Lewis Moten

Executive Portfolio

Education & Credentials

Honors & Interests

White Oak School

Parkville, Maryland

Kindergarten and First Grade. Unhappy with the educational curriculum, my parents pulled me out of school towards the end of the school year after collecting a binder full of coloring pages as evidence that something wasn’t right. I was then home schooled for the rest of the year and over the summer to prepare for entering the next school year. I was unable to qualify for the second grade.

Harford Hills Elementary

Baltimore Maryland

A school that was just behind my grandmothers home. I was enrolled in special education. I recall occasionally learning sign language to sign with my classmates, but I can hardly recall any of it anymore. I would often attend after school programs and walk over grandmas house afterwards. This is where I learned how to play the piano. I also recall flying a kites in the fields.

Gunpowder Elementary

Nottingham, Maryland

September ~1983 to June 1986

I spent most of my elementary school years at Gunpowder Elementary, where I remained enrolled in special education classes. Although there was an effort to transition me into regular math classes, my lack of social skills posed a challenge. It was during this time that I began learning to play the trumpet.

Perry Hall Middle School

Baltimore, Maryland

September 1987 to June 1990

While my school day was now divided into separate periods, I still attended classes tailored to my special education needs. English posed the greatest challenge for me. Yet, I eagerly seized any opportunity to utilize the computer lab, where I crafted banners and Garfield cartoons using Print Shop or designed LOGO graphics on an Apple II computer. In one particularly memorable class, I explored drafting and gained access to a computer, where I programmed it to render an image of Mario shortly after my parents acquired a Nintendo Entertainment System (NES) gaming console.

Simultaneously, I nurtured interests beyond the classroom. My fascination with model trains led me to frequent visits to the library, where I eagerly devoured issues of Model Railroader magazine and books about computer programming. Additionally, my music teacher introduced me to the innovative sound of Autobahn, a record featuring voice synthesis by the German band Kraftwerk. I became captivated by this music, a passion that would endure for decades as I delved further into Kraftwerk’s influential contributions to musical history.

Moreover, I actively engaged in extracurricular pursuits. Collaborating with my science teacher, I co-founded a model rocket club, where fellow classmates and I reveled in the joy of launching rockets at the end of the school year. While our family had a longstanding tradition of building and flying rockets, my involvement in the club likely centered around the Strike Fighter model, which evoked memories of the iconic X-Wing spacecraft from Star Wars.

Eastern Vocational Technical School (EVT)

Essex, Maryland

September 1990 to October 1990

During the summer, I underwent testing to determine eligibility for admission to a particular school, likely attributed to my history in special education. The assessment process included various physical projects, such as assembling bricks with cement and working on plumbing pipes for a sink. Ultimately, both my brother and I were accepted into the school, though I don’t recall him undergoing any tests.

My experience at EVT was enriching, particularly in the first year when students were assigned to different vocational classes before selecting their preferred specialization. I gained diverse skills, including coloring sugar for cupcakes and utilizing machinery to create notepads with personalized headings. Other projects involved etching circuit boards, injection molding plastic for game components, and bending plexiglass for display purposes. Additionally, I learned sewing techniques in a home economics class.

Despite being placed in a regular math class, I discovered a proficiency in mathematics, a pleasant surprise. The school environment was not without its share of pranks, including an incident involving a Swedish fish candy and a lingering odor that disrupted a class session.

Unfortunately, our enrollment at the school was short-lived. After just two months, my parents relocated to Fort Ashby, West Virginia, in pursuit of job opportunities and to be closer to property owned in Delray, West Virginia.

Frankfort High School

Ridgeley, West Virginia

October 1990 to May 1994

Frankfort High School offered a markedly different educational experience. Lacking special education classes, they struggled to occupy my entire school day, relegating me to lengthy periods of silence and tedium in study hall. It felt more like a punishment than productive use of time, merely counting down the minutes until the bell rang. Eventually, I sought refuge from the monotony by assisting the cafeteria staff with lunch setup duties.

