Design Strategies

Bridging Disciplines Programs allow you to earn an interdisciplinary certificate that integrates area requirements, electives, courses for your major, internships, and research experiences.

Creativity and problem-solving have become necessary skills in today’s world. Businesses, non-profits, and entrepreneurs have embraced human-centered design to solve product, systems, service, and social problems. The Design Strategies BDP provides a multidisciplinary framework for undergraduate students to master design thinking skills outside of traditional departmental programming to better prepare them to tackle real-world wicked problems. The curriculum engages students in a design process that includes research and insights; creative problem solving; prototyping and testing; and implementation and presentation—all while learning to apply a critical lens to the social context within which design takes place.

Through multidisciplinary foundational courses, students in the Design Strategies BDP develop a design thinking toolbox and learn about the social context of design. In Strand Courses, students enhance their understanding of various disciplinary approaches to human-centered design. The BDP culminates in a capstone project in which teams of students from different majors work together to apply what they’ve learned and present their work.

The Design Strategies BDP is offered in collaboration with the Center for Integrated Design.

Upon completion of 19 credit hours from the options listed below, you will earn a certificate in Design Strategies.

Note: Course descriptions available here are from a recent offering of the course, and they may not reflect the description for the next offering of the course.

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Forum Seminar Courses   (1 credit hours)

All students in the Design Strategies BDP are required to take the Forum Seminar.

DST Forum
ITD 101 Introduction to Integrated Design
Introduction to the concept of Design Thinking as a core fundamental in education and industry across all disciplines and channels. Guest speakers may facilitate discussion of various innovation issues facing businesses today.

Foundation Courses   (6 credit hours)

Foundation Courses introduce key methodologies and issues related to Design Strategies. All students in the Design Strategies BDP are required to take the Design Thinking Foundation Course. Skills Foundation Courses allow you to develop specific skills that will help you engage in human- centered design processes. Choose three credit hours from the Skills category.

Design Thinking Course
ITD 301D Introduction to Design Thinking
This class will examine requirements and best practices for teaching a course for the Center for Integrated Design. Design Thinking is a universal process for analyzing problems and offering unique and varied perspectives for resolving the problem. At the core of any design thinking pursuit is the enhanced prospect of uncovering distinctive and creative answers. This course. is an introduction to the tactics and methodology required to prepare the non-design major for analyzing and solving a wide range of problems by adapting and applying the process of design Thinking. By utilizing Design Thinking as the core pedogeological model, students learn to offer innovative breakthrough solutions to everyday problems.
Skills Courses
This class will accentuate “creative entrepreneurship.” In this context, a creative entrepreneur is one who serves creative industries, or those with creative output, such as design, arts and entertainment, music, architecture, food, fashion and textiles, theater, and consumer product goods. This class aims to give students a broad understanding of entrepreneurship and the skills to practice it. Entrepreneurship is complex and intimidating to those unfamiliar with the process. This class intends to demystify the entrepreneurial process through hands-on, project-based learning. Students who complete this course will progress through the early stages of the entrepreneurial process. This understanding will be achieved through experiential learning, thorough research, critical thinking, dynamic guest speakers, and spirited discussion. Entrepreneurs succeed by successfully navigating ambiguity and iterating until they overcome roadblocks. This class will offer opportunities to learn from both of these elements: students will need to make decisions in uncertain circumstances and make multiple attempts before achieving desired outcomes.
ITD 102 Sketching for Thinking & Communication
Sketching is the fastest way to convey ideas, whether in an ideation session or just taking notes in a meeting. Designed to help students learn the basic elements of sketching to visualize concepts and quickly bring alignment to any team.
ITD 103 Portfolio Critique
Provides students the opportunity to gather and develop a portfolio of work to present for feedback. Designed to help students understand what is expected to create a personal portfolio to show potential employers.
ITD 104 Design in Business
This course will equip you with an understanding of design in the context of business. We will use readings and hands-on activities to understand the fundamentals of design and business and how companies (and organizations) leverage the power of design to realize value. We will examine the complexities and challenges of design in businesses and discuss potential job and business opportunities that exist at that intersection.
ITD 105 Intro to Computer Science Principles
Introduction to the basic principles and terms of logic, programming and computer science for non-computer science majors.
ITD 106 Presentation and Improvisational Skills in Design
Designed to help students improve their presentation skills and improvisational/impromptu speaking skills in meetings.
ITD 110 Topics in Integrated Design (all topics)
For topics courses labeled as “When Topic is Appropriate” on a BDP curriculum sheet, please note that all topics for this course number are not automatically approved to count toward your BDP. In advance of registration for a particular semester (and as part of the BDP seat request process), the BDP office will inform current BDP students of the topics for the course number that are approved for their BDP.
Introduction to exploring design as a problem-solving tool for real-world scenarios posed from artificial intelligence and robotics. Research variety of methods for ethical, sustainable and appropriate solutions. Deconstruct technology industry transformations and how they relate to social phenomena. Derive insights leading to new systems, strategies, practical models, and supporting narratives as it relates to artificial intelligence. Course Overview: While Artificial Intelligence (AI) has been around as a field of study and practice for decades, we are just now experiencing instances and areas of application that are challenging the norms for how we engage as individuals, businesses and societies. From centaur systems, to driverless cars, to humanoid robots, 21st century manifestations of AI are raising a multitude of questions from ethical boundaries to social responsibilities. What might emotional intelligence from cyber physical systems mean for human relationships? What might a machine’s capacity to make self-guided decisions mean for human agency? What might data driven operations mean for personal privacy? If advancements continue to challenge our norms of behavior and build entirely new experience paradigms - how can we best prepare for and navigate this future? We will explore the fundamentals of design strategy in this 5-week seminar, so you can learn how to use design as a problem-solving tool to tackle and solve real world scenarios posed from the integration of AI into our everyday. We will first deconstruct technology industry transformations and how they relate to social phenomena; then move into methods to derive insights that lead to new systems, strategies, practical models, and supporting narratives. Working in teams, you will then use the qualitative methods to frame learnings on a specific industry case into insights that could guide new experience paradigms. As output, you will also be expected to take an individual perspective on design principles that should govern the design, development and application of AI.
Communicate digital interac4ons that reflect produc4on intent Understanding of methods and processes for rapid prototype crea4on Confidence in using Figma to create mobile applica4on prototypes Ability to u4lize a repeatable framework to scope and deliver digital prototypes Understanding of usability and concept tes4ng techniques and Ability to write lightweight moderator guides that drive ac4onable data
ITD 150 When Topic Is Appropriate
For topics courses labeled as “When Topic is Appropriate” on a BDP curriculum sheet, please note that all topics for this course number are not automatically approved to count toward your BDP. In advance of registration for a particular semester (and as part of the BDP seat request process), the BDP office will inform current BDP students of the topics for the course number that are approved for their BDP.
As you transition from your design education to working in the design field, you are going to need a set of skills, tactics and mechanisms to succeed. Most people develop those strategies over time during their careers—the designers at argo are no different. During this course, the argodesign team will share mechanisms and strategies for creating successful applications, products and experiences. You will then use these skills and tactics to complete a design project from start-to-finish in one of the following domains: designing for the union of physical objects with digital interactions or designing for experiences supported by IOT appliances like cameras and sensors. At the conclusion of the course, you will not only have gained expertise in a current topic that designers are grappling with, you will have a set of tools that will help you hit the ground running when you start your work in industry.
Project-based work with off-campus industry studio partners. Professional experience solving real-world problems including, but not limited to, commissioned projects, student-initiated projects, and pro bono projects.
As you transition from your design education to working in the design field, you are going to need a set of skills, tactics and mechanisms to succeed. Most people develop those strategies over time during their careers—the designers at argo are no different. During this course, the argodesign team will share mechanisms and strategies for creating successful applications, products and experiences. You will then use these skills and tactics to complete a design project from start-to-finish in one of the following domains: designing for the union of physical objects with digital interactions or designing for experiences supported by IOT appliances like cameras and sensors. At the conclusion of the course, you will not only have gained expertise in a current topic that designers are grappling with, you will have a set of tools that will help you hit the ground running when you start your work in industry
Explores the intersection of design and data. Examines methods for creating differentiated products and services by combining design thinking and data science while working in interdisciplinary teams. Taught at McKinsey Group Design Studios in Austin, TX. Application required.
Surveys the various phases of creating a digital experience design project within the context of media architecture. Gensler professionals will guide students along the entire design process - from strategic concepting, artistic development, technical planning, project management, through final realization and delivery of a real-time, immersive media installation. Application required.
ITD 170 Topics in Off-Site Field Studios (all topics)

