My Teaching Philosophy
My approach to teaching is rooted in the belief that the core of graphic design education should revolve around fostering creativity, critical thinking, and problem-solving skills. While technical skills are undoubtedly important, I firmly believe that they are most effectively developed when integrated into a broader framework of design thinking and process-oriented learning.
In my classroom, I prioritize cultivating an inclusive learning environment where students are encouraged to explore their creativity, take risks, and learn from their mistakes. I see my role as a facilitator who guides students through a journey of self-discovery, enabling them to unlock their unique design voices.
Emphasizing process over technique allows students to understand the “why” behind their design decisions. By dissecting and deconstructing the design process, students gain a deeper comprehension of design principles, enabling them to adapt and innovate in an ever-evolving field.
Additionally, I value interdisciplinary collaboration and encourage my students to draw inspiration from various disciplines. This approach fosters a holistic understanding of design and equips students with the versatility to tackle complex, real-world design challenges. Regular feedback, peer evaluations, and self-reflection are integral components of my teaching methodology, empowering students to continuously improve their work and refine their design processes.
Ultimately, my goal as a graphic design professor is to equip my students with the skills, mindset, and resilience needed to excel as a professional graphic designer. I am committed to nurturing their growth as designers who not only possess technical prowess but also a profound understanding of
the design process.
the design process.
Student Work Samples
The following student works samples were produced by my students in the design program at the University of Bridgeport. The classes included Foundations Design I and II as well as Typography and Digital Design.
