2023
Gray, Colin M; Chamorro, Lorena Sánchez; Obi, Ike; Duane, Ja-Nae
Mapping the Landscape of Dark Patterns Scholarship: A Systematic Literature Review Proceedings Article
In: Designing Interactive Systems Conference (DIS Companion '23), Ässociation for Computing Machinery, Pittsburgh, PA, USA, 2023.
Links | BibTeX | Tags: Dark Patterns, Legal and Policy Perspectives, Transdisciplinarity
@inproceedings{Gray2023-zc,
title = {Mapping the Landscape of Dark Patterns Scholarship: A Systematic Literature Review},
author = {Colin M Gray and Lorena Sánchez Chamorro and Ike Obi and Ja-Nae Duane},
url = {http://dx.doi.org/10.1145/3563703.3596635
https://colingray.me/wp-content/uploads/2023/05/2023_Grayetal_DISPWIP_DarkPatternsLandscape.pdf},
doi = {10.1145/3563703.3596635},
year = {2023},
date = {2023-07-01},
urldate = {2023-07-01},
booktitle = {Designing Interactive Systems Conference (DIS Companion
'23)},
volume = {1},
publisher = {Ässociation for Computing Machinery},
address = {Pittsburgh, PA, USA},
keywords = {Dark Patterns, Legal and Policy Perspectives, Transdisciplinarity},
pubstate = {published},
tppubtype = {inproceedings}
}
Gray, Colin M; Santos, Cristiana; Tong, Nicole; Mildner, Thomas; Rossi, Arianna; Gunawan, Johanna; Sinders, Caroline
Dark Patterns and the Emerging Threats of Deceptive Design Practices Proceedings Article
In: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems (CHI EA '23), 2023.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Transdisciplinarity
@inproceedings{Gray2023-kq,
title = {Dark Patterns and the Emerging Threats of Deceptive Design Practices},
author = {Colin M Gray and Cristiana Santos and Nicole Tong and Thomas Mildner and Arianna Rossi and Johanna Gunawan and Caroline Sinders},
url = {https://colingray.me/wp-content/uploads/2023/02/2023_CHI_SIG_DarkPattersDeceptiveDesign.pdf
http://dx.doi.org/10.1145/3544549.3583173},
doi = {10.1145/3544549.3583173},
year = {2023},
date = {2023-04-01},
urldate = {2023-04-01},
booktitle = {Extended Abstracts of the 2023 CHI Conference on Human Factors
in Computing Systems (CHI EA '23)},
abstract = {Growth hacking, particularly within the spectre of surveillance
capitalism, has led to the widespread use of deceptive,
manipulative, and coercive design techniques in the last decade.
These challenges exist at the intersection of many diferent
technology professions that are rapidly evolving and
``shapeshifting'' their design practices to confront emerging
regulation. A wide range of scholars have increasingly addressed
these challenges through the label ``dark patterns,'' describing
the content of deceptive and coercive design practices, the
ubiquity of these patterns in contemporary digital systems, and
the impact of emerging regulatory and legislative action on the
presence of dark patterns. Building on this convergent and
trans-disciplinary research area, the aims of this SIG are to:
1) Provide an opportunity for researchers and practitioners to
address methodologies for detecting, characterizing, and
regulating dark patterns; 2) Identify opportunities for
additional empirical work to characterize and demonstrate harms
related to dark patterns; and 3) Aid in convergence among HCI,
design, computational, regulatory, and legal perspectives on
dark patterns. These goals will enable an
internationally-diverse, engaged, and impactful research
community to address the threats of dark patterns on digital
systems.},
keywords = {Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Transdisciplinarity},
pubstate = {published},
tppubtype = {inproceedings}
}
Growth hacking, particularly within the spectre of surveillance
capitalism, has led to the widespread use of deceptive,
manipulative, and coercive design techniques in the last decade.
These challenges exist at the intersection of many diferent
technology professions that are rapidly evolving and
``shapeshifting'' their design practices to confront emerging
regulation. A wide range of scholars have increasingly addressed
these challenges through the label ``dark patterns,'' describing
the content of deceptive and coercive design practices, the
ubiquity of these patterns in contemporary digital systems, and
the impact of emerging regulatory and legislative action on the
presence of dark patterns. Building on this convergent and
trans-disciplinary research area, the aims of this SIG are to:
1) Provide an opportunity for researchers and practitioners to
address methodologies for detecting, characterizing, and
regulating dark patterns; 2) Identify opportunities for
additional empirical work to characterize and demonstrate harms
related to dark patterns; and 3) Aid in convergence among HCI,
design, computational, regulatory, and legal perspectives on
dark patterns. These goals will enable an
internationally-diverse, engaged, and impactful research
community to address the threats of dark patterns on digital
systems.
capitalism, has led to the widespread use of deceptive,
manipulative, and coercive design techniques in the last decade.
These challenges exist at the intersection of many diferent
technology professions that are rapidly evolving and
``shapeshifting'' their design practices to confront emerging
regulation. A wide range of scholars have increasingly addressed
these challenges through the label ``dark patterns,'' describing
the content of deceptive and coercive design practices, the
ubiquity of these patterns in contemporary digital systems, and
the impact of emerging regulatory and legislative action on the
presence of dark patterns. Building on this convergent and
trans-disciplinary research area, the aims of this SIG are to:
1) Provide an opportunity for researchers and practitioners to
address methodologies for detecting, characterizing, and
regulating dark patterns; 2) Identify opportunities for
additional empirical work to characterize and demonstrate harms
related to dark patterns; and 3) Aid in convergence among HCI,
design, computational, regulatory, and legal perspectives on
dark patterns. These goals will enable an
internationally-diverse, engaged, and impactful research
community to address the threats of dark patterns on digital
systems.