*Instructor Approval Required

Project based work with off-campus industry studio partners. Professional experience solving real-world problems, including but not limited to: commissioned projects, student-initiated projects, and/or pro bono projects.
Explores the intersection of design and data. Examines methods for creating differentiated products and services by combining design thinking and data science while working in interdisciplinary teams. Taught at McKinsey Group Design Studios in Austin, TX. Application required.

Connecting Experiences   (3 - 6 credit hours)

Your BDP advisor can help you find internships and research opportunities that connect Design Strategies to your major and interests. We call these opportunities “Connecting Experiences” because they play such an important role in integrating your studies. Each Connecting Experience counts for 3 credit hours.

Required: Capstone Course

All Design Strategies students must take ITD 375: Capstone in Integrated Design as their Connecting Experience Capstone Course. To be eligible to enroll, you must first complete the Forum Seminar Course and all Foundation Courses. ITD 375 is offered in both the fall and spring semesters. While Design Strategies students do not need to submit a Connecting Experience proposal for ITD 375, you must still complete Connecting Experience check-ins and submit a Reflection Essay during the semester you enroll in the course.

Optional: Internship or Research Experience

In addition to the capstone, you have the option to complete an additional 3-credit experience, which may be an internship or research experience. For internships to be approved, your internship supervisor must have a title or background related to design, and you must have a faculty mentor with design-relevant expertise who can help you connect your internship work to your BDP certificate. For more information and for examples of past internship and research Connecting Experiences, visit the BDP website and consult your BDP advisor. BDP students must propose internship and research Connecting Experiences to the BDP office. Current BDP students should view the BDP Advising Canvas site for Connecting Experience resources and proposal instructions.

Strand Courses   (6 - 9 credit hours)

In addition to your Foundation Courses and Connecting Experiences, you must complete 6-9 credit hours of approved Strand Courses, to bring your total credit hours toward the BDP certificate to 19 hours. You should work with your BDP advisor to choose Strand Courses that will focus your BDP on your specific interests, and that will provide you with an interdisciplinary perspective on your BDP topic. In order to create an interdisciplinary experience, you must choose courses from a variety of disciplines.

Please speak with your BDP advisor about your plan for fulfilling your Strand Course requirements. Note that only one of your Strand Courses may come from your major department(s), or from courses cross-listed with your major department(s).

