Debra Rubino/Scott Stone Staff Facilitators were asked to conduct the following input conversations in two breakout discussion sessions the topics were meant to prompt substantive input
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GRAND SUMMARY OF NOTES Pan-College Convening on Strategic Planning Input Breakout Groups
April 12, 2019 Attendees: 100 campus members of faculty, staff, students, and trustees
Breakout Group Facilitators/Notetakers (Affinity Group for Session #1):
1 Theresa Bedoya/Thomas Gardner
(Staff/Trustee)
2 Colleen Cashill/Amber Eve Anderson (Staff)
3 David Gracyalny (Staff)
4 Don Jones/Marissa LaBant (Staff)
5 Tiffany Holmes/Renee Rendine (Faculty)
6 Gwen Keathley/Issac Gertman (Staff/Trustee)
7 Doug Mann/Jennifer Golden (Staff)
8 Kevin Griffin Moreno (Faculty/Deans)
9 Sheri Parks/Kai Crosby-Singleton (Students)
10 Debra Rubino/Scott Stone (Staff)
Facilitators were asked to conduct the following input conversations in two breakout discussion
sessions (the topics were meant to prompt substantive input, and not as restrictive frameworks):
• Input Breakout Discussion #1 (affinity groups)
• (For faculty and student affinity tables) What would Integrative Education look like in your
classroom? (For staff affinity tables) What would Integrative Education look like at MICA?
• Come up with as many examples and ideas re Integrative Education as possible, and then agree
on 1 or 2 top recommendations
• Any ideas you would like to offer for any of the four themes? Agree on 1 or 2 top
recommendations
• Input Breakout Discussion #2 (mixed group)
• What are the most important and boldest ideas or directions we might follow for developing
Integrative Education at MICA?
• What do we not have now (e.g., capacity, systems, programs, etc.) that we need to have in order
to achieve our goals?
• What else should be a priority for the 2021-2026 Strategic Plan?
INPUT BREAKOUT DISCUSSION #1 Notes (unedited, except for minor typo corrections and
explanations of acronyms)
Group 1 (Staff/Trustee)
● What would Integrative Education look like at MICA?
● Collaboration with Johns Hopkins / expanded HEMI / further internship opportunities
● Showcase student work to broader communities (local / Baltimore and beyond)
● Bring more community partners (members of the community, local people) to MICA
● ADCAP broadened, deepened
● Continue to further BDS (Baltimore Design School) relationship but also BSA (Baltimore School
of the Arts) (more of this other K-12 schools?)
● MICA more involved in the city, more engaged with local neighborhoods, more visibility
● How MICA & Baltimore differs from SAIC (School of the Art Institute of Chicago) & Chicago, etc /
Institution & The City
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● More advertisement / more visual presence in Baltimore
● Cultivate broader and deeper understanding of MICA in Baltimore (e.g annual fashion show as
Baltimore event)
● Use physical atomized / dispersed / networked urban campus to advantage (vs Hopkins, et al)
● Constitution Day! A phenomenal event develop broader Baltimore-connected presence
● Look unflinchingly at the two recent NYTimes articles on Baltimore, talk about them, teach &
critiques these
● Staff on-boarding (knowing & understanding MICA’s culture, what shapes MICA, etc.) especially
re: DEIG (Diversity, Equity, Inclusion, and Globalization)
● Some staff have little reason to leave office Literally, physically not integrated How to change
this? How to dismantle institutional silos
● Develop co-curricular model in Res-Life; Res-Life collaboration with other programs FYE?
