Tentative Author List:
- Stacy A. Doore, Colby College, Waterville, ME, USA
- Richard Blumenthal, Regis University, Denver, CO, USA
- Atri Rudra, University at Buffalo, SUNY, Buffalo, NY, USA
- Bobby Schnabel, University of Colorado Boulder, Boulder, CO, USA
- Joycelyn Streator, Mozilla Foundation, Atlanta, GA, USA
- Michelle Trim, University of Massachusetts Amherst, Amherst, MA, USA
Scope:
Teaching applied ethics in computer science has shifted over time from a focus on professional code of conduct and a risk management perspective towards a broader notion of responsible computing with an emphasis on the impact of the computing profession on humanity and the environment. This shift has produced a diversity of approaches for integrating responsible computing instruction into core computer science knowledge areas and for an expansion of dedicated courses focused on computing ethics. There is an increased recognition that students need intentional and consistent opportunities throughout their computer science education to develop the critical thinking, analytical reasoning, and cultural competency skills to understand their roles and responsibilities in the responsible design, implementation, and management of complex socio-technological systems. Therefore, computer science programs are re-evaluating the ways in which students learn to identify and assess the impact of computing on individuals, communities, and societies along with other critical professional skills such as effective communication, workplace conduct, and regulatory responsibilities. The purpose of this paper is to highlight current scholarship, principles, and practices in the teaching of responsible computing in undergraduate computer science settings. The paper is organized around four primary sections: 1) a high-level rationale for the adoption of different pedagogical approaches based on program context and course learning goals, 2) a brief overview of computing ethics approaches; 3) illustrative examples of how topics within the CS 2023 Social, Ethical, and Professional (SEP) knowledge area can be implemented and assessed across the broad spectrum of undergraduate computing courses; and 4) current best practices, tools, and resources for CS faculty to build upon for their specific instructional setting and goals.
Contact: Stacy A. Doore, sadoore@colby.edu
Version: