Course Syllabi
Original Syllabus
IDEAS: Surveilling Stonehill APL 090 B: Mondays 6:00-8:00 Office Hours:
Email: bkueter@students.stonehill.edu Phone: (617) 899-2249
Talia Guglietta
Email: tguglietta@students.stonehill.edu Phone: (781) 640 - 7720
Course Description: How many security cameras do you see walking from your dorm to class? Did you ever think to count? Where is this footage and information stored when it is not being utilized? This course will explore the rise of the surveillance state, especially within our own Stonehill environment. As college students, we regularly interact with surveillance methods such as security cameras and community Wi-Fi servers without realizing or questioning it. Through activities such as a campus scavenger hunt and interactive class discussions, we will delve into questions about students' privacy rights on campus, on social media, and beyond/ in the world after college.
Lateness/Absence Policy: Your attendance and punctuality are vital to the course’s success. If you are 10 minutes late to class, that counts as being late for the class. Three lates count as one absence. If you are 20 or more minutes late to class, that will count as one absence (and there is no such thing as an “excused absence!”). If you miss 3 or more classes, you will automatically fail the course. If you are absent, it is your responsibility to get assignments and to make sure that any assignments for that day are handed in on time. If you would like to come to talk to us about this policy, we will be more than willing to explain further!
Academic Honesty: Any type of plagiarism or academic dishonesty will result in a grade of zero on the assignment (worse than an F) and likely failure of the course. In accordance with the College’s Academic Honor Code and Integrity Policy, we must notify the Dean about every student who has plagiarized or cheated in any manner. All members of the College community have the responsibility to be familiar with and to follow the College’s policy on academic honesty. Since plagiarism is covered in many places, pleading ignorance will not work. While it is not possible to enumerate every form of plagiarism here, Stonehill’s Academic Honor Code and Integrity Policy lists the following examples:
1) Presenting another’s work as if it were one’s own and/or failing to acknowledge or properly document a source, including paraphrasing work from a source
2) Giving or receiving, or attempting to give or receive, unauthorized assistance or information on an assignment
3) Fabricating data, sources, quotations, etc.
4) Submitting the same assignment in two or more courses without the prior permission of the respective instructors
5) Employing another person to write a paper, buying a paper or portion thereof online, etc.
If you have ANY questions about what constitutes academic dishonesty or how to incorporate outside sources into your work, please consult with me before you turn in the assignment.
Accommodation Information: Stonehill College is committed to providing a welcoming, supportive, and inclusive environment for students with disabilities. The Office of Accessibility Resources (OAR) provides a point of coordination, resources, and support for students with disabilities and the campus community. If you anticipate or experience physical or academic barriers based on disability, please let me know so that we can discuss options. You are also welcome to contact OAR to begin this conversation or to establish reasonable accommodations for this or other courses. OAR is located within the Academic Services & Advising Suite in Duffy 104. For additional information, please call (508) 565-1306 or email accessibilityresources@stonehill.edu.
Diversity and Inclusion Statement: Stonehill college embraces the diversity of students, faculty, and staff, honors the inherent dignity of each individual, and welcomes their unique cultural and religious experiences, beliefs, and perspectives. We all benefit from a diverse living and learning environment, and the sharing of differences in ideas, experiences, and beliefs help us shape our own perspectives. Course content and campus discussions will heighten your awareness to these differences. There are many resources for anyone seeking support or with questions about diversity and inclusion at Stonehill. Resources are infused throughout the Mission Division, Academic Affairs, and Student Affairs. If you would like more information on how to get connected to resources, the Office of Intercultural Affairs is a good first stop. Location: Duffy 149, Phone: (508) 565-1409, Email: diversity@stonehill.edu.
If you are a witness to or experience an act of bias at Stonehill, you may submit a bias incident report online or on the Stonehill app. If you would like to learn more on bias incident prevention and response, or submit a report please visit: http://www.stonehill,edu/offices-services/intercultural-affairs/bias-resonse-protocol/
If you ever have a concern about either of our behaviors or that of another student in the class, please feel free to approach us in person or by email. We greatly appreciate and value your opinion and the ongoing process of creating an inclusive classroom environment. Thank you!
Grading: This class is Pass/Fail. In order to pass this class, it is expected that you successfully complete homework assignments when they are due, show up to class in a punctual manner, and participate regularly (listening actively / thoughtfully responding to your classmates also counts as participation).
