Team & Leadership Responsibilities
As Design Manager for Meta's Enterprise Infrastructure, Security, & Analytics (EISA) division, I led initiatives to enhance the team’s design footprint and processes through strategic leadership. By focusing on team restructuring, product deployment, and innovative design programs, I improved the team's maturity from Level 1 (basic producers) to Level 3 (strategic architects), repositioning Design from a tactical service provider to a strategic business partner.
Design Programs & Actions
Design Excellence & Operations
Launched in October 2017, this two-month initiative united authentic surf culture with social justice activism through local surfer brand ambassadors. The campaign increased brand awareness, improved engagement across all
PHP Thesis
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Lebbie, Fas. (2025). Mineral Choreography: Designing Mineral Transitions for a Dynamic Africa. Doctoral thesis, Carnegie Mellon University
Abstract
Minerals are crucial to modern life because they are used to create materials, enabling technologies we use every day. However, a century of burgeoning consumerism, fueled by growth-oriented western capitalism, has led to an acceleration of resource extraction, which depletes mineral resources, accelerates climate change, and increases labor exploitation. The failures of sustainable development practices related to extractivism indicate ontological design challenges within the relational space connecting humans, minerals, and the natural environment. These challenges show how resource extraction effects, and is effected by, a paradoxical core–periphery worldview. In Africa, these worldviews reverberate intensely where mining communities are trapped in an endless cycle of extractive obesity, disrupting social, ecological, and cultural well-being.
Drawing from two decades of fieldwork within mining communities in Sierra Leone, Africa, this research investigates how design decisions and specific worldviews shape unsustainable mineral trajectories. It explores how design can reframe our relationship with resources and be leveraged to transition mineral-dependent economies toward more sustainable and equitable futures. Throughout this work, I draw from African decolonial theories, ontological design, and systems design, employing mixed-methods, place-based, and liberatory research methodologies to analyze mineral trajectories across two primary groups. The first is in the provincial artisanal mining communities in the Kono District of Sierra Leone. I explore Kono's relationship with its minerals through six case studies from the pre-extractive past, the extractive present, and emerging post-extractive practices that delineate a possible future. The second examines consumption sites in American urban privilege zones, far removed from the aforementioned extractive reality.
The research presents an original reframing of design as "mineral choreography," reorienting understandings of minerals as active agents in processes of socio-technical transition. Rather than treating mineral flows as static industrial processes, this work demonstrates that mineral systems are designed, choreographed, and contested spaces shaped by worldviews, agency, and power structures over time.
The major contribution of this work is a "primer" comprising nine elements that establish a new domain of inquiry at the intersection of design, the extractive sector, and sustainability transitions. Collectively, these elements impact three main areas: Transition Design as a discipline, transitions in mineral resource systems in the extractive sector, and African mineral transitions. It establishes new Transition Design frameworks and tools that offer a systems-level perspective for analyzing mineral choreographies. It defines design as an active force within extractive industries that shapes mineral systems and their trajectories. Finally, it identifies frameworks for community-driven resource infrastructures that center local knowledge and agency as a means to powerfully reimagine mineral relations—enabling diverse actors, including mining communities, academic researchers, design practitioners, and policymakers, to activate post-extractive mineral futures.
Keywords: Sustainable Design, Mineral Choreography, Transition Design, Extractivism, Post-Extractivism, Sustainable Mineral Futures, Design for Sustainability, African Decolonial Theory, Ontological Design, Systems Design, Community-Led Design, Resource Governance
Words + Publications
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Books
Book: Souvenirs of my Awakening, Memoir (2020)
In the Making
Book // In the Making // Mineral Choreography: Extraction Sites Vol 1.
Journals, Blogs & Articles
Mineral Choreography: A Post-Extractive Design For Transition (Transition Design, 2025)
The Embedded Ally: A Methodological Orientation for Relational Research Engagement (CoDesign 2025)
An Archaeological & Visual Narrative of Extractive, Pre-Extractive and Post-Extractive Worldviews(Historical Analysis, 2025)
Scalar Framework: A Multi-Level Leadership Tool Towards Design Excellence & Transitions (Design Leadership, 2024)
Peace, Hope, and Prosperity through Diamond Cutting, Summer 2023 Volume 32S
Modeling Sustainability and Equity: Artisanal Mining New Realities, Future Possibilities for Sustainable Development.
