CS 6451: INTRODUCTION TO HUMAN-CENTERED COMPUTING (HCC1)
Instructor: Rosa Arriaga Office: TSRB 230A Office Hours: after class, or email for an appointment.
Time: Monday & Wednesday, 9:30–10:45 am Location: Howey Physics S107
Schedule: Class and reading schedule
LEARNING OBJECTIVES
This class provides an introduction to the field of Human-Centered Computing. It is designed for incoming, first semester HCC PhD students.
This class introduces students to theoretical readings that inform the School of Interactive Computing’s approach to Human-Centered Computing. The class is recommended for students with a theoretical bent. Master’s students considering a PhD in the future may enjoy this class (a recommendation from an HCC faculty is required). If you are an interdisciplinary student mainly seeking a general introduction to how computing systems for humans are designed, then the class you are looking for is most likely CS 6750, Human-Computer Interaction.
Topics covered include an introduction to a wide range of theories, and their application to the design of interactive computing systems, including:
Epistemologies of Science
Understanding Ethnography
Design as Method
Technology and Politics
Engaged Scholarship
Social Theory
Areas of Practice in HCC: Cognition & AI, Health Informatics, ICT4D, Learning Sciences, Security & Privacy, Social Computing, Ubiquitous Computing and Visualization
Where possible, we try to pair a theoretical reading with an application of that theory to human-centered computing. The applications papers are not necessarily foundational to the field, but are good examples of the use of theories and illustrate theory’s relevance.
READINGS
A goal of this course is to expose incoming HCC PhD students to the majority of HCC Core Reading List. These readings along with those from the students specialization are the bases for the first day of the qualifying exam. Another subset of the list is covered in HCC 3.The HCC Core Reading List includes a number of books but you do not have to buy them for this class. We will provide copies of the material that is required.
ASSIGNMENTS AND GRADING
Class Participation: 20%
Reading Reflections: 20%
Mini-Projects: 20%
Elevator Pitch(es): 20%
Research Proposal: 20%
Assignments
Assignments will be graded out of 100 and according to the criteria listed for each assignment that could include quality of writing, completeness, insight into technical/social/conceptual issues.
Late Policy
Assignments are due at the start of class. Over the course of the term, you have three “late days” where work may be late with no explanation needed. Once you have used up your late days, late assignments will be penalized at a rate of 5 pts (e.g., 10 points from A to B) per day. Assignments more than one week late will not be accepted.
Reading reflections may not be late.
Research is a discursive practice. We read, we write, we ask questions, we discuss. You cannot learn all that you will need to learn without engaging with others. Graduate School is the perfect place to work on this skill. Graduate School is an apprenticeship for what will come afterwards. Take advantage of the fact that you are learning with others in this safe space. Practice speaking in class. Bring your reading summaries to class-- compare your summaries with other students (how can you improve your summaries?). Come to class with questions. You think you are the only one with that question, unlikely.
Class attendance and participation are intertwined. Students get 2 points for attending class and participating in class discussion.
Class starts at 9:30am and students are expected to be on time. Coming in late disrupts the class. Students will get one warning and will thereafter receive partial attendance/participation credit (1 point).
PREP
Write a summary for each of the readings and pick ONE reading that you want to focus on in class.
DURING CLASS
9:30:Students will write a quote FROM THEIR CHOSEN READING they found "compelling" from their reading. Where "compelling" can be defined by the student.
9:35: During class students will get into small groups to discuss the articles they read.
10:15: students will share their insights with other groups, the professor and guests (when applicable).
Week 1- 2
Class participation also includes homework (HW) assignments. The point of these HW assignments is to guide you in extracting information that will be relevant to the class discussion for that day. HW assignments will earn a check/check plus/check-minus. Most HWs will receive a "check" this means well done, good extraction and synthesis. A "check plus" means you did a great job, provided some insight. A check minus means the contribution met the minimal expected standard for graduate work, no insight but I can tell you read the material. If students do not meet the minimal requirements for homework they will receive an "X".
HW will provide an opportunity for you to practice skills which will be critical in developing your Reading Reflections. These activity ask you to summarize readings, extrapolate concepts between readings and to share your insights about how the readings relate to each other and to the topic at hand.
Class attendance is required. This is a small class, so please email the instructor in advance if you can’t attend for some reason. Legitimate reasons for missing class include illness (please keep your germs to yourself–we’ll give you good notes–we promise!), a job interview, or attending a conference. Excuses that will not be accepted include for example picking someone up at the airport, having something due in another class, or having furniture delivered.
PORTFOLIO: We have no final in this class, instead you will prepare a NOTEBOOK with the following tabs: Reflections (3 best), Elevator Pitch, Research Proposal, Mini Project 1 & 2.
Grade Overview for Participation
A Grade Participation (90-100%) : you come to class prepared, with thoughtful notes/questions based on reading and reflecting on the materials. You participate by listening to others and encouraging them to speak. You have insights and questions to share.You earned mostly check pluses in your homework
B Grade Participation (80-89%) : you have comments but they are not deeply connected to the readings. You may respond to others questions, but you don’t share any deeper insights or raise questions of your own. You have opinions but not ideas.You earned an even number of checks and check pluses in your homework
C and less Participation (79-70%) you may or may not have done the readings. You spent no time with them of any substance.You earned mostly check minuses or Xs in your homework.
Due: Start of class, the day the reading is assigned. You owe one reading reflection each week, Weeks 3–14.
Format: 12 pt font, double spaced.
