What can we teach about human-computer interaction? (plenary address)
CHI '90 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Design at work: cooperative design of computer systems
Design at work: cooperative design of computer systems
The mythical man-month (anniversary ed.)
The mythical man-month (anniversary ed.)
Educating computer scientists: linking the social and the technical
Communications of the ACM
Peer learning in an introductory computer science course
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
A computer science community service project
CHI '95 Conference Companion on Human Factors in Computing Systems
Make room for ethnography in design!: overlooked collaborative and educational prospects
ACM SIGDOC Asterisk Journal of Computer Documentation
Participatory Design: Issues and Concerns
Computer Supported Cooperative Work
Integrating science and research in a HCI design course
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Using a system of tutorials and groups to increase feedback and teach user interface design
ACE '05 Proceedings of the 7th Australasian conference on Computing education - Volume 42
Creating a realistic context for team projects in HCI
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
Commentary on borderline issues
Human-Computer Interaction
Four requirements for digital case study libraries
Education and Information Technologies
Teaching an applied HCI course using multiple, individual, high fidelity, programming projects
Journal of Computing Sciences in Colleges
Language as action in design meetings: from theory to practice
CM'96 Proceedings of the First international conference on Communication Modeling: The language/action perspective
Hi-index | 0.02 |
We describe the role of mentors in an experimental course on human-computer interaction (HCI) taught in the Computer Science Department at Stanford University for the past two years. Students practice design within the course by collaborating in small groups on 12-week projects, in which they analyze a work environment, design and implement a prototype user interface, and evaluate the prototype with project clients. As part of our experiment in providing contact with the world of practical design, we invited people from local industry to serve as mentors for the student groups. These unpaid volunteers have been important adjuncts in guiding students as they developed their HCI projects. We discuss: the background for the projects; the role of mentors in the learning process; what is required of mentors and what benefits they get; how to support the mentoring process; and what we have learned from the experience so far. We consider mentors to be a critical part of the design project within the course, and we welcome a sharing of experience with other people who may have developed similar courses where mentors played an important role.