2023
Gray, Colin M; Williams, Rua M; Parsons, Paul C; Toombs, Austin L; Westbrook, Abbee
Trajectories of Student Engagement with Social Justice-Informed Design Work Book Section
In: Hokanson, Brad; Exter, Marisa; Schmidt, Matthew M; Tawfik, Andrew A (Ed.): Toward Inclusive Learning Design: Social Justice, Equity, and Community, pp. 289–301, Springer Nature Switzerland, Cham, 2023, ISSN: 2625-0012.
Abstract | Links | BibTeX | Tags: Critical Theory, Design Education, Digital Civics, Ethics and Values, HCI Education, Studio Pedagogy, ux practice
@incollection{Gray2023-sf,
title = {Trajectories of Student Engagement with Social Justice-Informed Design Work},
author = {Colin M Gray and Rua M Williams and Paul C Parsons and Austin L Toombs and Abbee Westbrook},
editor = {Brad Hokanson and Marisa Exter and Matthew M Schmidt and Andrew A Tawfik},
url = {https://doi.org/10.1007/978-3-031-37697-9_22},
doi = {10.1007/978-3-031-37697-9_22},
issn = {2625-0012},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
booktitle = {Toward Inclusive Learning Design: Social Justice, Equity, and
Community},
pages = {289–301},
publisher = {Springer Nature Switzerland},
address = {Cham},
abstract = {Designers are increasingly interested in using methodologies
that foreground the politics of design, moving beyond
product-centered notions of work that are common even within
human-centered design traditions. In this paper, we document the
experiences of undergraduate UX design students as they used a
digital civics approach to support local community needs. We
highlight how students sought to frame their design work and
outcomes, describing successful and unsuccessful trajectories of
engagement with social justice principles.},
keywords = {Critical Theory, Design Education, Digital Civics, Ethics and Values, HCI Education, Studio Pedagogy, ux practice},
pubstate = {published},
tppubtype = {incollection}
}
Designers are increasingly interested in using methodologies
that foreground the politics of design, moving beyond
product-centered notions of work that are common even within
human-centered design traditions. In this paper, we document the
experiences of undergraduate UX design students as they used a
digital civics approach to support local community needs. We
highlight how students sought to frame their design work and
outcomes, describing successful and unsuccessful trajectories of
engagement with social justice principles.
that foreground the politics of design, moving beyond
product-centered notions of work that are common even within
human-centered design traditions. In this paper, we document the
experiences of undergraduate UX design students as they used a
digital civics approach to support local community needs. We
highlight how students sought to frame their design work and
outcomes, describing successful and unsuccessful trajectories of
engagement with social justice principles.
2020
Watkins, Chris Rhys; Gray, Colin M; Toombs, Austin L; Parsons, Paul
Tensions in Enacting a Design Philosophy in UX Practice Proceedings Article
In: DIS'20: Proceedings of the Designing Interactive Systems Conference 2020, ACM Press, New York, NY, 2020.
Abstract | Links | BibTeX | Tags: Design Education, Ethics and Values, Practice-Led Research, ux practice, UX Knowledge
@inproceedings{Watkins2020-zr,
title = {Tensions in Enacting a Design Philosophy in UX Practice},
author = {Chris Rhys Watkins and Colin M Gray and Austin L Toombs and Paul Parsons},
url = {https://colingray.me/wp-content/uploads/2020/04/2020_Watkinsetal_DIS_TensionsDesignPhilosophy.pdf
http://dx.doi.org/10.1145/3357236.3395505},
doi = {10.1145/3357236.3395505},
year = {2020},
date = {2020-07-01},
booktitle = {DIS'20: Proceedings of the Designing Interactive Systems
Conference 2020},
publisher = {ACM Press},
address = {New York, NY},
series = {DIS'20},
abstract = {Design culture is increasingly present within organizations,
especially with the rise of UX as a profession. Yet there are
often disconnects between the development of a design philosophy
and its translation in practice. Students preparing for UX
careers are positioned in a liminal space between their
educational experience and future practice, and are actively
working to build a bridge between their developing philosophy of
design and the translation of that philosophy when faced with
the complexity of design practice. In this study, we interviewed
ten students and practitioners educated within design-oriented
HCI programs, focusing on their design philosophy and evaluating
how their philosophical beliefs were shaped in practice.
