Assistant Professor, Design Department
Loyola University New Orleans
Human Centered Design | DSGN-M330 (Fall 2024)
Human-Centered Design: Creating Interactive Educational Tools for Children
Project Description
In the Human-Centered Design course, students collaborated with Holy Name of Jesus School to design interactive educational tools that enhance learning experiences for children. The project focused on transforming traditional classroom materials into digital resources, such as interactive storytelling tools and digital books, to make learning more immersive, engaging, and effective.
Students engaged in hands-on collaboration with real users, including teachers and students, to understand their needs and refine their designs based on feedback. Through this process, students developed tools that not only looked visually appealing but also addressed meaningful educational challenges, fostering a deeper connection between design and purpose.
My Contribution
As the instructor, I facilitated this collaboration and guided students through the Human-Centered Design process. My role included:
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Organizing partnerships with Holy Name of Jesus School to provide students with real-world design challenges.
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Mentoring students on empathizing with users, incorporating feedback, and iterating on their designs to address specific user needs.
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Encouraging creative solutions, such as transforming materials into interactive formats, to make learning more engaging for children.
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Supporting students in developing tools that balance visual appeal with practical, impactful functionality.
Value and Necessity of This Project
This project integrates Jesuit values of cura personalis (care for the whole person) and service to others by creating tools that improve learning experiences for young students in the local community. It helps students:
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Learn the value of designing with empathy and purpose.
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Gain real-world experience working with clients and users.
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Reflect on how their work as designers can contribute to meaningful social and educational change.
By focusing on real-world collaboration and addressing critical educational needs, this project provides students with the skills and mindset necessary to create designs that serve others and make a lasting impact.
Project Timeline: Collaboration with Holy Name of Jesus (HNJ) School
October 1 – 4th Grade Co-Design Workshop
We kicked off the project by hosting a co-design workshop with a 4th-grade student from HNJ. Our Human-Centered Design students engaged in design activities with the student to gather initial ideas and perspectives, ensuring our designs would resonate with young learners
October 3 – Teacher Interviews
Nine students from our Human-Centered Design class, along with Dr. Lina Lee and Dr. Kim, visited the HNJ campus to conduct initial user interviews with teachers. Following school policy, we signed in as visitors and received visitor stickers for access to the campus and classrooms. Over two 40-minute sessions, we met with HNJ’s academic coach and the 3rd-grade history and social studies teachers. These interviews provided us with valuable insights into the curriculum and the specific needs of young students
October 31 – Initial Feedback from Teachers
To gather feedback on our early prototypes, we invited the 4th-grade Social Studies and Religion teacher to our campus. This session focused on evaluating the content developed by each student group to ensure it was both understandable and appropriate for 3rd and 4th graders. The feedback from this session guided our content refinement and helped us align closer to the learning objectives of HNJ’s curriculum
November 21 – Usability Testing with 4th Grade Students
We arranged a usability testing session on November 21, where approximately 13 HNJ 4th-grade students, accompanied by their Social Studies and Religion teacher, visited Monroe 151 on our campus from 1:20 to 2:00 pm. This visit, confirmed by the HNJ principal, allowed us to observe how students interact with our prototypes and gather insights on user experience directly from our target audience.
Final Outcome
Courses I teach
During my time at Loyola, I have developed and taught six courses that emphasize hands-on learning and foster a deep connection between theory and practice. These courses include Interactive 1, Interactive 2, Human-Centered Design, UX Design, UX Rapid Prototyping, and Web Portfolio Development. Each of these courses is carefully crafted to prepare students for the dynamic design industry by focusing on both technical proficiency and creative problem-solving.
In addition to these courses, I co-teach the Design Capstone course alongside Professor Scott Gericke. While I did not develop this course, I bring my expertise in user-centered and interactive design to enrich the students' experience. My role focuses on guiding students as they conceptualize, refine, and execute their final projects, encouraging them to integrate innovative approaches and apply the skills they have developed throughout the program. This course serves as a culminating experience, preparing students to transition from academia to the professional world with confidence and a comprehensive portfolio.
Each course I teach is designed with a mix of engaging activities, including lectures, software tutorials, design critiques, and project-based work. These structured sessions create opportunities for students to connect with the material, collaborate with peers, and apply their learning in meaningful ways.
My teaching philosophy centers on creating clear and measurable learning objectives tied to classroom instruction and assignments. I continuously evaluate the effectiveness of my teaching to identify areas for improvement and adapt to the needs of my students. I encourage student interaction and peer-to-peer learning through small group discussions and hands-on activities that bridge the gap between theory and practice.
In my courses, I guide students through active learning exercises that develop their critical thinking and problem-solving skills. Through design critiques, students refine their ability to analyze and improve their work while learning to use Human-Computer Interaction (HCI) techniques, including heuristic evaluations, needfinding analysis, prototyping, personas, and storyboards.
A typical class session balances instruction with practice. For example, the first hour of class often includes interactive lectures or class discussions on key topics, followed by breakout activities where students explore their ideas and discuss them collaboratively. The remaining two hours focus on hands-on design tasks, giving students the opportunity to work on their projects with guidance and feedback.
By integrating diverse instructional methods and focusing on both technical and soft skills, my courses prepare students to excel in their academic and professional journeys. The hands-on nature of my teaching ensures that students not only gain expertise in design tools and methodologies but also develop the critical thinking and collaborative abilities necessary for success in the field.
Explore the Interactive Prototype - Click to interact and explore.
Interactive 1| DSGN-M276 (Session 1 and Session 2)
Fall 2021, Fall 2022, Fall 2023, Fall 2024
Foundational course providing a comprehensive introduction to screen-based design. Students engage in two design projects, a website redesign, and a mobile app addressing a real-world problem. Emphasis is on mastering basic UX principles, understanding usability considerations, and honing skills in crafting intuitive and visually appealing user interfaces.
Interactive 2| DSGN-M325 (Session 1 and Session 2)
Spring 2022, Spring 2023, Spring 2024
Intermediate exploration course with a primary focus on advanced prototyping techniques using Figma. Students are equipped to design high-fidelity, animated interactive prototypes. Additionally, the course delves into designing tangible interactive systems using physical computing techniques, offering a hands-on understanding of the intersection between digital and physical design elements.
Human Centered Design| DSGN-M330
Spring 2022, Fall 2023, Fall 2024
An advanced course dedicated to exploring various interaction modalities, including AR, VR, and gesture-based interaction. The curriculum places a strong emphasis on inclusive and accessible design principles, ensuring students develop the skills needed to create meaningful and universally accessible user experiences.
UX Rapid Prototyping| DSGN-M332
Spring 2023
A comprehensive course covering various prototyping techniques, including paper, digital, electronic, physical, and video prototyping. The focus is on testing and iteration processes, ensuring students refine and enhance prototypes dynamically. The course equips students with versatile skills, translating design concepts into tangible and testable prototypes, encompassing UX methodologies and UI principles.
UX Design| DSGN-M400
Fall 2022
This in-depth course delves into UX methodologies, covering needfinding, ideation, prototyping, and evaluation methods. It also includes the basics of User Interface (UI) principles, allowing students to design interfaces that align with user needs and preferences. The practical and skill-focused approach prepares students for roles in UX/UI design.
Design Capstone | DSGN-M480
Spring 2024
The culminating course for senior design students, providing an opportunity to develop an independent project that showcases their skills and creativity. Co-taught with Professor Scott Gericke, the course emphasizes innovation, critical thinking, and professionalism. Students work on portfolio-worthy projects that integrate advanced design principles and prepare them for post-graduation opportunities.
