CSCI 3921w -- Changes

Wed Jul 8 11:06:54 2009

Effective Term:	New: 1109 - Fall 2010 Old: 1099 - Fall 2009
History Information:	New: By moving to 3xxx level it can satisfy the upper division writing requirement and thus will attract more students. 1/09 Change when offered. 5/09-SLOs, Theme Old: By moving to 3xxx level it can satisfy the upper division writing requirement and thus will attract more students. 1/09 Change when offered.
Student Learning Outcomes:	* Student in the course: - Can communicate effectively New: Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. CSci 3921W is a writing intensive course. The writing consists of two formal papers totaling over 10 pages, numerous short (1/2 - 2 pages) informal writing exercises, a group web site assignment, a final project report, and short informal writing. Moreover, the class also has numerous discussions, both as an entire class and in small groups. In these discussions students must contribute ideas, listen to and evaluate others' arguments, and synthesize different viewpoints. Finally, each of the two exams for the class contains at least one moderate-sized writing question where a student must analyze a situation, come to a conclusion, and justify that conclusion in their answer. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. Each item mentioned above contributes to the course grade. Moreover, each is assessed according to its role in the class. For example, the second formal paper requires students to do an ethical analysis of a modern-day issue; so its grading emphasizes a rigorous analysis that correctly applies different ethical systems to the current-day issue. On the other hand, the purpose of the informal writing assignments are usually for students to gather ideas about a topic, and so the grading for those assignments assumes less developed writing. Old: unselected - Have acquired skills for effective citizenship and life-long learning New: Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. The course fulfills this requirement in a number of ways. First, it provides students with important background for understanding and studying current and future issues involving citizenship and computing. As one example, in order to understand Internet regulation issues, it is useful to understand the history of the Internet, as well the history of other communications technologies. As a second example, in order to understand the role of patents and copyrights in computing, it is necessary to understand both the philosophical and legal bases of intellectual property. Second, the class provides tools for students to analyze current and future issues. The most prominent example here is the class's use of ethical systems in analyzing many current-day issues. Third, the class exposes students to forums where issues are being debated. These range from legislative bodies and courts, to scholarly publications, to popular media, to online forums. These allow students to continue to follow (and perhaps engage in) the decisions and debates involving computers and society. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. This outcome is assessed through one of the formal writing assignments; many short, informal writing assignments; student contributions to in-class discussions; and certain exam questions. Specifically, many of these require students to demonstrate foundational knowledge, correct use of tools, and familiarity with the different forums where issues involving computers and society and being debated. Old: unselected
Requirement this course fulfills:	New: CIV - CIV Civic Life and Ethics Old: C/PE - C/PE Citizenship and Public Ethics Theme
Criteria for Core Courses:	Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method. Core courses must meet the following requirements: They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it. They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning. They do not (except in rare and clearly justified cases) have prerequisites beyond the UniversityяПНs entrance requirements. They are offered on a regular schedule. They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses. New: <no text provided> Old: CSci 3101W, Social, Legal, and Ethical Issues in Computing, is directly related to citizenship and public ethics within the framework of computing technology. Computers and associated technologies such as the Internet and the World Wide Web have profoundly changed society in many ways. Along with the benefits provided to science, medicine, commerce, and communication have come serious societal and ethical challenges. This course considers these benefits and challenges in the following way: Issues The following topics related to computers and society are included. Privacy - the ability of organizations to gather, store, process, and sell information about individual persons raises important questions. Freedom of Speech - the Internet greatly enhances the ability of people to express ideas and opinions to a wide (and often unknown) audience. This intensifies debate about issues such as pornography and bigotry. Intellectual Property Rights - the Internet gives access to information, including software that may be copyrighted. Should all information on the Web be free? If not, how should intellectual property rights be enforced? Hacking and Viruses - with the world connected by the Web and society extremely dependent on the security of our computer systems, unauthorized access to computers and the release of computer viruses present real threats to our well-being. Globalization and Computing Technology - computers and the Internet can have a democratizing effect by making essential information universally available. But what if computer technology is not uniformly available? Can we have a "digital divide" between rich and poor countries? Work and Community - more people using computers for work and play may diminish a sense of community. Computer automation in the workplace can displace some workers even as it provides employment for others with different skills. Advanced Computing - what is "artificial intelligence" and what will the future be like when computers gain much more capability? How does "virtual reality" affect our notions of community and ethics? Does "anything go" in