Academic Expectations: The lecture for APL 090-B is worth 1 academic credit. This means that in addition to class time, students must complete 1-2 hours of academic work for the course each week. This expectation agrees with the guidelines established by the Federal Government when they defined a college course credit. The official definition is shown below and was taken from the New England Association of Schools & Colleges, Inc. and the Commission on Institutions of Higher Education – 5th Year Interim Report Manual.
The Federal Government’s definition of one course credit is:
“... an amount of work represented in intended learning outcomes and verified evidence of student achievement that is an institutional established equivalence that reasonably approximates not less than:
(1) One hour of classroom or direct faculty instruction and a minimum of two hours of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one-quarter hour of credit, or the equivalent amount of work over a different amount of time
or
(2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.”
Weekly Assignments: Weekly assignments may differ from week to week, but we expect equal effort to be put into every assignment. If work does not fulfill our expectations, we will allow limited opportunities to redo assignments, however this privilege cannot be abused.
Weekly Assignments will be due: Sunday at 3pm
Surveillance in the News Assignment: Every week one student will find a recent news article published within the last year that addresses surveillance in some capacity. The piece can discuss college campuses, governments, businesses, surveillance conspiracy theories, or any topic relating to the course syllabus. Post the link to your article on the discussion board and give a short presentation to the class about the article’s argument and relevant concepts.
February 11: Meg
February 18: Jackie
Academic Expectations: The lecture for APL 090-B is worth 1 academic credit. This means that in addition to class time, students must complete 1-2 hours of academic work for the course each week. This expectation agrees with the guidelines established by the Federal Government when they defined a college course credit. The official definition is shown below and was taken from the New England Association of Schools & Colleges, Inc. and the Commission on Institutions of Higher Education – 5th Year Interim Report Manual.
The Federal Government’s definition of one course credit is:
“... an amount of work represented in intended learning outcomes and verified evidence of student achievement that is an institutional established equivalence that reasonably approximates not less than:
(1) One hour of classroom or direct faculty instruction and a minimum of two hours of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one-quarter hour of credit, or the equivalent amount of work over a different amount of time
or
(2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.”
Weekly Assignments: Weekly assignments may differ from week to week, but we expect equal effort to be put into every assignment. If work does not fulfill our expectations, we will allow limited opportunities to redo assignments, however this privilege cannot be abused.
Weekly Assignments will be due: Sunday at 3pm
Surveillance in the News Assignment: Every week one student will find a recent news article published within the last year that addresses surveillance in some capacity. The piece can discuss college campuses, governments, businesses, surveillance conspiracy theories, or any topic relating to the course syllabus. Post the link to your article on the discussion board and give a short presentation to the class about the article’s argument and relevant concepts.
February 11: Meg
February 18: Jackie
February 25: Alexia, Bridget
March 11: Mallia
March 18: Katie
April 1: Alexis
April 8: Tess
April 15: Goose
April 23: Kaylee
Final Project: Design a creative structure encompassing what you envision the world’s security and surveillance look like 10 years from now. This can be completed as/on a drawing, short story, comic, social-media platform (Instagram, Snapchat, Twitter account), opinion editorial, or any creative platform you can envision. Further details outlining expectations and grading will be provided.
Do you think knowing the surveillance methods your place of employment (or future place of employment) uses on staff would enhance your productivity, or would it distract you from completing assigned tasks?
Preventing crime is a main justification for social media surveillance. Do you think this is a fair reason for the government and other entities to observe your postings on social platforms such as Facebook, Twitter, Instagram, etc.?
Week 4: Who, Why, and How Much? Businesses
○ Surveillance in the News
○ Businesses
Big Data
Artificial Intelligence
Targeted Google Advertisements
Everyday Impacts
○ Social Media Corporations
SnapMap
Instagram Stories and Locations
iPhones/Find My Friends
Alexa/Siri
○ Homework:
Week 5: How?
● What are the most common surveillance methods on young adults? How does
surveillance differ across the world? What is security and how is it achieved?
● Homework: Formulate 3-5 questions to ask our guest speaker from the ACLU. Post your
questions to the discussion board.
Week 6: Can They? ACLU or FBI
● What is the legality behind surveillance? What are our rights as students and legal
adults?
