Browsing by Author "Datta, Amrita"

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    Developing and Managing International Curricular Collaborations in a Post-Covid World
    (SECAC, 2024-10-25) Ganci, Aaron; Datta, Amrita
    In visual communication design (VCD), international collaboration is a proven method to help students develop a pluralistic understanding of cultural identities that look beyond their own experiences. VCD at IU Herron School of Art + Design has identified curriculum internationalization to unify cultural differences within the design pedagogy. In response, we have worked to develop curricular experiences for our students for many years, primarily through study abroad trips. When the COVID-19 pandemic set in, these experiences were paused indefinitely, creating a gap in our curriculum and a need for innovation. With a design mindset, we sought ways to turn restrictions of the pandemic into opportunities for radical reform of our international collaboration experiences. Through this process, we developed a robust collaborative virtual global learning exchange program with Yonsei University in Seoul, South Korea. Students now engage in rich cross-cultural collaborative learning experiences remotely without leaving their homes. However, the establishment of this program required significant preparation and administrative legwork. To support others who want to establish a similar program, this presentation details our process in developing this successful collaboration, with special attention devoted to the administrative and managerial aspects of the collaboration.
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    Envisioning Art and Design Education Through the Lens of Diversity, Equity and Inclusion in Herron School of Art + Design
    (2021-05) Datta, Amrita; Ganci, Aaron; Napier, Pamela; Shekara, Archana
    As the U.S witnesses the guilty verdict of Derek Chauvin in the murder of George Floyd, communities nationwide are embracing the historical inequities spanning race, gender, religion and disability benefits. Higher education is equally rife with these inequities. Widespread implementation of DEI (Diversity, Equity and Inclusion) can be a catalyst for peace, acceptance and equality. Despite the requirement for educators to provide aptitude on DEI efforts in order to adhere to growing student needs, resources allocated for such endeavors remain low. Of course, this further increases the barriers for faculty tasked with familiarizing themselves with a wide range of DEI ‘topics’. Articulation and commitment to DEI remains a challenge for educators. This is especially true in design education and the People-Centered Design process is perfectly poised to address these underlying issues. Implementing a people-centered design approach that puts the needs of people first can be the change in our education system that addresses complex social inequalities. Design educators can lead this social paradigm shift within academia. However, before educators can make a commitment to diversity they must first engage in foundational learning of DEI terms and definitions. This case study, conducted at Indiana University’s Herron School of Art and Design provides a novel strategy for how this can be accomplished. Since educators have systematically transitioned into the digital world -- the outcome of this case study proposes a prototype which characterizes the need of identifying DEI strategies through a digital experience.