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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

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March 15 preliminary

  • 1. 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
  • 2. CURRICULUM & PEDAGOGY Preliminary Recommendations 1) Establish Formal Learning Outcomes 2) Improve Support Structures 3) Update Program Curriculums
  • 3. 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
  • 4. 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
  • 5. 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
  • 6. 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
  • 7. 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
  • 8. 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
  • 9. 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...
  • 10. 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
  • 11. 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
  • 12. CURRICULUM & PEDAGOGY Thank you Wendy Adest, Tom Mancuso, Phil van Allen, Brenda Varda