Paper Discussion

Each student (as part of a group) will prepare a presentation and lead a class discussion about a research paper in the area of FPGA CAD and design tools. The Paper Reviews page provides a list of papers we will read as a class, and schedule.


Sign up on Slack (see #paper_review channel), as a group of 2-3, to lead a paper discussion on a certain day. The entire schedule isn’t available yet, so please sign up as it becomes available.

Collect Paper Reviews

Your group will be given access to a Google Drive folder where students will submit their individual paper reviews. You don’t need to submit a paper review for the week you are presenting. Read the research paper thoroughly and review student comments in their paper reviews.

Prepare a Presentation

You should plan to spend about 40 minutes leading a class discussion about the research paper. In your presentation:

  1. Provide a summary/short lecture about the paper (this can be prepared in advance):
    • Provide an overview
    • Present the problem being solved
    • Summarize the solution presented in the paper
    • Mention how it fits with related work
  2. Lead a class discussion about the merits of the paper (this will be prepared during the 24 hours between the paper review deadline and class):
    • Review pros and cons identified in student’s “critical review” sections of their paper review
    • Organize items raised by students into logical categories, and facilitate a discussion on these items

Remember to:

  • Keep the presentation engaging. Whenever possible, reduce text and include more graphics. You can often include graphics and/or tables from the paper itself, but sometimes you may need to create some of your own.
  • Identify items from the paper that students indicated that they didn’t understand, and try to address these items at some point in your presentation.


You will be evaluated on the following criteria:

  • Organization and flow of presentation.
  • Effectiveness at summarizing the paper, and including the items mentioned above.
  • Identifing key material, and providing meaningful substance without going into unnecessary details.
  • Effectiveness at organizing students’ critical review items, and leading class discussion on these items.
  • Keeping audience engaged.
  • Ability to address students’ questions and concerns.
  • Appropriate length of time.