Tag: research

Tangible Graphic Design 

Lee is committed to making the field of art and design more diverse and inclusive with people from diverse ethnic, cultural, social, and economic backgrounds.

Taekyeom Lee 
Assistant Professor
University of Wisconsin-Madison

The project, Tangible Graphic Design, was initiated during Taekyeom Lee’s graduate study. The eye surgery and the face-down recovery were life-changing experiences academically and personally. For a young graphic designer and an international student, it was a horrifying experience, especially the surgery. A gas bubble injected into the eyeball applies gentle pressure and helps the detached retina to reattach to the eyeball. It took almost three months to recover fully. After the surgery, Taekyeom Lee was fully healed, but it left minor vision issues. This invisible disability made Taekyeom Lee embrace the experience and initiate a new graphic design project with vision, tactility, design, and materiality.

Since graduation in 2014, Taekyeom Lee lost access to the ceramics facility. It inspired him to build DIY 3D printers to work with various conventional and unconventional materials in three-dimensional printing. The most exciting feature of these Do-It-Yourself 3D printers is that anyone can be a tool maker building affordable machines and customizing them for individual creative practices. The project was a self-funded low budget project. Since Taekyeom Lee SNS went viral, the project inspired many people across the globe to build their own 3D ceramic printers. During the artist in residency at the Internet Archive, Taekyeom Lee created and shared the detailed plan and instructions online to make it accessible to everyone.

Designers can use various printing techniques to produce visual materials and solve visual problems. Since the invention of printing technologies, type designers have spent hundreds of years developing impeccably proportioned, beautiful typefaces to use on flat and static space and print technologies to support the perfection of printed materials. Digital fabrication can change the notion of printed text and how we experience materialized type since the tangible type does not lie on the static surface or live on-screen as a mirrored image. Digital fabrication, particularly 3D printing, has become more refined, common, and accessible. These new technologies have introduced new tools for pushing the boundaries of typography both in terms of concept and medium. 3D-printed tangible graphic elements acquire characteristics such as dimension, structure, materiality, and even physical interactivity. For this project, various conventional and unconventional materials in 3D printing were used to explore both the challenges and potential for typography. 3D printed tangible type not only amplified visual but physical interactions. The tangible type provides engaging tactile experiences, which would be more intuitive, expressive, and memorable.

Humans have five basic senses. Sensing organs send information to the brain to help us perceive the surroundings and the world. The sense of touch is the first sense to develop, and we have the largest sensing organ for touch as touch occurs across the whole body. Visuals and touch are closely linked together, although touch is fundamentally a non-visual perception. Touch can enhance and reinforce the user’s experience with the text, and the idea has been done with traditional printing methods.

The 3D printed embosser and other tangible graphic design applications combine both senses. The concept of the embossing technique can trace back to the cylinder seal, invented around 3500 BC to make an impression in wet clay. As this new embosser is portable, affordable, and customizable, there are a few possible applications. It can be used for participatory activities for promotional events and campaigns. It provided not only visual experiences but also engaging physical experiences. Not like today’s digital printing, the process involves a rich tangible experience, which is more intuitive, fun, and memorable. As the outcome provides a three-dimensional experience and substance, with braille, it could be developed for people with vision impairment.

Through his research, Taekyeom Lee has tried to bridge different areas of art and design. There are more design tools and processes in different industries, such as product design, architecture, sculpture, and metal smithing that have been working with various physical media. The tools and processes those areas have developed could be adapted to graphic design education. An extension of the project addressed how dimensional typography could utilize Rhino, computer-aided design (CAD) software, and Grasshopper 3D, a visual programming language run within Rhino, could be implemented in design processes and methods for typography in graphic design education. They bring extended physical experiences in typography from computer screen to physical space to enhance the interaction of typography directly. The outcome of the method was exhibited via many exhibitions.

