Understand + Empathize
Client briefs, constraints, critique, and presentation turn the classroom into a professional studio.
TEACHING
From Instruction to Transformation.
My teaching connects disciplinary knowledge, reflective pedagogy, and authentic professional problems. The goal is career resilience: designers who can research, adapt, collaborate, and make responsible decisions.
Teaching is the center of the portfolio—the place where professional practice, scholarship, and leadership become student learning.
01
Teaching Process
Research + Define
Students define problems, study audiences, and ground creative decisions in evidence.
Learn + Experiment
Demonstration, discussion, visual examples, written guidance, critique, and individual consultation support different learners.
Reflect + Revise
Milestones across research, concepts, design, testing, and production make feedback actionable.
02
Curriculum as a Connected System
I developed required coursework in typography, web, interactive, and branding design, then continued adapting it through UX research, accessibility, responsive design, 3D workflows, and critical use of AI-assisted production. Learning evidence, sequencing, prerequisites, and student performance guide program decisions.
03
Feedback Becomes Form
“Clear feedback, constructive critique, and encouragement of participation.”Recurring strengths in student evaluations
4.34/5Overall combined instructor and course rating average
Faculty peer observations shaped more participatory demonstrations. Targeted questions, short application exercises, and guided practice now help students move directly from critique into independent work.
04
Learning Beyond the Classroom
Professional experience is integrated into my curriculum.
Through Community-Integrated Education, the National Student Advertising Competition, professional organizations, agency visits, conferences, client presentations, portfolio reviews, and industry critique, students encounter design as a collaborative professional practice.
These experiences ask students to work with real audiences, real constraints, and real consequences. They also create opportunities for mentorship, networking, recognition, internships, freelance work, and career development.
My role extends beyond assigning the work. I help students learn how to enter professional spaces, communicate their ideas, receive criticism, advocate for decisions, and recognize themselves as emerging designers.
EXPLORE EXPERIENTIAL LEARNING05
Research Informs Studio Practice
Professional growth matters most when it changes what happens in the classroom.
My current inquiry brings neuroscience, cognitive psychology, perception, attention, memory, emotion, behavior, and human-centered design into conversation with design practice.
06
Design Education Is an Evolving Practice
Learn → Apply → Observe → Reflect → Revise
Professional development introduces new possibilities. Research provides evidence and questions. Students test ideas through making. Assessment and feedback reveal what is working. Reflection leads to curricular change.
That cycle has allowed my teaching to evolve alongside the discipline while keeping one priority constant: creating rigorous, relevant learning experiences that prepare students to become thoughtful, adaptable, and responsible designers.