Gray, Colin M; Chivukula, Shruthi Sai; Bongard-Blanchy, Kerstin; Mathur, Arunesh; Gunawan, Johanna; Schaffner, Brennan
Emerging Transdisciplinary Perspectives to Confront Dark Patterns Proceedings Article
In: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems (CHI EA '23), 2023.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Transdisciplinarity
@inproceedings{Gray2023-wg,
title = {Emerging Transdisciplinary Perspectives to Confront Dark Patterns},
author = {Colin M Gray and Shruthi Sai Chivukula and Kerstin Bongard-Blanchy and Arunesh Mathur and Johanna Gunawan and Brennan Schaffner},
url = {https://colingray.me/wp-content/uploads/2023/02/2023_CHI_Panel_TransdisciplinaryDarkPatterns.pdf
http://dx.doi.org/10.1145/3544549.3583745},
doi = {10.1145/3544549.3583745},
year = {2023},
date = {2023-04-01},
urldate = {2023-04-01},
booktitle = {Extended Abstracts of the 2023 CHI Conference on Human Factors
in Computing Systems (CHI EA '23)},
abstract = {Technology ethics is increasingly at the forefront of
human-computer interaction scholarship, with increasing
visibility not only to end users of technology, but also
regulators, technology practitioners, and platforms. The notion
of ``dark patterns'' has emerged as one common framing of
technology manipulation, describing instances where
psychological or perceptual tricks are used to decrease user
agency and autonomy. In this panel, we have assembled a group of
highly diverse early-career scholars that have built a
transdisciplinary approach to scholarship on dark patterns,
engaging with a range of socio-technical approaches and
perspectives. Panelists will discuss their methodological
approaches, key research questions to be considered in this
emerging area of scholarship, and necessary connections between
and among disciplinary perspectives to engage with the diverse
constituencies that frame the creation, use, and impacts of dark
patterns.},
keywords = {Dark Patterns, Ethics and Values, Legal and Policy Perspectives, Transdisciplinarity},
pubstate = {published},
tppubtype = {inproceedings}
}
Technology ethics is increasingly at the forefront of
human-computer interaction scholarship, with increasing
visibility not only to end users of technology, but also
regulators, technology practitioners, and platforms. The notion
of ``dark patterns'' has emerged as one common framing of
technology manipulation, describing instances where
psychological or perceptual tricks are used to decrease user
agency and autonomy. In this panel, we have assembled a group of
highly diverse early-career scholars that have built a
transdisciplinary approach to scholarship on dark patterns,
engaging with a range of socio-technical approaches and
perspectives. Panelists will discuss their methodological
approaches, key research questions to be considered in this
emerging area of scholarship, and necessary connections between
and among disciplinary perspectives to engage with the diverse
constituencies that frame the creation, use, and impacts of dark
patterns.
human-computer interaction scholarship, with increasing
visibility not only to end users of technology, but also
regulators, technology practitioners, and platforms. The notion
of ``dark patterns'' has emerged as one common framing of
technology manipulation, describing instances where
psychological or perceptual tricks are used to decrease user
agency and autonomy. In this panel, we have assembled a group of
highly diverse early-career scholars that have built a
transdisciplinary approach to scholarship on dark patterns,
engaging with a range of socio-technical approaches and
perspectives. Panelists will discuss their methodological
approaches, key research questions to be considered in this
emerging area of scholarship, and necessary connections between
and among disciplinary perspectives to engage with the diverse
constituencies that frame the creation, use, and impacts of dark
patterns.
Gray, Colin M; Santos, Cristiana; Bielova, Nataliia
Towards a Preliminary Ontology of Dark Patterns Knowledge Proceedings Article
In: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems (CHI EA '23), 2023.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Regulation, Transdisciplinarity
@inproceedings{Gray2023-ds,
title = {Towards a Preliminary Ontology of Dark Patterns Knowledge},
author = {Colin M Gray and Cristiana Santos and Nataliia Bielova},
url = {http://dx.doi.org/10.1145/3544549.3585676
https://colingray.me/wp-content/uploads/2023/03/2023_GraySantosBielova_CHIBLW_OntologyDarkPatterns.pdf},
doi = {10.1145/3544549.3585676},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
booktitle = {Extended Abstracts of the 2023 CHI Conference on Human Factors
in Computing Systems (CHI EA '23)},
abstract = {Deceptive design practices are increasingly used by companies to
extract profit, harvest data, and limit consumer choice. Dark
patterns represent the most common contemporary amalgamation of
these problematic practices, connecting designers,
technologists, scholars, regulators, and legal professionals in
transdisciplinary dialogue. However, a lack of universally
accepted definitions across the academic, legislative and
regulatory space has likely limited the impact that scholarship
on dark patterns might have in supporting sanctions and evolved
design practices. In this late breaking work, we seek to
harmonize regulatory and academic taxonomies of dark patterns,
proposing a preliminary three-level ontology to create a shared
language that supports translational research and regulatory
action. We identify potential directions for scholarship and
social impact building upon this ontology.},
keywords = {Dark Patterns, Ethics and Values, Regulation, Transdisciplinarity},
pubstate = {published},
tppubtype = {inproceedings}
}
Deceptive design practices are increasingly used by companies to
extract profit, harvest data, and limit consumer choice. Dark
patterns represent the most common contemporary amalgamation of
these problematic practices, connecting designers,
technologists, scholars, regulators, and legal professionals in
transdisciplinary dialogue. However, a lack of universally
accepted definitions across the academic, legislative and
regulatory space has likely limited the impact that scholarship
on dark patterns might have in supporting sanctions and evolved
design practices. In this late breaking work, we seek to
harmonize regulatory and academic taxonomies of dark patterns,
proposing a preliminary three-level ontology to create a shared
language that supports translational research and regulatory
action. We identify potential directions for scholarship and
social impact building upon this ontology.
