Full syllabus for current quarter will be provided on Canvas.
This course will involve critical analysis through writing, discussion and project work. Students will draw on their knowledge of computing and the computing environment for parts of this analysis. Thus, the course has two prerequisites: CSE 12 or ECE 35 (to provide a solid foundation in computing and the computing environment) and basic college writing (to support critical written analysis).
Additional prerequisites that will be accepted are the following: AAS 10 or ETHN 3 or HILD 7A or LTEN 27
Equivalent prerequisite courses or experiences will be accepted by permission of the instructor.
Students who successfully complete CSE 194 will be able to:
Communicate in writing and orally about the impact of computing systems on people and society.
Identify strategies for addressing biases in technical environments as well as software.
Explain identity as a social construct and how people define it
Identify types of discrimination present in the computing field
Define cultural competence, discuss its importance, and identify strategies to improve it.
Differentiate between diversity, equity, and inclusion (DEI).
Identify reasons for lack of DEI in computing+tech and methods to improve each.
Describe and give examples of how the lack of DEI in computing+tech biases technology development.
Identify, discuss, and analyze various types of biased technologies and how they impact different groups, including strategies for addressing/correcting them.
This course is fully remote. Zoom links for class sessions and discussion sections can be found on the course Canvas site.
This course will use the Canvas discussion board. We will generally communicate with you through Canvas Announcements and Messages.
All students will be asked to read sections from Why Are All the Black Kids Sitting Together in the Cafeteria (Beverly Daniel Tatum).
Students will select one of the following six texts to read. They will write a response to this text and it will form the basis of a project, carried out in the latter half of the quarter.
Racism Without Racists: Colorblind Racism and the Persistence of Racial Inequality in America (Eduardo Bonilla-Silva)
The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students (Anthony Abraham Jack)
Race After Technology (Ruha Benjamin)
Algorithms of Oppression (Safiya Noble)
Invisible Women: Exposing Data Bias in a World Designed for Men (Caroline Criado-Perez)
Technically Wrong: Sexist Apps, Biased Algorithms, and Other Threats of Toxic Tech (Sara Wachter-Boettcher)
Videos, shorter readings/articles, and/or podcasts will also be assigned for specific class sessions.
You will use gradescope (www.gradescope.com) to submit and complete your assignments. You will be added to our course on gradescope automatically sometime during week 1 (before the first assignment is due). You should not need to take any action to see the course when you log on. All assignments will be linked through Canvas, and we recommend that you always go through Canvas to find the gradescope assignments, as often the assignment on Canvas will provide important information.
Class Sessions
Active participation in class is essential to your learning in this class. Class will not be lectures, but rather discussions and activities designed to explore and deepen your engagement with the out-of-class reading. Class participation will count toward your grade. In the event that you cannot attend, there will be alternate ways to earn credit for this engagement, but it is strongly encouraged that you attend class to get the best experience.
Pre-class Reading/Watching/Exercises
There will be a reading/video and/or other exercise assigned before each class to help you prepare for the class discussion. Each assignment will be paired with a small “reading quiz”. It is essential that you complete this work before each class.
Weekly Reflections
Each week you will be asked to synthesize what you are learning through weekly journal reflections. These reflections will ask you to relate what you have learned to your life, your experience and your future actions.
Writing Assignments
You will complete three papers in this course. The first is a position paper completed at the start of the quarter. The second is a reflection of one of the books on the course list. The third is a Wikipedia assignment.
Final Project and Presentation
You will propose and complete a final project based on the material you learn in this course, specifically related to the book you selected from the course list. Your project will include an informational video, resources, and discussion questions. Students are encouraged to complete this project in groups of up to 2 students. How groups will be assigned will be discussed during the quarter.
Project presentations will be given during finals week during our scheduled final exam slot. If you cannot attend at this time because of time zone differences, we will arrange another time during finals week for you to present. This arrangement will be made during the first week of the quarter. Please note that this will limit the students that you can partner with for the final project.
