This is the complete teaching dossier and curriculum vitae of Andrew Hawryshkewich, focusing on work completed at the School of Interactive Arts & Technology (SIAT), which is part of Simon Fraser University (SFU). This document was last updated in November 2018.
Available in this document are:
In my application to work at SIAT over six years ago I opened my cover letter with a statement that read: "I am an instructor dedicated to improving student experience." For me, improving said experience means creating a learning environment that promotes discourse, supports student learning, and offers students opportunities to extend their learning into the world beyond the classroom. I believe my work at SIAT has demonstrated my continued commitment to this goal.
To illustrate this commitment, the sections below include an explanation of my teaching philosophy as well as highlights of teaching and service initiatives within SFU and outside of SFU that improve student experience. My curriculum design work, reflections on teaching, and future directions within the department all provide further evidence of my commitment to student experience. Included for reference are all teaching evaluations, a complete listing of courses taught, service to SFU and the community, professional development, projects outside SFU, and education.
One of the challenges I am driven by as an instructor is to help my students succeed. To succeed in my courses. To be critical of what they learn and do. To learn the skills required beyond SIAT. To find meaningful employment after their degree. Achieving success in the interdisciplinarity which SIAT offers is a unique challenge for students and instructors alike, and my approaches below try to address that challenge head-on.
To support students in my courses, I offer access to course materials and concepts in a variety of ways. Within the lecture, this has taken on the form of a live in-class sketching response system (Parti) which allow for students to engage with the material by directly practicing skills learned within the lecture itself, mimicking how students might learn within a studio setting. Working with mobile-friendly lectures and course content has been another means of ensuring students have an extended mobile learning (1)environment which allows them to access the material in a flexible fashion. Resources like commented coding tutorial files means that students can call upon resources both during and after the course. Given the large enrolments of many of the courses I teach, I often work with the support of a team of TAs to deliver course content. To ensure student success, my TAs must be effectively supported and mentored. This is why I continue to run workshops and maintain a variety of TA resources to help support them in their development.
To be able to critically reflect upon their work, students require time, focus, and repetition. In SIAT-terms, a constant meaningful practice that students start from early in their careers and continue to upper division courses is necessary. That is why starting students with reflective learning portfolios in first year is key to ensuring that they have time to develop a depth of understanding sufficient to allow for meaningful reflective practice. To continue supporting students once they reach their upper years at SIAT, I try and nurture their interests by completing directed studies as much as possible. Directed studies offer a more focused mentorship for students, meaning I can challenge their ideas and push them to be more critical of their practice and the domains they are exploring.
Interdisciplinarity often makes it difficult to situate oneself in the world outside the classroom. To help students see the connections between what they do in class and beyond, I have taken a couple of approaches. First, the industry to course integrations that I have organized help bring existing real-world problems into the classroom. This problem-based learning (2) gives students a low-stakes way to explore and propose solutions to real-world design problems without having a career on the line. Second, both the SIAT Mixer and the SIAT Design Jam offer students an opportunity to meet and network with industry. The Design Jam enables them to practice their skills and collaborate with industry and alumni on future-oriented conceptual problems. Facilitating such events offers students insight into how their skills might fit in real-world problem solving, while providing opportunities to see a path to future employment. Third, working on the SIAT identity project has offered me an opportunity to help the outside world understand our students by clarifying the public identity of the school.
2014 - 2016
To enable discussion and critique of student generated work live, in lecture, to allow for a more 'studio-based' experience.
Having taught our first-year Graphic Design (IAT-102) course a number of times, I had come to realize that sketching and discussing sketching in lecture could be a tedious experience in paper collection and sorting. As a result, I decided to develop a demo of an in-class participation system that allowed students to use their existing mobile devices to snap and post images of their work for immediate review. I could then select, draw, and discuss submissions with the entire lecture hall, allowing for quick and direct feedback on common errors or concerns.
After piloting the project in the Summer 2014 term as a self-built web app, I applied and then developed Parti in Summer 2015 in collaboration with IT Services as part of a TLC Learning Technology Development Grant. Parti is now available as an open-sourcedCanvas external app (LTI).
Work on Parti has been presented at the SFU Symposium on Teaching & Learning (May 2016), the BC Festival of Learning (June 2016), the Sketching in Practice Symposium (June 2016), and InstructureCon (July 2016).
Research on the system was completed by Arita Liu as part of the Summer 2015 development of the system.
Resources on Parti: