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University of colorado boulder, you are here, csci-4960 (2-4) computer science honors thesis.

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University of Colorado Boulder, College of Arts and Sciences, Honors Program student theses collection

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• Theses item list for CU Boulder, College of Arts and Sciences, Honors Program student theses collection

Scope and Contents

The collection spans 53 years and includes 5,694 theses in 135 boxes. The list is order first in reverse chronological order of semester, and then in alphabetical order of last name within each semester. This means that box 1 contains the honors theses from 2012 whose author’s last names begin with an A, B or C. Each entry includes the full title of the thesis, the subject, the author’s name, and the semester.

• Creation: 1959 - 2012

Conditions Governing Access

Collection is open for research.

Copyright Statement

The University Libraries do not own the copyright to this collection. Researchers are responsible for contacting the copyright holder(s) for this material and obtaining permission to publish or broadcast. The University Libraries will not grant permission to publish or broadcast this material and are not responsible for copyright violations resulting from such use.

Biographical / Historical

The University of Colorado has always rewarded exceptional academic performance. Before the mid-1920s the University awarded Latin honors to students with high grades. In 1926 the College of Arts and Sciences created an honors committee to design a program that awarded honors based on more than just grades. The resulting program was implemented in 1928. Students and faculty found the new system wanting however, so university President George Norlin approved a new Honors Program in 1931. The new program was entirely extra-curricular and required 200-300 extra hours of studying a year to complete. An extra workload without any credit hours displeased many of the honors students and additional changes were made to recognize the problem. By 1937 the program had been changed to allow students to receive up to 27 credit hours for their honors work. In 1940 Professor Fredrick Bramhall became the first chairman of the Honors Council. Faculty-recommended students with a GPA of 2.0 or higher, on a 3.0 GPA scale, were eligible to take both an oral and a written exam. Successful students graduated with ‘combined honors’. The system was still controversial among students and staff who felt that honors weren’t being awarded to the most deserving students and that extra honors work should be required to receive honors. In 1956 the Rockefeller Foundation awarded the University $26,000 to conduct a 3-year study on the honors program and to host a conference on “The Superior Student in the State University.” The Carnegie Corporation, impressed by the successful conference, created and funded a national agency, the Inter-University Committee on the Superior Student which was based in Boulder. Interest in collegiate honors culminated in the creation of the honors office in 1958, giving the program a physical presence on campus. In 1959 departmental honors and general honors were still considered distinct programs. At this time honors was rewarded based on GRE area test scores, successful completion of both an oral and written exam, and GPA of 3.0 or higher on the 4.0 scale which is used today. Departmental and general honors were merged into one department in 1968, and honors finally received its present form in 1981 when the department added a required senior thesis. The honors program has since expanded, both in the number of students involved in the program as well as the number of honors courses offered each year. In 2003 the number of courses expanded from 50 to 80, and in 2012, 300 students graduated with honors. As of April 2015, the mission of the honors program is “to provide special education opportunities for academically prepared, highly motivated undergraduate students.”

135 linear feet (135 record boxes )

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Additional description.

The University of Colorado Boulder College of Arts and Sciences’ Honors Program is one of the oldest honors programs in the United States. The undergraduate program has roots going back before the 1920s, with the first honors committee formed in 1928. The Honors Program underwent several changes, until it assumed a stable form in 1959. In 1959, a student could earn honors by maintaining a GPA of 3.0 or higher, scoring highly on GRE department exams, an oral test, and a three hour written test. Many students also wrote a thesis as part of their individual plan. In 1981, writing and defending a senior thesis was added as a requirement for achieving honors recognition. The Honors Program continued to expand over the ensuing decades, with 300 students graduating with honors in 2012. This collection contains senior honors theses dating from 1959 through 2012, however there are very few theses before 1981.

Physical Location

Located at offsite storage (PASCAL). Allow at least 5 days for delivery. Contact [email protected] for questions and requests.

Related Materials

CU Boulder Libraries has access a number of CU Master's and Doctoral theses and dissertations available. Please see this LibGuide for information on how to access.

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University of Colorado Boulder, College of Arts and Sciences, Honors Program student theses collection, University of Colorado Boulder Libraries, Collections of Distinction

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University of Colorado Boulder, College of Arts and Sciences, Honors Program student theses collection, University of Colorado Boulder Libraries, Collections of Distinction https://archives.colorado.edu/repositories/2/resources/2569 Accessed May 21, 2024.

