Teaching Statement.
I have taught at George Mason University's School of Art for six years. I have versitility in course instruction across the program including, typography, publication design, professional practices, advertising design, digital design studio, brand Identity, senior design project, and have
developed a new course—exhibition design.
In my teaching I bring practice-based projects and applications to the classroom to develop the skills and portfolios necessary for students to compete and prosper in today’s design profession. As an educator, I:
As an educator, I:
Instill
fundamental design principles, processes, and methodologies, craft, tools, and techniques that will become the foundation of a student's ability to problem solve and communicate visually throughout their education, and into their professional careers. In the studio, I encourage students to become fully engaged with the assignments using instructional conversation, collaborative projects, constructive peer feedback and idea exchange.
Share
my passion and love for graphic design with my students. Students respond to instructors who clearly love what they teach—enthusiasm is contagious. I also believe that sharing my passion can help ignite and grow their affection for graphic design.
Teach
students that technology is a tool—not the solution. Great ideas start with a pencil, not Photoshop. Too often, technology drives solutions instead of focusing on the problem and then figuring out how to realize it. The solution should be the best one for the problem, not just the best one the technology will allow you to create.
Encourage
students to explore current and historical design in order to inspire, influence, and inform their work. I also encourage students to seek out inspiration from a wide range of sources to foster creativity. Inspiration can come from anywhere.
Learn
who my students are. By knowing individual student needs, I can better assess their unique backgrounds, and understand their challenges. This allows me to improve student engagement and learning outcomes, and adjust assignments as needed. I also encourage students to choose topics of their own for assignments. Allowing students to choose their own topics increases motivation and engagement by aligning projects with their interests. This choice fosters ownership of learning, encourages creativity, and validates their unique perspectives and identities.
Inform
students that design is not just an occupation. We, as graphic designers, can do more than just sell products to consumers. I want my students to know that graphic designers have social and ethical responsibilities to the public. I want them to know that they have the potential to use design to influence the world.
Design
my course assignments to meet University standards and reflect the best pedagogy-based strategies to produce outstanding student outcomes. I will continue to improve my teaching by learning more about theory and practice, and how to effectively apply it in my classroom. I will continually evolve my exercises and assignments to support learning outcomes and student performance.
Influence
my students through exposure to experiences beyond the walls of the classroom, such as studio and agency tours, exhibitions, and museum visits, and gain self-presentation, confidence, and interpersonal skills through participating in portfolio reviews and career days.