Teaching Philosophy

As a college student, I struggled to determine my major, or as I thought at the time, my place in the world. The pressure to choose rather than explore was overwhelming. In later choosing a career in academia, it is my desire to teach and mentor in ways I was not taught or mentored; to create spaces, point out pathways, and acknowledge the multiplicity that exists in each student; to support self-discovery and personal aspirations in preparation for the multifaceted career and life paths of the future.

 

I believe that the process of creating is inherently connective—between the self, a team, a client, a story, and a concept. I aim to teach students how to form and integrate skills throughout their academic careers, equipping them to create meaningful work beyond the confines of the classroom.

 

To foster the creativity of students, I strive to create a relatable and safe environment that encourages self-exploration and promotes the shedding of insecurities, ultimately leading to a deeper understanding of who we are as students, designers, and citizens. Each class begins with the empowering declaration, “I am ______.” This simple yet impactful statement primes students for creative exploration rooted in openness. Design as an exploration of the unknown can often feel overwhelming, even to the most engaged students, so I encourage them to reflect on their own identities and experiences as we delve into the fundamentals, history, and theories behind design processes. Early projects involve creating collaged images that ask students to explore their self-definitions through the lenses of design elements. Questions such as, “How would I define myself using color in the context of my hometown?” and “What images representative of my culture speak to my identity?” guide this self-reflection, helping students draw parallels between their own narratives and those of the professional designs analyzed later in the course.

 

Central to my teaching is the fundamental belief that design is transformative. As designers, we have a responsibility to recognize the potential of design to create change. To gain a better understanding of how design can be a catalyst for change, I guide students through an exploration of design history, theory, and methodology, always emphasizing the interconnectedness of design within broader social, cultural, technological, and economic systems. I address this nexus in Cognizant Design Theory; a course which asks students “What are you aware of and how does it inform your design?” Cognizant Design Theory addresses positionality, the juxtaposition of humanism, posthumanism, and de-humanism through a historical lens, and investigates design trends across several cultures. The course culminates in design projects which seek to reimagine a more equitable future. This methodology ultimately leads to more profound design work enriched by intention and depth.

 

I recognize mentorship as an ever-present responsibility that extends both within and beyond the classroom. The initial years of college often represent a period of uncertainty, as students navigate their identities and responsibilities as emerging adults. During this formative stage, the foundations of their academic, professional, and personal futures are established not only through coursework but also through experiences outside formal instruction. I therefore prioritize accessibility and engagement, whether through office hours, support of student projects, participation in community events, or informal conversations in shared spaces. My aim in these interactions is to cultivate meaningful relationships that foster a sense of belonging, intellectual curiosity, and a fulfilling collegiate experience.