IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

Graphic design evolved as a profession alongside the technological advancements of the western industrial revolution. The role of the graphic designer has shifted from a collaborative practice involving specialized teams to a contemporary reality where designers often operate as multi-skilled, independent practitioners. The technological evolution demands competencies beyond traditional visual and aesthetic concerns, encompassing research, writing, photography, filmmaking, and aspects of production and dissemination. Consequently, design education must adapt to prepare students for these expanded expectations. Within a liberal arts education context, this adaptation involves fostering informed decision-making and moving beyond a preoccupation with technical execution toward a deeper and more purposeful engagement with cultural production. In our attempts at [institution name] to address these needs, the paper discusses the integration of research methods into undergraduate graphic design education during the first three years of a four-year program. We focus on human participant research aligned with Tri-Council ethics guidelines in Canada and explore best practices in graphic design processes through two case studies: an interdisciplinary “Poetry-in-Motion” assignment at the second-year level, and an assignment for interaction design in the third year. These examples illustrate how embedding research practices within design curricula equip emerging designers to navigate the complexities of contemporary professional practice