Research Paper Analysis
Threading the Needle: Designing an Undergraduate HCI Major for a 2+2 Computer Science Model
This paper presents a case study on designing an undergraduate Human-Computer Interaction (HCI) major within a 2+2 Computer Science (CS) model. This model requires all CS students to complete a common core in the first two years, followed by specialized major-specific courses in the upper two years. The authors discuss the unique challenges encountered, such as defining a common core that supports subsequent specialization, balancing diverse aspects of HCI (design, evaluation, systems, theory) within a condensed timeframe, and integrating courses across different majors. Their bottom-up, iterative approach involved listing topics, skills, and activities, composing learning units, and mapping them to learning outcomes. The process aimed to democratize design and foster emergent course definitions, while navigating the structural constraints of the 2+2 CS program. The paper concludes with reflections and recommendations for HCI educators.
Key Metrics & Impact
Understanding the quantitative impact of well-designed HCI curricula on student outcomes and institutional objectives.
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Total required HCI & CS courses
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HCI-focused faculty members
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Courses developed for new major
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Target launch year for new BCSc program
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Curriculum Challenges
Design Methodology
Interdisciplinary Foundations
Program Outcomes
Curriculum Challenges in a 2+2 Model
The 2+2 Computer Science model, requiring a common core in the first two years, presents unique challenges for specialized majors like HCI. Defining a foundational common core that seamlessly supports advanced HCI topics is crucial, ensuring students gain necessary programming and data structure skills without delaying exposure to human-centred design. Balancing diverse HCI aspects—design, evaluation, systems, and theory—within a condensed upper-year timeframe demands careful course structuring. Furthermore, the need for inter-major course sharing introduces complexity, requiring flexible prerequisite structures and adaptable content to serve various student interests and career paths.
Iterative and Bottom-Up Design Methodology
The design process adopted a bottom-up, iterative approach, beginning with an extensive list of prospective topics, skills, and activities. This democratic method encouraged broad faculty participation, fostering emergent course definitions rather than top-down imposition. Initial ideas were clustered into "learning units," which were then iteratively combined and recombined into plausible high-level course topics. Feedback on the proposed 2-year CS core informed adjustments, ensuring students were well-prepared for the HCI major. The final phase involved mapping courses to learning outcomes, ensuring comprehensive coverage of core HCI topics, and adapting existing electives to complement the new major.
Interdisciplinary Foundations and AI's Influence
HCI inherently draws from diverse fields like psychology, sociology, anthropology, and design, which are often outside the traditional CS core. The challenge was to embed introductory concepts from these disciplines directly into HCI courses, such as "Human Cognition for HCI," to avoid complex external prerequisites and credit hour constraints. While this pragmatically ensures foundational coverage, it raises questions about depth compared to dedicated disciplinary courses. Additionally, the growing influence of AI, as both a catalyst for curriculum redesign and a source of anxiety regarding future job relevance, reinforces the need for human-centred skills and critical engagement with AI systems, making HCI's role more vital than ever.
Achieving Comprehensive Learning Outcomes
The HCI major was designed around a revised set of learning outcomes encompassing key areas such as design paradigms, evaluation methods, ethical impact, accessibility, visualization, and physical computing. A major pedagogical goal was to integrate theory, practice, and experience throughout the curriculum, ensuring students develop both comprehensive understanding and practical skills. This approach leverages workshops, labs, and studio time, alongside real-world case studies and project work, to contextualize learning. The capstone project in the fourth year further emphasizes experiential learning, showcasing students' accumulated knowledge and skill sets in a practical application.
2 Years
Dedicated to Common CS Core Across All Majors
Enterprise Process Flow
List Prospective Topics, Skills, Activities
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Iteratively Compose Learning Units
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Identify High-Level Course Topics
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Feedback on CS Core & Preparation
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Map Courses to Learning Outcomes
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Define Required Courses & Adjust Content
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Adapt/Combine Existing Electives
| Feature | Previous BCSc Curriculum | Redesigned BCSc HCI Major |
|---|---|---|
| Common Core Duration | Extended into third year | First two years (2+2 model) |
| Specialization | Limited (certificate tracks, largely undersubscribed) | Explicit majors (HCI, AI, Data Science, etc.) |
| HCI Positioning | Elective / peripheral skill | Core component, dedicated major, gateway course |
| Interdisciplinary Focus | Limited early exposure | Embedded into HCI courses (Psychology, Design) |
| Mathematics Requirements | Rigid prerequisites (Calculus, Linear Algebra) | Flexible (Linear Algebra, Statistics; recommendations) |
| Student Pathways | Generalist computer scientist | Clear pathways to specialization and careers |
Case Study: HCI Major's Response to Industry Needs
Title: Adapting to the Evolving Tech Landscape with a Human-Centred Focus
Challenge: The rapid evolution of the ICT sector, driven by AI and data-driven systems, created a gap between traditional CS curricula and the competencies employers demand. Graduates needed more than just technical skills; they required strong human-centred methods, interaction design, and ethical reasoning to navigate complex socio-technical contexts and create impactful products.
Solution: The Dalhousie FCS redesigned its BCSc program, introducing dedicated majors including HCI, under a 2+2 model. The HCI major specifically addresses this challenge by:
- Embedding core HCI concepts early with a second-year gateway course, making human-centred design visible and accessible to all CS students.
- Structuring upper-year courses to balance design, evaluation, systems, and theoretical HCI aspects within a condensed timeframe.
- Integrating interdisciplinary concepts (e.g., cognitive psychology, social science) directly into HCI courses to avoid external prerequisite barriers.
- Emphasizing experiential learning through projects, workshops, and a capstone, aligning with industry demand for critical thinking, collaboration, and adaptability.
Result: The new HCI major prepares students for contemporary software development, where understanding user needs, designing responsibly, and evaluating societal impacts are paramount. By positioning HCI as a foundational competence, the program aims to produce graduates equipped to design legible, trustworthy, and accessible AI-embedded applications and systems, thereby strengthening their employability and contributing meaningfully to the tech industry.
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Implementation Roadmap
A phased approach to integrate human-centred computing into your curriculum, drawing lessons from the case study.
Phase 01: Core Advocacy & Needs Assessment (Months 1-3)
Actively engage in common core design discussions, advocating for HCI content. Conduct internal needs assessment to understand faculty strengths, student interests, and existing course overlaps.
Phase 02: Learning Outcome Definition & Module Clustering (Months 4-6)
Develop a comprehensive set of HCI learning outcomes. Employ a bottom-up approach to identify and cluster topics, skills, and experiences into preliminary learning units, ensuring broad participation.
Phase 03: Course Structuring & Prerequisite Alignment (Months 7-9)
Formalize learning units into specific course descriptions. Address interdisciplinary prerequisites by embedding foundational concepts within HCI courses where feasible, and design flexible prerequisite chains.
Phase 04: Content Development & Faculty Training (Months 10-12)
Finalize course syllabi, assessments, and pedagogical models (theory+practice+experience). Provide training for faculty, especially for those teaching interdisciplinary content outside their primary expertise.
Phase 05: Program Launch & Iterative Refinement (Year 1+)
Launch the new HCI major. Establish mechanisms for continuous feedback from students, faculty, and industry, using insights to iteratively refine course content and program structure, adapting to evolving AI and tech trends.
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