Diversity is more than just a popular buzzword in discussions about art and design, and education. Taekyeom Lee is committed to making the field of art and design more diverse and inclusive with people from diverse ethnic, cultural, social, and economic backgrounds. As a first-generation college student and a foreign-born (Korean-born) designer, Taekyeom Lee wants to create opportunities to appreciate and embrace diversity and inclusion. Hangul Alphabet typeface highlights intercultural and bicultural experiences between Korean and English. Currently, Taekyeom Lee is working on a collaborative project with a group of design educators.He is very interested in supporting the new generation of artists and designers using emerging technologies such as 3D printing, digital fabrication, and creative coding.

The next chapter of my research is called Graphic Design for Accessibility, based on years of experience working with tactility as a graphic designer. Crafting better and more accessible experiences for people with low vision and vision impairment has been demanded. Fostering accessibility is inevitable. It will be developed as a regular course to embed my research and practice into my teaching and increase the understanding of diversity and inclusion for future graphic design students. The course will be an introduction to visual communication design for accessibility. Fostering accessibility in Graphic Design education is inevitable. This direction has excellent potential as a future design research project.

TaekyeomLee_Portfolio_p5Download

Biography

Taekyeom Lee is an educator, multidisciplinary designer, and maker. He is currently an Assistant professor of Graphic Design at the University of Wisconsin–Madison. He received an MFA degree in Graphic Design from the University of Illinois at Urbana-Champaign. His research explores unconventional materials and alternative solutions to create tangible typography, graphics, and even designed objects using digital fabrication. He infused 3D printing into his research and has been experimenting with various methods and materials. He presented through national and international conferences, including AIGA Design Conference, AIGA DEC, UCDA Design Incubation, DEL, ISEA, IEEE VIS, ATypI, TypeCon, Education Summit, Tipografia México, and NCECA. His work has been featured in various media. His research draws attention nationally and internationally. He exhibited his work and provided workshops and lectures across the country and abroad.

AIGA Design Educators Community SHIFT 2020 Virtual Summit

Service Award Runner-Up

In the summer of 2020, design educators were exhausted. They had just finished a spring semester unlike any other, in which halfway through they were required to quickly transition their classes to a remote format due to a global pandemic. Many had lost access to childcare; many were home schooling their young children. As they looked ahead to the fall—another uncertain and tenuous semester as a global health crisis continued to unfold—the anxiety and lack of support they felt was palpable.

The AIGA Design Educators Community Steering Committee felt this firsthand. We knew something had to be done to support educators during such a challenging and uncertain time. Most design conferences had been cancelled or postponed, including the AIGA national conference. We decided to convene our first virtual conference to directly address the issues weighing heavily on educators. We called it the SHIFT 2020 Virtual Summit.

About the event

The events of 2020 required design educators to shift many things: priorities, expectations, formats, locations, modalities, and perspectives. The suddenness of these shifts also revealed many previously unseen or overlooked aspects of design education: weaknesses, biases, inequities, issues of accessibility—as well as opportunities for innovation and evolution. Questions lingered about what it means to be a design educator and what our role might look like in the future. The SHIFT Virtual Summit, Aug. 3-7, was a week-long online event that gathered the design education community to take stock of where we were, what we had learned, and what we wanted to do next. The summit focused on themes of Teaching, Research, and Community, with one day of the summit devoted to each theme. We wanted to create a space that allowed participants to pause, listen, reflect, and learn from each other. Through dialogue and discourse, we aimed to explore pluralistic answers to the following questions:

  • How must our teaching shift?
  • How must our research shift?
  • How must our community shift?
The content

The primary goal of the summit was to bring together as many different voices and perspectives as possible, especially those that have been historically underrepresented in conversations around design education. As such, we decided to forego the traditional call for proposals and peer review process, and instead opted for an intentional arrangement of curated content. We identified key issues and topics that were of interest to educators in the current moment, and hand-selected speakers and panelists who would provide diverse perspectives and expertise. Some of the topics addressed: inclusion in the classroom, virtual critiques, decolonial design, global community, design in k-12 education, design educators and mental health, inclusive graphic design history, tenure and promotion, sponsored research and studios, and more. View the full list of events on the DEC website: https://educators.aiga.org/shift-2020/

