Curriculum Vitae
Marsha S. Mills
Associate Professor, Advertising and Graphic Design
Home
119 Ryder Cup Circle
Raleigh, North Carolina, 27603
919-633-8116
millsrunner@gmail.com
msmills@waketech.edu
msmills@edmc.edu
Office
Wake Technical Community College
Department of Advertising & Graphic Design
Raleigh, NC USA 27603
919 866-5384 - office
Education
MAEd, East Carolina University, School of Art and Design
Greenville, NC, 2007-2010
BA, Design, Thomas Edison State College, School of Art
Trenton, NJ, 2000-2002
Goddard College, Plainfield, VT. 1998-2000
Hussian School of Art, 1968-1970
Sanski Studio of Art, Haddonfield, NJ, 1962-1966
Blackboard Online Teaching Certification, Wake Technical Community College
Project Management Professional Training Certification, Printing Management Systems,
1993
Teaching Experience
Associate Professor, Graphic Design, Art Institute of Raleigh Durham, Durham, NC, 2011
to Present
Instructor, Advertising & Graphic Design, Wake Tech Community College
Raleigh, NC, 2005-Present
Assistant Professor, Peace College, Raleigh, NC 2011
Assistant Professor, Methodist University, Fayetteville, NC 2010
Instructor, Johnston County Community College, Smithfield, NC, 2010
Instructor, Graphic design Department, Art Institute of Philadelphia, PA, 1988-2005
Professional Experience
Principal, Mills Communications
Haddonfield, NJ
Owner Operator, Print Brokering
Art Director, Tyco Toys
Mt. Laurel, NJ
Product and packaging design
Crash Dummies, My Pretty Ballerina, Ed Grimley, Blocks, Super Dough, Trains, Radio
Control Vehicles,
Creative Director, Plymouth Incorporated
Radford, VA
Licensed and in house designs applied to Fashion stationery. 21 lines a year, both offset
and web press-run approvals, reported to the President.
Staff Artist, Campbell Soup
Camden, NJ
Brochures, labels, advertising
Subsidiary work – Pepperidge Farms, Vlasic Dill Pickles, Godiva Chocolates, Recipe Dog
Food, Swanson Dinners
Freelance Artist, Butterfly Originals
Cherry Hill, NJ
Plush, seasonal items
Designer, Spindex Incorporated
Cherry Hill, NJ
School supplies
Designer, Panosh Incorporated
Cherry Hill, NJ
Toys, Pre-school
Designer, Russ Berry
Dayton, NJ
Plush Toys, giftware
Designer, Spindex
Cherry Hill, NJ
Seasonal giftware
Fuller Typesetting Organization
Philadelphia, PA
Book make-up, 4/C Film stripping
Freelance artist, Philadelphia College of Osteopathic Medicine
Philadelphia, PA
Academic-Administration Experience
Adviser - Graphic Design and Web Club, the “Future Designer’s Association”
Schedule: Events, Faculty workshops for the Adobe Suite, Call to Entry, AIGA advocate.
Portfolio Review Advisor, AIGA Annual Review, Durham, NC, 2011
Advertising & Graphic Design Curriculum Advisor for the Art Institute of Philadelphia
(2000-2001)
Selection Committee for Vice President of the Art Institute of Philadelphia (1998)
Secretary of the AFLCIO Teachers Union, Art Institute of Philadelphia (2003-2005)
Future Designers of America Advisor (2006-2010)
Orchestrate annual Portfolio Reviews for Advertising and graphic Design students at
Wake Technical Community College.
Participated in formal portfolio reviews at the Art Institute of Philadelphia for both the
Graphic design department and the Photography department.
