Professionalism in today's geographic information science field (e.g., GIS, remote sensing, cartography, quantitative spatial analysis), now involves a commitment to ethical practice as informed by a more sophisticated understanding of the ethical implications of geographic technologies. For example, the use of GIS for military and surveillance purposes, the lack of privacy introduced by mobile mapping devices, and the use (misuse?) of GIS for conservation and sustainability continue to be challenging issues and topics of deep concern for many. Students and professionals working with GIS and related technologies should develop a sound grasp of these issues and a thorough comprehension of the concerns impacting their use and development in today's world. However, while most people agree that ethics matters for GIS, we often have difficulty putting ethical issues into practice.

This seminar seeks to bridge this gap by providing a sound basis for future ethical consideration of a variety of issues. Students will first investigate the nature of professions in general and the characteristics of a GIS profession in particular. They will hone moral reasoning skills through methodical analyses of case studies in relation to the GIS Code of Ethics and Rules of Conduct. They will also learn to unveil the "moral ecologies" of a profession through actual interviews with real practitioners in the field. Assignments will include readings, class discussions, practitioner interviews, and preparations of original case studies.

The seminar is part of an ongoing project supported by the National Science Foundation (NSF), and in collaboration with similar courses now in progress at Penn State University and the University of Minnesota. See http://gisprofessionalethics.org if interested in the NSF project.

This offering of GEO 599 will be accepted as an elective in the geographic information science (GIScience) concentration within the geography M.S. and Ph.D. degree programs or as an elective for GIScience certificates.

• Research ethics and methods
• Defining the field of geographic information science & technology (GIS&T)
• What is the "moral ideal" of the GIS&T professions?
• Codes of ethics and rules of conduct in GIS&T professions
• Case studies of ethical problems in GIS&T (data access, lawsuits, privacy, surveillance, activism, emergency response, the "digital divide," and more)
• What would you do if....?

By the end of this course, students should be able to:

• recognize ethical implications of geospatial technologies and applications;
• possess stronger and more sophisticated moral reasoning skills
• understand the "moral ecologies" of the various institutions and organizations that make up the geospatial professions; and
• be inspired to talk about ethics in the classroom and, more importantly, the workplace.

Unit GS6 - Ethical aspects...

• Describe a variety of philosophical frameworks upon which codes of professional ethics may be based.
• Discuss the ethical implications of a local government’s decision to charge fees for its data.
• Describe a scenario in which you would find it necessary to report misconduct by a colleague or friend.
• Describe the individuals or groups to which GI S&T professionals have ethical obligations.
• Propose a resolution to a conflict between an obligation in the GIS Code of Ethics and organizations’ proprietary interests.

• Defend or refute the argument that the "digital divide" that characterizes access to GI S&T perpetuates inequities among developed and developing nations, among socio-economic groups, and between individuals, community organizations, and public agencies and private firms.
• Discuss the ethical implications of the use of GI S&T as a surveillance technology.

• ethical sensitivity vit the ability to identify and discriminate among ethical issues:
• ethical knowledge via familiarity with codes;
• ethical creativity via the ability to see "beyond the dilemma;" and
• judgment, given the increased likelihood that students will act appropriately (this cannot be determined solely in a class).

Students with documented disabilities who may need accommodations, who have any emergency medical information the instructors should know of, or who need special arrangements in the event of evacuation, should make an appointment with either instructor as early as possible, no later than the first week of the term. For further information regarding accomodations for students with disabilities in this class, please see the SSD web site at: ssd.oregonstate.edu.