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Journals ACM SIGCAS Computers and Society Volume 28 Issue 1

A Staged Progression for Integrating Ethics and Social Impact Across the Computer Science Curriculum Elaine Yale IFkltz Assistant Professorof Computer Science Seattle Pacific UniversiO~ Seattle, WA eweltz@pauL spu. edu " ow can we best teach our students to answer questions that cannot be answered simply by the appli.cation of faster, better, newer technology - questions that may in fact be raised by its application? Effective preparation involves at least two considerations: (1) identifying the social impacts of computers and (2) when they should be taught. The focus of this paper is the latter. intersect with topical material, ethical discussions will both be more meaningful and more applicable to real situations our graduates will face. An integrated approach can also introduce students to the importance of wrestling with ethical challenges early in their studies, with reinforcement throughout their undergraduate education. This is key: if the desired outcome of instruction in ethics and social impact is graduates who can make responsible decisions regarding the use of technology, we are talking about more than a brief introduction to a few issues. Becoming a responsible decision-maker is a process, and that process takes time. H Two Approaches A common approach to teaching

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A staged progression for integrating ethics and social impact: across the computer science curriculum

Weltz, Elaine Yale
ACM SIGCAS Computers and Society , Volume 28 (1)
Association for Computing Machinery – Mar 1, 1998

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