● Staff and others to have talks to learn what MICA community is up to; make this a central part of
the work, the job not merely extracurricular or so-called professional development
● Many good initiatives over the years, but follow-through is a problem
● Some staff have not taken a MICA class, how to offer more and more direct understanding of the
MICA curriculum, teaching and learning
● How to facilitate staff-faculty interaction, incentives
● Brown bag lunches for staff only with talks from outside folks or MICA folks (informal
presentations, talks)
● Doug Mann example invites MICA folks in to talk to staff more of this; how can this be
self-initiated, more organic; point is: how do different areas of the college understand each other, i.e.,
Integrative at Home, among ourselves (MICA community)
● Come up with as many examples and ideas re Integrative Education as this table can, and
agree on 1 or 2 top recommendations
● See above list
● Any ideas you would like to offer for any of the four themes? Agree on 1 or 2 top
recommendations
● Deepen and expand MICA’s commitment to art & activism (especially here in Baltimore)
● Invite Baltimore folks to MICA events, talks, sharing improve outreach how does MICA
become seen as a go-to community partner
Group 2 (Staff)
● What would Integrative Education look like at MICA?
● Entry-level opportunities and advanced-level opportunities to develop leadership skills outside of
the classroom happens in community engagement
■ Partnership with Union Baptist Headstart program
■ Students go to morning program and support a teacher in the classroom
■ Opportunity to integrate art into the curriculum
● Integrative education takes the limits off students - honing into what they want to do
post-graduation - we should offer classes outside of the art curriculum, like business classes,
entrepreneurship, etc
■ Creating special interest communities, for example, opportunities for curating on campus, etc
- Developing job-based skills
■ Collaboration across the board throughout the institution
■ Intro classes to help students know what they want to do when they graduate
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■ Art & science collaborations (prosthetics), 3D models for scientists, etc - collaborative
throughout Baltimore
■ MICA alums working at JHU, making videos and graphic design in the field of science
● Number one question from parents is what is my son or daughter going to do after graduation?
■ There are so many tech and science opportunities for artists - creating some of those for
students at MICA
■ Are there opportunities to become managers of studio spaces on campus, etc.?
● Looping parents and alumni into student networks
● Bringing parents, staff, alumni into the classrooms to establish real-world connections with
students that will last them throughout their lives
■ Start in the early years, not just the 4th year
● Engaging students with the idea that art is interdisciplinary (this happens in Sculpture, at least),
but how is sculpture, for example, social, etc., not object-based - talking about the environment
that art creates, rather than the objects themselves
● How to synthesize classroom skills with life skills - working with Career Development, etc -
making more connections across campus between Res Life, Academic Affairs, Campus
Engagement, etc
■ Campus is siloed, if we know that as staff, students can sense that - how can they put all the
pieces together if we can’t?
■ Rather than “partnering” if event is somewhat aligned, what would it look like if
departments/faculty/staff plan programs from the beginning?
■ Campus-wide program that was academic/fun/career-focused - peer-to-peer reviews
■ Create intentional opportunities for all areas across campus to make it easier for students to
access information about every aspect of the school and the impact and influence it will have
on their education and their future
■ Don’t wait until they are upper-class students Start career development from their first year
■ Particularly important for the parents
■ Co-curricular classes in residence halls
● One-credit courses, dialogue classes (Professional development courses like in grad school)
● Create pathways teaching students other skills
● Resumes and cover letters - how do you write - need to learn the business side
● Love the slide for parents - our foundation for integrative educational approach
● Get students LLC’s before leaving campus
● Virtual mentoring by alumni for building a business
● Need to know how to manage yourself/your studio/business ideas
● Create opportunities for competition (that might exist at larger state institutions) - competitions for
jobs on campus
● Building a culture at MICA that they aspire to
● Students always need a mentor → Facilitate mentorship situations - knowing how to apply for
shows, curate shows, running your own business, etc
● Come up with as many examples and ideas re Integrative Education as this table can, and
agree on 1 or 2 top recommendations
● See above list
● Any ideas you would like to offer for any of the four themes? Agree on 1 or 2 top
recommendations
● Demographics of MICA & higher education are changing significantly - many more international
students - DEIG is very specific to US (such as pronoun usage) - addressing gaps for
international students to engage with these ideas
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● International students are required to come a week earlier than all other students - they have a lot
to catch up on before school starts, but could be approached in a way that integrates both
international and non-international students to create dialogue
● One-credit classes and/or making space in classes for international students
● Creating a buddy-system or semester-long classes to address acclimatization of international
students
● Acknowledge how strong American culture is around the world - international students that are
already here vs first-time coming to America for MICA
● Engage with real-life outside of the classroom - issues for both students and faculty that are
international
Group 3 (Staff)
● What would Integrative Education look like at MICA?
