Writing Course Review Form (12/1/08)
I. General Education Review – Writing Course
Applied Computing &
Dept/Program
Course # (i.e. ENEX CRT 122E
Electronics
Subject
200)
Course Title
Ethics and Information Technology
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Date
Instructor
Thomas Gallagher
Phone / Email
243.7814
thomas.gallagher@umontana
.edu
Program Chair
Thomas Gallagher
III Overview of the Course Purpose/ Description: Provides an introduction to the subject
matter and explains course content and learning goals.
Ethics and Information Technology studies the ethical dimension of decision making in
the complex world of information technology. The first one/third of the course examines
general ethical principles and decision making. It examines effective tools and processes
used to resolve complex dilemmas. The remainder of the course explores information
technology specific issues. Topics covered have included: (1) professionalism:
relationships, codes of ethics, accountability, conflict of interest, and licensure; (2)
intellectual property: patents, copyright, trade secrets, and open source; (3) online
behavior: SPAM, hacking, and social engineering; (4) privacy and surveillance: data
mining, surveillance, and transaction-generated information; (5) globalization: the digital
divide, outsourcing, supply-chaining, and the new global economy.
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Student learning outcomes :
Use writing to learn and synthesize new
concepts
Students are required to apply classic ethical
theories in the evaluation of controversial
topics involving technology using a case
scenario approach. As an example,
formulating a written analogy might provide
a logical starting point of analysis. Further
development of a student’s argument might
include contrasting the analogy with
consequences, rights, duty, or justice.
Formulate and express opinions and ideas in
writing
Compose written documents that are
appropriate for a given audience or purpose
Revise written work based on constructive
feedback
The content of the course is well-suited for
meeting this outcome. Students enter the
course with well conceived notions based
upon their personal experiences involving
information technology. The writing process
forces students to clarify their views and
arguments. Utilizing electronic discussion
boards, a student’s written argument is
assessed by both the instructor and a
student’s peers. Convincing one’s peers
provides a rigorous and challenging
experience for all of us.
Students are required to critically assess
moral issues, formulate an argument, and
write a justification for the argument in
editorial fashion. The approach is one where
a student is writing a convincing argument
to fellow professional colleagues.
Electronic Discussion Board submissions
receive constructive feedback through a peer
review process. The instructor provides a
final review.
Analysis Papers are subjected to a peer
review and rewrite prior to submission to
instructor. Instructor reviews all papers,
provides feedback and requires rewrites.
Find, evaluate, and use information effectively
(see http://www.lib.umt.edu/informationliteracy/) Students are required to demonstrate
critical assessment information of
information. As an example, this semester
students will to read Friedman’s novel The
World is Flat. Information literacy will be
measured in their ability to evaluate
Friedman’s I.T. related “flatters” by
analyzing the potential social and economic
implications in their personal lives due to
globalization.
Begin to use discipline-specific writing
conventions
Demonstrate appropriate English language
usage
I.T. is embedded in all disciplines.
Therefore, general writing conventions are
utilized.
Appropriate grammar and mechanics are a
required assessment component. Rubrics for
assessment are included.
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
Are expectations for Information Literacy listed in
the course syllabus? If not, how will students be
informed of course expectations?
Are detailed requirements for all written
assignments included in the course syllabus? If not
how and when will students be informed of written
assignments?
What instructional methods will be used to teach
students to write for specific audiences, purposes,
and genres?
X Yes † No
Yes X No
All students are provided assessment rubrics
prior to submission of writing assignment. See
attached assessment rubrics for details.
X Yes † No
X Yes † No
Classroom announcements and assessment
rubrics supplement syllabus.
Third person, editorial style writing projects
involving convincing arguments and
supporting logic are required.
Will written assignments include an opportunity for X Yes † No
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 16 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
Sixty percent of the course grade is based upon
formally graded writing assignments. This
includes 8-10, 300 word discussion board
essays and 2, 1200-1500 word analysis papers.
Informal Ungraded Assignments
Additionally, 20% of the course grade for
online students involves less rigorous writing
assignments with an emphasis on assessing on
lesson objectives only.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation
see: http://teaching.berkeley.edu/bgd/syllabus.html
The University Of Montana - Missoula
College Of Technology
Department of Applied Computing and Electronics
Course Syllabus
CRT 122E Ethics and Information Technology
Credits: 3
Prerequisites: WTS101/ENEX101 English Composition
Last Updated: Spring Term 2009
Faculty Contact:
Tom Gallagher
Phone: 406.243.7814
Available by phone, email and appointment
Office hours TR 10:00 – 11:30 am
E-mail: thomas.gallagher@umontana.edu
Meetings:
New content for the course will be available to students Monday mornings.
