associate professor Andrea Herstowski
University of Kansas | School of Architecture, Design and Planning | Visual Communication Design | Graphic Design



:- Teaching Statement
Selected Class Projects
:- Bookcovers: Developing a Series
:- Famous Speech: Motion vs. Print
:- Creating Interaction
:- Workbook: Type Rules Illustrated
:- Senior Portfolio Class
:- Syllabus
:- Rubric
:- Student Observations/Reflections
:- Class Portal
:- Class Project Outline
:- Teaching/Student Awards
Contact Info
e: herstow@ku.edu
c: 795 393 9382

Capturing student reflections
For each of my classes, I develop a website that includes a class blog. The website outlines the projects, objectives, goals, milestones, homework, and other activities. I use to post inspirational designs, examples, and resources.

Using blogs to capture student's work completed outside of class.
All graphic design majors start a personal blog in thier sophomore year (first year of the major) and they keep the same blog of throughout all their major classes. When they are seniors they have an artifact of their journey.

In Typography 02, the students have a weekly journal assignment (click here to see assignments). The journal assignments supplement the projects and introduce the students to what professionals are writing, saying and doing. Each week has a different task; read, watch or listen. After the student has completed the task, they post a written summary, write a considered reflection/opinion, post examples and answer any additional questions listed for the week.

One example of a task; read article Twenty Rules of Graphic Design. Summarize it and answer: which 3 rules do you think are the most important? what 3 do you think you need to practice more? which 3 do you want to ignore. It will be interesting to ask the students to answer these same questions again when they are seniors. (click here to read a student's summary.)

Another task is a reading and series of exercises from Writing for the Visual Thinkers. After reading the article, complete a the series of writing exercises, summarized the article and explain how the exercises would be useful to you in the future. Everything is posted to their personal blog. (click here to read a student's summary.)

Every project begins with research and discovery. The student's also use their personal blogs to capture that research. (click here for example of initial research completed for a project about bookcover design.)
:- Journal Assignments
:- Student: Jessica Marak
:- Student: Lauren Schimming
:- Student: Andrew Spalding

Collecting process work and observations
A the completion of of every project each student completes a process book. Process is usually 50% of a project grade. The process book is an artifact that shows if they completed and understood each part of the project. It contains the objectives of the project, research, concept development, audience, mood/tone, design studies and final outcomes. The student can use the process book when they are interviewing for an internship or job. Professionals like to see student's thinking and process, how they got from one point to another.

The students also write a critique of the project itself to me. I ask them express if parts of the project were confusing, process too long, too short, unclear, what they liked, didn't like, what they would do differently, what I should do differently. I use these comments to refine and make adjustments to the project.
Process Books (download pdfs)
:- Brian Rio: bookcover series project
:- Jordan Jacobson: speech in motion project
:- Kimberly Patton (process poster): interaction project
:- Jared Kolar: motion project