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05-497: Special Topics:

Embedded Designs in HCI for Mitigating Unconscious Bias

Spring 2017

TR 10:30-11:50 AM

SCR 172 (300 S. Craig St)

Instructors: Geoff Kaufman

Email: gfk@cs.cmu.edu

Office: NSH 3611

Phone: 8-4812

Office Hours: Thurs, 12-1 PM

Carol Frieze

Email: cfrieze@cs.cmu.edu

Office: GHC 4111

Phone: 8-9071

Office Hours: Tues, 12-1 PM

Course Description, Goals, and Expectations

Unconscious bias remains a pervasive and pressing social issue. New approaches to

understanding and mitigating its effects, along with evaluating the effectiveness of approaches,

are urgently needed.

This course aims to leverage the strengths of an interdisciplinary HCI approach, bringing

together topics and tools from behavioral science, design, and computer science, for the

creation of theoretically grounded technology-based interventions for addressing unconscious

bias.

The goals of this course are: a) to introduce students to concepts, research evidence, and

practical strategies for mitigating the impact of bias, with a particular focus on computer science

and technology contexts; b) to understand the theory and methodology of persuasive design

principles in the design of HCI interventions for social impact; and c) to apply this foundational

knowledge to the development and evaluation of a team-designed mobile app, website, or

digital game to help mitigate or measure the impact of biases and stereotypes. Students will gain

experience in critical thinking, public speaking, project work in teams, the design and research

of social interventions, and the use of rapid prototyping and iteration to design a technical

project.

The course has no prerequisites, but some technical experience (programming, web design,

etc.) will be expected. The class will conclude with a public demonstration of the projects developed.

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Required Resources

A. Books

Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. New York:

Delacorte Press.

B. Blackboard. All course materials, including homework assignments and readings (except

books) will be posted there.

Grading

Activity Percent

Homework Assignments 25%

Class participation (including discussion leading

and discussion board posts)

25%

Semester Research Project (including final

report and project presentation)

50%

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Attendance, Participation, and Other Classroom Policies

We take this class seriously and expect you to do the same. If you want credit for the class, you

must prepare for class and attend. If you have an obligation that conflicts with a scheduled class

meeting, please let us know at the beginning of the semester.

It is very important that all students can feel comfortable asking questions and contributing to

class discussions. To that end, please try to be respectful of and patient with others, even if

you have strongly differing opinions. You also have a right to expect respectful behavior from

others. If you have any suggestions about how to create a more productive and cooperative

classroom environment, please contact us at any time in the semester.

As research on learning shows, unexpected noises and movement automatically divert and

capture people's attention, which means you are affecting everyone’s learning experience if

your cell phone, tablet, laptop, smart watch, etc. makes noise or is visually distracting during

class. For this reason, you are permitted to take notes on your laptop, but you must turn the

sound off so that you do not disrupt other students' learning. Please leave all other devices in your bag, turn off your cell phone, and resist the urge to text (unless it’s to tell someone about

all the fascinating things you’re learning in class).

Assignments

The work in this class consists of individual work (readings and homework assignments) and

group work (discussion leading and the course project).

Semester project

You will work as part of a team to develop a prototype (e.g., an app, a website, a game, etc.)

that aims to intervene to reduce implicit bias and/or measure/evaluate implicit bias for users.

You will design this prototype iteratively, relying on extensive testing (inside and outside of

class) with a variety of users. Your project must be informed by the course material and

reviews of the unconscious bias literature that you and your team perform.

In addition, project teams will give a public demo of their prototypes on the last day of class.

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Academic Misconduct Warning

All work must be your own. In any presentation, creative, artistic, or research-oriented, it is

the ethical responsibility of each student to identify the conceptual sources of the work

submitted. Failure to do so is dishonest and is the basis for a charge of cheating or plagiarism,

which is subject to disciplinary action. Cheating or plagiarism will be reported through official

university channels, and the consequences will be severe. The minimum punishment is usually

failure in the course. If the case of plagiarism or cheating is especially blatant, you may be

expelled from the university. On all assignments, take care to paraphrase and cite your sources.

