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Irvin J. Levy Professor of Chemistry and Computer Science Office Hours: MWF, 8:00-9:00am, 12:30-1:00pm T, 8:00-9:30am |
Things don't really have to be the way they are. - Lee Siegel author of Against The Machine |
Purpose
If Oscar Wilde were to have penned an introduction for a course such as this, he might have included a witty sentence such as, "The only thing worse than a society filled with computers is a society lacking them." In many ways this is the theme of the course. Computer technology has expanded the ability of humans in a revolutionary way in the past half century. At the same time, computer technology threatens to diminish our quality of life as computers fail to be reliable, as computers are intentionally misused, as computers are accidentally misused and as computers catalyze subtle changes in the ways we interact with one another.
The computer science curriculum of Gordon College challenges students to wrestle with important issues related to the societal impact of computing. Indeed, these topics are a key component from the very earliest courses (CPS 111) through the end of our curriculum.
In this course we will read about, discuss and act upon numerous current topics from computer ethics and social impact. We will also think very futuristically as we project ourselves into the computer impact issues of tomorrow. It is an intention of this course that each of us should become familiar with the meaning of the term "computer ethics" as it is used in both philosophical discourse and in practical scenarios. We will become more aware of the possible negative impacts that computer technology might bring to individuals. We will also, importantly, move in a direction toward actually doing something about those issuesboth now, as students, and later as professionals and consumers.
Required Texts
Course Structure
The class will normally be conducted in a seminar/discussion format. Attendance at all classes is required and students are expected to be prepared and actively involved in the discussion. This class is NOT a lecture class. It is a discussion group. You will be far more actively involved than in a normal lecture class.
Peer leadership is essential in this course. Each student will be asked to lead class discussions during the semester. It is expected that discussion leaders will come prepared to elicit feedback and to promote discussion of the week's topic. Assignments for leadership will be made in advance.
Many readings will be required for this course. Each week there will be required readings and a list of supplemental readings. The supplemental readings provide options for you to explore areas that are particularly interesting to you. In order to ensure that students complete the reading assignments, a brief quiz will be administered at the beginning of each class period. There is no make-up quiz provision, thus it is important to arrive for class on time.
Reflective Journal
One of the major written assignments in the class is a computer ethics and social impact journal. In support of this journal students will be assigned numerous short articles for reading and reflection. Additionally, it is helpful to watch for related articles in popular press periodicals (newspaper,Time, Newsweek, etc.). One source of valuable information is ACM TECHNews, "published three times a week, ... a comprehensive news gathering service, scanning the headlines to bring topics of interest to the IT professional."
Students should expect to write in this journal at least three times each week. As always, it will be helpful to identify the worldview of the author and wherever possible reflect on your Christian perspective on the topic at hand. The journal will be collected on several occasions during the semester in order to encourage students to remain current in their writing.
Social Impact Project
It is a premise of this assignment that knowledge should lead to action. Accordingly, students in this course will be expected to devote a significant amount of time to a project that will either be of direct social benefit to its target audience or that will expose others to some of the concepts that we discuss.
Teams of two or three students will be formed early in the course. These teams will be required to submit a proposal for a social impact/computer ethics project that will benefit the class, the department, the campus or the larger community. Numerous examples are provided; however, these are meant to be illustrative and not exhaustive.
Since the project will require a substantial amount of time, each student should select a project that they find personally interesting. The suggestions below are illustrative of the types of project that are desired; however, students may suggest alternatives as long as they are consistent with the goals of the course and are approved by the instructor in advance. Each project will terminate with a class presentation (20-25 minutes) as well as submission of all supporting documentation in a three-ringed binder.
Examples:
Grading Criteria
This class has no formal examinations, thus, grading will be much more subjective than in other classes in the computer science curriculum. Many written assignments will be evaluated both by a peer and by the professor. Class presentations will also be evaluated by peers (the entire class) and by the professor. The social impact project will be subject to self-evaluation, peer-evaluation (entire class) and evaluation by the professor. In all evaluations, the professor reserves the right to disregard peer-evaluation or self-evaluation if it is deemed necessary.
