TED Community » Karl Gude

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Karl Gude has been visualizing information for news organizations since the late 70s and is one of the few visual journalists who has worked for newspapers, news magazines and wire services. Until recently he was the director of information graphics for Newsweek, a position he held for more than 10 years. He has also worked for the Associated Press, United Press International, the New York Daily News and the short-lived National Sports Daily.

Gude has visually covered seven presidential elections, a slew of wars, terrorist attacks, natural disasters, sports, business and countless medical and scientific discoveries. He led a Newsweek team of graphics reporters during the attack on the World Trade Center and later mapped the progress of U.S. soldiers as they headed toward Baghdad. He has charted the ups and downs of the U.S. economy and used statistics to illustrate how Enron executives lied to stockholders.

Gude teaches information visualization for Michigan State University's (MSU) School of Journalism and is a consultant for news and government organizations. A collection of Karl's infographics, personal drawings, paintings and even children's books can be found on Flickr.

Location:: United States, East Lansing, MI
Gender:: Male

Languages:: English
My website links:: My TEDx Lansing talk

More About Me

I'm passionate about

My family, drawing and painting, BIG Daddy Roth, New York City, my knees, my dog, 'Let It Be' album, Pop Tarts, Turner Classic Movies, Twitter...

An idea worth spreading

Stop writing when you should be visualizing...

Comments

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A reply on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

Jun 15 2012: My Twitter and Facebook handles are karlgude. Thanks again, Kyra.
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A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

Jun 15 2012: I got so many great ideas from this. I feel empowered!
A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

Jun 15 2012: Thanks, Kyra!
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A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

Jun 15 2012: Linda, I hear what you're saying about letting students know that they are not great. (I even wrote a quick HuffPost article called Why University Students Arent' Amazing Anyone and What They Can Do About it in response to their constant need to distract themselves with Facebook despite my best efforts at engaging them.) I think it's important that students get that message but know you are coming from a point of caring and encouragement that they could be amazing and stand out in this world.

http://www.huffingtonpost.com/karl-gude/why-university-students-a_b_1382141.html
A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

Jun 15 2012: I wonder how Active Learning might apply to my large classes. I also like your thought, Jeremy, about setting their own agenda. Next semester might be very interesting...
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A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

Jun 15 2012: Diminishing people is easy. One professor told me that it wasn't his job to 'engage' his students. He says his lectures give them the information they need and if they choose not to absorb it that wasn't his problem. I suggested he might save himself the trouble and just put a tape recorder out.

I see teaching as somewhat parallel to parenting or managing a dept at a company. The instructor is in charge and sets the tone, and there are many things they can do to uplift students, to encourage participation and growth using simple rules like praising in public, criticizing in private.
A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

Jun 15 2012: I assume you mean the design of our courses/teaching efforts and faculty-student relationships. The thing I hear most from students is that many professors don't care about them, and this diminishes them in some way. Many cut off their nose to spite their face by skipping class and not doing the work. I had one student tell me that they did work for one professor because they were terrified of her, but she told me that she did work in my class because she wanted me to be proud of her. I think students just want to be 'seen' by their professors. Innovation in the classroom to me is engaging students with experiential learning and empowering through professor-student interaction and respect. Even in large classes students can get the message that you care, or don't.
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A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

Jun 15 2012: So many of my fellow professors call female students 'girls.' I and others call them women, and for some of the undergrad students I get the feeling that isn't something they're used to, but they like it and it sends a message to them that we see them as mature adults. I have huge respect for my students just because they're on this planet.
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A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

Jun 15 2012: What a horrid experience, Salandra.
A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

Jun 15 2012: I had to look up "ethnomusicologist!" Michigan's nice. I was in NYC for 25 years so it's quite a change!

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TED Community » Karl Gude

About Me

More About Me

I'm passionate about

An idea worth spreading

Comments

A reply on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?

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