ECE 5570
Transcript Abbreviation:
Antiracist Tech
Course Description:
Discrimination against racial and ethnic minorities is prevalent, systemic, and global. Racism and racial justice principles are outlined. Case studies on racist technologies, those that promote or sustain racism, are studied. Engineering design methodology is used to modify or create several new technologies that help the antiracist oppose racism.
Course Levels:
Undergraduate (1000-5000 level)
Graduate (5000-8000 level)
Designation:
Elective
General Education Course:
(N/A)
Cross-Listings:
(N/A)
Credit Hours (Minimum if “Range”selected):
4.00
Max Credit Hours:
(N/A)
Select if Repeatable:
Off
Maximum Repeatable Credits:
(N/A)
Total Completions Allowed:
(N/A)
Allow Multiple Enrollments in Term:
No
Course Length:
14 weeks (autumn or spring)
Off Campus:
Sometimes
Campus Location:
Columbus
Instruction Modes:
In Person (75-100% campus; 0-24% online)
Distance Learning (100% online)
Prerequisites and Co-requisites:
Prereq: Engr 1182, 1282, Grad standing in Engr, or permission of instructor.
Electronically Enforced:
No
Exclusions:
(N/A)
Course Goals / Objectives:
Familiarity with key forms of racism, personal, community, and global; from micro-aggressions to systemic/institutional racism.
Familiarity with current dominant antiracist/racist ideas and ideas from global challenges (health, education, economic, policy, political, environment).
Awareness of key ideas from systems of social justice (e.g., dignity, inequality, rights, structural/systemic), especially the relations between engineering and social justice.
Gain knowledge of current major strategies for antiracism (e.g., protest, boycott, education, policy change).
Understand engineering methodologies for development of antiracist technology, helping in a respectful way, the importance of community, needs and outcome assessment, and participatory technology development (co-creation).
Understand past technology failures and successes: Algorithmic bias, racial profiling in neighborhood web site functionality.
Case studies in innovation for antiracist technology for algorithmic bias, for reducing the incidence of racial profiling, community building/ action, fair policing/justice, structural injustices, transparency, illicit markets, and mental health.
Gain an ability to work on a {diverse and inclusive} team to develop an approach to antiracist technology.
Check if concurrence sought:
No
Contact Hours:
| Topic | LEC | REC out-of-class | REC in-class | Weekly LAB out-of-class | Weekly LAB in-class |
|---|---|---|---|---|---|
| Introduction | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Racism | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Systemic Racism | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Racial Justice | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Antiracist Approaches, Part 1 | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Antiracist Approaches, Part 2 | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Engineering Methodology for Antiracist Technology | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Social Media and Racism/Antiracism | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Internet Search Engines, Web Sites, and Racism | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Algorithmic Bias | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Policing Using Big Data and Algorithms | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Antiracist Technologies for Systemic Racism, Part 1: Mental Health Disparities | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Antiracist Technologies for Systemic Racism, Part 2: Poverty and Food Access | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Antiracist Technologies for Systemic Racism, Part 3: Education, Infrastructure, and Environment | 4.0 | 0.0 | 0 | 0.0 | 0 |
| Total | 56 | 0 | 0 | 0 | 0 |
Grading Plan:
Letter Grade
Course Components:
Lecture
Grade Roster Component:
Lecture
Credit by Exam (EM):
No
Grades Breakdown:
| Aspect | Percent |
|---|---|
| Homework | 30% |
| Project Design Review #1 | 15% |
| Midterm Project | 20% |
| Project Design Review #2 | 15% |
| Final Project | 20% |
Representative Textbooks and Other Course Materials:
| Title | Author | Year |
|---|---|---|
| None available |
ABET-CAC Criterion 3 Outcomes:
(N/A)
ABET-ETAC Criterion 3 Outcomes:
(N/A)
ABET-EAC Criterion 3 Outcomes:
| Significant contribution (7+ hours) | 1 | an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics |
| Substantial contribution (3-6 hours) | 2 | an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors |
| Substantial contribution (3-6 hours) | 4 | an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
| Substantial contribution (3-6 hours) | 7 | an ability to acquire and apply new knowledge as needed, using appropriate learning strategies |
Embedded Literacies Info: