Stanford's First Behavior Design Major

1
Outline Behavior Design
Behavior Design Statement
1 1 - Introduction
- Motivation and Goal
- Courses
- Conclusion

Anticipated Questions
2

Study Plan
3

4
Anecdotes from Students,
Faculty, & Alumni
Stanford University

Proposal for an Individually
Designed Major
David Ngo, Class of 2013

Introduction
Dear Mrs. Susan Weersing, Mrs. Sheila Booth, and IDM Committee,

I have finally found a direction that aligns with my fascination for life-
optimizing psychology and technology entrepreneurship. Since sixth
grade, I have been fascinated about human memory, learning, motivation,
and productivity. I wanted to find ways to optimize how we could live.
“The best design At 20 years of age, I have discovered that creating life-optimizing
solutions today solutions is through Behavior Design—using technology to create lasting
behavior change. Whether it is increasing the behavior of daily exercising,
change human
decreasing work-related stress, or creating a habit of daily appreciation for
behavior. Yet despite life, these behavior endeavors are through effective behavior design. This
decades of research, is behavior design: design solutions that create lasting behavior change in
challenges remain our lives. With the help of Dr. BJ Fogg, Professor Jeremy Bailenson,
for people who Professor Cliff Nass, and Professor Carol Dweck, I have found an
design to influence.” academic direction and support for my interests of psychology and
technology entrepreneurship—an IDM in Behavior Design.
– Dr. BJ Fogg, Director of
Stanford Persuasive Tech Lab I hope you may all share my vision as well.

“In the next 50 years, the increasing
importance of designing spaces for human
communication and interaction will lead to
expansion in those aspects of computing that
are focused on people, rather than
machinery.” --Terry Winograd, Bringing Design to Software

Motivation and Goal
My personal motivation and goal for an IDM in Behavior Design is to
optimize my Stanford experience. Never will I be able to study at Stanford
as an undergraduate again. It has taken me two years of trying, failing, and
I am ready to challenge self-searching to discover the direction of Behavior Design. But, I rather
convention and discover the take two years now than 10 years later to find what I have found: the field
seemingly impossible. of Behavior Design that bridges psychology and technology
entrepreneurship in ways that existing majors have not yet combined—a
new found love. I am ready to challenge convention and discover the
seemingly impossible.

My academic motivation and goal is to help spearhead the field of Behavior
Design with the help of Dr. BJ Fogg, Professor Jeremy Bailenson
(Communication), Professor Cliff Nass (Communication, courtesy in CS),
and Professor Carol Dweck (Psychology): to build new bridges between
Computer Science, Psychology, Product Design, and Human-Computer
Interaction in order to create solutions that improves our lives through
behavior change. Although Human-Computer Interaction Design is
designing for technology that embraces simplicity and intuition of the
mind, HCI is only one component of creating human-centered technology.
I believe the second component, Behavior Design, is also needed because it
focuses on designing for the long-term behavior change of using that new
technology.

I hope my passion, vision, and hard-work can be seen in this proposal and
in our face-to-face meetings. I have spent 17 hours researching the current
coursework, and 23 hours crafting this proposal. It is not perfect, but I am
very happy with it. I know that I have much to learn not only in formal
academics, but also in writing and conveying my mission to others in a
more professional setting—such as trying to gather faculty support.
Because Stanford actually gives their students the option to individually
design majors, I am thankful for this opportunity and thank you Mrs. Susan
Weersing, Mrs. Sheila Booth and IDM Committee for your time and
consideration.

David Ngo IDM Proposal 2011 2

Courses
“Designing for behavior change
via social and mobile tech is new,
with no leading books or
conferences to provide
guidance. Our goal is to explain
human nature clearly and map
those insights onto the emerging
opportunities in technology.”
– Dr. BJ Fogg

Computer Science is invaluable to create new technology:
Computer Science & HCI – 22 units It is the implementation of creating new technology. In
other words the ability to program iPhone, Android, and
other platforms will be essential in designing behavior
CS 106A: Programming 5 changing technology. Professor BJ Fogg asserts that
Methodology implementing “mobile technology is the future.” And the
CS 106B: Programming future starts now.
5
Abstractions
CS106/108 provide strong a fundamental understanding of
CS 108: Object-Oriented 4 CS in Java and C++. Furthermore, CS147/247 establish a
Systems Design solid technical perspective in the Human-Computer
Design relationship. Having technical background is only
CS 147: Intro. to Human-
4 one facet in behavior design. Although these CS classes
Computer Interaction Design
are extremely hands-on, the exercises are pre-made
CS 247: Human-Computer 4
problems. The next component allows direct application
Interaction Design Studio to solve real world problems with infinite possible
solutions.

Entrepreneurship is the source of introducing
Entrepreneurship – 12 Units revolutionizing change: it is the creation of something
that did not exist before—finding novel solutions to
existing problems, or perhaps identifying latent problems
MS&E 175: Innovation, 4
that have never been noticed.
Creativity, and Change
MS&E 175 directly studies creativity and innovation.
These classes are hands-on, providing the opportunity to
ENGR 145: Technology 4 learn the processes of creativity, innovation and
Entrepreneurship application of computer science knowledge.
ENGR 245: Tech. ENGR145/245 revolve around technology
Entrepreneurship and Lean 4 entrepreneurship. These classes allow real-world
Startups application of Behavior Design.


“We believe design thinking
Psychology and Human Factors –30 Units
is a catalyst for innovation
Psych 55: Intro. to the Brain and
and bringing new things into 4
Cognition* (WIM)
the world.” Psych 131: Language and Thought 4

Psych 198: Senior Honors Thesis 5

Design Psych 205: Foundations of 3
Thinking, Cognition

d.school
Psych 249: Human Motivation 3

website EDUC 364: Cognition and 3
Learning
CS 377T: Behavior Design: Using Technology
4
to Creating Calming Habits

EDUC 176X: The Design of Technologies for
1
Casual Learning - Lab

EDUC 196X: The Design of 3
Technologies for Casual Learning

Although CS147/247 (HCI depth) create bridges
Design Thinking – 15 Units between CS and Psychology, it does not provide enough
depth from the Human perspective.

Psych55/205/249 provide substantial understanding of
ME 101: Visual Thinking 3 Motivation and Cognition (memory, learning, decision-
making, language). Psych 198 is the capstone project.
ME 115A: Introduction to Human
3
Values in Design EDUC 364/176X/196X dive deeper into cognition and
learning by applying CS and Psych knowledge in
ME115B: Product Design Methods 3 education, specifically in the learning process.

CS377T is another hands-on class that will create real-
ME 115C: Design and Business
3 world applications that bridges the gap between CS and
Factors Psychology. CS377T presents a unique opportunity to
create real-world solutions to significant problems.
DANCE 138: Liquid Flow: Dance,
1 CS377T Behavioral Design: Creating Calming
Design, and Engineering Technologies will allow us to create new technology to
relieve stress and improve health. If successful, we will
Drama 105V Improv & Design 2 be invited to share our ideas at Mobile Health 2011 in
May 4-5, 2011. Dr. Fogg, the teacher of this course, has
been a big supporter of my IDM.

Product Design adds another facet to Behavioral Design & Innovation: design thinking. According to one of Stanford
d.school’s statement [on their website], “design thinking is the catalyst for innovation and bringing new things into the
world.” Design thinking is key to creating new technology that will influence behavior.

ME101 is a fundamental pillar of design thinking. ME115 series teaches the importance of human values, methods, and
business of product design. Dance138 and Drama 105V provide two very unconventional, but innovative ways to
practice design thinking—from Liquid Flow Dance and Improvisation. Collectively, these courses provide a strong
foundation and unique approaches to learn design thinking.


