TeachingJanuary 15, 2016 version

“The architect should be equipped with knowledge of many branches of study
and varied kinds of learning”
– Vitruvius 1,1

Teaching Philosophy ^

In my conception, teaching and learning are part of a feedback process with research, deeply intertwined in Humboldtian unity. The idea is to nurture curiosity in students by introducing them to cutting edge research as a lure to learn, enabling further research, in turn uncovering the necessity to learn more, enabling more advanced research, etc.

Teaching at UT Dallas ^

My teaching practice at UT Dallas predominantly caters to students in Arts & Technology (ATEC) as well as Arts & Humanities (A&H). The student population in ATEC mostly aims towards becoming practitioners, including artists, computer animators, game designers, user experience (UX) designers. Multidisciplinary, sometimes substantial, student backgrounds include business, computer science, economics, social science, physics, and psychology. My A&H students mostly include art historians, artists, and humanists. This situation translates into an opportunity of addressing rigorous humanistic questions with both classic methods of art and architectural history as well as an informed aesthetic and quantitative practice, similar to the traditional model of architectural education in leading polytechnic universities. Harnessing the broad skillsets of my students, which includes computation, drawing, writing, and visual literacy, I typically make use of weekly assignments that iterate towards a common goal. Types of assignment range from writing an abstract, and finding key references, to creating visual panels for group discussion, and processing large numbers of images. Essential skills that are not present in the entire student population are taught as needed, using inverted classroom techniques. Skills that are aquired in this way include coming up with an interesting research question in a systematic way; finding and documenting source material; understanding what we see; mastering basic principles of data science; using visualization effectively; preparing and performing a good presentation; and choosing the right product and venue for publication. However, it is crucial that teaching these skills serves my main mission of working towards a deeper understanding of the nature and evolution of art and cultural products, including the built environment.

Courses at UT Dallas ^

Spring 2016, AHST.001.16s, Understanding Art (http://dox.utdallas.edu/syl53777)

Fall 2015, ATEC 6353.001.15f, Visualization Research: Using Information Design to Think (http://dox.utdallas.edu/syl50508)

Fall 2015, AHST 4342.001.15f, Topics in Art History: Form as Meaning (http://dox.utdallas.edu/syl50294)

Spring 2015, HUAS 6375.001.15s, Imagery and Iconography: Visual Sample and Remix (http://dox.utdallas.edu/syl43868)

Fall 2014, ATEC 6389.001.14f, Topics in ATEC: Understanding Urban Ecologies (http://dox.utdallas.edu/syl39671)

Fall 2014, ATEC 6300.001.14f, Interdisciplinary Approaches in Arts and Technology (http://dox.utdallas.edu/syl43066)

Spring 2014, ATEC 4370.001.14s, Topics in ATEC: Visual Sample and Remix (http://dox.utdallas.edu/syl39803)

Spring 2014, ATEC 6353.001.14S, Visualization Research: Using Information Design to Think (http://dox.utdallas.edu/syl39804)

Fall 2013, ATEC 6389.001.13f, Topics in ATEC: Networks and History (http://dox.utdallas.edu/syl34939)

Fall 2013, ATEC 6300.002.13f, Interdisciplinary Approaches in Arts and Technology (http://dox.utdallas.edu/syl35727)

Spring 2013, ATEC 6389.001.13s, Topics in ATEC: Ecology of Complex Networks (http://dox.utdallas.edu/syl33289)

Advising at UT Dallas ^

My practice in graduate student supervision feeds into the research mission of integrating students into collaborative projects, starting at the undergrad stage all the way to the PhD and PostDoc phase. Currently, I serve on the committee of seven PhD students at UT Dallas, some working towards monographic PhDs, where my role as an adviser is typical for art history. Other students work with me towards a cumulative PhD, aiming to combine co-authored papers, based on international collaboration, with my role being that of the principal investigator (PI), as found in systems biology, physics, or computer science – a mode of working where I can build on my own experience during my extensive post-doc phase in two outstanding multidisciplinary labs. My work with graduate students at the MA and MFA level is mostly characterized by independent studies, i.e. course-equivalent projects that contribute towards their degree, while aiming at results that lead to advanced products such as article publications or useful portfolios for future employers. This model has turned out to be highly successful and useful for students approaching me from within ATEC and A&H, as well as other schools, such as EPPS, and the Collegium V honors college.

Teaching outside of UT Dallas ^

M. Schich & K. Zweig: Vernetzungen und Verstrickungen / Digital Humanities and the New Science of Complex Networks,
Three day course (September 10-12, 2012), Marsilius-Kolleg, Rupert-Karls-University Heidelberg, Germany
(http://www.marsilius-kolleg.uni-heidelberg.de/studien/sose2012.html)

Complexity of Space Documentation: Ambiguity, Heterogeneity and Dynamics. Three hour seminar (August 8, 2012),
Université d‘Été, Yverdon-les-Bains, Switzerland (https://yverdonlesbainsfuture.wordpress.com/courses/)

Complex Structure in Digital Collections, 2 hour excerpt (October 2, 2011),
Media Art Histories master programme, Department for Image Science, Donau-Universität Krems, Austria

Complex Structure in Digital Collections, 2 day lecture (June 16-17, 2010),
Digital Collection Management certified prog., Department for Image Science, Donau-Universität Krems, Austria

M. Schich & S. Hertle: Tutorium zur Zwischenprüfung Kunstgeschichte [Survey of Munich and Western Art History],
WS 1999/2000 undergrad course, Institute for Art History, Ludwig-Maximilians-Universität München, Germany