Curriculum Vitae Information:

EDUCATION

THE OHIO STATE UNIVERSITY, Columbus, OH

1987: Master of Fine Arts in Sculpture
• Thesis Adviser: Todd Slaughter
• Graduate Teaching Assistantship
• Fergus Gilmore Grant

THE UNIVERSITY OF SOUTH ALABAMA, Mobile, AL

1984: Bachelor of Fine Arts in Sculpture
• Magna cum laude
• Phi Eta Sigma, College Honor Society

PROFESSIONAL ASSOCIATIONS

College Art Association
American Conference of Academic Deans
Participating Institutional Representative for EDUCAUSE

SUMMARY OF QUALIFICATIONS

• Confident leader focused on results through collaboration, process planning and diligent project management
• Facilitator of results-oriented teamwork with an approach using communication, appropriate delegation, and timely feedback
• Clear and effective writer with demonstrated ability to craft courses and programs supported by verifiable assessment
• Capable change agent in analyzing situations, inventorying resources, and delivering solutions that exceed expectations
• Effective manager with organizational skills that utilize appropriate technologies to leverage information and communication
• Excellent public speaker/representative with over 15 years of professional broadcast and speaking experience
• Dedicated professor committed to utilizing a variety of pedagogical methodologies to ensure student success in learning

ACADEMIC ADMINISTRATIVE EXPERIENCE

1996-Present:

THE SAVANNAH COLLEGE OF ART AND DESIGN, Savannah, GA

2004-Present: Dean of Undergraduate Studies, Academic Services Administration

General responsibilities:

The dean of undergraduate studies serves to advise the college's chief academic officer on academic policy with specific focus on matters related to a positive undergraduate student experience. This includes the following duties as assigned:

• Chairs the undergraduate curriculum council and co-chairs the combined graduate and undergraduate curriculum councils
• Establishes and enforces academic policies and protocols designed to support the rigor of undergraduate curriculum and its compliance with regional accreditation criteria
• Develops, implements and manages information systems for the curriculum development process with transparent resources, appropriate technology and clear protocols that allow for department chairs and others to track the progress of proposals
• Creates and manages information systems that allow the successful linkage of academic program assessment and curriculum development, as well as provide reporting systems within academic services to keep all stakeholders engaged in the process
• Addresses individual undergraduate student concerns and student appeals related to academic policy
• Maintains, in conjunction with department chairs and school deans, up-to-date course criteria for all courses and academic program outcome statements for all degree programs and provide liaison support to the appropriate assessment office on campus
• Manages the digital collection, verification and archiving of all course syllabi
• Supervises the academic advisement department which provides students information and advice on progress through undergraduate academic programs of study

Specific responsibilities include:

Policy Review and Development:

The dean works to establish and enforce academic policies designed to support undergraduate curriculum and its compliance with regional accreditation criteria. The dean also addresses individual undergraduate student concerns and appeals related to policy.

Undergraduate Curriculum Management:

The dean of undergraduate studies tracks curriculum information and submits monthly reports to the chief academic officer and the school deans. The dean of undergraduate studies helps school deans and department chairs manage curriculum development and revision issues related to both courses and programs as follows:

• The dean is the chair of the undergraduate curriculum council and co-chair of a combined graduate and undergraduate curriculum council.
• The dean is responsible for development, implementation and/or maintenance of appropriate information systems for undergraduate studies.
• The dean evaluates curriculum for compliance with regional accreditation criteria and makes recommendations to the chief academic officer.
• The dean assists in the coordination and communication of undergraduate curriculum to ensure successful course revisions, program changes, and development of new courses and programs. For the 2008 catalogue, the dean managed the development of 11 new programs and revisions to 28 programs, as well their associated new and revised courses.
• With approval from the chief academic officer, the dean implements and communicates changes in conjunction with appropriate constituencies, including the admission department, communications, the registrar, and academic advising.
• The dean of undergraduate studies maintains statistics and information on undergraduate students and the undergraduate programs.
• In conjunction with department chairs and school deans, the dean of undergraduate studies maintains up-to-date undergraduate course criteria for all courses and academic program outcome statements to the appropriate assessment office on campus.
• The dean administers the academic portions of the Rising Star, SCAD Summer Seminars, and Art Educators Forum. • The dean of undergraduate studies facilitates the creation of new special topic courses.
• The dean manages the digital collection, verification and storage of all undergraduate course syllabi.

