I love to teach. That can not be stated strongly enough. I mention this because I know there are many in the academic world who do not really care for teaching. Perhaps they are more interested in research but are required to teach by their institution; perhaps they teach because it is a convenient way to make a living. But such is not my story. I have spent my entire life immersed in education: first as the child of two teachers (one a university professor, the other a pre-school director), then as a student, and now as an instructor myself. I take great joy and satisfaction from this pursuit and I am committed to be the best teacher that I can be.

I see my role as a teacher as primarily threefold: 1) passing on knowledge and equipping the students with the skills necessary for success in art, design, and/or multimedia, 2) showing the students how to go beyond the basics, enabling them to think creatively and originally in the application of said knowledge and skills, and 3) stressing to the students the importance of becoming life-long learners, to continue to seek knowledge long after they leave the classroom.

For students of design, the aforementioned skills encompass both the traditional and the emerging. A number of design programs that I am aware of, as they attempt to include more and more digital technology and software packages in their curriculum, have cut back on the fundamentals: drawing, 2-D design, typography, and so on. I feel this is great mistake. I am a firm believer that designers, even those who work exclusively with technology (web design, animation, interactive) should have a solid grounding in these traditional skills. It is only those who know how to draw, to design, to use type, who will be able to utilize these new digital technologies to their fullest.

Design skills, both traditional as well as technological, can not be properly learned and understood simply by memorization and regurgitation. I am a strong advocate for active learning, that is teaching methods that utilize a variety of approaches that appeal to different kinds of learners. This is especially true in my discipline, art and design, where the majority of students appear to be visual and kinesthetic (hands-on) learners, as opposed to auditory learners. As such, I employ a variety of techniques in my design classes including short lectures with visual aids, demonstrations, step-by-step hands-on exercises, discussions, and critiques. As an example, when I teach a class in web design, it is not enough to just give a lecture on HTML and then give the class a test or an assignment. Instead, I might first show the class “real life” examples to illustrate what our specific goals are to be. Then I would model a simple web page on the board and explain in general terms how we are to proceed. Next I would walk the class through the process of building the page step-by-step, while they follow on their computers, pausing frequently to pose questions and check comprehension. Finally we would come together as a class and critique the results, sharing insights and criticisms. Only then would I turn them loose to create something on their own.

But acquisition of skills is not “all there is.” The second major role I have as a design educator is to get the students to think for themselves. At the same time I am communicating technical knowledge and information, I am also endeavoring to develop the students’ higher thinking skills: the ability to analyze, criticize, and synthesize (create). In design, innovation is essential, and while it may or may not be true that creativity can not be taught, it can be developed. My goal is to design exercises and projects that challenge the students and force them to think conceptually. In one of my favorite such exercises, I assign three random objects to each student (like “bowling ball,” “mermaid,” and “space ship”), and then require them to combine them into a single, cohesive visual statement or illustration. The results are often quite fun and always thought provoking.

Evaluation of students in the design discipline is not as straightforward as in some more technical fields like math. Outcome goals, like “creativity” and “artistry” are more abstract than quantifiable products. Therefore traditional assessments like tests are of limited usefulness; other methods are required. One of the great tools available to the art or design instructor is the critique. I believe it is in the critique where the greatest learning occurs; for it is in such situations where complex and abstract ideas can be explored, design choices can be defended, philosophical positions can be argued, and student understanding can be evaluated. Everyone participates, all opinions are heard, all ideas are given their due. Letter grades do not mean much to an artist, but a thoughtful, in-depth analysis is invaluable. And it is the critique that the student learns to articulate his thought process, an act which often brings new insight. Many times I have witnessed a student have a “Eureka!” moment in the midst of such a discussion (I know I have!).

Finally, I believe in life-long learning; one of my goals is that my students will come to understand that. I don’t want students to view my classes as something they have to “get through.” Rather, I hope that they will see them as just the start of a process, a journey that will carry them throughout their career. For my part, I have never stopped learning. My undergraduate degree is in traditional illustration (drawing and painting). But soon after graduation, I recognized that my field was changing; being transformed by new technology. On my own I began to study computer software: I read books, audited classes, and picked the brains of colleagues. I gained a certain level of expertise in digital design and multimedia. But recognizing that there was so much more to learn, and seeking the recognition of others, I went back to school even though I had been teaching for a dozen years already. And after I obtain my graduate degree, I plan to continue learning, whether that be in the form of more classes, seminars, lectures, reading the latest journals, or just looking, listening, and exploring.

For as much as I love to teach, I also love to learn; and it is that desire for knowledge that above all else, I would hope to inspire.