CV

•  Spring 2012
  
   STCM-11000: Presentation Media and Visual Design
   xx students enrolled| Proposed Syllabus | Description
  
   STCM-22000: Interactive Media
   xx students enrolled | Syllabus | Description
  
   COMM-64300: Research methods in Communication
   xx students enrolled | Syllabus | Description
  
  
•  Fall 2011
  
   STCM-11000: Presentation Media and Visual Design
   xx students enrolled | Syllabus | Description
  
   COMM-50500: Visual Design and Organizational Media
   xx students enrolled | Syllabus | Description
  
  

•  Summer 2011
  
   INFO 400: Information Visualization
   cancelled | Proposed Syllabus | Description
  
   INFO 101: Introduction to Informatics co-taught with Jennifer Stewart
   8 students enrolled | Syllabus | Description
  
  
•  Spring 2011
  
   INFO 275: Introduction to Human-Computer Interaction Theory
   cancelled | Syllabus | Description
  
   INFO 270: Introduction to Human-Computer Interaction: Principles and Practice
   14 students enrolled | Syllabus | Description
  
   INFO 101: Introduction to Informatics co-taught with Jennifer Stewart
   10 students enrolled | Syllabus | Description
  
  
•  Fall 2010
  
   INFO 270: Introduction to Human-Computer Interaction: Principles and Practice
   15 students enrolled | Syllabus | Description
  
   INFO 101: Introduction to Informatics (2 sections) co-taught with Jennifer Stewart
   33 students enrolled | Syllabus | Description

•  Summer 2009
  
   INFO 300: Human-Computer Interaction
   30 students enrolled | Syllabus | Description
  
  
•  Summer 2008
  
   INFO 300: Human-Computer Interaction
   33 students enrolled | Syllabus | Description
  
  
  

•  Spring 2011, Undergraduate Capstone: David Poindexter
   Project: "Human-Centered Electronic Medical Recording System"
  
•  Spring 2010, Undergraduate: Joseph Miller, Oh'n Jay Walker, Jaclyn Duket, and Michael Osborne
   Project: "The Fine Line of Acceptable Behavior: Face to Face vs. Mediated Interaction" Poster
  
•  Spring 2009, Undergraduate: Joseph Miller and Oh'n Jay Walker
   Project: "Conceptualizing Gaming Preferences: Online vs Offline Gameplay" Poster

•  INFO 581: Health Informatics Standards and Terms (2 sections)
   Spring 2011 with Dr. JT Finnell (Graduate Level Course)

•  INFO 101: Introduction to Informatics
   Fall 2007-Spring 2010 with Matthew Hottell and Nina Onesti (Freshman Level Course)
•  INFO 300: Human-Computer Interaction
   Spring 2008, Spring 2009 with Dr. Martin Siegel (Junior-Senior Level Course)
•  INFO 310: Multimedia Arts & Technology
   Spring 2006 with Dr. Jeffrey Bardzell (Junior-Senior Level Course)
•  INFO 545: Music Information Representation, Search, and Retrieval
   Fall 2005 with Dr. Christopher Raphael (Graduate Level Course)
•  INFO 604: Human-Computer Interaction Design Theory
   Fall 2009 with Dr. Erik Stolterman (Graduate Level Course)

•  CSE 211: Fundamentals of Computing I
   Fall 2002 with Dr. Matthias Scheutz (Sophomore Level Course)
•  CSE 221: Combinational & Sequential Logic Design
   Spring 2003 (Sophomore Level Course)
•  CSE 331: Data Structures
   Fall 2003 with Dr. Jesús Izaguirre (Junior Level Course)

In the Human-Computer Interaction class, I emphasized the importance of 4 topics.

• Constraints within design that are applied by either the design problem or the designer.
• The importance of critique to judge and evaluate design ideas.
• One single design idea is not as valuable as one design idea chosen from amongst several alternatives.
• Design is most appropriately taught through authentic design problems.

The most effective means by which to teach these "soft" skills was to introduce a variety of design activities. These activities allowed the students to apply topics that we discussed in class in a practical manner. It also allowed my assistant and I to provide real time feedback and guidance based on the work that students were producing. The studio model provided some inspiration for organizing these activities even a studio environment is more than just activities. Students typically engaged with anywhere from 6 to 11 design activities in the semester. Selected activities used include:

• Encourage local consumption (CHI Student Competition problem 2009).
• Encourage Olympic spectator participation in the 2008 Beijing Olympics (inspired by CHI Student Competition problem 2004).
• Encourage voter turnout in the 2008 elections.
• Help tourists visiting a city for the first time.
• Provide a family-appropriate social adventure game meant to bring the family together.
• Aid company managers to identify future leadership.
• Help language learners find other learners.
• Help local business connect with their clients better.
• Create an experience prototype to empathize with users who have several different cognitive impairments.
• Create a version of Facebook that allows families to have social networking presence.
• Encourage users to be active through walking and other low stress exercise (CHI Student Competition Problem 2010).
• Translate the experience of working with a travel agent into a digital artifact.

