Herron School of Art and Design Works
Permanent URI for this collection
Articles, proceedings, posters and other works by Herron School of Art and Design faculty members.
Browse
Recent Submissions
Item Developing and Managing International Curricular Collaborations in a Post-Covid World(SECAC, 2024-10-25) Ganci, Aaron; Datta, AmritaIn visual communication design (VCD), international collaboration is a proven method to help students develop a pluralistic understanding of cultural identities that look beyond their own experiences. VCD at IU Herron School of Art + Design has identified curriculum internationalization to unify cultural differences within the design pedagogy. In response, we have worked to develop curricular experiences for our students for many years, primarily through study abroad trips. When the COVID-19 pandemic set in, these experiences were paused indefinitely, creating a gap in our curriculum and a need for innovation. With a design mindset, we sought ways to turn restrictions of the pandemic into opportunities for radical reform of our international collaboration experiences. Through this process, we developed a robust collaborative virtual global learning exchange program with Yonsei University in Seoul, South Korea. Students now engage in rich cross-cultural collaborative learning experiences remotely without leaving their homes. However, the establishment of this program required significant preparation and administrative legwork. To support others who want to establish a similar program, this presentation details our process in developing this successful collaboration, with special attention devoted to the administrative and managerial aspects of the collaboration.Item Co-Design of a Mobile App For Care Partners Who Manage Medications For People Living With Dementia(Oxford University Press, 2024-12-31) Werner, Nicole; Ganci, Aaron; Patel, Himalaya; Thuemling, Teresa; Holden, Richard; Herron School of Art and DesignFor unpaid care partners of community-dwelling people living with Alzheimer’s disease and related dementias (ADRD), medication management is effortful and time-consuming work that often continues over several years. Although this work may be eased by mobile application software (apps), current consumer apps underserve care partners’ needs. Through co-design workshops, our objective was to identify the user requirements for a mobile app supporting at-home medication management for people with ADRD. We conducted five 1-hour virtual co-design workshops with current and recent ADRD care partners. Care partners described their difficulties with medication management, then proposed ideal end-states by hand-drawing storyboards. We co-reflected on care partners’ descriptions and proposals, chose the app’s necessary functions, and digitally sketched corresponding user-facing features. After reviewing the sketches, care partners self-reported attitudes toward the proposed features. We ranked features by desirability, then created a digital user interface prototype. Care partners reviewed the prototype and self-reported adoption intent on a scale from 1 to 5. Seven care partners participated, ages 56-75 (Mdn=63), with 3-14 years’ care-partner experience (Mdn=5.5). Elicited requirements included tracking medication administration, recording behavioral changes, instructing other care partners, and briefing healthcare professionals. The user interface prototype included a medication checklist, observation journal, and contacts management. Care partners self-reported moderately high adoption intent (M=4.2, SD=0.9). By supporting both short- and long-term information needs, the proposed mobile app promotes shared awareness among ADRD care partners and healthcare professionals. This work is foundational to developing the app and assessing usability and utility in situ.Item Correction: Investigating the Best Practices for Engagement in Remote Participatory Design: Mixed Methods Analysis of 4 Remote Studies With Family Caregivers(JMIR, 2024-12-31) Jolliff, Anna; Holden, Richard J.; Valdez, Rupa; Coller, Ryan J.; Patel, Himalaya; Zuraw, Matthew; Linden, Anna; Ganci, Aaron; Elliott, Christian; Werner, Nicole E.; Herron School of Art and Design[This corrects the article DOI: 10.2196/60353.].Item Investigating the Best Practices for Engagement in Remote Participatory Design: Mixed Methods Analysis of 4 Remote Studies With Family Caregivers(JMIR, 2024-12-03) Jolliff, Anna; Holden, Richard J.; Valdez, Rupa; Coller, Ryan J.; Patel, Himalaya; Zuraw, Matthew; Linden, Anna; Ganci, Aaron; Elliott, Christian; Werner, Nicole E.; Herron School of Art and DesignBackground: Digital health interventions are a promising method for delivering timely support to underresourced family caregivers. The uptake of digital health interventions among caregivers may be improved by engaging caregivers in participatory design (PD). In recent years, there has been a shift toward conducting PD remotely, which may enable participation by previously hard-to-reach groups. However, little is known regarding how best to facilitate engagement in remote PD among family caregivers. Objective: This study aims to (1) understand the context, quality, and outcomes of family caregivers' engagement experiences in remote PD and (2) learn which aspects of the observed PD approach facilitated engagement or need to be improved. Methods: We analyzed qualitative and quantitative data from evaluation and reflection surveys and interviews completed by research and community partners (family caregivers) across 4 remote PD studies. Studies focused on building digital health interventions for family caregivers. For each study, community partners met with research partners for 4 to 5 design sessions across 6 months. After each session, partners completed an evaluation survey. In 1 of the 4 studies, research and community partners completed a reflection survey and interview. Descriptive statistics were used to summarize quantitative evaluation and reflection survey data, while reflexive thematic analysis was used to understand qualitative data. Results: In 62.9% (83/132) of evaluations across projects 1-3, participants described the session as "very effective." In 74% (28/38) of evaluations for project 4, participants described feeling "extremely satisfied" with the session. Qualitative data relating to the engagement context identified that the identities of partners, the technological context of remote PD, and partners' understanding of the project and their role all influenced engagement. Within the domain of engagement quality, relationship-building and co-learning; satisfaction with prework, design activities, time allotted, and the final prototype; and inclusivity and the distribution of influence contributed to partners' experience of engagement. Outcomes of engagement included partners feeling an ongoing interest in the project after its conclusion, gratitude for participation, and a sense of meaning and self-esteem. Conclusions: These results indicate high satisfaction with remote PD processes and few losses specific to remote PD. The