Teaching Philosophy
Introduction
My personal philosophy of teaching focuses on two primary ideas – what I believe about teaching, and what I believe about learning. These are not independent of one another, as some of the best learning comes from teaching. The development of my philosophy of teaching begins with enduring concepts. When creating experiences for students, I ask myself what I expect them to know or be able to do upon satisfactory completion of a particular exercise, project, course, or program of study. I first focus on enduring concepts and understandings - the big ideas that are essential to the field, and what needs to be known in five years, ten years, and beyond. Below is my list of enduring concepts for how I approach my teaching (of design).
Effective teaching of design has clear objectives that build upon a strong foundation of skills and knowledge, both practical and theoretical.
I formulate learning activities that aim to meet desired objectives. These objectives, based on the enduring concepts and goals previously set forth, provide the strong base for my teaching. Using this backwards design model, I can have confidence that students are participating in the necessary experiences to help them in their career.
Another foundational aspect is that of skills and knowledge. Students need to have exposure to the tools necessary to succeed. I believe that these tools come both in the form of practical skill as well as theoretical. While learning opportunities should provide students with knowledge and skills, they should also consider the ‘why’ in addition to the ‘how.’
Effective teaching of design supports the idea that design is not a means to an end.
Design is not just about doing, and it is not solely about creating some physical object. It encompasses so many other aspects, from critical thinking to observation, from research to evaluation. It is important to remember that some see design as a noun, when it is also a verb. Design is a process that involves iterations, and often many iterations. In order for a graphic designer to be most effective, they need to be involved earlier, and have input in more than just the look and feel of a deliverable. A challenge then, is to encourage our design students to become more involved earlier on in the process.
My challenge as a teacher is to create learning experiences that challenge these aspects so that the student grows in their understanding of what it means to be a visual communicator. Just as with design, I believe that teaching is an iterative, dynamic process. Teaching should not be a means to an end either; rather I believe we should be constantly looking for ways to improve. We need to continually assess all aspects of our teaching so that students get the most effective and complete learning experience possible.
Effective teaching of design happens through inclusive (repeated) experiences that build upon one another.
Consistent with the pragmatic philosophy, I believe that students learn best through experiences. As I do not expect students to absorb everything at once, these experiences are continually revisited. Further, I believe that all students learn in different ways, and a teacher needs to be aware of this and involve the students in a variety of experiences from which everyone can benefit.
A constructivist teaching method fits well with this, in that students are responsible for their own learning; they apply what they already know to the specific situation at hand. The teacher acts as a guide to offer assistance when necessary. Students also learn well from their peers, e.g., organizing learning experiences around group work can be a good way for learning to occur. Since such collaborative work occurs regularly in the work sector, group work attempts to provide students a more realistic professional experience.
I do not see exercises or courses as independent entities, but rather as linked learning experiences that get progressively more in-depth and challenging. Expectations rise as the student's understanding of design expands. I believe that this helps students see the value in what they are learning.
Effective teaching of design fosters critical evaluation of the world.
I believe that both student and teacher need to have honest dialog with one another throughout the design and learning process. Both parties should ask questions and challenge the norms when trying to reach the most effective solution. This involves being able to assess solutions verbally as well as in written format. Students need to have a strong design and visual vocabulary so that they can critically discuss both what they have designed as well as what they observe.
Another part of the evaluation is reflecting back on one’s work. The best teachers reflect back on their teaching and make continual adjustments and improvements. Along with my own reflection and evaluation, I believe that students also learn through their own reflection. Providing the students with an opportunity to analyze what was learned and what they were able to take away from the learning experience is an important step. From a teacher’s standpoint, a reflection is a helpful method of assessing understanding. Reflection also provides opportunities for students to exhibit a transfer of knowledge, both from content to activity, and from activity to activity.
Effective teaching of design realizes that there are myriad influences on a solution (historical, cultural, personal, environmental, etc.) that challenge previous ways of thinking.
Educators and designers are in a unique position. Not only do we get to learn about new methods and techniques, but we also get to learn about new and different content and material. We work with groups and individuals who come from a variety backgrounds and have unique points of view. This can challenge us to look at problems (and solutions) through a different set of lenses, which I believe can drastically improve our effectiveness.
We draw inspiration from the past, whether we realize it or not. While there are certain advantages to independently working on a problem, there are also certain advantages to not working in isolation. We draw inspiration from each other, whether we realize it or not. Our culture and our environment influence us as well, and such constraints add another layer of complexity and challenge that can positively influence the outcome. A key component of the design process is research, and most of these influences can be realized if the teacher can model effective and appropriate research.
Effective teaching of design encourages life-long learning and adaptability in a dynamic field.
I believe that a teacher needs to stay current in the field in which they are teaching. This includes being a member of the professional organization(s) where trends and progressive movements are shared and discussed. Staying up to date also includes participating in and conducting research when necessary and reading articles and books about topics related to the industry and discipline. These ideas and information can then be implemented into the curriculum and classroom.
If students learn about the fundamentals of graphic design, they should be able to apply them to a variety of design problems, regardless of the updates that have been made to software. If students learn how to learn, they should be able to adapt as new techniques, practices, or methods come into being. When modeled well, students can see the benefits of being current, and carry these practices into their own careers. Just as design can be sustainable, it is my hope that my teaching and learning are sustainable as well.
In summary, I believe that effective teaching and effective learning need to include a reflective step to look back on the completed learning experiences. I believe that a teacher should set clear goals and create challenging learning experiences for students that are based on content knowledge and enduring concepts that prepare them for a life of learning. I believe that students learn best through their own experiences, and to reach each student, these experiences should vary in method. I believe that a teacher needs to stay abreast of what is happening in the industry and the discipline, and then put these ideas into practice. I believe that design should be a part of something meaningful for the world, even if only on a small scale, and it is my hope that I can inspire my own students to believe the same.