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Blind Drawing is an exercise based in phenomenological and experiential pedagogy that I teach to students in architecture design studios. The exercise is to draw blindfolded with charcoal and dry pastel on large sheets of paper using a guided conversation to evoke sensory experiences and abstract thought. It is a transformative exercise that changes students' perceptions of drawing, image-making, representation of concepts, and offers a performative alternative to architecture design Studio. Handdrawing, for architects, is an essential skill which is rapidly being lost to a 'perfected' digitised practice. By removing outward-looking visual connections turns the students' attention to inward perception and the imagination. These poetic drawings are embodied energy drawn out from the subconscious. This style of blind drawing is a disruption of perfectionism and establishes a physical approach for the design Studio by breaking through the fear of mark making and the intellectual self-criticality of 'getting it right'. [ABSTRACT FROM AUTHOR]

Student and alumni success is not linked to where students attended college but how students attended college. If students develop emotionally supportive relationships, they will be more successful in college and in their careers. Researchers suggest that such empowering relationships can be formed organically, but faculty spend only 2 to 6 percent of their on-campus hours working with students one-on-one. East Tennessee State University Digital Media Department implemented a Faculty-Student Mentoring Initiative which is beneficial to student success during college and after graduation. This paper explains the need for mentoring programs and the mentoring program in the ETSU Digital Media Department. [ABSTRACT FROM AUTHOR]

Writing is considered to be one of the most challenging skills that students in higher education have to acquire in order to improve their linguistic performance. Students do require effective feedback that takes into consideration their academic needs/challenges and their linguistic abilities. Feedback allows the learners to know the types of mistakes/errors they make so as to pave the way towards a better performance in the future. In fact, there is a growing body of evidence supporting the importance of providing timely and motivating feedback to enhance students' academic achievements. However, few empirical studies have addressed the issue of feedback in higher education in Morocco. The focus of this paper will be to reveal the different factors that impede students from taking the best of different kinds of feedback they are likely to receive from their teachers. Based on a questionnaire addressed to fourth-semester students from the English department at the Faculty of Arts and Humanities in Beni Mellal, the aim of this article is to lay emphasis on students' opinions and perceptions of their teachers' feedback and its relevance to the former's linguistic performance. [ABSTRACT FROM AUTHOR]