Web Portfolio Development | DSGN-M400-W01
Fall 2024
An advanced course designed to help students build professional, job-ready portfolios. Using the Framer platform, students learn to create, design, and publish live websites, focusing on interactive layouts, responsive design, and personal branding. This course emphasizes practical web development skills while encouraging students to reflect on their design identity and style.
Teaching Evaluation Highlights
"This course offered the most professional experience as possible in a school setting. Also, the direction in creating a UX portfolio was helpful"
"I loved exploring different programs like figma, canva, and uizard. I think learning a wide variety of things is very helpful; we will already be familiar with the different programs once we have a job"
"The professor's attention to our design process was a great help in catching issues and resolving them before we were too far along."
"This class has helped me develop as a designer and has done a lot for helping me expand my critical design problem skills that I will use outside of the class. This class has also helped me process projects and ideas I've used for other classes."
"I loved doing the small exercises at the beginning of class for the first few weeks of class."
"I liked that classes usually started with a presentation that gave us information and then the rest of class was used to put what we just learned into practice."
"The powerpoints/lectures and professor helping a lot - also the large amount of time we had to finish projects"
"Group work, presentations/lectures, and in class work days were really helpful and useful."
"Her thorough explanation of concepts really helped throughout the class and with projects."
"I liked how the teacher walked around the class to check up on the students' work and giving critique/suggestions."
"It was really helpful to build our personal branding it is something that I would have needed at some point and I am glad I got to do it in class with good feedback. Also, the teacher is one of the best professors I've had, really helpful, understanding, and great overall"
"The professor was very helpful to me since I never taken a class like this. It really helped me understand how to use the software and achieving my project even though I was behind. I really found it helpful we didn't have that many assignments and we had time to complete them."
Fall 2023 Interactive 1, Section 002 - Student Evaluation Example Download here:
Spring 2024 Interactive 2 - Student Evaluation Example Download here:
Supporting Materials
Dedicated to fostering an enriched learning experience, I have meticulously curated a comprehensive set of supporting materials. These include dynamic course overview presentation slides, illustrative lecture slides, detailed course syllabi, in-class activity exemplars, project descriptions, and transparent grading criteria examples.
My commitment to pedagogical excellence is evident in the thoughtful construction of each teaching module. Each lecture is thoughtfully structured to encompass a mini-lecture, engaging in-class activities, instructive software tutorials, and constructive critiques. Through these efforts, I aim to provide students with a well-rounded and immersive educational journey, fostering a deeper understanding and appreciation for the subject matter.
Course Overview Example
Lecture Example
Canvas Example
In-Class Activity Example
Syllabus Example
Project Description Example
Project Brief: In this project, you look at apps that are in the categories of persuasive technology or changing human behavior for inspiration in designing a mobile for example, exercise apps, recipe apps, energy conservation apps, improving memory, enhancing creativity, and others. Motivating individuals or groups to download and use the app for an extended period of time is critical in a successful design. For this project, you identify a specific target user group and understand what motivates them. Fitness apps keep people motivated by offering personalized routines, creating competition among family and friends, and offering rewards. Healthy eating apps keep people motivated by offering suggestions of meals or recipes, creating social environments for sharing recipe ideas, providing comparisons of healthy eating scores among friends and family, and offering rewards. You incrementally design this app through a structured process that starts with needfinding and articulates the design goals, design concept, detailed design, and the evaluation of the design.
In this design project, you can draw inspiration from existing applications, but your project must take a creative leap. You are expected to be creating a new design and not substantially reproducing an existing design. You must be able to answer what are the novel aspects about your application.
Your design project starts with need-finding, articulates the design goals, design concept, the design prototype, and the evaluation of the design. The final design report includes the outcomes of each stage of the process. The report contains the following sections:
1. Introduction: In the introduction, you will describe the overall purpose of the app you are designing and how it responds to the requirement that the app provides a user experience for the selected topic focus (e.g. change human behavior). Include a description of a few existing apps that are similar or inspired your design.
