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Computing Professionals in Society

(COMP 452)

Dr. Chau Chung Kei, Dorothy

Department of Computing
The Hong Kong Polytechnic University
Office PQ732 Tel! 27""#7$7"
%mail! cs&orothy'comp(polyu(e&u(h)

Lecture Time: 18:30-20:30 (Monday
!eminar Time: 20:30-21:20 (Monday
Con"u#tation Time: $y %&&ointment


Note: Please check the Blackboard (including homepage announcement, email and
discussion board) regularly as we may post messages containing important issues
to you.

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M%'() )*+*)*,C*!:
*( +ohnson D(,( Computer %thics -th e&ition Prentice Hall 2../
2( Quinn 0(+( %thics for the 1nformation 2ge 2&&ison 3esley 2.*3
3( 1nfo4ec!
http!55666(infosec(gov(h)5english5main(html
-( 7ilingual 8a6s 1nformation 4ystem!
http!55666(legislation(gov(h)5eng5in&e9(htm
:( 1ntellectual Property Department!
http!55666(ip&(gov(h)5eng5home(htm

(T-*) )*+*)*,C*!
*( +ohnson D(,( ; <issen=aum H( Computer %thics ; 4ocial >alue Prentice Hall
*//:
2( Kallman %(2( ; ,rillo +(P( %thical Decision 0a)ing an& 1nformation Technology
0c,ra6#Hill *//"
3( 8ee 3an=il 3( ; Chan Keith C(C( ?Computer %thics! a Potent 3eapon for
1nformation 4ecurity 0anagement@ 14 2u&it ;Control +ournal 1nformation
4ystems Control ; 2u&it 2ssociation A+online Decem=er 2..$B
-( 8ee 3an=il 3( 1nformation 4ecurity 0anagement! 4emi#intelligent Cis)#analytic
2u&it >D0 A>erlag Dr 0DllerB 2.*.
:( Tavani H(T( %thics an& Technology 2n& e&ition +ohn 3iley ;4ons 2..7
2/8


C(.)!* ($'*CT/0*:
This su=Eect aims to eFuip stu&ents 6ith the )no6le&ge regar&ing the social
responsi=ilities of the computing professionals 6ho hol& a significant position in the
information age( This su=Eect 6ill focus on professionalism an& computer ethics
particularly!
AiB i&entifying the ethical pro=lems in a particular conte9t the moral rules
that might =e compromise& an& the causes of these issuesG
AiiB =eing a6are of the responsi=ilities especially the legal responsi=ilities
6ith respect to ethical issues in computer#relate& activitiesG
AiiiB &eci&ing on courses of action an& recommen&ations 6ith respect to
computing aspects to prevent the recurrence of those issuesG
AivB communicating a&vises =ase& on facts an& in a professionally
competent 6ay(

Upon completion of the su=Eect stu&ents 6ill =e a=le to!
a( =e a6are of the ethical issues surroun&ing computersG
=( heighten their sensitivity to ethical issues in the use of computers an& in the
practice of the computer profession so that they are more li)ely to see issues an&
respon& appropriatelyG
c( apply the conceptual tools to &evelop analytical s)ills for &etermining 6hat to &o
in ethical &ecision ma)ing or 6hat the li)ely impacts the computer 6ill have in
this or that conte9tG
&( 6or) alone or in groups to arrive at ethical &ecisions(

On the other han& this course provi&es a&&itional =enefits for all#roun&e&ness!
a( improve presentation an& communication s)ills through various e9ercisesG
=( &evelop the a=ility to con&uct group 6or)s an& solve relate& pro=lemsG
c( thin) an& reason in a critical manner especially on &ifferent issues relate& to
computer ethics an& professionalism(

C(.)!* C(,T*,T:
This course is going to cover the follo6ing topics in general!
*( The un&erpinning principles of ethics
2( Computer relate& crime an& la6
3( Privacy
-( 1ntellectual property
:( Computer net6or) an& net6or)ing security

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T*%C-/,1 M*T-(D(L(12:
%9tensive real#6orl& e9amples are provi&e& in class for inspiring stu&entsH critical
thin)ing( 2 variety of assessment tools 6ill =e use& inclu&ing 6ritten assignment case
analysis in#class &iscussion presentation an& FuiI to &evelop stu&entsH critical thin)ing
to6ar&s computer ethics an& professionalism in the information age( On the other han&
fee&=ac) is given to stu&ents imme&iately follo6ing stu&entsH presentations(


-(3 T( 4)*4%)* T-* CL%!!:
4tu&ents are recommen&e& to rea& the assigne& rea&ings an& cases if assigne& prior to
each class( They are encourage& to relate the to#=e#&iscusse& topic to real life e9amples
an& o6n e9perience( 3ith the first level preparation stu&ents are a=le to share 6ith the
lecturer or fello6 classmates in the in#class &iscussion section(

!T.D*,T +**D$%CK:
2iming for continuous improvement of my teaching metho&ology or contents stu&ents
are strongly encourage& to spea) 6ith me a=out any aspect of the course( 4tu&ents are
provi&e& 6ith multiple channels Aemail phone face#to#face &iscussionB to leave their
comments( 2t the en& of the course a formal course evaluation 6ill =e con&ucte& to
collect stu&entsH comments to6ar&s the teaching metho& of the lecturer content of the
course an& their learning e9periences( The courseHs lecturer ta)es every stu&entHs
fee&=ac)s an& suggestions seriously for provi&ing stu&ents 6ith an interesting an&
effective learning e9perience(

%!!*!!M*,T M*T-(D!:
a. Individual Assignment 20%
b. End-term Quiz 20%
c. In-class Case Studies 30%
d. Grou Assignment 30%