Moreover, the school environment felt somewhat disjointed. The supportive atmosphere I had grown accustomed to was conspicuously absent. The transition from basic literacy to the complexities of English education proved challenging, leaving me feeling overwhelmed. I struggled to engage with the material and often found myself nodding off in class, my desk serving as an unwitting pillow.

However, my senior year offered a semblance of relief. With greater autonomy in selecting classes, I tailored my schedule to include subjects that captured my interest, such as art, typing, programming computers, drafting, and shop. This shift contributed to an uptick in my grade point average as I found renewed motivation and enjoyment in my studies. Additionally, I actively participated in extracurricular activities, including SADD and FHA, and engaged with my local 4-H club, attending both local and state camps.

Typically, Geometry is a course taken by freshmen, but due to my relocation, I found myself as a senior among a classroom of freshmen learning the subject. Fortunately, it was scheduled as the final class of the day, and being a senior who drove to school, I was allowed to leave early each day. Nonetheless, I still had to complete two English classes.

Two days before my 18th birthday, I sat patiently, awaiting my turn to receive my high school diploma. Amidst the anticipation, the class clown softly sang lyrics from a Cypress Hill song, “Insane in the membrane,” prompting my playful response of “Insane in the brain.” As the ceremony concluded, we joyfully tossed our caps in celebration.

One factor that contributed to my declining grades near the end of the school year was the escalating turmoil at home. A sibling had been causing significant disruption for some time, and the situation intensified as the year progressed. The tension culminated in an incident in which they drew a knife. Exhausted by the constant conflict, I grabbed the knife without regard for my own safety and disarmed them. No one was injured, but the police intervened. The sibling was removed from the home, legally disowned, and placed in state custody. I did not see them again for many years.

Subject	1st	2nd	3rd	4th
Drafting I	A	A	A	A
Principles of Technology	A	A	B	D
English/LA 11	B	B	B	C+
English/LA 12	B-	C	C	C
Keyboard App I	A	A	A	B
Geometry	B	D	B	F
Adult Roles	A	C	B	B

Organization	Grades	Leadership
FHA	12
HERO	12
SADD	12
FHA – HERO	12	Class President
FHA – HERO	12	Club Treasurer
4-H Historien
4-H County Camp
4-H State Camp

Mineral County Vocational School

Keyser, West Virginia

September 1992 to May 1993

Attending vocational school in West Virginia presented a unique schedule where half of the day was spent at the vocational school, followed by returning to high school afterward, with lunchtime serving as the transition period.

Given my background assisting my father in construction projects, I was already acquainted with various building terms and measurements. Woodworking tools were familiar to me, having even acquired my own scroll saw table and router. In my high school’s shop class, I constructed a substantial workbench. Opting for carpentry at the vocational school seemed a natural fit.

However, the carpentry curriculum leaned heavily on theoretical study, which I found less engaging compared to hands-on practice. Looking back, I realize that I would have preferred more practical application over theoretical instruction. Ultimately, I withdrew from the program after the first year. Despite this, I did have the opportunity to utilize the planer machine to flatten a walnut table my father had crafted years earlier, adding a practical dimension to my learning experience.

Art Institute of Pittsburgh

Pittsburgh, Pennsylvania

July 1994 to July 1996

Industrial Design Technology

My parents placed great importance on my pursuit of higher education, despite my lack of confidence in myself. With poor performance in English, a subpar GPA, a history of special education, and no SAT scores to boast of, my prospects seemed bleak. Yet, amidst this uncertainty, the Art Institute of Pittsburgh caught my attention during my search for colleges. Accompanied by my mother, I visited the campus during an open house event, where I was captivated by its innovative facilities. From a captivating blue screen setup that simulated flight (or perhaps swimming) to the vast shop class in the basement, the campus exuded creativity and opportunity.

Encouraged to apply for a scholarship, I embarked on a project to craft a clock from scratch, fashioning a unique piece from PVC pipe, wood, and paint. Despite the challenges of documenting my work through 35mm slides, my efforts paid off as I secured a $500 special merit scholarship.