cyberspace? Applications The course will consider these topics in relation to the lives of the students. Since many of them will be computer science majors, we will pay particular attention to professional ethics related to computer scientists, discussing their responsibilities to their employers, software users (customers), and society at large. For example, for programmers developing software systems, how should they balance design verification affecting safety and reliability with meeting deadlines? The codes of conduct produced by professional computer societies such as ACM will be studied. Note that it will be helpful for non-majors to be aware of the situations faced by computer scientists. Discussion and Writing Components CSci 3101W is a writing intensive course; students will write three papers of 4-6 pages along with several short writing assignments. In addition, there is a final project done in groups of 3-4 students that includes a presentation to the whole class. The research, analysis, and expression of ideas associated with these writing assignments will focus and clarify thinking on several societal and ethical issues. Here is an example of a writing assignment from the Spring 2000 class: Computer technology has provided the means for government and private organizations to collect, store, search and analyze personal information about people. One way this information is used is called computer profiling which refers to using data in computer files to determine characteristics of people most likely to engage in certain behavior. For this assignment, you are to research several of the issues surrounding computer profiling, which can include some of the following: З the scope of personal information stored in government and private databases З how the data is collected, stored and exchanged З how this data is used by government and private organizations З risks associated with so much personal data being available in these databases З privacy issues such as how we can control information about ourselves The results of your investigations will be described in a paper that is 5-6 pages long. The first draft is due Thursday, February 22. The papers will be reviewed and returned by March 1. You will then have until March 15 to complete a revised, final version. The course's reading assignments include selections from a book of articles on computers and society along with a textbook on computer ethics. The readings provide the basis for classroom discussions that can involve the entire class or small groups. The short writing assignments are often associated with these reading assignments. Occasional guest speakers bring an added dimension to the class and also facilitate discussion. For example, the Spring 2000 class had a well-received presentation from Professor Maria Gini of the Computer Science Department on artificial intelligence considering the ability of computers to "think."
Criteria for Theme Courses:	Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods. Theme courses have the common goal of cultivating in students a number of habits of mind: thinking ethically about important challenges facing our society and world; reflecting on the shared sense of responsibility required to build and maintain community; connecting knowledge and practice; fostering a stronger sense of our roles as historical agents. New: The specific criteria for the Civic Life and Ethics theme are * The course presents and defines ethics and the role of ethics in civic life. * The course explores how the ethical principles of a society or societies have been derived and developed through group processes, and debated in various arenas. * The course encourages students to develop, defend, or challenge their personal values and beliefs as they relate to their lives as residents of the United States and members of a global society. * Students have concrete opportunities to identify and apply their knowledge of ethics, both in solving short-term problems and in creating long-term forecasts. The so-called "computer revolution" has affected many areas of society. Computers and information technology can often play a role in solving societal problems; however, they can also lead to societal problems. CSci 3921W examines a number of topics involving computer and society; these issues are current, important, and often difficult. For example, are computer systems sufficiently safe and secure? Do current intellectual property laws inhibit or promote computer innovation? How can we promote beneficial applications of computer technology while inhibiting unwanted applications such as spam and Internet viruses? Specifically, CSci 3921W examines the following issues: * Ethical system and logical arguments * Computers and privacy * Computers and security * Intellectual property * Computer system reliability and safety, codes of ethics, and the responsibilities of computer system developers. * The future of computing * Assorted other topics as time permits. Students explore these issues from a variety of viewpoints, including, prominently, ethics. A number of class periods near the beginning of the course explore different ethical systems such as utilitarianism and rule deontology. Then throughout the remainder of the class students are given multiple chances to examine various topics involving computers and society from the perspective of ethics and moral decision-making. Many of these topics have a strong connection to ethics in civic life: for example, should the government have broad powers to do Internet surveillance in the name of national security? Do current copyright laws inordinately favor copyright holders? Is it ethical for Internet Service Providers to employ "traffic shaping'' techniques that will disadvantage some users but provide better service to the average user? In studying these topics, students must take into account not only their own perspectives, but also those of other students. Moreover, in exploring the issues students get exposed to many additional viewpoints through reading and lecture. This emphasizes how many individuals and groups contribute to the responsible development and use of computer technologies. So in examining these issues students must consider not only their own role and the benefits to