Jeff Diesburg 2011-12 Faculty Annual Report

Teaching
Fall 2011 Enrollment # of Student Evaluations ART 210 - Painting I ART 221 - Camera Techniques ART 310 - Painting II ART 321 - Graphic Design January 2012 ART 321 - Graphic Design Spring 2012 ART 213 - Figure Drawing ART 221 - Camera Techniques ART 313 - Figure Drawing 2 ART 321 - Graphic Design ART T34 - Advanced Graphics Total or Average 11 14 4 11 5 76 9 10 0 10 0 42 3.14 2.51 3.6 3.00 2.78 3.20 2.44 2.70 3 3 3.66 3.33 8 14 1 5 3 7 0 0 Overall for the Course 2.33 3.29 Overall for the Instructor 1.00 2.57

I was hired to teach at Manchester College in mid-August 2011. Moving to the area and assembling the curricula for four courses before the start of fall semester was tight timing. I had the syllabi and first assignments with their grading rubrics for each class posted on Angel for the students the weekend before classes started. I generally build the first assignments around introducing concepts and new techniques. Subsequent projects progress from learning the concepts to creatively utilizing those ideas and techniques. The second semester I had all the syllabi, assignments and rubrics for five classes posted in advance, but the extra class and larger number of students made it seem busier than the fall. Graphic Design Graphic Design was offered three times, giving me two opportunities to change or shift the
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assignments. The third time through it was easier to anticipate which areas would be difficult for the students. The fall session incorporated an ambitious schedule that was too daunting for a January session. I combined two introductory projects and reduced a portion of the final project. The January session had five students enrolled, but was down to three by the first actual class. I was nervous about the short time frame but the students put in good effort. Of the three semesters, the January students developed the most and had more positive responses. It was easier to build relationships and work one-on-one with a small number of students in January session class mode. In the fall, I coordinated with Professor Twome to speak with her marketing class. Many of my Spring Graphic Design students were junior and senior marketing majors. I requested and received three additional computers to increase the maximum class size to 11 and all the seats were full. I did not fully anticipate how much more time it takes to work with a full class compared to smaller sections. I got better at circulating as the semester progressed, but students who were unable or unwilling to come in later did not get as much attention as those who could stay longer or work with me outside of class. I was disappointed to not have fall Graphic Design evaluations, so I gave my January session students a copy of Manchester Colleges course evaluation. Their responses were very positive but suggested that I had been too hands-on, not giving them enough time to work things out for themselves. The spring section went well; the most common suggestion for improvement targeted my time management an assessment with which I agree. If the class is that large again, I will draw on the experience from this section. I will use a combination of giving shorter explanations in class and convincing students that it is not unreasonable to come in outside of class for more detailed assistance with their projects. One student comment, similar to Dean Sharfmens suggestion from class observation, was that I offer some handouts. I plan to make printed guides for the most basic program tools so students who learn best from reading directions have them in addition to verbal directions and demonstration. Camera Techniques Camera Techniques is not as close to my specialties as the other courses I taught this year. The syllabi of previous instructors were useful references in building the course. Camera Techniques is a basic introduction to photography for any major, so I made it less intense than other studio courses.
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I purposely focused the first two assignments on simply taking pictures and familiarizing each student with their camera. Adding one step at a time, the next assignments built to a full photo essay with written components. The evening time slot is not ideal for photography, and next year the classes will be in the afternoon. Fall semester I experimented with ways to take advantage of the limited light and teaching camera settings using artificial light. The feedback from fall evaluations let me know which areas students found lacking. One repeated request was for more attention to the concepts and relationships among F-stop, Aperture, Shutter speed, ISO and Depth of field. I gave this in the form of additional lecture time on these subjects, written directions, a glossary of terms and quizzes. I assume the added information helped because the spring semester evaluations did not bring up this issue. The fall semester grades averaged 88% or B+. I know students tend to think of this as a fun elective but I believe that is too lenient. I reworked the assignments and rubric for the spring session and I was more critical in my assessments. The most common complaint from the spring evaluations was that I graded too harshly. The average grade 84% or B. Im not sure how to process this. I do not plan on easing the difficulty of the course, if anything it could be more challenging. Looking at the grades I am surprised at the frequency of this comment. In the fall I set aside the last weeks as studio time for students to work with me in class on their photo essays. A few students found it distressing that they could not skip class without being counted absent, even if they had not yet taken their pictures and so had nothing to work on. I found it frustrating that they persisted in not coming to class prepared to work. In the spring I explained multiple times that it was the students responsibility to come to class with photos to work with, and that it was in their best interest to take advantage of our time in class. The outcome was little different from fall semester with a few students chronically unprepared for class. Next year I may try adding an incentive along the lines of 2% off the project grade for every class in which a student is unprepared to participate. Also, students may take the course more seriously because the sections will be running during normal class hours. Painting I looked forward to teaching painting last year and Im eager to begin with it again this fall. The expense and specific nature of the materials makes the first several days a little rough as students put together their full oil paint set. Most of the demonstrations were done in the first half of the
