Writing Course Review Form (1/12)
I. General Education Review – Writing Course
Dept/Program
Applied Computing & Course # (i.e. ENEX
Subject
200)
Electronics
CSCI 215E
Information
Technology
Course Title
Social and Ethical Issues in Computer Science
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Dianne Burke
Date
Thomas Gallagher
Phone / Email
243.7823
Dianne.burke@umont
ana.edu
243.7814
Thomas.Gallagher@u
montana.edu
Program Chair
Thomas Gallagher
Dean
Lynn Stocking
III. Type of request
New
One-time Only
Reason for new course, change or deletion
Change
Remove
Renew Writing Designation
IV Overview of the Course Purpose/ Description: Provide an introduction to the subject
matter and course content.
Social and Ethical Issues in Computer Science 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.
V Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Students are required to apply classic ethical
Student learning outcomes :
theories in the evaluation of controversial
Use writing to learn and synthesize new
topics involving technology using a case
concepts
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 written opinions and
ideas that are developed, logical, and
organized
Compose written documents that are
appropriate for a given audience, purpose and
context
Revise written work based on constructive
comments from the instructor
Find, evaluate, and use information
effectively and ethically (see
http://www.lib.umt.edu/informationliteracy/)
Begin to use discipline-specific writing
conventions
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 from the
instructor. Several essays are re-submitted
for further review by the instructor.
Analysis Papers are subjected to a peer
review and rewrite prior to submission to
instructor. Instructor reviews all papers,
provides feedback and requires rewrites.
Students are required to demonstrate critical
assessment of information. As an example,
this semester students will to read Blown to
Bits. Information literacy will be measured in
their ability to evaluate privacy issues raised
in the text as well as in related course
material. Information literacy is additional
evaluated in another assignment where
students identify ethical dilemmas based on
current events, analyze these dilemmas based
on standard ethical theories, and provide
normative solutions.
I.T. is embedded in all disciplines. Therefore,
general writing conventions are utilized.
Demonstrate appropriate English language
usage
VI. Writing Course Requirements
Enrollment is 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.
What instructional methods will be used to teach
students to write for specific audiences, purposes,
and genres?
Appropriate grammar and mechanics are a
required assessment component. Rubrics for
assessment are included.
X Yes
Third person, editorial style writing projects
involving convincing arguments and supporting
logic are required.
Which written assignments will include revision in
response to instructor’s feedback?
Four 300-word essays are reviewed by the
instructor and re-submitted with revisions. One
1200-1500-word paper is reviewed by the
instructor and re-submitted with revisions.
VII. 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.
Seventy percent of the course grade is based
Formal Graded Assignments
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, ten percent of the course grade
for online students involves less rigorous
writing assignments with an emphasis on
assessing on lesson objectives only.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form. 
For assistance on syllabus preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
The syllabus must include the following:
1. Writing outcomes
2. Information literacy expectations
3. Detailed requirements for all writing assignments or append writing assignment instructions
Missoula College UM
Department of Applied Computing and Electronics
Course Syllabus
CSCI 215E Social and Ethical Issues in Computer Science
Credits: 3
Prerequisites: WTS101/ENEX101/WRT101 English Composition
Last Updated: Fall 2012
Meetings:
Online: In the fall, spring, and summer sessions, this is an online course which does not have
face-to-face meetings. New content for the week will be available to students Monday
mornings. I try to have content available at least a week ahead of time so you can plan for
deadlines. Use the calendar in the course shell to track assignments and due dates.
Face to Face: (Spring session only) MWF 2:00-3:00 p.m., HB03.
General Education Component:
CSCI 215E is a designated lower division writing course. It also fulfills the Ethical and Human
Values Perspective 5 General Education Graduation Requirement as defined in The
University of Montana Catalog.
Faculty Contact:
Dianne Burke
Office Hours (Fall):
E-mail: dianne.burke@umontana.edu
MWF 10:00 a.m. – 11:00 a.m. GH08
(From quickest response/easiest to arrange on down)
Available via
Forums
Email
Appointment
Please use your official UM email address for correspondence. University policy prevents staff
from responding to personal email accounts (Yahoo, Hotmail, etc.) Also, please include your
section number – I teach several sections of this course each semester.
