White Papers

Our most accessible writing, meant to serve as an introduction to to integrating Human-Centered Design in teaching.

Author: Saadeddine Shehab 

Human-Centered Design (HCD) is a problem solving approach that identifies the unmet needs of a population in order to collaboratively and iteratively develop solutions. Integrating HCD in exisiting curricula and teaching is challenging. This paper describes three different ways to integrate HCD in exisiting curricula and teaching.

 

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Journal Articles

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Year: 2021
In
: Journal of College Science Teaching
Authors: Lucas O'Bryan, Dawn Bohn & Saadeddine Shehab

Citation: O'Bryan, L., Bohn, D., & Shehab, S. (2021, Accepted). A Human-Centered Design toolkit for STEM-based capstone courses: General design and implementation in a food science curriculum. Journal of College Science Teaching

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Conference Proceedings

Year: 2021
In: Proceedings of the International Society of the Learning Sciences (ISLS) Annual Meeting 
Authors: Saadeddine Shehab (organizer); Mike Tissenbaum (organizer); LuEttaMae Lawrence (organizer); Daniel Rees Lewis (organizer); Matthew Easterday (organizer); Spencer Carlson; Adam Royalty; Helen Chen; Sheppard Sheri' Shelley Goldman; Annie Camey Kuo; Kimiko Lange; Melissa Mesinas; Rose K. Pozos; Dhvani Toprani; Mona AlQahtani; Yu Xia; Marcela Borge; Keith Sawyer (Discussant)

Abstract: Human-Centered Design (HCD) is a growing field that has the potential to positively impact students’ learning. A general consensus on the terms, practices, scaffolds, and assessments of HCD can foster its effective implementation in K-12 and post-secondary education. This session brings together researchers whose work is focused on implementing HCD across K-16 classrooms. It aims to develop a coherent definition of HCD, its methods, practices, and assessments, to help frame the field and reduce ambiguity at a critical time in its broader adoption. 

Citation: Shehab, S., Tissenbaum, M. ... & Sawyer, K. (2021, June). Towards bringing Human-Centered Design to K-12 and Post-Secondary education. In the Proceedings of the International Society of the Learning Sciences (ISLS) Annual Meeting. Bochum, Germany. 

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Year: 2021
In: Proceedings of the International Society of the Learning Sciences (ISLS) Annual Meeting 
Authors: Carrie James, Saadeddine Shehab & Gail Rost 

Abstract: A critical goal of teacher preparation programs is to support pre-service teachers (PSTs) in understanding their future students and communities. One way to do this is by assisting PSTs in developing social empathy. This paper describes the design and implementation journey of three prototypes of an instructional booklet that aims to engage PSTs, taking a social justice in education course, in human-centered design (HCD) processes to understand people, identify their unmet needs, and propose solutions to respond to those needs. Our prototypes were informed by a conceptualization of social empathy that encourages PSTs to understand people who come from different social backgrounds and findings from research that define concrete techniques to empathize with the users. We discuss the design and implementation of the fourth prototype of this booklet and propose a study to evaluate the impact of the booklet on PST’s development of social empathy. 

Citation: James, C., Shehab, S., & Rost, G. (2021, June). Developing social empathy through Human-Centered Design: The iterative journey of designing an instructional booklet for preservice teachers. In the Proceedings of the International Society of the Learning Sciences (ISLS) Annual Meeting. Bochum, Germany. 

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Year: 2020
In: Proceedings of the American Society for Engineering Education Conference  
Authors: Alexandar Pagano, Saadeddine Shehab & Leon Liebenberg 

Abstract: This work-in-progress paper describes the implementation of an activity that introduces human-centered design to students in a Design for Manufacturability course. It explores the TAs’ experiences of implementing this activity to provide insights into the challenges of teaching design in engineering classes and to seek ways to overcome these challenges. It also examines the impact of the activity on students’ understanding of the role of human-centered design in design for manufacturability in engineering.

Citation: Pagano, A., Shehab, S., & Liebenberg, L. (2020, June). WIP: Introducing students to Human-Centered Design in a Design for Manufacturability course. In the Proceedings of the American Society for Engineering Education Conference. Montreal, Canada. 

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Conference Presentations

Year: 2021
Presented at: the American Educational Research Association (AERA)  
Authors: Saadeddine Shehab; Luettamae Lawrence; Mike Tissenbaum; Tingting Rui; Tyler Hixon 
Citation: Shehab, S., Lawrence, L., Tissenbaum, M., Rui, T., & Hixon, T. (2021, April). The impact of integrating Human-Centered Design in three higher education courses. Paper presented at the American Educational Research Association (AERA). 

Year: 2021
Presented at: the American Educational Research Association (AERA)  
Authors: Luetatame Lawrence; Saadeddine Shehab; Mike Tissenbaum; Tingting Rui; Tyler Hixon  
Citation: Lawrence, L., Shehab, S., Tissenbaum, M., Rui, T., & Hixon, T. (2021, April). Human-Centered Design taxonomy: Case study application with novice, multidisciplinary non-designers. Poster presented at the American Educational Research Association (AERA). 

Year: 2021
Presented at: the the International Organization of Food and Technology (IFT) Virtual Conference   
Authors: Dawn Bohn, Lucas O'Bryan & Saadeddine Shehab   
Citation: Bohn, D., O'Bryan, L., & Shehab, S. (2021, July). Integrating Human-Centered Design into a food product development undergraduate capstone course. Poster presented at the International Organization of Food and Technology (IFT) Virtual Conference. 

If you have any questions about the ARL's publications, you can read more about Dr. Saad Shehab's work or contact him via email