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March 15 preliminary

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    March 15 preliminary March 15 preliminary Presentation Transcript

    • CURRICULUM & PEDAGOGY Preliminary Recommendations “To facilitate deep understanding of a new concept, to facilitate learning, learners must have the opportunity to develop multiple and flexible perspectives. The process of becoming an expert involves failure, as well as the ability to understand failure and the motivation to move onward.” - Winslow Burleson, MIT Media Lab, ASU Developing creativity, motivation, and self-actualization with learning systems
    • CURRICULUM & PEDAGOGY Preliminary Recommendations 1) Establish Formal Learning Outcomes 2) Improve Support Structures 3) Update Program Curriculums
    • CURRICULUM & PEDAGOGY 1) Establish Formal Learning Outcomes College-Wide Learning Outcomes Imagination - Inventiveness, inspiration, knowledge, conceptual sophistication, critical discernment Professionalism - Highest skill levels, knowledge of field, ability to communicate, ethical, versatile, strong work ethic, risk taking, collaborative, leadership, cultural awareness, self-evaluative Preparedness - Knowledge of business practices, strong network and community, excellent body of work Plus - We’d like graduates to leave with fondness and loyalty to Art Center Program Learning Outcomes Developed by programs in consultation with faculty, experts, industry, alumni, students - shaped by a particular approach
    • CURRICULUM & PEDAGOGY 2) Improve Support Structures Establish better systems and planning processes Planning and strategy - Establish a plan for the overall ACCD academic offering and curricular structure Assessment - Implement objective, regular, outcomes based assessment for programs, faculty, and chairs Review Program Needs Regularly - Size, meeting field’s needs, facility impacts/requirements, budget, faculty Evaluate Program Mix/Structure - Create or eliminate programs, merge/split/reorganize programs, role of graduate education Establish Curriculum Committee - Standards for course descriptions/syllabi/learning outcomes, coordinate curriculums, ensure college-wide learning outcomes & strategy, prevent duplication, encourage cross-program collaborations
    • CURRICULUM & PEDAGOGY 2) Improve Support Structures Support multiple student models - but not too many Single model no longer works High School Graduate - Additional terms to mature, traditional academic calendar, housing International - ESL (offer PCC courses, give credit), housing Transfer Student - Get through fast, give transfer credit Career Changer - Get through fast, multi-disciplinary Graduate Student - Experimentation, research, thought leaders Low-Residency - Flexibility Professional - Short courses, leading edge skills/concepts
    • CURRICULUM & PEDAGOGY 2) Improve Support Structures Create greater cross-discipline opportunities Match current practice - design across mediums, multi- disciplinary collaborations, teach affordances of each medium Encourage diversity of teaching, learning and thinking Option for undeclared major - may add a term or two, portfolio issues Option for multi-disciplinary major - established paths, create own major Allow students more flexibility Create more dialog between programs & faculty Add more counseling - to help students navigate & experiment
    • CURRICULUM & PEDAGOGY 2) Improve Support Structures Strengthen the school’s relationship with its faculty to improve teaching Create greater job security - E.g. Longer term contracts, permanent part-time status with salary, publish valid faculty handbook, etc. Increase respect for faculty - Pay & account for service hours, involve faculty in curriculum development, pay for course development, provide space to meet with students Improve teaching relevancy & quality with faculty development - Pedagogy, advanced skills, dialog with experts, access to technology, training Encourage new modes of pedagogy Improve faculty & chair assessment Create new opportunities for faculty community
    • CURRICULUM & PEDAGOGY 2) Improve Support Structures Create a long-term strategy for eLearning Range of applications - Supplement on-site courses, skills development, “pure” online courses, mixed online/on-site Proceed thoughtfully - Or waste time, money, and potentially harm ACCD brand Establish criteria for appropriate use Involve professional instructional designers Meet standards - SCORM for interoperability, section 508 accessibility Requires goals, planning and training Requires a significant investment - Develop ACCD’s approach, pay faculty to develop material, infrastructure and staffing
    • CURRICULUM & PEDAGOGY 2) Improve Support Structures Explore alternate teaching & learning approaches Develop a “Self-Learning Center” Physical and online resource for students & faculty Includes instructional systems, materials, staff, experts, facilities Proximate to CMTEL, shops and library For-credit, required lab-time attached to courses Offload some skills learning from curriculum Encourages life-long learning skills Share expert faculty across courses Much more...
    • CURRICULUM & PEDAGOGY 3) Update Program Curriculums Integrate the Humanities and Sciences Makes better art and design - Improve critical thinking, observation, process, cultural relevance, idea generation Teach in context of art and design - Teach what we can do best, perhaps leave other parts to PCC? Integrate into studio curriculum - E.g. Design Process, 3D Fundamentals, Design Fundamentals
    • CURRICULUM & PEDAGOGY 3) Update Program Curriculums Meet the highest standards of quality and relevancy Establish industry/expert advisory boards - Create a productive dialog and accountability between ACCD and practitioners and organizations in all disciplines to help focus curriculum Define and require top quality work from students Focus on depth vs. superficiality - Skills, concepts, making Anticipate emerging trends in practice - Expose students to new mediums, materials, markets, production technologies, software; Teach best practices as technology and culture changes Consider new programs - Interactive design, Grad advertising, ??? Engage students with the most important and urgent issues in each discipline
    • CURRICULUM & PEDAGOGY Thank you Wendy Adest, Tom Mancuso, Phil van Allen, Brenda Varda