My time at the Art Institute introduced me to a vibrant community passionate about filmmaking and special effects. Engaging with teachers who had worked on iconic movie sets like Night of the Living Dead, I immersed myself in diverse disciplines, from foam latex mask-making to clay sculpting and airbrushing. Yet, outside the classroom, life presented its challenges. My parents were adamant that I must have a job while attending school, or they would withhold rent. With a low monthly budget of $200, I was often living with up to six housemates to keep the rent reasonable, but often found myself in unfortunate situations. In addition, a beloved roommate’s tragic passing underscored the harsh realities of vulnerability and betrayal, as I grappled with theft, exploitation, and even a disastrous apartment fire.

The fire wiped out nearly all the items crucial for my graduation portfolio. Although my parents’ insurance covered the losses, my mother withheld around $10k for herself, all the while concocting unfounded accusations against my character. I would visit my parents only to witness her extravagantly spending money while I struggled to recover from the ordeal.

Amidst these trials, illness further derailed my academic journey, culminating in a hospitalization that sparked outrage from my parents. With their intervention and a sense of defeat looming, I relinquished my aspirations, as they packed up my belongings and brought an abrupt end to my college experience. I completed 45 credits and had a 2.5 GPA.

Session	Code	Title	Grade
Advance Summer 1994	CS001	Computer Science	K
Summer 1994	AD001	Drawing Fundamentals	B+
Summer 1994	AD005	Human Anatomy	B+
Summer 1994	BU001	Business of Success	A
Summer 1994	DT132	Craftsmanship	B+
Summer 1994	CT162	3-D Design & Sculpture	B-
Fall 1994	AD006	Animal Anatomy	B
Fall 1994	AD007	Typography & Signage	B-
Fall 1994	DT232	Model Drawing & Construction	B
Fall 1994	DT242X	Basic Marker Rendering	A-
Fall 1994	DT272	Structural Principle	B-
Winter 1995	DT322B	Special Effects Make-Up	B-
Winter 1995	DT342	Intermediate Marker Rendering	A-
Winter 1995	DT362	Mechanical & Electrical Animation	B
Winter 1995	DT392	Prototyping	C
Winter 1995	TE003	Fundamentals of Photography	B-
Spring 1995	CS002	Computer Assisted Design & Drafting	A
Spring 1995	DT442B	Special Effects Props	F
Spring 1995	DT452B	Special Effects Makeup-Prosthetics	C
Spring 1995	DT472	Airbrush Render Effects	C-
Spring 1995	DT522B	Movie Miniature Sets	C
Summer 1995	CS003	Computer 3D Modeling	B
Summer 1995	DT422B	Movie Miniature Animation	F
Summer 1995	DT532A	Production Design II	D
Summer 1995	DT52A	Theme Retail Design	B+
Fall 1995	AT262	Ceramics Design	W
Fall 1995	DT642A	Design	W
Fall 1995	ADT652	Mixed Media Rendering	W
Winter 1996	CS004	Intermediate Computer 3D Rendering	W
Winter 1996	DT422B	Movie Miniature Animation	W
Winter 1996	DT632A	Product Design III	W
Winter 1996	DT642A	Design	W
Winter 1996	DT652	Mixed Media Rendering	W
Spring 1996	CS004	Intermediate Computer 3D Modeling	W
Spring 1996	DT422B	Movie Mini Animation	W
Spring 1996	DT632A	Product Design III	W
Spring 1996	DT642A	Design	W
Spring 1996	DT652	Mixed Media Rendering	W
Incomplete		Associate in Specialized Technology	2.5

Northern Virginia Community College

Woodbridge, Virginia

Summer 2003

Early in my career, my manager pushed me to pursue a degree to qualify for government contracts. I enrolled in a nearby community college and underwent a computerized test. Balancing work in DC, I often rushed home to attend classes, which varied in quality. One session was tedious, covering fundamental concepts like CPU and hard drive basics. Later, I discovered I had inadvertently enrolled in an unnecessary class, adding to my frustration. I struggled to navigate the college system and felt lost in seeking assistance. I had a 3.5 GPA.