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Neuroscience (NRSC)

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NRSC 1020 (1) Exploring the Neuroscience Major

This course familiarizes students to the neuroscience major at CU Boulder, and helps students develop key skills needed for academic success. Students will learn about department and campus resources, and how to get involved in the wider neuroscience community, including clubs and research. An overview of select neuroscience-related topics, and possible career paths, helps students determine goodness of fit. This elective course is designed for first-year and other students exploring educational and career opportunities in this exciting field.

NRSC 2100 (4) Introduction to Neuroscience

Provides an introduction to fundamental concepts in neuroscience. The goal of this first course is to provide a strong foundation in neurobiology-cell biology, physiology of the neuronal membrane, interneuronal communication, neurotransmission, gross anatomy, and how the brain develops. Students will also learn principles of sensory systems functions. Recitation will reinforce lecture concepts through discussion of current research.

Requisites: Requires prerequisite courses of MCDB 1111 or MCDB 1150 or EBIO 1210 (minimum grade C-). Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 2101 (1-4) Topics in Neuroscience

Provides students with the opportunity to focus on a specific area of Neuroscience in depth.

Repeatable: Repeatable for up to 6.00 total credit hours. Allows multiple enrollment in term. Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 2125 (4) Introduction to Neuroscience I: Foundations

Provides an introduction to fundamental knowledge and principles in neuroscience. The goal of this first semester of an Introduction to Neuroscience two semester sequence is to provide a strong foundation in neurobiology-cell biology, physiology of the neuronal membrane, synaptic neurotransmission, neurochemistry, gross anatomy and introduction to sensory perception. Recitation will reinforce lecture concepts.

Requisites: Requires prerequisite course of MCDB 1150 or EBIO 1210 (minimum grade C-).

NRSC 2150 (4) Introduction to Neuroscience II: Systems

Extends understanding of fundamental knowledge in neuroscience with a focus on systems function. The goal of this second semester of an Introduction to Neuroscience two semester sequence is to develop deeper understanding of neurobiological systems function. Featured is the neurophysiology, neuroanatomy and function of human sensory systems, motor systems, sensorimotor integration and higher level neurosystem function.

Requisites: Requires prerequisite course of NRSC 2100 or NRSC 2125 (minimum grade C-).

NRSC 2200 (2) Laboratory Techniques in Neuroscience

Introduces students to many basic and essential laboratory skills in neuroscience research. Students will learn experimental methods and perform experiments depicting principles in neurophysiology, neuroanatomy, neurochemistry, and the fundamentals of neuroimaging techniques.

Requisites: Requires a prerequisite course of NRSC 2100 or NRSC 2125 (minimum grade C-). Restricted to Neuroscience (NRSC) majors only. Additional Information: Arts Sci Gen Ed: Distribution-Natural Sci Lab Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4011 (1-3) Senior Thesis

Senior Thesis credits are available for students during the semester that they write and defend a departmental Honors Thesis. A neuroscience honors thesis must be based on an empirical research project that the student directs/participates in under guidance from a faculty member. Contact the neuroscience director for further information.

NRSC 4015 (3) Affective Neuroscience

Experiencing and learning from affect--emotional value--is a fundamental part of the human experience. When people started thinking of brains as computers, research on emotion fell by the wayside. Recently however, this has changed, and there is an explosion of work on the brain mechanisms of affective value. Covers recent advances in understanding the emotional brain.

Equivalent - Duplicate Degree Credit Not Granted: NRSC 5015 Requisites: Requires a prerequisite course of PSYC 2012 or NRSC 2100 or NRSC 2125 (minimum grade C-). Restricted to students with 57-180 credits (Juniors or Seniors). Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4032 (3) Neurobiology of Learning and Memory

Provides a comprehensive treatment of how the brain acquires, stores, and retrieves memories. To do this we will consider (a) the methods used to address these issues, (b) what we know about how brain systems are organized to support memories of different types,and (c) the synaptic mechanisms that are involved.

Equivalent - Duplicate Degree Credit Not Granted: NRSC 5032 Requisites: Requires a prerequisite course of NRSC 2100 or NRSC 2150 (minimum grade C-). Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4062 (3) The Neurobiology of Stress

Provides an introduction to the concept of stress and the physiological systems involved. Factors modulating stress vulnerability versus resilience, and stress interactions with other systems with health relevance will be explored. Emphasis will be placed on current research on brain mechanisms. Formerly PSYC 4062.

