My contribution in the classroom is to make the environment attractive and thought-provoking so that the concept of design can be illuminated. I believe in creating a learning environment where my students can acquire knowledge, develop interpersonal relations, foster self-development, and experience their sense of individuality. In my experience, this broad-based approach has given "power" to my students "to do" their best. In order to do so, they must first be aware of their strengths and weaknesses. This form of discovery learning is a concept by Jerome Bruner who postulates that learning takes place in problem-solving situations where the learner draws from his or her own past experiences and knowledge to discover facts, relationships, and new truths to be learned.

In my classes, student-centered methods are used. Every decision is openly shared and discussed. When students have a stake in the decision, they are more likely to be actively involved, effectively turning them into decision-makers. I have observed that while a small percentage are willing to share their thoughts, the challenge is to get the rest to participate. In preparing the visually-challenged and grade-driven students, they are informed that I welcome 'mistakes' from them. Although the word may carry a negative connotation, 'mistakes' are rectifiable to provide an opportunity for experimentation, estimation, exploration and finally concrete creations. I encourage brainstorming where students find themselves discussing their work openly without harsh criticism. Students are encouraged to uninhibitedly express their ideas.

Exploration of ideas is important. At the beginning, my students are encouraged to uninhibitedly express their ideas. In this day and age of sophisticated software and hardware technologies, students are too quick to use the computer to solve their design problems. I seek to systematically introduce methods such as thumbnail sketching on papers to get as many ideas out as possible before using the computer as a tool of production, not ideation. The initial ideation part of sketching is followed by a series of feedback which leads to refinement and once the idea is finalized, they will use the computer to realize their ideas. Many sketches are explored as they continue to create their own original work which is essentially about learning by doing.

I believe that creativity, class contribution, punctuality, and most importantly, conceptual thinking, are important in instilling professionalism in my students. Materials must be made available as the field judges one's idea to be as good as how it is presented. After all, the students are realizing ideas that have not existed! Through the availability of budgets, I have consistently sought to update my studios and classes with the newest technology, relevant materials, and supportive devices so that they can become accessible to my students. Besides conceptualizing, designing, writing, illustrating, producing and publishing skills, my students also learn how to cope with other factorial issues such as real client expectations. Early in the fundamental course in graphic design, students are divided into groups to function as a mini-agency to tackle projects from real clients through serve-learning. It is a teaching and learning strategy that integrates community service to enrich their learning experience as well as instilling civic responsibility and communal engagements. My students are also regularly encouraged to test their abilities in the international arena whereby they enter design contest and present at academic conferences. When possible, assignments for the students are timed to coincide with local, regional, and global competition as a way to test their abilities with their peers. I deem this as important to build a sense of confidence in the students, another important 'tool' to have in facing a workforce and workplace that is mercilessly competitive.

In higher-level courses, I created open projects that promote personal growth in the students, especially those that can be geared towards putting students on a career path. I work closely with each and every one of them to develop projects that are designed to bring out the best in them, where their strengths are highlighted and their weaknesses are used as a 'prognosis' to improve upon. In addition, I constantly update my syllabi to avoid redundancy and to incorporate new ideas and trends from the industry as well as from conferences attended. It is important that my research does not end when the courses or the semesters end. I connect by observing, reflecting and practicing. As I make connection and relationships with diverse elements, my classroom observation, and professional experiences can act as depositories of "raw materials" that can contribute to my research in a meaningful and endearing way.

At all times, I strive to be fair, honest, and open with students. I am accessible to my students outside my classroom. They have the freedom to meet with me in more informal settings, whether during office hours, by appointment or in whatever open situation possible. In addition to student evaluations, I conduct post-mortem discussions at the end of the semester to gather feedback. By keeping an open communication channel with my students, the exchanges and interaction of opinions serve to heighten my interests as well as sparking any intellectual curiosity.

Lastly, I believe my skills, strength, values, and aspirations can only from a broad-based form of learning which is also made possible by traveling. Apart from that, I always encourage my students to indulge in creative activities just to let their creative side run free and finally, they must do something for each other because we as human beings tend to forget how self-centered we can become.


Teaching Interests:
Corporate Identity and Branding System
Conceptual and Practical influences of visual communication on society
Sustainable and Innovative Packaging Design
Typography as communicative and visualization elements
Interdisciplinarity in art and design within social, political and cultural contexts