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Course:ELEC300E/CaseStudies

EstherRoorda — Tue, 01 Sep 2026 21:57:04 GMT

Context

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	- [[Course:ELEC300E/CaseStudies/PeerEvaluations\|Peer Evaluations]]*		- [[Course:ELEC300E/CaseStudies/PeerEvaluations\|Peer Evaluations]]*

	- Electronic Monitoring		- [[Course:ELEC300E/CaseStudies/ElectronicMonitoring\|Electronic Monitoring]]

	- AI and job seeking		- AI and job seeking

Course:ELEC300E/CaseStudies/ElectronicMonitoring

EstherRoorda — Tue, 01 Sep 2026 21:56:18 GMT

Case: Electronic Monitoring at Tech Companies

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	== Context: Electronic Monitoring Laws ==		== Context: Electronic Monitoring Laws ==
	{\| class="infobox" align="right"		{\| class="infobox" align="right"
	! style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" \|~~Peer Evaluation Stress~~		! style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" \|Electronic Monitoring in the Tech Workplace
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	! scope="row" \|[[File:Wiki.png\|center\|221x221px\|{{{picture\|Image:wiki.png}}}]]		! scope="row" \|[[File:Wiki.png\|center\|221x221px\|{{{picture\|Image:wiki.png}}}]]
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	\| align="right" \|Needs and Emotions		\| align="right" \|Needs and Emotions
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	\| align="right" \|Engineering ~~Education~~		\| align="right" \|Engineering Workplaces
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	\|		\|Labour Rights and Advocacy
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			\|AI Training
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	\|		\|Collective Action
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	! style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" \|Relevant Analysis Strategies or Tools		! style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" \|Relevant Analysis Strategies or Tools
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	\|Decision Impact Assessment		\|Decision Impact Assessment
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	While these tools offer efficiency benefits, critics argue they risk normalizing surveillance culture, extending beyond workplaces into education, public spaces, and personal life, further diminishing individual privacy		While these tools offer efficiency benefits, critics argue they risk normalizing surveillance culture, extending beyond workplaces into education, public spaces, and personal life, further diminishing individual privacy

	== Case: Electronic Monitoring ~~at Bell~~ ==		== Case: Electronic Monitoring in the Tech Workplace ==
	A CBC news article interviewed Canadian workers at TD and Bell, which have recently introduced workplace monitoring software.		A CBC news article interviewed Canadian workers at TD and Bell, which have recently introduced workplace monitoring software.

	The monitoring software gathers information about workers' online activity, to gauge and compare the productivity of staff. The workers interviewed raise several concerns, which you can read for yourself in [https://www.cbc.ca/news/canada/td-bank-bell-workplace-screentime-monitoring-9.7296526 the article].		The monitoring software gathers information about workers' online activity, to gauge and compare the productivity of staff. The workers interviewed raise several concerns, which you can read for yourself in [https://www.cbc.ca/news/canada/td-bank-bell-workplace-screentime-monitoring-9.7296526 the article].

	One notable concern relates specifically to AI training:<blockquote>She said she's heard from managers that Verint is not only monitoring workers, but pulling their work to train AI systems and offshore workers, which she suspects has factored into recent layoffs. </blockquote>Note that the suspicion that worker data is used to train AI is not unreasonable. Meta developed a program that recorded staff activities in to train AI models. [https://~~www.theguardian~~.com/~~technology/2026/jun/24/meta-pauses-employee-tracker-for-ai-training-amid-privacy-concerns~~ This program was discontinued after 1,600 workers signed a petition] against it.		One notable concern relates specifically to AI training:<blockquote>She said she's heard from managers that Verint is not only monitoring workers, but pulling their work to train AI systems and offshore workers, which she suspects has factored into recent layoffs. </blockquote>Note that the suspicion that worker data is used to train AI is not unreasonable. Meta developed a program that recorded staff activities in to train AI models. [https://mcipetition.com/ This program was discontinued after 1,600 workers signed a petition] against it, writing: <blockquote>According to Meta’s Code of Content, Meta is dedicated to empowering and protecting people by "Building AI Responsibly". Meta’s mission is to help ensure that AI at Meta benefits people and society by ensuring that Meta’s machine learning (ML) and AI systems are designed and used responsibly and meet legal and regulatory obligations. We collectively believe that empowering individuals and communities through building responsible AI includes respecting their boundaries and privacy. Any approach to AI that relies on intrusive, coercive, non-consensual data collection contradicts that principle. </blockquote>

	== Recommended Readings ==		== Recommended Readings ==
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	== Discussion Questions ==		== Discussion Questions ==
	Here are a few questions to help you begin analyzing the issues discussed in this case study. The purpose of these questions is to prompt reflection and further consideration: there are no right or wrong ~~answers!~~		Here are a few questions to help you begin analyzing the issues discussed in this case study. The purpose of these questions is to prompt reflection and further consideration: there are no right or wrong answer

	# ''~~Contradictory viewpoints and outcomes:~~'' ~~Which emotions is each person feeling (and how do you know)? What needs is each person responding~~ to in this case study? How ~~do their emotional~~ experiences and ~~needs impact their decision making~~?		* ''Personal response'': Take stock of your immediate response to this case study: outrage, discomfort, boredom, confusion, frustration, hope, interest? How might your unique personal experiences and perspectives inform this response? How can you leverage this response in a positive way
	# ''~~Emotional Responses~~:'' ~~Do you think emotions and compassion undermine ethical decision making,~~ or are ~~they an important part~~ of ~~ethical decision making~~, or ~~both~~? ~~How about in~~ this case ~~study specifically~~?		* ''Contradictory viewpoints and outcomes:'' What are four concerns or arguments against the monitoring software that are raised by the workers? What arguments might Bell make in favor of the monitoring software?
	# ''Positive action''~~: Care ethics is focused on applied practice and action, rather than abstract principles or intentions ("care implicitly suggests~~ that it ~~will lead to some type~~ of ~~action~~" ~~[https://www.taylorfrancis.com/books/mono/10.4324/9781003070672/moral-boundaries-joan-tronto writes care ethicist Joan Tronto])~~. What ~~could practicing care look~~ like for ~~the people involved in this case study~~?		* ''Social and Historical Context:'' Can you see any similarities between the issues raised in this case study, and other case studies or news stories related to worker rights or AI training? Does this case expose a pattern that disadvantages specific vulnerable groups or demonstrates a systemic inequality or power hierarchy?
	# ''Interruptions and invitations:'' ~~How would recognizing their own emotions -~~ or ~~the emotions and needs of others - help Emily, Lisa and Morgan through the decision making process~~?		* ''Positive action:'' Meta workers argue that the companies actions with respect to the electronic monitoring contradicted it's Code of Conduct on "Building AI Responsibly". What is your perspective on corporate ethical codes like Meta's? Do you think they are cynical PR tools, or can they be used to hold companies accountable for unethical practices?
	# ''Physical connections:'' ~~Emotions are physical~~ experiences (~~which explains in part, how they influence health~~ and ~~cognitive function~~). ~~What physical sensations do~~ you ~~associate with the emotional responses~~ in ~~Question 1?~~		* ''Interruptions and invitations:'' Based on this case study, what can you do as a worker to protect your rights if they are being violated, or if you object to your employer's practices?
	~~# ''Social~~ and ~~Historical Context:'' 'Care ethics' is sometimes called 'Feminist Care Ethics'~~, ~~and is associated with feminist philosophy. How does this approach to ethics relate to what you know about feminism and gender inequality~~?		* ''Physical connections'': This case study relates to you personal experiences - while you might not be subject to workplace monitoring, Canvas tracks (and provides instructors) [https://ubyssey.ca/features/double-edged-sword/ information about your activities]. Are you in favor of this data being collected and used, or against it?
	# ''Positive Practices'': What is one concrete a practice that you could adopt ~~in response to this case study,~~ in your personal, academic or professional life ~~that would help you be a more effective engineer~~?		* ''Positive Practices'': What is one concrete action that you could take, or a practice that you could adopt in your personal, academic or professional life to address some of the issues, or put into practice one of the approaches discussed in this case study?