extract profit, harvest data, and limit consumer choice. Dark
patterns represent the most common contemporary amalgamation of
these problematic practices, connecting designers,
technologists, scholars, regulators, and legal professionals in
transdisciplinary dialogue. However, a lack of universally
accepted definitions across the academic, legislative and
regulatory space has likely limited the impact that scholarship
on dark patterns might have in supporting sanctions and evolved
design practices. In this late breaking work, we seek to
harmonize regulatory and academic taxonomies of dark patterns,
proposing a preliminary three-level ontology to create a shared
language that supports translational research and regulatory
action. We identify potential directions for scholarship and
social impact building upon this ontology.
Gray, Colin M; Exter, Marisa E
A Design Sprint Towards a Four-Year Curriculum in Transdisciplinary Studies Journal Article
In: International Journal of Designs for Learning, vol. 14, no. 1, pp. 70–87, 2023.
Abstract | Links | BibTeX | Tags: Design Case, Design Education, Instructional Design, Learning Experience (LX) Design, Transdisciplinarity, UX Knowledge
@article{Gray2023-ns,
title = {A Design Sprint Towards a Four-Year Curriculum in Transdisciplinary Studies},
author = {Colin M Gray and Marisa E Exter},
url = {https://doi.org/10.14434/ijdl.v14i1.35194
https://colingray.me/wp-content/uploads/2023/03/2023_GrayExter_IJDL_DesignSprintTransdisciplinary.pdf},
doi = {10.14434/ijdl.v14i1.35194},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
journal = {International Journal of Designs for Learning},
volume = {14},
number = {1},
pages = {70--87},
abstract = {In this design case, we describe our design process that resulted
in recommendations for a four-year undergraduate curriculum in
transdisciplinary studies. The case is centered on a fast-paced,
two-week design ``sprint'' undertaken by the two authors, which
involved consolidating and synthesizing program evaluation data
and course designs from the three previous years of a novel
undergraduate transdisciplinary degree program, creating design
blueprints that outlined program-level objectives, and
identifying recommendations for future course-level design. In
the process of completing these hand-off materials for the
incoming team of instruc- tors, we had to work through
substantial ambiguity, balanc- ing the needs of identified
learner personas, the capabilities of existing instructional team
members, and the end goal of producing students that had a
flexible, personal transdis- ciplinary identity. This case
describes the design activities we used, the instances of failure
that precipitated our design sprint, the instructional and
institutional constraints we faced, the blueprints for future
instructional design we created on the course and program level,
and the ultimate failure of the degree program we sought to
support.},
keywords = {Design Case, Design Education, Instructional Design, Learning Experience (LX) Design, Transdisciplinarity, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
In this design case, we describe our design process that resulted
in recommendations for a four-year undergraduate curriculum in
transdisciplinary studies. The case is centered on a fast-paced,
two-week design ``sprint'' undertaken by the two authors, which
involved consolidating and synthesizing program evaluation data
and course designs from the three previous years of a novel
undergraduate transdisciplinary degree program, creating design
blueprints that outlined program-level objectives, and
identifying recommendations for future course-level design. In
the process of completing these hand-off materials for the
incoming team of instruc- tors, we had to work through
substantial ambiguity, balanc- ing the needs of identified
learner personas, the capabilities of existing instructional team
members, and the end goal of producing students that had a
flexible, personal transdis- ciplinary identity. This case
describes the design activities we used, the instances of failure
that precipitated our design sprint, the instructional and
institutional constraints we faced, the blueprints for future
instructional design we created on the course and program level,
and the ultimate failure of the degree program we sought to
support.
in recommendations for a four-year undergraduate curriculum in
transdisciplinary studies. The case is centered on a fast-paced,
two-week design ``sprint'' undertaken by the two authors, which
involved consolidating and synthesizing program evaluation data
and course designs from the three previous years of a novel
undergraduate transdisciplinary degree program, creating design
blueprints that outlined program-level objectives, and
identifying recommendations for future course-level design. In
the process of completing these hand-off materials for the
incoming team of instruc- tors, we had to work through
substantial ambiguity, balanc- ing the needs of identified
learner personas, the capabilities of existing instructional team
members, and the end goal of producing students that had a
flexible, personal transdis- ciplinary identity. This case
describes the design activities we used, the instances of failure
that precipitated our design sprint, the instructional and
institutional constraints we faced, the blueprints for future
instructional design we created on the course and program level,
and the ultimate failure of the degree program we sought to
support.
2020
Varner, Deena; Gray, Colin M; Exter, Marisa E
A Content-Agnostic Praxis for Transdisciplinary Education Book Chapter
In: Hokanson, Brad; Clinton, Gregory; Tawfik, Andrew A; Grincewicz, Amy; Schmidt, Matthew (Ed.): Educational Technology Beyond Content: A New Focus for Learning, pp. 141-151, Springer International Publishing, Cham, 2020, ISBN: 9783030372545.
