I never intended to be a teacher. When I began the Visual Communication Design program at Ohio State in 1999 I did not anticipate that my experience as a design student would encourage and inspire me to become an educator. By the time I graduated in 2003 I loved being in the classroom, especially the experience of working with other students.
As a design professional I went on to work for AOL, and eventually I moved to a small design firm, Degnen Associates. These positions were critical experiences. They allowed me to gain hands on knowledge as well as make lifelong connections within professional practice. I was exposed to the many aspects involved when designing for the web, and the integrate planning that goes into a web property, such as Netscape. I was exposed to interdisciplinary work, as I collaborated with software developers, project managers, and UI designers.
As time passed, I knew something was missing. I had a desire to work with others, to empower them, explore with them, and continue to learn as well. This type of work isn’t always encouraged in the deadline-driven, client oriented business of design. In the rush to meet client needs I had lost what mattered most to me as a designer. I knew that it was time for me to return to school, to learn, but more importantly, to teach. In 2006 I entered North Carolina State University as a masters candidate in the graphic design program with the intent of becoming a design educator.
I am new to the field of teaching, but as a student and as a professional designer I have spent a lot of time considering what type of teacher I strive to be. I see learning as a natural, and distinctive activity, the passing of knowledge to one another, sharing, experimenting, failing, and ultimately, succeeding. I have had many wonderful teachers, who have acted as role models. I have also seen the damage that a careless teacher can cause. My experiences as a student have greatly influenced mypedagogical philosophies.
The learning space must be safe and comfortable. I believe that occasionally failure is natural, and part of the learning process. In an effort to be critical and innovative students must feel free to experiment, test the water and try new things. I believe that experimenting is an important part of any healthy classroom. As a teacher I will encourage my students to approach difficult challenges, and to be daring. I promote the sharing of ideas, class discussions, and debates. I will encourage innovation by providing a space that incorporates play, proto-typing, making and testing. As a designer who loves the making process, I know how important it is for design students to enjoy their work. To be successful one must be invested, willing to take chances, and be excited about creating new things. I hope to instill these values daily as an educator.
I believe that education is collaborative, and is most successful when group work is encouraged. As an educator I facilitate this activity through design critiques. I encourage frank and honest critiques that expand the horizons of students. As a student I often found that my best work was completed when I consulted my peers, because it allowed me to look at my work from various perspectives.
I believe that technology is part of the design studio, and this needs to be addressed by design educators. I want to integrate the teaching of tools, along with the teaching of concepts and theory. I believe this will create a balanced equilibrium, and assist students, preparing them to work and succeed a technology saturated business. I assist them in learning how to teach themselves, as this is a life-long skill that will serve them continually as professionals.
Over the years I have found that the most influential instructors had some of the same key characteristics. A good teacher is passionate, enthusiastic, and excited about their work, but also the work their students are doing. A good teacher spends time with their students, listening to what they are saying. A good teacher is a combination of many things, but I feel most importantly they respect their students, their time and ideas. I hope to always learn from the observations and questions that my students have for me, never forgetting that I am a student as well.