2. Needfinding: During needfinding, you will identify the characteristics of your users and their needs with respect to the intended purpose of your design. In your report, you should include user research analysis activity: overview, participants, results, discussion/insights. You will also generalize the needfinding by defining Personas. Explain how the Personas relate to the interview results.
3. Design goals: Your design goals describe what you want to achieve with your design rather than how the app works. Describe your design goals as a list that includes the target population, user experience goals, usability design principles, and the major purposes or tasks that will be performed with the app. Your design goals may have changed as a result of the interviews. If that is the case, describe how they changed and why. If they did not change, provide some quotes or insights from the interviews that show your design goals are in line with the users' own preferences, goals, or needs.
4. Design Prototype:
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Low fidelity design. Describe the design with low fidelity prototypes as wireframes or other relevant schematics. Identify the major components of the interaction design. Show how the user will move through the various components of your app. Embed screenshots of the wireframes within the report. Add text to describe what each screen is and how they relate.
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High fidelity design. Describe the detailed design with a high fidelity prototype that demonstrates the visual design, icons, typography, interaction, and navigation. You will submit your high fidelity prototype link as a separate file. Embed screenshots of pages or design elements in the report to describe the design.
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Design Justification. Justify the design decisions you made for your high-fidelity prototype.
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5. Evaluation: Describe how you conducted usability testing (what methods did you use, who were your participants, what did you ask them to do) and summarize your results. Describe how you modified or would modify the design based on the results of the evaluation.
6. Summary: Review of your design goals, your design concept. How do you evaluate your own design? You should discuss explicitly to what extent your design meets the design goals.
Grading Criteria Example
Student Project Examples
2024
Design Capstone | DSGN-M480 (Spring 2024)
Capstone Course Overview: Theme - "ITERATE"
The Design Capstone course serves as a culminating experience for senior design students, enabling them to showcase their skills, creativity, and independence. The 2024 theme, "ITERATE," emphasizes the importance of refining and evolving ideas through feedback and exploration. This philosophy highlights that great design is achieved through continuous improvement, fostering a growth mindset and adaptability among students.
Expanding Horizons Through UX
This year marked the graduation of our first cohort of UX majors, with four students completing the program alongside five graphic design majors. The diverse mix of projects reflected the department's commitment to innovation, ranging from augmented reality applications and AI-based storytelling to mobile apps and interactive installations. By integrating interactive and technology-driven projects, the course expanded beyond traditional graphic design, preparing students for the dynamic demands of the design industry.
My Role and Contribution
As the instructor, I guided students in exploring varied design methods and media, fostering creativity and experimentation. I encouraged students to embrace UX principles, interactive installations, and emerging technologies to craft meaningful, user-centered solutions aligned with their unique skills and interests.
The Value of an Expanded Capstone
The evolution of the Capstone course has enriched the learning environment, offering students opportunities to tackle real-world challenges and experiment with cutting-edge technologies. By embracing this expanded approach, the course now serves as a platform to showcase students' talent and adaptability, preparing them for the ever-changing field of design.
Selected Student Works
Buoy, Water Search and Rescue App - Ella Balhoff
Project Description: During natural disasters, federal aid can’t rescue everyone. Oftentimes, people must rely on their friends, family, or even strangers to rescue them from life-threatening situations. In the United States, 99.9% of search-and-rescue efforts are done by volunteers. Unfortunately, civilian rescue groups are disorganized and lack communication. Buoy is a search-and-rescue app that streamlines the connection of civilians to volunteers, civilian, or federal aid during water-related disasters—all in one place. With user data, Buoy provides real-time disaster updates, enables rescuers to efficiently respond to rescue requests, coordinates communication between rescue groups and “rescuees”, and supports offline rescue efforts
Click the buttons to navigate through the Buoy App prototype and experience its functionality firsthand.