College of Communication
ADV 319 Psychology Of Advertising
This course introduces the psychology of persuasion and consumer behavior as it applies to advertising, public relations, and marketing as persuasive communication. A variety of fundamental concepts from psychology and behavioral science will be discussed in this course, including: • Perception • Attitudes • Personality • Learning and memory • Motivation • Decision-making and consumption • Group behavior • Online consumer behavior, and so on.
ADV 339K Digital Graphic Communication
From presentations to content to case-study videos, today’s brand communicators must know how to create persuasive pieces, using a variety of digital software tools. This course introduces all students to the fundamentals of good graphic design, as well as production basics. Students will then build their digital design skills using industry-standard software, from print (Adobe InDesign, Photoshop, Illustrator) to motion (Adobe Premiere, AfterEffects) and interactive (HTML, CSS, WordPress). Assumes no prior knowledge.
ADV 339L Brand Storytelling
The course examines how classic elements of storytelling and symbolism are used to create and manage a modern brand’s meaning. Students create visual, verbal, and video examples of brand storytelling that go beyond traditional advertising and PR.
CMS 314L Language, Culture, and Communication
In our daily lives, we use different modes of communication depending on whether we are participating in classroom discussion, talking with our parents or boss, hanging out with our friends, or visiting a different country. However, rarely do we have the opportunity to consciously reflect upon our communicative behaviors. In this class we will unpack some of the ways culture and society influence our communication, as well as how our communication affects the culture and the society in which we live. Becoming aware of the effect that our words, shared meanings, and contexts have on how we express ourselves can be the difference between positive and negative communicative experiences.
CMS 320 Advanced Presentation Skills
This course is designed with the assumption that students enrolling in the course already have a grasp of basic speech design and presentation standards, having taken one of the introductory courses. As an advanced course, students will investigate closely the theory and mechanics of more rigorous/complex presentations than expected in the basic course, and the focus of instruction will be upon honing presentation skills for a variety of audiences, including the educational setting, the professional world, and the casual audience. Assignments for the course will be evaluated for content, design, analysis, language, documentation, and delivery. Students will also be assessed for participation in regular discussion and mastery of background material drawn both from class lecture and other reading material.
This course covers the foundations of data analysis, spatial analysis, data visualization, design, cartography and interactive design for newsgathering and visual storytelling. By the end of the semester, you will know how to identify newsworthy topics, find relevant data sources, analyze data using spreadsheets and GIS software, apply design principles and data visualization techniques, and tell visual news stories through a combination of text and graphics, with an emphasis on maps. Though we will use specific tools to accomplish these goals, you will learn the underlying concepts and have the ability to apply this knowledge to any situation. We will read past and present works of data journalism and visual stories and discuss the editorial and ethical concerns. You will learn only the most relevant skills and best practices for working in data journalism and visual storytelling. You will become comfortable with these new skills through repeated hands-on practice.
College of Education
Discussions about issues of conflict and community are needed to facilitate understanding between social and cultural groups. During this course, students will participate in a semesterlong dialogue about the psychology of race and gender. Students will read and discuss scholarly and editorial articles relevant to the scheduled topics within the psychology of race and gender. Class discussions will focus on reactions and insights to the readings, and other relevant topics and current events introduced in the discussion or by the instructor. In this class, students will acquire an introduction to the psychology of race and gender. Further, students will gain an understanding of the intersectionality in the psychology of social and cultural issues, specifically intersections of race and gender. This introduction is intended to prepare students for future in-depth learning about topics in the Psychology of Women and the Psychology of Race & Racism courses. Students will also learn and practice dialogic communication skills which include speaking respectfully, listening to process information, suspending judgement, and exploring assumptions and reactions through readings and dialogue activities. Students will use their understanding of intersectionality and dialogic communication skills to discuss course readings and current events. Students will apply their understanding of intersectionality to a relevant current event of their choosing for their final op-ed project. This course carries the skills and experience flag for Cultural Diversity in the United States. Cultural Diversity courses are designed to increase your familiarity with the variety and richness of the American cultural experience. You should therefore expect a substantial portion of your grade to come from discussions and assignments covering the perspectives and backgrounds of at least one U.S. cultural group that has experienced persistent marginalization.
Perspectives in Assistive Devices, Products and Technology is designed to allow students an in-depth look at the design, development, and use of technology that benefits people with disabilities and older adults. Students from diverse disciplines will study functional applications of both high and low technology solutions within the areas of self-care; mobility and transfer; communication; stability and support; sports, recreation, and leisure; and academic and work environments. The course will include exploration and opportunities to design and create devices for children and adults. Course content combines classroom discussions, presentations by guest lecturers and product designers and users, direct interaction with sport modification devices, team and individual projects, site visits to medical and Maker’s facilities, an assistive technology lab, and project presentations by students. Instructor lectures and guest lecturers will address a wide variety of issues in assistive devices and technology such as disability and rehabilitation, research and development, service learning, brainstorming and need-finding, design software, intellectual property, technology licensing, personal perspectives, and human subjects in research. Beyond these lectures and tours of medical facilities, labs and other adapted environments; students will participate in an individual or team-based design project experience that addresses problems faced by users of assistive devices and technology.
College of Fine Arts
AET 304 Foundations of Art/Entertain Tech
This course presents a broad overview of digital media technologies, software and applications along with the fundamental concepts of digital representations of images and signals. Students will study an assortment of entertainment concepts or experiences, discover the underlying technology involved and learn how this technology is delivered to the participant. For example: What is the relationship between circuit-bending and DIY electronics? How does interactive art work? How do robotic lights move? How can a dancer’s body movements affect the music that accompanies the dance? What goes on behind the scenes of a large-scale live musical performance? How are 3D printers changing art, manufacturing, and medicine? In pursuit of answers to such questions students will also consider the cultural, philosophical, ethical and practical aspects of entertainment technology.
DES 309 Introduction to Design
In this course students will learn how to transform their ideas to well developed designs by exploring topics like: What is the design process? How do we personally define what good design is? What are the motivations that drive our design values? How does a designer approach their work? How can designers be agents of change? How can we as designers become better at what we do? How do the products that we create impact people’s lives, rituals, and habits. This course couples the design thinking process with the foundations of 2D and 3D as it pertains to form development and communicating our ideas to others.
DES 320 Design Theories & Methods
This course is an introduction to critical theories and methods pertinent to design and creative technologies. It considers the social, cultural and political dimensions of design & technology, and exposes different theories (or lenses) to understand such dimensions. The course emphasizes critical reading and dialogue as ways of constructing knowledge. Design theories and methods is a writing intensive course. Weekly response papers will facilitate class dialogue and improve your summarizing and critical thinking abilities. The final creative writing project will allow you to articulate your position towards design and creative technologies, and support your arguments with theories studied in the course.
DES 321 Images in Communication
Studio course. Explores the selection and creation of images appropriateto specific communication goals and contexts, such as promotional images, infographics, logos, instructions, and/or narratives.
DES 325 Typography I
Studio course. Projects introduce the fundamental principles, conventions, and techniques of typography.
This seminar explores a developing American popular culture’s use of stereotypical ideas and images of marginalized communities. The use of stereotypes continues to impact contemporary representations of class, ethnicity, race, gender, and sexuality in America today. It remains one of the most important phenomena in the forging of our nation’s popular culture, influencing everything from its political culture to creative, social and economic structures. A key concept of the course is that control of image production has long served as a resource through which power is exhibited and maintained. The course will mostly focus on images of blacks in the US. We’ll discuss the development, use, and importance of stereotypical imagery in popular culture, in the cultural production by marginalized communities including but not limited to art, design and advertising, to facilitate or challenge lingering social constructions of “otherness”. Equally, we’ll discuss celebrated images ofbeauty, strength, and achievement by marginalized communities intertwined within America’s racial binary structure. Students will be encouraged to develop a critical consciousness of Black identities, examine their own participation in embracing and/or resisting racial stereotypes, expand their understanding about the origins of minstrelsy and its ever-present impact upon systems of representations, acquire skills to think and look critically at representations of blackness and for analyzing and discussing American Art, Advertising, Design, and popular culture.
There is tremendous potential for positive advancements that can be made by bringing artists and designers into the conversation and process of biological design. Biotechnology has entered into many aspects of our daily lives, from advancements in medicines and greener solutions to the negative impacts of genetically modified foods and crops. The speed of these developments is incredulous, and should not be left to market forces alone. With a focus on people and their experiences, a deeper level of understanding and critical thinking around these technologies can emerge to envision and design a better world. This course offers an interdisciplinary platform for students to engage, collaborate and experiment in regard to biotechnologies and our futures. The class will participate in the Biodesign Challenge, a global design challenge bringing together students among leading art, design, and research institutions to complete. Through speculative and creative thinking, the course will introduce students to new forms of fabrication, tools, and materials used in biotechnology.
This course explores how designers consciously and unconsciously create visuals that reinforce the existing gender binary system based on historical socio-cultural stereotypes of femininity and masculinity. Through a series of methods such as research, making, and critiques, among other techniques, this course invites students to look into their gender biases when it comes to making design choices and ask them to propose ways to challenge their decision-making process.
This course is about learning to make better design decisions by gaining an understanding of the people you are designing for. Students will learn to create and use prototypes as a method for eliciting qualitative data about a design problem and learn how to apply findings that improve upon their original idea. Projects will include research planning, contextual interviews, participatory design, data collection, and prototyping.
DES 336 History of Design
DES 337 History of Industrial Design
DES 337 Research Methods in Design History
DES 337 Topics in Design History (all topics)
DES 337 History of Graphic Design
DES 346 Project Studio

