Curriculum Vitae
heather_van_uxem_lewis_cv_feb_2020_te.pdf |
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Doctorate of Education (Ed.D), Interdisciplinary Studies 2016 – Teachers College, Columbia University, New York, NY Dissertation: The Role of Gender Bias in the Censorship of Art: Three International Case Studies Masters of Education (Ed.M.), Art and Art Education 2010 – Teachers College, Columbia University, New York, NY Graduate Program in Cognitive Studies 2005-2007 – University of Washington, Seattle, WA Certification in Teaching, K-8, Cross-cultural Language and Academic Development (CLAD) 2001 – San Diego State University, San Diego, CA Bachelor of Fine Arts (B.F.A.), Visual Arts with Academic Honors 1995 – Mason Gross School of the Arts, Rutgers University, New Brunswick, NJ Coordinator Murray Center for Women in Technology New Jersey Institute of Technology (NJIT) Newark, NJ January 2018 - April 2019 Spring 2020 Intro to Gender, Race, & Sexuality (WGS 101) Women, Gender, & Sexuality - Rutgers (2 section) “In this course we will be thinking about the ways that race, gender and sexuality structure our social worlds and intimate lives.” https://womens-studies.rutgers.edu/academics/undergraduate/course-synopses/225-academics/undergraduate-program/synopses/women-s-and-gender-studies-courses/856-01-988-101-intro-to-gender-race-and-sexuality Race & Ethnicity New Jersey Institute of Technology (1 Section) “Explores the concepts of race and ethnicity in both national and international arenas. Scientific, sociological, political, and global implications are addressed. Upon completion of this course, students will be able to competently address the impact of race on micro and macro levels, from both individual and policy perspectives. Special topics are negotiated with students at the start of each class. Such topics can include immigration, affirmative action, educational curricula, institutional racism, or the impact of multiculturalism on families. Emphasis is on the interaction between race and technology. This course satisfies the three credit 300 GER in History and Humanities.” http://catalog.njit.edu/undergraduate/academic-policies-procedures/general-education-requirements/ger-300-level/ Autumn 2019 Knowledge & Power: Understanding Gender Inequality & Social Change Douglass Residential College (2 section) “Knowledge & Power: Issues in Women’s Leadership,"(01:988:130) a 3-credit course taken by all Douglass students, examines challenges and opportunities confronting women in today’s society. Students are exposed to factors affecting young women’s leadership development and are encouraged to become active and engaged learners and to think critically about their own goals in education.” https://douglass.rutgers.edu/mission-course-knowledge-power Race & Ethnicity New Jersey Institute of Technology (1 Section) “Explores the concepts of race and ethnicity in both national and international arenas. Scientific, sociological, political, and global implications are addressed. Upon completion of this course, students will be able to competently address the impact of race on micro and macro levels, from both individual and policy perspectives. Special topics are negotiated with students at the start of each class. Such topics can include immigration, affirmative action, educational curricula, institutional racism, or the impact of multiculturalism on families. Emphasis is on the interaction between race and technology. This course satisfies the three credit 300 GER in History and Humanities.” http://catalog.njit.edu/undergraduate/academic-policies-procedures/general-education-requirements/ger-300-level/ Autumn 2018 Knowledge & Power: Understanding Gender Inequality & Social Change Douglass Residential College (2 section) “Knowledge & Power: Issues in Women’s Leadership,"(01:988:130) a 3-credit course taken by all Douglass students, examines challenges and opportunities confronting women in today’s society. Students are exposed to factors affecting young women’s leadership development and are encouraged to become active and engaged learners and to think critically about their own goals in education.” https://douglass.rutgers.edu/mission-course-knowledge-power Race & Ethnicity New Jersey Institute of Technology (1 Section) “Explores the concepts of race and ethnicity in both national and international arenas. Scientific, sociological, political, and global