Fri Mar 5 13:28:38 2010
|
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. A major theme in CSci 3921W is the ethical issues arising from computing technology. Computers have widespread effects in areas such as privacy, security, property rights, and personal communication. And in order to understand the effects of computers in these areas, we need to know what ethics is, how it is inherent in many uses of computing, and how it affects, and is affected by, legal, political, sociological, and other aspects of society. CSci 3921W therefore exposes you to a variety of different ethical systems. We first study these systems in and of themselves, including looking at their advantages and disadvantages, as well as at how people apply these systems in general. We then explore a number of ethical situations arising from computer technology. We will do so from a number of perspectives --- those of developers, users, and other stakeholders in the technology, as well as of others groups or parts of society that are indirectly affected. This will not only provide practice in applying ethical systems to specific, real-world situations, but will also bring out the interplay between ethics and other aspects of 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. Because computing has been so effective in so many areas of our daily lives, ethical aspects of computing have been debated, derived, and developed in many ways and by many individuals, groups, and organizations. One part of studying ethics in computing is individuals applying traditional ethical analysis to ethical situations arising from computing. Another part is studying how different individuals, groups, and organization have participated in, and continue to participate in, the discussion and development of ethics in computing. In this class we will look at a number of situations where groups have played (and often continue to play) an important role not only in the creation of computer technology, but also in debates about the ethical use of that technology. For example, ethical aspects of "net neutrality" have been discussed by a variety of groups --- such as political groups, legal scholars, technical societies, and businesses --- in a variety of arenas --- such as online forums, newspaper op-ed pages, political debates, and scholarly journals. * 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. In this course you will learn a number of different ethical systems and perspectives, and will need to think about how these systems relate to your own values and beliefs. As part of this you will also need to consider the different systems, and your own values and beliefs, in relation to a variety of computer issues. Some of these issues will be national in context, and some international. Many, however, will be both national and international. For example, regulation of Internet content is an issue not only in the U.S., but also elsewhere in the world. And the U.S. approach to this area, both in terms of individual and societal norms, and in terms of laws, often differs from the approach of other countries. * Students have concrete opportunities to identify and apply their knowledge of ethics, both in solving short-term problems and in creating long-term forecasts. In this course you will have many opportunities to identify and analyze ethical situations involving computing. Some of these situations will involve specific current problems. Others will be longer-term, more complicated situation that will require you to combine ethical analysis with some of the long-term technological trends we identify and study in class. 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 * Ethics in general: uses, perspectives, and role in civic life * 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. Weekly Schedule: Week 1: Introduction. Purpose and overview of the course. Why societal, legal, and ethical aspects of computer matter. Examples. What is 'unique' about computing as a technology? What characteristics does computing share with other technologies (telegraph, transportation networks, etc.)? Benefits and adverse effects of computing. Societal views on computing. How this topic relates to the CLE civic life and ethics theme: This section explores questions such as: are there social and ethical aspects of computing technology, and, if so, why are they important? Is computing technology unique in some way, or is it similar to previous technologies such as the telegraph or telephone? What are some examples of societal effects of computing? What are some examples of ethical issues involving computing? What are common societal views on computing? What are your own views on computing? Is computing technology more beneficial than harmful? These types of questions form the foundation for development of your own knowledge of, and views on social and ethical aspects of computing technology, as well as for the investigation of specific topics in this class. We will explore these topics in class lectures, readings, and discussions, and you will get to explore views on whether computing is seen as primarily beneficial or harmful to society in the first large writing assignment. Weeks 2 and 3: Philosophical Ethics. What is ethics and why is it important? Overview of ethics. How do we make ethical decisions? Different ethical systems, their characteristics, and advantages and disadvantages. Examples, exercises, and case studies. Dealing with the existence of different ethical systems. What if my personal ethical system differs from any of these systems? How this topic relates to the CLE civic life and ethics theme: An essential part of any ethics-related class is exploring and using commonly used ethical systems. In this section we look at, analyze, and apply a number of ethical systems, and ask you to think about how these systems relate to how you make ethical decisions. We will explore these topics in class lectures, readings, and in-class exercises based on applying the ethical systems to specific situations. Moreover, in your second large writing assignment you will apply some of the ethical systems to analyze a current day