Course:ELEC300E/CaseStudies/ElectronicMonitoring

EstherRoorda — Tue, 01 Sep 2026 21:07:22 GMT

Created page with "== Context: Electronic Monitoring Laws == {| class="infobox" align="right" ! style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" |Peer Evaluation Stress |- ! scope="row" |center|221x221px|{{{picture|Image:wiki.png}}} |- ! style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" |Content / Topics |- | align="right" |Needs and Emotions |- |..."

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== Context: Electronic Monitoring Laws ==
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! style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" |Peer Evaluation Stress
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! scope="row" |[[File:Wiki.png|center|221x221px|{{{picture|Image:wiki.png}}}]]
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! style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" |Content / Topics
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| align="right" |Needs and Emotions
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| align="right" |Engineering Education
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! style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" |Relevant Analysis Strategies or Tools
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|Decision Impact Assessment
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|Plutchik's Wheel
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In 2022, the Ontario government introduced the Electronic Monitoring Policy law, requiring employers with 25 or more employees to disclose if, how, and why they electronically monitor workers. This decision emerged in the context of increasing remote and hybrid work, where digital tracking tools—such as keystroke monitoring, GPS tracking, and webcam surveillance—became more common. The Ontario Ministry of Labour, under provincial authority, implemented the policy to address transparency concerns, aiming to ensure that employees are aware of workplace surveillance. However, while the law mandates disclosure, it does not regulate or limit how employers monitor their staff, raising significant privacy concerns among workers and advocacy groups. Many fear that constant surveillance could erode trust, create power imbalances, and negatively impact mental health, especially among lower-wage or marginalized workers who may feel pressured to accept invasive monitoring to keep their jobs. From a technological perspective, the decision reflects the growing use of workplace analytics, artificial intelligence, and data tracking systems, which have become increasingly sophisticated.

While these tools offer efficiency benefits, critics argue they risk normalizing surveillance culture, extending beyond workplaces into education, public spaces, and personal life, further diminishing individual privacy

== Case: Electronic Monitoring at Bell ==
A CBC news article interviewed Canadian workers at TD and Bell, which have recently introduced workplace monitoring software.

The monitoring software gathers information about workers' online activity, to gauge and compare the productivity of staff. The workers interviewed raise several concerns, which you can read for yourself in [https://www.cbc.ca/news/canada/td-bank-bell-workplace-screentime-monitoring-9.7296526 the article].

One notable concern relates specifically to AI training:<blockquote>She said she's heard from managers that Verint is not only monitoring workers, but pulling their work to train AI systems and offshore workers, which she suspects has factored into recent layoffs. </blockquote>Note that the suspicion that worker data is used to train AI is not unreasonable. Meta developed a program that recorded staff activities in to train AI models. [https://www.theguardian.com/technology/2026/jun/24/meta-pauses-employee-tracker-for-ai-training-amid-privacy-concerns This program was discontinued after 1,600 workers signed a petition] against it.

== Recommended Readings ==

* '''5 minute read''', Canadian workers speak out against growing screen time surveillance. https://www.cbc.ca/news/canada/td-bank-bell-workplace-screentime-monitoring-9.7296526
* '''2 minute read''', Meta pauses employee tracker for AI training amid privacy concerns, https://www.theguardian.com/technology/2026/jun/24/meta-pauses-employee-tracker-for-ai-training-amid-privacy-concerns

== Discussion Questions ==
Here are a few questions to help you begin analyzing the issues discussed in this case study. The purpose of these questions is to prompt reflection and further consideration: there are no right or wrong answers!

# ''Contradictory viewpoints and outcomes:'' Which emotions is each person feeling (and how do you know)? What needs is each person responding to in this case study? How do their emotional experiences and needs impact their decision making?
# ''Emotional Responses:'' Do you think emotions and compassion undermine ethical decision making, or are they an important part of ethical decision making, or both? How about in this case study specifically?
# ''Positive action'': Care ethics is focused on applied practice and action, rather than abstract principles or intentions ("care implicitly suggests that it will lead to some type of action" [https://www.taylorfrancis.com/books/mono/10.4324/9781003070672/moral-boundaries-joan-tronto writes care ethicist Joan Tronto]). What could practicing care look like for the people involved in this case study?
# ''Interruptions and invitations:'' How would recognizing their own emotions - or the emotions and needs of others - help Emily, Lisa and Morgan through the decision making process?
# ''Physical connections:'' Emotions are physical experiences (which explains in part, how they influence health and cognitive function). What physical sensations do you associate with the emotional responses in Question 1?
# ''Social and Historical Context:'' 'Care ethics' is sometimes called 'Feminist Care Ethics', and is associated with feminist philosophy. How does this approach to ethics relate to what you know about feminism and gender inequality?
# ''Positive Practices'': What is one concrete a practice that you could adopt in response to this case study, in your personal, academic or professional life that would help you be a more effective engineer?

Course:ELEC300E/CaseStudies

EstherRoorda — Tue, 01 Sep 2026 20:43:58 GMT

Case Studies

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	- [[Course:ELEC300E/CaseStudies/AITrainingImpacts\|Chatbot Training in Nairobi]]*		- [[Course:ELEC300E/CaseStudies/AITrainingImpacts\|Chatbot Training in Nairobi]]*

	- [[Course:ELEC300E/CaseStudies/IndianRegistry\|The Indian Register]]		- [[Course:ELEC300E/CaseStudies/IndianRegistry\|The Indian Register]]*

	- [[Course:ELEC300E/CaseStudies/AGoodWayAI\|Designing AI in A Good Way]]		- [[Course:ELEC300E/CaseStudies/AGoodWayAI\|Designing AI in A Good Way]]*

			- [[Course:ELEC300E/CaseStudies/PeerEvaluations\|Peer Evaluations]]*

			- Electronic Monitoring

	- AI and job seeking		- AI and job seeking

	~~- Peer Evaluations~~

	- Grief Bots		- Grief Bots

Course:ELEC300E/CaseStudies/PeerEvaluations

EstherRoorda — Tue, 01 Sep 2026 20:40:46 GMT

Documentation:CTLT programs/CTLT Institute/2026 Summer

AinsleyCamps — Tue, 01 Sep 2026 20:22:50 GMT

Centre for Teaching, Learning and Technology 2026 Summer Institute

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	\|Renata Hall,Educational Consultant, Anti-Racist Teaching and Learning CTLT, Educational and Community Engagement Consultant, EIO		\|Renata Hall,Educational Consultant, Anti-Racist Teaching and Learning CTLT, Educational and Community Engagement Consultant, EIO
	Lauren Casey, Educational Consultant: Anti-Racist and Indigenous Initiatives		Lauren Casey, Educational Consultant: Anti-Racist and Indigenous Initiatives
	\|		\|[[:File:Summer Institute Building Capacity Slides.pdf]]
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File:Summer Institute Building Capacity Slides.pdf