!T.D*,T !T.D2 *++()T *54*CT*D:
*( 8ectures 2" Hrs
2( 4eminars *2 Hrs
3( Other stu&ent stu&y effort!
a( Preparation for assignments 2. Hrs
=( Preparation for tutorial 5 lecture *3 Hrs
c( Preparation for test 5 e9amination : Hrs(
Total expected study eort 67 -r"

4/8
TENTATIVE COURSE OUTLINE:



3ee8 (Date Lecture To&ic" !eminar Content"
3ee8 1
A.*5./52.*-B
1ntro&uction <o 4eminar
3ee8 2
A.$5./52.*-B
0i&#2utumn Jestival
3ee8 3
A*:5./52.*-B
The Un&erlining Principles of %thics
3ee8 9
A225./52.*-B
The Un&erlining Principles of %thics AConHtB
3ee8 :
A2/5./52.*-B
The Un&erlining Principles of %thics AConHtB Case 4tu&y *
3ee8 7
A."5*.52.*-B
Privacy
3ee8 6
A*35*.52.*-B
PrivacyAConHtB Case 4tu&y 2
3ee8 8
A2.5*.52.*-B
1ntellectual Property
KK1C2C Tal)KK
3ee8 ;
A275*.52.*-B
1ntellectual PropertyAConHtB Case 4tu&y 3
3ee8 10
A.35**52.*-B
<et6or)ing an& <et6or) 4ecurity
3ee8 11
A*.5**52.*-B
<et6or)ing an& <et6or) 4ecurityAConHtB Case 4tu&y -
3ee8 12
A*75**52.*-B
,roup Presentations A%9ten&e& classB
3ee8 13
A2-5**52.*-B
%n&#Term QuiI
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%44*,D/5 1: /,-CL%!! C%!* !T.D2 (30<

/,-CL%!! C%!* !T.D2 1)%D/,1 !C%L*
Grading Objective Behavior
Point 0 Not contributing at all
Point 1-4 Ideas offered are not substantive; provide few insights and never a
constructive direction for the class. Integrative comments and
effective challenges are absent.
Point 5-7 Ideas offered are fair; provide generally useful insights but not a new
direction for the discussion.
Point 8-10 Ideas offered are substantive; provide one or more major insights as
well as direction for the class. Challenges are well substantiated and
persuasively presented.

D*!C)/4T/(,:
The aim of the in#class e9ercise is to help stu&ents un&erstan&ing the course materials in
a &eeper sense( Un&er each topic A- topics throughout the 6hole courseB each group
6ill =e given a 6or)sheet( The group nee&s to 6rite &o6n their &iscussion result on the
6or)sheet an& mar)s 6ill =e counte& =ase& on it( The 6or)sheet 6ill =e collecte&
in#class ALate "u=mi""ion i" not acce&tedB( 4tu&ents &o not nee& to pay e9tra time in
6or)ing on the 6or)sheet they 6ill =e given enough time to &iscuss an& 6or) on the
Fuestions in class( %ach case stu&y contri=utes *.L of the total su=Eect score only the
=est 3 case stu&ies 6ill =e counte&(

On top of the 6or)sheet e9ercise there 6ill =e some open &iscussions in class( Open
&iscussion 6ill =e gra&e& in&ivi&uallyG stu&ents 6ho coul& provi&e insightful
contri=utions to the class &iscussion coul& score some =onu" &oint"M



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APPENDI !" INDI#ID$A% A&&IGN'EN( )!0*+

OB,E-(I#E
This individual assignment allow students to deepen their understanding on what they have
learnt throughout this course and reflect on the values of ethics and professionalism to
themselves, to the society, and to human eings!

(OPI-
"s a computing professional, why do we need to learn ethics and professionalism#

O$(P$(
$tudents are e%pected to write an essay on the aovementioned topic!

.O/'A((ING
&umer of 'age( 5)1* pages
$pacing( +oule spacing

DA(E O. &$B'I&&ION
3
rd
&ovemer 2*14, each student is re,uired to sumit a hardcopy in class AND upload a
softcopy through lac-oard


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APPENDI 0" G/O$P A&&IGN'EN( )00*+

/roup $i0e( 1a%imum of 5 students in a group
+eliverales( " case study report 21*34 AND a group presentation 22*34

P$/PO&E
The goal of this pro5ect is to provide students with an opportunity to apply what they have
learned in the su5ect to a real case! $tudents are e%pected to deliver an in)depth analysis on
a specific case of computer ethics!

P/O,E-( DE&-/IP(ION
6ach group is re,uired to select a real case 2such as $amsung and "pple patent war and
/oogle oo-s lawsuit4 and prepare a case study report! The case study report should have(
1. 2-3 pages summary on the case (Single spacing)
2. Evaluate the case using question and answer format
These ,uestions and answers should address the ethical issues of the case, the
related law and ordinance that can e applied, the relationship with and the role of
computing professional
7n the presentation, you need to cover the following contents(
i. Brief introduction of the case
ii. The ethics or moral issues involved
iii. The law / ordinances (HK and overseas) involved
iv. The role of computer professionals in addressing the issue discussed in section ii and
iii.
'!$! 8ontent of the presentation is not limited to the aovementioned areas! The group has
asolute discretion to ad5ust the content!


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DA(E O. &$B'I&&ION
'resentation(
1.
th
&ovemer! +uring the presentation, students are encouraged to get involved in the
open discussion with the team! 9uestions and comments from the audiences are perfectly
welcomed!
8ase $tudy :eport(
1 wee- after the date of presentation, each group is re,uired to sumit a hardcopy in class
AND upload a softcopy through lac-oard! $tudents are re,uired to revise the case study
report ased on the comments received during presentation!