themselves, but also their roles and responsibilities as a member of society, and the roles of the many other individuals and organizations involved with the technologies. CSci 3921W not only uses ethics to explore specific computer-related topics, but it also asks students to reflect on the nature of ethics itself. For example, how do we resolve conflicts that arise when one side of a controversy uses one ethical system, and an opposing side uses another? How is ethics a social enterprise rather than solely an individual one? What is the use of these different systems to a student whose own ethical system differs from them? How does the international nature of much of computing (e.g., of the Internet) shape ethical perspectives? What is the use of codes of ethics for computing professionals? CSci 3921W emphasizes very much the dynamic and ongoing debates about many current day issues involving computers and society. These issues include both short-term, as well as longer-term issues; they also show the role of different individuals and organizations, whether businesses, government organizations, professional societies, or individuals participating in, and being influenced by the debates. The class examines a variety of considerations in these debates including ethics, legal considerations, business perspectives, and societal ramifications. In the course of examining these different perspectives, students see the many arenas where debates occurs, e.g., online forums, popular media, scholarly publications, and in the courts. Finally, the debates show how ethics evolve due to changing circumstances or better understanding of the issues involved. Since civic life and ethics is an important theme in the class, it is the focus of many course assignments. The larger of the two formal paper assignments involves an in-depth ethical analysis of a current day issue such as violence in computer games or ``traffic shaping'' by Internet Service Providers. Moreover, many in-class discussions and exercises, as well as a significant portion of the class exams, also involve ethics or civics and computing. Old: <no text provided>
Provisional Syllabus:	Please provide a provisional syllabus for new courses and courses in which changes in content and/or description and/or credits are proposed that include the following information: course goals and description; format/structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (texts, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated. The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester. New: Instructor: Phillip Barry; office: Room 214 in the 1701 University Ave. Building; ph: (612) 624-8311, e-mail: barry@cs.umn.edu. Office hours: 10:15-11:00 M, 2:45-3:30 W, 12:15-1:00 F, or by appointment. Text: Herman T. Tavani, Ethics and Technology, Wiley, 2007, 2nd edition. There will also be a number of shorter readings linked to the class web page. General course description: Computing technology is having profound effects on society, providing many benefits but presenting many challenges as well. This course will examine a number of important current areas, such as privacy, freedom of speech, intellectual property rights, and professional conduct; it will examine both societal aspects of computing and the ethical issues raised by computing. Prerequisites: Sophomore standing or above. Some computer background will be helpful for the class, but is not necessary. What you should expect to learn from this course: Upon completing this course you should be able to * explain and discuss social, legal, and ethical aspects of computing in such areas as intellectual property rights, computer and network security, etc. * be able to explain and analyze useful background and differing viewpoints about these social, legal, and ethical aspects of computing. * provide a well-reasoned ethical analysis of ethical situations involving computing. * analyze ethical arguments about given situations. * communicate your explanation or analysis in writing and in discussions. Assignments, exams, and grading: The class consists of discussions, a number of short and two longer writing assignments, two midterms, a group project, and a final report. Because of the nature of the topics we will explore, class discussion will be an important class component. Discussion will often be based on the readings or other out-of-class investigation of a topic. Please keep up with the readings and come to class prepared for discussion. This is a writing intensive class, and therefore will have a number of writing assignments. There will be several short (one or two page) writing assignments and two longer ones. There will be one midterm exam on Friday, March 6, and another on Friday, April 24.These will be open book tests to demonstrate understanding of topics from the textbooks and class discussion. There will be a group project near the end of the semester. Groups of 3-4 students will select a topic of interest that is sufficiently rich to require several areas of investigation. The members of the group will research their selected topic, discuss and analyze it based on their research, and then create a a web page. Instead of a final exam, there will be a final report due at the regular exam time. Here is the amount each of the items will contribute to your overall grade: Paper 1 10% Paper 2 20% Class discussion and short writing 15% Midterm 1 (Fr., Mar. 6) 15% Midterm 2 (Fr., Apr. 24) 15% Project 15% Final Report 10% Please note the important dates above carefully, as make-ups will be given only under extreme circumstances. Grading: Grading for this course is on an absolute scale, so that the performance of others in the class will not negatively affect your grade. Final grades will be assigned based the following scale: 93.0% -- 100.0% A 90.0% -- 93.0% A- 87.0% -- 90.0% B+ 83.0% -- 87.0% B 80.0% -- 83.0% B- 75.0% -- 80.0% C+ 70.0% -- 75.0% C 65.0% -- 70.0% C- 60.0% -- 65.0% D+ 50.0% -- 60.0% D 0% -- 50.0% F The LE Civic Life and Ethics Theme: As a course fulfilling a LE requirement, CSci 3921W explores computing in a wide societal context. It examines societal aspects of computing from a variety of perspectives, such as ethics, law, business, and communication. It explores the effects of computers on individuals