● More difficulty seeing how this relates to the FAs Is it unified or will there be specific to different
areas of the curriculum?
● Is it connecting art and design with real-world applications?
● Like the sound but what does it mean, what is this?
● Is this like writing where you learn to write within in professional business writing, legal writing,
editorial writing, etc.?
● How does MICA facilitate cross/inter-collegiate partnership??
● Are we discussing other ways that we integrate “real-world work” outside of internships,
exclusively?
● How do we bring greater access to content that is meaningful to practices in other industries that
MICA does not naturally have in its current curriculum?
● How do we open up existing opportunities and better communicate these existing opportunities to
current students?
● Where does entrepreneurship already exist in the curriculum and when/where can it be added?
● How to get more participation?
● How to be successful adults, addressing deficits in the way they are whole people in the world
Financial literacy, workplace negotiations, erecting appropriate boundaries, mutual relationships,
moving into adulthood, selfcare, mental wellness, communication (some specific issues for
international student)
● Come up with as many examples and ideas re Integrative Education as this table can, and
agree on 1 or 2 top recommendations
● Infuse into the DNA of the institution: systems that support mentorship approaches (peer, faculty,
programmatic and cross-functional mentoring) and identifying the right external partners (for
right-sized and most impactful integration); that improve knowledge and access, communication
systems; that prepare students for post-graduation life; that integrate Civics education toward
their understanding what matters to them’; that cultivate their grit and capacity to search and find
resources and information; that help students to identify their capacity and ability to deploy those
assets in a professional context (transferable skills); that identify their goals and grow their
agency for self-advocacy
● Any ideas you would like to offer for any of the four themes? Agree on 1 or 2 top
recommendations
● (No entry)
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Group 4 (Staff)
● What would Integrative Education look like at MICA?
● Idea of using liberal arts model -creating more well-rounded students; ability for students to be
nimbler as far as navigating through different career paths Alumni relations survey students
expressed this concern/opportunity It’s important for MICA to look at where there are
opportunities to intersect with other areas; i.e collaborations with medicine, etc
● Showing students how to transpose ideas into creating career paths Figuring out a way for
students to find their niches How can people from different backgrounds work together to
transpose? Possibly not limiting students by major; if a student is a painting major and has an
interest in another area, e.g., fashion; communicate the idea that you can be more than just one
major…
● Experiential education; hands on showing/real world projects/mandatory internships
● Encouraging more collaboration between majors how can we connect more
interdepartmentally?
● Is there an opportunity to come in as a freshman to come in with more of an exploratory major?
● Come up with as many examples and ideas re Integrative Education as this table can, and
agree on 1 or 2 top recommendations
● Sharing alum success stories
● Can each student be paired with a mentor in some way to explore real-world experience?
● Any ideas you would like to offer for any of the four themes? Agree on 1 or 2 top
recommendations
● Possibility to have faculty more informed on what resources are available to students
● Partnerships/Study Abroad/Mentorships… across other institutions How can we expand our
network of mentors? More fieldwork opportunities for students
● Can we involve more alumni possibly to come back to present workshops? Is this a new way of
giving back, instead of offering a monetary donation? Possibility of live-streaming so that more
students could have the opportunity to benefit
● Many alumni have expressed concern about not having resources after graduation Can we offer
alumni access to resources for a limited time after graduation?
Group 5 (Faculty)
● What would Integrative Education look like in your classroom?
