Course Objectives
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Gaining factual knowledge and fundamental principles: In this course, students will learn about the processes and principles of human-centered design.
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Learning to apply course material: Students will practice applying their knowledge of human-centered design processes and principles by designing a product.
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Developing specific skills, competencies, and points of view of professionals: Students will gain skills for applying the different elements of the human-centered design process. They will gain perspectives for evaluating products as broadly usable and visually appealing, according to principles of human-centered design.
- Developing creative capacities: Students will practice moving from identifying user needs to generating and refining the design of real products.
Instructor
Katarina Pantic, email: katarina.pantic@aggiemail.usu.edu
Office hours (f2f): by appointment; Online: Mondays 11.30-12.30pm MT (via Webex, see link in the left navigation)
Course designer: Dr. Hillary Swanson and Katarina Pantic
Course Resources
Reading Materials:
Beyer, H., & Holtzblatt, K. (1999). Contextual design. Interactions, 6(1), 32-42.
Holtzblatt, K. & Beyer, H. Contextual design. The encyclopedia of human-computer interaction, 2nd Ed.
IDEO Design Kit (2015). The field guide to human-centered design. IDEO Canada.
Krug, S. (2000). Don't make me think!
Krug, S. (2009). Rocket surgery made easy: The do-it-yourself guide to finding and fixing usability problems. New Riders.
Norman, D. (2013). The design of everyday things. Basic books.
Portigal, S. (2013). Interviewing users: how to uncover compelling insights. Rosenfeld Media.
Rosson, M. B., & Carroll, J. M. (2009). Accessibility score: Low Click to improveScenario-based design Actions. In Human-computer interaction (pp. 161-180). CRC Press.
Story, M. F. (1998). Maximizing usability: the principles of universal design. Assistive technology, 10(1), 4-12.
Video Materials:
Netflix Series "Abstract" (please purchase a subscription to Netflix for the semester)
Architecture, Art, and Design, 100 years of Bauhaus (free on Youtube)
Eames: The Architect and the Painter (please purchase for $2.99 on Youtube) (free on Amazon Prime)
Course Requirements
Each student will:
- Work through critical elements of the human-centered design process by completing elements of a course-long design project.
- Be a thinking partner to their classmates, giving them productive feedback on elements of their design project throughout the semester.
- Read human-centered design literature and engage in class discussions.
- Watch videos on design and engage in class discussions.
- Demonstrate understanding of the points raised in the human-centered design literature on two midterm, and one final, exam.
Evaluation Methods and Criteria
1. Weekly project assignments - 25 points/week = 60% of total grade
2. Weekly discussion contributions - 10 points/week = 24% of total grade
3. Midterm and final exams - 33 points each = 16% of total grade
Grade Scheme
The following grading standards will be used in this class:
| Grade | Range |
|---|---|
| A | 100 % to 93.0% |
| A- | < 93.0 % to 90.0% |
| B+ | < 90.0 % to 87.0% |
| B | < 87.0 % to 83.0% |
| B- | < 83.0 % to 80.0% |
| C+ | < 80.0 % to 77.0% |
| C | < 77.0 % to 73.0% |
| C- | < 73.0 % to 70.0% |
| D+ | < 70.0 % to 67.0% |
| D | < 67.0 % to 60.0% |
| F | < 59.0 % to 0.0% |
Course Schedule/Outline
| Week # + end date | Topic | Readings | Assignments |
| 1. 9/01 | Introduction to Human-Centered Design |
IDEO Design Kit (2015). The field guide to human-centered design. IDEO Canada. (pp.9-25). + see module for Unit 1 |
Introduction Discussion Design project plan |
| 2. 9/08 | Understanding User Needs: Interviews |
Portigal, S. (2013). Interviewing users: how to uncover compelling insights. Rosenfeld Media. [ch. 1, 3 & 6] + see module for Unit 2 |
Discussion Interview plan |
| 3. 9/15 | Understanding User Needs: Making Sense of Interview Data |
Portigal, S. (2013). Interviewing users: how to uncover compelling insights. Rosenfeld Media. [ch. 7 & 9, pp. 68-147] + see module for Unit 3 |
Discussion Conduct and record an interview and create a topline report |
| 4. 9/22 | Understanding User Needs: Contextual Inquiry |
Beyer, H., & Holtzblatt, K. (1999). Contextual design. Interactions, 6(1), 32-42. + see module for Unit 4 |
Discussion Contextual inquiry plan |
| 5. 9/29 | Understanding User Needs: Making Sense of Contextual Inquiry Data |
Holtzblatt, K. & Beyer, H. Contextual design. The encyclopedia of human-computer interaction, 2nd Ed. + see module for Unit 5 |
Discussion Conduct and record a contextual inquiry and create work models |
| 6. 10/06 | Moving from Needs to Designs: Tasks and Features |
Rosson, M. B., & Carroll, J. M. (2009). Scenario-based design Actions. In Human-computer interaction (pp. 161-180). CRC Press. + see module for Unit 6 |
Discussion Target users, task scenarios, and feature lists Midterm 1 |
| 7. 10/13 | Moving from Needs to Designs: Sketching |
Buxton, B. (2010). Sketching user experiences: getting the design right and the right design. Morgan kaufmann. The Anatomy of Sketching [pp. 105 -120] + see module for Unit 7 |
Discussion Product sketch |
| 8. 10/20 | Moving from Needs to Designs: Storyboarding |
Buxton, B. (2010). Sketching user experiences: getting the design right and the right design. Morgan kaufmann. Visual Storytelling: pp.277 - 298] + see module for Unit 8 |
