Collegiate Studio Seminar Spring 2019

Collegiate Studio Seminar Spring 2019 Schedule

New Certificate Graduates Due Dates

Ongoing Certificate Graduates Due Dates

Sara Beck’s Developing and Writing a Diversity Statement

Theoretical Framework for Design Studio Critique

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Course Plan

Week One:  Roundtable 

Teaching + Diversity Statements (new graduates)

Cover Letter and Academic CV (ongoing graduates)

Harvard University CV’s and Cover Letters Guide

Week Two:  Group and Small Group Reviews

Short Introduction about your work and experience; Slides or Actual Work

Peer Review (new graduates and ongoing graduates)

Course Description Assignment (new graduates)

Articles Assignment (ongoing graduates)

Artist Statement Guide

artist_statement_ RISD Arts and Language Center

Writing an Artist Statement UC Denver

Designer Statement Survey and Research Statement Guide

What is a Designer Statement Survey

Research Statement Template

 

Week Three: Individual Reviews 

Nancy’s Office Room 224

New Certificate Graduates’ Review includes: Revised Teaching Philosophy + Inclusivity Statement+ Course Descriptions

New Certificate Students’ Next Assignment: First Draft of Syllabus

OR

Ongoing Certificate Graduates’ Review includes: Academic CV and Academic Cover Letter and Article Selection (ongoing)

Ongoing Certificate Graduates’ Assignment: Faculty Interview

Tuesday March 5

11:30 Ren

12:00 Phil

Week Four:  Roundtable. 

Thursday March 7 Regular Group Class Meeting

Continue with Introductions of work, philosophies, interests. 5 to 8 mins. each: Amna, Thomas, Aniebiet, Jun, John, Ren, Phil, Rachel

Article Review Roundtable by Ongoing Certificate Graduates 15 minutes each

Course Description Draft Reviews (Bring hard copies) by new certificate graduates (ongoing graduates may be excused from class.)

Week Five: MARCH 14  Faculty Guests Conversations

8 am: Guest Anne Tait, Associate Professor Roger Williams University

10 am : Guest Bolaji Campbell, Professor of Theory and History in Art and Design, RISD

New Graduates:

Syllabus Review: Course Description, Goals of Course, Learning Outcomes + % of Grade, Categories, Methods and Learning Outcomes per week.  (new graduates)

Assignment: Class Project (new) Due 3/21
Faculty Interview (ongoing). Due 4/4

Faculty Interview Samples:

Interview with Professor Michael Rogers

Faculty Interview Lola Brooks & Tracy Steepy

Week Six: Graduate Guests Conversations

Class Projects (new)

Artist or Designer Statement (ongoing)

Article Review Continues

Week Seven: Spring Break No Class

Monday April 1, Metcalf Auditorium Alumni Pedagogy  6:30 to 7:45 pm

Week Eight:  Mid-term

Faculty Interview Roundtable Discussion (ongoing)

Assignment: Feedback Form and Assessment Rubric (new)

Week Nine: 

Review of Feedback Form and Assessment (new)

Curriculum Study or Case Study (ongoing)

April 17 Metcalf Auditorium Alumni Pedagogy 6:30 to 7:45 pm

Week Ten:  Individual Meetings Room

Week Eleven: 

Curriculum Study or Case Study (ongoing)

Week Twelve:  Individual Meetings Room 224

Week Thirteen:  Final Presentations

Portfolio Presentations 

Week Fourteen:   

Final Due Date: Portfolios , Case or Curriculum Study, Article Review, Faculty Interview

 

International Collegiate Teaching Sites

Hong Kong

Hong Kong Baptist University http://chtl.hkbu.edu.hk/main/hkbu-ga/ Center for Holistic Teaching and Learning

Hong Kong Polytechnic University
 Educational Development Centre

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

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

Japan

Hiroshima University Research Institute for Higher Education

University of Tokyo
 Center for Research on the Development of Higher Education

Malaysia

Universiti Teknologi Malaysia

Saudi Arabia

King Fahd University of Petroleum and Minerals 
Deanship of Academic Development

Singapore

National University of Singapore Centre for the Development of Teaching and Learning

National University of Singapore
 Centre for Instructional Technology

Australia

University of Adelaide
 Centre for Learning and Professional Development – Learning and Teaching Support

Australian National University Center for Educational Development and Academic Methods

Charles Darwin University
 Teaching and Learning Quality Group

Macquarie University
 Learning and Teaching Centre

Melbourne University
 Center for the Study of Higher Education

University of New South Wales
 https://teaching.unsw.edu.au/designing-learning

University of Sydney
 Institute for Teaching and Learning

University of Tasmania
 Centre for the Advancement of Learning and Teaching

University of Technology, Sydney
 Institute for Interactive Media and Learning

University of Western Australia
 Centre for the Advancement of Teaching and Learning