● Reconfiguration of academic enterprise—Faculty and student collaboration on projects (around
topics, competency based)
● UG immersive, continuous, hands-on learning (3 week intensive)
● Intercultural project example (Dartmouth- organized around small lumps of time, internships,
projects It’s the norm to move off campus)
● Community based- social practice—address ethics as ideas move into practice; also
address/teach history of race in US and globally
● Break up semester system (how do you fit things in?); e.g., office of development (monument
quilt, wings project) tie together support so that all students can access it (funding/opportunity)
● Ethics— (students care about the work but need to be provided with framework to articulate
ethics/responsibility) it’s our responsibility to provide depth re fabricating things from life We
need science Our ability to support students in this way needs work
● Look to community-based instructors to show the way/ pull their voices into this new work (vs
GTI)
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● Lib Arts and Art History faculty read the room in terms of content How to model classrooms
around that awareness Add lessons organically/responsively? Customize lessons and classes
based on need Integrated teaching approaches co-teaching Classes integrated with one
another to allow cross pollination
● Evergreen State College- every class is co-taught (i.e Field biology/lit)
● Research… always Deepen research Better structures needed to model/ teach this Support for
faculty, support for library Research initiatives developed by faculty and reacted to by students
● Lack of consistency in terms of what students are getting, (still need core competencies) perhaps
the overlap should happen in sophomore year and higher
● PT faculty important bc the PT person is valuable bc of the specific field work they are doing
(specialized knowledge) Draw on people in community based on needed topics
● Open ended classes can go in radically different directions (same faculty/different results) how to
navigate? How to meet same SLOs?
● Student experience integration of international students Thrive with Baltimore is positive, but
how to make that mission relevant to international students? How to help Int’l students work on
peer teams Ongoing issue What do faculty need to teach to their best? Not just faculty prof
development We also need student prof development on this issue (Valeska, excellent
resource)
● Deep skillfulness in collaboration Collaboration between diverse backgrounds needed
● Back to radical reconfiguration… de-tribalizing classroom is important but what about overall
structure changes? What does a BFA mean?4 credit classes? (more in depth Fewer irons in the
fire)
● Technical skills taught in 1 credit courses? flexible/frequently offered
● Why Bauhaus notion that everyone has to sit in the same classroom every year? (Radical shifts
in what students need/ already know)
● Come up with as many examples and ideas re Integrative Education as this table can, and
agree on 1 or 2 top recommendations
● We are asked to transform through DEIG but the language in bullet points don’t mention/address
it
● We are already doing a lot of this but then students ask, “now, where do I go?” entrepreneurial
● Integrated—understanding how partnerships work
● Majors? Broad-based education, but individual skill sets needed
● IS student senior should be able to take any class desired
● Any ideas you would like to offer for any of the four themes? Agree on 1 or 2 top
recommendations
● Internationalizing curriculum
● Continuing to define/redefine definition of integrated education (definition sounds like what we
already do) (it sounds like we’re going to have to take a position)
● School and life being more closely connected (integrated)
● Emphasis on DEIG—domestic students need to travel How do we make it possible to make
financial aid allow for study abroad?
● Access—greater access to museums, etc (rather than 1 visit somewhere in a given semester…
fieldwork)
● Can a semester abroad become a degree requirement?
● Drexel—most intensive internship program (1 each year)
● Bullet points help give a shape to the definition The definition feels limited
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Group 6 (Staff/Trustee)
● What would Integrative Education look like at MICA?
● Fibers alumna, NM based artist working on the Wolverine (Logan) film, branching out to
unexpected venues from art Branching out to do anything instead of expected career paths
Skills can be taken to an unexpected venue
● Engage learning (and how people learn) by delivering in different ways of teaching, different
perspectives Different offices and activities can support this Students learn from faculty AND
staff (professional skills, discipline); e.g., work study = learning from staff
● Story of 1966 alumna that became a board member Got a business degree from another school
at family’s advice MICA now integrates business Now makes jewelry, it all started at MICA
MICA is continuing to update curriculum to support business, to support students to have agency
to live with less struggle in career “How to put life together as an artist.”
