Philosophy and Approach to Teaching
“I hear and I forget. I see and I remember. I do and I understand.” – Confucius
Teaching is at the core of my academic practice—a way to inspire students to imagine and realize alternative futures. Rooted in constructionist learning, my approach emphasizes hands-on making and design as a way of knowing. I teach students how to think—not what to think—through structured curiosity, observation, and exploration.
Design, as articulated by the Royal College of Art, is a distinct form of knowledge. It reveals what exists and envisions what is yet to be imagined. My classrooms prioritize creative inquiry and critical thinking, guiding students through both analog and digital means to transform ideas into impact.
Creating Opportunities for Innovation
Over the past decade, I’ve taught at Virginia Tech, Texas A&M, and CCA—developing courses from foundational studios to advanced graduate seminars. Notable among them is tranSTUDIO, rooted in my Ph.D. research on adaptive structures. Another is Robotic Craft, a collaboration with Autodesk Technology Centers, and my biomaterials course, which includes a living biomaterial library and website.
As Co-Director of the Digital Craft Lab, I initiated CCA’s Academic Alliance with Autodesk, integrating emerging technologies like AI and robotics into studio culture. Through this partnership, students have transitioned into tech industry roles, affirming the relevance of design education grounded in real-world challenges.
Commitment to Equity and Inclusion
Teaching in the Bay Area has deepened my commitment to equity and access. I integrate decolonial and inclusive pedagogies, encouraging students to leverage their unique voices and challenge exclusionary norms. My work advocates for gender equity in technology and construction—helping women and underrepresented students gain agency through robotics, AI, and fabrication.
Responding to AI and Value Shifts in Education
With the rise of AI, the value of education is shifting toward creativity, ethical reasoning, and systems thinking. I treat AI not as a threat but as a collaborator—used in my studios to support generative design, performance analysis, and decision-making. Students also learn to critique AI outputs, exploring the social and ethical implications of automation.
Integrating Research and Teaching
I embed research into the curriculum—encouraging students to explore intersections between design, science, and technology. A recent collaboration with UCSF earned the Best Science Award at the NYC Biodesign Challenge, exemplifying how design can operate as a form of inquiry.
Mentorship and Lifelong Learning
I’ve mentored students from 17 countries, achieving consistently high evaluations. My student-centered philosophy emphasizes individualized support and intellectual risk-taking. I aim to cultivate not just skilled designers, but adaptable, lifelong learners who confidently navigate an evolving world.
Vision for the Future
My teaching aligns with the values of creativity, experimentation, and human flourishing. I strive to contribute to a design education culture that is as socially conscious as it is technologically advanced—equipping students to lead with purpose in a world shaped by change.
NEGAR KALANTAR 