Faculty Advisor to 30 plus students, releasing holds, preparing them for the next
semester. I lectured to students in class and one-to-one on topics of graphic design,
freelancing solutions, web design, blogging & social media, and career
paths within advertising & graphic design. As an advisor, I participate in
yearly portfolio critiques and industry advising sessions. (2005–present)
As an instructor at Wake Technical Community College, I created online
curriculum Typography 1 and 2, Career Design Exploration, and Client Media Relations
During my time as an instructor, I administered several online and Hybrid
classes. Served as lead instructor for all Typography courses.
Organize field trips for educational purposes, printers, mail houses, letter shops.
Designed classroom instruction for several hybrid courses in Blackboard, Wake Technical
Community College.
All seated classes are managed through Blackboard administratively, Wake Technical
Community College, Johnston Community College, Methodist University.
Managed other schools with ECompanion or MyPeace - equivalent of Blackboard
Add/Drop – Registration duties, Art Institute of Philadelphia, 2000-2005
Add/Drop – Registration duties, Wake Technical Community College, 2005-2010
My corporate Administrative experience at Plymouth Incorporated was to oversee and
manage $800,000 a year of Pre-press art production, both licensed and in-house
creations. I cut the budget in half upon becoming the Creative Director in 1990.
Honors-Awards
Juror, Poetry, Art Posters & Multi-media Posters Contest, Raleigh, NC, 2008-2011
Golden Key International Honor Society, Elected, Greenville, NC, 2008-2010
Graduate Studies, Dean’s List, Master’s Program, 4.0, Greenville, NC 2010
Juror, Graduating Portfolios, Elected, Raleigh, NC, 2007-2010
Juror, Member Portfolio Review, Elected, Raleigh, NC, 2008-2010
Juror, Portfolio Review, Art Institute of Philadelphia, PA 1999Curriculum Advisory Committee, Art Institute of Philadelphia, 1988-2001
Career Development Services, Wake Tech Community College, 2007-2010
Juried Awards Committee, Philly Gold Awards, 1999-2003
Blackboard Training, Basic, Wake Technical Community College, 2006
Blackboard Advanced Training, Wake Technical Community College, 2007
Camtasia Training, Wake Technical Community College, 2007
Power Point, Excel, Microsoft
Juror, Poetry-Art, Multimedia Poster Contest, Wake Technical Community College, 2008-2010
Distinguished Service Award, 15 years, Art Institute of Philadelphia, 2004
Graduate School Deans List, East Carolina University, 2007, 2008, 2009, 2010
Wake Technical Community College Service Award, 5 years
Future Designer’s Association Club Advisor Award, 2009-2010
Faculty Recognition for Individualized Learning Center, Wake Technical Community College,
2008-2009
Faculty Recognition for graduate degree from Wake Technical Community College, 2010
Juror, Photography Portfolio, Art Institute of Philadelphia, 2002
Lectures and Talks
Centra as a Teaching tool in our Online Environment, Wake Technical Community College, 2010
InDesign Workshop, Wake Technical Community College, 2009
Teaching Specialties
“Typography” (foundation using both ‘hands on’ and Adobe software)
“Portfolio Design” overseeing all content pieces and arranging the portfolio review with field
professionals for Graphic Design students
Foundation courses - Elements and Principles of Design preparing students with theory and its
application to the real world.
“Client Media Relations”, Professional Practice, Interviewing process
Computer-Aided Graphics & Design for all classes (Industry-Standard Programs)
Memberships
Golden Key International Honor Society, 2010 – present
AIGA, Philadelphia and Raleigh Chapters, 1990-present
Art Directors Club of America, 1990-2005
Philadelphia Art Museum, Philadelphia, PA, 1980-2005
Software Fluency
Adobe Acrobat, Photoshop, Illustrator, InDesign
Internet Explorer, Safari, Firefox, Camtasia, Centra,
Microsoft Word, Excel, Powerpoint
Teaching Philosophy
Professional-Design Philosophy
Graphic and web design is a methodical problem-solving process that balances
syntactic, semantic and pragmatic considerations to produce coherent visual
communications.
