T E A C H I N G
P H I L O S O P H Y

My primary goal as a teacher is to help my students develop a methodology for conceptual thinking. An understanding of the factors that drive decision-making processes is essential to help students begin to look beyond solutions that are comfortable to solutions that are creative and unique. My second objective is to help students develop an understanding of the design process from both a personal and historical perspective. My role is to provide the students with an historical context to begin to understand the origins of the profession and to explain the process in a manner that allows for flexibility and adaptability. With the ever-changing shape of the profession in practice, flexibility is a necessity and adaptability is critical for students to succeed. A thorough understanding of the design process is the only way to honestly prepare students for the rigors of professional practice.

In order to achieve these objectives, I have to understand the students’ base of knowledge (what they know), and uncover their misconceptions (what they think they know). I have to encourage students to go beyond their initial solution, which is usually based on an initial reaction or a preconception. The solution might be valid, but is it the best solution? Without a thoughtful and critical look at all the possible solutions, initial ideas usually are not the best ones.

Because graphic design is an integrative field, combining art, social science and technology, a well-rounded design education requires that students understand and demonstrate a level of expertise in each of these areas. As I explain it to my students, a graphic designer needs to be trained as an artist first and then as a graphic designer. The role of technology in design education must be seen as a production tool, not as a design tool. I require my students to think first, experiment with sketches and ideation second, and finally use the computer to produce their ideas and concepts.

I believe that a graphic design education, at a minimum, requires student understanding of the field in practice. This understanding is usually gained through the development of projects within the curriculum. From a wholistic standpoint, I feel it is vital that the students also understand the designer’s role in society. As a design educator, I hope to instill in my students a sense of respect for themselves and for the field in practice.