Requisites: Requires a prerequisite course of NRSC 2100 or NRSC 2150 (minimum grade C-). Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4072 (3) Clinical Neuroscience: A Clinical and Pathological Perspective

Provides a review of the anatomy and physiology of the nervous system and then explores how alterations in these systems can result in neurologic or psychiatric disorders. Emphasizes pathological neuroanatomy, neurophysiology and neuropharmacology, which is essential for understanding problems related to health and disease.

Equivalent - Duplicate Degree Credit Not Granted: NRSC 5072 Requisites: Requires prereq of NRSC 2100 or NRSC 2150 and EBIO 2070 or MCDB 2150 (all min grade C-). Restricted to students with 57-180 credits (Junior or Senior). Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4082 (3) Neural Circuits of Learning and Decision Making

Provides an in-depth survey of the neural mechanisms of learning, motivated behavior and decision making. Analysis will focus on the interaction of neural circuits underlying these processes with particular attention to the cellular, molecular and information-processing aspects of identified pathways and considered into the context learning-based and neuroeconomic models of choice.

Equivalent - Duplicate Degree Credit Not Granted: NRSC 5082 Requisites: Requires a prerequisite course of NRSC 2100 or NRSC 2150 (minimum grade C-). Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4092 (3) Behavioral Neuroendocrinology

Provides an introduction to neuroendocrinology with a focus on the interaction between hormones on brain development and behaviorally relevant brain function, including reproductive behaviors, stress, biological rhythms and mood.

Equivalent - Duplicate Degree Credit Not Granted: NRSC 5092 Requisites: Requires a prerequisite course of NRSC 2100 or NRSC 2150 (minimum grade C-). Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4132 (3) Neuropharmacology

Study of drug action within the central nervous system. This course is designed to provide a fundamental understanding of the neurobiological and neurochemical mechanisms of drug action. Topics covered include the following: 1) principles of pharmacology; 2) brain neurotransmitter systems; 3) biochemical basis of psychiatric disorders and their pharmacological treatment.

Equivalent - Duplicate Degree Credit Not Granted: NRSC 5132 Requisites: Requires a prerequisite course of NRSC 2100 or NRSC 2150 (minimum grade C-). Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4155 (4) Cognitive Neuroscience/Neuropsychology

Introduction to cognitive neuroscience and neuropsychology. Provides a survey of the neuropsychological underpinnings for a wide range of cognitive functions: vision, object recognition, attention, language, memory and executive function. One lab per week.

Equivalent - Duplicate Degree Credit Not Granted: PSYC 4155 Requisites: Requires a prerequisite course of PSYC 2111 and PSYC 3111 and ( PSYC 2012 or NRSC 2100 or NRSC 2125 ) (all minimum grade C-). Additional Information: Arts Sci Gen Ed: Distribution-Natural Sci Lab Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4420 (3) Genetics of Brain and Behavior

Examines the genetic underpinnings of animal behavior, including an examination of behavioral evolution and the use of genes as tools to examine neural architecture. We will cover topics including foraging, social behavior, personality, parental care and fear. We will explore these behaviors at multiple levels, including genomics, population genetics, molecular genetics, epigenetics, endocrinology and neurobiology. Fulfills MCDB scientific reasoning requirement.

Equivalent - Duplicate Degree Credit Not Granted: MCDB 4420 Requisites: Requires prerequisite courses of NRSC 2100 and EBIO 2070 or ( MCDB 2150 and ( MCDB 1161 or MCDB 1171 or MCDB 1181 or MCDB 2171 )) (all minimum grade C). Grading Basis: Letter Grade

NRSC 4542 (3) The Neurobiology of Mental Illness

Provides in depth study of what is known concerning the neurobiology of mental illnesses, with a focus on depression and anxiety. Consideration will be given to both animal models and human work, with neurochemical, circuitry level, and neuroinflammatory processes to be highlighted. There will be discussion of the intricacies of determining the effectiveness of pharmacological treatments, and what the implications of such treatments might be.

Requisites: Requires prerequisite courses of NRSC 2100 or NRSC 2150 (minimum grade C-). Restricted to students with 57-180 credits (Junior or Senior). Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4545 (3) Neurobiology of Addiction

Covers an intensive survey and synthesis of recent findings contributing to our understanding of the neurobiological basis of addiction. Analysis of both drug and behavioral addictions will be made at the molecular, cellular and neurocircuitry levels and synthesized into models utilizing common themes between various addictions and contributing pathologies.