*Instructor Approval Required

This studio experience will give students a feel for what it’s like to do a real-world design project. This semester we’ll work with The University of Texas at Austin College of Liberal Arts again on a project that advances the community-building strategies from last Spring. College of Liberal Arts Placemaking Strategy Student teams will study the use of educational facilities and space to develop insights, ideas, and plans that improve the look, feel, and function of different environments such as exterior entries, rest/study and renewal areas, speculative classroom designs, and public information displays.
ITD 310 Topics in Integrated Design (all topics)
ITD 312 Introduction to Design for Health
Introduction to how design is playing a role in the changing healthcare industry.
ITD 320 Adv Dsgn for Artificial Intel
The four major academic/learning goals for this course are: 1) identify some of the major ways individuals and communities reacted to (or impelled) increasing US-Latin American relations 2) challenge students to explore their own cultural experiences as citizens, and how they may compare/contrast with the 2 beliefs and practices of cultural communities in modern Latin America and/or with those of immigrant communities from the region to the US 3) fine-tune students’ analytical and communication skills through writing and public speaking 4) Begin to prepare students for a potential experience sensitive to the political and cultural implications of “cultural citizenship” through study abroad, research, and/or community engagement.
Explore the emerging field of play design and its potential to create better conditions in our rapidly changing societies. Examine how play can contribute to the development to social and creative processes exploring boundary lines of a practice in designing for play and designing through play. Gain a deeper understanding of play design theory as well as embodied experiences of play to inform design choices in projects.
Investigate various contexts and design disciplines in an exploratory practice of future-shaping. Analyze behavioral prompts that can strategically encouraged different forms of engagement by drawing upon insights and research from psychology and sociology. Explore imaginative case studies, illuminating readings, and future designs to provide the basis for speculative concepting activities and develop a deeper understanding of life in the decades and centuries to come.
This course offers an interdisciplinary platform for students to engage, collaborate and experiment in regard to biotechnologies and our futures. The class will participate in the Biodesign Challenge, a global design challenge bringing together students among leading art, design, and research institutions to complete. Through speculative and creative thinking, the course will introduce students to new forms of fabrication, tools, and materials used in biotechnology. At the end of the semester, one team will be selected to present at the Biodesign Summit at the MOMA in New York City in June 2023.
Introduction to how design is playing a role in the changing healthcare industry. Students can expect to explore the creative design-based approaches and problem-solving methods and their application to solving contemporary health care challenges.
Perspectives in Design explores the breadth of the design discipline through various points-of-view about how design is used in contemporary practice. Throughout the semester, three practicing designers will be invited into the classroom to teach four-week modules that will be based on their unique practice and point-of-view. Each module will be led by the visiting designer and supported by the Professors throughout. Students will work on projects that enable them to engage with these unique perspectives and establish their own ideas and identity within the discipline of design.
ITD 330T When Topic Is Appropriate (all topics)
Multiple designers will lead short-term projects that expose students to unique perspectives about design in our current society.
At its heart research is understanding how to make better decisions in a world of imperfect information. In this introductory course you will explore and practice practical applications of insight methodologies throughout the innovation and design process. Through a broad survey of innovation and research practice areas, students will learn how to create insights, impact design and change behaviors through empathic and data driven human centered design. The course will include a survey of mental models, primary research methodologies, observational design, and UX with an enhanced focus innovation and inclusiveness in a rapidly changing world.
ITD 350 Idea to Product (I2P)
ITD 350 Building Design Confidence
This course will begin by introducing students to the fundamentals of the camera and design research photography. During the following weeks, students will learn observation methods and techniques that build upon each other. You will learn how to make inferences when analyzing photographs, understand the meaning and use of place, analyze situations using a coding structure, and more.
ITD 350 Adv Topics in Integrated Des (all topics)
Learn how to approach physical prototyping to spark discussion and advance ideas. Learning Outcomes: Understand what a prototype is and how it can be used in concept development. Gain comfort with making physical models that are effective for learning and advancing ideas. Learn techniques for using prototypes: working in groups, driving discussions, and integrating feedback."
ITD 350D The Business of Design
Designed to help students form an advanced understanding of the role that business plays in the design industry and the operational components necessary to be successful in the design industry.
ITD 365 Applied Ethnographic Research in Design
Designed to help students understand how to create actionable insights using ethnographic research.
ITD 370 When Topic Is Appropriate
*This course has an application process. Students must submit a letter of interest and resume to be considered.
ITD 370 Topics in Off-Site Field Studios (all topics)

