Design Philosophy

Practice

As a designer, I see design as a language of clarity, empathy, and intention. I approach each project not simply to create visuals, but to craft meaning — translating complex ideas into compelling visual narratives that inform, inspire, and connect. My practice is grounded in curiosity, driven by context, and shaped by an ethical commitment to designing for impact over impression.

Pedagogy

As an educator, I believe learning should be transformative, not transactional. My teaching philosophy centers on creating inclusive, inquiry-driven environments where students are encouraged to think independently, reflect critically, and design purposefully. I guide learners to see beyond tools and trends — toward developing a personal voice, ethical awareness, and a deep understanding of design as both a process and a responsibility.

Research

My research explores the intersections of design, culture, and pedagogy. I am particularly interested in how design education evolves in response to social, technological, and ecological shifts. Through both academic writing and practice-led inquiry, I aim to contribute to a deeper discourse on the role of design in shaping equitable, sustainable, and meaningful futures.

Statement of Purpose

My academic mission is to contribute to the advancement of design education that is contextual, contemporary, and socially responsible. I aim to bridge academic theory with industry practice by fostering research-driven design inquiry and interdisciplinary exploration. My focus is on aligning curriculum with Outcome-Based Education (OBE), design for sustainability, and creative entrepreneurship. Through administrative leadership and curriculum innovation, I aspire to contribute to the growth of a design school that champions creative excellence, research output, and student-centred learning.

I also envision integrating emerging themes such as instructional design, system thinking, and digital pedagogies into studio-based learning—preparing students for dynamic futures while staying grounded in cultural relevance and ethical practice.

Teaching Statement

As an Academician in the field of design and visual arts, I believe that teaching is a dynamic, evolving process that should empower learners to become not just skilled professionals, but thoughtful, responsible, and innovative contributors to society. My approach to teaching is rooted in empathy, interdisciplinarity, and a deep commitment to student-centered learning.Over the past decade, my roles as a Head of Department, Program Coordinator, and Associate Professor have given me the opportunity to shape academic environments that promote creativity, critical inquiry, and research-driven design practice. I view teaching not simply as the delivery of content, but as the curation of experiences—where students are encouraged to explore, experiment, and engage in reflective learning. Whether guiding a foundational design studio or mentoring a postgraduate research thesis, my focus remains consistent: to nurture independent thinkers capable of integrating aesthetics with functionality and empathy with innovation.

I integrate Outcome-Based Education (OBE) principles and Design Thinking methodologies into my curriculum to make learning experiential and impactful. I emphasize collaboration, real-world problem solving, and cross-disciplinary exploration. For instance, through projects on accessibility, sustainability, and social awareness, my students have addressed real societal challenges using design as a transformative tool.

Faculty development is equally vital to my teaching practice. I believe that a strong academic culture grows when educators are continuous learners. In my capacity as FDP and R&D coordinator, I’ve led several initiatives to build pedagogical capacities among faculty through workshops, paper writing programs, and innovation in design pedagogy.

Ultimately, I see education as a shared journey—one that values diversity, curiosity, and lifelong learning. As I pursue further academic leadership roles, I aim to foster inclusive, research-oriented learning environments that prepare students not just for employment, but for thoughtful engagement with the world.