● How are we preparing our students to take our students anywhere in the world? Attract different
cultures and perspectives Integrate more cultural perspectives into learning at MICA to prepare
students to go out Make a student’s capacity/potential unlimited
● How do we better support students in their departure from MICA Support students to bolster
résumé’s, sponsored projects Industries are changing and job descriptions often expect 2 years
of work experience Can we quantify parts of the curriculum/sponsored projects/classroom
experiences as actual work experience so they are ready for these positions? How can we better
prepare students to apply for jobs? Might we provide more internships opportunities Students
learn through work study
● How do we educate students that they have maximum flexibility and so they can be flexible in
outcomes? We need to be not outcome-driven entirely but be education-driven How are we
preparing these minds and practices for maximum flexibility? Can you leave MICA and do
something radically different? Strata of challenging education provides maximum flexibility to
allow students to move anywhere—to better prepare for the future We don’t know what they are
going to be in the future How might we think about powerful traditions from the past and integrate
them with new forms of knowledge? Rethinking those basic things as we pull them into
interdisciplinary experiences Not to abandon the rich precedent for art schools to foster ingenuity
before moving onto the euphoria of new things
● “Learning to learn,” acquire deep knowledge, and challenge their imaginations and reflective
capacities The kind of outcomes come from deep well of understanding and knowledge the arts
bring in a unique way to student learning
● To do what we have not done before How do we revisit what is critical to an arts education and
carry that forward to new possibilities? Be imaginative re how students adapt in the future
● Story: Illustrator / sign painter and how a tradition is still in demand Continue to tell the stories of
our alumni successes to allow for incoming students to imagine possibilities
● Grammar school doesn’t teach cursive anymore—signature is identity Losing the tradition of
hand skills and connection with thinking A critical factor to cognitive development is through mark
making—the mark we make on the world and the physical activities We know there is an intimate
relationship between what we do in our hands and how we think Origins of our learning starts in
the world and with making, etc and communication
● Come up with as many examples and ideas re Integrative Education as this table can, and
agree on 1 or 2 top recommendations
● Make a student’s capacity/potential unlimited no matter where they want to go Creating the
maximum flexibility without diminishing their creative outcomes; part of the continuum of the
educational possibilities Facilitate students with how they navigate needs and abilities and
integrate acquired skills into other arenas Example: instead of studying one thing at MICA (like
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ceramics), students will explore social engagement, personal practice, and prof development—it
is not just one thing but it is many things There are many possibilities
● Not losing the foundation and tradition of arts education while looking to the future with integrated
learning How do we bolster integrative experiences for students and staff (the greater MICA
learning community)? How do we continue to feed the One-Team spirit?
● Any ideas you would like to offer for any of the four themes? Agree on 1 or 2 top
recommendations
● Integrating beyond the degree: MICA as lifelong resource for students, shift technologies and
skills (open loop university / Stanford) Elongated interpretation of lifelong learning / shorter
engagements / certificates Integrate MICA into the lives of our graduates beyond the degree
● Excitement of being part of a future with fresh possibilities
● Different: things have come to a light—a new way of looking at education and outcomes
Students are less isolated in their thinking—they embrace practice, entrepreneurial ideas, and
social change
● Like the idea of supporting a joyful world We bring joy to the world With their creativity students
bring things to the world and make it a joyful place It values us It continues to understand that
and appreciate that in that way is great
● Maybe we need to rethink the delivery of education, specialization after training—learning
continues Space between learning experiences?
● Apprenticeships / supplement classroom experience with real world experience
Group 7 (Staff)
● What would Integrative Education look like at MICA?
● More field work and out-of-classroom experiences that allow students to see professionals in real
life, as well as coursework that connects students with the community in a collaborative way (an
example that was given was when the Library of Congress approached a MICA faculty member
to see if a wayfinding course could be built into her class to help show everything that the Library
of Congress has to offer and is available to the public); creating a curriculum that focuses on the
artist as a whole that also teaches them how to interact with the rest of the world (building artists
into entrepreneurs as well training them to be part of existing businesses, organizations, and
other entities and offering classes on wellness, finances, language, etc.)
