DEIA

Submitted by Shelby Hallman on June 9th, 2022
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Short Description: 

Algorithms are not neutral but this does not mean they are not useful tools for research. In this workshop on algorithmic bias, student learn how algorithms can perpetuate bias and discrimination and how to critically evaluate their search results.

Attachments: 
AttachmentSize
Presentation_Rise Against the Machines_Algorithmic Bias Workshopdisplayed 1381 times3.65 MB
Lesson Plan_ Rise Against the Machines_ Understanding Algorithmic Bias Workshop.pdfdisplayed 950 times149.88 KB
Algorithm_Intervention_Spectrum_Activity.pdfdisplayed 691 times116.41 KB
Relevant links: 
Rise Against the Machines: Understanding Algorithmic Bias Workshop SlidesRise Against the Machines: Understanding Algorithmic Bias LibGuideActivity: Survival of the Best Fit GameSpring 2023 Workshop Slides
Learning Outcomes: 

•Students will be introduced to the machine bias inherent in algorithmic decision making, with a focus on information systems.

•Students will discuss the effects of algorithm bias in order to articulate how some individuals or groups of individuals may be misrepresented or systematically marginalized in search engine results.

•Students will develop an attitude of informed skepticism in order to critically evaluate search results. 

Discipline: 
Computer ScienceLibrary and Information Science

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

Stand-alone workshop; co-curricular workshop. 

Assessment or Criteria for Success
Assessment Short Description: 
Formative assessment was conducted via the in-session activities. Summative assessment was conducted via an end of session survey form.
Collaborators: 
Susan Archambault
Elisa Acosta
Suggested Citation: 
Hallman, Shelby. "Rise Against the Machines: Understanding Algorithmic Bias." CORA (Community of Online Research Assignments), 2022. https://projectcora.org/assignment/rise-against-machines-understanding-algorithmic-bias.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
Submitted by Elisa Acosta on October 28th, 2018
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Short Description: 

This 30-minute activity was a quick introduction to algorithmic bias and the importance of critically evaluating search engine results. Algorithms increasingly shape modern life and can perpetuate bias and discrimination. In pairs, students analyzed the results from Google Image searches and Google Autocomplete suggestions. This activity was based on “Algorithms of Oppression: How Search Engines Reinforce Racism,” by Safiya Umoja Noble. This lesson plan was Part 1 of an hour-long workshop that also included a 30 minute Google Scholar activity. Please see Jennifer Masanaga's Google Scholar activity for Part 2: https://www.projectcora.org/assignment/exploring-google-scholar-summer-b...

Attachments: 
AttachmentSize
Lesson Plandisplayed 4840 times154.64 KB
Presentation slidesdisplayed 2269 times3.37 MB
Worksheetdisplayed 1809 times326.34 KB
Suggested Readingsdisplayed 1210 times65.96 KB
Learning Outcomes: 

1. Students will discuss the effects of algorithm bias in order to articulate how some individuals or groups of individuals may be misrepresented or systematically marginalized in search engine results. 2. Students will develop an attitude of informed skepticism in order to critically evaluate Google search results.

Discipline: 
Computer ScienceLibrary and Information ScienceMultidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

The Computer Science Summer Institute Extension Program, or CCSIX, is a 3-week on-campus summer experience for first-year students studying computer science and related STEM fields. This program is designed for groups underrepresented in computing (i.e., women, underrepresented minorities in STEM, and first-generation or low-income college students). See Google's Computer Science Summer Institute (CSSI) https://blog.google/inside-google/life-at-google/googles-computer-scienc...

Potential Pitfalls and Teaching Tips: 

Incoming first-year students were shy and quiet. I revised the lesson plan to include more Think-Pair-Share and less all-class discussion. The instructor should model the Google Images activity first (Professor Style), then let students do the second activity (Computer Scientist) together in pairs. The students liked “partner time.” This was a summer bridge program, so we decided to keep the worksheets short and the activities social (students talking to each other).

Collaborators: 
Jennifer Masunaga
Suggested Citation: 
Acosta, Elisa. "Exploring Algorithmic Bias with a Summer Bridge Program." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/exploring-algorithmic-bias-summer-bridge-program.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
Submitted by Elisa Acosta on March 20th, 2017
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Short Description: 

Students in an introductory Women's and Gender Studies course are required to critically analyze and edit an article in Wikipedia. Through class discussion and an active learning exercise, students begin to understand how and why women and many racial groups and individuals are underrepresented or systematically marginalized in Wikipedia. Students learn how to use the "Talk" tab to evaluate Wikipedia articles and learn about authority and power structures within that community.

Attachments: 
AttachmentSize
Lesson Plandisplayed 984 times28.96 KB
Worksheet #1 displayed 922 times14.86 KB
Worksheet #2 displayed 805 times14.79 KB
Worksheet #3 displayed 825 times15.01 KB
Worksheet #1 (short version)displayed 868 times14.48 KB
Worksheet #2 (short version)displayed 877 times14.42 KB
Worksheet #3 (short version)displayed 794 times14.67 KB
Relevant links: 
Wikipedia:Systemic biasGender bias on WikipediaWikipedia:Five pillars
Learning Outcomes: 

Identify voices missing or marginalized in Wikipedia Define "notability" Define "reliable sources" Explain how Wikipedia's policies and guidelines contribute to its gender gap in knowledge

Discipline: 
MultidisciplinaryWomen's Studies

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

One-shot library instruction. This exercise is a "warm up" for the Wikipedia edit-a-thon co-sponsored by the Women's and Gender Studies Department. http://librarynews.lmu.edu/2017/03/wikipedia-edit-thon-gender-race-sexua...

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

Jackson, J. (2016, July 28). Building on Millions of Tiny Shoulders: Tips for Hosting a Wikipedia Edit-a-thon. [Blog article]. Retrieved from http://programminglibrarian.org/blog/building-millions-tiny-shoulders-ti...

Potential Pitfalls and Teaching Tips: 

If taught Fall Semester, most first year students don't know what peer-review is yet.

Suggested Citation: 
Acosta, Elisa. "The Gender Gap in Wikipedia." CORA (Community of Online Research Assignments), 2017. https://projectcora.org/assignment/gender-gap-wikipedia.
Copyright icon to go along with copyright rules.
All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License