Intro to Computing, �Ethics, & Society

Fall 2021

Outline

1. Introduction
2. Overview of the Course
3. Logistics
4. Identity Journal #1

Outline

• Introductions
• Overview of the Course
• Logistics
• Identity Journal #1

About Me

1. Call me Sarah / she / her
2. I majored in Economics in undergrad
3. Professional experience: 10+ years working for or with state, local and federal agencies, mostly designing / building software to support city & regional planning projects
4. PhD from the School of Information at UC Berkeley
5. My research focus (within HCI) involves 3 areas:
1. Learning and education
2. Politics of data and computing
3. Civic tech and civic engagement

Our TAs / Grad Students

Ayse Hunt (Graduate TA)

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Natalie Melo (curriculum team)

Peer Mentors

• Divyanshi Sharma
• Alexandra Roumeliotis

The Tree Lab

I also co-direct the TREE Lab with Dr. Sepehr Vakil: https://tree.northwestern.edu/. Within the lab, we investigate ethical, social, and racialized dimensions of new technologies. This includes:

1. Designing, facilitating, and/or supporting initiatives that help people (e.g. community organizations) learn about computing technologies and their impacts (e.g., YPRPT, YWeb).
2. Creating avenues for showcasing student work that �examines the social and ethical dimensions of computing �and technology (e.g., BreakPoint Journal).

Learning During COVID-19

Outline

• Introduction
• Overview of the Course
• Logistics
• Identity Journal #1

Overview of the course

1. Why should I take this course?
2. What am I going to learn?
3. How am I going to learn it?

Why should I take this course?

Computing technologies shape how we interact with and understand our world, and are becoming increasingly integrated into our lives.

They’re also created by people, and therefore have particular sets of goals, values, assumptions, etc. built into them.

Therefore, it’s important that we examine the harms and benefits of these technologies, including:

• how and why they were created in the first place
• how and to what ends they are used
• their broader impacts

Why should I take this course?

This course will give you an opportunity to read about, explore, and discuss a range of ideas as they relate to technology and society.

It should (hopefully) also help you to think about your own experiences, beliefs, and goals within the discipline of computer science, so that you can better reason about potential harms and benefits of computing.

Learning Goals

1. Recognize the impact of our own assumptions, biases, and experiences
2. Identify (and question) dominant/normative ways of thinking about computing and technology
3. Develop some analytic tools for thinking about the relationship between technology and society
4. Consider how to participate in a world that is heavily �mediated by computing

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What am I going to learn?

The course is divided into four units:

1. Morality, ethics, & human values
2. Theories of technology & society
3. “Everyday” computing technologies
4. CS + X

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See the course schedule for more information�

1. Morality, Ethics, & Human Values

In the (very brief) philosophy unit, we’re going to learn about some philosophical perspectives to help use analyze particular debates and situations.

The goal of this unit is for you to practice analyzing controversies and situations in terms of the core values in play, using some key philosophical approaches (e.g. welfare, freedom, and virtue).

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2. Theories of Technology & Society

In this unit, we will examine theories of technology, which will explore questions like:

Technology

• Is it possible to design a neutral technology?
• Are certain technologies inherently democratic / autocratic?
• Why are ideas about technology, innovation, and progress so appealing?
• How do technologies amplify / reify / disrupt existing ways �of doing things? What interests tend to benefit the most / least �from computing intensive innovations?

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2. Theories of Technology & Society

Society

• What shapes human activity (individually and collectively)?
• How do things like incentives, beliefs, categories and classification systems, culture, etc. influence us?
• How do societal priorities shape what gets made / not made? What we strive to understand / not understand? Fix / not fix?

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3. “Everyday” Computing Technologies

Next, we will apply what we have learned to some of our most basic computational constructs and methods (e.g. data, networks, algorithms, system design).

As we look at them, we will identify places where human judgements come into play; and discuss the consequences of particular choices (using a variety of different case studies).

4. CS + X

Finally, we will explore some special topic areas (I’ve proposed some, but we can decide together). Some potential topics:

• The Environment
• Business Models
• Fake News
• Labor
• Health
• Education
• The State

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How am I going to learn it?

• Readings
• Reading reflections
• Identity Journal entries
• Attending and actively participating in class
• Homework
• Final project�

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1. Readings

The course readings are intended to deepen and expand your understanding of the ethical, social, and political dimensions of computing technologies.

• We will be reading excerpts from several books (next slide).
• We will also read academic literature, news articles, policy briefs as noted in the course schedule.
• You will need to purchase the Sandel book ASAP (we’ll be reading it next Tuesday).

Books

2. Reading Reflections

You will also submit weekly reading responses on Thursdays.

• Responses should be around 200-400 words in length (give or take)
• You will also you will respond to at least two of your classmates’ posts each week
• Your reading responses and responses to your peers are due every Thursday before class (11PM) unless otherwise indicated
• Your grade will be based on evidence that you did the readings.