● Building facilities and spaces that allow everyone to incorporate these things
● Come up with as many examples and ideas re Integrative Education as this table can, and
agree on 1 or 2 top recommendations
● Language classes should be incorporated into MICA’s studies and should be available on
campus rather than through an exchange program with JHU because it seems necessary for
students studying art history as well as those who could potentially do international travel as part
of their career; Create a curriculum that focuses on teaching the whole student rather than just art
education (wellness, finances, etc.)
● More ethical trainings (Title IX, DEIG, etc.) for all members of the MICA community as well as
those who interact with then on a regular basis (even contractors) because they interact with
them on a regular basis
● Any ideas you would like to offer for any of the four themes? Agree on 1 or 2 top
recommendations
● What are our values as an institution and using those to determine what kind of initiatives we
want to put in place as well as what entities with whom we want to interact? Expanding upon this,
we must make sure that, when we institute new things, that they will definitely work
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Group 8 (Faculty/Deans)
● What would Integrative Education look like in your classroom?
● Need to include Graduate, Undergraduate, and Open Studies
● For students in online programs, it would be more connection to resources that are physically
here, e.g., career development, digital resources, making info more transparent - what is the
online student’s relationship with MICA? How are they connected? How can they get their resume
worked on? What is their engagement with alumni affairs, commencement, etc
● Defining who is considered a “student” in this process - age-restricted? E.g ADCAP students?
● Open Studies students - they don’t even get MICA emails - where do they fit in, how are they
treated?
● How our international population continues to be included and integrated into the work of the
campus, the culture of the campus
■ For example: need to develop more programs that help them connect better with faculty and
other students Too often it’s easy for them to stay in their own bubbles They want to
connect with native-born students; we need to make this easier and more transparent
Requires work on academic and student support mechanisms
■ Are we looking at national or global when we say “ _”
● Effect of robotics and automation - these are going to have a profound influence on art, culture,
and design Integrative Education should create the student as the advocate/arbiter for art and
culture in a technologically changing world
● Integrative education means curriculum If you want the student to have access to a world class
curriculum, you have to teach them about history, politics, science Our population is changing
Let’s have a curriculum where people can learn and discuss We need a comprehensive science
course
● Come up with as many examples and ideas re Integrative Education as this table can, and
agree on 1 or 2 top recommendations
● A well-rounded international representation Can we diversify that by building different
international partnerships in different countries? Faculty exchanges? Build a more diverse cultural
context?
● Align curriculum and career development with job market realities
● Have more job prep - how to prep students to get through the interview process How can they
translate their training and education and experience into language that’s appealing to an
employer?
● Have real structure to financial literacy What comes before UpStart Venture Competition? What
does it look like to offer workshops or classes that are multi-tiered? How do you figure out
financial aid, open a checking account, get funding? [e.g Financial Social Work curriculum]
● What types of careers are we preparing students for? Does the pay balance out the cost of going
here?
● A lot of our disciplines have started their own professional development courses Is it necessary
for us to offer something for everyone, or do we let different disciplines structure their own? There
are professional practice courses, but they’re geared toward fine arts Can we open that up? Let’s
connect them with Open Studies and Community Education programs
● In IT education, there are “boot camps” to help someone get skillsets that will increase their skills
in a particular area MICA should have a boot camp in partnership with particular corporate
partners to develop students’ job-market-relevant skills When alumni return to take particular
courses, often employers pay for it
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● You have to pay attention to the development of the student An 18-year-old has different brain
development and needs than a senior or grad student What is appropriate for students at each
stage? Tailor interventions for students at different ages/stages
● For international students - their financial and career development needs are different
● Change practice of treating Baltimore like a studio or a lab Make sure that the work that MICA is
doing in the community is consistent and of elevated ethical standards Every student doing
community-based collaboration should get a history of Baltimore, understand the dynamics of the
city - especially first-year students
● Stop thinking of Open Studies as a separate entity Administration needs to model this Our
classes would be benefit current students as well as community members, but people don’t know
what’s available, e.g classes offered at a discounted rate There needs to better communication
across all three units, undergrad, grad, and open studies How do Open Studies students get
academic advising?
