Week 02 🤳 Wed Sep 09
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#SCHOLARSTRIKE - I will be holding a 30 minute teach-in/discussion at the beginning of class, we will then either continue talking or resume the curriculum for the day based on student feedback. Also, NYU IDM Professor Ahmed Ansari will be conducting a teach-in on Tuesday, September 8, at 6pm EST reflecting on white supremacy and systemic racism re: design. It is open to the public, zoom link here:
WATCHING AS A CLASS: Policing Without the Police: Race, Technology and the New Jim Code with Dr. Ruha Benjamin. Dr. Dorothy Roberts and Nisha Bolsey (moderator) [5:54-21:27] | NYU
NYU GLOBAL INCLUSION AND DIVERSITY: Reading as a class Dr. Lisa Coleman's (SVP, Global Inclusion and Strategic Innovation) statement on protests and anti-black racism:
ADDITIONAL SOURCES: SCREEN IMAGES from Professor Ahmed Ansari's Talk Tuesday night are + IDM Community Resource List for Anti-racism, Racial Justice and Protest
CLASS CONVERSATION
OF NOTE: - It seems appropriate to launch my new blog, Becoming a Solutionary, by defining the word solutionary and talking about why it’s so important to become one. A solutionary is someone who is able to identify inhumane and unsustainable systems, then develop solutions that are healthy and just for people, animals, and .
“Solutionary” is not synonymous with “problem-solver.”
Some problem-solvers might be able to solve an engineering challenge in order to extract fossil fuels more cost-effectively, but that wouldn’t make them solutionaries.
Solutionaries are motivated by compassion and justice and driven to cultivate their creative-, critical-, strategic- and systems-thinking skills in order to address the underlying causes of entrenched and interconnected problems.
Solutionary is not just a noun; it’s also an adjective. As an adjective, it means: pertaining to or characterized by solving problems in a strategic, comprehensive manner that strives not to harm one group while helping another. - Zoe Weil
ORIGINAL SCHEDULE (*this may be subject to change based on class conversations)
REVIEW Does everyone have a process website? If you haven't shared the URL on on the google sheet, do so now. Any questions from your reading "Letters (Videos) to the Next Cohort?"(10 min)
PRESENT Personal Inventories (3 min each) Scrub through timeline and summarize if necessary. Please post all personal inventories on the class slack channel #personal-inventories.
--- BREAK ----- (10 min)
CONSTANT INPUT or OUTPUT, semester long project. Did you decide and post your process website which you'll be working on throughout the semester? I'll be reading through them all thoroughly before next Monday
We did not get to Personal Inventories today, so each student will be presenting NEXT WEEK, for 3 minutes.
REVIEW *focus on homework "Input Maps"
ANNOUNCE: Our Networks: going on this week!
ANNOUNCE: Next week the A Rotation of in-person students will be meeting in the physical classroom.
WATCH & DISCUSS by Jake Parker (5 min)
ASSIGNMENT 02: (1) READ I&P , and Rohde, Mike. A List Apart. January 25, 2011. Brown, Sunni. A List Apart. January 25, 2011. (2) FINISH Part 2 of Personal Inventories >> Commenting on 3 other class mates Inventories on your process blog. (3) CREATE your (3) WRITE After reading both articles above, choose one of the articles, “Sketching: the Visual Thinking Power Tool” OR “The Miseducation of the Doodle”, write a reading response to the one that resonated with you the most. Do not write a summary. In other words, do not regurgitate the article. Discuss any s or insights that occurred while reading, how it reflects your own creative process (or does not and why) or how it will inform or change your own process (or will not and why). (4) ADD something to your >> *ALL DUE NEXT CLASS.