Paris College of Art, a new name for a college with over 30 years of experience, promotes the artistic and intellectual maturation of promising students into exceptional artists, photographers, designers, and design managers.
Grounded in the Parisian landscape, informed by the European art and design world, nourished by a faculty of leaders in the creative industries from the world over, and replenished by students from over 50 countries, Paris College of Art is a truly international college.
Reginald de Guillebon
Reginald de Guillebon was born in the United States to French parents and was educated in both France and the US. In 2000, after working in the world of finance and business, Mr. de Guillebon redirected his career into art education with the founding of Hildegarde, a French media and higher education group. In 2006, Mr. de Guillebon took over the management of the former Parsons Paris, which at the time was dependent on The New School for degree granting, and transformed the school into Paris College of Art, an independent degree granting institution with NASAD accreditation.
In 2010, Mr. de Guillebon acquired the Center for University Programs Abroad (CUPA), an elite study abroad program through which students from leading US institutions (Harvard, Yale, Johns Hopkins, to name a few) spend a semester or a year studying in the best Parisian universities such as Paris 3-Sorbonne Nouvelle, Paris 4-Sorbonne and Paris 8-Saint Denis. CUPA is today part of Paris College of Art.
Mr. de Guillebon’s commitment to art & design extends to the commercial world. He is president of Les Armateurs, a leading animation production company based in Paris, and Le Film Français, the leading French entertainment trade magazine.
Aude Prebay grew up in Sub-Saharan Africa, then in the United States, before she pursued her studies in France and Mexico. She graduated from the Master in Management of ESCPEAP in 2005. Aude worked for 5 years in strategy consulting for major private and public groups throughout Europe, she also has field experience working for education NGOs in Africa and South-East Asia.
In 2011, she joined Higher Education when entering the Dean Office of ESCP Europe, where she was in charge of cross-functional projects (5 campuses, 5 countries) and acted as Chief of Staff. She specialized in rankings and accreditations management, and in Quality Assurance methods. Aude joined PCA end of 2015.
Dr. Linda Jarvin
After teaching and completing a doctorate in cognitive psychology and individual differences in France, Linda, a native Swede, spent 13 years in American higher education (Yale and Tufts universities), and now puts this dual European and U.S. experience to use for the Paris College of Art international community. She has explored most facets of higher education, including admissions, curriculum review, new degree development, accreditation, and faculty development, while simultaneously pursuing education research to further our understanding of how students optimally learn.
Linda joined Paris College of Art after directing Tufts University’s faculty development center,CELT, which provides professional development to faculty to enhance their effectiveness as teachers and mentors. Concurrently, Linda served on the Tufts School of Arts & Sciences outcomes assessment committee, charged with monitoring student learning, and assisted the Office of Institutional Research and Evaluation with preparing accreditation site visits and self-studies.
The majority of Linda’s research and peer-reviewed publications have focused on designing, implementing, and evaluating the effectiveness of educational interventions in a wide range of settings, including K-12 and higher education in the United States and Africa. Linda has collaborated with universities in Chile, Norway, and Russia, and implemented research and service projects in sub-Saharan Africa (CongoDRC, Ghana, Kenya, Tanzania, Uganda, Zambia). Recognized as a leader in the field, Linda has served as a consultant to elite preparatory schools (e.g., Choate Rosemary Hall) and universities (e.g., MIT) on issues of learning, assessment and admissions.
In an increasingly complex world, I believe it is essential that we focus on developing students’ critical thinking skills and ability to creatively solve problems and face new challenges, as well as developing students’ “soft skills” such as teamwork, negotiation, and cultural awareness. This is best achieved through a pedagogical approach that actively engages the learner in real-life problem solving and opportunities for experiential learning in interdisciplinary contexts.
Growing up trilingual and living, studying and working in different countries (France, Japan, Thailand, Italy, Russia, Colombia, Canada, Australia and New Zealand) makes Klaus Fruchtnis ideally suited for the international educational community that is Paris College of Art.
Klaus holds a Master of Design & Technology: Fine Arts & New Media from the Paris-Sorbonne University, two Bachelor’s degrees in Fine Arts from the École Nationale Supérieure des Beaux Arts of Paris and Rennes, and has been part of the EnsadLab research program at École Nationale Supérieure des Arts Décoratifs of Paris.
Over the past 13 years, through his work with universities across the globe, Klaus has developed highly effective and innovative teaching techniques and pedagogical methods using new technologies. He joined Paris College of Art in 2014 as the Chair of Photography after directing the Multimedia Department at the International Art School in Thailand, and working as the Creative and Marketing Director at PGE Research Japan. His was promoted to Associate Dean of Graduate Studies in October 2016.
Klaus’ artistic work has been published and exhibited internationally. His ongoing research in new media questions the image, its origin and incidence, real and/or virtual, through new technologies and the different ways it can be perceived by these technologies. It also examines how they influence, generate, affect and guide our daily lives and our behavior within society.
My vision of higher education goes beyond fostering talent in the classroom, it involves shared projects and initiatives with external partners, allowing students to experience the professional world through their own research. As for me, I believe a school to be a place of mutual exchange, a place to rethink and renegotiate, where students can find new sources for their own practice, particularly out in the field. I envision, therefore, an education that emphasizes the learning process rather than the finished ways of work in the context.