My pedagological approach mirrors that of philosopher Robert Grudin in which he states, “true teachers not only impart knowledge and method but awaken the love of learning by virtue of their own reflected love." As an Associate Professor of Art in the interdisciplinary Honors College at the University of New Mexico, I aspire to awaken a love of learning by fostering an interdisiplinary classroom environment that weaves together fields such as art, philosophy, material culture studies, and women's studies.  I urge students to creatively question the world around them—visually, conceptually, and politically—and inspire them to depart my classes with the ability to self-transform. 


COURSES DEVELOPED AND TAUGHT AT University of new mexico

UHON 121:24 Legacy of Material culture: The Story of OUr Stuff

Syllabus + Course Outline + Final Paper Prompt + Student Paper Oral Presentation

This freshman level writing intensive course explores the legacy of the “good life” and the role that material culture plays within its pursuit. Looking at sources such as Aristotle’s Nicomachean Ethics, Ruskin’s Unto This Last, Marx and Engel’s Marx-Engles Reader, de Botton’s Status Anxiety, Berger’s Ways of Seeing, Leonard’s Story of Our Stuff and Hume’s Garbology students explore changing notions of the “good life” from ancient times to present day. Students study the changes in our philosophies and relationship with material goods and evaluate the role they play in contemporary culture through economic, environmental, aesthetic lenses. Through written essays, oral presentations, and creative exercises students explore the similarities and differences in which theorists and contemporary artists explore material culture.

UHON 207.003 Fine Art as Global Perspective: Art as Scale

Syllabus + Course Outline + Installation Project

Art as Scale explores ancient art, earthworks, installation art and conceptual art. The sophomore level course is centered on the idea that a transformational understanding of the human experience is at its heart a creative endeavor. To truly grasp our place in the universe we need to deeply experience scale. The students visited the art piece, Star Axis and were able to get a personal tour with the artist, Charles Ross. Further, we took a field trip to see installation based and immersive environments in Santa Fe—Meow Wolf, CCA, and Site Santa Fe. Throughout the course, students developed a vocabulary with which to discuss art and interweave the relationship between art and culture. 

In the class, students researched and constructed infographics, created a photographic self-portraiture project (in the spirit of Gregg Segal), and worked collaboratively to create an immersive installation which explored scale and repetition within the framework of a central concept and unified aesthetic.

UHON 207.001 Fine Art as Global Perspective: Social Transformation through Art

Syllabus + Course Outline + Inside Out Project + Political Art Paper Prompt

This sophomore level course investigates the historical and contemporary usages of art as a social tool. The course explores a range of historic and contemporary texts and artists (JR, Marina Abramovic, Yolanda Dominguez, Candy Chang) whose methodologies, materials and approach challenged cultural norms. Students created several creative projects—photographic, performance and public works.  I have been able to arrange for artists, such as Naomi Natale, Justin Plakas, and Rachel Debuque, to visit the class, present their work, and create work with students.

In Social Transformation Through Art, students created several creative projects — photographic, performance and installation. Working in partnership with the French contemporary artist JR, students took part in the world’s largest participatory art project, the Inside Out Project. After being the first artist to be awarded the TED prize, JR created the Inside Out Project to allow communities to photograph members of their own communities who deserve recognition and visual presence. My students formulated a concept, photographed, and installed several bodies of work—which sought to humanize and acknowledge the presence of refugees in Albuquerque, illustrate diversity on campus, de-shame and acknowledge the prevalence of sexual assault by depicting both survivors and their support teams (friends and family), and recognize differently abled people. 


Syllabus + Course Outline + Infographic Project

I co-developed and team-taught this course, with Dr. Marygold Walsh-Dilley, which explores the historic roots and contemporary practices of incarceration through the lenses of sociology and art. A range of projects were created to integrate these disciplines and to evaluate mass incarceration, the civil rights issue of our generation, in new and profound ways. Additionally, a great deal of effort was put into galvanizing support to bring in speakers to work with honors college students and to speak to the larger UNM community such as Richard Ross and Jimmy Santiago Baca. Richard Ross’ work explores the efficacy and ethics of the treatment of American juveniles in detention centers. His books, Juvenile In Justice and Girls In Justice, explore the intersection of photography and sociological research proving to be not only a powerful “catalyst for change”, but an integral primary source that served as a model of interdisciplinary for students.

Throughout the team-taught course, Marygold Walsh-Dilley and I investigated incarceration through the interdisciplinary lenses of sociology and art.  This infographic project merged the two disciplines by having students gather data from academic journals, cull it, and ultimately create an infographic utilizing aesthetic considerations of design such as hierarchy, proximity, unity, color, typography.  A thesis statement was forged from the data which in turn was visually represented.

UHON 402.001 Locked Up: Incarceration in Question, Part II: Service Learning

Syllabus + Course Outline + Service Learning Portfolio + Creative Project

I co-developed and team-taught the second part of the yearlong course, Locked Up: Incarceration in Question II. This course focused on service learning as means for students to extend the academic work they did in the fall though experiential, community engaged efforts. Students took part in service-learning projects to assist at-risk youth in partnership with Outcomes, Inc. and Desert Hills. Outcomes Inc. is a New Mexico based non-profit organization that provides professional guidance and support to individuals and families. The Conflict Resolution Division assists juveniles who are in the justice system as a result of violence and/or conflict. Honors students created curricula and taught students in the Alternative to Violence Program. Desert Hills is a residential treatment center that provides behavioral and mental health care for children, adolescents and their families. 

These creative projects are a reflection of what students learned during their service learning projects and from the inquiry into incarceration as a whole.  


