AURA. That is what I remember about many of my professors – a certain aura emanated from them. I am pretty sure they were all human, but maybe a few tiers closer to divinity than I. That may be a bit exaggerative, but now that I am possibly an “aura-inducing” professor I feel a great responsibility in the work I do and obligation to those I serve. Many friends of mine who are not in academia seem to have a certain respect for what I do. Little do they know the amount of time I spend questioning what I do, why I am doing it, and how it is being done! From time to time, I muster the humility and let them in on a little secret – I seem to have more questions than answers. I suppose the adage “the older you get, the less you know” is in fact true. The humility of not knowing coupled with the pursuit of knowledge may be the key ingredients to this mysterious aura.
I say this to emphasize the point that we are all continually engaged in a process of learning. Before moving to Abilene to teach at ACU, a good friend and mentor who is also a college professor, reminded me that most college professors have little training in how to teach. I am no exception. He also suggested that teaching is a way of learning, not merely a recitation of your own knowledge. Teaching as learning. That concept resonates with me as I finish my sixth year of teaching full-time. I clearly remember the night before teaching my first class at ACU. I was excited, anxious and a little bit scared. Why? I had been chosen for this position because of my education, experience and expertise. Surely I was more prepared than the twenty freshmen I was going to encounter the following morning. Oh, how much I learned that first day, week and semester. I quickly realized that I was engaged in a transformative process, both for the student and myself. I have come to realize the tremendous privilege and honor it is to be trusted to walk alongside these students during their brief time on our campus and in our classrooms.
THINKING & MAKING. I believe in the powerful union of theory and praxis. I place high value on thoughtfulness and craft, as they should influence and inform each other. I cannot separate the two. Obviously, there is much to be said for thinking. Critical thinking is a foundation of higher education, and helping students learn how to ask questions, gather and interpret information, draw conclusions and contribute knowledge is critical for them to succeed in their fields. Equally important is the learning that happens as we make. The process of creating, using our physical bodies to manipulate matter, resonates deeply with our spirit. It is visceral. Why? We are sculpted in the image of a Creator who has made all of His creation holy. There is no room for dualism – the physical world bears the fingerprint of God as much as our bodies and souls. Over time, I have come to realize that we share much in common with the physical world. Our senses are completely engaged through the process of making, and our understanding of opportunities as well as limitations are made more complete. I admire craftsmen who have honed a particular skill transforming the utilitarian into the sublime. I admire the collective wisdom and resourcefulness of communities that have adapted to the particularities of their environment to survive. The university is an excellent place for theoretical exploration and intellectual exercise, and practice provides the testing ground for those ideas.
“He uses his passion for the subject to create involved, hands-on experiences.” DSGN 402 Student, Spring 2013
From my perspective, it is easy to make a connection between thinking and making when considering art and design. We are in the artifact-making business, but we aren’t the only ones that benefit from the act of making. I am working with ACU’s new Maker Lab for the fall 2013 semester (and beyond) to serve as a liaison between departments, instructors and the Lab. My role is to help others envision how they can use the space, and the act of making, to engage their students in a meaningful way. This is a language I speak fluently and I’m excited about teaching that language through immersion to the broader ACU community.
PIE IN THE SKY. Considering the roles of thinking and making in the design student’s education, part of my job as a teacher is to equip them with tools and methodologies that will serve them as they move beyond our campus and into their careers. I am also obligated to provide opportunities for discovery, exploration and innovation. These too are critical components of their education. Reflecting on my professional career and considering my daily experiences at a “real” job, what I appreciate most about the university environment is the freedom to create and invent. For most of us, there are times when working in an office can suck the life and creativity out of you, especially as you gain responsibilities and begin managing projects. You may spend 10% of your time designing and the rest is dedicated to management and documentation. It’s not that the work isn’t rewarding, but it’s much different than the experience in school. Students need to be exposed to the reality of the professional world and understand the discipline and work ethic required; however, the university is a place to begin realizing potential and exploring possibilities. This allows them to enter the workforce with a greater understanding of their thought process and capabilities.
Brandon is “very innovative and creative. Always trying to think of new ways to make our learning more impactful.” DSGN 442 Student, Spring 2012
PROCESS-ORIENTED. I am process-oriented, and as a result I spend a lot of time assisting students with the development of their design process. The emphasis on process relates, again, to the notion of thinking and making mentioned above. Design is not a linear process, so following a checklist to complete a project misses the point. Students need to consider the information presented (users, context, parameters, restrictions, etc.), identify their assumptions, draw conclusions and make informed design decisions. That is thinking. They also need to test their ideas, which requires action and experimentation (drawing and building physical models). That is making. I am just as concerned about the development of design process as I am of final products. If I am being really honest, I place more value on process than product because I believe the essence of work is in the act of working. Of course, I still expect my students to have beautiful final products!
“Even though it was frustrating at times, the fact that he made us look up and research our questions ourselves made what we learned more rewarding. He always pointed us in the right direction, and then let us discover the solutions ourselves. This was a great way to make us more dependent and gain necessary research skills”. DSGN 341 Student, Fall 2009
“Brought a strong background into the subject area and was willing to help students thoroughly with processes on the project.” DSGN 341 Student, Fall 2009