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Browsing by Author "Herron School of Art"
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Item Adaptive Resumes in Disrupted Futures(Cumulus Association, 2022) Ganci, Aaron; Herron School of ArtAs the impacts of the climate crisis continue to unfold, more and more workers will become displaced (International Labour Organization). While the bulk of disruption will be felt by the working poor in the third world, every part of the economy will eventually be impacted. Within the United States, millions of people will face dramatic changes to the environment because of rising temperatures, widespread fires, flooding, and more. In response, there will be an increased need for workers at all levels to migrate or switch employment sectors. As a design researcher, I am specifically interested in how design artifacts play a role in worker cross-sector mobility. There is one crucial artifact that plays a facilitating role within this dynamic: the resume. The resume is a seemingly innocuous player in the job-seeking process. However, when viewed as a narrative artifact, it becomes obvious that the resume has untapped potential. As workers seek to enter new and unfamiliar domains, they will need better tools to help them construct relatable narratives about their unique blend of experiences and skills. Over the last two years, my team has been examining the space of worker adaptability through the development of a solution called Real CV. This project seeks to help workers articulate their strengths and translate domain-specific abilities and experiences into narratives that can be understood by a wider audience. Put another way, I seek to update the format of the resume to help workers become more adaptable to their evolving surroundings. This paper will identify weaknesses with the CV through a critical intersectional lens (Booysen, 2018) and will detail the use of a constructive design methodology (Bardzell et al., 2015; Dorst, 2013) to examine an updated resume system. In the end, a concept for a Real CV application is presented which showcases the necessary criteria in a more inclusive and adaptable resume format.Item Designing from the Core: Facilitating Core Thinking for Sustainable Development in Design Education(Cumulus Association, 2022-10) Napier, Pamela; Lettis, Gwen; Herron School of ArtHow might graphic designers identify and clarify their personal values and identity so that they might develop a responsibility mindset in their design process? This has been a central question in the research of the authors Napier and Lettis, two design educators who have been collaborating across the world from the United States and Ireland, through Master’s thesis and Ph.D. work, from first-year graphic design students to senior visual communication design students, and from in-person to online teaching. Our research is driven by a deeply vested interest in personal or core values and how they relate to making sustainable or responsible design decisions. We believe that design students must be able to develop a personal awareness of their individual values and goals to not only benefit their design process and practice, but also to benefit sustainable development. “Value thinking” is a central mode of thinking encouraged in education for sustainable development, which “develops and strengthens the capacity of individuals, groups, communities, organizations and countries to make judgments and choices in favor of sustainable development” (UNECE, 2009, p. 15). Within our research, we acknowledge that value thinking also involves thinking of oneself, and the direct correlation between the “personal” and sustainability. We termed this personal value thinking or, as Lettis has termed it since, core thinking. Ann Thorpe (2007), an educator of sustainable design and author of The Designer’s Atlas of Sustainability, states: Many of the issues confronting us in the landscape of sustainability are those that feel more personal than professional, for example, your connection to nature, your politics as a citizen, or your willingness to put your personal resources toward ecological sustainability. We have found that in the context of sustainability in graphic design education (GDE) and design education generally, many programs are exclusively available to postgraduate students. Additionally, while some undergraduate education does aim to foster the development of personal values, it is unclear which processes are used to help students clarify and integrate those values into their identity and practice. This paper will describe the processes, methods, and tools that Napier and Lettis have developed to facilitate core thinking for sustainable development in different courses, at varying levels of graphic and visual communication design education. It will discuss the theoretical background of value thinking and include a high-level look at the ongoing efforts of evolving materials aimed at supporting design educators to foster sustainability-minded design students. Additionally, this paper will discuss both students’ and educators’ reflections on this ongoing work. It is the hope of the authors that a more inclusive approach to fostering sustainability-minded students and graduates will impact the role that designers can play as responsible citizens.Item User Personas to Guide Technology Intervention Design to Support Caregiver-Assisted Medication Management(Oxford, 2022-11) Linden, Anna; Loganathar, Priya; Holden, Richard; Boustani, Malaz; Campbell, Noll; Ganci, Aaron; Werner, Nicole; Herron School of ArtInformal caregivers often help manage medications for people with ADRD. Caregiver-assisted medication management has the potential to optimize outcomes for caregivers and people with ADRD, but is often associated with suboptimal outcomes. We used the user-centered design persona method to represent the needs of ADRD caregivers who manage medications for people with ADRD to guide future design decisions for technology interventions. Data were collected through virtual contextual inquiry in which caregivers (Nf24) sent daily multimedia text messages depicting medication management activities for seven days each, followed by an interview that used the messages as prompts to understand medication management needs. We applied the persona development method to the data to identify distinct caregiver personas, i.e., evidence-derived groups of prospective users of a future intervention. We used team-based affinity diagramming to organize information about participants based on intragroup (dis)similarities, to create meaningful clusters representing intervention-relevant attributes. We then used group consensus discussion to create personas based on attribute clusters. The six identified attributes differentiating personas were: 1. medication acquisition, 2. medication organization, 3. medication administration, 4. monitoring symptoms, 5. care network, 6. technology preferences. Three personas were identified based on differences on those attributes: Regimented Ruth (independent, proactive, tech savvy, controls all medications), Intuitive Ian (collaborative, uses own judgment, some technology, provides some medication autonomy), Passive Pamela (reactive, easy going, technology novice, provides full medication autonomy). These personas can be used to guide technology intervention design by evaluating how well intervention designs support each of them.