Equivalent - Duplicate Degree Credit Not Granted: NRSC 5545 Requisites: Requires prerequisite courses of NRSC 4132 (minimum grade C-). Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4561 (1-3) Special Topics in Neuroscience

Presents and analyzes special interest topics from the broad and interdisciplinary field of neuroscience. The instructor determines the content of a particular section. Repeatable for up to 6.00 total credit hours.

Repeatable: Repeatable for up to 6.00 total credit hours. Requisites: Requires prerequisite course of NRSC 2100 (minimum grade C-). Restricted to Neuroscience (NRSC) majors only. Grading Basis: Letter Grade Additional Information: Arts Sci Gen Ed: Distribution-Natural Sciences

NRSC 4572 (3) Developmental Neurobiology

Examines the molecular and cellular processes that generate a functional nervous system. Topics covered include cell fate determination, neurogenesis and gliogenesis, cell migration, axon pathfinding, synapse formation and synapse refinement. Also explores how alterations in development can result in neurologic or psychiatric disorders. Formerly offered as a special topics course.

Requisites: Requires a prerequisite course of NRSC 2100 or NRSC 2150 (minimum grade C-). Recommended: Prerequisite or corequisite MCDB 3135 .

NRSC 4841 (1-3) Independent Study in Neuroscience

Repeatable: Repeatable for up to 8.00 total credit hours. Requisites: Restricted to students with 57-180 credits (Junior or Senior) Neuroscience (NRSC) majors only.

NRSC 5015 (3) Affective Neuroscience

Equivalent - Duplicate Degree Credit Not Granted: NRSC 4015 Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students.

NRSC 5032 (3) Neurobiology of Learning and Memory

Equivalent - Duplicate Degree Credit Not Granted: NRSC 4032 Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students. Additional Information: Departmental Category: Biological

NRSC 5072 (3) Clinical Neuroscience: A Clinical and Pathological Perspective

Equivalent - Duplicate Degree Credit Not Granted: NRSC 4072 Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students. Additional Information: Departmental Category: Biological

NRSC 5082 (3) Neural Circuits of Learning and Decision Making

Equivalent - Duplicate Degree Credit Not Granted: NRSC 4082 Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students. Grading Basis: Letter Grade

NRSC 5092 (3-4) Behavioral Neuroendocrinology

Provides an introduction to neuroendocrinology with a focus on the interaction between hormones and brain function. In addition to attending and meeting all the requirements for the lecture portion of the course, graduate students meet for an additional hour each week to discuss in depth behavioral neuroendocrinology relevant research articles.

Equivalent - Duplicate Degree Credit Not Granted: NRSC 4092 Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students. Additional Information: Departmental Category: Biological

NRSC 5100 (3) Introduction to Neuroscience I

This first course in the year-long sequence of introduction to neuroscience provides an intensive introduction to the principles of neuroscience, covering detailed neuroanatomy, physiology, neurophysiology, neurochemical and developmental characteristics of the central nervous system. Structure-function relationships in sensory and motor systems are then explored with neuroanatomical and electrophysiological perspectives.

Repeatable: Repeatable for up to 5.00 total credit hours. Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students and students in the interdepartmental neuroscience program.

NRSC 5110 (3) Introduction to Neuroscience II

Provides an intensive interdisciplinary introduction to the principles of neuroscience. It is a sequel to NRSC 5100 . Provides a detailed overview of neurochemistry, neurodevelopment, neuromotor control, neurogenetics, and cognitive neuroscience. Open to undergraduates with instructor permission.

Requisites: Requires a prerequisite course of NRSC 5100 or NRSC 4052 or PSYC 4052 (minimum grade C-). Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students and students in the interdepartmental neuroscience program.

NRSC 5132 (3) Neuropharmacology

Equivalent - Duplicate Degree Credit Not Granted: NRSC 4132 Repeatable: Repeatable for up to 6.00 total credit hours. Allows multiple enrollment in term. Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students. Additional Information: Departmental Category: Biological

NRSC 5262 (3) Mammalian Neuroanatomy

Provides a detailed overview of peripheral and central nervous system connectional neuroanatomy targeted at delineating functional sensory, motor and motivational systems and the control of behavior and cognition. Emphasizes histological, anatomical and functional techniques employed in investigations of the nervous system. Formerly PSYC 5262.

