- Office of Faculty Development
Office of Faculty Development
Sam Holtzman, Ph.D. | Director of Faculty Development, Teaching & Learning
ext.2479 | email@example.com
A place to begin for faculty with questions about teaching and learning at ArtCenter is the Office of Faculty Development, a position created in 2013 at ArtCenter to support professional teaching development. Please contact Sam Holtzman, the Director of Faculty Development, Teaching & Learning for help with syllabus and curriculum development, methods and manner of assessment, rubrics and tools for teaching, facilitation techniques, ELL support, and for other questions about pedagogy and best-practices. The Office of Faculty Development conducts the Orientation for New Faculty, a series of in-term workshops, leads the Faculty Assessment Liaison Cohort, and offers all faculty 1:1 classroom consultation and coaching sessions.
The sections below have information and resources about the following topics:
- Coaching and Classroom Observations
- New Faculty Orientation (Undergraduate and Graduate)
- ArtCenter at Night and ACT New Faculty Orientation
- Checklist for Day One
- Syllabus and Weekly Plan
- Developing Rubrics
- FERPA - Family Educational Rights and Privacy Act
- Liaison Librarian Program
- Faculty Performance Review
- Supporting English Language Learners
- Diversity and Inclusion
- Students Receiving Accommodations
- CARE at ArtCenter (Communicate Assess Refer Evaluate)
- Course Evaluations
- Academic and Creative Integrity
- Faculty Professional Development
- Grants for Faculty Members (TAA, FPG, HMTC)
- Field Trip Waiver and Release Form
- Week 1, 3, 7 Reminders
- Re-Tooling Your Classroom for the 21st Century
- Coaching and Classroom Observations
Coaching and Classroom Observations
1:1 coaching is conducted by the Director of Faculty Development through a process of observation and debrief. Scheduled by appointment, coaching is optional and confidential - observation notes and conversations around the Coaching process are not reported or shared with departmental or college administration or included in faculty performance review, unless by faculty member request. Coaching is conducted on your terms - you can ask for a general observation, or for certain aspects of teaching to be observed (critique, facilitating discussions, etc). Coaching can also take place at any point in the Teaching Cycle (Planning, Instruction, Assessment, Reflection) and cover a range of events. Please see the menu below and click on the link to view a PDF of additional coaching and workshop topics.
- Building Intercultural Awareness in Teaching & Learning - A Pedagogy and Practice Workshop
Building Intercultural Awareness in Teaching & Learning - A Pedagogy and Practice Workshop
Thank you to all who joined us for the Pedagogy and Practice Workshop: Building Intercultural Awareness in Teaching & Learning with Erika G. Bertling. This 2-hour workshop for faculty members introduced intercultural awareness and communication as a professional teaching competency. The workshop was held twice in Summer 2020 with the same content. The first hour was instructional, the second hour, reserved for open interaction and Q&A, was not recorded. Please click this link for the recording of the first hour of the Tuesday, Week 12 workshop:
Zoom Video Recording: Building Intercultural Awareness in Teaching & Learning with Erika G. Bertling
The slides from the presentation are available and additional resources are below that Erika gathered for participants. If you have any questions about the workshop, or are interested in when it will happen again, please email firstname.lastname@example.org.
BOOK: by Zaretta Hammond
Culturally Responsive Teaching and the Brain
John Hattie, professor and author, expert on performance indicators and evaluation in education:
"Effect size for the cultural competence of the teacher"
Pellegrino Riccardi, cross-cultural trainer, TEDx Talk
Cross Cultural Communication
Emily J. Style, Founding Co-Director of the National SEED (Seeking Educational Equity and Diversity) Project on Inclusive Curriculum
"Curriculum as Window and Mirror" -- the highly influential essay that was foundational to SEED's formation as a force for culturally responsive teaching
American Psychological Association
An overview of cultural neuroscience
"Your Brain on Culture"
General overviews of major foundational cross-cultural theories
Tips for a more culturally responsive classroom
- Faculty Showcase - A Pedagogy and Practice Series
Faculty Showcase - A Pedagogy and Practice Series
The Faculty Showcase: Pedagogy and Practice is a series where we explore ideas and works in progress for online teaching and learning with different faculty partners. This is a great chance to hear from peers and colleagues from across the college as they showcase an aspect of pedagogy they are actively exploring. Dig in with other faculty members as we discuss ideas and emerging practices around shared challenges and new opportunities. Each presentation will feature a demo from a different person, a ‘how to’ session, and a round table discussion with participants. Check your ArtCenter email address for announcements about the next Showcase!
All Showcase Sessions are recorded and are available below within a few days of the presentation. If you missed a session and are interested in the topic - please click the Name of the Presenter and Title of the Presentation to view the showcase recording.
Week 12, Tuesday 8/4/20, please join us for Instructional Design for Student Engagement, with Armando Zúñiga, Humanities & Sciences and Director of the Writing Center.
Week 5, 6/18/20, was the second in the special spotlight on tools for visual collaboration. We continued with a review of Miro, by Arnie Martin in the Product Design Department.
Week 4 (6/11/20) we hosted the first of two special spotlight sessions on tools for online visual collaboration, process, and presentation; Mural and Miro. The session this week was on Mural, led by Elaine Alderette and Ming Tai, who both teach in Graphic Design and Illustration.
The Showcase for Week 3 of Summer 2020 (6/4/20) continued the focus on student engagement and student success, with Babette Strauss from Product Design and Humanities & Sciences who lead us through an exploration of tools to supplement Zoom and DotED for Student Engagement and Classroom Management.
