HILARY N.
HUSKEY

At the 2025 NCAEA conference, I presented Harnessing Technology to Foster Collegiate Production Communities, a talk focused on addressing a persistent challenge in collegiate art and design education. While many students graduate with strong individual technical skills, they often have limited experience working within collaborative, studio style production pipelines. Group work is frequently acknowledged as necessary for growth, yet it can be difficult to implement effectively and is often associated with uneven participation, unclear roles, and negative student experiences.

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This presentation explored production clubs as a viable alternative to traditional classroom group projects. I discussed how a structured yet voluntary production model can provide meaningful collaborative experience without the high stakes and frustrations commonly associated with graded group work. Using Form Forge as a primary case study, I outlined how clear hierarchies, defined roles, real deadlines, and flexible levels of involvement allow students to engage in collaboration at a pace that suits their skills and availability, while still simulating professional studio environments.

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A significant portion of the talk examined the role of technology in supporting these production communities. Platforms such as Discord, Google Drive, and Google Sheets were presented as essential tools for communication, organization, asset tracking, and critique, helping students stay connected and informed outside of traditional classroom structures. I also discussed the use of emerging tools such as ChatGPT as a support resource for ideation, clarification, and problem solving, emphasizing responsible and transparent use rather than replacement of creative labor.

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The presentation further addressed the importance of community building within production focused environments. By creating open communication channels, encouraging mentorship between students and alumni, and fostering a shared sense of ownership over a collective project, production clubs can combat the isolation many students experience when working independently. This community driven approach supports not only technical development, but also critical soft skills such as communication, leadership, time management, and peer feedback.

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Finally, the talk reflected on the challenges and outcomes of implementing a production club model, including logistical hurdles, scalability, and sustainability. I shared lessons learned through Form Forge’s development and growth, highlighting how iterative refinement of structure and expectations has strengthened both student engagement and project outcomes. The presentation concluded by positioning production communities as a powerful tool for bridging education and professional practice, offering a replicable framework for institutions seeking to better prepare students for collaborative creative industries.