*Instructor Approval Required

Project based work with off-campus industry studio partners. Professional experience solving real-world problems, including but not limited to: commissioned projects, student-initiated projects, and/or pro bono projects.
T D 354T Drawing for Designers
Improve your skills of visual expression and communication through the act of Drawing. In the course we will experiment with various drawing media, and examine the Principles and Elements of Design through conceptual and observational drawing.
T D 354T The C Lab
New course being offered by Michelle Habeck. Similar to her UGS 303 : Capturing Creativity course, but different enough that students could take both the UGS 303 and T D 354T courses. Students will work on different projects. (More detailed description forthcoming.)
Capturing Creativity, The Collaboratory asks you to investigate the power of ideas. We live in an ever-changing culture where arts and technology collide nearly every moment of the day. We are asked to think, to express and to communicate on a global scale. This has changed our attitudes, our culture, and our selves. Information is available to us faster than we can create it. Sharing has become a standard and often preferred practice for many. Due to advances in communication technology, creators and makers from around the world now generative collaboratively where once before they might have worked alone. I hope in this course to introduce you to new ways of seeing, thinking, expressing and activating your creative self and instilling within you the confidence and the power to make a change in the world. • Capturing Creativity, The Collaboratory will provide a feet-first dive into an interdisciplinary exploration of the ways in which challenging visionary ideas, conversations, and social needs move from a state of inspiration to a formulation of application to actualization. The pedagogical core of the Collaboratory is developed from interactions with leading thinkers from a variety of cultural and aesthetic domains (artists, musicians, philosophers, and scientists). The course will train students with skills and tactics that allow students to effectively transform an idea into a form of a realized object, event or formula as well as communicate that idea to others in a clear, meaningful and eloquent manner.
College of Liberal Arts
AFR 322D Race and the Digital
Is the Internet a trashfire (like Logan Paul’s Suicide Forest video?). Is it one big click-bait to get us to part with our biometric data (think Google Arts & Culture Face Match app or Snapchat)? A site of abuse and trolling? Or does it offer us a means of political organizing by way of various “digital counterpublics”? This seminar takes up these questions and more through an examination of race and digital technologies. Attention will be placed on forms of popular culture, social media, black cultural production and political action. Students will become more skilled in written communication and expression, reading, critical thinking, oral expression, and visual expression.
“Science, technology, and society” (STS) is both the name of an emerging field, a set of interrelationships studied by scholars in a variety of disciplines (e.g sociology, anthropology, history, and cultural studies), and a holding tank for a set of methodologies and philosophical claims that arguably transcend their application to science per se. In any case, the questions it opens are reasonably important in today’s world. How do social forces/interests impact scientific practice, and vice versa? How is science actually done? How have technological changes impacted personhood, citizenship, etc.? How does technoscience relate to society, and how is this relation governed?
ANT 305 Expressive Culture
This course introduces and explores the forms and functions of expressive culture—visual media, sports, theater, food, and architecture, among others—to include the practices, emotions, and ideas found within the social production of aesthetic forms and performances in everyday life. We will consider expressive culture in a variety of places and at different historical moments. Through reading, discussion, and writing, we will locate the study of expressive culture within wider anthropological conversations about representation, colonialism and imperial power, race and ethnicity, gender identity, pleasure, politics, and the everyday.
Sonic ethnography starts with listening, and listening to how people listen. Listening is a practice that people do as a way of being in and knowing the world – it is something in which we are all expert, even if not always acknowledged. Thus sonic ethnography investigates ways in which people orient themselves via the aural, how expertise is enacted through listening, and how sociabilities emerge around attunement to sound. At the same time, sound it is neither separable from other senses nor an object in and of itself. Instead, sound is, as anthropologist Steven Feld suggests, a way of being in and knowing the world. Themes of listening, silence, noise, sound worlds, and technology will organize discussion of topics that include the history of recorded sound in anthropology, acoustics and environmental sound, the global circulation of media, and the politics of song. Class meetings will be spent on discussion of readings, listening, fieldtrips, guest lectures, audio workshops, and writing. The course pays particular attention to concerns of writing sound, writing with sound, and writing about sound. Writing sound is approached as a practice, with modes of inscription that might include writing or audio recording. With an emphasis on developing ways of using written language to address sound as an ethnographic concern, we will also attend to the breadth of the meaning of “phonography” by listening to ethnographic recordings and creating short audio pieces at the end of the semester.
ANT 340C Ethnographic Research Methods
Understanding human behavior is immensely challenging. Fortunately, there are tools to help us make sense of social, cultural and political complexity. This course offers an introduction to the various methods and techniques used in conducting ethnographic research such as participant observation, interviewing, collecting life histories and genealogies, archival research, working with material culture, social media-based research, and visual ethnography. Our primary objectives will be to explore research design, what constitutes evidence, how to analyze data, and strategies for writing up and presenting results. We will pay particular attention to the ethical considerations entailed in anthropological research, including questions of knowledge production, power, location, experience, translation and representation. The course is run largely as a “hands–on” workshop, in which students practice a variety of ethnographic methods (both inside and outside of class), engage in ethnographic writing exercises, and actively guide one another’s work. Students will apply what they learn during the course to designing their own ethnographic research project, conducting independent field research, and presenting their findings to the class. By the end of the semester, they will have a firm grounding in ethnographic research methods and be better prepared for more advanced work.
PSY 305 Introduction to Cognitive Psychology
This course will expose students to theories and research on a multitude of cognitive processes, including memory, language, attention, and pattern recognition. Emphasis is on attainment of content knowledge within cognitive psychology, and the development of critical thinking skills. Students are expected to learn how and why research findings support (or disconfirm) the relevant theories about each cognitive process.
PSY 319K Social Psychology
Social psychology is the scientific study of how people think about, influence, and relate to one another. The motivations, cognitions and emotions related to these behaviors are of particular interest. After completing this course, you will: • Understand basic statistical and methodological concepts, and be able to evaluate the appropriateness of research conclusions • Be aware of the fundamental principles, theories, and research in social psychology • Understand social thinking concepts such as self-esteem, the fundamental attribution error, and belief and behavior • Understand social influence concepts such as persuasion and group dynamics • Understand social relations concepts such as prejudice, aggression, love, conflict, and helping • Apply social psychology concepts to everyday life and your experience
PSY 340M Industrial Psychology
Purpose: According to the Bureau of Labor Statistics, the average working American spends nearly 9 hours a day on weekdays and many Americans also work on weekends averaging over 5 hours a day (American Time Use Survey, 2016). Work is a major part of daily life and a unique psychological experience. The purpose of this course is to introduce you to basic theories and research about the factors that affect peoples’ experience of and performance at work. This concerns both individual factors, such as the work motivation and hiring practices, and organizational factors such as the effects of organizational structures and leadership practices.