We started Week 1 of Summer 2020 (5/21/20) with Fernando Olmedo from Humanities & Sciences and Entertainment Design who talked about student engagement and activating learning. Fernando shared his ideas for 3 different areas he considers when planning a class for remote teaching and learning.
Week 13 of Spring 2020 (4/16/20) our guest and first presenter was Yo Oshima from Environmental Design, who shared his work on dynamic content creation and virtual presentations. Yo modeled several approaches to keeping students engaged in a synchronous environment, how to use the iPad to sketch over student work, and how to show a 3D model.
We were excited to be joined Week 14 of Spring 2020 (4/23/20) by Owen Freeman from Illustration, who talked about hacking DotED to create a virtual crit rail. Owen figured out an interesting way to use the forum feature in DotED to have students share, post, and comment to work during the week and for in-class critique.
If you have any questions about best-practices for online teaching and learning, curriculum and course design, or are working on something that you would like to share and think this would be a good forum, please reach out to email@example.com.
- Digital Teaching & Learning
Digital Teaching & Learning
The Digital Teaching & Learning (DTL) department is available as a resource for faculty at ArtCenter. Please visit the DTL Website for information about DotED, ArtCenter's Learning Management System and how to use Zoom for online teaching. Every course that is offered at ArtCenter has an online counterpart in the DotED system. These Web Enabled courses can be utilized as a course repository to store files for your students, a completely online version of your course (complete with assignments and quizzes), and anything in between. There is also a page with specific information for new faculty.
DotED support is just one aspect of the services that they provide. They can also assist with:
1. Online Course Set up and Instructional Design
2. Incorporating outside tools such as Dropbox, Google Drive, and WordPress into the ArtCenter workflow.
3. Evaluating and experimenting with emerging technologies in the state of the art Digital Teaching Lab.
4. Recording tutorials and screencasts for use at ArtCenter.
- Remote Teaching & Learning Support
Remote Teaching & Learning SupportResources are available across several departments for a wide variety of remote teaching and learning support. The ArtCenter Online team combines elements from the Center for Teaching & Learning, the Heavin Studio, and Digital Teaching & Learning. The attached Remote Teaching Guide is a collaboration between these offices to help faculty plan for online and remote instruction using college tools and resources. Please use the guide as you plan for remote instruction and delivery using Zoom and DotED, and to help you create instructional material, think about how to do demos and show different angles from dual cameras, run critique, and see multiple perspectives from the student view.
For additional and on-going support in any of the areas covered by the guide, please find the specific contact information below:
- Remote Teaching & Learning, Pedagogy and Course Design: firstname.lastname@example.org
- Digital Teaching & Learning: http://citl.artcenter.edu/dtl/
- DotED Support: email@example.com
- Zoom Support: firstname.lastname@example.org
- Passwords & Access: email@example.com
- Syllabus and Weekly Plan
Syllabus and Weekly Plan
The syllabus is a teaching and learning agreement between the instructor, the students, and the department. A syllabus has a course description and CLOs (provided by the department), a tentative schedule for the term, projects and grade percentages (generated by the instructor), a detailed weekly plan, required materials, and a list of pertinent institutional policies.
This syllabus template is required for all courses in degree programs and is an important component of assessment and accreditation. All faculty members must complete a syllabus in courses for which they are lead instructor.
Below, please find the Syllabus and Weekly Plan Template for undergraduate courses and the Graduate Syllabus and Weekly Plan Template, plus samples of each. There are different templates for graduate, undergraduate, and ACX courses, so please make sure you are working with the appropriate one. Samples are also included for reference as well as a checklist to guide completion. The college's syllabus template must be used and should be completed or updated before the beginning of each term, submitted electronically to the Department (emailed to the Coordinator) and given to students during the first class, on paper or uploaded online via DotED. We have developed our Syllabus format to include Program or Course Learning Outcomes and alignment with major projects or assignments, as well as a weekly plan of activity within the course. This helps create a cohesive curricular picture for each student, across all departments. Syllabi files should be named to include: Department code, course code, instructor last name, and year+term of instruction. For example: ILL_261_Tillinghast_20Su.
A few reminders to consider when completing your syllabus:
- Please make sure that the Course Description for your class matches the one that is posted on inside.artcenter.edu.
- You should have Course Learning Outcomes (CLOs) from your department. If you are writing or updating them yourself, please review the CLO_FAQ for suggestions, examples, and appropriate language.
- It is important for students to know how they will be graded. Please make sure the grading box is completed and indicates clearly what percentage of the final grade each project or assignment carries. Completing a rubric for major projects is a good way to make sure the criteria are clear as well.
- Don't forget to complete the Alignment Chart. This is the section where you indicate which project evidences primary achievement of CLOs.
- Provide details in your Weekly Plan to help students with time and project management, and in case they have to miss a class.
- Make sure you provide estimated costs for required materials for your course in the appropriate section. This is essential to help students with fiscal and financial planning.
If you have any questions while you are working on your syllabus, please don't hesitate to reach out to the Office of Faculty Development (firstname.lastname@example.org) or your department Director or Coordinator.
ArtCenter Extension (ACX) Faculty members - please use the ACX Syllabus and Weekly Plan Template and ACX Sample Syllabi that can be found in the ACX New Faculty Orientation section.
- New Faculty Orientation
New Faculty Orientation
Welcome to teaching at ArtCenter!
