Colleague Letters
Guy is an exemplary college instructor and an incredibly collaborative colleague. I have been privileged to witness Guy’s teaching methodology in action during several of my Anatomy and Physiology I classes over the past two years. I asked Guy to help me integrate art instruction into my Anatomy and Physiology I classes. I asked Guy if he could use his expertise as a visual artist to help me focus students’ eyes and brain on the details of the bone so they would pay attention to the bumps and holes and grooves that are so important for skeletal function but frequently overlooked by students. To my elation, he agreed and threw himself whole-heartedly into the project. This meant extra work and extra time for him out of his already busy schedule, but he never complained and showed great enthusiasm for the project. After much thought and consideration Guy suggested that the blind contour drawing method would be best to achieve our educational goals. I asked Guy if he could help design a tangible artifact for the exercise and Guy spent hours of his time designing a “Bone Book” with instructions for the students on how to do their blind contour drawings and space for each bone. Then, after several hours of teaching his own classes, he came to each of my classes and gave a clear, well organized, interesting, and most importantly, a practical and useful presentation on blind contour drawing to my students. His passion for and extensive knowledge of the subject was evident in his enthusiastic delivery and instant rapport with the students.
Guy is not an instructor who gives a recitation of facts and then leaves the students to do with it what they will. Instead, he is energetic in his delivery and refuses to let students passively disengage. After explaining the blind contour method he gave a short demonstration himself and then facilitated as the students drew a randomly assigned bone. He did not leave until he was certain that the students understood exactly what was expected of them and why they were doing this. During his time in the classroom, he was open to all questions and drew in the participation of even the quietest student during the question and answer session afterwards. Each semester for the last two years several students have told me that Guy’s presentation inspired them to take Art the following semester and that it made them think about the human body in a different way than they had before this exercise. And overall this exercise that he contributed so much to has improved students’ performance on their skeletal system lab practicals.
-G. King, Associate Professor, Biology
In addition to being Guy’s colleague, I was also his student. I decided to take his Introduction to Art course after observing his students enter my classroom in previous semesters. Our courses are corequisites, so many of my learning support reading students also take his Introduction to Art course. If they had his class before mine, they would arrive full of energy, often discussing what they were learning and how. Not only that, but they were connecting with each other! This is something I strive for in my classes, but building community is tough, and it doesn’t always happen. I know that when students feel connected to each other, to the college, and to their teachers, they are much more likely to persist and move forward toward their degrees. That sense of belonging is so important. As such, it became clear to me that Guy was an expert at inspiring students and building connections and that sense of community. I took Art 1035 as much to learn from a master teacher as I did to learn more about art. I was not disappointed.
While learning to tap into my creativity and explore my own world through art, I learned new strategies for student engagement, non-traditional assessments, and the importance of quality and timely feedback. I experienced his positive energy and encouragement while also witnessing his consistency and high expectations. I learned about art, but I also learned about myself.
Guy further demonstrated his zeal for learning and growth when we had to make the jump to online instruction due to Covid-19. He completely transformed his course, creating professional level podcasts that once again succeeded in engaging students. He had guest speakers, music, and artistic challenges. I looked forward to each one. They actually made the quarantine bearable, and I heard of similar experiences from other students in the class. That art course gave us a window to better things and a break from fear and uncertainty.
-K. Sorenson, Associate Professor, English
Guy brings a creative energy and strong sense of community to both his classroom and to the campus. The student comments in his Idea and Watermark surveys portray an instructor who cares deeply about his student’s success, not only in the classroom but in their community.
Guy’s commitment to students does not end when class is over. He partnered with the Southeast Campus Student Success Advisors and visited Cane Ridge High School several times during the semesters. They helped students discover their academic and career goals after graduation, helping to create pathways to college. On the Southeast Campus, Guy has an open-door policy. Even for his evening class, Guy would stay past his office hours to help students.
Guy serves on Faculty Senate, Curriculum Committee and has served on faculty search committees. He is always willing to volunteer to help with advising and registration events. Guy is a valued member of the campus team. He is well respected by his colleagues, students, and staff.
-K. Silverman, Associate Vice President of Academic Affairs - Extended Campuses
Guy and I started working closely together in Faculty Senate. I was chair and Guy in his second year as the Southeast Campus Senator. The year started with a sudden removal of TBR permission for a mask requirement just before fall classes started. What struck me and I think helped faculty process the change in our meetings was Guy’s genuine intent to represent a faculty perspective when the administration makes decisions that impact faculty suddenly. Guy helped us see the different consequences of the change to faculty and students. Guy vividly represented faculty concerns again in spring 2022 in Senate meetings and faculty forums with the implementation of more accelerated courses.
Guy volunteered to be on the Senate Ad Hoc Committee to Support Faculty during Covid in fall 2021 and the Senate Ad Hoc to Support Faculty in Light of the Divisive Concepts Law in the spring. Discussions with Guy helped open windows to outcomes I had not anticipated and helped me articulate. Guy was a Senator I could rely on to represent and support faculty concerns. Whether it is the State, TBR, or our own administration, Guy is a faculty member that considers the administrative decision making process, faculty participation in this process, and the ultimate impact on student success.
Guy may be depended upon to support the faculty voice in college decisions.
-J. Rabb, Professor, Senate Chair
Before Guy came to the Southeast Campus, I cannot recall ever hearing from students about what was happening in their art classes other than they perhaps watched videos occasionally about historical art pieces, or something along those lines, or they watched and heard from others about art. There was simply no buzz or excitement coming from students in our art classes, and they certainly were not getting any hands-on and personal experiences in creating art. I remember, though, that it was not long after Guy began teaching at our campus when I noticed that students were carrying around these big art portfolios to and from class and it seemed that the students were proud to be carrying around their works of art, artwork that they had completed and expressed themselves through. You could see the pride on their faces as they carried this work around. Those portfolios seemed to cause the students to stand a little taller, and they seemed to have added confidence in themselves. I realize it may seem that I’m just trying to be poetic or nice when writing this for my colleague, but I mean it sincerely and honestly. These are things that I observed.