Abstract | Links | BibTeX | Tags: Design Education, Instructional Design, Studio Pedagogy, Transdisciplinarity, Transdisciplinary Education
@inbook{Varner2020b,
title = {A Content-Agnostic Praxis for Transdisciplinary Education},
author = {Deena Varner and Colin M Gray and Marisa E Exter},
editor = {Brad Hokanson and Gregory Clinton and Andrew A Tawfik and Amy Grincewicz and Matthew Schmidt},
url = {https://doi.org/10.1007/978-3-030-37254-5_12},
doi = {10.1007/978-3-030-37254-5_12},
isbn = {9783030372545},
year = {2020},
date = {2020-01-01},
booktitle = {Educational Technology Beyond Content: A New Focus for Learning},
pages = {141-151},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {In this chapter, we describe a novel transdisciplinary undergraduate program that is focused on developing students’ praxis to address problems across disciplinary boundaries and provide a means to interrogate discipline-specific content, epistemologies, and research methodologies they might encounter across those spaces. We argue that undergraduate educators have the potential to inculcate students’ praxis to effect social innovation across disciplinary boundaries by facilitating engagement with three interrelated processes: habits of mind, ways of knowing, and the adoption of a transdisciplinary, content-agnostic skillset. We describe each set of processes, along with core transdisciplinary skills and ways of knowing, building towards a content-agnostic instructional design approach.},
keywords = {Design Education, Instructional Design, Studio Pedagogy, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inbook}
}
In this chapter, we describe a novel transdisciplinary undergraduate program that is focused on developing students’ praxis to address problems across disciplinary boundaries and provide a means to interrogate discipline-specific content, epistemologies, and research methodologies they might encounter across those spaces. We argue that undergraduate educators have the potential to inculcate students’ praxis to effect social innovation across disciplinary boundaries by facilitating engagement with three interrelated processes: habits of mind, ways of knowing, and the adoption of a transdisciplinary, content-agnostic skillset. We describe each set of processes, along with core transdisciplinary skills and ways of knowing, building towards a content-agnostic instructional design approach.
2019
Exter, Marisa E; Gray, Colin M; Fernandez, Todd M
Conceptions of design by transdisciplinary educators: Disciplinary background and pedagogical engagement Journal Article
In: International Journal of Technology and Design Education, vol. 30, pp. 777-798, 2019, ISSN: 1573-1804.
Abstract | Links | BibTeX | Tags: Design Education, Design Theory, Transdisciplinarity, Transdisciplinary Education
@article{Exter2019-uc,
title = {Conceptions of design by transdisciplinary educators: Disciplinary background and pedagogical engagement},
author = {Marisa E Exter and Colin M Gray and Todd M Fernandez},
url = {https://colingray.me/wp-content/uploads/2019/08/inpress_ExterGrayFernandez_IJTDE_ConceptionsOfDesign.pdf
https://doi.org/10.1007/s10798-019-09520-w},
doi = {10.1007/s10798-019-09520-w},
issn = {1573-1804},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Technology and Design Education},
volume = {30},
pages = {777-798},
abstract = {In this study, we describe similarities and differences in how
faculty members from across disciplinary backgrounds
conceptualize design. The study is situated in an innovative
transdisciplinary undergraduate degree program centered on a
studio-based learning experience co-taught by multi-disciplinary
faculty. While faculty celebrated the opportunity to integrate
multiple disciplinary perspectives, they showed a lack of
awareness about differences in how they conceptualized design and
design pedagogy, especially early on. In-depth interviews and
sketches of eight faculty members provided insights on alignment
around core concepts of design, design process, and design
instruction. Common themes in design definitions included
creation of something new, human-centered design, and focus on
problem framing over solution development. There was disagreement
on the relationship between design and other ways of knowing,
such as problem solving and scientific reasoning. Most used
process models incorporating non-linearity, iteration,
prototyping, and balance between research and design ideation.
While there were many similarities in teaching approach, the
rationale given for decisions varied, highlighting underlying
differences in how participants thought about teaching design.
Instructional alignment is an important consideration in
designing a transdisciplinary learning experience, but may be
hard to achieve due to cultural and institutional disciplinary
boundaries. Collaborative teaching efforts benefit when faculty
engage in self-reflection, discussion, and engagement in
meaningful synthesis work related to understanding what design is
and how it can be taught. Such work will enable a team to create
purposeful learning experiences which leverages the benefits of
exposure to a range of design problems, contexts, users, and
design ``flavors.''},
keywords = {Design Education, Design Theory, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {article}
}
In this study, we describe similarities and differences in how
faculty members from across disciplinary backgrounds
conceptualize design. The study is situated in an innovative
transdisciplinary undergraduate degree program centered on a
studio-based learning experience co-taught by multi-disciplinary
faculty. While faculty celebrated the opportunity to integrate
multiple disciplinary perspectives, they showed a lack of
awareness about differences in how they conceptualized design and
design pedagogy, especially early on. In-depth interviews and
sketches of eight faculty members provided insights on alignment
around core concepts of design, design process, and design
instruction. Common themes in design definitions included
creation of something new, human-centered design, and focus on
problem framing over solution development. There was disagreement
on the relationship between design and other ways of knowing,
such as problem solving and scientific reasoning. Most used
process models incorporating non-linearity, iteration,
prototyping, and balance between research and design ideation.
