I prepare students for careers they haven't yet envisioned. By helping them become adept visual interpreters and problem solvers, I establish a strong foundation rooted in typography and design principles. When designers have a solid grasp of typography, design principles, design systems, and the ability to stay abreast of technological advancements, they will be well-equipped to navigate the inevitable changes in their professional journeys.
student awards︎︎︎
While it sometimes feels like Groundhog Day, being part of the process of students becoming the designers they aspire to be is an honor. I am often humbled by their creativity and fearlessness. My goal is to help students become visual interpreters and problem solvers by establishing a strong foundation in design principles, typography, and technical proficiency.
Starting with simple, rule-based assignments, we progress to open-ended design problems that require analysis and conceptual solutions. All assignments emphasize research and process. By teaching my students the aesthetic, intellectual, and technical skills of the field, I set them on the path to productive, lifelong careers in graphic design.
Design students learn by doing. Assignments involve research, directed processes, feedback, reflection, and refinement. Using a variety of teaching methods—lectures, demonstrations, student-led tutorials, group critiques, one-on-one sessions, and hands-on exercises—I guide them to outcomes that hopefully exceed expectations.
I primarily teach sophomores in Typography 1 and Typography 2, and I develop the curriculum and lectures for the first-year Intro to Typography course. I see students again in their junior or senior year in the Type Universe elective or the Portfolio class. To keep everything organized, I author and host a class website that outlines projects, objectives, goals, milestones, homework, and other activities. This provides students with a place to review course materials and showcase current and past projects.
At the conclusion of each project, students post their work on Behance and create a process book detailing assignment objectives, research, concept development, audience considerations, and final design outcomes. This book, whether digital or physical, serves as an artifact of their understanding of the project and the design process.
I also ask students to reflect and critique the assignment itself—providing feedback on what took too long, what they liked and didn’t like, any confusing parts, and suggestions for improvement. In my Typographic Universe course, students write reflections after each project and again at the end of the semester to capture their evolving thoughts.
Student feedback, along with input from teaching peers and visiting design professionals, helps me to continually assess and improve my projects. In addition to major coursework, I lead projects and short courses with community and campus partners to foster KU's commitment to a diverse, just, and global society. These partnerships further our commitment to public purpose.
I connect students to professionals through mentorship opportunities, portfolio reviews, studio tours, city visits, workshops, and events. I have been the faculty advisor for AIGA, Prototype (KU AIGA Student Group), Kiosk Magazine, KU Design Week, and have served on the AIGA KC board and as an Alphabettes mentor.
Frequently, students submit their projects to national and regional design competitions and are often recognized. The graphic design profession demands that students solve complex problems, handle responsibility, collaborate with others, and keep up with ever-changing technology. They must become skilled at research and visual representation of complex ideas and messages. Students need guidance in developing personal work habits and teamwork skills. With a strong design foundation, they will be ready for the inevitable changes in their professional careers.