Maria Ahmad - Teaching

Teaching Philosophy

I find joy in hearing the voices of every student in my class, gaining insights from their diverse perspectives and understanding the thought processes behind their design decisions. Teaching provides me with the dual privilege of sharing my experiences and knowledge with students while learning from their unique viewpoints. I foster an environment where there are no wrong questions or ideas. Students should feel confident presenting any idea, no matter how radical, underdeveloped, or unconventional it may seem.

Diversity and inclusion are key elements of my teaching philosophy. I am committed to fostering a classroom environment that reflects a wide range of voices and experiences. To achieve this, I make an effort to highlight designers from diverse backgrounds to expose students to a range of perspectives and encourage them to incorporate those viewpoints into their work. Additionally, I encourage students to participate in local design events, such as those hosted by AIGA Cleveland (the Cleveland chapter of AIGA, the American Institute of Graphic Arts), where they can connect with a diverse community of creatives and gain insights from industry professionals with varied backgrounds. In the classroom, I aim to bring in guest speakers from a spectrum of creative fields—including but not limited to graphic, UX, and interaction designers, will grant students the opportunity to engage with different professional viewpoints. This holistic approach helps students broaden their understanding of design and its potential to reflect a wide array of experiences and identities.

I create a safe, engaging, and collaborative learning environment by emphasizing that mistakes are an integral part of the learning process. I encourage students to experiment, take risks, and embrace the unknown as part of their creative journey. To model this, I openly share my own experiences of making mistakes and learning from them, whether as a student or as a design professional. These moments of vulnerability help students feel more comfortable with their own setbacks and view them as opportunities for growth. Play is encouraged as it sparks creativity, risk-taking, and critical thinking. The space I curate is one where students are free to share ideas, collaborate on group projects, and engage in constructive critiques, all while supporting each other’s growth. Above all, the classroom is a space where students must feel welcome and safe to share their ideas and be their authentic selves. My goal is to help students find their voice, realize their potential, and provide them with tools to grow and thrive as they celebrate their journey and accomplishments.

Self-reflection is integral to my teaching approach. I encourage students to reflect on their design processes to identify what does and does not work, and how they can improve. This practice fosters awareness not only of their design process but also other aspects of their lives. I aim to equip students with skills essential for the fast-paced, ever-changing design industry. Beyond technical skills, I inspire students to become kinder, more empathetic individuals who serve their communities and strive to be the best versions of themselves. By sharing my passion for design, I hope to motivate students to become lifelong learners, expand their skillsets, and pursue their talents and passions, both within and beyond the field of design.

Student Work

Motion Design, Kent State University

Ivana Strauss: P is for Perform

Ellie Morrison: L is for Launch

Ariel Bradford: O is for Organize

Maria Rozenek: I is for Ignite

Courtney Maur: D is for Discovery

Ivana Strauss: 1984 Title Sequence

Ariel Bradford: Percy Jackson and the Lightning Thief Title Sequence

Amy Dudek: Harold and the Purple Crayon Title Sequence

Maria Rozenek: Rapunzel Title Sequence