There is much at stake with the smart city. This urban governance movement is

predicated on infusing information-and-communication technology into nearly all aspects of the built environment, while at the same time transforming how cities are planned and managed. The smart city movement is global in scale with initiatives being rolled out all over the planet, driven by proponents with deep pockets of wealth and influence, and a lucrative opportunity with market projections in the billions or trillions of dollars (over the next five to ten years). However, the smart city label can be nebulous and amorphous, seemingly subsuming unrelated technologies, practices, and policies as necessary. Yet, even with this ambiguity, or perhaps because of it, the smart city vision is still able to colonize urban landscapes and capture the political imaginations of decision makers. In order to know just what the smart city entails I work to bring analytic clarity to the actions, visions, and values of this movement.

In short, the arc of this project moves from diving into the "smart city" discourses; to picking apart the ideologies at its heart; to engaging with the dual logics—control and accumulation—that drive the smart city; and finally to imagining what an alternative techno- politics might look like and how we might achieve it. My goal is that by analyzing the techno- politics of the smart city we will be better equipped to understand these urban transformations— what logics drive them, what they herald, and what our role should be in how they develop.

While sustainability is increasingly recognized as an important ethical principle, teaching ethical reasoning skills appropriate for sustainability is problematic. Using non-cooperative game theory, we simulate problems of collective action where tension exists between individual interests and group benefit using grade points. Each of our ethics games brings students completely around the Kolb Learning cycle, which includes four stages:
       1. Abstract conceptualization.
       2. Active experimentation.
       3. Concrete experience.
       4. Reflective observation.
Our pedagogy is organized into game modules that start with a review of theory and relevant concepts in the form of assigned readings and lectures.

What's a profession without a code of ethics? Being a legitimate profession almost requires drafting a code and, at least nominally, making members follow it. Codes of ethics (henceforth “codes”) exist for a number of reasons, many of which can vary widely from profession to profession - but above all they are a form of codified self-regulation. While codes can be beneficial, it argues that when we scratch below the surface, there are many problems at their root. In terms of efficacy, codes can serve as a form of ethical window dressing, rather than effective rules for behavior. But even more that, codes can degrade the meaning behind being a good person who acts ethically for the right reasons.