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
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
- 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
Engaging English Language Learners
Microaggressions and Implicit Bias
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
The Library and Services for Faculty: Liaison Librarian - Information and Contacts
The Center for the Student Experience: CSE - Information for Faculty about Student Resources
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: email@example.com:
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: firstname.lastname@example.org
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 email@example.com.
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.
Human Resources: Title IX Information, Forms, Procedures, Contact, Definitions, and Resources