Reflection

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Introduction

I would argue that reflection is a critical practice for UX and usability designers. It helps us analyze projects, identify patterns in our thinking, and assess our skills over time. In each section of this portfolio, distinct elements of UX and usability practice are explored, and examples are provided. When taken together, they illustrate how needs assessments, design, evaluation, iteration, and inclusive practices intersect to produce more equitable and effective digital experiences. This page seeks to weave all of those individual threads and demonstrate how my work and experiences have shaped my growth in this field.

I have had the opportunity to engage with all five UXU competencies and gain firsthand experience of how their practical intersection through the projects included in this portfolio, among others.

Needs assessment and task analysis. Through user research, personas and scenarios, and task analyses, I have learned both the importance of identifying user goals and challenges before any design decisions are made and how to leverage these techniques effectively. The PATH project, the Missouri Archives Website Redesign, and the hierarchical task analysis from my Front-End Analysis course are only three of many examples that have grounded my understanding of how to build evidence-based requirements.
Design frameworks and theories. Throughout projects, I have leveraged interaction design theories, frameworks, and principles, and theories outside of or adjacent to interaction design. For example, in the Missouri Archives Redesign, we leveraged Nielsen's Heuristics and Gestalt Principles in the design itself. Across PATH, Pavlov's Reader, and the Archives Redesign, I was intentional to consider Cognitive Load Theory (CLT) to ensure these designs appropriately supported cognitive load management. In the PATH and the Pavlov’s Reader designs, instructional frameworks such as ADDIE, Gagné, and constructivist theory were integrated to align design decisions with instructional design and educational psychology. The frameworks provided guidance for how to structure content and interactions in a way that supported comprehension and motivation.
Usability data collection and analysis. Many of my projects have integrated usability data collection and analysis. However, the most detailed of such was certainly the Google Docs usability evaluation that my team and I conducted. During the evaluation, we conducted a systematic usability test that integrated mixed methods data collection and performance metrics in order to identify strengths and barriers in the software. This evaluation emphasized the importance of designing studies that incorporate both user behavior and user perception.
Usability engineering and iterative prototyping. The Missouri Archives Redesign serves as the most appropriate example of this competency. This project showcased how low- and high-fidelity prototypes can be used by teams to test ideas, receive targeted feedback, and refine interaction patterns. By engaging in a peer review process and through instructor feedback, I gained insight into how iteration strengthens clarity, accessibility, and overall usability of a system throughout the design and implementation process.
Diversity and inclusion methods to increase efficient and effective use. While all of these competencies are critical, inclusive design is perhaps the most important to me, personally. It should be addressed in every project. The examples provided in this portfolio include only some of the ways that diversity and inclusion can be addressed. The PATH training was created to help faculty of varied backgrounds implement accessible practices. It sought not only to manage cognitive load but also to model accessibility practices. The Archives redesign focused on perceptual clarity, translation, and flexibility for users of different ages and abilities. Pavlov’s Reader centered neurodivergent learners and applied cognitive frameworks that support varied executive function profiles.

Together, these projects demonstrate how each competency informs the others. Design is shaped by needs assessment, prototyping is based on design frameworks, usability testing validates and challenges assumptions, and inclusive design strengthens the entire process. As a UX practitioner, I continue to embrace this integrated approach.

Research, systems thinking, instructional design, and academic service work have all contributed to my growth. My early doctoral studies focused on clarifying, structuring, and supporting students in learning environments. When I became more engaged in UX and usability research and systems-focused coursework, I realized that complex environments, both instructional and not, require thoughtful analysis of user goals, information flows, and interactions.

I gained valuable experience translating research findings into design decisions through projects such as the redesign of the Missouri Archives and learned how to articulate those decisions using design principles and heuristics. As a result of conducting usability evaluations, I developed skills for collecting mixed data, analyzing patterns, and translating insights into actionable recommendations. Through the PATH project, I gained a deeper understanding of how to align UX with instructional goals, and Pavlov's Reader integrated my understanding of inclusive design and cognitive processes.

Faculty consultations, teaching, and accessibility initiatives I have participated in have reinforced the importance of designing not only for "ideal" users but also for users who have diverse contexts, constraints, lived experiences, and accessibility needs. My UX perspective, which combines empathy, rigor, and systems thinking, has evolved as a result of these experiences.

Looking ahead, I plan to continue integrating UX research, accessibility, and learning design to support more inclusive and evidence-based digital environments. I aim to focus my work on AI-supported design, understanding how neurodivergent learners experience instructional systems and environments, and the creation of systems that reduce barriers for these learners. I have adjacent interests in faculty development, digital pedagogy, and using UX insights to help instructors create more accessible and human-centered learning experiences.

Ultimately, my goal is to contribute to projects that bridge research with authentic practice, promote equitable access, and empower users from diverse backgrounds and with different abilities. I intend to continue leveraging inclusive design in my work, whether that's through UX research, instructional systems design, or other avenues.