Academic Advising:

The dean serves student needs by supervising the undergraduate academic advisement department which provides information and advice on progression through undergraduate academic programs of study in compliance with the College’s Strategic Plan Initiative: To add, train and develop academic advisors for all students. The dean manages this as follows:

• The dean supervises the administrative structure and functions of undergraduate academic advising, including the director of undergraduate academic advising, the director's two reports, the coordinators of undergraduate academic advising and their reports, and the professional undergraduate academic advisers and the department’s administrative assistant.
• The dean is responsible for prioritizing all departmental communication and business with the Chief Academic Officer.
• The dean of undergraduate studies manages the mission of the office of undergraduate academic advising in a manner consistent with the mission of the college.
• The dean is responsible for supervising the tracking of budgets and purchase requisitions for the department.

College committees and councils:

• 2007-2010, Quality Enhancement Plan (QEP) Advisory Committee, Chair
• 2007, College Assessment of Academic Proficiency (CAAP) Review Council, Academic Services representative
• 2007, Institutional Effectiveness, Survey Research Council, Academic Services representative
• 2007, Administrative Re-Design (ARD) Council, Academic Services representative
• 2006, SACS Task Force, Academic Services representative
• 2006, Managing Smart Growth (Pappas Consulting Group), Chair
• 2006-present, Leadership Committee of the College Council System, Academic Services representative
• 2004-present, Curriculum Council, Co-chair and chair
• 2004-present, Undergraduate Studies Council, Founder, chair (2004), and faculty liaison
• 2004-present, Academic Program Assessment Council, Co-founder, chair (2004), and faculty liaison
• 2005-present, Graduate Teaching Internship Seminars, Presenter and mentor
• 2005-present, Curriculum Direction Council, Faculty Liaison
• 2005-present, General Education Council, Faculty Liaison
• 2005, Student Services Biennial Review, Academic Services representative
• 2005, Student Services FYE Review, Academic Services representative
• 2002-2004, E-Learning Council, Faculty Representative

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Other service details:

Quality Enhancement Plan (QEP) Advisory Committee, Chair:

The dean of undergraduate studies has been asked to chair the college's Quality Enhancement Plan (QEP) Advisory Committee.

The purpose of the QEP Advisory Committee is to act as an information management body designed to educate, inform and guide the college community in soliciting, reviewing, recommending, implementing and reporting on a topic for the Quality Enhancement Plan. The committee’s charge is threefold:

1) Opportunity identification: The QEP Advisory Committee will initially work to identify a variety of broad opportunities for the enhancement of student learning, and, after formally reporting the results of their work to the President's cabinet and seeking that body's recommendations, will communicate this information to the college at large. The list of potential opportunities will be developed through a process that looks at the following areas:

• Academic Program Assessment
• Departmental Self Studies
• Foundation Studies Assessment
• General Education Assessment
• Historical Institutional Trends as Revealed by Available Data
• Institutional Surveys
• Non-Academic Assessment Relevant to Learning
• Previous Suggestions and Recommendations made by consultants, accreditors, or advisory boards
• Standardized Testing

2) QEP suggestion solicitation, initial review and proposal development, finalist review and recommendations for topic selection: After formally reporting the results of their work to the President's cabinet and following the cabinet's advice, the QEP Advisory Committee will focus on one area of opportunity that is especially important to the college’s mission, vision and values, as well as this area's potential for effective continuation and enhancement of student learning. The QEP Advisory Committee will then invite the submission of suggestions for plans that address the chosen opportunity. These preliminary suggestions should come from interested parties within the college community and should address the identified opportunity in a way that demonstrates potential for enhancing student learning at the college. Once initial suggestions have been submitted, the QEP Advisory Committee will work through a collaborative and transparent process to develop these suggestions into more formal proposals to be presented to the President's cabinet for selection on the final QEP topic. All finished proposals will demonstrate the following:

