Although I have valuable knowledge and experience in my field, I do not see my role in the classroom as being the sole source of information. While I purposefully curate my curriculum, each student contributes their own unique perspective and expertise to that structure. I subscribe to a learner-centered method of curriculum development. This approach focuses on individual students’ learning and empowers them to use their prior experiences as a springboard for transformation of knowledge. My role as an educator is to facilitate growth by utilizing student’s interests and their own predetermined, developmentally-oriented objectives to provide meaningful instruction. David Kolb’s experiential learning model also guides my educational practices. This learning theory stresses the importance of a non-linear cycle of concrete experience, reflection, conceptualization, and experimentation to cultivating profound learning. My classrooms involve rigorous conceptual and technical work that is highly focused on experimentation as a foundation for rhizomatic connections that disrupt habitual thought processes. These approaches are meant to generate new trajectories as students reevaluate their philosophical approaches to and reasons for making art. As we examine the purpose, history, and structure of art and design culture, students are encouraged to interrogate the role art plays in the world today. While I equip students with necessary technical expertise, I also encourage them to think about how those processes can be applied to abstract ideas and a critical engagement with the world.