Syllabus

HUMN-205 TECHNOLOGY and ETHICS

Spring 2004

Faculty Information:

Dr. Al Campbell

Office hours: by appointment

E-mail: acampbell@tp.devry.edu

campbell@wolverton-mountain.com

Web Site: www.wolverton-mountain.com

Phone: (219) 928.5598

Course Identification:

Credit hours: 3

Contact hours: 3

Days/hours course meets: Mondays 3:00-5:50pm

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.

Classroom Conduct:

Everyone enrolled in this course is expected to conduct her or himself in a way that is respectful of the rights of classmates and others. This includes arriving on time to class, bring attentive and not disruptive, and doing nothing to discourage participation in class by others.

Working together outside of class is encouraged, as this can be an aid to learning. However, in-class exercises (quizzes and tests) are to be done individually; anyone determined to be acting otherwise will be considered guilty of cheating and must bear the consequences of such action. (See the Academic Integrity section below.)

All students are required to comply with the Student Code of Conduct and Academic Integrity Policy as detailed in the DeVry University Student Handbook.

All personal communication devices are to be set to “silent” during class time.

Attendance:

Attendance is expected for each hour of lecture. Attendance will be taken during every class meeting. Absent or late students are responsible for all classroom announcements given during the time they are not present. For further information on the attendance policy of the school, refer to the Academic Catalog and the Student Handbook. Note that the Tinley Park Campus attendance policy allows the professor to withdraw a student from a course when that student has been absent for 30% of the scheduled class hours.

If you are absent for three or more days, you should see the Attendance Coordinator. It is your responsibility to read and understand the school’s official attendance policy, which can be found in the DeVry Student Handbook. If a student is withdrawn from a course, he/she must appeal to the professor of that course, in writing, to be reinstated. If not reinstated, this can affect a student’s eligibility for financial aid and will result in a “W” grade for the course.

Academic integrity policy:

The Student Handbook covers the following in detail:

Prevention Techniques, Copying, Plagiarism, Collaboration, Alteration of Records, Aids Not Permitted, Unauthorized Use of Proprietary Material, Bribery, Lying and Other. Also discussed are the procedures, sanctions, and appeals. Please consult the Student Handbook for Details.

Diversity policy:

In accordance with DeVry University’s Mission Statement, we are a diverse university community of life-long learners committed to promoting the acceptance and respect of individual differences that are inherent in our university. Through standards of conduct and diversity training, we seek an environment that will ensure the success, well being, and safety of our entire DeVry community.

Students, faculty, staff, and all other members 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 orientations.

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.

Term Paper:

You will do a 12-page research project exploring ethical dilemmas in the workplace that you might face after graduation. You will interview a person who is already employed in the general field of technology in which you are interested. This is a critical part of this course.