Course Descriptions

This course will introduce the student to the study design and qualitative research methods employed within human-centered interaction design (HCID). In this process-driven course, the lessons will be structured around design research methodology, execution, and reporting. Through readings, discussions, and the exploration of examples, guidelines, and heuristics, the course engages the student in the ethical and entrepreneurial aspects of human needs and opportunity research within service and product design practice.

Design solutions often require us to confront fundamental ethical issues. Ethical design involves considering the values of all involved parties, such as designers, corporate employers, intended users, and unintended users. Ethical design involves applying values, derived from theory, in every stage of the design process.

In this course, the student will examine a range of ethical theories, from the classical Western canon to feminist and Confucian theories, in order to analyze designs in fields from mobile apps to architecture, from military technologies to financial products, and will examine in depth the ethical challenges of AI. The student will perform in-depth ethical analyses, applying theories of their choice to better understand design decisions in their fields of interest, and will participate actively in weekly discussions, applying ethical theory to existing and future design solutions.

This course will introduce the student to the theories and perspectives of human social behavior that are employed most often in HCID. Drawing on canonical and new sociotechnical science literature, the course will present the student with overviews of theories of information, action, sociality, conflict, and interaction within traditional and digital environments. Through readings and examples, the course includes attention to sociotechnical theories around communities of practice, online communities, social media, and enterprise knowledge management. This seminar course offers the student a better understanding of the contexts and perspectives within which people interact with others, around and through offline, online, and hybrid environments.

This applied overview course focuses on designing and integrating smart technologies into private and public spaces through a human-centered lens. The student will learn about opportunities and challenges with the integration of smart technologies and ambient environments into human life. The student will consider the social impacts and ethical considerations and trade offs when designing intelligent, multisensory human-technology interactions.

Businesses maintain a competitive edge by offering a combination of products and services. How well interactions with a product go for users can determine the success or failure of the product. This course will discuss creating successful product service systems (PSS), and how to create desired outcomes for customers that are also valuable to the business. Service designers are at the forefront of carrying out research to answer these questions. In this course, the student will learn service design frameworks and research methodologies that tackle these service design prompts and usability issues. Class sessions will consist of lectures, discussions, sketching, design thinking exercises, presentations, and critiques. Work will be done individually in the first two assignments and in teams for the final assignment.

This course will introduce the student to the design-based theories and contexts of users and populations, as found in human-centered interaction design. The course will focus on evidence-based advocacy through targeted user research. Through a solid foundation of self-awareness, the student will work in research teams to conduct user discovery, identify design problems, and evaluate existing solutions to ensure inclusive design for their assigned population. The course draws the student’s attention to the need to develop their design eye for contextual integration of user and population theory within design practice.

This course offers the student the opportunity to work with a variety of tools and processes that support design practice. The course exposes the student to traditional and digital tools, templates, and techniques for design. Using an example project supplied by the professor, the course is run as a series of studios. After using tools and processes in each stage of the design process, the student reflects on the suitability and use case for each tool and reflect on their evolving sense of self as a designer. The course covers the tools, processes, and techniques necessary to professionalize the student’s design practice.

This course introduces the student to the contextual design of patterned interfaces in human-centered interaction design. The course is structured as a series of seminars around four design area: contexts; visuals; patterns; and actions. Taking the approach of goal-driven design, the student will engage in reading, discussing, experimenting, and presenting design rationales for design choices around traditional and new digital interfaces. The course builds on what the student learned in the other courses and intensifies the student’s development of their design eye for contextually sensitive interaction design. The student will be challenged to consider areas of conflict and divergence within design thinking. While employing their own evolving capacity for design, the student will learn to manage conflicts between goal orientations, contextual needs, and environmental challenges.

The in-program elective choices may vary each year, depending on needs and abilities of students, faculty, and external clients. Some co-teaching across the university’s technology programs is expected to occur.

This course is a one-on-one student-focused studio in which the student will produce a series of design research data collection and analysis instruments, and upon attainment of IRB approval, conduct a significant project in human-centered design research. The studio culminates in a live pitch session to the HCID full-time faculty as a whole, and a written process report.

This course is a one-on-one student-focused solution design and prototype creation studio. This course requires the student to use the results of their HCID 695 research and recommendations to design, build, test and improve a conceptual prototype that addresses the user needs and design recommendations from HCID 695, drawing on every course taken at HU, to realize their design solution.

