Parsons

Undergraduate
Curriculum
 May 6, 2010
Dear Colleagues:
Parsons has a long tradition of developing innovative curricula and new programs. As stewards of
this tradition, the responsibility to assess and improve on what we do is significant. Today, having
achieved unprecedented growth in full-time faculty, who are at the cutting edge of their respective
disciplines, and maintaining our commitment to a diverse and engaged part-time faculty, we are in a
unique position to innovate again.
Throughout the past 113 years, Parsons has had the courage to innovate and evolve our curriculum
to best meet the needs of educating our students, and preparing them to be designers, artists and
scholars in a changing professional landscape. Undeniably, the landscape of art and design
education and practice is shifting. And Parsons must change to anticipate and participate in this
new context. One example of this is the five-school structure that was established under Provost
Marshall during his term as dean.
Our capacity to respond to change and anticipate it has kept us relevant and at the vanguard of art
and design education throughout the past century.
As most of you know, for the past six years, Parsons has been engaged in a review of its
undergraduate curriculum. This review was motivated by a collective desire to redesign our
pedagogical approach to allow for both disciplinary depth and interdisciplinary breadth, to
moderate the workload of undergraduate students thereby enabling them to take advantage of New
York City’s creative environment (which is, after all, one of the things that attracts them to Parsons
in the first place), and to allow for more flexible pathways of study to achieve their undergraduate
degree.
Many of you have participated in various committees and working groups that have gotten us to
where we are now. And there will be opportunities for all of you to give input and feedback along
the rest of the way. For those of you that have not been as closely involved in the process, here is a
recap of what faculty representatives and administrators, working in close collaboration, have
decided:
1. We have agreed that we will build a set of interlinked 120 credit curricula.

2. We have agreed that there will be a first year that spans all programs and that affords the
possibility to inflect certain courses toward majors but that also offers students the
possibility to explore crossing over disciplinary boundaries if they want to construct more
diverse paths through Parsons.

3. We have established a model that balances breadth and depth in our degree programs so
that students who want to pursue more disciplinary pathways can do so and do so earlier,
and those who want to pursue more cross disciplinary approaches to the same degrees can
do so.

4. We have developed a first year curricular framework whereby students can matriculate into
any program without penalty regardless of how broadly they have explored other disciplines
within the first year or how closely they have followed a particular disciplinary practice. In
essence, we want to support a broader array of pathways through Parsons.

5. In order to asses students’ capacity and knowledge throughout their four years and their
ability to advance, we have agreed to explore the implementation of learning portfolios that
will be based on learning outcomes and key literacies.
 6. We have agreed
a that we
w want to brroaden and better
b integraate with studiios our historry,
theory, annd liberal artss offerings an
nd that we neeed to assess the current ADHT
A offerrings in
light of ouur goals for thhe new curriicula.

Curreently, the currriculum commmittees with hin the five scchools are working to cleearly define desired
d
learniing outcomes for our studdents. This is i a crucial sttep, as we’ll be
b designing pedagogical
metho ods and courrse offerings to match theese outcomees. I encouraage you to wo ork with yourr
schoool’s curriculuum committeee representattives to help shape this. The T presentaation I’m giviing will
focuss predominan ntly on the firrst year expeerience (i.e., freshman
f yeaar), since we aim
a to roll th hat out
in Falll 2012. I’vee already receeived recomm mendations fromf faculty that I appoin
nt co-directorrs for
the first year curriiculum, and I’m
I consideriing this recom mmendation n. I hope thaat faculty willl bring
otherr recommend dations like th
his to their faaculty represeentatives, as we want thiss process to beb as
inclussive as possibble.
Whilee this initiativve is being un
ndertaken prrimarily for th he benefit off our students, we anticipaate
there will be severral likely benefits to facullty, includingg: ability to in
nnovate and develop new w
electivve courses, more
m opportuunities for teeam-teaching, students wiith a moderatted workloadd and
more elective cho oice may be more
m engagedd. As with any
a curricularr change, theere will be
adjusttments that need
n to be made.
m Througghout, we wiill focus on th he educationn of our studeents and
the suupport of ouur faculty. Over
O the courrse of the nexxt year, we’ll be hosting teeaching and learning
seminnars and otheer profession nal developmment opportun nities that heelp faculty ideentify ways of
o
advanncing through hout this trannsition.
It willl be importan
nt that this be
b a collaboraative process, and that inddividual facuulty memberss’ input
and innterests are weighed
w earnnestly while we
w all seek to update and improve the Parsons
underrgraduate currriculum for the benefit ofo our studennts, and to keeep Parsons on o the leadin
ng edge
of artt and design education
e in America andd worldwide..
On behalf of the entire
e Dean’s Office, I am m committedd to full collaaboration witth all of you on
o
findin
ng the best way
w to achieve these impo ortant objectiives, and to finally
f bring to
t life the wo
ork
we’vee envisioned together oveer the past seeveral years.

