User experience design and research

Relevant coursework:

COrnell University

Designing Technology for Social Impact (INFO/STS 4240): The social impact of technologies is typically thought about fairly late, if ever, in the design process. Nevertheless, design decisions can inadvertently "lock in" particular values early on. In this course, we drew on science & technology studies, technology design, and the arts to analyze the values embodied in technology design and to design technologies to promote positive social impact.  The act of designing technologies does not simply create functionality; it also offers possibilities for and constraints on action, ways of looking at the world, and modes through which we can relate to one another. Designs thus, intentionally or not, embody values—ones we as a community of users sometimes accept, sometimes reject, sometimes build on, and sometimes alter.  In these course, we developed a facility to think, speak, and act across these domains using techniques from critically-informed technology design and analysis. These techniques draw on and blend ideas from human-computer interaction, engineering, product design, science & technology studies, and the arts. We learned five different design strategies, which we then used to prototype and design technologies to solve problems and to create a positive experience for all users. The five design strategies were: speculative, persuasive, commons-based peer production, participatory, and critical design.

Introduction to Rapid Prototyping (INFO 4320): This class provides an introduction to modern rapid prototyping techniques such as laser cutting, 3D printing and micro-controller programming (such as the Arduino system). Using these tools, small multidisciplinary groups conduct the hardware project of their choice exploring topics as varied as: Universal Access, tangible interfaces, toys, personal or medical assistants and new musical instruments. In this class, as my final project, I worked on developing a Napkin Folding Machine. This machine takes away a time consuming task, which allows restaurant owners and workers to enhance the experience of dining by focusing their efforts elsewhere.

Initially, we started by conceptualizing our machine. We wanted to try and map out solutions for every potential problem we might run into. This brought us to our first prototype, which we made from cardboard. We came up with a mechanism that would pass the napkin down an assembly line. This was the fastest way to get the most precise fold. Going forward, we'd like to upgrade the wood panels, and the servos, to make the machine go faster and to make the folds even more precise. 

Beginner's, Intermediate and Advanced Web Design and Data Visualization (CS 1300, 2300, 5100): In CS 1300, we began by learning HTML and CSS. Towards the end of the semester we began incorporating basic PHP and Javascript. In CS 2300, we improved upon our PHP and Javascript skills. We also incorporated basic SQL. I took CS 5100 in graduate school. This class was primarily focused on data visualization. In this class, we learned advanced data collection skills, including how to take qualitative data and turn it into quantitative data. We then used Javascript to visualize this data. We started by using SVG and quickly transitioned into D3. For my final project, I worked on visualizing the different components of my Master's Project: Designing Against Bias. In all three classes, we spent a large portion of class time learning UX design and doing User Testing to enhance our work.