Refer to Carnegie Mellon’s Policy on Academic Integrity for more information:

http://www.cmu.edu/policies/student-and-student-life/academic-integrity.html.

Health and Well-being

Take care of yourself. We trust that you will do your best to maintain a healthy lifestyle and

manage stress this semester. At the same time, all of us benefit from support during times of

struggle. You are not alone. If your positive experience in the class is being hindered in any way, please don’t hesitate to talk to us about it. In addition, remember that there are many helpful

resources available on campus. Asking for support sooner rather than later is often helpful.

If you or anyone you know experiences any academic stress, difficult life events, or feelings like

anxiety or depression, we strongly encourage you to seek support. Counseling and

Psychological Services (CaPS) is here to help: call 412-268-2922 and visit their website

at http://www.cmu.edu/counseling/. Consider reaching out to a friend, faculty or family member

you trust for help getting connected to the support that can help.

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Course Schedule (subject to change)

Date: Prior to first class

Topics

Readings/Assignments Watch the video “Unconscious Bias at Work” by Dr. Brian Welle, Director of People Analytics at Google https://www.gv.com/lib/unconscious-bias-at-work Watch videos of interest from Facebook’s “Managing Unconscious Bias” series https://managingbias.fb.com/

Jan 17 Geoff and Carol

Introduction to Course Introductions Buffalo Game Overview of course: --Grading --Attendance --Class participation --2 written assignments (due Jan. 26th, Feb. 9th) --Reading assignments (ongoing) --The Final Project (due date March 2nd) --What is Unconscious Bias? --HCI Approach --Course Goals

Learn about theories, methods, and design techniques to reduce unconscious bias

Be a part of an interdisciplinary project team to design a new digital app, website, or game

Contribute to efforts at CMU to promote inclusiveness and diversity in science and technology

Discussion of Google and Facebook videos Assign homework

In preparation for Jan. 19th Take 3 Implicit Association Tests (IATs) https://implicit.harvard.edu/implicit/takeatest.html. Read the following news articles: Pooja Sankar (2015) “The pervasive bias against female computer science majors”, Fortune, http://fortune.com/2015/04/20/the-pervasive-bias-against-female-computer-science-majors/ Farhad Manjoo (2014) “Exposing Hidden Bias at Google”, New York Times http://www.nytimes.com/2014/09/25/technology/exposing-hidden-biases-at-google-to-improve-diversity.html?_r=0 Skim the Kirwan Institute’s 2016 “State of the Science: Implicit Bias Review” http://kirwaninstitute.osu.edu/wp-content/uploads/2016/07/implicit-bias-2016.pdf

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Jan 19 Geoff and Carol

Unconscious Bias: Fundamental Concepts 1. BiasBusters Workshop Assign homework including 1st written assignment

Read in preparation for Jan. 24th Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. New York: Delacorte Press. chapters 1-2

Written assignment, Due date: Jan. 26th 1-2 page Reflections Paper: Topics to include BiasBusters workshop, personal experience of bias, create a scenario

Jan 24 Geoff and Carol

Unconscious Bias: Fundamental Concepts 2. Discussion: IATs Sankar Manjoo Blindspot chapters1-2 Assign homework

Read in preparation for Jan. 26th: Blindspot, chapters 3-4 Blair, I. V. (2002). The malleability of automatic stereotypes and prejudice. Personality and Social Psychology Review, 6(3), 242-261.