Best,

Joel Towers
T
Deann, Parsons
 Parsons
Undergraduate
Curriculum
Timeline

FACU LTY I N PUT ATFACU

2004 First Year Programs External Review

2005 First Year Programs Committee Report

Curricular Structure Working Group

2004 Fine Programs

First Year Arts Working Group
External Recommendations
Review
EVELTY

UG R Programs Committee End of Year Report

RYI N STAG

2005 First Year Programs Committee Report

PUT AT E

Curricular Structure Working Group

2006 B FA/
Fine Arts B BA
Working Review:
Group Chairs
Recommendations Council Report
EVE RY STAG E

UG R Programs Committee End of Year Report

Designing
2007 B FA/ B BA
2006 the
Review: Chairs Design
Council School
Report Presentation

Deans’ Office discussion with Program Chairs

2007 Designing the Design School Presentation

Deans’ Office discussion with Program Chairs

FASH ADHT
FASH ADHT 2008 Created structural parameters for UGR
2008 Created structural parameters for UGR
5
5
Schools Schools

SCE SCE AMT

AMT
5 Schools’ Faculty Charrettes
5 Schools’ Faculty Charrettes
SDS
SDS

2009 UGR Task Force Retreats & Subcommittee Proposals

PEC Reviews Task Force proposals

2009
2010 UGR Task Force Retreats & Subcommittee Proposals
PEC Policy Agreement on UGR First Year Curriculum

PEC Reviews Task Force proposals

PCC/ SCCs Charged to Develop Common Learning Outcomes &
MAY 6&11
preliminary 120-credit models
2010
PEC Policy Agreement on UGR First Year Curriculum
Town Halls

PCC/ SCCs Charged to Develop Common Learning Outcomes &

SUMMER PCC/ SCCs working sessions
2010 Appointpreliminary 120-credit
Faculty Co-Directors models
of First Year Curriculum
Review content of current ADHT/ Foundation Curriculum
FACU LTY I N PUT

PEC continues planning for implementation

FALL 2010 Town Halls

PCC/ SCCs refine 120 credit curricula models and
flag proposals that require re-accreditation through
Middle States and NASAD
NEW FIRST YEAR CURRICULAR MODEL: 
 
Credits/Hours        Fall      Spring 
     
3 credits Contextual  Liberal Arts elective (ADHT courses  Liberal Arts elective (ADHT courses are 
Studies   are offered among those elective  offered among those elective options) 
(9 hour learning  options) 
envelope: 3 hours in 
class, 6 hours outside of 
class) 

     
6 credits coordinated  Critical Studio:  Critical Studio:  
ADHT‐Studio (18 hour  ADHT/Transdisciplinary Urban Lab  ADHT or Univ/ Disciplinary Urban Lab 
learning envelope:    (e.g., “Words & Works”: Critical  – inflected by disciplinary 
6 ‐ 9 hours in class, 9 ‐  Reading  & Writing 1 & Laboratory)  methodologies for doing field research 
12 hours outside of    and making in NYC (e.g., Critical 
class)  *Online learning competency  Reading & Writing 2 or other critical 
component (including initiation of  literacy course + disciplinary studio)  
learning portfolio strategies)   
*Learning portfolio development for 
use in major entry: (e.g. SDS’s Portfolio 
Strategies) 
 
     
3 credits   Studio:   Studio:  
(9 hour learning  student chooses one of the four of the  student chooses one of the four of the 
envelope: 3 ‐ 6 hours in  following course types (completing 3  following course types (completing 3 
class, 3 ‐ 6 hours  different types within the first year):  different types within the first year): 
outside of class)  • drawing/imaging  • drawing/imaging 
• space/materiality  • space/materiality 
• time‐based  • time‐based 
• systems/modeling/interactivity  • systems/modeling/interactivity 
 
     
3 credits   Studio:   Studio:  Disciplinary Elective   
(9 hour learning  student chooses one of the four of the 
envelope: 3 ‐ 6 hours in  following course types (completing 3 
class, 3 ‐ 6 hours outside  different types within the first year): 
of class)  • drawing/imaging 
• space/materiality 
• time‐based 
• systems/modeling/interactivity 
 