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semester with the second half focused on helping students with individual pieces. Students who spent time in the studio outside of class got more one-on-one time with me. This fall I will require every student to schedule time with me outside of class. I asked all the students to print out the assignments and grading rubrics which I made available via Angel. Students who had printed out assignments tended to be less confused. I have switched to requiring students to print out the information as part of the grading process. One of the students was combative in class on the day the evaluations were sent. I remained calm and started to talk things through but the other students were very uncomfortable. I regret not moving the conversation to my office sooner. I expected that this student would give me a poor review, but assuming the entire class weighed in I thought it would not shift my average too much. It was an unfortunate event and I am certain it influenced the evaluations. Given the comments and the size of the class, I am nearly certain who the commenting students were and they all signed up for art electives with me in the spring. The spring semester went more smoothly and finished on much more positive footing. There were only three course evaluations submitted. I had several students tell me in person how much they learned and that they enjoyed the class. In the spring I got more students to complete evaluations by cycling my classes though the computer lab and asking that they take a few minutes to fill out course evaluations. This does not mean I am discounting the few students who expressed very low opinions in the fall. I can use their suggestions to improve the course. Students repeatedly comment that I am too critical. Positive feedback feels good and affirms wellmade choices. Critique helps students improve by offering direction and showing how to fix errors. Looking at the rubric evaluations of their paintings, positive feedback is offered, but I spend more time on how to improve paintings than on what is already well done. A big piece of how students feel about this comes from setting expectations about critique. The same feedback can be interpreted as negative or as constructive and a means of improvement. I will continue to incorporate positive feedback, but I need to make sure that students do not feel hurt by comments meant to improve their work. I prefer to be well like by the students, and it is important that they enjoy coming to class, but the point of the course is to learn and progress. These are not mutually exclusive, I work towards all
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three goals, but I will not sacrifice learning to be better liked. I notice a pattern where students are initially shocked by critique, but as they become accustomed to frank assessment they see its value. Positive feedback becomes more powerful. Students who have spent a semester with me know that when I say they have done well, it is the truth. One student who cried during our first critique last fall now brings her personal work to me to get my honest opinion. Her friends and family tell her it is great, I tell her how to make it better. One incident aside the course was quite successful. Five students had paintings from this course accepted into juried shows. One student specifically thanked me for teaching her something she thought she couldnt learn. My favorite anecdote is a student who made a point to say, I am a 3-D artist. I dont do 2-D. In the spring I overheard him say I am a 3-D artist and an Oil Painter. The class changed how he identified himself. Figure Drawing The ability to draw people is one of the measures of drawing skill. I have taken four figure drawing courses and served as a Teaching Assistant for a spectacular professors anatomical drawing course. The common thread among these courses was the role of the professor as a conductor. We come together each class to practice. The instructor organizes and directs the students who use their instruments of media and paper to play out the human form. That sounds melodramatic, but there is harmony and energy in the rhythm of a drawing class. A note on nudity in art studies. People feel brief discomfort when cultural taboos are broken, but the majority of students quickly become comfortable with nude models. Nude models are standard subjects for artists and college-level drawing classes. Some of the comments for improvements from course evaluations are frustrating in that they were addressed during the course. For example: 1. techniques to use when drawing and how to achieve certain perspectives need to be taught. This is exactly what we covered for the first several weeks and I reiterated these topics in nearly every class period. The work outside of class focused on portraits. I required an in-progress check which helped set expectations. One project was due directly after spring break. I thought students could use the week to have friends and family as subjects. Several students took this as a challenge to complete the
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entire project the Monday night they returned from break. I will shift the projects due date to before break next spring. The class was uncharacteristically large and the room verged on over full, but that should not be an issue next year. One hour and fifteen minute classes are the shortest session I have ever experienced for studio courses. Students need more time with the models. With permission and encouragement from Professor Rohrer, I set up evening drawing sessions. There was not a time when all the students were available, so I shifted the session time each week. Throughout the semester I held one or two session on every day of the week including weekends. The sessions early in the semester were sparsely attended. Next spring I will shift more of the drawing sessions to the end of the semester. Activities related to students and teaching Collaborated with Professor Twome and spoke to her class. Observed several of Professor Okes classes Observed several weeks of Professor Rohrers Art and Life course. Held individual sessions with many students. Held weekly 2 hour figure drawing session during spring semester. Classes observed by Professor Rohrer, Professor Messer and twice by Dean Scharfmen. Drove students to Fort Wayne to purchase art supplies. Submitted and retrieved student entries for the 9 Counties Honeywell show. Prepared and submitted students work for the Independent Colleges of Indiana event.

