Student Work Samples
Course: Visual Thinking
CST345 Visual Thinking is an experiential learning project-based course. The course’s focus is on examining a variety of techniques and ideation frameworks that will help students expand their observational skills, critical thinking, and enhance their overall design process and outcomes. Students will exercise by working on solving several visual communication design projects, in both individual and collaborative formats, in a quest to develop and adapt their own problem-solving pathways.
Project/Assignment: Visual Semantics in Design
The project focuses on examining visual semantics and systematic design methods for word-based visual communication. Students design a cohesive set of semantic icons or logo compositions that translate written language into universally recognizable visual forms. Emphasizing symbols, metaphors, and minimal visual elements over typography, the project challenges students to create clear, effective designs that transcend language barriers and demonstrate mastery of semantic design principles.
Below are examples of the design process and personal reflection documents that students present at the end of the project.
Project/Assignment: Designing with Emerging Interactive Technologies
This user-centered, interdisciplinary design project stimulates students to explore how emerging interactive technologies, such as AR, VR, and MR, can enhance everyday user experiences. Students apply research and design thinking methods to identify real user needs, develop and test an interactive solution, and present a high-fidelity prototype supported by clear rationale and process documentation.
Below are examples of the product concept pitch videos that individuals or teams present at the conclusion of the project. These presentations articulate the core concept, design rationale, and key decisions, highlighting how research, user insights, and iterative development informed the final solution.
Course: Design Fundamentals
CST227 Design Fundamentals is a project-based foundation course that introduces students to the aesthetic principles of elements organization, color theory, Gestalt laws, and typography for graphic design.
Students explore the interrelationships between form, function, and content in communications design while deepening their technical software skills.
Project/Assignment: Portfolio
The project requires students to develop a cohesive design portfolio that compiles selected exercises and assignments completed throughout the course. Emphasis is placed on visual clarity, intentional design decisions, and reflective presentation to showcase each student’s design evolution.
Below are links to portfolio examples created by students to showcase their understanding and application of fundamental design principles, while also documenting their creative process, experimentation, and growth over time.
Course: Capstone
CST498 Communication Design Capstone provides students with a culminating experience via integrating knowledge and skills obtained from all courses into a communication design project. Students follow the design thinking process to develop and produce a prototype of a substantial and professional-level project, conduct user evaluation, and write a final report. Simultaneously, students learn and practice project management, collaboration, and presentation skills, preparing them for the professional world.
Below are links to the Senior Communication Design Capstone websites for the 2024 - 25 and 2025 - 26 academic years. These sites showcase students’ capstone projects in detail, including their research, design process, iterations, and final outcomes, highlighting the depth, rigor, and professional quality of their work.
More Selected Student Work Portfolio
The following PDF presents a curated collection of student work drawn from multiple courses, including design fundamentals, visual communication, and graphic software tools classes, across different academic institutions throughout my teaching career. It showcases a wide range of design projects, approaches, and outcomes, reflecting diverse student perspectives, skill levels, and learning contexts.