printer friendly pageCS 51: CS + Social Good Studio: Designing Social Impact Projects
Get real-world experience researching and developing your own social impact project! Students work in small teams to develop high-impact projects around problem domains provided by partner organizations, under the guidance and support of design/technical coaches from industry and non-profit domain experts. Main class components are workshops, community discussions, guest speakers and mentorship. Studio provides an outlet for students to create social change through CS while engaging in the full product development cycle on real-world projects. The class culminates in a showcase where students share their project ideas and Minimum Viable Product prototypes with stakeholders and the public. Application required; please see
cs51.stanford.edu for more information.
Terms: Win
| Units: 2
Instructors:
Cain, J. (PI)
CS 52: CS + Social Good Studio: Implementing Social Good Projects
Continuation of
CS51 (CS + Social Good Studio). Teams enter the quarter having completed and tested a minimal viable product (MVP) with a well-defined target user, and a community partner. Students will learn to apply scalable technical frameworks, methods to measure social impact, tools for deployment, user acquisition techniques and growth/exit strategies. The purpose of the class is to facilitate students to build a sustainable infrastructure around their product idea. CS52 will host mentors, guest speakers and industry experts for various workshops and coaching-sessions. The class culminates in a showcase where students share their projects with stakeholders and the public. Prerequisite:
CS 51, or consent of instructor.
Terms: Spr
| Units: 2
Instructors:
Cain, J. (PI)
CS 53N: How Can Generative AI Help Us Learn?
This seminar course will explore the science behind generative AI, the likely future of tools such as DALL-E, ChatGPT, GPT-4, and Bard, and the implications for education, both in and outside of structured school environments. Students in the course will work in teams to each become experts in some aspect of AI and in some way that generative AI could create a new future for education. The background for this course is the public release of ChatGPT, which created new awareness of the potential power of AI to dramatically change our lives. In considering the possible implications for education, ChatGPT has sparked dreams of automated personal tutors, customizable teaching assistance, AI-led collaborative learning, and revolutions in assessment. In addition to optimistic projections, there are clear and significant risks. For example, will AI-assisted learning be culturally appropriate and equally available to all? Can it increase opportunity for underprivileged learners worldwide, or wi
more »
This seminar course will explore the science behind generative AI, the likely future of tools such as DALL-E, ChatGPT, GPT-4, and Bard, and the implications for education, both in and outside of structured school environments. Students in the course will work in teams to each become experts in some aspect of AI and in some way that generative AI could create a new future for education. The background for this course is the public release of ChatGPT, which created new awareness of the potential power of AI to dramatically change our lives. In considering the possible implications for education, ChatGPT has sparked dreams of automated personal tutors, customizable teaching assistance, AI-led collaborative learning, and revolutions in assessment. In addition to optimistic projections, there are clear and significant risks. For example, will AI-assisted learning be culturally appropriate and equally available to all? Can it increase opportunity for underprivileged learners worldwide, or will it accentuate privilege and privileged views? Will it help us learn faster, or distract us from thinking deeply about difficult problems ourselves? As experienced student learners, members of the class will be able to draw on their own educational history and design learning approaches that could change the future of their education and others in college or at other stages of their lives.
Terms: Spr
| Units: 3
Instructors:
Mitchell, J. (PI)
CS 80E: Dissecting The Modern Computer
In this course, students will be given a high-level, accessible introduction to computer architecture through the use of the RISC-V ISA. Through a series of interactive units, students will learn about the inner-workings of computers, from the execution of our programs all the way down to the hardware that runs them. Topics include simple digital circuits, assembly, simple processors, memory systems (Cache, DRAM, Disk), and bonus topics like GPU's. After completing this class, students should have a newfound appreciation for how incredible computational technology is, as well as direction to fantastic classes that delve into some of these topics in more detail, like
CS149,
EE108, and
EE180. Prerequisite:
CS106B.
Terms: Aut
| Units: 2
Instructors:
Master, T. (PI)
CS 83N: Playback Theater
Playback combines elements of theater, community work and storytelling. In a playback show, a group of actors and musicians create an improvised performance based on the audience's personal stories. A playback show brings about a powerful listening and sharing experience. During the course, we will tell, listen, play together, and train in playback techniques. We will write diaries to process our experience in the context of education and research. The course is aimed to strengthen listening abilities, creativity and the collaborative spirit, all integral parts of doing great science. In playback, as in research, we are always moving together, from the known, to the unknown, and back. There is limited enrollment for this class. Application is required.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
Instructors:
Reingold, O. (PI)
CS 100ACE: Problem-solving Lab for CS106A
Additional problem solving practice for the introductory CS course
CS 106A. Sections are designed to allow students to acquire a deeper understanding of CS and its applications, work collaboratively, and develop a mastery of the material. Limited enrollment, permission of instructor required. Concurrent enrollment in
CS 106A required.
Terms: Aut, Win, Spr
| Units: 1
Instructors:
King, E. (PI)
CS 100BACE: Problem-solving Lab for CS106B
Additional problem solving practice for the introductory CS course
CS106B. Sections are designed to allow students to acquire a deeper understanding of CS and its applications, work collaboratively, and develop a mastery of the material. Limited enrollment, permission of instructor required. Concurrent enrollment in
CS 106B required.
