My teaching integrates critical human-centered practice into varied courses such as AI for Beginners, Responsible AI, User-Centered Design, Data Visualization, Experimental Research and Statistics, and Accessibility. Across diverse course modalities, my pedagogy values experiential learning, as I prioritize hands-on and student-led engagement with course material through practical applications.
This course explored rapid developments in the field of Generative AI, providing technical and non-technical explanations of key concepts for interdisciplinary students to build practical understanding.
This course provided an introduction to conducting research via an experiment, based on a hypothesis established through human-subjects work, and applying statistical methods to interpret findings.
This course introduced user research methods, how to apply them within engineering and design contexts, and how to effectively communicate the results of user research to diverse audiences.
This course explored the usage of Generative Artificial Intelligence tools and Large Language Models in the User-Centered Design process, considering the various advantages and limitations they bring to the table.
This course explored the usage of Generative Artificial Intelligence tools and Large Language Models in the User-Centered Design process, considering the various advantages and limitations they bring to the table.
This course introduced students to a broad range of concepts in Human-Computer Interaction, beginning with its early roots in efforts to ‘augment intellect’ using computers and spanning other important paradigms such as ubiquitous computing, tangible computing, technology for behavior change, social computing, crowdsourcing, and accessibility.
This course covered the key design principles and techniques used in visualizing, exploring, and analyzing very large data sets, together with the perceptual principles that support them.
This course provided an introduction to designing, prototyping, and evaluating inclusive user interfaces that meet the needs of a diverse range of users — such as older adults, users with visual, cognitive, or motor impairments, and users who are deaf or hard of hearing.
This course explored the fundamentals of thinking like a user-centered designer, as students obtained hands-on experience in user research, ideation, prototyping, and evaluation of their own designed objects.
This course surveyed a range of methods in design and engineering that examine, support, and interrogate the question: What does it mean to design for all humans, and what practices contribut to building an inclusive society?