VIRTUAL New Schools of Thought

Abstract

This presentation will outline my comprehensive redesign of my department’s introductory art history surveys. My redesigned courses align with 21st-century educational priorities of inclusivity, critical thinking, and student agency. Addressing the entrenched Western-centric narrative of art history, I have restructured three survey courses to foreground global developments and cross-cultural connections, illuminating the interactions and exchanges often overlooked in favor of linear, Eurocentric agendas. To complement this inclusive curriculum, I implemented a flipped and gamified classroom model that prioritizes active learning and student engagement. Using Open Educational Resources (OER) like articles, podcasts, and documentaries, students prepare outside of class by analyzing focused art objects and movements. In-class time is dedicated to dynamic activities such as visual analysis, group discussions, and digital exploration of significant artworks and cultural sites, fostering critical thinking and collaboration. My presentation will also detail my use of a flexible grading structure which assigns point values to assignments, enabling students to select tasks based on their grade goals. This approach enhances agency and engagement, offering students diverse pathways to success while reducing the stress of rigid assessment frameworks. As a part of this conference, I will discuss these strategies, demonstrating how global content, flipped pedagogy, and alternative grading structures intersect to create a transformative learning environment. By sharing examples of course materials, active learning exercises, and student feedback, I aim to provide actionable insights for educators across disciplines who are reimagining their teaching to meet the demands of a diverse, contemporary student body.