Virtual Portfolio Presentation
Portfolios are presented virtually over 30 minutes to 3 RGD Reviewers. Candidates present the same 6 pieces submitted as part of the RGD Certification application.
An RGD staff member will virtually meet with each candidate in advance of the presentation to test meeting software compatibility, review the presentation process and answer any questions the candidate may have.
Design Practitioner/Manager Evaluation Criteria
Candidates should frame the project by explaining the client’s context, their objectives and preferred outcomes. An ideal presentation demonstrates a clear understanding of target audiences and identifies any restrictions or special considerations directly related to the final design products.
A. Clarity: Do you understand the purpose of the projects, and have you clearly defined project objectives?
B. Knowledgeability: Have you demonstrated a depth of knowledge about your clients, their audiences and the challenges being addressed?
C. Proficiency: Have you presented observations and details about your clients and audiences in an appropriate and professional manner?
Candidates should identify the steps they take in their design process (either from the perspective of practitioner or manager). An ideal presentation will show how the projects start to take shape through concept development, production planning and strategies created for unforeseen circumstances.
A. Appropriateness: Do your strategies connect with project challenges, and fit well with your clients and their target audiences?
B. Originality: Are your design approaches tailored to address your specific clients and/or their audiences needs?
C. Proficiency: Does your concept development demonstrate professional design skill or expertise?
Candidates should offer solutions to design challenge that are well-executed. (In the case of design managers, describe how your design management strategies helped ensure an effective solution that achieved goals and objectives.) An ideal presentation will demonstrate a knowledge of design principles that are connected to specific parts of the design challenges.
A. Compatibility: Does the work display design elements that connect appropriately to their intended audiences?
B. Originality: Are the solutions clearly linked to the project challenges and developed through design strategy?
C. Proficiency: Have you competently demonstrated and communicated appropriate design principles?
Candidates should show how their design solutions were received by their client and audiences after release. An ideal presentation will show how their solutions engaged or served their audiences as intended. It will also explain how the final design solutions addressed unexpected challenges. Quantitative or qualitative information should be presented to show project success.
A. Quantitative and/or Qualitative Evidence: Have you shared audience data or client testimonials that indicate positive project outcomes?
B. Relevance: Do your project results connect with the initial project goals that were established with your clients?
C. Proficiency: Have you competently delivered and communicated appropriate design solutions?
Design Educator Evaluation Criteria
Applicant has clearly articulated and demonstrated sufficient competence showing:
1. his/her understanding of teaching issues in design education
2. his/her understanding of theoretical, technical and practical knowledge in design practice, design
education and design research
3. his/her role in curriculum content design and course implementation
4. effective and innovative solutions to educational problems, meeting the needs of students and industry
5. design skills and knowledge of design principles in development and evaluation of visual communication
6. contribution to the advancement of design through papers, publications, exhibitions and teaching
Work or case studies presented consistently demonstrate applicant’s command of design education principles and best practices of:
7. curriculum design and teaching delivery (e.g. understanding of course objectives and learning outcomes,
grading criteria / assignments / project development)
8. appropriateness of the recommended readings and assignments (e.g. courseware)
9. development of new knowledge and/or skills in the course (e.g. relationship to current industry needs
(design and business), promotion of creative thinking and hands-on skills)
10. requirements for creative thinking and design process