No description provided.
The Texas Cybersecurity Clinic is a two-semester sequence that first equips students with the technical and business skills of an entry-level cybersecurity analyst (semester 1) and then partners them in (supervised) teams with a small local business, municipal government, nonprofit to render pro bono cybersecurity services (semester 2). During the first semester, students will learn key cybersecurity defense concepts and skills, such as vulnerability assessment, network configuration and security, access controls, authorization techniques, responding to a cyberattack, business planning, and penetration testing. Students will also learn how to form an effective cybersecurity operations team and communicate with organization and business leaders and employees about essential cybersecurity controls and functions. By the conclusion of this course, students will be prepared to work within their assigned teams to assess, design, and render a cybersecurity improvement project plan for their client organization next semester.
The Texas Cybersecurity Clinic is a two-semester sequence that first equips students with the technical and business skills of an entry-level cybersecurity analyst (semester 1) and then partners them in (supervised) teams with a Central Texas-based small business, municipal government, or nonprofit to render pro bono cybersecurity services (semester 2). During the first semester, students will learn key cybersecurity defense concepts and skills, such as vulnerability assessment, network configuration and security, access controls, authorization techniques, responding to a cyberattack, business planning, and penetration testing. Students will also learn how to form an effective cybersecurity operations team and communicate with organization leaders and employees about essential cybersecurity controls and functions. During the second semester, students work within their assigned teams to assess, design, and render a cybersecurity improvement project plan for their designated client organization, building cybersecurity capacity and bolstering the client organization’s ability to recover from a cyber incident long-term.
An introduction to sociotechnical perspectives on information systems, their effects, and how we intervene to make them better.
Civic engagement involves joining with others to identify and address issues facing a community. Examples include volunteering to clean up a park, participating in a town hall meeting, and voting. Conversations about civic issues emerge in many public and private spaces, including public libraries, coffeeshops, and through group messaging platforms, like WhatsApp. This course will investigate how computing systems have been used to help people surface issues in various ways---from community sensing systems to crowdsourcing budget issues---as well as address issues through online discussion, mutual-aid, and coordinating volunteer networks. Technology can serve as a force multiplier for civic engagement; however, there are important considerations related to their design, deployment, and sustaining them over time. Civic technology is embedded within a policy, political, and technical environment that can be tricky to navigate. Many people also lack access to the time and training to fully engage with a technology; failure to recognize these barriers related to the “digital divide” can result in systematically preventing some groups of people from participating in civic activities. Additionally, there may be unanticipated risks associated with the way that a civic technology collects, manages, and shares personal as well as group level information. These ethical issues deserve special consideration in a civic engagement and socio-technical context.
Online communities are important to our cultural, social, and economic lives and especially to how we find and share information. Yet they also threaten our well-being and may undermine critical social institutions as well as the integrity of public discourse. This course is an interdisciplinary inquiry that seeks to understand online communities. It covers the history of online communities from their origins in the pre-Internet to the rise of social media platforms and contemporary challenges and also the social, psychological, and human-computer interaction research that both explains the practical barriers to building an online community and motivates technical and organizational designs that aim to overcome them.
Explore common data collection, management, and sharing practices around information technology and emerging technologies such as AI. Students will gain hands on experiences with collecting, analyzing, and managing user data in ethical and responsible manners. Students will design data-driven systems that are centered around user consent, transparency, and social responsibilities.
Critical exploration of the intersection between digital technologies and information access in emerging economies. Investigate the historical, socio-economic, and ethical dimensions of digital adoption in the Global South, analyzing its impact on governance, economies, cultures, and societal dynamics. Emphasis on critical thinking, ethical considerations, and collaborative approaches to address challenges such as the digital divide(s), data sovereignty, and technology-driven inequality. Through case studies and practical exercises, students will develop skills in digital research, global cultures, policy analysis, and technology innovation with a focus on promoting inclusive and sustainable digital transformation in Global South contexts. Also offered as I 320J.
Practical skills and understandings required to effectively work with open source software and understand the projects that build them. Includes git-based collaboration as well as conceptual understanding of licenses, security, technical and social processes in open source development. Class projects involve working with digital trace data from open source repositories. Also offered as Informatics 320D.
This course examines disability beyond digital accessibility (i.e., web accessibility, user interface design) and focuses on disability from an organizational and socio-technical point of view. Students will learn about the legislation and policies impacting accessibility, the models that shape our perceptions of disability, and review case studies of disability in several contexts. In addition to the broader types of disabilities, we will consider other forms of disabilities (permanent, situational, temporary). Students will engage in class discussions, small group activities, homework assignments, and give oral presentations. Students will be equipped with the knowledge and skills to apply methods and models of accessibility in the workplace in various fields, including software design, data science, AI, and library science.
This class explores how to make arguments about and through design. The first half focuses on values, criticism, ethics, and analysis of technology, the latter portion aims to help a soon-to-graduate technologist envision positive social impact in a mission-driven enterprise. Students will practice synthesizing ethical tech considerations – as they will have to do for the rest of their careers – and combining this with an organizational mindset. Through exercises, role-playing, discussions, guest lectures from activist technologists, and wide-ranging readings, students will practice connecting broader implications of their designs with technical choices. Design for Social Impact seeks to arm students with diverse ways of reflecting on their authorial relationship to technology, drawing from art and design to political science and anthropology. Course participants will be encouraged to focus on areas of personal interest, enumerating the social, political, and economic parameters of particular technical systems: parameters that are as important as power consumption, usability, or efficiency.
Effective application of social and technical methods of analysis to specific existing systems with inseparable technical and social components to enable improvement. Covers techniques such as modeling, interviewing, observation, trace analysis, and benchmarking.
The use of information and communication technologies varies across the lifespan. Different age groups differ not only in the platforms and content they engage with, but also in their goals, psychological characteristics, and digital literacies. Questions about technology's effects on different age groups are central to both scholarly research and policymaking (e.g., debates over banning smartphones in schools). This course surveys the broad landscape of research on the use of technology across the lifespan, bridging disciplinary perspectives and topics. In doing so, we will integrate theoretical perspectives on human development to understand how users of different ages experience different technologies. Through discussions and projects, students will analyze research findings, apply theories to real-world use cases, and develop technology design or policy proposals tailored to specific age groups.