Computer Ethics in the Computer Science Curriculum - The Case-Study-in-Every-Course Approach - The Research Center on Computing & Society

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Terrell Ward Bynum

The Case-Study-in-Every-Course Approach

So far, I have focussed attention upon whole courses in computer ethics. However, in his article “Integrating Computer Ethics into the Computer Science Curriculum” (Miller 1988), Keith Miller makes an impressive case for including computer ethics components in all (or most) computer science courses in the curriculum. According to Miller,

the societal and technical aspects of computing are interdependent. Technical issues are best understood (and most effectively taught) in their social context, and the societal aspects of computing are best understood in the context of the underlying technical detail. Far from detracting from students’ learning of technical information, including societal aspects in the computer science curriculum can enhance students’ learning, increase their motivation, and deepen their understanding. (Miller 1988, p.38)

[Therefore, computer science] Professors do not need to artificially force ethics into their courses, and ethics need not force something else out. (p.39)

To illustrate his point, Miller takes the eight required courses in the ACM Curriculum ’78 report (CS 1 through CS 8) and shows how to integrate helpful and relevant computer ethics case studies into each course. The case studies all illustrate how technical concepts can have value implications. For each course, Miller

Identifies a central technical concept
Introduces an example case to which the concept applies
Shows how an ethical question arises from the case, and
Raises a series of ethical and social questions.

(Miller’s article is a first-class example of “para” computer ethics; and I strongly recommend it.) It would be wonderful – a dramatic improvement in the computer science curriculum – if every undergraduate course in computer science included helpful computer ethics cases and analyses like Miller’s. Essentially, what Miller recommends is that teachers in computer science departments become adept at “para” computer ethics analysis and use it in their classes.

My own experience with faculty colleagues in a number of computer science departments, however, suggests that they are reluctant to learn “para” computer ethics skills or to use them in their courses. Computer science faculty members would much prefer, it seems, to have someone at the college offer a separate course in computer ethics, while they continue to do what they have always done – ignore the social impact of computing. This is a pity, for I believe Miller’s suggestion is an excellent one to improve the computer science curriculum.

In any case, it is unclear whether a computer science program that fits Miller’s description would achieve national accreditation. Presumably it would, if

the accreditors are satisfied that nearly every course in the program would actually include “para” computer ethics components (not merely list them in the syllabus, but never get to them!), and
the sum total of all such components is equivalent in time and effort to roughly a one-credit college course.

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