Orientation for new faculty members teaching in the ArtCenter degree programs begins with a letter of welcome from the Provost and Director of Faculty Development outlining important information for the first few weeks, orientation events, tasks to complete prior to the first day of teaching, and some information about types of support available for new faculty members. Each new faculty member will also have a 1:1 orientation meeting with the Office of Faculty Development. You will receive a folder in your orientation meeting with handouts about faculty development, human resources (HR), and additional information about the campus which we will review along with the syllabus during your 1:1 orientation. For your convenience, this information is also available here: Resource Guide for New Faculty, HR Resources, and Additional Resources and Campus Information. Please follow this link to access the ArtCenter New Faculty Orientation page.
- ArtCenter Extension: New Faculty Orientation
ArtCenter Extension: New Faculty Orientation
Welcome to teaching at ArtCenter Extension!
Orientation for new faculty members begins with a letter of welcome from the Provost and Director of Faculty Development outlining important information for the first few weeks, orientation events, tasks to complete prior to the first day of teaching, and some information about types of support available for new faculty members. Each new faculty member will also have a 1:1 orientation meeting with the Office of Faculty Development. You will receive a folder in your orientation meeting with handouts about faculty development, human resources (HR), and additional information about the campus which we will review along with the syllabus during your 1:1 orientation. For your convenience, this information is also available here: Resource Guide for New Faculty, HR Resources, and Additional Resources and Campus Information. Please follow this link to access the ArtCenter Extension: New Faculty Orientation page.
- Checklist for Day One
Checklist for Day One
Please use this checklist to help you plan and be ready for the start of the term by attending to three different tasks/areas: syllabus and curriculum, access to inside.artcenter.edu, and classroom and material preparation.
The first section, Preparing for the Classroom / Studio, asks you to complete your syllabus before the start of the term and be prepared to distribute it to the students, either by paper or electronically (preferred) using DotEd. Resources and contact information to help with these areas are provided. As you prepare your teaching materials you may want to check in with your Liaison Librarian. Liaison Librarians are familiar with the specific genre and content areas, and our collections, and are designated to work with certain departments. Please reach out to the library for help preparing your curriculum, identifying materials, and utilizing the course reserve system.
The next section and set of tasks revolves around access to and use of inside.artcenter.edu. Access to Inside is needed in order to review course information, see a roster of your students with pictures, utilize the email class function, and take weekly attendance (a required function for faculty members). The next two sections of the checklist refer to classroom supplies and classroom technology. Copies can be made using a departmental copy code (budget code) at several machines across campus and in the faculty lounge(s). This code can also be used in the print shops and the campus store for classroom and instructional materials. Please contact your department/coordinator for budget codes, limitations and restrictions to purchases and amounts, and approval. Whenever possible, please visit your classroom prior to the first day of teaching to familiarize yourself with the set-up and arrangement, and confirm computer connectivity and color. See the checklist for contact information if you have problems or questions with any of the areas listed above.
- Developing Rubrics
A Rubric is a good teaching tool to use to measure the effectiveness of a piece or work in reaching pre-established criteria (derived from the Course Learning Outcomes). Most importantly, rubrics present a broad opportunity for increased communication between faculty and students about expectations, criteria, and parameters for projects and performance. Specifically, a Rubric is a list of what a student can expect to learn throughout the course and how it will be determined if they have demonstrated that learning. It is a list of goals as well as an assessment vehicle that is also used to deliver feedback. A good pedagogical practice is to give the rubric to the students when you hand out the assignment description or project brief. This is most effective when the criteria for the rubric are derived from the project brief, which was generated in response to the course learning outcomes (CLOs).
Each faculty member can design their own Rubric to answer the needs of their course and assignment(s). The one requirement would be that the Rubric agrees with the grading information offered on the Syllabus and aligns to the college grading structure. The samples below show two different formats for rubrics, one that focuses on expectations tied to degrees of quality and the other allowing for greater subjectivity by defining the criteria clearly and using the rating scale to reflect achievement. Please download the handbook (Tools for Teaching: Rubrics) for further explanation.
- Supporting English Language Learners
Supporting English Language Learners
The number of English Language Learners in the college has increased over the years. For many faculty members this presents new challenges in the classroom and studio. There are several resources available in the college for faculty and students who need support in the area of language and communication.
To begin, please download the guide below Supporting and Engaging English Language Learners for pedagogical suggestions and tips and tactics to use at different stages of the term, from project briefs and assignments, through the crit to a final presentation. The objective of this guide is to provide a structure for faculty members to use to support English language learners in the classroom and studio at ArtCenter. Linking language and events across the term is a way to help students succeed and develop language in a specific context and for a specific purpose. This can be done beginning on the first day of the term, reinforced from projects and assignments to pedagogical practices for instruction, through critique, and to the final presentation. This does not mean lowering grading standards or classroom expectations for participation or performance, but it does mean being clear about your expectations and requirements, and providing students with this information in different ways and through multiple formats. In the classroom, it can mean donning a cloak of patience, sprinkled with empathy. Actively listen to what the student is trying to say and engage them. Ask clarifying questions. Paraphrase their statements or questions. Speak slower if needed for comprehension. Define vernacular vocabulary; emphasize subject or practice specific vocabulary, and scaffold from simple to complex when possible.
Support for Faculty Members Teaching English Language Learners
Faculty Development Workshops and 1:1 Coaching: A Faculty development workshop is offered every term on supporting and engaging English language learners as well as a Crit Strategies workshop that focuses on techniques for facilitating discussion and feedback in the classroom and studio. 1:1 coaching is also available if you can''t make a workshop, or have some specific questions and would like support.