○ ACLU or FBI Speaker
● Homework:
Week 7: Why? Government and Businesses
● Why is government surveillance necessary? What are the benefits and drawbacks of such
surveillance?
● Why is surveillance by corporate businesses necessary? What are the benefits and
drawbacks of such surveillance?
● Homework: Formulate 3-5 questions to ask our guest speaker from Campus Police. Post your questions to the discussion board.
Week 8: Can They? Campus Police
● What is the legality behind surveillance? What are our rights as Stonehill students and
what have we consented to by agreeing to live and study on campus? ○ Campus Police Speaker
● Homework:
Week 9: Why? Campus Police
● Why is surveillance at Stonehill necessary? What are the benefits and drawbacks of such
surveillance?
● Homework: Formulate 3-5 questions to ask our guest speaker from IT. Post your
questions to the discussion board.
Week 10: Can They? IT
● What is the legality behind surveillance? What are our rights as Stonehill students and
what have we consented to by using technology and internet access provided by Stonehill?
○ IT Speaker ● Homework:
Week 11: Why? IT
● Why is surveillance at Stonehill necessary? What are the benefits and drawbacks of such
surveillance? ● Homework:
Week 12: The Future
● How has surveillance evolved? What are some anticipated gains in the field? ● Homework:
Week 13: TBA
● Present final projects to the class (?)
March 18: Katie
April 1: Alexis
April 8: Tess
April 15: Goose
April 23: Kaylee
Final Project: Design a creative structure encompassing what you envision the world’s security and surveillance look like 10 years from now. This can be completed as/on a drawing, short story, comic, social-media platform (Instagram, Snapchat, Twitter account), opinion editorial, or any creative platform you can envision. Further details outlining expectations and grading will be provided.
Tentative Course Timeline:
Week 1: Introductions and Expectations
○ Various icebreakers
○ Introduction to IDEAS and democratic education
○ Google search result activity
○ Discuss homework deadlines
● Homework: Continue the Google search of yourself with narrowed search fields. Write a short reflection on what you were able to find out about yourself and how narrowing the search field contributed to these results. Also, look over the topics outlined on the syllabus and post on the discussion board the aspects of surveillance or privacy you would like to cover over the course of the class. Are there any sections you are more interested in? Show us where your individual interests lie!
Week 2: Who, Why and How Much? Stonehill
● Who is surveilling us as students and young adults?
○ Stonehill
RAs and RDs
Campus Police
● Homework: Take notice of all the security cameras you pass by on a daily basis. Use
your creativity to show which, if any, cameras you pass by frequently and where you are most likely to be surveilled (this can be in the form of pictures, videos, collages, etc.)
Week 3: Who, Why, and How Much? Government
● Who is surveilling us as students and young adults?
○ Government
USA PATRIOT Act
Police Body Cameras
Video Analytics
Live Police TV Shows
● Homework: Read the following articles.
○ https://smallbiztrends.com/2013/10/surveillance-in-your-business-benefits.html
○ http://fortune.com/2017/03/13/company-employee-surveillance-laws-technology/
○ https://privacyinternational.org/explainer/55/social-media-intelligence
○ http://www.collegiatetimes.com/opinion/modern-social-media-surveillance-raises
-complications/article_a19d6040-4820-11e8-920c-f7a116963038.html
○ Consider the following questions and answer on the discussion board:
■ Should private companies be required to inform their employees exactly
what they can see on computers, phones, and laptops given to staff?
Do you think knowing the surveillance methods your place of employment (or future place of employment) uses on staff would enhance your productivity, or would it distract you from completing assigned tasks?
Preventing crime is a main justification for social media surveillance. Do you think this is a fair reason for the government and other entities to observe your postings on social platforms such as Facebook, Twitter, Instagram, etc.?
Week 4: Who, Why, and How Much? Businesses
○ Surveillance in the News
○ Businesses
Big Data
Artificial Intelligence
Targeted Google Advertisements
Everyday Impacts
○ Social Media Corporations
SnapMap
Instagram Stories and Locations
iPhones/Find My Friends
Alexa/Siri
○ Homework:
Week 5: How?
● What are the most common surveillance methods on young adults? How does
surveillance differ across the world? What is security and how is it achieved?
● Homework: Formulate 3-5 questions to ask our guest speaker from the ACLU. Post your
questions to the discussion board.
