Abnormal Psychology

Syllabus

HUMN-205 TECHNOLOGY and ETHICS

Spring 2003

Faculty Information:
Dr. Al Campbell
E-mail: campbell@wolverton-mountain.com
Web Site: www.wolverton-mountain.com
Phone: (219) 928.5598 or (219) 874.1338

Course Identification:
Credit hours: 3
Contact hours: 3
Days/hours course meets: Tuesdays at 8:00-10:50am
Prerequisite: ENGL-209
Co requisite: ENGL-209

Course Description:
This course explores ethical and other issues associated with current technology and seeks to develop critical thinking skills as a basis for ethical choice. Such concerns as workplace safety and diversity, whistle blowing, copyright protection, environmental impacts, and professional codes of ethics are evaluated in a cultural, social and historical context. The course culminates in a research report and presentation on issues arising from the development or implementation of a current technology.

Text:
Kallman and Grillo, Ethical Decision Making and Information Technology, 2^nd edition, McGraw-Hill, 1996.

Student Withdrawal Policy:
Students who wish to withdraw from this course must do so by Friday of Week #11.

Course Evaluation:
Midterm, Term Paper, Class Presentations, and Final Exam—each weighted at 25% of Final Grade.

Terminal Objectives:
1. Given a controversial technological topic, research the controversy and defend one side in a team debate against students representing an opposing view.

2. Given a case study describing a technology whose introduction has substantially altered society (e.g., automobiles the ordinary worker can afford), write a brief report identifying social and ethical problems created by the new technology, and the extent to which these problems have been resolved.

3. Given a scenario involving an ethical problem arising from technological development, diagnose the probable cause(s) of the problem and offer solutions in a brief essay or oral presentation.

4. Given a recent, or anticipated, technological breakthrough, apply the general principles learned in the course in a one-page written analysis of the ethical problem(s) potentially or actually arising from that breakthrough.

5. Given a controversial application of technology (e.g., a proprietor's electronic monitoring of private telephone use in an office vs. office workers' right to privacy in a confidential telephone conversation), role-play the viewpoint of a proponent or opponent of the application, either alone or with an antagonist.

6. Given an industrial process, provide descriptions of several alternative ways to perform the process, and develop a justification for the recommended approach that includes both technical and ethical considerations.

7. Given an example of a conflict between a technological or scientific development and an established belief structure (e.g., Galileo and the Copernicans vs. the Catholic Church, or Christian Biblical fundamentalism vs. Darwin and evolutionary theory), participate in a panel discussion exploring the ethical and doctrinal aspects of the conflict.

8. Given a case study of a legal decision involving new technology for which no explicit law existed to cover a resulting ethical problem (e.g., Lotus Corp. vs. Paperback Software, 1989--or Illinois vs. J.S. & A. Services, 1981), identify how existing law was interpreted to render justice in the case, or how it failed to do so.

9. Given a case study of a technological problem related to safety, evaluate the contrasting responses to the problem of a "whistle-blower" and the organization itself.

10. Given a series of cases involving similar or related ethical problems grounded in technology, deduce a personally meaningful general rule of ethics that applies to all the cases given.

11. Given a specific technology related change that would alter employment conditions or lifestyles (e.g., electronics becoming obsolete for computing by being replaced by optical and photonic technology), assess the responsibilities of private businesses and government agencies in helping workers make transitions to the new conditions.

General Education Competencies:
· Communicate clearly with particular audiences for particular purposes.

· Work collaboratively to help achieve individual and group goals.

· Apply critical thinking skills in learning, conducting applied research, and defining and solving problems.

· Develop tolerance of ambiguity and mature judgment in exploring intellectual issues.

· Build on intellectual curiosity with fundamental concepts and methods of inquiry form the sciences, social sciences, and humanities to support life-long learning.

· Apply mathematical principles and concepts to problem solving and logical reasoning.

· Use study and direct experience of the humanities and social sciences to develop a clear perspective on the breadth and diversity, as well as the commonality, of human experience.

· Connect general education to the ethical dimensions of issues and to responsible, thoughtful citizenship in a democratic society.

Student Responsibilities:
Students are required to attend all classes. Group discussion is an integral part of this course; students will be asked to contribute and ask questions. Most graded assignments will be done in class.