This course introduces students to the theory and practice of technical professional communication through its recent social justice turn. While TPC has traditionally focused on workplace writing, communication about technical and specialized topics (e.g., environmental impact statements), communication using technology (e.g., webpages, social media), and supplying information on how to complete tasks (e.g., instructions), its social justice turn has encouraged researchers and practitioners to identify ineffective or discriminatory communication strategies and design intersectional alternatives that can not only build for the participation of more users but also improve and save lives. The main goals of the course are (1) to ascertain the larger role theories of justice can play in technical and professional communication practice; (2) to consider the role of audience(s) and their purpose(s) in reading and writing technical documents; (3) to integrate research, writing, and design in standard genres of technical communication; (4) to design effective technical documents with attention to text, visuals, and usability; and (5) to work with current technologies for document design.
Urban food deserts, opioid abuse, chronic drought, obesity epidemics, global climate change—the stuff of everyday headlines. We are increasingly confronted with vastly complex problems that offer no easy solution. These "wicked problems," as they have become known, are so difficult to address that they require the coordinated efforts of scientists, politicians, community leaders, and industry partners. However, bringing such a diverse array of people together to tackle a specific problem is no easy task. Success will require "the formation of new professional roles: translators, mediators, facilitators of debates and negotiations, and political organizers" (Callon, Lascoumes, and Barthe). Subsequently, the Spring 2019 edition of RHE 328 is devoted to preparing aspiring technical communicators for these new professional roles. Specific course units will focus on: 1) the nature of wicked problems and the roles for technical communicators, 2) practical approaches to translating scientific and technical information for diverse audiences, 3) effective strategies for engaging public audiences around wicked problems, and 4) best practices for facilitating productive stakeholder dialogue.
This course will examine, explore, and exercise techniques for designing accessibility in digital writing and with physical computing devices. To accomplish these tasks, students will examine texts that foreground communication media as mediating bodies and technologies, which will include topics such as accessibility, universal design, disability studies, and media theory. We will explore these meditations by locating accessibility in how online communication circulates with and against bodies (digital documents and online sites) as well as how digital devices (i.e. arduino-based sensor projects) can assist how bodies circulate in space. In addition to course readings, case studies, and class discussions, the class will exercise accessible concepts by working together to design, develop, and deploy accessibility devices with accompanying documentation (e.g. user guides and project websites) that rhetorically respond to a site of contested access.
This course will examine, explore, and exercise techniques for designing accessibility in digital writing and with physical computing devices. To accomplish these tasks, students will examine texts that foreground communication media as mediating bodies and technologies, which will include topics such as accessibility, universal design, disability studies, and media theory. We will explore these meditations by locating accessibility in how online communication circulates with and against bodies (digital documents and online sites) as well as how digital devices (i.e. arduino-based sensor projects) can assist how bodies circulate in space. In addition to course readings, case studies, and class discussions, the class will exercise accessible concepts by working together to design, develop, and deploy accessibility devices with accompanying documentation (e.g. user guides and project websites) that rhetorically respond to a site of contested access.
RHE 330C When Topic Is Appropriate
How do people use texts to communicate and solve problems in organizations - and how can we help them improve? In this class, you'll learn how to answer that question. You'll design and conduct a field study of an organization, watching actual people communicate and solve actual problems. You'll analyze the results, generating a model of how they communicate and where their solutions do and don't work. Finally, you'll design a text that will help them fix their problems. RHE 330C involves four major projects: Project 1: Designing a study of an organization (20%). In Project 1, you will identify a research site, gain permission to do research there, and design a research study. You'll follow this design as you conduct the study in Project 2 and analyze the results in Project 3. At the end of Project 12, you’ll turn in a research proposal, consent form, and interview script. Project 2: Conducting the study of the organization (30%). In Project 2, you’ll put your research design into action, observing people, interviewing them, and looking at their texts. At the end of Project 2, you’ll turn in your data and an interim report of your findings. Project 3: Analyzing the study results (35%). In Project 3, you’ll carefully analyze your data by using several models, which will help you see patterns in how people work and in the problems they encounter and will help you recommend changes. At the end of Project 3, you’ll turn in a recommendation report and the models. Project 4: Testing a solution (15%). Now that you have diagnosed issues at the research site and generated recommendations for addressing them, it's time to turn those abstract recommendations into concrete solutions. Your group will use one or more participatory design techniques to develop and test an early-stage solution implementing one of your recommendations. At the end of Project 4, you’ll turn in the solution along with a report describing how well the solution worked.
Mobile computing devices have become ubiquitous in our communities. From cooking to navigation, their presence has improved the quality of our daily lives. According to the Pew Research Center, 64% of adults own a smartphone, and that number increases to about 80% when we consider 18-35 year olds. At a rate of 69% per year, we’re spending more time on our phones that ever before. Such a trend emphasizes the need to consider how we design mobile environments, especially as they interface with physical environments. This course focuses on principles of user experience (UX) design. Specifically, it focuses on the creation of low-fidelity mobile application solutions, which are designed to help users explore and create meaningful and personally relevant experiences within their environments. While this is not a graphic design, programming, or human-computer interaction course, we will cover techniques from those disciplines to guide our work. Our goal will be to engage with design as a rhetorical form that can transform how users understand and communicate in their environments. No prior design experience is required. This will be a project-based workshop that emphasizes project management and collaboration.
SOC 321R Sociology of Race and Work
Asian American scholar Lisa Lowe notes that contrary to liberal and Marxian notions, labor is never abstract. Instead, individuals’ racial and gender characteristics deeply shape how labor markets emerge, the ways by which workers get slotted into the world of work, and how skills are evaluated. This perspective shapes the backbone of this undergraduate seminar, which is a critical examination of work over the 20th and 21st centuries through a gendered, racial lens. Jobs are gender segregated; men and women’s work is evaluated differently; and, women’s work—often as important as that of men—is remunerated at lower levels. And in all of this, race matters. Note: The purpose of this course is to sociologically examine concepts such as labor markets, globalization, care work, sex work, and gender/ racial segregation of the work place. This course is cross-listed with Asian American Studies and Women’s Studies.
College of Natural Sciences
This practicum course will be focused on developing a STEM-related product or solution to authentic Environmental Sustainability projects sourced at UT Austin. You’ll receive project problem statements from UT departments and given the semester to develop a solution. Your solution entail design, prototyping and testing, market research, or procedure or policy development. Most problems will be interdisciplinary in nature and involve teams of students from different majors. The instructor for the course will help facilitate student groups in developing project milestones, tracking progress, identifying expert consultants, targeting market opportunities, and preparing project results for presentation and dissemination. The Inventors Program will connect you to the Engineering Texas InventionWorks space and the CNS Makerspace. The program will also support the majority of prototyping material costs.
NSC 325 Inventors Program Practicum (When Topic Is Appropriate)
Topics vary.
TXA 305 Textiles
Students will be able to develop the skills of properly choosing textile materials that can meet the requirements of both apparel manufacturers and consumers. It is a complete following of the path of how fabrics are made from fibers, to yarn, to fabric, coloration and finish.