This is the survey course for the Program in Healthcare Informatics, both for the certificate and the master’s degree. The student is exposed to the full range of healthcare informatics as it is employed in today’s workplace. This course discusses issues, trends, challenges, and applications related to the role of the Informaticist in Healthcare Systems and Institutions including big data management, electronic medical records systems, eHealth, data governance and data sharing. Casebased and project-based approaches are used for discussion and assignments. The student does not require academic healthcare system knowledge beyond that contained in ISEM541 Healthcare Systems, although clinical experience facilitates more rapid assimilation of content material and a deeper understanding of the overall curriculum. The overall goal of the course is familiarity with the potential contributions of informatics to both health outcomes and business operations so that successful learners return to their workplaces with sufficient knowledge to immediately function more effectively and efficiently as Informaticists.

This is the first half of the keystone course for the Program in Healthcare Informatics, both for the certificate and the master’s degree. The student engages in a 3-credit executive format course which provides them with a robust set of tools for devising customized potential solutions to a range of Healthcare Information Technology (HIT) implementation challenges facing healthcare systems today. Interactive sessions are needed to facilitate mastery of interpersonal skills. The goal of the course is familiarity with basic techniques and current best practices for the planning, evaluation, implementation, adoption and optimization of healthcare IT systems. The successful learner will be able to plan and execute HIT projects, facilitate change, communicate effectively with all staff, and intervene with problem adopters.

This is the second half of the keystone course for the Program in Healthcare Informatics, both for the certificate and the master’s degree. The student engages in a 3-credit executive format course that provides them with a robust set of tools for devising customized potential solutions to a range of Healthcare Information Technology (HIT) implementation challenges facing healthcare systems today. Interactive sessions are needed to facilitate mastery of interpersonal skills. The goal of the course is familiarity with basic techniques and current best practices for the planning, evaluation, implementation, adoption and optimization of healthcare IT systems. The successful learner will be able to lead multidisciplinary teams, plan and execute HIT projects, work in an Agile/Lean environment, leverage adult learning theory, optimize the human-computer interface, and advise on HIT compliance issues.

This course is an elective course for graduate students studying Healthcare Informatics, Nursing, Pharmacy, Information Systems Engineering and Management, or Analytics and is intended to develop their understanding of using patient and administrative data to predict relevant outcomes and develop healthcare models. The course explores foundational concepts in data management, processing, statistical computing, and dynamic visualization. In this course, the student will investigate patterns, derive predictions in healthcare areas, and build models using selective predictive analysis techniques such as nonlinear regression, decision trees, probabilities, staffing models, queuing theory, event prediction, time series, rule-based modeling, and data visualization. The instructor will use case studies, and practical applications, small group projects, individual assignments, and a major course project to introduce students to simulations using existing data to master the various predictive models of healthcare analysis.

This course covers the basic principles, models and approaches of healthcare systems and introduces healthcare administration topics. The focus of the course is not on technologies but instead on the business and management aspects of healthcare. The course introduces the student to a wide range of healthcare topics such as healthcare business processes and business patterns, healthcare business process re-engineering and integration, healthcare clinical systems and services (patient care, physician support systems, health networks), hospital systems, management concerns, and government regulations. In addition, varied approaches and models of healthcare administration at local, national and international levels are discussed. Cross-listed with ISEM 541.

This course addresses the central role of healthcare data in both health outcomes and business operations. This is the basic course in healthcare data management for the ISEM graduate program as well as the program in Healthcare Informatics, both the certificate and master’s degree. The goal of the course is familiarity with basic techniques and current best practices for the governance, collection, cleaning, storage, sharing and handling of healthcare data. Case-based and project-based approaches are used for discussion and assignments. Prior experience in healthcare systems is not required, but knowledge of material contained in ISEM 541 Healthcare Systems is helpful in establishing context. Cross-listed with ISEM 545

This is the analytics survey course for the Program in Healthcare Informatics, both for the certificate and the master’s degree. Graduate students are exposed to the wide range of analytics tools and techniques used in today’s workplace. The ultimate goal of the course is familiarity with the strengths and limitations of these tools so that successful learners return to their workplaces with sufficient knowledge to ask appropriate questions of the available data, choose the appropriate tools and techniques used to analyze the available data, and explain the strengths and weaknesses of any inferences made. Master’s Degree students in Healthcare Analytics desiring more in-depth analytics application knowledge will pursue elective courses in ANLY. The student does not require mathematical knowledge beyond high school level algebra, although introductory calculus knowledge facilitates understanding in a few areas such as matrices, vectors, and rates of change.

