Associate Professor Of Web Design & Multimedia
State University Of New York At Oswego
When left to our own devices, we unconsciously design for the audience we know best—ourselves. Although some traditional-aged college students have had travel opportunities or exposure to diverse cultures and communities, most still have limited life experience, which magnifies this tendency. If inclusivity is an ethic we want our students to adopt as professionals, we need to do more than read and talk about empathy and bias in the classroom. These values need to be embedded in our curriculum including how we frame assignments, the way we talk about design during critique, and our evaluation systems.
Overhauling an entire curriculum, or even a course, and starting from scratch is likely not an option for most faculty. Additionally, teaching empathy and implicit bias can be overwhelming for faculty who have not been trained, and therefore do not have the language to confidently speak on the subject. What we can do, though, is make incremental changes in our classrooms that focus on raising awareness of assumptions we make and how our choices impact our audiences. Small changes can have real impact.
In this session, I will share the successes, failures and limitations of four years of experimentation and tinkering in the courses I teach combined with my own journey to become more aware of my blindspots and biases.
This research was presented at the Design Incubation Colloquium 4.0: SUNY New Paltz on September 9, 2017.