I am currently teaching CPSC4810/CPSC8810/HCC8810: Psychological Theories in Quantitative HCI Research (syllabus).
If you want me to help on your project, be your advisor, or do an internship with me, please read this.
During my time at UC Irvine (UCI) and the Eindhoven University of Technology (TU/e) I have taught several courses, guest lectures, lab sessions and tutorials. I have also coached several junior PhD students (at UCI), six research interns (at UCI), and two design project groups (at TU/e). Below I highlight some of these past teaching activities.
I organized an informal seminar (six 2-hour meetings) on advanced quantitative research methods. The main goal to teach attendees some advanced methods to analyze user behavior and/or questionnaire answers from log data, surveys or experiments.
Topics discussed were:
I developed a new syllabus and project assignments for the Information and Computer Sciences course “Human Factors for the Web”. This course is a general elective that introduces students from all across campus the basic principles of HCI and Design.
I updated the course to feature a main project that introduced students to human-computer interaction, user research methods, user-centered product design, and prototyping. In 10 weeks, students were challenged to design an interface that enables users perform an existing task (e.g. signing up for classes) in a radically new way. Course materials can be found here.
I teach a recurring guest lecture on Privacy in the Information and Computer Sciences course “Internet and Society”. The guest lecture covers topics like online tracking, social network privacy, and user-centric ways to support better privacy decision making. Slides of the guest lecture can be found here.
I teach a recurring introduction lecture to the “Senior Design Project”; the capstone project for Information and Computer Sciences majors. The introduction lecture gives students an overview of the Human-Centered Software Design methods that they will be using over the course of the project (three academic quarters). Slides of the guest lecture can be found here.
My involvement in the course Thinking and Deciding started as a guest lecture on my Cognitive Modeling Tools project. The lecture was a repeating item for three years, which included a broadcasted lecture from Carnegie Mellon on a Tuesday morning at 5am local time. I also introduced a poster presentation session in this course, for which students had to find applications of cognitive science in technology.
After my Master's I became main lecturer of the course, giving lectures on applications of cognitive science such as usability research, agent-based technology, navigation software, and recommender systems. Each lecture included an assignment in which students had to link fundamental knowledge from the course syllabus to the practical examples demonstrated in class. Lecture-slides of my introduction lecture can be found here.
All Human Technology Interaction Master students take the course "Design Track A", in which they are taught contextual design and usability evaluation methods. Students complete the course by practicing their newly acquired techniques in a design project.
In the Fall semester of 2009 I coached two project teams, one for Vound/Aduna and one for TechInno. Students received feedback and asked for advice in weekly project meetings.
For my job at Aduna, I gave a guest lecture at TU/e for a course on Web Information Systems. In the lecture I taught students on interaction design and paper prototyping, and on the importance of a user-centric approach to information system development for the web. Lecture slides can be found here.
The lecture included an assignment in which students acquired hands-on experience with paper prototyping and think-aloud testing.
The measurement course taught students how to measure attitudes, evaluations and behavioral intentions. Students had some problems with the very conceptual level of the course, so I was asked to provide a more practical discussion of the course material. This included a tutorial on questionnaire design, a series of lectures on Rasch models, and a series of lectures on exploratory factor analysis, each accompanied by an assignment.
Like the measurement course, the introduction course to research methods included a conceptual and a practical part, of which I taught the latter. This included lectures on the T-test, ANOVA, correlation, regression and factor analysis. Students performed weekly assignments to apply their knowledge on a running research example using SPSS.
For the social science course I developed several sociological models in NetLogo. The Setting Standards, Disseminating Cultures, and Schellingdale models were used in the course to teach the principles of unusual macro-level dynamics created by micro-level behaviors.