School of Art

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A public health graduate student and a second-year medical student were honored recently by the University of Cincinnati (UC) LGBTQ Center for their efforts aimed at building community ties and improving the health of the LGBTQ community at the university and beyond. Ryan Anderson, a 2019 graduate of the master’s in public health program, and Haidn Foster, a medical student finishing his second year, received the LGBTQ Bridge Builder Award, and the LGBTQ Student Activist Award, respectively, during the Lavender Graduation Ceremony held April 25. The LGBTQ Bridge Builder Award celebrates any UC student or organization for excellence and commitment in building connections between the LGBTQ community and broader student life at UC. The LGBTQ Student Activist Award recognizes any UC student for excellence in leadership or service to the LGBTQ community at UC. Both honors reflect a commitment to diversity and inclusion and the urban impact platform of UC’s strategic direction, Next Lives Here. Anderson: Educating and social norming Anderson, a former graduate student worker in the UC Student Wellness Center, was nominated for the award by Lori Bishop-Ley, his former boss and assistant director of the Student Wellness Center. She says she was impressed by Anderson’s work implementing programs across the campus that tackle sexual health, gender-based violence and alcohol, tobacco and drug education along with mental health. Anderson, who majored in gender studies and film at Miami University, spearheaded a new social norming campaign at UC funded by the Ohio Department of Higher Education. The campaign focused on bystander intervention and ways to prevent sexual violence and was titled “Togetherto100UC.” “On social media Ryan created posts that encouraged students to be more active bystanders when they see or hear acts of gender-based violence,” says Bishop-Ley. “Ryan would highlight different situations on campus where students could interrupt problematic or violent behaviors. He then would offer different ways one could safely respond if they saw that situation.” Anderson created inclusive marketing materials such as flyers and newsletters to encourage students to understand potentially problematic situations with a new perspective, explains Bishop-Ley. Assessment tools he developed for this project also will help inform future campaigns. Bishop-Ley says Anderson helped organize monthly HIV testing services for the Student Wellness Center and worked closely with Caracole, a longtime partner of the center and Greater Cincinnati’s non-profit AIDS service organization. He educated students waiting for HIV testing about the test itself and offered information about other sexually transmitted infections and discussed safer sexual health practices, explains Bishop-Ley. Anderson was a Pride Ambassador with the UC LGBTQ Center and this role allowed him to align his values with his passion and build meaningful connections with LGBTQ students, explains Bishop-Ley. “The Wellness Center gave me so many opportunities and put a lot of trust in me,” says Anderson. “During my third week I was teaching alone for our sanction classes for alcohol and drugs. I really appreciated that they had that much trust in me.” Anderson hopes that as a recent graduate he can continue his work advancing HIV and sexually transmitted infection prevention and has his sights on a fellowship with the U.S. Centers for Disease Control and Prevention or the National Institutes of Health. “There are so many students doing powerful work all over campus so to be selected for such a great award was really amazing,” says Anderson. Foster: Redefining patient experiences Foster, a medical student who is interested in becoming an oncologist, launched the nonprofit online publication Pride in Practice earlier this year to offer more comprehensive LGBTQ health care education for medical students, residents, physicians and other health care workers. He was nominated by Sarah Pickle, MD, an associate professor of family medicine and associate division director, medical education, for the student activism award. Foster, a 31-year-old native of Seattle, has a special interest in LGBTQ health. He graduated with undergraduate and master’s degrees in English from the University of Washington and ran a marketing company for several years before going back to Portland State University for a Bachelor of Science degree in preparation for starting medical school. An experience with a chronic medical condition that caused severe pain, but was ultimately treated successfully, left him curious about his body and how physicians managed to cure him. His publication serves a resource on LGBTQ health care and includes articles written by UC faculty, staff and students as well as community activists and physicians from across the country. Recently, Pride in Practice became a registered 501(c)(3) public charity. One of Foster’s new initiatives on Pride in Practice is a provider resource portal with guides and clinical resources that medical professionals can easily share and print for use in the clinic. Resources currently in the portal include a physician guide to gender pronouns and a list of crisis hotlines for LGBTQ patients. Pickle says she is amazed Foster has time to serve as editor-in-chief of Pride in Practice. He also advances LGBTQ health care policy through his involvement in the American Medical Association. “Medical school is an extremely challenging time for future physicians,” says Pickle, also a UC Health physician. “They spend four years learning every aspect of the human body and the human experience. They memorize millions of facts, chemical models, medications and disease pathways. For most medical students, they spend most of their time studying, having clinical experiences, and many volunteer in the community. “Haidn Foster, in the midst of the academic rigor of his first two years of medical school, decided to become a CEO and author,” says Pickle. “So in the midst of learning about how to care for patients, Haidn is redefining how the medical community should care for persons across the spectrums of gender and sexuality.” Foster says receiving the award was pretty exciting. “I didn’t know I had been nominated, and a notification just came into my inbox one day that I had been selected for this award,” says Foster, who later learned Pickle had nominated him. “Dr. Pickle has been a tremendous mentor to me. She was my preceptor, and we have worked closely together on events such as the Transgender Day of Visibility in downtown Cincinnati. I’m so grateful to her and the UC LGBTQ Center for helping to highlight the importance of LGBTQ-inclusive health care.”

