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Nonfiction Video Practice as Twenty-First-Century Liberal Education: The ASPIRE Experiment at UCLA

Nonfiction Video Practice as Twenty-First-Century Liberal Education: The ASPIRE Experiment at UCLA Nonfiction Video Practice as Twenty-First-Century Liberal Education: The ASPIRE Experiment at UCLA d. andy rice in may 2013 , an acquaintance who worked at the University of California, San Diego, and as an administrator on undergraduate educa­ took my colleague’s e­ mail inquiry as an oppor­ tion initiatives at the University of California, tunity to craft a postdoctoral position very well Los Angeles (UCLA), e­ mailed me to ask how his suited to my skill set in social documentary pro­ unit might go about resourcing and teaching duction and research interests in critical media Samuelson had already raised the documentary production classes. He had just pedagogy. participated in a meeting with a film producer funds for a successful summer enrichment and social philanthropist named Peter Samu­ program at UCLA for high school–aged foster elson, who was pitching an idea he called the youth, and administrators from the Division of Academy for Social Purpose in Responsible Undergraduate Education at the meeting saw Entertainment (ASPIRE) to deans and adminis­ a partnership with ASPIRE as a way to create ASPIRE trators from UCLA’s liberal arts college. media­ based capstones and service learning was to be a nonprofit entity that provided fund­ opportunities http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Film and Video University of Illinois Press

Nonfiction Video Practice as Twenty-First-Century Liberal Education: The ASPIRE Experiment at UCLA

Rice, D. Andy
Journal of Film and Video , Volume 69 (3) – Aug 30, 2017
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Publisher
University of Illinois Press
Copyright
Copyright © 2008 The Board of Trustees of the University of Illinois.
ISSN
1934-6018

Abstract

Nonfiction Video Practice as Twenty-First-Century Liberal Education: The ASPIRE Experiment at UCLA d. andy rice in may 2013 , an acquaintance who worked at the University of California, San Diego, and as an administrator on undergraduate educa­ took my colleague’s e­ mail inquiry as an oppor­ tion initiatives at the University of California, tunity to craft a postdoctoral position very well Los Angeles (UCLA), e­ mailed me to ask how his suited to my skill set in social documentary pro­ unit might go about resourcing and teaching duction and research interests in critical media Samuelson had already raised the documentary production classes. He had just pedagogy. participated in a meeting with a film producer funds for a successful summer enrichment and social philanthropist named Peter Samu­ program at UCLA for high school–aged foster elson, who was pitching an idea he called the youth, and administrators from the Division of Academy for Social Purpose in Responsible Undergraduate Education at the meeting saw Entertainment (ASPIRE) to deans and adminis­ a partnership with ASPIRE as a way to create ASPIRE trators from UCLA’s liberal arts college. media­ based capstones and service learning was to be a nonprofit entity that provided fund­ opportunities

Journal

Journal of Film and Video – University of Illinois Press

Published: Aug 30, 2017

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