While there were many similarities in teaching approach, the
rationale given for decisions varied, highlighting underlying
differences in how participants thought about teaching design.
Instructional alignment is an important consideration in
designing a transdisciplinary learning experience, but may be
hard to achieve due to cultural and institutional disciplinary
boundaries. Collaborative teaching efforts benefit when faculty
engage in self-reflection, discussion, and engagement in
meaningful synthesis work related to understanding what design is
and how it can be taught. Such work will enable a team to create
purposeful learning experiences which leverages the benefits of
exposure to a range of design problems, contexts, users, and
design ``flavors.''
faculty members from across disciplinary backgrounds
conceptualize design. The study is situated in an innovative
transdisciplinary undergraduate degree program centered on a
studio-based learning experience co-taught by multi-disciplinary
faculty. While faculty celebrated the opportunity to integrate
multiple disciplinary perspectives, they showed a lack of
awareness about differences in how they conceptualized design and
design pedagogy, especially early on. In-depth interviews and
sketches of eight faculty members provided insights on alignment
around core concepts of design, design process, and design
instruction. Common themes in design definitions included
creation of something new, human-centered design, and focus on
problem framing over solution development. There was disagreement
on the relationship between design and other ways of knowing,
such as problem solving and scientific reasoning. Most used
process models incorporating non-linearity, iteration,
prototyping, and balance between research and design ideation.
While there were many similarities in teaching approach, the
rationale given for decisions varied, highlighting underlying
differences in how participants thought about teaching design.
Instructional alignment is an important consideration in
designing a transdisciplinary learning experience, but may be
hard to achieve due to cultural and institutional disciplinary
boundaries. Collaborative teaching efforts benefit when faculty
engage in self-reflection, discussion, and engagement in
meaningful synthesis work related to understanding what design is
and how it can be taught. Such work will enable a team to create
purposeful learning experiences which leverages the benefits of
exposure to a range of design problems, contexts, users, and
design ``flavors.''
2018
Gray, Colin M; Fernandez, Todd M
When World(view)s Collide: Contested Epistemologies and Ontologies in Transdisciplinary Education Journal Article
In: International Journal of Engineering Education, vol. 34, no. 2, pp. 574–589, 2018, ISSN: 0949-149X.
Abstract | BibTeX | Tags: Critical Pedagogy, Design Education, Transdisciplinarity, Transdisciplinary Education
@article{Gray2018-wz,
title = {When World(view)s Collide: Contested Epistemologies and Ontologies in Transdisciplinary Education},
author = {Colin M Gray and Todd M Fernandez},
issn = {0949-149X},
year = {2018},
date = {2018-01-01},
journal = {International Journal of Engineering Education},
volume = {34},
number = {2},
pages = {574--589},
abstract = {In conjunction with the drive towards human-centered design in
engineering education, questions arise regarding how students
build and engage a socially-aware engineering identity, and how
this identity points towards beliefs about the nature of reality.
In this paper, we describe how students in a transdisciplinary
undergraduate program struggle to engage with ontological and
epistemological perspectives that draw on this social turn,
particularly in relation to human-centered engineering approaches
and sociotechnical complexity. We use a critical qualitative
meaning reconstruction approach to deeply analyze the
meaning-making assumptions of the students. Our findings reveal
characteristic barriers in engaging with other subjectivities,
and related epistemological and ontological claims implicit in
these subjectivities. Specifically, we show that students'
observable behaviors often mask misalignments between their
epistemic beliefs and the designerly practices they
employ---failing to account for the multiple subjective realities
that the tools are designed to uncover. For these students, that
misalignment makes the learning or practice of designerly
behaviors less formative of a designerly identity. We conclude
with implications for encouraging socially-aware identity
formation in engineering education.},
keywords = {Critical Pedagogy, Design Education, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {article}
}
In conjunction with the drive towards human-centered design in
engineering education, questions arise regarding how students
build and engage a socially-aware engineering identity, and how
this identity points towards beliefs about the nature of reality.
In this paper, we describe how students in a transdisciplinary
undergraduate program struggle to engage with ontological and
epistemological perspectives that draw on this social turn,
particularly in relation to human-centered engineering approaches
and sociotechnical complexity. We use a critical qualitative
meaning reconstruction approach to deeply analyze the
meaning-making assumptions of the students. Our findings reveal
characteristic barriers in engaging with other subjectivities,
and related epistemological and ontological claims implicit in
these subjectivities. Specifically, we show that students'
observable behaviors often mask misalignments between their
epistemic beliefs and the designerly practices they
employ---failing to account for the multiple subjective realities
that the tools are designed to uncover. For these students, that
misalignment makes the learning or practice of designerly
behaviors less formative of a designerly identity. We conclude
with implications for encouraging socially-aware identity
formation in engineering education.
engineering education, questions arise regarding how students
build and engage a socially-aware engineering identity, and how
this identity points towards beliefs about the nature of reality.
In this paper, we describe how students in a transdisciplinary
undergraduate program struggle to engage with ontological and
epistemological perspectives that draw on this social turn,
particularly in relation to human-centered engineering approaches
and sociotechnical complexity. We use a critical qualitative
meaning reconstruction approach to deeply analyze the
meaning-making assumptions of the students. Our findings reveal
characteristic barriers in engaging with other subjectivities,
and related epistemological and ontological claims implicit in
these subjectivities. Specifically, we show that students'
observable behaviors often mask misalignments between their
epistemic beliefs and the designerly practices they
employ---failing to account for the multiple subjective realities
that the tools are designed to uncover. For these students, that
misalignment makes the learning or practice of designerly
behaviors less formative of a designerly identity. We conclude
with implications for encouraging socially-aware identity
formation in engineering education.
