Tag: #DI2017sep

COIL & Preparing Global Designers

Sean Nixon
Associate Professor of Art
Program Coordinator, Design Program
Art, Design, Fashion, Music, Theater & Communication Dept.
SUNY Ulster

In 2015, the top 225 design firms generated $65 billion in revenue from projects outside their home countries, according to ENR, Engineering News Report. The REAL World Classroom TM Design Program at SUNY Ulster is paying attention and on task with an ever-evolving pedagogy.
The annual capstone project of the program involves creating a client-based campaign, within an international collaboration. Modeling successful business behavior, using free, internet-based communication software with international partners prepares these design students to enter the global workforce experiencing the value of professional behavior working with clients.

Engaging in ubiquitous, internet-based communication software, the student is coached and must learn how to work in a social, familiar public platform, on a professional project internationally. Their challenge is to maintain a professional demeanor, and separate from their private lives, while solving a problem for a client, as well as participating in an intercultural and team building project. Students learn the necessity of process, professional demeanor, project flexibility and reflection. One major outcome is how this pedagogic process motivates and accelerates the learning process.

Here are the structural guidelines defining the components that the REAL World Classroom TM Design Program utilizes in constructing the Program’s capstone project.

  • The Activity is Structured, Intentional and Authentic.
  • The Activity Requires Preparation, Orientation and Training.
  • The Activity Must Include Monitoring and Continuous Improvement.
  • The Activity Requires Structured Reflection and Acknowledgment.
  • The Activity Must be Assessed and Evaluated.*

* Criteria for Approved Applied Learning Activities. SUNY Applied Learning Resources, 2017, https://www.suny.edu/applied-learning/resources/ Accessed 12 July 2017.

The colloquium presentation will highlight the Spring 2017 capstone as a project example of the pedagogy of the REAL World Classroom TM Design Program, complete with student assessment and evaluation. This particular project produced a Transgender Pronoun Awareness Campaign for a client, the SUNY Ulster LGBTQ Club and the SUNY Ulster community.

To research more on the REAL World Classroom TM Design Program, google Sean Nixon with the REAL World Classroom TM Design Program. The SUNY Ulster LGBTQ page does not reflect the project because the campaign will not be launched until a TBD date within the Academic year 2017-18.

This research was presented at the Design Incubation Colloquium 4.0: SUNY New Paltz on September 9, 2017.

Designing for Autonomous Machines

Alex Liebergesell
Associate Professor 
Graduate Communications Design
Pratt Institute


“The Future of Employment”, published by the Oxford Martin School in 2013, predicts significant displacement of human labor forces over the coming two decades, as computerization and robotics continue to migrate from routine manual to non-routine cognitive tasks. While designers fare well in the study’s susceptibility-to-displacement rankings, we will need to establish new “complementarities” with the creative and social intelligence capabilities of cutting edge robotics if we are to thrive.  The recent acquisition of Google xLab/Boston Dynamics and their proprioceptively advanced robots by Softbank, the Japanese inventor and domestic distributor of the emotionally responsive home companion “Pepper,” is just one indication of how quickly technological, market and social developments are converging to propel smart, autonomous machines into our everyday lives. These machines’ near-future capacity for causal reasoning and insight — and uncanny humanoid presence — will call upon designers’ expertise in shaping language, user experiences and interactions, all unique and generalist meta-cognitive skills that still define specific human advantages. Having shifted from a preoccupation with form to the construction of meaning, design practice — whether in communications, products or space planning — can seek to take additional steps in creating conversations, codifying behaviors, and defining new artifacts and physical ecosystems that are sensible, graspable and navigable to both humans and machines in innumerable settings. Moreover, by modeling positive speech and behavior, shared environments and common social values, designers, when creating and coexisting alongside autonomous machines, will do no less than encourage humans to recognize and cherish reciprocity, civility and labor.

This research was presented at the Design Incubation Colloquium 4.0: SUNY New Paltz on September 9, 2017.

Facilitating a Culture that Celebrates Experimentation and Addresses the Fear of Failure through Assessment

Alex Girard
Assistant Professor
Graphic Design
Art Department
Southern Connecticut State University

At Southern Connecticut State University, it has been observed that students pursuing a design degree are entering the program with a background dominated by a philosophy in which success equals providing a pre-defined, correct answer to a problem. This approach does not prepare students for a design process in which experimentation is paramount, as there is no singular correct answer to a given design problem.

