This project aims to contribute to the basis of knowledge upon which we can shift stress from negative to positive, and build resilience in graphic design education. In reviewing the literature, the evidence of the prevalence, and ever-increasing stress of post-secondary graphic design students aligns with personal experience in the graphic design education sector. As mental health has been and continues to be a leading item of note in Canada, so too should the areas in which we can improve the experience for graphic design students in universities that are specific to their chosen industry.
The research topic structure is based on 20 years in the graphic design industry and 3 years in graphic design education at the post-secondary level. Literature was examined and the project was developed under the unique criteria that present themselves in the graphic design industry, graphic design education, and the cultural specificities at Canadian universities. Inductive, deductive research was conducted during the literature review, students were used to provide opinions on points mentioned via questionnaire, and phenomenology was used to observe experiences and information uncovered in the literature review.
A series of recommendations presented themselves resulting from the literature review, and the examination of current efforts in institutional mental health efforts at the 3 top graphic design degree programs in Canada. Hopefully, these recommendations can be reviewed for future policies addressing stress and resilience building in graphic design programs.
Given the goals of this project were to determine a list of recommendations for stress and resilience building in graphic design programs, it would be of great value to put the recommendations into practice under trial groups of students and faculty at different universities. It is the opinion of this project that the recommendations found are simple in their implementation, given the potentially available profound effects. Building discussions around inclusive creative environments that negate stress, rather than contribute to it, can serve as a great beginning to expand on these recommendations.
Eryn Corbeil
Master’s in Design
https://www.linkedin.com/in/eryncorbeil/
