Integrating Computer Ethics into the Computer Science Curriculum**

Keith Miller

• Introduction
• Can Computer Ethics Be Taught in the Computer Science Curriculum?
• Technical Concerns, Ethical Questions
  • CS 1: Computer Programming I
  • CS 2: Computer Programming II
  • CS 3: Introduction to Computer Systems
  • CS 4: Introduction to Computer Organizations
  • CS 5: Introduction to File Processing
  • CS 6: Operating Systems and Computer Architecture I
  • CS 7: Data Structures and Algorithm Analysis
  • CS 8: Organization of Programming Languages
• Sources of Information
  • Books
  • Collections of Articles
  • Periodicals
• Conclusions
• Acknowledgment
• References

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. By including the study of computer ethics in their computer science curriculum, educators can increase students’ motivation and deepen their understanding. Using a case study approach, the value dimensions of technical issues can be naturally incorporated into existing lectures and used with existing textbooks. Specific case studies related to courses from ACM’s Curriculum ’78 illustrate the utility of this approach.

Introduction

The ACM’s Curriculum ’78 (ACM Curriculum Committee, 1978), which has dramatically influenced what computer science departments teach, displayed ambivalence towards including the societal aspects of computing in a computer science curriculum. Curriculum ’78 includes a specific elective course (CS 9) devoted to the “Societal Aspects of Computing,” but the committee’s report also suggests that these issues can be discussed throughout the curriculum. Exactly what issues are to be covered in which courses was not clarified. Recently publications on computer science curricula have given even less attention to the societal impact of computing. For example, Gibbs and Tucker (Gibbs & Tucker, 1986) omit any reference to these aspects in their “Model Curriculum for a Liberal Arts Degree in Computer Science.”

Both Curriculum ’78 and the Gibbs and Tucker curriculum reinforce the idea that computing can legitimately be separated into technical issues and non-technical issues. This article is based on a contrary notion: that 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.

“Societal aspects of computing” covers a broad range of topics – much too broad to be discussed in one article. This article focuses on the process of ethical decision-making by computer professionals, or “computer ethics.” A related but distinct topic is the ethical impact that computer technology has on society as a whole (Baum, 1980). This article includes such aspects only as they affect an individual computer professional’s decisions.

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