2017
Gray, Colin M; Exter, Marisa; Krause, Terri S
Moving Towards Individual Competence From Group Work in Transdisciplinary Education Proceedings Article
In: Proceedings of the 2017 American Society for Engineering Education Annual Conference & Exposition , 2017.
Abstract | Links | BibTeX | Tags: Design Education, Transdisciplinarity, Transdisciplinary Education
@inproceedings{Gray2017d,
title = {Moving Towards Individual Competence From Group Work in Transdisciplinary Education},
author = {Colin M Gray and Marisa Exter and Terri S Krause},
url = {https://peer.asee.org/28691},
year = {2017},
date = {2017-06-01},
booktitle = {Proceedings of the 2017 American Society for Engineering Education Annual Conference & Exposition },
abstract = {Collaboration has been identified as a key 21st century skill, vital for success in multidisciplinary environments that are increasingly common in engineering and technology contexts. While researchers have frequently discussed how students develop competencies that facilitate success in groups, little is known about how individual students build their own sense of competence and autonomy after working primarily in groups. In this paper, we present results from an undergraduate transdisciplinary degree program in which students spent the first two years of their core degree experience working almost exclusively in groups, while also developing an individual set of disciplinary interests and competencies. Researchers built an understanding of students’ individual and group development through extended ethnographic engagement, focus groups, and interviews as students worked concurrently on group and individual projects for the first time during the first semester of their junior year. Based on analysis of this transitional semester, we identified strategies that students used to build an individual sense of competence, in both technical and “soft” skills. These strategies allow for a fuller conversation regarding how students adapt competence gained in their group experiences and identify new areas of competence that must be confronted and mastered. These findings indicate the need to further understand the differences in the ways that the sequencing of group and individual work might impact the development of competencies in individual students, and the ways in which a project-based environment can encourage this development in a systematic and sustainable way.},
keywords = {Design Education, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
Collaboration has been identified as a key 21st century skill, vital for success in multidisciplinary environments that are increasingly common in engineering and technology contexts. While researchers have frequently discussed how students develop competencies that facilitate success in groups, little is known about how individual students build their own sense of competence and autonomy after working primarily in groups. In this paper, we present results from an undergraduate transdisciplinary degree program in which students spent the first two years of their core degree experience working almost exclusively in groups, while also developing an individual set of disciplinary interests and competencies. Researchers built an understanding of students’ individual and group development through extended ethnographic engagement, focus groups, and interviews as students worked concurrently on group and individual projects for the first time during the first semester of their junior year. Based on analysis of this transitional semester, we identified strategies that students used to build an individual sense of competence, in both technical and “soft” skills. These strategies allow for a fuller conversation regarding how students adapt competence gained in their group experiences and identify new areas of competence that must be confronted and mastered. These findings indicate the need to further understand the differences in the ways that the sequencing of group and individual work might impact the development of competencies in individual students, and the ways in which a project-based environment can encourage this development in a systematic and sustainable way.
Gray, Colin M; Fernandez, Todd M
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Learning Proceedings Article
In: Proceedings of the Mudd Design Workshop X: Design and the Future of the Engineer of 2020, Harvey Mudd College, Claremont, CA, 2017.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, Design Knowledge, Transdisciplinarity, Transdisciplinary Education
@inproceedings{Gray2017-mi,
title = {Developing a Socially-Aware Engineering Identity Through Transdisciplinary Learning},
author = {Colin M Gray and Todd M Fernandez},
url = {https://colingray.me/wp-content/uploads/2019/08/2017_GrayFernandez_MUDD_SociallyAwareEngineeringIdentity.pdf},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the Mudd Design Workshop X: Design and the Future of the Engineer of 2020},
publisher = {Harvey Mudd College},
address = {Claremont, CA},
abstract = {In conjunction with the drive towards human-centered design in engineering education, questions arise regarding how students build and engage a socially-aware engineering identity. In this paper, we describe how students in a transdisciplinary undergraduate program struggle to engage with ontological and epistemological perspectives that draw on that social turn, particularly in relation to human-centered engineering approaches and sociotechnical complexity. We use a critical qualitative meaning reconstruction approach to deeply analyze the meaning-making assumptions of these students to reveal characteristic barriers in engaging with other subjectivities, and related epistemological and ontological claims implicit in these subjectivities. We conclude with implications for encouraging socially-aware identity formation in engineering education.},
keywords = {Critical Pedagogy, Design Education, Design Knowledge, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
In conjunction with the drive towards human-centered design in engineering education, questions arise regarding how students build and engage a socially-aware engineering identity. In this paper, we describe how students in a transdisciplinary undergraduate program struggle to engage with ontological and epistemological perspectives that draw on that social turn, particularly in relation to human-centered engineering approaches and sociotechnical complexity. We use a critical qualitative meaning reconstruction approach to deeply analyze the meaning-making assumptions of these students to reveal characteristic barriers in engaging with other subjectivities, and related epistemological and ontological claims implicit in these subjectivities. We conclude with implications for encouraging socially-aware identity formation in engineering education.
Exter, Marisa; Ashby, Iryna; Gray, Colin M; Wilder, Denise Mcallister; Krause, Terri S
Systematically Integrating Liberal Education in a Transdisciplinary Design Studio Environment Proceedings Article
In: ASEE Annual Conference and Exposition, Conference Proceedings, ASEE, Columbus, Ohio, 2017, ISSN: 2153-5965.