University of Wollongong
  Centre for Education Development, Innovation and Recognition

New Zealand

University of Auckland
  Centre for Academic Development

University of Canterbury
 http://www.teachlearn.canterbury.ac.nz/

University of Otago
 Higher Education Development Centre

Victoria University at Wellington
 University Teaching Development Centre

Germany

University of Hamburg

Canada

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

Queens University at KingstonCentre for Teaching and Learning

Ryerson UniversityLearning and Teaching Office

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 Saskatchewan
 http://www.usask.ca/gmcte/ Gwenna Moss Centre for Teaching Effectiveness

University of Toronto at ScarboroughCentre for Teaching and Learning

University of VictoriaLearning and Teaching Centre

University of Waterloo
  https://uwaterloo.ca/centre-for-teaching-ex…

University of WindsorCentre for Teaching and Learning

Wilfrid Laurier UniversityEducational Development

York University
 The Teaching Commons  http://teachingcommons.yorku.ca

Canada Community Colleges

Lethbridge Community College
  Educational Enhancement Team http://www.eetlc.ca

Mount Royal CollegeInstitute for Scholarship of Teaching & Learning

U.S. Colleges and Universities

Alabama

Auburn University
 The Instructional Multimedia Group

Samford University
 The Center for Teaching, Learning and Scholarship

University of Alabama
 Center for Teaching and Learning

Alaska

University of Alaska-Anchorage
 Center for Advancing Faculty Excellence

Arizona

Arizona State University
 UOEEE Teaching & Learning

Northern Arizona University Faculty Development Program

University of Arizona
 Office of Instruction and Assessment

Arkansas

John Brown University
 Teaching and Learning and Scholarship https://www.jbu.edu/teaching-learning-scholarship/

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

 California

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

Colorado

  Connecticut

  Delaware

  District of Columbia & Washington, D.C.

  Florida

  Georgia

  Hawaii

  Idaho

  Illinois

  Indiana

  Iowa

  Kansas

  Kentucky

  Louisiana

  Maine

  Maryland

  Massachusetts

  Michigan

  Minnesota

  Mississippi

  Missouri

  Montana

  Nebraska

  Nevada

  New Hampshire

  New Jersey

  New Mexico

  New York

  North Carolina

  North Dakota

  Ohio

  Oklahoma

  Oregon

  Pennsylvania

  Rhode Island

  South Carolina

  South Dakota

  Tennessee

  Texas

  Utah

  Vermont

  Virginia

  Washington

  West Virginia

  Wisconsin

  Wyoming

University of WyomingEllbogen Center for Teaching and Learning

US Community Colleges

Of Related Interest

Broward Community CollegeThreads—The Academic Internet Resource

Chile

Universidad Católica de ChileCentro de Desarrollo Docente

RECAP
All syllabi need to have a list of course aims/goals followed by a list of course learning outcomes. 
Learning outcomes need to be itemized for each week or subsets of syllabus weeks
Aims/goals and learning outcomes need to be listed in the sample class project.
If you do not understand the learning outcomes please make an appointment with me.
Aims/Goals are the deeper understandings or the enduring values of the course or class project.  What is imagined and hoped to occur in the class….what is the greater good of the course or class project. These often are preceded by “to” and have active verbs.
These are examples:
to introduce
to contextualize
to engage
to grapple
to compare or contrast
to question
to inquire
to expand
to examine
to evaluate
to collaborate
to originate
Learning outcomes are the ideas and techniques that all students will be assured of coming away with at the end of the course or class project or weekly activity.
Learning outcomes can be graded with percentages and the designated percentages will correlate with the assessment percentages and be embedded in the grading rubric qualities. They can include conceptual ideas, technical methods, critical participation, projects or assignments and the final projects. What is assured each student will take away from the class is a learning outcome.
Learning outcomes can be distinquished if one thinks of them in terms of nouns.
These are examples:
A comprehension of…..    10 %
An ability or facility in….    15 %
A critical acumen around… 10%
A widening technical range exhibited in… %.
A generative series of four increasingly ambitious projects…..%
A finely resolved final portfolio of……%
An increasingly more integrative body of…..%
A deepening synthesis of media into a final project….
The capability to place one’s work in a social, historical or political arena..
The understanding of eastern and western influences….
A global awareness of…..
Beginning casting agility in three media…
Achievement in tonal range in B + W photography
Conceptual growth and original transposition of materials into….
A portfolio that exhibits trials, challenges, failures and accomplishments…
All teaching portfolios will exhibit a progression of learning in the syllabus; moving from emerging critical and technical thinking around the topic or subject to a more developing level of critical and technical thinking to a more accomplished or integrative level of critical and technical thinking and ability. How do your words, projects, activities and readings give evidence to this?
Please go back and customize your assessment rubrics to the actual course by adding relevant details that indicate the rubric is not for any class but for the specific class. Make sure your mid-term feedback form INCLUDES the course goals at the top before the likert and open-ended questions.
These are the areas that may enrich a portfolio.  Please don’t think how to shorten the document at this point; distillation of a well-conceived portfolio can occur later. We want to achieve an in-depth development that holistically and authentically represents pedagogy in the format of a tenure-track line.  One can go shorter in the future.  The portfolio is dedicated to college-level students. Add the details such as seminal texts, citations for readings, safety elements and links, critique guides, images, resource lists, intersection with a museum collection, etc. The portfolio is not an outline for further work; it is a resolved and synthesized final project.
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Continuing Graduates:
ARTICLE REVIEW, FACULTY INTERVIEW, CASE STUDY
Continuing graduates:
Will need to submit a new final full teaching portfolio.
An article review, faculty interview, case study, or curriculum comparisons (1500 words would be appropriate.)
Graduates who have taken the fall semester/ws seminar need to present all new portfolio material for this term. Include a cover letter, academic cv, diversity statement, images of one’s own work, student work if available with no student names only levels and image inventory lists. You may also include an artist or designer statement and selected student evaluations with names blocked out if available.
This would complete a full teaching portfolio.

