Integrating Human-Centered Design in a Food Science Capstone Course; A Case Study
15th International Conference of the Learning Sciences
International Society of the Learning Sciences
The integration of HCD in post-secondary education can help undergraduate students come up with innovative solutions to authentic and complex problems that are relevant to their field of study (Withell & Haigh, 2013). Lately, there has been some work around the implementation of HCD in undergraduate classrooms (Puente, van Eijck, & Jochems, 2013); nevertheless, much of this work has been mainly reported from a theoretical or design-focused lens, rather than empirical evaluation, especially in STEM disciplines. This case study describes the integration of HCD into a food science capstone course through a) defining HCD and food science learning goals, b) providing scaffolding tools that support students’ engagement and learning of HCD, c) creating opportunities for formative assessment and revisions, and d) promoting students’ participation and collaboration (Barron et al., 1998). The study explores the students’ experiences in this course to provide evidence-informed insights of instructional models that effectively integrate HCD in post-secondary STEM courses.
Shehab, S., Lawrence, L., & Tissenbaum, M. (2021). Integrating human-centered design in a food science capstone course: A case study. Symposium conducted at the 15th Annual International Conference of the Learning Sciences. International Society of the Learning Sciences.(pp. 861-862). Bochum, Germany.