Abstract | Links | BibTeX | Tags: Design Education, Transdisciplinarity, Transdisciplinary Education
@inproceedings{Exter2017-dv,
title = {Systematically Integrating Liberal Education in a Transdisciplinary Design Studio Environment},
author = {Marisa Exter and Iryna Ashby and Colin M Gray and Denise Mcallister Wilder and Terri S Krause},
url = {https://colingray.me/wp-content/uploads/2019/08/2017_Exteretal_ASEE_HumanitiesIntegration.pdf
https://peer.asee.org/28901},
issn = {2153-5965},
year = {2017},
date = {2017-01-01},
booktitle = {ASEE Annual Conference and Exposition, Conference Proceedings},
volume = {2017-June},
publisher = {ASEE},
address = {Columbus, Ohio},
abstract = {Many scholars have cited the importance of integrating humanities and social science content into engineering and technology education, noting the value in building students’ deep competence in communication and interpersonal skills, including an understanding of how technology is intertwined with societal and human needs. However, there is relatively little guidance as to how viewpoints and content from liberal education perspectives might be integrated systematically into a single, transdisciplinary learning experience that allows students to view the world through different lenses from a variety of disciplinary perspectives while locating and synthesizing information crucial to solving interesting and worthwhile problems that may not be obvious from a solely technical or solely humanities perspective. In this paper, we present a case study including multiple iterations of a learning experience that integrates liberal education, design, and technology content and forms the core of an undergraduate transdisciplinary degree program. Using an ethnographic approach, we trace the evolution of students’ and instructors’ perceptions and intentions in relation to integrating liberal education, and document these perspectives through interviews, focus groups, and course observations.},
keywords = {Design Education, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
Many scholars have cited the importance of integrating humanities and social science content into engineering and technology education, noting the value in building students’ deep competence in communication and interpersonal skills, including an understanding of how technology is intertwined with societal and human needs. However, there is relatively little guidance as to how viewpoints and content from liberal education perspectives might be integrated systematically into a single, transdisciplinary learning experience that allows students to view the world through different lenses from a variety of disciplinary perspectives while locating and synthesizing information crucial to solving interesting and worthwhile problems that may not be obvious from a solely technical or solely humanities perspective. In this paper, we present a case study including multiple iterations of a learning experience that integrates liberal education, design, and technology content and forms the core of an undergraduate transdisciplinary degree program. Using an ethnographic approach, we trace the evolution of students’ and instructors’ perceptions and intentions in relation to integrating liberal education, and document these perspectives through interviews, focus groups, and course observations.
Exter, Marisa; Gray, Colin M; Fernandez, Todd M
Transdisciplinary design education: Do differing disciplinary backgrounds divide or unify? Proceedings Article
In: Mudd Design Workshop X: Design and the Future of the Engineer of 2020, Claremont, CA, 2017.
Abstract | Links | BibTeX | Tags: Design Education, Design Theory, Transdisciplinarity, Transdisciplinary Education
@inproceedings{Exter2017-rr,
title = {Transdisciplinary design education: Do differing disciplinary backgrounds divide or unify?},
author = {Marisa Exter and Colin M Gray and Todd M Fernandez},
url = {https://colingray.me/wp-content/uploads/2019/08/2017_ExterGrayFernandez_MUDD_ConceptionsofDesign.pdf},
year = {2017},
date = {2017-01-01},
booktitle = {Mudd Design Workshop X: Design and the Future of the Engineer of 2020},
address = {Claremont, CA},
abstract = {The purpose of this study is to explore the similarities and differences in understandings of design among faculty with differing backgrounds. By understanding how faculty conceptualize design, we can assess the impact of potential misalignment on a design-dependent educational environment. Faculty interviewed for this paper are involved in an innovative transdisciplinary program, in which students are encouraged to understand and activate both technical and humanistic skills and knowledge to address “wicked” design problems. The program relies on design philosophies (e.g., human-centered design) and pedagogical emphasis (i.e., studio). The faculty have spent significant time co-designing the program-level experience, and generally assumed that the group has a common understanding of concepts related to design and how those concepts may be operationalized in the classroom. This assumption was challenged as teaching practices evolved based on student responses and changing membership of the faculty group. An apparent lack of alignment among faculty inspired us to study the range of beliefs across the faculty group about design, conceptions and operationalization of design terminology, and processes. The following research questions are addressed in this study: 1) How do faculty members characterize design and the design process?; and 2) How consistent are the faculty in the way that they characterize design and the design process?},
keywords = {Design Education, Design Theory, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
The purpose of this study is to explore the similarities and differences in understandings of design among faculty with differing backgrounds. By understanding how faculty conceptualize design, we can assess the impact of potential misalignment on a design-dependent educational environment. Faculty interviewed for this paper are involved in an innovative transdisciplinary program, in which students are encouraged to understand and activate both technical and humanistic skills and knowledge to address “wicked” design problems. The program relies on design philosophies (e.g., human-centered design) and pedagogical emphasis (i.e., studio). The faculty have spent significant time co-designing the program-level experience, and generally assumed that the group has a common understanding of concepts related to design and how those concepts may be operationalized in the classroom. This assumption was challenged as teaching practices evolved based on student responses and changing membership of the faculty group. An apparent lack of alignment among faculty inspired us to study the range of beliefs across the faculty group about design, conceptions and operationalization of design terminology, and processes. The following research questions are addressed in this study: 1) How do faculty members characterize design and the design process?; and 2) How consistent are the faculty in the way that they characterize design and the design process?
