Relevant Degree Programs
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
Great Supervisor Week Mentions
She is always listening carefully to what I say, in order to work from what I am creating, and furthering me with her experience and knowledge.
She is always so joyful and understanding.
Sandrine always makes herself available to all students.
She is sharp, strong and tough, but supportive, positive and kind.
She knows students' weaknesses and strengths.
She is a super hard worker!!
My supervisor, Dr. Han, is not only nice and kind but also she is always very supportive in so many different ways. She always open her doors for all students. She always listen to our voices. She always try to expand students' abilities and possibilities as much as possible.
Graduate Student Supervision
Doctoral Student Supervision (Jan 2008 - April 2022)
This research is a concept-based cultural analysis of media art that engages with the socio-political issues of information and communication technology (ICT) assemblages in today’s information society through media studies, philosophy of technology, and art theory, theorized in conjunction with the pedagogical and critical capacity of visual art, and explored through a close reading of eight case studies of media artworks. The research begins by articulating the socio-political landscape within which it is situated, one that recognizes the problem of algorithm-facilitated data-mining practices that encode the everyday and exploit the users in the big data economy for further entrenchment of decentralized control. It asserts that media art needs to address digital media by examining the underpinning logic of information within the wider landscape of information capitalism. Guided by a framework that pulls together theories of media and technology and theories of art pedagogy, my research argues that visual art engaged with digital media polemics has the capacity to subvert the normalized and entrenched information-based way of knowing through the tactic of estrangement and its potential to foster ways of knowing otherwise in relation to ICT. To substantiate the argument, my research interrogates the concept of information and positions it as an epistemic model through which one comes to make sense of the world, one that sustains the operation of information capitalism, and precisely that which visual/media art should tackle and question. The research argues against the binary of the knowing subject dominating and abstracting knowable objects inherent in informatics, against the claim that information is capable of adequately and neutrally representing the phenomena of the material world. Instead, it insists on the ‘other’ of information, the embodied contexts and performative materials of noise. Entwined with the theoretical analyses are the examination of several artworks from a diverse group of artists. These are used to explore how the selected artworks – such as hacked search engines, data-blocking devices, performances based on algorithmically-derived user profiles, hand-crafted infographics, 3D models of hidden data farms, and peer-supported exclusive networks – cultivate ways of knowing differently in relation to ICT operations and the epistemic model of information.
Master's Student Supervision (2010 - 2021)
Early childhood educators nowadays are encouraged to pedagogically engage with children, materials, and their given environments (Jardine et al., 2011; van Manen, 2017; Vintimilla, 2017) and to practice the “pedagogy of listening” (Kind, 2008, 2020; Rinaldi, 2006). However, neither dialogue nor the creation of a space for practicing the pedagogy of listening have received considerable attention (Aoki, 2004; Jardine et al., 2011; Wilson, 2007). Wilson (2007) and Thompson (2015) have suggested that understanding children’s ways of being and of making in an art space requires educators to encounter children in “the pedagogical third space” (Aoki, 2004; Wilson, 2007).The aim of this study is to examine the dialogical engagement of early childhood educators in an artmaking space. Dialogical engagement involves responsible listening, encountering, dwelling, asking questions, thinking with others, engaging in conversations, and learning from and with others (Dahlberg & Moss, 2005; Kind, 2020; Pacini-Ketchabaw et al., 2017; Rinaldi, 2006). This study was guided by the following primary research question: How do early childhood educators dialogically engage with children during an artmaking process?”A descriptive-qualitative research model was utilized for this phenomenological descriptive case study (van Manen, 2007, 2014; Yazan, 2015; Yin, 2009). I observed the art/drawing events of three early childhood educators in two different early childhood centres and interviewed them to understand how they were attentively attuned to their engagement with children and materials during children’s artmaking sessions and to determine whether they had been purposefully making dialogue to learn something from the children in their art spaces. I discovered that pedagogical listening could facilitate dialogue among educators and children. Moreover, dialogical engagement supported children’s creativity, imagination, and wonderment in the process of making and drawing.The significance of the research is that it demonstrates how early childhood educators implement the pedagogy of listening in their everyday practice. Furthermore, this research reveals the potential impact of educators’ multiple ways of being, dwelling, encountering, and slowing, as well as their responsibility within children’s artmaking spaces.
This research aims to examine university level media education in Beijing, China. The purpose is to improve the curriculum and pedagogy of media education at the university level. This qualitative research is designed to explore “what are the values and beliefs underpinning higher education media education curriculum in Beijing, China?” More precisely, based on conducting semi-structured interviews with eight participants, three sub-research questions were identified and explored: (a) what are the values and beliefs of theory underpinning media education curriculum in Beijing, China; (b) what are the values and beliefs of practice underpinning media education curriculum in Beijing, China; (c) what might the underpinning values and beliefs be in Chinese media education in the future? This study endeavors to provide a holistic view of present media education curriculum and pedagogy in Beijing. The hope is that it might develop thoughtful views of theory and practice learning in media education and contribute toward a framework of what media education could be.