It was important to us that the participant experience was manageable and accessible for all, so we planned both synchronous and asynchronous content, and a schedule that accommodated multiple time zones. The events of the summit took many formats: pre-recorded panels, user-submitted videos, live panels, live virtual roundtables, and live virtual mixer sessions. All pre-recorded videos included closed captioning, and many live events included ASL interpreters. All sessions were recorded and can be viewed on the AIGA DEC Youtube page: https://www.youtube.com/playlist?list=PLQo7UMhLPFcb_Mbw4zCXks_BQcg337cZ7

Another fundamental aspect of the conference was to provide opportunities for connection amongst participants. Many virtual meetings and webinars tend to isolate participants and create disjointed experiences. We wanted to bring people together. Our main hub for the week was Slack. Channels were created for each of the three themes, teaching, research, community, as well as for introductions, social chatter and general announcements. Conversations about the panels and video content were carried out in Slack each day. Throughout the week, volunteers helped to moderate the conversations.

The organizers

The summit was a 100% volunteer-run event, and free and open to all design educators. AIGA DEC Steering Committee members Alberto Rigau, Liese Zahabi and Ali Place co-chaired the event. It was developed in partnership with the AIGA Diversity, Equity and Inclusion (DEI) Task Force. The summit would not have been possible without the DEC Steering Committee members, DEI Task Force members and numerous other educators who generously volunteered their time and effort to make the event a resounding success. We cannot thank them enough for their contributions.

To keep the summit free and open to all, we capitalized on the affordances of free digital tools and platforms, such as Slack and YouTube. The DEC received funding from AIGA National to upgrade the DEC Zoom account and to provide ASL interpretation at live sessions. 

The outcome

The SHIFT Virtual Summit was an incredible success that surpassed all our expectations. At the end of the week, 1,200 participants had registered and joined our Slack community (more than four times number of participants at the largest DEC conference to date). What surprised us even more was the global reach of the event—more than 25 countries were represented. Pre-recorded videos garnered hundreds of views. The live roundtable discussions were full of insightful and forward-thinking ideas. The Slack channels were buzzing with boisterous conversations that were thoughtful and caring. Threads popped up about crucial topics like supporting students who can’t afford laptop computers, how to teach community-oriented service learning courses remotely, and what it’s like to be a mother on the tenure track. Participants had a chance to share stories, seek advice and offer words of encouragement. It was a beautiful display of connection and community.

The outcomes of the SHIFT Virtual Summit will take the form of a Living Archive. Rather than a static collection of papers written by a handful of people, we wanted to capture ideas shared and discussed during the summit and make it accessible and editable by our attendees. The Living Archive includes resources shared, tips and tricks, ideas, links, quotes, discussions and debates, and more, culled from the Slack channels as well as the chat transcripts from live sessions. In addition, we announced a call for submissions for materials from and about the summit. We are seeking various types of submissions, including research-based papers, visual expressions, practical and hands-on submissions, and other kinds of writing which will be peer-reviewed and edited together in a publication that will also be part of the SHIFT Living Archive.

Click to access shift_outcomes.pdf

Alison Place is a design educator, researcher and practitioner. Her research examines the intersection of feminism and design as a space for radical speculation and critical making. She is currently writing a book that aims to define feminist design through key principles, methods, interviews and case studies. She is an assistant professor of graphic design at the University of Arkansas School of Art, and is currently serving as interim director of the graphic design program. She is also a member of the AIGA Design Educators Community National Steering Committee. Previously, she worked for more than ten years as a creative director and designer for higher education and nonprofit institutions. She earned an M.F.A. in experience design from Miami University of Ohio, and a B.S. in graphic design and journalism from the University of Cincinnati College of Design, Architecture, Art and Planning.

