A case study of women in design, voting rights, citizenship, community, and diversity
Kelly Salchow MacArthur Associate Professor Michigan State University
2020 marks the centennial of the ratification
of the 19th Amendment, granting women the right to vote in the United States in
1920. At over 167 million, women make up 50.6% of the American population.(1)
In every presidential election since 1964, more women have voted than men. In
2016, 63.3% of women cast ballots.(2) Graphic design has consistently been
implemented as a powerful tool in politics, with poster design running parallel
to activism and social change for over 100 years. In light of the approaching
2020 election, design educators and practitioners Nancy Skolos and Kelly
Salchow MacArthur, have merged these concepts to create the Women’s Vote 2020
initiative. This presentation will share the case study of this historic
opportunity to catalyze women in design, voting rights, citizenship, community,
and diversity—through a poster design initiative commemorating the milestone
and promoting voter participation.
This artist presentation will present a case study on how different user models of interaction shape narrative experiences in virtual reality landscape environments. The three models that will be explored are guided experiences, embodied task interaction, and companion based virtual reality interactions.
Gerol C. Petruzella Ph.D. Associate Director Academic Technology Massachusetts College of Liberal Arts
One of the contexts in which design can have a vital and immediate impact in education is in the design of the online course space. As higher education expands to more meaningfully accommodate the role of instructional design in developing pedagogy and curricula, there is an increasing opportunity for such work to be put into practice, not only in specifically design-focused curricula, but across majors and programs generally. Longstanding research points toward a significant correlation between well-designed environments and improved educational experiences and effectiveness. As digital environments, not just physical ones, have become a mainstream part of the student experience, we have compelling reason to mindfully and intentionally apply design principles to those spaces as a matter of course, rather than as a specialized or ‘add-on’ practice.
This presentation offers a comparative case study in the effectiveness of applying basic considerations of design to an online course space, and offers some preliminary analysis. The same 200-level philosophy course, taught first in 2012 with no explicit attention paid to issues of design, and then taught again in 2015, with intentional consideration of visual, accessibility, web, and mobile design issues, will form the basis of the investigation. Analytics data and trends collected by the learning management system, including direct and proxy measurements of participation, engagement, and assessments, will undergird some conclusions about the efficacy of including intentional and explicit design work as a standard element of course creation.