• Enhancement of the mission, vision and values of the college.
• A focus on learning outcomes and/or the environment supporting student learning.
• Feasibility within the fiscal and physical capabilities of the institution.
• Evidence of broad-based involvement of institutional constituencies in the development and proposed implementation.
• Effective assessment plans to demonstrate the level of enhancement to student learning.

3) Plan Implementation and Reporting: Once the President’s cabinet has communicated its decision to the QEP Advisory Committee, the committee will then communicate the final plan's topic to the entire college community and will begin the campaign for the QEP's implementation. The QEP Advisory Committee will be responsible for implementation of the plan and for coordinating the efforts of all departments, both academic and non academic, in collecting information on the success of the plan in enhancing student learning. Further, the QEP Advisory Committee will be responsible for reporting of progress on all aspects of the plan to all interested parties.

SACS Task Force for SCAD-Atlanta visit:

The dean of undergraduate studies assisted the vice president for academic services by joining the SACS Task Force in preparation for the visit to SCAD-Atlanta by the Southern Association of Colleges and Schools, Commission on Colleges (SACS-COC). The task force was developed to organize and prepare for the fall quarter substantive change follow-up visit by SACS. The dean of undergraduate studies assisted the Task Force with the following:

• The dean created and managed the academic services shared drive for housing all academic services electronic documents related to construction of the SACS update website and was responsible for creating the primary naming conventions and labeled all academic services documents on the academic services shared drive relative to their respective Principles of Accreditation core requirements, comprehensive standards, and/or federal requirements.
• The dean mapped and aligned all support documents on a spreadsheet by requirement, standard, name, description, department and contact.
• The dean drafted the initial response reports to the SACS Task Force. These reports were based on materials solicited and organized documentation gathered to support the updates to the following core requirements and/or comprehensive standards: CR 2.7.2; CR 2.8; CR 2.9, CS 3.4.1, CS 3.4.5; CS 3.4.6; CS 3.4.9; CS 3.4.12; CS 3.4.14; CS 3.6.1; CS 3.6.2; CS 3.6.3; CS 3.7.1; CS 3.7.2; CS 3.7.3; CS 3.7.4; CS 3.7.5; CS 3.8.2; and CS 3.8.3.
• Liaised with and collected update support documentation from the following departments/offices: vice president of institutional effectiveness, all school deans, registrar’s office, library services, undergraduate studies, graduate studies and ESL (English as Second Language).
• Assisted in the collection and organization of all SCAD-Atlanta faculty syllabi linked to the faculty roster section of the SACS update website • Organized, by academic department, and made available all SCAD-Atlanta degree program outcome matrices for the SACS website.
• Organized, by academic department, and made available all project, course, and degree program rubrics for the SACS update website.
• Provided electronic versions of all update documents related to the office of undergraduate studies for the SACS update website.
• Prepared and presented at the fall 2006 SCAD-Atlanta faculty meeting, the following Principles of Accreditation compliance requirement overviews.
• Prepared and provided official Institutional Effectiveness Standards Reports for the following departments: undergraduate studies, graduate studies, library services, and the registrar’s office
• Acted as an academic services author/editor for the SCAD update website, authoring website content and linking it to support documentation.
• Participated in five interview sessions with various SACS-COC committee members • Created protocol document that will allow for protocol governance of policy by the academic director and the vice president for academic services at the SCAD-Atlanta campus.

