| Acknowledgments |
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vii | |
| Introduction |
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ix | |
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How We Learn What We Learn |
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Education in an Adolescent Profession |
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3 | (10) |
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Raising the Bar for Higher Education |
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13 | (6) |
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19 | (3) |
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Graphic Design Education as a Liberal Art: Design and Knowledge in the University and the ``Real World'' |
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22 | (11) |
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Liberal Arts and Graphic Design: Six Cautionary Questions |
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33 | (5) |
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Anxious about the Future? |
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38 | (3) |
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That Was Then: Corrections & Amplifications |
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41 | (14) |
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Catching Up with the Past: Shifting the Pedagogical Paradigm |
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55 | (2) |
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57 | (6) |
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Graphic Design Family Values |
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63 | (3) |
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What Is ``Professional'' about Professional Education? |
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66 | (8) |
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Emptying the Spoon, Enlarging the Plate: Some Thoughts on Graphic Design Education |
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74 | (7) |
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81 | (3) |
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From Form to Context: Teaching a Different Type of Design History |
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84 | (5) |
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Principles Before Style: Questions in Design History |
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89 | (3) |
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The Case for Critical History |
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92 | (6) |
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Putting Criticism into Critique |
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98 | (4) |
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Remaking Theory, Rethinking Practice |
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102 | (7) |
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Talking Theory/Teaching Practice |
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109 | (7) |
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Writing Now: Journalism, Criticism, Critical Journalism |
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116 | (9) |
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Circling the Desert: The Illusion of Progress |
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125 | (3) |
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What This Country Needs Is a Good Five-Year Design Program |
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128 | (3) |
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Distinctive Opportunities |
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131 | (2) |
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What's Right with Design Education and Wrong with the ``Real World''? |
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133 | (3) |
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Experience Versus Education |
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136 | (5) |
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Traversing Edge and Center: A Spatial Approach to Design Research |
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141 | (4) |
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The Problem with Problem Solving |
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145 | (3) |
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Ricochet Critique: Improvisation in Design Teaching |
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148 | (3) |
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151 | (2) |
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153 | (4) |
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Hybrid Teaching: From Practitioner to Professor |
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157 | (3) |
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160 | (3) |
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Memory, Instinct, and Design: Beyond Paul Rand's ``Play Principle'' |
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163 | (5) |
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168 | (4) |
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172 | (3) |
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Design Interactive Education |
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175 | (6) |
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181 | (3) |
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Computers Don't Speak, Type Does |
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184 | (5) |
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Writing: The Future of Digital Media |
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189 | (3) |
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Starting from Zero: Teaching Writing to Designers |
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192 | (5) |
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197 | (3) |
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200 | (10) |
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The Blogucation of a Graphic Designer |
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210 | (4) |
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214 | (6) |
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History with Attitude: A Subjective Tour of Studies in American Graphic Design Education |
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220 | (5) |
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225 | (4) |
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How We Teach. How We Learn What Is Taught |
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229 | (3) |
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Graphic Design Curricula: Visualizing Design Processes and Skills |
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232 | (4) |
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Visual Literacy: The College Course |
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236 | (2) |
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238 | (2) |
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240 | (3) |
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243 | (8) |
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251 | (2) |
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253 | (2) |
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Learning through a Collaborative Project: A Case Study in Visual Communication |
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255 | (4) |
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259 | (3) |
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What Can Students Learn from Studying Misinformation? |
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262 | (2) |
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Have Sign, Will Travel: Cultural Issues in Design Education |
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264 | (5) |
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Searching for a Black Aesthetic in American Graphic Design |
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269 | (5) |
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For the Sake of Humanity: Teaching Cross-Cultural Design with Empirical Inquiry |
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274 | (5) |
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Maximize the Message: Tailoring Designs for Your Audience in a Multicultural Era |
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279 | (5) |
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Who's Afraid of the Big Brand Wolf? |
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284 | (3) |
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Design Studies for a New Doctorate |
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287 | (10) |
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How We Teach What We Teach |
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Graphic Design as Cognitive Artifact |
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297 | (4) |
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History Theory and Undergraduate Education |
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301 | (7) |
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Hyperarchitexture: Marked Typography and the Hypertextual Landscape |
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308 | (5) |
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313 | (5) |
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Designing with Self-Authored Text |
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318 | (5) |
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Off the Page and Into the Streets: Communication and Activism |
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323 | (6) |
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Green Graphic Design Seminar |
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329 | (6) |
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Introduction to Designing with Movement and Sound/Designing in Time and Space |
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335 | (6) |
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| Contributors |
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341 | (10) |
| Credits |
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351 | (2) |
| Index |
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353 | |