Liese Zahabi is a graphic/interaction designer and Assistant Professor of Design at the University of New Hampshire. She received her Master of Graphic Design from North Carolina State University, and her Bachelor of Fine Arts from Eastern Michigan University. She has been working as a designer for twenty years, and teaches courses in graphic design, interaction design, motion design and animation, typography, game design, user experience and design research. Liese’s academic research focuses on search as a cognitive and cultural process, and how the design of metaphoric interfaces can change the experience of digital search tasks. Her creative design work is also metaphorical and explores how the nature of search manifests itself in visual patterns and sense-making, how the digital record influences memory and our understanding of history, and how language and image intersect within the context of the Internet.

Alberto Rigau is a graduate of the Masters in Graphic Design program at NC State University’s College of Design and a Poynter Institute Visual Journalism Fellow. He pursued undergraduate studies in cultural anthropology, graphic design and photography at Syracuse University. He runs Estudio Interlínea, a design studio that engages design and anthropology through the crafting and conceptualization of brands, exhibits, way-finding systems, publications, books, architectural collaborations of an interpretative nature. Alberto’s work has been recognized here and abroad. He currently lectures on design thinking methodologies and creativity as a tool to ignite meaningful cultural experiences.

Design Incubation Communication Design Awards 2020 recipient

Cradlr: A Design Project for Refugee Children

Scholarship: Creative Works Award Winner

The growing global refugee crisis in the recent decade has reached a staggering height—in nearly 80 million displaced people, 26 million are registered refugees—and over half of the refugees are under the age of 18. The phenomenon of displaced people has existed since the dawn of human civilizations caused by wars, famines, mass migrations, pandemics, climate change, political persecutions, natural disasters, and more. In these calamities, children have been the first victims of conflict and displacement experiences. As of today, no digital platforms have been built for displaced children—the most vulnerable group who doesn’t have cell phones.

The Cradlr project was created in the hope of developing not only a digital tool but a vision for a global network that might help displaced children to overcome many adversities in life and receive more love and brighter futures. After examining historical evidence and current situations, this project goes beyond the realm of digital product design in an attempt to find a humanitarian solution for a complex social challenge. The final product embraces the connection and communication among the displaced children, their families and temporary guardians, education affiliations, international and regional organizations, as well as volunteers and donors. The stories and personal data of displaced children accumulated by adults are stored and protected by the Cradlr Network Database, which becomes a collective digital memory. Cradlr offers a blueprint whose purpose is to serve as a possible testing ground envisioning a digital network system that transcends political boundaries so that various parties can connect to rescue and nurture young lives collectively on a global scale.

* Cradlr is a United Nations Academic Impact (UNAI) project at Monmouth University.

Rationale

The seed of this project was sown two years ago when the designer started the Jiang Jian project [www.jiangjianz.com/eng]—a research and design project that sheds light upon the forgotten stories of Jiang Jian and the Mothers’ Movement in China during the Second Sino-Japanese War (1937-1945)—a major achievement of the Chinese Women’s Movement in the first half of the 20th century. Supported mainly by donations, the Mothers’ Movement rescued and educated 30,000 displaced children during the war. Based on this research, the designer learned many aspects of wartime refugees—forcibly displaced people—in China and complex stories behind the scenes. She soon started to question how other countries protected and rescued children at that time and acquired historical evidence in European countries during WWII. Through her study, some social patterns gradually unveiled, from which the inception of this project began to sprout.

Furthermore, the growing global refugee crisis has reached a staggering height in the recent decade. Lining up incidences from different regions and eras, the designer recognized ineffable human suffering repeated continuously in devastating and grotesque ways, such as mass killing, abduction, raping, child trafficking, the fact that refugee parents murdered or abandoned their children due to untamable obstacles, and so on.

Although incapable of stopping wars and adversities, the designer hopes to learn from facts and history to help displaced children today. In this digital age, many refugees have access to cell phones, so creating mobile apps to assist humanitarian work is not a novel idea. However, the project presented here goes beyond the realm of digital product design in an attempt to find a humanitarian solution for a complex social challenge by connecting various parties to rescue and nurture refugee children worldwide.