Course Description:
Exploration of ethical issues in the field of computing. Skills needed to identify and analyze various ethical
concerns. Standard ethical concepts and theories, methods of ethical analysis. Strong emphasis on
practical application of the ethical process.
Required Text:
Computer Ethics: Analyzing Information Technology, Deborah G. Johnson, 4th edition, Prentice-Hall, 2009,
ISBN 9780131112414
The World is Flat 3.0: A Brief History of the 21st Century, Thomas Friedman, 4th edition, Picador, 2007, ISBN
9780312425074
Course Overview:
Ethics and Information Technology studies the ethical dimension of decision making in the complex world of
information technology. The first one/third of the course examines general ethical principles and decision
making. It examines effective tools and processes used to resolve complex dilemmas. The remainder of the
course explores information technology specific issues. Topics covered have included: (1) professionalism:
relationships, codes of ethics, accountability, conflict of interest, and licensure; (2) intellectual property: patents,
copyright, trade secrets, and open source; (3) online behavior: SPAM, hacking, and social engineering; (4)
privacy and surveillance: data mining, surveillance, and transaction-generated information; (5) globalization: the
digital divide, outsourcing, supply-chaining, and the new global economy.
Course Objectives:
Upon completion of this course a student will:
1. Identify and describe common ethical concepts and theories.
2. Analyze ethical dilemmas and articulate a clear descriptive account prior to forming a normative
course of action.
3. Demonstrate a process of philosophical analysis.
4. Identify common ethical issues facing professionals in the field of information technology.
5. Apply ethical concepts and an analytical process to common dilemmas found in the information
technology field.
6. Demonstrate writing competency in the following areas:
• Development of ideas
• Organization
• Appropriate voice
• Proper mechanics
• Relevance to assignment
General Education Component:
CRT122E is a designated lower division writing course. It fulfills the Ethical and Human Values
Perspective 5 General Education Graduation Requirement as defined in The University of Montana
Catalog.
Evaluation Procedures:
Assessment:
Written Assignments
Analysis Paper 1
Analysis Paper 2
Final Exam
40%
20%
20%
20%
Grading Scale:
90-100%
80-89%
70-79%
60-69%
A
B
C
D
Writing Assignments and Analysis Papers:
Online writing assignments are posted throughout the semester using the discussion board
component of Blackboard. Students are expected to respond electronically. Prior to posting, written
responses are to be created using a word processor and proofed for quality and content. Copy and
paste can be used to submit the manuscript to the Blackboard discussion board. The expected length
of discussion board submissions is 300 words. Students can expect to complete 8-10 discussion
board submissions.
Analysis papers provide students the opportunity to examine an ethical dilemma in greater depth.
Submissions are 1200-1500 words in length and only accepted in a typewritten (word processor),
double-spaced form. Prior to final submission, all analysis papers are required to complete the
following process: final review by author, revision, peer review, revision, and final revision. A
minimum of two analysis papers are required each semester.
Submissions will be evaluated in the areas of grammar/mechanics, clarity/organization, and effective
analysis of the topic. It is recommended students follow the recommendations provided in preparation
for the WPA when submitting assignments. WPA recommendations can be found at The University of
Montana website http://www.umt.edu/writingcenter/wpaprepare.htm.
Late Work:
Late work will be accepted at the discretion of the instructor and only allowed in extraordinary
situations.
Academic Conduct
All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the
course instructor and/or a disciplinary sanction by the University. All students need to be familiar with the
Student Conduct Code. The Code is available for review online at:
http://www.umt.edu/SA/VPSA/index.cfm/page/1321
Special Information for Online Students Only: Course content will be literature and writing intensive.
Podcasts and short video presentations will be used to supplement reading materials. These multimedia
materials will use the WMA, WMV, MP3, MP4, and RM (REAL) multimedia format. An internet connection with
reasonable (DSL) bandwidth is recommended. The REAL media player will need to be installed to access online
video presentations. The REAL media player can be downloaded free of charge from http://www.real.com
A variety of short discussion board assignments will be used throughout the course. Two analysis papers and a
final exam will be required for completion. Students will be evaluated on review questions, discussion board
assignments, analysis papers, and a final exam.