The test-taking model of assessment assumes that information is disseminated by the instructor, retained by the student, and then recalled during a test. In this model, correct answers are consistent across submissions; it does not allow for the synthesis of something new, which is key to a successful design solution. Further, students in this process are often creatively crippled by fear of failure, as failure will negatively impact their final grade. Applying this philosophy of a singular correct answer, students are hesitant to embrace a process that encourages the exploration of ideas with multiple solutions.

While parameters guide a design project, end results are not measured against a pre-defined, correct design solution. In theory, each solution has the potential to be vastly different from another, yet still successful. Developing an assessment model that reinforces this process of experimentation with multiple solutions can be challenging for an instructor.

This presentation outlines a response to the perceived disconnect between the academic background of incoming students and the process required to achieve a successful design solution, utilizing an alternative project assessment model at Southern Connecticut State University. While this assessment model was applied in a limited context, positive results were immediately apparent and lasting; most notably, a marked increase in student experimentation with multiple solutions was observed.

This research was presented at the Design Incubation Colloquium 4.0: SUNY New Paltz on September 9, 2017.

Reconstructing a BA Graphic Design Program: Scalpel or Sledgehammer?

Nancy Wynn
Associate Professor
Merrimack College

In the fall of 2015, as the new faculty member at Merrimack College, I was thrust into this position. A cold dose of reality hit—my senior students’ work was, sadly, a mess. It was clear the design program needed to be rebuilt and renamed. Acting fast became necessary, because moving slowly would continue the problem. Both scalpel and sledgehammer were required (along with lots of coffee) delivering a newly redesigned BA Graphic Design program for approval and implementation by fall 2016. The program bridged both design thinking and making with the skill set of a Liberal Arts education.

The analysis started with the NASAD/AIGA analytical and consultative briefing papers. They were a good starting point, but they did not answer the question of how to build an expanded BA model responsibly? How elastic is the BA model? What beneficial Liberal Arts skills could be integrated into a graphic design student’s education? How could avenues be created for various types of students to be successful? And, where and how should professional engagement enter into the program?

This story begins by sharing methods for responsibly creating a “hybrid” BA model, keeping students’ best interests in mind, and honoring the industry’s professional standards. Topics to be shared include evaluating existing majors and minors; partnering with other majors and departments; which courses to keep vs. which should be thrown out; setting sizable goals for a 4-year BA graphic design program; ideas on future learning spaces and technology; and, understanding what is valuable in a 21st century graphic design education as the industry continues to evolve.

This research was presented at the Design Incubation Colloquium 4.0: SUNY New Paltz on September 9, 2017.

Thinking Like a Forest / Ecological Empathy

Jason Dilworth
Associate Professor
Visual Arts + New Media
SUNY at Fredonia

Since 2013 our organization has worked to respond and understand the forest as an idea generator for the designer. Through a process of exploration, reflection,and action we investigate through objects and questions. We seek to understand how complex forests systems work and sometimes fail. Through our investigations we find connections to the communities and work to build global partnerships while also creating a better understanding of our local bioregions, specifically the forests that live around us.

The presentation will introduce our research into the material and design culture of historic New York utopian communities and how their ideas contributed to, or countered, the ideological thinking that forever altered the region’s ecology and economies. Additionally we will also present our work and research on the reforestation efforts happening in East Iceland and explain the role that design is playing in building community and government support for the effort.

This research was presented at the Design Incubation Colloquium 4.0: SUNY New Paltz on September 9, 2017.

Making the Machine Human: Embracing Printing Technologies in Crafting a Present-Day Moveable Typeface

Peter P. Bella, Jr
Assistant Professor
Indiana University–Purdue University Fort Wayne

How human can the machine become in relation to the craft of moveable type and modern printing technologies? The letterpress has been an instrumental aspect of typography for centuries. The mechanical process of raised letterforms transferring ink to paper has a humanistic quality that exemplifies our senses and emotions. Movable type has seen centuries of adaptations—lead, wood, polymer and more; along with the creation tools and technologies—such as pantographs, plate makers, and computer. Has moveable type met its end, has letterpress found its zenith? Has technology surpassed this mechanical time machine and the cold nature of cast metal?

3D printing has varying qualities and expectations dependent on numerous variables. These virtues of 3D printing offer the design of typography, moveable type, and printing techniques an amplitude of potential expressions and experiential opportunities. Examples of 3D printing’s use in the realm of typography are found in 3D sculptures expressive of the letters architecture, and letterforms designed in three-dimensional space, never intended for physical traditional letterpress printing methods. This research is concerned with something entirely different finding a middle ground between perfection and form defining its own voice and concept through the qualities that are characteristically built into the machine.