AinsleyCamps — Tue, 01 Sep 2026 20:22:28 GMT

AinsleyCamps uploaded File:Summer Institute Building Capacity Slides.pdf Uploaded a work by Renata Hall from 2026 CTLT Summer Institute with UploadWizard

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Documentation:CTLT programs/CTLT Institute/2026 Summer

AinsleyCamps — Tue, 01 Sep 2026 20:15:31 GMT

Centre for Teaching, Learning and Technology 2026 Summer Institute

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File:Handouts to print for NFTO resource table - Copy.docx

AinsleyCamps — Tue, 01 Sep 2026 20:15:13 GMT

AinsleyCamps uploaded File:Handouts to print for NFTO resource table - Copy.docx Uploaded a work by Renata Hall from New Faculty Orientation CTLT 2026 with UploadWizard

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=={{int:filedesc}}==
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Documentation:CTLT programs/CTLT Institute/2026 Summer

AinsleyCamps — Tue, 01 Sep 2026 20:12:00 GMT

Centre for Teaching, Learning and Technology 2026 Summer Institute

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	\|Zoe Morris, Associate Director, Teaching & Learning Professional Development, CTLT;		\|Zoe Morris, Associate Director, Teaching & Learning Professional Development, CTLT;
	Emily Renoe, Senior Educational Consultant: Learning Technologies, CTLT		Emily Renoe, Senior Educational Consultant: Learning Technologies, CTLT
	\|		\|[[:File:Starting strong Preparing for Day 1 Summer 2026 (1).pdf]]
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	\|August 18		\|August 18

File:Starting strong Preparing for Day 1 Summer 2026 (1).pdf

AinsleyCamps — Tue, 01 Sep 2026 20:11:32 GMT

AinsleyCamps uploaded File:Starting strong Preparing for Day 1 Summer 2026 (1).pdf Uploaded a work by Zoe Morris from CTLT 2026 Summer Institute with UploadWizard

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=={{int:filedesc}}==
{{Information
|description={{en|1=Starting strong Preparing for Day 1 Summer 2026}}
|date=2026-08-10
|source=CTLT 2026 Summer Institute
|author=Zoe Morris
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Course:ELEC300E/CaseStudies/PeerEvaluations

EstherRoorda — Tue, 01 Sep 2026 19:54:02 GMT

Discussion Questions

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	A
			== Context: Emotions and Care Ethics ==
			{\| class="infobox" align="right"
			! style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" \|Peer Evaluation Stress
			\|-
			! scope="row" \|[[File:Wiki.png\|center\|221x221px\|{{{picture\|Image:wiki.png}}}]]
			\|-
			! style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" \|Content / Topics
			\|-
			\| align="right" \|Needs and Emotions
			\|-
			\| align="right" \|Engineering Education
			\|-
			\|
			\|-
			\|
			\|-
			! style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" \|Relevant Analysis Strategies or Tools
			\|-
			\|Decision Impact Assessment
			\|-
			\|Plutchik's Wheel
			\|-
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			\|}
			One approach to moral philosophy (and ethical decision making) is care ethics. Care ethics centers on understanding interpersonal relationships and emotions, and emphasizes personal compassion and empathy over more abstract ideas of morality.

			Understanding emotions, relationships and needs is important for practicing care ethics.

			* Emotions: Emotions are important! They have been shown to impact the [https://www.sciencedirect.com/science/article/abs/pii/S0361476X14000137 cognitive abilities] and [https://link.springer.com/article/10.1007/s44217-025-00952-2 academic performance] of college students. They can impact [https://www.apa.org/topics/stress/body physical health]. They influence people's decisions and reactions. Plutchik's wheel of emotions identifies eight emotions, which can be combined or felt in varying intensities. Review Plutchik's wheel in Figure 1.
			* Empathy: The ability to take the perspective of others and feel their emotions.
			* Needs: Maslow defined five categories of needs that drive human action. Review Maslow's hierarchy in Figure 2.

			[[File:Plutchik-wheel.svg\|thumb\|Figure 1: Plutchik's Wheel of Emotions]]

			== Case: Peer Evaluation Stress ==
			''Read about the same event, told through three different perspectives:''

			'''Lisa'''<blockquote>Lisa sat alone in the library, the signals and systems textbook open in front of her, pages covered in highlighter and sticky notes. She had been here almost every evening for weeks. Failing this course again wasn’t an option—she’d already stumbled through it twice, and another failure could push back her graduation or worse. So, she poured everything into mastering the material, telling herself that this time had to be different.

			The group project for her other course had suffered. She hadn’t meant to let things slide, especially not with Emily in the group. Working with a friend should’ve made things easier, but each time she missed a meeting or skimmed a task, guilt tugged at her. She knew Emily had picked up the slack more than once, and Lisa hadn’t said much—there never seemed to be a good moment to explain how much pressure she was under.

			Now, with the project complete and evaluations submitted, Lisa tried not to wonder what Emily had written on her peer evaluation. Deep down, she didn’t expect a favorable review—and she knew she hadn’t earned one. Still, part of her hoped Emily would understand. Not excuse it but understand.</blockquote>'''Emily'''<blockquote>Emily stared at the peer evaluation form on her screen, her fingers hovering over the keyboard. The project had been stressful, and while she and a few others had put in long hours refining the final report, her friend Lisa had been largely absent—offering vague promises but delivering little.

			Still, as she considered what to write, a wave of hesitation washed over her. She thought back to how much it had meant to her to be placed in a group with someone she already knew. Working with Lisa had made the course feel less intimidating, more comfortable. The group chats, the occasional shared laughter during late-night Zoom calls… After a long pause, Emily gave Lisa a positive evaluation. It wasn’t entirely accurate, but she reasoned that the group had pulled through, and maintaining harmony mattered to her. As she clicked submit, she felt a mix of unease and relief, quietly hoping the gesture would help preserve the connection she valued.</blockquote>'''Professor Morgan'''<blockquote>Professor Morgan scrolled through the peer evaluations, her eyes pausing on Emily’s submission. The numbers didn’t sit right. Lisa’s contribution, from her own observations and other group members’ comments, had been minimal—an occasional presence in meetings, little follow-through on assigned tasks. Yet Emily had given her top marks. It wasn’t just generous—it was dishonest.

			A tightness formed in her chest. This was exactly the kind of situation the peer evaluation system was meant to prevent. Students like Emily were expected to show integrity, and Lisa—well, Lisa had clearly leaned too hard on the benefit of the doubt. The syllabus was clear: peer evaluations could impact individual grades. Adjusting scores for both students would be within her rights—Lisa for neglecting her responsibilities, and Emily for compromising the evaluation process. Other students had taken the task seriously; letting this slide would be unfair to them.

			Still, she couldn’t ignore what she knew about the semester so far. Signals and Systems had broken more than a few students this term, and Lisa had been flagged by advisors for academic concerns. And Emily—quiet, reliable Emily—this was the first time her integrity had ever come into question. Was this poor judgment or a deeper issue?

