“There's nothing more exciting than seeing somebody change...into a mind that begins to inquire about meaning.”
Milton Glaser

I've been lucky enough to teach at DAAP, a well-respected college at the University of Cincinnati, in the school of design since spring of 2003.

Lately, I've taught courses in interaction design/development but I began teaching motion graphics. Below is a list of courses I've taught in reverse chronological order.

  1. Design Technology a, b

    Fall 2005 - Present

    A sophomore-level, two quarter sequence. The first is an introductory course in interaction design and development. Objectives are split between theory (focused on user-centered design including research methods) and practice (HTML, CSS and Javascript). All code is taught by hand using the excellent TextMate. Course begins with IDEO-style research methods and teams are sent out to do in-person user research on their first design problem.

    The second quarter is in Flash with heavy concentration on ActionScript. Course begins with lessons in programming in ActionScript 2 and expands to exploration of interactive principles and theory as well as using simple physics equations to enhance interaction. Students work on a sequence of assignments exploring when different types of interaction are appropriate for different contexts and move on to building a simple game.

    Students are approx. 25 sophomores in the digital design program. I consistently receive positive feedback in course evaluations.

  2. Digital Design Fundamentals I, II, III

    Fall 2003 - Summer 2005

    An introduction to digital terms, software and methods used in the design profession. Content included key methods used to learn software, along with exercises that reinforced that knowledge, and content that assists in the development of a design aesthetic. This content was fundamental to work in design visualization, multimedia, page layout, and design for the internet.

    The course had grown organically and the large number of students didn't seem well served by the lecture format. I collaborated with McCrystle Wood to tweak the structure. We added breakout-style studio classes moderated by the both of us, but ran by older design students. The new model improved outcomes and increased camaraderie between freshman and older students so much so that the course was expanded the following year to include all freshman students from DAAP.

    Basic course structure in 2003-2004 was Photoshop in the spring, Illustrator and HTML in the winter and Cinema 4D in the fall. The structure in 2004-2005 was Photoshop in the spring, Illustrator and FormZ in the winter and HTML in the spring. The courses were condensed into three three week-long sessions for the summers.

    Students in 2003-2004 were approx. 180 freshman in the design program. Students in 2004-2005 were approx. 500 freshman in all Design, Architecture, Art & Planning disciplines.

  3. Digital Video 2

    Explored the various theoretical, technical, and aesthetic tasks and decisions involved in digital video editing. Beyond providing a basic understanding of Adobe After Effects, the course was designed to also enhance understanding of two- and three-dimensional form and how to communicate with motion.

    Students were from various programs in the university.