Support for English Language Learners in your Classroom or Studio
The Writing Center: Hillside Room 202A is a useful academic resource to point students who are struggling with language towards. As an instructor you can require a visit to the writing center as part of an assignment with a written component.
Integrated Studies Workshops: These are terrific co-curricular opportunities for students to practice their language skills in an art & design specific context, and to work on listening and following directions. Please encourage your students to attend these workshops to practice their English as well as solidify their skills.
The library: There are wonderful resources for learning and practicing the English language in the library. For self-service language learning software, point students towards Mango and Pronunciator. There is also a liaison librarian for each department who can work directly with your students on subject specific research.
Lynda.com: Encourage your students to use Lynda.com for tutorials. You can now embed links to specific Lynda tutorials in your DotEd course site.
DotEd: Please post materials (syllabi, project briefs, rubrics, etc.) to DotED so your students can access them as needed. You can also post video instruction or recorded demonstrations to DotEd.
- Liaison Librarian Program
Liaison Librarian Program
The Liaison Librarian Program is designed to deliver various library services specifically tailored for your course and department. As a faculty member at Art Center, you will have access to subject specialists in the Library who can help you with your research, course work, learning objectives and professional development goals. You can send your students to see your liaison librarian for project or research support, and you can arrange to have a liaison visit your class to help students learn about information literacy and offer them resources. For general information, visit the main Library Site. For specific information about library services for faculty members, please visit the Faculty Services page and contact one of the friendly Liaison Librarians to get started!
- J. Yang & Family Foundation - 2020 Faculty Grant
J. Yang & Family Foundation - 2020 Faculty Grant
We are pleased to announce a one-time grant opportunity for an ArtCenter Faculty member to create work related to Taiwan and/or that explores an aspect of art, design, history, culture, or society of Taiwan. This opportunity is being extended by the J. Yang & Family Foundation as a part of their outreach to the college in an effort to make ArtCenter, our faculty, and the areas we engage in as a college, more visible and accessible to students from Taiwan. This is part of a larger multiyear grant given to the college from the Foundation, which includes support for scholarships and Study Away.
This special faculty grant is a one-time grant opportunity for $10,000.
The new application deadline is 7/24/20, Friday of Week 10, Summer 2020, by midnight. The recipient of the J. Yang & Family Foundation Faculty Grant will be notified by 8/13/20, Friday of Week 13, Summer 2020. Funding will be allocated in full within one month of the announcement of the award recipient. Submissions are encouraged that will use the funding to travel onsite as part of the exploratory, creative, and/or installation process.
- Create work related to Taiwan and/or that explores an aspect of art, design, history, culture, or society of Taiwan; using a portion of the funds to travel to Taiwan is allowed and encouraged
- Recipients are required to produce objects, papers, exhibitions or other tangible results from their project, to be completed within 1 year of disbursement of funds
- Work does not have to relate to the college, your role in the college, or your department(s) – but projects that have potential to inform future Courses, Coursework, or Study Away opportunities in Taiwan are encouraged
- All projects must be documented in a one-page report. Recipients will also be asked to present a brief summary of their project during an ArtCenter event
This opportunity is being extended to all faculty currently engaged with the college, in collaboration with the Strategic Partnerships unit in Development and facilitated by the Office of Faculty Development in coordination with ArtCenter Faculty Council.
- Course Evaluations
ArtCenter uses the online evaluation system EvaluationKIT for course evaluations each term. The course evaluations open on Saturday of Week 11 each term and are available for students to complete until Tuesday of Break Week 1. Results are available for faculty members beginning on Wednesday of Break Week 1 and can be retrieved from the EvaluationKIT site online or via their smartphone app.
In order to use EvaluationKIT you must be a current faculty member with an ArtCenter username and password. For questions regarding your account please contact the Help Desk: email@example.com.
Information on the system and process for evaluating courses can be found at inside.artcenter.edu/go/courseevals. Please note that there are several course types that are excluded from evaluation. Faculty members who would like access to reports from the old system should send a request to their home departments. For technical problems with EvaluationKIT or assistance with course evaluation results/reports please send a request to firstname.lastname@example.org.
- Faculty Performance Review
Faculty Performance Review
Beginning in the 2014-2015 academic year, ArtCenter implemented a three-year cycle of performance review for Full and Part-time Faculty members. Faculty members will be notified by Chair when they are up for review.
Part-time Faculty Performance Review
Overall evaluation of part-time faculty members focuses on two areas: 1) teaching experience and effectiveness; and 2) professional accomplishments. Service to the department or college is not required but should be acknowledged as part of professional accomplishments. There is no institutionally prescribed weighting of these areas; each Department develops its own specific weighting based on departmental priorities.
All part-time ArtCenter faculty members are included in one of three annual cohorts for performance review on a continual 3-year cycle.
Cohort 1 should be reviewed starting in the 2015-2016 fiscal year.
Cohort 2 should be reviewed starting in the 2016-2017 fiscal year.
Cohort 3 should be reviewed starting in the 2017-2018 fiscal year.
See PDF below for Part-Time Faculty cohort assignments. Cohort assignment is based on initial hire date. An individual's specific cohort may change if, for example, a faculty member is not teaching at the time that the department conducts the performance reviews, or is transitioning to another assignment. Faculty members should contact their departments to confirm the timing of their performance review.