Description, Objectives, and Textbooks
Course Overview:
Social and Ethical Issues in Computer Science studies ethical decision making in the complex
world of information technology. The course begins with a survey of general ethical principles
and decision making processes, examining effective tools and guidelines to resolve complex
dilemmas. The remainder of the course explores information technology-specific ethical
issues. Included will be discussions on professionalism involving business relationships, codes of
ethics, accountability and licensure; intellectual property including patents copyrights, and
trade secrets; online behavior including SPAM, hacking, and social engineering; privacy issues
such as data mining, surveillance, and transaction generated information; and the impact of
globalization, the digital divide, outsourcing, supply-chaining, and other issues involving the
new global economy.
Course Description:
This course explores ethical issues in the field of computing. Students will develop the skills
needed to identify and analyze various ethical concerns. We will cover standard ethical
concepts and theories, as well as standard methods of ethical analysis. I place a strong
emphasis on practical application of the ethical process. This means that once you’ve
learned the basics of ethical analysis, you’ll apply that information to different scenarios. It’s
important to keep in mind that the field of ethics considers many different viewpoints. A
good ethicist will fairly evaluate positions that may, on a personal level, be far outside his or
her comfort zone. I expect you to become good ethicists!
Course Objectives:
Upon completion of this course a student will:
1. Identify and describe common ethical concepts and theories, including Act and RuleBased Utilitarianism, Deontology, Social Contract Theory, and Virtue Ethics.
2. Analyze ethical dilemmas and articulate a clear, descriptive account prior to
forming a normative course of action.
3. Apply a broad perspective on the social and ethical implications of technology in today’s
society, including medical, legal, privacy, and communication arenas.
4. Identify common ethical issues facing professionals in the field of information
technology.
5. Demonstrate writing competency in the following areas:
a. Development of ideas
b. Organization
c. Appropriate voice
d. Proper mechanics
e. Relevance to assignment.
Required Text:
Ethics for the Information Age, Michael J. Quinn, 5th Edition, Pearson/Addison-Wesley,
2011,ISBN 978-0-13-213387-6
Supplemental Text (Available in print or online via Creative Commons):
Blown to Bits: Your Life, Liberty, and Happiness after the Digital Explosion, Hal Abelson, 1st
edition, Addison-Wesley, 2009, ISBN 978-0-13-285553-2.
Digital download: http://www.bitsbook.com/excerpts/.
Course Structure, Assessment, and Grading
Course Outline:
1.
a.
b.
c.
Catalysts for Change
Milestones in Computing
Milestones in Networking
Milestones in Information Storage and Retrieval
2.
a.
i.
ii.
iii.
iv.
Introduction to Ethics
Ethical Perspectives
Relativism, Divine Command
Egoism, Kant and Deontology
Utilitarianism
Justice and Social Contract Theory
b.
Process
Putting it all together – Applying Multiple Perspectives and the Dialectic
3.
a.
b.
c.
d.
Privacy
Perspectives on Privacy
Disclosure, Public Information, Public Records, and U.S. Legislation
Covert Surveillance and Wiretapping
Data Mining and Identity Theft
4.
a.
b.
c.
Intellectual Property
Intellectual Property Rights, Trade Secrets, Patents, and Copyright
Fair Use and Restrictions
Peer-to-Peer Protections, Open Source
5.
a.
b.
c.
Addiction
Networked Communications
Email and SPAM
Censorship and Freedom of Expression
Children and Inappropriate Content, Trust on the Internet, Internet
6.
a.
b.
c.
Work and Wealth
Industrialization and Workplace Changes
Globalization
The Digital Divide and the “Winner-Take-All” Society
Course Schedule:
For online students, this course will loosely follow the ‘meets three times a week’
schedule. Face-to-face students meet three times a week. For all sections, assignments
will be due on Monday, Wednesday, and Friday evenings at 10:00
MST/MDT as appropriate. Assignments will vary between a minimum 300-word writing
assignment, questions over the reading or supplemental material, online quizzes, and other
work as assigned.
