Addressing the often-overlooked issue of food insecurity in our local community.
Associate Professor of Interactive Media + Design
School of Communications
Design, Journalism Student
Over the past year, an interdisciplinary team of faculty and students from the School of Communications have worked to address the often-overlooked issue of food insecurity in our local community of Hamden. Members of the journalism and graphic design programs have been using a combination of listening booths, two-way texting, billboards, flyers, surveys, and data visuals to build a dialogue with the community. That dialogue has helped raise awareness of hunger in Hamden, and guide those in need of food to available resources near them. Through this project, we also designed a comprehensive report with the United Way of Greater New Haven to help share key findings with the town, news outlets, and government figures.
The project is part of a broader endeavor to not only “design for good,” but to embrace all that is possible in a School of Communications. Our goal is to make important data and stories more accessible–aesthetically, strategically, and verbally–while teaching students to be collaborative, informed citizens.
Presentations and discussion in Research and Scholarship in Communication Design at the 107th Annual CAA Conference 2019 in NYC.
Hosted by CAA Affiliated Society, Design Incubation.
Research in Communication Design. Presentation of unique, significant creative work, design education, practice of design, case studies, contemporary practice, new technologies, methods, and design research. A moderated discussion will follow the series of presentations.
Design Incubation Colloquium 5.2: CAA 2019 New York City
Thursday, February 14, 2019
New York Hilton Midtown, Second Floor Regent
Abstract submission deadline: August 6, 2018.
Submit abstracts online at Colloquium Abstract Submissions.
The colloquium session is open to all conference attendees.
St John’s University
Michael Graves College
10 Case Studies in Eco-Activist Design
Kelly Salchow MacArthur
Michigan State University
Art, Interaction and Narrative in Virtual Reality
Form, Focus and Impact: Pedagogy of a 21St-Century Design Portfolio
Professor of Practice
Lehigh University, Bethlehem PA
Pitch & Roll: Exploring Low-Risk Entrepreneurship for Student Designers
Professor of Instruction
Graphic Arts & Interactive Design
Temple University Tyler School of Art
Questioning the Canon: Discussing Diversity and Inclusion in the Classroom
Design Activism & Impact: How Can Principles of Social Impact Assessment Improve Outcomes of Socially Conscious Design Efforts in Graphic Design Curriculum?
East Carolina University
Cultural Competence for Designers
University of Delaware
Exploring Narrative Inquiry as a Design Research Method
Cleveland State University
State of Flux
University of Houston Downtown
Associate Professor of Advertising
School of Journalism and Mass Communications
San Jose State University
A mentor is a friendly guide who helps a less experienced person by demonstrating positive behaviors. To be effective, a mentor’s role is to be dependable, engaged, authentic, and tuned into the mentee’s needs and limitations. Mentoring is important because students learn from essential knowledge and skills from their mentors whilst also providing an understanding of workplace practices. This is certainly the case in the creative industries.
The creative industries rely on mentorship practices, they require team-working skills and the ability to learn, support and help others in an increasingly inter-disciplinary environment. Students at San Jose State University (SJSU) aiming to enter the creative industries have been working on a project with Miami Ad School in San Francisco. Miami Ad School, a portfolio school with campuses worldwide, intensively prepares students to enter the advertising industry as art directors and copywriters. In two years students develop approaches to problem-solving, they develop their craft and become confident communicators of ideas as they learn from experienced creatives at the top of their game. In fact, MAS is guided by an active teaching and learning model where the instructor can be seen as a mentor as much as a teacher.
SJSU students have been included in MAS creative teams on a course that focuses on award show student competition briefs. The aim is to better understand how mentoring can take place within a creative team where, through active learning, undergraduate students can develop new approaches to their own practice as a result of working alongside students immersed in different pedagogies. Will these undergraduates bring a new approach back to their SJSU classes and will their work improve as a result? Expectations and reflections gathered at both the start and end of the exercise will provide valuable insights.
Department Of Design
San José State University
How can design education facilitate the relationship between the deepest passions of students and today’s urgent needs? How can design curricula teach students to creatively presence transformation, meaning, and compassion? The BA Senior capstone class at SJSU engages students at the creative intersection of their lives, their work, and the world. Starting with the premise that creativity sources within each of us, students design their “calling intentions” and clarify what meaningful work means to them. They envision products, services, projects, or initiatives that can inspire and influence sea changes. These spring from a deeply authentic place within themselves and address issues including water, human rights, gender equality, and more. Through lectures, workshops, visualizations, and storytelling, they begin to design work worth doing.
This presentation briefly introduces the innovative and integrative Sea Change Design Process® (designed by Lauralee Alben) on which this course is built, and showcases student design projects that result from a semester-long exploration. The student work visualizes highly abstract ideas; leverages personal calling intentions into organizational intentions, offers holistic approaches to solution-finding, and explores the relationship between design and human experience.
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.