Healthcare finance is at the core of issues surrounding quality healthcare delivery and reform in the U.S. healthcare system. It involves balancing the need to manage/control costs, while simultaneously investing in strategic opportunities. This course emphasizes basic financial management theory related to the healthcare industry. This course also investigates the financial relationships between the healthcare provider, the patient, the employer group, and the payer (insurer). Course’s focus is on budgeting, cost control, cost reimbursement, revenue, cost incentive programs, and financial analysis specific to healthcare. Moreover, healthcare billing practices from a variety of healthcare delivery systems are presented including an examination of insurance and reimbursement practices in terms of today’s healthcare industry, and Medicare and Medicaid in terms of payment and governmental policy.

This course allows the student to pursue an area of interest that is within the broad scope of Healthcare Informatics . A faculty member will supervise this study.

The Summer Game Academy is an intensive summer program designed to introduce passionate young game designers and developers to the methods and processes used by professional game makers throughout the world. The program focuses on all aspects of the creative process from ideation to problem solving to delivery. Students will develop skills and strategies to prepare them for a future in the digital media industry. Students who are entering, attending, or just graduating high school wishing to expand their artistic or programming skills should attend this unique program. The Summer Game Academy is an immersive experience designed for high school students interested in video games, interactive simulations, new media, and/or the digital arts.

This course introduces the student to the video game development workflow. The student has an intensive one-week experience working in small teams to develop prototypical game projects. The student leaves the course wtih a portfolio piece and new skills in programming, game design, graphics arts, public speaking and team building. Limited to the Dual Enrollment student.

Special Topics in Interactive Media.

Many video game companies are actively promoting “modding” (the modification of) existing video games, a trend sweeping the industry. This course is a mix of game design and game play. Skills needed to create maps, import models, and mod nearly every aspect of the game experience are taught. Once completed, the student leaves with the latest tips and tricks to begin a career path in game design and development. Offered Semester I (Fall), even-numbered years.

This foundational course introduces the student to the essentials of visual computing, graphic design, web technologies, and more, focusing on skills such as image manipulation, HTML/CSS design, interactive experiences, and 3D modeling. Designed for aspiring creatives and digital innovators, it offers a hands-on approach to  exploring various design disciplines, setting the stage for specialized advanced studies. IMED 110 is the gateway for the student to unlock their potential within the interactive media landscape.

This course will introduce the student to computing by creating and manipulating digital media. In the course, the student will create expressive media by manipulating computational materials (like arrays and linked list). The student will manipulate images by changing pixels, create sounds by iterating over samples, render linked lists into music, and create artifacts like collages, music, and digital video special effects.

Interactive media encompasses a broad range of disciplines, technologies, processes and experiences. This course will introduce students interested (and enrolled) in the primary areas offered in the Interactive Media program including interactive experience design, media production, and digital games design. This course will be co-taught by several IMED faculty members based on their areas of expertise.

This Digital Photography course is designed to introduce three major components of digital photography: camera mechanics, image composition and digital photo editing. Students will learn to confidently control the photographic process and produce a portfolio of work that has been carefully imagined, executed, edited and presented. A digital SLR camera and Adobe Creative Cloud license are required for this course.

Cross-media communications are integrated, interactive experiences that occur across multiple media, with multiple authors and have multiple styles. This course presents how the audience becomes an active participant in the cross-media experience.

This course combines approaches from history, literature, media studies, and design. A key goal of critical game studies is to develop and refine a critical vocabularly for articulating the aesthetics of games. This includes both the distinctive features unique to games and those they sheare with other forms of media and culture. Also included here are: the history of computer and digital games and toys; the construction and critique of a canon of significant and influential games; and game criticism and journalism. Offered Semester I (Fall), annually.

This course unveils the strategic art of persuasive writing in the realm of marketing, guiding the student through the nuances of crafting compelling copy that transcends mere storytelling. This course delves into the core principles of copywriting, emphasizing the creation of content that captivates and entertains but also prompts the reader to act. The student will learn the foundational elements, objectives, and methodologies for developing impactful copy that enhances brand visibility, encourages consumer engagement, and drives campaign success. Through a structured step-by-step process, this course equips future marketers with the skills to create attention-grabbing content that effectively communicates the value of an offering.

This course immerses the student in the vibrant world of digital media production, offering a unique blend of creativity and practical application. This course is structured to provide an engaging hands-on environment where the student is tasked with producing a diverse range of digital media projects. Utilizing state-of-the-art hardware, cutting-edge software, and versatile web-based tools, the student will cultivate the creative and critical thinking skills essential for thriving in digital production careers. Additionally, this course encourages the student to pursue the Adobe Certified Professional certification, adding a valuable credential to their professional toolkit. By the end of this course, the student will have not only developed a robust portfolio of digital works but also prepared themselves for advanced opportunities in the digital media landscape. This course is a pivotal step for the student aiming to excel in the digital production domain.

