Thursday, January 16, 2025
De Angela L. Duff�Associate Vice Provost, NYU
Industry Professor, Integrated Design & Media (IDM), NYU Tandon
deangela.duff@nyu.edu
Teaching Philosophy & More
Who is De Angela as an educator?
26
years��Teaching Project-Based Learning*
20 �years
Curriculum Development
16 years
Academic Leadership
*at the Intersection of Design, Art & Technology
De Angela’s Selected Academic Experience
1999–2013 (14 years)
School of Design
2012–2013, Interim Co-Director�
Design, Art & Technology�(formerly Multimedia)
2012–2013 • Program Director
2012–2013 • Associate Professor�
Multimedia
2009–2012 • Interim Director
2010–2012 • Associate Professor
2003–2010 • Assistant Professor
1999–2003 • Senior Lecturer
2018–2019 (one year)
�Innovation Lab
2018–2019• Co-Director
�Department of Art & Visual Culture
2018–2019 • Associate Professor
2013–current (11 years)
Integrated Design & Media (IDM)
2018– current • Industry Professor��Integrated Digital Media
2013–2018 • Industry Associate Professor
2013–2018 • Co-Director
1870–2024
2019–current (6 years)�
Office of the Provost
2019–current, Associate Vice Provost
Selected Courses That De Angela Has Taught
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TEACHING
Philosophy
My Primary Pedagogical Goal
Learning How To Learn
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“If you teach a man anything, �he will never learn.”�
~George Bernard Shaw
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“Learning results from what the
student does and thinks and only
from what the student does and
thinks. The teacher can advance
learning only by influencing what
the student does to learn.”�
~Herbert Simon
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Secondary Pedagogical Goals
Instill
Curiosity
Play &
Experiment
Be Fearless Take Risks
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The F-Word
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FAILURE
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FAIL QUICK
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FAILURE = FEEDBACK
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“As engaged teachers, we tell our
students that everything is a
‘process” that can be improved,
that we learn from mistakes or
weaknesses, that that’s what
Learning is.” �~Cathy Davidson & Christina Katopodis
The New College Classroom (p. 215). Harvard University Press. 2022.
“
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“We thrive when we stay on our own leading edge”�
~Sarah Lewis �The Rise: Creativity, the Gift of Failure, �and the Search for Mastery (p.20)
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Bloom’s Taxonomy is Dead!
Source: Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching, https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy.
in the age �of gAI
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Dee Fink’s Taxonomy
Source: Fink, L. Dee. A Self-Directed Guide to Designing Courses for Significant Learning, https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf.
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Faculty should still focus
on learning outcomes, but also the WHY–now, more than ever!
��
in the age �of gAI
TILT
The Transparency in Learning and Teaching in Higher Education Project, founded by Mary-Ann Winkelmes, can help faculty, apply the Transparency Framework of purpose/task/criteria in assignments and assessments, all toward the goal of enhancing student success equitably. Here are TILT Higher Ed Examples and Resources.
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Student Values
Senior Project Expected Student Values �(reinforced in syllabus)
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The Open Inquiry Toolkit
For a values-based discussion with students, the Open Inquiry Toolkit hosted at Penn State, may be helpful to some.
The Open Inquiry Toolkit aims to cultivate habits of mind in undergraduate students, faculty, librarians, and others in higher education to promote the intellectual virtues needed for research and learning, both individually and in community. Intellectual virtues are the deep personal qualities or character strengths of a good thinker or learner. They include qualities like curiosity, open-mindedness, intellectual courage, and intellectual tenacity.
Curiosity• Open-Mindedness • Intellectual Courage • Intellectual Tenacity
Experiential Learning Cycles �& Creativity
Experiential Learning Cycles
ACT: Do something--anything, in fact. Run a meeting, give a presentation, have a difficult conversation. (One of the most valuable aspects of this model is the way in which it allows us to turn every experience into a learning opportunity. The challenge, of course, is that we rarely complete the cycle and leave most potential learning untapped.)
REFLECT: Look back on your experience and assess the results. Determine what happened, what went well and what didn't.
CONCEPTUALIZE: Make sense of your experience. Seek to understand why things turned out as they did. Draw some conclusions and make some hypotheses.
APPLY: Put those hypotheses to the test. Don't simply re-act. Instead, have a conscious plan to do things differently to be more effective. And begin the cycle again.
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Experiential Learning Cycles
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From Austin Kleon’s Steal Like An Artist
Edward De Bono
In Serious Creativity, de Bono defines creativity as "bringing into being something that was not there before."
