We are pleased to announce that our Programmatic Perspectives article entitled, “What do we teach when we say we teach UX? A study of the practices of TPC instructors.” was awarded a Research Article by CPTSC.
Read or download the article:
The Art and Science of Teaching User Experience
We are pleased to announce that our Programmatic Perspectives article entitled, “What do we teach when we say we teach UX? A study of the practices of TPC instructors.” was awarded a Research Article by CPTSC.
Read or download the article:
The goal of this special issue is to highlight the growing focus on teaching user experience (UX) in technical and professional courses and programs. We are soliciting articles for a special issue of Communication Design Quarterly that present stories from the classroom to create a shared understanding of the breadth and diversity of how UX is taught in TPC. We seek research articles illustrating theoretical and applied discussions of teaching UX, and experience reports or teaching cases that share how UX is implemented in assignments, activities, and assessments. We are especially interested in work that highlights the opportunities to connect UX and social justice within TPC programs.
User experience (UX) has a long intertwined history with technical and professional communication (TPC) (Redish, 2010; Redish & Barnum, 2011; Rose & Schreiber, 2021). However, UX is an interdisciplinary field that draws from computer science, psychology, anthropology, among others (Redish, 2010). While the field of UX is interdisciplinary, most academic programs are not. Given the growth of the field of UX and the interest from newcomers attempting to enter the field, there are many opportunities and options for people to learn about UX. These opportunities occur both within and outside of the academy, including at for-profit bootcamps that students can take in addition to or in lieu of bachelors or masters programs. This growing interest in UX is an opportunity for TPC programs to reflect and share their approaches to teaching UX that center social justice as a key theoretical framework (Haas & Eble, 2018). Instructors who teach in fields related to communication design teach UX in unique and innovative ways.
We define UX as: an interdisciplinary professional practice and field, an iterative process, an outcome with material impacts (Buley, 2013; Turner & Rose, 2021). We distinguish the larger practice of UX as different from the method of usability (Rose & Turner, forthcoming). While there is emerging research of how UX is taught in TPC programs (Turner & Rose, 2022), the field needs more work looking at exactly how TPC instructors enact their pedagogical goals and methods within the classroom (Shivers-McNair et al., 2018; Tham 2021). A key component of UX pedagogy is providing opportunities for students to grapple with this complexity and practice based struggles of UX (Scott 2008, Chong 2012, Rose & Tenenberg 2017). Working in UX is rhetorically a complex endeavor with a variety of communication goals and audiences (McDonald, Rose, & Putnam 2021).
Similarly to the larger social justice turn in the field of TPC (Walton et al., 2019), there are opportunities to disrupt and question the industry-centric perspectives to UX (Rose et al., 2018) and explore broader contexts for user advocacy (Acharya, 2018, 2022). Critical to UX pedagogy in TPC is the need to decenter whiteness and engage Black experiences and expertise in UX. As defined by the CCCC Black Technical and Professional Communication Position Statement with Resource Guide (Mckoy et al., 2020):
User experience design from the perspective of Black TPC taps into Molefi K. Asante’s concept of Afrocentricity by placing the suppressed histories and experiences of the Black Diaspora at the center of evaluating the social, economic, and political aspects of design. These perspectives are driven by practitioners (rather than scholars) of technical and professional communication who push against the marginalization of Black lived experiences in design thinking. Their perspectives encourage us to consider design as it positively impacts and emerges from the needs of the Black community.
We resist techno-centric definitions of UX that perpetuate white supremacist logics of expediency (Jones, 2016) that maintains the status quo.
Previous research has shown that instructors from TPC programs can and do teach UX in interesting and nuanced ways that are highly variable and flexible (Turner and Rose 2022). However, evidence from this study also highlights how TPC instructors are often UX teams of one and sometimes experience feelings of inadequacy or imposter syndrome due to a lack of training in teaching UX or having industry experience in UX (Turner and Rose 2022). This finding echoes previous work that highlights that instructors do not receive preparation in their graduate programs and feel underprepared to teach topics such as usability (Chong, 2012) and current TPC textbooks do not fully cover these topics (Chong, 2015).
