S.T.E.A.M
CURRICUM and Civic Engagement
Original, first-of-its-kind college course exploring
cross-disciplinary topics in art & biology.
NEW COURSE WRITING & DEVELOPMENT
I owned the end-to-end course proposal, writing, and launch of two new Stockton University courses on the topics of Art & Sustainability and Art & Disabilities Studies.
I provided leadership and vision for a Service-Learning Civic Engagement project that addressed student interest in Sustainable Design, Maker Spaces, and making a positive global impact. The initiative aligned with Stockton University’s business goals for sustainability, globalism, and community outreach.
Key Achievements & Responsibilities:
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Cross-Disciplinary Collaboration: Led discovery meetings and content planning sessions with stakeholders, including:
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Deans from The School of Arts & Science and The School of Natural Science and Math,
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Visual Arts Faculty,
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The Office of Service-Learning,
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The Noyes Arts Garage.
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Secured funding, shared resources (e.g., publicity, staffing), and exhibition materials (e.g., posters, wall placards, framing).
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Curated High-Impact Showcase:
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Conducted background research on Land Art and Eco-Art to develop exhibition content.
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Planned, curated, and mounted an Earth Day exhibition featuring 38 student-made sustainable prototypes across two gallery spaces (1,000 sq.ft).
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Achieved measurable success with 800 visitors over a 3-week period, promoting Stockton’s role as a New Jersey State “Anchor Institution” contributing to urban renewal.
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Teaching & Recognition:
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Honored for teaching excellence and civic service by Stockton’s Office of Service-Learning and Sponsored Research in 2016.
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Delivered educational tours to the public, enhancing community engagement and awareness.
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Strategic Leadership:
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Made strategic recommendations for success metrics to track project outcomes and align with Stockton’s sustainability goals.
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Served on the AFOF Selection Committee alongside Professor David King and Office of Sponsored Research staff
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Impact:
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This initiative fostered cross-departmental collaboration, engaged students in meaningful, real-world learning, and elevated Stockton University’s visibility as a leader in sustainability and civic engagement.
ART & BIOLOGY
The Sustainable Object:
Sustainable Environment
GIS4646
Course Outcomes align with strategic business goals for enrollment, service-learning, and civic engagement to position Stockton as a world-class public university.
The course was an experiment in inter-disciplinary teaching and shared Visual Art studio and Biology laboratory facilities university at a university with 22K students, two campuses, and 6K faculty.
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Stockton values the impact of learning experiences and uses third-party IDEA data-driven Student Ratings of Instruction.
It also has a tradition of accepting proposals for new courses through a rigorous peer review process called "The G Convenor." Faculty attend a series of meetings to pitch/defend their proposal for a new course. The "G Course" approval process can take anywhere from six weeks to multiple semesters.
Once the course is approved, it is offered within the department whose Subject Area aligns with the course subject(s). It is then assigned a course acronym number and published in the course catalog and opened to students for enrollment. Target enrollment metrics must hit 21 students for the course to run.
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Photo: Elizabeth Hall 2023
PEDAGOGY
General Integration Synthesis (GIS) Course Design
GIS courses are interdisciplinary and transcend the limits of any one existing academic divisions at Stockton, either in subject matter or content.
Developed for seminar delivery whereby faculty participate as intellectuals mutually engaged with each other and with students in an investigation of the material studied, with an emphasis on the process of seeking integration around the topic selected.
PROCESS
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Reviewed the university's top-level business goals and subject-level learning outcomes to prepare complex course plans, policies, and concepts for curricula.
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Pitched vision and course plan to an interdisciplinary panel of stakeholders, Area Coordinators, Assistant Deans, ACT Union Representatives, and Professors representing The Schools of Arts, Humanities and Natural Sciences & Math.
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Incorporated Problem-based and Authentic Task teaching/learning methods.
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Authored 14 weeks of pedagogically-informed college-level courses that incorporated Problem -based and Authentic Task teaching/learning methods resulting in students gaining 21st-century skills in critical thinking.
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Conceived and wrote syllabus and course plan, Project-based Assignments, instructional guides, surveys, rubrics, and blogs.
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Secured student maker spaces by forging partnerships between Visual Art Studio space, Natural Science & Math laboratories, and The Noyes Arts Garage of Atlantic City.
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Won unanimous approval by the university's "Course Convenor" peer review committee.
CURRICULA
Sustainable Object: Sustainable Environment GIS4646
Course Plan
Course Syllabus
Service-Learning Project
Project-based Rubric
TITLE OF THE CALLOUT BLOCK
ART & DISABILITY STUDIES
Art & Disability
GAH 2442
General Arts & Humanities Course Design for a 3000-level elective Course Outcomes for a new university Minor in Disability Studies.
The Disability Studies minor provides an opportunity for an in-depth exploration of the field of disability studies to better prepare students to work with and advocate for vulnerable groups (i.e., individuals with differences) within the context of various majors (e.g., psychology, social work, health sciences, criminal justice, special education).
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The high-level objective is awareness of the achievements and perspectives of people of different nations and cultures, and of different races, genders and ethnicities.
PEDAGOGY
General Arts & Humanties (GAH) Course Design
The goal of the GAH courses is to provide students the opportunity to explore techniques used in the arts and humanities that solve aesthetic and intellectual problems, express feelings and ideas, clarify meanings, defend judgments, and explain historical transformations.
Written and developed for asynchronous online delivery in Blackboard.
PROCESS
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Reviewed the university's top-level business goals and subject-level learning outcomes to prepare complex course plans, policies, and concepts for curricula.
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Pitched vision and course plan to an interdisciplinary panel of stakeholders, Area Coordinators, Assistant Deans, ACT Union Representatives, and Professors representing The Schools of Education and General Studies.
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Incorporated Problem-based and Authentic Task teaching/learning methods.
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Authored 14 weeks of pedagogically-informed college-level courses that incorporated Problem -based and Authentic Task teaching/learning methods resulting in students gaining 21st-century skills in critical thinking.
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Conceived and wrote syllabus and course plan, Project-based Assignments, instructional guides, surveys, rubrics, and blog
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Won unanimous approval by the university's "Course Convenor" peer review committee.
CURRICULA
Art & Disability GAH2442
Course Proposal
Course Syllabus
Student Teacher Contract
Project-based Rubric