30% Absence: DeVry’s Attendance Policy allows a Professor to withdraw a student from a course when a student has been absent 30% of the class hours of the course. If I drop you from the class, you must then appeal to me to be reinstated. If you are not reinstated, this can affect your eligibility for financial aid and will result in a “W” grade for the course. (Don’t forget to use the automated attendance system, ATS, starting 10 minutes before the hour and closing 20 minutes after the hour.) Late assignments will be accepted with a one grade level reduction.

Diversity:
Students, faculty, staff, and all other member of the DeVry community are expected to respect diversity, which includes, but is not limited to age, disability, gender, marital status, national origin, race, religion, and sexual orientation. Students engaging in discriminatory behavior will be subject to the consequences established in the Student’s Code of Conduct in the Student Handbook. Student grievances involving charges of discrimination and sexual harassment should be taken to the Student Services Office.

Academic Integrity:
All students are expected to follow the standards of academic integrity and conduct as detailed in the Academic Integrity Policy found in the DeVry Student Handbook. The Policy specifically prohibits dishonest acts, such as copying, plagiarism, and prohibited collaboration. Please review the Policy so that you understand your rights and obligations.

Weekly Schedule:
March 11, 2003          Ethics and Ethical Decision Making (pages 1-20)

March 18, 2003          Ethics and Information Technology (pages 21-32) Presentations: Whistle-blowers, Galileo and the Copernicans vs. the Catholic Church, and Christian biblical fundamentalism vs. Darwin and evolutionary theory
http://www.studentbmj.com/back_issues/0500/medicine_media/173.html
http://www.bizjournals.com/denver/stories/1998/07/13/smallb8.html
http://www.jimloy.com/history/galileo.htm
http://es.rice.edu/ES/humsoc/Galileo/index.html
http://www.law.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm
http://xroads.virginia.edu/~UG97/inherit/1925home.html

March 25, 2003          Solving Ethical Dilemmas: A Sample Case Exercise (pages 33-56)

April 1, 2003               Cases 1-3 (pages 59-68)

April 8, 2003               Cases 4-6 (pages 69-74)

April 15, 2003             Class Presentation: Manhattan Project
http://www.pbs.org/wgbh/aso/databank/entries/baoppe.html
http://www.atomicarchive.com/Bios/Oppenheimer.shtml
http://www.doug-long.com/oppie.htm

April 22, 2003             Class Presentations: AI, the movie
http://aimovie.warnerbros.com/
http://www.cs.berkeley.edu/~russell/ai.html
http://www.aaai.org/Magazine/magazine.html
http://www.aaai.org/AITopics/aitopics.html

April 29, 2003             Class Presentations: Poverty/Wealth & Worldwide Value Systems
http://www.globalpolicy.org/socecon/inequal/indinq99.htm
http://www.oxfamamerica.org/art545.html
http://www.unesco.org/education/poverty/index.shtml

May 6, 2003               MIDTERM

May 13, 2003             Class Presentations: Bush, Cheney, Martha Stewart
http://www.nypost.com/postopinion/opedcolumnists/52245.htm
http://www.public-i.org/story_01_080200.htm
http://www.philly.com/mld/philly/business/local/3538984.htm

May 20, 2003            Class Presentation: Enron, WorldCom
http://www.enron.com/corp/
http://www.chron.com/content/chronicle/special/01/enron/index.html
http://www.thedailyenron.com/
http://www.usatoday.com/money/telecom/2002-05-09-worldcom-junk.htm
http://www.theregister.co.uk/content/archive/14871.html
http://www.dslreports.com/shownews/17546

May 27, 2003             INSTITUTE DAY—NO CLASS

June 3, 2003               Class Presentations: Stanley, Tyco, Global Crossing
http://www.csmonitor.com/2002/0522/p01s01-uspo.html
http://www.papillonsartpalace.com/taxREVENUES.htm
http://www.riahome.com/estore/detail.asp?ID=WJIT

June 10, 2003             TERM PAPER DUE
                            Class Presentations: Andersen, AOL Time Warner
http://www.andersen.com/
http://www.acton.org/research/comment/archives/020403.html
http://www.nptimes.com/fme/apr02/fme_1.html

June 17, 2003             FINAL EXAM

Bookmark this site		Search this site

Copyright© 1996-2007 Wolverton Mountain Enterprises.
All Rights Reserved World Wide. Comments to webmaster@wolverton-mountain.com
Worldwide Internet Solutions By