Course Information (Syllabus)

Instructor

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

Class Sessions

Tuesdays and Thursdays
11:00am - 12:20pm
Saieh 141

Course Resources

Course Description

People engage with most machines (e.g., microwaves, cell phones, printers) in similar ways that they engage with non-machine tools (e.g., hammers, water bottles) - they enable people to complete tasks and extend what a person can do. However, robots, a specific kind of machine, seem to occupy a unique category where people treat them somewhere in between a tool and a human or social agent. A vast majority of people believe that robots cannot have emotions or consciousness and that the role of robots is to provide assistance to people – much like the purpose of a tool. However, unlike tools, people often ascribe agency, autonomy, and mind to a wide range of robots – from robot vacuums to humanoid robots.

In this class, we will try to answer the questions:

To answer these questions, we will discuss relevant research papers during class meetings and students will write a final paper that proposes a new HRI theory that predicts how humans interact with robots and machines.

This course can be taken either as a CS elective (this course is considered an HCI elective) or as a seminar.

Learning Objectives

  1. You will analyze how people perceive and attribute social characteristics to robots by exploring empirical studies and theories that explain when and why humans ascribe agency, emotion, or mind to robots.
  2. You will critically evaluate existing research in Human-Robot Interaction (HRI) by reading, presenting, and critiquing peer-reviewed research papers.
  3. You will develop your own theoretical framework to predict human responses to robots and machines that explains variations in human behavior across the tool–agent continuum.
  4. You will communicate your ideas and arguments effectively through class discussions and writing (reading responses, final paper).
  5. You will reflect on the social, ethical, and psychological implications of treating robots as social agents and the broader impacts of robot design and deployment in society.

Course Communication

Elective vs. Seminar

Students taking this course for elective credit will complete all assignments as outlined in this syllabus and the course website. Students taking this course for seminar credit will be expected to complete the course readings, reading reflections, and discussion leadership responsibilities, however, will not be required to submit the final paper.

Grading

This course counts as a human-computer interactions elective for PhD students.

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, 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

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.

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.


© 2025 Sarah Sebo