Syllabus + Course Outline + Global Art Paper + Creative Project

This course explores the aesthetic experiences of cultures around the world where art and life are inseparable. The course is rooted in a branch of philosophical study—aesthetics— which applies a critical lens to the relationship of art, culture and nature. We read seminal philosophical texts which investigated the similarities and differences of art between cultures.  

This student creative project was based on Sei Shōnagon's, The Pillow Book and a goal of activating a range of senses.  

Chair of Rana Chan's Honors college creative thesis:  Breaking Gender Norms through Fashion: Lessons from Georgia O’Keeffe


Rana-Chan-Press Release Photo.jpg

Rana Chan forged a relationship with the Georgia O’Keeffe Museum and Girls Inc. of Santa Fe to create a series of multi-generational workshops as part of her honors thesis.  Upon meeting with the Georgia O’Keeffe Museum, Ms. Chan, recognized that the institution sought to connect younger museum patrons to the life and work of Georgia O’Keeffe. Ms. Chan orchestrated a partnership with the Girls Inc. of Santa Fe, an organization geared towards the empowerment of girls, with programming that focuses on making girls “strong, smart and bold” through healthy living, academic enrichment and life skills.  In collaboration with the Georgia O’Keeffe Museum and Girls Inc., Ms. Chan devised six weeks of programming for a group of 11-13 year old girls to learn about the life of Georgia O’Keeffe. In particular, the workshops utilized O’Keeffe’s fashion choices as a reflection of her individuality, practicality, and aesthetic expression, which served as a springboard for the girls’ creations. Over the course of the workshops, the girls were given a tour of O’Keeffe’s clothing vault, selected fabrics, and constructed their own garments.  In many ways, this project relied on the generosity of community that Rana Chan cultivated.  A cohort of experienced female sewers from Santa Fe served as mentors for the girls in the program.  During the progress of designing and learning to sew their garments, the girls forged relationships with their mentors, were empowered by learning something new, developed troubleshooting skills, and fell in love the act of creating something on their own.  During the final workshop, students presented their garments to their community and project stakeholders, to high praise. Rana Chan’s thesis project expanded beyond a mere “project” and became a tool of transformation advocacy—a means to improve her community and advance the lives of others.

Committee member for JEsse Yelvington's Honors college thesis:                                    Naming the Nameless: Exploration into Queer Poetry and Empowerment


Jesse Yelvington's work explores the role of poetry as a means of empowerment particularly for the LGBTQ community.  After conducting interviews, taking photographic portraits, Jesse's honors thesis project culminated in a written thesis, solo exhibition, and poetry reading. 

Selected Student Evaluation Comments:

  • “Professor Jacobs has been the best professor I have had in my college career. She is passionate, engaging, and vibrant. During this course, Ms. Jacobs had the class participate in three major art project. All of these projects forced me to step outside of my comfort zone and in in the process of this I have grown a lot as an individual. All of the readings she assigns are interesting and relevant. I have learned, grown, and had a fun semester because of this course. I will be forever grateful that I was able to work with Ms. Jacobs.”

  • “Her passion for the class makes learning so much more fun. She is incredibly insightful and engaging.”

  • “This course has been one of my favorite Honors courses. Professor Jacobs has a unique approach and has been successful in the diverse integration of topics. She is encouraging and supportive and also very respectful.”

  • “The immersion into the subject and being able to critically read about instances of social transformation through art as well as participating in it was amazing. Megan Jacobs is also an amazing teacher who knows how to concisely educate students on the subject while drawing interest into becoming an active member of the subject.”

  • "I love the discussion based class style. I also really enjoyed the hands-on approach to the material. In the beginning of the semester, I believed we would be reading about artists and studying their art, but in doing projects and having the control of discussions in the students hands most of the time, this quickly became my favorite class. I also think that in getting feedback from Professor Jacobs on everything we do helps tremendously for our next project and just for our own sake. I also liked the layout of the class page. Everything for the entire semester was on a timeline and each day had a break down for what we would be doing. This helped me to be prepared for what was coming. Professor Jacobs also gave us handouts for everything we were doing and these proved to be helpful resources."

  • “I cannot stress how much the professor was passionate about this course. You could tell she loves teaching it, which is great. She really believes art is magical and great, which is really translated to the students.”

  • "She's positive and unlifting. Wonderful teacher!!"

  • "Megan's (1) personality, (2) smarts, and (3) availability are great. She's super cool, friendly, nice, bubbly, and just generally awesome. In fact, I really wish that I had known this when I entered college--this way I could've taken one of her other classes. She's super smart and makes herself available for extra help."

  • “The strengths of this course are the quality of content and amount of ambition and productiveness of the projects. I have never had a class that has created so much meaning and tangible products in my life. It is truly a unique course that definitely walks the walk.”

  • “This class has been phenomenal. It is an in-depth look at one of the most pressing concerns in today's world; mass incarceration. The instructors both worked extremely hard to make sure material was accessible to everyone in the classroom, while emphasizing values of social justice and recognition of privilege...Megan did a wonderful job selecting artists as examples for the class. I greatly appreciated the diversity in representation and art styles. Both Marygold and Megan are incredibly passionate about their fields, which makes them fun to learn from. They also clearly enjoy learning about other disciplines, both from students and from their fellow instructor.”

  • "The creative projects were the best way for me to learn in the class. Also, some of the readings were thought-provoking and activities we created based on them were fun and extremely useful."

  • “Megan fosters a comfortable environment in class. I think that most of the readings were immensely insightful and thought provoking. The coolest and most relevant class activities around. The field trip was totally awesome.”

  • “The readings were amazing! I learned so much! I need a book list for the rest of my life”