Communication – 21 Units

CEE 151: Negotiation 3

COMM 166: Virtual People 5

COMM 168: Experimental
5
Research in Adv. User Interfaces
COMM 169: Computers and
5
Interfaces

DRAMA 103 Beginning Improv 3

The ability to effectively communicate one's ideas, whether through writing or
speech, is extremely important. If people cannot understand the message, then they Core Sequence from Units
cannot use or contribute to the mission. Last winter in ENGR 145, David HCI Concentration in
Morgenthaler, founder of Morgenthaler Ventures, told the class to take drama Symbolic Systems
courses: “Captivate people because I hear a lot of ideas, but I can tell who is CS147: Intro. to Human- 4
enthusiastic about his/her idea and who is not." (paraphrased, C. Crosland). Computer Interaction
Design
CEE151 teaches the important skill to negotiate. Supplementing with live practice, CS247: Human- 4
DRAMA103 allows students to convey one’s vision with clarity, passion in Computer Interaction
impromptu. Design Studio
Comm169: Computers 5
COMM166, taught by my primary advisor Jeremy Bailenson, is key to and Interfaces
understanding how behavior design can be applied to virtual people—digital human Psych131: Language 4
and Thought
representations. COMM 168/169 further enhances the behavior design by bridging
CS108: Object-Oriented 4
the disciplines between CS and PSYCH: this is another hands-on opportunity to Programming
master designing technology for behavior design. Because Behavior Design is a Comm168: 5
relatively new field, Behavior Designers must be able to effectively convey the Experimental Research
importance and their contribution to designing new technology that will improve in Adv. User Interfaces
human lives. Furthermore, these “Communication” courses give another
perspective to learn about behaviors and design—how we are persuaded, come to
compromises, interact with interfaces, and improvise.

Conclusion
“When Dr. Fogg began studying how technology could influence behavior back in 1992, Total IDM units: 100
he faced some resistance to his ideas. But today he's one of the most sought-after IDM Units completed: 22
thinkers in Silicon Valley” (CNNMoney). I hope and wish that I can contribute to this
field by spearheading a new Individually Designed Major in Behavior Design &
Innovation.
“We must dare to
Behavior Design can be applied to every technology company—any company or mission dream the seemingly
that desires to create a behavior change. Whether it is encouraging middle school impossible, if we want
students to adopt recycling habits, or designing a product so that millions of high school the seemingly
teachers can use, these endeavors require designing for behavior change. impossible to become
When I was applying to Stanford, I included a quote in my essay by Czech Republic reality.”
President Vaclav Havel: “We must dare to dream the seemingly impossible, if we want
the seemingly impossible to become reality.” Before, I dreamed of the seemingly – Vaclav Havel,
President of Czech
impossible to attend Stanford. Now, I dream of helping to pave the unconventional path
Republic
of creating next-generation technologies through behavior design. Thank you all for
your time.



Why does Behavior Design belong to
Humanities and Sciences? Why not an IDMEN?
Behavior Design belongs to the Humanities & Sciences department because it attempts to create a unique bridge
between Psychology and Technology Entrepreneurship first rooted in Psychology, and then second in other
engineering perspectives. In other words, Behavior Design is fundamentally grounded in Humanities & Sciences
courses as its primary component, and heavily supplemented with Engineering courses as its secondary component.

Although the Engineering courses are the secondary component in Behavior Design, there are still many courses from
the School of Engineering. This may initially seem to merit Behavior Design as not fit for the school of Humanities
and Sciences; the courses, however, do not make Behavior Design an IDMEN because of three major reasons:

 All proposed courses from the Engineering Department do not require any Math or Science
prerequisites. Speaking with Mrs. Darlene Lazar, Students Affairs Administrator, creating Behavior
Design as an IDMEN would not be recommended due to this fact of prerequisites.

 All proposed courses from the Engineering Department are” non-technical”. In other words, they do
not require a certain level in Math or Science. Only CS147/247 require technical prerequisites—
CS106A/B (which are already completed). The upper CS courses heavily focus on Human-Computer
Interaction from the “human” perspective (not coding). Although ME101 and ME106A/B/C constitute
a part of the Product Design core, these courses teach “design thinking.” Design thinking is taught
from the School of Engineering, but it is not constrained to only technical or engineering perspectives.
Design thinking can be integrated into H&S disciplines, especially into Behavior Design because it
allows a new, creative way of thinking which further builds a unique bridge between Psychology and
Technology Entrepreneurship.