I often hear students comment that they expect more flexibility in due dates when they
take online courses. This may be the case for self-study classes, but CSCI215E is an instructorled course. I provide assignments/due dates with a lead time of 5-10 days, which should
help schedule your schoolwork with your work/family/other responsibilities.
There will be two longer research papers of between 1200 and 1500 words due
throughout the semester. These papers will be reviewed by other students in the class
before final submission.
Students are often surprised by the amount of writing involved in this course. University
guidelines require that students in a lower division writing course submit at least 15 pages
of writing throughout the semester.
Evaluation Procedures:
Assessment:
Discussion Board
Weight:
20%
Written Assignments
20%
Analysis Paper 1
20%
Analysis Paper 2
20%
Examinations
20%
Grading Scale:
90-100%
80-89%
70-79%
60-69%
Letter Grade:
A
B
C
D
Note: For Face-to-Face classes, Attendance and Daily Participation are 10% of your
grade, and the Discussion Board and Written Assignments are each 15% of your grade.
Forums:
Many of your writing assignments will be posted to the forums area, which is accessible by
all students in the course. At times, students will be asked to review the work of others in the
class and provide constructive comment, feedback, or evaluation on the writing. While this
may be uncomfortable for some students, it is a standard part of any writing course. Please
be respectful of others when commenting on their work.
All discussion board writing assignments must be at least 300 words in length. Most word
processing programs have a word count feature to help you reach your goal. While this
might seem easy, it often takes several weeks before all students in the course submit at
least 300-word essays. The first time an entire class submits the minimum word count for an
assignment, I will award extra credit points to the entire class.
Before posting, submissions should be created using a word processor and proofed for
quality and content. Copy and paste can be used to submit the manuscript to the
Moodle discussion board. All submissions should be at least 300 words unless otherwise
noted. My grading rubric is posted in the Course Information section.
Written Assignments:
Written assignments are submitted directly to Moodle and are not publicly available. In
general, these assignments assess your understanding of the text or other material as well
as your writing skills. You are expected to use clear and complete sentences when
answering questions. One or two word answers are not acceptable. Likewise, a word-forword answer directly from the book or the Internet won’t get you many points. Please
make sure that you submit in the correct format (.doc, .docx, .rtf) and in the correct
location – sometimes students submit their final work into the comments section, which is
especially difficult to read. I’ll give a little latitude for your Unit 1 assignments if you submit
something I can’t open/read, but you won’t be able to resubmit after that grace period.
Analysis Papers:
Analysis papers provide students the opportunity to examine an ethical issue in greater
depth. Submissions are 1200-1500 words in length, typewritten (word processor), and
double-spaced form. Before final submission, all analysis papers are required to complete
the following process: final review by author with revision,
peer review, 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. I use the same grading rubric for discussion board
assignments and analysis papers. Before submitting your work, please review the
assignment to make sure you’ve covered all of the required elements. It’s no fun to take
off points because a student has forgotten to cover an element of the assignment.
Late Work:
Late work is not accepted. Material is available at least a week in advance. You are
welcome to submit before the due date.
I do realize that unexpected situations arise, though, so you do have the option of not
turning in a total of three (3) written or discussion board assignments. You don’t have to
make prior arrangements or notify me – just don’t turn in the assignment. The grade will
show up as a 0 but the first three 0s won’t penalize your grade. If you choose to turn in all
assignments, you’ll receive extra credit accordingly.
Unless otherwise noted, assignments are due at 10 p.m. Mountain Time on the day
specified. I try to stay current with grading, and this lets me get in a round of grading at
the end of the day.
Help with your Writing Assignments and Analysis Papers
The University of Montana offers free writing assistance to all students through the Writing
Center (http://www.umt.edu/writingcenter/Tutoring/default.aspx). This service is available
to anyone, regardless of major. I strongly encourage you to take advantage of the writing
center. Help is available face-to-face as well as online.
This service can be especially useful to international students, or to those students
who aren’t confident in their English skills. Assistance is available at the COT and
Mountain (Main) Campus.
To make the most of these sessions, please provide your tutor with the written parameters
of the assignment, the grading rubric, and your draft. When using the Center for help on
your analysis papers, make sure to allow plenty of time before your due date. This is
especially important for your final paper because the Center can be overwhelmed with
requests at the end of the semester.
