Part-Time Faculty | Integrative Studio



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Job description

Position Availability: ASAP

Requisition Number: 0306071237

Location: New York City

Position Type: Part Time Faculty

Position Status: Part-Time

Department: PSD/Faculty


The Parsons First Year Program is seeking applications for part-time faculty for the 22/23 academic year. We are collecting interest for the course Integrative Studio.

To learn more about Integrative Studio 1 & 2 please review the First Year Curriculum Summary and Parsons Notes.

The New School is strongly committed to diversity and inclusion in the workplace and particularly seeks applications from members of underrepresented groups, as well as candidates who share this commitment.

The Parsons First Year Program serves all entering Bachelor of Fine Arts and Bachelor of Business Administration students at Parsons. It is a year of exploration and interdisciplinary discovery that prepares students to thrive in a complex and rapidly changing world. In the program, students become resilient and proficient makers, grounded in methods of systems thinking and problem solving that they can apply to their main area of study and future endeavors.

As a year of exploration for all incoming Parsons students, the First Year Program promotes student-forward learning and inclusive pedagogy. The First Year Program seeks candidates with the ability to work with diverse students and colleagues; success in creating inclusive classrooms; and experience with a variety of teaching methods and curricular perspectives. Candidates who have demonstrated a commitment to working with traditionally underrepresented students through teaching, mentoring, or administration are especially encouraged to apply.

Students take Integrative Studio in the fall and spring. In the spring Integrative Studio 2 sections are assigned more specific inflections that reflect the broader curriculum and programs of study offered at Parsons. Please indicate in your application which of these inflections you feel qualified to teach.

Systems and Strategies

A system is a set of individual things working together in a network. A strategy is a plan or action. This prompt explores design’s role in shifting the social, environmental, and economic impacts of individuals, groups, communities and organizations. How can we use design strategies to promote change, foster creativity, and re-imagine the experiences dictated by a broad range of established systems?

Constructed Environments

A constructed environment is a surrounding, made by human or animal, built for an activity. How do constructed environments inform and shape our sense of reality? Can we facilitate transformative human experiences through the products we design and the spaces we build? We will explore the ways that light and materials affect our environments. We will consider how the energy and resources we use change us. Our goal is to combine the interconnectedness of large-scale thinking with social engagement as a way to understand a variety of design approaches.


Fashion refers to popular ways that people costume, decorate, and adorn the body. How does fashion create meaning around identity and culture? How can we learn to see fashion in all its complexity as a system of material, image, body and history? Students will engage with these complexities while interrogating new ways to approach topics such as form, beauty and sustainability.

Visual Culture

Visual culture refers to images that surround us. Meaning is embedded in the endless images, spaces, and artifacts that make up our visual culture. How can we learn to unearth the ideas being communicated through a broad range of forms – art, advertisements, products, fashion, photography, illustration, architecture, performance, technology etc. What new and unexpected forms demand our scrutiny?

Studio Hourly Rate: $105/contact hr

Work Mode: On-Campus

Minimum Qualifications


  • A terminal degree in the field of specialty is preferred (MFA, PH.D, ABD, or equivalent)
  • 2-3 years of teaching experience, preferably in college/ university/ art / design school settings (Community, teaching artist experience, museum, K-12 teaching experience considered).
  • A creative and/or scholarly practice that demonstrates currency in the field(s), disciplinary expertise, and interdisciplinary thinking
  • Ability to demonstrate (in curriculum, student work and professional practice) pedagogical knowledge relevant to the First Year experience including:
    • Building community in the classroom as a starting point for all course work and is skilled in inclusive teaching and learning
    • Teaching to a classroom of students with a variety of interests and levels by distilling complex concepts into accessible and scaffolded projects
  • Ability to demonstrate (in curriculum, student work and professional practice) pedagogical knowledge relevant to the Integrative Studio course:
    • A working knowledge of basic methods of observational research in order to investigate art and design problems as evidenced by a candidate’s professional practice or recent course syllabi.
    • A publicly available portfolio of recent (3 years) creative work that evidences:
      • Interdisciplinary engagement
      • Collaborative projects or practice
      • A practice that utilizes research-based techniques in an art and design
    • Experience teaching or working collaboratively and a demonstrated interest in working with others as a part of teaching practice.
  • Ability to adhere to University COVID-19 Policy and requirements.

Job Family: Parsons

How to apply

Apply online

Review of applications to begin immediately. Prepare a CV to Upload. Also prepare the following materials as ONE PDF. Applications that do not follow this format will not be considered.

For Studio Courses:

  • Cover Letter which addresses your potential contribution to the course description, essential course elements and inflections you think you align more.
  • A 1-page Statement of Diversity, Equity and Inclusion which speaks to your commitment within your teaching philosophy and experiences. The statement should detail your experiences working with traditionally underrepresented students through teaching, mentoring, or administration. Describe your commitments to diversity and approaches to dynamics and issues of power within your pedagogy. Please be sure to include examples and/or evidence of this work in your short statement, as this is critical to the committee’s assessment of your experience.
  • A website link of professional work
  • The names and contact information of two professional references.