controversy involving computers and society. Week 4: Critical Thinking. Information reliability, logical arguments, and logical fallacies. How this topic relates to the CLE civic life and ethics theme: Using accurate information and logically supporting conclusions is part of ethical reasoning. For example, practice in identifying logical fallacies should improve your skill in analyzing whether ethical arguments are sound. We will explore this topic through reading, discussion, and in-class exercises. Moreover, in both of your major written papers, one of the grading categories will be how well you support your conclusions. Week 5: Privacy. Examples of privacy issues involving computing, and how computers are changing this area. Different views on privacy (e.g., contrast of US approach to the European approach). Social, legal, and ethical aspects of computers and privacy. Ethical analysis of some privacy related issues. How much data is there about individuals, and who gathers, maintains and uses it (e.g., companies, government)? How this topic relates to the CLE civic life and ethics theme: To make informed ethical decisions about issues related to computers and privacy, it is necessarily to understand such background as different approaches to privacy (e.g., the difference between the U.S. and European approaches), and how computers are changing this area. We will explore this topic through class lecture, reading, discussion, and short informal in-class or writing assignments that explore both different societal views on computer and privacy, as well as your views on this topic. Weeks 6 and 7: Security and Cybercrime. Examples of cybercrime incidents. Why computer security is important (e.g., role in e-commerce or as part of critical infrastructure). Different viewpoints on security (e.g., government, company, individual). Laws related to computer crime. Different types of cybercrime and security attacks. Perspectives on hacking. Type of malware. Encryption. Practical security tips. Different types of security needs and security trade-offs. Security as a "process" rather than a "product." How this topic relates to the CLE civic life and ethics theme: Given computing technology's pervasiveness in current day society, computer and network security is that technology's Achille's heel. As individuals, as a nation, and as an international community we are all more vulnerable to computer attacks than most of us realize. At the same time, security often involves trade-offs. Do individuals users want to trade-off more security for ease of use? Will companies engage in better computer security practices if there is a substantial cost involved? Are we as citizens willing to trade privacy for security --- for example, should the government be able to do warrantless searches on our computer communications? We will explore this topic through class lecture, reading, discussion, and short informal in-class or writing assignments. Weeks 8 and 9: Intellectual Property. Patents, Copyright, Trademarks, and Trade Secrets. Why this is a difficult area (e.g., SCO v. Novell). How computers affect this area. Fair Use. Examples and exercises of doing fair use analysis. Legal basis and history of patents and copyright in the U.S. Current legal, social or ethical issues in intellectual property such as the DMCA (Digital Millenium Copyright Act). Ethical analysis of some intellectual property scenarios. International perspectives on intellectual properties. Differing views of use of intellectual property. Recent trends (e.g., recent USPTO and U.S. Supreme Court decisions). How this topic relates to the CLE civic life and ethics theme: One often hears simplifications of social, legal, and ethical issues involving intellectual properties. For example, some copyright holders will assert an absolute 'right' to control their work, forgetting about limitations such as fair use; on the other hand, many individuals see no ethical problem with downloading copyrighted material without paying for it, and some assert that *all* online content should be free. To make informed decisions about intellectual property issues involving computing it is important to have at least a rudimentary understanding of the basics of intellectual property --- for example, of how copyright law is ideally a balance between copyright holders and content users, not inordinately favoring or the other; of how computers are changing things in this area; and of how different cultures often have different beliefs about intellectual property. We will explore this topics in class lectures, readings, discussions, and through short in-class and writing exercises exploring and analyzing different viewpoints on this topic. Weeks 10 and 11: Internet Regulation. Can the Internet be regulated? Internet history. Differing perspectives on what the Internet is, what its functions are, and how society views it. International issues. Bodies involved in Internet governance --- administrative organizations such as ICANN, governmental bodies, telecommunications businesses, other stakeholders including individual users. Freedom of speech and censorship. How this topic relates to the CLE civic life and ethics theme: The Internet is a wonderful topic with many connections to civic life and ethics. In order to make informed ethical decisions about topics related to the Internet --- such as whether "traffic shaping" by ISPs is ethical, whether citizens should have a "right" to Internet use, or who should make Internet governance decisions --- it is important to understand the many different views involved, the many different stakeholders, and the many different forums in which Internet issues are debated. We will explore this topics in class lectures, readings, discussions, and exercises in which we will learn about a variety of different Internet views and issues, and will explore the ethical aspects of some important current Internet-related issues. Week 12: Professional Issues. Computer failure incidents and case studies. Ethical obligations of computer professionals. Software Development Models. Critical Software. Role of Professional Societies. ACM-IEEE