Amara Khaled Teaching Philosophy

Introduction:

Art and Design is more than a skill set; it is a means of communication, problem-solving, and social transformation. As an educator, my teaching philosophy is rooted in the belief that design education should cultivate critical thinking, acceptance, technical and creative proficiency, and social and cultural awareness. My goal is to not only equip students with the technical skills necessary for success, but also understand conceptual frameworks that help them approach design as a tool for advocacy and storytelling. At the core of my teaching philosophy is the drive to encourage real-world relevance and create meaningful experiences for students in not only the classes I teach, but while also navigating their college career.

Personal Theory of learning:

I view learning as an active, student-centered process driven by experimentation, critique, and reflection. In design education, students learn best when they engage in real-world problem-solving, continuously refining their work through iteration and feedback. I encourage students to see design as a conversation and means of communication and expression rather than a fixed set of rules. The critique and feedback that they receive from both myself and their peers should be experienced as an essential part of growth. By integrating project-based learning, peer collaboration and discussion, as well as critical thinking on design ethics, I create opportunities for students to consider how their work and creative choices can have an impact on society.

Goals of Instruction:

The primary goal of my instruction is to develop technically and creatively proficient, conceptually strong, and socially aware creators in my classes.

It would be easy to structure a course around technical mastery alone - teaching the ins and outs of Photoshop, Illustrator, and branding principles. But I want my students to go deeper - to think critically about why they make the choices they do. For example, in a branding project for Design Lab II, students aren’t just designing logos - they are building identities, designing webpages, thinking about audience perception, accessibility, and meaning. By encouraging them to connect design to lived experiences and social impact, I push them to create work that is not just visually compelling but purposeful.

In my classroom, I want students to apply design principles thoughtfully rather than just following trends.

My courses, such as Design Lab I & II are designed to help students:

·      Master industry-standard tools such as Adobe Photoshop, Illustrator, After Effects, and Figma while understanding their role in larger design systems

·      Apply principles of typography, branding, and UI/UX in creating meaningful visual experiences

·      Develop a personal design process that includes research, iteration, and critique

·      Explore the cultural and ethical dimensions of design, particularly through projects on identity, branding, and social justice

·      Gain confidence in presenting and defending their work, engaging in constructive critique, and collaborating with others

The Roles and Responsibilities of Students:

One thing I always tell my students is that this class isn’t about passively absorbing information and pixel pushing or even designing. It’s about engagement, experimentation, and participation. Design is an active practice, and I expect my students to show up ready to make, revise, and make again. They should also take ownership of their learning, which means to continuously ask tough questions and seek feedback. Students should be participating in critiques and discussions, learning to articulate their design choices and respond to constructive feedback. During the process, they will be encouraged to develop a design voice that is informed by cultural historical, and ethical considerations as well as challenge themselves creatively, pushing beyond technical proficiency to explore the deeper meaning of their work.

Some of the most meaningful breakthroughs I’ve witnessed have come from students who initially struggled but embraced the challenge. That moment of reflection - that shift in perspective - is what I hope to cultivate in every student.

The Role of the Instructor:

As an instructor, I see myself as a facilitator, mentor, and guide rather than the sole expert in the room. My responsibilities include:

·      Providing structure and support while allowing students the freedom to explore their creative interests

·      Creating a collaborative and inclusive learning space where diverse perspectives are valued and meaningful conversations about using design for social and cultural impact is encouraged

·      Encouraging students to form interdisciplinary connections and draw from their other studies and experiences to inform their design thinking

·      Integrating global design influences, accessibility considerations, and social frameworks to broaden students’ understanding of design’s role in society

·      Provide opportunities for students to explore new tools, digital interfaces, and emerging technologies in the field

One of the most fulfilling moments as a teacher is seeing students surprise themselves and realize that they are capable of more than they thought. I strive to create a classroom that encourages growth, curiosity, ambition, and resilience.

Conclusion:

Ultimately, my teaching is about more than just preparing students for careers in design - it’s about helping them become thoughtful, adaptable, and socially engaged creators. In whichever field they decide on pursuing, I want them to leave my class with a mindset of curiosity, confidence, ambition, and open-mindedness; knowing that they have the skills and critical awareness to shape the future of design.

Teaching itself is an extension of my own design practice. As I push my students to keep learning and questioning, I hold myself to the same standard. I look forward to continuing to cultivate a classroom of thinkers, makers, and problem solvers where design is not just taught, but explored, challenged, and reimagined.