This introductory Fashion Design Thinking course encompasses the design process from a creative and human centered perspective. Students will learn how to use primary and secondary forms of inspiration to develop a collection that’s thoughtful, creative and user centered. Students will incorporate both 2D sketching and 3D fabric exploratory processes to create fashion collections that are developed from multiple mediums. The focus of the course will highlight design thinking terminology, design elements and principles, both the linear and non-linear creative process of inspiration documentation and design experimentation. Fashion Design Thinking will introduce the purpose and value of developing the process book which is used as a collection of ideas for design ideation. Throughout the semester, students will research and develop design ideas incorporating detailed techniques and silhouette exploration. This course aims to push creativity while developing 3d samples to understand the exploratory prototype. Full garments will not be made, but the sewing machine will be utilized to increase awareness of student design choices on a small scale and to understand how fabric choices will behave before committing to a full garment.
TXA 327 Clothing and Human Behavior
This course examines the social, cultural, biological, and economic significance of clothing and appearance. The influence of fashion, clothing and “beauty” on behavior and communication is emphasized within a framework of current research findings and theories. This course carries the flag for Cultural Diversity in the United States.
School of Architecture
ARC 308 Architecture and Society
Introduction to the social contexts, potential, and consequences of architecture and interior design. Educational Objectives: 1. To establish a perspective of the role and influence of architecture in society and vis-a-vis other disciplines in the arts and science. 2. To develop an understanding of how architecture is shaped by and reflects cultural values and social organization. 3. To present a broad picture of issues and factors which influence architectural design. 4. To understand how global cultures create environments that both reflect and shape their values.
ARC 327F American Dream: Status Quo and Alternatives
ARC 327R Managing the Design Project
Advanced topics in architecture and associated disciplines to encourage critical and theoretical thinking. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Topic 1: The Modern American City. Same as Geography 337 and Urban Studies 352 (Topic 1: The Modern American City). Issues facing residents of United States cities, such as transportation and housing, poverty and crime, metropolitan finance, environmental and architectural design; historical/comparative urban evolution. Prerequisite: Upper-division standing. Topic 2: American Dream: Status Quo and Alternatives. Same as Urban Studies 352 (Topic 2: American Dream: Status Quo and Alternatives). Topic 3: Urban Design Practice. Same as Urban Studies 352 (Topic 3: Urban Design Practice). Topic 4: Economy/Value/Quality of Life. Same as Urban Studies 352 (Topic 4: Economy/Value/Quality of Life).
This seminar involves intense inquiry into design process and methodologies. The objective is to address the creative and intuitive as well as problem solving and decision making within the process of building design. There are many ways to approach design. How does the kernel of an idea begin and how does that idea, through many transformations become an artifact—a building? This seminar will also address different design methods, particularly how analog and digital media affect the design process. We will fully immerse ourselves in the manner architects think, how they operate and their own theory of making. Ultimately, you will learn a bit about your own position as a thinker and maker.
In 2008, California introduced the first-in-the-nation Green Building Standards Code to encourage sustainable construction practices. While the adoption of this set of rules (and other similar provisions across the country) marked a significant moment in the process of the greening of building regulations, it represents only one moment in the nation's history of environmental action, and in that of code-making. Two parallel narratives, and their eventual mergence will be the subject of this seminar and will serve as a springboard for a critical discussion about sustainability. The first is an account of the rise of environmental awareness and of how it was gradually standardized by law-makers, interpreted through technology, and shaped by the market. The second is a story of the agendas that shaped the American house (we will focus on the single-family house as an example), and the regulations that govern it. The goal will be to expose the wide-ranging consequences of their convergence; the combined influence of building regulations and financial incentives on environmental awareness and environmentally-driven design as practiced today.
ARC 328 When Topic is Appropriate
This course is intended to serve as an exploration of African American experiences with the built environment in the United States from the American colonial period to the present. The course is arranged chronologically and thematically to consider conventional topics such as plantation architecture and segregated space but offers an opportunity to explore other themes often neglected in the canon of American architectural history such as sites of urban slavery, freedmen’s communities, evolution of the African American architect, convict laborers’ contributions to American architecture, early African American architects, interwar design, post WWII modernism and social reform, and reclamation/formation of an African American architectural identity. Students will explore who or what defines the African American architectural experience in the framework of what constitutes American Architecture.
ARC 350R Race and Gender: By Design
This seminar will examine the relationship of design relative to the narratives of race, gender, and diversity. The course will be organized in related but distinct topical areas engaging in a critical discourse on ethnicity, race, gender and sexuality within a multi-disciplinary exploration of design and design issues. The laYer part of the seminar will leverage the gained understanding into our own shared postulations as we look to seek out and discover a contemporary framing of this complex, critical, and sometimes personal conversation.
ARC 350R When Topic is Appropriate
ARC 351R When Topic is Appropriate
ARI 318K Interiors and Society
Concepts, principles, and elements of interior design, presented in artistic, philosophical, and professional contexts. Includes a basic historical overview of the development of interior design.
ARI 338 Designing for Human Behavior
Issues of mood, privacy, perception, proxemics, and preferences applied to the design of interiors. COURSE OBJECTIVES: The student will be able to: … Research on designing interiors for human interactions within built environments. … Apply environmental and behavioral research in homes, workplaces, and other commercial spaces. … Advise how to design interiors for human interactions within built environments. … Conduct basic research into the mysteries of person-environment relations. … Evaluate new and renovated facilities.
School of Business
MAN 327 Innovation/Entrepreneurship
MAN 327 is a course on the foundations of entrepreneurship and as such will examine various fundamental elements of entrepreneurship and general business from historical, philosophical, economic, and sociological lenses. It is NOT a “how to start a new business” or “how to design the next killer app” class. The course focuses more on the entrepreneurial mindset and helps students understand the role of entrepreneurship in the allocation and distribution of scarce resources for wealth and prosperity in society, and entrepreneurship’s influence on contemporary world issues. By examining how different opportunities result in various organizational structures and by understanding the unique requirements of those structures as they serve a variety of ideas, this course will examine entrepreneurship and the development of new venture ideas through multiple lenses and perspectives. Students learn the basic theories used to explain and to understand entrepreneurial activity, which prepares them to begin critical thinking and strategic analysis of their own entrepreneurial ideas. Focus of the course is on how to identify potentially profitable business opportunities and how to use scarce resources most effectively for the creation of wealth and prosperity. Course Objectives: 1. Students are introduced to basic theories of entrepreneurship and understand trends in both the research and practice of entrepreneurship. 2. Students understand the role of entrepreneurship in the allocation and distribution of scarce resources for the creation of wealth and prosperity in society. 3. Students learn how to identify and assess potentially profitable entrepreneurial opportunities. 4. Students learn general business principles and how to apply them to maximize firm profitability. 5. Students learn how to think and act entrepreneurially, either with nascent enterprises or within existing organizational environments. 
School of Engineering
