TEACHING PHILOSOPHY

My teaching philosophy encompasses three main goals:

1) Creating an environment where students from diverse backgrounds can feel included and comfortable in the classroom while building a solid graphic design foundation based on the design process and the development of technical and analytical skills; 

2) Fostering a passion for design and becoming a “lifelong learner;” 

3) Creating emerging leaders in the design field who are involved in their community through active employment and volunteer service. 

Creating an environment where students can express themselves is part of the unique teaching profession per professor. My main goal is to create a comfortable environment where students feel secure enough to push their current abilities and be open to critical analysis in a group setting and one-on-one with the instructor. This comfortability occurs when mutual respect is established between the professor and students and through managing the many diverse personalities/ backgrounds of the students who join my classes. I create this respect through interactions with each student by engaging them in conversation, getting to know them… where are they from? What do they enjoy? Etc. I want them to know that I care about who they are as a person, that I want them to perform well in class and generally achieve in life…. that I SEE THE INDIVIDUAL UNIQUE PERSON THAT THEY ARE. For example, a military veteran who has seen combat and been out in the world and a traditional student coming in straight from high school have entirely different life experiences and sometimes expectations. Both are essential individuals in a classroom, students with a unique perspective from which the entire class can learn.

I firmly believe that “active learning” in the design studio is the only way to help students become independent thinkers who actively use the design process (concept to finished product) to reach their learning outcomes. “Active learning” is learning through “doing”: conceptualizing, creating, critiquing, and revising while implementing time management skills and being deadline oriented. Design graduates will be actively applying this process once entering their practice field. Based on the diverse experiences that each student brings to class (whether the student is advanced for their level or faces particular physical/learning challenges), “active learning” offers a sense of inclusivity that traditional lecture-style classroom formats sometimes struggle to meet. During “active learning,” students can adapt to work at their own pace within the designated class period while receiving classmate and instructor feedback as they work. Each individualized approach can meet the class period and project requirements but be unique and specific to each student. I emphasize that we, as a class, are competing against ourselves and not each other. We strive to be the best individual designer we can be… a teamwork approach.

Studying and pursuing a career in graphic design is one of the most exciting career paths of our current time. Our culture has awakened in recent years to the importance of graphic design and how well-designed products and branding can help influence our lifestyles. To be a successful designer, becoming a “lifelong learner” allows a student to embrace design and innovation wholeheartedly. Design is everywhere, and as a designer, you must take notice: relish the opportunity of a graphic design education, read magazines (design and others), attend galleries and museums, study fashion and interior design, travel, be engaged in your community, embrace technology, pay careful attention to the design details that companies implement to catch the viewers attention when you browse your local retailers. Plus, design is constantly in flux, and by not being a “lifelong learner,” you will be left behind in creating archaic design solutions, either conceptually or aesthetically.

The final key component to creating successful graduates is to instill a desire to be leaders in their community through active employment and volunteer service. Many organizations need educated designers to contribute their knowledge base, whether graphic design or community service oriented. I highly encourage students to join local community service projects that interest them and to actively network in design organizations for internship/employment opportunities that can propel them to reach their potential. The local American Institute of Graphic Arts (AIGA) and local Advertising Clubs need strong leaders passionate about design and contributing to the design education of clients and the overall community. Volunteer service opportunities are plentiful, and that doesn’t always have to mean giving your graphic design services pro bono. It can simply mean volunteering your time. The problem-solving and aesthetic skills students develop in a design program are not commonplace and much needed in our community.