TEACHING PHILOSOPHY

My teaching philosophy centers on two core goals:

1. Cultivating an inclusive classroom where students from diverse backgrounds feel supported and confident as they build a strong foundation in graphic design through process, critique, skill development, friendship, and playful exploration.

2. Instilling a passion for design as a lifelong pursuit of knowledge and creative growth.

Design education is a unique opportunity to engage with students not just as learners, but as individuals exploring their creative identities. At UCO Design, students come from various backgrounds — traditional or adult learners, each bringing diverse personalities and life experiences. My primary goal as an educator is to foster a classroom environment where students feel safe to explore ideas, take creative risks, and engage in critical thinking, both with peers and one-on-one with me. This comfort and trust arise through intentional relationship-building. I make an effort to understand who my students are — their backgrounds, interests, and motivations. I achieve this through mutual respect and consistent yet flexible classroom management. My approach includes clear policies balanced with room for spontaneous conversation, playfulness, and collaborative work, creating a relaxed environment where students feel free to express themselves and share opinions.

While I acknowledge that my strategies may not have a positive outcome for every student — as some may face personal or financial challenges that impact their progress — the majority of my students thrive, developing enthusiasm for design as they complete my courses. My hope is that this enthusiasm can be carried throughout their design education.

I firmly believe that ‘active learning’ in a studio setting is essential for students to become confident, independent thinkers. My classes are rooted in hands-on practice, whether in the traditional classroom or the UCO Design Letterpress and Prototyping Lab. I recognize the varied abilities and experiences students bring, I design coursework to be flexible and student-centered, and I emphasize that our classroom is not a competition but a collaborative journey toward becoming the best individual designers they can be. Every student’s voice and path are valued, reinforcing a team-based approach to learning where diverse perspectives enrich our collective creativity.

Ultimately, my teaching practice is about creating a space where students feel seen, challenged, and supported as they grow into thoughtful, passionate, and adaptable designers. My commitment extends beyond academic success to nurturing a lifelong relationship with design — one that is rooted in love, curiosity, playfulness, and fulfillment.