Full-time Faculty Performance Review
The three areas for evaluation are: teaching effectiveness; professional experience and contribution to one's field, plus length of teaching at both Art Center and other institutions; and non-teaching service to the college, in the form of committee work or student advising as outlined in the Full-time contracts. These three areas are to be considered more or less equally.
Review Materials and Forms
See attachments below for essential elements of the comprehensive review process for Full-time (FT) and Part-time (PT) faculty members, a description of the steps in the review process, the self-study form, and the performance review form that will be completed by the Department Chair.
Review materials are to be collected by the faculty member (ex. syllabi for all courses taught during the time under review, student evaluations, self-study form, CV or resume, etc.) and submitted to the Department Chair prior to the review meeting.
For help preparing materials please contact email@example.com. For questions about this process or to discuss your review results, please contact the Associate Provost for Faculty Affairs, Ted Young (firstname.lastname@example.org).
- CARE at ArtCenter
CARE at ArtCenter
Communicate Assess Refer Educate
ArtCenter is launching CARE: Communicate. Assess. Refer. Educate. CARE is a campus-wide initiative that provides outreach to students who are demonstrating signs of behavioral, emotional, and/or academic distress. By submitting a CARE referral you will be helping to connect students of concern to campus services, advisement, and off-campus resources, as needed.
The CARE team, which receives and assesses referrals, consists of individuals from varied academic and co-curricular departments. The team will determine a plan to best address student and community need and continue to provide resources regarding students in distress. Please note that the CARE Team does not respond to emergencies on campus; campus security should be notified in the case of a medical or safety emergency.
Faculty members are often the first to identify a student showing signs of distress, whether it be of an academic or of a personal nature. We encourage you to share that information through a CARE referral and (when appropriate) inform the student that you have made a referral on their behalf. Once the referral is submitted, Information that is essential to the faculty member, such as a student returning to a class or continued support needed, will be shared. Please know that the CARE Team may be limited in what they can share due to information that is protected by the Family Educational Rights and Privacy Act (FERPA).
You will soon be seeing WE CARE stickers go up in each classroom with the link to the CARE webpage that will include resources, useful contact information, and the direct link to submit referral about a student of concern. Further information on the CARE Team and guidance on when and how to make a referral is on the CARE webpage:
Should you have questions about the CARE Team, process or other resources please contact us at email@example.com.
- Students Receiving Accommodations
Students Receiving Accommodations
A person with a disability is any person who has a physical or mental impairment, which substantially limits one or more major life activities. The student requesting accommodations from the college must provide professional verification documentation certified by a licensed physician, psychologist, or other professional health care provider qualified in the diagnosis of the disability. We advise students to request accommodations as soon as possible after being admitted to Art Center or after being diagnosis with a disability. A student who is granted an official accommodation from the college will be issued an accommodation letter to bring to their instructors. Once a faculty member receives an accommodation letter for a student with a disability, they are encouraged to speak with the student directly about the accommodations and how they will best work in the context of the course. If there are any questions on how to provide the accommodations the faculty can consult with the Associate Director for Student Support Services in the Center for the Student Experience, Kendra Stanifer (firstname.lastname@example.org) or by calling 626-396-2396. There will be a Faculty Development workshop about supporting students with disabilities during Week 3 of the term. If you received a request for accommodations from a student, please consider attending this workshop.
Please see below for additional resources regarding students with accommodations:
- Academic and Creative Integrity
Academic and Creative Integrity
Academic and creative integrity is essential to personal and educational growth of students, which all members of the ArtCenter community are expected to uphold. This value maintains the standards of excellence of the College and creates a meaningful learning environment. Academic misconduct is a violation of the Policy that creates an unfair or unearned academic advantage to a student. This Policy is intended to assist students in understanding the academic and creative expectations of the ArtCenter community and what would constitute a violation of the Student Code of Conduct.
For more information about the Academic and Creative Integrity policy, including protocols, procedures, and the full policy, please see the section on Academic and Creative Integrity on the Center for the Student Experience inside page.Once you have reviewed the policy and determined that a violation of the Academic and Creative Integrity policy has occured, please use this link to submit a report: https://cm.maxient.com/reportingform
Any questions about policy, adjudication protocols, or reporting procedures, should be addressed to Kendra Stanifer (email@example.com), Assistant Dean of Students/Director of the CSE.
- Reminders & Resources for Students
Reminders & Resources for Students
The first stop for resources for students at ArtCenter is the Center for the Student Experience (CSE). The CSE is where students can go to arrange counseling, get help with classroom accommodations, sign up for clubs and activities, get health insurance, pick up items from the food pantry or get meal cards, and get any help necessary from the international student advisors. The CSE also adjudicates student misconduct and academic integrity concerns. To help any students become a part of our community or navigate their way through ArtCenter, you can always refer them to the CSE. Please see the CSE Roles and Responsibilities attachment below for the full list of positions, staff members, areas of coverage, and contact information.
If students are having academic concerns or have questions about their pathway towards graduation, please refer them to the Academic Advising office.
The handout, Helping Students in Distress (below) is also a quick reference guide to help identify students in certain types of need so you can connect them with the appropriate resources.
For additional information about the Writing Center, Time Management and Creativity Coaching, and in-term academic and studio resources, please see the PDFs below for the full text of Allfaculty emails, sent at Weeks 1, 3, and 7 of every term. The emails contain reminders about tasks to attend to at these points in the term, as well as resources for yourself as a faculty member and ones to be aware of for students in need.