Strategic Planning (Pappas Consulting Group) Working Groups: Managing Smart Growth, Chair:

The dean of undergraduate studies served as the chair and primary author of the Managing Smart Growth Working Group, submitting a draft report to the Pappas Consulting Group on 10/02/06 as part of the college’s strategic planning efforts. The Managing Smart Growth Working Group took a pro-growth stance in its report that is qualified by emphasizing the definition of what is meant by “smart growth”? The group recognized that growth is an opportunity for students, staff, and faculty members. Smart growth is that which is communicated to all parties to best plan for it. The working group recognizes the value, reasons and goals of Savannah College of Art and Design’s (SCAD's) growth and suggests that “smart growth” is one that looks at growth and carefully considers the following key points:

• Momentum: SCAD’s growth will provide the momentum necessary to become a world leader in arts education.
• Longevity: SCAD’s growth allows for a greater alumni and donor base which offers the opportunity for SCAD to increase its endowment and scholarships.
• Economies of scale: growth allows SCAD to offer superior facilities, equipment, technology, and programs of study while keeping tuition costs reasonable.
• Career opportunities: the growth of SCAD allows it to offer valuable career and leadership opportunities to its students, staff and faculty.

While the group discussed the value of reviewing data before creating principle statements related to growth, it decided that principle statements could be written first as a series “blue sky” ideals, keeping in mind SACS requirements and standards, as well as the cultural aspects of the institution as reflected in its vision, mission and value statements. Primary among the college’s cultural issues, it should be reiterated here that growth is recognized as opportunity for students, staff, and faculty members. In an effort to maintain focus on growth as a positive, the working group adopted a deconstructive approach to the charge of analyzing growth that included a review of growth issues relative to the management of resources to develop the following primary and supporting statements of principle:

Primary statement of principle (mission statement for working group):

• The college should grow by planning and providing the resources necessary to provide a high quality education, embracing growth in enrollment, programs, and locations as a means to maximize opportunities for students, faculty, and staff.

Supporting principles:

• The college should grow by actively researching and evaluating growth opportunities in new markets and complementary locations
• The college should grow by providing relevant academic programs, reflective of industry and academic standards, based on market research, demand and potential for career placement
• The college should grow by recruiting and retaining talented students committed to learning and academic success
• The college should grow by recruiting and retaining a superior and diverse faculty and staff committed to excellence in academic and educational support services
• The college should grow by leveraging new and existing physical and technological resources that consistently exceed academic and professional standards, and
• The college should grow by communicating plans for growth to all stakeholders coordinating for growth among all departments

Administrative Re-Design (ARD) Council, Academic Services Representative:

As an outgrowth of his participation and chairing in the Pappas Consulting Group’s Managing Smart Growth Working Group, the dean of undergraduate studies is engaged in the college’s administrative redesign (ARD) efforts and is involved with a group called Selected Academic Service Processes which will work on a variety of initiatives that center around providing service to students, including the creation of a student-accessible forms database and online routing system for forms approval.

College Assessment of Academic Proficiency (CAAP) Review Council, Academic Services Representative:

As the college examines the means by which it assesses the general education competencies, a review of the use of the ACT CAAP exam in light of more efficient and accurate means that might be available was conducted. The dean of undergraduate studies has been involved in the discussions that have recommended the eventual replacement of the ACT product CAAP with the ACT product COMPASS. Additionally, the dean has been working with the vice president for academic services and the vice president for institutional effectiveness, and the director of assessment to investigate reform of the college’s pre/post test system as well as the college’s participation in a pilot program called Project CAT to assess critical thinking skills (see notes below on Project CAT).

Project CAT Conference, SCAD Academic Services Representative:

The dean of undergraduate studies attended Tennessee Technical University’s presentation of Project CAT. Project director, Dr. Barry Stein and his group at TTU have worked over the last six years to come up with an easily administered, trans-disciplinary and faculty scored tool for assessing students’ critical thinking skills. The data on the development of the test demonstrated that, in its current iteration, it has an appropriate distribution of scores within a normal bell curve and no evidence of a ceiling or floor effect; was consistent with other measures of student performance, including entering ACT and SAT scores; and was sensitive enough to record significant scoring differences between pre-test and post-test administrations. A full report on Project CAT was submitted by the dean to the vice president for academic services and the vice president for institutional effectiveness.

