Context

A small university visual arts program serving non-majors had developed without a clear structure or strategic direction. I was asked to evaluate the program and identify opportunities for growth and alignment within the broader institution. With no art major on campus, the existing studio art minor could be more intentionally structured and positioned. There was also clear potential to expand into applied and digital areas, creating more flexible and relevant pathways for students.

Approach

I conducted a full program analysis and identified two parallel opportunities: to realign the existing studio art minor around a more focused and intentional curriculum, and to introduce a new applied arts pathway through a Digital Design minor.

Together, these changes positioned visual arts as both a standalone area of study and a meaningful complement to other disciplines across the institution.

Design Decisions

Online delivery was a core assumption from the start, not an afterthought. The program was designed to function fully asynchronously, addressing scheduling barriers and expanding access for students balancing other academic priorities.

The structure separated fine arts and applied arts into distinct but connected pathways. The applied arts pathway was developed as a new offering, focused on digital design and aligned with fields such as computer science, business, and communication. It was intentionally positioned as both a complementary skill set and a potential point of distinction for those majors, strengthening their relevance in an increasingly visual and digital landscape.

A phased staffing model supported realistic implementation and long-term scalability.

Proof of Concept

Color in Art and Design, a course I designed from scratch, served as a proof of concept for the broader model. It functioned as a shared foundation across both pathways, supporting students in traditional studio work as well as those entering through applied and digital interests.

The course was built for asynchronous delivery with a clear, repeatable structure. Distinct units were designed to mirror the design process, guiding students through research, ideation, development, and revision. Assignments were scaffolded and iterative, with feedback integrated throughout rather than delivered at the end.

This structure created a stable framework that supported choice-based learning and opportunities for divergent thinking, allowing students to develop individual direction while working within a coherent system.

Built with integrated outcome mapping grounded in Fink’s and Bloom’s Taxonomies, the course consistently filled before other studio offerings.

Outcome

A complete program framework including curriculum, staffing model, and asynchronous delivery structure. Implementation stalled due to institutional financial constraints.

Full documentation available upon request.