Community activated design utilizes collaborative design methods to generate greater community participation and ultimately to facilitate 'change' within the community. Similar to crowd sourcing, but on a micro-level and with the intent to improve a specific aspect of a community. Overview of 'Community Activated Design', developed by HuebnerPetersen Creative Director, Clinton Carlson.

1. community activated design
Mass-marketing approaches in micro-community settings are often
costly, cumbersome and ineffective in engaging community members
in genuine dialogue. The use of creative and collaborative methods
can generate opportunities for deeper interaction, greater commu-
nity ownership and better development of culture-specific messages.
Good design is needed to facilitate these environments. Design that
is only focused on the end artifact often results in disconnection
with the community. Good design activates the community in the
process of design and still results in powerful visual interventions
that dovetail with existing interpersonal or organizational efforts
to communicate within the community.
community activated design
Micro-communities such as schools, or- The activation of community members The design of tools that foster collabora-
ganizations or neighborhoods require is critical in developing a change that tion, dialogue and democracy —while
design of campaigns that work with comes from within the community— creating powerful visual interventions—
existing communication networks and methods that initiate community action is vital to the success and replication of
internal resources for sustainable impact and participation are important parts of micro-community marketing efforts.
on the community. long-term cultural change.
clintoncarlson.com
clinton carlson clint@clintoncarlson.com
mdes, university of alberta (970) 402-2599

2. testing of methods
The objective of this project was to explore how collabora- 3 two-hour workshops
tive design methods might generate greater student partici- 3 two-hour workshops were con-
pation and input in the design of effective campus health ducted with UNK Health and Coun-
seling staff present.
communications focused on mental health issues, including
6
suicide, depression, substance abuse, and stress. The project
was undertaken on the University of Nebraska at Kearney poster templates
(UNK) campus. It consisted of 3 workshops of 6-10 students 6 poster templates were supplied
each. The workshops resulted in over 250 unique posters for student use. Each version pre-
sented a different message related
created by students. The posters were installed temporarily to suicide prevention. Students
across campus in high-traffic areas to generate awareness were encouraged to use posters
they felt most relevant to the is-
and dialogue. sues on campus.
200+ stencils
Over 200 stencils were created
from related to abstract images
or statements.
23 participants
23 student participants selected
from 6 poster messages and 6 color
variations to generate unique post-
ers using supplied stencils, tools or
other means.
250+ posters
The 3 workshops resulted in over
250 posters that were narrowed
down and installed in 6 locations.
clintoncarlson.com
clinton carlson clint@clintoncarlson.com
mdes, university of alberta (970) 402-2599

3. initial quantitative testing results
Qualitative data was gathered through pre and post-test
questionnaires. Although limited in scope, a comparison of
50%
increase
data from both questionnaires across 3 workshops and 23 A 50% increase in the number of
participants resulted in several shifts in participants’ atti- participants that felt like they
were likely or very likely to talk
tudes (fig. A and fig. B). to a fellow student about mental
health issues.
In addition, compilation of post-test questions revealed par- fig. a
ticipants’ feelings and responses to the workshop and related
issues. A large (greater than 75%) majority of participants felt
the workshops:
» Increased their knowledge of mental health
38%
increase
issues and resources. A 38% increase in the number of
participants that felt like they were
likely or very likely to refer a friend
» Increased their knowledge of design
or fellow student to campus coun-
and communication seling and health care services.
fig. b
» Resulted in at least one of their posters
being successful.
» Were a valuable experience that they would
do again and recommend to a friend.
» Resulted in posters that would have
a visual impact on potential viewers.
clintoncarlson.com
clinton carlson clint@clintoncarlson.com
mdes, university of alberta (970) 402-2599

4. installation of student designed posters
clintoncarlson.com
clinton carlson clint@clintoncarlson.com
mdes, university of alberta (970) 402-2599

5. applications
Community Activated Design methods have been integrated
into suicide prevention and awareness programs at Regis
University, Columbia College of Chicago and were carried over
into a second year at the University of Nebraska at Kearney.
Through continued application and exploration of these
methods I hope to partner with regional, state or national
organizations to:
» Give tools to local community advocates
» Give ownership to community members
» Create highly visible campaigns
» Find creative ways for collaborative design
methods to assist in cultural change
» Make local marketing efforts affordable
and easily replicated
» Maximize on word-of-mouth communica-
tion through existing relationships
» Find opportunities to integrate local, micro-
marketing methods into larger mass-mar-
keting campaigns
clintoncarlson.com
clinton carlson clint@clintoncarlson.com
mdes, university of alberta (970) 402-2599