Collegiate Studio


Last Year’s Sample Syllabus: 2020 TLAD-055G_Collegiate_ Studio_Friese

Proposed Schedule for Spring 2021

First Week

Friday February 26

Introductions and plan for semester

Assignments may have corollary articles and supporting materials either in the assignment sheet or below.  Beneath the class week plan are  articles and links to global university teaching centers that will also carry vital articles and resources.

Assignment #1: Academic CV and Cover Letter 

Harvard University CV’s and Cover Letters Guide


Second Week

Friday March 5

Individual Sharing: Your studio/research, goals, and questions regarding higher education studio teaching.

Open question period.


Third Week

Friday March 12

Tia Blassingame, Scripps College Assistant Professor, Director of Scripps College Press.

Proprietor of Primrose Press, Tia Blassingame is a book artist exploring the intersection of race, history, and perception. Utilizing printmaking and book arts techniques, she renders racially-charged images and histories for a nuanced discussion on issues of race and racism. She has been a teaching artist at the National Building Museum, Smithsonian Institution, Glen Echo, Pyramid Atlantic, and University of Maryland at College Park. Blassingame was a curatorial intern at Smithsonian Museum of American History, and served as the Image Coordinator for the Race & Ethnicity in Advertising–America: 1890-Today, an Advertising Education Foundation-Smithsonian Institution project. She has been an artist-in-residence at Yaddo, Santa Fe Art Institute (SFAI), the Andy Warhol Preserve, the International Print Center New York (IPCNY), and MacDowell Colony. Her artist’s books and prints can be found in library and museum collections around the world including Library of Congress, Yale University, the Metropolitan Museum of Art, Tate Britain, and State Library of Queensland. Tia was an AICAD fellow at California College of Art. 

Peer Cover Letter and CV Exchange

Assignment #2: Artist/Designer/Educator/Research Statement

artist_statement_ RISD Arts and Language Center

Writing an Artist Statement UC Denver

What is a Designer Statement Survey

Research Statement Template


Fourth Week 

Friday March 19

Tianquiutao Chen, Iowa State University College of Art and Design Finding Teaching

Chen Tianqiutao is an artist and educator working in China and the United States. Chen earned a BFA in Photography from Central Academy of Fine Arts in Beijing, and he received an MFA in Photography and an MA in Art + Design Education from Rhode Island School of Design (RISD). Additionally, Chen was awarded a Certificate in Collegiate Teaching in Art + Design also from RISD.


Fifth Week 

Friday March 26

Dr. Paul Sproll; Reflective and Effective Practices in Higher Education 

Paul Sproll is dedicated to the development of progressive practices in art and design teaching and learning in K-12 schools and community-based settings. His teaching and research centers on inquiry-based pedagogies for art and design education, and he is a longtime advocate for expanding the K-12 visual arts curriculum to include design and design thinking.

Sproll is committed to educational reform, especially in urban public high schools. His professional practice has increasingly involved work at the intersection of formal and informal education and particularly in the arena of expanded-day and summer learning. He directs Project Open Door—a RISD initiative housed in the Teaching + Learning in Art + Design department—which provides creative teens attending Rhode Island’s urban core public high schools with access to high-quality studio-based learning opportunities. He has received grants in support of these initiatives totaling over $1.75 million from organizations ranging from the National Endowment for the Arts to the Surdna Foundation, the Angell Foundation, the Nellie Mae Foundation, the Hasbro Children’s Fund as well as many others. Sproll is a regular presenter at national forums on art and design education and frequently serves as a curriculum consultant and adviser.

  • BA, The Open University
  • MA, The Ohio State University Columbus
  • PHD, The Ohio State University Columbus

Assignment # 3 Faculty Interview

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. 

Faculty Interview Tips:

When emailing the person to set up the appointment tell a little about yourself and include an up to date academic cv.

Introduce the faculty interview as an educational assignment for a graduate seminar on studio pedagogy and tell about the yearlong Graduate Collegiate Teaching Certificate Program you are in. The interview is for “educational purposes” only.

Be prepared to have more questions than needed so that you can follow up with one or two more or ask follow up questions that can further clarify or elucidate any points. The faculty may answer by sending images of student works that illustrate an issue or any images that the faculty may wish to add to the answers.

The interview can be done totally through email, or via skype, zoom, hangout, etc.  No in-person interviews are expected in this “stay-at-home” time.

Faculty Interview Samples:

Interview with Professor Michael Rogers

Faculty Interview Lola Brooks & Tracy Steepy

He_ Faculty Interview with Professor Wolfgang Rudorf


Sixth Week

Friday 4/2/21

Individual Meetings:

  1. Bring:  an academic cv, a cover letter for a job description that is currently advertised and artist/designer/educator/research statement.
  2. Bring plans/questions for your faculty interview. 


Seventh Week

Friday, 4/9/21

Individual Meetings:

  1. Bring:  an academic cv, a cover letter for a job description that is currently advertised and artist/designer/educator/research statement.
  2. Bring plans/questions for your faculty interview. 


Eighth Week

Friday 4/16/21

Small Group Faculty Interview Presentations 

Assignment # The Case Study will give a larger contextual base of art and design and teaching through a careful analysis (SWOT + SOAR + 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.

Here are two examples of comparative case studies:


How do design programs differ?


Ninth Week

Friday, 4/23/21

Case Study Presentation


Tenth Week

Friday, 4/30/21

Case Study Presentation


Eleventh Week

Friday, 5/7/21

Assignment # Article Review 

Sample Articles:

Authentic Leadership-AbasynJournal


Twelfth  Week

Friday, 5/14/21 Last Group Class

Final Presentations


Final Full Portfolio Due: Friday April 28

Final Due Date: Portfolios , Academic CV, Cover Letter, Artist or Designer Statement, 20 images of your own work with inventory, Article Review,  Faculty Interview, Case Study, Curriculum Comparison, All Class Projects for past syllabus.

Email in PDF: Last Name_Portfolio_2021. Please remove address from letterhead


Syllabi need to have a list of course 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.
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.


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

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