Storied Ontologies: The Power of Storytelling to Shape
Culture, Marketplace, and Consumer Behavior(2022)
Creating Climate Justice, Parsons School of Design (Sustainability & Equity, re: D 2022)
Equitable Capitalism, Parsons Transdisciplinary Design (2022)
A Journey of Self Decolonization (2022)
How Transdisciplinary Design Liberated Me to be a Better Entrepreneur (2022)
Why I Remain Hopeful amid Racial Violence in 2020
Racial injustice 2.0: Race and Design in the Age of Algorithms (2020)
Current Projects
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Current Projects
Root Studios, Co-Working & Makers SpaceRoot Foundation, Co-Design Systems // 2024
Transition Design, African Mineral PulseCarnegie Mellon University, Panel Series // 2025
AI As Raw Materials for DesignDesign Research Society // 2025
Selecting Diamond Rough, A Guide for Artisanal Miners Pact + GIA partnership // 2025
Philosophy
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Teaching Philosophy
Fas Lebbie’s teaching philosophy is rooted in an action-oriented entrepreneurial approach that emphasizes transforming classroom knowledge into practical implementation and building students’ confidence in theoretical and practical knowledge. He believes that the teaching and learning process is dynamic, in which knowledge is not merely imparted but co-created through active engagement and applied in practical settings. Traditional design studies often fall short in this regard as they tend to remain overly theoretical and offer few real-world practical opportunities. Seeking a confluence of both theory and practice, Fas proposes the implementation of the LTP cycle, a holistic approach to his teaching practice that encompasses three key stages:
key stages:
1. Learn it: Develops strategies for students to build theoretical capacity through readings and discussions in class and their translation into practical concepts.
2. Teach it: Builds communication and knowledge capacities through in-class sessions that allow students to teach, discuss, and present class materials to their peers.
3. Practice it: Challenges students to apply the class’s theoretical concepts in practical ways, resulting in tangible learning portfolios.
The LTP approach for teaching is delivered through active learning and reflective assessment, exposure to hands-on learning portfolios, and studio-like approaches for the critical, creative, and practical applications of ideas. Central to Fas’s approach is cultivating an educational setting where students are encouraged to critically detach from the root metaphors that constrain their capacity to build and embrace their creative visions to imagine otherwise through agency toward exploration, creativity, implementation, and dignity.
He couples this by bringing attentionality and attunement to teaching through character development, skill development, competence building, and a goal for students to embrace the emergent nature that comes from reflective learning through application. This involves facilitating a space where learners can critically engage with ideas, fostering a deep conceptual understanding and a transition to practical insights that they can navigate and contribute to complex systems with agility and creativity while empowering them to become agents of change in their communities and industries.
Syllabi
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Selected Courses
Fas Lebbie has taught several classes at the university level, primarily as a Teaching Fellow at Carnegie Mellon University, and has delivered lectures at MIT, Parsons School of Design, University of Utah, and as a Visiting Professor at SFK International College of Arts and Njala University in Sierra Leone. His teaching portfolio includes two graduate-level seminars he designed and taught and two mandatory undergraduate courses that he co-designed and co-taught at Carnegie Mellon University’s School of Design.
Design Studies // Persuasion // Lead Instructor // 2023
This course for undergraduate design students explores the power of persuasion in design. It aims to equip students with the skills to create impactful designs by leveraging persuasion techniques. Covering a range of psychological theories and strategies, the course focuses on influencing user attitudes, emotions, and behaviors through implicit and explicit methods. Emphasizing persuasion’s importance in a designer’s career, students learn to communicate design ideas, convince stakeholders, and advocate for user needs. The course also fosters critical thinking, encouraging students to examine how design, media, and the environment influence them, making them more conscious of persuasive forces and their impact.
Design Studies // Place // Lead Instructor // 2024
This course, designed for undergraduate design majors, focuses on physical spaces, defining “Place” as a dynamic environment influenced by design. It encourages students to consider factors such as climate, infrastructure, waste, and tools like maps and guides. Emphasizing the importance of contextualizing design practice and developing a unique voice, the course explores how cities and their narratives impact design choices and outcomes. Students learn to analyze cities from a design standpoint, examining factors behind specific decisions and their consequences. The primary goal is to highlight the impact of designs on existing realities and the necessity of understanding context. The course also provides a platform for applying abstract concepts to site-specific projects influenced by demographics and location.