Week 6: Can They? ACLU or FBI
● What is the legality behind surveillance? What are our rights as students and legal
adults?
○ ACLU or FBI Speaker
● Homework:
Week 7: Why? Government and Businesses
● Why is government surveillance necessary? What are the benefits and drawbacks of such
surveillance?
● Why is surveillance by corporate businesses necessary? What are the benefits and
drawbacks of such surveillance?
● Homework: Formulate 3-5 questions to ask our guest speaker from Campus Police. Post your questions to the discussion board.
Week 8: Can They? Campus Police
● What is the legality behind surveillance? What are our rights as Stonehill students and
what have we consented to by agreeing to live and study on campus? ○ Campus Police Speaker
● Homework:
Week 9: Why? Campus Police
● Why is surveillance at Stonehill necessary? What are the benefits and drawbacks of such
surveillance?
● Homework: Formulate 3-5 questions to ask our guest speaker from IT. Post your
questions to the discussion board.
Week 10: Can They? IT
● What is the legality behind surveillance? What are our rights as Stonehill students and
what have we consented to by using technology and internet access provided by Stonehill?
○ IT Speaker ● Homework:
Week 11: Why? IT
● Why is surveillance at Stonehill necessary? What are the benefits and drawbacks of such
surveillance? ● Homework:
Week 12: The Future
● How has surveillance evolved? What are some anticipated gains in the field? ● Homework:
Week 13: TBA
● Present final projects to the class (?)
Final Syllabus
IDEAS: Surveilling Stonehill
APL 090 B: Mondays 6:00-8:00
Office Hours: Thursdays 3:00-4:00
Facilitators:
Brenna Kueter
Talia Guglietta
Course Description: How many security cameras do you see walking from your
dorm to class? Did you ever think to count? Where is this footage and
information stored when it is not being utilized? This course will explore the
rise of the surveillance state, especially within our own Stonehill
environment. As college students, we regularly interact with surveillance
methods such as security cameras and community Wi-Fi servers without realizing
or questioning it. Through activities such as a campus scavenger hunt and
interactive class discussions, we will delve into questions about students'
privacy rights on campus, on social media, and beyond/ in the world after
college.
Lateness/Absence Policy: Your attendance and punctuality are vital to the course’s
success. If you are 10 minutes late to class, that counts as being late for the
class. Three lates count as one absence. If you are 20 or more minutes late to
class, that will count as one absence (and there is no such thing as an
“excused absence!”). If you miss 3 or
more classes, you will automatically fail the course. If you are absent, it is your responsibility to get assignments
and to make sure that any assignments for that day are handed in on time. If
you would like to come to talk to us about this policy, we will be more than
willing to explain further!
Academic Honesty: Any type of plagiarism or academic dishonesty will result
in a grade of zero on the assignment
(worse than an F) and likely failure of the course. In accordance with the
College’s Academic Honor Code and Integrity Policy, we must notify the Dean
about every student who has plagiarized or cheated in any manner. All members
of the College community have the responsibility to be familiar with and to
follow the College’s policy on academic honesty. Since plagiarism is covered in
many places, pleading ignorance will not work. While it is not possible to
enumerate every form of plagiarism here, Stonehill’s Academic Honor Code and
Integrity Policy lists the following examples:
1)
Presenting another’s work as if it were one’s own and/or failing to acknowledge
or properly document a source, including paraphrasing work from a source
2) Giving
or receiving, or attempting to give or receive, unauthorized assistance or
information on an assignment
3)
Fabricating data, sources, quotations, etc.
4)
Submitting the same assignment in two or more courses without the prior
permission of the respective instructors
5)
Employing another person to write a paper, buying a paper or portion thereof
online, etc.
If you have ANY questions
about what constitutes academic dishonesty or how to incorporate outside
sources into your work, please consult with me before you turn in the
assignment.
Accommodation Information: Stonehill College is committed to providing a welcoming,
supportive, and inclusive environment for students with disabilities. The
Office of Accessibility Resources (OAR) provides a point of coordination,
resources, and support for students with disabilities and the campus community.
If you anticipate or experience physical or academic barriers based on
disability, please let me know so that we can discuss options. You are also
welcome to contact OAR to begin this conversation or to establish reasonable
accommodations for this or other courses. OAR is located within the Academic
Services & Advising Suite in Duffy 104. For additional information, please
call (508) 565-1306 or email accessibilityresources@stonehill.edu.
