Get to know DaShaun Hightower, a participant in the Roundtable’s 2025 NY State Teaching Artist Mentorship Program, in this mentee profile interview conducted after he completed the program. DaShaun shares about his artistry, the road to working in the arts education field, and his experience in the mentorship program with the Roundtable.
Learn more about applying for the 2026 NY State Teaching Artist Mentorship Program here – applications are currently open and close on Friday, January 30 at 11:59pm ET!
- What’s your name, where are you from, what do you make, and where can we learn more about you and your work?
My name is DaShaun Hightower and I am from New Britain, Connecticut. My work revolves around using textile art and technology to amplify cultural identity. My work can be viewed on my socials and my site hightowerstudio.store.
- Tell us about your artistry. What interests you, inspires you, and what has drawn you to the intersection of the mediums that you work with?
My work exists at the intersection of art, technology, and cultural identity. I am fascinated by how creative practices—whether textile design, 3D modeling, or digital media—can be used to tell stories, preserve histories, and empower communities. Early in my career, I explored these ideas through fashion, launching an independent brand that gained international recognition and collaborated with artists and public figures such as Gisele Bündchen, Brandi Quinones, Louisa Jacobson, K. Michele, and Jamila Woods. Through this work, I learned how design can become a vehicle for visibility, representation, and influence. Over time, I shifted my focus toward education, bringing my creative practice into academic and public spaces. Teaching courses in digital design, web development, 3D modeling, and concept development allows me to connect students with both technical skills and cultural knowledge. I strive to create spaces where creativity is not just a form of expression but a tool for empowerment, critical thinking, and self-discovery. In my current practice, I merge technology with storytelling to explore identity, innovation, and community. Whether through digital artwork, a 3D model, or a student project, my goal is to demonstrate that technology is not a monolith—it is a tool that can amplify voices, preserve histories, and expand possibilities. My work is a celebration of creativity, culture, and the potential of imagination to shape both personal and collective futures.
- How did you catch the teaching bug?
My introduction to teaching grew out of a desire to use my talents in service of my community. While in college, I participated in the America Reads tutoring program and was placed at a school in Dorchester. There, I built meaningful rapport with the students I worked with, an experience that stayed with me long after the program ended.
That seed reemerged years later when I returned to Connecticut after leaving corporate America. I began working as a behavioral specialist at Solterra Academy while also serving as a youth mentor at YouMedia. At times, I worked 12-hour days between the two roles, but it never felt like a burden. I was doing work I truly loved supporting, guiding, and enriching the lives of young people.
- How does your artistry manifest in your teaching practice? Can you talk about that practice more and how it has evolved over your teaching career?
In my teaching practice, I lean into adaptability. My artistry is like a tapestry that is the sum of all my experiences. As an educator I stand by the phrase Life Long Learner. I am constantly teaching myself new programs or techniques to keep my mind sharp and my practice exciting to me.
This sensitivity to change and embracing it is woven into my teaching. I lean heavily into adaptability when it comes to teaching. I have taught at multiple institutions and interacted with various populations of students each with their own needs. I have found that there is nuance in the way that the content is served to the students based on their demographic. There are challenges with teaching in the city that stem from environmental factors. Being aware of those factors and how they show up in students’ behavior is a key to success. Young people want to be seen and know that someone has invested in them. There is a balance between discipline and support that needs to be implemented to run a successful class. When you have an excess of either of the two is when things tend to spin out of control. As the instructor you are the guide and a source of information. When you lose that leverage is when you lose your classroom.
- Who was the first teacher that you had that left an impression on you? Whose teaching style do you reflect upon when you are trying to figure it out?
The first teacher who truly left an impression on me was my pattern drafting professor, Maritza Farrell. She recognized that I could clearly communicate my ideas, but that I needed support with execution. When I first entered college, my sewing skills were not as strong as they needed to be. Rather than focusing on that gap alone, she nurtured my strengths while holding me to a high standard for improving my weaknesses.
