Fashion

Fashion

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Make a name for yourself.

Whether your dream is designing clothes or developing business plans, the fashion industry needs your creativity and passion. Find out where your talents fit.

Program Areas

Fashion Design Program

Fashion Design

You can build skills in traditional and computer-generated design, pattern-making, and more as you have the opportunity to learn to move your vision and style—and future—forward.

Fashion Marketing Management Program

Fashion Marketing & Management

Channel your creativity and business savvy into preparing for a career where you can develop, analyze, and implement sales strategies based on consumer insights and trends.

Meet our Faculty

  • Media Arts & Animation Instructor Billy Burger

    Billy Burger

    Media Arts & Animation

    Billy Burger

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    Billy Burger

    Was there a defining moment when you knew you were destined to become a creative professional?

    I’ve always been driven to create things. While I was running a neon studio here in San Francisco in 1992, I had lunch with a producer from Colossal Pictures. Just sitting there talking to him, realized I was destined for a career in animation.

    How do you weave your professional background into the classroom experience?

    I share all of my professional experience, including creating 2D special effects for films, in every class I teach. In my Portfolio classes, I translate all the studio expectations into rubrics that foster the best work possible.

    What class assignment exemplifies your approach to teaching and mentoring?

    I teach a class called Animation Studio, where, in the past, students had basically worked on material for their show reel. I reached out to Chris Ayers, a character designer whose creations have included characters for the film Men in Black.

    I asked him if my students could animate some of the characters a book of sketches he’d published, called The Daily Zoo. The idea was to help students build their reels, and potentially forge a professional relationship with him. It’s been a mainstay—and a great, real-world opportunity—for my Animation students ever since.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    Create your own style, your own brand. I tell my students that the real world isn’t a textbook exercise or an online example. Out there, the stage is blank and it's time to create something completely new—on their own, from scratch—and make it industry-quality. That’s why I stress the need to create work that’s unique—to develop a strong style and a solid reel to help them join the next generation of commercial artists.

    Anything else you’d like to share?

    Recently, I chose two students and two graduates to work on a story idea for a short film I came up with a few years ago. They’re beginning work on the model pack, storyboards, and initial principle animation. It’s something they can add to their resume and their reel.

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  • Culinary Instructor Instructor Elise Fineberg

    Elise Fineberg

    Culinary Arts

    Elise Fineberg

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    Elise Fineberg

    Was there a defining moment when you knew you were destined to become a creative professional?

    I came to cooking as a career change in my late twenties. I’d always enjoyed cooking, and the idea of working at something where I could be meticulous, whimsical, thoughtful, and creative really appealed to me.

    How do you weave your professional background into the classroom experience?

    There are stories upon stories I can share, based on what I’ve seen in professional kitchens. I think the anecdotes bring it to life for students. You may not find receiving orders or cost control that exciting, but a real-life story about something that went very wrong tends to be something you remember.

    What class assignment exemplifies your approach to teaching and mentoring, and how do you inspire students to push themselves beyond their own perceived limits?

    I hold my students to high standards in everything—their uniforms, professional conduct, meeting deadlines, everything. Everyone is held accountable. As long as a student is giving his or her best effort, I’m they’re coach and mentor. They know that when it’s time to work, they need to be serious. But when it’s time to play, we have a great time.

    How does collaboration contribute to students’ success—particularly when students from various programs work together?

    Collaboration is the key to success in any industry. It’s really neat to see students from different programs working together—it echoes real life. A terrific example is the Fashion Show. The concept comes from Fashion students, but it can’t be executed without audio, lighting, marketing, design, catering, etc. It’s a giant project with a lot of pieces, and it takes students with a variety of skills working together to pull it off successfully.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    Preparation, organization, and integrity. Come in with a plan, work fast and clean, and be a part of the team.

    What’s the most critical advice you would offer any student embarking on a creative career?

    Really, really make sure this is what you want to do. But if you have a passion for food and a drive to create, you’ve got to cook!

    Anything else you’d like to share?