Code of Ethics. Role of codes of ethics in general. Application of the ACM-IEEE Code of Ethics to specific scenarios. How this topic relates to the CLE civic life and ethics theme: To understand the role of ethics, it is important to examine not only individuals' decisions, but also the role of computer professionals. Society accords professions rights and responsibilities, and one of the responsibilities of computer developers is to produce systems that benefit society while avoiding or minimizing harm. However, computer system developers have not always been successful in producing safe or effective systems. What are the special ethical obligations of computer practitioners? How safe is safe enough? What are the roles of professional societies and codes of ethics in promoting ethical conduct by computer professionals? What specific issues does the ACM-IEEE Code of Ethics, as well as related codes of ethics, address? How do these issues, and the codes' discussion of them, relate to your values and beliefs as computer developers or users? We will explore this topics in class lectures, readings, discussions, and a short informal writing exercise based on the ACM-IEEE code of ethics and some other codes of ethics. Week 13: Computer History and Future. What the history of computing tells us about current day social, legal, and ethical issues. Trends in computing --- Moore's Law, growing prevalence of computing, and dependence of society upon computing. Likely future trends and issues. How this topic relates to the CLE civic life and ethics theme: To understand many current issues in computing, as well as to predict and analyze possible future issues and developments, it is important to understand some computer history and important current trends in computing. This will allow you to make better, more informed decisions about current and futures issues in computing. We will explore this topics in class lectures, readings, discussions, an informal in-class or writing exercise. Weeks 14 and 15: Assorted topics or project presentations. How this topic relates to the CLE civic life and ethics theme: This will depend on the specific topics and/or projects chosen. However, the topics/projects will usually have some connection to the civic life and ethics theme. 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: 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. A major theme in CSci 3921W is the ethical issues arising from computing technology. Computers have widespread effects in areas such as privacy, security, property rights, and personal communication. And in order to understand the effects of computers in these areas, we need to know what ethics is, how it is inherent in many uses of computing, and how it affects, and is affected by, legal, political, sociological, and other aspects of society. CSci 3921W therefore exposes you to a variety of different ethical systems. We first study these systems in and of themselves, including looking at their advantages and disadvantages, as well as at how people apply these systems in general. We then explore a number of ethical situations arising from computer technology. We will do so from a number of perspectives --- those of developers, users, and other stakeholders in the technology, as well as of others groups or parts of society that are indirectly affected. This will not only provide practice in applying ethical systems to specific, real-world situations, but will also bring out the interplay between ethics and other aspects of 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. Because computing has been so effective in so many areas of our daily lives, ethical aspects of computing have been debated, derived, and developed in many ways and by many individuals, groups, and organizations. One part of studying ethics in computing is individuals applying traditional ethical analysis to ethical situations arising from computing. Another part is studying how different individuals, groups, and organization have participated in, and continue to participate in, the discussion and development of ethics in computing. In this class we will look at a number of situations where groups have played (and often continue to play) an important role not only in the creation of computer technology, but also in debates about the ethical use of that technology. For example, ethical aspects of "net neutrality" have been discussed by a variety of groups --- such as political groups, legal scholars, technical societies, and businesses --- in a variety of arenas --- such as online forums, newspaper op-ed pages, political debates, and scholarly journals. * 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. In this course you will learn a number of different ethical systems and perspectives, and will need to think about how these systems relate to your own values and beliefs. As part of this you will also need to consider the different systems, and your own values and beliefs, in relation to a variety of computer issues. Some of these issues will be national in context, and some international. Many, however, will be both national and international. For example, regulation of Internet content is an issue not only in the U.S., but also elsewhere in the world. And the U.S. approach to this area, both in terms of individual and societal norms, and in terms of laws, often differs from the approach of other countries. * Students have concrete opportunities to identify and apply their knowledge of ethics, both in solving short-term problems and in creating long-term forecasts. In this course you will have many opportunities to identify and analyze ethical situations involving computing. Some of these situations will involve specific current problems. Others will be longer-term, more complicated situation that will require you to combine ethical analysis with some of the long-term technological trends we identify and study in class. 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 * Ethics in general: uses, perspectives, and role in civic life * 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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