She was firm especially when it came to execution but her rigor came from a genuine investment in my success. That diligent balance of affirmation and accountability gave me the confidence to pursue the path I am on today. I often return to this mindset when I find myself challenged in my own teaching practice: identifying students’ strengths while empowering them to confront and overcome their weaknesses.
I applied this approach when I first began teaching AP Computer Science. One student had disengaged from the course because she couldn’t see how coding related to her passion for nursing. That evening, I researched institutions seeking registered nurses with coding expertise. When I shared both the career possibilities and earning potential and showed her that I had taken the time to understand her interests her perspective shifted. She went from failing the course to finishing the year with a B.
- Tell me about how you found out about the Mentorship Program. What made you decide to apply for the 25 Cohort?
I found out about the program through the Teaching Artists Project (TAP). I am an alumnus of TAP’s program and saw the Mentorship Program opportunity in their newsletter. I was intrigued by the investment in Teaching Artists and a potential introduction to a network.
- What goals did you envision for yourself at the start of the program?
I began the program in April, seeking both community and guidance on how to use my talents to serve a broader audience. I entered with a vision of transforming my passion for teaching into something that could more meaningfully support my community. I wanted to use computer science as a vehicle for youth empowerment.
My goals were to learn how to become a vendor with the Department of Education, how to effectively present and sell my program to prospective schools, and how to sustain it through grants and federal funding.
- What experiences did you have during the program that left a lasting impression? Were there any surprises? Challenges that you grew from? Epiphanies?
Some of my most impactful takeaways came from workshops focused on digital marketing and fundraising, two areas essential to sustaining creative and educational work.
For example, the Face-to-Face Marketing Tools and Strategies for Artists workshop with Molaundo Jones offered valuable insight into becoming an effective artist in the age of social media. He emphasized the importance of using one’s expertise to create intentional, authentic content, as well as maintaining consistent communication across all platforms—not just social media. One of my greatest challenges was becoming more visible by showing my face. Molaundo reminded us that people don’t invest in a brand solely because of a product; they invest in the person behind it and the story they share. Taking this to heart, I began posting more about my “why” and sharing glimpses of my studio practice. This candid window into my process humanized my work and helped me connect more deeply with my audience.
At the Day of Learning, Nathan and Candace from Benvenuti Arts delivered an exceptional session (Fundraising Strategies for Grassroots Organizations) on sustaining grassroots organizations, offering in-depth fundraising strategies at both the micro and macro levels. Their approach was inspiring and helped demystify the stigma often associated with fundraising. The breakout groups were a particular highlight, as they presented real-world scenarios commonly faced by grassroots organizations. In my group, we drew on past experiences to inform our decisions. The exchange between seasoned professionals and tech-savvy emerging leaders led to thoughtful, innovative solutions that balanced sustainability with mission-driven work.
Experiences like this reframed how I approach the field of arts education and strengthened my confidence in leveraging my skills and experiences to carve out a meaningful space within it.
- Now that the program is at its end, how have your goals been met or shifted? What are you taking forward with you into your future? What do you see as your next steps?
My goals have stayed on the original intended track. The future is bright for me. I have taken the necessary steps to become a vendor with the Department of Education. With this milestone I can now start offering my workshop History in the Digital. This workshop combines my love for technology and community, using the computer as a fine art tool and providing an overview of digital art concepts. Students will use these newfound skills to create unique works of art based on a black innovator of their choosing. The goal is to empower scholars with knowledge of their own roots while exposing them to digital skills. This catalyst will show prospective scholars that computer science is not a monolith. They can use their creativity to become computer scientists who empower themselves and their communities. More information on the workshop can be found on my website.
- What advice would you give to TAs who are considering applying to the program for 2026?
The advice I would offer to TAs considering this program is simple: arrive fully. The program gives back only what you are willing to give. I entered alone and emerged in community. I arrived without a map and left holding a blueprint. I stepped in with uncertainty and walked away affirmed, grounded in the knowing that this is the path I am meant to follow.
