Introduction

Credits: 3

Contact Hours: For on-campus students: three 50-minute lectures per week.

Prerequisites: CS 101 or computer literacy recommended

Catalog Description: In-depth exploration of the social, psychological, political, and ethical issues surrounding the computer industry and the evolving information society. This course fulfills the Baccalaureate Core requirement for the Science, Technology and Society (STS) category.

Categorization: Required for Computer Science majors. Students from any program may take CS 391 to meet their BACC STS requirement. It provides an exploration of information technology that is relevant to all students. Besides meeting the learning objectives noted below, students will explore a potential future employer and the technology problems and solutions inherent in the student's chosen field of future employment. In addition, the Promise of Technology project can relate directly to the student's field of study regardless of major.

Recent Instructor(s): Heather Knight, Karthika Mohan, Danielle Safonte, Pam Van Londen, Weng-Keen Wong.

Course Content:

The course does not require a background in computer science. However, the focus of this course will be the societal and ethical issues that arise in computer science; from hardware to software, the collection, storage, sharing, and analyzation of data, and how they are all tied together in modern society. The course explores various aspects of the computer science field and how each of these aspects has its own complications, consequences, and concerns.

Communication Policy

Adhere to these three ways to get help:

Contact

Pam Van Londen
541-737-8627
1105 Kelly Engineering Center
Corvallis, OR 97331, USA
Email via Canvas Inbox

Office Hours

I look forward to working with you during Zoom office hours 2:00pm to 4:00pm PST on Mon, Wed, Fri.


Course Learning Outcomes (CLOs) and Core Content

The following student learning outcomes meet the OSU Bacc Core Science, Technology and Society Category outcomes, course specific measurable student learning outcomes, and ABET accreditation outcomes.

This course fulfills the Baccalaureate Core Science, Technology, and Society requirement. For people working in the advanced field of Computer Science, technological progress seems painfully slow. On the other hand, there are many who argue that the forces of technology are already too strong and changing too quickly for society to handle. Given this polarity of thinking, this course provides an opportunity to confront the social, legal, and ethical issues caused by the problems and advances in the field in order to be socially responsible producers and consumers of technologies. CSST – Core, Synthesis, Science/Technology/Society; Synthesis courses use multidisciplinary approaches that foster critical thinking in a given content area.

The assessment matrix below provides a description of how Baccalaureate Core category learning outcomes will be assessed within the course.

BACC Learning Outcomes Assessment Matrix
Course Learning Outcomes (CLO)
for the Bacc Core. Students in Science, Technology, and Society courses shall: 		How will this outcome be addressed in this course How will this outcome be assessed in this course
Analyze the role of science and technology in shaping diverse fields of study over time. 

 Students will read, view, research, and discuss materials that show how science and tech have changed fields of study over time. During some weeks, a guest speaker will contribute to their exploration of topics. Course topics include:
  • Speech, censorship, cyberbullying, media bias, the rational examination, ethical theories, and cases of Facebook scandals.
  • Software development methodologies, data acquisition and retention, advertising, facial recognition, related laws, and cases of software failure.
  • Property and intellectual property rights (USA), constitution and civil liberties, electronic privacy, cybersecurity, related laws, and related failures.
  • Hardware design models, raw materials and e-waste, workforce safety and prosperity, computer circumstances and risks, related laws, and related failures.
  • IT Infrastructure, the digital divide, and digital justice, net neutrality, related laws, and related failures.
  • Discrimination in the high-tech industry, the "Leaky Pipeline", bias in Artificial Intelligence, related laws, and company diversity failures.
  • ACM codes of ethics, how codes don't work, whistleblowing, review of related laws.
  • The fourth industrial revolution, the robot economy, crowdsourcing economy, blockchain economy, government programs, and ways to eradicate poverty.
 Students will research and discuss materials to analyze the roles of science and tech in Case Examination discussions. Classmates will reply to each other’s posts with addition information that counters their analyses.