Discussion Product storyboard |
| 9. 10/27 | Moving from Needs to Designs: Prototyping |
Buxton, B. (2010). Sketching user experiences: getting the design right and the right design. Morgan kaufmann. Interacting with Paper: pp.371 - 392] + see module for Unit 9 |
Discussion Paper prototype |
| 10. 11/03 | Product Evaluation: User Testing |
Krug, B. S. (2000). Don't make me think! + see module for Unit 10 |
Discussion User-Test Plan |
| 11.11/10 | Product Evaluation: Making Sense of User-Test Data |
Krug, S. (2009). Rocket surgery made easy: The do-it-yourself guide to finding and fixing usability problems. New Riders. [Ch.10&11] + see module for Unit 11 |
Discussion User-Test recording and topline report |
| 12. 11/17 | Design Principles: The Design of Everyday Things |
Norman, D. (2013). The design of everyday things. Basic books. [pp. 1-33] + see module for Unit 12 |
Discussion Design criteria Midterm 2 |
| 13. 11/24 | Design Principles: The Design of Everyday Things |
Norman, D. (2013). The design of everyday things. New York: Basic books. [pp.187-218] + see module for Unit 13 |
Discussion Norman's design principles evaluation and revised sketch |
| 14. 12/01 | Design Principles: Graphic Design |
Williams, R. (2015). The non-designer's design book: Design and typographic principles for the visual novice. Pearson Education. [pp.11-84] + see module for Unit 14 |
Discussion Graphic design principles evaluation and revised sketch |
| 15. 12/08 | Design Principles: Universal Design |
Story, M. F. (1998). Maximizing usability: the principles of universal design. Assistive technology, 10(1), 4-12. + see module for Unit 15 |
Discussion Universal design principles evaluation and revised sketch Final exam |
Late Work Policy
You may submit your required assignments up to 1 week late with a 50% penalty on your total possible grade. For example, for an assignment worth 20 points, 10 points will be subtracted off of your total grade if it is submitted within 1 week after the deadline. You may not submit any assignment more than 1 week late.
Nonattendance Policy
Students May Be Dropped For Nonattendance.
If a student does not attend a class during the first week of the term or by the second class meeting, whichever comes first, the instructor may submit a request to have the student dropped from the course. (This does not remove responsibility from the student to drop courses which he or she does not plan to attend.) This option is typically used for classes that are full and the instructor is trying to make a seat available for another student, but may be considered for other courses. Requests must be made during the first 20 percent of the course and will be considered on an individual student basis. Students who are dropped from courses will be notified by the Registrar's Office through their preferred e-mail account (see 2018-2019 General Catalog).
Assumption of Risk
All classes, programs, and extracurricular activities within the University involve some risk, and certain ones involve travel. The University provides opportunities to participate in these programs on a voluntary basis. Therefore, students should not participate in them if they do not care to assume the risks. Students can ask the respective program leaders/sponsors about the possible risks a program may generate, and if students are not willing to assume the risks, they should not select that program. By voluntarily participating in classes, programs, and extracurricular activities, a student does so at his or her own risk. General information about University Risk Management policies, insurance coverage, vehicle use policies, and risk management forms can be found at: http://www.usu.edu/riskmgt/
Library Services
All USU students attending classes in Logan, at our Regional Campuses, or online can access all databases, e-journals, and e-books regardless of location. Additionally, the library will mail printed books to students, at no charge to them. Students can also borrow books from any Utah academic library. Take advantage of all library services and learn more at libguides.usu.edu/rc.
Classroom Civility.
Utah State University supports the principle of freedom of expression for both faculty and students. The University respects the rights of faculty to teach and students to learn. Maintenance of these rights requires classroom conditions that do not impede the learning process. Disruptive classroom behavior will not be tolerated. An individual engaging in such behavior may be subject to disciplinary action. Read Student Code Article V Section V-3 for more information.
University Policies & Procedures
Academic Freedom and Professional Responsibilities
Academic freedom is the right to teach, study, discuss, investigate, discover, create, and publish freely. Academic freedom protects the rights of faculty members in teaching and of students in learning. Freedom in research is fundamental to the advancement of truth. Faculty members are entitled to full freedom in teaching, research, and creative activities, subject to the limitations imposed by professional responsibility. Faculty Code Policy #403 further defines academic freedom and professional responsibilities.
Academic Integrity – "The Honor System"
Each student has the right and duty to pursue his or her academic experience free of dishonesty. To enhance the learning environment at Utah State University and to develop student academic integrity, each student agrees to the following Honor Pledge:
"I pledge, on my honor, to conduct myself with the foremost level of academic integrity."
