| I 320S |
Topics in Social Informatics: Open Source Software Development |
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Undergraduate |
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| I 320S |
Topics in Social Informatics |
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Undergraduate |
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| I 320S |
Topics in Social Informatics: Understanding Disability and Accessibility |
This course examines disability beyond digital accessibility (i.e., web accessibility, user interface design) and focuses on disability from an organizational and socio-technical point of view. Students will learn about the legislation and policies impacting accessibility, the models that shape our perceptions of disability, and review case studies of disability in several contexts. In addition to the broader types of disabilities, we will consider other forms of disabilities (permanent, situational, temporary). Students will engage in class discussions, small group activities, homework assignments, and give oral presentations. Students will be equipped with the knowledge and skills to apply methods and models of accessibility in the workplace in various fields, including software design, data science, AI, and library science. |
Undergraduate |
- Research
- technical Writing
- case Studies
- Disability And Accessibility
- socio-technical System
- disability In The Organization
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| I 320S |
Topics in Social Informatics: Design for Social Impact |
This class explores how to make arguments about and through design. The first half focuses on values, criticism, ethics, and analysis of technology, the latter portion aims to help a soon-to-graduate technologist envision positive social impact in a mission-driven enterprise. Students will practice synthesizing ethical tech considerations – as they will have to do for the rest of their careers – and combining this with an organizational mindset. Through exercises, role-playing, discussions, guest lectures from activist technologists, and wide-ranging readings, students will practice connecting broader implications of their designs with technical choices. Design for Social Impact seeks to arm students with diverse ways of reflecting on their authorial relationship to technology, drawing from art and design to political science and anthropology. Course participants will be encouraged to focus on areas of personal interest, enumerating the social, political, and economic parameters of particular technical systems: parameters that are as important as power consumption, usability, or efficiency. |
Undergraduate |
- Conscious Making
- design
- social Change
- Values In Design
- design Approaches
- design Justice
- organizational Models
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| I 320S |
Topics in Social Informatics: Sociotechnical Systems Analysis |
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Undergraduate |
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| I 320U |
Topics in User Experience Design |
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Undergraduate |
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| I 320U |
Topics in User Experience Design: Misinformation, Justice, and Design |
In this course, we will work to understand and address the challenges of misinformation, disinformation, and strategic manipulation in online environments. First, we will work to develop a deep understanding of the problem space. We will read and discuss existing research (both historical and contemporary) on how and why misinformation and disinformation spread. Next, we will explore the process, both personal and interpersonal, by which these issues can be approached and addressed in our own lives. This will involve reflecting on our own presuppositions, beliefs, and biases about information; and doing a project in which we apply the principles of Human-Centered Design to investigate different design directions for addressing misleading information. Students will gain important contextual knowledge and hands-on design experience that they can take into future professional domains (from education to policy to technology), where they can contribute to building more trustworthy information systems. |
Undergraduate |
- Prototyping
- Qualitative User Research
- Media Literacy
- Describe the “problem” Of Online Misinformation & Disinformation From Different Perspectives
- Design Interventions That Address Mis- And Disinformation
- Reflect On Your Own Information Diet & Identify Ways To Make Information Spaces Healthier Through Their Own Participation
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| I 320U |
Topics in User Experience Design: Graphic Design |
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Undergraduate |
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| I 320U |
Topics in User Experience Design: User Research |
This course addresses concepts and methods of user experience (UX) research, from identifying users’ problems and needs to evaluating concepts and designs for viability, usability, and satisfaction. It also covers aspects of managing the research process, including recruiting participants, setting up and conducting studies, analyzing qualitative and quantitative data, and disseminating insights. Students will work both individually and as part of a team to complete research exercises and projects. The course includes hands-on practice with several common UX research methods such as observation, interview, survey, focus groups, and expert review. We will also touch on applied topics such as research in enterprises, consulting, and startup organizations, lean/agile techniques, mobile research approaches, and strategies for persuasively communicating findings and product implications. |
Undergraduate |
|
| I 320U |
Topics in User Experience Design: Information and Interaction Design |
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Undergraduate |
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| I 320U |
Topics in User Experience Design: Virtual Environments and Immersive Technology |
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Undergraduate |
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| I 320U |
Topics in User Experience Design: Digital Accessibility |
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Undergraduate |
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| I 320U |
Topics in User Experience Design: Understanding Human-Centered AI |
This course introduces human aspects of AI systems for UX design students. It will provide an overview of AI's psychological and societal implications and the opportunities to design AI-integrated products by applying human-centered design principles. |
Undergraduate |
- Ai-integrated Product Concept Design
- AI-integrated Product Prototyping Using Figma And Chatbot Design Tools
- Human-centered AI Design Principles
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| I 320U |
Topics in User Experience Design: 3-D Prototyping |
