[n] 1: The act or state of knowing; clear perception of fact, truth, or duty; certain apprehension; familiar cognizance; cognition. 2: That which is or may be known; the object of an act of knowing; a cognition. 3: That which is gained and preserved by knowing; instruction; acquaintance; enlightenment; learning; scholarship; erudition. 4: That familiarity which is gained by actual experience; practical skill; as, a knowledge of life. 5: Scope of information; cognizance; notice.

I never dreamed that my passion for the art and design world would lead me to an even higher calling - that of teacher, mentor, and advisor. Education has been an ongoing and important part of my life as long as I can remember - whether it happens to be my own pursuit of artistic knowledge, or teaching others design concepts and technologies. I have been, and continue to be, an avid student of the arts - taking classes of all sorts, ranging from new multimedia technologies to pottery to yoga. I am amazed how tightly the different genres intertwine and give back to one another.

I believe in fostering a positive, career-focused teaching environment, where I personally take an interest in a student's goals, progress and future. My exposure to students from different backgrounds, cultures, careers, and family situations, has instilled in me the notion that the students themselves are creative beings with lives, and dreams, and are as unique as the material that we discuss and implement in the classroom. By learning more about my students, I tailor my program and readings to foster critical thinking and inspire professional growth, while interjecting a personal concern for each student's aspirations.

My teaching methodology encompasses all levels of the design process, from concept to completion - stressing the importance of traditional theory with strategic problem solving, while incorporating the multitude of diverse, creative technologies available today. Typography, color psychology and visual communication aspects are an fundamental part of the entire creative process. I often explore new ways of teaching, combining practice exercises, lectures, readings, tutorials, software demonstrations, conceptual documents and traditional storyboarding in my process.

Brainstorming and collaboration between students is also an integral part of my classroom experience. One of my favorite activities at the end of every class I teach, is the final project "peer review" process ... my last class of the semester, has historically been spent with students rotating between computers or presentation boards, and writing comments and suggestions regarding their fellow students' work. My students draw inspiration from one another in this way, and are encouraged to explore new avenues through the feedback of their peers. I find this translates well into the working world where designers often work together on projects and rely on one another for guidance and co-creativity.

As someone dedicated to the teaching of Digital Design, I am a huge advocate of ongoing self-education, and evaluation of my efforts. I look forward to student reviews at the end of the semester. One of the things I consistently saw in the initial student reviews I received early on in my teaching career, was that the concepts I taught were being presented too quickly. I worked on my presentation skills, honing my concentration and focus, and volunteered to speak at various professional organizations and technology groups, to grow more comfortable with presenting information in a relaxed and informative manner, so my students had time to process and review the information. How I present, and how I can strengthen, my own knowledge of the material I teach, is continually reinforced through my own professional development and practice.

I make it a point to become actively involved in the business community as a I teach, and strive to become a liaison between the college and business world, to allow students to obtain real world experience while attending school. Most of my intermediate to advanced level classes include projects that involve real client-designer interaction as part of the learning process. The interweaving of visits from professionals in the industry, as well as studio tours of local agencies and development houses, and discussions on finding real world practice, are part of every class that I teach. I encourage my students to explore any Co-Op, volunteer or internship opportunities made available to them.

My involvement with the community spans beyond the business sector. I often volunteer with community awareness and educational programs, whenever possible. One of my favorite on-going events to participate in, has been the DC Web Women's annual "Girls Rock On The Web" child education program. The program facilitates and teaches young, often under-priveleged, girls between the ages of 7 and 15, about new web technologies and encourages them to explore these technologies as a career path. I have served as an instructor, a classroom coordinator and a fundraiser for the events throughout the years. I encourage my students to join me in these types of volunteer programs.

I recognize the importance and urgency of engaging young women in technology through mentorship and community involvement. I've recently volunteered with UMBC's Center for Women in Technology (CWIT) and I look forward to volunteering with their programs in the future. I hope I can lend my professional knowledge and background to serve as a positive role model for young girls and women interested in the technology field.

Teaching is an enormous responsibility and more than just a career; I am more than just a designer, more than an instructor. I see myself as a mentor, and role model; someone to guide students in the learning process, and expand their understanding of Design and how their work affects the artistic community, the technology sector, and their community at large. Through my teaching, I hope to introduce a thoughtful, socially-aware, realistic group of individuals into the Graphic and Multimedia Design community, with the forethought to creatively problem solve on both a theoretical and concrete level.