Click to access JingZhou_Cradlr-Evidence-1.pdf

Jing Zhou is an interdisciplinary artist, designer, researcher, and Associate Professor at Monmouth University in New Jersey. She works at the intersection of visual and interaction design, interactive media, animation/video, and fine arts. Her work has been shown and collected internationally including: Triennale Design Museum, Milan; British Computer Society, London; Asian Cultural Center, Manhattan; SIGGRAPH Art Gallery; ISEA; IEEE; CAA; Les Abattoirs Museum, France; Royal Institution of Australia; Danish Poster Museum; Athens Digital Art Festival, Greece; Taksim Republic Art Gallery, Istanbul; FILE, Sao Paulo; Korea Visual Information Design Assn.; Stanford University; Yale University; public collection of the WRO Media Art Center, Poland; Waikato Museum, New Zealand; Moravian Gallery in Brno, Czech Republic; and Chinese Culture Center of San Francisco. Ms. Zhou has received many awards in the U.S. and Europe.

https://www.monmouth.edu/directory/profiles/jing-zhou

Design Incubation Communication Design Awards 2020 recipient

Decipher 2018

Service Award Runner Up

Kelly Murdoch-Kitt, Assistant Professor, University of Michigan
Omar Sosa-Tzec, Assistant Professor, University of Michigan

Decipher 2018 Design Educators Research Conference represented a significant effort to create an inclusive, equitable, and intersectional space that brought together students, educators, researchers, and practitioners to discuss and advance design research. Our nomination in the category of Service is for executing this vision of a hands-on, activity-oriented, inclusive design research conference. Decipher successfully brought together 228 people from 12 countries.

The conference was hosted at the University of Michigan’s Penny W. Stamps School of Art and Design in September 2018. Decipher united two major and distinct design organizations: AIGA Design Educators Community in partnership and the DARIA Network (Design as Research in the Americas). Decipher 2018 was organized around five crucial themes of defining, doing, disseminating, supporting and teaching research in design disciplines.

To ensure participation from different types of designers with different levels of academic, industry, and/or research experience, we developed an innovative structure for the conference, which comprised the following modalities:

Activity Group: an intensive hands-on session in which all participants collaboratively discuss and ideate on a specific topic to discover emergent themes and issues, develop best practices and guidelines, and gather resources.

Conversation: a relaxed environment to allow participants to discuss the intersection of facilitators’ and participants’ interests through the lens of the conference topics as well as the AIGA 2025 trends (now Design Futures).

Workshop: a more traditional learning session in which one or more facilitators lead participants to engage in a topic within the conference themes. As in a classroom environment, workshop facilitators had specific learning outcomes in mind for participants and were expected to lead the entire session (in contrast to the more collaborative activity group or conversation formats).

Besides these three participation modalities, the Decipher conference included a poster session of research work, a graduate student colloquium, and provided several spaces for networking and discussion.

*Motivation*

People interpret the word design in many ways; when research is added to the mix, the ambiguity increases. Although research has become a critical component of most design faculty’s tenure and promotion requirements, the design research issues addressed at Decipher are still rarely discussed and often misunderstood. Due to a dearth of research discussion and pedagogy in most MFA and similar terminal degree programs in the design disciplines, some experts estimate that close to 90% of those currently teaching design in the U.S. have little or no background in research.

By instigating conversations around these issues, Decipher aimed at causing a ripple effect to advance research agendas for the approximately 11,500 (full- and part-time) university-level design educators in the U.S. Thus, Decipher convened design researchers, practitioners, and educators at all stages in their careers to explore the fusions of research and practice through the ways we accomplish, talk about, and teach design research.

*An Inclusive Submission Process*

We offered a number of submission and participation formats to engage people at different stages and degrees of comfort with design research. Each Decipher attendee submitted one of two types of written contributions: the first was for facilitators, those interested in leading an engaging session for conference attendees around a particular design research subject; the second was for participants, those who wanted to be involved in sessions while bringing a particular research interest into discussions among all attendees.

