SYMBOLIC SYSTEMS 150:
Computers and Social Decisions (3 units)
Spring Quarter 2003-2004, Stanford University
Instructor:  Todd Davies
Meeting Time: Wednesdays 6:30-9:00 PM
Location: 160-323 (Wallenberg Hall, 3rd floor)
Instructor's Office: 460-040C (Margaret Jacks Hall, lower level)
Phone: x3-4091; Fax: x3-5666
Email: t-d-a-v-i-e-s-@-c-s-l-i-.-s-t-a-n-f-o-r-d-.-e-d-u
Office Hours: Tuesdays, Wednesdays, and Thursdays 10:30 AM - 12:00 Noon

This is an evolving syllabus.  The final schedule of topics, readings, and lectures will be developed out of the first week's session.  Check back for an updated version before the second class session on April 7.

OVERVIEW

This course represents an interdisciplinary approach to questions like the following: How can computers and computer networks be used to democratize decision making in both society and smaller groupings of people?  What are the motivations for trying to do so?  What are the barriers?  What have people tried to do  in this area, and what has happened as a result?  The idea is to review theories and empirical findings, and attempt to apply these to the real-world challenges of democracy.  This is a service learning course, so in addition to readings, informal lectures, and a final exam, each student will be expected to be involved in a  project to benefit an outside community client   A goal of the project component is to make at least some of the issues in the design of social decision systems more apparent, and to help students to see how research questions can both inform and be informed by practical interventions.

Beyond this broad description, I would like to try letting the class determine the exact mix of topics.  The first class session will be devoted to a decision making exercise in which we will jointly refine the syllabus out of a longer list of topics than could realistically be covered. This approach to designing the course is experimental, but given the course's overall theme of group decision making, I would like to try doing it this way.  The course design exercise should, at the very least, give everyone a common experience in group discussion and decision making that may serve as data for our later class sessions.

COURSE DESIGN PROCESS

I would like to begin by assuming nothing beyond the broad course description given above.  This means that the class must not only come up with a basic course design, but also that it must decide how to go about coming up with the design.   We should soon be in the midst of very foundational issues in social decision making, that may help us to identify issues for the course.  However, as the instructor, I have interests and perspectives that I will want to put forward.  I feel responsible for making sure that the course meets the needs of students, but also plan to communicate with everyone what I think I can best contribute, and what topics may be dealt with better in other courses or by other professors.  Also, I have a responsibility to lead the class. (I am, after all, the one getting paid.)  What I would like to do is to serve the class, by implementing the vision of its members, and contributing what I have to offer.  Part of this should, I believe, involve participating very actively in the course design discussion, in a way that is appropriate to my elevated level of responsibility and experience with the course themes, but responsive to students' collective and individual desires.

POSSIBLE TOPICS

Here are some topics that we could cover this quarter.
POSSIBLE PROJECTS

Here are some project types that have been identified as needed in the community.
ISSUES TO RESOLVE

Here are some issues that need to be settled in the final syllabus.