As I prepare for another year of teaching design, the familiar mix of excitement and nervous energy returns. With new students, fresh ideas, and evolving design challenges, the start of the semester feels just as inspiring—and a little(ok, a lot) nerve-wracking—as ever.
Here’s why stepping back into the classroom never gets old.
It’s that time again — new year, new semester , and a new batch of students gearing up for the new semester.
The start of the academic year always brings a mix of excitement and…that vague unease I can’t quite shake. I remember feeling the exact same way last year.
At Academic Welcome event, hearing fellow instructors speak reminded me of that familiar first-day tension.
You’d think teaching the same design thesis course again would bring confidence, but here I am, reviewing my notes and feeling those first-day jitters creeping back in.
Why the nerves? It’s not the course material — that’s ready to go. It’s the unknown: new students, new ideas, new energy.
No matter how much I prepare, the first day always feels like opening a blank sketchbook — full of potential but intimidatingly empty.
Decision Fatigue Meets Creative Chaos
Last year, I had one of my best teaching experiences yet.
It was a two-semester design studio where I met with students weekly, guiding them through their self-directed design projects.
Watching them struggle, improve, and eventually create work they were proud of was incredibly rewarding. There was a sense of shared ownership — it wasn’t just “their project” anymore; it became “our project.”
Yet despite the positive experience, starting a new year feels just as daunting.
Maybe it’s because a design thesis studio isn’t like a regular lecture class. It’s more like helping someone build a rollercoaster with no clear blueprints.
The students bring the ideas, and I offer guidance, hoping the whole structure holds together.
Some weeks, there’s a breakthrough; other weeks, we all feel a bit lost. And that’s part of the magic — the unpredictable nature of creativity.
First-Day Teaching Feels a Lot Like a Blind Date
Meeting a new class for the first time feels oddly familiar to a blind date.
You’re hopeful, a bit anxious, and wondering if there will be any awkward silences.
Imagine facing not just one but eighteen people, all looking at you for direction.
No candlelit dinner or polite small talk — just a room full of students with blank sketchbooks and expectant stares.
The first day is all about setting the tone.
Will we click? Will they trust me enough to take creative risks? Will I live up to their expectations? It’s a lot to think about while simultaneously explaining the syllabus.
Staying Relevant in Design Education
Here’s the thing about teaching design: staying current feels like chasing a squirrel on caffeine.
Design trends shift constantly.
One moment, minimalism dominates; the next, everyone is talking about neon maximalism.
Software updates faster than I can keep up, and the design world continues to reinvent itself in unpredictable ways.
This constant change is part of what makes teaching design both thrilling and exhausting.
The fear of becoming outdated isn’t just personal; it’s a responsibility to the students.
They’re not just learning design principles — they’re learning how to think critically and adapt to a field that refuses to stand still.
My role isn’t just to teach but to stay curious alongside them.
Final Thought
The first day of teaching is never just another day on the calendar.
It’s a mix of nerves, excitement, and the challenge of setting the stage for the months ahead.
Despite the butterflies, it’s also an opportunity — to inspire, to guide, and maybe even to learn something new myself.
So, as I prepare to meet this year’s students, I’m reminding myself: it’s okay to feel a little unsteady.
Creativity thrives in that space between uncertainty and discovery.
Here’s to another year of design explorations, unexpected ideas, and, yes, the occasional loop-the-loop moment in the studio.
Life Outside of Design Studio 