WORK TEACHING CV
I teach classes and create curriculums across the creative technology spectrum in fields as diverse as music, design, theatre, media, and studio arts. I’ve worked mostly with first-generation college students, international students, and those balancing multiple responsibilities.
I have taught at three public institutions: two land grant institutions, Texas A&M University & Oregon State, as well as a city equivalent, The New York City College of Technology. I have taught at three private institutions as well: George Washington University, Rhode Island School of Design as an adjunct, and Brown University as a graduate student.
Ihave created dozens of new courses and created amd revised entire curriculums at the undergraduate and graduate level. At GWU, I developped an 18-month revision of the MA curriculum to better align program content with contemporary technical needs while maintaining critical engagement with technology's role in society. We brought a new BA online just two years ago, and this year I am leading the develpment of an AI track to be included in the MA.
For me, the most effective approach to teaching in the creative technology space is to view the learning of skills and the building of chops as deeply entangled with creative and critical thinking. For most of the students I have worked with, the creative and critical components of projects give a resonance to technical skill development. Students need to learn how to problem solve by making-through a concept. This approach leverages the atelier model of art and music school for precision and technical growth. Furthermore this approach also gives students the opportunity to develop their imagination — which I consider to be the most crucial component of sustainable creative practice.
Many of my students need support in navigating computational thinking, creative expression, personal voice, and public engagement. I encourage students to bring their lived experiences and perspectives to their work in order to help shape their relationship to the work they need to do so I am often situating any particular lesson broad contexts and use cases while trying to connect pieces of procedural and organizational effectiveness with specific technical instructions.
Ideally, I am creating inclusive learning environments where all students feel empowered to take risks while developing skills and understanding. This means paying attention to students patterns and adjusting my lessons as we move through the semester. Maintaining high standards is non-negotiable, so I try to find the balance between encouragement and autonomy that can create space for students to come to terms with what the subject requires.
Student Work
Corey Howell
Yisheng Huang (Albert)
Yi-Ting Ho (Shavonne)
Yara Nassif
Sarah
Sheikhnureldin
https://gd.games/sarahsheikh/artificially-blind