A framework of theories that works well for computer science will aid their analyses:
  • Utilitarianism
  • Virtue
  • Kantianism, Deontology
  • Common Good, Fairness, Justice
  • Rights
  • Social Contract


Students will research a disruptive hardware or software product/invention and contribute to an interactive timeline. The timeline focuses on the social and environmental impacts of the invention as well as underrepresented inventors. Students will discuss each other's timeline entries and fill in gaps in research. if any.

Analyze relationships among science, technology, and society using critical perspectives or examples from historical, political, or economic disciplines. Students will read, view, research, and discuss materials that show relationships among science, technology, and society. Topics covered include those listed in the first row of this table.

Students will research and discuss materials to analyze those relationships by completing weekly Explore Topics summaries/synthesis in collaborative documents.

Classmates will review each other’s writings to improve the perspectives and professionalism.

Students will contribute to a small-group Promise of Technology proposal for their portfolio project, which requires research, discussion, and writing in a course blog.

Articulate in writing a critical perspective on issues involving science, technology, and society using evidence as support. Students will read, view, research, and discuss materials that show relationships among science, technology, and society. Topics covered include those listed in the first row of this table. Weekly Explore Topics and Case Examinations require synthesis writing based on readings and research. All sources are cited inline. For the Explore Topics and Promise of Technology assignments, students will cite sources in the group bibliography. The Dilemmas project asks for 1250+ words or more. Other weekly writings range from 250+ to 800 words each. The Promise of Technology project word count is open-ended.
Explain the roles responsibilities of a computer professional. Students will read, view, and research about laws, ethical codes of conduct, and diversity initiatives to understand the roles and responsibilities of computer professionals. Students will write about a potential employer's diversity initiatives and compare them to what journalists and employees say about whether those initiatives work or not. Later, students will role-play that they are in the job of their dreams where they are confronted with five problems that they must solve and prevent, related to software, hardware, advertising/search/news, access/equity/infrastructure, and intellectual property/abuse/privacy. They will analyze which ethical theory governs their own thinking and problem-solving. They also must note which ACM code is related to each problem as well as note whether whistleblowing is needed for any of the solutions.

NACE competencies

The career readiness of college graduates is an important issue in higher education, in the labor market, and in the public arena. Through a task force of college career services and HR/staffing professionals, the National Association of Colleges and Employers (NACE) has identified eight Career Competencies: career and self-development; communication; critical thinking; equity and inclusion; leadership; professionalism; teamwork; and technology. The topics and assignments in this course are meant to prepare you to meet those competencies. They tie into the student learning outcomes listed above and the and objectives listed below.

Course Schedule of Chapters

OSU's definitions and guidelines for quarter credits imply that 90 hours of your time will be needed to attend lectures (or read the required materials), understand the key concepts and laws, participate in discussions, and complete research writing for this 3-credit course (that's 9 hours per week).

Weekly Objectives and Total points
Week Objectives Points
1

Prepare to Succeed

 21 points
2

The Ethical Framework

 21 points
3

Software and Data Development

  • Explore Topics of data science, artificial intelligence, machine learning, deep learning, big data, software development methodologies, data acquisition and retention, online advertising, laws, and organizations.
  • Examine a Case Discussion of software failures.
  • Promise of Technology: discuss and document how poverty is created.
22 points
4

Rights, Privacy, and Cybersecurity

 30 points
5

The Hardware Lifecycle

 21 points
6

Infrastructure, Access, and Justice

 21 points
7

Looking at Technology through a Cultural Lens

 27 points
8

Dilemmas in the Workplace: A look ahead.

 24 points
9

The Fourth Industrial Revolution

  • Explore Topics: the 4th Industrial Revolution, Crowdsourcing, Blockchain, Web 3, the Trolley Problem, the Robot Economy, and programs we'll need to suceed.
  • Promise of Technology: review and define funding options.
 23 points
10 and 11

The Promise of Technology Proposal small-group project.

