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Zach Kaiser is an experience designer, educator, and music producer. He earned his MFA in design from the Dynamic Media Institute at the Massachusetts College of Art and Design in 2013. Zach is also a co-founder of Skeptic, a Boston-based research and design collective whose work ranges from large-scale interactive installations to service design, and from brand identity design to mobile application design and development. The work of Skeptic has been featured at several design conferences, including UX Fest 2013 and Design Exchange Boston.
During the 2013-2014 school year, Zach served as a visiting lecturer of Graphic Design at the Massachusetts College of Art and Design and at the Lesley University College of Art and Design (formerly the Art Institute of Boston). Prior to earning his MFA, Zach served as a half-time faculty member in the Art Department at Emmanuel College, a small liberal arts college in Boston.
Zach was raised in Madison, Wisconsin, where he earned his undergraduate art degree from the University of Wisconsin. During his sophomore year, he co-founded Mess Hall Press, a non-profit design and screen-printing studio for teens, which he helped run for the following 6 years. The work of Mess Hall Press has been exhibited nationally and published in Recharge Your Design Batteries from HOW Books. After completing his undergraduate degree, Zach remained in Madison and worked as a graphic designer for several years, during which his work was featured in Print Magazine and honored with local and regional ADDY awards.
Zach has exhibited nationally and internationally and has presented about his research in a wide variety of settings with diverse levels of academic affiliation, including the Allied Media Conference in Detroit and Relating Systems Thinking and Design in Oslo, Norway.
My work as an artist, designer, scholar, and educator seeks to surface the underlying tensions in our reliance on algorithmic mediation as a meaning-making device. I investigate and reveal this tension through scholarly research and tangible design interventions. The form these interventions take is informed by my research, and ranges from print-based media to immersive installation experiences. My practice is deeply collaborative, involving other designers, programmers, and scholars from a variety of disciplines. I am interested in the way in which algorithms, as technologies of mediation and arbiters of meaning, shape educational experiences, and my scholarship often touches on the implications of emerging technologies on education and, in particular, design pedagogy.