september 24 · 2025
11:30 – 13:00 · parallel session 7
VALUES OF DESIGN INTERTWINIA #2 – Chair: Else Skjold
ROOM: Jose Grácio Auditorium (Mechanical Engineering Department – Building 22)
| ID | TITLE | Authors | Type |
| 60 | Núcleo Adela’s manifesto: Identity as Collective Creation | Beatriz Leal, Lizbeth Bravo, Daniela Moyano, Patricia Sánchez, Olga Vio | Visual Submission |
| 188 | In terms of Ethics, how might UX Design education explore MPH in Health Policy curricula | Guy-Serge Emmanuel | Full Paper |
| 119 | Unraveling the Threads: Designing a Multiverse of Learning Through Interdisciplinary Co-Creation in Design Education | Debayan Dhar, Sugandha Gaur | Statement of Pedagogy |
| 176 | Understanding & Application of Rigor in Qualitative Design Research | Andrew Russell, Zach Pino | Full Paper |
FICTION & SPECULATION – Chair: Laura Knight
ROOM: Geosciences Auditorium – Geosciences Department – Building 16)
| ID | TITLE | Authors | Type |
| 101 | Teaching Contemporary Design Methods in Highly Regulated Industries: A Case Study | Jasmine Sarin, Asawer Ahyed, Santosh Basapur, Raj Shah, Zach Pino | Case Study |
| 115 | Methodological tools for informed and critical alienation | Liene Jakobsone | Statement of Pedagogy |
| 123 | Mindful Design and Techno-Empathy. Toward a Better Tomorrow | Dominika Sobolewska | Statement of Pedagogy |
| 89 | Designing Design Energetics | Bruce Tharp | Letter |
HANDS-ON LEARNING – Chair: Noemi Sadowska
ROOM: João Branco Auditorium (Art and Communicaton Department – Building 21)
| ID | TITLE | Authors | Type |
| 179 | Design Literacies & Futures Literacies: Pedagogies for Diverse Futures | Manuhuia Barcham, Gillian Russell, Criag Badke, Tyler Fox | Full Paper |
| 132 | Education through Design for social empowerment | Lorenzo Imbesi, Luca D’Elia | Full Paper |
| 174 | To make is to know: paths to critically engage design with other worlds. | Magdalena Cattan-Lavin | Statement of Pedagogy |
| 34 | Prompting Reflective Learning Through Card-based Approaches | Jesper Legaard, Safia Suhaimi, Jo Ward, Andrew Walters | Case Study |
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This work was supported by FCT – Fundação para a Ciência e Tecnologia, I.P. by project reference UIDB/04057/2020 and DOI identifier <https://doi.org/10.54499/UIDB/04057/2020>.