The design process begins with an understanding of the problem and context,
including audience requirements and client objectives. Based on my analysis of
the problem, I develop criteria for an appropriate and effective solution. Finally,
I organize information within a visual structure that enhances the quality of
information and communication.
As a profession, graphic and web design is a balance between business,
communication science, information technology, current culture and visual art – a
collaborative process, involving the participation of creative professionals from
diverse disciplines.
I have a professional responsibility to mediate communication between client and
audience. As an advocate for the reader, I have a moral and ethical responsibility to
create accurate information interfaces between clients and audiences.
I strive for dynamic equilibrium by balancing form with content, unity with variety
and clarity of organization with complexity of visual rhythm.
Internet communications and other new technologies are significantly influencing
the production, distribution and consumption of visual information. The computer
is now a hypermedia publishing environment, as well as a creative tool. As a
new-media information designer, I’m concerned with developing an equilibrium
between brand identity (interface and environment), information (organization
and visual structure) and interactivity (navigation and communication).
Creative Production
Student learning at the collegiate level can be easily summed up:
10% Understanding from lecture and examples
60% Understanding from hands-on projects & hands-on problem solving
30% Understanding from critique of student and professional work
Creative production within the classroom is a necessary component of any design
curriculum. In my classes, student are taught to begin with research, jotting down
as many ideas as possible, in an effort to begin with as many avenues of creativity
as possible. Each idea, definition, or free-thinking doodle should then be pushed,
trying out as many different forms and iterations as possible, until the initial idea
has been exhausted. Once these have all been examined in turn, the student should
begin working additively and subtractive, paring their ideas down to the best of
the best, which should be presented to the class.
Classes will present their work at regular intervals to receive in-progress critique
and dialogue from fellow students, discussing the concepts as a whole, the
strongest and weakest pieces, and those which are immediately or viscerally
distinguished. Students are then coached to discuss what is working in the
pieces and why, and what isn’t working within the pieces, and why not. Using
reinforcement and constructive criticism, students come to realize how fast
impressions within the web or design world are truly necessary. Through several
phases of creation and in-progress critiques, students come to create their final
pieces.
During the course of a given semester, 4-6 projects should be completed in a
standard collegiate level class, offering students numerous pieces for a graduate
portfolio. The 4-6 pieces should be re-presented (either in print or digital form)
at the end of the semester to the instructor. This will give the students weeks
to update or rework pieces which are less than stellar, and allow themselves an
opportunity to really push pieces which could have been better.
Students are stressed the importance of hard work and diligence.
The only difference between a good project and a great project usually boils down
to effort. In an industry where many things must be shown to be recognized for
their intelligence or poignancy, concept is truly king, and hard work is the kingdom
where it can be found.
While many low-level jobs in web and graphic design offer very little in the realm
of open-ended design and creative problem-solving, students should always be
stressed to work their hardest, and to push themselves as far as possible with ANY
given opportunity. If an opportunity does arise where they can truly shine— they
will be well prepared.
Rubrics
Rubrics are individually designed and critical understanding the importance of Outcomes. For art
projects the basics start with the following:
Concept
Design
Color
Typography
Craftsmanship
Rubrics benefit both student and teacher. I use various rubrics for different projects.
Curriculum Development
Students should always find themselves on a course, which is progressive, building
upon the earliest and most important disciplines of design while in an environment
that challenges them to push themselves and expand their level of understanding.
New Curriculum should always be developed with this idea in mind, as well as how
the curriculum will adapt itself to future applications.
New Curriculum demands a tremendous effort on the part of the teacher, gaining
a firm understanding of the end-result required for the class, and the necessary
steps a student should take to attain it. As an instructor, I sit down with the class
or curriculum abstract and begin by noting the individual skills which I feel are
required to attain the required level of mastery. The skills are then divided among
the 16 week schedule. Each skill is then incorporated into an exercise assignment
or included into a portfolio-level project. Every project should include hands-on
learning, and a final, group critique. If needed, new curriculum textbooks should
be gathered and evaluated in advance.
