Art, Design, and Biology

With Gratitude:

I am deeply grateful for the opportunity to develop this unit, Alebrijes:Where Science Meets Art, which represents not only my students’ learning journey but also my own. It is a culmination of professional growth, inspiration, and support that I have received throughout my teaching career—and most recently, through the Yale National Initiative.

I am especially grateful to Lorie Hogin, who was my painting professor during my undergraduate years at Valparaiso University. Her mentorship was a turning point in my development as an artist. Under her guidance, I was encouraged not only to refine my technical skills but also to find and trust my own voice. She challenged me to think critically about symbolism, narrative, and the role of art in society. Her work—bold, satirical, and deeply layered—became a model for how visual art could be used as a form of cultural critique and storytelling.

Professor Hogin pushed me to experiment with color, composition, and meaning in ways I had never considered. She taught me that painting wasn’t just about representation—it was about transformation. Her studio critiques were intense but always grounded in care, and she held us all to a high standard that demanded both conceptual clarity and craftsmanship. Through her, I learned to see art as an intellectual and emotional endeavor—one that could merge the personal with the political, the aesthetic with the urgent.

Today, as I teach and create alongside my students, I still hear her voice in the back of my mind urging me to push further, think deeper, and be bold. Revisiting her work for this unit has reminded me of her lasting influence on my artistic identity and the responsibility we carry as artists and educators to question, disrupt, and imagine. I am truly honored that she has so generously given her permission for my students and me to study her work. Her continued influence is a gift.

To the Yale National Initiative, thank you for igniting my intellectual curiosity and granting me the privilege to be part of something truly transformative. In my 25 years of teaching, this has been the most rigorous, fulfilling, and intellectually stimulating professional development I have ever experienced. It pushed me beyond my comfort zone, especially in writing—my personal kryptonite—and gave me the confidence to embrace the written word as part of my creative and academic practice.

I would like to extend my heartfelt thanks to three individuals who helped shape this journey:

• Sharon Ponder, our team lead, whose generosity, energy, and passion make her the heart of the Chicago crew.
• Mr. Donavan Spotz, my classmate and writing partner, who encouraged me, checked in regularly, and helped me reimagine my vision for this unit. Your insight/knowledge in science and support were invaluable.
• And most importantly, Professor Timothy Barringer, our seminar leader for Art, Design, and Biology. Tim, as he is affectionately known to our class, embodies the perfect blend of scholarly rigor and creative joy. His statement, “I am not a scientist—far from it—but fascinated by intersections between science and art,” perfectly captures the spirit of the seminar. Through engaging readings, museum visits, rare book viewings, and outdoor explorations, he brought to life the vibrant relationship between the arts and the natural world. His class has profoundly enriched my perspective—not just as a student, but as an educator.

Thank you, Professor Barringer, for your infectious enthusiasm, your brilliant teaching, and for making this learning experience one that I will carry with me always.