Requisites: Requires a prerequisite course of NRSC 2100 or NRSC 5100 or NRSC 4052 or PSYC 4052 (minimum grade C-). Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students. Additional Information: Departmental Category: Biological

NRSC 5545 (3) Neurobiology of Addiction

Equivalent - Duplicate Degree Credit Not Granted: NRSC 4545 Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students.

NRSC 5911 (3) Teaching of Neuroscience

Offers a rich experience for students to develop and organize curriculum to complement the Neuroscience core courses. Offers a valuable teaching experience utilizing computational modeling to simulate experimental results. Any Neuroscience curriculum course, such as Intro to Neuroscience I or II, Neuropharmacology, Neurobiology of Learning and Memory or Behavioral Neuroscience may be appropriate.

Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students.

NRSC 6000 (1-3) Introduction to Laboratory Methods

Introduces methodology and techniques used in biological research. Designed as a tutorial between a few students and one faculty member. Students are expected to read original research papers, discuss findings, and to gain training in techniques necessary to plan and execute experiments in selected areas. These include but are not limited to, for example, surgical approaches, behavioral techniques, molecular biology approaches, and imaging.

Repeatable: Repeatable for up to 15.00 total credit hours. Allows multiple enrollment in term. Requisites: Restricted to Behavioral Neuroscience program graduate students. Grading Basis: Letter Grade

NRSC 6100 (2) Advances in Neuroscience Seminar

Designed for beginning graduate students interested in neuroscience. Students read, discuss, and evaluate the primary literature on a number of current topics in neuroscience as well as attend the seminar program in neuroscience.

Repeatable: Repeatable for up to 8.00 total credit hours. Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students.

NRSC 6602 (1-3) Behavioral Neuroscience Professional Skills Development

Enrolled graduate students in the behavioral neuroscience program will be asked to prepare, present and receive feedback on scientific presentations of their own research or from review of a current research project.

Repeatable: Repeatable for up to 14.00 total credit hours. Allows multiple enrollment in term. Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students. Grading Basis: Letter Grade

NRSC 7102 (1-3) Topics in Neuroscience

Advanced seminar dealing with different specialized topics in neuroscience. Instructor consent required for students outside of the department.

Repeatable: Repeatable for up to 9.00 total credit hours. Allows multiple enrollment in term. Requisites: Requires a prerequisite course of NRSC 5110 (minimum grade D-). Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students.

NRSC 7152 (3) Special Topics in Neuroscience V

Advanced seminar dealing with several different specialized topics in Neuroscience.

Repeatable: Repeatable for up to 9.00 total credit hours. Allows multiple enrollment in term. Requisites: Restricted to Psychology and Neuroscience (PSYC NRSC) graduate students.

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CSCI 3100 - Software and Society Course

Description.

• Provides students with an understanding of the professional, ethical, legal and social issues and responsibilities of software developers, as well as providing them with the ability to analyze the local and global impacts of computing on individuals, organizations and society. Credit not granted for this course and CSCI 4308 and CSCI 4328 and CSCI 4338 and CSCI 4348. Required for, and restricted to, students completing a Senior Thesis for the Computer Science BS.

instructor(s)

• Dykes, Jim   Primary Instructor - Fall 2022 / Fall 2023
• Lewis, Clayton H   Primary Instructor - Fall 2018 / Fall 2019 / Fall 2020

CU Boulder commencement: 9,300 graduate Thursday

The University of Colorado at Boulder (CU) awarded more than 9,300 degrees during its spring commencement ceremony Thursday.

More than 9,400 total degrees were given to students ranging in age from 20-63 including: 6,882 bachelor’s degrees, 1,789 master’s degrees, 141 MBAs, 194 law degrees and 464 doctoral degrees.

Many students graduating Thursday were high school graduates in May 2020 and did not get a ceremony or celebration due to the pandemic. They also started at CU Boulder during the days of virtual classes, vaccine rollouts and a return to in-person instruction.

Traffic was expected to be heavy in and out of Boulder and on campus. An estimated 30,000 people attended the ceremony, CU said.

This was also the final commencement for CU Chancellor Phil DiStefano before he retires from the role and Bud Coleman's final year as commencement marshal.

Apple co-founder Steve Wozniak delivered the commencement speech Thursday morning at Folsom Field on the CU Boulder campus.

