When we take away the technical, coding aspects of Computer Science, what’s left? This course aims to explore this question through a holistic pedagogical approach to the questions that aspiring computer scientists as well as users of technology must confront. What are the detrimental effects of the ways in which exponential production and use of technical products come to reinforce inequalities around the globe? What are the beauties and blooming potentials of the digital age? How can we come to oscillate within that dyadic tension of criticism and hope? How can conversations about tech colonialism, disability theory, critical race theory, etc. come to enhance our understanding about who is propelling the trajectory and direction of where technology is headed?

This course will also heavily integrate trauma-based pedagogy as well as the space to reflect on one’s own educational experiences at Swarthmore College. Clearly this is a unique course style. How can we take agency in the type and modes of learning that serve our best interests? What is information worth paying attention to and how can we form spaces of community to have these conversations?

This is a tentative schedule; it may change as we go.

For full participation credit, students will be expected to:

On the first day of class, students will choose two weeks that they are interested in leading discussion for that class along with one other group member. Group members will meet to prepare material and plan discussion before the assigned class session (make sure to note down your group members’ names and contact info before your assigned class time).

Students will be required to create a ~10 minute presentation which includes an analytical summary of the main arguments for the readings for that day (much more brief than your outline). You must also identify key terms, highlight key quotes and include questions to guide discussion. After your presentation, you are expected to help guide discussion through questions you come up with. Please also complete a reflection paper on the readings for this week with more details outlined below.

Students are HIGHLY encouraged to come to office hours to go over the presentation materials before class.

What we expect you should do in order to successfully lead class:

Present/Summarize Key concepts: You should begin with a brief (≤15-minute) presentation of the main ideas/arguments/key concepts of the readings. Your goal will be to ensure that all seminar participants come to a deep understanding of these key concepts and the main arguments/ideas in your assigned readings.

Facilitate discussion: You should have a flexible plan for guiding our discussion through the key elements of the assigned portion of readings. Your primary goal is to raise questions, critiques, and dilemmas that compel us to think more deeply about the topics under consideration. Highlight new discoveries or creative proposals and ideas. Also, be prepared to share your insights about the answers to these questions.

Think of creative ways to get discussion going. Do you want students to first discuss in pairs or small groups and then report back? Do you want everyone to address the same question? Do you want to organize a debate? Also think creatively about different tools you might want to use/try out to facilitate or enhance discussion. Will you be using Google Docs? Jamboard? Polls? to communicate and engage with the class?

We highly encourage groups to meet with the student facilitators on Monday before your presentation to go over your plan for discussion.

Grading: The following will be taken into account when determining your grade: whether you are prepared for the pre-meeting; the functionality of your framework, i.e. appropriateness and utility of questions and information presented; mastery of the subject material; clarity of explanations; guiding discussion, i.e. keeping it on point; and punctuality.

Students will be expected to choose TWO weeks to write a reflection paper based on the topics and readings covered in that particular week. The paper should reflect a thorough and critical analysis of the readings, with citations to support your assertions. Students will be expected to individually write and turn in a reflection paper for the day that their in-class presentation is due.

The paper should be APA format, double-spaced, 2-3 pages long. The paper is due the SUNDAY night of the assigned week of when the readings and presentations are due.

The rubric for the reflection paper can be found on this google doc.

Students will be expected to keep a journal that they write into at least once a week. The entries can be reflections on the week’s readings, discussion, or any questions that weren’t not explored in class. This is a safe space for students to write down any thoughts. Journal entries will be due mid-semester and at the end of the semester and will only be checked for completion. They will not be read (unless otherwise requested) by the student facilitator or the professor in order to maintain privacy of the journal writer.

This final paper provides students with an ample opportunity to explore and traverse a topic of their choice, given all of the academic material we have covered throughout the semester. Students will be expected to utilize the readings to provide evidence for their claims, and use critical thinking and constructive criticism to elevate their understanding of what they have been learning in the course.

The paper should be 5-7 pages in length, APA format and due December 18.

Alternative Project

Whether it be through a poem, a short story, drawing, or another creative outlet, if a 5-7 page essay is something that does not attune to your interests, this “alternative project” could provide the opportunity to express one’s thoughts, emotions, reflections,…​etc. Despite being fewer pages, the spirit of this project should be equivalent to a 5-7 page paper.

Specific requirements and more information can be found on this google doc.

Grades will be weighted as follows:

With the exception of some specific circumstances (which will be elaborated below), all students are expected to attend every class and submit all assignments on time in order to receive full credit. However, we are willing to work with students and potentially provide accommodations on assignments that cannot be completed on time for situations like medical illness or other circumstances that are out of your control. What we ask of students is to please contact the student supervisors and/or faculty supervisors in advance of the deadline, preferably as soon as possible, explaining your situation so that we can work with each student on an expectation that meets their needs as well as ours.

If you feel that you need an extension on an assignment or that you are unable to attend class for two or more meetings due to a medical condition (e.g., extended illness, concussion, hospitalization) or other emergencies, you must contact the dean’s office and your instructors. Faculty will coordinate with the deans to determine and provide the appropriate accommodations. Note that for illnesses, the College’s medical excuse policy states that you must be seen and diagnosed by the Worth Health Center if you would like them to contact your class dean with corroborating medical information.

If you believe you need accommodations for a disability or a chronic medical condition, please contact Student Disability Services (via email at studentdisabilityservices@swarthmore.edu) to arrange an appointment to discuss your needs. As appropriate, the office will issue students with documented disabilities or medical conditions a formal Accommodations Letter. Since accommodations require early planning and are not retroactive, please contact Student Disability Services as soon as possible.

For details about the accommodations process, visit the Student Disability Services website.

You are also welcome to privately contact Professor Kevin Webb, Professor Edwin Mayorga, or the student facilitators to discuss your academic needs. However, please note that all disability-related accommodations must be arranged, in advance, through Student Disability Services. To receive an accommodation for a course activity you must have an official Accommodations Letter and you need to meet a member of the course staff to work out the details of your accommodation at least two weeks prior to any activity requiring accommodations.

This course operates under the assumption that all members take personal responsibility to adhere to the College’s academic policies. Evidence of academic misconduct will result in the processes described on the website linked above.