Assessing the implementation of authentic, client‐facing student projects in user experience (UX) education: Insights from multiple stakeholders

Abstract

ABSTRACT User experience (UX) is often cited as one of the fastest growing occupations, creating opportunities across nearly every sector for individuals skilled in the application of user‐centered design principles and methods. Many information and library schools have responded to this demand by introducing more UX coursework into their curriculum, but the proliferation of agile software development and lean product design has incentivized organizations to look for experienced individuals for UX roles, even those that are considered entry‐level. As a result, aspiring information professionals face a paradoxical situation in which they are required to have UX experience before they can gain UX experience. This article provides an assessment of one institution's efforts to overcome this experience gap by offering opportunities for students to participate in three types of authentic client‐facing UX projects. Through surveys of students and clients served over four academic years, we provide a set of lessons learned and recommended best practices for incorporating project‐based learning opportunities into UX courses.