			Morgan closed the spreadsheet and sat back in her chair; her eyes fixed on the blank screen. </blockquote>

			== Recommended Readings ==

			* https://www.youtube.com/watch?v=xbmpu33xWxo&time_continue=135&source_ve_path=MjM4NTE&embeds_referring_euri=https%3A%2F%2Fwww.google.com%2F

			== Discussion Questions ==
			Here are a few questions to help you begin analyzing the issues discussed in this case study. The purpose of these questions is to prompt reflection and further consideration: there are no right or wrong answers!

			# ''Contradictory or ambiguous viewpoints and outcomes:'' Which emotions is each person feeling (and how do you know)? What needs is each person responding to in this case study? How do their emotional experiences and needs impact their decision making?
			# ''Positive action:'' Do emotions undermine ethical decision making, or are they an important part of ethical decision making?
			# ''Social and Historical Context:''
			# ''Interruptions and invitations:'' Nobody is completely rational, and emotions and personal needs necessarily play a role in decision making. This is a problem when
			# ''Physical connections:'' Emotions are physical experiences (which explains in part, how they influence health and cognitive function). What physical sensations do you associate with the emotional responses in Question 1?
			# ''Positive Practices'': What is one concrete a practice that you could adopt in response to this case study, in your personal, academic or professional life that would help you be a more effective engineer?

Course:ELEC300E/CaseStudies/PeerEvaluations

EstherRoorda — Tue, 01 Sep 2026 18:18:55 GMT

Created page with "A"

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Course:ELEC300E/CaseStudies

EstherRoorda — Tue, 01 Sep 2026 18:14:08 GMT

Case Studies

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	- [[Course:ELEC300E/CaseStudies/AITrainingImpacts\|Chatbot Training in Nairobi]]*		- [[Course:ELEC300E/CaseStudies/AITrainingImpacts\|Chatbot Training in Nairobi]]*

	- [[Course:ELEC300E/CaseStudies/IndianRegistry\|The Indian ~~Registry~~]]		- [[Course:ELEC300E/CaseStudies/IndianRegistry\|The Indian Register]]

	- [[Course:ELEC300E/CaseStudies/AGoodWayAI\|Designing AI in A Good Way]]		- [[Course:ELEC300E/CaseStudies/AGoodWayAI\|Designing AI in A Good Way]]

Course:ELEC300E/CaseStudies/AGoodWayAI

EstherRoorda — Tue, 01 Sep 2026 18:13:23 GMT

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	== Case: Designing ~~Devices~~ in "A Good Way" ==		== Case: Designing AI in "A Good Way" ==
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	! style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" \|~~Chatbot Training~~ in ~~Nairobi~~		! style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" \|Designing AI in A Good Way
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Course:ELEC300E/CaseStudies

EstherRoorda — Tue, 01 Sep 2026 18:12:55 GMT

Case Studies

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	- [[Course:ELEC300E/CaseStudies/IndianRegistry\|The Indian Registry]]		- [[Course:ELEC300E/CaseStudies/IndianRegistry\|The Indian Registry]]

	- [[Course:ELEC300E/CaseStudies/AGoodWayAI\|A Good Way ~~for AI Systems~~]]		- [[Course:ELEC300E/CaseStudies/AGoodWayAI\|Designing AI in A Good Way]]

	- AI and job seeking		- AI and job seeking

Course:ELEC300E/CaseStudies/AGoodWayAI

EstherRoorda — Tue, 01 Sep 2026 18:11:36 GMT

Case: Designing Devices in "A Good Way"

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	== ~~Context~~: Designing Devices in "A Good Way" ==		== Case: Designing Devices in "A Good Way" ==
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	~~An essay~~ by Suzanne Kite, "[https://spectrum.library.concordia.ca/id/eprint/986506/7/Indigenous_Protocol_and_AI_2020.pdf How to Build Anything Ethically]" (Chapter 4.4), explains the Lakota decision making process, of designing things in "A Good Way".		A guide by Suzanne Kite, "[https://spectrum.library.concordia.ca/id/eprint/986506/7/Indigenous_Protocol_and_AI_2020.pdf How to Build Anything Ethically]" (Chapter 4.4), explains the Lakota decision making process, of designing things in "A Good Way".

	This perspective on decision making centers sustainability, thinking seven generations ~~ahead~~. Kite draws parallels between designing an AI system, a physical computing device, and a Lakota sweat lodge.		This perspective on decision making centers sustainability, thinking not just to the end of the product lifecycle, but seven generations into the future. Kite draws parallels between designing an AI system, a physical computing device, and a Lakota sweat lodge.

	She includes a set of questions for guidance:<blockquote>'''QUESTIONS TO ASK AT EACH STEP WITHIN THE PROTOCOL STREAM'''		She includes a set of questions for guidance:<blockquote>'''QUESTIONS TO ASK AT EACH STEP WITHIN THE PROTOCOL STREAM'''
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	'''Managing the Life Cycle''': How can the ongoing use of the result of this protocol be done in an ethical way?		'''Managing the Life Cycle''': How can the ongoing use of the result of this protocol be done in an ethical way?

	'''Preparing for the Death Cycle''': How can the end of this protocol be completed in an ethical way?</blockquote>The ~~essay~~ applies those questions to the development of a physical computing device (or datacenter) to run AI applications.		'''Preparing for the Death Cycle''': How can the end of this protocol be completed in an ethical way?</blockquote>The guide applies those questions to the development of a physical computing device (or datacenter) to run AI applications.

	~~== Case: Designing other Protocol Streams in "A Good Way" ==~~		Ethically building devices to run or accelerate AI applications is only one part of developing ethical AI systems though; Kite presents AI system design as the confluence of eight protocol streams: data collection, governance, coding language, software design, use, distribution, compensation method, physical computing device and data collection.
	Ethically building devices to run or accelerate AI applications is only one part of developing ethical AI systems. Kite presents AI system design as the confluence of eight protocol streams: data collection, governance, coding language, software design, use, distribution, compensation method, physical computing device and data collection.

	~~Choose one protocol stream, and consider how you would approach the decision making process in "A Good Way"~~.

	== Recommended Readings and Resources ==		== Recommended Readings and Resources ==
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	Here are a few questions to help you begin analyzing the issues discussed in this case study. The purpose of these questions is to prompt reflection and further consideration: there are no right or wrong answers!		Here are a few questions to help you begin analyzing the issues discussed in this case study. The purpose of these questions is to prompt reflection and further consideration: there are no right or wrong answers!

