Collegiate Studio Seminar Spring 2020

Upcoming Lecture: Simonette Quamina, Tuesday 3/10/20 6:30 to 7:30 pm Collaborative Learning Seminar Room TLAD. Moving from Graduate Assistantships to Assistant Professorship.

Spring  Forum in Collegiate Teaching + Learning Lectures Spring 2020 Lectures

2020 TLAD-055G_Collegiate_ Studio_Friese

All assignments have corollary articles and supporting materials.  All articles are listed below in attachments at the end of the weekly schedule. Beneath the articles are links to global university teaching centers that will also carry similar articles and resources.

3/2/20 Monday

Sarah O’Brien Ceramic MFA. talks about her first experience of teaching her own studio class during WS.

Individual Presentations

Assignment: Article Review Article Review Assignment 2020

Sample Articles:

Authentic Leadership-AbasynJournal

3/9/20 Monday

Sara Ossana, faculty in Furniture Design and  Interior Architecture (MFA IA) and founder of Studio Mo will visit and talk about her balance of studio and teaching.

Roundtable Article Discussion

Assignment: Faculty Interview and Case Study introduced.

Faculty Interview Assignment 2020


3/10/20 TLAD Collaborative Learning Seminar Space, 6:30 to 7:30 pm

Simonette Quamina, Artist and Faculty,

3/16/20 Monday  Individual Meetings  

In light of the closing of the campus for an extended time beyond spring break, I am happy to make this week’s meetings optional or via “hangout” on Gmail. I will be on campus if you want to meet individually, but if you want to connect and talk via gmail “hangout” that is fine too. If you are traveling or sick, we can reschedule.

If you send me any preliminary documents, I will be happy to give my input. Put your last name and Collegiate Studio Title on an attached word document in email and I will comment and return.  We can also review items in person when you come in. We will still have a good semester. Much of our work can be done online. Concentrate on completing a FULL TEACHING PORTFOLIO: cover letter, academic cv, artist/designer/educator statement, your visuals with inventory, all of your past semester portfolio work increased with each assignment project done separately in Class Project Format.  Then work on the ARTICLE REVIEW and FACULTY INTERVIEW.

Please contact me if you have any questions.

Please bring your academic cv, a sample cover letter for a job description and the article review.

Bring ideas for your faculty interview and a case study around a topic of your choice.

Continue to advance your past syllabus with a Class Assignment Sheet for each assignment in the syllabus or to create a new secondary syllabus.

6:30 Scott, 6:50 Jiaai 7:10 Mary 7:30 Elaine 7:50 Shore 8:10 Yuxin 8:30 Mahala                           


The Faculty Interview is an inquiry into the teaching history, trajectory, methodologies, teaching tips and teaching reflections of a faculty in one’s discipline from RISD, another institution, or one’s undergraduate institution. Include a bio and sample of the faculty’s work as an introduction. The Case Study will give a larger contextual base of art and design and teaching through a careful analysis (SWOT + PEST) can be used.  By choosing an area of academic life in your discipline to explore more deeply, one move’s from personal experience to the larger departmental missions and structures of an institution.

Faculty Interview Samples:

Interview with Professor Michael Rogers

Faculty Interview Lola Brooks & Tracy Steepy

Curriculum Study or Case Study Assignment

Here are two examples of comparative case studies:


How do design programs differ?


Full Teaching Portfolio Contents

Cover Letter, Academic CV, Artist or Designer Statement, Personal Visuals with an inventory of projects.

Part Two:

Teaching Philosophy, Inclusivity Statement, 3 Course Proposals, Syllabus, All Class Projects/Assignments, Feedback Form, Assessment Form, Student work and inventory if available, two examples of students’ course evaluation if available.

One can choose to do a complete and full second syllabus for a new course. or pick a Faculty Interview or Case Study.