 
Total:  15 credits each semester 
 
First Year Undergraduate Curriculum

Content
Learning
Outcomes
Skills
First Year Undergraduate Curriculum

UNIVERSITY/ ADHT AMT SCE SDS FASH

LIBERAL ARTS Communication Design Architectural Design Design & Management Fashion Design
Fine Arts Interior Design Environmental Studies

SPRING
Photography Product Design Integrated Design
Design & Technology Urban Design
Illustration

FALL
Create Learning Portfolio

ADHT / Liberal Arts 3 3

Critical Studio (3+3) + (3+3)

Disciplinary Elective 3

Space/Materiality 3 3

3 of 4 thematic studios
Students choose
Time-based 3 3

Systems/Modeling/
Interactivity 3 3

Drawing/Imaging 3 3

Student With Strong Disciplinary Focus

First Year Undergraduate Curriculum

UNIVERSITY/ ADHT AMT SCE SDS FASH

LIBERAL ARTS Communication Design Architectural Design Design & Management Fashion Design
Fine Arts Interior Design Environmental Studies

SPRING
Photography Product Design Integrated Design
Design & Technology Urban Design
Illustration

FALL
Create Learning Portfolio

ADHT / Liberal Arts 3 3

Critical Studio (3+3) + (3+3)

Disciplinary Elective 3

Space/Materiality 3 3

3 of 4 thematic studios
Students choose
Time-based 3 3

Systems/Modeling/
Interactivity 3 3

Drawing/Imaging 3 3

Student Exploring Multidisciplinary Options.

Same student could enter Interior Design or Fashion
First Year Undergraduate Curriculum

UNIVERSITY/ ADHT AMT SCE SDS FASH

LIBERAL ARTS Communication Design Architectural Design Design & Management Fashion Design
Fine Arts Interior Design Environmental Studies

SPRING
Photography Product Design Integrated Design
Design & Technology Urban Design
Illustration

FALL
Create Learning Portfolio

ADHT / Liberal Arts 3 3

Critical Studio (3+3) + (3+3)

Disciplinary Elective 3

Space/Materiality 3 3

3 of 4 thematic studios
Students choose
Time-based 3 3

Systems/Modeling/
Interactivity 3 3

Drawing/Imaging 3 3

Students Take Different Paths

Four-Year Undergraduate Curriculum Structure

1 2 3 4

Liberal Arts Liberal Arts LA / ArtDesign Hist LA / ArtDesign Hist LA / ArtDesign Hist LA / ArtDesign Hist LA / ArtDesign Hist LA / ArtDesign Hist

Critical Studies Critical Studies LA / ArtDesign Hist LA / ArtDesign Hist LA / ArtDesign Hist
Urban Lab/ADHT Urban Lab/ADHT Studio Studio Studio
Transdisciplinary Univ./Disciplinary
Studio Studio Studio
First Year Studio First Year Studio Studio Studio Studio

First Year Studio Studio Elective Studio Studio Studio Studio Senior Seminar Studio
 PCC/ SCCs Charged to Develop Common Learning Outcomes &
preliminary 120-credit models

Town Halls

SUMMER PCC/ SCCs working sessions

2010 Appoint Faculty Co-Directors of First Year Curriculum
FACU LTY I N PUT AT EVE RY STAG E Review content of current ADHT/ Foundation Curriculum
PEC continues planning for implementation

FALL 2010 PCC/ SCCs refine 120 credit curricula models and
flag proposals that require re-accreditation through
NYS E D and NASAD

Continue Developing/ Piloting Critical Studio Courses

Form UG R Academic Planning Task Force to

address implementation

Evaluate documents for submission to Provost’s Office

Academic Affairs Directors begin working with

FTF and PTF to develop First year course
proposals that satisfy new Learning Outcomes

Pedagogical/Curricula-building workshops offered to faculty

Parsons Recruitment and Retention Committee (PRAR)

propose recruitment/admissions strategies

Deans’ Office/ PEC aligns with Admissions and

SPRING Provost’s Office re: advertising new credit requirement
2012 and recruitment strategies

FALL 2012 Roll Out New First Year Curriculum

2013 Roll Out New Second Year Curriculum

2014 Roll Out New Third Year Curriculum

2015 Roll Out New Fourth Year Curriculum

2016 First class Graduates