This course will introduce students to the theories and perspectives of human sociotechnical behavior. Drawing on canonical and new social science literature, the course will present students with overviews of theories of information, action, sociality, conflict and interaction within traditional and digital environments. The course includes attention to sociotechnical theories around communities of practice, online communities, social media, and enterprise knowledge management. This seminar-type survey course offers students a better understanding of the contexts and perspectives within which people interact with others, around and through offline, online, and hybrid environments.

This course is intended to offer students the opportunity to work with a variety of tools and processes that support design practice. The course exposes students to traditional and digital tools, templates, and techniques for design, grouped according to the five different stages in the Design Thinking practice. The course is run as a series of hands-on studio sessions.

IMED 230 provides a comprehensive introduction to the essentials of digital marketing, equipping the student with a solid foundation in the field’s core principles and strategies. This course is meticulously designed to enhance the student’s understanding of marketing within a business framework, focusing on critical concepts such as market segmentation, targeting, crafting unique value propositions, and the importance of metrics for success. Through a blend of theoretical learning and practical exercises, the student will develop the analytical skills necessary to construct and present a digital marketing plan tailored to a company of their choice.

The fundamental theory and practice of new media is explored in this course. It prepares the student for creative expression and technology application in all aspects of multimedia for effective message communication, whether it is for a specific product, a game or entertainment site, instruction, or eCommerce. New and emerging interactive digital media is used to create, store, transmit and sell products and services. The student may work on a project to enhace a local employer to recruit and expand business. Offered Semester II (Spring), annually.

This course explores the fundamental theory and practice of creating digital media. It prepares the student for creative expression and technology application in all aspects of media for effective message communication, whether it is for a specific product, a game or entertainment site, instruction, or eCommerce. New and emerging digital media tools are used to create, store, transmit and sell products and services. The student employs these new skills to develop portfolio-ready pieces. Offered Semester II (Spring), annually.

This course builds on digital video production skill development. The student uses visual design principles, motion graphics, sound design, and creative camera techniques and editing to produce client-based projects. This course also includes considerable training on the use of studio equipment, including its care and maintenance.

Audio producton can make or break media-baesd projects. Understanding how sound is created, recorded, processed and managed in digital formats is at the heart of crafting interactive experiences. This course is designed as an introduction to computer based recording, editing, mixing and production of sound. A software purchase is required.

This course prepares the student for a career in web development. The student will expand their knowledge of the emerging web technologies while applying sound design methodologies to front-end web development. This multifaceted course introduces the student to a variety of web development tools and the role of a web designer focused on user interface design. The student will also spend a large portion of the semester transforming interface designs and wire frames into functioning web sites using Adobe Brackets, HTML, CSS, JavaScript and other web technologies as ncesessary.

This course will introduce students to the package of study design and research methods employed in design science. Lessons will be structured around design research methodology, execution and reporting. Students will engage in learning about and practicing research skills and methods, in order to develop the capacity needed to research the people, processes, contexts and temporalities of digital interaction opportunities. Through readings, discussions, and the exploration of examples, guidelines, and heuristics, the course engages students in the methodological aspects of human-focused research within design practice.

Usability is at the core of the interactive experience design. This course focuses on usability methods and processes to evaluate the design options and digital interfaces for interactive products, services and experiences. This course looks at product usability assessment across the design lifecycle, using published case studies and real-life projects. Interface design activities include product usability study design, execution, evaluation, and reporting. Through reading, analysis and hands-on labs, the student will learn the cost of bad design, and gain a practical understanding of common interface assessment tools.

This laboratory-intensive course examines the various components of game design. The student will examine archetypical games to study the fundamental structure, principles. and methodologies behind the design process. The student is required to maintain a laboratory notebook, documenting the process of empirical research and game genre exploration. Offered Semester II (Spring), annually.

This first project in the student’s experiential program challenges the student to identify, investigate and analyze a particular topic in the program of study or a concentration. A key objective is to apply skills, methods, and knowledge obtained in prior courses with independent thinking and research; the final product represents the successful and purposeful application of knowledge. The project is undertaken with the close mentorship of a faculty member and may involve a community partner. Projects can involve scientific-based research or laboratory experiences, needs analysis or development plans for external organizations, or market studies and business plan proposals. Offered as needed.