Building on prior work on flows of competence, we thematically
analyzed these interviews, identifying the philosophical beliefs
of these designers and their trajectories of development,
adoption, or suppression in industry. We identify opportunities
for enhancements to UX educational practices and future research
on design complexity in industry contexts.},
keywords = {Design Education, Ethics and Values, Practice-Led Research, ux practice, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Design culture is increasingly present within organizations,
especially with the rise of UX as a profession. Yet there are
often disconnects between the development of a design philosophy
and its translation in practice. Students preparing for UX
careers are positioned in a liminal space between their
educational experience and future practice, and are actively
working to build a bridge between their developing philosophy of
design and the translation of that philosophy when faced with
the complexity of design practice. In this study, we interviewed
ten students and practitioners educated within design-oriented
HCI programs, focusing on their design philosophy and evaluating
how their philosophical beliefs were shaped in practice.
Building on prior work on flows of competence, we thematically
analyzed these interviews, identifying the philosophical beliefs
of these designers and their trajectories of development,
adoption, or suppression in industry. We identify opportunities
for enhancements to UX educational practices and future research
on design complexity in industry contexts.
especially with the rise of UX as a profession. Yet there are
often disconnects between the development of a design philosophy
and its translation in practice. Students preparing for UX
careers are positioned in a liminal space between their
educational experience and future practice, and are actively
working to build a bridge between their developing philosophy of
design and the translation of that philosophy when faced with
the complexity of design practice. In this study, we interviewed
ten students and practitioners educated within design-oriented
HCI programs, focusing on their design philosophy and evaluating
how their philosophical beliefs were shaped in practice.
Building on prior work on flows of competence, we thematically
analyzed these interviews, identifying the philosophical beliefs
of these designers and their trajectories of development,
adoption, or suppression in industry. We identify opportunities
for enhancements to UX educational practices and future research
on design complexity in industry contexts.
Chivukula, Shruthi Sai; Watkins, Chris; Manocha, Rhea; Chen, Jingle; Gray, Colin M
Dimensions of UX Practice that Shape Ethical Awareness Proceedings Article
In: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, ACM Press, New York, NY, 2020.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Practice-Led Research, ux practice
@inproceedings{Chivukula2020-bv,
title = {Dimensions of UX Practice that Shape Ethical Awareness},
author = {Shruthi Sai Chivukula and Chris Watkins and Rhea Manocha and Jingle Chen and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2020/01/2020_Chivukulaetal_CHI_DimensionsThatShapeEthicalAwareness.pdf
http://dx.doi.org/10.1145/3313831.3376459},
doi = {10.1145/3313831.3376459},
year = {2020},
date = {2020-04-01},
booktitle = {Proceedings of the 2020 CHI Conference on Human Factors in
Computing Systems},
publisher = {ACM Press},
address = {New York, NY},
series = {CHI'20},
abstract = {HCI researchers are increasingly interested in describing the
complexity of design practice, including ethical,
organizational, and societal concerns. Recent studies have
identified individual practitioners as key actors in driving the
design process and culture within their respective
organizations, and we build upon these efforts to reveal
practitioner concerns regarding ethics on their own terms. In
this paper, we report on the results of an interview study with
eleven UX practitioners, capturing their experiences that
highlight dimensions of design practice that impact ethical
awareness and action. Using a bottom-up thematic analysis, we
identified five dimensions of design complexity that influence
ethical outcomes and span individual, collaborative, and
methodological framing of UX activity. Based on these findings,
we propose a set of implications for the creation of
ethically-centered design methods that resonate with this
complexity and inform the education of future UX practitioners.},
keywords = {Dark Patterns, Ethics and Values, Practice-Led Research, ux practice},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI researchers are increasingly interested in describing the
complexity of design practice, including ethical,
organizational, and societal concerns. Recent studies have
identified individual practitioners as key actors in driving the
design process and culture within their respective
organizations, and we build upon these efforts to reveal
practitioner concerns regarding ethics on their own terms. In
this paper, we report on the results of an interview study with
eleven UX practitioners, capturing their experiences that
highlight dimensions of design practice that impact ethical
awareness and action. Using a bottom-up thematic analysis, we
identified five dimensions of design complexity that influence
ethical outcomes and span individual, collaborative, and
methodological framing of UX activity. Based on these findings,
we propose a set of implications for the creation of
ethically-centered design methods that resonate with this
complexity and inform the education of future UX practitioners.
complexity of design practice, including ethical,
organizational, and societal concerns. Recent studies have
identified individual practitioners as key actors in driving the
design process and culture within their respective
organizations, and we build upon these efforts to reveal
practitioner concerns regarding ethics on their own terms. In
this paper, we report on the results of an interview study with
eleven UX practitioners, capturing their experiences that
highlight dimensions of design practice that impact ethical
awareness and action. Using a bottom-up thematic analysis, we
identified five dimensions of design complexity that influence
ethical outcomes and span individual, collaborative, and
methodological framing of UX activity. Based on these findings,
we propose a set of implications for the creation of
ethically-centered design methods that resonate with this
complexity and inform the education of future UX practitioners.