Failure to maintain a current journal will result in the reduction of the final journal grade.
Timely and regular class attendance is critical in a discussion-oriented course such as this. Accordingly, attendance and useful class participation can have a large impact on the course grade. There are no excused absences from the class. Arrival at the class more than 10 minutes late is considered an "administrative absence." Many classes have significant advance reading assignments. Preparation for class will be assessed by a brief quiz related to the required reading.
CAUTION: The course grade will be reduced by 3% for each class missed for students who are absent (or unprepared) for three or more class sessions. Grades will be based on weighted evaluation, as follows:
40% Quiz ScoreNote that with the exception of the quiz score the grades in the course are subjective. A grade will be assigned on the following general basis:
10% Class Discussion Leadership
10% Journal
40% Social Impact Project
A ... work is beyond expectation, surprisingly high quality
B ... all expectations were fulfilled with high quality results
C ... most expectations were fulfilled with average or better quality
D ... few of the expectations were fulfilled with average or better quality
F ... work is missing or is of significantly low quality
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Students with Disabilities
Gordon College is committed to assisting students with documented disabilities. (See Academic Catalog Appendix C, for documentation guidelines.) A student with a disability who may need academic accommodations should follow this procedure:
Failure to register in time with your professor and the ASC may compromise our ability to provide the accommodations. Questions or disputes about accommodations should be immediately referred to the Academic Support Center. See Grievance Procedures available from the ASC. |
Notes:
September 9 - Computers and Social Impact Assign leadership roles Open conversation about SIP In journal, prior to class, define and contrast the following terms: right, ethical, moral, good, just, and fair Required reading with reflection in journal prior to class: PAST "For a While, The Luddites Had a Smashing Success Bruce Watson, Smithsonian, April 1993, pp. 140-153 (Available in HTML text on Library site. Go to link and select "Electronic Resources", then "Academic Search Premier", then search for the title of the article in the TI field) PRESENT "Social Impact Statements," Schneiderman (In class handout) "FUTURE" Robbie, Isaac Asimov (in class handout) ACM Code of Ethics
September 16 - Governing and Regulating the Internet Required reading with reflection in journal: 1. Special interest groups, search for mission statement and history CPSR Computer Professionals for Social Responsibility EFF Electronic Frontier Foundation CDT Center for Democracy and Technology 2. Topic: The Comcast Net Neutrality Controversy: A Discussion, The Heritage Foundation "Net Neutrality": Why are the Bad Guys So Much Better at Naming Things?, The Huffington Post Video of Lawrence Lessig at FCC Net Neutrality Hearing, Stanford Comcast Ordered to Allow Free Flow of File Sharing Traffic Supplementary reading. Browse and explore the site assigned to you in class; search for mission statement, history and source of funding: WSIS IGP ISOC IETF IAB ICANN IANA W3C CSSA
September 23 - Equity and Access, "The Digital Divide" Required reading with reflection in journal: Universal Service, the digital divide, and Internet pricing, CPSR Working Group on Cyber-Rights One Laptop Per Child initiative Plus, any one of the following: Online book (browse): Dive Into Accessibility, 30 days to a more accessible web site Essay: The "digital divide" could lead to the creation of a gigantic "cyber ghetto" in the developing countries Essay: The 'grey digital divide': perception, exclusion and barriers of access to the internet for older people Plus, supplementary reading. Browse and explore one of these in depth with reflection in journal: GrameenPhone, search for mission World Computer Exchange Web Accessibiliy Initiative TEK Search Digital Divide Network
