Leading a Group of Learners through Uncertainty: Teaching UX Design at General Assembly
After completing the UX Design Immersive at General Assembly, one of my instructors invited me to return as an Instructor Associate. I began supporting my first cohort in 2020 and continued teaching at GA for over a year.
In early 2021, I was asked to step in as a lead instructor after a sudden departure midway through the program. This unexpected transition created a sensitive moment for students — one that required empathy, clarity, and stability.
To ease the shift and rebuild momentum, I relied on differentiated instruction and actionable feedback, helping students adjust and thrive in a fast-paced, high-stakes learning environment.
Establishing Credibility and
Earning Trust
To ease the transition and create a sense of stability, I focused on quickly building trust and confidence within the cohort.
I began by introducing myself and sharing my background — particularly my experience with General Assembly — to establish credibility and transparency. I clearly outlined my role, how I would support them, and what they could expect from me moving forward.
Next, I conducted individual assessments to better understand each student’s experience level, strengths, and expectations. These one-on-one conversations gave me valuable insights into their interests and goals within the broad field of UX design.
With that context, I tailored lesson plans and materials to meet the cohort's specific needs. I used this data to strategically group students for projects, ensuring a balance of complementary skill sets. I also incorporated personalized content into the daily agenda to reflect each student's design interests, keeping them engaged and supported from day one.
Differentiated Instruction in Action
To ensure every student had the opportunity to succeed, I used differentiated instruction to meet individual learning needs while maintaining a cohesive classroom experience. I adjusted the structure, content, and delivery of lessons to support a range of abilities and backgrounds.
One student, new to both UX design and the English language, needed extra support. To build their confidence and understanding, I curated weekly readings on core design principles and reviewed them together in dedicated sessions. We paid special attention to user flows — a concept that initially proved difficult — and worked through real-world examples until the student could explain their purpose and structure with confidence. They ultimately completed the program with a strong grasp of this once-challenging area.
Another student, a talented visual designer, excelled in aesthetics but found research-heavy tasks more difficult. To support them, we practiced interview techniques through role-play exercises that focused on question quality and flow. We also introduced whiteboard challenges to help them think critically and articulate ideas under pressure — skills they improved noticeably over the course.
By identifying where each student needed support and adapting my approach accordingly, I helped them not only complete the program but thrive within it.
“Allison's office hours were critical to the direction of my progress!”
GA Student
“I have found Allison to be very accessible and helpful right from the get-go which is impressive because she came in after the class started.”
GA Student
“Allison has provided me with some really specific and helpful feedback on my homework so far, and again I found her really helpful in office hours. Thanks, Allison.”
GA Student
Actionable Feedback & Presentation Coaching
Throughout the course, students delivered five major presentations — often their first experience presenting design decisions to an audience. I worked closely with individuals and groups to help them craft compelling narratives grounded in research, artifacts, and user insights.
Rather than dictating what to include, I asked students to reflect on their decisions: What story are you telling? Why does this detail matter? These conversations helped deepen their understanding and resulted in more focused, confident, and audience-aware presentations.
For group projects, I supported teams in navigating collaboration challenges, especially among students with limited group work experience. Miscommunication, misaligned expectations, and scope creep were common hurdles. I facilitated check-ins to review shared goals, revisit the defined problem, and realign efforts around design thinking principles. These moments not only resolved tension — they helped students internalize core UX concepts in real time.
Feedback sessions followed every presentation, delivered in front of the class. I viewed this as another teaching opportunity: modeling how to give clear, respectful, and actionable critique that helped both the presenter and their peers grow. By integrating feedback into the learning process, students gained confidence in both giving and receiving it — a vital skill in any UX environment.
General Assembly student
“Allison has given me the best and most in-depth feedback of my project so far and I really appreciate the time she takes to think deeply and make thoughtful comments to help make the project better.”
Impact & Outcomes
Every student in the cohort successfully graduated and launched their journey into the field of user experience design. The lead instructor and I consistently earned top-tier ratings in weekly evaluations, reflecting the trust, clarity, and support we provided throughout the course.
Beyond teaching the fundamentals of design thinking, I emphasized the importance of context, intentionality, and systems thinking — helping students understand not just what to design, but why and how to make meaningful decisions.
The relationships I built during this time continue to resonate. Many former students still reach out for feedback on portfolios and projects, which I see as a reflection of the trust we cultivated and the lasting value of our time together. It remains one of the most rewarding and formative experiences of my career.
Notes from my students on the last day of class