 A historical comparison can drive Behavior Design to its home in Humanities & Sciences: Former
president of Sony, Norio Ohga, is often credited with the creation of the CD. He had a passion for
classical music and wanted to compile all of Beethoven’s 9th Symphony on a single piece of media.
Norio Ohga, however, did not invent the CD technology, nor did he possess the original patents for the
process. The technical grounding of the CD belonged to James Russell, an American who brought the
idea to life in 1965.

But it was not until 1985, that Norio Ohga and Sony started to see the potential in Russell’s CD
technology. Although Norio Ohga did not possess the technical background, he helped revolutionize
the music industry through his love for music. Like Norio’s skill set, Behavior Design does not
necessarily equip me with the technical background, but it does allow me to integrate my love for
Psychology into the world of Technology Entrepreneurship from the home of the Humanities &
Sciences.



Why not major in CS HCI, Psychology,
Product Design, STS, or SymSys HCI?
CS HCI Psychology Product Design STS
CS HCI55 Introduction to Psychology
Psych
CS 103---Discrete Product Design
Psych 1 Introduction to STS Can fit Product Design
Mathematics for Computer
Cognition and the Brain CS 103---Discrete Psychology proposed courses
Psych 55 Introduction to Science Psych 1 Introduction to Can fit Product Design
Mathematics for Computer
PSYCH 221: Applied
Cognition and the Brain CS 106B---Programming Psychology proposed fit CS proposed
Can courses
Science Psych 20-95
Vision and Image Systems Abstractions courses
PSYCH 221: Applied CS 106B---Programming Can fit CS proposed
Cannot fit Psychology
Vision and Image to CS 121---Introduction to Psych 20-95
Psych 30 Intro. Systems Abstractions
Perception Artificial Intelligence ----- coursesCommunication
or
proposed courses
Cannot fit Psychology
Psych 30205: Foundations of CS 121---Introduction to
Psych Intro. to
Perception -----
Artificial Intelligence ----- ----- -----
or Communication
Cognition proposed courses
In-person Colleen
http://bit.ly/dX7YAq http://bit.ly/dZ0ssj http://bit.ly/e8Davk
Psych 205: Foundations of Connors
Cognition ----- ----- -----
Limitations
In-person Colleen
http://bit.ly/dX7YAq http://bit.ly/dZ0ssj http://bit.ly/e8Davk
Connors
CS HCI: Psych 30 and Psych 55 are suggested as options to satisfy the CS HCI Science requirements. Psych 55,

Why not major in CS HCI, Psychology,
however, is also suggested under as a Depth Track Course. Psych 205 is the continuation of Psych 55, which bridges
CS and Psych to a certain extent, but is simply not enough to capture the important of the human perspective in
Human-Computer Interaction.
Product Design, STS, or SymSymsthat attempts to bridge connections
Psychology: The Cognitive Science Track is the only Psychology track (out of 4)
HCI?
between Psychology and Computer Science. Although the Cognitive Science track allows several CS courses to be
part of the Psychology major, the 3 possible CS courses does not satisfy the bridge between CS and Psych that I
desire. CS 103 is discrete Math-- the theory behind Computer science. Although this is important in stretching the
mind and understanding advanced (graduate level) CS courses, it does not directly strengthen the relationship between
Human-Computer Interaction or Behavior Design. CS106B, I must agree is essential to creating more bridges
between CS and Psych because it provides a foundation for programming knowledge. CS 121 introduces artificial
intelligence, and although interesting, it does not contribute to the major which I wish to pursue.

Product Design: Product Design is essential in Behavior Design & Innovation. It teaches us another perspective of
thinking--- design thinking, which is different from perspectives in psychology and computer science. Product Design,
however, only requires two courses in Behavioral Sciences -- Psych 1 and any course from Psych 20 to 95. This does
not provide enough depth in understanding the human perspective enough to design for Behavior or human-computer
interaction.

STS: Individually designed tracks are unable to incorporate the proposed courses in Psychology and Communications.

Symbolic Systems HCI: SymSys HCI is the closest major that provides that flexibility and attempt to have a strong
balance between Human and Computer interaction. The drawback to Symbolic Systems is that it includes substantial
requirements in Philosophy and Linguistics. Again, although these courses are interesting and beneficial to
challenging the mind, it does not satisfy my thirst for substantial bridges between Computer science and Psychology
(Memory, Learning, Motivation, and Cognition).

