Researchers have been studying the viral flow of information since the late 1990s, but this work has mainly focused on big sites like Twitter and Facebook. However, to comprehensively explore social phenomena such as virality requires us to look beyond the dominant networks. This study addresses this by looking at how users think about virality on Dribbble, a social network site with around 600,000 users that was created in 2009 for designers to showcase and get feedback on their work and to connect clients to design talent. Interviews confirm that viral-like events do exist on Dribbble. Our informants suggest that what spreads on Dribbble are elements of design (e.g., color palettes, line styles, textures), and they identify a number of factors they believe drive these viral-like events, which are the same kinds of factors that drive virality on larger sites. We briefly discuss how Dribbble feeds the gig economy in the creative industry and how virality becomes an important path for designers in a competitive environment. This work makes a contribution to the study of virality by focusing a small niche social media site and by looking at how users perceive and think about viral events.

The practice of communications design has undergone extreme and fundamental changes over the past several years to such a degree that it seems that traditional designers may become an endangered species. As technology progresses, certain responsibilities formerly ascribed to designers are now readily available—thanks to online resources—for anyone to access. Simultaneously, other activities are being undertaken by designers that did not exist a mere five years ago. The practice of design is changing and for its practitioners to remain relevant, they must evolve as well. As a result of this paradigm shift, many traditionally trained design educators are struggling with the question of how to teach students to be successful in a profession that is not only different from the one they used to know but also constantly evolving in new directions. Can educators successfully prepare the next generation of designers by merely teaching the latest trends and software while focusing on the same design curriculum they have always taught? Educators will need to attempt to bridge the gap between the traditional and the unknown. Adaptability and entrepreneurship become all‐important, and teaching these invaluable skills will require a curriculum that is responsive, collaborative, and challenging in ways that reach beyond the visual problem‐solving lessons of the past.

Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way.

As social media continues to integrate into people’s everyday lives, it provides a space for people to present their work and connect with others. This study seeks to understand how Dribbble.com, a site created in 2009 for visual designers to showcase their work, plays a role in the transformation of the visual design industry and design education. We use sociotechnical transitions theory to interpret 30 semi‐structured interviews with active Dribbble users. We find that the niche site Dribbble, along with the constellation of sites around it, are changing design regimes (the ways work gets done). Our Dribbble users report that the site changes how they develop and maintain their skills, find inspiration to solve design problems, keep up with trends, network with peers, produce and promote their portfolios and find jobs. However, the site also presents some challenges. For example, our interviewees indicate that they no longer receive constructive feedback on the platform. These emerging regimes are competing with, and coexisting with, existing design regimes. Our work contributes to social media studies by looking at under‐studied niche sites, like Dribbble, and how sites in the design space may be impacting the wider society.