In an recent post Dr. Nippert-Eng asked :
> My question is, how many doctoral programs in design are taking the
> job of training their future teachers and thesis advisors this
> seriously? How are course and funding structures used to better
> achieve this goal? I haven't a clue how this looks across the design
> landscape...
I can share my experience as a PhD student at Carnegie Mellon University,
which I think has been exemplary.
In regards to teaching, each PhD student is required to go through the
following sequence:
1st ) TA a class
2nd ) Co-teach as class
3rd ) Teach a class on their own
Of course there is some variation in this due to previous experience, but
in general this is the model that is followed. For myself, the co-teaching
was the most valuable teaching experience. It allowed me to collaborate
with a professor on the development of a new course, choosing readings and
putting together a syllabus. Much of the value also came from learning how
to take a group of students through the material in a compelling and
productive way, issues of the timing and pacing of the class, and how to
provide good feedback to students. Some of this learning was from
observation, but much of it was from 1 on 1 conversations with the
professor throughout the semester as the class progressed.
We usually teach our own class after the comps. This class tends to either
reflect the budding dissertation topic or some other central interest in
the student. In this process, at least for myself, several faculty members
provided feedback and support, giving me advice on my syllabus and making
themselves available throughout the semester for guidance.
Overall, I have found this teaching sequence to be both valuable and
rewarding and I think it well prepares us for becoming future teachers.
Carl
Carl DiSalvo
PhD Candidate
School of Design | Carnegie Mellon University
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