While teaching introduction to design thinking and other toolbox courses, I emphasize the why in each aspect of the design thinking process to engage students in empathy for their intended end users. I focus on data driven decisions through research to encourage iteration and ideation throughout the process. Since collaboration is also key to design thinking, I foster a studio-like environment for students to engage with one another to work through minor and major issues while developing and growing their soft skills. This side of collaboration refocuses students to empathy at every step. My focus in prototyping is to ensure students can eloquently communicate their ideas in quick, low-fidelity success.

In specialized toolbox courses, I feature demonstrations on technique and craftsmanship to engage in growth of technical skills. By facilitating and motivating students, I intend to continue collaboration through conversation and peer teaching. Whether I am discussing woodshop safety, explaining hand embroidery stitches, or demonstrating dye-sublimation design, the goal is for students to continue learning and teaching one another in fashion with collaboration.

With beginning studio art courses, I have students focus on linear and atmospheric perspective, observational drawing of still life and portraiture, color theory, abstraction, and paper construction. Broad fundamental techniques are taught to the class, while also addressing individual student’s abilities and needs. I believe students need to not only think about aesthetic and content in the work, but also presentation and craftsmanship. Each project is followed by critique with full class participation where students reiterate the goals of the project by describing, analyzing, interpreting, and evaluating each other’s work using pertinent vocabulary learned in the course.

I encourage relevant conversation within the classroom to define context between historical examples of fine art and their contemporary counterparts. I urge my students to utilize social media as a point of contact to network with, and show support of, other artists, curators, galleries, museums, and the larger, global art community. Because engagement aid in a student’s understanding of art, I press upon my students the importance of attending visiting artist talks, gallery receptions, and other associated events.

During the course of each semester, I hope to instill a deeper understanding and appreciation of the value in design thinking concepts and fine art. Throughout the creative process and act of making, I expect my students to build upon their critical thinking skills in ways that will be used towards future career goals. The most fundamental aspect of my teaching philosophy is that students leave my classroom with relevant concepts, vocabulary, and appreciation for engaging in art and design thinking throughout the rest of their lives while reserving a space of inclusivity to people of all abilities.