Model-based Reinforcement Learning (MBRL) is a promising framework for learning control in a data-efficient manner. MBRL algorithms can be fairly complex due to the separate dynamics modeling and the subsequent planning algorithm, and as a result, they often possess tens of hyperparameters and architectural choices. For this reason, MBRL typically requires significant human expertise before it can be applied to new problems and domains. To alleviate this problem, we propose to use automatic hyperparameter optimization (HPO). We demonstrate that this problem can be tackled effectively with automated HPO, which we demonstrate to yield significantly improved performance compared to human experts. In addition, we show that tuning of several MBRL hyperparameters dynamically, i.e. during the training itself, further improves the performance compared to using static hyperparameters which are kept fixed for the whole training. Finally, our experiments provide valuable insights into the effects of several hyperparameters, such as plan horizon or learning rate and their influence on the stability of training and resulting rewards.

Despite interest in communicating ethical problems and social contexts within the undergraduate curriculum to advance Public Interest Technology (PIT) goals, interventions at the graduate level remain largely unexplored. This may be due to the conflicting ways through which distinct Artificial Intelligence (AI) research tracks conceive of their interface with social contexts. In this paper we track the historical emergence of sociotechnical inquiry in three distinct subfields of AI research: AI Safety, Fair Machine Learning (Fair ML) and Human-in-the-Loop (HIL) Autonomy. We show that for each subfield, perceptions of PIT stem from the particular dangers faced by past integration of technical systems within a normative social order. We further interrogate how these histories dictate the response of each subfield to conceptual traps, as defined in the Science and Technology Studies literature. Finally, through a comparative analysis of these currently siloed fields, we present a roadmap for a unified approach to sociotechnical graduate pedagogy in AI.