Scholarship and creative work

I have been pleasantly surprised with the level of faculty involvement at Manchester College. Information and inclusion in decision-making processes connects me to the whole institution of Manchester College far more than I expected. I enjoyed participating in faculty meetings, workshops, and presentations of research. Building seven different courses and teaching them were my primary efforts for the year. Designing the Torchworking class, selection and pricing glass studio tools and writing the Arts United grant, was my second largest endeavor. Organizing a solo exhibition of my work at Artistic was third. I anticipated including studio time as part of teaching and I regret that I spent less time on personal
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work than planned. Every time I looked toward painting I would think, first I should finish that grant or course proposal or recommendation letter. Though I completed those projects, I rarely made it to the canvas. This summer I should have plenty of time to finish several pending commissioned paintings. Relating to free time, my first child was born June 3rd and she is proving to be amazingly adept at filling our days. Depending on the results of the grant submission, I will be either collaborating with partner organizations or reworking the budget so the Torchworking January session can function without grant funding. I plan on attending a Torchworking workshop prior to January to see how other studios handle student safety issues. I am toying with the idea of holding a studio evening once a week where I would work on my art and students would be welcome to come in and work on their projects. Best case scenario is that we develop a sense of Art Salon camaraderie. Worst case, no one shows and I make art. Activities related to Scholarship Attended all Faculty Business Meetings Attended all Faculty Development Workshops Attended all but one Faculty Research Presentation Attended guest artist lectures, Garland Martin Taylor, Mervi Pakaste and Ron Weaver Attended the Student Research Symposium Juried the Fort Wayne Artist Guilds Show Juried the Manchester College Spring Show Juried Manchesters Annual Studied Abroad Photo Show Two Pieces in the 9 Counties Honeywell show Commissioned graphic design, dental sign, McMinnville, OR Solo exhibition at Artistica Gallery in Wabash, IN Designed a course (Torchworking) which was accepted into the Catalog Submitted an Arts United Grant for the Torchworking studio, pending final approval

Service to the College, the community, and the academic profession

I have not lived in one place for more than two year since graduating from high school. North Manchester seems to be a good place to break that pattern. Foy and I are slowly connecting with the local community and I am particularly interested in getting to know Manchester faculty. Accepting opportunities to serve the college gave me the chance to work with colleagues I would not otherwise have met. My service section this year is not as robust as it could be, but as I become more integrated into the community, I anticipate being more involved with service activities. The Arts United Grant has community involvement components and I will be on the VIA committee starting this fall. Activities related to Service Met with prospective students and had them observe classes, throughout the year Reviewed award nominations. Beth Sweitzer-Riley via Tim Ogden asked FEC to appoint a faculty member to assist in the process of reviewing nominations for the Senior Awards and the Outstanding Student Leadership Awards. Attended the Saturday coffee hour for homecoming guests Attended Breakfast with the Trustees Spoke to majors for two Spartan Days Interviewed students for one Scholarship Day Hosted a table at the Founders Day event Scheduled for the last three Summer Orientation days Helped a student prepare for a speed painting fundraiser Attended Camp Mack Day Made food and served children at Church of the Good Shepherd one Saturday Regularly played Ultimate Frisbee with the students and played on the Geezer team that beat the students team.

Goals for Next Year 1. Attend a Torchworking workshop to review glass studio safety. 2. Schedule weekly studio time to increase personal artistic output. 3. One or more solo exhibitions in the year.