De Bono also stresses that creativity requires time, effort, and focus.
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Flow: The Psychology of Optimal Experience
According to Csikszentmihalyi, the "best" moments in our lives are not passive, receptive, or relaxing—although such experiences can also be enjoyable, if we have worked hard to attain them.
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Flow: The Psychology of Optimal Experience
Rather, Csikszentmihalyi asserts that the "best" moments usually occur when a person’s body or mind is stretched to its limits in a voluntary effort to accomplish something difficult and worthwhile. ��Thus defined, an "optimal experience" is achievable through our own choices and determination.
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Self-Regulated Learning
2013
Self-Regulated Learning
Self-regulation encompasses
as related to learning.
Nilson, Linda. Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills (p. 36). Stylus Publishing.
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Self-Regulated Learning
Self-regulated learning proceeds through three stages:
Nilson, Linda B. Teaching at Its Best: A Research-Based Resource for College Instructors, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nyulibrary-ebooks/detail.action?docID=4567495. p. 288
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Self-Regulated Learning
In addition, the process takes place in three dimensions:
Nilson, Linda B.. Teaching at Its Best : A Research-Based Resource for College Instructors, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nyulibrary-ebooks/detail.action?docID=4567495. p. 288
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Self-Regulated Learning
In addition, the process takes place in three dimensions:
Nilson, Linda B.. Teaching at Its Best : A Research-Based Resource for College Instructors, John Wiley & Sons, Incorporated, 2016. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nyulibrary-ebooks/detail.action?docID=4567495. p. 288
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Project-Based
Learning
Project-Based Learning
Project-Based learning is where students design and develop, and build a hands-on solution to a problem or opportunity with or without a client.
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MAKE THE �INVISIBLE VISIBLE
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SWOC of Project-Based Learning
Strengths Intrinsic Motivation | Weaknesses Paralysis / Blank Page Syndrome | Opportunities Deep Learning Creativity Flow AKA Focus | Challenges Feedback Anxiety�Perfection�SCOPE |
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Austin Kleon’s Steal Like An Artist
Austin Kleon’s Steal Like An Artist
Copyrighted artwork by Sydney Harris Inc.
Project Process
Research | Design | Development |
| Including, but not limited to, design sketches, process maps, drawings, wireframes / schematics, storyboards, comps, mood boards, concept boards, screenshots, videos, diagrams, images | Including, but not limited to minimum viable product (MVP), prototypes including but not limited to exercises, tests, models, maquettes, animatics |
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Feedback Sessions
Verbal Feedback Sessions AKA Studio Critiques
Feedback sessions are the best way for students to articulate their ideas to others and get immediate feedback. During the session, the instructor and their classmates question, analyze, and suggest ways to improve or re-evaluate progress.
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Why are Feedback Sessions Important & Useful?
They help students to:�
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The Anatomy of a Verbal Feedback Session
At its core, a feedback session is simple:�
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Rules for a Feedback Session
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PERFECTION does not exist!
Watch Finished Not Perfect by Jake Parker on YouTube < 2min
Project Scope
SCOPE: MoSCoW Method
| | | |
Must Have | Should Have | Could Have | Won’t Have |
Requirements necessary for the completion of the project | Requirements that are important, but not essential. | Nice-to-have requirements that have a small impact if left out. | Requirements that are not important for this phase, but can be implemented in the future for a revised version. |
Mo S Co W
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Ideation
Ideation
Sketchbook / Notebook
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Ideation
Freewriting
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Ideation
Word Lists
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Ideation
Mind Maps
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Ideation
Input Map
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Ideation
Concept Maps
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Ideation
Image Attribution Chuck Frey on Medium
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Image Attribution David Herd’s Night Studio
Kirby Ferguson’s Basic Elements of Creativity
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Watch Kirby Ferguson’s Everything is a Remix Series
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Kirby Ferguson’s 4 Steps to Getting an Idea
Step 1: Create Boundaries
Step 2: Consume Everything
Step 3: Digest the Research
Step 4: Drop Out
by James Webb Young
Eureka Moment!
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Donald Norman’s Seven Stages of Action
“Creativity is just connecting things.”�
~Bill Bernbach
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Dee Fink’s Taxonomy
Source: Fink, L. Dee. A Self-Directed Guide to Designing Courses for Significant Learning, https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf.
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“We do not learn from experience… We learn from reflecting on experience!”�
~John Dewey
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