design philosophy. 

Designer Frank Chimero says, “People ignore designs that ignore people.” Great design is more than just a pretty typeface paired with a beautiful image—it is connectivity. On a base level, we all want to connect physically and visually. The goal is to create designs people can relate to. 

As a society, we are attracted to the ‘latest and greatest’ design trends that so often, and quickly, change. Whether designing for a printed piece, a mobile phone, or a website, good design will always be discernible. All mediums of design are based on the same basic principles, and these principles inherently speak to our aesthetic preferences. As a designer, I aim to create with these in mind. In turn, people will connect, even if subconsciously. For me, the design principles are a set of guidelines that influence how I approach design and solve visual problems. 

The main inspiration for me when designing is the art of typography. Type falls into two main categories—instructional and artistic. Typography is needed to instruct and direct people, but can also to inspire and ignite ideas. Typography is beautifully aesthetic and beautifully effective. Although it is important to know the history of typography, people’s reaction to type also has value. Typography can represent emotion, and emotions drive actions. While it is wise to consider the rules of typography, I believe it is best to find a balance between the rules and the reaction.

I love the makings of a letterform—the curves, the counters, and the strokes—which, when put together, create a legible form the viewer can decipher. It is almost magical. The connection between people and typography intrigues me. Typography makes me feel inspired and in turn more likely to take action. That is the part I connect with most as a designer.

Creative inspiration can be found in many different ways. Personally, it is human interaction that feeds my creative soul. Not only am I designing for people, but they encourage my designs—it comes full circle. Without relationships and conversations, I would not be a successful designer. To me, design is people. 

teaching philosophy. 

As a graphic design teacher, my goal is to relate to each student. Through this connection, I can achieve a better understanding of how to help each student with their specific needs. Each student is different, and their uniqueness is what makes them special, especially in the creative industry. When a connection is made it encourages mutual respect. 

An educator should be knowledgeable, understanding and, most of all, passionate. I was a full-time designer prior to teaching. Working in the industry before heading to the classroom was beneficial because it gave me a better understanding of processes, projects, and expectations. Now, I am able to share this insight with students.

My teaching style provides a learning environment that creates a sense of camaraderie and an opportunity to interact with peers. It is paramount to create a setting that students can regularly have peer encouragement and critiques. For example, in the Graphic Design II course, students regularly interact in small group critiques to check progress and receive peer evaluation. 

The speed at which information is delivered and projects are assigned are pivotal. Students thrive at a rigorous pace and tend to excel. This challenge enables students to push their creative boundaries. 

While teaching abroad in Bonn, Germany, the importance of student connection became apparent. Students were placed in a very different culture far from a normal classroom setting and expected to flourish. During this time I had the opportunity to teach, mentor, and counsel. 

At the end of each day, I aspire to create strong designers with a good sense of design knowledge, but more importantly the skill to communicate and connect. As Phil Collins said, “In learning, you will teach, and in teaching, you will learn.” With that, I am always learning and looking to improve for my students.

creative philosophy.

At the beginning of each semester, I ask students to raise their hands if they see themselves as creative. A large number of students do, but a select few do not. I then proceed to ask if creativity is a given gift or a skill that is learned and harnessed. It is always a mixed discussion with varying points of view. For the most part, students agree that creativity comes and goes, but it is a skill that can be developed.

This prompts the question as an educator, how do we encourage and support students that do not feel creative or inspired? How can we encourage creativity through instruction? Below are a few practices I instill within my teaching methodologies.

Tactile thinking / Most graphic designers have a fear of drawing. “I’m not good enough,” or “this is just doodling” are things I have heard one too many times. Sketching and ideation is a personal process, and it should be. The student’s goal is not to draw something that looks good—the goal is to draw something that solves the problem. They are encouraged to start with pencil to paper before beginning digital work. The desired outcome is a free, unharnessed flow of thought in which ideas begin to accumulate. Concepts can then be refined, and, by the time digital work begins, the design solution is in sight.

Think fast, make slow / Instantaneous gratification is an everyday expectancy. The same can be thought of the design process now, too. However, this is not always the case. I encourage students to think fast and get all of their ideas on paper. Initial ideation should include all ideas whether they be good, bad, silly, or even ridiculous. Once ideas are on paper, we can begin to make things slowly and with a distinct purpose. This process should include several rounds of edits—self-edits or critique-driven edits—and potentially combining multiple ideas into an even better solution. Think fast, then make slowly.

Open-mindedness / Embracing your own ‘different,’ and the diversity of others is crucial to being a successful, empathetic designer. We learn from others as we keep an open mind. The goal is to welcome our uniqueness and treat each other with respect. Your creative process and design aesthetic will look different than someone else’s and that is okay. As an educator, my goal is not to push my style or preferences onto students, but rather keep an open mind while teaching them the foundations to make design decisions of their own. As designer Massimo Vignelli once said, “Styles come and go. Good design is a language, not a style.”