A Personal Reflection on Education
February 5, 2017
Five Years After Graduate School
As a creative professional with a number of years experience, I entered graduate school with a background in the design and marketing of branded consumer packaged goods innovations and initiatives. Looking to leverage interests in both academic and professional circles, my graduate thesis topic developed as an exploration of how design and branding methodologies are taught and learned by both students and professionals. I saw a significant gap between design and branding education. Numerous conversations with practicing professionals—within large corporations and creative agencies—academic instructors and students, as well as my own personal experiences, further verified my assumption.
With a wide range of interests, my research included:
- Investigation of overall design and branding principles
- Audit of where these disciplines are currently taught
- Design Management role within a large corporate environment
- Graduate assistantship within an academic collaborative initiative
- Online surveys of individuals within the design and branding communities
- The development of new curriculum and specific courses.
While the work certainly focused on how it may be applied within the University of Cincinnati, it could be relevant for any institution intending on creating synergies between design and branding—an intersection of art and business.
Going Back to School
While the overall theme and intent of my research remained true to my initial interests, undertaking graduate school—and the personal growth I grew to recognize—broadened my perspective and shaped my philosophies as a student, teacher and creative, as well as marketer. The experience of graduate school revealed how to be a better observer, as well as an active participant—a follower or leader. It gave me more recognition of when to support an existing system and when to disrupt with the intention to innovate.
Years ago, I had the opportunity to begin supporting the efforts of Professors Tom Effler and Peg Faimon and the Graphic Design program with the School of Art at Miami University as a member of the university’s adjunct faculty. Additionally, Matt Davies provided the chance to give a guest lecture at Bowling Green State University—my undergraduate alma mater. These engagements most certainly sparked further appreciation for the academic world, as well as the intangible benefits one receives from working with young college students. The atmosphere is incredible—full of possibilities. While it may sound cliché, I believe I learned more from students than I could ever hoped to teach them.
My Decision to Enter Graduate School
Conversations with Professors Mike Zender, Craig Vogel and Sooshin Choi—before and during my initial days as a graduate student—helped to further shape my attitude toward this new learning experience and opportunity. One of the most difficult challenges for a non-traditional student is to strip away preconception and open one’s self to infinite possibilities. On many levels—embracing the unknown can be a little scary. Keeping your mouth shut and allowing others to come to their own conclusions is a crucial aspect of teaching—perhaps, the hardest aspect of the classroom to grasp for practicing professionals entering the academic world.
Expectations Shifted
It took a few months to fully realize how my role would be different than expected.
But, it was perhaps trend forecasting—a course that I took during the second quarter of my graduate studies with Libby Perszyk Kathman’s (LPK) Valerie Jacobs—that helped generate a specific focus, as well as provide the avenue to initiate my research. The course investigates seemingly disparate influences and how trends impact individuals and society as a whole.
As a graduate of the Master of Design program at UC, Valerie understood the curriculum of the degree, as well as the challenges that an experienced individual could face. Within her course, I was able to investigate the connection between design and branding from within the academic setting, as well as explore the future of how individuals may become educated.
Change is inevitable. The very definitions of student and instructor, as well as the nature of traditional lectures and universities are being challenged. What is the relevancy of the traditional bricks and motor institution with the venerable sage-on-the-stage, in the era of instant-access to any information? What is the funding model for higher learning with the rise of the for-profit institution and online learning technologies?
Perhaps my interests were aligned with that of higher learning after all.
Throughout my experiences as a graduate student, I came to further realize that my interests always included a desire to support others—to learn, grow and laugh together. As a father, teacher, employee, volunteer and community member, as well as experiences as student, counselor, coach and mentor, I attempt to build a bridge for those that follow.
Be Prepared, the Environment is Different
If able, I strongly recommend going to graduate school at anytime after you have experienced some life.
I was over 40 when I decided to go back to school. Often, I’ve joked that I bookended the “non-traditional” student experience as a 40 something going graduate school the next youngest student in my cohort was ten years younger.
Timing was right for me. I started teaching as an adjunct at Miami and caught the academic bug. I always thought my undergraduate grades would prevent me from acceptance (I was a less than stellar undergraduate student). I always thought it would interrupt my life too much (it does). I always thought who needs it, I’m doing fine without it (I wasn’t).
Attitudes are different. Technology is much different. There are many more foreign students enrolled today. Many of the instructors may be younger and less experienced that yourself.
To be successful, you have to take the blinders off, open your mind, listen to others and think differently.
I actually learned and participated much more in the classroom, across colleges and with the university administration. In addition to my coursework, I was fortunate to manage the UC Forward initiative, coordinate faculty workgroups across colleges and teach within the University Honors program. It wasn’t just a learning experience—it was fun! But, it was also a lot of work.
You will be successful if you go in with the attitude that it is not only about learning, but personal growth—you will be different when you complete your degree. Now go take the GRE, GMAT or LSAT or whatever you have to take and go get ’em!