Teaching is not merely a profession for me; it is a calling rooted in my profound passion for graphic design. Throughout my career, I've been committed to fostering creativity, nurturing individuality, and inspiring my students' lifelong love for design. To ensure that my teaching practices consistently align with these values, I undertook a transformative change in my approach to course design and student interaction.

One of the most significant shifts I made in my teaching practices was integrating project-based learning into my graphic design courses. This decision was prompted by a realization that to truly prepare students for a dynamic and ever-evolving field like graphic design, I needed to move away from a traditional, lecture-centered approach and embrace a more hands-on, experiential model.

Project-based learning allowed me to create an environment that encouraged creativity and provided practical, real-world experience. Instead of focusing solely on theoretical knowledge, I began crafting assignments and projects that challenged students to apply their skills in creating actual design materials. These projects ranged from designing social media campaigns about issues of personal importance to exercises that teach research, process, and problem-solving, otherwise referred to as “design thinking." Each project was carefully selected to align with my core teaching values, which include fostering creativity, nurturing individuality, and instilling a passion for design. The effects of this shift were immediately apparent. Students became more engaged and enthusiastic about their work. They were no longer passive recipients of information but active participants engaging in problem-solving skills.

In traditional teaching, there is a risk of homogenizing students' work by imposing a singular aesthetic or methodology. Project-based learning encouraged students to explore their design styles and find their unique voices. Making design choices that resonated with their interests and values led to a diverse range of design solutions boosting their confidence and self-expression.

The impact extended to the relationship between my students and me. The traditional teacher-student dynamic evolved into a more collaborative and supportive one. I became a facilitator, guiding students through their creative journeys and providing constructive feedback. By recognizing their unique strengths and challenges, I could tailor my teaching to their individual needs, enhancing the quality of education they received.

Beyond the classroom, the effects also extended to my professional development. My active practice brings real-world experiences, references, and professional connections, helping them build a professional network, which is invaluable in the graphic design industry. The passion for design that they developed in my courses went beyond the classroom and became a driving force in their careers.

The shift to project-based learning in my graphic design courses was a transformative change that aligned my teaching practices with my core values. It facilitated creativity, nurtured individuality, and instilled a deep passion for design in my students. Most importantly, it allowed me to shape better designers and individuals who are confident, creative, and passionate about the world.