Teaching

Key accomplishments — Fall 2015 to present:

  1. Designed and created new course curriculum to create a synergistic effect between advancing technology and existing design courses. Impact: students are better prepared to meet the job requirements of local businesses or to continue to graduate school.
  2. Implemented Looking Outward to expose students to the world of art and design: off-campus and guest lectures, art museums/gallery visits, networking for internship and job opportunities. Impact: first exposure to a museum, invited to shadow for a day at design firm.
  3. Revamped the design program course rotation to encourage a strong foundation in design, development of a personal creative process, and engender critical thinking prior to advanced topics requiring in-depth research and independent study. Begins academic year 2017-2018.
  4. Art directed and managed mission-driven service projects: Catholic Charities direct mail appeals, Admissions recruitment assets, and advertising assets for the Theater Department. Impact: Work was well received and students were exposed to collaborative experiences.
  5. Exhibited interactive art installation, new work: Resonate with stillness, experience light, one-person show Steckline Gallery, mixed media: gold leaf, woven fiber optics, microprocessor controlled LEDs, sensors.
  6. Created performative drawings performed a live with WSU IPG. Written in Processing 3, an open source JAVA library for visual artists.
  7. Wrote program prioritization, self-assessment and self-study documents to analyze and improve the Art Program, the driving force behind design and digital art curriculum changes.
  8. Participated in a successful HLC visit, results: all criteria met, no sanctions recommended, pathway recommended: “Eligible to Choose,” no interim monitoring recommended.
  9. Redesigning curriculum, to include Design Thinking.

Teaching philosophy

My role as an educator is to facilitate opportunities and mentor students such that they simultaneously develop literacy in "classical" design and and computational media. Literacy in design means to be informed by “standing on the shoulders” of recognized designers. Literacy in computation enables the student to explore ideas without the bias of the software application. Rather than being passive consumers of visuals (e.g. film, video, print, Internet) and software applications that currently drive the creation of these visuals, they learn what it means work with digital media and all of its implications including the ability to imitate other media and interactivity. To design well they must learn to ask such questions as: What am I communicating? Is my approach appropriate? How can I make my message stronger? How can I simplify? I assist students in taking responsibility for their educational experience, which encourages them to learn and create better work....
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