During the conference, Decipher provided a digital draft of the proceedings that included all facilitators’ and participants’ submissions in order to guide session selection and promote conversations and networking during the conference. Likewise, everyone at the conference, including keynotes, facilitators, and participants had their headshots and biographical descriptions included on the conference website. Due to the democratic nature of our submission process, we wanted these final proceedings to be a permanent record of the various voices of Decipher 2018.

The conference regarded all contributions, regardless of length, of equal value. Because publication is a critical component of academic research, we did not want to restrict publication opportunities to session facilitators alone, as is customary with most other academic conferences. Therefore, the final proceedings, to be published by Michigan Publishing, will include the juried written submission from participants and facilitators alike. In the spirit of equanimity. The forthcoming proceedings will be available online as an open-access publication, and in a print-on-demand format.

Decipher also supported equity and inclusion by offering 10 Scholarships for attendees who identified with backgrounds historically underrepresented in academia. After we conceived of these scholarships, we advocated for them, and obtained funding to support them from Stamps School of Art & Design. We hope that these scholarships will establish a new precedent for future design education and research conferences.

*What we accomplished*

Compared to similar conferences (e.g. Cumulus, A2RU, Design Research Society), Decipher broke the mold with its immersive, hands-on teaching and learning experiences rooted in the five conference themes. We asked facilitators to make all sessions accessible to a wide range of expertise, and did not assume that all attendees came with high levels of design research experience. We also asked them to make the sessions engaging in order to motivate and excite people to engage with design research more deeply while teaching them different ways to foster exchange of ideas and knowledge. This requirement made the sessions not passive as it usually occurs in traditional academic conferences.

Our PDF expands on this overview and includes images and links to additional supporting resources, such as an outcomes video documenting the attendee experience.

Kelly Murdoch-Kitt, Assistant Professor, Stamps School of Art and Design, University of Michigan

Prof. Murdoch-Kitt is drawn to design through her keen interest in people, systems, and interpersonal interactions. She strives to create effective, socially responsible, and delightful concepts and solutions. Her work and teaching integrate visual communication, interaction, user experience, and service design with behavior change and social engagement. Her current research, in partnership with Prof. Denielle Emans of VCU School of the Arts Qatar, examines and develops design-based methods and tools to promote effective intercultural collaboration, and how related tangible activities and outcomes increase trust and commitment in digital interactions. Murdoch-Kitt and Emans recently coauthored Intercultural Collaboration by Design: Drawing from differences, distances, and disciplines through visual thinking. This book of design-based methods that support intercultural communication and collaboration will be published by Routledge in Spring 2020.

Omar Sosa-Tzec, Assistant Professor, Stamps School of Art and Design, University of Michigan

Omar Sosa-Tzec holds a Ph.D. in Informatics with a focus on Human-Computer Interaction (HCI) Design, a MDes in Information Design, and MSc in Computer Science. Prof. Sosa-Tzec has been involved in design practice, teaching, and research for more than a decade. His research lies at the intersection of HCI, Information Design, Semiotics, Rhetoric, Argumentation, and Happiness Studies. Within this space, Prof. Sosa-Tzec studies how the hedonic and eudaimonic qualities of interactive and informational design products shape people’s beliefs, attitudes, and behaviors. At Stamps, Prof. Sosa-Tzec teaches Studio 2D, Methods of Creative Inquiry, Sign and Symbol, and Information Design. His practice focuses on communication design, information design, and interaction design.

Recipient of recognition in the Design Incubation Communication Design Awards 2019.