Pre/Post Test Review, Academic Services Representative:

The dean of undergraduate studies has been involved in review of possible pre/post test changes to incorporate general education questions within bench-marked major courses. This initiative may help departments to more intentionally support the general education outcomes. Topics in meetings thus far have examined what sorts of general education questions could be legitimately incorporated into benchmark courses, using a model of taking the pre/post test questions from a sequence of required general education courses and re-seeding them throughout the major courses, and whether general education pre/post test questions typically tend to assess limited skill competencies within specific classes and not a student's broader learned predisposition to use some those competencies in a meaningful way that indicates that they've met the outcome. Regarding several general education outcome statements which do not tie to any particular course or courses, such as critical thinking skills, collaborative skills, and global awareness and citizenship, discussion of critical thinking analog questions relative to the major-specific content within the course. These questions would seek to find out if the student has integrated the general education knowledge as a learned predisposition in some sort of applied fashion toward the major. The council is also concerned about some of the issues involved with a general education pre/post test questions that measures theoretical or quantitative knowledge of a topic as a measure of learning, absent the qualitative performance aspects needed to assess success in meeting larger outcomes. This is especially true in some outcomes such as oral communication skills and written communication skills. All of these points were discussed in light of the fact that the college's general education outcomes have been updated by the college's general education council. Final approval of these revised general education outcomes is presumably pending further institutional review.

Longitudinal Survey Research Council, Academic Services Coordinator:

The dean of undergraduate studies assisted institutional effectiveness with an initiative which will result in an organized system of survey research here at SCAD focused on key points in students' academic and professional careers. This system would include such items such as recruiter surveys, commencement and exit surveys, internship supervisor surveys, alumni surveys, and even employer surveys. The collection of student and employer/supervisor opinions on estimates of growth, advising and mentoring experiences, and other relevant data regarding the students' academic experience collected over time will give us one more data point from which to make more cogent and informed decisions in the future, thereby improving institutional effectiveness. The dean assisted the vice president of institutional effectiveness in creating a task force of relevant individuals, including professors, which are representative of the college's schools.

SACS-COC Institutional Review (IR) Council, Academic Services Representative:

In preparation for the college’s reaffirmation visit, the dean of undergraduate studies has been meeting with all of the institutional effectiveness directors to begin proactive work relative to specific requirements for faculty and department chair access to electronic document repositories (i.e., shared drives, threaded discussion boards, and campus blogs), formatting departmental documentation, document management, and document naming conventions. This information will be provided to the IR Council which will in turn establish the scope, format and organization of those materials to be developed for the SACS-COC reaffirmation visit in 2009/2010.

Sungard DegreeWorks, Academic Affairs Liaison and Curriculum Coordinator:

The dean of undergraduate studies has been involved as both the Academic Affairs Liaison and Curriculum Coordinator for the implementation of DegreeWorks, academic planning software that is designed to eventually replace the CAPP report. Because of his level of familiarity with the college’s academic programming and curriculum, the dean has been involved in the authentication process necessary to begin the use of DegreeWorks by verifying the requirements and eliminating any ambiguities in the college’s catalogue.

Institutional Effectiveness, Non-academic Program Assessment Council, Academic Services Representative:

In line with work being done with the ARD group, the dean of undergraduate studies is assisting institutional effectiveness with an initiative and is working with the chief academic officer and the vice president for institutional effectiveness to develop a departmental information flow chart and management matrix for academic services’ non-academic departments, including the registrar, library services, undergraduate studies, graduate studies, ESL, Off-campus Programs, and the Center for Innovative Teaching and Learning (formerly Faculty Development).