- Moving From Cultural Appropriation to Cultural Appreciation (2019)
Art Education, 72 (2), 8--13
- Virtual Art and Design Education (2019)
The International Encyclopedia of Art and Design Education, , 1--11
- Virtual World Construction and The Relationship to Creativity in Art Education/Construction de mondes virtuels et lien avec la créativité en éducation artistique (2019)
Canadian Review of Art Education: Research and Issues/Revue canadienne de recherches et enjeux en éducation artistique, 46 (1), 85--100
- From Cultural Tolerance to Mutual Cultural Respect: An Asian Artist’s Perspective on Virtual World Cultural Appropriation (2018)
Journal of Cultural Research in Art Education, 35, 93--112
- iSee: Teaching Visual Learning in an Organic Virtual Learning Environment (2017)
International Journal of Education & the Arts, 18 (38)
- The third culture: The transforming (visual) culture in globalized virtual worlds. (2017)
Convergence of Contemporary Art Education, Visual Culture, and Global Civic Engagement,
- Visual Culture Versus Virtual Culture (2017)
International Journal of Virtual and Augmented Reality ,
- An autoethnographic narrative: Teaching visual learning in virtual worlds (2016)
Journal of Virtual Studies, 7 (1), 17--25
- An Entertaining Game-Like Learning Environment in a Virtual World for Education (2016)
Creating Teacher Immediacy in Online Learning Environments,
- An Entertaining Game-Like Learning Environment in a Virtual World for Education (2016)
Creating Teacher Immediacy in Online Learning Environments, , 290
- Lesson learned from a Grade 7 virtual world science workshop (2016)
Journal of Virtual Studies, 7 (7), 39--47
- Review on Contemporary Virtual Art and Design Education (2016)
The International Journal of Arts Education, 14 (2), 81--100
- The Third Culture (2016)
Convergence of Contemporary Art, Visual Culture, and Global Civic Engagement,
- The Third Culture: The Globalized Virtual World Visual Culture (2016)
The International Journal of Arts Education, 14 (1), 43--62
- Visual Culture Versus Virtual Culture: When the Visual Culture is All Made by Virtual World Users (2016)
International Journal of Virtual and Augmented Reality, 1 (1), 60--71
- Gamified pedagogy: From gaming theory to creating a self-motivated learning environment in studio art (2015)
Studies in Art Education, 56 (3), 257--267
- Teaching visual learning through virtual world: Why do we need a virtual world for art education (2015)
Art Education, 68 (6), 22--27
- From unknown to known: Virtual worlds Interactive Pedagogy (2014)
- International Art Education Association: An Example of Global Virtual Community (2014)
Exploration in Virtual Worlds: New Digital Multi-Media Literacy Investigations for Art Education, , 141--147
- New creative product design industries: International Young Designers Exhibition, Taipei, 19-21 May 2012-A visual essay (2013)
International Journal of Education Through Art, 9 (3), 387--398
- Teaching Visual Learning through Virtual World Viewing, Creating, and Teaching Experiences: Why Do We Need a Virtual World for Education? (2013)
International Perspectives on Technology-Enhanced Learning Conference,
- The Third Culture: Virtual world visual culture in education (2013)
The International Journal of Arts Education, 11 (2), 37--58
- Virtual world research for education: Methodology, benefits, and challenges (2013)
- Visual learning in the virtual world: The hidden curriculum of imagery in Second Life. (2013)
Immersive Environments, Augmented Realities and Virtual Worlds: Assessing Future Trends in Education., , 89--104
- From college students' humanistic quality to probe into the visual arts education in Taiwan: Prospects the 12 years compulsory education in Taiwan (2012)
Prospects of the 12 years compulsory education arts education and multiple assessments conference,
- Cognitive Psychology in the Virtual Worlds (2011)
Art and Design 101 Conference,
- Education, Semiotics, and the Virtual World of Second Life (2011)
International Journal of Arts Education, 9 (2), 53--73
- Second Life, a 3-D animated virtual world: An alternative platform for (art) education (2011)
Art education, 64 (4), 41--47
- Second Life, New Platform for Digital Learning (2011)
Taiwan. 2011 Digital Content and Multimedia Applications Conference,
- Semiotics, Images, and Written Characters. (2011)
Innovation and Empowerment on English Instruction.,
- Visual Communication in Virtual Worlds (2011)
33rd InSEA World Congress,
- Revealing the didactic character of imagery in a 3d animated virtual world (2010)
Journal of Virtual Studies, 1 (1), 19--24
- Revealing the didactic character of imagery in a virtual world: Virtual learning in the three-dimensional animated environment of Second Life (2010)
- (En) Countering Social and Environmental Messages in the Rainforest Cafe [sic], Children's Picturebooks, and Other Visual Culture Sites. (2009)
International Journal of Education & the Arts, 10 (22), n22
- From 2D to 3D, Second Life, an alternative platform for e-learning (2009)
Taipei: PNC conference,