Teaching Philosophy
Teaching Philosophy
Encourage student success
I see success occurring inside and outside the classroom. When students retain information or acquire a skill, they often apply that knowledge and ability to their assignments. I encourage students during one-on-one sessions and during critiques. It is important to give honest feedback followed up with a positive aspect of a particular project.
I believe my duty as an instructor is to teach students life-long learning and the importance of constant education, which are the keys to success in today’s design workforce. I have been assigning more projects that encourage students to research and use periodicals, such as Metropolis Magazine, Communication Arts, Print, or Art Ltd. I often find students have never seen these materials.
Inspiring students encourages learning and passion for all design. I have also been pointing my students to various lectures and articles online that are design focused such as
https://underconsideration.com
Enable student exit competencies
It is important for students to exit the class with a specific skill set and knowledge base that were demonstrated within the class. The primary objectives outlined in my syllabus are my focus points to which I continually teach. At the time my midterm grades are sent out, I re-evaluate those goals and make any adjustments to that particular class to help meet those primary objectives.
It is expected that each student is to fully demonstrate competencies throughout the course and complete the course with a final exam and/or project encompassing the material that was covered in the course. I often use rubrics to grade projects and illustrate the grade I am giving particular students on their projects. Rubrics define student projects and show the students the objectives that need to be met for their particular work.
My goal is to help every student exceed the basic competencies outlined in the course and promote continued learning after the course has completed.
Reflective narrative
It is important to constantly keep students engaged and participating during the length of the course. One example is that I often use peer - peer critiques as a way for students to present and speak about their own work.
This approach of giving and sharing of ideas empowers and motivates students to think and analyze each other’s assignments. Student-to-student critiques offer great analyses and allow peers to take the lead for critical feedback.
I often find this method of “learning centered instruction” is one in which students learn to self-correct their own work and reflect on what they are learning. Link example here.