My Teaching Philosophy
Creative design is at the forefront of technical advancements, new media, and critical problem-solving. To reflect the ever-changing pace of the creative industry, my teaching philosophy encompasses three objectives: A) building a solid foundation in design principles, technical skill, and design process; B) fostering a passion for design and a desire to meet and exceed expectations; C) balancing creative concepts and client needs.
A) Building a Solid Foundation
Every design project begins with research. My approach to teaching is designed to help students think about their work critically and logically. I implement a very rational approach that emphasizes structure, critical thinking, and individual attention, so that students gain a strong well-rounded research skill set.
It is my belief that foundation courses should include:
Ample Follow-Along Tutorials and Demonstrations
Defined Time for Independent Active Learning on Assigned Projects
One-on-One Critiques with Publicly Posted Drafts
Industry Relevant Context
Design Research
In foundations level courses, I focus on instilling students with the technical skills they need to actualize their ideas. Critiques remain one-on-one with myself at this level because student’s have not yet mastered their understanding of the design principles and are still learning how to move beyond their personal preferences.
It is my belief that mid-level courses should include:
Limited Advanced Follow-Along Tutorials and Demonstrations
Ample Time for Independent Active Learning on Assigned Projects
One-on-One Critiques and an Introduction to Peer Critiques
Industry Relevant Context
Design Research
In mid-level courses, I focus on the advanced technical skills needed to bring designs into actuality such as print-ready files. The core focus shifts from learning technical skills to creating quality portfolio work. Critiques begin one-on-one until peer-critiques are introduced later in the semester.
It is my belief that high-level courses should include:
Limited Advanced Follow-Along Tutorials and Demonstrations
Extensive Time for Independent Active Learning on Assigned Projects
One-on-One Critiques and Peer Critiques
Industry Relevant Context
Design Research
In high-level courses, the core focus shifts to creating quality
portfolio pieces. Work should take into account the digital and
print expectations of the professional world. Critiques are
one-on-one and with peers.
B) Passion for Design and Exceeding Expectations
No core project in my class is turned in only once. My students are asked for draft reviews that are discussed in one-on-one critiques. This allows me to meet the students where they are in their learning journey and ask them to push past their own expectation.
Each course adds more challenging projects and objectives. This process allows students to build upon the previous project to grow in technical skills and idea exploration.
I continuously push students to cultivate an online self-promotional presence and develop a professional network. My success is defined by my students’ ability to get and maintain a career in the industry.
C) Balancing Creative Concepts and Client Needs
A successful design project starts by understanding the client’s
goals, limitations, and brand voice. Students must learn how to
1) develop research strategies that create, cultivate, and maintain
client satisfaction. 2) Provide a creative, attractive, and quality
design solution.
This balanced is achieved by 1) defining the client problem, collecting data, and brainstorming/ synthesizing. 2) Fostering independent idea exploration through active learning. 3) Encouraging improvement through review.