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

1. Introduction

Computer technology is particularly powerful due to its potential to change how we think about ourselves as human beings, how we make decisions in governance and social policy, and how we save and pass on knowledge. There is a lack of focus in the computer field regarding the integration of social impact awareness and ethical behavior into professional practice. The challenge computer educators face is to develop strategies that will raise the awareness of students regarding ethical and moral issues related to computer technology at the same time that they are developing their technical expertise.

This challenge is particularly difficult given the traditional mindset of technically trained professionals who view social impact and ethics issues as topics auxiliary to the foundation material in computer science. In this paper we suggest a strategy in which the development of an ethical framework at the freshmen level followed by the integration of social impact and ethics topics throughout the curriculum is viewed as fundamental to the development of competent computer scientists. Our belief is that presenting these topics in a sufficiently holistic and robust way, contrary to the way that they are now apologetically presented in most curricula, will provide a relevance to the other foundation material that will enhance technical expertise and provide a deeper educational experience for students. We support the view that:

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 the 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. 37)

Go to: 1.1 New CS Curriculum Standards

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