Teaching Philosophy
Jiamei Yan | Design | University of Southern California
As a future design educator eager to contribute to the vibrant academic environment at the University of Southern California, my teaching philosophy is centered around the objective of design education: equipping students with the ability to merge technical excellence with deep thinking, creative exploration, and a comprehensive understanding of the cultural significance of design. My teaching approach is based on the belief that design education is not merely a process of technical training, but rather a powerful tool for fostering innovative thinking, critical analysis, and a deep understanding of the impact of design on contemporary society. Over the past year, my experience at Roski School of Art and Design has deepened my understanding of how skill development, the integration of history and theory, and a student-centered teaching methodology collaboratively shape the studio classroom into an environment for innovation and in-depth exploration. This experience has further reinforced my conviction that creating an inclusive, challenging, and inspiring environment for all students is crucial, helping them to continually break through their creative boundaries.
In my teaching practice at the University of Southern California, I hope to create a dynamic and transformative learning environment. One that encourages students to push beyond traditional boundaries and embrace exploration in design education. Students can expect to learn from a mentor fully dedicated to their holistic development, while I work to foster an inclusive and thought-provoking studio atmosphere that allows them to deeply experience the power of creative expression. By offering constructive feedback and open conversation, I aim to inspire a passion for continuous learning, guiding students toward ongoing growth in both their creative and analytical pursuits.
To achieve this goal, I use a real project-based teaching approach that integrates research, hands-on practice, and critical analysis, thereby connecting theory and practice. Rather than relying on a lecture-centered model, I favor experiential learning to enhance students’ comprehension and retention, enabling them to tackle design challenges thoughtfully in real-life contexts and apply their theoretical knowledge flexibly. Among these teaching strategies, the “Knowing Me, Knowing You” simulation project best illustrates my teaching philosophy(https://drive.google.com/file/d/17fSSqAMglZ_7K3VTZY3bpIXZR9tWhnMu/view?usp=drive_link). The project is designed as a data visualization exercise, it requires students to gather real-life data from two days of their daily activities and present it in a three-dimensional, creative format. Within the studio environment, students showcase their work and receive immediate feedback, simultaneously sharpening their presentation and communication skills. Through this low-pressure and highly interactive setting, they iterate and refine their work, learning from experiments and error while drawing inspiration and support from peer critiques and collaboration.
Skills-based instruction is both the foundation of design education and the starting point for all creative exploration. I encourage students to establish a strong technical grounding early on by mastering design principles and a variety of design tools, equipping them for more in-depth and inventive projects while achieving their unique creative styles. During class lectures, I introduce essential theoretical and historical concepts to exploring their development and evolution. Use seminar discussions to guide students in interpreting and critically analyzing the deeper significance of theoretical and historical works. Once students have a solid theoretical base, we transition to project-based experimentation that emphasizes creative thinking. Outside of class, I assign readings on design history, requiring students to write reflections that help them internalize and reinforce the knowledge gained in lectures. By the end of my course, students should possess research-oriented mindsets capable of tackling complex design challenges. They will be adept at visually communicating intricate ideas and open to a diversity of perspectives that enrich the design process. As they step into the contemporary design landscape, I expect them to do so with confidence, creativity, and a clear sense of their evolving design identities.
At the same time, I remain attentive to each student’s unique learning path, providing care and support tailored to their needs. Whether they encounter technical or conceptual obstacles, students receive personalized feedback, engage in group discussions and collaborative exercises, and participate in regular reflections. All aimed at broadening their problem-solving strategies. I also make myself available through scheduled one-on-one meetings for those who wish to delve deeper into their creative process or address other learning challenges.
As a design educator, I remain committed to continually refining my teaching methods, offering timely and constructive feedback that guides students along their learning journey. I believe in fostering a collaborative, communicative classroom environment to enrich each student’s educational experience. Additionally, I devote myself to sharing professional insights and resources, equipping students with the tools they need to thrive in an ever-evolving design landscape. I hope that my dedication to student growth, dynamic teaching methods, and unwavering passion for design education will align seamlessly with the ethos of the University of Southern California.