This presentation explores the concept of embodied encounters to re-imagine pedagogical projects in creative domains. There are numerous references to encounter and encountering in aesthetic literature and the realm of embodied and contemplative practices. However, extending the scope of meaning to pedagogical systems of inquiry is a relatively new project, particularly in relation to university industry engagement. A newly designed professional practice course in design was selected by the office of the Pro-Vice Chancellor (Education) from a university wide expression of interest for digital uplift. The iterative course design and development utilised video as methodology to establish learning pathways. Articulating storied 'industry encounters' from a professional design practice perspective enabled a focus on meeting points, crossroads, reflections and patterns to give valid insights into embodied meanings in art, design and media arts. Within this story of industry engagement in university curricula two animated video encounters will be discussed as cases of encounter: one from a university academic integrity unit and one from a recent art and design project looking at professional identity formation through embodied practice. This visual presentation will focus on how the two video accounts convey information and experiential meanings through images or through image/text based presentational formats. Embodied components of each video will be highlighted to map visual and performative sensibilities using a transactional rather than information delivery focused methodology. It will be argued that an embodied account has high relevance for devising educational encounters with implications for the inculcation of academic integrity in creative domains. In creative areas of practice, the primacy of complexity, critical perspectives and ambiguity should not be underestimated. When such sensibilities encounter institutional frames of reference such as academic integrity potentialities arise in transitional spaces outside of formal curriculum conversations. Rather than pre-determining outcomes or re-defining existent practices in their entirety, adaptive approaches that tolerate video as a 'catalyst for conversation' highlights the strength of combining creative practice with concepts of encountering.