There is an ongoing concern about workplace ethics. Many voices say that our educational system ought to do something about it, but they do not agree about how to do this. By the time students reach post‐secondary education, they will have already developed a general moral sense. The concern is whether their moral sense is sufficient for ethical situations in the workplace. If not, post‐secondary education is expected to close the gap. In order to do this, educators need information about (...) what is missing. Educators can set clear, work‐related objectives and use classroom activities to reach those objectives based on an identification of these gaps. (shrink)

All datasets emerge from and are enmeshed in power-laden semiotic systems. While emerging data ethics curriculum is supporting data science students in identifying data biases and their consequences, critical attention to the cultural histories and vested interests animating data semantics is needed to elucidate the assumptions and political commitments on which data rest, along with the externalities they produce. In this article, I introduce three modes of reading that can be engaged when studying datasets—a denotative reading, a connotative reading, and (...) a deconstructive reading. I then outline how I have taught students to engage these methods when analyzing three datasets in Data and Society—a course designed to cultivate student competency in politically aware data analysis and interpretation. I show how combined, the reading strategies prompt students to grapple with the double binds of perceiving contemporary problems through systems of representation that are always situated, incomplete, and inflected with diverse politics. While I introduce these methods in the context of teaching, I argue that the methods are integral to any data practice in the conclusion. (shrink)

This study investigates the ethical awareness of computer use among undergraduate computer science students at two public Malaysian universities. One hundred and fifty-nine students were asked to evaluate the code of ethics pertaining to computer ethics. A comparison of undergraduate computer science students between two public universities was done to determine the level of ethical awareness of computer use. Independent Samples t-tests for differences were performed across four distinct groups: university, gender, age, and duration of computer use. The results of (...) the tests conducted indicate that the ethical awareness of computer use of the students differ most significantly on the basis of the university itself. There were minimal differences across gender, age and duration of computer use. This suggests that computer ethics awareness training is needed for university users. The results are discussed and the implications for studies in an educational context are outlined. (shrink)

Online science and engineering ethics (SEE) education can support appropriate goals for SEE and the highly interactive pedagogy that attains those goals. Recent work in moral psychology suggests pedagogical goals for SEE education that are surprisingly similar to goals enunciated by several panels in SEE. Classroom-based interactive study of SEE cases is a suitable method to achieve these goals. Well-designed cases, with appropriate goals and structure can be easily adapted to courses that have online components. It is less clear that (...) exclusively online methods can support the wide range of goals necessary to good moral pedagogy in SEE, though there seems no a priori reason to rule this out. Only careful, goal-based assessment of online case study SEE teaching can resolve this question. (shrink)

Purpose– This paper aims to demonstrate that computing social issues courses are often being taught by articulating the social impacts of different computer technologies and then applying moral theories to those impacts. It then argues that that approach has a number of serious drawbacks.Design/methodology/approach– A bibliometric analysis of ETHICOMP papers is carried out. Papers from early in the history of ETHICOMP are compared to recent years, so as to determine if papers are more or less focused on social scientific examinations (...) of issues or on ethical evaluations of impacts of technology. The literature is examined to argue the drawbacks of the impact approach.Findings– Over time, ETHICOMP papers have moved away from social scientific examinations of computing to more philosophic and ethical evaluations of perceived impacts of computing. The impact approach has a number of drawbacks. First, it is based on a technological deterministic style of social explanation that has been in disrepute in the academic social sciences for decades. Second, it uses an algorithmic approach to ethics that simplifies the social complexity and uncertainty that is the reality of socio-technological change.Research limitations/implications– The methodology used in this paper is limited in several ways. The bibliometric analysis only examined five years of ETHICOMP papers, while the literature review focused on published computing education research. It is possible that neither of these forms of evidence reflects actual common teaching practice.Practical implications– It is hoped that the arguments in this paper will convince teaching practitioners to modify the way they are teaching computing social issues courses: that is, the authors hope to convince educators to add more focus on the social context of computing.Originality/value– The use of bibliometric analysis in this area is unique. The paper’s argument is perhaps unusual as well. (shrink)

The proliferation of electronic databases has given rise to many practices and occurrences that pose serious threats to personal privacy. This paper argues that attention to privacy should be an integral part of the database design process, and that database designers are uniquely positioned to ensure that this happens. To motivate students to become privacy‐conscious database design professionals, computer science programs must meet the challenges of implementing an “ethics across the curriculum” methodology to integrate privacy content throughout the design thread (...) of the introductory database course. (shrink)

Back in 1988, when my department chair encouraged me to pursue my interest in developing a course on the social and ethical impact of computing, I was thrilled at the prospect but had no idea how difficult it would be to find resources to support my teaching. I did some pre-Web digging and found two organizations that delivered on their promises to provide me with valuable sources of material: ACM SIGCAS and CPSR. I quickly joined each group, subscribed to each (...) one's publications, and the rest, as they say, is history. Over the past twenty years, I have enjoyed a rich and rewarding career in the area of computer ethics and its pedagogy, and have benefited professionally and personally through my affiliation with a vibrant interdisciplinary community of computer ethics scholars. I am happy to report that Computers and Society continues to provide my students with thought-provoking material, and is now part of a large and growing body of literature. (shrink)

This paper describes the author’s experience of infusing an introductory database course with privacy content, and the on-going project entitled Integrating Ethics Into the Database Curriculum, that evolved from that experience. The project, which has received funding from the National Science Foundation, involves the creation of a set of privacy modules that can be implemented systematically by database educators throughout the database design thread of an undergraduate course.