Methods & Strategies

• For ten years, I have been living and traveling overseas and my experiences within different cultures have fully influenced my method and objectives for teaching design. Artifacts and information I’ve gathered during this time have been used for course design, course revisions, content, and assignments to teach students about design and innovation being created internationally.

• In my seminar and studio courses, students participate in real-world collaborative projects to solve problems and develop solutions using creative design thinking processes. They form their ideas following the 5W method; repeatedly ask questions and brainstorming ideas.

• A large part of being digitally literate is knowing the history and progression of technology in addition to being aware of current advancements. In my courses, students are introduced to various projects and products, and their effects on society and culture. Students are assigned research and writing projects to investigate and analyze the pros and cons of different inventions discussed in class. Other assignments include virtual conferences, reflective summaries to course materials, informal presentations, and design projects which follow the design thinking processes; research, brainstorm, sketch digitalize, feedback, revisions, submission.

• Students from studio and seminar courses create e-portfolios to document their assignments over the course of the semester. The e-portfolio is 20% of the final grade in which students are being graded upon their collection of deliverables as well as design aesthetics and principles. 

• Since February 2020, I have been teaching remotely; synchronous/asynchronous, using the BrightSpace learning management system. The shift from the face-to-face to the remote classroom required adjustments to my teaching methods and content. 

• Flipping the classroom. Whereas, my face-to-face method of teaching focused on lectures using interactive slide presentations, software demonstrations, class discussions, and studio practice. For me, the remote space provided a great opportunity for flipping the classroom in which students are provided with course materials and assignments prior to the meeting. Since it limits the need to lecture during classtime, students are prepared to discuss and engage in class activities.

• Community. Within the face-to-face classroom, students met regularly and formed relations among peers. The remote classroom provides a different experience for community and relationship building. One of the additions to my courses is the use of Slack messaging. Each course is set up with a channel where students have a platform to connect. Using Slack, students ask questions, share content, help each other, support, and encourage one another.

• My goal as a professor is to introduce students to various software and applications when creating activities and assignments so that students become capable and comfortable with integrations. Below is a list of open-source software and applications that have been included in Design & Technology courses

• Adobe CS

• GroupMe

• Google Drive

• Google Sites

• Tableau

• Adobe Spark

• Brightspace