Course Information (Syllabus)

Instructor

Sarah Sebo
Sarah Sebo (she/her/hers)
You can call me by my first name.
sarahsebo@uchicago.edu

TAs

Timmy Lin
Timmy Lin (he/him/his)
tinghan@uchicago.edu

Pooja Vegesna
Pooja Vegesna (she/her/hers)
pvegesna@uchicago.edu

Class Sessions

Mondays and Fridays
1:30pm - 2:50pm
Ryerson 177

Labs

Wednesdays
1:30pm - 2:50pm
CSIL 1/2

Course Resources

Course Description

Robots are increasingly common in our everyday spaces: tutoring elementary students, assisting human workers in manufacturing contexts, providing museum tours, interacting with families within their homes, and helping to care for the elderly. One critical factor to the success of these robots is their ability to effectively interact with people: human-robot interactions.

This course focuses on the core concepts and cutting-edge research in the field of human-robot interaction (HRI), covering topics that include: nonverbal robot behavior, verbal robot behavior, social dynamics, norms & ethics, collaboration & learning, group interactions, applications, and future challenges of HRI. In class meetings, students lead discussions about cutting-edge peer-reviewed research HRI publications. In weekly labs, students engage in hands-on activities to learn the essential skills of human-robot interaction research, including experiment design, robot programming, and data analysis techniques. Students also participate in a quarter-long collaborative research project, where they pursue an HRI research question that involves conducting their own human-subjects research study where they recruit human subjects to interact with a robot.

The prerequisite for this course is completion of either CMSC 14200 or CMSC 15400. This course is considered within the CS curriculum areas of both Robotics and Human Computer Interaction and counts towards the Human Computer Interaction BS specialization.

Learning Objectives

  1. You will obtain a broad understanding and exposure to cutting-edge research in the field of Human-Robot Interaction through course readings and participating in discussions of those readings.
  2. You will cultivate analytical and critical thinking skills when evaluating research in HRI through leading class discussions, making analytical comments on the readings, and writing peer-reviews.
  3. You will practice and gain experience in HRI research skills (e.g., robot programming, designing experiments, analyzing data) through the course labs.
  4. You will gain hands-on HRI research experience through the course project where you will design and execute an HRI study from scratch.

Course Communication

Device-Free Class Meetings (Mondays + Fridays)

During our class meetings where we will be discussing HRI research papers, our classroom will be device free to allow us to better focus on the discussion and pay attention to one another.

CMSC 20630 vs. CMSC 30630

The experience of students taking CMSC 30630 will be the same as that of students taking CMSC 20630, with the exception of the following differences:

Grading

This course counts as a human-computer interactions elective for PhD students. For undergraduates, this course is within the CS curriculum areas of both Robotics and Human Computer Interaction and counts towards the Human Computer Interaction BS specialization.

Flexibility

The course grading is flexible to the following exceptions without penalty:

If you get sick, please spend your time focusing on your recovery. Reach out to me once you are able and we will figure out how best to handle your absence and assignment grading.

Beyond this, if your circumstances require additional flexibility, please reach out to me.

Attendance/Participation

This class is designed to facilitate active and critical discussions about cutting-edge work in the field of human-robot interaction and build the skills needed to conduct HRI research. Your attendance and participation in class meetings and labs is essential to get the most out of this class. Specifically you will be assessed on the following two factors:

Late Assignments

A late assignment is one that does not provide the requested deliverable (e.g., reading reflection, project proposal, discussion lead slides) in the requested format by the stated deadline. Late assignments will be docked 10% of the total grade for each 24 hours period, up to 3 days, that they are late. After three days, the assignment will receive a zero.

The only exceptions to this policy are listed in the 'Flexibility' section above and in case of emergency. If you experience an emergency, please take care of the situation at hand, and afterwards please reach out to me so that we can discuss a best path forward.

Use of Generative AI

Here, I detail the permitted and prohibited uses of generative AI in this course for both deliverables written in English and the generation of code for the labs and course project.

Deliverables written in English

This course emphasizes the development of students' original thinking, critical analysis, and theory-building skills in the field of Human-Robot Interaction. Writing, in this context, is not merely a means of communication but a tool for deep engagement, reflection, and synthesis of complex ideas. While generative AI tools (e.g., ChatGPT, Claude, GrammarlyGO, etc.) can support writing mechanics and refinement, relying on AI to generate content undermines the cognitive work expected in this course and impedes the development of your theoretical and analytical voice.