Media arts and animation is used in various industries including architecture, television, advertising, education, and forensics. Skills needed in the media arts and animation industry include design, illustration, compositing, and three-dimensional computer modeling. Additionally, the student improves skills in story development, background and layout design, and special effects. This interactive course utilizes industry-related technology and software. Offered Semester II (Spring), annually.

The creation of rigs and the motion of characters and objects in games and animation are explored, including full character, muscle, facial, and dynamic rigs. Also reinforced are the principles of animation, such as movement and weight.

The student is familiarized with professional fiction writing through the short story, with a focus on idea generation, scene setting, characterization and plot. Other forms of fiction writing, appropriate to student needs and interests, such as gaming, screenplays, or works of various lengths, are discussed.

This course will introduce the student to the design perspectives encountered most often in interaction design. Design perspectives are attitudes towards how to design which reflect their political, social, and technological beliefs about design practice. Through readings and case studies, students will explore a variety of perspectives in the domain of digital interactive design. Students will delve into the foundations of design practice through different standpoints, histories, frames of reference and interpretations of different views of the ‘best’ way to design.

The increasing amount of data that an individual is exposed to is simultaneously creating an increase in cognitive load. Information Visualization (InfoVis) systems and techniques are intended to aid in dealing with this deluge. Information visualization is the use of interactive interfaces to visually represent abstract data. This course is intended for the student interested in understanding and utilizing information visualization in their own work. Offered Semester I (Fall), annually.

IMED 333 delves into the strategic role of social media in digital marketing, equipping the student with the skills to navigate various platforms and implement best practices effectively. This engaging course emphasizes the creation of a social media strategy and the application of knowledge through a capstone project, where the student designs a
simulated ad campaign on Facebook. Tailored for individuals with basic internet and Google Workspace skills, it offers a practical approach to mastering social media marketing tools and techniques.

This course focuses on analyzing, managing, producing, and deploying interative media projects. Topics include: initial planning, proposal writing, information architecture, interface design, project management, user testing, and installation. The student develops various project ideas and presents a final design concept to potential museum, hospitality, theme park or government agency client. Software, hardware, and resources vary based on technical aspects and unique aesthetics of an interactive encounter. Offered Semester II (Spring), annually.

This course will introduce the student to mobile design and development using industry standard mobile app development system. The weekly topics cover mobile application lifecycle, mobile interface design, data and app distribution. Through weekly homework assignments, the student will design mobile experience for intended audience, and build mobile applications/games. The student will also be introduced to current mobile design and development practices, such as project management, troubleshooting, and software testing. Offered as needed.

This course will introduce the student to the design-based theories and contexts of users and populations, as found in interaction design. This course will be structured around three design contexts: cohorts; environments; and capabilities. The course will take place as a series of case-based seminars. Through readings, discussions, and the exploration of examples and heuristics, the course draws the student’s attention to the need to develop their comprehension of used-based theories within design practice.

This course introduces students to the contextual design of patterned interfaces in interaction design. This course is structured as a series of lectures and seminars around four design area: contexts; visuals; patterns; and actions. Taking the approach of goal-driven design, student engage in reading, discussing, experimenting, and presenting design rationales for design choices around traditional and new digital interfaces. Students will be challenged to consider areas of conflict and divergence within a design thinking framework. Students will analyze and reconcile conflicts between goal orientations, contextual needs, and environmental challenges within interactive design practice.

An internship allows the student to put theory into practice. The student applies classroom experiences to the workplace at an off-site placement, where ideas are tested and competencies and skills are developed. Throughout the internship, the student works regularly with a faculty supervisor, the Office of Experiential Programs, and a site supervisor who guide the learning process. The student integrates the collective observations, analyses, and reflections of this experiential team into an internship portfolio that showcases the accomplishments of the experience. The unique portfolio is constructed throughout the internship, and represents the evolutionary and dynamic nature of the learning process. Offered as needed.

This course evaluates design and development procedures used across creative industries. The student is introduced to effective team and process management procedures utilized through the lens of interative experiences and software development. These topics are further developed through guest lectures, collaborative learning exercises and the development of individual project plans, which primarily focus on the people, pixels, and processes used in interactive media development.

This course covers emerging topics in Interactive Media. It is an in-depth study of a selected specialized area of Interactive Media and the content varies by semester

This course is designed for the student who demonstrates an interest in an area of study not offered or who wishes to pursue a discipline in greater depth than possible through existing courses. A directed study counts as an elective and may not be used for accelerated or remedial credit. A learning contract between the student and instrsuctor defines the responsibilities of the parties and specifies the learning objectives and standards for successful completion of the project. A calendar of meeting times and deadlines shall be a part of that contract. Offered as needed.