Gray, Colin M; Chivukula, Shruthi Sai
When Does Manipulation Turn a Design 'Dark'? Journal Article
In: Interactions, vol. 27, no. 1, pp. 96–96, 2020.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, ux practice
@article{Gray2020-il,
title = {When Does Manipulation Turn a Design 'Dark'?},
author = {Colin M Gray and Shruthi Sai Chivukula},
url = {http://dx.doi.org/10.1145/3173574},
doi = {10.1145/3173574},
year = {2020},
date = {2020-01-01},
journal = {Interactions},
volume = {27},
number = {1},
pages = {96--96},
publisher = {Interactions},
abstract = {Websites such as this one, shared on the ``asshole design''
subreddit, use fake errors or obstructionist language to block
access to content or user choice, drawing on dark pattern
strategies such as obstruction and forced action.},
keywords = {Dark Patterns, Ethics and Values, ux practice},
pubstate = {published},
tppubtype = {article}
}
Websites such as this one, shared on the ``asshole design''
subreddit, use fake errors or obstructionist language to block
access to content or user choice, drawing on dark pattern
strategies such as obstruction and forced action.
subreddit, use fake errors or obstructionist language to block
access to content or user choice, drawing on dark pattern
strategies such as obstruction and forced action.
2014
Gray, Colin M
Evolution of design competence in UX practice Proceedings Article
In: Proceedings of the 32nd annual ACM conference on Human Factors in Computing Systems - CHI '14, pp. 1645-1654, Toronto, Ontario, Canada, 2014, ISBN: 9781450324731.
Abstract | Links | BibTeX | Tags: competence, design capability, Design Education, Design Knowledge, expertise, HCI Education, identity, Practice-Led Research, ux practice, UX Knowledge
@inproceedings{Gray2014-dl,
title = {Evolution of design competence in UX practice},
author = {Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2019/08/2014_Gray_CHI_EvolutionofDesignCompetence.pdf
http://dl.acm.org/citation.cfm?doid=2556288.2557264},
doi = {10.1145/2556288.2557264},
isbn = {9781450324731},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-01},
booktitle = {Proceedings of the 32nd annual ACM conference on Human Factors in Computing Systems - CHI '14},
pages = {1645-1654},
address = {Toronto, Ontario, Canada},
series = {CHI '14},
abstract = {There has been increasing interest in the adoption of UX within corporate environments, and what competencies translate into effective UX design. This paper addresses the space between pedagogy and UX practice through the lens of competence, with the goal of understanding how students are initiated into the practice community, how their perception of competence shifts over time, and what factors influence this shift. A 12-week longitudinal data collection, including surveys and interviews, documents this shift, with participants beginning internships and full-time positions in UX. Students and early professionals were asked to assess their level of competence and factors that influenced competence. A co-construction of identity between the designer and their environment is proposed, with a variety of factors relating to tool and representational knowledge, complexity, and corporate culture influencing perceptions of competence in UX over time. Opportunities for future research, particularly in building an understanding of competency in UX based on this preliminary framing of early UX practice are addressed.},
keywords = {competence, design capability, Design Education, Design Knowledge, expertise, HCI Education, identity, Practice-Led Research, ux practice, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
There has been increasing interest in the adoption of UX within corporate environments, and what competencies translate into effective UX design. This paper addresses the space between pedagogy and UX practice through the lens of competence, with the goal of understanding how students are initiated into the practice community, how their perception of competence shifts over time, and what factors influence this shift. A 12-week longitudinal data collection, including surveys and interviews, documents this shift, with participants beginning internships and full-time positions in UX. Students and early professionals were asked to assess their level of competence and factors that influenced competence. A co-construction of identity between the designer and their environment is proposed, with a variety of factors relating to tool and representational knowledge, complexity, and corporate culture influencing perceptions of competence in UX over time. Opportunities for future research, particularly in building an understanding of competency in UX based on this preliminary framing of early UX practice are addressed.