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Undergraduate |
|
| I 320U |
Topics in User Experience Design: Information and Interaction Design |
The first half of the course describes interaction design while the second half covers information design. Each student will keep a sketchbook and turn in sketches corresponding to exercises. No sketching experience is required. Each student will participate in a group project developing a prototype of an information artifact such as a website, app, or kiosk. The prototype is usually completed using Figma, which will be taught as part of the course. During the information design part of the course, students will be introduced to Tableau and have the opportunity to create a data visualization in Tableau. |
Undergraduate |
- Information Design
- Interaction Design
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| I 320U |
Topics in User Experience Design: Online Communities |
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Undergraduate |
|
| I 372 |
Career Success in the Digital Organization |
This course is designed to help set students majoring in Informatics up for career success post-graduation. What does career success look like? Well, philosophically many things depending on context. This course, however, focuses on the transition between the last year of college and the first year of a career. The semester is broken into three units as a foundation to begin answering these questions: 1. The Landscape: What opportunities exist for graduates with my skillsets and interests? What do different job titles actually mean? How do I know which path is right for me? How do I find jobs and opportunities I’m interested in and qualified for? 2. The Application & Interview Process: After Unit 1, I know the kinds of positions and career paths I’m interested in post-graduation, but how I do actually get the job/position or accepted to my program of interest? In a sea of hundreds (sometimes thousands) of applicants, how do I show I’m a good fit in an application and an interview? Once I have options, how do I choose what’s right for me? 3. The First Year: How do I make sure my first year is successful? How do I navigate a new professional space? How do I set myself up to build relationships and perform well? How do I apply what I’ve learned in the Informatics Major and at UT to grow as an ethical, equitable leader and information professional? This course is held in-person and rather than exams, assignments are built as concrete materials students can use in their career searches and professional endeavors. Students will leave this course empowered to successfully navigate the Informatics-related job market and professional opportunities |
Undergraduate |
- Job Application
- Job Interviews
- Negotiation
- Career Opportunities
- Professional Development
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| I 178I |
Independent Study |
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Undergraduate |
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| I 278I |
Independent Study |
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Undergraduate |
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| I 378I |
Independent Study |
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Undergraduate |
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| I 178R |
Research Experience |
|
Undergraduate |
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| I 278R |
Research Experience |
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Undergraduate |
|
| I 378R |
Research Experience |
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Undergraduate |
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| I 178T |
Internship |
|
Undergraduate |
|
| I 278T |
Internship |
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Undergraduate |
|
| I 378T |
Internship |
|
Undergraduate |
|
| I 379C |
Capstone |
As the culminating experience of the undergraduate Informatics Program, I 379C allows every student to apply their unique skillsets and learnings to a "degree-capping" project that is focused on a real-world problem or initiative. Informatics Capstone projects can take many forms, but typically involve aligning on a specific project and plan with an industry or faculty project sponsor, and then completing the project over the course of the semester. This course is designed to support your capstone journey throughout the semester as you work on your project with your Field Supervisor. Progress in the course is measured through weekly updates and documents submitted directly to Canvas. During the semester, the course meets once per week, and during these sessions we'll focus on items and issues relevant to your capstone experience. You'll have an opportunity to present your work also, through class presentations and the final poster session where your sponsors, faculty, and other students can meet you and discuss your project. Summary of Course Goals 1. Deliver a professional-level project/solution to showcase your knowledge, skills, and abilities. 2. Take direction and feedback from a supervisor working in your applied field of study. 3. Strengthen communication and presentation skills. 4. Manage expectations around project goals, schedule, and deliverables. |
Undergraduate |
- Project Management
- Applied Experience
- Presentation Skills
- Project Planning
- Professional Communication
- Managing Deliverables
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| I 679HA |
Honors Thesis |
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Undergraduate |
|
| I 679HB |
Honors Thesis |
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Undergraduate |
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| ISP 380 |
Introduction to Information Security and Privacy |
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ISP/(formerly) MSIMS |
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| INF 380E |
Perspectives on Information |
In this class we'll use history and readings to not only understand the current state of the information field, but how we got here. Seeing that, students will understand that they have the power to shape and improve the information field. Students will also work in in-class teams to cement ideas and connect to other students in the class. We work to answer the question of why UX designers, archivists, AI ethicists, and librarians are all in the same graduate program. Ultimately the goal is to connect, understand, and inspire. |
MSIS/PhD |
- Information Professionals
- Information
- Knowledge
- big Picture
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| INF 380P |
Introduction to Programming |
The class focuses on developing problem solving skills using Python as a programming language. Starting from procedural function development, we also explore object-oriented techniques, and discuss simple data structures that are often used in software development. The students usually do a few programming assignments, take a midterm, and submit a final project. |
MSIS/PhD |