and on society, and the role of individuals and organizations in shaping computer technologies. It invites you to think critically about when computer technologies are beneficial and when they might be harmful. It asks you to analyze a variety of situations, and communicate your analysis in discussions or in writing. It explores foundations, current issues, and current trends and future possibilities in societal aspects of computing. Specifically, CSci 3921W fulfills the Civic Life and Ethics Theme. Courses fulfilling this theme must address the general LE theme requirements: * thinking ethically about important challenges facing our society and world; * reflecting on the shared sense of responsibility required to build and maintain community; * connecting knowledge and practice; * fostering a stronger sense of our roles as historical agents. and the specific requirements for the Civic Life and Ethics theme: * The course presents and defines ethics and the role of ethics in civic life. * The course explores how the ethical principles of a society or societies have been derived and developed through group processes, and debated in various arenas. * The course encourages students to develop, defend, or challenge their personal values and beliefs as they relate to their lives as residents of the United States and members of a global society. * Students have concrete opportunities to identify and apply their knowledge of ethics, both in solving short-term problems and in creating long-term forecasts. The so-called "computer revolution" has affected many areas of society. Computers and information technology can often play a role in solving societal problems; however, they can also lead to societal problems. CSci 3921W examines a number of topics involving computer and society; these issues are current, important, and often difficult. For example, are computer systems sufficiently safe and secure? Do current intellectual property laws inhibit or promote computer innovation? How can we promote beneficial applications of computer technology while inhibiting unwanted applications such as spam and Internet viruses? Specifically, CSci 3921W examines the following issues: * Ethical system and logical arguments * Computers and privacy * Computers and security * Intellectual property * Computer system reliability and safety, codes of ethics, and the responsibilities of computer system developers. * The future of computing * Assorted other topics as time permits. Each of these topics involves computing and civic life and ethics is some significant way. In exploring these topics, we'll explore both foundational issues as well as current day (and possible future) issues. We'll do this from a number of perspectives including ethics and moral decision making, how society in general is both affected by, and affects emerging technologies, and how many, many different specific entities (e.g., governments, businesses, individuals) play a role in the development and use of computing technologies. All LE course must fulfill some of the University of Minnesota SLOs (Student Learning Outcomes). This course fulfills the following outcomes: * Can communicate effectively CSci 3921W is a writing intensive course. The writing consists of two formal papers totaling over 10 pages, numerous short (1/2 - 2 pages) informal writing exercises, a group web site assignment, and a final project report. Moreover, the class also has numerous discussions, both as an entire class and in small groups. In these discussions students must contribute ideas, listen to and evaluate others' arguments, and synthesize different viewpoints. Finally, each of the two exams for the class contains at least one moderate-sized writing question where students must analyze a situation, come to a conclusion, and justify that conclusion in their answer. * Have acquired skills for effective citizenship and life-long learning. Computing and information technology is both affected by, and affects, many areas related to civic life. These include, for example, government, law, and communication. The course provides students with important background and analysis tools for understanding and studying not only current issues, but also future ones. This outcome is assessed through one of the formal writing assignments; many short, informal writing assignments; student contributions to in-class discussions; and certain exam questions. Incompletes: will be given only in very rare instances when an unforeseeable event causes a student who has completed all the coursework to date to be unable to complete a small portion of the work (typically the final assignment or exam). Incompletes will not be awarded for foreseeable events including a heavy course load or a poorer-than-expected performance. Verifiable documentations must be provided for the incomplete to be granted, and arrangements for the incomplete should be made as soon as such an unforeseeable event is apparent. Expected effort and participation: This class differs from most computer classes. It does not involve computer programming or solving computer-related technical problems. Instead we will be exploring societal effects of computing. This will involve a good amount of reading, writing, and discussion. So expect to attend most if not all of the classes, and come prepared to participate in class discussion or in-class exercises by having done the assigned reading and writing. Withdraws: You are free to withdraw from the class up to the end of the eighth week of classes. Withdrawing thereafter is up to the college, and is not automatic. If you are not doing as well as you had hoped in the course, and are considering withdrawing, please do so by the end of the eighth week. Scholastic conduct: The amount of collaboration allowed on assignments will be explained in the assignment rules. In general, you are free to discuss the assignment with others, but you must work out and write your own solution. Copying others' answers, or letting another person copy your answers is a serious situation and can result in failing the course. If you have any questions about what is and is not allowable in this class, please ask the course instructor. Other:Please check your registration carefully for accuracy. Old: <no text provided>

