GRA-120-9 Design for Change

GRA-120-9 Design for Change

  • Course description
    • Course Code
      GRA-120-9
    • Level of Study
      5.2
    • Program of Study
      Visual Communication
    • Credits
      10
    • Study Plan Coordinator
      Libre van den Bergh
Teaching Term(s)
2028 Autumn
About the Course

In Design for Change, students explore how graphic design and visual communication can be used to support positive social and environmental change. They work with responsible and ethical design practices, considering sustainability, accessibility, inclusivity and transparency in the way issues, communities and lived experiences are represented. Through analysis of historical and contemporary examples of design activism, students discuss the role of design in society and how communication campaigns can influence awareness, understanding and action across different touchpoints and contexts.

Throughout the course, students develop a campaign concept from brief and research to prototype and presentation. They use co-design and participatory approaches to engage stakeholders, users or community voices where appropriate, and apply visual storytelling, information design and infographic methods to communicate complex issues clearly for defined target groups. Studio work emphasises critique, feedback and reflection, with students testing early campaign elements, evaluating audience responses and implementing measures to strengthen clarity, responsibility and impact. Students document their process and learning in a professional format and identify opportunities for further development within socially engaged design and communication for change.

Course Learning Outcomes
Knowledge

The candidate

  • has knowledge of concepts, theories, processes and tools used in design for social and environmental change, including responsible and ethical design practices.
  • has knowledge of sustainable approaches in design, including understanding of environmental impact, circular thinking and long-term value creation.
  • has knowledge of co-design and participatory methods, including approaches for engaging communities, stakeholders and users in design processes.
  • has knowledge of how communication campaigns reach and engage people across touchpoints and contexts through visual communication methods.
  • has knowledge of applicable professional norms and ethical considerations when representing people, communities and social issues in visual communication.
  • is familiar with the history, traditions and contemporary case studies of design activism and applied design projects for social and environmental change, and understands their place in society.
  • can assess their own work in relation to applicable norms and requirements for design for change, including responsible representation, accessibility and transparency.
  • can update their knowledge by using relevant guidance, research and professional sources related to socially engaged design and communication for change.
  • has insight into their own opportunities for development within socially engaged design and communication for change.
Skills

The candidate

  • can explain their design choices in relation to a selected social or environmental issue, including who is affected, what change is desired, and how the campaign supports that change.
  • can assess a brief or identify subject-related issues, and determine measures that need to be implemented, using relevant methods.
  • can assess feedback and observed audience responses to a campaign prototype, identify subject-related issues in touchpoints, hierarchy or comprehension, and determine measures that need to be implemented to strengthen the communication.
  • can explain how they use visual storytelling and information design to make complex issues clear and engaging for defined target groups.
  • can find and refer to relevant information and material about the chosen issue, and assess its relevance to the design task.
  • can reflect on their own practice and adjust their work under guidance, based on feedback and ethical considerations related to power, representation and responsibility.
General Competence

The candidate

  • can plan and carry out design for change projects alone and as part of a group, from initial research and concept development to final campaign and presentation, in accordance with ethical requirements and professional principles.
  • can exchange points of view with others about good practice in socially engaged design, including responsibility, inclusivity and community impact, and participate in discussions about the development of good practice.
  • can carry out visual communication projects based on the needs of defined target groups, users and communities, and communicate the intended impact of the work in both visual and written form.
  • can build relations with peers and external target groups through collaboration, co-design activities and constructive dialogue in design for change projects.
Learning Activities

Digital Learning Resources
The learning management system (LMS) is the primary learning platform where students access most of their course materials. The content is presented in various formats, such as text, images, models, videos or podcasts. Each course follows a progression plan, designed to lead students through weekly modules at their own pace. Exercises and assignments (individual or in groups) are embedded throughout the courses to support continuous practice and assessment of the learning outcomes.

Campus Resources
In addition to the digital learning resources, campus students participate in physical learning activities led by teachers as part of the overall delivery.

Guidance
Guidance and feedback from teachers support students' learning journeys, and may be provided synchronously or asynchronously, individually or in groups, via text, video or in-person feedback.

Reading List

Teaching materials, reading lists, and essential resources will be shared in the learning platform and software user manuals where applicable.