			* ''Positive action:'' '''Choose one protocol stream listed (other than physical computing device). How you would approach the decision making process in "A Good Way"?'''
	* ''Personal response'': Take stock of your immediate response to this case study: outrage, discomfort, boredom, confusion, frustration, hope, interest? How might your unique personal experiences and perspectives inform this response? How can you leverage this response in a positive way?		* ''Personal response'': Take stock of your immediate response to this case study: outrage, discomfort, boredom, confusion, frustration, hope, interest? How might your unique personal experiences and perspectives inform this response? How can you leverage this response in a positive way?
	* ''Social and Historical Context:'' ~~Would you consider~~ the ~~way AI companies employ workers like Micheal to be~~ [https://~~plato~~.~~stanford.edu~~/~~entries~~/~~exploitation/#MoraWeigForcExpl exploitative~~]~~, or an example of data colonialism? Why or why not? Does~~ this ~~story echo any other case studies, or recent news articles you have read?~~		* ''Contradictory viewpoints and outcomes:'' Contrast approaching design and decision making in "A Good Way" to other approaches to technical decision making (from this class, from industry experience, from other classes)? What are the similarities or differences?
	* ''Contradictory viewpoints and outcomes:'' contrast with other design ~~approaches - what can we learn~~		* ''Social and Historical Context:'' Consider the social context of this case study (Indigenous people are [https://engineerscanada.ca/reports/indigenous-engineering-in-canada currently underrepresented] in engineering; the Canadian Residential School System attempted to erase Indigenous languages and cultural practices etc.) How do you think this context influences technical design?
	* ''Positive action:'' ?		* ''Interruptions and invitations:'' In what way does engineering in "A Good Way" invite us to either welcome diverse stakeholder perspectives and viewpoints into the design process, or interrupt hegemonic practices?
	* ''Interruptions and invitations:''		* ''Physical connections'': Consider the teachings, values and cultural traditions of your own culture. Alternatively, consider the teachings, values and cultural traditions, as you understand them, of the Indigenous nations [https://www.whose.land/en/ whose lands] are you currently situated on (eg. [https://www.musqueam.bc.ca/our-story/mission-vision-values/ the Musqueam Nation]). How might those teachings and cultural traditions apply to technological decision making?
	* ''Physical connections'':		* ''Positive Practices'': What is one concrete action that you could take, or a practice that you could adopt in your personal, academic or professional life to address some of the issues, or put into practice one of the approaches discussed in this case study?
	* ''Positive Practices'': What is one concrete action that you could take, or a practice that you could adopt in your personal, academic or professional life to address some of the issues discussed in this case study?

Course:ELEC300E/CaseStudies

EstherRoorda — Tue, 01 Sep 2026 17:10:03 GMT

Case Studies

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	- [[Course:ELEC300E/CaseStudies/IndianRegistry\|The Indian Registry]]		- [[Course:ELEC300E/CaseStudies/IndianRegistry\|The Indian Registry]]

	- ~~Indigenous Data Sovereignty~~		- [[Course:ELEC300E/CaseStudies/AGoodWayAI\|A Good Way for AI Systems]]

	- AI and job seeking		- AI and job seeking

Course:ELEC300E/CaseStudies/AGoodWayAI

EstherRoorda — Tue, 01 Sep 2026 17:08:35 GMT

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== Context: Designing Devices in "A Good Way" ==
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|Indigenous AI
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An essay by Suzanne Kite, "[https://spectrum.library.concordia.ca/id/eprint/986506/7/Indigenous_Protocol_and_AI_2020.pdf How to Build Anything Ethically]" (Chapter 4.4), explains the Lakota decision making process, of designing things in "A Good Way".

This perspective on decision making centers sustainability, thinking seven generations ahead. Kite draws parallels between designing an AI system, a physical computing device, and a Lakota sweat lodge.

She includes a set of questions for guidance:<blockquote>'''QUESTIONS TO ASK AT EACH STEP WITHIN THE PROTOCOL STREAM'''

'''Consultation:''' Who are the Elders and Knowledge Keepers for this protocol?

'''Identify Stakeholders:''' Which community members, human and non-human, all those past,

present, and future are affected?

'''Identify Raw Material:''' What is needed to create this process?

'''Compensation:''' How are the stakeholders or owners of the raw materials being compensated and how does that compensation affect them?

'''Construction:''' What are the methods necessary to do this protocol in an ethical way?

'''Preparing Internal Components:''' How do the parts of this process need to be prepared?

'''Running the Program''': How can the protocol be enacted in an ethical way?

'''Transforming:''' What is transformed during this process?

'''Welcoming:''' How can this protocol be completed in a way that provides transparency to those affected?

'''Managing the Life Cycle''': How can the ongoing use of the result of this protocol be done in an ethical way?

'''Preparing for the Death Cycle''': How can the end of this protocol be completed in an ethical way?</blockquote>The essay applies those questions to the development of a physical computing device (or datacenter) to run AI applications.

== Case: Designing other Protocol Streams in "A Good Way" ==
Ethically building devices to run or accelerate AI applications is only one part of developing ethical AI systems. Kite presents AI system design as the confluence of eight protocol streams: data collection, governance, coding language, software design, use, distribution, compensation method, physical computing device and data collection.

Choose one protocol stream, and consider how you would approach the decision making process in "A Good Way".

== Recommended Readings and Resources ==

* '''~7 minute read''', Suzanne Kite, "How to Build Anything Ethically" in Indigenous Protocol and Artificial Intelligence
** [https://spectrum.library.concordia.ca/id/eprint/986506/7/Indigenous_Protocol_and_AI_2020.pdf https://spectrum.library.concordia.ca/id/eprint/986506/7/Indigenous_Protocol_and_AI_2020.pdf,] Chapter 4.4

== Discussion Questions ==
Here are a few questions to help you begin analyzing the issues discussed in this case study. The purpose of these questions is to prompt reflection and further consideration: there are no right or wrong answers!

* ''Personal response'': Take stock of your immediate response to this case study: outrage, discomfort, boredom, confusion, frustration, hope, interest? How might your unique personal experiences and perspectives inform this response? How can you leverage this response in a positive way?
* ''Social and Historical Context:'' Would you consider the way AI companies employ workers like Micheal to be [https://plato.stanford.edu/entries/exploitation/#MoraWeigForcExpl exploitative], or an example of data colonialism? Why or why not? Does this story echo any other case studies, or recent news articles you have read?
* ''Contradictory viewpoints and outcomes:'' contrast with other design approaches - what can we learn
* ''Positive action:'' ?
* ''Interruptions and invitations:''
* ''Physical connections'':
* ''Positive Practices'': What is one concrete action that you could take, or a practice that you could adopt in your personal, academic or professional life to address some of the issues discussed in this case study?

Course:ELEC300E/CaseStudies/FrameworkLaptops

EstherRoorda — Tue, 01 Sep 2026 16:37:07 GMT

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Course:ELEC300E/CaseStudies/IndianRegistry

EstherRoorda — Tue, 01 Sep 2026 07:09:58 GMT

Discussion Questions

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	== Discussion Questions ==		== Discussion Questions ==
	Here are a few questions to help you begin analyzing the issues discussed in this case study. The purpose of these questions is to prompt reflection and further consideration: there are no right or wrong answers!		Here are a few questions to help you begin analyzing the issues discussed in this case study. The purpose of these questions is to prompt reflection and further consideration: there are no right or wrong answers!