Timeless Type - Gabriela Zannier
This capstone project reimagines bookmaking in the early 1950s, offering interactive insights into the process. It honors the Linotype machine’s legacy,blending craftsmanship and technology to preserve printing history. Designed for museum visitors,educators, and enthusiasts, it bridges the past and present, showcasing the artistry and innovation of typesetting. This immersive experience serves as an attribute to cultural heritage, ensuring its significance resonates with future generations.
Click the orange start button below to explore the fully interactive high-fidelity Figma prototypes embedded below, and experience “Timeless Type” by Gabriela Zannier—an interactive journey through the reimagined bookmaking process of the early 1950s.
Interactive 2 | DSGN-M325 (Spring 2024)
Project 1 – Personal Portfolio Development Using Figma
Project Description
In Interactive 2, sophomore design students build their personal portfolios using Figma, a project that introduces advanced Figma skills while emphasizing the importance of a professional portfolio. This required course serves as a foundational step for students to develop technical expertise and begin shaping their design identity.
Through this project, students move beyond Figma’s basic functions to explore advanced tools and techniques that elevate their work. They learn to organize and present projects effectively, setting the groundwork for a portfolio that evolves throughout their academic and professional journey. The project also encourages habits in project documentation, portfolio organization, and personal branding. By engaging with these skills early, students thoughtfully reflect on their design style, values, and goals, fostering a deeper connection to their work and building confidence in their design voice.
My Contribution
As the instructor, I designed this project to balance technical skill-building with personal reflection. I selected Figma for its industry relevance and versatility, creating exercises that guide students through advanced features. I provided ongoing feedback and mentorship, helping students refine their portfolios, reflect on their evolving design identity, and create a cohesive, professional body of work.
Value and Necessity
This project is essential for early professional development, equipping students with a framework to organize and showcase their work. By starting portfolio-building in their sophomore year, students are better prepared for internships and job opportunities. Additionally, the project fosters an understanding of personal branding, encouraging students to critically consider how they present their work and themselves to future collaborators. Beyond technical skills, this project nurtures a reflective, growth-oriented mindset as students begin to define their unique paths as designers.
Selected Student Works
Click the buttons to navigate through this portfolio prototype and experience its functionality firsthand.
Project 2 – Earth Week Collaboration: Promoting "Plastic vs. Planet"
Project Description
In the Interactive 2 class, sophomore design students collaborated with Loyola’s Earth Week team from the College of Arts and Sciences to promote the 2024 Earth Week events. The theme, Plastic vs. Planet, highlighted the critical environmental conflict between plastic consumption and its devastating effects on ecosystems. This project challenged students to reflect on the role of plastic in their lives while exploring sustainable design solutions.
Students worked closely with the Earth Week team to understand the event’s goals, key messages, and desired community engagement. In groups, they applied their design skills to create unique projects that raised awareness of the theme while enhancing Earth Week’s visibility. The group projects included:
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Earth Week Website Design
Students developed an accessible, user-friendly website to serve as the central hub for Earth Week. Features included an interactive map, event schedules, QR code sign-ups, and information on the Plastic vs. Planet theme. This project emphasized clear navigation, user engagement, and visually appealing web design. -
Public Mural Design
A group designed a mural to visually depict the environmental impact of plastic pollution in Louisiana. The mural served as a powerful statement on the urgency of reducing plastic waste, combining art with activism to provoke reflection and action. -
Interactive Sculpture with Physical Computing
Using recycled plastics, this group created a tactile, interactive sculpture. Integrated physical computing technologies allowed viewers to hear environmental facts or sounds when interacting with specific parts of the sculpture, offering a multisensory experience that deepened engagement with the Plastic vs. Planet theme. -
Plant-Based Event Promotion
Another group designed a plant-based installation to promote the Loyola Greenhouse event, illustrating the role of plants in fostering environmental health. This project underscored the connection between sustainability and biodiversity.
My Contribution
As the instructor, I designed the project to integrate real-world collaboration, environmental awareness, and applied design skills. I facilitated meetings between students and the Earth Week team, guiding them in translating client goals into impactful design solutions. Throughout the project, I provided mentorship, helping students balance creative exploration with community-focused messaging to ensure their projects effectively promoted the Earth Week theme.
