Abstracts & Proceedings
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EIGHTH ANNUAL U C D A D e s i g n Education Summit A B S T R A C T S & PROCEEDINGS Eighth Annual UCDA Design Education Summit | 1 2 | Eighth Annual UCDA Design Education Summit Table of Contents 1.1 The Technology <em>Tipping</em> Point Blake Coglianese, University of North Florida 1.2 Design and Technology: Frenemies Against a Common Foe David Begley and Elizabeth Nabi, University of North Florida 1.3 Design Technology and the Beginning Design Student Keith Cummings, Pennsylvania State University 2.1 Empowerment video wall a faculty, alumni designer, student, and community project collaboration case study. Barry Erdeljon, Marymount University 2.2 Material Meaning: Using Physical Materials to Form and Inform Visual Communication Anne Jordan, Hypothesis, Ltd. 2.3 Learning Through Copying: Incorporating Copying into Design Education Jorge Silva Jetter, Virginia Commonwealth University 3.1 Tempo giusto—What is the Right Pace for Teaching Graphic Design Paul Burmeister, Wisconsin Lutheran College 3.2 Developing a Responsive & Flexible Graphic Design Program: An Approach to Curricular Redesign Jason Dilworth and Margaret Urban, State University of New York at Fredonia 3.3 Curriculum that Creates Designers of the Future Jana C. Perez and Raul Varela, Texas Woman’s University 4.1 TE@CH: Domesticating Technology in the Design Classroom Elizabeth Herrmann and Ryan Shelley, Northeastern University 4.2 Cancelled 4.3 Narrative: A bridge between technology and design. Alyson Beaton, Zach Dodson and Gary Rozanc, Columbia College Chicago 5.1 Issues in Marketing a Design/Media Program Robert Johnson, University of the Incarnate Word Eighth Annual UCDA Design Education Summit | 3 5.2 Marketing Graduating Students in Today’s Tight Market Robert Johnson, University of the Incarnate Word 5.3 Design Competency, Exemplary and Its Anomie in Design Education and Industry: Striving Human Capital as Professional Workforce Sang-Duck Seo, University of Nevada, Las Vegas 6.1 Digital Photography: Emphasizing Concept and Process through Image Making Carol Faber, Iowa State University 6.2 Expressive Qualities of the Digital Environment: Drawing in Graphic Design Curricula Carol Faber and Andrea Quam, Iowa State University 6.3 Integrating hands-on and digital methodologies for international poster design. Elaine Cunfer and Vicki Meloney, Kutztown University 7.1 Structuring Experiential Learning in Design Douglas Johansen, Jacksonville University and Claudia Scaff, University of North Florida 7.2 Working with a Client in the Classroom Ben Hannam, Virginia Tech 7.3 Trials and Tribulations of Real-World Interdisciplinary Projects Frank Baseman, Philadelphia University 8.1 Designing Digital Content for the iPad. (The 1024 x 768 pixel World) Chris Huitt, Pittsburg State University 8.2 Making the Case for Code: Integrating Code-Based Technologies into Undergraduate Design Curricula Brad Tober, University of Illinois at Urbana-Champaign 8.3 One Part Wood Type, One Part CSS David Richardson, Eastern Illinois University 9.1 Ethnographic Investigations: Strengthening Authenticity and Inquiry in Design Students Andrea Quam, Iowa State University 4 | Eighth Annual UCDA Design Education Summit 9.2 Cultural Identity in Design : Reason : Reflect : Respect Archana Shekara, Illinois State University 9.3 Typo-Photo: An Attitude Towards Design Mitch Goldstein, Virginia Commonwealth University 10.1 No Context: A Daily Experiment in Graphic Image Making Marius Valdes, University of South Carolina 10.2 Teaching Discovery: Developing innovative Thinking in Design Curriculum Stuart Morris and John Smith, University of Wisconsin-Stevens Point 10.3 Type Carousel Carol Fillip and Lorrie Frear, Rochester Institute of Technology 11.1 Cancelled 11.2 Changing Contexts in Graphic Design Research Joey Hannaford, The University of West Georgia 11.3 Think Wrong: Ideational Strategies for a Wired World Louis Baker, Savannah College of Art and Design 12.1 DesignRx Elaine Cunfer, Kutztown University 12.2 Cancelled 12.3 Visualizing Health Humanities with Design Students Bonnie Sadler Takach, University of Alberta 13.1 New Overloads: Day One Young Ae Kim, University of South Dakota 13.2 Hybrid Pedagogy: A New Balance Marilyn Jones, Lehigh University 13.3 Equilibrium in Design Education: Hybrid Instruction Methods Gautam Wadhwa, University of Wisconsin at Whitewater Eighth Annual UCDA Design Education Summit | 5 13.4 Panel: Designing for the Human Experience: Integrating Design and Technology Nancy A. Ciolek, Peter Byrne and Chris Jackson, Rochester Institute of Technology Poster Presentations Literature, Posters, Culture and the Designer Cameron Davis, Liberty University Designing Artifact to Enhance Place Randy Olson, Brown College No Context: A Daily Experiment in Graphic Image Making Marius Valdes, University of South Carolina The Impact of Technology Cycles on Design Education Shaun Foster, Rochester Institute of Technology The Sustainable Design Office: LEED-type Certification for Graphic Design Rick Gavos, Texas A&M University-Commerce Anniston Civil Rights & Heritage Trail Map Jinsook Kim, Jacksonville State University Current Trends in the Presentation of a Professional Graphic Design Portfolio Sandra Day Slayton, Liberty University 6 | Eighth Annual UCDA Design Education Summit 1.1 The Technology <em>Tipping</em> Point Abstract One straightforward question was asked over 7 months ago in an Interaction Design Association discussion on Linked In. “Do designers need to be able to code?” Since then Blake Coglianese there has been over 385 responses to the question. Although the inquiry was asked in a University of North Florida closed-end manner, the responses have been both varied and considerate. However, from the perspective of an educator concentrating on the intersection between design and technology the question is more complex. If we were to agree that a design student be versed in a particular technology, then as educators we must devise a plan that emphasizes the balance between design and the tools used in it’s execution. How does one decide what technologies and techniques be included in a course given the rapid evolution of front-end web development? Is there any way to insure that the class content remain on the cutting-edge? How does the mobile web, app development and digital publishing fit into an already crowded curriculum? Beginning with one misfit introductory web design class seven years ago, this paper will examine the transition into a balanced curriculum that embraces the convergence between design and technology while resting comfortably between print and digital design. Eighth Annual UCDA Design Education Summit | 7 1.2 Design and Technology: Frenemies Against a Common Foe Abstract The relationship between technological skill and creative and critical thinking is a frequent point of contention in design education. Our panel will address how technology is not the David Begley enemy of design, but rather an ally against a barrage of ineffective visual communication. University of Historically, technology has led the charge, with production methods influencing design North Florida aesthetics. However, as the tools and the media of graphic design have become more accessible, more people are producing visual messages; it is design thinking that often Elizabeth Nabi takes command to generate original, effective, inspired visual solutions. We will explore the University of symbiotic relationship between design and technology through historical examples. North Florida The identity of a graphic designer exists not just in having the tools of one, but also in the ability to think like one, specifically through problem solving and creative concept development. Many design education programs try to separate the teaching of design principles from the tools of design practice. Our program encourages students to explore design as both a noun and a verb. They learn concurrently the principles to conceptualize and visualize successful designs, and the software practices to effectively design them. We will discuss the strategies used in our introductory level courses, including computer- based and computer-free projects, to teach students that achieving smart visual solutions relies on a balance of technological skill and design knowledge. Ivan Chermayeff said, “The design of history is the history of design,” and what is history but constantly advancing and evolving technologies? We will aim to show how a successful graphic design education can rely on teaching students enough about the tools to produce effective visual communication and enough about design theory, principles and aesthetics that they may continue to produce these solutions as technologies inevitably and rapidly change. 8 | Eighth Annual UCDA Design Education Summit 1.3 Design Technology and the Beginning Design Student Abstract Tackling issues of technology and the design classroom is something that each program must address in the sphere of their own unique design environment. Pragmatic considerations, Keith Cummings such as departmental design philosophy, expertise of the faculty, and availability of physical Pennsylvania State facilities are all part of the mix when it comes to putting together a successful curriculum. A University quick look at various design curricula from across the country reveals that there is no single, correct method or sequence. Ryan Russell Pennsylvania State When the question of technology is focused on the beginning design student, special care University must be taken to achieve