University Regulations
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.
Plagiarism:
Plagiarism, especially in an ethics course, will not be tolerated. If I suspect plagiarism, I will
notify both the student and the department chair as I investigate the situation. Assignments
involving plagiarism will receive a 0. That said, I encourage research from a variety of sources,
including discussions with your classmates. Make sure as you complete your assignments that
everything is in your own words. Please don’t copy material from other students.
Within the Course Information is a section on plagiarism. Occasionally students will
unknowingly plagiarize the work of others. Use these guidelines:




If you got the idea for your material from someone else, make sure you cite it.
If you paraphrase someone else’s work, make sure you cite it.
If you directly quote someone else’s work, make sure you cite it.
If you have any question at all about whether to cite a source, ASK ME.
Disability Accommodations Policy:
Students with documented disabilities will receive appropriate accommodations in this course
when requested in a timely manner. Please be prepared to provide a letter from the DSS
Coordinator and a description of the requested accommodation after class or by
appointment with the instructor. Please submit your requests early in the semester or even
before the start of class. I want each student to succeed, and
putting accommodations in place as soon as possible helps make that happen.
Special Information for Online Students Only:
Some sections of the course are offered entirely online through UMOnline. 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.
Class materials will be available at the start of each week. Expect each lesson to consist
of reading material, audio and video webcasts, review questions, and discussion board
activities.
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.
CSCI 215E Ethics in Computer Science
Analysis Paper Grade 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.
CRT122E Ethics, Logic, and Critical Thinking
Online 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.
Please note that points will be deducted if the minimum length is not met.
Word Count
Deduction
275-299
250-274
225-249
200-224
1 point
2 points
3 points
4 points
CSCI215E Standards for Information Literacy
Standard One: Standard One: The information literate student defines and articulates the need for
information.
In several assignments, students are given a general prompt and are asked to find information or conduct
research. Examples include assignments which ask students to “Locate a current event that exemplifies…”;
research current legislation and to evaluate pros and cons of that legislation; or choose a topic and research
supporting information. In these assignments, students determine what background or supporting information
is needed to fulfill the request. Students are directed to the databases found at The Mansfield Library as a
starting point. For instance, selecting the subject guide entitled Newpapers from the digital database supports
the student as she explores current events and controversial issues, while scholarly-reviewed professional
journals, such as the ACM digital archive articles, are better suited where ethical norms of behavior are wellestablished.
Standard Two: The information literate student accesses needed information effectively and efficiently.
In the above-mentioned assignments, students are evaluated on the completeness of their background
information and the relevance to the details of the assignment. Students are required to access information
efficiently by consulting professional organization websites for codes of ethical conduct and subject area experts
from the field. Currently all students are required to conduct an extensive reading assignment and written
analysis paper from the book Blown to Bits. Subject area experts Dean Harry Lewis (Harvard) and Professor Hal
Abelson (MIT) author this work found in the Creative Commons Library.
Standard Three: The information literate student evaluates information and its sources critically and
incorporates selected information into his or her knowledge base and value system.
In the above-mentioned assignments, students are required to locate the same/similar material from at least three
sources. Students are cautioned to use reputable sources of information, and not to ‘trust’ data sources that cannot
be independently verified. APA citation style is required for all formal research assignments. Students rely on the
Mansfield Library Citation Guides as a reference for proper citation style.
Standard Four: The information literate student, individually or as a member of a group, uses information
effectively to accomplish a specific purpose.
The reflective process needed in exercises involving evaluation of ethical dilemmas provides the platform for
using information and logic to draw new conclusions. In both individual and small-group assignments, students
are asked to take existing information and evaluate that information from various ethical perspectives.
Standard Five: The information literate student understands many of the economic, legal, and social issues
surrounding the use of information and accesses and uses information ethically and legally.
This standard is an integral part of the CSCI215E curriculum. Throughout the class, students examine social,
legal, and economic issues related to technology, information, and data. In addition, the course contains units and
lessons on legal use of information, including copyright, patents, digital records management, fair use, and public
vs. private data collection. After learning about several ethical perspectives, it is certainly hoped that students
conduct their activities in an ethical manner.