Effective Term:

New: 1109 - Fall 2010
Old: 1099 - Fall 2009

History Information:

New:
By moving to 3xxx level it can satisfy the upper division writing requirement and thus will attract more students.
1/09 Change when offered.
5/09-SLOs, Theme
Old:
By moving to 3xxx level it can satisfy the upper division writing requirement and thus will attract more students.
1/09 Change when offered.

Student Learning Outcomes:

* Student in the course:

- Can communicate effectively

New:

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

CSci 3921W is a writing intensive course. The writing consists of two formal papers totaling over 10 pages, numerous short (1/2 - 2 pages) informal writing exercises, a group web site assignment, a final project report, and short informal writing. Moreover, the class also has numerous discussions, both as an entire class and in small groups. In these discussions students must contribute ideas, listen to and evaluate others' arguments, and synthesize different viewpoints. Finally, each of the two exams for the class contains at least one moderate-sized writing question where a student must analyze a situation, come to a conclusion, and justify that conclusion in their answer.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Each item mentioned above contributes to the course grade. Moreover, each is assessed according to its role in the class. For example, the second formal paper requires students to do an ethical analysis of a modern-day issue; so its grading emphasizes a rigorous analysis that correctly applies different ethical systems to the current-day issue. On the other hand, the purpose of the informal writing assignments are usually for students to gather ideas about a topic, and so the grading for those assignments assumes less developed writing.

Old: unselected

- Have acquired skills for effective citizenship and life-long learning

New:

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

The course fulfills this requirement in a number of ways. First, it provides students with important background for understanding and studying current and future issues involving citizenship and computing. As one example, in order to understand Internet regulation issues, it is useful to understand the history of the Internet, as well the history of other communications technologies. As a second example, in order to understand the role of patents and copyrights in computing, it is necessary to understand both the philosophical and legal bases of intellectual property. Second, the class provides tools for students to analyze current and future issues. The most prominent example here is the class's use of ethical systems in analyzing many current-day issues. Third, the class exposes students to forums where issues are being debated. These range from legislative bodies and courts, to scholarly publications, to popular media, to online forums. These allow students to continue to follow (and perhaps engage in) the decisions and debates involving computers and society.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

This outcome is assessed through one of the formal writing assignments; many short, informal writing assignments; student contributions to in-class discussions; and certain exam questions. Specifically, many of these require students to demonstrate foundational knowledge, correct use of tools, and familiarity with the different forums where issues involving computers and society and being debated.

Old: unselected

Requirement
this course fulfills:

New: CIV - CIV Civic Life and Ethics
Old: C/PE - C/PE Citizenship and Public Ethics Theme

Criteria for
Core Courses:

Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens

They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.

They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.

They do not (except in rare and clearly justified cases) have prerequisites beyond the UniversityяПНs entrance requirements.

They are offered on a regular schedule.

They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

New:
<no text provided>
Old:
CSci 3101W, Social, Legal, and Ethical Issues in Computing, is directly related to citizenship and public ethics within the framework of computing technology. Computers and associated technologies such as the Internet and the World Wide Web have profoundly changed society in many ways. Along with the benefits provided to science, medicine, commerce, and communication have come serious societal and ethical challenges. This course considers these benefits and challenges in the following way:

Issues

The following topics related to computers and society are included.

Privacy - the ability of organizations to gather, store, process, and sell information about individual persons raises important questions.

Freedom of Speech - the Internet greatly enhances the ability of people to express ideas and opinions to a wide (and often unknown) audience. This intensifies debate about issues such as pornography and bigotry.

Intellectual Property Rights - the Internet gives access to information, including software that may be copyrighted. Should all information on the Web be free? If not, how should intellectual property rights be enforced?

Hacking and Viruses - with the world connected by the Web and society extremely dependent on the security of our computer systems, unauthorized access to computers and the release of computer viruses present real threats to our well-being.

Globalization and Computing Technology - computers and the Internet can have a democratizing effect by making essential information universally available. But what if computer technology is not uniformly available? Can we have a "digital divide" between rich and poor countries?

Work and Community - more people using computers for work and play may diminish a sense of community. Computer automation in the workplace can displace some workers even as it provides employment for others with different skills.

Advanced Computing - what is "artificial intelligence" and what will the future be like when computers gain much more capability? How does "virtual reality" affect our notions of community and ethics? Does "anything go" in cyberspace?
Applications

The course will consider these topics in relation to the lives of the students. Since many of them will be computer science majors, we will pay particular attention to professional ethics related to computer scientists, discussing their responsibilities to their employers, software users (customers), and society at large. For example, for programmers developing software systems, how should they balance design verification affecting safety and reliability with meeting deadlines? The codes of conduct produced by professional computer societies such as ACM will be studied. Note that it will be helpful for non-majors to be aware of the situations faced by computer scientists.

