Colleges Grapple With Teaching the Technology and Ethics of A.I.; The New York Times, November 2, 2018

Alina Tugend, The New York Times;Colleges Grapple With Teaching the Technology and Ethics of A.I.

"At the University of Washington, a new class called “Intelligent Machinery, Identity and Ethics,” is being taught this fall by a team leader at Google and the co-director of the university’s Computational Neuroscience program.

Daniel Grossman, a professor and deputy director of undergraduate studies at the university’s Paul G. Allen School of Computer Science and Engineering, explained the purpose this way:

The course “aims to get at the big ethical questions we’ll be facing, not just in the next year or two but in the next decade or two.”

David Danks, a professor of philosophy and psychology at Carnegie Mellon, just started teaching a class, “A.I, Society and Humanity.” The class is an outgrowth of faculty coming together over the past three years to create shared research projects, he said, because students need to learn from both those who are trained in the technology and those who are trained in asking ethical questions.

“The key is to make sure they have the opportunities to really explore the ways technology can have an impact — to think how this will affect people in poorer communities or how it can be abused,” he said."

Einstein’s ‘God Letter,’ a Viral Missive From 1954; The New York Times, December 2, 2018

James Barron, The New York Times;
Einstein’s ‘God Letter,’ a Viral Missive From 1954

[Kip Currier: This article is interesting in and of itself, but as someone teaching IP, where we frequently look at issues of digitization, I was especially intrigued to learn about the ongoing Einstein Papers Project. Knowing how phenomenally useful Cambridge University's Darwin Correspondence Project's digitized letters were for my own dissertation research exploring Charles Darwin's information behaviors, I can imagine the treasure trove of insights relevant to many disciplines that will be gleaned--and now made accessible to diverse worldwide users--from Einstein's digitized writings.

These kinds of massive "knowledge access for the public good" projects (--like Harvard's recently inaugurated Caselaw Access Project) are commendable exemplars of the positive intersections that technology, academic scholarship, and research institutions like CalTech and Cambridge can promote and achieve on behalf of global audiences.]

"Diana L. Kormos-Buchwald, a professor of history at the California Institute of Technology and the director of the Einstein Papers Project, said that Einstein was “not particularly thrilled at the special place that Gutkind devotes to Einstein’s science as the — how shall we put it — the best example of Jewish deterministic thought.”"

Ireland announces women-only professorships to close academia's gender gap; CNN, November 13, 2018

Kara Fox, CNN; Ireland announces women-only professorships to close academia's gender gap

"Ireland has announced a new plan to combat gender inequality in higher education by creating women-only professor positions across its universities and technology institutes.

Minister for Higher Education Mary Mitchell O'Connor said the project would ensure that 40% of Ireland's professor-level positions would be held be women by 2024.

Speaking at the Gender Action Plan for Higher Education's launch in Dublin on Sunday, O'Connor said that increasing female representation at the highest academic level would "underpin the transformation and cultural change" necessary to ensure that Ireland's higher education "fully realizes the benefits of gender diversity.""

Data Self-Autonomy and Student Data Analytics; Kip Currier, November 5, 2018

Kip Currier: Data Self-Autonomy and Student Data Analytics

When I first saw this PittWire article's headline (Pitt Sets Course for Student Success With Inaugural Advanced Analytics Summit) about Pitt's first-ever Advanced Analytics Summit, my initial thought was, "will the article address the potential downsides of student data analytics?"

Certainly, there are some benefits potentially offered by analysis of data generated about students. Chief among them, greater self-awareness by students themselves; assuming that students are given the opportunity to access data collected about themselves. (Let's remember, also--as surprising as it may seem to digital cognoscenti--that not everyone may want to know and see the kinds of educational data that is generated and collected about themselves in the digital age, just as biomedical providers, ethicists, and users have been debating the thorny issues implicated by the right to know and not know one's own medical information (see here and here, as some examples of varying perspectives about whether to know-or-not-know your own genetic information.) Some among those who do see their educational data analytics may still want to elect to opt out of future collection and use of their personal data.

(Aside: Consider that most U.S. consumers currently have no statutorily-mandated and enforceable rights to opt out of data collection on themselves, or to view and make informed decisions about the petabytes of information collected about them. Indeed, at a privacy conference in Brussels recently, Apple CEO Tim Cook excoriated tech companies for the ways that "personal information is being "weaponized against us with military efficiency.""

Contrast this with the European Union's game-changing 2018 General Data Protection Regulation. 

Perennial consumer protection leader California, with its legislature's passage of the most stringent consumer data privacy protection law in the nation and signing into law on September 23, 2018 by California Governor Jerry Brown, was recently sued by the U.S. Department of Justice for that law's adoption.