Diversity and Inclusion Statement: Stonehill college embraces the diversity of students,
faculty, and staff, honors the inherent dignity of each individual, and
welcomes their unique cultural and religious experiences, beliefs, and
perspectives. We all benefit from a diverse living and learning environment,
and the sharing of differences in ideas, experiences, and beliefs help us shape
our own perspectives. Course content and campus discussions will heighten your
awareness to these differences. There are many resources for anyone seeking
support or with questions about diversity and inclusion at Stonehill. Resources
are infused throughout the Mission Division, Academic Affairs, and Student
Affairs. If you would like more information on how to get connected to
resources, the Office of Intercultural Affairs is a good first stop.
If you are a witness to or
experience an act of bias at Stonehill, you may submit a bias incident report
online or on the Stonehill app. If you would like to learn more on bias
incident prevention and response, or submit a report please visit: http://www.stonehill,edu/offices-services/intercultural-affairs/bias-resonse-protocol/
If you ever have a concern
about either of our behaviors or that of another student in the class, please
feel free to approach us in person or by email. We greatly appreciate and value
your opinion and the ongoing process of creating an inclusive classroom
environment. Thank you!
Grading: This
class is Pass/Fail. In order to pass this class, it is expected that you
successfully complete homework assignments when they are due, show up to class
in a punctual manner, and participate regularly (listening actively /
thoughtfully responding to your classmates also counts as participation).
Academic Expectations: The lecture for APL 090-B is worth 1 academic credit.
This means that in addition to class time, students must complete 1-2 hours of academic work for the
course each week. This expectation agrees with the guidelines established by
the Federal Government when they defined a college course credit. The official
definition is shown below and was taken from the New England Association of
Schools & Colleges, Inc. and the Commission on Institutions of Higher
Education – 5th Year Interim Report Manual.
The
Federal Government’s definition of one course credit is:
“… an
amount of work represented in intended learning outcomes and verified evidence
of student achievement that is an institutional established equivalence that
reasonably approximates not less than:
(1) One
hour of classroom or direct faculty instruction and a minimum of two hours of
class student work each week for approximately fifteen weeks for one semester
or trimester hour of credit, or ten to twelve weeks for one-quarter hour of
credit, or the equivalent amount of work over a different amount of time
or
(2) At
least an equivalent amount of work as required in paragraph (1) of this
definition for other academic activities as established by the institution
including laboratory work, internships, practica, studio work, and other
academic work leading to the award of credit hours.”
Weekly Assignments: Weekly assignments may differ from week to week, but we
expect equal effort to be put into every assignment. If work does not fulfill our expectations, we will allow
limited opportunities to redo assignments, however this privilege cannot be
abused.
Weekly Assignments will be due: Sundays at 3:00
Surveillance in the News Assignment: Every week one student will find a recent news article
published within the last year that addresses surveillance in some
capacity. The piece can discuss college
campuses, governments, businesses, surveillance conspiracy theories, or any
topic relating to the course syllabus.
Post the link to your article on the discussion board and give a short
presentation to the class about the article’s argument and relevant concepts.
February 11: Meg
February 18: Jackie
February 25: Alexia, Bridget
March 11: Mallia
March 18: Katie
April 1: Alexis
April 8: Tess
April 15: Goose
April 23: Kaylee
Final Project: Design a creative structure encompassing what you
envision the world’s security and surveillance look like 10 years from
now. This can be completed as/on a
drawing, short story, comic, social-media platform (Instagram, Snapchat,
Twitter account), opinion editorial, or any creative platform you can envision.
Give some sort of reasoning on how you came to your conclusions (whether it be
through captions, a short paragraph, an article, a movie, etc.)
Further
details outlining expectations and grading will be provided.
Tentative Course Timeline:
Week 1 (1/28):
Introductions and Expectations
●
Icebreakers
●
Introduction
to IDEAS and Democratic Education
○
Syllabus
scavenger hunt
■
Discuss
homework deadlines (Sunday at 3)
●
Google
Search Result Activity
○
Discuss this
week’s homework
●
Homework:
Continue the Google search of yourself with narrowed search fields. Write a short reflection on what you were
able to find out about yourself and how narrowing the search field contributed
to these results. Also, look over the
topics outlined on the syllabus and post on the discussion board the aspects of
surveillance or privacy you would like to cover over the course of the
class. Are there any sections you are
more interested in? Show us where your individual interests lie!