In this special issue, we are interested in highlighting the expertise and practices of instructors by showcasing their innovative approaches to teaching UX to students and designing UX programs. We are not referring to the ways students experience curricular materials, for example, the usability of a syllabus or thinking of students as co-creators of academic products (Bartolotta et al., 2017; Brizee et al., 2012; Crane & Cargile Cook, 2022; Opel & Rhodes, 2018). While that scholarship is needed, it is outside of the scope of this special issue.
We are seeking research articles that illustrate theoretical and applied discussions of teaching UX, and experience reports in the form of teaching cases with pedagogical approaches about how to design, scaffold, and implement UX assignments, activities, and assessments. We are especially interested in work that highlights the opportunities to connect UX and social justice within TPC programs. For experience reports, we envision that authors would propose a teaching case and submit instructional material that can be peer reviewed and, if accepted, published in the ACM Digital Library.
The guest editors invite proposals for original research papers and experience reports that address issues such as, but not exclusively, the following topics:
Proposals should be up to 500 words in length (not including references) and sent as an email attachment in .docx format to ejrose@uw.edu. All proposals should include the submitter name, affiliation, and email address as well as a working title for the proposed article.
Please include in your proposal the following information:
The schedule for the special issue is as follows:
Completed proposals or questions about either proposal topics or this special issue should be sent to Emma J. Rose (ejrose@uw.edu) and/or Heather Noel Turner (hturner@scu.edu)
Jones, N. N. (2016). The technical communicator as advocate: Integrating a social justice approach in technical communication. Journal of Technical Writing and Communication, 46(3), 342-361.
Acharya, K. R. (2018). Usability for user empowerment: Promoting social justice and human rights through localized UX design. SIGDOC 2018 – 36th ACM International Conference on the Design of Communication. https://doi.org/10.1145/3233756.3233960
Acharya, K. R. (2022). Promoting Social Justice Through Usability in Technical Communication: An Integrative Literature Review. Technical Communication, 69(1), 6–26. https://doi.org/10.55177/tc584938
Bartolotta, J., Bourelle, T., & Newmark, J. (2017). Revising the Online Classroom: Usability Testing for Training Online Technical Communication Instructors. Technical Communication Quarterly, 26(3), 287–299. https://doi.org/10.1080/10572252.2017.1339495
Brizee, A., Sousa, M., & Driscoll, D. L. (2012). Writing Centers and Students with Disabilities: The User-centered Approach, Participatory Design, and Empirical Research as Collaborative Methodologies. Computers and Composition, 29(4), 341–366. https://doi.org/10.1016/j.compcom.2012.10.003
Chong, F. (2012). Teaching usability in a technical communication classroom: Developing competencies to user-test and communicate with an international audience. 2012 IEEE International Professional Communication Conference, 1–4.
Chong, F. (2015). The Pedagogy of Usability: An Analysis of Technical Communication Textbooks, Anthologies, and Course Syllabi and Descriptions. Technical Communication Quarterly, 25(1), 12–28.
Crane, K., & Cargile Cook, K. (2022). User Experience as Innovative Academic Practice. WAC Clearinghouse, University Press of Colorado. https://doi.org/10.37514/TPC-B.2022.1367
Haas, A. M., & Eble, M. F. (2018). Key Theoretical Frameworks: Teaching Technical Communication in the Twenty-First Century. University Press of Colorado.
Mckoy, T., Shelton, C., Sackey, D. J., Jones, N. N., Wourman, J., & Harper, K. C. (2020, October 5). CCCC Black Technical and Professional Communication Position Statement with Resource Guide. Conference on College Composition and Communication. https://cccc.ncte.org/cccc/black-technical-professional-communication/
Opel, D. S., & Rhodes, J. (2018). Beyond Student as User: Rhetoric, Multimodality, and User-Centered Design. Computers and Composition, 49, 71–81. https://doi.org/10.1016/j.compcom.2018.05.008
Redish, J. (2010). Technical Communication and Usability: Intertwined Strands and Mutual Influences. IEEE Transactions on Professional Communication, 53(3), 191–201.
Redish, J. G., & Barnum, C. (2011). Overlap, Influence, Intertwining: The Interplay of UX and Technical Communication. Journal of Usability Studies, 6(3). http://dl.acm.org/citation.cfm?id=2007456.2007457&coll=DL&dl=GUIDE&CFID=476800970&CFTOKEN=85764636
Rose, E. J., Edenfield, A., Walton, R., Gonzales, L., McNair, A. S., Zhvotovska, T., Jones, N., de Mueller, G. I. G., & Moore, K. (2018). Social Justice in UX. 1–2. https://doi.org/10.1145/3233756.3233931
Rose, E. J., & Schreiber, J. (2021). User Experience and Technical Communication: Beyond Intertwining. Journal of Technical Writing and Communication, 51(4), 343–349. https://doi.org/10.1177/00472816211044497
Shivers-McNair, A., Phillips, J., Campbell, A., Mai, H. H., Yan, A., Macy, J. F., … & Guan, Y. (2018). User-centered design in and beyond the classroom: Toward an accountable practice. Computers and Composition, 49, 36-47.
Tham, J. (2021). Design thinking in technical communication: Solving problems through making and collaboration. Routledge.
Turner, H. N., & Rose, E. J. (2022). What do We Teach When We Say We Teach UX? A Study of the Practices of TPC Instructors. Programmatic Perspectives, 13(1), 61–102.
Walton, R., Moore, K., & Jones, N. (2019). Technical Communication After the Social Justice Turn: Building Coalitions for Action. Routledge.
In October 2022, Drs Turner and Rose conducted an in-person workshop on Pedagogy of UX: Designing UX Assignments within a Community of Practice for the 2022 ACM SIGDOC conference in Boston, MA. The workshop discussed the findings from Drs Turner and Rose’s published scholarship interviewing and surveying UX instructors on how they teach UX. They invited the workshop participants to share their own experiences in teaching UX and explained two tools for designing assignments.
The first research article from our ongoing UX pedagogy project has just been published. “What do We Teach When We Say We Teach UX? A Study of the Practices of TPC Instructors” is now available in the most recent issue of the journal Programmatic Perspectives. Thank you to our participants, the Council for Programs in Technical and Scientific Communication for a research grant to support our work, Santa Clara University‘s Office of the Provost for funding the hiring of undergraduate research assistants (Jia Seow and Teresa Contino), and Jia and Teresa for getting deep in the data with us!
Co-designing Community-Engaged UX Pedagogy: Acknowledge, Assemble, Amplify, Advocate
a workshop by Heather Noel Turner, Soyeon Lee, Emma Rose
On June 22, 2022, we were excited to host a workshop that brought together over 50 scholars, teachers, and designers to discuss how to community-engaged UX Pedagogy.
In this 90 minute workshop, facilitators and participants worked to co-design teaching materials to support community-engaged user experience (UX) courses. Specifically, we worked together to address the following:
We invited participants interested in UX and community-engaged contexts to attend including graduate students, instructors, community partners, program directors, instructional designers, makerspace staff, librarians, and all others interested in joining this coalition. We welcome individuals working in various institutions including two-year, teaching-intensive, HBCUs, Latinx serving institutions, and others with expertise in connecting pedagogy and communities.
Given the high attendance in the workshop, we sense that there is much interest in the topic of how to do community-engaged projects in UX classes. Based on a pre-workshop survey, we learned that most attendees were instructors and most considered their experience as emerging (51%) when it came to teaching UX Others considered their expertise as proficient (38%) or expert (10%). We also asked participants if they currently teach or plan to teach UX classes that feature community-engaged projects, 59% said yes, 14% aid no, and 24% said maybe.
The workshop was comprised of two activities. The first asked participants to role-play the different stakeholder roles in a potential community-engaged project to understand the opportunities and tensions that arise. The second asked participants to co-design materials to conceive of a new CEUX course both in terms of a model for the course, the instructor role, and learning goals. Attendess were asked to consider the asset based framework of Acknowledge, Assemble, Amplify, and Advocate when designing their classes.
We thank the engaged participants for attending and look forward to doing more work in this space!
As part of an effort to create a Community of Practice, Heather Turner & Emma Rose hosted the first quarterly UX Pedagogy Cafè on Dec 3 from 10-11:30PT.
We were excited by the turnout of instructors from a variety of programs from around the US, attendees included graduate students, directors of programs, and faculty members.
The goal was to bring together instructors to create dialog across a wide range of experiences to learn from each other. The format was the choice of several breakout rooms to discuss and share. The breakout room topics included:
To view the starter questions, a list of resources and notes from the discussion, you can view the UX Pedagogy Cafè Slides.
In addition, the group decided to keep in touch and continue the conversation in the following ways:
Stay tuned for our next Cafe in Winter 2022!
On October 29, 2021, Drs. Turner and Rose presented “Vectors of UX decision making: A Framework for Instructors and Programs for Curricular Design and Assessment” at the 2021 conference for the Council of Programs on Technical and Scientific Communication, which was held virtually.
In this presentation, we made the case that TPC programs are well positioned to take a leading role in teaching UX. We present preliminary results from a research study that included semi-structured qualitative interviews with instructors (n=22), a survey (n=80), and a research based workshop (n=24) (see Rose and Turner 2020). In this presentation, we share results of the research that considers what decisions instructors make when designing and teaching TPC courses that include UX concepts. Using thematic analysis, we identified a set of pedagogical vectors, or decision points, that TPC instructors consider in their design and implementation of UX assignments, courses, and programs.
In October 2021, Drs Turner and Rose conducted a sold out workshop on Pedagogy of UX: Designing UX Assignments within a Community of Practice for the 2021 ACM SIGDOC conference.
You can access an extended abstract that details the workshop via the ACM Digital Library: The Pedagogy of User Experience: Designing UX Assignments within a Community of Practice
During the workshop, we shared a preliminary snapshot of results of our research project interviewing and surveying UX instructors on how they teach UX. Based on the research, we developed two tools for instructors to use when designing their own assignments. The research results are currently under review at a journal and we hope to share it more broadly soon.
Join us at the SIGDOC 2020 conference and participate in a workshop on UX pedagogy on Wednesday, October 7 from 2-4:30pm (CT).
The workshop is free to SIGDOC attendees, but space is limited. So if you are interested, we encourage you to register early.
In this 2.5 hours workshop we will work together to address the following questions:
The goal of this workshop is to understand how instructors teach UX and generate a set of evidence-based teaching practices. This is part of an IRB-approved research study with the support of a CPTSC research award.
We are pleased to announce that UX in Pedagogy has been awarded a research grant from the Council for Programs in Scientific and Technical Communication (CPSTC ). The funds from the grant will support software, participant incentives, and stipends for undergraduate research assistants.
While Technical Communication and User Experience (UX) have long, intertwined histories, Technical and Professional Communication (TPC) programs have been slower to transition to preparing students for UX roles. In this research project, we will research existing teaching practices related to UX through a mixed-method research project that includes a survey of TPC instructors about their current UX teaching practices, a corpus analysis of syllabi and assignments, and qualitative interviews with instructors of UX courses in TPC programs. The outcomes of this research will contribute to the development of best practices for teaching UX within TPC courses and programs. It will also help support the future creation of a repository of example teaching materials such as assignments and syllabi. This proposal responds to CPTSC grant opportunity as a curricular exploration that could lead to best or effective practices. UX is an important topic to the future of TPC and to date there has not been a large scale study trying to understand existing teaching practices related to UX.
Press release: CPTSC 2020 Research Grant Awards (PDF)