Biography
https://abranhamdesign.myportfolio.com/
Amber is a Registered Interior Designer with over 20 years of experience in workplace, residential and educational design practice areas. Currently she works as a Assistant Professor of Instruction at Texas State University in beautiful San Marcos, TX.
Amber enjoys the process of design and working with students, teams or individuals to accomplish great design and vision in the built environment.
Amber finds inspiration in the great outdoors, camping, traveling and everyday interaction with creative minds.
Amber is passionate about the environment and has been named an urban hippie by some of her beloved clients.
"I still think science is looking for answers and art is looking for questions.."
-- Marc Quinn
Amber is a Registered Interior Designer with over 20 years of experience in workplace, residential and educational design practice areas. Currently she works as a Assistant Professor of Instruction at Texas State University in beautiful San Marcos, TX.
Amber enjoys the process of design and working with students, teams or individuals to accomplish great design and vision in the built environment.
Amber finds inspiration in the great outdoors, camping, traveling and everyday interaction with creative minds.
Amber is passionate about the environment and has been named an urban hippie by some of her beloved clients.
"I still think science is looking for answers and art is looking for questions.."
-- Marc Quinn
Teaching Interests
As an educator in the field of Interior Design, I recognize the paramount importance of instilling both a deep understanding of practical skills and a strong grasp of the underlying principles that shape the discipline. My philosophy centers on empowering students to not only acquire applied knowledge but also to understand the rationale behind design decisions. By equipping them with both the “how” and the “why” of design, I aim to prepare students to excel academically and thrive as thoughtful, skilled practitioners in the profession.
I believe learning begins with curiosity. Within my classroom and studio environments, I strive to foster a culture of inquiry where students are encouraged to question, explore, and push beyond surface-level solutions. Curiosity fuels intellectual growth and drives innovation in design, and by nurturing it, I aim to inspire lifelong learning and leadership in my students.
My teaching also acknowledges that Interior Design students come from diverse backgrounds and seek a stimulating environment in which to express their ideas. Diversity of experiences and perspectives enriches our discipline and is central to creating meaningful design solutions. As both a Texas State alumna and now a Lecturer, I have witnessed how students embrace diversity and thrive when given opportunities to connect, collaborate, and learn from one another.
In practice, my teaching emphasizes professional, emotional, and social growth alongside technical and creative development. Discussions around professionalism begin at the freshman level, with attention to attendance, meeting deadlines, respect in the classroom, open dialogue, and critical thinking. In my freshman-level studio courses, students participate in at least six pin-ups per semester to mark major project milestones. These pin-ups encourage professional presentation, foster social development, and create a judgment-free zone where peers can challenge and inspire one another’s creative and critical processes.
Because students learn in a variety of ways, I engage them through multiple modalities—lectures, discussions, in-class activities, hands-on projects, videos, readings, and consistent communication. I also integrate technology to support learning; for example, recording and sharing software demonstrations has proven highly effective in reinforcing classroom instruction. In the Introduction to Interior Design course (ID 1310), students experience a balance of lecture, group projects, exams, volunteer opportunities, and hands-on assignments, which together create a dynamic and inclusive learning environment.
Ultimately, my teaching philosophy revolves around the integration of applied knowledge, critical inquiry, and curiosity within a diverse and supportive learning community. My goal is that students leave my courses not only with the technical skills and design thinking needed to succeed, but also with the confidence, professionalism, and curiosity to grow as individuals and as contributors to the broader field of Interior Design.
I believe learning begins with curiosity. Within my classroom and studio environments, I strive to foster a culture of inquiry where students are encouraged to question, explore, and push beyond surface-level solutions. Curiosity fuels intellectual growth and drives innovation in design, and by nurturing it, I aim to inspire lifelong learning and leadership in my students.
My teaching also acknowledges that Interior Design students come from diverse backgrounds and seek a stimulating environment in which to express their ideas. Diversity of experiences and perspectives enriches our discipline and is central to creating meaningful design solutions. As both a Texas State alumna and now a Lecturer, I have witnessed how students embrace diversity and thrive when given opportunities to connect, collaborate, and learn from one another.
In practice, my teaching emphasizes professional, emotional, and social growth alongside technical and creative development. Discussions around professionalism begin at the freshman level, with attention to attendance, meeting deadlines, respect in the classroom, open dialogue, and critical thinking. In my freshman-level studio courses, students participate in at least six pin-ups per semester to mark major project milestones. These pin-ups encourage professional presentation, foster social development, and create a judgment-free zone where peers can challenge and inspire one another’s creative and critical processes.
Because students learn in a variety of ways, I engage them through multiple modalities—lectures, discussions, in-class activities, hands-on projects, videos, readings, and consistent communication. I also integrate technology to support learning; for example, recording and sharing software demonstrations has proven highly effective in reinforcing classroom instruction. In the Introduction to Interior Design course (ID 1310), students experience a balance of lecture, group projects, exams, volunteer opportunities, and hands-on assignments, which together create a dynamic and inclusive learning environment.
Ultimately, my teaching philosophy revolves around the integration of applied knowledge, critical inquiry, and curiosity within a diverse and supportive learning community. My goal is that students leave my courses not only with the technical skills and design thinking needed to succeed, but also with the confidence, professionalism, and curiosity to grow as individuals and as contributors to the broader field of Interior Design.