Week 2 (2/4): Who, Why
and How Much? Stonehill
●
Who is
surveilling us as students and young adults?
●
Housekeeping
○
Inform
them about missing class on 25th
●
Expectations
(about 30 minutes total, 10-15 of movement and 10-15 of discussion)
○
Sticky
notes around the room
■
Expectations
for your classmates
■
Expectations
for your facilitators
■
Expectations
about Democratic Education
■
Ideal
Goals/Outcomes for the Class
●
Introduce
Surveillance in the News (15 minutes)
○
Every
week one of you will bring in a recent news article (published within the last
year) that has something to do with surveillance (college campuses, government,
businesses), surveillance conspiracy theories, or any subtopic on the
syllabus. Post the link to your article
on the discussion board and give a short presentation to the class about the
article’s argument and concepts.
○
Signups
●
SuperBowl
Commercials
●
Stonehill
○
Why would
a college need to implement methods of security and surveillance? Possible
threats?
○
How do
you think they do it?
○
What do
you feel are the compromises of the implementations?
■
Pros and
Cons list?
○
All the
ways they see visible surveillance methods on campus
■
RAs and
RDs
●
Pull up
RA job description
○
Reflection
questions
■
Campus
Police
●
Camera
presence on campus
●
Checking
IDs at the front gate, and then again in buildings on the weekends
○
Why is
this only on the weekend?
○
Why do we
have to register visitors?
○
Do you
think Stonehill is safe?
○
Are there
worse “threats” on campus we need to be thinking about?
○
Is all of this surveillance,
safety, or both?
●
Homework:
Take notice of all the security cameras you pass by on a daily basis. Use your
creativity to show which, if any, cameras you pass by frequently and where you
are most likely to be surveilled (this can be in the form of pictures, videos,
collages, etc.) This can be brought into class and shown or emailed to us
before class.
Week 3 (2/11): Who,
Why, and How Much? Government
●
Surveillance
in the News: Meg
●
Who is
surveilling us as students and young adults?
○
Government
■
USA PATRIOT
Act Overview
●
Informational
PowerPoint
●
USA
PATRIOT ACT Reflection Questions
■
Body
Cameras
●
Research
Article Small Group Discussion
○
Article 1
(Thomas Bud): 3 people
○
Article 2
(Elizabeth Joh): 2 people
○
Article 3
(Alexandra Mateescu): 3 people
○
Article 4
(Tjerk Timan): 2 people
●
Small
Group Reflection Questions and Discussion
○
“Police body cameras
have the potential to serve as a much-needed police oversight tool at a time of
a growing recognition that the United States has a real problem with police
violence. But if the technology is to be effective at providing oversight,
reducing police abuses, and increasing community trust, it is vital that they
be deployed with good policies to ensure they accomplish those goals. Without
good policies, they risk becoming just another police surveillance device—and
one with very real potential to invade privacy. Especially important are
policies governing when the cameras are turned on, and who has access to the
footage and under what conditions.” (ACLU)
■
Live Police TV Shows
●
TV show that follows
police officers in certain cities over the course of their nighttime patrols,
broadcasting select encounters with the public
●
Usually the shows are
live, or at least slightly delayed to screen for language and especially disturbing
material, which makes consenting tricky
●
Homework:
Read the following articles.
○
Consider
the following questions and answer on the discussion board:
■
Should
private companies be required to inform their employees exactly what they can
see on computers, phones, and laptops given to staff?
■
Do you
think knowing the surveillance methods your place of employment (or future
place of employment) uses on staff would enhance your productivity, or would it
distract you from completing assigned tasks?
■
Preventing
crime is a main justification for social media surveillance. Do you think this is a fair reason for the
government and other entities to observe your postings on social platforms such
as Facebook, Twitter, Instagram, etc.?
Week 4 (2/18): Who,
Why, and How Much? Businesses
●
Surveillance
in the News: Jackie
●
Businesses
○
Informational
PowerPoint
○
Reflection
Questions
●
Social
Media Corporations
○
Informational
PowerPoint
○
Reflection
Questions
●
Homework:
Read the following articles. Write your own reflection questions after reading
over the articles and post two to three questions for the class on the
discussion board.
○
https://www.theatlantic.com/politics/archive/2009/06/internet-surveillance-and-iran-a-primer/19899/
Week 5 (2/25): How?
●
Surveillance
in the News: Alexia, Bridget
●
What are
the most common surveillance methods on young adults? How does surveillance differ across the
world? What is security and how is it achieved?
○
USA,
China, Iran, Global Institutions
■
Informational
PowerPoint
○
Reflection
Question Fishbowl Exercise
●
Homework:
Prepare for our structured debate, which will explore different responses and
viewpoints surrounding an imaginary bias incident report that has occurred on
campus. Read the at least resources
provided underneath your assigned role, and complete extra research if you feel
it would be beneficial (it likely will be!).
Also, please complete the mid-semester Google Form check in that will be
emailed over spring break.
Week 6 (3/11):
●
Surveillance
in the News: Mallia
●
Structured
Debate
○
Campus
Police Officers: Katie, Mallia
○
ACLU
Legal Experts: Tess, Alexis
○
Student
Afraid of Being Targeted in incidents of bias (pro-surveillance POV): Kaylee,
Alexia
○
Student
Afraid of Being Surveilled (anti-surveillance POV): Meg, Goose
○
Judges:
Jackie, Bridget
■ Jackie: read one article (your choice) from the campus
police section; read one article (your choice) from the anti-surveillance
section
■ Bridget: read one article (your choice)
from the ACLU section; read one article (your choice) from the pro-surveillance
section
●
Homework:
Please watch the Patriot Act episodes titled Content Moderation and Free Speech
(Volume 2) and Censorship in China (Volume 2).
The series is on Netflix, and if you do not have a Netflix account
please contact one of us we will help you out.
Week 7 (3/18): Why?
Government and Businesses
●
Surveillance
in the News: Mallia, Katie
●
Sticky
notes around the room
○
Did you
like the Patriot Act episodes?
○
Was there
anything you didn’t like or disagreed with in the Patriot Act episodes?
○
Did
anything in the Patriot Act episodes surprise you?
○
Is there
anything you didn’t know before watching the Patriot Act episodes?
○
Did you
believe something to be true and then realized it wasn’t after watching Patriot
Act?
○
Do you
have any questions about things or concepts in the Patriot Act episodes?
●
Informational
Powerpoint
●
Why is
government surveillance necessary?
○
Our
Protection
■
Protection
from what?
●
Why is
surveillance by corporate businesses necessary?
○
Strategic
○
Data
Analyzing
●
Homework:
Watch either Terms and Conditions May Apply, (Netflix) Citizenfour (http://watchdocumentaries.com/citizenfour/), or Black Mirror episodes Arkangel (season 4) and The
Entire History of You (season 1) (Netflix).
Please write a two-three page reflection on the movie/episodes you
watched, including a quick overview of the movie/episodes (about one
paragraph), aspects of surveillance/safety that were featured, your reactions
to the movie/episodes. If you would like
to discuss anything else not listed above, feel free to do so! Additionally, complete the mid-semester
feedback survey that was also emailed.
Week 8 (4/1):
Surveillance in the Media: TV Shows and Movies
●
Surveillance
in the News: Katie, Alexis
●
Movie
Teach the Class
■
Terms and
Conditions May Apply
●
Netflix
■
Citizenfour
■
Black
Mirror (Arkangel and The Entire History of You)
●
Netflix
●
Homework:
Complete the follow-up survey emailed.
Additionally, watch the following video and come to class ready to
participate!
Week 9 (4/8):
Celebrity Surveillance
●
Surveillance
in the News: Katie, Alexis
●
Cost of Surveillance
■
Initial
impressions and comments
■
Are there
any qualifications to be a celebrity bodyguard, and are these qualifications
similar to being employed by a traditional police force (e.x. passing the
police academy, passing criminology and law classes, and passing physical
qualifications). Should there an “academy” for those preparing to protect
celebrities?
●
Would
this help with use of force incidents?
■
Should
celebrities have access to street camera footage or other surveillance methods?
If they receive this information, should other citizens have this information
too?
■
Is it
fair that celebrities and their protection have closer ties to law enforcement,
thus allowing for their tips about stalkers to be processed before everyone
else? Should their stalking cases be elevated beyond typical stalking cases?