	~~- Technical and practical aspects of managing large amounts of sensitive~~

	~~information.~~

	~~• The information that you would add or remove from the current register~~

	~~• How to address the various concepts of citizenship / membership represented by~~

	~~the government / Anishnaabe people.~~
	# ''Personal response:'' Take stock of your immediate response to this case study: outrage, discomfort, boredom, confusion, frustration, hope, interest? How might your unique personal experiences and perspectives inform this response? How can you leverage this response in a positive way?		# ''Personal response:'' Take stock of your immediate response to this case study: outrage, discomfort, boredom, confusion, frustration, hope, interest? How might your unique personal experiences and perspectives inform this response? How can you leverage this response in a positive way?
	# ''Positive action:''		# ''Positive action:'' How might the "Indian Register" database be changed to better reflect Anishnaabe concepts of citizenship as you understand them?
	# ''Physical connections:''		# ''Physical connections:'' What are the traditions of kinship and citizenship in your culture? If you wanted a database to accurately represent your sense of citizenship or cultural identity what might that look like?
	# ''Contradictory viewpoints and outcomes:''		# ''Contradictory viewpoints and outcomes:'' How is the existing "Indian Register" in conflict with Anishnaabe concepts of citizenship? According to postcolonial computing research, these decisions and conflicts [https://dl.acm.org/doi/epdf/10.1145/1753326.1753522 "affect any efforts in 'knowledge management' by which diverse cultural understandings are to be harnessed to western techno-social practice"]. Can you think of other similar examples?
	# ''Interruptions and invitations:''		# ''Interruptions and invitations:'' You have your own personal cultural and epistomological perspectives, which are likely informed by Western traditions. What design practices or approaches might help you to understand and include more heterogeneous persepectives?
	# ''Social and Historical Context:''		# ''Social and Historical Context:'' If the "Indian Register" is not in alignment with Anishnaabe concepts of citizenship, who does that impact and how? How does this example echo other case studies or broader social patterns?
	# ''Positive practices'': What is one concrete action that you could take, or a practice that you could adopt in your personal, academic or professional life to address some of the issues discussed in this case study?		# ''Positive practices'': What is one concrete action that you could take, or a practice that you could adopt in your personal, academic or professional life to address some of the issues discussed in this case study?

Course:ELEC300E/CaseStudies

EstherRoorda — Tue, 01 Sep 2026 06:11:50 GMT

Student-Developed Case Studies

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	* '''Participatory Learning / Knowledge co-creation''': Instead of providing specific conclusions and interpretations of events, the case studies aim to facilitate discussions between students that incorporate their personal experiences and perspectives.		* '''Participatory Learning / Knowledge co-creation''': Instead of providing specific conclusions and interpretations of events, the case studies aim to facilitate discussions between students that incorporate their personal experiences and perspectives.
	* '''Problem Posing''': Paulo Friere's critical pedagogy highlights problem-posing, teaching people "to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation". The focus of the course is not on problem solving, but rather on problem posing. Case studies focus more on the context for design decisions rather than the implementation.		* '''Problem Posing''': Paulo Friere's critical pedagogy highlights problem-posing, teaching people "to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation". The focus of the course is not on problem solving, but rather on problem posing. Case studies focus more on the context for design decisions rather than the implementation.
	* '''Critical Hope:''' For positive change to be possible, we need to have hope - but hope that is grounded in reality and in action. These case studies were developed with an appreciation of the importance of hope, and discussion questions relate directly to ~~Cari~~ Grain's seven principles of critical hope.		* '''Critical Hope:''' For positive change to be possible, we need to have hope - but hope that is grounded in reality and in action. These case studies were developed with an appreciation of the importance of hope, and discussion questions relate directly to Kari Grain's seven principles of critical hope.
	* '''Culture of Care / Trust''': Participatory learning requires for students to be able to engage, to be supported, and to feel comfortable sharing their perspectives. In case studies, we aim to incorporate principles of UDL, to welcome multiple perspectives, to provide clear scaffolding for new ideas, to attend to student emotions and experience, and to not overwhelm students with too much reading!		* '''Culture of Care / Trust''': Participatory learning requires for students to be able to engage, to be supported, and to feel comfortable sharing their perspectives. In case studies, we aim to incorporate principles of UDL, to welcome multiple perspectives, to provide clear scaffolding for new ideas, to attend to student emotions and experience, and to not overwhelm students with too much reading!

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	** Use videos and podcasts, but take UDL and accessibility into account and try to provide transcripts and accessible materials.		** Use videos and podcasts, but take UDL and accessibility into account and try to provide transcripts and accessible materials.
	* '''Discussion Questions''':		* '''Discussion Questions''':
	** Try to map the discussion questions to ~~Cari~~ Grain's principles of critical hope. If this is ~~difficult~~ to ~~come up with appropriate questions~~, ~~then what might that mean about~~ the case study and ~~whether it~~ is in ~~line with Critical Hope~~?		** Try to map the discussion questions to Kari Grain's principles of critical hope:
			*** ''Anger and grief have a seat at the table (Personal Response):'' eg. "Take stock of your immediate response to this case study: outrage, discomfort, boredom, confusion, frustration, hope, interest? How might your unique personal experiences and perspectives inform this response? How can you leverage this response in a positive way?"
			*** ''Hope is necessary but alone its not enough (Positive action):'' How can this case study inspire concrete positive action?
			*** ''Critical hope is entangled with the body and the land (Physical connections):'' How does the case study relate to your physical surroundings, the history of the land you live on, or your physical experience?
			*** ''Critical hope is messy, uncomfortable and full of contradictions (Contradictory viewpoints and outcomes):'' Where are the contradictions and conflicts in the case study? Where do stakeholder priorities conflict? What is ambiguous or unsure?
			*** ''Critical hope requires interruptions and invitations (Interruptions and invitations):'' How, through leadership, can we invite people to the table and include communities in change? How can harmful systems be interrupted?
			*** ''Critical hope requires bearing witness to social and historical trauma (Social and Historical Context):'' How does the case study relate to systemic injustices, patterns of oppression, power hierarchies etc.?
			*** ''Critical hope is not something you have, its something you practice (Positive practices''): eg. "What is one concrete action that you could take, or a practice that you could adopt in your personal, academic or professional life to address some of the issues discussed in this case study?"
	** Avoid discussion questions with obvious answers.		** Avoid discussion questions with obvious answers.
	** Avoid discussion questions that students might be uncomfortable talking about in class (eg. "Have you ever used AI to cheat on an assignment? Why"). Otherwise, list them them at the bottom as 'reflection questions'.		** Avoid discussion questions that students might be uncomfortable talking about in class (eg. "Have you ever used AI to cheat on an assignment? Why"). Otherwise, list them them at the bottom as 'reflection questions'.

Course:ELEC300E/CaseStudies/IndianRegistry

EstherRoorda — Tue, 01 Sep 2026 05:50:57 GMT

Context: The Indian Register

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	The Indian Act and other legislation from the same period defined who was considered "Indian" based on descent through the male line. Women and children were included under the man's name, meaning that if an Indigenous women married a non-Indigenous man, she and her children would no longer have status.		The Indian Act and other legislation from the same period defined who was considered "Indian" based on descent through the male line. Women and children were included under the man's name, meaning that if an Indigenous women married a non-Indigenous man, she and her children would no longer have status.

	The purpose of these laws was to assimilate Indigenous peoples through enfranchisement. ~~This~~ cancelled legal recognition of an individual’s band membership, treaty rights and status rights in exchange for full Canadian citizenship, and removal from Indian Act restrictions. Note that when a man enfranchised, his wife and descendants would lose status too!		The purpose of these laws was to assimilate Indigenous peoples through "enfranchisement". Enfranchisement cancelled legal recognition of an individual’s band membership, treaty rights and status rights in exchange for full Canadian citizenship, and removal from Indian Act restrictions. Note that when a man enfranchised, his wife and descendants would lose status too!

	Enfranchisement was ended, and the gender-based differences were removed in 1985.		Enfranchisement was ended, and the gender-based differences were removed, in 1985.