This assignment is a portfolio project for those in an Electrical Engineering and Computer Science program at OSU.

  • Exploration and Examination:
    Once 4-person groups have been determined, students will collaborate each week to further understand poverty and problems that create it. Groups will propose a product or service which could eradicate one form of poverty. Assignment focuses on a critical perspective using evidence as support and a multidisciplinary approach.
  • Presentation: The groups will present during week 10 and deliver their final proposals via the Promise of Technology website.
 30 Points
1 to 11

Extra Credit Options

Extra Credit Options for students who need to boost their grade or who enjoy additional discussion with their peers.
  • Attend and Write about a CS/IT-related Event. (15 points)
  • Record a Case Study for ACM's Integrity Project. (15 points)
  • Tighten-up your Digital Footprint. (14 points)
  • Design and Analyze an AI self-driving Car Scenario (15 points)
 14 to 15 points
Total Points 241

Evaluation of Student Performance

A total of 244 points, plus extra credit points are possible to accumulate on projects and interactions. Scores result in the following grades:

View the final grade: In the Grades area, uncheck the Calculate button to ensure you see the actual grade based on your scores.
Uncheck the calculate button to see the actual final grade in Canvas.

Late assignments

Canvas Assignment page withe Due and Available Until date.

Each assignment must be submitted before the Due date and time as specified on the Canvas Home tab. The Available Until date and time constitutes a grace period, which can be used in an emergency, or if you are ill (it cannot be used for every assignment). Students who submit using the Available Until date may incur score reduction.

If you need an extension due to extenuating circumstances, please request it in writing via the Canvas Inbox before the Due date.

Notify your instructors right away when there is a personal crisis. Some of us will waive the late penalties when students check in before Due dates. When they come afterword, however, we are less sympathetic. Just like with any employment, you'll be expected to check in immediately when a personal crisis will require a deadline extension.

Students on a DAS Flexibility Contract: there is no need to notify the instructor unless you need more time than your default 48-hour grace period (to be used no more than 3 times). Abuse of the Flexibility Contract will be reported to DAS.

Incompletes

Incomplete (I) grades may be granted only in emergency cases (usually only for a death in the family, major illness or injury, or birth of your child), and if the student has turned in 80% of the points possible (in other words, usually everything but the final project). If you are having any difficulty that might prevent you from completing the coursework, please don’t wait until the end of the term to communicate with the instructor; let them know right away.

Learning Resources

Hardware

On-campus students attending thrice-weekly sessions will need to bring a laptop computer, tablet, or smartphone to class. Consult the OSU Library if you need to borrow a laptop.

Accounts

Internet Service

Learn more about internet service for different situations:

Software

Textbook

This course uses an online open textbook (free). Weekly objectives, detailed instructions, readings, viewings, help, and scoring criteria are provided in each chapter.

Writing Guides

Explore Topics Templates

Weekly collaborative writing will be done in Google Slides files to focus each person's contribution, faciliate concise writing, ensure quick reading, and improve the peer review process. These templates will be easy on the eyes as well, as they are formatted for optional reading.

The weekly writing requires that you choose a reading for each major section, then synthesize what you read in your own words. Write as if you were writing a research paper; in essay format with lots of detail. Note who did what when, and why. The questions and search terms in the templates are meant to elicit in-depth, detailed accounts of what you've discovered, not short-answer, quiz-type responses. Write in a formal, professional research style. Write in a word processing document so you can check grammar and spelling. Write in default/normal style. Do not add style to the text. Write 250+ words (not counting the author and title of sources). Write in the third-person active voice to highlight studies and laws that prove your point. Only write in first-person if the instructions require it. Text of collaborations, discussions, and projects must be your original writing except for a few key quotes that are accompanied by a citation. Adhere to the course guidelines about avoiding cheating.