All the more reason that a recent Forbes article author exhorts "Why "Right To Delete" Should Be On Your IT Agenda Now".)

Having qualified persons to guide students in interpreting and deciding if and how to operationalize data about themselves is crucial. (Student Data Analytics Advisor, anyone?) In what ways can students, and those entrusted to advise them, use data about themselves to make the best possible decisions, during their time as students, as well as afterwards in their personal and professional lives. As Pitt Provost Ann Cudd is quoted in the article:

“Two of our main objectives are raising graduation rates and closing achievement gaps. Things to focus on are excellence in education, building a network and identifying and pursuing life goals and leading a life of impact.”

Kudos that Provost Cudd, as reported in the article, explicitly acknowledged "that as advanced analytics moves forward at the University, two topics of focus include identifying whether the use of data is universally good and what potential dangers exist, and how to keep the human components to avoid generalizing." The overarching, driving focus of student data analytics must always be on what is best for the individual, the student, the human being.

It was good to see that data privacy and cybersecurity issues were identified at the summit as significant concerns. These are HUGE issues with no magic bullets or easy answers. In an age in which even the Pentagon and White House are not innoculated from documented cyberintrusions, does anyone really feel 100% sure that student data won't be breached and misused?

Disappointingly, the article sheds little light on the various stakeholder interests who are eager to harvest and harness student data. As quoted at the end of the article, Stephen Wisniewski, Pitt's Vice Provost for Data and Information, states that "“The primary reason is to better serve our students". Ask yourself, is "better serving students" Google's primary reason for student data analytics? Or a third party vendor? Or the many other parties who stand to benefit from student data analytics? Not just in higher education settings, but in K-12 settings as well. It's self-evident that the motivations for student "advanced analytics" are more complex and nuanced than primarily "better serving students".


As always, when looking at ethical issues and engaging with ethical decision-making, it's critically important to identify the stakeholder interests. To that end, when looking at the issue of student data analytics, we must identify who all of the actual and potential stakeholders are and then think about what their respective interests are, in order to more critically assess the issues and holistically apprise, understand, and make highly informed decisions about the potential risks and benefits. And, as I often remind myself, what people don't say is often just as important, if not sometimes more important and revealing, than what they do say.
Any mention of "informed consent", with regard to data collection and use, is noticeably absent from this article's reporting, though it hopefully was front and center at the summit.

Student data analytics offer some tantalizing possibilities for students to better know thyself. And for the educational institutions that serve them to better know--with the goal of better advising--their students, within legally bound and yet-to-be-bound limits, human individual-centered policies, and ethically-grounded guardrails that are built and reinforced with core values.

It's paramount, too, amidst our all-too-frequent pell-mell rush to embrace new technologies with sometimes utopian thinking and breathless actions, that we remember to take some stabilizing breaths and think deeply and broadly about the ramifications of data collection and use and the choices we can make about what should and should not be done with data--data about ourselves. Individual choice should be an essential part of student data analytics. Anything less places the interests of the data above the interests of the individual.

Calculating (and Acknowledging) the Costs of OER; Inside Higher Ed, July 25, 2018

Doug Lederman, Inside Higher Ed; Calculating (and Acknowledging) the Costs of OER

"The news releases regularly roll in to the email inbox these days with headlines like "College X has saved students $5 million by adopting open educational resources." Not only have these initiatives made a higher education more affordable, the colleges and universities note, but students who might have forgone buying an expensive textbook in the past are actually getting and using the OER content, ideally contributing to their academic success.

Amid those successes, rarely mentioned is the reality that in many cases, the institution itself is picking up the costs that were formally borne by the students, through some combination of direct subsidies to instructors to create the content and a loss of textbook revenue to a campus store, among other costs.

A session this week at the annual meeting of the National Association of College and University Business Officers addressed that issue head-on, in a way that would be unusual at a conference of OER advocates. It's not that the session took a skeptical view of OER -- far from it. The featured institution, the Pierce College District in Washington State, has fully embraced the use of open resources for affordability and efficacy, among other reasons. But the enthusiasm of the community college's open education project manager, Quill West, was balanced by the even-keeled acknowledgment of Choi Halladay, the district's vice president of administrative services, that OER comes at a price to the institution -- though a price very much worth paying, he said."

Big Data Is Getting Bigger. So Are the Privacy and Ethical Questions.; The Chronicle of Higher Education, July 31, 2018

Goldie Blumenstyk, The Chronicle of Higher Education; Big Data Is Getting Bigger. So Are the Privacy and Ethical Questions.

"Big data is getting bigger. So are the privacy and ethical questions.

