The purpose of this essay is to introduce the concepts of self-authorship in graphic design education as part of an integrative pedagogy. The enhanced potential of harnessing graphic design's dual modalities--the integrative processes inherent in design thinking and doing, and the ability of graphic design to engage other disciplines by giving form to diverse subjects--make this topic especially relevant to educators interested in integrative studies. The authors intend to provide a brief overview of graphic design's current position in higher education, establish a context for its role in an integrated studies curriculum, and make recommendations for interdisciplinary learning activities involving self-authored graphic design. It is their goal to promote further discussion of how to develop collaborative strategies with other disciplines, using the current transformations in our visual and verbal environment as a common framework. (Contains 24 notes.)