kistler - Principia College

DAN
KISTLER
Education
12761 Fessler Road,
Dow, Illinois 62022
618.374.5005 | office |
850.567.9047 | mobile |
[email protected]
www.dankistlerstudios.com/
7.2001 - 6.2004
Webster University, Webster Groves, MO
Master of Arts
09.1984 - 06.1986
Center For Creative Studies, Detroit, Ml,
Post Graduate studies
- Studies in the areas of illustration, design, graphic design, typography, figure drawing
Two years, full time.
09.1975 - 06.1979
Principia College, Elsah, Il
Four year Bachelor of Arts degree, Major: Fine Arts
Work
07.1995 - present
Assistant Professor / Department Chair (2006-2012)
Department of Art and Art History, Principia College, Elsah, IL 62028
06.1994 - 06.1995
Graphics Department Manager/Designer
04.1986 - 06.1994
Staff Illustrator
Weaver Ladd Harries McGowan Marketing Communications Agency
189 E. Big Beaver, Troy, M1 48083
Immediate Supervisor: Mike Ladd
Job outline: Designer / Production Manager
• Supervise / oversee production artists
• Maintain computer network
• Recommend equipment/software for workstations
Art Staff, Inc., Commercial Art Studio
1000 John R, Troy, M1 48084 810-583-6070
Immediate Supervisor: Sandy Nelson Jaroslaw
Job description: Commercial Illustrator
• Daily completion of creative illustrations for a wide variety of clients
• Full range of illustration projects: storyboards, line art, full color realistic
• Maintain working relationships with account representatives
Clients:
Chevrolet, Mercedes, Jeep, Falcon Jets, Simplicity Tractors, McDonald’s,
Big Boy, Country Crock, Oxychem, Detroit Edison, Walsh College
Computer
Professional
Adobe Creative Creative Cloud — Illustrator, Photoshop, InDesign, Acrobat,
Dreamweaver, Bridge, Muse, Lightroom, Fontographer 5.1, Final Cut, Aperture,
AlGA - American Institute of Graphic Arts
CAA - College Art Association
Personal Passions
Woodworking, cycling, motorcycling, backpacking, literature
Dan Kistler - Principia College - 618.374.5005 - page 1
Professional Work
College Committees and college duties
• Current - member of the Academy Committee - college assessment team
• Served as The Department of Art and Art History Chair from 2005-2011,
• Served on Curriculum Committee for 7 years - during transition to semesters - oversaw revamping of all college curriculum
• Served as ColComp representative for Creative Arts and Communication Unit
• Advisor for Sheaf, the college yearbook. Yearbook has won 5 Pacemaker Awards since 1996
Classes taught at Principia College
ARTS 150 Drawing I
ARTS 175 Print Design
ARTS 170 Graphic Design I
ARTS 270 Graphic Design II
ARTS 370 Graphic Design III
ARTS 290 Web Design
ARTS 285 Illustration
ARTS 401 Creative Research Project
MCOM 244 Graphics Production
MCOM 283 Yearbook Photography
MCOM 284 Yearbook Editing
Bus Ad 325 Advertising
Principia College abroad programs
• Co-directed and led 2.5 week portion of the Fall 2005 Art Abroad to Montana and Western states. The US portion of the
program traveled by van following the route of Lewis and Clark, visiting historical sites, overnight stays with Native American
tribes (Yankton Lakota Sioux, Nez Pierce, Crow), extensive stay in Yellowstone National Park and The Badlands.
• Co-directed and led Spring 2009 Greece/Turkey abroad. This program began in Istanbul and ended in Athens with travel
through parts of Western Turkey, many Greek islands and parts of mainland Greece. The program focused on the development of creative and drawing skills by “digging below the surface” of both countries in learning about their cultures. Program
culminated with a visual presentation to the community.
• Co-directed and led Fall 2011 Turkey/Greece abroad. This program was similar to the Spring 2009 program and also began in
Istanbul and ended in Athens with travel through parts of Western Turkey, many Greek islands and parts of mainland Greece.
The program focused on the development of design skills through “digging below the surface” of both countries in learning
about their cultures. Program culminated with a visual presentation to the community.
• Director of the Fall 2013 Turkey/Greece abroad - the program has changed substantially based on critical feedback from students, increased knowledge of the locations and new methods for teaching.
The following books were self-published as documentation of the programs. All are available at www.lulu.com
Fall 2005
Spring 2009
Dan Kistler - Principia College - 618.374.5005 - page 2
Spring 2009
Fall 2011
Design work for Principia College
• Development work on the centennial logo for The Principia. Design and production of final logo.
