbridge Community CollegeCentre for Teaching and Learning—Educational Enhancement Team

Mount Royal CollegeInstitute for Scholarship of Teaching & Learning

U.S. Colleges and Universities


Auburn UniversityThe Instructional Multimedia Group

Samford UniversityThe Center for Teaching, Learning and Scholarship

University of AlabamaCenter for Teaching and Learning


University of Alaska-AnchorageCenter for Advancing Faculty Excellence


Arizona State UniversityUOEEE Teaching & Learning

Northern Arizona UniversityFaculty Development Program

University of ArizonaOffice of Instruction and Assessment


John Brown UniversityFaculty Development Resources

University of Arkansas-Little RockCenter for Applied Studies in Education

University of Arkansas-FayettevilleThe Wally Cordes Teaching and Faculty Support Center

University of Central ArkansasInstructional Development Center


Azusa Pacific UniversityOffice of Faculty Development

California State University-ChicoTechnology and Learning Program

California State University-HaywardOffice of Faculty Development and Center for Excellence in Teaching

California State University-Long BeachFaculty Center for Professional DevelopmentAcademic Computing Services

California State University-NorthridgeThe Center for Innovative & Engaged Learning Opportunities

California State University-PomonaFaculty Center for Professional DevelopmentCalifornia State University-SacramentoCenter for Teaching and Learning

California State University-San BernardinoTeaching Resource Center

San Francisco State UniversityCenter for Teaching and Faculty Development

Sonoma State UniversityCenter for Teaching and Professional Development

Stanford UniversityCenter for Teaching and Learning

University of California BerkeleyOffice of Educational DevelopmentGraduate Student Instructor (GSI) Teaching and Resource Center

University of California DavisCenter for Excellence in Teaching and Learning

University of California IrvineTeaching, Learning and Technology Center

University of California Los AngelesOffice of Instructional Development

Univeristy of California San DiegoCenter for Teaching Development

University of California Santa BarbaraInstructional DevelopmentTeaching Assistant Development

University of California Santa CruzCenter for Teaching & Learning

University of Southern CaliforniaCenter for Excellence in Teaching




  District of Columbia & Washington, D.C.





















  New Hampshire

  New Jersey

  New Mexico

  New York

  North Carolina

  North Dakota





  Rhode Island

  South Carolina

  South Dakota







  West Virginia



University of WyomingEllbogen Center for Teaching and Learning

US Community Colleges

Of Related Interest

Broward Community CollegeThreads—The Academic Internet Resource


Universidad Católica de ChileCentro de Desarrollo Docente

A trail of tales V.1
Yana Sakellion
Interactive Installation 2008
MFA Digital Media 2008
Sheridan Certificate 2008
Associate Professor American University