Abstract
Two events have encouraged computer science departments to incorporate ethical issues and professional responsibilities into their curriculum. The first was the formation of the Computer Sciences Accreditation Board (CSAB) and the second was the publication of Computing Curricula 1991. In the CSAB criteria for accrediting programs in computer science [2], is the requirement that social and ethical implications of computing be included in computer science programs. The Computing Curricula 1991 states that "students must understand the basic cultural, social, legal and ethical issues inherent in ... computing" [7]. This article contains a description of one approach to teaching the social, ethical and legal implications of computing.
- 1 Bonwell, C., and Eison, J. Active Learning: Creating Excitement in the Classroom, ASHE-ERIC Higher Education Report No. 1. Washington, D.C., George Washington University, 1991.Google Scholar
- 2 Computer Sciences Accreditation Board. Criteria for Accrediting Programs in Computer Science in the United States. Technical report. Stamf0rd, CT. June 1992.Google Scholar
- 3 Crawford, D. Editorial Pointers, CACM 38, 12 (December, 1995), page 5. Google ScholarDigital Library
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- 5 Martin, C. D. and Welty, E. Y., From Awareness to Action" Integrating Ethics and Social Responsibility Across the Computer Science Curriculum, Third Report from the Project ImpactCS Steering Committee. August, 1998.Google Scholar
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- 7 Tucker, A. B., Barnes, B. H., and Aiken, R.M. A Summary of the ACM/IEEE-CS Joint Curriculum Task Force Report: Computing Curricula 1991. CACM34, 6 (June 1991), pp. 68-84. Google ScholarDigital Library
Index Terms
- YAATCE—yet another approach to teaching computer ethics
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