Design // SFK CLASS // Lead Instructor // 2024
Design for the 21st Century” is a lecture/seminar course examining art, design, and technology from individual, systemic, and global perspectives. Featuring contemporary designers, artists, and technology practitioners, the course addresses topics like access and digital inclusion, biometrics and biohacking, AI and racial bias, privacy and surveillance, environmental disruption, global migration, and design for the 21st century. It explores the role of creative agency in personal, local, and global contexts and emphasizes creative resilience. Students grapple with ethical questions and harness imagination for change. The course aims for students to develop informed opinions about ethical issues in emerging technology, equipping them with the knowledge and skills for thoughtful discussions and informed decisions.
Design // Sustainable Foundations for Mineral Design: Local Resources in Global Contexts // Lead Instructor // 2024
This innovative research course, in collaboration with the School of Natural Resources and the School of Environmental Sciences at Njala University, explores mineral resource systems within a design studies framework. It focuses on the taxonomy and experimental uses of place-based minerals, highlighting local and global applications. Students examine the non-economic values of minerals, considering their societal, cultural, and ecological roles. The course emphasizes the material-relational dimensions of minerals and their impact on communities and the reliance on these minerals for technology development. By studying the lifecycle of mineral resources, students gain insights into sustainable mineral design and the choreography of resource evaluation from local to global contexts. The curriculum also addresses the strategic use of alternative minerals to support communities beyond primary resources, preparing students to advocate for fair valuation practices and sustainable development.
Carnegie Mellon University
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Team & Leadership Responsibilities
As a teaching fellow at Carnegie Mellon University's School of Design, I led the design and development of three different curricula. I was the teaching instructor of two core courses that serve more than 100 students across undergraduate and master's programs. I focused on improving design pedagogy approaches that bridge theoretical knowledge with industry applications. My role included curriculum design and delivery of course material. I also served as a part-time master's thesis adviser and served on the AD-DEI Search Committee, contributing to the university's goal of increasing diverse candidate recruitment.
Confidentiality: Details have been modified to protect institutional privacy and data while preserving student privacy.
Leadership Initiatives
I have worked with undergraduate and master's programs to shape strategic educational initiatives that focus on building students' capabilities. By integrating industry perspectives with academic rigor, I brought new depth to curriculum design and student career preparedness. My role as an instructor centers on creating an atmosphere where students have access to resources, belonging, and growth opportunities.
Design Programs & Actions
Industry Development
The curriculum I developed balanced theory with practical applications by emphasizing entrepreneurial praxis. I established a comprehensive guest lecture series that connected students with leading practitioners. Industry professionals were able to contribute meaningfully to student learning, increasing students' industry exposure while maintaining academic rigor.
Student Development & Mentorship
My teaching endeavors created structured approaches which allowed me to mentor master's and undergraduate students through portfolio development and thesis work. By incorporating industry feedback loops for students transitioning to industry roles, I was able to improve students' access to industry experts, creating valuable opportunities for peer learning and mentorship. By developing and maintaining relationships with key industry partners, we created opportunities for student projects, internships, and guest speaking engagements that strengthened our academic community.
Institutional Development
As a member of the AD-DEI Search Committee, I contributed to the strategic planning and implementation of inclusive recruitment practices and interview processes.
Leadership Impact
Short-Term Impact
The design of my classes helped build an inclusive and diverse teaching atmosphere around three core strategies: access to resources, access to growth, and access to belonging in the classroom. This established a foundation for improved learning outcomes, supported by structured feedback mechanisms for continuous course improvement. My priorities helped strengthen industry partnerships through guest lectures and establish sustainable mentorship for thesis advising and student portfolio development, ensuring long-term value for our students as they seek internships and full-time job opportunities.
Long-Term Impact
My long-term goal is establishing a diverse entrepreneurial spirit in design education that bridges academic theory with industry practice. Through frameworks, models, and expert engagement, I hope to create a collaborative environment between education and industry that continues to influence program development and student success, contributing in a small way to Carnegie Mellon's position as an institutional leader in design education.
Fas Lebbie has taught several classes at the university level, primarily as a Teaching Fellow at Carnegie Mellon University, and has delivered lectures at MIT, Parsons School of Design, University of Utah, and as a Visiting Professor at SFK International College of Arts and Njala University in Sierra Leone. His teaching portfolio includes two graduate-level seminars he designed and taught and two mandatory undergraduate courses that he co-designed and co-taught at Carnegie Mellon University’s School of Design.
Students Work
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