implications are addressed. Upon completion of this course, students will be able to competently address the impact of race on micro and macro levels, from both individual and policy perspectives. Special topics are negotiated with students at the start of each class. Such topics can include immigration, affirmative action, educational curricula, institutional racism, or the impact of multiculturalism on families. Emphasis is on the interaction between race and technology. This course satisfies the three credit 300 GER in History and Humanities.” http://catalog.njit.edu/undergraduate/academic-policies-procedures/general-education-requirements/ger-300-level/ Spring 2018 Douglass Course: Understanding Gender Inequality & Social Change (Formerly: Knowledge & Power: Issues in Women’s Leadership), Douglass Residential College (1 section) “Knowledge & Power: Issues in Women’s Leadership,"(01:988:130) a 3-credit course taken by all Douglass students, examines challenges and opportunities confronting women in today’s society. Students are exposed to factors affecting young women’s leadership development and are encouraged to become active and engaged learners and to think critically about their own goals in education.” https://douglass.rutgers.edu/mission-course-knowledge-power Special Project Seminar (6 Credits), Honors College, Rutgers Newark (1 section) Autumn 2017 Knowledge & Power: Issues in Women’s Leadership, Douglass Residential College (2 sections) Teaching Effectiveness Score: TBA Spring 2017 Knowledge & Power: Issues in Women’s Leadership, Douglass Residential College (1 section) Teaching Effectiveness Score: 4.9 out of 5 (24 total students, 92% response rate) Freshman Honors Colloquium: Contemporary Issues in Social Justice, Honors College, Rutgers Newark (1 section) Teaching Effectiveness Score: 4.64 out of 5 (15 total students, 93% response rate) “This special seminar for Honors College freshman is theme-based, and its theme changes each year. Honors College students in this colloquium have the opportunity to get to know each other and to "ease into" college-level classroom experience. The small course size permits special emphasis to be given to the honing of critical thinking and group discussion skills. Depending upon the precise topic, colloquium courses often may be used to satisfy the Natural Science (non-laboratory), fine arts, or interdisciplinary degree requirement for students in the College of Arts and Sciences. Recent colloquium topics have included "Science and Religion," "Theatre, Performance, and Culture," "The Role of the Media in Transforming Behavior," and "Justice and Equality."” https://www.ncas.rutgers.edu/honors-college/curriculum Autumn 2016 Knowledge & Power: Issues in Women’s Leadership, Douglass Residential College (2 sections) Teaching Effectiveness Scores: 4.63 out of 5 (21 total students, 91% response rate) 4.35 out of 5 (21 total students, 95% response rate) Freshman Honors Colloquium: Contemporary Issues in Social Justice, Honors College, Rutgers Newark (1 section) Teaching Effectiveness Score: 4.91 out of 5 (24 total students, 88% response rate) Spring 2016 Knowledge & Power: Issues in Women’s Leadership, Douglass Residential College (2 sections) Teaching Effectiveness Scores: 4.85 out of 5 (22 total students, 91% response rate) 4.63 out of 5 (16 total students, 100% response rate) Freshman Honors Colloquium: Contemporary Issues in Social Justice, Honors College, Rutgers Newark (1 section) Teaching Effectiveness Score: 4.72 out of 5 (23 total students, 78% response rate) Autumn 2015 Knowledge & Power: Issues in Women’s Leadership, Douglass Residential College (2 sections) Teaching Effectiveness Scores: 4.65 out of 5 (24 total students, 96% response rate) 4.57 out of 5 (23 total students, 91% response rate) Expository Writing 101, the Writing Program, Livingston Campus (2 sections) Teaching Effectiveness Scores: 4.65 out of 5 (22 total students, 91% response rate) 4.65 out of 5 (22 total students, 91% response rate) “Expository Writing (English 101) is the required writing course for all students at Rutgers University in New Brunswick, and it is usually completed in the first semester. The course is designed to prepare students for the writing they will do at the university and in their professional lives. Both at school and at work, writing usually involves three fundamental activities:
