2025
Henriques, Ana O; Carter, Anna R L; Severes, Beatriz; Talhouk, Reem; Strohmayer, Angelika; Pires, Ana Cristina; Gray, Colin M; Montague, Kyle; Nicolau, Hugo
A Feminist Care Ethics Toolkit for Community-Based Design: Bridging Theory and Practice Honorable Mention Proceedings Article
In: CHI '25: CHI Conference on Human Factors in Computing Systems Proceedings, Association for Computing Machinery, 2025.
Abstract | Links | BibTeX | Tags: Critical Theory, Design Methods, Design Theory, Digital Civics, Research Methods
@inproceedings{Henriques2025-cb,
title = {A Feminist Care Ethics Toolkit for Community-Based Design: Bridging Theory and Practice},
author = {Ana O Henriques and Anna R L Carter and Beatriz Severes and Reem Talhouk and Angelika Strohmayer and Ana Cristina Pires and Colin M Gray and Kyle Montague and Hugo Nicolau},
url = {http://dx.doi.org/10.1145/3706598.3713950},
doi = {10.1145/3706598.3713950},
year = {2025},
date = {2025-01-01},
urldate = {2025-01-01},
booktitle = {CHI '25: CHI Conference on Human Factors in Computing Systems
Proceedings},
publisher = {Association for Computing Machinery},
abstract = {Existing ethics frameworks for participatory engagement in HCI
of- ten overlook the nuanced ethical challenges of dynamic
community- based contexts given the latter’s relational nature.
We hope to bridge this gap by grounding feminist care ethics in
actionable tools for community-based projects to enhance ethical
engagement in these settings. Prior research advocates for
adaptable, context- sensitive ethics in participatory research,
informed by feminist care ethics. To address this need, we
developed and iteratively re- fined a toolkit embodying the
underlying principles of feminist care ethics through workshops
with participants working in aca- demic and non-academic
community-based settings. Our findings suggest that the toolkit
fosters ethical reflection aligned with the feminist care ethics
ethos while facilitating meaningful experiences for participants.
This work contributes to the field by offering a practical design
artefact that not only embodies feminist care ethics but also
supports researchers and communities in navigating com- plex
ethical landscapes in participatory engagements, together or
independently.},
keywords = {Critical Theory, Design Methods, Design Theory, Digital Civics, Research Methods},
pubstate = {published},
tppubtype = {inproceedings}
}
Existing ethics frameworks for participatory engagement in HCI
of- ten overlook the nuanced ethical challenges of dynamic
community- based contexts given the latter’s relational nature.
We hope to bridge this gap by grounding feminist care ethics in
actionable tools for community-based projects to enhance ethical
engagement in these settings. Prior research advocates for
adaptable, context- sensitive ethics in participatory research,
informed by feminist care ethics. To address this need, we
developed and iteratively re- fined a toolkit embodying the
underlying principles of feminist care ethics through workshops
with participants working in aca- demic and non-academic
community-based settings. Our findings suggest that the toolkit
fosters ethical reflection aligned with the feminist care ethics
ethos while facilitating meaningful experiences for participants.
This work contributes to the field by offering a practical design
artefact that not only embodies feminist care ethics but also
supports researchers and communities in navigating com- plex
ethical landscapes in participatory engagements, together or
independently.
of- ten overlook the nuanced ethical challenges of dynamic
community- based contexts given the latter’s relational nature.
We hope to bridge this gap by grounding feminist care ethics in
actionable tools for community-based projects to enhance ethical
engagement in these settings. Prior research advocates for
adaptable, context- sensitive ethics in participatory research,
informed by feminist care ethics. To address this need, we
developed and iteratively re- fined a toolkit embodying the
underlying principles of feminist care ethics through workshops
with participants working in aca- demic and non-academic
community-based settings. Our findings suggest that the toolkit
fosters ethical reflection aligned with the feminist care ethics
ethos while facilitating meaningful experiences for participants.
This work contributes to the field by offering a practical design
artefact that not only embodies feminist care ethics but also
supports researchers and communities in navigating com- plex
ethical landscapes in participatory engagements, together or
independently.
