Non-Apologetic Computer Ethics Education:
A Strategy for Integrating Social Impact and Ethics into the Computer Science Curriculum

C. Dianne Martin and Hilary J. Holz

• 1. Introduction
• 1.1 New CS Curriculum Standards
• 1.2 Teaching the Ethics Component
• 2. Creating a Social and Ethical Context
• 2.1 The Freshman Computers and Society Course
• 2.1.1 Format
• 2.1.2 Teaching Analysis Skills
• 2.1.3 Teaching Social Impact Awareness
• 2.2 Social Impact Modules
• 2.3 Senior Software Engineering Project
• 3. Discussion
• 3.1 Beyond the Computer Science Curriculum
• 4. References
• 5. Sample Primary Source List of Readings

2.1.1 Format

Traditionally, the freshman Computers and Society course has been taught in lecture format. However, this format is simply too limiting. Consider the common dilemma of whether to teach ethical analysis from a theoretical perspective, discussing metaphysical systems, or from a practical perspective, doing case studies. The theoretical perspective is taught more naturally in lecture, the scenarios are only taught well in discussion format.

As a result, a new format was introduced at The George Washington University in the spring 1991 semester which combines both lecture and discussion. The first hour is devoted to lectures by the professor or invited speakers. The second hour is then spent in small discussion groups comprised of about seven students each and facilitated by a discussion group leader. The discussion group leaders are undergraduates who have already taken the course. They are paid a nominal fee. The new format allows information to be presented efficiently in a lecture and examined in greater depth within the discussion groups. One interesting effect of the new format is that students ask more aggressive, considered questions within the lectures themselves than in previous semesters when the course was taught in a lecture format.

The course is divided into two sections: the first three weeks are devoted to teaching ethical and societal analysis skills, and the following nine weeks are spent in an overview of ethical concerns within various subfields of computer science, sensitizing the students and applying their new skills. The assignments in the course reflect this pattern. The assignments include: a case study evaluation, a science fiction book report, and a term paper. A final exam is also given which focuses on the terminology presented in the lectures.

Go to: 2.1.2 Teaching Analysis Skills

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