Jan 26 Carol

Teamwork Group vs Team Marshmallow Challenge Discussion: Blindspot Chapters 3-4 Blair Assign homework

Read in preparation for 31st: Gawronski, B., & De Houwer, J. (2014). Implicit measures in social and personality psychology. In H. T. Reis & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (2nd ed., pp. 283-310). New York, NY: Cambridge University Press. Blindspot, chapters 5-6

Jan 31 Geoff

Measurement Tools and Evaluation Techniques Discussion: Gawronski Blindspot, chapters 5-6

Read in preparation for Feb 2 Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of

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Assign homework including 2nd written assignment Due Date Feb 9 1-2 page paper Observations Paper, topic Bias in the media

personality and social psychology, 69(5), 797-811. Beasley, M. A., & Fischer, M. J. (2012). Why they leave: The impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors. Social Psychology of Education, 15(4), 427-448. Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: implications for clinical practice. American Psychologist, 62(4), 271-286. Blindspot, chapters 7-8 Written assignment Due Date Feb 9 1-2 page paper Observations Paper, topic Bias in the media

Feb 2 Carol

Individual Experiences: Stereotype Threat and Microaggressions Discussion: Steele Beasley Sue, D. W., Blindspot, chapters 7-8 Clarke Doll experiments https://www.youtube.com/watch?v=PZryE2bqwdk (short) https://www.youtube.com/watch?v=tkpUyB2xgTM Assign homework

Read in preparation for Feb. 7 Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474-16479. Frieze, C., Quesenberry, J. L., Kemp, E., & Velázquez, A. (2012). Diversity or difference? New research supports the case for a cultural perspective on women in computing. Journal of Science Education and Technology, 21(4), 423-439.

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Claudia Golden and Cecilia Rouse (2000) Orchestrating Impartiality: The Impact of “Blind” Auditions on Female Musicians, The American Economic Review, Vol. 90, No. 4, pp. 715-741.

Feb 7 Geoff and Carol

Community-Level and Institutional-Level Interventions for Mitigating Unconscious Bias pt 1. Discussion: Moss-Racusin Frieze Golden Assign homework

Students will be assigned to read and present one of the following 6 intervention papers: Dasgupta, N., & Asgari, S. (2004). Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping. Journal of Experimental Social Psychology, 40(5), 642-658. Galinsky, A. D., & Moskowitz, G. B. (2000). Perspective-taking: Decreasing stereotype expression, stereotype accessibility, and in-group favoritism. Journal of Personality and Social Psychology, 78(4), 708-724. Kang, Y., Gray, J. R., & Dovidio, J. F. (2014). The nondiscriminating heart: Lovingkindness meditation training decreases implicit intergroup bias. Journal of Experimental Psychology: General, 143(3), 1306-1313. Kawakami, K., Phills, C. E., Steele, J. R., & Dovidio, J. F. (2007). (Close) distance makes the heart grow fonder: Improving implicit racial attitudes and interracial interactions through approach

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behaviors. Journal of Personality and Social Psychology, 92(6), 957-971. Mann, T. C., & Ferguson, M. J. (2015). Can we undo our first impressions? The role of reinterpretation in reversing implicit evaluations. Journal of Personality and Social Psychology, 108(6), 823–849. Moskowitz, G. B., Gollwitzer, P. M., Wasel, W., & Schaal, B. (1999). Preconscious control of stereotype activation through chronic egalitarian goals. Journal of Personality and Social Psychology, 77(1), 167-184. Everyone to read in preparation for Feb 9 Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. T. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of experimental social psychology, 48(6), 1267-1278. Kaufman, G., & Flanagan, M. (2015). A psychologically “embedded” approach to designing games for prosocial causes. Cyberpsychology: The Journal for Psychosocial Research on Cyberspace, article 5. doi: 10.5817/CP2015-3-5. Walton, G. M., Logel, C., Peach, J. M., Spencer, S. J., & Zanna, M. P. (2015). Two brief interventions to mitigate a “chilly climate”

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transform women’s experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107(2), 468-485.

Feb 9 Geoff

Community-Level and Institutional-Level Interventions for Mitigating Unconscious Bias Pt 2. Discussion: 2nd Written assignment Due 1-2 page paper Observations Paper, topic Bias in the media Devine Kaufman Awkward Moment Game Walton

Preparing for Feb. 14 and start of projects

Feb 14 Project Team Formation and Brainstorming

Feb 16 Project Team Pitches, Paper Prototyping

Feb 21 Lo-fi Prototyping and Testing

Feb 23 Project Prototype Iteration and Polishing

Feb 28 Final Project Revisions and Demo Prep

Mar 2 Public Presentations and Demonstrations of Project Prototypes

March 8 Final Report Due

Accommodations for Learning Needs: If you have learning needs that require some adaptations for

you to succeed in this course, please contact Equal Opportunity Services and Disability Resources on

campus (http://www.cmu.edu/hr/eos/disability/students). We are happy to arrange to accommodate

your learning needs based on their recommendations.

