Teaching Experience

Since 2000, I have taught studio, lab, and seminar courses at the undergraduate and graduate levels. Over the years, I explored different teaching approaches at private, for-profit, and public colleges. I had the opportunity to both refine familiar courses and develop new ones. Through experience and scholarship in teaching, I learned that students thrive in learning environments that emphasize purpose, autonomy, and versatility. In such environments, students learn how to thinking critically, making sound decisions, and developing diverse expertise throughout life. More specifically, students learn frameworks and methods necessary to recognize systemic relationships and design relevant, meaningful form.



2011 – Present .:. Raleigh, NC

Lecturer: Graphic Design

North Carolina State University, College of Design

  • Graduate Seminar: New Information Environments (GD573)

    This seminar was an opportunity to explore emerging trends in Human-Computer Interaction (HCI)—Ubiquitous Computing, Dynamic Information Visualization, Tangible Interfaces, and related Remote Research—that are redefining the systems and experiences we design. Students wrote essays about each trend, developed a principle that synthesizes the trends, proposed a design research method that utilizes the trends. As a class, students designed a publication that contextualizes and includes everyone’s essays.

    Course Website

  • Graduate Studio: Designing for a Culture of Sharing (GD502)

    This Graduate Graphic Design Studio challenged students to analyze, speculate, and forecast new design paradigms through the making of design artifacts in relation to the emerging collaborative consumption movement. In particular, students focused on the cultural experience of sharing as it is fostered through design. In the first phase, students analyzed the current and emerging collaborative consumption movement and the ways in which design facilitates and fosters the culture. Documentation consisted of a trend analysis, map of sharing characteristics, and design leverage points. In the second phase, students identified new opportunities for Sharing. Opportunities were demonstrated in video scenarios that suggested ways in which sharing may evolve five and ten years into the future. In the third phase, students distilled a potential design principle, process, and research method introduced by and inherent to the envisioned future of sharing.

    Course Website

  • Junior Studio/Lab: Platforms for Collaborative Consumption (GD410)

    Design for a Networked Society challenged students to design for specific user experiences that are facilitated across moments of engagement, or touchpoints. Students analyzed and reconceptualized (re-positioned and redesigned) an existing collaborative service with three touchpoints: a website, mobile app, and tablet app. In the process, students learned and applied context-assessment methods, proposal development, information architecture, interface design, experience narratives, and production techniques.

    Course Website

  • Sophomore Studio: Designing Systems for People and Settings (GD202)

    Designing for People and Places provided an introduction to applied design research and experience design. Students practiced methods, processes and ways of understanding people’s needs and translating findings into effective design. In the first project, students learned how to conduct and interview and produce an documentary video from the interview. Based on the subject matter of the interview, students developed knowledge maps, which included additional content research and the use of three modes of appeal (logos, pathos, and ethos). For the second project, students created a multi-platform game, which included physical cards and a mobile app. Students learned methods related to videography and ethnography, rhetoric and gamification, diagramming and mapping, scenarios, animation, systems design, information architecture, interface design, and usability testing.

    Course Website



2007 – 2011 .:. Raleigh, NC

Adjunct Professor: Graphic Design

North Carolina State University, College of Design

  • Graduate Seminar: New Information Environments (GD573)

    This seminar was an opportunity to explore core concepts for designing strategic information environments—systems theory, embodiment, and network technology. The seminar was discussion- and activity-based so as to develop students’ skills as writers, presenters, and collaborators. Students wrote essays on each topic, proposed a potential project to which the course materials applied, and designed a publication that packaged everyone’s essays into a cohesive structure.

    Course Website

  • Graduate Seminar: Investigating Interfaces (GD573)

    The seminar exposed students to perspectives from contemporary practitioners and theorists who were creating and researching interface in a variety of ways — Peter Lunenfeld, Katherine Hayles, and Ian Bogost. Students also wrote essays about their interpretations and speculations on each the subject matter presented by each guest presenter, which amassed into a course publication. I co-taught this seminar with Santiago Piedrafita.
  • Graduate Studio: Investigating Interface (GD503)

    In the studio, students looked at physical and virtual interfaces to compile a taxonomy of current design that identifies technological and formal characteristics relative to participant (user/reader/audience) interaction. Students designed responses to a range of parameters — from feasible to speculative, functional to expressive — through various contexts, modes of representation, scenarios and material. I co-taught this course with Denise Gonzales-Crisp.
  • Graduate Studio: Design as Cognitive Artifact (GD501)