Discussion and Writing Components

CSci 3101W is a writing intensive course; students will write three papers of 4-6 pages along with several short writing assignments. In addition, there is a final project done in groups of 3-4 students that includes a presentation to the whole class. The research, analysis, and expression of ideas associated with these writing assignments will focus and clarify thinking on several societal and ethical issues.

Here is an example of a writing assignment from the Spring 2000 class:

Computer technology has provided the means for government and private organizations to collect, store, search and analyze personal information about people. One way this information is used is called computer profiling which refers to using data in computer files to determine characteristics of people most likely to engage in certain behavior.

For this assignment, you are to research several of the issues surrounding computer profiling, which can include some of the following:

З        the scope of personal information stored in government and private databases
З        how the data is collected, stored and exchanged
З        how this data is used by government and private organizations
З        risks associated with so much personal data being available in these databases
З        privacy issues such as how we can control information about ourselves

The results of your investigations will be described in a paper that is 5-6 pages long. The first draft is due Thursday, February 22. The papers will be reviewed and returned by March 1. You will then have until March 15 to complete a revised, final version.

The course's reading assignments include selections from a book of articles on computers and society along with a textbook on computer ethics. The readings provide the basis for classroom discussions that can involve the entire class or small groups. The short writing assignments are often associated with these reading assignments.

Occasional guest speakers bring an added dimension to the class and also facilitate discussion. For example, the Spring 2000 class had a well-received presentation from Professor Maria Gini of the Computer Science Department on artificial intelligence considering the ability of computers to "think."

Criteria for
Theme Courses:

Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods.

Theme courses have the common goal of cultivating in students a number of habits of mind:

thinking ethically about important challenges facing our society and world;
reflecting on the shared sense of responsibility required to build and maintain community;
connecting knowledge and practice;
fostering a stronger sense of our roles as historical agents.

New: The specific criteria for the Civic Life and Ethics theme are
* The course presents and defines ethics and the role of ethics in civic life.
* The course explores how the ethical principles of a society or societies have been derived and developed through group processes, and debated in various arenas.
* The course encourages students to develop, defend, or challenge their personal values and beliefs as they relate to their lives as residents of the United States and members of a global society.
* Students have concrete opportunities to identify and apply their knowledge of ethics, both in solving short-term problems and in creating long-term forecasts.

The so-called "computer revolution" has affected many areas of society. Computers and information technology can often play a role in solving societal problems; however, they can also lead to societal problems. CSci 3921W examines a number of topics involving computer and society; these issues are current, important, and often difficult. For example, are computer systems sufficiently safe and secure? Do current intellectual property laws inhibit or promote computer innovation? How can we promote beneficial applications of computer technology while inhibiting unwanted applications such as spam and Internet viruses?

Specifically, CSci 3921W examines the following issues:
* Ethical system and logical arguments
* Computers and privacy
* Computers and security
* Intellectual property
* Computer system reliability and safety, codes of ethics, and the responsibilities of computer system developers.
* The future of computing
* Assorted other topics as time permits.

Students explore these issues from a variety of viewpoints, including, prominently, ethics. A number of class periods near the beginning of the course explore different ethical systems such as utilitarianism and rule deontology. Then throughout the remainder of the class students are given multiple chances to examine various topics involving computers and society from the perspective of ethics and moral decision-making. Many of these topics have a strong connection to ethics in civic life: for example, should the government have broad powers to do Internet surveillance in the name of national security? Do current copyright laws inordinately favor copyright holders? Is it ethical for Internet Service Providers to employ "traffic shaping'' techniques that will disadvantage some users but provide better service to the average user?

In studying these topics, students must take into account not only their own perspectives, but also those of other students. Moreover, in exploring the issues students get exposed to many additional viewpoints through reading and lecture. This emphasizes how many individuals and groups contribute to the responsible development and use of computer technologies. So in examining these issues students must consider not only their own role and the benefits to themselves, but also their roles and responsibilities as a member of society, and the roles of the many other individuals and organizations involved with the technologies.

CSci 3921W not only uses ethics to explore specific computer-related topics, but it also asks students to reflect on the nature of ethics itself. For example, how do we resolve conflicts that arise when one side of a controversy uses one ethical system, and an opposing side uses another? How is ethics a social enterprise rather than solely an individual one? What is the use of these different systems to a student whose own ethical system differs from them? How does the international nature of much of computing (e.g., of the Internet) shape ethical perspectives? What is the use of codes of ethics for computing professionals?

