Simon Fraser University
Engaging the World

Course Outlines

Fall 2026 - IAT 888 G200

Special Topics VIII (3)

Class Number: 4715

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 9 – Dec 6, 2026: Thu, 2:30–5:20 p.m.
    Surrey

Description

COURSE DETAILS:

Research through Design (RtD) is an approach to conducting research that uses design—and its methods, processes, and practices—as a form of inquiry to generate new knowledge. Design has been widely characterized as a reflective practice where designers iteratively develop new framings and interpretations of complex, often problematic situations in the world through a process of making and critiquing artifacts or systems that operate as potential solutions (Rittel & Weber 1973; Schön 1983; Simon 1996). RtD leverages the practice of design to generatively investigate and reflect on what the world could, should, or ought to be. Over the course of the past two decades, RtD has steadily gained purchase in the Human-Computer Interaction (HCI) community as a method for conducting research. 

This course is intended for students who want to learn about Research through Design, developing both a background in the approach and an understanding of the diverse design methods it involves. The course has two main aims:

1. To familiarize students with and help in navigating the history, theories, agendas, issues, and methods encompassed in Research through Design, with a focus on the Human-Computer Interaction community.

2. To provide the opportunity to engage in hands-on experience in putting RtD into practice as form of research inquiry.

Mode of Delivery: This course is divided into two main portions. The first portion will be a seminar format for the first six weeks with the goal of offering a broad and deep understanding of various approaches, methods, and case studies in Research through Design. This will set the stage for the second major part of the course, which will be organized mostly in a design studio format to give time, attention, critique, and support to each student project. We will aim to develop a creative and collaborative design culture in which we will engage in cycles of discussion and critique of each student’s emerging project work often in this phase. Because of the design studio format of the second part of the course, the course content may shift to cater to the very specific needs of the proposed final RtD project for each student. The course organization is roughly broken down as follows:

• SEMINAR: Weeks 1-6/7 will be organized in a seminar format.

• PROPOSAL DEVELOPMENT: Weeks 6/7-8 will be a transitionary period from the seminar format into discussion and critique of RtD Final Project Proposals.

• DESIGN STUDIO: Weeks 9-15 will largely be organized as design studios. The nature of the course content and organization will be adapted to fit the specific needs, feedback, and expertise of the proposed projects.

COURSE-LEVEL EDUCATIONAL GOALS:

The overall learning goals for the course are for students to:

• Develop an understanding of the main movements in Research through Design in the Human-Computer Interaction Community: Where did it emerge from? Why? What kinds of research questions is it well equipped for exploring?

• Develop an understanding of breadth and depth of methods encompassed within Research through Design and how they can be appropriately applied to research problems and practices.

• Actively apply and relate a carefully selected RtD method (or set of methods) to address specific question(s) in the student’s research through an applied, hands-on RtD project.

Grading

NOTES:

Student Roles

• Presenters: The role of the presenter is to lead an analysis of a paper that is assigned each week. For example, in weeks in which we have 3 assigned papers, there will be 3 presenters. This includes: presenting a summary of the reading in a 10-15 minute presentation that provides context for the reading and provides background author information. The Presenter will need to lead an oral presentation. You do not necessarily have to make slides, but you will need some visual support for the presentation if you do not use slides (e.g., photos, sketches, etc.). The seminar presenter(s) will email the instructor this information and the presentation, and it will be made available via Canvas.

• Discussants: Each week some students will be assigned as discussants rather than seminar presenters.

The role of the discussant is to provoke discussion about an assigned reading that will help stimulate and guide discussion among those enrolled in the course. The prompts the discussant creates can be questions, but also thoughts and critiques. The aim is to be generative and critically reflective.

RtD Project Proposals: The RtD project proposal are intended to help structure the process of working toward the Final Project and Paper with attention to the research motivation, background, and rationale for the proposed project and selection of method(s). The RtD project proposal will be in the form of 2 page (or longer) document. It will also be presented in class to receive critique, feedback, and guidance from the class. Due as per schedule.

The Final Project and Paper: The RtD final project will be a project that demonstrates the productive application of a carefully selected method (or set of combined method) to address specific question(s) related to the student’s interests. This will require the student to engage hands-on in designing and making a design artifact (broadly construed) to support their research. Each student will present in class at the end of term, and also submit a final report.

REQUIREMENTS:

Evaluation

Participation in project critiques and seminar presentations/discussion (oral presentation and active participant in

class discussions): 35%

RtD Project Proposal Presentation (presentation + slides): 10%

RtD Final Project proposals (written): 15%

RtD Final project presentation (presentation + slides): 10%

RtD Final project paper (written): 30%

Participation in Seminar Presentations / Discussion:

Attendance and participation in each class is required. This directly counts toward your participation grade.

Materials

MATERIALS + SUPPLIES:

Texts, Resources & Materials:
All readings will be organized via Canvas.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

At SFU, you are expected to act honestly and responsibly in all your academic work. Cheating, plagiarism, or any other form of academic dishonesty harms your own learning, undermines the efforts of your classmates who pursue their studies honestly, and goes against the core values of the university.

To learn more about the academic disciplinary process and relevant academic supports, visit: 


RELIGIOUS ACCOMMODATION

Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.