■ There’s been some turnover at MICA New people don’t know what Open Studies is People
need better orientation and onboarding
● Capacity: in space use, materials, etc - if we want to run a fibers course, do they have the space,
the staff, are they willing to have “us” in “their” space? How can students get DFab tutorial,
woodshop orientation, etc
● The history of Baltimore needs to be a part of sophomore year and as they grow and mature
They need to be exposed to all the things that are happening in the city Paula Phillips teaches
the Finding Baltimore class - open it to non-freshmen
● Move Open Studies into the Main Building!
● Any ideas you would like to offer for any of the four themes? Agree on 1 or 2 top
● A One MICA approach requires that we don’t treat different categories of students differently, and
that we have inclusive collaboration among undergrad, grad, and open studies
Group 9 (Students)
● What would Integrative Education look like in your classroom?
● Basic-multiple intelligences and different learning styles, Howard Gardner styles used in the
classroom: spatial, conceptual, visual Teachers assume that students are not learning if they do
not meet the expectation of students learning the way that they learn
● Design classes do a good job, introduce many things and teach branches individually, however,
may not expand on the basic idea in higher classes Expanding on the foundations without
knowing what the students bring to the table Lack of vertical integration
● Art, Design, and culture in the center of the chart seem very career focused, yet the curriculum is
not as career focused at the moment There could be career development integrated into the
classroom experience rather than only in the Meyerhoff Center Seniors are a bit terrified in their
final semester
● If each class had one student learning outcome related to career, that would be an improvement
● Grad students: In Reinhart, there are so many hours devoted to papers and lectures, the students
get a bit lost in how these things are applicable in job skills The student would like to have
career-focused to be balanced with artistic and personal development Though this is specifically
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program-based opinion Academic integrated with a real-world outcome, not necessarily studio
time
● Undergrad: Came to MICA for a life change, first two years: skills, and craft 3rd year: studied
abroad and has begun to focus on career Filmmaker: Has always been mindful of collaboration
and has not separated out the search for the development of necessary people skills and
self-marketing As a grad, he is pushing himself because he realizes that this a powerful network to
grow with Entering Grad, he felt the different levels of preparedness because he was not met
where he was because he came with a skillset under his belt that his peers did not have
● Do students need a cohort: provide the same tools in a classroom so that the students have a
forum Can a thread connect a number of people to a similar goal?
● Professors that are not challenging the students and the students would like them to step up
● Faculty give permission to integrate ideas from other classes Encouraged to think of each piece
as a potential portfolio piece
● The students are the most inspirational part of MICA, regardless of background, they are invested
in making better
● Come up with as many examples and ideas re Integrative Education as this table can, and
agree on 1 or 2 top recommendations
● The desire for more opportunity to personalize the curriculum and each student to determine what
● To Give up some of MICA's power The very specific culture that MICA was built on is prevalent
even without “otherness” as a part of the students’ personal identity Being put into situations that
challenge our weakness Being receptive to entering spaces that MICA has not traditionally
■ White privilege, colonialism, MICA’s history, and social context, should be taught as part of
Freshmen seminar Understanding history will be necessary to understand the power
structures of Baltimore if MICA would like to ask its students to be a part of the change
■ For MICA to fully support the students Partnering with other schools and BDS is such a small
school and partnerships with BCPS BDS is great but limited What about places outside the
art sector? ventured
● Strengthening systems- providing more support for international students- language and the
unfairness of staff will dismiss students that do not speak English as a first language
■ Writing Center by appointment only does not help students that will need resume support
■ Lack of international faculty can recruit based on the % of the international student so that the
language and cultural barriers can be overcome
■ Classes for ESL student are limited if verbal abilities are stronger than reading or writing
skills
● A specific number of jobs delegated to international students would make space for international
students to earn a living while enrolled
■ Increasing the number of jobs on campus open to an international student that speak English
and their heritage language without pigeonholing students especially jobs supporting other
international students Currently, the MICA store and library are only for the work-study
students How can the institution use the limited number of work-study allotments more
strategically? Teaching assistant jobs with predominantly white teachers, especially on
critique day