Two Bearcats honored for LGBTQ activism

by System | Jun 06, 2019
Practice makes perfect so the saying goes. Maybe it is also true for the University of Cincinnati College of Medicine as it moves through the reaccreditation process with the Liaison Committee on Medical Education (LCME). LCME is the official accrediting body for medical schools in the United States and Canada and is reviewing comprehensive data on the university’s medical school as part of an institutional self-study with plans to make an official site visit in October. In preparation of that visit, the College of Medicine will hold two ‘mock visits’—one June 3-4 and a second visit set Sept. 9-10. “It will be very good practice in terms of logistics with the official survey team,” says Pamela Baker, PhD, associate dean of medical education and faculty accreditation lead. “We have already done a dry run of a college tour for the team, provided guidance to participating faculty and students on questions they may be asked, and reviewed etiquette involved for the entire process.” The LCME survey team reviews a host of topics ranging from mission, leadership and faculty preparation to academic and learning environments, along with curricular objectives and assessment. The survey team also reviews student/patient safety, medical student selection, academic support, career advising, assignment, health and counseling services, and financial aid. You can read more about UC’s LCME reaccreditation process online. A LCME Self-Study Taskforce and six subcommittees of faculty, staff and medical students at the College of Medicine have spent the past eight months working with LCME to produce a 35-page Self-Study Summary Report, a completed Data Collection Instrument and an Independent Student Analysis. The information has been shared with a team of reviewers hired by the college to participate in the mock visit. That team includes three high-level administrators from other medical schools who have experience with LCME and expertise in the areas of medical school leadership, student affairs and admissions and curriculum oversight, says Baker. The self-study has allowed the college to address areas that need improvement and potential areas of concern by LCME. “It is important that we speak consistently about the improvements we have put in place,” says Baker. “Part of the feedback from the mock visit is not just where there are areas of concern, but follow up meetings with individuals or groups of individuals will occur to give them feedback on how the mock visit team perceived their interaction during the sessions.” Baker says mock visits are important in increasing the comfort level of all faculty and students participating in the process. “This is like a dress rehearsal so we can get used to the flow and rhythm of what is expected for the visit,” says Jessica Marks, director of strategic communications and recruitment in the College of Medicine’s Office of Admissions. “This will help us best prepare for the official visit in October.” Marks, who is providing staff support to Baker on LCME matters, says medical students have been an integral part of the reaccreditation process. “Every student is busy preparing for the end-of-block, USMLE step one exam, or with clinical rotations yet they still have found time to be part of the re-accreditation process,” says Marks. “Our students are invested in the success of the college and we couldn’t be more grateful to have their input in this important process.” The UC College of Medicine has a long track record of success. In 1819, Daniel Drake, MD, founded the Medical College of Ohio, the forerunner of the College of Medicine. The college’s birth is also the foundation of the University of Cincinnati which marks its bicentennial this year. For additional information about the reaccreditation process please contact Dr. Pamela Baker at or 513-558-1891.

Dress rehearsal underway for LCME reaccreditation

by System | May 29, 2019



The School of Art at the University of Cincinnati is housed within the renowned College of Design, Architecture, Art, and Planning and is currently ranked among top programs nationwide. Our students enjoy access to diverse academic and cultural programing offered by a world-class research university. Fine Art undergraduate students have the privilege of engaging in 3 semesters of co-operative education.

The mission of the School of Art is to educate students to become lifelong creators and scholars by providing a multi-faceted encounter with the history, practice, and philosophy of the visual arts and the role of the arts in various societies. The School of Art champions equity and inclusion and the role of the visual arts in the greater community. We are committed to the development of fundamental skills and knowledge in studio practice, theory, history, culture, and research coupled with in-depth, advanced studies in contemporary practices. We are a preeminent School widely known for a unique learning experience where experiential learning, cooperative education and an exhilaration for dynamic practice and research ensures that academic study will have a transformative effect on the lives of our students. 

Rather than requiring students to declare a studio concentration, we offer an interdisciplinary curriculum that encourages students to focus on the development of their work through contact with internationally recognized faculty across all disciplines.

Studio facilities include:

  • laboratories for wood, metal, ceramics and plastic.
  • foundry.
  • fully-outfitted photography area with traditional black/white, color, and digital printing facilities.
  • lithography, etching, screenprinting laboratory.
  • Computer Graphics Center that offers state-of-the art computers with extensive software libraries.
  • state-of-the-art Rapid Prototyping Center for 3D printing, computer controlled milling, and laser cutting.
  • an experimental technology laboratory that houses additional 2D and 3D input and output equipment in an environment that encourages exploration and the development of new processes.

The School of Art hosts the Elise Zeller Sauer Fund for Fine Art and the Agnes Croll Blackburne Visiting Artist Lecture Series that enables our students to interact with nationally and internationally recognized artists.

Our students find themselves steeped in a rich academic and creative environment both on and off campus - from signature architectural buildings on campus to an active and growing art scene with international programming at the Contemporary Art Center, the Cincinnati Art Museum, and the Taft Museum of Art. Additionally, Cincinnati boasts an active local art scene with many artist-run spaces with dynamic, challenging programming.

Undergraduate degrees are offered in fine arts and art history. An optional teaching licensure is available with each of these majors. At the graduate level, the School of Art offers Master of Arts in Art Education and Master of Fine Arts degrees.  As part of the College of Design, Architecture, Art, and Planning, the School of Art programs are accredited by the National Association of Schools of Arts and Design (NASAD).