- Week 1: Syllabus, Attendance, Checklist for Day One, DotEd, Liaison Librarians, Accommodations
- Week 3: Attendance, Faculty Development, Digital Teaching & Learning, Library Services, CARE, Academic Advising, Counseling, Writing Center, Creativity & Time Management
- Week 7: Academic Advising, The Writing Center, Creativity Coach & Time Management, CARE, Counseling Services
If there is ever an emergency, the first point of contact is Campus Security. Please call 2211 from a campus phone to contact security directly or go to the front desk in any of the main buildings on campus.
- Week 1: Syllabus, Attendance, Checklist for Day One, DotEd, Liaison Librarians, Accommodations
- FERPA - Family Educational Rights and Privacy Act
FERPA - Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act (FERPA) is a United States federal law that was enacted in 1974 (originally known as the Buckley Amendment) and has been updated many times since then. This law defines the controls and limits that govern working with student education records.
ArtCenter students have three primary rights under FERPA:
The right to have some control over the disclosure of information contained in one’s own education records;
The right to inspect and review one’s own education records (within 45 days of ArtCenter receiving a request for such access);
The right to seek an amendment to one’s own education records if they are inaccurate or misleading.
The purpose of FERPA is to protect students’ rights to privacy, not to impede their education or endanger their well-being. For more information about FERPA at ArtCenter please review the attached document, FERPA_Student Privacy Rights. Institutional compliance with FERPA is coordinated by Enrollment Services. Any questions, comments, or concerns about FERPA should be directed to Enrollment Services at x2314.
- Field Trip Waiver and Release Form
Field Trip Waiver and Release Form
Please use this Field Trip Waiver and Release Form and Field Trip - Off-Campus Proposal Form when arranging for an off campus trip with students that will take place during class time or is for instructional purposes.
Occasionally, instructors may find opportunities to enhance the classroom learning of their students by arranging field trips. Instructors who are considering field trips for their classes should consult with their Department Chairs/Coordinators for the policy and instructions. Department Chairs should approve final arrangements prior to the event, and all participating students must sign the Art Center College of Design Waiver and Release from Liability form. Faculty members should submit the signed waivers and the Field Trip/Off-Campus Activity Proposal form to the Office of the Provost.
Guidelines for College-Sponsored Off-Campus Activities
Whenever faculty members lead students in College-sponsored activities outside of Art Center properties, they must follow specific guidelines to ensure the safety of all participants and protection against both personal and institutional liability. Faculty members should obtain written authorization from their Department Chairs and/or other responsible administrator prior to confirming arrangements for any off-campus activity. The roles and responsibilities of Art Center employees remain in effect in any official off-campus function, and faculty members should abide by all Art Center regulations. All students must sign waivers when participating in field trips and other off-campus activities.
In the event of legal action, Art Center College of Design employees and faculty members are covered under our General Liability policy (at the option of Art Center) while acting within the scope of the duties or obligations for Art Center, subject to the College’s policies terms and conditions.
- Grants for Faculty Members
Grants for Faculty Members
There are 3 internal grants that are offered annually to faculty members at ArtCenter; 2 are sponsored by the ArtCenter Faculty Council and 1 by the Hoffmitz Milken Center for Typography. ArtCenter faculty members are also eligible to apply for the Fulbright U.S. Scholar program (see below for more information). For specific information about each grant, including timeline, please use the links provided. For some general resources about applying for grants, please visit the ArtCenter Faculty Council Inside page.
ArtCenter Faculty Council
Faculty Project Grant: ACFC's Faculty Project Grants are your opportunity to receive up to $5,000 to support your professional and personal enrichment. A total of up to $40,000 in grant money is awarded each year for projects related to creative and scholarly development. All ArtCenter faculty are eligible to apply.
Teaching Advancement Award: Faculty Council awards $3,000 in Teaching Advancement Awards each term. Individual awards are limited to $1,000. These awards support activities that enrich faculty teaching and student experience in the classroom.
Hoffmitz Milken Center for Typography
Educator Grant: The Educator Grants awarded by the HMCT strengthen and enhance the quality of teaching by ArtCenter faculty members. HMCT grants support research, workshops, seminars and other activities that investigate opportunities and ideas in the area of typography and language, while reinforcing the mission and goals of the HMCT. The HMCT awards up to $20,000 annually in grants in amounts up to $5,000. The deadline for Spring 2016 is February 10th.
National & International Grants:
Fulbright U.S. Scholar Program
The Core U.S. Fulbright Scholar Program sends 800+ U.S. faculty and professionals abroad each year. The Catalog of Awards for the 2017-18 academic year will be available beginning February 1, 2016. To register interest in the program, join the My Fulbright online community for updates and access to helpful resources for applicants: http://www.cies2.org/s/1064/index.aspx
Regional & Local Individual Grants:
Creative Capacity Fund, Quick Grant Program - Individual artists working in L.A. County are eligible to apply for one-time Quick Grants of up to $500 for professional development activities. These are offered monthly and are due on the 15th of each month: http://www.cciarts.org/_Library/docs/Quick_Grant_Guidelines_and_Appl_Prompts-_Proposed_-November2014_-_DRAFT_JS.pdf http://www.cciarts.org/_Library/docs/QuickGrant_FAQ_FY_15.pdf
- Re-Tooling the Classroom for the 21st Century
Re-Tooling the Classroom for the 21st Century
Dear Illustration Faculty Members,
In preparation for the faculty retreat on Diversity & Inclusion, titled 'Re-Tooling the Classroom for the 21st Century' we are asking that you review some of the information, resources, articles, and videos below. They have been divided into the 4 main areas that we will discuss on Friday, July 21st; Pedagogy, Course Content, Assignments, and Critique. There is also a section below for Pre-Work with readings, videos, and links for more information, followed by college contacts for resources, next steps, and support. Please preview these topics, framing questions and associated resources, and reflect on your own teaching, experience, and practice before the retreat. We look forward to seeing you on Friday in the FDR.
