Course Offerings

This is a survey course covering the basics of the informatics professions. We cover some history of informatics as an academic discipline and profession, review some of the significant concepts that students can expect to cover later in the Informatics major and minor, and review the different concentrations available to Informatics students. Assessment in this course is conducted through weekly quizzes and discussion questions; a short, persuasive, group presentation; and a longer-term persuasive essay project with both individual and group components.

This class offers students hands-on practice with Canvas and other digital tools in order to scaffold success in the informatics program. Students will conduct an independent, iterative research project including the following steps: crafting a research question, finding and evaluating sources, and presenting information.

Survey the ethical foundations for informatics, incorporating non-Western and feminist perspectives. Apply these ethical foundations to contemporary problems in informatics. Examine the confrontation of ethical dilemmas in the workplace, including recognizing value trade-offs, affected stakeholders, and potential solutions. Offered on the letter-grade basis only. This course carries the Writing Flag and the Ethics flag Ethics courses are designed to equip students with skills that are necessary for making ethical decisions in their adult and professional lives. Students should therefore expect a substantial portion of their grade to come from assignments involving ethical issues and the process of applying ethical reasoning to real-life situations.

Introduction to computer programming for those without any prior knowledge or experience in computer programming. We will introduce four broad areas related to success in computer programming: language, software engineering concepts, programming environment, and practical know-how.

In this age of information, we repeatedly hear the phrase “Do your research!”, but what does that mean? And more importantly, why does it matter? This course is broken into two parts designed to provide a foundation to begin answering these questions: 1. The first half of the course is an introduction to research, exploring what research is, what research can look like within the field of Informatics, and how Informatics research can be leveraged for social good. 2. The second half of the course dives deeper into “research methodology,” how research is done and some of the most common tools we use to explore the field’s most burning questions. Students will learn about the functions of qualitative and quantitative methods, as well as how the pieces of the research process fit together to explore challenges and potential solutions by applying human-centered values to the intersections of information, people, and technology. This course is held in-person and rather than exams, assignments are designed to encourage students to apply course concepts to their own interests. Students will leave this course empowered as citizens to critically evaluate research in terms of process, ethics, and equity.

We will describe data using visual and numerical descriptions (visualization and summary statistics). We will learn to make predictions and draw inferences using simple and multiple linear regression. We will learn classification using logistic regression. We will learn how to interpret diagnostic plots that accompany linear models. We will practice all these things using R and RStudio, which will be taught as part of the class. Some math and programming is not required but will be helpful in reducing the workload in the class. A statistics course is required but other statistics courses can be substituted for this one. This course counts for the Quantitative Reasoning flag, starting in Fall 2024.

This course introduces students to foundational knowledge, methods, and skills for designing human-centered user experience (UX) around interactive systems. Students will become familiar with user research, concept generation, design methods, and user evaluation. In addition, students will also learn how to collaborate in a team setting, communicate design rationales, and present compelling narratives about their work. The class will be structured with lectures, hands-on design activities such as design critiques, projects, and presentations.

No description provided.

*THIS TOPIC WILL NO LONGER BE OFFERED AFTER SPRING 2025In 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.

Develop fundamental graphic design theory and skills to prepare students for careers in Informatics and related fields.

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.

This course focuses on the unique design practice of (1) representing and organizing information to facilitate perception and understanding (information architecture) and (2) specifying the appropriate mechanisms for accessing and manipulating task and play information (interaction design). This course also explores design patterns appropriate for the HCI professional.

Examine social and psychological experiences of virtual environments and immersive technologies, such as in virtual reality and augmented reality. Through the course students will learn about the immersive technology and the research behind people’s experiences of virtual environments.

Digital Accessibility has become a critical topic for product leaders, developers, UX designers, and usability researchers. This course will explore the legal, ethical, and practical aspects of Accessibility as it relates to creating inclusive products and experiences for persons with disabilities. While Accessibility applies to both the physical and digital world, a large portion of the course will be focused on digital experiences, and those that combine technology with devices and tools.

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.

Introduction to the methodologies and techniques required for designing an ideal user experience with physical objects. Students will use qualitative, quantitative, and anthropometric data to design and iterate projects.

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.

Online communities are important to our cultural, social, and economic lives and especially to how we find and share information. Yet they also threaten our well-being and may undermine critical social institutions as well as the integrity of public discourse. This course is an interdisciplinary inquiry that seeks to understand online communities. It covers the history of online communities from their origins in the pre-Internet to the rise of social media platforms and contemporary challenges and also the social, psychological, and human-computer interaction research that both explains the practical barriers to building an online community and motivates technical and organizational designs that aim to overcome them.

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

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.