Wozniak attended CU Boulder in 1968–69 before returning to California, where he co-founded Apple Computer Inc. with Steve Jobs in 1976. Wozniak holds an honorary doctorate in engineering, conferred in 1989, from CU Boulder.

Wozniak helped shape the computing industry with his design of Apple’s first line of products, the Apple I and II. 

“As a high school senior, my first trip out of California was to Boulder, with a couple of friends,” Wozniak said. “We awoke the next morning to news of a snowfall. We opened the curtains and, yes, it had snowed. I had never before been in real snow. Despite the out-of-state tuition, my parents allowed me to follow my heart. The love of snow and cold has never left me.”

CU said Wozniak holds 10 honorary degrees, in addition to a degree in electrical engineering/computer science from the University of California, Berkeley in 1981.

"My time at CU was the greatest of my life, with independence and great intellectual and physical energies. I have spoken so highly of CU ever since that two of my children actually went here," Wozniak said.

“Steve Wozniak is an icon in the computing industry whose life has been marked by innovation, leadership and generosity —values that CU Boulder seeks to instill in our graduates,” said CU Chancellor Philip DiStefano. “I’m confident his message will ignite listeners’ imaginations and challenge us to pursue our own unique paths.”

“After searching for a guest who embodies our university values and aligns with the resilience and passion of the Class of 2024, Senior Class Council is proud and honored to welcome Steve Wozniak as this year’s commencement speaker,” said Jacob Baca, Senior Class Council president. “We look forward to his words of wisdom.”

CU brought back its in-person commencement ceremony in 2022 and 2023  after holding virtual ceremonies in 2020 and 2021. Colorado Gov. Jared Polis delivered CU Boulder's commencement address in 2023.

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Outstanding senior: Bianca Perez

You are here.

By Joe Arney Photos by Kimberly Coffin (CritMedia, StratComm’18)

When Bianca Perez called her mom in the middle of the day to tell her she’d been accepted to a prestigious doctoral program at one of the nation’s foremost universities, she expected there might be some tears.

She wasn’t wrong. But it wasn’t her mother who cried.

Perez’s mother, Leyda, was born and raised in Mexico, while her father, Ernesto, came to the United States from Peru. For almost 30 years, they have worked tirelessly at growing Perez Cleaning Services, in Steamboat Springs, in order to provide their daughter with opportunities they couldn’t imagine—and don’t always understand. When she explained that she was applying to schools to be a doctor, Perez (Comm, MediaSt’24) would clarify “a doctor of words,” since her family thought she was maybe interested in a medical career.

Now, as she explained on speakerphone that she was accepted to the PhD program at the University of Pennsylvania’s prestigious Annenberg School for Communication, in Philadelphia, “my mom wasn’t sure what to make of it,” Perez said. “I could tell she was happy because she could hear the excitement in my voice.”

But the client her mother was speaking with when Perez called couldn’t believe his ears.

“What I have is like a wish coming true. You can work very hard and that can still not be enough, and I’ve seen that happen to people around me my whole life.” Bianca Perez (Comm, MediaSt’24)

“He was like, ‘Did I just overhear that your daughter's going to graduate school at Penn?’” she recalled. “And I could hear him start crying, and my mom said to me, ‘Oh, no, I have to go, one of the clients is upset.’ But he wasn’t—the guy went to UPenn for his undergrad, had wanted to go to grad school there but couldn’t, and he was so happy and excited for me.

“I think for my mom, seeing a random person cry like that and be so joyful, helped her understand just how exciting this was for me.”

Driven to change the world

It’s not the first time she’s had to overcome the barrier separating her lived experiences from those of her parents. But her working-class upbringing—combined with her curiosity, care and enthusiasm for working hard—has already made her a promising scholar in the realm of artificial intelligence and labor.

“It’s because of her humble background that she understands that the ability to be in college, to read books and write for a living, is a privilege,” said Sandra Ristovska, an assistant professor of media studies at the College of Media, Communication and Information at the University of Colorado Boulder, and Perez’s advisor. “It’s unsurprising she’s interested in questions around technology and labor because she is seeking, through her research, to improve the lives and livelihoods of working-class people, immigrants and people of color.”

Perez studies generative artificial intelligence and labor through the lens of copyright law. In the past year, artists and publishers have sued tech companies that have used copyrighted work to train generative A.I. platforms like ChatGPT, opening up a larger question of how to fairly value labor—not just of plaintiffs like J.K. Rowling, Stephen King and The New York Times, but everyday social media users, whose likes and shares train algorithms to better recommend content that keeps people online.

