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
• Acknowledgments
• References

CS 4: Introduction to Computer Organizations

• Technical concept: Parity error detection and correction enhance reliability.

The inclusion of parity and other error detection and correction mechanisms has dramatically increased the reliability of computing hardware. CS 4 introduces other details about communication protocols between components of a computer system.

• Example case: Reliability in an embedded system (fictional)

A computer scientist and an electrical engineer have formed a partnership. They are developing an embedded computer system to control braking on automobiles. One of the partners wants to include an additional error detection bit in all the hardware. The other partner insists that this added hardware will make their product prohibitively expensive: “If nobody ever buys the thing, the added safety is useless.” Both partners agree that, even without the extra error detection bit, their design should be a safety improvement over the currently popular design.

• Ethical question: How reliable is reliable enough?

The tradeoffs between time, space, safety, and cost are important in hardware and software. These tradeoffs include considerations of values as well as technical measurements. What are the competing interests that affect the decisions being made in this case? How much is safety worth in this case? Does the maker of an embedded system have a responsibility to make the safest product possible? If so, how does one determine what is the safest possible? If not, how does one determine what is safe enough? Who will ultimately make the decision about safety in this case? Who will be most directly affected by that decision?

Go to: CS 5: Introduction to File Processing

Home > Teaching Resources > Teaching Computer Ethics > Integrating Computer Ethics into the Computer Science Curriculum

Back to the Main Site

HOME | IN THE NEWS | RESEARCH RESOURCES
TEACHING RESOURCES | STUDENT RESOURCES | LINKS

The Research Center on Computing & Society
at Southern Connecticut State University
501 Crescent Street | New Haven, CT 06515
Director: (203) 392-6790 | e-mail: webmaster@computerethics.org

© 2000 – 2004 – Research Center on Computing & Society