RESEARCH LIBRARY
Our library gathers, organizes, and summarizes professional resources that will help you develop curriculum, explore assessment techniques, tackle online strategies, create student engagement and support your professional growth as a graphic design educator.
Setting expectations with clear rubrics that guide student success.
The strengths and weaknesses of critiques as an assessment tool.
Developing assessment rubric in graphic design studio-based learning
MERVAT MEDHAT ET AL, 2011
Identifies the steps of developing a rubric for studio-based learning
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Case studies on the effects of rubrics on students’ performance
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Supporting rubrics through curriculum, planning and interpreting
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Summary on the positives and negatives in using rubrics as an assessment tool
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Building student support of rubric based assessment though consistency
Critiquing the crit
BLYTHMAN, MARGO; ORR, SUSAN; BLAIR BERNADETTE, 2007
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Examines the students’ perceptions that they are not getting enough feedback
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Comprehensive research evaluating the strengths and weaknesses of critiques
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Provides an evaluation of multiple critique strategies including one-on-one, small group and industry critiques
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Good practice examples and development materials to help support better critiques
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Includes case studies of both principle and practice for review
Assessing the process, product and person for a balanced approach
A model for holistic studio assessment in the creative disciplines
DE LA HARPE, BARBARA; PETERSON, FIONA, 2011
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Examines the students’ perceptions that they are not getting enough feedback
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Comprehensive research evaluating the strengths and weaknesses of critiques
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Provides an evaluation of multiple critique strategies including one-on-one, small group and industry critiques
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Good practice examples and development materials to help support better critiques
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Includes case studies of both principle and practice for review
Syllabi examples from leading design schools
for inspiration
Teaching Graphic Design: Course Offerings and Class Projects from
the leading Undergraduate and
Graduate Programs
EDITED BY STEVEN HELLER, 2003
Well organized examples divided into undergraduate and graduate programs
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Curriculum examples are broken down into years, 1st -4th to get a good ideas of how a program can flow.
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Over 50 examples to review and pull inspiration from.
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Syllabi include objectives, course description, assignments and reading.
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The book does not have visual examples so it can be harder to visualize outcomes
Building history and theory into your studio courses for better results
Integration of studio and theory in the teaching of graphic design
RAEIN, MAZLAR; , 2004
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Separating design history and theory from the studio can be confusing to students.
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Creating a connection between research and creative development creates better life-long skill.
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In today's world, designers are asked to be authors and creators.
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Employing visual learning style into theory build knowledge retention
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This practice creates the ability in students to communicate process and visual solutions with their peers and clients.
Building design skills early, a K-12 curriculum that has relevance
Graphic design training curriculum for high school teachers
PAULUS, DAN AND AIGA MINNESOTA, 2016
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Although built as a high school curriculum. there is relevant examples for intro college design courses.
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Includes rubric examples for each unit that was developed
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Covers units on intro to design, design basics, the design process, typography.
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Promote better design preparation in your community schools to help grow and strengthen your design program
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This is a fully downloadable curriculum though the AIGA website
You achieve a higher level of knowledge transfer when you make reflection part of your pedagogy
Graphic design pedagogy: Employing reflection to support the articulation
of knowledge and learning from the design experience
ELLMERS, GRANT; BROWN, IAN; BENNETT, SUE; 2009
Using the final artifact as a primary measure of success limits the ability to assess the learning along the way.
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"High-road learning" can be viewed as students transfer knowledge away from the context it was originally taught.
Use student reflection to analyze experience while separating from the emotional attachment to the artifact.
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This creates a broader knowledge transfer rather than creating a cognitive attachment between the knowledge learned and the project directly
Creative activity used to generate new ideas and promote engagment
Creative Connection Cards
NOTTINGHAM, ANITRA; STOUT JEREMY
Use in your classroom to help foster creative strategy and ideation
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These cards break the silence and engage your students in the creative process in a fun and productive way.
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Use for individual students who are "stuck" in developing a creative solution to the design problem.
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Build conversation by breaking routines and randomly changing perspective
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Contains over a hundred 107 methods created by graphic design educators to teach creative strategy
Building your student engagement techniques to support achievement
Student Engagement Techniques: A Handbook for College Faculty
BARKLEY, ELIZABETH F; 2010
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Includes hundreds of techniques and strategies from across multiple disciples.
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Find practical applications and cognitive theory on how to get your students to engage in learning.
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Promoting student autonomy so that they understand that they are responsible for their achievement, not the instructor.
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When your class is held can require different engagement techniques
Fostering motivation to get the maximum learning in your class