Because that data is disassociated from the users, the labor of whoever generated that data—those likes and shares—is obscured, meaning they can’t be compensated. And these are, of course, some of the world’s deepest-pocketed tech companies, whose forays into the development of A.I. are far ahead of gridlocked government regulators and already-alarmed ethicists.  

“We have no way to check these models, even though we’ve all been producing them through our work,” Perez said. “It’s a new and complex expansion of wage theft. They’re taking all our labor and remixing it to make something else—but it’s still our labor. How is that fair?”

Fairness focus

That question of what’s fair is central to Perez’s identity. Just the time and space to work as hard as she does, she said, is a privilege, especially when in high school she would see other smart, ambitious students fall behind because of work or family commitments.

“I always feel that there’s only a few degrees separating me being a migrant daughter who’s picking cherries, to my being here,” she said. “My parents taught me how to work very hard—I can’t underscore that enough—but what I have is like a wish coming true. You can work very hard and that can still not be enough, and I’ve seen that happen to people around me my whole life.”

Fairness also ties into her related research interest in the exploitation of Black and Latino tech labor—like DoorDash drivers during the pandemic, or Amazon warehouse workers toiling in hotter facilities in a warming climate. The combination of her interests has resulted in some unique scholarship that’s already getting noticed: This summer, Perez will present her thesis at the annual conference of the International Association for Media and Communication Research, in Christchurch, New Zealand—an honor usually reserved for PhD students and faculty.

Ristovska, her advisor, also attended a prestigious conference as an undergraduate before going on to Annenberg for her PhD, and is excited to see how sharing her work at one of the field’s most prestigious events influences Perez’s future work.

“What she does is bring the human back to the discourse around A.I. and technology,” Ristovska said. “Her work makes us think about how human creativity and human engagement are central to the development of A.I., and why it’s so important we figure out labor protections now, before the technology is even more advanced.”

‘Someone who knows how to push me’

Perez called Ristovska “an incredible influence on me—someone who knows how to push me and who has held my hand on this journey, even though we were going uphill sometimes.” Among her mentors, she also counts professors Omedi Ochieng and Danielle Hodge, of the communication department , as well as Rory Fitzgerald Bledsoe, who is pursuing a PhD in media studies; Perez called her first course with Bledsoe the foundational moment of her time at CU.

Bledsoe recalled Perez for both her insatiable curiosity and her writing talent, which she called “refreshing and invigorating in an increasing sea of generic ChatGPT.”

“Bianca will be successful in her PhD for the normal things, like being diligent and curious, but also for her inimitable voice—both creative and critical—that I have no doubt will contribute to our field and make it better,” Bledsoe said. “People would benefit from being a little more like Bianca, by following your passion until it blooms in full force.”

“Her work makes us think about how human creativity and human engagement are central to the development of A.I., and why it’s so important we figure out labor protections now, before the technology is even more advanced.” Sandra Ristovska, assistant professor, media studies

Perez’s focus wasn’t always so direct. She arrived at CU Boulder thinking she’d major in media production, given her interest in documentary filmmaking, but after exploring different paths, arrived at her current combination after briefly considering information science. At commencement, she was honored as the William W. White Outstanding Senior for both communication and media studies, the first time a student has been recognized by two departments. The White awards are chosen by CMCI faculty and honor students for their academic accomplishments, professional achievements and service to the college.

“My different majors helped me discover different frameworks of thinking about the topics I was interested in, which has helped me think about my research more critically,” she said. “It wasn’t always a specific lesson I was taught, but professors like Dr. Hodge showed me to think about whether what I’m working on actually speaks to the community—and you do that by speaking with that community.”

It’s a new twist on what Perez said is the most important lesson she learned at home.

“The best thing my parents taught me was to actually care about what you’re doing—to show up for others when it matters,” she said. “Maybe cleaning is trivial to some people, but their business is pretty exceptional in our town, and it’s because they care very much for their reputation and the people they serve.”

That’s why her mentor is convinced Perez will make her CMCI professors proud years after she has graduated.

“Whether she chooses an academic career or the policy realm, I really think she’ll make the world a better place, because her commitment to justice is ingrained in her,” Ristovska said. “I’m so excited for what comes next for her.”

Celebrating the Class of 2024

• Communication
• Media Studies