Teaching Philosophy

The opportunity to support creativity and out of the box thinking is one of my main motivators for teaching. I strongly believe the act of teaching to be a bilateral experience. An experience that provides me the great privilege to not only foster these values in the students I teach but also to learn from them and continuously tune and readjust these values in my own scholarly and creative practices. Along with this primary motivator of creativity, I am passionate about delivering a platform for my students to understand that failure and challenge is beneficial to their learning experience. Instances of challenge and frustration are not the time to shut down and feel defeated or embarrassed, but rather to find a state of resourcefulness and joy, where imaginative and wondrous solutions seem to rise to the surface. It is of paramount importance to sustain principles of creativity, adaptability, inclusivity, vulnerability, and courage in present and future generations in order to establish grounded individuals who are comfortable addressing and solving the hard questions.

I find that to achieve these vital objectives it is my responsibility to serve as an educator, role model and mentor for my students; to continue to nurture their artistic and imaginative freedoms as they venture forward into the future. In order to succeed in my responsibilities, I strive to deliver an ecosystem of learning that is founded on open communication, inclusive collaboration, artistic experimentation, and constructive critique. This environment serves as an equitable platform on which to discuss the myriad theories and philosophies of new and emergent media. Establishing the significance and applicability of each so that students may be capable of creating work that connects to varied historical and experimental materials and methods, approaches solutions to challenging situations of the past and future, and develops an informed yet unique and personal voice that is needed in the ever-evolving fields of art, academia and industry.

The beauty of teaching in a creative field is the innate opportunity for project-based learning. I am a strong supporter of this approach of education and meaning-making because it fosters active engagement in projects that are personally meaningful to the students and has the potential for real-world applications. A lot of this engagement starts in the ideation process, a step that I find to be the most enlightening for both me and my students. This pivotal stage is where the imagination has the opportunity to run wild and I am proud to let go of the reins, to plant a seed with an assignment, and to look on in awe as students imagine projects and pieces of art that address critical issues in ways I could have never come up with myself, even in my wildest dreams.

In my experience the blending of practical projects with writing exercises is pivotal to the maturity and growth of student abilities. It is in the act of committing ideas and words to paper that students are required to develop and organize their thoughts, something that necessitates an intentional grappling with and understanding of relevant material. Additionally, the need to respond critically, whether in writing or otherwise, requires students to become dexterous researchers in order to learn how to be critical thinkers and stimulating contributors. This not only provides a more universally enriched classroom environment for the students but helps them to stand on the shoulders of the theorists and artists that have come before them. To learn most importantly how to effectively communicate their thoughts, ideas, questions, and solutions with poise and intelligence.

Many of the tools used in the creation of new media require heavy technical instruction and know-how. I pride myself on being able to break down a multitude of difficult software into their fundamental components. And to do so in a way that is not as dry or challenging as many others make it out to be. Mixing logical constraints with elements of play and experimentation make it so that each and every student is able to develop solid fundamentals, learn proven workflows, and have some fun along the way. I also find that it is important to develop a platform agnostic approach because in the field of new media the evolution of technology is superluminal. I teach software to students by delivering it to them in a framework that at its most primary level can be applied to learn any software. Allowing students to feel comfortable adapting to different programs quickly. However, this framework is only a starting point and I often express to my students that mastering technology only comes with intentional practice and that understanding the technical elements of the tools used in new media is only a small step in the journey to making good work. I also recognize the range of learning modalities and speeds that are present in every class and I feel it is my privilege to assist any individuals who may need additional help outside of class.

Often, I have noticed both in the classes that I took in college and the ones I helped teach that students respond positively when the teacher presents some of their own or work that is relevant to the material of the course. For example, in a course on Tangible Interactivity, I shared briefly on my experience with wearables and brought in a prototype of a sensor-based project I had been working on. The goal of the course was to expand upon the human computer interface with a specific focus on the role of the body. After my lecture, each and every student came up to me after with enthusiastic questions about my project, queries about specific sensors, and even ideas for their own.

However, there are instances when some software is taught better—or at least introduced—by industry experts, artists, and faculty working on the edge of their fields. That being said, the introduction and inclusion of guest speakers, when possible, is extremely useful in providing outside perspective for students. It is important for them to be exposed to a wide range of methodologies when it comes to technical as well as creative processes. The opportunity to hear, interact with, and learn from a diverse and multicultural group of artists and professionals is pivotal and may provide the one kernel that opens up an entire field for a student. I feel extremely fortunate to be part of a growing network of wonderful individuals existing in and operating across many fields. Each and every one all feeling very grateful for the opportunities to share their stories and perspectives with the next generation.

Another important responsibility as a teacher is to foster student confidence. This is especially relevant in project-based classes where students are sharing their work, learning new technologies with which they may have no experience, or working in groups to solve problems none of them have faced before. In order to foster this confidence, I return to the platform that failure and challenge are beneficial. There are many instances where students experience difficulty in mastering the artistic and academic material required to complete a project, often resulting in students that may feel uncomfortable or hesitant in sharing their work or opinions with the rest of the class. Working together with students to find ways for them to adapt to these situations can help them step forward and find more ease in making their voice heard and presence felt.

Adaptability is also crucial when it comes to course design and flow. I strive for a consistent rhythm in my courses, using the syllabus to truly create a framework that makes sure that students are not straining to keep up nor do they feel held back by the pace. This largely to ensure that all students are moving forward, each growing through a measurable progression. Furthermore, to do this effectively it is important to constantly reflect on what may or may not be working in order to adapt and pivot on the fly. I relish in the opportunity to make the needed adjustments, knowing that it will not only help current students but also those arriving in the future. Also, fully aware that a course is a living entity that requires input from everyone involved. Moreover, I believe courses need to grow and evolve from term to term. Responding to reflect relevant changes in society, the field of study, developing technologies, and discovered student needs. The opportunity to learn and grow in order to more effectively cultivate environments where students can fulfill their innate potential is why I am constantly motivated to become a better teacher.