Search result: Catalogue data in Autumn Semester 2018

Computer Science Master Information
Elective Courses
Students can individually chose from the entire Master course offerings from ETH Zurich, EPF Lausanne, the University of Zurich and - but only with the consent of the Director of Studies - from all other Swiss universities.

For further details, refer to Art. 31 of the Regulations 2009 for the Master Program in Computer Science.
NumberTitleTypeECTSHoursLecturers
263-2900-00LHow To Give Strong Technical Presentations Information
Does not take place this semester.
Z0 creditsM. Püschel
Abstract
ObjectiveWherever possible I illustrate by example and present the material in a way to make it immediately applicable. The goal is to provide the knowledge that enables the participants, whether beginner or experienced presenter, to further improve their presentation skills and hence their impact whenever they step in front of an audience.
ContentThis course covers all aspects of delivering strong presentations. I explain common mistakes, what works and what does not, and why. Then I discuss structure and content as well as a set of fundamental principles from graphic design that make slides communicate effectively. These principles also apply to the presentation and visualization of data which is covered in some detail. Finally, I give some useful tips on the use of Powerpoint that simplify the creation of strong presentations.
151-3217-00LCoaching Students (Basic Training)W1 credit1GR. P. Haas, B. Volk
AbstractAim is enhancement of knowledge and competency regarding coaching skills. Participants should be active coaches of a student team. Topics: Overview of the roles and mind set of a coach as, introduction into coaching methodology, mutual learning and reflecting of participants coaching expertise and situations.
Objective- Basic knowledge about role and mindset of a coach
- Basic Knowledge and reflection about classical coaching situations
- Inspiration and mutual learning from real coaching sessions (mutual peer observation)
ContentBasic knowledge about role and mindset of a coach
- Introduction into coaching: definition & models
- Introduction into the coaching process and team building phases
- Role of coaches between examinator, tutor and ""friend""
First steps building up personal coaching competencies, i.e. active listening, asking questions, giving feedback
- Competencies in theoretical models
- Coaching competencies: exercises and reflection
Some Reflection and exchange of experiences about personal coaching situations
- Exchange of experiences in the lecture group
- Mutual peer observations
Lecture notesSlides, script and other documents will be distributed electronically
(access only for participants registered to this course)
LiteraturePlease refer to lecture script.
Prerequisites / NoticeParticipants (Students, PhD Students, Postdocs) should be actively coaching students.
263-0610-00LDirect Doctorate Research Project
Only for Direct Doctorate Students
O15 credits23AProfessors
AbstractDirect Doctorate Students join a research group of D-INFK in order to acquire a broader view of the different research groups and areas.
ObjectiveStudents extend their knowledge of the different research topics and improve their scientific approach of working on an actual research project.
Content2nd semester students join a research group of D-INFK in order to acquire a broader view of the different research groups and areas. The research group chosen must not be identical with the one, in which the thesis project is conducted.
Prerequisites / NoticePlease be aware that the research project and the master's thesis have to be coached by two different research groups!
263-0620-00LDirect Doctorate Research Plan
Only for Direct Doctorate Students
O15 credits23AProfessors
AbstractThe research plan aims at planning and structuring a student's research work and thesis. It further contributes to the student's ability to write research proposals.
ObjectiveThe student has to present the research plan to the faculty members in order to defend his/her research goals, but also to demonstrate a solid knowledge on the background literature as well as the planned and alternative procedures to follow.
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