Six-hour credit GD Studio, Tuesdays & Thursdays, 01:30pm–5:45pm, 320 Brooks


Associate Professor Kermit Bailey & Adjunct Professor Victoria Chi

Outside class consultation w/ Professor Bailey: 319 Brooks, Tuesdays and Thursdays, 12:30-1:30 p.m., or by arrangement —

Outside class consultation w/ Professor Chi: 316b Brooks, Tuesdays and Thursdays, 12:30-1:30 p.m., or by arrangement —

TA: Eryn Pierce,


Course Description and Logic:

This course focuses on three specific design practices, which inform the overall course framework. These are: branding, interaction, and service design. You will study and apply design methods within each. How these general modes of practice distinguish themselves, and interact as complex systems, is of particular concern to the studio.

Course objectives / students will:

  • Engage in systems-level thinking in the articulation of complex design problems, leading to design opportunities/possibilities
  • Develop overarching design strategies and methods that account for issues of branding, user interaction and service design
  • Demonstrate autonomy and self-management in addressing all design challenges
  • Demonstrate the ability to work in teams and make use of collective class work in addressing particular design challenges

How this class will work:

All-class lectures. Periodically, faculty, teaching assistant(s) will make presentations on core concepts related to design current design projects. In addition, we will regularly use the classroom’s video monitors to present relevant online information. Your attendance and full attention is expected at each. When possible, these presentations will be archived in a shared class resources for your future reference.

Focused group work. You will be responsible for individual design work, and you will also work in teams for project-based research; problem analysis; brainstorming and ideation; and critique. You will be required to make this group work visible to the full class through semiformal displays on classroom walls, and shared class resources archives (course blog, Google Drive, etc.).

Dedicated group meetings w/ faculty. Only rarely in this course will there be individual desk critiques or large, ‘intermediate’ all-class critiques. Instead, findings resulting from both your individual and teamwork will be regularly summarized in small group presentations and in dedicated meetings with faculty organized around affinity group topics. You will meet with both faculty members for small group reviews, faculty usually rotating. The classroom will be organized accordingly, meet space / clusters, display areas, etc.

You should plan to meet with faculty, as scheduled (or necessary), during the first three hours of the studio.

The last hour of class:

Following an assessment of contact hours in 6-credit Graphic Design studios, instructors (faculty) will no longer attend the final hour of class meetings. Instead, TA(s) will lead the last hour of instruction. For example, expected TA-led instruction might include: the presentation of technical demos / troubleshooting, and in general – the oversee of requisite team or individual work on the current project. The TA will prepare for this hour of instruction, and ensure that students stay engaged with the current studio project, are physically present. Faculty will provide the TA with guidance, required course material (such as readings, media to share, etc) well-ahead, based on the specific project plan and or course syllabus.

Short and long assignments. Class workflow will respond accordingly to a twice-a-week course schedule. For instance, assignments given on Tuesday, and due on Thursday, will be less demanding than those that span a Thursday–Tuesday stretch. Your work should reflect that variation in production. If you have individual questions or need feedback, particularly as we approach the end of each week of instruction, you should proactively approach faculty during class sessions and, if necessary, in dedicated one-on-one office consultations. Email is often too limited and in-class consultation is usually most efficient. This gives you the opportunity to clarify guidelines and expectations in time to influence your off-studio work during the week and/or in anticipation to weekends. Field work should be done outside of class, unless given special permission.

Technical competency. The work and skill set development in GD410 and GD417 are conceptualized in alignment with your studio trajectory.  You should be acquiring new skills (particular technical expertise, methods, etc.) in time to use them in studio projects.

Class archive. You will use a shared archive for the class (Google drive) and will actively post to the class blog site, with ‘just-in-time’ documentation, sharing response to tasks assigned. These archives will include PDFs / posts of key class materials and further information relevant to the class (overall) and project activities (specifically). Files will be labeled or and tagged to correspond to categories, course objective/activities/project titles, etc. It is your responsibility to use the archives if/when needed. Review and print out pertinent files. It would also be a good idea to maintain a course binder for:

  • Syllabus and supporting information parts (timeline, etc.)
  • Lectures (presentations and case studies presented in class)
  • Handouts (class materials, guidelines, and instructions necessary to complete tasks, assignments and projects)
  • Readings (timed to coincide with class activities and tasks, assignments and projects)

Critiques. Rather than having overlong full-class critiques, we will discuss project landmarks and summary presentations formulated by teams in small group critiques. Show actual documentation (e.g. physical, with support of digital). In addition, the course archives (Google drive, course blog) will also enable all class members to review individual solutions to design challenges on their own time.

Due to the size of the overall class, two critiques, will happen simultaneously – each with a dedicated faculty and or reviewer.

Library Book Reserves. Activity-specific (select) handout readings will be provided in a timely fashion during the course of semester to match course delivery.

Evaluation of student work performance. Both professors will be involved in determining your final grade—though each of us will administratively manage 1/2 the group, the course is co-taught. Response to your work will occur in two forms: in-class critiques and written evaluations of individual performance. It is your responsibility to document comments made during in-class critiques. When working on group outcomes, it would be a good idea to designate a scribe to record these during critique sessions. Feedback on individual performance will take place through evaluation forms following the shared resources archive upload of your solutions to each challenge. Your midterm and final grade will be a combination of the individual and group assessments and will reflect your achievement of course and project objectives when observing the following evaluation criteria:


  • Develops overall communication strategies that account for audiences and contexts, subject matter
  • Invents formal approaches to visual representation that are appropriate to the communication task
  • Organizes typographic form in ways that are consistent with language, context, and use
  • Demonstrates critical judgment about the content and form of images
  • Demonstrates good craftsmanship and mastery of tools


  • Manages project work effectively across time
  • Conducts appropriate research and problem analysis
  • Synthesizes ideas and information in the generation of possible solutions
  • Selects appropriate methods and tools
  • Applies critical judgment throughout the design process


  • Meets short-term and long-term deadlines
  • Attends class within published policies
  • Functions effectively in group work
  • Participates in critiques and discussions
  • Communicates effectively in written, oral, and visual form

Assessment Touchpoints. This semester-long studio course is divided into FOUR core instructional segments. These are:

  1. Readings/Writings
  2. Tasks
  3. Assignments
  4. Projects

Throughout, individual and group “landmarks” (overarching educational outcomes and/or particular concrete deliverables) as well as engagement with all class materials presented detailed and discussed will help determine your overall engagement with the class framework and, ultimately, your performance. When brought together at the end of the term (WEEK 15), these four-phased assessment touchpoints will be further informed by two extra and final criteria, these spanning the semester, helping to determine your final grade. These are: “attendance/timeliness” (presence) and “participation/collegiality” (ability to work with others). In light of this, please note that students will be evaluated as both individuals and as team members (when and where teamwork or collaboration is required).

Grading Scale: A+ = 97.5 – 100, A = 92.5 – 97.49, A- = 90 – 92.49 / B+ = 87.5 – 89.99, B = 82.5 – 87.49, B- = 80 – 82.49 / C+ = 77.5 – 79.99, C= 72.5 – 77.49, C- = 70 – 72.49 / D+ = 67.5 – 69.99, D = 62.5 – 67.49, D- = 60 – 62.49 / F = 0 – 59.99.

Incompletes. The grade of Incomplete (“IN”) may be given in any course at the discretion of the instructor for work not completed because of a serious interruption in the student’s work, determined as not caused by their own negligence. An “IN” must not be used, however, as a substitute for an “F” when the student’s performance in the course is not passing. An “IN” is only appropriate when the student’s record in the course is such that the successful completion of particular assignments, projects, or tests missed as a result of a documented serious event would enable that student to pass the course. Only work missed may be averaged into the grades already recorded for that student.

A student who receives an “IN” must complete the unfinished work to have the “IN” converted to a final grade by the end of the next semester in which the student is enrolled, provided that this period is not longer than 12 months from the end of the semester or summer session in which the “IN” was received. Otherwise, the “IN” will be automatically converted to “F” or “U,” in accord with the grading approved for the particular course. All grades of “IN” must be cleared prior to graduation. Students must not register again for any courses in which they have “IN” grades. Such registration does not remove “IN” grades, and the completion of the course on the second occasion will automatically result in an “F” for the incomplete course.

Attendance and performance policies. You are expected to be in class, on time, and prepared for the work of the day. Because this class meets only twice a week, it is important to be present for each class. Students who miss more than two classes should expect an impact on their final grades. Excused absences require some form of documentation; do not assume that a phone call or email, alerting faculty to your absence will suffice or serve as documentation. Full class attendance is a course requirement. It is each student’s responsibility to inform faculty of circumstances or emergencies that will prevent him or her from attending class. Students shall receive excused absences for two anticipated absences as well as for emergencies as specified in the “University Attendance Regulation” policy (REG02.20.3). A third through sixth (unexcused) absences will each result in a 2.5 point reduction from the final grade. Seven or more total absences will result in a grade of “F” for the course. For regulations regarding Drop For Non Attendance, see. Guidelines can be found online at:

Deadlines are also critical, especially in projects that require collaboration with your classmates. Late work will be noted and influence final grades, as will late arrival and early departure from class.

Student Code of Conduct. The University has expectations about how its students will behave, rules to follow when students are accused of violating those expectations, and regulations against unlawful harassment. For procedures regarding academic integrity, go to:

Honor Code. Students will sign their names on any test or assignment, signifying that the student neither gave nor received unauthorized aid in compliance with The University’s Honor Pledge.

Non-Discrimination Policy. NC State University provides equality of opportunity in education and employment for all students and employees. Accordingly, NC State affirms its commitment to maintain a work environment for all employees and an academic environment for all students that is free from all forms of discrimination. Discrimination based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation is a violation of state and federal law and/or NC State University policy and will not be tolerated. Harassment of any person (either in the form of quid pro quo or creation of a hostile environment) based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation also is a violation of state and federal law and/or NC State University policy and will not be tolerated. Retaliation against any person who complains about discrimination is also prohibited. NC State’s policies and regulations covering discrimination, harassment, and retaliation may be accessed at:

Any person who feels that he or she has been the subject of prohibited discrimination, harassment, or retaliation should contact the Office for Equal Opportunity (OEO) at 919-515-3148.

Students with Disabilities. Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students at 1900 Student Health Center, Campus Box 7509, 515-7653.

For more information on NC State’s policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation online at: