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   Donoghue, John F. (March 2020, Frontiers in Physics)
2. A Critique of Self-Expressive Deep Subspace Clustering

   Haeffele, Benjamin D; You, Chong; Vidal, Rene (April 2022, International Conference on Learning Representations)
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   Dickerson, John; Esmaeili, Seyed A; Morgenstern, Jamie; Zhang, Claire Jie (April 2025, IEEE)
4. Design‐driven resilience and the limits of geographic critique

   https://doi.org/10.1111/geoj.12437  

   Cox, Savannah; Grove, Kevin; Barnett, Allain (January 2022, The Geographical Journal)

   In April of 2019, the Rockefeller Foundation's ‘100 Resilient Cities’ (100RC) programme abruptly shuttered, surprising programme proponents and critics alike. In this paper, we explore why this happened, why some styles of geographic critique could not anticipate 100RC’s closure, and what this inability means for dominant strands of critical geographic analysis. To answer these questions, we bring literature on the biopolitics of resilience, technopolitics and Black geographies to bear on the case of Greater Miami resilience planning. We argue that answers to these questions revolve around the designerly roots of resilience thinking, whose distinct intellectual lineage conventional critical approaches have struggled to pick up on. We show how, on the one hand, design practices of synthesis in Greater Miami attempted to frame and instrumentalise Black histories of and experiences with racial and environmental violence as bounded knowledge that could improve the functioning of complex systems. On the other hand, synthesis created overflowings: opaque knowledges and experiences that resist the framing process and continue to mediate political battles over what resilience in Greater Miami practically becomes. Based on the case, we propose that an inductive style of critique that traces processes of framing and overflowing can help advance critical geographic analysis. As we illustrate in the paper, this mode of critique pays specific attention to the opaque, historically and contextually specific knowledges and experiences that refuse to be framed or synthesised, and work to counter-frame dominant conceptions of resilience—critical and conventional alike. 

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5. Toward Automated Critique for Student-Created Interactive Narrative Projects

   Mahajan, S. (October 2019, Proceedings of the ... AAAI Conference on Artificial Intelligence)

   Automated feedback has the potential to provide sig- nificant assistance to student game creators. Here, we present a system for generating automated, critique- like feedback for students creating games in the Study- Crafter platform. We implemented a system that builds a personalized feedback report for students based on a templated format. This critique uses automated analysis of structural and interactive aspects of the game narra- tive and recommends alternate games for students to ex- amine as inspiration. To test our system, we conducted a pilot study with 10 student groups developing narrative- based games. A key understanding from the study is that determining the appropriate depth of assessment and critique without overwhelming the student is important. 

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