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Mitchell Eismont

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Mitchell Eismont last won the day on February 22 2019

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  1. Just a quick question, as I am developing an course in the History of Graphic Design. What books are you currently using? I remember taking the course way back in the day and using Phillip Megg's History of Graphic Design. -Mitch
  2. Brian, That sounds about right. I need to make up a bulk e-mail to answer these folks to save time. Thanks for the feedback. -Mitch
  3. Howdy All, Forgive me if this topic has been covered. My question is how to do you tackle student internships? Specifically I would say unpaid internships. I am constantly getting contact for internships that are unpaid. Teaching at an HBCU my students don't have the luxury to take unpaid internships. The ones I reject right away, are the ones that have no educational value for the student. Example. A company once wanted a graphic design intern, but didn't have a graphic designer or art director on staff. Basically they just wanted a free graphic designer. Is this a problem in your area? How do you tackled this? Thanks, Mitch
  4. I have done a few of them but just sort of winged it, based off of the requirements of their institution. It would be great to have a punch list. On another note, I just got promoted to Associate Professor with Tenure. So if anyone needs a review at that level, I am willing to help out. Thanks, Mitch
  5. This is all great information! Thanks everyone. Some colleagues have brought up the argument that RJ has. The other side of that is that, we have no requirements to get into our program. So some students may never make it in the field of art and design. We would then do them a dis service to allow them to stay in a program with the expectation that they would never pass the upper level courses or get a job in the field. I can actually see both sides of this.
  6. Howdy All, As part of our self study, we told NASAD that we were going to have a Sophomore review, with would basically tell students wether they could continue in the art program. Do any of your perspective schools do this? How is it set up? -Mitch
  7. This maybe a little off topic but last I checked (this was some 10 years ago), there where only like 3-4 PHDs in Visual Arts/Design area. Has this changed a lot since then?
  8. Our Promotion and Tenure document lists MFA as the terminal degree in the arts. We are currently looking at would another degree plus X amount of years in the field be considered for tenure, which I certainly think should be the case. Most of the positions I have seen out there require an MFA. I actually had classmates when I was attending graduate school coming back to get the F in their MA because of that requirement. Does anyone know what NASAD's requirements are? That maybe where to look. I would imagine a Masters plus work experience at most places might count. Not sure if that helped at all. -Mitch
  9. Sadly colleges and universities are moving towards the standardized testing form of assessment. As a matter of fact in Ohio we get funding to our universities, based off of course completion rate and graduation rate. This makes it difficult for universities that serve first generation not so college ready students, to be able to support such endeavors. We recently had a NASAD review, they didn't so much ask us about our assessment tools, they wanted to see how the students work progressed from one class into the next. I would agree with Dan, "Its like fitting a square peg in a round hole." Assessment is built into everything we do as design educators. From the moment the student starts the project we are assessing. We give one on one assessment, group assessment, graded feedback, written feedback, that is how we teach. The only we can really assess the entire class structure and pedagogy, is to make changes to our projects, lectures etc, and see if this creates a better end result. If that doesn't work, next time try something new. The problem happens when we are asked to switch our formula to one of mathematics. James Victore said in a lecture one time that, "the most interesting answer to a problem of 1 + 1 = isn't 2, that 1 + 1 could = gummy bear." We are in a field that has rules, but broken rules are fine also. So defining the structure of assessment using numbers as most University's assessments are, doesn't work. I wish there was a better way. -Mitch
  10. Thanks for the info! It will be very helpful!
  11. We are currently reviewing the tenure process as part of our new contract negotiation, so some items might change. We currently go up for tenure in our fifth year, we are also allowed to go up for a move to Associate Professor. If we don't get it in our fifth year we have an additional sixth year to go up again, if not granted tenure we have one more year to teach, then we are no longer employed at the University. Upon the August of your fifth year you submit a dossier to the department. It is a three ringed binder that covers 17 points. The main points are, research, publication and teaching. Other elements include letters, from within the university from tenured professors, and recommendations from outside of the university. (There is no external review). The publication is peer reviewed journals, and or jurors art exhibitions. Our current P&T process has a lot of gray area for what needs to be in the document. This process then goes through these steps: Department Review, Dean Review, P&T committee review, Provost Review, President Review, Board of Trustee Review. At any stage the reviewer can ask for additional documents or bring the applicant in for an interview. -Mitch
  12. Jessica, Do workload hours translate to contact hours? Could you possibly e-mail me what your handbook says for your unit? meismont@centralstate.edu. We are both an Ohio Public University and have AAUP, so it would be interesting research for what we are pushing forward to administration. Thanks, Mitch
  13. James, We had a review by NASAD recently and they wanted the University to state how our workload was calculated. So I am assuming that there is a possibility of arguing for a 3 x 3 or a 3 x 4 workload. We are currently drafting a document to send to administration, that shows research on other University's workloads. We will see how that works out. Thanks for the information. -Mitch
  14. I teach at Central State University in Ohio. It is a public HBCU. In the state of Ohio we can't negotiate workload, the supreme court ruled against it. See AAUP vs CSU. https://www.oyez.org/cases/1998/98-1071 I am also curious as to how the university's define contact vs credit hour. My teaching load is 12 credit hours and 20 contact hours. Which is sometimes a 4 x 4 load or 5 x 5. (We have 2 credit studio classes). We have to be in our office 10 hours a week on top of this. Not included in this are various committee appointments, advising, and being asked to recruit. I also serve as the tech support for our computer lab. We have minor funding for travel through writing a grant through Title 3, but it has to be used for accreditation and not for presentations. With this in mind we are also expected to do research for P & T. The vast majority of my research is from doing Graphic Design jobs for clients. I am assuming it is applicable for P&T but it isn't specifically outline in the process. I am too afraid to count up the hours of work I do at this university. So yes workload is currently an issue here.
  15. 1. I teach 12 credit hours which equals about 20 contact hours each semester. 2. My University currently doesn't but with the help of NASAD we are hoping to change that situation. 3. (See above). 4. The science area is the most similar to the arts on our campus, as they have lab hours. Currently they actually get paid per contact hour and not credit hour. So their workload is only 12 contact hours. (That is what I have been told, I need to actually confirm this).
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