Harvard University is facing criticism for not adequately preparing its students to navigate the ethical challenges of emerging technologies. According to students studying technology at the university, there is a lack of focus on social responsibility in the curriculum, with technology advancements taking priority over shaping technology in a positive way. While Harvard has implemented the Embedded EthiCS program, which aims to integrate ethical reasoning into the computer science curriculum, students feel that it falls short due to limited reach and secondary status to course content.
The Embedded EthiCS program brings guest lecturers into specific computer science courses, relying on the cooperation of Computer Science faculty. However, this approach has its limitations, as it relies on the willingness of faculty to collaborate on relevant case studies and extend discussions beyond a single lecture. Students feel that ethics should be intertwined with technical subjects, rather than being treated as an afterthought. While some students have had positive interactions with the program, it often depends on the goodwill of professors who put in the effort to integrate ethics into their teaching.
The modular structure of Embedded EthiCS is intended to conserve resources, with postdoctoral fellows comprising the teaching lab team. However, this structure limits the scope of the program, which focuses primarily on ethical interventions for computer scientists. To effectively prepare future leaders in various disciplines to navigate the impact of emerging technologies, Harvard needs to go beyond the Embedded EthiCS program. Suggestions include offering accessible computer science courses for policy students, organizing seminars that bring together engineers and social scientists, or even creating a new interdisciplinary concentration.
The current lack of accessible technical courses also leaves social scientists without opportunities to gain technical perspectives on technology. Students feel that there is a cap on how much technical knowledge they can acquire, leading to superficial understanding and political rhetoric. To address this, Harvard should consider offering courses that explain the mechanisms of AI and machine learning, providing a rigorous training beyond broad General Education offerings.
Building interdisciplinary academic spaces where engineers and social scientists can learn from each other is also crucial. Discussion seminars that bring together students from different disciplines can create a supportive environment for collaborative learning. Additionally, Harvard should consider establishing an undergraduate concentration that combines technology and social science, similar to programs at MIT and Stanford. Many students expressed interest in such a course of study, and some professors have already proposed similar ideas.
In conclusion, Harvard University must invest significant resources in equipping undergraduates with the necessary skills and knowledge to address the societal impacts of technology. Prioritizing ethics in innovation is essential to avoid negative consequences. By expanding and improving programs like Embedded EthiCS, offering technical courses for non-technical students, promoting interdisciplinary collaboration, and establishing a dedicated technology and social science concentration, Harvard can better prepare its students for the challenges of the rapidly advancing technological landscape.