Topics covered in the class include user-centered design, HCI paradigms (e.g., tangible computing, ubiquitous computing, and so forth), usability and field study evaluation, needs/assessment through contextual inquiry, value-centered computing, ethics in design, design principles, team communication, design process models, aesthetics, and business issues.

This class followed closely to the I300 class that I had taught previously. This class though focused much more on various techniques that interaction designers use as part of their work. This class also introduced two additional projects that were completed outside of the class from I300. This class especially emphasized the following areas:

• Design of real world problems, focused on being able to collect user research and generate insights from that research.
• Learn the technique of how to effectively interview and observe a user population.
• Learn how to analyze research that has been collect with different models and approaches.
• Learn how to take an idea and create a simple interactive or visual prototype out of it.
• Evaluate a prototype from several different ways (e.g., usability test and heuristic analysis).

This class continued to emphasize aspects of human-centered computing as well as a focus on aspects of the design of software. This class was paired with an I300 class at IUPUI that focused on preparing students to be able to perform usability evaluations. By the end of class, students were able to have many of the same perspectives on being able to design software interfaces at a level that resonates with the basic values of their designated user group as the I300 class in Bloomington.

This was an introductory survey class on the ideas and techniques that are important to informatics majors. This course was meant to whet student's appetites as to what they would/could learn as an informatics major. As a result, half the class was focused on issues of technology and the other half of the class was focused on society and individual use of technology. There was a large emphasis placed on data, particularly in the latter half of the course. Topics discussed in the course include:

• Nature and history of informatics and computing.
• Nature and societal impact of computing technology and computer networks.
• Presentations of and discussions on legal, organizational, and social informatics.
• Discussions on the nature of digital versus analog.
• Discussions of problem solving approaches.
• Lectures on algorithms and abstraction in digital technology as well as hands on programming activities.
• Nature of data, information, and knowledge.
• Databases and visualization.
• Critical and logical thinking.

There was also a lab component to this class. We prepared students for the techniques and basic underlying knowledge they would need as sophomores, juniors, and seniors. Lab topics include:

• Identifying parts of a computer.
• Counting and converting from decimal to binary.
• Ability to create truth tables from logical expressions.
• Web technologies including SFTP, Dreamweaver, HTML, and CSS.
• Multimedia technologies such as Photoshop and Podcasting.
• Database creation using Access and SQL.
• Data visualization using Many Eyes.
• Programming with Alice.

This class used the labs to line up with the content of the class. We tried to construct a coherent narrative from "What is informatics" to how does the underlying technology allow us to do what we can do with technology (both technically and socially) to what approaches do we have for understanding problems with technology to the use of data to create coherent arguments about problems that we identify. We used quizzes, blogs, exams, and lab work to assess the competence students developed with the course content.

This class supplements the I270 class well in the IUPUI curriculum. It introduces students to the cognitive, behavioral, and social theory that underlies the design principles and research being done in HCI. The class focuses on understanding the theory and being able to construct a mature understanding on the topic. Despite being a theory-centered class, the course is oriented towards design and how we can connect the theory up with the design. The course will feature two projects that will ask students to apply what they are learning about theory to particular design circumstances. This class will be offered for the first time in Spring 2011. Topics covered will include:

• Human Behavior
• Sensory-Motor Interaction
• Learning and Memory
• Thinking and Problem Solving
• Performance
• Motivation & Emotion
• Interpersonal Relationships
• Social Use of technology
• Automated Technology
• Accessible Technology
• Augmented Reality
• Games and Media

This class, which was never actually run, was meant to provide Informatics students with an introduction to visualization techniques, particularly from the standpoint of visual design and techniques useful for expressing a perspective with numerical or textual data. This class would have been an overview of the aesthetic, perceptual, and techniques of visualization as well as using Flash libraries to build one's own visualizations using his or her own data.

The course description will be update closer to its offering.

The course description will be update closer to its offering.

The course description will be update closer to its offering.

The course description will be update closer to its offering.

TBA