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Required Reading

Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. New York: Delacorte Press. Beasley, M. A., & Fischer, M. J. (2012). Why they leave: The impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors. Social Psychology of Education, 15(4), 427-448. Blair, I. V. (2002). The malleability of automatic stereotypes and prejudice. Personality and Social Psychology Review, 6(3), 242-261. Claudia Golden and Cecilia Rouse (2000) Orchestrating Impartiality: The Impact of “Blind” Auditions on Female Musicians, The American Economic Review, Vol. 90, No. 4, pp. 715-741. Farhad Manjoo (2014) “Exposing Hidden Bias at Google”, New York Times http://www.nytimes.com/2014/09/25/technology/exposing-hidden-biases-at-google-to-improve-diversity.html?_r=0 Frieze, C., Quesenberry, J. L., Kemp, E., & Velázquez, A. (2012). Diversity or difference? New research supports the case for a cultural perspective on women in computing. Journal of Science Education and Technology, 21(4), 423-439. Gawronski, B., & De Houwer, J. (2014). Implicit measures in social and personality psychology. In H. T. Reis & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (2nd ed., pp. 283-310). New York, NY: Cambridge University Press. Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474-16479. Pooja Sankar (2015) “The pervasive bias against female computer science majors”, Fortune, http://fortune.com/2015/04/20/the-pervasive-bias-against-female-computer-science-majors/ Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of personality and social psychology, 69(5), 797-811. Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: implications for clinical practice. American Psychologist, 62(4), 271-286.

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Students will be assigned to read and present one of the following 6 intervention papers: Dasgupta, N., & Asgari, S. (2004). Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping. Journal of Experimental Social Psychology, 40(5), 642-658. Galinsky, A. D., & Moskowitz, G. B. (2000). Perspective-taking: Decreasing stereotype expression, stereotype accessibility, and in-group favoritism. Journal of Personality and Social Psychology, 78(4), 708-724. Kang, Y., Gray, J. R., & Dovidio, J. F. (2014). The nondiscriminating heart: Lovingkindness meditation training decreases implicit intergroup bias. Journal of Experimental Psychology: General, 143(3), 1306-1313. Kawakami, K., Phills, C. E., Steele, J. R., & Dovidio, J. F. (2007). (Close) distance makes the heart grow fonder: Improving implicit racial attitudes and interracial interactions through approach behaviors. Journal of Personality and Social Psychology, 92(6), 957-971. Mann, T. C., & Ferguson, M. J. (2015). Can we undo our first impressions? The role of reinterpretation in reversing implicit evaluations. Journal of Personality and Social Psychology, 108(6), 823–849. Moskowitz, G. B., Gollwitzer, P. M., Wasel, W., & Schaal, B. (1999). Preconscious control of stereotype activation through chronic egalitarian goals. Journal of Personality and Social Psychology, 77(1), 167-184. Videos “Unconscious Bias at Work” by Dr. Brian Welle, Director of People Analytics at Google https://www.gv.com/lib/unconscious-bias-at-work Clarke Doll experiments https://www.youtube.com/watch?v=PZryE2bqwdk (short) https://www.youtube.com/watch?v=tkpUyB2xgTM (several) Facebook’s “Managing Unconscious Bias” series https://managingbias.fb.com/