	== Case: Anishnaabe Citizenship - Debandaagziwin ==		== Case: Anishnaabe Citizenship - Debandaagziwin ==

Library:Help for Undergraduate Students

MatthewPatton — Mon, 31 Aug 2026 22:51:57 GMT

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	==Next Steps==		==Next Steps==

	* Library Instruction: ~~If you’re enrolled in APSC 150, APSC 176, BIOL 140, CAP, CHEM 121, ENGL 112, FRST 100, LFS 100, SCIE 101, SCIE 113, WRDS 150, or~~ a ~~host~~ of ~~other~~ courses~~, library instruction is integrated into your course~~. Other [https://~~events~~.library.ubc.ca/ workshops and events] are also available.		* Library Instruction: [https://guides.library.ubc.ca/ubcv Course Guides] are provided for a limited selection of courses at UBC Vancouver. Other [https://libcal.library.ubc.ca/calendar/vancouver workshops and events] are also available.

	* Our subject-specific [http://guides.library.ubc.ca/ Research Guides] help with your research.		* Our subject-specific [http://guides.library.ubc.ca/ Research Guides] help with your research.
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	* Visit your [http://hours.library.ubc.ca/ Library branch] for research help.		* Visit your [http://hours.library.ubc.ca/ Library branch] for research help.

	* ~~Our online~~ [~~http~~://~~assignmentcalculator~~.library.ubc.ca/~~index.php Assignment Calculator~~] helps you ~~manage that super-complicated assignment by breaking it down into a series of doable steps. Just enter~~ your ~~start and due date~~, and your ~~plan appears~~.		* If you are interested in using GenAI for your assignments, our [https://guides.library.ubc.ca/GenAI/assignmentplanning Planning Assignments using GenAI guide] helps you plan your assignments using GenAI tools, without violating academic integrity. It provides tips on how to write effective prompts to generate detailed outlines and schedules to help you plan your time and understand how to approach assignments.

	* Need help with writing? Book an appointment at the [http://learningcommons.ubc.ca/tutoring-studying/tutoring/#centre-for-writing-scholarly Centre for Writing & Scholarly Communication] to talk about your writing with a trained peer.		* Need help with writing? Book an appointment at the [http://learningcommons.ubc.ca/tutoring-studying/tutoring/#centre-for-writing-scholarly Centre for Writing & Scholarly Communication] to talk about your writing with a trained peer.
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	* the [https://services.library.ubc.ca/computers-technology/technology-borrowing/ technology equipment] (laptops, chargers, cameras, etc.) to borrow		* the [https://services.library.ubc.ca/computers-technology/technology-borrowing/ technology equipment] (laptops, chargers, cameras, etc.) to borrow
	* the [https://services.library.ubc.ca/facilities/group-silent-study-space/ group & silent study spaces]		* the [https://services.library.ubc.ca/facilities/group-silent-study-space/ group & silent study spaces]
	* more [~~http~~://~~services~~.library.ubc.ca/~~library-~~facilities/ library facilities]		* more [https://www.library.ubc.ca/services/#facilities library facilities]

	==Course Reserves==		==Course Reserves==

File:EPSE 546 Module One Lecture - Winter2026.pptx

DebbieKlassen — Mon, 31 Aug 2026 21:40:34 GMT

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Library:RBSC Hours

ChelseaShriver — Mon, 31 Aug 2026 16:30:42 GMT

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	'''~~Hours~~ This Week'''		'''ours This Week'''
	{\| class="wikitable"		{\| class="wikitable"
	!<big>Reading Room</big>		!<big>Reading Room</big>
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	To request RBSC or UA materials to consult in the Reading Room, [https://libcal.library.ubc.ca/reserve/rbscuareadingroom/space please schedule an appointment] at least 24 hours in advance during weekday business hours.		To request RBSC or UA materials to consult in the Reading Room, [https://libcal.library.ubc.ca/reserve/rbscuareadingroom/space please schedule an appointment] at least 24 hours in advance during weekday business hours.

	~~Summer terms~~ (~~May~~ – ~~Aug~~., 2026)		Winter term I (Sept. – Dec., 2026)

	<big>'''Monday-Friday'''</big>		<big>'''Monday-Friday'''</big>

	<big>'''10:00 am-2:00 pm'''</big>		<big>'''9:00 am-3:00 pm'''</big>

	Closed on weekends and the following statutory holidays: Monday, ~~May 18~~; Wednesday, ~~July 1~~; Monday, ~~August 3~~		Closed on weekends and the following statutory holidays: Monday, September 7; Wednesday, September 30; Monday, October 12; Wednesday, November 11
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User:DeanGiustini

DeanGiustini — Mon, 31 Aug 2026 13:58:41 GMT

Show changes

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	- [[Course:ELEC300E/CaseStudies/AITrainingImpacts\|Chatbot Training in Nairobi]]*		- [[Course:ELEC300E/CaseStudies/AITrainingImpacts\|Chatbot Training in Nairobi]]*

	- [[Course:ELEC300E/CaseStudies/IndianRegistry\|The Indian ~~Registry~~]]		- [[Course:ELEC300E/CaseStudies/IndianRegistry\|The Indian Register]]

	- [[Course:ELEC300E/CaseStudies/AGoodWayAI\|Designing AI in A Good Way]]		- [[Course:ELEC300E/CaseStudies/AGoodWayAI\|Designing AI in A Good Way]]

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	''Read about the same event, told through three different perspectives:''		''Read about the same event, told through three different perspectives:''

	'''Lisa'''<blockquote>Lisa sat alone in the library, the signals and systems textbook open in front of her, pages covered in highlighter and sticky notes. She had been here almost every evening for weeks. Failing this course again wasn’t an ~~option—she’d~~ already stumbled through it twice, and another failure could push back her graduation or worse. So, she poured everything into mastering the material, telling herself that this time had to be different.		'''Lisa'''<blockquote>Lisa sat alone in the library, the signals and systems textbook open in front of her, pages covered in highlighter and sticky notes. She had been here almost every evening for weeks. Failing this course again wasn’t an option - she’d already stumbled through it twice, and another failure could push back her graduation or worse. So, she poured everything into mastering the material, telling herself that this time had to be different.

	The group project for her other course had suffered. She hadn’t meant to let things slide, especially not with Emily in the group. Working with a friend should’ve made things easier, but each time she missed a meeting or skimmed a task, guilt tugged at her. She knew Emily had picked up the slack more than once, and Lisa hadn’t said ~~much—there~~ never seemed to be a good moment to explain how much pressure she was under.		The group project for her other course had suffered. She hadn’t meant to let things slide, especially not with Emily in the group. Working with a friend should’ve made things easier, but each time she missed a meeting or skimmed a task, guilt tugged at her. She knew Emily had picked up the slack more than once, and Lisa hadn’t said much. There never seemed to be a good moment to explain how much pressure she was under.

