Senior Project

1. Rubric for Design/Choice of Senior Project
   
   • Trait: Choice of project
     • Ideal: The choice of project describes a topic not covered in the student's curriculum, though perhaps leading from a topic covered in the curriculum. The topic makes it clear that the student will be learning new computer science. The project asks a question that connects learning about the topic with a deeper understanding of computer science (theory or applications), society, or another discipline. At the same time, the choice recognizes the time limits of the project and focuses itself into a project that can be completed.

       Examples:

       • Is the heuristic for evaluating and choosing moves more important than the depth of search in a chess-playing program?
         • explores AI and game-playing.
         • the question suggests we will learn about the relative merits of two techniques for designing game-players.

       • Can arbitrarily-colorable knots be constructed?
         • explores graph theory and coloring.
         • the question addresses an open question in the field.

     • B level: The project choice covers material not in the curriculum (or significantly extends some material). The topic indicates the student will learn significant amounts about new technologies though not necessarily deep computer science issues. The topic implies the need for outside work, but the question formed is not necessarily deep; the focus is more on learning about the topic rather than using the knowledge gained to address other questions. The choice is still well-focused and appears doable.

       Examples:

       • How can security/encryption implemented in a wireless access point?
         • topic not in the curriculum.
         • question suggests possibility for deep work within the topic (possibly including implementation to experiment).

     • C level: The project choice covers material not in the curriculum, or an extension of material. The focus appears to be less on learning new things and more on creating some product. The product is not necessarily novel, but also not something the student has created before.

       Examples:

       • Studying AI to implement a game that plays Foo.

       • Studying bioinformatics and implementing some of the algorithms.

     • D level: The project extends material from the curriculum, in a deeper way. The end goal of the project is not clear from the choice of the project beyond learning more about the topic.

   • Trait: Project Design
     • Ideal: The project design argues the feasibility of the project by presenting a process the student will use. The process includes references to resources, a division of likely tasks, and a timeline. The references appear to be a reasonable starting point and are not limited to resources found via an Internet search engine unless this is truly the best resource, the task list appears to be complete, and the timeline is realistic.

     • B level: The project design presents a process including at least one reference to a resource, a discussion of tasks and a timeline. The reference appears reasonable as a starting point. The task discussion appears to cover the necessary parts with only a few omissions. The timeline appears to be thought out, though perhaps vague in some respects.

     • C level: The project design at least describes where the student will look for resources. Tasks are discussed, though they may not be broken down as completely as they will eventually need to be broken down. A timeline is given in broad terms.

     • D level: The design is severely lacking in one or more of the three main aspects of resources, tasks, or timeline, but at least two of the three are discussed.

2. Rubric for post-assessment of senior project problem solving strategies and process qualities
   • Ideal: Student reads independently from a variety of resources. The resources are used to form conclusions and/or drive the project. Student understanding of the material is mostly at a deep level (some material may be deemed less relevant and known at more of a surface level). The student addresses snags/problems in a manner indicating some skill with problem solving strategies. The student works on the project steadily over the course of the project. Goals and timelines are adjusted by the student as the project evolves. The final public presentation of the project indicates an ability to summarize the work in a way that showcases the interesting points without either trivializing the topics or burying the listeners in details.

   • B level: The student displays less independence than the A level. This may mean that the student has one or two stumbling blocks that require significant aid from the advisor to problem solve around, or that less of the material is known at a deep level. In general the student sees and understands the pieces but has some difficulty synthezing them into a whole. Progress on the project is pretty steady, with only occasional lapses of effort and/or meandering around the subject and tasks.

   • C level: Student progress on the project is somewhat uneven, representing lack of steady effort on the project. Though the effort is bursty, however, it does typically yield results. At times the student needs significant help on topics or issues that have been covered in the curriculum (e.g. debugging help). Still, the student exhibits a depth of knowledge about the topic in the final presentation. ("Depth of knowledge" means you can do more than simply hit the high points or give an example -- you can in fact explain in your own words and terms down to a pretty detailed level.)

   • D level: Student effort appears to be minimal, bursty, and ultimately unfruitful. Knowledge about the topic stays at a relatively surface level.

3. Rubric for result
   • Ideal: answers question interesting to CS.

   • B level: project indicates deep learning / accomplishment in a CS-related topic. A deeply interesting result may not have been achieved but this is because the project turned out to be simply too big or hard.

   • C level: project produces a product of some sort that indicates computer science skills were used successfully. The understanding gained during the project is at a more surface level, gaining skills or breadth of knowledge but not a deeper understanding of a concentrated topic.

   • D level: deep flaws in outcome of project.