Jedidiah Tsang

EECS Department, University of California, Berkeley

Technical Report No. UCB/EECS-2024-137

May 17, 2024

http://www2.eecs.berkeley.edu/Pubs/TechRpts/2024/EECS-2024-137.pdf

As the magnitude of the impacts that computing has on society exponentially increases, so has the interest in computing as a field of study. In this report, we explore the largest, open questions in computing ethics education by examining the most recent research in this area. We then establish the learning objectives and goals of the course, which fall largely in line with most computing ethics courses, with a particular focus on justice within the framing of our chosen readings. Beyond the learning objectives, we look at the ways that educators have chosen to approach pedagogy in this area. By setting the stage for what computing ethics education aims to achieve, and how we aim to achieve it, we can examine the usage of Question, Quote, Comment, or Response (QQCRs) as our chosen mechanism to reinforce course content. We do so by examining both course survey data and student QQCR responses from the Fall 2023 offering of CS195: Social Implications of Computer Technology. This leads us to the development of a codebook to classify themes that we observe among student work. To this end, we seek to measure how students critically engage with the course material, and how their perspectives on salient topics surrounding computing ethics shift across the term.

Advisors: Joshua Hug and Lisa Yan

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BibTeX citation:

@mastersthesis{Tsang:EECS-2024-137,
    Author= {Tsang, Jedidiah},
    Title= { Critical Engagement in Large-Scale Undergraduate Computing Programs},
    School= {EECS Department, University of California, Berkeley},
    Year= {2024},
    Month= {May},
    Url= {http://www2.eecs.berkeley.edu/Pubs/TechRpts/2024/EECS-2024-137.html},
    Number= {UCB/EECS-2024-137},
    Abstract= {As the magnitude of the impacts that computing has on society exponentially increases, so has the interest in computing as a field of study. In this report, we explore the largest, open questions in computing ethics education by examining the most recent research in this area. We then establish the learning objectives and goals of the course, which fall largely in line with most computing ethics courses, with a particular focus on justice within the framing of our chosen readings. Beyond the learning objectives, we look at the ways that educators have chosen to approach pedagogy in this area. By setting the stage for what computing ethics education aims to achieve, and how we aim to achieve it, we can examine the usage of Question, Quote, Comment, or Response (QQCRs) as our chosen mechanism to reinforce course content. We do so by examining both course survey data and student QQCR responses from the Fall 2023 offering of CS195: Social Implications of Computer Technology. This leads us to the development of a codebook to classify themes that we observe among student work. To this end, we seek to measure how students critically engage with the course material, and how their perspectives on salient topics surrounding computing ethics shift across the term.},
}

EndNote citation:

%0 Thesis
%A Tsang, Jedidiah 
%T  Critical Engagement in Large-Scale Undergraduate Computing Programs
%I EECS Department, University of California, Berkeley
%D 2024
%8 May 17
%@ UCB/EECS-2024-137
%U http://www2.eecs.berkeley.edu/Pubs/TechRpts/2024/EECS-2024-137.html
%F Tsang:EECS-2024-137