Editing DUB Seminar (Summer 2022)

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<div style="float:right;" class="toclimit-3">__TOC__</div>
<div style="float:right;" class="toclimit-3">__TOC__</div>
=DRAFT! Not yet finished=


:'''Design, Use, Build Seminar''' ('''HCID 590 A''')
:'''Design, Use, Build Seminar''' ('''HCID 590 A''')
:'''Instructor:''' [https://kayleachampion.com Kaylea Champion] / [mailto:kaylea@uw.edu kaylea@uw.edu]
:'''Instructor:''' [https://kayleachampion.com Kaylea Champion] / [mailto:kaylea@uw.edu kaylea@uw.edu]
:'''Office Hours:''' By appointment (I'm usually available via chat during "business hours.") Use my harmonizely [https://harmonizely.com/kaylea to schedule time with me].  If you schedule a meeting, we'll meet in the Jitsi room (<code>kayleaoffice</code>) -- you'll get a link to it through the scheduling app.
:'''Office Hours:''' By appointment (I'm usually available via chat during "business hours.") Use [https://harmonizely.com/kaylea to schedule time with me].  If you schedule a meeting, we'll meet in the Jitsi room (<code>kayleaoffice</code>) -- you'll get a link to it through the scheduling app.
:'''Meeting Times:''' Wednesday 12-1pm and several other 90-minute sessions (see [[#Class Schedule|the class schedule below]])
:'''Meeting Times:''' Wednesday 12-1pm and several other 90-minute sessions (see [[#Class Schedule|the class schedule below]])
:'''Important Links''':
:'''Important Links''':
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# Wednesday June 22: Small Group Mixers (optional)
# Wednesday June 22: Small Group Mixers (optional)
# Wednesday June 29: Megan Hofmann (Carnegie Mellon University)
# Wednesday June 29:
# Wednesday July 6: DUB Lightning Introductions (F2F!)
# Wednesday July 6:
# Wednesday July 13: Gabriela Richard (Pennsylvania State University) (f2f discussion@2!)
# Wednesday July 13:
# Wednesday July 20: Saleema Amershi (Microsoft Research) (F2F!)
# Wednesday July 20: Saleema Amershi (Microsoft Research)
# Wednesday July 27: Sherry Tongshuang Wu (UW Computer Science and Engineering) (f2f discussion@2!)
# Wednesday July 27:
# Wednesday August 3: Kai Lukoff (UW Human Centered Design and Engineering)
# Wednesday August 3:
# Wednesday August 10: Marvin Andujar (University of South Florida) (f2f discussion@2!)
# Wednesday August 10:
# Wednesday August 17: MHCI+D Capstone Presentations (yay!)
# Wednesday August 17: MHCI+D Capstone Presentations (yay!)


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You are expected to attend the three facilitated group discussion events. These will be at:
You are expected to attend the three facilitated group discussion events. These will be at:
   
   
# Wednesday, July 13 from 2:00 to 3:30 p.m. (in person, in Alumni House classroom)
# Tuesday  from 3:30–5pm (in person, in Alumni House classroom)
# Wednesday, July 27 from 2:00 to 3:30 p.m. (in person, in Alumni House classroom)
# Tuesday  from 3:30–5pm (in person, in Alumni House classroom)
# Wednesday, August 10 from 2:00 to 3:30 p.m (in person, in Alumni House classroom)
# Tuesday  from 3:30–5pm (in person, in Alumni House classroom)


== Assignments ==
== Assignments ==


=== Weekly Discussion on Slack [Due Friday following seminar @ 6pm] ===
For each week that we have a DUB seminar, I'm asking folks to do two things each week.
 
=== Discussion on Slack [Due Friday following seminar @ 6pm] ===


I am expecting that everybody will spend a minimum of 30 minutes each week outside of the seminar time discussing each seminar on Slack. This should roughly be split between reading others' messages and posting your own thoughtful responses. Feel free to post while you are watching the seminar.
I am expecting that everybody will spend a minimum of 30 minutes each week outside of the seminar time discussing each seminar on Slack. This should roughly be split between reading others' messages and posting your own thoughtful responses.


A simple starting point will be to simply pose a question for the cohort in the slack itself! If you don't feel the desire to share your question or if there are already an interesting set of questions posted, you can spend time responding to others.
A simple starting point will be to simply pose a question for the cohort in the slack itself! If you don't feel the desire to share your question or if there are already an interesting set of questions posted, you can spend time responding to others.


'''Alternative assignment''': If you're not coming up with sufficient useful questions or comments to demonstrate your engagement with the class, [[discussion filler|don't post filler]] :) :) :). Instead, reflect on our summer quarter learning goal: "building practices to support continuous learning and growth in HCI" -- responding to this goal might look like sharing ideas about what approaches work for you, or digging up resources online and describing why you think they'll be helpful.
For the purposes of tracking participation, I am logging our Slack channel and will generate statistics each week of who has participated and when/how much they posted. I don't have a target word count that I'm looking for and I definitely understand that sometimes a thoughtful short message may reflect a bunch of research. That said, I do expect that (a) everybody will post every week, and (b) the posts will be substantial enough to suggest something in the range of 15-20 minutes of thoughtful effort.  


==== Discussion Participation Assessment ====
=== Capstone group discussions [Due each Monday before facilitated discussions @ 6pm ] ===
For the purposes of tracking participation, I am logging our Slack channel and will generate statistics each week of who has participated and when/how much they posted. I don't have a target word count that I'm looking for and I definitely understand that sometimes a thoughtful short message may reflect a bunch of research. That said, I do expect that (a) everybody will post every week, and (b) the posts will be substantial enough to suggest something in the range of 15-20 minutes of thoughtful effort.


=== Group Synthesis Responses [Due Monday after our discussions @ 6pm ] ===
We'll be having our three discussion groups after talks 1&2, talks 3&4, and talks 5&6. I want everyone to set aside 45-60 minutes to discuss each pair of talks with their capstone project groups. I'm hoping this makes things easier logistics-wise because you'll be meeting with these folks regularly as part of your projects.


There are six research talks this quarter, and three face-to-face discussion sections. After each "set" -- two talks and a face to face discussion section -- your task is to set aside 45-60 minutes to discuss each pair of talks and our follow-up meeting with your capstone project groups. I'm hoping this makes things easier logistics-wise because you'll be meeting with these folks regularly as part of your projects. Your objective is to develop a synthesis response.


==== Synthesis Response Examples ====
==== Example Ways of Responding ====


Your response might be inspired by one of these formats or you might follow your own path:
Your discussion might take several forms:


* Analysis: Why or how is the research being presented considered to be important? What conversation does it contribute to? What's puzzling or confusing about what was described?
* Analysis: Why or how is the research being presented considered to be important? What conversation does it contribute to? What's puzzling or confusing about what was described? [Analysis Response Example]
* Same Approach, New Context: Given the same approach, methods, or point of view that you saw described in the talk, what would it look like to explore a different context or problem space using this approach?
* Same Approach, New Context: Given the same approach, methods, or point of view that you saw described in the talk, what would it look like to explore a different context or problem space using this approach? [
* New Approach, Same Context: Given the same overall problem space, organization, cultural phenomenon, etc. that you saw described in the talk, what would it look like to explore it using a different approach or method?  
* New Approach, Same Context: Given the same overall problem space, organization, cultural phenomenon, etc. that you saw described in the talk, what would it look like to explore it using a different approach or method?  
* Short-term Application: How might ideas in the talks influence your capstone projects? Are there things you might approach differently? Don't let resources or time be a barrier. I'm not asking you to actually apply the ideas from the talks or to rework your projects as you go. My main goal here is prompt you to think about how you could.
* Short-term Application: How might ideas in the talks influence your capstone projects? Are there things you might approach differently? Don't let resources or time be a barrier. I'm not asking you to actually apply the ideas from the talks or to rework your projects as you go. My main goal here is prompt you to think about how you could.
* Long-term Application: If you think beyond your time in the MHCI+D program, how you might apply these ideas in your career or your other work and projects?
* Long-term Application: If you think beyond your time in the MHCI+D program, how you might apply these ideas in your career or your other work and projects?
* Skill Practice -- '''The Pitch''': How would you summarize one/several of these talks to others outside MHCI+D -- in the context of a meeting, coffee conversation, e-mail, etc.? Who needs to know about this research and why? Give each other a pitch and refine your delivery.
* Skill Practice -- maybe we would call it '''The Pitch''': How would you summarize one/several of these talks to others outside MHCI+D -- in the context of a meeting, coffee conversation, e-mail, etc.? Who needs to know about this research and why? Give each other a pitch and refine your delivery.
* Skill Practice -- '''The Interview''': Imagine you are talking to one of the leaders of the research project being described and you're seeking a job on the team. How does your MHCI+D background and skills position you to contribute to their work? Offer each other feedback and consider potential follow-up questions or responses from a hiring manager.
* Skill Practice -- maybe we would call it '''The Interview''': Imagine you are talking to one of the leaders of the research project being described and you're seeking a job on the team. How does your MHCI+D background and skills position you to contribute to their work? Offer each other feedback and consider potential follow-up questions or responses from a hiring manager.
* Retrospective: Thinking back over these talks and all the many other talks you've attended as part of the DUB seminar (see [https://dub.washington.edu/seminar.html#tab_previous_seminars past talks list]), what themes do you identify? Are there tensions or conflicts that emerge within these themes?
* Synthesis: Thinking back over these talks and all the many other talks you've attended as part of the DUB seminar (see [https://dub.washington.edu/seminar.html#tab_previous_seminars past talks list]), what themes do you identify? Are there tensions or conflicts that emerge within these themes?
 


==== Synthesis Response Assessment ====


Your deliverable is to post to pinned Slack discussion threads that I'll create for the purpose.
Your deliverables are to post the following things to a pinned Slack discussion threads that I'll create for the purpose:


This post should be a short summary of your conversation, using one of the above ways of responding or your own approach (shoot for 200 words).
# A short summary of your conversation (shoot for 200 words).
# At least two questions or topics your group would be interested in discussing with the full group.


My understand is that all the project groups have three people. As a result, I'll expect each of you to take the lead in posting your group's contributions to the pinned thread during the quarter. Also, please remember to mention your teammates when you post so that I know whose conversation you are reporting back about!
My understand is that all the project groups have three people. As a result, I'll expect each of you to post to the pinned thread at least twice during the quarter. Also, please remember to mention your teammates when you post so that I know whose conversation you are reporting back about!


== Grading and Assessment ==
== Grading and Assessment ==


This course is offered credit/no credit. Although you will not receive a numeric grade, passing this class is not automatic and I will assess your work and evidence of learning throughout the quarter. You can find details about my approach to assessment and my very detailed grading rubric on [[User:Kaylea/Assessment|my assessment page]]. Although I don't expect this to be a problem, you'll need to have credit for at least 2/3 of the assignments in the class in order to get credit for the class:
This course is offered credit/no credit. Although you will not receive a numeric grade, passing this class is not automatic and I will assess your work and evidence of learning throughout the quarter. You can find details about my approach to assessment and my very detailed grading rubric on [[User:Benjamin Mako Hill/Assessment|my assessment page]]. Although I don't expect this to be a problem, you'll need to have credit for at least 2/3 of the assignments in the class in order to get credit for the class:


I will assign points for each of following items according to the weights below:
I will assign points for each of following items according to the weights below:


* Weekly slack conversation: 40%
* Weekly slack conversation: 40%
* Productive and thoughtful participation in face-to-face group discussions: 30%
* Bi-weekly group discussions: 30%
* Contributing to your group's discussion response and posting your group's discussion response (one time this quarter): 30%
* Facilitated group discussion: 30%


== Administrative Notes and Resources ==
== Administrative Notes ==


=== Dealing with Paywalls ===
=== Dealing with Paywalls ===


As part of this class, you'll be linked to academic articles on a regular basis. Many of these articles are behind paywalls in the sense that you will often be asked to pay for access to the full text. Whatever you do, '''don't pay for the articles!''' UW has already paid for them which means that you have already paid for them, in small part, as part of your tuition!
As part of this class, you'll be linked to academic articles on a regular basis. Many of these articles are behind paywalls in the sense that you will often be asked to pay for access to the full text. Whatever you do, '''don't pay for the articles!''' UW has already paid for them which means that you have already paid for the, in small part, as part of your tuition!


Although you can often do a web search and find a "preprint" (usually an earlier version of the article available online for free), UW libraries have bought subscriptions to everything (or almost everything) we'll be talking about in this class. As a result, my recommendation is to get the real version from the publisher.
Although you can often do a web search and find a "preprint" (usually an earlier version of the article available online for free), UW libraries have bought subscriptions to everything (or almost everything) we'll be talking about in this class. As a result, my recommendation is to get the real version from the publisher.
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=== Your Presence in Class ===
=== Your Presence in Class ===


As detailed in [[User:Kaylea/Assessment|my detailed page on assessment]], your participation in discussion is an important way that I will assess learning. Obviously, you must be in class in order to participate. If you need to miss the seminar itself, contact me and we can make sure you get a copy of a video. In the event of an absence, you are responsible for obtaining notes, handouts, assignments, etc.
As detailed in [[User:Benjamin Mako Hill/Assessment|my detailed page on assessment]], your participation in discussion is an important way that I will assess learning. Obviously, you must be in class in order to participate. If you need to miss the seminar itself, contact me and we can make sure you get a copy of a video. In the event of an absence, you are responsible for obtaining notes, handouts, assignments, etc.  


=== Religious Accommodations ===
=== Religious Accommodations ===
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=== Disability Resources ===
=== Disability Resources ===


If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to UW at your earliest convenience so we can discuss your needs in this course.
If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to uw at your earliest convenience so we can discuss your needs in this course.


If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.
If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.
=== Mental Health ===
Your mental health is important. If you are feeling distressed, anxious, depressed, or in any way struggling with your emotional and psychological wellness, please know that you are not alone. Many of us have endured or are currently facing profoundly difficult times.
Resources are available for you:
* UW 24/7 Help Line 1.866.775.0608
* https://wellbeing.uw.edu/topic/mental-health/
* https://www.crisistextline.org/


=== Other Student Support ===
=== Other Student Support ===
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