• Development and production of the logo for The Office of Student Life.
• Design and layout and production of:
Bernard Maybeck Principia College The Historic District by Charles Hosmer, published by Principia College, 1998.
• Design and production of identity system for department and classes
Logo system for studio art courses
Identity system for
The Department of
Art and Art History
Maybeck book
Created and maintain a blog for the department. A very good vehicle to tell our story
to a wide audience — voneystudios.com
Dan Kistler - Principia College - 618.374.5005 - page 3
Over the past two years have built book presses­—lying press,
nipping presses, and a bottlejack press—saving hundreds of
dollars for the department.
Program level Student Learning Outcomes for Studio Art
Conceptualize
Draw
Study
Sketch
Critique
Question
Read
Observe
Contextualize
Paint
Filter
Sculpt
ASSIMILATE
Discern
INTERPRET
EXPRESS
Digest
Photograph
Design
Discuss
Examine
Print
Photograph
Evaluate
ASSIMILATE: Develop a
disciplined artistic practice
EXPRESS: Organize visual
elements to construct meaning
INTREPRET: The critique of
visual work
• Engage in a discipline-specific
creative process - artistic process.
• Construct complex systems of
form.
• Effectively interpret and evaluate various source materials.
• Apply compositional theory (e.g.
space, volume, color).
• Solve visual problems.
• Learn how to assess visual
compositions and articulate the
relationship of subject, form,
and content.
• Articulate the connection
between form and content.
• Develop an informed
individual point of view.
• Demonstrate intellectual
agility through imaginative
problem-solving.
• Demonstrate informed use of
visual media.
• Create work that demonstrates
awareness of historical and
contemporary cultural context.
• Showing evidence of mastery
and individuality
+
Articulate
Program level Student Learning
Outcomes for Art History
A student fulfilling Art History course
requirements will have developed:
• Insight into the creative process
• An expansive knowledge of the history of
works of art, world-wide, and the vocabulary
to discuss them
• Skill in analyzing works of visual culture
• The capacity to recognize, research, and write
about art in its social context.
• Be able to defend claims with
evidence.
• Address collective meanings of
art by questioning the
history language, and
contemporary trends.
studio_bro.indd 1
3/5/15 7:45 AM
Assimilation
Develop a disciplined artistic practice showing evidence of mastery and
individuality
• Engage in a discipline-specific creative process - artistic process.
• Demonstrate intellectual agility through imaginative problem-solving.
• Demonstrate informed use of visual media.
• Create work that demonstrates awareness of historical and contemporary
cultural context
Expression
Organize visual elements to construct meaning
• Construct complex systems of form.
• Apply compositional theory (e.g. space, volume, color).
• Solve visual problems.
• Articulate the connection between form and content.
Interpretation
Critique visual work orally and in writing
• Effectively interpret and evaluate various source materials.
• Learn how to assess visual compositions and articulate the relationship of
subject, form, and content.
• Develop an informed individual point of view.
• Be able to defend claims with evidence.
• Address collective meanings of art by questioning the
history language, and contemporary trends.
Materials I have created for the department to “tell our story” and communicate our learning outcomes.
Dan Kistler - Principia College - 618.374.5005 - page 4
Personal design work
• Dan Kistler Studios - maintain personal website @ www.dankistlerstudios.com
• Self-publish books of work based on travels to Greece and Turkey @ www.lulu.com/spotlight/KistlerBooks
In addition to maintaining a web site I also maintain a blog related to
photography, illustration, drawing, travel and writing.
blog.dankistlerstudios.com
Dan Kistler - Principia College - 618.374.5005 - page 5
PROGRAM REVIEW
1
Section
2
Section
STUDENT
DEMOGRAPHICS
MISSION
VISION
5
CURRICULUM
VALUES
3
FUTURE
VISION
4
Section
Graphics for the Academy Team HLC Project
Section
DATA
Section
OUTCOME BASED
ASSESSMENT OF
STUDENT
LEARNING
RESOURCES
Sta
rts
Fa
ll T
er
m
THE PROCESS IS
&
- SEE BACK
LEARNING
FOR MORE DETAILS
rm
Te
Plan for looking forward
Defines what data is collected
Defines outcome focus for the year
Discusses what was learned from
previous year’s AAR
• Raises questions to pursue
• Addresses program needs
• Focuses on improving
student learning
g
rin
Sp
•
•
•
•
IMPROVING STUDENT
En
d
s
Program Level
Map of program
Identifies course outcomes
Identifies level of outcomes
Identifies key data
collection points
• Snapshot of student
learning at one point
in time
•
•
•
•
LESSON LEARNED -
AAP collaboratively prepared by
program faculty
STUDENT DATA ANALYSIS
DIRECT
EVIDENCE
What did we learn from data?