Distinguished Faculty Program, Academic Services liaison with Institutional Effectiveness:

The dean of undergraduate studies meets with institutional effectiveness to coordinate academic services’ efforts to help with the Distinguished Faculty Program. The dean assisted in creation of the special topics courses by inputting the data from the faculty member to the Curriculum Tracking Application (CTA), facilitated use of the undergraduate and graduate academic advisers to communicate and promote the courses to qualified students, coordinated with the registrar’s office to register interested students in the courses, and reported enrollment numbers to the director of institutional evaluation, the vice president for academic services and the school deans, as well as to the former vice president for external affairs.

Other College Service:

• Continuing member of the President’s Circle for 2006-2007 academic year
• College representative to the Education Subcommittee of the Coastal Business, Education and Technology Alliance of Coastal Georgia and South Carolina

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ACADEMIC TEACHING EXPERIENCE

1996-to present: Professor of Foundation Studies, Sculpture, and Computer Art

Teaching responsibilities include:

• Sculpture courses taught: Introduction to Sculpture, Intermediate Sculpture, Figure Modeling in Clay and Plaster
• Sculpture courses written and taught: Introduction to Foundry, Intermediate Foundry, Introduction to Warm Glass (slumping and fusing), and The Art of Spectacle
• Drawing courses taught: Drawing I, Drawing II, Life Drawing I and Life Drawing II
• Design courses taught: Two-Dimensional Design and Three-Dimensional Design
• Computer Art courses taught: Survey of Computer Art Applications
• Workshops taught: Figure Modeling, Wood Carving, Foundry, Flexible Mold-Making, and Iron Casting.

1988: OHIO WESLEYAN UNIVERSITY, Delaware, OH

Adjunct Instructor, Foundation Studies Department

Responsibilities include:

• Courses taught: Three-Dimensional Design
• Assisted with management of department exhibition space

1985-1987: THE OHIO STATE UNIVERSITY, Columbus, OH

Graduate Teaching Assistant, Department of Art
Teaching responsibilities include:

• Courses taught: Life Drawing I, Foundry, Survey of Art for Non-Majors
• Assisted with Sculpture Area’s visiting artist program (John DeFazio and Deborah Butterfield)

OTHER SERVICE

• 2007-present, Curriculum Subcommittee member to the Board of Directors, St. Andrew's School
• 2005-present, Education Subcommittee Member of the Coastal Business, Education and Technology Alliance of coastal Georgia and South Carolina (CBETA), Savannah, GA
• 2004-2007, Board of Directors, St. Andrew’s School on the Marsh, Savannah, GA
• 2000-2002, American Diabetes Association, board member and consultant, Savannah, GA
• 1998-2000, Epworth Community Players, Epworth United Methodist Church, Savannah, GA
• 1994-1999, Public Service Coordinator, Inner City Night Shelter, Savannah, GA
• 1996-1999, Board of Directors, March of Dimes, Savannah, GA

PAPERS, PUBLICATIONS AND ARTICLES

• 2008, “The Future of Interaction Design as an Academic Program of Study”, Interactions Magazine, March/April 2008
• 2005, “Conlon sculpts tribute to Savannah settler Jones”, The Chronicle, April 8th
• 2005, “Conlon Has Carved a Life Out in Savannah”, Savannah Morning News, June 23rd
• 2005, “SCAD responds to Tsunami”, The Chronicle, January 21st
• 2005, “Conlon Sculpts Second Career”, The Chronicle, November 9th
• 2004, “Council approves placing monument to patriot, physician in Emmet Park”, Savannah Morning News, December 23
• 2003, “Students create ‘Soundscape’ for Savannah Music Festival”, The Chronicle, March 7th
• 2003, “Students Create a Spectacle in Class”, The Chronicle, February 21st
• 2002, College Art Association Conference (Philadelphia): New Media in Foundation Studies, Roundtable discussion sponsored by Harry N. Abrams, Inc.
• 1998, National Trust for Historic Preservation (Savannah), Application of RTV Urethane Rubber Molds, presented in conjunction with a workshop under the same title.

