Implementing a tenth strand in the CS curriculum

Martin, C. Dianne; Huff, Chuck; Gotterbarn, Don; Miller, Keith

doi:10.1145/240483.240499

Cited by 79 publications

(35 citation statements)

References 12 publications

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“…This multi-year work, entitled the IMPACT CS Project, brought together a large number of people who produced reports about the public consequences of computing. They generated core content and methodology examples in modular form that could be used to integrate ethics and social responsibility into the computer science curriculum [28].…”

Section: History Of Professionalism In Computingmentioning

confidence: 99%

Perspectives on developing and assessing professional values in computing

et al. 2010

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This paper discusses how to ensure that students attain professional values important to the workplace by integrating them into computing curricula. It describes a survey of the attitudes of students, faculty and professionals in computing towards the teaching and assessment of such values. The results show that these groups share a set of professional values, though students are less convinced of their importance in the work environment. There is broad consensus on the specific behaviors and attitudes reflective of these values to be developed in the curriculum. The groups differed in their opinions of whether these attitudes and behaviors could be workably assessed.

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Section: History Of Professionalism In Computingmentioning

confidence: 99%

Perspectives on developing and assessing professional values in computing

et al. 2010

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“…Having established the role of computer scientists in the teaching of CE, we now focus on the CE contents to be taught, based on proposals in (Huff & Martin, 1995;Martin, Huff, Gotterbarn & Miller, 1996;Martin & Yale-Weltz, 1999).…”

Section: Who Should Teach Computer Ethics?mentioning

confidence: 99%

“…The ImpactCS Project proposes five knowledge units (Martin, Huff, Gotterbarn & Miller, 1996;Martin & Yale-Weltz, 1999) as the basis for CE courseware. For the sake of completeness and readability we list these knowledge units and its associated topics:…”

Section: What Computer Ethics Topics Should We Teach?mentioning

confidence: 99%

“…However, it favours the teaching of CE in an integrated fashion (Huff & Martin, 1995;Martin, Huff, Gotterbarn & Miller, 1996;Martin & Yale-Weltz, 1999;Orwant, 1991;Riser & Gotterbarn, 1996). According to (Martin & Yale-Weltz, 1999), the key to the integrated approach lies in the overall coordination of the CE curriculum.…”

Section: How Should These Topics Be Taught?mentioning

confidence: 99%

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Integrating Computer Ethics into the Computing Curriculum: A Framework for Implementation

Barnard¹,

Ridder²,

Pretorius³

et al. 2003

InSITE Conference

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The advent of the Information Age and global connectivity has placed ethics center stage in the use of Information and Communication Technologies (ICT). As the drive towards the establishment of a socalled IT profession gains momentum, ethical conduct and codes of ethics have recently been formulated and introduced formally. Initiatives in this regard can be attributed to, among others, the ACM and the IEEE. Of particular significance is the ImpactCS Project commissioned by the joint taskforce of the ACM and IEEE, and funded by the USA's National Science Foundation. The increased globalization and inherent nature of ICT transcend physical and cultural borders, making it increasingly difficult to enforce accepted laws, regulations, and codes of conduct. It is thus the responsibility of Computer Science and Information Systems instructors to teach and instill professional values and ethical analysis skills in each and every student. Therefore, we investigate some issues pertaining to the teaching of computer ethics. We conclude this paper by presenting a possible framework to be used in the teaching of computer ethics, and apply this framework to our own institution.

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“…The absence of social and ethical issues in Curricula 91 core courses did not pass by without notice. [6] proposed a complementation of Curricula 91, which included social and ethical issues as fundamental, known as the tenth strand. Many other criticisms have been raised throughout the 1990s.…”

Section: Historical Development Of Informaticsmentioning

confidence: 99%

Variations in Computing Science’s Disciplinary Diversity

Merkle¹,

Mercer

2003

Informatics Curricula and Teaching Methods

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Abstract:'This article graphically explores the historical development of Informatics using the trajectory of curricula recommendations in Computing Science. Faced with the disciplinary diversity found in ACM computing curricula recommendations and related documents, the usual description of Informatics as an ever expanding field is challenged. Indeed, in the first period the disciplinary diversity fostered by the community was reduced. 'This reduction of diversity was accompanied by an increase in the depth of a few branches, structuring Informatics in areas such as Computer Engineering, Computing Science, and Information Systems. Since then, Informatics' footprint has increased, demanding a renewal of its disciplinary structure, which triggered the emergence of new related occupations. The graphic representations proposed here motivate a discussion of current professional tendencies, illustrating that Informatics history is richer than it is usually seen.

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Implementing a tenth strand in the CS curriculum

Cited by 79 publications

References 12 publications

Perspectives on developing and assessing professional values in computing

Perspectives on developing and assessing professional values in computing

Integrating Computer Ethics into the Computing Curriculum: A Framework for Implementation

Variations in Computing Science’s Disciplinary Diversity

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