I believe art and design education should empower students to translate ideas into meaningful visual stories, regardless of their background or prior experience. In a world that is fundamentally designed, understanding visual language is essential. Everything we interact with—from products and spaces to apps and systems—has been intentionally crafted to serve a purpose and communicate something. Teaching design is not only about aesthetics, it is about helping students recognize that meaning exists in every color, shape, and form. They, too, can use those tools to express themselves and shape the world around them.

In the classroom, I emphasize process, exploration, and personal connection. I guide students, especially those outside the art and design fields, through a clear, step-by-step process that builds creative confidence and conceptual clarity. My approach is hands-on and iterative. Students learn by sketching, prototyping, testing, and refining their ideas.

I also believe it is essential that students engage with analog mediums as a foundation for their design practice. Sketching, shading, and experimenting with pencils, pens, and color before moving to the computer helps students enter the design process more naturally, without the barrier of mastering complex software before they can create. Working by hand slows students down in a productive way, encouraging them to focus on composition, proportion, and color relationships with greater intentionality. Research in design education supports this approach: embodied, tactile processes engage different modes of thinking and often lead to more original, reflective outcomes. By beginning with analog methods and then transitioning into digital tools, students build confidence, develop stronger creative habits, and carry forward a more thoughtful design process.

Because many of my students are non-design majors, I frame each project as a path for discovery. I encourage them to choose topics connected to their academic focus, lived experience, or personal interests. Whether they are designing a data visualization, a website, or a campaign poster, I remind them that they’ll spend time researching, creating, and refining. Choosing a subject they care about leads to more rewarding processes and more meaningful results.

In upper-level courses and design-major studios, the focus shifts toward conceptual depth, critique literacy, and portfolio development. I challenge students to take creative risks, refine a distinct design voice, and communicate their work with confidence. At this level, I serve as both coach and art director. I guide students in strengthening their craft while preparing for real-world contexts such as exhibitions, client work, and internships. Many go on to present at showcases or step into creative leadership roles. I take pride in mentoring them through that transition.

I am especially attuned to students new to art and design. Many come from analytical, scientific, or narrative backgrounds and may not yet see themselves as creative. I meet them where they are and show them how design principles can support their own goals. In the process, they discover new ways of thinking, solving problems, and sharing ideas.

I design each course to be structured, flexible, and inclusive. I understand that students have different learning rhythms, and I provide systems that allow them to succeed without masking or overextending. These supports include clear scaffolding, multiple modes of engagement, and critique formats that prioritize constructive dialogue. I also encourage students to recognize the value of their work by supporting participation in design showcases and fostering their growth as confident, thoughtful communicators.

Critique plays a central role in my classroom. I aim to create an environment where feedback builds confidence, not fear. Students learn to both give and receive critique in ways that support growth, empathy, and clarity of voice.
My goal is for students to leave each course with confidence in their ability to communicate clearly, think critically, and express ideas with purpose. I want them to see that art and design are not limited to artists or designers, but that it is a way of understanding the world, asking better questions, and shaping ideas with care.

Whether students are just beginning or preparing to graduate, I want them to finish with a project they are proud of. Something worth sharing, printing, or including in a portfolio as a reflection of their growth. That sense of pride is not just about the outcome but also about the creative voice they’ve uncovered along the way.