Article Review (use article review guide)

Faculty Interview   (see past examples)

Case Study

Curricular Comparison


Sara Beck’s Developing and Writing a Diversity Statement

Theoretical Framework for Design Studio Critique


Artist Statement and Cover Letter and Academic CV (ongoing graduates)

Harvard University CV’s and Cover Letters Guide

artist_statement_ RISD Arts and Language Center

Writing an Artist Statement UC Denver

What is a Designer Statement Survey

Research Statement Template


Curriculum Study or Case Study Assignment

Here are two examples of comparative case studies:


How do design programs differ?

Curriculum Comparisons or Topical Comparisons

For Final Summary of Semester:

Present the best aspects of your semester work radiating out from your initial or revised teaching philosophy and inclusivity statements into your portfolio documents, interview, case study or curricular comparison.

Reflect on the arc of the semester of study and how what you have learned has advanced your knowledge and preparadness for a transition into studio teaching but also brought up new insights and questions.


5/24 Week Fourteen:   

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

Email in PDF: Last Name_Portfolio_2019


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.
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.


Job Position Sources:

College Art Association

Higher Education
The Chronicle of Higher Education Careers
Academic Keys under classifieds
some higher education positions plus the spectrum of teaching (National Association of Independent Schools) (Association of Independent Schools New England)   Council on International Independent Schools







Teaching Portfolio Assignments and Supporting Articles



Harvard University CV’s and Cover Letters Guide

Sara Beck’s Developing and Writing a Diversity Statement

Collegiate Studio Article Review 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


Authentic Leadership Development Process Abasyn Journal of Social Sciences 2016  Authors, Muhammad Yasir, Amran Rasli, Abrar Ullah, and Hassan Khan. AuthenticLeadership-AbasynJournal-2

How to persuade With Ethos, Pathos or Logos Lincoln Mullen

Learning Centered Syllabus 2016 Article






Revised Bloom’s Handout


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







Flipping the Classroom, Howard University Podcast Center for Teaching and Learning


Teaching to Variation

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

Qualities of Effective Faculty



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

How we learn

Fostering creativity in the design studio Hargrove



Conditions Under Which Assessment Supports Students’ Learning

Discussion_as_a_Way_of_Teaching INC-Learning Circles

Scaffolding_ A Promising Approach to Fostering Critical Thinking

TeachingGoalsInventory,byThomasA.AngeloandK.PatriciaCrossand their bookClassroom Assessment Techniques. This “quiz” helps you to identifyorcreateyourteachingandlearninggoals.


International Collegiate Teaching Sites

Hong Kong

Hong Kong Baptist University 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


Hiroshima University Research Institute for Higher Education

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


Universiti Teknologi Malaysia

Saudi Arabia

King Fahd University of Petroleum and Minerals 
Deanship of Academic Development


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

National University of Singapore
 Centre for Instructional Technology


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

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

University of Otago
 Higher Education Development Centre

Victoria University at Wellington
 University Teaching Development Centre


University of Hamburg


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 Gwenna Moss Centre for Teaching Effectiveness

University of Toronto at ScarboroughCentre for Teaching and Learning

University of VictoriaLearning and Teaching Centre

University of Waterloo…

University of WindsorCentre for Teaching and Learning

Wilfrid Laurier UniversityEducational Development

York University
 The Teaching Commons

Canada Community Colleges

Lethbridge Community College
  Educational Enhancement Team

Mount Royal CollegeInstitute for Scholarship of Teaching & Learning

U.S. Colleges and Universities


Auburn University
 The Instructional Multimedia Group

Samford University
 The Center for Teaching, Learning and Scholarship

University of Alabama
 Center for Teaching and Learning


University of Alaska-Anchorage
 Center for Advancing Faculty Excellence


Arizona State University
 UOEEE Teaching & Learning

Northern Arizona University Faculty Development Program

University of Arizona
 Office of Instruction and Assessment


John Brown University
 Teaching and Learning and 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


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