Carol Spradling

Ethics training and decision-making: do computer science programs need help?

A national web-based survey using SurveyMonkey.com was administered to 700 undergraduate computer science programs in the United States as part of a stratified random sample of 797 undergraduate computer science programs. The 251 program responses (36% response rate) regarding social and professional issues (computer ethics) are presented. This article describes the demographics of the respondents, presents results concerning whether programs teach social and professional issues, who teaches, the role of training in these programs, the decision making process as it relates to computer ethics and why some programs are not teaching computer ethics. Additionally, we provide suggestions for computer science programs regarding ethics training and decision-making and we share reasons why schools are not teaching computer ethics.

A Comprehensive Survey on the Status of Social and Professional Issues in United States Undergraduate Computer Science Programs and Recommendations.

A national web-based survey was administered to 700 undergraduate computer science (CS) programs in the United States as part of a stratified random sample of 797 undergraduate CS programs. The 251 program responses (36% response rate) regarding social and professional issues are presented. This article describes the demographics of the respondents, presents results concerning whether programs teach social and professional issues, how social and professional issues are integrated, perceptions of CS faculty regarding the importance of social and professional issues, pedagogies used to teach social and professional issues, and what specific social and professional topics have been included in the CS curriculum. Additionally, we (a) provide suggestions for CS programs regarding the integration of social and professional issues into the CS curriculum, (b) suggest ways to encourage more social and professional coverage in CS programs, pedagogy, and (c) recommend what social and professional topics should be included in future CS curriculum reports.

An interdisciplinary major emphasizing multimedia

In this paper, we describe a new interdisciplinary Bachelor of Science degree in Interactive Digital Media at Northwest Missouri State University, developed and maintained by three departments, Art, Computer Science/Information Systems and Mass Communication. The majors share a common core of courses taught by the three departments with each having its own concentration of Visual Imaging, Computer Science Programming and New Media, respectively. This paper describes the process utilized to develop the major, the curriculum, some observations and the process to maintain the major.

Computer science curriculum 2013: social and professional recommendations from the ACM/IEEE-CS task force

Social and professional principles were included in ABET computer science accreditation standards in 1987 and first appeared in the ACM/IEEE-CS Computing Curricula in 1991. This moderated panel presented the Social Issues and Professional Practice Knowledge Area (SP KA) of the 2013 ACM/IEEE-CS draft curricular guidelines for computer science. Specific knowledge units from the Ironman version were highlighted for discussion along with course and module exemplars

Proposed revisions to the social and professional knowledge area for CS2013 (abstract only)

The ACM/IEEE-CS 2001/2008 computer science curricular guidelines are in the process of being updated and the strawman version of CS2013 will be unveiled at SIGCSE 2012. Inclusion of the ethical, societal and professional responsibility issues dates back to Computing Curricula 1991. This poster session will present the revised Social and Professional issues knowledge area and provide a means for any SIGCSE community member to provide feedback directly to SIGCAS and the CS2013 steering committee. Specific core and elective knowledge units, topics and learning outcomes will be delineated. The current state of the discipline and the profession were examined to provide contemporary guidance for the education of ethical behavior, professional practice and societal impact for computer science majors.

From the man on the moon to 2001 and beyond: the evolving social and ethical impact of computers a session to commemorate SIGCSE' 40 anniversary

1. SUMMARY The session, which is being held on the occasion of SIGCAS’ 40 Anniversary, will provide a historical perspective on curricular efforts to address the profound social and ethical impact of the rapid development of computer technology since its widespread deployment in the 1960’s. Presenters, who represent veteran and newer members of SIGCAS, are in the process of developing a variety of innovative approaches to incorporating computer ethics and social impact issues into their computer science curricula, and will discuss their efforts to engage students in the study of the larger context of computing. Audience members will be encouraged to contribute experiences and ideas, and to learn how their involvement in SIGCAS can further the development of curriculum in this area.

C. Dianne Martin: outstanding service 2002

[A]: Yes, it is still true today. SIGCAS is very important to an organization such as ACM with a primary focus on technological advances. By calling attention to the social impact and ethical concerns caused by emerging technologies, SIGCAS raises the alarm about the unintended consequences of such technologies. With a membership comprised of social scientists, philosophers, psychologists, policy makers as well as computer scientists, SIGCAS provides the forum for a broadbased discussion of compelling societal issues. An example of the role of conscience played by SIGCAS was the development and adoption of the ACM Code of Ethics, led by SIGCAS membership.

Examining the data on computer ethics in the classroom

I currently serve on the ACM Education Council as the representative for SIGCAS. I have taught in a Computer Science/Information Systems department at a small midwestern university for approximately 20 years, where I mainly teach courses on computer ethics, databases, programming and multimedia.