CSci 3921W emphasizes very much the dynamic and ongoing debates about many current day issues involving computers and society. These issues include both short-term, as well as longer-term issues; they also show the role of different individuals and organizations, whether businesses, government organizations, professional societies, or individuals participating in, and being influenced by the debates. The class examines a variety of considerations in these debates including ethics, legal considerations, business perspectives, and societal ramifications. In the course of examining these different perspectives, students see the many arenas where debates occurs, e.g., online forums, popular media, scholarly publications, and in the courts. Finally, the debates show how ethics evolve due to changing circumstances or better understanding of the issues involved.

Since civic life and ethics is an important theme in the class, it is the focus of many course assignments. The larger of the two formal paper assignments involves an in-depth ethical analysis of a current day issue such as violence in computer games or ``traffic shaping'' by Internet Service Providers. Moreover, many in-class discussions and exercises, as well as a significant portion of the class exams, also involve ethics or civics and computing.
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Provisional
Syllabus:

Please provide a provisional syllabus for new courses and courses in which changes in content and/or description and/or credits are proposed that include the following information: course goals and description; format/structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (texts, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated.

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester.

New: Instructor: Phillip Barry; office: Room 214 in the 1701 University Ave. Building; ph: (612) 624-8311, e-mail: barry@cs.umn.edu. Office hours: 10:15-11:00 M, 2:45-3:30 W, 12:15-1:00 F, or by appointment.

Text: Herman T. Tavani, Ethics and Technology, Wiley, 2007, 2nd edition.

There will also be a number of shorter readings linked to the class web page.

General course description: Computing technology is having profound effects on society, providing many benefits but presenting many challenges as well. This course will examine a number of important current areas, such as privacy, freedom of speech, intellectual property rights, and professional conduct; it will examine both societal aspects of computing and the ethical issues raised by computing.

Prerequisites: Sophomore standing or above. Some computer background will be helpful for the class, but is not necessary.

What you should expect to learn from this course: Upon completing this course you should be able to

   * explain and discuss social, legal, and ethical aspects of computing in such areas as intellectual property rights, computer and network security, etc.
   * be able to explain and analyze useful background and differing viewpoints about these social, legal, and ethical aspects of computing.
   * provide a well-reasoned ethical analysis of ethical situations involving computing.
   * analyze ethical arguments about given situations.
   * communicate your explanation or analysis in writing and in discussions.

Assignments, exams, and grading: The class consists of discussions, a number of short and two longer writing assignments, two midterms, a group project, and a final report.

Because of the nature of the topics we will explore, class discussion will be an important class component. Discussion will often be based on the readings or other out-of-class investigation of a topic. Please keep up with the readings and come to class prepared for discussion.

This is a writing intensive class, and therefore will have a number of writing assignments. There will be several short (one or two page) writing assignments and two longer ones.

There will be one midterm exam on Friday, March 6, and another on Friday, April 24.These will be open book tests to demonstrate understanding of topics from the textbooks and class discussion.

There will be a group project near the end of the semester. Groups of 3-4 students will select a topic of interest that is sufficiently rich to require several areas of investigation. The members of the group will research their selected topic, discuss and analyze it based on their research, and then create a a web page.

Instead of a final exam, there will be a final report due at the regular exam time.

Here is the amount each of the items will contribute to your overall grade:

Paper 1     10%
Paper 2     20%
Class discussion and short writing     15%
Midterm 1 (Fr., Mar. 6)     15%
Midterm 2 (Fr., Apr. 24)     15%
Project     15%
Final Report     10%

Please note the important dates above carefully, as make-ups will be given only under extreme circumstances.

Grading: Grading for this course is on an absolute scale, so that the performance of others in the class will not negatively affect your grade. Final grades will be assigned based the following scale:

    93.0% -- 100.0%   A
    90.0% -- 93.0%   A-
    87.0% -- 90.0%   B+
    83.0% -- 87.0%   B
    80.0% -- 83.0%   B-
    75.0% -- 80.0%   C+
    70.0% -- 75.0%   C
    65.0% -- 70.0%   C-
    60.0% -- 65.0%   D+
    50.0% -- 60.0%   D
    0%   -- 50.0%   F

The LE Civic Life and Ethics Theme: As a course fulfilling a LE requirement, CSci 3921W explores computing in a wide societal context. It examines societal aspects of computing from a variety of perspectives, such as ethics, law, business, and communication. It explores the effects of computers on individuals and on society, and the role of individuals and organizations in shaping computer technologies. It invites you to think critically about when computer technologies are beneficial and when they might be harmful. It asks you to analyze a variety of situations, and communicate your analysis in discussions or in writing. It explores foundations, current issues, and current trends and future possibilities in societal aspects of computing.