Portraits of Obama: Media, Fidelity, and the 44th President

Scholarship: Creative Work Award Winner

Kareem Collie
Lecturer
Harvey Mudd
Stanford University

“In a 24/7 media environment that bombards us with all kinds of content and exposes us to all kinds of arguments, some of which don’t always rank that high on the truth meter…information becomes a distraction, a diversion, a form of entertainment, rather than a tool of empowerment, rather than the means of emancipation. So all of this is not only putting pressure on you; it’s putting new pressure on our country and on our democracy.” -Obama

President Obama made this statement in May 2010, during one of his most tumultuous years in office— healthcare reform, financial reform, the BP oil spill … the list continues. The notion of being bombarded by media is not a new one. This idea was discussed often during the last half of the 20th century, as television became ubiquitous in American life. The proliferation of media content, voices, and audiences (specifically in relationship to news content) continue to grow and reach into every aspect of our lives through 21st century media tools and channels. The discourse on media and its impact on society continue to call for scrutiny, and as Obama says, it continues to put “new pressure on our country and on our democracy.”

Using Obama as a prism, I examine the culture of American mass media, examining the fidelity of news content amongst the ever-growing, ever-fragmenting, modern media landscape. I investigate the audience’s active engagement in the construction of their relationship to reality, the flawed nature of news makers and their perceptions of the world, and offer an alternative narrative approach to the construction of the self.

I approach this essay through the convention of narrative and visual communication. I discuss narrative as a mechanism of our individual cognition and cultural engagement, allowing for personal and collective understanding of the world around us. The tools of visual communication design are used to reframe the discussion of today’s 24/7 media environment, hoping to step outside of the “wolf’s gullet,” using the tools that help coat its lining.

My hope here is three-fold: (1) Using President Obama as an example, I wish to examine and illuminate the current role of media in our lives, (2) reframe the discourse of media and the active nature of the audience through the use of visual communication design, to pose new questions and answers and (3) present an alternative means of finding our sense of self within the deluge of media today.

Fidelity-NewPaperXLiminalX-FiveXPager

Kareem Collie is a lecturer at Harvey Mudd College and Stanford University. He is a design professional, with over fifteen years of experience designing, directing, and leading projects in branding, advertising, interactive, and creative strategy. His collaborative and leadership skills span across diverse areas of the industry, from the boardroom to the classroom.

Kareem is also a lifelong learner and educator, with a decade of experience teaching design and design thinking. His research interests are visual communications, design thinking, narrative, audience reception, and media theory.

As a deep thinker, visual storyteller, and maker, Kareem endeavors to inject more critical thinking and intentionality into the creative process, a notion that drives both his practice and pedagogy.

 

Recipient of recognition in the Design Incubation Communication Design Awards 2017.

Science Rules: Why Design Research Needs Scientific Research Classifications

Dennis Cheatham
Assistant Professor of Graphic Design
Graduate Director, Experience Design MFA
Miami University

The multifaceted nature of design means that research activities related to it are difficult to define. For design researchers, educators, students, and practitioners, new knowledge production can look more like creative or scholarly activity than fact-finding research. In order to more effectively categorize these research activities to be shared inside and outside design, I propose that categorizations of “basic, applied, and clinical” research, common in the sciences, could be valuable for clarifying design research activities and outcomes.

In this presentation, I will specifically focus on the value of basic, applied, and clinical categorizations for framing student and faculty members’ research in design. I will address how these three categorizations can frame designing activities whose “creative” or “scholarly” formats don’t always align with popularly held research definitions, though they produce new knowledge. For design educators and students, the basic, applied, and clinical categorizations can effectively frame research efforts to review boards, promotion and tenure committees, and potential employers.

I will also address how the basic, applied, and clinical categorizations enable designers to more clearly communicate their work outside of design disciplines. The popularity of the design thinking movement has involved designers in social initiatives—concerned with stakeholder experiences as well as the design of products. As design expands and is associated with words like leading, planning, making, thinking, and researching, clearly communicating impacts of various design practices to uninitiated audiences can be challenging. I will share how these science-based categorizations can help improve clarity because they are established, yet they still remain flexible enough to represent design as it continues to be applied in new ways.

 

This research was presented at the Design Incubation Colloquium 3.3: Kent State University on Saturday, March 11, 2017.