In recent years, graphic design as a vocation has seen tremendous growth. As a part-time instructor and a graduate student, I have learned the value of academia in defining the intricacies of communication through visuals. Education generates questions and interpretations, pushing students to work outside the boundaries of how visuals should look and helps one develop new directions for design. It’s an interesting exchange to find some of the most valuable lessons are those learned from teaching others.

After a decade of work as a designer, I recognize a need to move away from relaying so heavily on computer aided generation of graphics and return to a more natural approach to creating visuals. Stationary images are central to all graphic design, but to communicate effectively with images requires an understanding of psychological and social responses to visuals. All which can be developed through improving ones understanding of people, cultures, and environments.

Images should be an intuitive visual response to life, whether life is social, theoretical or natural. An effective visual artist must have intuition. Although intuition cannot be learned, it can be nurtured. And education awakens the senses to digest life rather than coast through without observation.

My courses are structured to prepare students to create effective, aesthetically pleasing and well thought out design work for a variety of demographics. Over the course of a semester, my students learn about emerging technologies, materials, surface graphics, market and social impact of design, and technical and monetary production considerations. I also emphasize the importance of professionalism, and serve as a mentor to students on workplace dynamics. My students are expected to listen, participate, and offer intelligent comments or solutions to topics under discussion.

I evaluate students work in 3 areas: creativity, innovation and technical expertise. The assignments are structured to help students with a systematic approach to solutions. I found giving students an assignment without breaking down steps to solutions is a disaster. Put quite simply, they “can’t see the tree for the forest.” To improve their problem solving skills, assignments are completed in stages, with one stage due each week at the beginning of class. During lab time, I review each students ideas and ask critical questions about whether their solution needs revision and how their solution fits the overall creative vision of the project. After individual evaluation, I assign groups to share their ideas with one another. This approach offers individual guidance to accentuate their talents and refine their weaknesses.