Teaching & Leadership Philosophy
I enjoy motivating my students and staff to achieve their goals just as my teachers and mentors inspired me. I have defined my approach to teaching and leadership based on an interview with a prominent creative director that I had heard early in my career. She said that you can take a group of the most talented people you can find and put them in a negative environment – and they will produce nothing of quality. I believe that as an educator and an administrator, it is my responsibility to create a positive productive place for students and staff to be able to apply themselves toward meeting an objective with confidence and a deliberate level of commitment to their work. I strive to achieve this end through the presentation of clear concise information, individual assessment, and group discussions that cultivate and identify strengths and areas of improvement that are unique to each situation.
Through online teaching, I have discovered the importance of group interaction centered around critical analysis. For me, the most fascinating thing about a digital forum is that a student cannot exist in the classroom without formulating a voice in the discussion on some level and it is from this vantage point that I seek to engage my students.
For on-ground courses, my objective is to create an online component for critical analysis where students can post work in a secure setting, and provide synchronous and asynchronous recorded or written feedback to each other. This not only provides a group assessment that can be revisited but it also provides students with the opportunity to articulate an opinion supported by course content, additional resources, and/or personal experiences that are immediately accessible. In addition, I have the opportunity to observe how students interact and to find ways to cultivate and guide their communication and presentation skills toward helping them define their voice.
Artist’s statement
In my creative journey, design thinking stands as a fundamental skill, comparable to the act of reading, shaping the essence of all human encounters. Embracing the timeless wisdom of 'form follows function,' I recognize that prioritizing function or 'design intent' in crafting objects, strategies, or processes exerts a profound influence on the fabric of our existence. The genesis of success or 'mass consumption' lies in the crucible of deliberate design and rational structure.
This ethos extends far beyond the aesthetics of tangible objects; it permeates the design of systems that engage us, be it in the realms of political infrastructures, learning experiences, or even the intricacies of our daily lives. The very architecture of our social interactions, as shaped by platforms like social media, prompts us to mold a personal brand—a manifestation of self that mirrors our modes of communication and interaction within our communities.
In the dynamic arenas of education and industry, perpetual cycles of iteration and revision strive to define the optimal design that captures user attention and fosters engagement. Time management itself becomes a canvas for intricate, personalized systems, emblematic of the pervasive influence of design in the orchestration of our busy lives.
Central to my philosophy is the belief that identifying a need is an innate catalyst for action. Nurturing this form of creativity emerges as an invaluable asset in navigating the complexities of life. It is an integral thread woven into every facet of my work—whether I'm imparting knowledge through teaching or crafting content and experiences. This commitment to design thinking is not just a professional principle; it is a guiding force that I am dedicated to integrating into the tapestry of my life's work.
For a deeper dive into my recent explorations and applications of design thinking practices, I invite you to explore Section 3: Immersive Gaming & VR, where my creative journey takes a more immersive and introspective turn.
Recorded Critiques & Lectures
View recorded examples of lectures, critiques and training materials done in Voicethread, Snagit, Jing, and Screencast-o-matic.
“You have been a great instructor in every way, and I will miss you a lot. I just want to thank you from the bottom of my heart for your instruction throughout this class. I feel I will be leaving it richer than I started it...and I owe this all to you. Thank you! ”
Institute Service
This area outlines institute service as a Full-time, Senior and Lead Faculty member for the Art Institute of Pittsburgh's Online Division from 2007-2012. Also included are segments from performance reviews for 2012-2016 for my position as an Assistant Online Program Director.
FAculty Management
This area highlights my management of the 26 faculty assigned to me - 6 full-time faculty and 20 adjunct faculty - over the course of approximately 5 years starting as a Lead Faculty member and then, as an Assistant Online Program Director. This responsibility entailed guidance and support, training, performance reviews and intervention, timecard and expense report approvals.
“Thank you so much for the many years of thoughtfulness and consideration you shared with us, through your role at the Art Institute. I am thankful that I was able to work with you for years and wish you even more success with your future! I trust that your talent and commitment will take you to another level.”