Computing, society & professionalism, cs 4001
Location: Georgia Institute of Technology, College of Computing 102
Time: Tuesday & Thursday 9:30-10:45 am
Instructor: Dr. Ben Rydal Shapiro
Office Hours: Wednesday 2-3 pm and by appointment, TSRB 220
Teaching Assistant: Karthik Srinivasan (email@example.com)
Overview & Learning goals
In this course you will engage with the ethical complexities of computing and design in a variety of contexts. You will also develop your ability to critically analyze, construct, and discuss different forms and mediums of argument in order to advance your professional work and goals. In class discussion, assignments, and interactive lectures form the basis of this course and focus on a variety of issues including artificial intelligence, predictive policing, data science, and research ethics.
Specifically, you will learn about:
Ethics & Design: How can we implement moral decision making faculties in computers and robots? What do "right" and "wrong" mean anyway? You'll learn to address ethical dilemmas and evaluate designs with reasoned arguments grounded in a combination of ethical theories/perspectives while subjecting your own personal views to critical examination.
Professional Ethics: What special responsibilities do we have as computing professionals? What new responsibilities should we have? What do the Software Engineering Code of Ethics and ACM Code of Ethics say, and how can we use these in our daily practice?
Computing & Society: In what ways does computer technology impact society? What does it mean for an artifact or software to have politics? What are different ways to assess the consequences of technologies or interventions on society?
Argumentation: How do you construct and listen to a well-reasoned argument? How is technology changing the way we are able to construct and listen to arguments? Whatever you go on to do in your professional career, your success will arguably depend more on your oral, written, and visual communication skills than on your technical skills. This class is one of your few and precious opportunities to work to improve those skills.
Ethics for the Information Age, Seventh Edition, by Michael Quinn
Recommended but not required: They say/I say: The Moves that Matter in Academic Writing by Cathy Birkenstein and Gerald Graff.
Recommended but not required: Writing Arguments: A Rhetoric with Readings, Ninth Edition (2016) by John D. Ramage, John C. Bean, and June Johnson.
* All other readings and interactive content will be made available online or on Canvas
ASSIGNMENTS & GRADING
* All assignments are described and will be submitted on Canvas
Class Attendance & Participation - 25%
Assignments (5 total) - 30%
Assignment 1: Reading the argument of a current article (5%)
Assignment 2: Term paper proposal (5%)
Assignment 3: Term paper outline (5%)
Assignment 4: Personal data reflection (10%)
Assignment 5: Term paper presentation (5%)
Midterm Exam - 20%
Term Paper: 25%
Class Attendance. Class attendance is required. If you need to miss class for a legitimate reason, please speak with the instructor and TA, preferably before class.
Class Participation. This is about more than attendance but about contributing to learning in class through asking questions, giving suggestions to your classmates or generally being part of the discussion. Participation involves both your careful preparation for class of readings and tasks, and your genuine support of peers in the learning process. This is a reading-intensive course particularly in the first few weeks. You are not asked to memorize what you read. Rather, you should come to class prepared to discuss and raise questions about the readings on the day they are listed in the weekly schedule (below).
Reference Format. Unless otherwise specified in the assignment, written work must follow APA format described here. Basic guidelines include that all written work should be double-spaced in Times New Roman, and have 12-point font. Citations should be used for ideas, statements, comments, etc. that are not common knowledge or your own original thought.
ESL. If English is not your first language, you may request to not be graded on your writing for a particular individual assignment, including the term paper. This means you won't be penalized for bad writing, but you also won't get credit for good writing. To take advantage of this option, you must mark "ESL" (English as a Second Language) on the first page of your assignment/paper. Instructors still of course expect you to try to write in correct English, and will do their best to offer useful feedback on your writing.
Late Policy. Students need to submit all of their materials on or before the deadline to qualify for 100% credit. 24 hours delay will result in 25% penalty; 48 hours late submissions will incur 50% penalty. Materials submitted past 48 hours will not be accepted, and will entered a zero grade.
Honor Code. This class abides by the Georgia Tech Honor Code. All assigned work is expected to be individual, except where explicitly written otherwise. You are encouraged to discuss the assignments with your classmates; however, what you hand in should be your own work.
Introductions & course overview
Personal ethical dilemma activity
Complete background survey available on Canvas
Introductory case study: Therac 25
Introduction to reading/writing arguments
Writing Arguments Chapters 1 & 2 OR bring an article to class about writing
They say/I say chapter (in files tab on Canvas)
Trolley cars then & now
Post link to potential article for 1st assignment to Canvas Discussion Forum
Work on Assignment 1
Utilitarianism & Kantianism
Class canceled due to snow day
Social contract theory & Virtue ethics
Case study: predictive policing
Artifacts, Algorithms & Politics
Big Data, Big Issues
Writing chapter assigned in class
On 1 page, outline the argument structure of EITHER Critical questions for big data (Boyd & Crawford) OR Lost in translation: Problems of Large-Scale Data Sets (Busch)
Prepare for mid-term
Quinn Chapter 6
Living & becoming with personal data
Getting personal with data & privacy I
Review Quinn Chapter 5
Getting personal with data & privacy II
Lab Atlanta Visit
Read one “Lab Atlanta Field Note” that interests you
Bring your favorite project (e.g., a prototype) you have worked as a Georgia Tech student to class to share with Lab Atlanta students
Be excited to learn from/mentor Lab Atlanta students
3/18-3/22 Spring Break
Visual argument: a historical & contemporary perspective
Visual & Statistical Thinking (Tufte, Course Text book)
Feminist ethics & AI
Please read either the LeGuin or I Robot chapter assigned to you in class, available in the “Files” tab on Canvas (you are more than welcome/encouraged to read both)
Writing workshop/Peer Review Assignment 3
Assignment 3 (term paper outline)
Science Fiction & Computing, Society & Professionalism: Student generated perspectives
On our Canvas Discussion forum, share a 2-3 minute video clip (on youtube/vimeo) from science fiction/pop culture that discusses a topic related to computing, society & professionalism that you find interesting
Work on assignment 4
Guest Visit: Intellectual Property
Complete Assignment 4
Assignment 4 (personal data reflection)
AI, Robots & Law II
Bring an algorithm, piece of code, or entire program you have written at Georgia Tech to class and be prepared to succinctly explain it
Work on your term papers
Summing Up & Preparing for Term Paper Presentations
Term Paper Presentations
Term Paper Presentations
* Topics and readings are subject to change. Please always check the online schedule.
Acknowledgments: Class materials build on those who have taught it before especially Amy Bruckman, Munmun De Choudhury, Sauvik Das, and Kayla DesPortes as well as work from Michael Sandel, David Owens, Rogers Hall, and Andy Hostetler