The next step in using “big data” for student success is upon us. It’s a little cool. And also kind of creepy.

This new approach goes beyond the tactics now used by hundreds of colleges, which depend on data collected from sources like classroom teaching platforms and student-information systems. It not only makes a technological leap; it also raises issues around ethics and privacy.

Here’s how it works: Whenever you log on to a wireless network with your cellphone or computer, you leave a digital footprint. Move from one building to another while staying on the same network, and that network knows how long you stayed and where you went. That data is collected continuously and automatically from the network’s various nodes.

Now, with the help of a company called Degree Analytics, a few colleges are beginning to use location data collected from students’ cellphones and laptops as they move around campus. Some colleges are using it to improve the kind of advice they might send to students, like a text-message reminder to go to class if they’ve been absent."

The Rise and Fall of Yik Yak, the Anonymous Messaging App; New York Times, May 27, 2017

Valeriya Safronova, New York Times; The Rise and Fall of Yik Yak, the Anonymous Messaging App

"At the end of that year, Mr. Droll and Mr. Buffington laid off 60 percent of their employees, and last month, they shut down the operation, selling off intellectual property and employee contracts to Square Inc., a mobile payment company, for $1 million. A few months earlier, Hive, a college-based chat app with a similar color scheme to Yik Yak’s, popped up in the iTunes and Google Play stores, with Mr. Buffington in one of the screenshots. Whether it was an attempt at reinvention under the Yik Yak umbrella or a side project is unclear, but it is no longer available...

Morgan Hines, who will start her fourth year at Northeastern University in Boston this fall, never encountered nastiness on Yik Yak. “I thought it was funny,” she said. “It formed a lot of camaraderie between students. There would be random shout-outs to things happening on campus, like people who are attractive or being annoying in the library, or a fire alarm going off at 4 a.m.”

But Ms. Hines criticized Yik Yak’s hyper-localization. “Yik Yak was for pockets of people on campus,” she said. “If the fire alarm went off at 4 a.m., it only went off at your building, so no one else will give it a thumbs-up.”

That hyper-localization is also what made the cases of harassment particularly galling. Ms. Musick, one of the plaintiffs, said, “With Yik Yak, in the back of your mind, you know they’re not from around the world or other parts of the state, they’re right there in your classroom, in your dining hall. On a campus with 4,500 students, that’s a pretty small group of people. This isn’t some creepy guy in his mom’s basement in Indiana.”"

The ‘alternative facts’ epidemic goes way beyond politics; Washington Post, April 5, 2017

George F. Will, Washington Post; The ‘alternative facts’ epidemic goes way beyond politics

"The consequences of what Stewart calls “our growing intolerance of an unedited reality” are enumerated in Tom Nichols’s new book, “The Death of Expertise: The Campaign Against Established Knowledge and Why It Matters.” Our devices and social media are, he says, producing people who confuse “Internet grazing” with research and this faux research with higher education, defined by a wit as “those magical seven years between high school and your first warehouse job.” Years when students demand to run institutions that the students insist should treat them as fragile children.

“It is,” Nichols writes, “a new Declaration of Independence: no longer do we hold these truths to be self-evident, we hold all truths to be self-evident, even the ones that aren’t true. All things are knowable and every opinion on any subject is as good as any other.”"

The Higher Ed Learning Revolution: Tracking Each Student's Every Move; NPR, 1/11/17

Eric Westervelt, NPR; 

The Higher Ed Learning Revolution: Tracking Each Student's Every Move

"Another physicist-turned-education-innovator (is there something in the physics lab water?) named Timothy McKay sees great promise in "learning analytics" — using big data and research to improve teaching and learning.

McKay, a professor of physics, astronomy and education at the University of Michigan argues in a recent white paper, that higher ed needs to "break down the perceived divide between research and practice."

There are privacy and ethical concerns, of course, which in turn has prompted fledgling codes of conduct to spring up.

I reached out to Professor McKay, who also heads Michigan's Digital Innovation Greenhouse, to dig deeper on how learning analytics work in higher ed."

Campus Identity Politics Is Dooming Liberal Causes, a Professor Charges; Chronicle of Higher Education, 12/15/16

Evan R. Goldstein, Chronicle of Higher Education; Campus Identity Politics Is Dooming Liberal Causes, a Professor Charges:

"Rage over racial, gender, and sexual identity has no sense of proportion and creates a damaging spectacle, says Mark Lilla, a professor of humanities at Columbia University."

Studying ethics, 'Star Trek' style, at Drake; Des Moines Register, 11/10/16

Daniel P. Finney, Des Moines Register; Studying ethics, 'Star Trek' style, at Drake:

"What I found in this class of 18 young people was hope.

So much of the presidential election discourse was negative, pessimistic and cruel. It exposed deep-seeded prejudices in a much larger portion of our population than many of us expected. The final result deeply unnerved at least half the electorate.

Beyond the sheer magnitude of bile, there was the clear absence of thoughtful consideration of issues by so many engaged in angry arguments.

Everything seemed to be bisected into a comic book morality of good vs. evil: Luke Skywalker vs. Darth Vader, Batman vs. the Joker and so on. Very little nuanced thinking or discussion occurred, despite the complexities of the individuals and the issues involved.

Yet in this classroom, I saw exactly what I desperately desired from the people who sought to be leaders of this country: reason, thought, empathy and advanced thinking."

"Walden Safe Space"; Doonesbury, GoComics, 10/16/16

Garry Trudeau, Doonesbury, GoComics; "Walden Safe Space"

Teaching business ethics; University World News, 9/23/16

Margaret Andrews, University World News; Teaching business ethics:

"I’m not sure that some of these are universal values, but, nonetheless, both sources point to ambiguity and that ethics is not always dealing with ‘right’ and ‘wrong’, but may sometimes be a choice of a lesser of evils, a nuanced decision dealing with trade-offs or viewed as situational. Hence some of the problems we have in teaching ethics – and getting people, ourselves included, acting in an ethical manner...

So how can we improve our students’ ethical decision making? Good question. EthicalSystems.org, a not-for-profit organisation housed at New York University, collects and shares research on ethics that hopes to demonstrate that “in the long run, good ethics is good business”.

The research is really interesting and spans a wide variety of topics, including accounting, cheating and honesty, contextual influences, corporate culture, corporate governance, corruption, decision-making, leadership and teaching ethics, among others. The site also offers activities and cases on how to teach ethics, as well as a host of resources in this area.

How does your school teach ethics? What works and what is just wishful thinking? How might we approach the problem differently? How might we better instil ethics in students – and the broader business community?"

Professor's Response to Twitter Slur Goes Viral; Inside Higher Ed, 8/30/16

Inside Higher Ed; Professor's Response to Twitter Slur Goes Viral:

[Kip Currier: Reading this story about Prof. Eric Mendenhall conjured up for me the memorable "When they go low, we go high" maxim from First Lady Michelle Obama's 2016 DNC speech.]

"The fall semester has just started but Eric Mendenhall, an assistant professor of biological sciences at the University of Alabama at Huntsville, already has schooled the Twitterverse on how to shut down slurs. Mendenhall said a student who had just followed him on Twitter posted that "My genetics teachers is a faggot." Believing the comment to be about him, the professor had this to say..."

University of Chicago’s P.C. Crackdown Is Really About Keeping Right-Wing Donors Happy; Daily Beast, 8/26/16

Jay Michaelson, Daily Beast; University of Chicago’s P.C. Crackdown Is Really About Keeping Right-Wing Donors Happy:

"By coincidence, the U Chicago dean’s letter came out the same week that the National Labor Relations Board ruled that teaching and research assistants, who work for years as barely-paid serfs, and who until now have frequently been banned from organizing a union, are entitled to do so. The University of Chicago sent out another letter, this time to all faculty and graduate students, alleging (with no evidence, since none exists) that such a union could “be detrimental to students’ education and preparation for future careers.”

That kind of issue points toward the real crises affecting American higher education, issues that have nothing to do with Halloween costumes and everything to do with decreases in state funding, increases in corporate funding, the demise of tenure, and outrageous spirals of indebtedness and even poverty among academics. Funny, Dean Ellison didn’t provide any trigger warnings for those."

Online degrees could make universities redundant, historian warns; Guardian, 4/17/16

Richard Adams, Guardian; Online degrees could make universities redundant, historian warns:

"Oxford, along with all other universities, faces an “uncomfortable future” unless it embraces online degrees and draws up plans for raising billions of pounds to go private, according to the university’s new official history. The book, to be launched by Oxford University Press this week, says new technology has the potential to make universities such as Oxford “redundant” and that it is “only a matter of time” before virtual learning transforms higher education.

Laurence Brockliss, the historian and author, argues that Oxford itself should offer undergraduate degrees via online learning, and in doing so could solve the controversies it faces over student access. “I would like Oxford to pilot something, and say we are going to offer 1,000 18-year-olds online courses in different subjects, to experiment and see how it works and how it can be improved,” Brockliss said.

Offering online degrees could help Oxford to recruit students from backgrounds that it currently struggles to reach and allow it to forge better links with the general public, according to Brockliss, a professor of history at Magdalen College. “I don’t think we’re as good as we used to be at connecting with the public."