Dr. Bruce Mackh
Bruce Mackh earned a BFA from the School of the Art Institute of Chicago, an MFA from Tulane University, and a PhD in Critical Studies and Fine Art from Texas Tech University. While at Texas Tech, he was awarded a TEACH Fellowship, and was the only Fellow from the School of Art to earn this distinction.
Bruce has a strong interest in curriculum development, pedagogy, and faculty development, all of which informed his work as the Mellon Research Project Director at the University of Michigan, ArtsEngine. The goal of this project was to compile the first comprehensive guide to best practices in the integration of the arts into the research university, central to which was a focus on the idea of arts practice as research--perhaps one of the most crucial debates concerning the future of the arts in academia. The culmination of the Mellon Research Project led to Bruce's first book, Surveying the Landscape: Arts Integration at Research Universities (2015)
Office: Library 200
Tishina began her journey in this field, in 2015 as a middle school science teacher. She has since served as an Instructor of Biology at Eastern Oklahoma State College. She received her Master's in Educational Technology from Oklahoma State University.
She believes that the one great equalizer is knowledge. They can take your possessions and your freedom, but they can never take your knowledge. That you can carry with you and with it battle ignorance and make a better place for others.
Office: Library 110
Nate received his PhD in English Literature from Stony Brook University, a State University of New York campus. He has worked as a scholar and teacher for the last decade or so in the areas of late-20th century American literature. His work focuses on speculative fiction, Native American fiction, and gender studies. He has been privileged to teach both college and high school students.
Having shifted his focus to the discipline of instructional design, Nate’s current areas of professional focus are the advancement of student-centered course design and faculty outreach. He’s convinced that our campus does its best work for the people of the high plains region, including the students we draw here, when we are able to coordinate the science of teaching and learning with the hard-won knowledge of individual instructors. When we coordinate these realms of knowledge in solidarity with our colleagues and the students of CSC, our campus can lay claim to as significant a contribution to the public good as institutions many times our size.
Office: Library 110
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