2016
Epps, Amy Van; Ashby, Iryna; Gray, Colin M; Exter, Marisa
Supporting Student Attainment and Management of Competencies in a Transdisciplinary Degree Program Proceedings Article
In: 2016 ASEE Annual Conference & Exposition Proceedings, ASEE Conferences, New Orleans, Louisiana, 2016.
Links | BibTeX | Tags: Design Education, Transdisciplinarity, Transdisciplinary Education
@inproceedings{Van_Epps_undated-zv,
title = {Supporting Student Attainment and Management of Competencies in a Transdisciplinary Degree Program},
author = {Amy Van Epps and Iryna Ashby and Colin M Gray and Marisa Exter},
url = {http://peer.asee.org/25977},
doi = {10.18260/p.25977},
year = {2016},
date = {2016-06-01},
booktitle = {2016 ASEE Annual Conference & Exposition Proceedings},
publisher = {ASEE Conferences},
address = {New Orleans, Louisiana},
keywords = {Design Education, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
Gray, Colin M; de Debs, Luciana Cresce El; Exter, Marisa; Krause, Terri S
Instructional Strategies for Incorporating Empathy in Transdisciplinary Technology Education Proceedings Article
In: 2016 ASEE Annual Conference & Exposition Proceedings, ASEE Conferences, New Orleans, Louisiana, 2016.
Abstract | Links | BibTeX | Tags: Design Education, Empathy, Ethics and Values, Transdisciplinarity, Transdisciplinary Education
@inproceedings{Gray2016-rd,
title = {Instructional Strategies for Incorporating Empathy in Transdisciplinary Technology Education},
author = {Colin M Gray and Luciana Cresce El de Debs and Marisa Exter and Terri S Krause},
url = {http://peer.asee.org/25746
https://colingray.me/wp-content/uploads/2019/08/2016_Grayetal_ASEE_EmpathyinTransdisciplinary.pdf},
doi = {10.18260/p.25746},
year = {2016},
date = {2016-01-01},
booktitle = {2016 ASEE Annual Conference & Exposition Proceedings},
volume = {2016-June},
publisher = {ASEE Conferences},
address = {New Orleans, Louisiana},
abstract = {In the past decade, there has been an increasing focus on the ethical content of designed artifacts, including the ways in which engineers and technologists are responsible for considering ethical issues relating to the end user or context for which they are designing. Creating sustainable post- secondary ethics education has been an increasing focus in engineering and technology education scholarship, with the goal of developing students’ ability to understand and make ethically-sound design decisions through evidence-based instructional strategies.
In this study, we focus on the ways in which a transdisciplinary educational experience might encourage the development of empathic ability by documenting the activities of undergraduate technology students as they sought to develop an off-the-grid toilet for the “developing” world. Students were exposed to multiple instructional strategies that encouraged them to reconsider their notion of “difference” as it might apply to their semester-long design project. We present several themes of instructional strategies that emerged from instructors and students, and contextualize these strategies in relation to the students’ development of empathic ability. The students in this course struggled to develop empathy that had practical implications for their design activity, suggesting the need for a larger shift in the ability of students to create empathically-driven action. We found that a substantial change in empathic ability also requires a certain amount of vulnerability and ability to position-take (i.e., taking the position of another), indicating the need for “safe spaces” that challenge student perspectives while also encouraging trust and honesty.},
keywords = {Design Education, Empathy, Ethics and Values, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
In the past decade, there has been an increasing focus on the ethical content of designed artifacts, including the ways in which engineers and technologists are responsible for considering ethical issues relating to the end user or context for which they are designing. Creating sustainable post- secondary ethics education has been an increasing focus in engineering and technology education scholarship, with the goal of developing students’ ability to understand and make ethically-sound design decisions through evidence-based instructional strategies.
In this study, we focus on the ways in which a transdisciplinary educational experience might encourage the development of empathic ability by documenting the activities of undergraduate technology students as they sought to develop an off-the-grid toilet for the “developing” world. Students were exposed to multiple instructional strategies that encouraged them to reconsider their notion of “difference” as it might apply to their semester-long design project. We present several themes of instructional strategies that emerged from instructors and students, and contextualize these strategies in relation to the students’ development of empathic ability. The students in this course struggled to develop empathy that had practical implications for their design activity, suggesting the need for a larger shift in the ability of students to create empathically-driven action. We found that a substantial change in empathic ability also requires a certain amount of vulnerability and ability to position-take (i.e., taking the position of another), indicating the need for “safe spaces” that challenge student perspectives while also encouraging trust and honesty.
In this study, we focus on the ways in which a transdisciplinary educational experience might encourage the development of empathic ability by documenting the activities of undergraduate technology students as they sought to develop an off-the-grid toilet for the “developing” world. Students were exposed to multiple instructional strategies that encouraged them to reconsider their notion of “difference” as it might apply to their semester-long design project. We present several themes of instructional strategies that emerged from instructors and students, and contextualize these strategies in relation to the students’ development of empathic ability. The students in this course struggled to develop empathy that had practical implications for their design activity, suggesting the need for a larger shift in the ability of students to create empathically-driven action. We found that a substantial change in empathic ability also requires a certain amount of vulnerability and ability to position-take (i.e., taking the position of another), indicating the need for “safe spaces” that challenge student perspectives while also encouraging trust and honesty.