What questions have arisen?
What are the next steps?
What was learned from this
year’s AAP?
g
rin
Sp
of
m
Ter
•
•
•
•
nd
,E
AAR collaboratively prepared by
program faculty
INDIRECT
EVIDENCE
Exams
Papers
Portfolios
Presentations
Capstones
Case Studies
Problem Sets
Computer Programs
Oral Exams
Text Analyses
Debates
Performances
Lab Reports
iMovies
Posters
Exit Interviews
Alumni Surveys
Focus Groups
Observations
Student Surveys
Benchmark Meetings
W
rit
es
A
A
R
UNSUCCESSFUL 1ST
- LACK OF
- OVERLY
Other academic stategic priorities: Transistion to semesters, Modification of GenEd program,
WORKSHOP
DIRECTION
JANUARY 2010
BEGIN PROJECT
OBSTRUCTIONIST THOUGHT
NO UNDERSTANDING
AMBITIOUS EXPECTATIONS
START
FACULTY RETREATS
DESIGNED AROUND:
• ASSESSMENT
• REFLECTION
• COLLABORATION
• FEEDBACK
WORKSHOP
WAS BLOCKING PROGRESS;
NOVEMBER 2010
OF ASSESSMENT
FALL 2010
AFLC’S FORMED
SPRING 2010
LACK OF UNDERSTANDING
ALL DAY WORKSHOP
OF ASSESSMENT
(ASSESSMENT FACULTY
LEARNING COMMUNITIES)
THIS IS A LONG PROCESS
NEED FOR SHARED
VISION AND SHARED
FALL 2014
Obstacle
- THEY BECAME OUR
ASSESSMENT PIONEERS
COMPLETED
FACULTY DID NOT
JOINING OF
KEY
FACULTY FACILITATORS
WERE LEARNING THE PROCESS
SPRING 2011
FIRST AAR’S
SUMMER 2011
AFLC GROUPS
DISBANDED - PROPOSED
WORKSHOP
ACADEMY
UNDERSTAND RUBRICS
AND ASSESSMENT
LANGUAGE
JANUARY 2014
FALL 2011
FALL 2011
TRAINED
WORKSHOP
WORKSHOP
FACILITATOR WORKS
WITH DEPARTMENTS
Action
-
ACADEMY TEAM
FORMED
NOVEMBER 2011
OFFICIALLY PART
-
OF ACADEMY
SUPPORT OF
DEAN’S OFFICE
ASSESSMENT WORKS
Bomb
JANUARY 2012
WORKSHOP
BEST WITHIN A DISCIPLINE
OR PROGRAM
CENTRAL DATA
FOCUSED TIME
NEEDED
TO THE SUCCESS
REPOSITORY
FALL WORKSHOP
IS CRITICAL
OF THE PROCESS
WINTER WORKSHOP
SYSTEM TO
MANAGE AND
ANALYZE DATA
SPRING WORKSHOP
FALL 2013
WORKSHOP
ASSESSMENT LANGUAGE
NOW UNDERSTOOD ACROSS
OUTCOME BASED
ASSESSMENT
AND PROGRAM REVIEW
FACULTY
SKILLED GUIDANCE AND VISION
WORKSHOP
STEEP LEARNING CURVE
FOR DATA COLLECTION
SOFTWARE PACKAGE
ABBREVIATED
PROGRAM REVIEWS
MAY 2013
WORKSHOP
INFORMED SOME
DECISIONS ON
REALLOCATION OF
ACADEMIC RESOURCES
Dan Kistler - Principia College - 618.374.5005 - page 6
SPRING 2012
ASSESSMENT PROCESS:
TWO FULL DAYS - THREE TIMES
PER ACADEMIC YEAR WITH
DEVELOPMENT
ALL PROGRAMS
JANUARY 2013
WORKSHOP
COMPLETED
PROGRAM REVIEW
OR ABBREVIATED
PROGRAM REVIEW
Faculty evaluation system, Faculty workload
Lesson
Learned
SYSTEMIC APPROACH
NEEDED TRAINED
FACILITATORS
SPRING 2014
WORKSHOP
THAT REQUIRES A
AFLC GROUPS
COMMITTMENT
FALL 2012
WORKSHOP
OF TEMPLATE
FOR PROGRAM
REVIEW
ALWAYS
FINE TUNING
PROGRAM REVIEW
1
Section
MISSION
VISION
STUDENT
DEMOGRAPHICS
Section
DATA
3
FUTURE
VISION
4
Section
Section
OUTCOME BASED
ASSESSMENT OF
STUDENT
LEARNING
RESOURCES
Sta
rts
Fa
ll T
er
m
Plan for looking forward
Defines what data is collected
Defines outcome focus for the year
Discusses what was learned from
previous year’s AAR
• Raises questions to pursue
• Addresses program needs
• Focuses on improving
student learning
rm
Te
•
•
•
•
Raw denim Banksy bitters Pinterest. Wes Anderson pork belly
drinking vinegar Carles, mustache
jean shorts +1 twee hoodie. Synth
brunch pug crucifix. Keffiyeh
asymmetrical deep v hashtag
Austin viral. Yr occupy taxidermy,
High Life Williamsburg fashion axe
Echo Park wayfarers PBR mlkshk.