●
Taylor
Swift and Facial Recognition
■
Initial
impressions and comments
■
While
this is safety for her, it is surveillance for us. Is this acceptable?
■
Should
her fans demand more transparency regarding how this facial recognition is used
and stored, or is this something we give up when we buy a ticket to her
performance?
■
Where do
the rest of the faces go once processed? Will they be stored indefinitely? Will
that information ever be released?
●
Ariana
Grande Clear Bags
○
https://www.capitalfm.com/artists/ariana-grande/clear-bag-sweetener-tour-safety-hit-back-instagram/
■
Initial
impressions and comments
■
Is this
the new standard of safety for celebrities and the general public at concerts,
or is this just Ariana Grande acting with an abundance of cautious following
the Manchester attacks?
■
Does she
have the ability to make all of her fans follow this clear bag policy at all
venues, or do the venues that host her ultimately have the final decision on
this policy?
■
Should
other celebrities/sports teams adopt these policies? If similar precautions are
put in place in airports and government buildings, should other public venues
be able to take the same measures?
○
Utah Jazz Racial Slurs
■
Initial
impressions and comments
■
Should
the NBA itself be responsible for protecting players of color from racial
slurs, or should this be handled by police within the stadium?
■
How can
we protect NBA (and all sports) players from these types of comments? Can this protection be enforced? Would
protections against racial slurs infringe on individual rights?
■
Should
there be a universal punishment for those who make offensive comments at a
game, or should it be up to the management of individual teams/stadiums to
determine sufficient consequences?
●
Homework:
Watch the Shane Dawson Conspiracy Theories episode (minutes 5:25-16:03,
16:03-19:50, 31:30-35:20, 49:30-55:30) and take note of things you found
interesting about the theories/any questions you may have. Additionally, bring a topic proposal or rough
draft for your final project to class. Try to determine what section of
surveillance or security you want to focus on and figure out what medium you
will use to for your project (Panopto, drawing, short story editorial, etc).
Week 10 (4/15): Conspiracy Theories
●
Surveillance in the
News: Tess
●
Lost Colony of Roanoke
●
John F. Kennedy and
Abraham Lincoln Similarities
●
Dark Web
●
9/11 Conspiracies
●
Homework: Watch one
episode of Caught on Camera (Netflix) and in the spirit of democratic education
we ask that you create a short presentation for the class (this can be a 2-5
slide powerpoint, Prezi presentation, or really anything substantive that will
teach the class) that addresses:
○
What crimes were
featured in the episode
○
How modern surveillance
helped alert authorities/solve the crime/capture those responsible
○
What you think of the
camera system in the UK/how the CCTV systems are monitored
○
Anything else you feel
we should know about the episode
There
are three seasons of the show on Netflix and we would like everyone to choose a
different episode, so please email BOTH of us with which episode you would like
to present so we can let you know if someone else has already signed up for the
same one.
●
Alternative Assignment
for Alexia: Watch the 9/11: Truth, Lies, and Conspiracies (Netflix) and make a
presentation (around 10 minutes) for next class that covers:
○
The basics of the
theory/theories in the episode
○
Could some of the
theories be true/are any blatantly false
○
Would increasing
surveillance/intelligence sharing at the time of 9/11 prevented or lessened the
attack
■
Is this something that
should've been implemented, or would the long-term effects of increased
surveillance on certain groups of people be too detrimental
○
Who is most likely to
believe 9/11 conspiracy theories
○
How/if conspiracy
theories about 9/11 (and conspiracy theories altogether) hurt those who were
personally affected by the event
Week
11 (4/23): Caught on Camera
●
Surveillance in the
News: Goose, Kaylee
●
Project proposals
●
Caught on Camera
Episode Presentations
○
Meg: Season 2 Episode 2
○
Katie: Season 1 Episode
6
○
Tess: Season 2 Episode
5
○
Jackie: Season 2
Episode 1
○
Mallia: Season 1
Episode 1
○
Goose: Season 2 Episode
8
○
Alexia: Season 2
Episode 2
○
Alexis: Season 2
Episode 2
○
Kaylee: Season 3
Episode 7
○
Bridget: Season 3
Episode 2
●
Homework: Final
projects!
Week
12 (4/29): Iris Scanning
●
Guest Speaker: John
Leonard
○
Iris Scanning
Presentation
Week
13 (5/2): Movie Day
●
Present Final Projects
●
Movie
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