I’m Kristina Robbins
An artist at heart, a designer by trade,
and an educator by calling.
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My creative path has always been grounded in exploration. I learned in the field — saying yes to every gig, stepping into every role, and learning by doing. I’ve worked behind the camera, editing in my home office, launching a business and providing design and video work for businesses. I was photographing product
by day and concerts at night. I painted murals and building advertisements. I've branded buildings,
I filmed hair and fashion shows, designed trade show booths and magazine ads, and branded programs
like Humanitarian Engineering in partnership with Colorado School of Mines. This is a very small glimpse
into my journey as a creative professional.​ Over years of collaboration as an artist working directly with engineers, I began to learn the language, culture, and mindset of the industry. That experience opened me up — not just to refining my own skills, but to understanding how creativity functions in complex systems and technical environments. It added a new layer of meaning and global awareness to the work I was contributing to, allowing me to see how design could bridge disciplines and communicate across boundaries. This is where I discovered High Impact Practice — a philosophy that now shapes my teaching. Today, I am dedicated to elevating the student experience by integrating rigorous coursework with Honors designation, empowering students to excel and engage deeply in their learning.
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Every experience, from painting advertisements to building brand identities, taught me the value of adaptability, collaboration, and grit. When I started in a CTE program myself, I saw firsthand the gap between education and the real-world creative economy. I knew students needed more than theory — they needed access. Access to real projects, professional mentorship, and the opportunity to build portfolios that would launch their futures. That insight became my mission.
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I was soon recruited to teach at Red Rocks Community College and help develop an industry-connected program rooted in community outreach and student opportunities. We built partnerships with dozens of local organizations, engaging students in meaningful, real-world design projects that strengthened their skills and their confidence. Today, I direct the Multimedia Graphic Design program at Front Range Community College and serve as a pioneer for COIL (Collaborative Online International Learning) program
— helping students and faculty bridge cultural and professional boundaries through local and global collaboration.
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My work lives at the intersection of creativity, community, and connection. Whether I’m designing, directing, mentoring, or building programs, I’m focused on creating pathways — for growth, for access, and for impact.
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And as I look toward the future, I often ask myself: Where do we go from here?
That question drives everything I do — to evolve, to connect, and to experience new things.
My Design & Teaching Philosophy
My design process always begins with understanding a real need. I value the research and discovery phases as essential foundations for creating meaningful work. While we can learn from design history and established principles, I strive to set aside preconceived notions to deeply understand the people I am designing for. This user-centered approach guides every decision I make.
Once the need is clear, I engage fully in the creative process — iterating, testing ideas, and welcoming critical feedback. I believe that great design is never created in isolation. Collaboration and constructive critique are vital to refining concepts and achieving purposeful, impactful solutions.
Storytelling is at the heart of my work. I seek to connect emotionally and intellectually with the audience, regardless of the medium. As an Experience-Based Designer, my goal is to craft experiences that provoke thought, inspire action, and foster meaningful connections.
My teaching philosophy mirrors this approach. I recognize that every student learns differently, so I meet learners where they are and tailor support to their unique needs. I emphasize growth through real-world projects, integrating industry perspectives and user-centered design principles. My curriculum encourages students to ask, “How can design solve this problem?” because I believe art must function — not only as expression but as strategy.
I guide students in developing essential foundational skills: critical thinking, problem-solving, and design thinking. Together, we explore strategies, processes, and techniques, always keeping the end-user in mind. My role as an educator is to empower students to become confident designers ready to engage with the evolving demands of the creative industries.