Upcoming Course Offerings:
Spring, 2020: COGS 128 Information Visualization
This upper-division, undergraduate offering frames Information Visualization as a quintessential cognitive science problem at a nexus of our highly interdisciplinary field. The course draws together concepts ranging over: visual perception, attention, memory, reasoning, human- computer interaction, data science, high-level human cognition, and cultural practices.
This course is meant to be relevant to all cognitive science majors, and especially for the design and interaction specialization. Through completion of this course, students will learn: a historical overview of the field; theoretical perspectives that inform our understanding of visualization techniques; methods of presenting complex information to enhance comprehension, analysis, and decision making; current research trends and applications in related fields. They will also gain hands-on experience with creating compelling and useful interactive visualizations through the completion of relevant assignments and projects.
Spring, 2020: COGS 102C Cognitive Design Studio
This is a project-based course focused on the process and outcomes of human-centered design. Students work in teams to collect and interpret data as the evidential basis for designing and evaluating a prototype application, product, or system. We will discuss potential projects during the first couple weeks of class. Students will be in project teams based on their enrolled section by the end of the second week and will work with that team throughout the quarter. This course will also draw on and incorporate theoretical and methodological concepts related to real-world, everyday human cognition as discussed in COGS 100, 102A, and 102B.
Upcoming UCSD Cognitive Science Courses:
Summer + Fall 2020: COGS 10 Cognitive Consequences of Technology
Fall 2020: COGS 102A Cognitive Perspectives
At the core of my approach to teaching is a desire to engage students with their learning goals in an active, and personally meaningful way. I encourage growth in my students through collaboration to find ways to challenge and inspire themselves—to find new points of view and ways of seeing the world that enable them to be effective and thoughtful in how they approach problems and opportunities related to cognition and design.
Empathize with Students. I try to always keep my students’ perspectives and experiences in mind when approaching how to present a concept or idea to them, effectively capture their attention, and to make the material relevant and exciting for them. Highlighting my own passion and enthusiasm for the material has proven very helpful in achieving this, and I strive to find examples that will connect with students in a similar way.
Put learning into practice. Throughout all the courses I have been involved in, I have found the most effective method for engaging students with the material is through doing. Whether this is through in-class activities and discussions, peer instruction, practical assignments, or larger scale projects, I am always looking for an opportunity to see students experientially internalize what they have learned by using it first-hand and directly interacting with the world.
Growth Through Challenge. One of the most important aspects of education is to encourage and guide students in challenging themselves, and being there to support them in this process when they need it by valuing collaboration and an open dialogue. Seeing students achieve growth and improvement through critical self-reflection and exposure to new points of view is one of the most rewarding experiences I think an educator can have.
Previous courses I have taught:
Instructor of Record, Department of Cognitive Science, UC San Diego
COGS 10 – Cognitive Consequences of Technology – Fall
COGS 102A – Cognitive Perspectives – Fall
DSGN 100 – Prototyping – Winter
COGS 102B Cognitive Ethnography – Winter
COGS 100 Cyborgs Now and in the Future – Winter/Spring
COGS 102C Cognitive Design – Spring
Instructor of Record, Department of HCDE, University of Washington
HCDE 411 Information Visualization (enrollment: 51) – Winter 2015
HCDE 231 Intro to Technical Writing A & B (enrollment: 27, 10) – Summer 2012
HCDE 333 Advanced Technical Writing (enrollment: 19) – Winter 2012
HCDE 231 Intro to Technical Writing (enrollment: 30) – Fall 2011
Teaching Assistant, Department of HCDE, University of Washington
HCDE 419 Concepts in Human-Computer Interaction – Spring 2017
HCDE 411 Information Visualization – Winter 2017
HCDE 511 Information Visualization – Fall 2016
HCDE 419 Concepts in Human-Computer Interaction – Spring 2016
HCDE 300 Foundations of HCDE – Winter 2016
HCDE 411 Information Visualization – Fall 2015
HCDE 511 Information Visualization – Fall 2014
HCDE 419 Concepts in Human-Computer Interaction – Spring 2014
HCDE 411 Information Visualization – Winter 2014
HCDE 512 International User Experience – Fall 2013
HCDE 419 Concepts in Human-Computer Interaction – Spring 2013
HCDE 411 Information Visualization – Winter 2013
HCDE 518 User Centered Design – Fall 2012
Instructional Assistant, Department of Cognitive Science, UC San Diego
COGS 102A Distributed Cognition – Fall 2010 (Instructor: Edwin Hutchins)
COGS 102B Cognitive Ethnography – Winter 2011 (Instructor: Edwin Hutchins)