NEU 505 and
CS 525: Special Topics
Brain-Computer Interaction
Course Syllabus
Course: |
CS 525, Special Topics: Brain-Computer Interaction, Spring 2022 |
Location: |
Unity 520 |
| Mondays & Thursdays 1-2:20 |
| |
Professor: |
Erin Solovey |
Email: |
esolovey @ wpi.edu |
Office: |
Fuller Laboratory B21 |
Office Hours: |
Posted on website |
| |
Overview
This course will explore the current state of brain sensing and its application to human-computer interaction research. We will read important research papers on relevant topics, including background on brain function, sensing technology, machine learning methods, and applications of brain-computer interfaces in various domains.
Coursework will involve reading and critiquing research papers each week, as well as leading 1-3 discussions of research papers, and writing a general audience blog post about a research paper. There will be a required project that you work on over the term, and the scope and focus of the project will vary, depending on the interests and backgrounds of the students in the class.
Goals and Objectives
This course aims for students to (1) obtain the background to conduct research in brain-computer interaction and human-computer interaction; (2) understand the literature in the field of brain sensing for human-computer interaction research; (2) understand the various tools used in brain sensing, with a focus on functional near-infrared spectroscopy (fNIRS) research at WPI; (3) understand the steps required to use real-time brain sensing data as input to an interactive system; (4) understand the domains and contexts in which brain-computer interfaces may be effective; (5) understand the open questions and challenges in brain-computer interaction research today; (6) develop and practice research skills such as writing a technical paper, critically reading research papers, writing a general audience article, and giving technical presentations.
Students will practice research skills such as writing a technical paper, critically reading research papers, writing a general audience article, and giving technical presentations.
Classes
Classes will consist of student presentations and discussions on recent research on brain sensing and human-computer interaction on various topics, including:
- introduction to brain sensing in human-computer interaction
- brain sensing devices (fNIRS, EEG, fMRI, etc.)
- signal processing, feature selection, machine learning approaches for classifying brain data
direct control vs. passive BCI
- BCI for disabled
- what can we realistically measure?
- experimental designs for exploring brain sensing for HCI
- brain sensor data as input to interactive systems, as a user interface evaluation method, as neurofeedbeck, and many application domains (education, driving, video games, human-robot interaction, communication, control, human computation, etc.)
- human values, ethics, privacy as it relates to BCI
Readings
There is no required textbook for this course; We will mainly be reading recent research articles.
Assignments
Assignments will focus on skills needed to conduct research in brain-computer interfaces and human-computer interaction. Each week, there will be 2-4 assigned papers to read. It is expected that students will read the papers and be prepared to discuss in class. We will also use the discussion board in Canvas to reflect on the papers prior to coming to class. In addition, students will lead the discussion of 2-4 papers throughout the semester and write general audience blog posts about research papers.
Project
You'll be choosing a research project and writing a term paper. I will describe this process in more detail, and how to go about finding a project.
Exams & Quizzes
There will be no exams or quizzes.
Grading
All aspects of this course are important for developing an understanding of and appreciation for brain-computer interaction. The grading breakdown will be as follows:
- Project (40%): You'll be choosing a research project and writing a term paper. I will describe this process in more detail, and how to go about finding a project.
- Class Participation (20%): This involves posting responses weekly in the online discussion boards associated with the assigned readings/presentations, and coming prepared to discuss in class. Some examples of appropriate discussion comments include: a question you had about the assigned content, something important you did not understand, an idea inspired by the article, an interesting connection with something you learned or did previously in this or another course, or in other professional work or research, an on-topic, relevant response, clarification, or further comment on another student's post.
- Assignments (20%): This will include writing general audience blog posts about research papers. This also will include any in-class assignments that we do, some of which will be finished as homework.
- Paper Presentations (20%): The individual class presentations allow each student both to study a special topic in more detail and to practice oral presentation skills to the rest of the class. Each student gives a short talk, tying together several papers into a broader class theme, and then leads a class discussion on that paper. We will have around two presentations per week, and the dates will be posted in a sign up sheet.
All aspects of this course are important for developing an understanding of and appreciation for brain-computer interaction.
The following final grades are possible: A, B, C, D, F.
If there is a numerical error when computing your final grade from raw scores, please email and we will fix the numerical error.
Policies
- Attendance for class meetings is expected. Much of the coursework happens in class. It is your responsibility to stay up-to-date on course materials. School closings (e.g. snow days, etc.) are posted on the WPI home page. You do not need to notify the or professor of your absence. If you miss a class, it is your responsibility to be fully caught up by the next class meeting.
- Academic Integrity.
You are expected to be familiar with WPI's expectations regarding academic integrity. Please review WPI's information page. Consequences for violating the Academic Honest Policy range from earning a zero on the assignment, failing the course, or being suspended or expelled from WPI.
Common examples of violations include:
- Copying another student's academic work or using unauthorized materials or sources of information
- Assisting in any act of academic dishonesty of another student
- Misrepresenting the work of another as one's own
- Inaccurately or inadequately citing sources
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Accommodations: Students with approved academic accommodations should plan to submit their accommodation letters through the Office of Accessibility Services Student Portal. Students who are not currently registered with the Office of Accessibility Services (OAS) but who would like to find out more information regarding requesting accommodations, documentation guidelines, and what that all entails can contact the OAS either via email AccessibilityServices@wpi.edu or via phone (508) 831-4908.
- Preferred Name/Pronoun Statement: I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this early in the course so that I may make appropriate notations in my records.
- Prioritizing Mental Health: First and foremost in this course, I care about each individual as a human being. Diminished mental health, including significant stress, mood changes, excessive worry, or problems with eating and/or sleeping can also interfere with learning. From my point of view as your professor, if you are having mental health issues which are interfering with your ability to function (in my course or otherwise) that's a completely valid medical reason to ask for short term extensions or accommodations, just as you might for a physical illness or injury. So if your situation is hard or you feel hopeless, don't hesitate to reach out, and I will try to work with you to minimize the impact mental health difficulties have on your performance in my class.
WPI provides mental health services to support the well-being and academic success of students. The Student Development & Counseling Center (SDCC) offers free, confidential services to help you manage personal challenges.
- Student Development and Counseling Center (SDCC): If you're feeling down and need guidance, support, or just someone to talk to, I encourage you to contact the SDCC to set up an appointment for individual or group counseling. The services of the SDCC are always free and confidential. You can call 508-831-5540 to arrange a same-day appointment starting at 8:30 AM each day when WPI classes are in session. For more information, see the SDCC website.
- Respect for Diversity: It is my intent that students from all diverse backgrounds and perspectives be well served by this course, that students' learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups. In addition, if any of our class meetings conflict with your religious events, please let me know so that we can make arrangements for you.