Limitations

Study Plan

Junior Year Senior Year Quotes & Picture Sources
BJ Fogg
Fall Quarter 2011-2012 Fall Quarter 2012-2013 http://captology.stanford.edu/projects/beha
viordesign.html
HUMBIO139: Sports CS 147: Introduction to 4
4
Medicine (GER- NatSci) Human-Computer D.school
ME 101: Visual Thinking 3 Interaction Design http://dschool.stanford.edu/manifesto.html
ME 115A: Introduction to 3 ENGR 145: Technology 4
Lemelson-MIT Program
Human Values in Design Entrepreneurship http://web.mit.edu/invent/iow/russell.html
DRAMA: 103 Beginning 3 CEE 151: Negotiation 3
Improv Phil 50: Introductory Logic 4 Stanford University
MS&E 175: Innovation, 4 (GER-Math) http://stanford.edu
Creativity, and Change PSYCH198: Senior Thesis 5
Terry Winograd
Designing for a new Foundation in Design
Winter Quarter 2011-2012 Winter Quarter 2012-2013

ME 115B: Product Design 3 CS 247: Human-Computer 4
Methods Interaction Design Studio Academic Council Advisors
Psych 205: Foundations of 3 ENGR 245: Technology 4 Jeremy Bailenson, Communications
Cognition Entrepreneurship and Lean
EDUC 196X: The Design of 3 Startups Clifford Nass, Computer Science
Technologies for Casual COMM 168: Experimental 5 Carol Dweck, Psychology
Learning Research in Advanced User
EDUC 176X: The Design of 1 Interfaces
Technologies for Casual EDUC 364: Cognition and 3 Informal Advisors
Learning - Lab Learning BJ Fogg, Persuasive Tech Lab
DANCE 138: Liquid Flow: 1 HUMBIO140: Sex Differences 3
Dance, Design, and in Human Physiology &
Engineering Disease (GER-Gender)
AFRICAAM 21: African 5
American Vernacular
English (GER-AmerCul) Spring Quarter 2012-2013

Spring Quarter 2011-2012: COMM 169: Computers 5
Study Abroad and Interfaces
ME 115C: Design and 3
GER Global Comm 5 Business Factors
CS108: Object-Oriented 4 PSYCH 249 Human 3
Systems Design Motivation
Start Capstone Senior Thesis Drama 105V Improv & 2
Design
COMM166: Virtual People 5
NOTE: Completed Courses on Hard
Copy Four-Year Curricular Plan


Anecdotes from
Students,
Faculty, &
Alumni
“This is great. I think if students don’t study something that really love when they are here at Stanford, they
will surely miss out on what Stanford had to offer.”
– Professor Herbert Clark, Psychology

“Your major sounds very interesting.”
– Professor Lera Boroditsky, Psychology

“You’re at the best place to do what you’re doing: Stanford pushes barriers and creates cross-disciplinary
discoveries. Your coursework does just that.”
– Dr. BJ Fogg, Director of Persuasive Tech Lab

“I am happy to get updates on what you are doing. It sounds very interesting.”
– Professor Tina Seelig, Co-Director of STVP

“I do think there is legitimacy in studying Behavior Design. I think your current proposal [including a Senior
Capstone Project] is fine as an IDM.”
– Professor Mehran Sehami, Computer Science

“I finally had some time to read through it. Overall it looks good. It's clear that you have put a lot of thought
into this IDM. Nice job.”
– Stephanie Hsieh, Alumni 94’

“Especially, in the field of my own specialty, in electronic commerce, behavioral design can not only help
companies to improve their electronic business processes but can also make online buying much easier for
customers, who vary vastly with regard to IT behavior. As Hauser et al. (2009) demonstrated in their highly
recognized research (Website Morphing), delicately designed e-commerce systems, where different cognitive
personality types of consumers are detected and taken into account, help consumers to make right decision and,
therefore, lead to better conversion rates. At the moment, when the level of technology is generally high, it is
extremely important to pay attention to behavioral elements in electronic environments.”
– Jerry Lindholm, Visiting Scholar from Finland 2011


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