Read this paper carefully:
Greene, G. (2020) The Ethics of AI and Emotional Intelligence, A report by the Partnership on AI. Greene-2020-PAI_The-ethics-of-AI-and-emotional-intelligence_073020.pdf
Read these studies carefully (technology details are optional):
Hoque, M. E., Courgeon, M., Martin, J.-C., Mutlu, B., Picard, R. W.,"MACH: My Automated Conversation coacH",15th International Conference on Ubiquitous Computing (Ubicomp), 8-12 September 2013. Hoque-etal-2013-MACH_My_automated_conversation_coach.pdf
Naim, I., Tanveer, M. I., Gildea, D., & Hoque, M. E. (2016). Automated analysis and prediction of job interview performance. IEEE Transactions on Affective Computing, 9(2), 191-204. Naim-etal-2016-MACH-Interview-Analysis.pdf
Learn how employees are (and are not) protected from use of "Lie Detector Tests" (=affect recognition of stress precisely synchronized in time within a carefully structured questioning context):
Read the 2-page fact sheet overviewing the Employee Polygraph Protection Act of 1988: https://www.dol.gov/sites/dolgov/files/WHD/legacy/files/whdfs36.pdf
Read the full legal wording of the act, focusing on ways in which it attempts to precisely protect employees: https://fas.org/sgp/othergov/polygraph/eppa.html
Here are different summaries of the same law with less legalese:
Please upload a .pdf file named name.pdf (where name is your first and last name) with responses to the following questions:
Question 1: Describe in your own words briefly two uses of a MACH-like agent technology that senses non-verbal expressions and represents them in a form a person can understand efficiently: (a) One application that you think is beneficial for society and why you think it is beneficial; (b) One application that you think could be harmful for society and why you think it's harmful. For (b), try to think of an employment-related application.
Question 2: You have been randomly paired with somebody else in the class for this question who is not your project partner, and you should schedule time to work together and submit one joint answer. See whose name is on the same row as yours in the table below and that's who you will work with. You are to each read the Employee Polygraph Protection Act of 1988 and readings above. Meet and share your answers to Q1(b) with each other. Choose one of the Q1(b) scenarios, or synthesize a new scenario, and together create a page containing a draft of regulations or guidelines that, like the EPPA, could potentially protect people from the technology being misused. You might want to use Google docs or something easy to share. Make sure you (i) define your technology like they define "polygraph" in the EPPA, and (ii) state (using plain English, not legalese) what protections you would like laws to cover for employees. (You do not need to use legal language or talk about punishments.) Note: Your 1-pager will be shared with our guest expert next week, attorney Gretchen Greene (co-author of the article above).
Question 3: Back to your regularly scheduled project progress: (a) Will your project be COUHES exempt or will you need to fill out a full COUHES form? (b) Who has agreed to be the principle investigator (faculty advisor?) who signs off on your COUHES application? Please note they must be CITI-certified. (c) Download the templates you need from COUHES -- including consent forms, application, and anything else and make sure you know how to fill in everything on them. Feel free to ask Matt or Roz any questions.
Upcoming information for your planning:
Oct 14 you and your partner(s) will present your "final project plans" in class. Also, Oct 13 your final filled-out COUHES forms are due, so they can be reviewed/signed off by the department before the COUHES deadline. If you think you can get them done sooner, that is even better as they may be able to expedite them if you get them in early.