At the forefront of technological innovation, David Kaiser and Julie Shah are pioneering transformative approaches to integrate ethical considerations into computing education. As associate deans of the Social and Ethical Responsibilities of Computing (SERC) at MIT's prestigious Schwarzman College of Computing, these visionary leaders are developing comprehensive frameworks that challenge both students and faculty to examine the broader societal impacts of emerging technologies.
The Germeshausen Professor of the History of Science and physics professor Kaiser, alongside Shah, a professor of aeronautics and astronautics, has crafted a multidimensional strategy combining teaching excellence, cutting-edge research, and robust community engagement. Their innovative methodology incorporates interactive case studies, experiential learning projects, and the cultivation of a collaborative scholarly network dedicated to advancing responsible computing practices.
Q: Incorporating social and ethical dimensions into computing curricula presents significant challenges. What strategies are you implementing to address this complex issue?
Kaiser: Our approach centers on what we've termed SERC Dean's Action Groups—dynamic interdisciplinary faculty collectives that bring together eight to twelve diverse thinkers from across MIT. These teams collaborate intensively to identify shared research interests and develop original content that can be seamlessly integrated into various courses and educational materials. Their output ranges from creating thought-provoking assignment questions to designing innovative final projects that encourage students to think critically about the real-world implications of their technical work.
Modeled after highly successful workshops from MIT's Teaching and Learning Laboratory, these action groups have already achieved remarkable progress. We've established five distinct groups focusing on three pivotal areas: hands-on learning initiatives; the intersection of AI and public policy; and addressing racial equity in computing and data sciences.
The tangible impact has been substantial. Faculty members from diverse departments—including Science, Technology, and Society; Political Science; Urban Studies and Planning; and Electrical Engineering and Computer Science—have developed and integrated new SERC materials directly into their courses as a result of their participation in these action groups.
Shah: Perhaps most impressively, a dedicated team of advanced graduate students from multiple departments collaborated to completely redesign all twelve weekly labs for the immensely popular Introduction to Machine Learning course (6.036). By thoughtfully incorporating SERC content throughout these laboratory sessions, we've successfully reached approximately 600 students in a single semester—representing nearly 15% of MIT's entire undergraduate population.
These initiatives represent crucial steps toward our overarching goal of fostering responsible thinking in computing education, research, and practical implementation. They perfectly embody SERC's broader mission to weave humanistic, social scientific, and civic perspectives throughout the technological landscape.
Q: Your recent publication of case studies appears to be a significant contribution to the field. How do these resources help students and researchers grasp the multifaceted implications of their work?
Kaiser: We intentionally embrace a comprehensive interpretation of 'social and ethical responsibilities of computing.' While certain case studies examine specific technologies in detail, others explore broader cross-platform trends. Still others investigate the historical, philosophical, legal, and cultural contexts essential for developing critical thinking about contemporary computing and data science endeavors. In curating this series, we've made a conscious effort to include diverse global perspectives and amplify the voices of those affected by technology, rather than focusing solely on those who design it.
The case studies are intentionally designed to be brief and modular, making them ideal for undergraduate education while allowing instructors to mix and match content according to their specific pedagogical needs. Each case—grounded in original research and rigorously peer-reviewed—includes scholarly apparatus such as notes and references, but we've deliberately avoided imposing a rigid format. Our primary objective is to present important material in engaging ways that resonate with students across various disciplines and fields of study.
The response to our inaugural series has been overwhelmingly positive, and we're eagerly anticipating the August release of our second series. Additionally, we're developing a companion website with MIT OpenCourseWare (OCW) to showcase the innovative active learning projects and assignments developed by our colleagues and students. Like the case studies platform, all materials on the SERC OCW site will be freely accessible to anyone, anywhere in the world.
Q: With growing interest in the societal implications of AI and other technological advances, how can students and researchers actively participate in these crucial conversations?
Shah: We recently launched the SERC Scholars Program to create meaningful pathways for students and postdocs to engage deeply with SERC's mission. Drawing from emerging models of student participation, we're designing tailored pathways for undergraduates, graduate students, and an expanded postdoctoral program. Each pathway is structured to facilitate sustainable engagement that can build progressively over time, with a strong emphasis on collaborative rather than isolated individual efforts.
We're actively partnering with various campus entities to enhance these opportunities. For instance, SERC Scholars can participate in groundbreaking research projects through the Undergraduate Research Opportunities Program and pursue impactful internships that advance computing in the public interest via the Priscilla King Gray Public Service Center. We're also collaborating with influential student groups like the Ethical Technology Initiative, AI Ethics Reading Group, and Science Policy Initiative to organize enriching extracurricular and community-building activities.
The program enthusiastically welcomes applicants from across all MIT departments. These are competitively funded positions with selective annual enrollment, and we've carefully designed opportunities with varying time commitments to accommodate diverse schedules and responsibilities. This flexibility aims to encourage broad participation, attracting scholars from varied backgrounds and perspectives.
Building on successful pilot programs with undergraduates through MIT's Experiential Learning Opportunities initiative, generous support from the Patrick W. McGovern Foundation is now enabling us to significantly expand our offerings for both undergraduate and graduate students. We're also enhancing our postdoctoral program, which will be customized in collaboration with selectees based on their specific interests and expertise. Each postdoctoral appointment will be based in the scholar's home department, with dedicated time allocated specifically to advancing SERC's teaching, research, and engagement objectives.