Value and Impact
This collaboration brought real-world environmental and social themes into the classroom, aligning with Loyola’s Jesuit values of service and environmental stewardship. Students gained hands-on experience working with clients, managing project objectives, and understanding the ethical dimensions of design. Beyond technical skills, this project cultivated a sense of responsibility and awareness, encouraging students to think critically about how their work can drive meaningful social and environmental change.
Web Portfolio Development | DSGN-M400 (Fall 2024)
This advanced course focuses on equipping students with the skills to design and publish professional, job-ready portfolios using the Framer platform. Students learn to create interactive and responsive web designs while reflecting on their design identity, personal branding, and long-term professional goals. By the end of the course, students have a fully published portfolio that showcases their work and prepares them for career opportunities in the design industry.
2022-2023
Interactive 1| DSGN-M276 (Session 1 and Session 2)
Website Redesign Example (First half of semester, Fall 2023)
In the first half of the semester, students in the Interactive 1 class focused on website redesign. Their journey began with a critical analysis of poorly designed websites, laying the groundwork for understanding the importance of effective design principles.
Each week, the class followed a dynamic format. The first half-hour consisted of a lecture on a specific design principle, followed by hands-on application during in-class activities. Students were challenged to apply these principles to their ongoing website redesign projects, resulting in a blend of theoretical knowledge and practical skills.
The accompanying video showcases the culmination of their efforts—an inspiring array of final presentations and sample examples that vividly demonstrate the application of acquired design principles in crafting impactful and user-friendly websites.
Website Redesign Example (First half of semester, Fall 2022)
Original Website
Original Website
Original Website
Redesign by Student
Redesign by Student
Redesign by Student
Continuing the Design Journey - Mobile App Design Project (Second half of the semester, Fall 2023)
Building on the foundation laid in the first half of the semester with website redesign, students in the Interactive 1 class transitioned seamlessly into the second half, taking on a new challenge—mobile app design. The focus of this project was to conceptualize design solutions aimed at enhancing the lives of the Loyola community.
Below, you can explore two videos: the final prototypes showcasing the innovative solutions developed by the students, and footage of the students presenting their projects. These videos highlight their creativity, proficiency in mobile app design, and the real-world impact of their work on the Loyola community.
Student Final Presentation Example
Mobile App Design Project (Fall 2022)
Click the buttons to navigate through the Loyola UCC App prototype and experience its functionality
Interactive 2| DSGN-M325 (Session 1 and Session 2)
Interactive Installation Design for Earth Week events at Loyola (Second half of semester, Fall 2023)
In Spring 2023, Interactive 2 students undertook a captivating project to design touch and sound installations for Loyola's Earth Week events. Leveraging their acquired skills, they used circuit boards and Makey Makey technology to transform everyday objects into touchpads, activating a symphony of sounds and music. These installations offer a sensorial preview of Earth Week, reflecting the essence of each event. The students' creative fusion of technology and nature serves as a testament to their innovative prowess and the principles imparted during the course. Witness their ingenuity at One Loyola Gallery in the Danna Student Center—a celebration of sustainability, environmental consciousness, and the impactful intersection of design and technology.
Interactive Portfolio Design (First half of semester, Fall 2023)
In the first half of the semester, our focus in the Interactive 2 class was on designing interactive portfolio websites using Figma. To simulate real-world client-designer relationships, students engaged in a pair group project where each student became the designer for their partner's portfolio. This immersive experience not only honed their technical skills in Figma but also provided valuable insights into the dynamics of collaborative design and the nuanced considerations involved in designing for others. By crafting interactive and visually compelling portfolio websites for their peers, students gained practical experience in client communication, empathy, and the art of translating someone's personal brand into a digital space
Human Centered Design| DSGN-M330
Final Project: Interactive Installation to Showcase UX Program (Fall 2023)
In the culmination of our semester-long journey, students are undertaking a compelling final project — designing an interactive installation to promote our UX program. Organized into three groups, students are leveraging their skills acquired throughout the semester to create immersive experiences within our own environments.