    Students mapped a system of users (members), activities, settings, and desired outcomes for a learning community. Based on the mapped information, students designed system components for an online learning platform that took into account various technological options and representational strategies as “affordances” for certain kinds of interaction. Students completed three projects that integrated into a single website or three distinct but related interactive experiences—data-driven, discussion-driven, and task-driven. Additionally, Dori Tunstall, design anthropologist, visit to do a workshop on community and Danny Stillion, head of interaction design at IDEO, facilitated a workshop on users. I co-taught this graduate studio with Meredith Davis.
  • Special Topics: Design for Mobile Interaction (with T-Mobile) (GD492)

    Students conceptualized and designed fully-functioning mobile application. Development of the application involved user-assessment methods, information architecture strategies, and production techniques specific to mobile interaction. Additional course materials included case studies, articles, and technical demonstrations regarding design for mobile interaction. In addition, a team of industry experts from the T-Mobile Creation Center joined us to discuss what goes on behind the scenes during development as well as participate in critiques.

    Course Website

  • Junior Studio/Lab: Fostering a Healthy Community Through UX Design (GD410)

    Students developed designed experiences that foster health and well-being in the NC State University community. As teams, students developed design strategies and created working prototypes that addressed the fitness, nutrition, environment, play, engagement, and safety of the community. The students designed mobile apps, touch table apps, websites, and interactive physical spaces to foster healthy behaviors in each of the tracks listed above.

    Course Website

  • Junior Studio/Lab: Design for a Network Society (GD410)

    This course provided opportunities for students to envision, develop, and implement moments of engagement within a dynamic interactive system (trans-media). While focusing on the experience of searching and waiting, students examined the affordances of networked systems and identified novel design opportunities using experience design methods.

    Course Website

  • Junior Studio/Lab: Form with Intent (GD410)

    Students designed conditions for interrelationships among objects, people, and settings using methodologies and vocabulary from interaction design. Specifically, students designed a diagrammatic presentation of user interaction, a website containing student generated research, and a comprehensive proposal for an interactive system for the new (soon to be built) College of Design Cafe. In the course, we focused on open and closed information systems, abstract and concrete visualization, passive and active feedback, and social and cognitive issues involved with dynamic interaction. To explore multiple ways to visualize interactive design opportunities, students employed methods such as service ecology diagrams, interactive flow diagrams, wireframe simulations, dynamic storyboards, proposal development, and production implementation using Photoshop, Illustrator, Dreamweaver, Flash, and HTML/CSS.
  • Fundamentals Studio: Designing Games as Interactive Systems (GD102)

    Second semester freshman from Industrial Design and Graphic Design rotated through four modules—two industrial design and two graphic design modules. With a total of 60 students, each faculty member worked with 15 students for five weeks at a time. By the end of the semester, each faculty member repeated the module four times, thus working with all 60 students. The interactive systems module introduced students to game design, typeface design, storyboarding, studio photography, and graphic design software. In five weeks, students invented, tested, and prototyped a card game. The games included at least 52 cards, a fold out booklet explaining how to play the game, and a package to promote and contain the game. Students also created a blog to document and reflect upon the process throughout the project.



2004 – 2005 .:. Los Angeles, CA

Teacher’s Assistant: Natural Sciences

Southern California Institute for Architecture (SciArch)

  • Seminar: Neuroscience for Architects (CS2315)

    I assisted Michael Dobry with this course. My responsibilities included researching course materials, organizing presentations, evaluating essays, and working with students one-on-one outside of class.



2003 – 2004 .:. Pasadena, CA

Teacher’s Assistant: Graduate Theory and Criticism & Industrial Design

Art Center College of Design

  • Graduate Seminar: Rethinking the Body in the 21st Century (IND512)

    I assisted M.A. Greenstein, Ph.D. with this course. My responsibilities included researching course materials, organizing presentations, evaluating essays, and working with students one-on-one outside of class.
  • Graduate Seminar: Seminar: Body Images (TCR501)

    I assisted M.A. Greenstein with this course. My responsibilities included researching course materials, organizing presentations, evaluating essays, and working with students one-on-one outside of class.



2003 .:. Los Angeles, CA

Instructor: Visual Communications

Fashion Institute of Design and Merchandising

  • Branding Systems (VCOM300)

  • Exhibit Design (VCOM310)



2000 – 2004 .:. Los Angeles, CA

Teacher’s Assistant: Foundation and Communication Arts

Otis College of Art and Design

  • Advanced Digital Photography (COMD492)

    I assisted Chris Chapin with this course. my responsibilities included leading small workshops about how to use high-end digital studio cameras, lighting techniques, and narrative through photography.
  • Life Drawing (FNDT180, 181)

    I assisted William Fogg with this course. My responsibilities included working one on one with students to master observation drawing skills.