To support these learning outcomes while recognizing that generative AI is now part of the academic landscape, the following policy strikes a balance: You may use AI tools to revise or improve your writing, but not to write it for you:

For each of your written deliverables, you will be asked to submit a genAI statement that describes if and how you used generative AI tools for that deliverable.

Why this matters: Part of this course involves developing your own theoretical lens, writing style, and scholarly reasoning. This growth happens most effectively through the process of writing: wrestling with ideas, organizing your thoughts, and receiving feedback from peers and your instructor. Overreliance on AI short-circuits that process and limits your intellectual development.

Code Deliverables (Labs and Project)

Robot programming in this course is primarily a means of implementing and testing ideas, not a central learning objective. Because of this, the use of generative AI tools for programming is permitted and encouraged for the labs and course project.

Permitted uses of genAI for programming:

However, you remain responsible for the code you submit. You should understand how it works, be able to explain it if asked, and ensure it functions correctly and safely on the robot.

As with written assignments, you must include a genAI usage statement describing if and how generative AI tools were used in your implementation.

Policies

Academic Integrity

In this course, we abide by the University of Chicago's Policy on Academic Honesty and Plagiarism. If you violate this policy (depending on the severity of the offense) you risk being dismissed from this course. All cases will be referred to the Dean of Students office, which may impose further penalties, including suspension and expulsion. If you have any questions about whether an activity or written work would constitute cheating or plagiarizing, please ask.

With respect to this course, please ensure that you appropriately cite all academic work that you paraphrase or quote and that you honestly and accurately report your use of genAI tools on written deliverables.

Diversity Commitment

I stand with the University of Chicago in my dedication to "creating an environment where people of different backgrounds feel valued and where their ideas and contributions can flourish" (see UChicago's Diversity Commitment Statement). I strive to make this classroom environment one where the diverse backgrounds and perspectives of each individual are valued and included for the benefit of us all, including gender identity, sexuality, disability, generational status, socioeconomic status, ethnicity, race, religion, national origin, and culture. I expect that all class related interactions will be conducted with mutual respect, open communication, and non-discrimination. If you have any suggestions for how we can better promote an inclusive and open environment, please reach out to me.

Accessibility

The University of Chicago and I are committed to ensuring equitable access to academic programs and services. Students with disabilities who have been approved for the use of academic accommodations by Student Disability Services (SDS) and need a reasonable accommodation(s) to participate fully in this course should follow the procedures established by SDS for using accommodations. Timely notifications are required in order to ensure that your accommodations can be implemented. Please meet with me to discuss your access needs in this class after you have completed the SDS procedures for requesting accommodations.

Phone: (773) 702-6000
Email: disabilities@uchicago.edu

Sexual Misconduct

The University of Chicago is "committed to taking necessary action to stop, prevent, and remedy instances of sexual misconduct" (see the University of Chicago's website for the Office for Sexual Misconduct Prevention and Support). Title IX prohibits discrimination on the basis of sex, including sexual assault, sexual abuse, sexual harassment, dating violence, domestic violence, and stalking. Sexual misconduct is unacceptable at the University of Chicago, including any interactions that occur related to this course.

If you would like to speak confidentially about an incident of sexual misconduct, want more information about filing a report, or have questions about school policies and procedures, please contact our Title IX Coordinator. In certain situations, the University may have an institutional obligation to respond to a report of sexual misconduct. Additionally, as a faculty member, I am required by Title IX and the University of Chicago to report incidents of sexual misconduct, even if I am requested to keep the information confidential.

Wellness

As you pursue your education, your health and overall wellbeing is extremely important. Do your best to maintain a healthy lifestyle this quarter by eating well, exercising, getting enough sleep, and taking time to relax. Despite our best efforts, all of us benefit from support at times. Asking for support when a problem is small can help keep it from growing larger, but there is no wrong time to ask for help. If you or someone you know could benefit from mental health services, I strongly recommend that you reach out to UChicago Student Wellness, whose services do not come at any additional cost to students. Additionally, If a personal emergency arises that may impact your work in this course, please alert me so that the appropriate arrangements can be made.

Acknowledgments

This course is centered around the excellent recent work in the field of Human-Robot Interaction. The policies outlined in this syllabus was informed and adapted from those of Henny Admoni, Ravi Chugh, Blase Ur, and Marshini Chetty.


© 2026 Sarah Sebo