Stephanie Brenton

My Teaching Goals

I teach students to approach UX with curiosity, rigor, and purpose—asking sharp questions, testing assumptions, and using evidence to guide design decisions. But design insight alone isn’t enough. In real-world teams, success also depends on communication, strategy, and impact. That’s why I also focus on helping students explain their thinking persuasively and connect their design work to business outcomes.

I teach students to avoid subjective feedback like “I like” or “I wish”—common in many design classrooms. Instead, I train them to work like information scientists: citing established design heuristics, behavioral research, and accessibility principles to analyze and defend their work. This evidence-based approach not only strengthens their designs, but also helps them present persuasively to stakeholders, advocate for users, and build trust across cross-functional teams. Measuring impact—through business metrics or user outcomes—is often key to that persuasion. At a school rooted in information science, I want students to approach design decisions with clarity, evidence, and confidence.

"Work like a scientist; present persuasively."    

My core teaching goals include:

• Championing Dual-Track Agile – so UX is empowered to lead alongside product and development leads, not follow behind

• Centering UX Discovery – empowering students to explore problems and get buy-in before jumping to solutions

• Promoting Humane Design – designing ethically, respecting human time & attention, and avoiding deceptive practices

• Bridging theory and practice – applying research, facilitation, and collaboration techniques

• Connecting design to ROI – teaching students to use business metrics, measure outcomes, and show the value of UX

• Preparing students for industry – equipping them to speak the language of stakeholders, lead teams, and grow careers

These priorities shape how I design every course—from stakeholder storytelling in SI 582 to Agile delivery and client engagement in SI 699.

What You’ll Learn in My Classes

Across my courses, I help students:

• Design with purpose – using research, iteration, metrics, and design principles

• Work collaboratively – practicing Dual-Track Agile, UX Discovery, and team communication

• Build stakeholder trust – presenting ideas clearly and persuasively

Whether you’re creating your first wireframes or working on a client-facing team, you’ll develop practical, real-world skills that prepare you for internships, jobs, and long-term success in UX and development roles.

Explore the Classes I Teach:

What it's Like in My Classroom

Professionalism and Support

In my classes, students are treated like responsible, capable professionals. I set clear expectations and provide structure, and I gently encourage students to take ownership of their learning—while staying present and responsive to their needs along the way. When things go wrong, I offer flexibility and compassion, always focused on helping students stay engaged and moving forward.

Individualized Growth

I care deeply about inclusion, belonging, and supporting different working styles. I do my best to understand each student's strengths, goals, and challenges. My CliftonStrength of Individualization helps me adapt how I support each student—not by lowering expectations, but by helping them find their own way to meet them. Whether a student thrives on early feedback, visual structure, or peer collaboration, I meet them where they are and guide them toward growth.

High Expectations, Real-World Relevance

Alongside that support, I bring high expectations and deep expertise. With a background in computer science, UX design, and software development, I teach students to navigate complex ideas like Dual-Track Agile, UX Discovery, emotional design, and emerging interaction patterns—everything from screens to IoT, voice, and context-aware systems. I connect research and theory to practice so students can create strong work and explain their decisions with clarity and confidence.

What I Believe Students Need

To guide my teaching, I use a framework rooted in what I believe students need most. The first three items below were shared with me by Kentaro Toyama, who was given this advice from his advisor. I thank them both for inspiring me to focus on those elements:

• Structure – Clear organization, goals, and expectations

• Relevance – Real-world problems, tools, and team practices

• Care – Support, flexibility, and trust in their potential

• Challenge – Rigor that builds skill without breaking confidence

• Belonging – A space where all students feel safe and valued

• Agency – Opportunities to make choices and lead their own learning

• Feedback – Timely, constructive, and actionable input

• Modeling – I aim to embody curiosity, humility, and persistence so students feel safe doing the same

What My Students Say

They feel respected and supported.

• “Stephanie treated us like professionals and created a space where I felt respected and supported as I learned.”

• “This was the only class where I felt comfortable attending office hours regularly, thanks to the supportive atmosphere Stephanie created.”
  
  

They understand the material.

• “The hands-on workshops and in-class activities were invaluable for grasping concepts.”
  
  

They feel successful.

• “Stephanie, I just wanted to stop by your office and tell you that what you taught me about designing a portfolio was dead on. The portfolio case study I made in SI 582 is getting me lots of internship offers! Thank you!”

• “The peer feedback process was unique and gave me real-world experience in handling constructive criticism gracefully.”
  
  

They value flexibility and kindness.

• “Stephanie’s flexibility and willingness to accommodate students’ requests were particularly notable.” 

• “Stephanie fostered an environment where questions were welcomed, creating a sense of trust and openness that encouraged participation.”

Stephanie's Professional Background

Before joining UMSI, I spent nearly two decades working across UX design, development, and product strategy. My experience spans early-stage prototyping, agile team collaboration, stakeholder engagement, design metrics, UX advocacy and training, and more!

Education
MS, BS in Computer Science, College of Engineering, Western Michigan University

CliftonStrengths
These strengths shape how I teach, mentor, and design learning experiences:

• 🧩 Individualization – I tailor my support to students’ unique strengths and needs.

• 🧠 Strategic – I help students see patterns, plan effectively, and navigate ambiguity.

• 📚 Intellection – I bring depth and critical thinking to both design work and classroom discussion.

• 🚀 Futuristic – I’m excited about what’s next—for technology, UX, and each of my students.

• 🌱 Learner – I model lifelong learning, curiosity, and the value of growth over perfection.

Thanks for stopping by!

Whether you're a current student, future applicant, industry collaborator, or just curious—I'm happy to connect.

Feel free to email me or say hello on LinkedIn or in office hours.