Case Examination Discussions

Graded Case Examination discussions with counter arguments. will occur in Canvas Discussions.

Specific prompts typically require research, citation, and at least one reply to another student's post that counters their analysis.

Statements of Expectations

Land Acknowledgement

Oregon State University in Corvallis, Oregon, is located within the traditional homelands of the Mary’s River or Ampinefu Band of Kalapuya. Following the Willamette Valley Treaty of 1855, Kalapuya people were forcibly removed to reservations in Western Oregon. Today, living descendants of these people are a part of the Confederated Tribes of Grand Ronde Community of Oregon (grandronde.org) and the Confederated Tribes of the Siletz Indians (ctsi.nsn.us).

Establishing a Positive Community

It is important you feel safe and welcome in this course. If somebody is making discriminatory comments against you, sexually harassing you, or excluding you in other ways, contact the instructor, your academic advisor, and/or report what happened at Student Conduct Reporting, so we can connect you with resources.

Remember that when you communicate online, you cannot provide eye contact and body language to help explain yourself, so your message may be misunderstood. Sometimes the thread of a message is lost, making readers rely on memory (which is often faulty). And if you need the reader to act on your request, good manners will help you be successful. Use the following to ensure you communicate professionally.

Emotional & Cultural Intelligence

The following is adapted from Dr. Susan Shaw, Oregon State University

Student Conduct: This manual provides the purpose, definitions, jurisdiction, responsibilities, prohibited conduct, process and procedures, sanctions, authorities, and appeals students must know in order to succeed at OSU.

Cyberbullying on the College Campus: Understand the different types of cyberbullying and how to avoid them.

Student Bill of Rights: OSU has twelve established student rights. They include due process in all university disciplinary processes, an equal opportunity to learn, and grading in accordance with the course syllabus.

Religious Accommodation Process: Oregon State University is required to provide reasonable accommodations for employee and student sincerely-held religious beliefs. It is incumbent on the student making the request to make the faculty member aware of the request as soon as possible prior to the need for the accommodation. See the for Students.

Services

Students with Disabilities: Accommodations for students with disabilities are determined and approved by Disability Access Services (DAS). If you, as a student, believe you are eligible for accommodations but have not obtained approval please contact DAS immediately at 541-737-4098 or at https://ds.oregonstate.edu/. DAS notifies students and faculty members of approved academic accommodations and coordinates implementation of those accommodations. While not required, students and faculty members are encouraged to discuss details of the implementation of individual accommodations.

Reach Out for Success: University students encounter setbacks from time to time. If you encounter difficulties and need assistance, it’s important to reach out. Consider discussing the situation with an instructor or academic advisor. Learn about resources that assist with wellness and academic success at oregonstate.edu/ReachOut. If you are in immediate crisis, please contact the Crisis Text Line by texting OREGON to 741-741 or call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255)

Tutoring and Writing Assistance:

OSU Service Desk and Accounts: Get help and learn more about your OSU technologies. If you experience any errors or problems while in your online course, contact 24-7 Canvas Support through the Help link within Canvas. If you experience computer difficulties, need help downloading a browser or plug-in, or need assistance logging into a course, contact the IS Service Desk for assistance. You can call (541) 737-8787 or visit the IS Service Desk online.

Academic Calendar: All students are subject to the registration and refund deadlines as stated in the Academic Calendar

Student Learning Experiences: The online Student Learning Experiences (SLE; formerly eSET) system opens to students the Wednesday of week 8 and closes the Sunday before Finals Week. Students will receive notification, instructions and the link through their ONID email. They may also log into the system via Online Services. Course evaluation results are extremely important and used to help improve courses and the learning experience of future students. Responses are anonymous (unless a student chooses to “sign” their comments, agreeing to relinquish anonymity) and unavailable to instructors until after grades have been posted. The results of scaled questions and signed comments go to both the instructor and their unit head/supervisor. Anonymous (unsigned) comments go to the instructor only.