As a design scholar and visual communicator attempting to teach intuitive design, alongside abstract discovery, and paradoxical methods of linear reasoning and lateral thinking, I assumed that all classrooms were like my own—the primary teaching style exampling a methodology and enthusiasm for experimentation, prototyping, and iteration. Teaching to embrace the good, the bad and the ugly, but always try, and try again until the problem is solved.
This was the only pedagogy I believed plausible in order to develop the critical thinking skills needed to sharpen our natural born ability to be creative and resourceful, allowing those serendipitous provocative moments to visualize the world, not as it is, but as it isn't. Students need this, and educators need this in order to stay passionate about learning.
Visualization skills are essential for our shared 21st-century human 'laundry list' of global issues, all weighing on the hearts and minds of us dedicated to the academy.
Becoming an Adobe Creative Campus was beyond extraordinary for our students, but even more so for our faculty. Once our teaching community accesses this power now at their fingertips, I am confident UTSA will provide the key elements of faculty development and support to activate and infect all its faculty—from all disciplines, not just the usual suspects like me.
Educators have intellectual stories to tell, create, demonstrate and most importantly SHARE. Our perspectives, i.e., our research, ideas, processes, knowledge, pedagogy, and solutions for a better world are all waiting to be created and disseminated to the new generations of students hungry for a good lesson.
So, why do so many of our faculty struggle with embracing creativity or new technology to deliver their story?