Specifically, CSci 3921W fulfills the Civic Life and Ethics Theme. Courses fulfilling this theme must address the general LE theme requirements:

* thinking ethically about important challenges facing our society and world;
* reflecting on the shared sense of responsibility required to build and maintain community;
* connecting knowledge and practice;
* fostering a stronger sense of our roles as historical agents.

and the specific requirements for the Civic Life and Ethics theme:

* The course presents and defines ethics and the role of ethics in civic life.
* The course explores how the ethical principles of a society or societies have been derived and developed through group processes, and debated in various arenas.
* The course encourages students to develop, defend, or challenge their personal values and beliefs as they relate to their lives as residents of the United States and members of a global society.
* Students have concrete opportunities to identify and apply their knowledge of ethics, both in solving short-term problems and in creating long-term forecasts.

The so-called "computer revolution" has affected many areas of society. Computers and information technology can often play a role in solving societal problems; however, they can also lead to societal problems. CSci 3921W examines a number of topics involving computer and society; these issues are current, important, and often difficult. For example, are computer systems sufficiently safe and secure? Do current intellectual property laws inhibit or promote computer innovation? How can we promote beneficial applications of computer technology while inhibiting unwanted applications such as spam and Internet viruses?

Specifically, CSci 3921W examines the following issues:
* Ethical system and logical arguments
* Computers and privacy
* Computers and security
* Intellectual property
* Computer system reliability and safety, codes of ethics, and the responsibilities of computer system developers.
* The future of computing
* Assorted other topics as time permits.

Each of these topics involves computing and civic life and ethics is some significant way. In exploring these topics, we'll explore both foundational issues as well as current day (and possible future) issues. We'll do this from a number of perspectives including ethics and moral decision making, how society in general is both affected by, and affects emerging technologies, and how many, many different specific entities (e.g., governments, businesses, individuals) play a role in the development and use of computing technologies.

All LE course must fulfill some of the University of Minnesota SLOs (Student Learning Outcomes). This course fulfills the following outcomes:

* Can communicate effectively

CSci 3921W is a writing intensive course. The writing consists of two formal papers totaling over 10 pages, numerous short (1/2 - 2 pages) informal writing exercises, a group web site assignment, and a final project report. Moreover, the class also has numerous discussions, both as an entire class and in small groups. In these discussions students must contribute ideas, listen to and evaluate others' arguments, and synthesize different viewpoints. Finally, each of the two exams for the class contains at least one moderate-sized writing question where students must analyze a situation, come to a conclusion, and justify that conclusion in their answer.

* Have acquired skills for effective citizenship and life-long learning.

Computing and information technology is both affected by, and affects, many areas related to civic life. These include, for example, government, law, and communication. The course provides students with important background and analysis tools for understanding and studying not only current issues, but also future ones. This outcome is assessed through one of the formal writing assignments; many short, informal writing assignments; student contributions to in-class discussions; and certain exam questions.

Incompletes: will be given only in very rare instances when an unforeseeable event causes a student who has completed all the coursework to date to be unable to complete a small portion of the work (typically the final assignment or exam). Incompletes will not be awarded for foreseeable events including a heavy course load or a poorer-than-expected performance. Verifiable documentations must be provided for the incomplete to be granted, and arrangements for the incomplete should be made as soon as such an unforeseeable event is apparent.

Expected effort and participation: This class differs from most computer classes. It does not involve computer programming or solving computer-related technical problems. Instead we will be exploring societal effects of computing. This will involve a good amount of reading, writing, and discussion. So expect to attend most if not all of the classes, and come prepared to participate in class discussion or in-class exercises by having done the assigned reading and writing.

Withdraws: You are free to withdraw from the class up to the end of the eighth week of classes. Withdrawing thereafter is up to the college, and is not automatic. If you are not doing as well as you had hoped in the course, and are considering withdrawing, please do so by the end of the eighth week.

Scholastic conduct: The amount of collaboration allowed on assignments will be explained in the assignment rules. In general, you are free to discuss the assignment with others, but you must work out and write your own solution. Copying others' answers, or letting another person copy your answers is a serious situation and can result in failing the course. If you have any questions about what is and is not allowable in this class, please ask the course instructor.

Other:Please check your registration carefully for accuracy.
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