I am an ecological anthropologist working at the intersection of UX, research strategy, and service design. I am interested in understanding how humans think about and interact with larger systems. I am passionate about evidence-based design that makes people happy, keeps them engaged, and helps businesses grow.
I enjoy talking about critical theory, capitalism, political ecology, complexity, and imagined futures.
I also enjoy spending time outdoors with the little beings I live with (an 11yo corgi and a 3yo human).
*Featured case study
Driving enrollment while meeting diverse needs through course design
Problem
Though not widely recognized, higher education has become a hotbed of user experience research and iterative design. Faculty members and administrators all around the world are attempting to understand what their customers (students) want and how to design courses and other experiences that meet their needs and desires.
As a faculty member and head of an academic program, I acutely felt this pain-point. A key question was: how do you design courses that attract students, contribute to their learning, and positively impact college-wide aspirations?
The “answer”
The “answer” was user experience research and iterative design. Throughout the course design process I observed students and asked questions to understand what they wanted to learn; what was working; what wasn’t; what was frustrating; what was pleasurable? As answers to those questions became apparent, I made shifts in course content and delivery. And, of course, I kept asking questions.
My role
My role was to work with student-customers and stakeholders to ensure that courses were engaging while also ensuring that learning goals and enrollment aspirations were considered.
Methods used
literature review
usability testing
participatory design
surveying
focus groups
The gist of it
In order to frame the parameters of new courses to be designed, colleagues and I first met with stakeholders and senior leadership to define high-level parameters. My team and I then defined programmatic learning goals to ensure organizational alignment.
Team members individually designed courses while meeting weekly or bi-weekly to share best practices and check for alignment with organizational goals. Usability testing took place as courses were being taught. Students were brought into the design process through participatory assignments and assessments.
Testing and assessment drove iterative course design with adjustments made in response to metrics established to ensure effective learning that aligned with program and college aspirations.
Lessons learned
What students want to learn and what a program or college thinks they should learn are often not the same.
Iterative design and participatory research approaches are critical for developing courses that meet student expectations while maintaining product quality.
The customer is not always right. Challenging student assumptions about learning often leads them to new insights. It is important to stay attentive to student desires while also trusting in the expertise of faculty members.
My work.