This research suggest letterpress printing and moveable type has untapped life yet to be revealed presenting the challenging demands of typography and the mechanical properties of 3D printing methods applied to the creation of moveable type, its design, printing, and communicative qualities by personifying 3D printing technologies to create a moveable typeface with humanistic qualities and design voice. This moveable type exploration embraces the 3D printer as a machine to create a typeface never intended to meet the standards of perfection, but to embody the inherent artistic and humanistic aesthetics of the machine by pushing technology to its limits and discovering how human a 3D printed movable typeface can become.

This research was presented at the Design Incubation Colloquium 4.0: SUNY New Paltz on September 9, 2017.

Unforeseen Structures: Chaos, Materials, and Emergent Process

Mitch Goldstein
Assistant Professor
School of Design
Rochester Institute of Technology 

My research focuses on the examination of form and methodology using darkroom photography techniques, specifically the photogram. Photograms use no cameras or lenses — instead, objects are placed on or near unexposed photographic paper and briefly exposed to light. This process results in abstract black and white compositions, which emerge unpredictably from the physical materials used in their creation. Control is relinquished, and instead intuition and chance allow form and structure to develop from the process.

This work closely parallels my visual design practice working in publication design, as well as my applied pedagogy teaching art and design students. My talk focuses on three concepts that this research explores: how to work with chaos and unpredictability, the usage and synthesis of materials and methods, and the exploitation of emergent process. My photogram work, my publication design work, and some of my classroom projects will be shown as examples of these ideas and how they manifest across different contexts.

This research was presented at the Design Incubation Colloquium 4.0: SUNY New Paltz on September 9, 2017.

Zika and Public Health Guidelines: Prototyping Models for Different Personas

Courtney Marchese
Assistant Professor of Interactive Media + Design
School of Communications
Quinnipiac University

: In graphic design, models are material prototypes that help synthesize research into testable forms. Through experimentation and testing, many rounds of revisions are made to culminate in a visual that can effectively speak to its audience. In an age of infinite information, data visualization, particularly in global health, is a critical arena for accurate and useful visual modeling. For example, the Center for Disease Control (CDC) has Zika Pregnancy Guidelines in the form of a flowchart (Figure A). While it is certainly a necessary model to share with the general public, it is often cumbersome and difficult to understand. Riddled with professional medical terminology, footnotes, and companion charts, the model fails to serve as an accessible form to the information most needed by its audience. In examining the CDC’s guidelines, it is unclear whether they intend to communicate with health professionals or women potentially infected with zika. Rather than using a “one size fits all” approach to the chart, I propose modeling different forms that the information can take as viewed through the lens of different people in different environments and scenarios. Each prototype will take on a persona and emphasize the most important information to a specific audience explaining what to do before, during, and after exposure to zika virus. As such, each persona also serves as a model of sorts to represent an audience segment. By prototyping multiple forms, my goal is to make critical health information engaging and clear to those who need it most. Additionally, these prototypes can serve as a model for other issues within public health communication.

This research was presented at the Design Incubation Colloquium 4.0: SUNY New Paltz on September 9, 2017.

Visualizing Mental Models

Joshua Korenblat
Assistant Professor
Graphic Design
State University of New York at New Paltz

Visual communicators can work at the center of ideas by understanding mental models. A mental model is an abstract representation of reality that enables thinking, understanding, and knowledge sharing. In his book Visual Complexity, Mapping Patterns of Information, researcher Manuel Lima identifies two broad historical trends in mental models: earlier tree-based models of knowledge, illustrated in the literal form of trees, shift into today’s more abstract, network-based models of knowledge.

As summarized by Raph Koster in his influential book A Theory of Fun for Game Design, thinking is pattern-matching against experience. Patterns are stored in memory as chunks of information. Most of the time, the brain works with these abstract chunks—a type of autopilot—rather than processing incoming information in detail. Poetry breaks us from the autopilot mode through vivid descriptions and figurative verbal language. Like a poem, a visual mental model can break readers from their autopilot mode by allowing them to examine their assumptions in a material way. These diagrams rely upon an elegant visual alphabet. Mental models appear in user experience research as affinity maps and user journeys. Or they can show systems, a set of interdependent parts, below the threshold of events and action. Ultimately, the most vivid mental models allow the reader to see a belief or story.

After presenting historic mental models, I’ll show a simple design case study for how to make a mental model, adapted from systems theorist Derek Cabrera. I’ll then discuss when to represent the model in an abstract way, and when it might benefit the designer to represent the model in a more illustrative way. Designers who wish to create vivid, shareable artifacts of our world can use mental models as a tool to enhance communication, conversation, and action with their constituents.

This research was presented at the Design Incubation Colloquium 4.0: SUNY New Paltz on September 9, 2017.