This Maymester will prepare you to design clinically translatable solutions that consider the role of sociotechnical factors in technology adoption. The course will explore the design of computer systems for supporting medical decision-making through understanding of cognitive biases, how people develop expertise, and the current challenges in medical decision-making. This interactive course features discussion of scientific papers; interviews of healthcare professionals, both European and American; professional field trips (e.g., healthcare facilities); and writing, peer-review, and revision of a scientific proposal to design a new or improved system to support medical decision-making. Classes will be taught by UT faculty at the University of Porto. From its medieval winding streets and countless monuments, to its green spaces, rich culture, and active nightlife, Porto offers something for everyone. The goal of International Perspectives on Biomedical Engineering Design is to enable students to consider sociotechnical factors in designing clinically translatable solutions. Students learn human-centered design methods to understand the people for whom they are designing and to identify actionable problem statements. This Maymester 2019 course offering focuses on the design of health information systems for supporting medical decision-making.
ES 277, Humanitarian Product Development is a two-course sequence (fall and spring) open to all engineering majors, design majors, and other degree plans such as , social work and humanities. Students work in small interdisciplinary teams to address needs of refugees, displaced people, and others who have limited resources. Projects are suggested by a senior officer at the International Federation of the Red Cross and Red Crescent Societies (IFRC) who provides guidance throughout the semester. Over the course of two semesters, teams work to research, conduct experiments, and create prototypes while learning about principles of design, project management, and product development.
E S 301 Engr Design/Problm Solving
The Engineering Design and Problem Solving course will introduce students to the scope of engineering, foundations of engineering science, and engineering design. Engineering fundamentals and design methods are addressed through rigorous design challenges and reverse engineering and redesign modules. The modules are designed so that the students learn specific engineering content as they solve engineering problems in multiple contexts. Knowledge, Abilities, and Skills Students Should Gain From This Course: As outlined in Accreditation Board for Engineering and Technology (ABET) standards: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an ability to communicate effectively (g) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
M E 359 Materials Selection
The purpose of this course is to describe commercial nomenclatures for all common materials systems, to present basic methods for translating mechanical engineering functional requirements into materials property/selection format, and to develop methods for identifying and selecting materials for applications.
In this course, you will learn how to solve medical device design problems using systematic design thinking and practices. At the end of the course, you will be able to: Interpret clinical needs and define an open engineering medical device design problem, including formulating engineering requirements/specifications to address a marketable need. Generate concepts in a way that promotes both creativity and usefulness. Make well-informed, well-justified design decisions in the early and later stages of design Design and analyze experiments, following statistical best practices in Design of Experiments (DoE). Embody solutions with “Design for X” considerations, where the X could represent manufacturing, assembly, quality assurance, regulatory compliance. Communicate intermediate and final designs clearly and effectively in written and oral formats
M E 379M Issues in Humanitarian Engineering
This course examines the opportunities for engineering solutions to positively impact marginalized groups such as low- income communities, disaster areas, and refugee camps. The course will take place in Paris, France and will include visits to various humanitarian and development organizations. A two-day field trip is planned to Geneva where the class will visit the International Federation of the Red Cross and UN Refugee Agency, each of which will provide specialists to talk on a number of different subjects. Topics considered in the class will include the challenges faced in working with marginalized communities, appropriate technology for these communities, key humanitarian organizations and their roles in aiding communities. Class time will be divided between formal lectures by the instructor and guest speakers, field trips, and student presentations on key topics. What will I learn? Main skills and attitudes to be developed: • Awareness and knowledge of how engineering applies to marginalized communities • Awareness and knowledge of challenges faced in working with marginalized communities • Awareness and knowledge of major humanitarian aid organizations • Knowledge of appropriate technology for vulnerable communities • Expertise in literature and web research and evaluation of sources • Experience in making concise and clear presentations
School of Information
I 301 Intro to Informatics
This course will introduce students to informatics. Students will explore the foundations of the field, the core values and the concentration areas offered by the UT iSchool Informatics program. Overview of the information field as it relates to the technology-based world culture. Topics may include the idea of information, information in relation to technology and culture, information technology in education, information literacy and the "digital divide," information and communication technology, information and gender, public information policy, and information organization and preservation.
I 310 Gender and Digital Culture
Examines information as a cultural phenomenon. Topics may include e-commerce, privacy and secrecy, censorship, information as a commodity, Internet culture, access to cultural heritage, and control of the cultural record.
I 310 User Research
This is an introductory course designed for undergraduate students of all majors who are interested in the topic of user research in human-computer interaction and user experience design. Throughout the semester, you will learn the basics of how to conduct user research (e.g., user research methods, preparation for research, and participant recruitment), as well as how to analyze and report your research results to inform product design.
I 310 When Topic is Appropriate
The rapid expansion of the Internet, e-commerce, and mobile devices has brought software user experience design into prominence. As more and more information exists in electronic form (and sometimes ONLY in electronic form), the storage and retrieval of information is increasingly a human-computer interaction (HCI) design problem. In the modern world, it’s increasingly important for product managers, designers, and developers to depend NOT on their own intuitions as to what designs are likely to be usable. The way user interface designers and developers address this intentionally is by pursuing a practice of “user-centered design” (UCD). UCD involves employing a collection of user experience engineering methods across the life-cycle of a software product (or, indeed, any product, workflow, or other artifact). The class will cover three major areas: 1 – perceptual psychology, cognitive psychology, and other scientific underpinnings of user experience 2 – the methods used in the pursuit of UCD, and 3 – careers in UX.
I 310U User Experience Design
This course introduces students to foundational knowledge, methods and skills for designing human-centered user experience (UX) around interactive systems. Students will become familiar with user research, concept generation, and design methodologies such as sketching, storyboarding, wireframing, prototyping etc. In addition, students will also learn how to collaborate in a team setting, communicate design rationales, and present compelling narratives about their work. The class will be structured with lectures as well as hands-on design activities, projects and design critiques.
Healthcare changes everyday. From the people who practice medicine, to the technology behind  personal health and professional practice. The goal of this course is to help develop practical  design and research skills while learning about the many facets of healthcare. Students will get a high level overview of healthcare systems in relation to technology across  history, mindsets, the world, ethics, and wellness. By the end of the course, students will have a  holistic understanding of healthcare as a system, healthcare as impacting people, and healthcare  as information.
I 320 Information in Cyberspace-WB
An overview of the history and social impact of Internet, Web, and other network technologies. Students will learn methods and tools of media creation with an emphasis on technological self-sufficiency.
This course is designed to give students a holistic understanding of the research & design process. Each section covers what it means to apply research and design to problems faced by consumers, businesses, and groups of people. The techniques covered in this course will help students gain confidence in visual communication, research techniques, understand the different practices related to learning about users, and the elements of design.
I 320U When Topic Is Appropriate

Integration Essay

A 3-4 page essay in which you reflect on what you learned and accomplished through your BDP experience.

Important Notes on Fulfilling Your BDP Requirements

For more information on courses, please consult your BDP advisor ( or the course schedule.