Classes Taught
Graduate Teaching Assistant (Indiana University, Bloomington)
- INFO 300: Human-Computer Interaction, Summer 2008
30 students enrolled | Syllabus | Description
- INFO 300: Human-Computer Interaction, Summer 2009
30 students enrolled | Syllabus | Description
Mentorship
Students Mentored
- Spring 2010, Undergraduate: Joseph Miller, Oh'n Jay Walker,
Jaclyn Duket, and Michael Osborne
- Spring 2009, Undergraduate: Joseph Miller and Oh'n Jay Walker
Project: "Conceptualizing Gaming preferences: Online vs Offline Gameplay" Poster 
Classes Assisted
Graduate Teaching Assistant (Indiana University, Bloomington)
- 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)
Undergraduate Teaching Assistant (University of Notre Dame)
- 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)
Course Descriptions
I300 Human-Computer Interaction
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.
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