I have observed Guy standing at his door welcoming students into class with a smile. Many times, he even pokes his head into my classroom door and says hello to my students and encourages them with a smile and a joke. It is apparent that Guy does all he can to build a strong rapport with not only his students but with all our students at our campus and across our college. He is very clearly a team player and one who sees the importance of us all working together for the betterment of our students and our college.
One semester, I had a student talk to me about a project that he had to do for Guy where he was required to visit downtown art galleries and take pictures and observe spaces around downtown. I remember appreciating the hands-on aspects of the project and the boldness of the assignment in that it required the student to get out into the community, and the student was so serious and eager about the project. His face just lit up when he talked to me about it. The fact that a student was talking to their math professor about a project they were doing in their art class just spoke volumes to me. It showed me that the student had pride, interest, and motivation, and the student and I spent some time talking about the purpose of the assignment. I just remember how impressed I was by this interaction. I have even had students in my math classes tell me that they find their art class with Guy more challenging than my math class! Now, this really caused my ears to perk up because you just never hear anything from students of this sort! Students have certainly expressed to me how challenging Guy is and that he has high expectations for their success. I just really love hearing these things from our students, and I love seeing our students challenged in their art classes. I so appreciate the work that Guy puts into his classes and all the interactions that he has each day with students and other faculty.
-W. Baxter, Assistant Professor and Math Department Chair
Over the years, I have had the great pleasure of working with Guy, as his professor and then as a colleague at Watkins College of Art, Design, and Film. Guy is that rare individual with the ability and desire to apply creativity to personal artmaking and community building. He’s an exceptional artist, skilled designer and disciplined worker who motivates and inspires fellow artists, students, and co-workers.
I’ve seen his generous spirit at work in the classroom during portfolio days, open houses, and countless campus tours, and at work educating our teachers about new technology (with good humor and patience).
As a student, Guy proved to be talented, enthusiastic, and a diligent worker. In the admissions office, Guy has always been friendly and helpful, assisting me with matters related to technology, marketing materials, our website, and student applications. Guy is a thorough design thinker, embracing design challenges with the ability to make things function more efficiently through his organizational skills, creativity, and enthusiasm about new technology. Faculty and students alike benefit from his talent, knowledge, and generous spirit. He is a great guy.
D. Brawner, Design & Illustration Faculty and Department Chair at Watkins College of Art & Design
I have been involved in Guy's academic and creative career and know him to be intensely sincere and motivated in the pursuit of artistic standards. As a student and as a member of the Admissions Team, Guy's presence within our college has proved to be beneficial to all those with whom he interacts. He brings energy, thoroughness, practicality, authentic participation, and true ambition. He filters these traits with genuine self-evaluation, and a clear adoration for the possibilities of art.
As a post-graduate, he enrolled in a 4D Design class to keep himself fresh and current with academic rigors and technological advancements. Guy has a vast knowledge of many aspects of creative work that include photography, design, fine art, managerial and technical software skills.
It's been my privilege to participate with Guy during Portfolio Review days in various cities and universities. During these trips, I have witnessed him interacting with potential students and critiquing their young work. Guy possesses the ability to be both direct and encouraging to those students whose talents have not met their full potential. This is an amazing skill. It speaks to his ability to give pointed criticism and therefore understand the true nature of a critique. It also speaks to his ability to socially interact with various types of art students.
He is a highly capable thinker and soundly ethical with a conscientious global morality. Guy is an involved participant and will meet any challenges that come his way with creative thinking and problem solving. Students will benefit from his dedication and inquisitive nature as he meets everything with a desire to understand the inherit nature of "why" and "how".
K. Hargrove, Associate Professor of Drawing at Watkins College of Art & Design
Guy has worked for me in the Admissions Office, first as a student worker and then as a full-time employee. In that time he has progressed in responsibility to become my office manager. He is thoughtful, conscientious and highly efficient but his real strength comes from his ability to connect, converse, and work with our unique art, design and film applicants.
His training and his own talent in art and design allow him to understand and communicate on a personal level. He excels in portfolio review, an important aspect of our admissions process. His encouraging but honest critiques have resulted in a high level of satisfaction from the applicants, the faculty, and the students. I am a daily witness to the connection he makes with the applicants, which continues as they transition to students at the college. He is always available to help in any way he can and our students look up to him, seeking him out for both advise and support.
Guy constantly looks for ways to improve the office and the admissions process. I seek out his opinion daily on design, concept, and communcations, as together, we have moved to brand Watkins College of Art, Design, and Film as the unique, selective, and forward-thinking institution.
L. Schwab, Director of Admissions at Watkins College of Art & Design
I have taught in a classroom next to Guy for three years and feel that, based on what I have witnessed, he would be an asset to any school, school system, or educational setting in which he worked. I have been continually impressed by his strong desire to learn and grow as a professional. He has shown elevated levels of ability, not only in the delivery of instruction, but also in the development of positive and creative classroom culture.
Guy is one of only a few teachers that I have worked with that regularly demonstrates the aptitude, teamwork and interpersonal skills needed by effective teachers in today’s classroom environment. I believe that given his skill as a teacher and his desire to learn, he could exercise his potential in any opportunity and contribute to any program as he pursues his personal and professional goals.
M. Kuhlman, High School Instructor of Design