The Poster Presentations and Opening Reception will be in the Rowe Lobby and Gallery. Presenters will briefly introduce themselves and their poster topic before the show.

• "Students" by Calee Cecconi, University of Wisconsin Stout

  Traditional grades create anxiety, hindering authentic design learning. This poster explores mindful grading alternatives to foster a learning-centered environment and innovative portfolio outcomes. It presents low-risk pass/fail assignments, ungraded milestones, and specifications grading, focusing on skill mastery and process. These methods reduce stress, encourage innovation, and cultivate mindful learning.

• "Mindfulness for Place and Context-Driven Design" by Gilberto Corona, Texas Tech University

  This poster presents a model for a senior-level Graphic Design course titled "Design in the Community," which is deeply rooted in the local context. By reflecting on the collaborative workflows and partnerships established during the course, this study highlights the significance of place-based design and the role of designers as active, mindful participants in community-driven initiatives.

• "Mindful Design: Cultivating Awareness through the Graphic Novel Format" by Elaine Cufner, Kutztown University

  This poster examines how creating short-form nonfiction graphic novels as a class project enhances human connection, storytelling, and engagement in the course Illustration for Publishing, highlighting its value as a pedagogical practice. By integrating research, and sequential narrative, students connected with history, strengthened technical skills, and developed mindful design practices.

• "Experiential Graphic Design as a Form of Accessibility for Neurodivergence" by Ana Farnham, George Mason University

  In this poster I argue that experiential graphic design is a more accessible form of graphic design. It should be given more prominence in graphic design pedagogy and practice. I will offer guidelines for mental disability accessibility and show some examples in the classroom and in practice.

• "Mindfulness in Calligraphy: The Intersection of Art and Presence" by Lorrie Frear, Rochester Institute of Technology

  Calligraphy requires focus, a conducive peaceful environment, patience, and skill. Making letters in this manner creates a heightened awareness of one’s body and breath, mirroring techniques found in traditional mindfulness and meditative practices. This poster highlights the structure and content of calligraphy courses and the diversity of student projects.

• "Mapping Mindfulness" by Jessica Gooble, University of Arkansas

  Designers often prioritize productivity over creativity, leading to burnout. Mindfulness, derived from Indian tradition and appropriated by Western therapy, offers a solution when applied to design. This research explores mindful design through a 30-session experiment using workplace affordances to evaluate the effectiveness of mindful design processes for a neurodiverse designer.

• "Design Meets Wellness & Movement" by Xiaojun Huang, Bowling Green State University

  The senior graphic design students are transforming community engagement through a dynamic two-hour podcast-livestream experience, celebrating seven local walk-and-run routes. Working in teams, they craft playful, high-energy 10-minute episodes supported by striking promotional materials. This initiative pushes creative boundaries, applies design thinking in real-world impact, and inspires an active, connected community through innovative storytelling.

• "Form Follows Systems: Integrating Systems Literacy into Experience Design Education" by Vinicius Lima, Grand Valley State University

  This poster discusses a digital experience design course that integrates systems literacy and visual design. The course challenges traditional design education based on artifact production. It emphasizes open-ended problems when designing technology-mediated service ecologies, modeling the complexity of the world in which they are expected to practice and succeed professionally.

• "Now You See It, Now You Don't: Erasure of Democracy" by Jessia Miles, University of Arkansas

  This poster emphasizes the dangers of knowledge restriction and censorship, illustrating its impact on democracy and societal inequalities. It calls for action from educators and activists to document and challenge information suppression, highlighting the importance of inclusive narratives and the need for equitable access to knowledge for all communities.

• "Mapping GenAI’s Role in Animation Production" by Iyare Oronsaye, North Carolina State University

  This study explores how Generative AI (GenAI) and Human-Computer Co-Creativity (HC3) reshape animation workflows. Using Bronfenbrenner’s Ecological Systems Theory, it examines shifts in creativity, accessibility, and ownership. While GenAI may democratizes production, it raises ethical questions around originality, authorship, and preserving artistic integrity.

• "Balancing Act: A Visual Representation of Faculty Workloads in Design Education" by Leslie Parker, Arkansas State University

  This poster presents findings from a semester-long time-tracking project that categorizes and visualizes the daily tasks of a design professor in three primary areas: research, teaching, and service. This project sheds light on the often-overlooked aspects of academic labor and invites a deeper conversation about the realities of faculty life in design education.

• "Feminist Design Pedagogy: Radicalization and Reformation" by Annie Peters, Central Michigan University

  It is critical in this current political climate to engage in Feminism. We as Design educators have the unique privilege to shape the future of visual communication utilizing radicalization. Using the five pillars of Feminist Design Pedagogy, we can change the trajectory of Design and shape our culture.

• "Designing Independence: A Student-Centered Approach in Introductory Graphic Design Education" by Alexander Quintanilla, Indiana University, Bloomington

  Teaching an introductory graphic design course presents unique challenges due to teaching students of different backgrounds and skill levels. By providing an opportunity to design a project of their own, students will build upon their confidence and self-direction while taking charge of creating a meaningful design education.

• "Bridging the Gap to Build Industry-Ready Designers" by Or Szyflingier, The City College of New York, CUNY

  This research uncovers the critical gap between design education and industry expectations, highlighting the lack of essential soft skills such as communication, adaptability, and emotional intelligence in emerging creatives. The study offers actionable solutions to integrate these durable skills into curricula, to better prepare students for the workforce.

• "From Play to Prototype: Exploring Game-Based Learning in Design Studios" by Weinan Zhao, Michigan State University

  This research indicates how design studios' game-based learning (GBL) fosters creativity, collaboration, and practical problem-solving. By integrating playful methods into the prototyping process, students engage in experiential learning that bridges theory and practice. Case studies illustrate how GBL enhances idea generation, teamwork, and innovative design solutions.