results also demonstrate specific ways in which processes can be changed to improve partner engagement and outcomes. Community partners should be involved from study inception in defining the problem to be solved, the approach used, and their roles within the project. Throughout the design process, online tools may be used to check partners' satisfaction with design processes and perceptions of inclusivity and power-sharing. Emphasis should be placed on increasing the psychosocial benefits of engagement (eg, sense of community and purpose) and increasing opportunities to participate in disseminating findings and in future studies.Item The Stories Objects Carry(University of Arizona Libraries, 2024-10-16) Kulinski, Alexa R.In this article, I describe an exploratory visual narrative inquiry in which I examined the stories held by three objects that were given to me during my time as a PK-12 public school art teacher. Using a methodology of following the trail, I use a combination of comics-making and narrative writing to story and re-story these three objects. This exploration revealed that how we go about storying objects matters, as it can either limit or expand how we view the active roles objects have in our lives. Ultimately, this work sketches the contours for how we can use storying and re-storying to further inquire into the vitality of objects and unlock the stories they carry.Item Untold Narratives and Reimagined Histories: The Work of Dawoud Bey and Titus Kaphar(University of Arizona Libraries, 2023) Nemeth , Jeanne; Willcox, Libba; Herron School of Art and DesignThis article provides high school art room activities that address the past, contemplate the present, and encourage teaching for change. The authors introduce two contemporary artists, Dawoud Bey and Titus Kaphar, whose work embraces the idea of untold narratives and juxtapose their artwork to instigate difficult but necessary conversations about America’s racial past and present. Bey’s photographic narratives and Kaphar’s innovative paintings unveil truths and histories of Black American culture that have long been neglected. Each juxtaposition is accompanied by background information, discussion questions, and ideas designed to engage students in critical dialogue about race and racism. These conversations are followed by creative writing, and artmaking processes encouraging students to learn from our histories to reimagine our present.Item Art Nights: Reimagining Professional Development as a Ritual(National Art Education Association, 2023) Willcox, Libba; Herron School of Art and DesignArt teachers’ need for connection, passion for artmaking, desire for mentoring, and quest for renewal led me to ask, what happens if we reimagine professional development as ritualized artistic practice? What would occur if our ritual was collaborative and intergenerational? How might ritualized professional development aid the quest for renewal? Pulling imagery and quotes from a larger qualitative and arts-based research study (Willcox, 2017), this visual essay shares what happened when an intergenerational group of art teachers met and engaged in artistic inquiry about their teaching practice. Specifically, it weaves together imagery and quotes to illustrate how our ritual, art nights, recognized and celebrated the everyday tasks of art teachers, connected isolated and alienated art teachers, replenished the emotionally exhausted, and privileged the practice of art making.Item ‘Joker’ fans flocking to a Bronx stairway highlights tension of media tourism(The Conversation US, Inc., 2019-11-01) Holzman, Laura M.; Herron School of Art and DesignItem Enhancing narrative clinical guidance with computer-readable artifacts: Authoring FHIR implementation guides based on WHO recommendations(Elsevier, 2021) Shivers, Jennifer; Amlung, Joseph; Ratanaprayul, Natschja; Rhodes, Bryn; Biondich, Paul; Herron School of Art and DesignIntroduction: Narrative clinical guidelines often contain assumptions, knowledge gaps, and ambiguities that make translation into an electronic computable format difficult. This can lead to divergence in electronic implementations, reducing the usefulness of collected data outside of that implementation setting. This work set out to evolve guidelines-based data dictionaries by mapping to HL7 Fast Health Interoperability Resources (FHIR) and semantic terminology, thus progressing toward machine-readable guidelines that define the minimum data set required to support family planning and sexually transmitted infections. Material and methods: The data dictionaries were first structured to facilitate mapping to FHIR and semantic terminologies, including ICD-10, SNOMED-CT, LOINC, and RxNorm. FHIR resources and codes were assigned to data dictionary terms. The data dictionary and mappings were used as inputs for a newly developed tool to generate FHIR implementation guides. Results: Implementation guides for core data requirements for family planning and sexually transmitted infections were created. These implementation guides display data dictionary content as FHIR resources and semantic terminology codes. Challenges included the use of a two-dimensional spreadsheet to facilitate mapping, the need to create FHIR profiles and resource extensions, and applying FHIR to a data dictionary that was created with a user interface in mind. Conclusions: Authoring FHIR implementation guides is a complex and evolving practice, and there are limited examples for this groundbreaking work. Moving toward machine-readable guidelines by mapping to FHIR and semantic terminologies requires a thorough understanding of the context and use of terminology, an applied information model, and other strategies for optimizing the creation and long-term management of implementation guides. Next steps for this work include validation and, eventually, real-world application. The process for creating the data dictionary and for generating implementation guides should also be improved to prepare for this expanding work.Item Stories We Live By: Exploring Graphic Novels With High Schoolers(Taylor & Francis, 2023) Kulinski, Alexa R.; Herron School of Art and DesignThis article explores the graphic novels that emerged within the context of a pre-college course for high school students. After providing an overview of comics and graphic novels within education, I highlight pedagogical strategies and approaches for making comics and graphic novels. I then examine student work from the course with a particular focus on the final graphic stories they told, why they chose to tell those particular stories, and how they went about doing it. Examination of student work revealed that the self was a starting point for their narratives, students continually explored and pushed conventions of the artform, and students remixed dominant narrative arcs. The stories and artmaking strategies that emerged as a result of the course highlights how comics and graphic novels provide students the space to explore and voice what matters most to them, making them a valuable component of K-16 art education.