Design education is more than learning a set of skills, becoming a designer is about learning to think through problems in a specific way.

Design is dependent on environment; it is site-specific and depends on audience, culture, usage and location. Graphic design at its root is visual problem solving. The aim of all UMSL curricula is to develop the designer's perception, knowledge, and skills to help them solve a variety of visual and organizational problems.

UMSL Graphic Design’s teaching strategy revolves around reaching students through a range of approaches. At UMSL, we perceive the differences between students and utilize their unique viewpoints to build a richer, wider discussion of Design. Our goal is to instill students with our passion and enthusiasm for visual communication and the process of design experimentation. Graphic Design attracts highly motivated students and seeks to build a strong design community in which to grow and learn. UMSL Graphic Design has built its reputation on building strong student portfolio, but more than this, we aim to build character.

In order to fulfill the expectations placed upon designers in the future, they will need to employ a set of skills that include some beyond today’s typical scope. No single designer is likely to have all the skills required, yet this research revealed the range of competencies that a studio or design department will need in order to meet the demands of the future.

UMSL Graphic Design seeks to create curriculum to strengthen students in the following areas, as identified by the American Institute of Graphic Arts (AIGA).

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1. Ability to create and develop visual response to communication problems, including understanding of hierarchy, typography, aesthetics, composition and construction of meaningful images
   
2. Ability to solve communication problems including identifying the problem, researching, analysis, solution generating, prototyping, user testing and outcome evaluation
3. Broad understanding of issues related to the cognitive, social, cultural, technological and economic contexts for design
4. Ability to respond to audience contexts recognizing physical, cognitive, cultural and social human factors that shape design decisions
5. Understanding of and ability to utilize tools and technology
6. Ability to be flexible, nimble and dynamic in practice
7. Management and communication skills necessary to function productively in large interdisciplinary teams and “flat” organizational structures
8. Ability to construct verbal arguments for solutions that address diverse users/audiences; lifespan issues; and business/organizational operations
9. Ability to work in a global environment with understanding of cultural preservation
10. Ability to collaborate productively in large interdisciplinary teams
11. Understanding of ethics in practice