I prefer to establish a critical-creative setting in my teaching, which allows students to challenge existing practice and explore ways to develop their own. Being a practitioner, as well as an academic, I emphasis the inter-relationship of theory and practice and seek to pass on a range of capabilities and transferable set of skills for students’ future careers. The emphasis is on an active rather than passive involvement in the learning process. Students are encouraged and directed towards self-management of learning. I also encourage students to see their careers as lifelong learning.
In order to do this, I utilise a range of assessment methods and strategies including keeping visual diaries, in-class activity participation, individual & group oral presentations, written critical and reflective statements, as well as small and large projects. Bringing Design in The Classroom is a teaching method that I engage with ever academic year. I am constantly seeking various ways to engage my students in ‘live’ design projects. The integration of the development, of both content and design, into the classroom provides an opportunity for myself and my students to explore the theme in various forms, mediums, perspectives and pedagogies. It ensures educational value and the reinforces the learning experiences students engage in.
I believe that seeking creative industry practitioner input is mandatory to ensure that the curriculum is informed by current professional practices. A major aspect of this is seeking formal industry engagement via Industry Advisory Boards. Another important role in this context is seeking to establish and maintain links with business by securing placements for students via company internships where they can acquaint themselves with the challenges of pursuing a professional career.