- Learn Problem Solving Skills
- Python Coding
- peer Collaboration
- Basics Of Python
- Object-oriented Design In Python
- Simple Data Structures
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| INF 181 |
Individual Studies (1 credit hour) |
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MSIS/PhD |
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| INF 281 |
Individual Studies (2 credit hours) |
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MSIS/PhD |
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| ISP 381 |
Information and Privacy in Society |
|
ISP/(formerly) MSIMS |
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| INF 381 |
Individual Studies (3 credit hours) |
|
MSIS/PhD |
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| ISP 382 |
Public Policy, Information Security, and Privacy |
|
ISP/(formerly) MSIMS |
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| INF 382C |
Understanding and Serving Users |
What does it really mean to be user-centered? How do we practice user-centered design in a professional and methodical manner? What research findings can we rely on to help us improve user experiences? This is a readings/discussion course that examines in depth what we know about people (that is, what does scientific research actually tell us) and how can we apply this knowledge in the real-world of experience design. We examine human psychology, from physical ergonomics to cultural dispositions, stopping off on cognition and social analyses en route, so as to have a holistic, robust perspective on what it means to understand users. The readings are complemented with an examination of methods e.g., what is a cognitive walkthrough and how do you do it reliably? what are the limitations of heuristic evaluations? The goal is to give you a solid grounding in the practices of user-centered thinking, regardless of your area of application, and prepare you for professional level contributions in the user-experience world. There is no teamwork, all students deliver individual term papers and design critique diaries. There are also no pre-requisites -- technical or theoretical, the class is open to all. |
MSIS/PhD |
- Evaluation Methods
- user-centered Design
- user Psychology
- socio-technical Thinking
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| INF 382D |
Introduction to Information Resources and Services |
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MSIS/PhD |
|
| INF 382G |
Information Resources and Services for Children and Young Adults |
|
MSIS/PhD |
|
| INF 382G.03 |
Materials for Children and Young Adults |
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MSIS/PhD |
|
| INF 382H |
Legal Information Resources |
In this course, you will gain exposure to legal reference questions and the reference interview, investigate legal research sources, and beome familiar with the methods and strategies for conducting legal reference and basic legal research. |
MSIS/PhD |
- Legal Research
- Westlaw
- Law Libraries
- Legal Research
- Reference
- Law
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| INF 382L |
Information Resources and Services |
|
MSIS/PhD |
|
| INF 382L |
Information Resources and Services: Scholarly Communication |
With the ongoing evolution of digital technologies, the creation and sharing of scholarly knowledge continues to change rapidly. In this course, we will explore historical developments, current issues, and ongoing debates in scholarly communication. We will also examine the critical roles of academic libraries and library professionals in the complex scholarly communication landscape. As we learn about topics such as academic publishing, open access and open scholarship, peer review, metrics and impact, copyright and fair use, open education, library values, and social justice, we will consider challenges and opportunities for librarians engaged in scholarly communication. In addition to building a broad understanding of key issues and areas of scholarly communication, students will develop more in-depth knowledge of a scholarly communication issue. |
MSIS/PhD |
|
| INF 382L.03 |
Inquiry and Information Seeking in K-12 |
Examine inquiry models and information-seeking theories relevant to K-12 teaching and learning. Explore tools and resources for student learning and strategies for teaching specific information literacy skills within the context of a research-based inquiry. |
MSIS/PhD |
- Information Literacy for K-12
- guided Inquiry Design
- inquiry In K-12
- Information Literacy Skills for K-12
- implementing Research-based Inquiry Process In K-12
- phases Of Inquiry Process
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| INF 382S |
Library Instruction and Information Literacy |
History and ongoing evolution of instruction in library and information service settings; conceptions of information literacy; learning theories and pedagogical approaches; instructional design principles, including backward design; and reflective teaching practice. |
MSIS/PhD |
- Information Literacy
- teaching
- instructional Design
- Learning Theories
- inclusive Pedagogy
- reflective Teaching Practice
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| ISP 383 |
Business Governance and Controls for Information Security and Privacy |
|
ISP/(formerly) MSIMS |
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| INF 383H |
Introduction to Digital Humanities |
This course is a hands-on introduction to Digital Humanities, which may be defined as using digital technologies to investigate questions traditional to the humanities or to ask humanities-oriented questions about the digital. What are these questions? As usual, it depends, depends on the scholar’s theoretical orientation, methods, and resources at hand (including not only primary source materials, but time, skill, and support). This course is relevant to literary scholars, historians, media scholars, information scholars, and all those who are interested in how humanists engage in cultural studies. It will include learning to evaluate DH questions and DH projects through project-based exercises in creating and interpreting digital humanities resources and tools and a close (and critical) look at the infrastructural, institutional, and political issues involved in interrogating “the digital” in the humanities. As we look at the concepts, methods, theories, and resources of DH through the perspective of practice, we will consider how computational methods are being used to further humanities research but also, more importantly, how our understanding of computing technologies is deepened by humanities research. No prerequisites are required for this course. |
MSIS/PhD |
- Digital Humanities
- Digital Humanities
- Digital Humanities
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| ISP 384 |
Strategic Communication for Information Security and Privacy |
|
ISP/(formerly) MSIMS |
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| INF 384C |
Organizing Information |
|
MSIS/PhD |
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