    My job is the perfect marriage of two things that I love—cooking and mentoring young people.

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  • Fashion Design and Fashion Marketing Instructor Mikel Rosen

    Mikel Rosen

    Fashion Marketing & Management

    Mikel Rosen

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    Mikel Rosen

    Was there a defining moment when you knew you were destined to become a creative professional?

    It was in the 1970’s, when I saw Julie Driscoll perform Wheels on Fire and David Bowie create Ziggy Stardust and the Spiders from Mars.

    How do you weave your professional background into the classroom experience?

    I treat every class as if it’s a real-world experience. For students in my Fashion Design class, that means creating a fashion design studio environment. For my Fashion Marketing students, the class mirrors an editorial or event brand-planning laboratory.

    What class assignment exemplifies your approach to teaching and mentoring?

    I use a survey of fashion assignment to introduce both my fashion and marketing students to the industry. It covers fashion topics from all angles—design, marketing, trends, runway, retail, styling, journalism, media—anything related to fashion and style, from the past to the present to where it may go in the future.

    How do you inspire students to push themselves beyond their perceived limits?

    I work with each student individually...I strongly believe each one has their own creative talent, and I spend as long as it takes to find that talent and drive each student beyond their expectations, to new ways of thinking.

    How does collaboration contribute to students’ success—particularly when students from various programs work together?

    This is something I’ve been doing since I start teaching in instructing in 1979. I’ve provided opportunities for Fashion students to work with others in areas as diverse as game planning, culinary, and film. I think it really helps students when they see how their peers from other creative disciplines think and solve problems.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    I tell them that they have two jobs: earning their degree, and launching a career in the real world.

    What’s the most critical advice you would offer any student embarking on a creative career?

    I would urge them to decide on their career path as soon as possible, and structure their classwork around that goal. Quickly build a professional networking database. Be passionate an professional. And work hard.

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  • Graphic & Web Design Instructor Sharon Kaitner

    Sharon Kaitner, M.Ed.

    Graphic & Web Design

    Sharon Kaitner, M.Ed.

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    Sharon Kaitner, M.Ed.

    Was there a defining moment when you knew you were destined to become a creative professional?

    There was never a defining moment, but rather a lot of little ones that said, "Here; this is where you feel most alive, this is where you feel most like you."

    How do you weave your professional background into the classroom experience?

    I offer real-world tips and tricks, and shape discussions and critiques with that same sense of reality. But most of all, I try to teach students to think...to connect the dots and find their own way. It's an ongoing conversation. Those who take what’s offered and build on it with their own drive and vision are the ones that succeed.

    What class assignment exemplifies your approach to teaching and mentoring?

    I often like sending design students outside to observe and report, usually as a way of exploring personas and user-centered design. Our location in the Civic Center area of San Francisco offers plenty of people-watching opportunities. Students invent a narrative back-story of a person, which leads to a discussion of how our perceptions affect how we design, whether our observations are enough for an understanding of our target audience, and how to measure and correct for our bias.

    How do you inspire students to push themselves beyond their perceived limits?

    I'll see in those students faces a flash of delight in some new thought as they go off to do more research about what it means to design for their target audience, to go beyond what they think, to realize that there’s so much more to their world. Then they learn more than I could ever hope to teach.

    How does collaboration contribute to students’ success—particularly when students from various programs work together?

    I can help guide them toward the solution, but collaborating with their peers is where they hear whether or not it works, and what other ideas might work better. That’s the way it is in the real world, where people with different points of view all work toward the same goal. They see how each contributes to the success of the project. It's a big part of preparing students for their careers.

    What’s the most important thing you impart to students to help them succeed in class and the real world?

    Anything is possible.

    What’s the most critical advice you would offer any student embarking on a creative career?

    Most people sleepwalk through life. Wake up. Get out. Think. Walk around without a phone. Experience life. It all contributes to your art.

    Anything else you’d like to share?

    I believe in my students so that they will believe in themselves because the hard work comes from within them.

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