A student who lives by the Honor Pledge is a student who does more than not cheat, falsify, or plagiarize. A student who lives by the Honor Pledge:
- Espouses academic integrity as an underlying and essential principle of the Utah State University community;
- Understands that each act of academic dishonesty devalues every degree that is awarded by this institution; and
- Is a welcomed and valued member of Utah State University.
Academic Dishonesty
The instructor of this course will take appropriate actions in response to Academic Dishonesty, as defined the University’s Student Code. Acts of academic dishonesty include but are not limited to:
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Cheating: using, attempting to use, or providing others with any unauthorized assistance in taking quizzes, tests, examinations, or in any other academic exercise or activity. Unauthorized assistance includes:
- Working in a group when the instructor has designated that the quiz, test, examination, or any other academic exercise or activity be done “individually;”
- Depending on the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments;
- Substituting for another student, or permitting another student to substitute for oneself, in taking an examination or preparing academic work;
- Acquiring tests or other academic material belonging to a faculty member, staff member, or another student without express permission;
- Continuing to write after time has been called on a quiz, test, examination, or any other academic exercise or activity;
- Submitting substantially the same work for credit in more than one class, except with prior approval of the instructor; or engaging in any form of research fraud.
- Falsification: altering or fabricating any information or citation in an academic exercise or activity.
- Plagiarism: representing, by paraphrase or direct quotation, the published or unpublished work of another person as one‘s own in any academic exercise or activity without full and clear acknowledgment. It also includes using materials prepared by another person or by an agency engaged in the sale of term papers or other academic materials.
For additional information go to: ARTICLE VI. University Regulations Regarding Academic Integrity
Sexual Harassment/Title IX
Utah State University is committed to creating and maintaining an environment free from acts of sexual misconduct and discrimination and to fostering respect and dignity for all members of the USU community. Title IX and USU Policy 339 address sexual harassment in the workplace and academic setting.
The university responds promptly upon learning of any form of possible discrimination or sexual misconduct. Any individual may contact USU’s Office of Equity for available options and resources or clarification. The university has established a complaint procedure to handle all types of discrimination complaints, including sexual harassment (USU Policy 305), and has designated the Office of Equity Director/Title IX Coordinator as the official responsible for receiving and investigating complaints of sexual harassment.
Withdrawal Policy and "I" Grade Policy
Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all of the coursework because of extenuating circumstances, but not due to poor performance or to retain financial aid. The term ‘extenuating’ circumstances includes: (1) incapacitating illness which prevents a student from attending classes for a minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities requiring a student to alter a work schedule to secure employment, (4) change in work schedule as required by an employer, or (5) other emergencies deemed appropriate by the instructor.
Students with Disabilities
USU welcomes students with disabilities. If you have, or suspect you may have, a physical, mental health, or learning disability that may require accommodations in this course, please contact the Disability Resource Center (DRC) as early in the semester as possible (University Inn # 101, (435) 797‐2444, drc@usu.edu). All disability related accommodations must be approved by the DRC. Once approved, the DRC will coordinate with faculty to provide accommodations.
Diversity Statement
Regardless of intent, careless or ill-informed remarks can be offensive and hurtful to others and detract from the learning climate. If you feel uncomfortable in a classroom due to offensive language or actions by an instructor or student(s) regarding ethnicity, gender, or sexual orientation, contact:
- Division of Student Affairs: https://studentaffairs.usu.edu, (435) 797-1712, studentservices@usu.edu, TSC 220
- Student Legal Services: https://ususa.usu.edu/student-association/student-advocacy/legal-services, (435) 797-2912, TSC 326,
- Access and Diversity: http://accesscenter.usu.edu, (435) 797-1728, access@usu.edu; TSC 315
- Multicultural Programs: http://accesscenter.usu.edu/multiculture, (435) 797-1728, TSC 315
- LGBTQA Programs: http://accesscenter.usu.edu/lgbtqa, (435) 797-1728, TSC 3145
- Provost‘s Office Diversity Resources: https://www.usu.edu/provost/diversity, (435) 797-8176
You can learn about your student rights by visiting:
The Code of Policies and Procedures for Students at Utah State University: https://studentconduct.usu.edu/studentcode
Grievance Process
Students who feel they have been unfairly treated may file a grievance through the channels and procedures described in the Student Code: Article VII.
Full details for USU Academic Policies and Procedures can be found at:
- Student Conduct
- Student Code
- Academic Integrity
- USU Selected Academic Policies and Procedures
- USU Academic Policies and Procedures
- Academic Freedom and Professional Responsibility Policy
Emergency Procedures
In the case of a drill or real emergency, classes will be notified to evacuate the building by the sound of the fire/emergency alarm system or by a building representative. In the event of a disaster that may interfere with either notification, evacuate as the situation dictates (i.e., in an earthquake when shaking ceases or immediately when a fire is discovered). Turn off computers and take any personal items with you. Elevators should not be used; instead, use the closest stairs.