Teaching + Pedagogy

Teaching Philosophy

Fas Lebbie’s teaching philosophy is rooted in an action-oriented entrepreneurial approach that emphasizes transforming classroom knowledge into practical implementation and building students’ confidence in theoretical and practical knowledge. He believes that the teaching and learning process is dynamic, in which knowledge is not merely imparted but co-created through active engagement and applied in practical settings. Traditional design studies often fall short in this regard as they tend to remain overly theoretical and offer few real-world practical opportunities. Seeking a confluence of both theory and practice, Fas proposes the implementation of the LTP cycle, a holistic approach to his teaching practice that encompasses three key stages:

Learn it: Develops strategies for students to build theoretical capacity through readings and discussions in class and their translation into practical concepts.
Teach it: Builds communication and knowledge capacities through in-class sessions that allow students to teach, discuss, and present class materials to their peers.
Practice it: Challenges students to apply the class’s theoretical concepts in practical ways, resulting in tangible learning portfolios.

The LTP approach for teaching is delivered through active learning and reflective assessment, exposure to hands-on learning portfolios, and studio-like approaches for the critical, creative, and practical applications of ideas. Central to Fas’s approach is cultivating an educational setting where students are encouraged to critically detach from the root metaphors that constrain their capacity to build and embrace their creative visions to imagine otherwise through agency toward exploration, creativity, implementation, and dignity. He couples this by bringing attentionality and attunement to teaching through character development, skill development, competence building, and a goal for students to embrace the emergent nature that comes from reflective learning through application. This involves facilitating a space where learners can critically engage with ideas, fostering a deep conceptual understanding and a transition to practical insights that they can navigate and contribute to complex systems with agility and creativity while empowering them to become agents of change in their communities and industries.

Selected Courses

Fas Lebbie has taught several classes at the university level, primarily as a Teaching Fellow at Carnegie Mellon University, and has delivered lectures at MIT, Parsons School of Design, University of Utah, and as a Visiting Professor at SFK International College of Arts and Njala University in Sierra Leone. His teaching portfolio includes two graduate-level seminars he designed and taught and two mandatory undergraduate courses that he co-designed and co-taught at Carnegie Mellon University’s School of Design.

Design Studies // Persuasion // Lead Instructor // 2023

This course for undergraduate design students explores the power of persuasion in design. It aims to equip students with the skills to create impactful designs by leveraging persuasion techniques. Covering a range of psychological theories and strategies, the course focuses on influencing user attitudes, emotions, and behaviors through implicit and explicit methods. Emphasizing persuasion’s importance in a designer’s career, students learn to communicate design ideas, convince stakeholders, and advocate for user needs. The course also fosters critical thinking, encouraging students to examine how design, media, and the environment influence them, making them more conscious of persuasive forces and their impact.

Design Studies // Place // Lead Instructor // 2024

This course, designed for undergraduate design majors, focuses on physical spaces, defining “Place” as a dynamic environment influenced by design. It encourages students to consider factors such as climate, infrastructure, waste, and tools like maps and guides. Emphasizing the importance of contextualizing design practice and developing a unique voice, the course explores how cities and their narratives impact design choices and outcomes. Students learn to analyze cities from a design standpoint, examining factors behind specific decisions and their consequences. The primary goal is to highlight the impact of designs on existing realities and the necessity of understanding context. The course also provides a platform for applying abstract concepts to site-specific projects influenced by demographics and location.

Design // SFK CLASS // Lead Instructor // 2024

Design for the 21st Century” is a lecture/seminar course examining art, design, and technology from individual, systemic, and global perspectives. Featuring contemporary designers, artists, and technology practitioners, the course addresses topics like access and digital inclusion, biometrics and biohacking, AI and racial bias, privacy and surveillance, environmental disruption, global migration, and design for the 21st century. It explores the role of creative agency in personal, local, and global contexts and emphasizes creative resilience. Students grapple with ethical questions and harness imagination for change. The course aims for students to develop informed opinions about ethical issues in emerging technology, equipping them with the knowledge and skills for thoughtful discussions and informed decisions.

Design // Sustainable Foundations for Mineral Design: Local Resources in Global Contexts // Lead Instructor // 2024

This innovative research course, in collaboration with the School of Natural Resources and the School of Environmental Sciences at Njala University, explores mineral resource systems within a design studies framework. It focuses on the taxonomy and experimental uses of place-based minerals, highlighting local and global applications. Students examine the non-economic values of minerals, considering their societal, cultural, and ecological roles. The course emphasizes the material-relational dimensions of minerals and their impact on communities and the reliance on these minerals for technology development. By studying the lifecycle of mineral resources, students gain insights into sustainable mineral design and the choreography of resource evaluation from local to global contexts. The curriculum also addresses the strategic use of alternative minerals to support communities beyond primary resources, preparing students to advocate for fair valuation practices and sustainable development.

Fas Lebbie