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Additional Recommended Readings Books: Ross, H. (2014). Everyday bias: Identifying and navigating unconscious judgments in our daily lives. Lanham, MD: Rowman & Littlefield. Steele, C. M. (2010). Whistling Vivaldi. New York: WW Norton & Co. Research Papers: Boscardin, C. K. (2015). Reducing implicit bias through curricular interventions. Journal of General Internal Medicine, 30(12), 1726–1728. Castelli, L., Zogmaister, C., & Tomelleri, S. (2009). The transmission of racial attitudes within the family. Developmental psychology, 45(2), 586-591. Correll, J., Park, B., Judd, C. M., & Wittenbrink, B. (2002). The police officer's dilemma: using ethnicity to disambiguate potentially threatening individuals. Journal of Personality and Social Psychology, 83(6), 1314-1329. Critcher, C. R., & Risen, J. L. (2014). If he can do it, so can they: Exposure to counterstereotypically successful exemplars prompts automatic inferences. Journal of Personality and Social Psychology, 106(3), 359-379. Dasgupta, N., & Asgari, S. (2004). Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping. Journal of Experimental Social Psychology, 40(5), 642-658. Dasgupta, N., & Greenwald, A. G. (2001). On the malleability of automatic attitudes: combating automatic prejudice with images of admired and disliked individuals. Journal of Personality and Social Psychology, 81(5), 800-814. Dasgupta, N., & Rivera, L. M. (2006). From automatic antigay prejudice to behavior: the moderating role of conscious beliefs about gender and behavioral control. Journal of Personality and Social Psychology, 91(2), 268-280. De Houwer, J., Heider, N., Spruyt, A., Roets, A., & Hughes, S. (2015). The relational responding task: Toward a new implicit measure of beliefs. Frontiers in Psychology, 6, 319. Dovidio, J. F., & Gaertner, S. L. (2004). Aversive racism. Advances in Experimental Social Psychology, 36, 1-52.

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Dovidio, J. F., Kawakami, K., Johnson, C., Johnson, B., & Howard, A. (1997). On the nature of prejudice: Automatic and controlled processes. Journal of Experimental Social Psychology, 33(5), 510-540. Edelman, B. G., & Luca, M. (2014). Digital discrimination: The case of airbnb.com. Harvard Business School NOM Unit Working Paper, (14-054). Gaucher, D., Friesen, J., & Kay, A. C. (2011). Evidence that gendered wording in job advertisements exists and sustains gender inequality. Journal of Personality and Social Psychology, 101(1), 109-128. Goff, P. A., Eberhardt, J. L., Williams, M. J., & Jackson, M. C. (2008). Not yet human: implicit knowledge, historical dehumanization, and contemporary consequences. Journal of Personality and Social Psychology, 94(2), 292-306. Greenwald, A. G., Banaji, M. R., & Nosek, B. A. (2015). Statistically small effects of the Implicit Association Test can have societally large effects. Journal of Personality and Social Psychology, 108(4), 553–561. Greenwald, A. G., Banaji, M. R., Rudman, L. A., Farnham, S. D., Nosek, B. A., & Mellott, D. S. (2002). A unified theory of implicit attitudes, stereotypes, self-esteem, and self-concept. Psychological Review, 109(1), 3-25. Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. (1998). Measuring individual differences in implicit cognition: the implicit association test. Journal of Personality and Social Psychology, 74(6), 1464-1480. Gutierrez, B., Kaatz, A., Chu, S., Ramirez, D., Samson-Samuel, C., & Carnes, M. (2014). “Fair Play”: A videogame designed to address implicit bias through active perspective taking. Games for Health Journal, 3(6), 371-378. Heilman, M. E., & Haynes, M. C. (2005). No credit where credit is due: attributional rationalization of women's success in male-female teams. Journal of Applied Psychology, 90(5), 905-926. Hsueh, M., Yogeeswaran, K., & Malinen, S. (2015). “Leave your comment below”: Can biased online comments influence our own prejudicial attitudes and behaviors?. Human Communication Research, 41(4), 557-576. Hugenberg, K., & Bodenhausen, G. V. (2003). Facing prejudice implicit prejudice and the perception of facial threat. Psychological Science, 14(6), 640-643.

