Announcements: Class

• When you arrive, please open the “GROUPS” sheet of The Tech You’re Grappling With and be prepared to sit in your “themed group.“
• Please also read the “Tech I’m Grappling With” blog posts of the others in your group. Do you have any questions about their technologies?
• Please check: Medical Bias Media: Screening Order and Links
• Student Resource Suggestions: Please check that your resource is in the list.
• Please keep adding to Keywords throughout class today.
• Helen Velez: BePositive Link

Agenda

• Keywords Scribe, Marker Person
• Medical Bias Media
• Work Tech
  • Intersectionality Video: Kimberlé Crenshaw (note 7:35)
  • Work Tech + Diversity: Unions 
• The Tech You’re Grappling With
  • Group up
  • Please be prepared to equally share discussion time. If you tend to talk a lot, please try to talk less. If you don’t tend to talk as much, please try to talk more.
• EdTech
  • Ability/Disability
    • NYU CDS (Moses) 
    • Academic Ableism
    • Ableism and the academy
  • Affirmative Action 
    • NYU Affirmative Action
    • New Yorker: 2018 Harvard Affirmative Action Lawsuit
    • New York Times story on Lawsuit
      • Defense: Harvard Lawsuit Site & Court Brief
      • Plaintiff: Students for Fair Admissions and Exhibit: Expert Report
      • Justice Department Document (in which it sides with Students for Fair Admissions in its request for a trial)
    • Other concepts: Title IX, Intellectual Property

Assignments

1. Blog Post on The Tech You’re Grappling With, Due Tuesday 2/18.
   • Briefly recap today’s conversation in your “themed group.”
   • Now return to your technology.
     • Brainstorm 1-3 ways these diversity issues might be addressed by the developers/manufacturers of the technology. If you’re looking at a broad field, pick one manufacturer that has a lot of coverage in various forms of media. For instance, for the mass manufacturing example, I might focus on Ford Motors or General Motors.
     • Can any of the existing tools we’ve examined (e.g. Codes of Conduct, Belmont Report, Menlo Report, Unions, etc.) be useful for addressing these issues? If so, how?
     • Which “Affected Populations” from today’s discussion might be most affected by the potential solutions you brainstormed? How?
       
2. Blog Post on Further Reading/Watching, Due Tuesday 2/18. Choose ONE of the following prompts for your post:
   • Work Tech
     • Mass Manufacturing: Read America’s Assembly Line, Chapter 7. How do aspects of race, gender, ability, and other kinds of identities play out in 1960-70s automotive manufacturing? How does it relate to the concept of “Intersectionality?”
     • Desktop Manufacturing: Watch Print the Legend (see trailer here) and read Questioning the 3D Printing Revolution, an article written by a former student after a field trip to MakerBot. How do the two pieces of media complement each other? How do they conflict with each other?
     • Unions and Global Cultures: Read Google & NLRB (Los Angeles Times), Google & NLRB (onlabor.org blog), and The Chinese Lingerie Venders of Egypt (New Yorker). Discuss the gender and minority dynamics that underlie these very different situations. 
   • Ed Tech
     • Ability/Disability/Different Ability: Read this article on ableism and the academy and skim this master’s thesis on decolonizing EdTech. How do the two pieces of media complement each other? How do they conflict with each other?
     • Affirmative Action: Listen to this NPR discussion of the Harvard Affirmative Action case and read New York Times and New Yorker articles about the case. Do you think Harvard’s admissions policy should be considered intellectual property (a trade secret)? What do you think about how the case turned out?

Announcements: External