Posts tagged ‘graphic design education’
So, I had that interview I was all prepped for yesterday and it was well…interesting. (No worries…I mean “interesting” in a totally academic-related sense and I won’t be going all dear-diary in this posting and get overly emotionally reflective and in touch with my inner twelve year old..no offense to those who are twelve….)
This morning in my usual coffee/quiet time/blog+twitter catch up time I came across a posting that George Siemens, my doctoral supervisor, had recently written in reference to a meeting that he’d had with two other of my cohort members whom he also supervises. In the posting he referenced a meeting that recently happened and the things that struck him particularly in regards to epistemology, ontology, vulnerability in learning, and the social, identity, and emotional factors that influence learners while they are “in progress.” (It was a bit crazy reading his article because previous to reading his blog I’d just spent a lot of time trying to figure out what epistemology really means and even put a definition on this blog to sort of codify it for myself…I’d say we’re tracking.)
Actually, you should really just go read the blog here because it’s short and fabulous…it’ll open in a new window and it is worth your time. But come back, okay?
Tomorrow I have an interview for the Senior Associate Dean of Graphic Design position with my school. Thus tonight’s five hundred words of grammatical excellence will take a detour from my own readings and be devoted to gathering my thoughts around that most grand event—with a generous dose of gratuitous, education utopian fluff thrown in for good measure.
So, yes indeed to catch up everyone…I am currently one of three Associate Deans with the undergraduate graphic design online department of a technical college in the States. It’s a job that is totally in keeping with what makes me excited to be alive (namely creating new things + seeing people come into their own areas of perceived giftedness.) I’ve been in this post for about a year and a half and in addition to teaching I train new adjuncts, mentor anywhere from 120-150 students, and write/revise curriculum to better align with the trajectory we as a department see for our students.
“But, of course, the university itself won’t be anything like what it is now…The individual is going to study mainly at home. And the great teachers won’t have to spend their time delivering the same lectures over and over, because they’ll put them on film. The teachers and scholars will be free to spend their time developing more and more knowledge about man’s whole experience–past, present, and future…Today’s students know instinctively that his world is dynamic, not static, and that the normal state of affairs is constant change and evolution.”
PIXELS & TWEED 