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EXHIBITIONS, COLLECTIONS AND COMMISSIONS

2007, Teh-he Lee, Angela Su Commission, Aletheia University (formerly Tamsui Oxford University), Matou campus, Gallery for Taiwanese Literature and Literati, Taiwan
2006, The Running Girl, Julie Backus Smith Commission, Backus-McGaughey, Savannah, GA
2005, Founding Father, Noble Wimberly Jones Commission, Emmet Park, Georgia Medical Society, Savannah, GA
2004, Out of Bounds, Boundary Hall Gallery, Savannah, GA
2003, Legend of Golf, Sam Snead Commission, The Club at Savannah Harbor, Westin Hotel Group, Savannah, GA
2002, The Dog Days of Summer, Alexander Hall, The Red Gallery, Savannah, GA
2002, Louise, Louise Daly Commission, Lake Daly, Savannah, GA
2001, Teaching Artists, Alexander Hall, Savannah College of Art and Design, Savannah, GA
2001, School of Fine Arts Faculty Exhibition, Alexander Hall, Savannah College of Art and Design
2001, Mopper-Stapen Exhibition, The Red Gallery, Savannah, GA
2000, Portrait of Elizabeth, Elizabeth Hess Commission, Robert Hess and Associates, Roscommon, MI
2000, The Art of Drawing, Anderson Hall, Savannah College of Art and Design, Savannah, GA
2000, Small Works 2000, Exhibit "A" Gallery, Savannah, GA
2000, Ford Plantation Showcase of Art, Ford Plantation, Richmond Hill, GA
2000, Matters of the Heart, Rapid Transit Gallery, Savannah, GA
1999, Faculty Exhibition, Savannah College of Art and Design, Savannah, GA
1999, Off Their Walls, Exhibit "A" Gallery, Savannah College of Art and Design, Savannah, GA
1999, Functional Follies: 20 Architectural Objects of Delight, Savannah College of Art and Design
1998, Faculty Exhibition, Savannah College of Art and Design, Savannah, GA
1998, First City Club Exhibition, Savannah College of Art and Design, Savannah, GA
1998, Signature Arts, The Signature Gallery, Savannah, GA
1997, Faculty Exhibition, Savannah College of Art & Design, Savannah, GA
1996, Small Works '96, Exhibit "A" Gallery, Savannah College of Art & Design, Savannah, GA
1996, Faculty Exhibition, Savannah College of Art & Design, Savannah, GA
1989, The Governor's 1989 Invitational, Ohio Arts Council, Governor’s Show, Columbus, OH (Award)
1989, Greater Midwest International IV, City Arts Center Gallery, Warrensburg, MO
1988, Columbus Art League Show, Upper Arlington Arts Center, Columbus, OH
1988, Teaching Artists, 1988 Faculty Exhibition, Ohio Wesleyan University, Delaware, OH
1988, Signature Arts Show, Signature Gallery, The Design Center, Troy, MI
1988, Finished Work, Unfinished Space, The German Village House, Columbus, OH
1988, Sculpture at Heritage Village, Ohio Arts Council, Yassenoff Center, Columbus, OH (Award)
1987, A Fragment of Life, Hopkins Gallery, Columbus, OH
1987, Two Men: Kevin Conlon and Dennison Griffith, Spangler Cummings Gallery, Columbus, OH
1987, Skintight, Sherman Gallery, Columbus, OH
1987, The Gilmore Show, Sherman Gallery, Columbus, OH (Award)
1986, A Show of Drawings, The Cultural Arts Center, Columbus, OH
1986, Real Art, Spangler-Cummings Gallery, Columbus, OH
1986, PreARTum Blues, Sherman Gallery, Columbus, OH
1986, Quite Naturally, Spangler Cummings Gallery, Columbus, OH

OTHER SKILLS AND INTERESTS

• Computer proficiencies include: Macromedia Suite, Adobe Creative Suite, Blackboard, and Microsoft Office.
• Amateur musician: instruments played include: clarinet and guitar
• Motorcycles, running and biking