Computer EthicsTextbooks: A Thirty-Year Retrospective Herman T. Tavani PhilosophyDepartment, Rivier College hmvani@rivier.edu s we celebrate the 30th anniversary of SIGCAS, we an reflect on some of our objectives and initiatives s an ACM Special Interest Group during the past three decades. One initiative for which SIGCAS can be especially proud is in having taken a leadership role in advocating for computer ethics education, especially for computer professionals. Through a series of published reports, including the two Project ImpactCS Steering Committee Reports - - Computing Consequences: A Frameworkfbr 7~aching Ethical Computing (Huff and Martin, 1995), and Imple- menting a ]}nth Strand in the Computer Science Curriculum (Martin, et al. 1996) - - SIGCAS has been influential in raising the awareness, both within and outside of ACM, for a need to include computer ethics education in the computer science curriculum. And through its continued publication of education-related materials in Computers and Socie0/, SIGCAS has provided a forum in which instructors have been able to dialog on issues related to computer ethics education. For example, feature articles focusing on issues such as who should teach computer ethics (see Johnson, 1994) and the role of ethical values in course instruction (see Bellin,
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Computer ethics textbooks: a thirty-year retrospective
Tavani, Herman T.
Follow ACM SIGCAS Computers and Society
, Volume 29 (3)
Association for Computing Machinery – Sep 1, 1999
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