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Lai, C. K., Marini, M., Lehr, S. A., Cerruti, C., Shin, J. E. L., Joy-Gaba, J. A., ... & Frazier, R. S. (2014). Reducing implicit racial preferences: I. A comparative investigation of 17 interventions. Journal of Experimental Psychology: General, 143(4), 1765-1785. Lueke, A., & Gibson, B. (2014). Mindfulness meditation reduces implicit age and race bias the role of reduced automaticity of responding. Social Psychological and Personality Science, 6(3), 284–291. Macrae, C. N., Bodenhausen, G. V., Milne, A. B., & Jetten, J. (1994). Out of mind but back in sight: Stereotypes on the rebound. Journal of Personality and Social Psychology, 67(5), 808-817. McConnell, A. R., & Leibold, J. M. (2001). Relations among the Implicit Association Test, discriminatory behavior, and explicit measures of racial attitudes. Journal of Experimental Social psychology, 37(5), 435-442. Nosek, B. A., Smyth, F. L., Hansen, J. J., Devos, T., Lindner, N. M., Ranganath, K. A., ... & Banaji, M. R. (2007). Pervasiveness and correlates of implicit attitudes and stereotypes. European Review of Social Psychology, 18(1), 36-88. Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., ... & Kesebir, S. (2009). National differences in gender–science stereotypes predict national sex differences in science and math achievement. Proceedings of the National Academy of Sciences, 106(26), 10593-10597. Oliver, M. B., Kim, K., Hoewe, J., Chung, M. Y., Ash, E., Woolley, J. K., & Shade, D. D. (2015). Media‐Induced Elevation as a Means of Enhancing Feelings of Intergroup Connectedness. Journal of Social Issues, 71(1), 106-122. Payne, B. K. (2005). Conceptualizing control in social cognition: How executive functioning modulates the expression of automatic stereotyping. Journal of Personality and Social Psychology, 89(4), 488-503. Payne, B. K., Cheng, C. M., Govorun, O., & Stewart, B. D. (2005). An inkblot for attitudes: affect misattribution as implicit measurement. Journal of Personality and Social Psychology, 89(3), 277-293. Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751=783. Pronin, E., Lin, D. Y., & Ross, L. (2002). The bias blind spot: Perceptions of bias in self versus others. Personality and Social Psychology Bulletin, 28(3), 369-381.

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Rudman, L. A. (2004). Social justice in our minds, homes, and society: The nature, causes, and consequences of implicit bias. Social Justice Research, 17(2), 129-142. Rudman, L. A., Ashmore, R. D., & Gary, M. L. (2001). " Unlearning" automatic biases: the malleability of implicit prejudice and stereotypes. Journal of Personality and Social Psychology, 81(5), 856-868. Shapiro, J. R., & Neuberg, S. L. (2007). From stereotype threat to stereotype threats: Implications of a multi-threat framework for causes, moderators, mediators, consequences, and interventions. Personality and Social Psychology Review, 11(2), 107-130. Todd, A. R., Bodenhausen, G. V., Richeson, J. A., & Galinsky, A. D. (2011). Perspective taking combats automatic expressions of racial bias. Journal of Personality and Social Psychology, 100(6), 1027-1042. Articles Carlos Bueno, "Inside the Mirrortocracy", June, 2014

Giang, V. (2015). The Growing Business of Detecting Unconscious Bias. FastCompany. http://www. fastcompany.com/3045899/hit-the-ground-running/ the-growing-business-of-detecting-unconscious-bias Gillett, R. (2015). Here’s how Google, Facebook, and Hollywood are trying to fix ‘hidden’ bias against half the population. Business Insider. http://www. businessinsider.com/how-the-tech-industry-and-hollywood-hope-to-combat-sexism-2015-12 Tracey Lien, Why are women leaving the tech industry in droves? LA Times, Feb. 2015

Accommodations for Learning Needs: If you have learning needs that require some adaptations for

you to succeed in this course, please contact Equal Opportunity Services and Disability Resources on

campus (http://www.cmu.edu/hr/eos/disability/students). We are happy to arrange to accommodate

your learning needs based on their recommendations.