Graphic Design Technical Standards

Technical Standard	Definition of Standards	Examples
Environmental	Ability to tolerate environmental stressors and function safely in computer labs and studio settings, including shared workspaces.	Work safely around cutting equipment and heat presses. Function in environments that may include noise, crowds, or frequent movement of others. Adapt to fluctuating classroom temperatures due to equipment and occupancy.
Interpersonal Skills	Abilities are sufficient to interact professionally with instructors, peers, clients, and diverse audiences in collaborative and critique-based design environments. Students must demonstrate respect, cultural awareness, and the ability to work effectively in teams.	Work collaboratively and productively in peer critiques and team projects. Interact respectfully with individuals from varied cultural, social, emotional, and intellectual backgrounds. Maintain cooperative behavior during group work, even under tight deadlines. Contribute to shared tasks such as concept development, creative brainstorming, and problem-solving. Demonstrate professionalism in group communication, shared digital files, and coordinated project roles.
Tactile Skills	Tactile ability is sufficient for handling design tools, operating equipment, and performing manual production tasks associated with graphic design coursework.	Use drawing supplies, tablets, and cutting and weeding tools. Operate buttons, switches, and controls on cutters and heat presses.
Mobility/Motor Skills	Physical abilities are sufficient to move safely within computer labs and studios, operate design equipment, and perform tasks requiring fine-motor control. Gross and fine motor abilities must support the use of digital tools, physical materials, and production processes.	Use a mouse, keyboard, drawing tablet, stylus, camera, or scanner with precision. Manipulate small tools (X-acto knives, rulers, cutting mats) safely and accurately. Sit for extended periods while working at a computer.
Critical Thinking/Problem- Solving Skills	Abilities are sufficient for analyzing information, generating visual solutions, evaluating design decisions, and applying critical thought. Students must demonstrate the ability to remember, understand, apply, analyze, evaluate, and create visual and conceptual work consistent with professional graphic design practices.	Read design briefs and determine appropriate strategies. Prioritize tasks and manage multiple overlapping project deadlines. Identify problems in visual hierarchy, typography, usability, accessibility, and color relationships. Apply design principles, utilize industry standard software, and production processes to achieve intended outcomes. Analyze feedback, determine necessary revisions, and integrate changes into improved design solutions. Evaluate file accuracy for digital and print production (color modes, resolution, bleed, export settings). Use judgment to troubleshoot unexpected outcomes (software errors, printing errors, and color inconsistencies).
Communication Skills	Abilities are sufficient for interaction with others in verbal, written, and visual communication. Students must be able to communicate in and comprehend English to participate fully in critiques, presentations, and design documentation.	Present design concepts clearly and professionally. Interpret and follow written and verbal directions from instructors, clients, or teammates. Write creative briefs, project descriptions, and design rationales. Provide constructive critique using design vocabulary. Communicate visually through layout, imagery, type, and design. Explain design decisions and justify choices during critiques and client-style reviews.
Auditory Skills	Auditory abilities are sufficient to understand lectures, assignment guidelines, demonstrations, and critiques.	Hear and respond to verbal directions from instructors during demonstrations or critiques. Perceive alerts from software, equipment, or timers during production tasks. Participate in group discussions and critiques requiring listening and responding. Hear safety announcements, fire alarms, and emergency instructions.
Visual Skills	Visual abilities are sufficient for observation, assessment, and execution of tasks required in graphic design. This includes evaluating color, detail, typography, layout, and digital/physical outputs in both computer labs and studio environments.	Distinguish subtle variations in color, value, hue, contrast, and saturation. Evaluate composition, alignment, spacing, hierarchy, and typographic details. Read rulers, grids, measurements, and pixel dimensions. Assess printed proofs for accuracy and quality. Identify file errors, color inconsistencies, and production issues. Interpret visual references, mood boards, brand guidelines, and design systems.
Emotional/ Behavioral	Possess emotional stability sufficient to maintain professionalism, responsibility, and accountability for actions in a creative, critique-based, and collaborative design environment.	Demonstrate honesty, integrity, and ethical behavior in all coursework. Maintain professionalism when facing critique, revision, or disagreement. Manage frustration associated with technical issues, creative blocks, or project changes. Exercise sound judgment in decision-making, file management, and safe use of equipment. Remain respectful and composed during group critiques and team interactions.
Coping Skills	Ability to maintain composure, adapt to changing circumstances, and regulate emotional responses in academic, collaborative, and deadline-driven design environments. Students must demonstrate the capacity to receive constructive criticism, respond professionally to feedback, and make iterative revisions.	Accept critique without defensiveness and apply feedback to improve work. Manage stress during project revisions, tight deadlines, and multi-phase assignments. Adapt to unexpected changes (software issues, lost files, shifting project direction). Maintain professional behavior during critiques, even when feedback is extensive or corrective. Balance creative autonomy with project requirements, client expectations, and instructor guidance.