Student work should then be monitored and evaluated over the course of the class.
Is the curriculum moving too quickly or too slowly? Are there complaints about the
workload that deserve addressing? Are there demonstrations that need to be done
to ensure that the proper skills are changing hands? Are the students learning
what they wanted to learn? Classroom evaluations for the instructor, location,
curriculum, book, and teaching methods should be independently administered or
anonymously posted to ensure that learning is reaching optimal levels.
Any advanced coursework in art or design should consider an integrated web-based component
before the end of the semester. Graphic designers are often required to have some web-design
before being hired into career-track positions. Lacking these skills will make getting hired very
difficult in this day and age. Further, a web-based portfolio of work is essential and mandatory
for being taken seriously in 99.9% of graphic design hiring situations. Artists, on the other hand,
need the exposure which on the web can provide if they are hoping to make a career as an
artist. Blogging is a great way for artists to demonstrate their skills, show works in progress, and
extend their imaging to the web as a whole.
Coursework should also be prepared from the very beginning to include an aspect of
web-based classroom components. While any student may already have competency
in using the internet, it is not 100% assured. By including a web-based component
(blackboard, Moodle, school web-site or listserv, or personal site ), teachers can ensure
that students are entering the academic environment with a skill set vital for research,
development, and education. The online environment is a great storage utility for video
tutorials, PDF or text documents, online learning resources, and discussion boards for
classroom assignments and student help.
Diverse Populations
As part of my master’s degree in art education I took courses in multiculturalism as well as an
additional courses in Special Education in the CC system where I teach “that level of learning is
not required”. In an environment where it is not required, it was my decision to take graduate
level course work in multiculturalism and sensitivity in Education as well as classes in teaching to
special populations. These classes prepared me to teach through different modalities as well as
to serve as a liaison between disabilities services and faculty.
It has been challenging to find the appropriate course work for total classroom participation and
learning. Through observations and implementation of my course work for a diverse student
body I was able to achieve a solution where the whole class benefits from instruction.
Courses Taught
These courses are both using tradition hands-on skills and the Adobe Suite. Most colleges are
presently using CS 5.5 with predictions of rolling out 6.0 in the Fall of 2012.
Art Institute of Raleigh Durham, History of Graphic Design, 2011
Art Institute of Raleigh Durham, Corporate Identity, 2011
Art Institute of Raleigh Durham, Typography, 2011, 2012
Art Institute of Raleigh Durham, Fundamentals of Design, 2011
Art Institute of Raleigh Durham, Special Topics, 2011
Art Institute of Raleigh Durham, Portfolio, 2011
Art Institute of Raleigh Durham, Self-Promo, 2011
Art Institute of Raleigh Durham, Electronic Design, 2011
Art Institute of Raleigh Durham, Print Production, 2012
Wake Technical Community College, Grd-110, Typography, 2005-2011
Wake Technical Community College, GRD-111, Typography II, Spring 2006-2008
Wake Technical Community College, Grd–151, Computer Design Basics, Fall 2007, 2008, 2009
Wake Technical Community College, Grd–282, Advertising Copywriting, Spring 2005 - 2012
Wake Technical Community College, Grd-285, Client Media Relations, Spring 2005 - 2010
Wake Technical Community College, Grd–141, Graphic Design II, Spring 2009, 2011
Wake Technical Community College, GRD-265, Print Production, Fall 2009-2010
Wake Technical Community College, GRD 152 Computer Design Tech I, Spring, 2006-2011
Wake Technical Community College, GRD280, Portfolio Design, Spring, 2008-2010
Johnston Community College, ART-131, Drawing 1, Fall, 2010
Methodist University, ART-101, Design I, Fall 2010
Art Institute of Philadelphia, Graphic design Applications, 1999-2004
Art Institute of Philadelphia, Color Theory I, 1988-2001
Art Institute of Philadelphia, Color Theory II, 1988-2000
Art Institute of Philadelphia, Typography I, 1988-2005
Art Institute of Philadelphia, Typography II, 1988-2005
Art Institute of Philadelphia, Advertising Layout I, 2000-2004
Art Institute of Philadelphia, Advertising Layout II, 2000-2005
Art Institute of Philadelphia, Corporate Identity, 2000-2004
Art Institute of Philadelphia, Fundamentals of Design, 2000-2005
Art Institute of Philadelphia, Layout and Visual Indications, 2000-2005
Art Institute of Philadelphia, Product Graphics, 1990-2003
Art Institute of Philadelphia, Production Principles, 1990-2004
Art Institute of Philadelphia, Business of Graphic Arts, 2000-2004
Art Institute of Philadelphia, Portfolio I, 1989-2003
Art Institute of Philadelphia, Portfolio II, 19989-2003
Art Institute of Philadelphia, Portfolio II, 1989-2003
Art Institute of Philadelphia, Portfolio IV, 1989-2003
References
Please feel free to contact any or all of these individuals.