Session

Introduction to Information Systems

Introduction to Microsoft Software

University of Phoenix Online

January 2007 to October 2012

Facing increased pressure at work, I began exploring alternative educational opportunities. I searched for online courses offered by various institutions, including the Art Institute International (formerly AIP), in hopes of applying some of my existing credits. Unfortunately, none of my credits from AIP were transferrable to AII. However, my experience was different with the University of Phoenix, where I was able to transfer 41 credits from AIP and 6 credits from NVCC.

Opting for Computer Information Systems, which aligned with my professional background, I encountered challenges navigating subjects like essay writing, geography, and algebra. Managing coursework became increasingly difficult, leading to withdrawals from classes due to scheduling conflicts, work-related stress, or the inability to meet participation requirements.

Navigating the learning environment proved frustrating, as instructors, referred to as facilitators, followed a preset curriculum and primarily facilitated interactions through message boards. Grading dynamics, such as group assessments, posed additional challenges, with some classmates exploiting loopholes to avoid accountability.

Upon completing my associate’s degree, the lack of recognition or tangible benefits, such as increased pay or job advancement, was disheartening. Despite pressure to pursue a bachelor’s degree, the transition proved daunting, with heightened class demands and expectations for increased course load. Balancing work, personal responsibilities, and mental health considerations, coupled with uncertainty about the degree’s relevance to my career, led me to ultimately discontinue my enrollment.

Mo/Year	Course ID	Course Title	Grade
01/2007	COM/120	Effective Persuasive Writing	A
01/2007	IT/105	Skills for Learning in an Information Age	A
04/2007	CRT/205	Critical Thinking	A
06/2007	COM/215	Written Communication	C
06/2007	ETH/125	Cultural Diversity	C-
08/2007	MAT/116	Algebra 1A	W
08/2007	SCI/245	Geology	W
09/2007	MAT/116	Algebra 1A	A
09/2007	SCI/245	Geology	A
11/2007	IT/205	Management of Information Systems	B+
02/2008	IT/210	Fundamentals of Programming with Algorithms and Logic	A
02/2008	IT/220	Internet Concepts	A-
04/2008	IT/215	Java Programming	A
06/2008	IT/221	Analysis & Design of Information Systems	A
06/2008	IT/230	Computer Networking	A-
09/2008	MAT/117	Algebra 1B	C-
11/10/2008	AAIT	Associates of Arts in Information Technology	3.5
12/2008	GEN/300	Skills for Professional Development	A-
01/2009	ENG/221	Technical Writing Fundamentals	B-
02/2009	BSA/310	Business Systems	W
05/2009	BSA/310	Business Systems	W
06/2009	BSA/375	Fundamentals of Business Systems Development	W
10/2009	BSA/310	Business Systems	B+
11/2009	BSA/375	Fundamentals of Business Systems Development	F
01/2010	WEB/236	Web Design I	F
10/2011	WEB/240	Web Design Fundamentals	A
11/2011	POS/355	Introduction to Operating Systems	A
01/2012	DBM/380	Database Concepts	A
02/2012	NTC/362	Fundamentals of Networking	A
03/2012	CMGT/400	Intro to Information Assurance & Security	D+
05/2012	MTH/220	College Algebra	D
06/2012	MTH/221	Discrete Math of Information Technology	W
08/2012	BSA/375	Fundamentals of Business Systems Development	A-
73% complete	BSIT/IM	Bachelor of Science in Information Technology / Multimedia and Visual Communication	3.25

Abide University

Baltimore, Maryland

January 14, 2025

Doctor of Philosophy in Comedic Science

This is a free honorary degree that anyone can sign up for online. The school is non-accredited, and requires no coursework, other than following instructions to fill out your name and email address. Half of it was a statement after a government official released a report that was heavily biased, misrepresented data, and cherry picked data (2023 Library Debrief & Research Report) while signing off with his PhD credentials. Only having an associates degree, I found it insulting that it was the shining example of bad reporting and that I of all people was easily able poke holes through it like a piñata (Protecting Our Libraries Legacy: A Call for Transparent, Data-Driven Decisions). Given that I was a probationary clown at the time, I decided it was high-time to get some credentials to use as a prop.