Length: Approx. 2–4 pages
Pick an assigned course reading and write a one to two page ‘reflection’ on that reading. Each reflection should include a) a summary of the important points (perhaps why these are interesting to you) and b) some extrapolation to other readings or themes in the class c)personal commentary (Is it relevant for your work in some way? had you read material outside of this class that this relates to?, Does it touch on some current event?You should also attempt to provide some insight into how the readings are related, how they effect your understanding of HCC or your research approach. The reflection may focus on one reading, or you may compare and contrast more than one.
While it’s OK to say some critical things about the paper, keep in mind that you can rip everything to shreds. The best paper has flaws. It’s a better use of your time to focus on what is good about a paper than what is wrong with it.
Each reflection will be graded out of 100. You can earn up to 20% of your entire grade via reading reflections. Reading reflections will be associated with the readings in Weeks 3–13. Reflections are due at the start of class on the day the reading is assigned, and will not be accepted late. Each reflection will generally earn a 90/80/70. Most reflections will receive an 80%--that means well done, good reflection. A 90% means "you did a great job." A 70% means the contribution met the minimal expected standard for graduate work, no insight but I can tell you read the material. A 60% means that the reflection doesn't show that you did the reading in sufficient depth to compare and contrast core concepts across readings (minimal expected standards for graduate work).
LATE REFLECTIONS are not an option. They will not be graded -- but the good news is that you get to SKIP up to three.
The purpose of the mini-project is to allow you to explore the breadth of research that is being performed by faculty in the Human-Centered Computing program.
Due: see class schedule
Format: 12 pt font, double spaced
Length: 2-3 minutes long
Grading criteria:
Completeness
Writing
Insight into key questions
methods employed
Write an “elevator pitch” for a research project you would like to do. As succinctly as possible, describe the research questions and methods you will use. Why is this work interesting?
You will deliver your elevator pitch in class, it should be no more than 2-3 minutes long.
Writing research proposals is a critical part of academic life. Proposals provide funds for moving our research agenda forward (i.e., answering important research questions) and supporting students. Getting proposals funded is one way that we get feedback that our work is compelling and relevant.
PROPOSAL Overview
Begin by providing the background/rationale that motivates your research questions. Proceed by stating the research question(s) and why they are important. Next you will state your research AIMS (as you would for an NSF or NIH proposal).Next, review the literature in this area. Next, describe the methods you will employ. Finally, describe risks of the project. What is hard about this work? What difficulties might you anticipate, and how will you address them? What are minimal contributions that are expected from this work
This can be directly related to your ‘elevator pitch’ idea.
*Note that the professor has included due dates for drafts of the various parts of the research proposals. These are meant to give the student feedback throughout the semester. Students will get a grade for the final document and there will be no opportunities to "improve" the document.
What do "funded" and "other" proposals look like? Ask your advisor to show you one of each :)
Due: see class schedule
Format: 12 pt font, double spaced
Length: 8-10 pages
Identify a Funding Call! Ask your advisor what funding calls s/he/they are attending to.
Easy Option: NSF Graduate Research Fellowship Program (GRFP), deadline is OCTOBER 15th, 2024 or December 11, 2024 at 10:50am.
Grading criteria:
Completeness: Intellectual merit, broad impact, methods, outcomes. Include a table that clearly states your research questions, methods, outcomes. One option is to develop a logic model. Here are two guides 1) short and sweet “Guzdial chart” 2) general description 3) very detailed
Writing
Introduction: rationale, key questions, and literature review (soft draft* Week 5)
Study Design: Is the method appropriate to the questions you propose to address (soft draft* Week 10)
Broader Impacts: Expected results and Risk assessment/mitigation (soft draft* Week 14)
OTHER IMPORTANT ISSUES
Use of Laptops in Class
Some people like to use laptops in class to take notes. I personally prefer to take notes on paper, because I find if my laptop is open I end up getting too distracted. Please think carefully about whether using a laptop in class is the right choice for you. Whatever you decide, please do not do anything that distracts your fellow students or the professor. This is a small class and we will all notice if you are checking mail, etc
Honor Code
This class abides by the Georgia Tech Honor Code. All assigned work is expected to be individual, except where explicitly written otherwise. You are encouraged to discuss the assignments with your classmates; however, what you hand in should be your own work. Please do not use large language models as resources.
Students are NOT ALLOWED to use GenAI for any class deliverables. You can use some form of grammar check if you would like but nothing else. Reading primary sources takes time. This is a safe place where you get to practice reading and writing.
Course Evaluation
Course evaluations are an important part of how we improve the educational experience at Georgia Tech. We take your feedback very seriously, and use it to improve classes for future years. In a small class like this one, the Dean expects 100% participation on the course evaluation. If you take this class, you agree to complete your course evaluation at the end of the term. Thanks in advance–your input is really helpful!
If you need help dealing with larger issues than this class:
If you are struggling to manage with your life, there are resources that you can draw upon. The Georgia Tech Counseling Center is staffed by psychologists and mental health counselors. They offer brief, confidential counseling and crisis intervention services to students, and after-hours on-call counselors to speak and consult with students in crisis. They also offer a series of workshops for managing stress.
The Stamps Health Services offers psychiatrist services to students and spouses. Call 404–894–2585 or visit the second floor of Student Health Services.
The Office of the Dean of Students welcomes referrals if you are concerned about a colleague.
Acknowledgments
Assignments and ideas on this syllabus build on those from everyone who has taught it before, especially Mark Guzdial, Beki Grinter, Amy Bruckman, Eric Gilbert, and Colin Potts.