3. Identity Journal Entries

In addition to the reading responses, you will also be keeping an “Identity Journal” (more on the logistics of this in a moment)

• Only visible to you and the course staff
• Intended for you to process the themes of the course in relation to your own experiences, aspirations, identities, and perspectives
• It will also serve as an artifact of your learning that will be useful to you beyond the class.

4. Class Attendance & Participation

• We will meet together every Tuesday and Thursday in person.
• We will use class time to collectively understand and discuss the readings and principles we are learning about.
• Your timely and engaged attendance at every class is thus very important – both for you and for your classmates.
• At some point this quarter, you may be asked to help facilitate discussion around a particular topic or idea.

5. Homework & Labs

Homework and labs are an opportunity for you to practice thinking about an idea or technique that we’re learning about in class (in lieu of a bigger midterm project). Examples of homework assignments include

• Analyzing a technology or system according to a set of principles
• Examining the ethical arguments of a current debate about technology and society

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6. Final Project (2 Options)

1. Speculative Fiction�Imagine the state of the world in 2100. Using key texts from the class, you will describe in rich detail the socio-technical features of this world, and your analysis will describe the systems, policies, and decisions that got us there.

2. Design a Learning Resource a tech-related ethical concern�In groups of 2-3, you will design a resource that helps a particular audience of learners (e.g. a 7th grade social studies class, a network of human rights lawyers, a Congressional subcommittee, etc) learn about a tech-related ethical issue.�You will create a set of learning and teaching resources which might include �lesson plans, assessments, podcasts, interactive demos, etc).

Questions so far?

Outline

• Introduction
• Overview of the Course
• Logistics
• Identity Journal #1

Expectations

• You will come to class prepared and ready to engage in an intellectual discussion.
• You will complete all assignments on time and with interest, engagement, and intellectual curiosity.
• You will be an engaged contributor in the group discussions.
• You will bring your unique expertise, perspectives, and experiences to class and share them with others, so that we might all gain from your perspectives.
• All work that you submit will be your own original work.

Fostering Collective Learning

We speak from our

own experiences

(“I” statements)

We listen and acknowledge each others’ presence

???

We bring our

whole selves

???

We are always learning and growing

We challenge the idea not the person

We are present and prepared

(as much as we can be)

???

Snacks

Restaurant (and what to order)...

• Panko Talapia. Chicken Tinga.
• Peppercorns. Sesame Chicken (Saturday chill food).
• Chili Chicken (spicy one – traditional chili...keep ‘em for later). Lao CSze Chuan
• Insomnia Cookies (sandwich of cookies + icecream. Mint chocolate. Or Vanilla).

Let’s Talk!

Break into groups of 3-4:

1. Introduce yourself (go around)!
1. Name, year, & major
2. What brings you to the class?
3. Favorite restaurant in Evanston�
2. When you’re done, discuss:
1. What would make you more likely to speak / engage�in discussions?
2. What are some ways that the class can foster a �productive learning space?

Grading

Your course grade is calculated as follows (see syllabus for more info):

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Course Logistics

1. Reading Responses
1. Use Canvas “Discussions”
2. Due before class on Thursdays
2. Identity Journal Submissions
• First write in Google Doc
• Then submit entry as a Canvas assignment
• Usually done in class on Tuesdays, but the submission window closes �at 11:59PM on the day it is assigned.

Course Logistics

• Homework
• Typically due on Friday night at 11:59 PM unless otherwise indicated (be sure to check the schedule)
• Course Resources & Schedule
• Posted on the course website
• Office Hours�I will post them at the end of this week
• Late Work
• Within 48 hours: you will be penalized (~25%)
• After 48 hours, no work will be accepted

Attendance

You are allowed two unexcused absences during the quarter, no questions asked. You should reserve these absences for the occasional emergency or illness. After two absences, your participation grade will be impacted.

General Grading Philosophy

If you’re doing the assignments, submitting them on time, attending and participating in lecture, and doing thoughtful, high-quality work, then you’re going to do great in this class.

Accommodations

Any student requesting accommodations related to a disability or other condition is required to register with AccessibleNU (847-467-5530) and provide professors with an accommodation notification from AccessibleNU, preferably within the first two weeks of class.

All information will remain confidential.

Outline

• Introduction
• Overview of the Course
• Logistics
• Identity Journal #1

Identity Journal: Setup

1. Create google document and title in the following way: “LASTNAME_FIRSTINITIAL_IDENTITYJ”
• Example: VANWART_S_IDENTITYJ
2. Share it with Sarah and Ayse (TA):
• vanwars@gmail.com
• aysehunt2020@u.northwestern.edu
3. Let’s do our first entry...

Identity Journal: Entry #1

• Why are you taking this class?
• Why do you think it's important to study ethics within computer science?

Share with:

• vanwars@gmail.com
• aysehunt2020@u.northwestern.edu

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Before Next Class...

1. Do the readings (Humans & Morality)
2. Submit your first reading reflection to Canvas (will post the prompts shortly)
3. Respond to 2 of your classmates’ reading reflections