Meets Tu/Th from 15:00 to 16:50, in 4140 CSE — CSE291(C00) - Spring 2023.
This course aims to introduce computer scientists and engineers to the principles of critical analysis and to teach them how to apply critical analysis to current and emerging technologies. The class is highly interactive, and is intended to challenge students to think deeply and engage with the materials and topics of discussion. The course will include visits from external experts for real-world insights and experiences. Students will learn the scientific foundations for research in humanities and social science, with an emphasis on the analysis, design, and critique of qualitative studies and cross-disciplinary understanding. Participants will also engage with real-world community stakeholders to understand current, salient problems in their sphere. From these interactions, students will undertake a design exercise. Groups will propose and refine a potential intervention throughout the term, with an emphasis on the design process and the evaluation metrics for the proposed intervention.
Pat Pannuto, Mary Anne Smart, and Udayan Tandon are the instructors.
The intended audience of this course is graduate or senior students who have deep technical knowledge, but more limited experience reasoning about human and societal factors. This course aims to be a bridge, presenting an accelerated introduction to contemporary social science and critical analysis in a manner familiar to engineering scholars.
At the end of this class, students should be able to:
Demonstrate proficiency in critical lens analysis.
Exhibit contextual competency with multiple key lenses and areas of societal concern.
Exact topics vary per term, examples include: Design Justice, Queer Theory, Intersectionality, Racial Capitalism, Surveillance Capitalism, Participatory Design, Economic class, Feminist, Pedagogy of the Oppressed, Cultural Values, Pluriversal, Disability and Ableism (including (in)visibility), Just Transitions, and Post-Colonial Computing.
Establish connections between historical policies, political decisions, and social relationships and how these shape the design of technology and systems today.
Critically analyze positions and policies on matters which intersect identity, cultural context, and computing.
Analyze and evaluate qualitative studies, and be able to appropriately extrapolate results onto their technical domain.
Design and develop achievable action plans that reduce immediate harm and promote structural change in real-world contexts.
This course has been carefully and intentionally curated using factual information to help explore concepts that will lead to more equitable and inclusive environments for diverse identities. It is extremely important that this course is prioritized as a safe space for learning/growing. The course discusses sensitive topics that impact people with different identities in different ways. As such, it requires participation that is respectful of all identities. The course includes outside guests and community outreach to persons and organizations who may not be directly affiliated with the university; it is expected that you treat these external individuals and their generous contribution of their time with the utmost respect.
These base rules are adapted from the Rules of Engagement from the Cultural Competence in Computing (3C) program led by Dr. Nicki Washington (Professor of the Practice of Computer Science, Duke University), part of the Alliance for Identity Inclusive Computing Education (AIICE).
The rules of engagement below were developed by Dr. Amrah Salomón J. (Department of English, University of California Santa Barbara):
It is expected that everyone will participate in a mature and respectful fashion.
Participate actively in the discussions, having completed the pre-review material and thought about the issues.
Throw sunlight, not shade. Like beautiful flowers, we are here to learn and grow together. This will involve discussing difficult topics and challenging some of our deepest held beliefs and assumptions with curiosity and respect. In order to do that, your actions and behavior should support the growth and learning of others. You should find ways to acknowledge disagreement while also supporting the growth and dignity of your colleagues. This means that hostile reactions such as eye-rolls, yelling, teasing, or otherwise throwing shade will not be accepted.
Disagree with ideas, but do not make personal attacks. Do not demean or embarrass others. Do not make sexist, racist, xenophobic, homophobic, transphobic, or victim-blaming comments. Immature, aggressive, or disrespectful behavior (i.e., the various ways we can throw shade and hate on one another) will not be tolerated.
Be cautious of how you use humor in sessions and online. Tone is often difficult to gauge in online communication. Some common forms of humor such as sarcasm can be interpreted as hurtful and demeaning by others in an online context when they would not necessarily be interpreted this way in person. Be aware of the potential impact of your words, regardless of the intentions. Think through and reread your comments before you say/post them.
Be open to be challenged or confronted on your ideas or prejudices. The academic classroom is a place where we learn to examine social issues through scientific inquiry. It is no place for uninformed biases.
Communicate in “I” statements. Don’t tell others what to do or think as if it is a command. Instead, describe your own perspective or experience. Speak for yourself; don’t volunteer other people to speak. Consider when it is appropriate to speak from your own experience and when it is better to consider the text or listen to others.
Study and avoid engaging in rhetorical fallacies.
Avoid making broad generalizations you can’t back up with evidence (e.g.,“everyone everywhere always does x”). Acknowledge when your personal experience is too limited or privileged to be generalized.
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