Student-Centered Design Thinking & Relational Pedagogy
for Community Building


California State University Northridge  |  Graphic Design Department, Radius 2.0   |  Summer 2017
Working with design student-entrepreneurs learning design strategy, 
I used new technologies to create innovative small group discussion opportunities in large summer workshops, technologies that were later adopted by my colleagues in the department. I developed student-centered workshops and projects in order for students to develop their own solutions to challenges centered around organizational structure, team building, creative confidence, and student-led client solutions. I activated design thinking methodology and relational pedagogy within a multidisciplinary-student body.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
AIGA Leadership and Community Building

Committee Lead, AIGA Diversity and Inclusion Initiative  |  Education and Community Committee 
Work to support a more diverse audience of design students, practitioners, managers, thinkers, enthusiasts, clients, consumers, and policy makers as part of AIGA's Diversity & Inclusion Initiative. Augment ongoing AIGA programs with new ideas and resources that take a comprehensive approach, considering race, ethnicity, gender, sexual orientation, ability and disability, age, and other factors that shape creative perspective and professional experience.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Multiracial Women's Creative Circle
Building a Community for Multiracial Women in Los Angeles  |  Socially Engaged Art Intervention 
How One Dinner can Change US/Them/The World: A Group of multiracial/ethnic & mixed heritage women who were strangers to each other were invited together at my home to share a meal and a conversation in order to build a space for self authorship. 
The intention was to develop: 
   
•  A space for dialog, communion, and community.
   
•  Serve as a strategy to understand and communicate these women's experiences.
   
•  Refuse “the fragmentation that comes from the boundaries of identities” (Cruz, 2001).
   
•  Together, create counter narratives that are often silenced in society.   
   
•  Employ the Chicana feminist strategy of autohistoria  
Download the project presentation here and stay tuned for the culminating co-created art piece.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Master Gardener for the Community
Community Focussed and Sustainable Gardening Teacher  |  University of California
Certified and trained by the University of California Cooperative Extension I am certified as a specialized instructor, who uses research-based information to promote environmentally responsible and sustainable horticultural practices in the home, community and school landscapes with a focus on low-income communities.
I am currently developing methods to merge design practices, social justice, building community, and sustainable gardening. If you are interested in partnering on this please do get in touch with me.
Back to Top