- People
- Leadership & Staff
- Research faculty
- Gabriela Aceves-Sep煤lveda
- Alissa N. Antle
- Sheelagh Carpendale
- Parmit Chilana
- Jon Corbett
- Steve DiPaola
- Halil Erhan
- Brian Fisher
- Diane Gromala
- Marek Hatala
- Kate Hennessy
- Alireza Karduni
- Sylvain Moreno
- Carman Neustaedter
- Will Odom
- Philippe Pasquier
- Niranjan Rajah
- Bernhard Riecke
- Gillian Russell
- Thecla Schiphorst
- Chris Shaw
- Wolfgang Stuerzlinger
- Ron Wakkary
- 脰. Nilay Yal莽in
- Teaching faculty
- Emeritus
- Adjunct Faculty
- Alumni
- Work at SIAT
- Opportunities
- Research
- Programs
- News & Events
- Spaces & Equipment
- StudioSIAT
- Media
- Showcase
- Showcase Submission Form
- Fall 2024 Project Showcase
- Summer 2024 Project Showcase
- Spring 2024 Project Showcase
- Fall 2023 Project Showcase
- Spring 2023 Project Showcase
- Fall 2022 Project Showcase
- Spring 2022 Project Showcase
- Fall 2021 Project Showcase
- Spring 2021 Project Showcase
- Fall 2020 Project Showcase
- Contact
- Staff & faculty resources
Undergraduate
Experiential learning embraces experts and engagement
By Diane Luckow, .
This fall, students taking the IAT-333 Interaction Design Methods course will be learning from some of the world鈥檚 best, including , the human interfaces design manager for NASA鈥檚 Jet Propulsion Laboratory.
The course, in the School of Interactive Arts and Technology, teaches students how to use design methods to build user-friendly digital applications, systems and services鈥攁nd it epitomizes the latest in experiential learning.
Weekly video conferences feature international experts working in human-computer interaction design for large multinational companies and the public sector, as well as for small design firms and consultancies. This semester鈥檚 experts include David Royer of LinkedIn, Naheel Jawaid of Google NYC, and NASA鈥檚 Davidoff, whose team creates innovative user interfaces for working naturally and intuitively with technologies that support NASA鈥檚 space exploration missions.
These experts will discuss how they use and adapt design-oriented theories and methods within their professional practice, and how their understanding of these methods has evolved over time.
鈥淭alking about these issues with international experts in design really changes the game for students,鈥� says professor William Odom.
鈥淚t鈥檚 a bridge between education, the university setting and professional practice. It changes the dynamics in the classroom when students understand why they need to learn key theory and methods, and their practical value in a professional setting.鈥�
Students begin their semester鈥檚 course work by forming small teams and then selecting and acquiring a local client with whom they can work on a human-computer interaction design project.
鈥淚 don鈥檛 pre-arrange the local clients,鈥� says Odom. 鈥淭his course pushes the students to move beyond the campus and find an organization they would like to work with. They learn how to broker agreements, set expectations and, in a sense, take ownership over their own education. This process gives students more buy-in because they鈥檙e passionate about working with their client.鈥�
A studio-based learning approach ensures students learn to objectively receive and deliver weekly critiques of their project work.
鈥淭hey learn to criticize their project findings, their design methods and their technical design skills,鈥� says Odom, who notes there is a 40-student waiting list to get into the course.
鈥淓verything they do has to have an intention and an argument for why they are doing it. This course is experiential learning from the first to last day, and that branches into other key takeaways, such as co-op internships, other courses, and great jobs.鈥�
SIAT student Venus Lau, who took the course last semester, is moving on this fall to a plum, eight-month internship with multinational software firm
鈥淓xperiential learning is my preference,鈥� says Lau. 鈥淭he videoconferencing with the experts was really insightful. But what I appreciated most was that William tried to foster the idea of a design studio, with lots of student participation. He always encouraged students to break out of their comfort zones by urging them to provide critical, constructive feedback to other teams, and to listen to the other students鈥� critiques. This teaching approach was really effective for our own learning, and helped us get a sense of a real work environment.鈥