2024
Obi, Ike; Naik, Suchismita; Gray, Colin M; Parsons, Paul C; Toombs, Austin L; Jo, Moonnyung; Mondan, Prateek
Metacognitive Strategies to Foster Interculturally-Aware Design Competency Proceedings Article
In: EduCHI 2024: 6th Annual Symposium on HCI Education (EduCHI '24), Association for Computing Machinery, 2024.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Digital Civics, HCI Education, Reflection
@inproceedings{Obi2024-fo,
title = {Metacognitive Strategies to Foster Interculturally-Aware Design Competency},
author = {Ike Obi and Suchismita Naik and Colin M Gray and Paul C Parsons and Austin L Toombs and Moonnyung Jo and Prateek Mondan},
url = {http://dx.doi.org/10.1145/3658619.3658624
https://colingray.me/wp-content/uploads/2024/04/2024_Obietal_EduCHI_MetacognitiveStrategiesInterculturalCompetency.pdf},
doi = {10.1145/3658619.3658624},
year = {2024},
date = {2024-06-01},
urldate = {2024-06-01},
booktitle = {EduCHI 2024: 6th Annual Symposium on HCI Education (EduCHI
'24)},
volume = {1},
publisher = {Association for Computing Machinery},
series = {EduCHI},
abstract = {Metacognition is vital for learning in general, and its value
for HCI educational practices warrants investigation. In
general, metacognitive awareness can help student designers
consider how their thought processes might influence their
design outputs. More specifically, it may also have relevance
for helping HCI students develop intercultural
competence—particularly when students interrogate their own
cultural biases and can reflect on the cultural implications of
their work. However, there are several challenges associated
with developing metacognitive skill in instructional settings,
and these may be exacerbated in intercultural settings. In this
paper, we share an account of how we engaged with students
participating in a study abroad experience, using daily
reflection sessions to encourage students to develop their
metacognitive awareness and intercultural competence while they
worked on digital civics projects in an unfamiliar cultural
setting. We describe the metacognitive strategies that we
identified within our students' reflections. Through our
narrative, we are able to highlight the intersecting roles that
digital civics design prompts, new cultural contexts, and
metacognitive questioning may play in how students develop and
express their intercultural learning.},
keywords = {Cross-Cultural Education, Design Education, Digital Civics, HCI Education, Reflection},
pubstate = {published},
tppubtype = {inproceedings}
}
Metacognition is vital for learning in general, and its value
for HCI educational practices warrants investigation. In
general, metacognitive awareness can help student designers
consider how their thought processes might influence their
design outputs. More specifically, it may also have relevance
for helping HCI students develop intercultural
competence—particularly when students interrogate their own
cultural biases and can reflect on the cultural implications of
their work. However, there are several challenges associated
with developing metacognitive skill in instructional settings,
and these may be exacerbated in intercultural settings. In this
paper, we share an account of how we engaged with students
participating in a study abroad experience, using daily
reflection sessions to encourage students to develop their
metacognitive awareness and intercultural competence while they
worked on digital civics projects in an unfamiliar cultural
setting. We describe the metacognitive strategies that we
identified within our students' reflections. Through our
narrative, we are able to highlight the intersecting roles that
digital civics design prompts, new cultural contexts, and
metacognitive questioning may play in how students develop and
express their intercultural learning.
for HCI educational practices warrants investigation. In
general, metacognitive awareness can help student designers
consider how their thought processes might influence their
design outputs. More specifically, it may also have relevance
for helping HCI students develop intercultural
competence—particularly when students interrogate their own
cultural biases and can reflect on the cultural implications of
their work. However, there are several challenges associated
with developing metacognitive skill in instructional settings,
and these may be exacerbated in intercultural settings. In this
paper, we share an account of how we engaged with students
participating in a study abroad experience, using daily
reflection sessions to encourage students to develop their
metacognitive awareness and intercultural competence while they
worked on digital civics projects in an unfamiliar cultural
setting. We describe the metacognitive strategies that we
identified within our students' reflections. Through our
narrative, we are able to highlight the intersecting roles that
digital civics design prompts, new cultural contexts, and
metacognitive questioning may play in how students develop and
express their intercultural learning.
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.
2019
Gray, Colin M; Toombs, Austin L; Owczarzak, Marlo; Watkins, Christopher
Digital civics goes abroad Journal Article
In: Interactions, vol. 26, no. 2, pp. 74-77, 2019, ISSN: 1072-5520.
Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Digital Civics, HCI Education, UX Knowledge
@article{Gray2019-xd,
title = {Digital civics goes abroad},
author = {Colin M Gray and Austin L Toombs and Marlo Owczarzak and Christopher Watkins},
url = {https://colingray.me/wp-content/uploads/2019/08/2019_GrayToombsOwczarzakWatkins_Interactions_DigitalCivics.pdf
https://dl.acm.org/citation.cfm?doid=3314846.3301661},
doi = {10.1145/3301661},
issn = {1072-5520},
year = {2019},
date = {2019-01-01},
urldate = {2019-01-01},
journal = {Interactions},
volume = {26},
number = {2},
pages = {74-77},
keywords = {Cross-Cultural Education, Design Education, Digital Civics, HCI Education, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}