Identity
Oppression
Movements
Representation in Computing
AI and Machine Learning
Unequal Treatment
And more!
Principles for Group Interaction
Be respectful. Be sensitive. Be aware. Promote Others.
In this class it is critical that we build a community where everyone feels supported, included, empowered and safe. To promote this environment, it is imperative that everyone adhere to our rules of engagement, created by the 3C’s Fellows Team (Dr. Nicki Washington, Dr. Shani Daily, Cecilé Sadler), adapted from Dr. Amrah Salomón J.
Be present.
Throw sunlight, not shade.
Disagree with ideas but make no personal attacks.
Language matters.
Be open to being challenged on your ideas or prejudices.
Communicate in “I” statements.
Avoid rhetorical fallacies and broad generalizations.
No gaslighting.
In addition, the following behavior is promoted:
Recognizing that not everyone's experience is equal: racism, sexism, ableism, homophobia or any combination systemically disadvantage some more than others.
Acknowledging the bias in your own perspective.
Amplifying the voices of classmates, particularly those who are from groups that are often overlooked.
Really listening with an intent to understand (instead of thinking about your own next statement).
Phrasing discussion around ideas, not people.
The following behavior should be avoided:
Using insulting, condescending, or abusive words.
Offensive jokes of any kind, even if you don't think it's offensive to anyone present.
Our classroom abides by these principles:
In this course we expect students to adhere to the UC San Diego Integrity of Scholarship Policy. This means that you will complete your work honestly, with integrity. All assignments must be your own original work except when explicitly designated as partner work. In particular, all written assignments must be your own writing. It’s OK to get feedback from your peers, the writing center, etc. But the writing must be completely yours.
Resources for Students
If you need help in this course, or with any aspect of your life, please contact one of the instructors or the TA as soon as possible. You can also post questions on the course discussion board.
The IDEA Engineering Student Center, located just off the lobby of Jacobs Hall, is a hub for student engagement, academic enrichment, personal/professional development, leadership, community involvement, and a respectful learning environment for all. The Center offers a variety of programs, listed in the IDEA Center Facebook page at http://www.facebook.com/ucsdidea/ (you are welcome to Like this page!) and the Center web site at http://idea.ucsd.edu/. The IDEA Center programs support both undergraduate students and graduate students.
We are committed to fostering a learning environment for this course that supports a diversity of thoughts, perspectives and experiences, and respects your identities (including race, ethnicity, heritage, gender, sex, class, sexuality, religion, ability, age, educational background, etc.). Our goal is to create a diverse and inclusive learning environment where all students feel comfortable and can thrive.
Our instructional staff will make a concerted effort to be welcoming and inclusive to the wide diversity of students in this course. If there is a way we can make you feel more included please let one of the course staff know, either in person, via email/discussion board, or even in a note under the door. Our learning about diverse perspectives and identities is an ongoing process, and we welcome your perspectives and input.
We also expect that you, as a student in this course, will honor and respect your classmates, abiding by the UCSD Principles of Community (https://ucsd.edu/about/principles.html). Please understand that others’ backgrounds, perspectives and experiences may be different than your own, and help us to build an environment where everyone is respected and feels comfortable.
If you experience any sort of harassment or discrimination, please contact the instructor as soon as possible. If you prefer to speak with someone outside of the course, please contact the Office of Prevention of Harassment and Discrimination: https://ophd.ucsd.edu/.
We aim to create an environment in which all students can succeed in this course. If you have a disability, please contact the Office for Students with Disability (OSD), which is located in University Center 202 behind Center Hall, to discuss appropriate accommodations right away. We will work to provide you with the accommodations you need, but you must first provide a current Authorization for Accommodation (AFA) letter issued by the OSD. You are required to present their AFA letters to Faculty (please make arrangements to contact me privately) and to the OSD Liaison in the department in advance so that accommodations may be arranged.
If you are experiencing any basic needs insecurities (food, housing, financial resources), there are resources available on campus to help, including The Hub and the Triton Food Pantry. Please visit http://thehub.ucsd.edu/ for more information.