	Now, with the project complete and evaluations submitted, Lisa tried not to wonder what Emily had written on her peer evaluation. Deep down, she didn’t expect a favorable ~~review—and~~ she knew she hadn’t earned one. Still, part of her hoped Emily would understand. Not excuse it but understand.</blockquote>'''Emily'''<blockquote>Emily stared at the peer evaluation form on her screen, her fingers hovering over the keyboard. The project had been stressful, and while she and a few others had put in long hours refining the final report, her friend Lisa had been largely ~~absent—offering~~ vague promises but delivering little.		Now, with the project complete and evaluations submitted, Lisa tried not to wonder what Emily had written on her peer evaluation. Deep down, she didn’t expect a favorable review and she knew she hadn’t earned one. Still, part of her hoped Emily would understand. Not excuse it but understand.</blockquote>'''Emily'''<blockquote>Emily stared at the peer evaluation form on her screen, her fingers hovering over the keyboard. The project had been stressful, and while she and a few others had put in long hours refining the final report, her friend Lisa had been largely absent, offering vague promises but delivering little.

	Still, as she considered what to write, a wave of hesitation washed over her. She thought back to how much it had meant to her to be placed in a group with someone she already knew. Working with Lisa had made the course feel less intimidating, more comfortable. The group chats, the occasional shared laughter during late-night Zoom calls… After a long pause, Emily gave Lisa a positive evaluation. It wasn’t entirely accurate, but she reasoned that the group had pulled through, and maintaining harmony mattered to her. As she clicked submit, she felt a mix of unease and relief, quietly hoping the gesture would help preserve the connection she valued.</blockquote>'''Professor Morgan'''<blockquote>Professor Morgan scrolled through the peer evaluations, her eyes pausing on Emily’s submission. The numbers didn’t sit right. Lisa’s contribution, from her own observations and other group members’ comments, had been ~~minimal—an~~ occasional presence in meetings, little follow-through on assigned tasks. Yet Emily had given her top marks. It wasn’t just ~~generous—it~~ was dishonest.		Still, as she considered what to write, a wave of hesitation washed over her. She thought back to how much it had meant to her to be placed in a group with someone she already knew. Working with Lisa had made the course feel less intimidating, more comfortable. The group chats, the occasional shared laughter during late-night Zoom calls… After a long pause, Emily gave Lisa a positive evaluation. It wasn’t entirely accurate, but she reasoned that the group had pulled through, and maintaining harmony mattered to her. As she clicked submit, she felt a mix of unease and relief, quietly hoping the gesture would help preserve the connection she valued.</blockquote>'''Professor Morgan'''<blockquote>Professor Morgan scrolled through the peer evaluations, her eyes pausing on Emily’s submission. The numbers didn’t sit right. Lisa’s contribution, from her own observations and other group members’ comments, had been minimal: an occasional presence in meetings, little follow-through on assigned tasks. Yet Emily had given her top marks. It wasn’t just generous, it was dishonest.

	A tightness formed in her chest. This was exactly the kind of situation the peer evaluation system was meant to prevent. Students like Emily were expected to show integrity, and ~~Lisa—well~~, Lisa had clearly leaned too hard on the benefit of the doubt. The syllabus was clear: peer evaluations could impact individual grades. Adjusting scores for both students would be within her ~~rights—Lisa~~ for neglecting her responsibilities, and Emily for compromising the evaluation process. Other students had taken the task seriously; letting this slide would be unfair to them.		A tightness formed in her chest. This was exactly the kind of situation the peer evaluation system was meant to prevent. Students like Emily were expected to show integrity, and Lisa... Well, Lisa had clearly leaned too hard on the benefit of the doubt. The syllabus was clear: peer evaluations could impact individual grades. Adjusting scores for both students would be within her rights: Lisa for neglecting her responsibilities, and Emily for compromising the evaluation process. Other students had taken the task seriously; letting this slide would be unfair to them.

	Still, she couldn’t ignore what she knew about the semester so far. Signals and Systems had broken more than a few students this term, and Lisa had been flagged by advisors for academic concerns. And ~~Emily—quiet~~, reliable ~~Emily—this~~ was the first time her integrity had ever come into question. Was this poor judgment or a deeper issue?		Still, she couldn’t ignore what she knew about the semester so far. Signals and Systems had broken more than a few students this term, and Lisa had been flagged by advisors for academic concerns. And Emily, quiet, reliable Emily, this was the first time her integrity had ever come into question. Was this poor judgment or a deeper issue?

	Morgan closed the spreadsheet and sat back in her chair; her eyes fixed on the blank screen. </blockquote>		Morgan closed the spreadsheet and sat back in her chair; her eyes fixed on the blank screen. </blockquote>
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	== Recommended Readings ==		== Recommended Readings ==

	* https://www.youtube.com/watch?v=xbmpu33xWxo&time_continue=135&source_ve_path=MjM4NTE&embeds_referring_euri=https%3A%2F%2Fwww.google.com%2F		* '''4 minute video''', "What is Care Ethics": https://www.youtube.com/watch?v=xbmpu33xWxo&time_continue=135&source_ve_path=MjM4NTE&embeds_referring_euri=https%3A%2F%2Fwww.google.com%2F

	== Discussion Questions ==		== Discussion Questions ==
	Here are a few questions to help you begin analyzing the issues discussed in this case study. The purpose of these questions is to prompt reflection and further consideration: there are no right or wrong answers!		Here are a few questions to help you begin analyzing the issues discussed in this case study. The purpose of these questions is to prompt reflection and further consideration: there are no right or wrong answers!

	# ''Contradictory ~~or ambiguous~~ viewpoints and outcomes:'' Which emotions is each person feeling (and how do you know)? What needs is each person responding to in this case study? How do their emotional experiences and needs impact their decision making?		# ''Contradictory viewpoints and outcomes:'' Which emotions is each person feeling (and how do you know)? What needs is each person responding to in this case study? How do their emotional experiences and needs impact their decision making?
	# ''~~Positive action~~:'' Do emotions undermine ethical decision making, or are they an important part of ethical decision making?		# ''Emotional Responses:'' Do you think emotions and compassion undermine ethical decision making, or are they an important part of ethical decision making, or both? How about in this case study specifically?
	# ''~~Social~~ and ~~Historical Context~~:''		# ''Positive action'': Care ethics is focused on applied practice and action, rather than abstract principles or intentions ("care implicitly suggests that it will lead to some type of action" [https://www.taylorfrancis.com/books/mono/10.4324/9781003070672/moral-boundaries-joan-tronto writes care ethicist Joan Tronto]). What could practicing care look like for the people involved in this case study?
	# ''Interruptions and invitations:'' ~~Nobody is completely rational, and~~ emotions and ~~personal~~ needs ~~necessarily play a role in~~ decision making~~. This is a problem when~~		# ''Interruptions and invitations:'' How would recognizing their own emotions - or the emotions and needs of others - help Emily, Lisa and Morgan through the decision making process?
	# ''Physical connections:'' Emotions are physical experiences (which explains in part, how they influence health and cognitive function). What physical sensations do you associate with the emotional responses in Question 1?		# ''Physical connections:'' Emotions are physical experiences (which explains in part, how they influence health and cognitive function). What physical sensations do you associate with the emotional responses in Question 1?
			# ''Social and Historical Context:'' 'Care ethics' is sometimes called 'Feminist Care Ethics', and is associated with feminist philosophy. How does this approach to ethics relate to what you know about feminism and gender inequality?
	# ''Positive Practices'': What is one concrete a practice that you could adopt in response to this case study, in your personal, academic or professional life that would help you be a more effective engineer?		# ''Positive Practices'': What is one concrete a practice that you could adopt in response to this case study, in your personal, academic or professional life that would help you be a more effective engineer?