Course Project

Computer scientist Margaret Hamilton poses with the Apollo guidance software she and her team developed at MIT. Source: MIT News Office

For your final project you’re asked to demonstrate an analytic engagement with the course material in a robust way.

You can work individually or in groups. If you work in groups, you’ll be expected to produce more.

You might…

  • Explore an implication of one of the concepts from class.
  • Conduct an experiment derived or related to one from class and write up your experience.
  • Demonstrate a course concept in an intuitive and provocative way.
  • Plan (and stage?) an activity with outside stakeholders based on an implication from an idea from class.

If you’re looking for guidance, the most traditional project would be an analytic eight to ten page double spaced Times New Roman term paper. If you choose that route, consider consulting e.g. Jim Pryor’s guide

Alternatively, you might consider a more technical contribution such as four page workshop-style paper as for an AI venue, e.g. using the NeurIPS template. The papers in the “How to make a moral agent” unit are the best examples for this. You might also draw inspiration from recent workshops at major AI conferences on similar topics to this class (from most to least related):

More creative projects are also welcome. Talk to us if you have an idea.

Project proposal: 4% of final grade

By Friday, April 11th turn in your project proposal. This is to encourage you to get started; you’re welcome to change your project proposal later. (Please do get in touch if you change your project.)

Turn in: https://canvas.stanford.edu/courses/209556/assignments/688780

Aim for about a paragraph of description. Consider addressing:

  • ideas you would like to engage with,
  • potential directions to take,
  • resources you might use,
  • and questions you might answer (or need answered).

If we have questions, we may pull you aside in class or talk to you about your proposal.

Indicate if you are conducing the project alone or in a group. If in a group, only one group member needs to turn in this and each subsequent part.

If you’re applying in a group, describe what each member of the group will do.

Approximate rubric (out of 4):

  • 1: alone or in group?
  • 1: at least one paragraph
  • 2: topicality

For feedback on your proposals, please sign-up for a meeting in this spreadsheet.

Progress check: 10% of final grade

By Friday, May 9th turn in:

  1. a description of your project as well as
  2. a draft of your project materials in a digital medium.

Turn in: https://canvas.stanford.edu/courses/209556/assignments/688817

  1. In about two paragraphs, your description should address the following. (This could be a comment you post on the Canvas submission page, a separate document or folded into your project. If your project is a paper, you will by default address the first two items and do not need to address them separately.):

    • What you are trying to do with your project,
    • With what ideas of class you are engaging,
      • Cite at least one scholarly work referenced in class.
    • What you plan to do and improve by the final, and
    • On what you would like suggestions or feedback.

  2. You don’t need to dress up your project materials too much but you should them understandable. For example, if you are writing an essay a very rough draft of a bit more than half of the final length is fine so long as the rest of the essay is outlined.

If you’re applying in a group, your description should be around n / 2 times longer and include a paragraph or so on what each member of the group has done and will do.

Approximate rubric (out of 10):

  • 5: description…
    • 1: is long enough
    • 1: addresses aim
    • 1: addresses improvements
    • 1: addresses desired suggestions
    • 1: cites one class source
  • 5: draft…
    • 1: included at all
    • 1: appears like a feasible project
    • 1: is at least a quarter done
    • 2: is at least half done

Final: 50% of final grade

Turn in and additionally present your project by the end of the tenth week of class, Thursday, June 5th.

Turn in: https://canvas.stanford.edu/courses/209556/assignments/688818

After the due date, your projects will be posted online for (only) your peers to view.

Written report or essay

You must have at least one page that describes how it is related to the course and cite at least one course source (whether ones we have assigned for simply brought up in class). (This could be implicit you don’t have to say “this is how it is related to the course” , e.g. for the essay.)

Approximate rubric (out of 10):

  • 1: included at all
  • 1: addresses feedback from your draft (you don’t need to explicitly address feedback)
  • 1: appears to be a significant elaboration of the draft
  • 2: appears to be a finished elaboration of the draft
  • 1: clearly relates to class
  • 2: demonstrates a robust and creative effort
  • 1: meets the standard you have set for yourself in the progress check
  • 1: cites a class source

Presentation

Please be prepared to give a brief presentation (around five to ten minutes) about your project in class on Tuesday, June 3rd or Thursday, June 5th. We’re not expecting these to be polished; an informal discussion without any materials (e.g. slides) is fine.

For participation on those days, you’ll be expected to give brief feedback on each presentation (besides your own) on index cards we will hand out. A single sentence question or comment will suffice.

If you’re in a group, make sure that everyone speaks for roughly equal time in the presentation.

If you have a presentable project (such as a video or demo) simply plan to give that. Let us know if it will take more than five minutes.

Otherwise if you have an essay or story describe your thesis; give the elevator pitch or abstract.

In either case, make sure to address…

  • how your project relates to class
    • mention those two class sources you use
  • and what you’ve learned.

Approximate rubric (out of 5):

  • 1: gives a presentation
  • 1: presentation is long enough and not too long
  • 1: includes thesis or demo
  • 1: cites a class source
  • 1: addresses what you have learned