Technical support is available through http://umonline.umt.edu and by telephone at 406.243.4357 for the IT
Central Help Desk and 406.243.6394 for Blackboard specific questions.
Course Outline:
1. Introduction
a. Introduction to Ethics
b. Analogical Reasoning
c. Computer Ethics – The Standard Account
d. Computer Ethics – Sociotechnical Systems Perspective
2. Ethical Decision Making
a. Ethical Perspectives
i. Relativism, Absolutism, and Pluralism
ii. Consequences: Utilitarianism, Egoism, and Capitalism
iii. Kant and Deontology
iv. Rights-Based Theory
v. Justice and Social Contract Theory
vi. Virtue Ethics
b. Putting it all together – Applying Multiple Perspectives and the Dialectic Process
3. Information Privacy and Surveillance
a. Why Care About Privacy, Data Collection, and Surveillance?
b. Laws, Policies, and Best Practices
4. Globalization
a. Industrialization
b. Friedman’s Flat World
c. The Digital Divide
d. The Influence of Public Policy
5. Digital Intellectual Property
a. Traditional Property Right Protection
b. Emerging Trends in Software Protection
6. Profession Ethics
a. Professional Relationships
b. Licensure and Professional Codes of Ethics
c. Conflict of Interest
d. Accountability and Responsibility
7. The I.T. Configured Society
a. Features
b. Domains of Life
c. Democracy
8. Digital Order
a. The Internet and Human Behavior
b. Problematic Behavior
c. Technology and Effective Communication
CRT122E Ethics, Logic, and Critical Thinking
Discussion Board Grading Rubric
Grade
Criteria
Uses appropriate grammar, mechanics, voice, sentence structure, and word
choice.
10
Provides generally thoughtful or insightful analysis of complex ideas; develops
and supports main points with logically sound reasons and/or well-chosen
examples.
Well focused and organized manuscript.
Minimal errors using appropriate grammar, mechanics, voice, sentence
structure, or word choice.
9
Provides competent analysis of complex ideas; develops and supports main
points with relevant reasons and/or examples.
Generally focused and organized. Minor errors may affect clarity.
Some errors using appropriate grammar, mechanics, voice, sentence
structure, or word choice.
7-8
Displays some competence in analytical writing skills. Limited analysis or
development
Adequately organized. Some errors affecting clarity.
Frequent errors using appropriate grammar, mechanics, voice, sentence
structure, or word choice.
5-6
Displays serious weaknesses in analytical writing. Serious lack of analysis or
development
Weak organization, vague, or lacking in clarity.
Significant errors using appropriate grammar, mechanics, voice, sentence
structure, or word choice.
4 or lower
Displays fundamental deficiencies in analytical writing. Content is extremely
confusing or mostly irrelevant to the assigned tasks.
Lack of organization. Obscure meaning.
CRT122E Ethics, Logic, and Critical Thinking
Analysis Paper Grading Rubric
Name:
Total Score:
Comments:
Grammar and Mechanics (30 points possible)
30 – Uses appropriate grammar, mechanics, voice, sentence structure, and word choice.
24 - Minimal errors using appropriate grammar, mechanics, voice, sentence structure, or word
choice.
18 - Some errors using appropriate grammar, mechanics, voice, sentence structure, or word
choice.
12 - Frequent errors using appropriate grammar, mechanics, voice, sentence structure, or word
choice.
6 - Significant errors using appropriate grammar, mechanics, voice, sentence structure, or word
choice.
Effective Analysis (50 points possible)
50 - Provides generally thoughtful or insightful analysis of complex ideas; develops and supports
main points with logically sound reasons and/or well-chosen examples
40 - Provides competent analysis of complex ideas; develops and supports main points with
relevant reasons and/or examples
30 - Displays some competence in analytical writing skills. Limited analysis or development
20 - Displays serious weaknesses in analytical writing. Serious lack of analysis or development
10 - Displays fundamental deficiencies in analytical writing. Content is extremely confusing or
mostly irrelevant to the assigned tasks.
Organization and Clarity: Introduction/Body/Conclusion (20 points possible)
20 – Well focused and organized manuscript.
16 – Generally focused and organized. Minor errors may affect clarity.
12 – Adequately organized. Some errors affecting clarity.
8 – Weak organization, vague, or lacking in clarity.
4 – Lack of organization. Obscure meaning.