What does it mean to teach like a shepherd, not a judge? What does it look like when a learning environment is inclusive of different backgrounds, levels of experience, understanding, and learning styles? How can you build awareness of who your students are and their different needs? How do you engage all students in a classroom, including the voices that are shy, self-sensor or feel silenced?
What does it mean to make content relevant and accessible for a diverse student body with multiple learning styles? How often should you revisit your content to reflect current and future trends, audience, purpose, etc? How can faculty keep updated on new industry standards and best-practices in regards to diversity and inclusion?
What can you update in your assignments to include new voices, new roles, and new identities? What ways can we give students freedom to share their perspective in their assignments and allow space for difference - even if it is not something we see in the industry yet or are aware of existing markets? Why might it be important to establish a measure of equity related to budgeting and expenses for student work/projects?
How can you engage all students in a critique? How can you make sure each piece gets equal time and consideration? What can you do when works goes up that is political, or uncomfortable, or outside of your lived-experience? Alternatively, what can you do when work goes up that is offensive? What can you do when a conversation gets heated?
Pre-Work: Readings, Videos, and Links for More Information
Prior to the retreat on July 21st, please take some time to look through the following information, resources, material, links, etc...all related to Teaching & Learning from a perspective of Diversity & Inclusion:
Pedagogy, Content, Assignments
- Faculty Focus, Higher Ed Teaching Strategies from Magna Publications - Special Report: Diversity and Inclusion in the College Classroom. This is a valuable resource "whether you need help managing difficult conversations, responding to 'hot moments' or creating a more inclusive curriculum and incorporating culturally responsive teaching and learning practices".
- Cornell University's Center for Teaching Excellence: The CTE at Cornell has put together a series of resources on Diversity, Pedagogy, and Course Design. Some of the key concepts are summed up in this document for download: Incorporating Diversity into your Course Design. Visit the CTE website for more information or a deeper dive into the following areas using these links: Incorporating Diversity, Universal Design for Learning, and Inclusive Teaching Strategies.
- UCLA has two handbooks with valuable information about teaching for Diversity & Inclusion; Diversity in the Classroom, and Creative a Positive Classroom Climate for Diversity
- Please see the section on this Faculty Development inside.artcenter.edu page called Learning about Learning to get a sense of what research shows us about how students are learning today. This is from a recent CITL workshop, delivered by Illustration faculty member, Laurie Burruss. Laurie's presentation, Learning about Learning is available for download.
- The Room of Silence - VIDEO about 'race, identity, and marginalization' in critiques at RISD, directed by one of their students, Eloise Sherrid. This was shown recently at an AICAD Presidents' meeting and all agreed that it could have been made about their own campus, classrooms, and studios.
- Suggestions for a Design Critique is a page from a guide to Engaging English Language Learners' (see section above on this inside page), compiled by ArtCenter faculty and staff
Teaching International Students
- Teaching International Students - Tips & Tactics from Monash University, Australia
- Intercultural Learning - Teaching Tips from the Center for Instructional Excellence, Purdue University
Engaging English Language Learners
- Guide to Engaging English Language Learners at ArtCenter (Office of Faculty Development)
Microaggressions and Implicit Bias
- A good place to start learning more about microaggressions is with the following VIDEO: How Unintentional but Insidious Bias can be the Most Harmful - PBS News Hour Interview with Professor of Counseling Psychology, Derald Wing Sue, from Columbia University's Teacher's College.
- Microaggressions, once heard, experienced, or learned, can often become internal, go deep, and take root. Considering this, can we find a balance where we teach with rigor and empathy? Be a model, guide, critic, and also shepherd? The VIDEO, Overcoming Bad Inner Voices from The School of Life, illustrates the internal impact microaggressions can have on individual development and experience.
- Heart-Centered Programs - Participant workbook from recent ArtCenter Human Resources Office sponsored Diversity and Inclusion training
College Resources and Contact Information
Center for Innovative Teaching and Learning
CARE Team: If you have concerns about a student’s emotional and behavioral health impacting academic performance, please submit a CARE referral at http://www.inside.artcenter.edu/go/care. The CARE Team will determine a plan to best support the student based on the information you provide.
The Writing Center: Hillside Campus, Rm. 202A. Monday-Friday, 9:00–7:00 and Saturday from 10:00–3:00. Email: firstname.lastname@example.org:
Creativity and Time Management Coach, Jay Chapman: Hillside Campus cafeteria, Tuesday–Thursday, 10:00–4:00. 1111 Building lobby, Monday, 10:00–5:00. Phone: 626-353-6300. Email: email@example.com
Academic Advising: Encourage any students who have expressed concern about academic status or probation, degree audit, pathway to graduation, navigating campus resources, student policies, class registration, etc., to reach out to the Office of Academic Advising at firstname.lastname@example.org.
Counseling Services: You can always refer a student in crisis to the college’s counselors by contacting the Center for the Student Experience (CSE) Counseling Services at ext. 2323 or walking the student to the CSE office (across from Library). For any after-hours mental health crisis, call campus security at 626-396-2211, who will contact the on-call counselor.
