Teaching Philosophy

I approach design education as a balance between professional practice, critical inquiry, and ethical responsibility. Having spent over a decade in professional visual communication, I emphasize design as a process of strategic decision-making, not just visual production.

In my class, students learn through making, reflection, and critique. I encourage iterative experimentation grounded in research, helping students articulate not only what they designed, but why their choices matter socially, culturally, and ethically.

As AI becomes embedded in design practice, I focus on developing students’ agency—teaching them how to critically find the right problem, understand bias, and maintain authorship rather than rely on automation.

My role as an educator is to guide students in developing both visual fluency and critical judgment, preparing them to become responsible designers who can navigate complex technological and cultural systems.