Irene Jahns, MHDL
919-961-3222 ijahns@nc.rr.com
Karen Girton-Snyder, MA
302-733-0322 ksnyder@macroform.com
Cheryl Leone, MA
856-217-5912 cherlnj@comcast.net
Tyler Dockery, BFA
919-272-4388 dynamodesign@gmail.com
Jack Lovewell, BA
610-462-5104 lovewell@ptd.net
Robert Quinn, PhD
252-328-5182 QUINNR@ecu.edu
Letter of Recommendation (most recent)
To Whom it May Concern;
“Since our first meeting in 2005, it has been my deepest pleasure to work with Marsha Mills.
Marsha came to Wake Tech with an extensive career as a graphic designer and 16 years of
experience teaching graphic design at the collegiate level, and her depth of knowledge has been
apparent at every level of our working relationship.
As a teacher, Marsha has been a tireless worker, exposing her students to real-life situations and
projects, which have required an expansive mindset and constant reevaluation of skills and
assumptions. Her forward-thinking methodology in a classroom setting allows her students to
think of their computers as simply another tool in their designer's arsenal— pressing emphasis
on critical thinking and traditional design methods to reach a final solution. Her project-based
classes and strong emphasis on student critiquing raises student expectations, and gives many
the drive needed in today's workplace.
In an environment which is often screaming for students to "hurry up" and "meet the
requirements", Marsha is constantly encouraging students to take the necessary time for ideas
to flourish, and gently prodding them to revisit solutions they might normally walk away from.
Marsha makes time to meet with her students, pushing their design skills, and often giving out
the kind of one-on-one encouragement which allows her students to find within them the extra
effort and desire which pushes a good project into a great project.
Marsha is a proactive teacher who engages both students and faculty to raise the bar of the
program itself. Working closely with the Future Designers of America, Wake Tech's student
design group, Marsha raises awareness of current issues, and brings in speakers from the
professional arena to inspire and motivate.
As a designer, Marsha works additively, coming to meetings with multiple solutions, and never
ceasing when only one solution to a problem exists. With a constant finger on the pulse of
current trends in cultural change and technological advancements, Marsha often finds herself
on, if not ahead, of the curve. On the few occasions when she finds herself unaware, she is an
open sponge, eager and waiting to soak up knowledge, which she can apply to her current
efforts.
Marsha's attention to detail, personal drive, and willingness to approach any subject with a
meditative concentration will make her an excellent candidate for any positions involving
conceptual work, hands-on design or art direction, education and training, or brand
development. I highly recommend Marsha Mills, and I am absolutely sure that she will join any
educational program or business environment and become a quick leader and positive asset.
Please feel free to contact me personally at any time regarding Marsha Mills, and her
appropriateness for your program.
Very Sincerely,
Tyler Dockery
tyler@dockerydesign.com
919.381.8108” March 15, 2009