September 30 - Freedom of Speech in Cyberspace; Discussion of Social Impact Proposals Required reading with reflection in journal: First Amendment of the United States Constitution Freedom of Expression: The Philosophical Basis Overview of Free Speech Protection EPIC Freedom of Speech American Bar Association "Annoying content" Peppercoin Micropayments "Unwholesome content" Censorship 2000 by John Perry Barlow (lengthy article) and one of the following Controlling Online Pornography Congressional Internet Caucus (w/audio or video) Statement by Donna Rice Hughes Kids Online/Founder, Protectkids.com Supplementary reading. Browse and explore one of these in depth with reflection in journal: Censorship in law and practice CPSR Censorware EPIC Online Censorship and Free Expression EFF Free Speech Online CDT Internet Free Expression Alliance Communication Decency Act Supreme Court overturns CDA, June 26, 1997 Children's Internet Protection Act Supreme Court decision affirming CIPA, June 23, 2003 Child Online Protection Act Supreme Court decision against COPA, June 29, 2004 Internet Content Rating Association PICS, Platform for Internet Content Selection
October 7 - Privacy and Ubicomp (Pervasive Computing) Required reading with reflection in journal: 1984 by George Orwell Watchdog's Big Brother UK warning, BBC Supplementary reading. Read one of the following: Smart Dust Autonomous sensing and communication in a cubic millimeter Ubiquitous Computing AND browse and explore one of these in depth with reflection in journal: Video Privacy Protection Act of 1988 Privacy International Computers Freedom and Privacy Conference Electronic Privacy Information Center Privacy.Org, the site for news, information and action Privacy.Net, The Consumer Information Organization BONUS OPTION (not required) The Right to Privacy, Warren and Brandeis (lengthy article)
October 14 - Shaping Things, Chapters 1 - 5 Required reading: Chapter 1 - To Whom it May Concern Chapter 2 - Tomorrow Compsts Today Chapter 3 - Old Wine in New Bottles Chapter 4 - The Personal is Historical Chapter 5 - Metahistory
October 21 - Shaping Things, Chapters 6 - 12 Required reading: Chapter 6 - A Synchronic Society Chapter 7 - The Rubbish Makers Chapter 8 - The Stark Necessity of Glamor Chapter 9 - An En-User Drinks Gizmo Wine Chapter 10 - Meet the Spime Chapter 11 - Arphids Chapter 12 - An Internet of Things
October 28 - Shaping Things, Chapters 13 - 18 Required reading: Chapter 13 - The Model is the Message Chapter 14 - Fabbing Chapter 15 - Spime Economics Chapter 16 - The Designer's Questions Chapter 17 - Tomorrow's Tomorrow Chapter 18 - Ublopia or Otivion
November 4 - The Singularity Is Near, Chapters 1 & 2 Required reading: Prologue Chapter 1 - The Six Epochs Chapter 2 - A Theory of Technology Evolution: The Law of Accelerating Returns
November 11 - The Singularity Is Near, Chapters 3 & 4 Required reading: Chapter 3 - Achieving the Computational Capacity of the Human Brain Chapter 4 - Achieving the Software of Human Intelligence: How to Reverse Engineer the Human Brain
November 18 - Day of Prayer, No classes
November 25 - The Singularity Is Near, Chapters 5b & 6 Required reading: Chapter 5b (pp 226 - 298) - Nanotechnology: The Intersection of Information and the Physical World Robotics: Strong AI Chapter 6 - The Impact...
December 2 - The Singularity Is Near, Chapters 7 - 9 Chapter 7 - Ich bin ein Singularitarian Chapter 8 - The Deeply Entertwined Promise and Peril of GNR Chapter 9 - Response to Critics
December 9 - Science and Being; God and Computers Required reading with reflection in journal: Science & Being, Speaking of Faith, American Public Media (particularly relevant section is interview with Anne Foerst, from minute 13:00 through minute 29:00) Human and Machine Dignity, Rosalind Picard Optional multimedia available at Professor Levy's office (not required): Star Trek - The Next Generation, Episode 35 "The Measure of a Man" Star Trek - The Next Generation, Episode 135 "The Quality of Life"
December 17 - FINAL EXAM WEEK - Social Impact Presentations, 8:00 - 10:00 am