Terms: Aut, Win, Spr
| Units: 1
CS 103: Mathematical Foundations of Computing
What are the theoretical limits of computing power? What problems can be solved with computers? Which ones cannot? And how can we reason about the answers to these questions with mathematical certainty? This course explores the answers to these questions and serves as an introduction to discrete mathematics, computability theory, and complexity theory. At the completion of the course, students will feel comfortable writing mathematical proofs, reasoning about discrete structures, reading and writing statements in first-order logic, and working with mathematical models of computing devices. Throughout the course, students will gain exposure to some of the most exciting mathematical and philosophical ideas of the late nineteenth and twentieth centuries. Specific topics covered include formal mathematical proofwriting, propositional and first-order logic, set theory, binary relations, functions (injections, surjections, and bijections), cardinality, basic graph theory, the pigeonhole prin
more »
What are the theoretical limits of computing power? What problems can be solved with computers? Which ones cannot? And how can we reason about the answers to these questions with mathematical certainty? This course explores the answers to these questions and serves as an introduction to discrete mathematics, computability theory, and complexity theory. At the completion of the course, students will feel comfortable writing mathematical proofs, reasoning about discrete structures, reading and writing statements in first-order logic, and working with mathematical models of computing devices. Throughout the course, students will gain exposure to some of the most exciting mathematical and philosophical ideas of the late nineteenth and twentieth centuries. Specific topics covered include formal mathematical proofwriting, propositional and first-order logic, set theory, binary relations, functions (injections, surjections, and bijections), cardinality, basic graph theory, the pigeonhole principle, mathematical induction, finite automata, regular expressions, the Myhill-Nerode theorem, context-free grammars, Turing machines, decidable and recognizable languages, self-reference and undecidability, verifiers, and the P versus NP question. Students with significant proofwriting experience are encouraged to instead take
CS154. Students interested in extra practice and support with the course are encouraged to concurrently enroll in
CS103A. Prerequisite: CS106B or equivalent. CS106B may be taken concurrently with
CS103.
Terms: Aut, Win, Spr, Sum
| Units: 3-5
| UG Reqs: GER:DB-Math, WAY-FR
Instructors:
Aiken, A. (PI)
;
Lian, Z. (PI)
;
Liu, A. (PI)
;
Schwarz, K. (PI)
;
Agashe, R. (TA)
;
Aiu, K. (TA)
;
Anvari, M. (TA)
;
Cao, S. (TA)
;
Carrell, T. (TA)
;
Chang, T. (TA)
;
Chung, J. (TA)
;
Han, R. (TA)
;
Jee, Y. (TA)
;
Kung, B. (TA)
;
Pandya, D. (TA)
;
Raman, V. (TA)
;
Rodriguez, J. (TA)
;
Roman, E. (TA)
;
Saue- Fletcher, L. (TA)
;
Sotoudeh, M. (TA)
;
Xia, W. (TA)
;
Zhai, W. (TA)
CS 103ACE: Mathematical Problem-solving Strategies
Problem solving strategies and techniques in discrete mathematics and computer science. Additional problem solving practice for
CS103. In-class participation required. Prerequisite: consent of instructor. Co-requisite:
CS103.
Terms: Aut, Win, Spr
| Units: 1
Instructors:
Guan, R. (PI)
CS 104: Introduction to Essential Software Systems and Tools
Concepts that are prerequisites to many different CS classes, such as version control, debugging, and basic cryptography and networking, are either left for students to figure out on their own or are taught in "crash course" form on-the-fly during other, unrelated classes. We propose to develop a course that will teach students the skills necessary to be successful computer scientists, such as the command line, source code management and debugging, security and cryptography, containers and virtual machines, and cloud computing. In this course, students will both become proficient with practical tools and develop a deeper, intuitive understanding of the involved software systems and computer science concepts. With this deeper understanding, students can leverage critical thinking skills to intelligently and efficiently configure and troubleshoot software systems, assess the security and efficiency of particular tool usages, and synthesize new automation pipelines that integrate multiple
more »
Concepts that are prerequisites to many different CS classes, such as version control, debugging, and basic cryptography and networking, are either left for students to figure out on their own or are taught in "crash course" form on-the-fly during other, unrelated classes. We propose to develop a course that will teach students the skills necessary to be successful computer scientists, such as the command line, source code management and debugging, security and cryptography, containers and virtual machines, and cloud computing. In this course, students will both become proficient with practical tools and develop a deeper, intuitive understanding of the involved software systems and computer science concepts. With this deeper understanding, students can leverage critical thinking skills to intelligently and efficiently configure and troubleshoot software systems, assess the security and efficiency of particular tool usages, and synthesize new automation pipelines that integrate multiple tools. To summarize, instead of having just a cursory understanding of how to use these tools, students will learn how to most effectively use these tools to become proficient programmers and computer scientists. In addition, this course can provide a gentle introduction to potentially challenging computer science concepts (e.g., networking) that become a focus in subsequent courses and also help motivate some of the tool usages they will see later in the degree program.
Terms: Win
| Units: 3
Filter Results: