3 research outputs found
Value Cards: An Educational Toolkit for Teaching Social Impacts of Machine Learning through Deliberation
Recently, there have been increasing calls for computer science curricula to
complement existing technical training with topics related to Fairness,
Accountability, Transparency, and Ethics. In this paper, we present Value Card,
an educational toolkit to inform students and practitioners of the social
impacts of different machine learning models via deliberation. This paper
presents an early use of our approach in a college-level computer science
course. Through an in-class activity, we report empirical data for the initial
effectiveness of our approach. Our results suggest that the use of the Value
Cards toolkit can improve students' understanding of both the technical
definitions and trade-offs of performance metrics and apply them in real-world
contexts, help them recognize the significance of considering diverse social
values in the development of deployment of algorithmic systems, and enable them
to communicate, negotiate and synthesize the perspectives of diverse
stakeholders. Our study also demonstrates a number of caveats we need to
consider when using the different variants of the Value Cards toolkit. Finally,
we discuss the challenges as well as future applications of our approach.Comment: Updating authors' name
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Investigating the Impact of Teaching Inclusive Design Concepts on Ecampus Students’ Mindsets
Although computer science (CS) education researchers and practitioners have found ways to improve CS classroom inclusivity, few researchers have considered inclusivity of online CS education. We have begun developing a new approach that we term “embedded inclusive design” to address inclusive CS. The essence of the approach is to integrate elements of inclusive design education into mainstream CS coursework. This paper presents three curricular interventions we have developed in this approach, and empirically investigates their efficacy in online CS postbaccalaureate education. Our research questions were: How do these three curricular interventions affect (RQ1) the climate among online CS students and (RQ2) how online CS students honor the diversity of their users? To answer these research questions, we implemented the curricular interventions in four asynchronous online CS classes across two CS courses at Oregon State University and conducted an action research study to investigate the impacts. Results show that online CS students who experienced these interventions reported feeling more included in the major than they had before, reported positive impacts on their team dynamics, and increased their interest in accommodating diverse users.Key Words: Human-centered computing, gender, computer science education, online learnin