“Visual Effects Pedagogy:: Diversity, Equity, and Inclusion as Visible and Invisible Attributes” by Syed, Echevarria, Mallari, Tikaua-Williams, Solis, et al. …

  • ©Raqi Syed, Areito Echevarria, Edgar Mallari, Mehau Tikaua-Williams, Soto Solis, Mathew Cross, and Zichen Jie



Entry Number: 20


    Visual Effects Pedagogy:: Diversity, Equity, and Inclusion as Visible and Invisible Attributes



    Due to our proximity to industry pathways, VFX curriculums are good at mapping visible graduate attributes to core skills. Visible attributes are skills that can be measured via portfolio work and are reflected on student transcripts. Examples of such attributes may be building digital humans, creating physically accurate shaders, and designing story worlds. However, in order for the discipline of VFX to reflect our dynamic global culture and ensure equitable workplaces, we must also find ways to map graduate attributes to the values that drive technical and cultural diversity. Such attributes are harder to measure and can be understood as invisible attributes.


    1. Barbara Kensington-Miller, Bernadette Knewstubb, Alys Longley, and Amanda Gilbert. 2018. From Invisible to SEEN: A Conceptual Framework for Identifying, Developing and Evidencing Unassessed Graduate Attributes. Higher Education Research and Development 37.7 (2018): 1439–1453. DOI: 10.1080/07294360.2018.1483903.
    2. Dori Tunstall. 2011. Respectful Design: A Proposed Journey of Design Education. 2011. ICOGRADA Design Education Manifesto. (October 24, 2011).

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