- Learning about Learning
Learning about Learning
What we Know about How to Learn
Understanding the fact that our brain is constantly changing and growing throughout our lifetime helps learners make meaningful connections and tap into prior knowledge and experience. Self-awareness of how we learn as individuals and in teams is a springboard for creative change and innovative growth.
The presentation, Learning about Learning: What we know about how to Learn, introduces nine learning strategies that take the learner from knowledge to know-how. ArtCenter students’ ability to continuously learn and adapt will help determine the extent to which they thrive at in the college, in their personal lives, and in their future roles.
- Learning by Practice
- Learning in Chunks
- Cross-Training when Learning
- Frameworks for Learning
- Learning Takes Effort
- Making Learning that Sticks
- Learning that Motivates
- Engaging the Learner
- Learning from Peers
We encourage you to view the presentation, dig into these 9 learning strategies, and reflect on what works in your classroom or studio, and what challenges you may have been having. As you consider how to integrate these ideas, please don't hesitate to reach out to the CITL staff. To learn more about Lynda.com and how to integrated Lynda into your DotED course and create more opportunities for student self-directed learning, please visit the Digital Teaching & Learning site. For help integrating these 9 strategies into your curriculum, pedagogy, and overall course design, please contact the Office of Faculty Development (email@example.com).
The presentation, Learning about Learning, was prepared for ArtCenter Faculty Members by Laurie Burruss, Adjunct Professor in Illustration and delivered during a CITL event during Week 5 of the Summer '17 Term. Laurie Burruss is an adjunct professor at ArtCenter College of Design teaching Data Visualization for Illustrators. She consults in Education and the ed tech space, most recently supporting education at Lynda.com for the last eight years. Prior to her experiences at Lynda.com, Laurie served for 16 years as Professor Emeritus in Interaction Design as well as the Director of the Pasadena City College Digital Media.
- Integrated Studies Assessment Material
Integrated Studies Assessment Material
Here are the Integrated Studies assessment material for the Embedded Signature Assignment in Design 1 and Design 2. Included are:
- Introductory letter and instructions
- Visual Evidence Template
- INT_PLO1_Design 1_Embedded Signature Assignment Rubric
- INT_PLO2_Design 2_Embedded Signature Assignment Rubric
- INT_PLO Assessment Rubric instructions
If you have any questions about these documents, how to complete them, or the assessment process in general, please contact Catherine MacLean (firstname.lastname@example.org) or Sam Holtzman (email@example.com).
- Introductory letter and instructions
- Diversity & Inclusion
Diversity & Inclusion
ArtCenter College of Design believes that diversity and inclusion are critical to maintaining excellence in all of our endeavors.
ArtCenter defines diversity as the elements that make up each person’s identity, including, but not limited to: race, ethnicity, gender, sexual orientation, income, age, physical abilities, mental abilities, religious beliefs, veteran or military status, marital status, health status, work experience, language skills, geographic location, residency status, political beliefs, or other ideologies. ArtCenter recognizes the importance of maintaining one’s cultural identity as one participates fully in the field of art and design, and is therefore dedicated to the civil and respectful engagement of diversity.
ArtCenter defines inclusion as diversity in action. The act of inclusion cultivates and sustains an environment of collegiality, communication, respect, mutual involvement, and acceptance. An inclusive environment is one that is sensitive to cultural and learning differences, which empowers individuals to participate as full and valued members of the ArtCenter community.
ArtCenter endeavors to be a diverse and inclusive community that moves beyond simple tolerance or appreciation to an active embrace and celebration of sophisticated thinkers and practitioners for a globalized society.
As ArtCenter Faculty members, we ask that you work to the best of your ability to help every student succeed in a supportive and inclusive classroom. Consider who you are as a learner and how you learn best, therefore what assumptions about teaching and learning you may have, and recognizing these, how you can open your classroom to as many learners as possible. To help create and maintain an inclusive learning environment in the classroom and our community, the following expectations for classroom conduct (for faculty and students) are included on the syllabus. Please make sure to go over these on the first day of class and reference them as needed throughout the term if a situation arises.
As creatives and entrepreneurs, teachers and artists, we often operate as individuals within a society that grants unearned privilege to some and systemically denies access to others based on race, sex, gender, sexual orientation, class, ability, health and wellness, and other aspects of emotional and physical identity. The challenge as educators is how to construct classrooms and learning environments where our students move beyond assumptions and generalizations into informed making and intentional design. To create change we must understand the operations of culture and influence of power and privilege, and introduce these to our students in an environment free from bias, that seeks to understand, but does not replicate, the world in which we live and work.
To facilitate understanding and awareness of the ways this can surface within ourselves and our community, please watch this short, powerful documentary about race, identity and marginalization, made by students at the Rhode Island School of Design (RISD), titled “The Room of Silence.”
For more information, please review the handbooks below from UCLA about the importance of diversity in the classroom and how to create a positive classroom climate for diversity.
There are also many opportunities throughout the year to attend professional development workshops along a variety of topics that can help you become more effective as a teacher in today's diverse and inclusive environment. The Office of Faculty Development holds frequent workshops on pedagogical practices to support English Language Learners. The Council on Diversity and Inclusion and OutNetwork offer a Safe-Zone training to become an identified ally for the LGBTQ community, and the Center for Student Experience facilitates the process of official Accommodations for students with disabilities.
- Diversity, Equity and Inclusion - Resources for Departmental Workshops
Diversity, Equity and Inclusion - Resources for Departmental Workshops
- Peer Coach & Teaching Assistant Orientation
Peer Coach & Teaching Assistant Orientation