Xavier Ho
Faculty of Art, Design and Architecture
Encouraging student agency
Xavier strives to foster designers who are curious, not afraid to experiment safely, look after one another, and are compassionate and kind.
What are you doing differently in your field that you believe is driving real change?
My teaching goal is to foster each individual student's agency and sense of ownership in the classroom. I do this via a range of evidence-based activities including Virtual Schoolbags, Design Jams, and Market Fair. Students who have taken my classes say to me that my classes are one of the best classes they've ever taken in their University degree because the vibes in the room are so supportive, positive, and affirming.
How do you help students build confidence, not just knowledge?
Emerging designers, like anyone learning how to do something for the first time, seek acceptance from their peers and their instructors. This is a two way conversation: the student needs to see what they are doing has value, and they can visibly see that others also see the value in their work. I provide a three-phase feedback loop in my classrooms: from peer to student, instructor to student, and student to self. By developing their work over many weeks and iterating from constructive feedback, students grow more confident in their work.
Emerging designers, like anyone learning how to do something for the first time, seek acceptance from their peers and their instructors. This is a two-way conversation: the student needs to see what they are doing has value, and they can visibly see that others also see the value in their work. ”
What do you hope your students take away from their time with you? Is there a student moment you’ll never forget, and why?
Market Fair is the most unforgettable activity. I designed it to facilitate active learning in giving and receiving feedback in a low-stake, informal and friendly environment. The activity is a simulation of a student-run trade show, and I provide them with structured rules of engagement and feedback sheets. Students love this activity and say they will always remember the time doing this. The message they take away is that: their design has value, and they can surface that value through conversation.
What legacy or ripple effect do you hope to leave behind?
I strive to foster a new generation of designers who are curious, not afraid to experiment safely, who look after one another, who are compassionate and kind, listeners and who are self-driven and motivated. Above all else, students giving their time and attention to the generation after them are among the best outcomes.
What’s something about Monash that would surprise people in a good way?
Monash is strongly and proudly inclusive for LGBTIQA+ folk. We have a strong network of student bodies and student-led associations who are majority queer, neurodivergent, and love to help others. I am currently the Academic Adviser for a growing student club, Monash Furry Society, with nearly 60 members since 4 months of founding. The students are expecting to register as a Monash Affiliate Club next year and we have support from national and international associations including UNSW and UC Berkeley.
What’s the biggest myth about university education you wish more people would rethink?
People often think that universities don't prepare students for jobs. This is a myth, because universities are not only preparing students to become job-ready graduates. I see my role at Monash as preparing students as life-ready graduates, including taking on their own creative journey as a business owner, a capable individual contributor, a valued team player, and a confident lifelong learner.