Spring 2015 Knowledge & Power: Issues in Women’s Leadership, Douglass Residential College (1 section) Teaching Effectiveness Score: 4.73 out of 5 (24 total students, 92% response rate) Teaching Assistant in Advanced Studio Art, Instructor, Maurizio Pellegrin, (6 semesters) Teachers College, Columbia University “Artists capable of independent endeavor share their ideas and work in critiques and discussions and undertake advanced artistic problems suggested by the instructor or of their own devising.” http://www.tc.columbia.edu/arts-and-humanities/art-and-art-education/degrees/courses/ Upper Elementary Literacy Coach (2004-2005) Madrona Elementary, SeaTac, WA (Urban School) Master Teacher, 6th grade elementary (2003-2004) Madrona Elementary, SeaTac, WA (Urban School) 6th Grade Teacher, elementary (2002-2003) Salmon Creek Elementary, Burien, WA (Urban School) Primary Reading Specialist (2002) Rosa Parks Elementary, San Diego, CA (Urban School) Long Term Substitute Teacher 4/5 Split (2002) Central Elementary, San Diego, CA (Urban School) Visiting Teacher k-8th Grade (2001-2002) San Diego City Schools 4th Grade Student Teacher (Autumn 2001) Kumeyaay Elementary Kindergarten Student Teacher (Spring 2001) Alcott Elementary 2nd Grade, In-Class Support (1999-2000) Crown Point Elementary SELECTED PRESENTATIONS Annual I-4 Conference “Look Again: The Art of Multiple Perspectives” Maxine Greene Institute April 30, 2019 – Figments of Imagination: Using Photography & Aesthetics to Empower Learning and Participation Manhattan College, New York, NY LiFE Summer Institute – National Science Foundation (NSF) Includes Grant June 27, 2018 – Solutions-Based Learning: Creativity and Exploration New Jersey Institute of Technology, Newark, NJ Association for Interdisciplinary Studies Annual Conference: Beyond the Talking Heads 21 October 2017 – “Looking for Social Justice: Photography as Undergraduate Research Tool” University of Maryland, Baltimore, MD Association for Interdisciplinary Studies Annual Conference: Beyond the Talking Heads 21 October 2017 – “Paying Attention: An Experiential Guide to Noticing” University of Maryland, Baltimore, MD Maxine and her legacy: On-going Conversations and Investigations Maxine Green Center April 2017 – “Positive Disruptions, Shifting Perceptions” The New School, New York, NY 3rd Annual Conference on Interdisciplinary Studies/Cultural Studies: Research, Theory, and Practice in Arts & Humanities April 2016 – “Body of Work: Art Censorship, Gender Bias, & the Media” Teachers College, Columbia University, New York, NY Nexalist Interdisciplinary Conference October 2014 – “instinct/reason” Teachers College, Columbia University, New York, NY Nexus Interdisciplinary Conference October 2013 – “Art as Research” Teachers College, Columbia University, New York, NY National Art Education Association (NAEA) Poster Session March 2012 – “Naked Toes and Broken Egg Shells: The Role of Self-Censorship in Studio Practice” National Conference, New York, NY Lewis, H. V. (October 2017). "Disparate Disciplines Help Form New Learnings and Practices", Integrative Pathways, The Newsletter for the Association for Interdisciplinary Studies, Vol. 39, No. 4, ISSN 1081 647X, Ed. James Welsch, IV. Lewis, H. V. Gender Bias in the Censorship of Art [Manuscript in Preparation] Lewis, H. V. “Wide awake through the Lens: Reflections on artistic self-censorship and photography” (Forthcoming chapter in, I Am What I Am Not Yet: Artists and Educators Under the Influence of Maxine Greene: Springer.) Office Assistant- Work Study, 2009-2010, Office of Residential Services, Teachers College, New York, NY Sales Representative, 1998-1999, Cox Communications, San Diego, CA Human Resources Assistant, 1997-1998, Captive Plastics, Piscataway, NJ Front Desk Manager, 1996-1997, Holiday Inn, South Plainfield, NJ Freelance Photographer September 2010 – May 2015 – Department of External Affairs, Teachers College, Columbia University Gallery Associate August 2008 – July 2009 – Macy Art Gallery, Teachers College, Columbia University Freelance Contractor: Photographer, Graphic Designer & K-12 Tutor August 2005 – June 2007 – Teaching, Photography, Painting, Media and Web Design American Association of University Professors (AAUP) Association for Interdisciplinary Studies (AIS) American Education Research Association (AERA) College Art Association (CAA) Maxine Greene Center National Art Education Association (NAEA) |
© 2015-2019 Heather Van Uxem Lewis