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Job Position Sources:

College Art Association  Must be a student member to access jobs.

Higher Education
The Chronicle of Higher Education Careers
Academic Keys
Artjobs.com
NYFA.org under classifieds
some higher education positions plus the spectrum of teaching

                                                                                                                                                                                                                                                                                    

                                                                                                                                                                                                                                                     

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The seminar includes this content:

Creating a Teaching Portfolio (Partial for new graduates, Full for ongoing graduates)

Article Review Roundtable

Case Study or Faculty Interview Research

Teaching Portfolio Final Presentation

The seminar will incorporate:

Individual and Group Reviews

Peer to Peer Reviews

Guest Faculty Reflections

Guest Graduate Experiences

Two Group Presentations

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Teaching Portfolio Assignments:

cv-standards-and-guidelines-college-art-association

cover-letter-advice

Harvard University CV’s and Cover Letters Guide

Teaching Philosophy Assignment

Teaching Philosophy Readings and Guide

UCSD Guide To Diversity Statement

Sara Beck’s Developing and Writing a Diversity Statement

Collegiate Studio Article Review Assignment

Best Practices-Course Descriptions

syllabus-worksheet-assignment

syllabus-criteria-100-point-guide

critique-formats

class-project-assignment

feedback-form-assignment

artist_statement_ RISD Arts and Language Center

Writing an Artist Statement UC Denver

Designer Statement Survey and Research Statement Guide

What is a Designer Statement Survey

Research Statement Template

 

Articles:

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

https://ctl.yale.edu/Formative-Summative-Assessments

How to persuade With Ethos, Pathos or Logos Lincoln Mullen         http://comm.lab.asu.edu/persuasive-power-the-importance-of-ethos-pathos-and-logos/#.WLgXnxg-LLE

Constructing a Syllabus

Persuasive Communication

Learning Centered Syllabus 2016 Article

sotl-in-higher-education-marian-mccarthy

planning-your-course-decisions-guide-cornell-university-center-for-teaching-excellence

creating-a-syllabus-fsu-guide

backward-design-wiggins-mctighe

guide-to-critical-and-integrative-thinking

Revised Bloom’s Handout

student-centered-perspective-in-pedagogy-in-art-design-education-orr-yorke-and-blair

the-getting-of-wisdom What Critically Reflective Teaching is and Why it’s Important. Stephen Brookfield

critiquing-student-projects-wash-univ

blooms-taxonomy-stages-in-learning

questions-for-a-syllabus-bok-center

should-syllabi-convey-expectations-regarding-appropriate-classroom-behaviors

disruptive-learning

conditions-when-assessment-supports-student-learning

Flipping the Classroom, Howard University Podcast Center for Teaching and Learning http://www.cetla.howard.edu/teaching_strategies/flipping_the_classroom.html

resume_booklet_-resources

Teaching to Variation

University of Illinois Center for Innovation in Teaching and Learning Strategies for Questions Promoting Critical Thinking

Qualities of Effective Faculty

should-syllabi-convey-expectations-regarding-appropriate-classroom-behaviors

student-centered-perspective-in-pedagogy-in-art-design-education-orr-yorke-and-blair

How to Teach a Good First Day of Class – The Chronicle of Higher Education

How we learn Stanford.edu

Fostering creativity in the design studio Hargrove

DiscoveringHiddenTransformations

cowdroy_assessing_creative_ability

Conditions Under Which Assessment Supports Students’ Learning

Discussion_as_a_Way_of_Teaching INC-Learning Circles

Scaffolding_ A Promising Approach to Fostering Critical Thinking

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