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User-Centered Design In and Beyond the Classroom: Toward an Accountable Practice
ARTICLE

, University of Arizona, United States ; , , , , , , , , University of Washington, United States

Computers and Composition Volume 49, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

The authors, an instructor and students, describe our practice of user-centered design on three levels: in the design and structure of an advanced undergraduate course in which we all participated, in student projects designed during the course, and in our reflections on the course presented here. We argue that principles of user-centered design can and should be more than course concepts and assignments; they can be core practices of the course that hold both students and teachers accountable for the impacts of their rhetorical choices. We offer a model for other teacher-scholars looking to involve students in the design of their courses and in writing together about their work.

Citation

Shivers-McNair, A., Phillips, J., Campbell, A., Mai, H.H., Yan, A., Macy, J.F., Wenlock, J., Fry, S. & Guan, Y. (2018). User-Centered Design In and Beyond the Classroom: Toward an Accountable Practice. Computers and Composition, 49(1), 36-47. Elsevier Ltd. Retrieved November 14, 2019 from .

This record was imported from Computers and Composition on January 29, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compcom.2018.05.003

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