As a seasoned instructor in UI/UX design, I have the privilege of sharing my knowledge and expertise with students at both Vancouver Institute of Media Arts and ABM College.
I am open to part-time teaching and speaking engagements. Please reach out to me at email@example.com
My Teaching Philosophy
As an educator, I aim to follow in the footsteps of my excellent mentors and professors. I believe that education is about fostering critical thinking and problem solving, not just content mastery. I encourage self-directed learning and curiosity, both in and outside the classroom. I believe that design has evolved into a crucial activity that can tackle a variety of challenges and solve real-world problems. Therefore, I equip my students with a mix of design skills, research skills, communication skills, and a big-picture mindset, preparing them for the real world. My teaching philosophy revolves around three main principles: clarity, critical thinking, and real-world preparation.
Clarity - in presenting material, in detailing expectations, and in expressing educational goals
In teaching design, I aim to provide students with a strong theoretical foundation, using real-world examples and scenarios to illustrate the topics covered. I emphasize the importance of problem-based learning, where students can apply newly acquired knowledge to design problems. I believe in setting expectations early on, with well-organized class sessions that address potential misunderstandings. I also place importance on checking with students to ensure they understand the material.
Critical thinking - Observe, Question, and Answer
Colours are not just colours and shapes are not just shapes.
As a designer, I see the world through a unique lens and it is my goal to teach my students to do the same. I aim to not only train them in problem solving, but also to become problem finders. By developing their critical thinking skills, I hope to help them eliminate biases, prejudices and misinformation, and approach problem solving with a fresh and objective perspective.
In my lectures, I try to encourage critical thinking by providing opportunities for students to engage in debates and discussions on related topics. This allows them to bring different perspectives to the table and apply the critical thinking principles we’ve learned in class to support their arguments.
Ultimately, I aim to equip my students with the skills needed to identify problems, observe current situations and find innovative solutions to improve products and services in their future careers as designers.
Real world preparation
I was required to write a 5000-word dissertation as part of my Bachelors degree in Illustration, and at the time, I wondered how this would make me a better illustrator. But looking back, I now see the value of these types of assignments in preparing me for the real world of design. Design education should not only develop students’ technical skills but also help them articulate their ideas, both visually and verbally, to communicate the benefits of their designs to users, providers, and society as a whole. In my teaching, I aim to simulate real-world design scenarios by assigning projects with actual design problems and including key components such as design processes and budgets in the assessment criteria.
Designers are entrusted with increasingly complex and impactful challenges and I hope to prepare students for these challenges by empowering them to bring their unique perspective to design challenges.