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Macy 106B
John Smith, Assistant Professor, Chicago State University
This presentation will introduce my ongoing practice to discover the vibrant graphic design history of Southside Chicago; and how this informs my teaching pedagogy, leading to curriculum that models observation and exploration, teaching students to become mindful designers, using skills in visual communication to understand, contribute, and create community.
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Macy 107
Alireza Vaziri, Assistant Professor, University of Maryland
More than just a tool, AI is shaping the future of design, this shift underscores the urgent need for innovation in traditional design education. This presentation explores AI’s role in visual storytelling through a course designed to help students integrate AI while preserving artistic integrity. Developed in 2024, the course positions AI as a collaborator, emphasizing both technical skills and critical thinking.
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Winningham 205
Dajana Nedic, Assistant Professor of Graphic Design, Virginia Tech
Rachael Paine, Assistant Professor of Graphic Design, Virginia Tech
Cyclical course planning enhances iterative learning in design studios more effectively than linear scaffolding. This paper examines case studies illustrating how a reflective, intentional, and adaptive pedagogical approach reinforces course objectives through repeated exposure, synthesis, and reflection, fostering deeper cognitive engagement beyond traditional scaffolding and design thinking frameworks.
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Winningham 214
Johnathon Strube, Assistant Professor, East Tennessee State University
A student-centered visual arts conference can foster inclusion and growth by bringing students together with professionals in an interdisciplinary space. It can also amplify creative dialogue and encourage collaboration through thoughtful curation, diverse voices, and interactive programming, ensuring mindful engagement, connection, curiosity, and innovation.
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