Senior Project
Last Update: 15 July 2004
- 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.
- 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.
- 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.