Single-origin coffee tousled Schlitz
pop-up Bushwick Thundercats.
Whatever banh mi tilde 8-bit, next
level slow-carb PBR&B organic
XOXO ethical hoodie scenester
try-hard cornhole vegan.
En
d
g
rin
Sp
Raw denim Banksy bitters Pinterest. Wes Anderson pork belly
drinking vinegar Carles, mustache
jean shorts +1 twee hoodie. Synth
brunch pug crucifix. Keffiyeh
asymmetrical deep v hashtag
Austin viral. Yr occupy taxidermy,
High Life Williamsburg fashion axe
Echo Park wayfarers PBR mlkshk.
Single-origin coffee tousled Schlitz
pop-up Bushwick Thundercats.
Whatever banh mi tilde 8-bit, next
level slow-carb PBR&B organic
XOXO ethical hoodie scenester
try-hard cornhole vegan.
&
s
Program Level
Map of program
Identifies course outcomes
Identifies level of outcomes
Identifies key data
collection points
• Snapshot of student
learning at one point
in time
•
•
•
•
2015
5
CURRICULUM
VALUES
Raw denim Banksy bitters
Pinterest. Wes Anderson
pork belly drinking vinegar
Carles, mustache jean
shorts +1 twee hoodie.
Synth brunch pug crucifix.
Keffiyeh asymmetrical deep
v hashtag Austin viral. Yr
occupy taxidermy, High Life
Williamsburg fashion axe
Echo Park wayfarers PBR
mlkshk. Single-origin coffee
tousled Schlitz pop-up
Bushwick Thundercats.
Whatever banh mi tilde
8-bit, next level slow-carb
PBR&B organic XOXO.
2
Section
Cray actually fingerstache pork
belly, Etsy cardigan post-ironic.
Health goth Etsy hoodie, Thundercats lo-fi viral fashion axe
Shoreditch Pitchfork ethical fixie.
AAP collaboratively prepared by
program faculty
TYPES OF EVIDENCE
ASSESSING STUDENT LEARNING
m
Ter
• What did we learn from the
evidence?
• What questions have arisen?
• What are the next steps?
• What was learned from this
year’s AAP?
g
rin
Sp
of
Cray actually fingerstache pork
belly, Etsy cardigan post-ironic.
Health goth Etsy hoodie, Thundercats lo-fi viral fashion axe
Shoreditch Pitchfork ethical fixie.
nd
,E
AAR collaboratively prepared by
program faculty
DIRECT
EVIDENCE
INDIRECT
EVIDENCE
Exams
Papers
Portfolios
Presentations
Capstones
Case Studies
Problem Sets
Computer Programs
Oral Exams
Text Analyses
Debates
Performances
Lab Reports
iMovies
Posters
Exit Interviews
Alumni Surveys
Focus Groups
Observations
Student Surveys
Benchmark Meetings
FACULTY
RETREATS
DESIGNED AROUND:
• ASSESSMENT
• REFLECTION
• COLLABORATION
• FEEDBACK
W
rit
es
A
A
R
Principia College Administration
F
A
The ACADEMY PROJECT HQ
S
A
A
CTL
CENTER FOR TEACHING AND LEARNING
ADMIN
S
S
STUDENT
STUDENT
STUDENT
ADMIN
FACULTY
F
FACULTY
S
Assessment has helped me
refine my assignments and I now
blah blah blah and more blah
and talk and talk and talk
forever more…
A
In this little box I can
tell some of the story and blah
blah blah and more blah blah
blah of the really important
stuff…
FACULTY
FACULTY
A
FACULTY
F
FACULTY
S
FACULTY
STAFF
ADMIN
Poster for the Academy Team HLC Project
Dan Kistler - Principia College - 618.374.5005 - page 7
ACADEMY
TEAM
STUDENT