Teaching Philosophy

My philosophy of teaching is grounded in principles of active, global, and constructivist learning.  From this foundation, I strive to create an environment in which my students shape their own learning experiences. I feel that it is my responsibility to facilitate this by engaging students and challenging them to think deeply about design within the context of the course.

I use a conversational lecture style to create a relaxed, open environment, and encourage students to ask questions and discuss topical issues openly. My lesson plans target specific objectives but are flexible to accommodate unfolding events and individual student concerns. Although I cultivate a casual and approachable style, I hold my students to the highest standards of professionalism in attitude and work.

In my course Introduction to Photoshop for Interior Design (2007), I began each class meeting with a description of the objectives and an explanation of the day’s tools or methods. I emphasized correct terminology and ensured that every student could identify and access these tools. To reinforce this new information, we would work together to apply the tools in a variety of ways. Advanced students would share their experiences with the class, becoming leaders for those who needed additional help. In this way, the course benefited from the collective abilities of the class.

Each student begins at a different level and progresses at his or her own rate, so I consider it essential to get to know each of my students and become familiar with their personal learning styles. Regardless of background, every student has the potential to become proficient, so it’s important to me to provide instruction that can reach everyone—for example by explaining a process verbally, showing visual demonstrations, and then walking through hands-on exercises

As an instructor and a leader in the classroom, I continue to learn as well. Teaching and learning is an ongoing evolutionary process, subject to continual reassessment and reevaluation.  Thus I seek out new learning-theory developments, participate in instructional workshops, and seek out formal and informal student feedback to guide continual refinement and growth in my teaching abilities.