The interactive installations, set to debut on December 4, aim to captivate and inform, serving as dynamic ambassadors for our UX program. Students are integrating a diverse set of skills, including AR and physical computing techniques, vinyl cutting, and collaborative design principles.
AR UX Museum
Step into the captivating realm of our AR UX Museum project, a collaborative endeavor by our talented students. Immerse yourself in an interactive journey as traditional exhibits come to life through augmented reality. Using the mobile interface, navigate through the museum and witness 3D-printed busts of UX professors and students transforming into dynamic, informative showcases. Scan QR codes to unveil engaging introductions by professors and explore individual student projects in a virtual museum space.
PixelPlay: A Dynamic Exploration of UX in Pixel Art Challenges
Dive into the vibrant world of our Screen-Based Project, a dynamic creation by our skilled students. Experience the fusion of pixel art aesthetics with interactive challenges on a large touch public display. Engage in a series of diverse games that not only entertain but also serve as a platform to learn more about our UX program. Explore the pixelated universe, each game presenting a unique challenge, and uncover the creativity of our students. This project invites users to not only enjoy the visually appealing pixel art style but also to delve deeper into the essence of UX design.
Explore our fully functional prototypes by clicking through the interactive Figma files below. Dive into the experience, follow the on-screen instructions, and immerse yourself in the creativity of our students' work. Enjoy the interactive journey!
AR Interactive Wall
Dive into the world of our AR Wall project, a collaboration by our dedicated students. Experience the fascinating process of designing a large vinyl canvas, each part bringing a different AR effect to life. The mobile interface is your guide, seamlessly connecting you to various experiences. Have fun with our face filter, see the blend of reality and the digital world in our AR web page, and enjoy a gaming adventure where a blink triggers exciting jumps and dodges. This project reflects our students' innovative spirit, showcasing their creativity and technical skills.
Spark AR Resume Project (4 weeks, Fall 2023)
In the opening weeks of our Human-Centered Design course, students explored the realm of augmented reality (AR) by undertaking a project to design AR resumes using the Spark AR tool. This hands-on endeavor encouraged a deep dive into user-centric design principles, challenging students to rethink traditional resume formats through immersive AR experiences. Utilizing Spark AR's capabilities, students seamlessly blended digital and physical elements, creating resumes that not only showcased their qualifications but also provided a captivating and interactive presentation. This project, a fusion of technology and design thinking, not only elevated technical skills with Spark AR but also instilled a holistic understanding of user experiences and the innovative potential of AR in personal branding
Physical Computing Exploration: Interactive Halloween Decoration Project (3 weeks, Fall 2023)
Continuing our journey in Human-Centered Design, the subsequent three weeks delved into the realm of physical computing techniques. Students enthusiastically explored the intricacies of circuits, Makey Makey, Arduino, and sensors, applying these skills to craft interactive Halloween decorations. This hands-on experience empowered students to seamlessly blend technology with design, creating captivating and responsive decorations that added an interactive dimension to the spooky season. The project not only honed technical proficiency in physical computing but also showcased the potential of these technologies to enhance user engagement and creativity in design projects. This immersive exploration exemplifies our commitment to fostering a comprehensive understanding of diverse design tools and techniques within the framework of human-centered design
Vinyl Cutting Exploration: Personalized Face Boards (2 weeks, Fall 2023)
As part of our preparation for the final project, students individually vectorized their faces. These vectorized images were then collectively assembled onto a single board using vinyl cutting techniques. This practical exercise not only honed our skills in vinyl cutting but also laid the foundation for the collaborative and creative spirit that will define our upcoming final design project
Design Showcase -Fall 2023
