Integrating Ethics into Introductory Programming Classes

Fiesler, Casey; Friske, Mikhaila; Garrett, Natalie; Muzny, Felix; Smith, Jessie J.; Zietz, Jason

doi:10.1145/3408877.3432510

Cited by 44 publications

(13 citation statements)

References 21 publications

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“…There is a growing body of literature aimed at AI Ethics Education that provides actionable suggestions, such as example assignments, case studies, reading lists, frameworks, lessons learned from many years teaching the same course, and so on ( eg . Bates et al, 2020; Fiesler et al, 2021). Continuing that line of inquiry, I have focused on the salient and common concerns particular to AI Ethics that might motivate one's teaching, going deep into a small sample of AI Ethics teachers' experiences.…”

Section: Discussionmentioning

confidence: 99%

“…First, we can compare them to existing pedagogical tools, which may help refine and deploy them for a wider audience. For example, Fielser et al (2021) offers recommendations that do address each of these areas of concern, except for the last, where Fiesler instead remarks on a barrier to type of moral reasoning: “when students struggle with technical material, they seem less engaged with the ethical components [and] they are focused on trying to understand the part they are being graded on.” Second, we can incorporate these areas of concern into frameworks when researching new pedagogies. This will be one goal of my own future research.…”

Section: Discussionmentioning

confidence: 99%

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Five Motivating Concerns for AI Ethics Instruction

Knowles

2021

Proceedings of the Association for Information Science and Tech

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Artificial Intelligence (AI) systems are embedded in institutions that are not diverse, that are inequitable, unjust, and exclusionary. How do we address the interface between AI systems and an unjust world, in service to human flourishing? One mechanism for addressing AI Ethics is AI Ethics Education: training those who will build, use, and/or be subject to AI systems to have clear moral reasoning, make responsible decisions, and take right actions. This paper presents, as part of a larger project, work on what AI Ethics instructors currently do and how they describe their motivating concerns. I find that although AI Ethics content and pedagogy is varied, there are some common motivating concerns particular to this kind of teaching, which may be useful in structuring future guidance for new AI Ethics teachers, evaluating existing pedagogy, guiding research on new pedagogies, and promoting discussion with the AI Ethics community.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Five Motivating Concerns for AI Ethics Instruction

Knowles

2021

Proceedings of the Association for Information Science and Tech

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“…Consequently, they argue that tech ethics "could be part of every computing course" [13]. Recent work in undergraduate computing ethics include designs for standalone ethics courses [11,32]; integrated ethics across the curriculum [7,16]; and integrated ethics modules or lessons in courses such as machine learning [35], human-centered computing [37], and introductory CS [10,12]. Critical approaches to computing ethics challenge dominant narratives by centering computing's moral, ethical, and social values as well as its political power to reshape social structures and hierarchies [11,20,26,29,34,38,39,41].…”

Section: Ethics In the Computing Curriculummentioning

confidence: 99%

CS Education for the Socially-Just Worlds We Need: The Case for Justice-Centered Approaches to CS in Higher Education

Lin

2021

Preprint

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Justice-centered approaches to equitable computer science (CS) education prioritize the development of students' CS disciplinary identities toward social justice rather than corporations, industry, empire, and militarism by emphasizing ethics, identity, and political vision. However, most research in justice-centered approaches to equitable CS education focus on K-12 learning environments. In this position paper, we problematize the lack of attention to justicecentered approaches to CS in higher education and then describe a justice-centered approach for undergraduate Data Structures and Algorithms that (1) critiques sociopolitical values of data structure and algorithm design and dominant computing epistemologies that approach social good without design justice; (2) centers students in culturally responsive-sustaining pedagogies to resist dominant computing culture and value Indigenous ways of living in nature; and (3) ensures the rightful presence of political struggles through reauthoring rights and problematizing the political power of computing. Through a case study of this Critical Comparative Data Structures and Algorithms pedagogy, we argue that justice-centered approaches to higher CS education can help students not only critique the ethical implications of nominally technical concepts, but also develop greater respect for diverse epistemologies, cultures, and narratives around computing that can help all of us realize the socially-just worlds we need. CCS CONCEPTS• Social and professional topics → Computing education.

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“…At the same time, others including Donald Gotterbarn [17] pointed out that computing ethics should be part of a professional code of conduct, which resulted in the development of a number of codes of ethics and codes of conduct for computing professionals, for example, the ACM Code of Ethics [1]. Recent work on programming ethics by Fiesler et al proposes a new way forward for incorporating ethics into programming modules, by focusing on incorporating the ethical content into the assignments and assessments and leaving the teaching content unchanged, which has delivered promising results [14]. Although the Ethics4EU project is taking a different approach to the development of content, even so, the work of Fiesler et al will be incorporated into the project.…”

Section: Introductionmentioning

confidence: 99%

The Development of Teaching Case Studies to Explore Ethical Issues Associated with Computer Programming

Gordon

Collins

O’Sullivan

2021

United Kingdom and Ireland Computing Education Research Conference.

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In the past decade software products have become pervasive in many aspects of people's lives around the world. Unfortunately, the quality of the experience an individual has interacting with that software is dependent on the quality of the software itself, and it is becoming more and more evident that many large software products contain a range of issues and errors, and these issues are not known to the developers of these systems, and they are unaware of the deleterious impacts of those issues on the individuals who use these systems. The authors of this paper are developing a new digital ethics curriculum for the instruction of computer science students. In this paper we present case studies that were explored to demonstrate programming issues to First Year Computer Science students. Each case study outlines key issues associated with a particular scenario and is accompanied by specific questions to be used by the instructor to allow students to begin to reflect on, and evaluate, the implications of these issues. The objective of this teaching content is to ensure that the students are presented with, and engage with, ethical considerations early in their studies and well before they encounter them in an employment setting.

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Integrating Ethics into Introductory Programming Classes

Cited by 44 publications

References 21 publications

Five Motivating Concerns for AI Ethics Instruction

Five Motivating Concerns for AI Ethics Instruction

CS Education for the Socially-Just Worlds We Need: The Case for Justice-Centered Approaches to CS in Higher Education

The Development of Teaching Case Studies to Explore Ethical Issues Associated with Computer Programming

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