News & Events
Join us as we celebrate the opening of our new location! We’re hosting a casual housewarming gathering to welcome colleagues, friends, and collaborators. Stop by to see the new space, enjoy refreshments, and share in the excitement of this next chapter.
Grounded in the 2022 study “Out of My Element”: The Experiences of Black Art Students in Critique and informed by Critical Race Theory, the session addresses the racialized challenges Black students face in critique spaces at art and design-focused institutions.
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This workshop invites faculty from all departments to share their experiences with critique: high points, struggles, and tools used to make critiques more inclusive and active. Here, we will explore current challenges and share practical tools and opportunities that can work across disciplines.
In this workshop we will introduce concepts of slowness from critical design and critical pedagogy and explore techniques of slow teaching and low or no tech projects and activities in the studio and the classroom.
Faculty Workshop Series
Syllabus Swap: Strategies for Inclusive Teaching
The "Syllabus Swap" sessions provide space, time, and tools for reflection on, peer-to-peer review of, and revision of syllabus and course components that center inclusive teaching and learning. The workshops aim to help faculty:
- get access to tools and insights for reflective teaching
- “audit” the accessibility and diversity of course components and materials and identify areas for improvement
- identify strategies and practical steps for inclusive feedback and critique, classroom/studio interactions, and grading and assessment
- review and redesign syllabus statements, course policies, and teaching strategies
Inclusive Critique and Feedback
The "Inclusive Critique and Feedback" discussion-based sessions are open to all faculty interested in sharing insights and experiences on the ways they define and use inclusive critique and feedback methods.
Syllabi and Course Design in the Age of AI
These workshops address different approaches, challenges, possibilities and types of digital labor involved in designing a syllabus in our age of born-digital, machine readable, or machine generated content. AI, seen by many as a major disruptive force in higher education pedagogy, has already triggered a wide range of responses from strong skepticism to excitement. Despite valid concerns and criticism, the emergence of new AI tools is the latest, and clearest, signal of transitioning to a new digital environment for producing course content and, more broadly, types of knowledge that cannot be ignored by teachers. This new condition invites reflection on the function and purpose of what we call a “syllabus” but also presents some new possibilities in designing a course that are worth exploring. What should a syllabus look like? What are its key components? How can we build a machine-readable syllabus? Should we redesign assignments or rethink assessment in light of machine-generated content? How do we account for and communicate the ethical issues and questions of accessibility, labor, time, and workload involved in designing course content both for faculty and students?
