As former president and founder of a graphic design firm, I seek the fusion of theory and practice through nurturing the talent of the future, and sharing my experience of, and insight into, the arduous and exhilarating process of becoming a Graphic Designer. As an educator, my goals are to inspire and challenge students to create work of power, integrity and imagination; and through research and service, assist in the further development of the tracks and programs within the department or division.

Additionally, I believe a student should receive instruction in the area of problem solving, becoming privy to this area through the teaching of principles of good design. Thereby, each student will be equipped, via stimulating conceptual and realistic assignments, to effectively communicate their solution in an aesthetically pleasing and arresting manner. These paradigms combined, will produce high level design in the classroom/lab with the goal of carryover into the their professional careers.

Where possible, teaching should be approached on the individual bases. This empowers students to find their own means of expression in communications. Students must be met where they are in their entrance into the course curriculum. Throughout the course, it is vital to insure that all students experience growth and development. A variety of levels of understanding are particularly prevalent in computer-based courses, but in traditional instruction as well.

The ability to work in teams is also important with disciplines merging through interactive technologies. Students should also be presented with the opportunity to work on interdisciplinary group projects for exploration of team concepts. Computer-based graphic design is poised for dramatic growth, as numerous applications arise in education, training, research, and commerce.

Traditional media continues to expand under the invigorating influence of computing. Basic skill development in a variety of traditional design media and concepts is still required, in combination with a study of the new aesthetics of interactivity. All types of information can be accessed and manipulated through interactive communications technologies from text to images, both still and animated. So, related ethical standards should be a part of the curriculum.

There is a vital place for the history of graphic design within the curriculum. Students should be given the option to choose from a diverse range of electives outside of the their specialized fields. Other disciplines offer the student a) knowledge of the fundamentals of human institutions, b) a broadening of their social awareness, c) a fostering of collaborative efforts, and d) a broader, richer communication design education.