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Computer Ethics: a Slow Fade from Black and White to Shades of Gray

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Computer Ethics: a Slow Fade from Black and White to Shades of Gray Information Systems Education Journal (ISEDJ) 9 (4) September 2011 Computer Ethics: A Slow Fade from Black and White to Shades of Gray Theresa A. Kraft [email protected] Judith Carlisle [email protected] Computer and Information Systems, University of Michigan – Flint Flint, MI 48502, USA Abstract The expanded use of teaching case based analysis based on current events and news stories relating to computer ethics improves student engagement, encourages creativity and fosters an active learning environment. Professional ethics standards, accreditation standards for computer curriculum, ethics theories, resources for ethics on the internet, and possible topics for ethical case analyses are presented. The motivation for teaching Cyber Ethics and a number of success strategies and recommendations for undergraduate Computer Ethics courses are provided. Keywords: ABET Accreditation Standards, Computing Curricula 2001(CC2001), Professional Code of Ethics, Computer Ethics, Cyber Ethics, Computer Science, Information Technology, Computer Information Systems, Pedagogy, Computers and Society. 1. INTRODUCTION is working or the answer to an equation). Thus, the teaching of Ethics must broaden the The Accreditation Board for Engineering and student’s perspectives and understanding of Technology (ABET) has nine common outcomes certain real world scenarios, which have no which apply to Computer Science (CS), absolute correct answer but rather multiple Computer Information Systems (CIS) and viewpoints and opinions. For example a current Information Technology Programs (IT). event topic such as the Chinese Censorship of Computer Ethics is one of these nine outcomes Microsoft and Google, has the Chinese and graduating students must have an Government attempting to police and control understanding of professional, ethical, legal, information provided to the general public, social issues and responsibilities (Homkes & which is contradictory to the freedom of the Strikwerda, 2009). press and free speech values of American In additional to satisfying the accreditation Society (Chao, 2010). standard, an undergraduate CS or CIS course This paper describes the course format for an must engage the students and encourage Undergraduate CS/CIS course taught at the analytical thinking, creative writing and University of Michigan Flint. The paper research. Students in the Engineering and presents the basic goals and objectives of the Technology fields are problem solvers who course, the motivation for teaching such a typically look for a single solution (i.e. the code course, the relevant codes of ethics, ethic ©2011 EDSIG (Education Special Interest Group of the AITP) Page 37 www.aitp-edsig.org /www.isedj.org Information Systems Education Journal (ISEDJ) 9 (4) September 2011 theories, overview of topics covered, grading area” or a “CS body of knowledge.” They are rubrics and additional resources for teaching distributed among the following 10 units: Computer Ethics. A number of success x SP1: History of computing strategies and recommendations for teaching x SP2: Social context of computing undergraduate Computer Ethics are also x SP3: Methods and tools of analysis provided. x SP4: Professional and ethical 2. COURSE GOALS AND OBJECTIVES responsibilities x SP5: Risks and liabilities of safety- This course introduces students to the ethical critical systems issues and controversies that comprise the new x SP6: Intellectual property field of Cyber-Ethics. The field of Cyber-Ethics x SP7: Privacy and civil liberties refers to the broad spectrum of computing and x SP8: Computer crime information technology ranging from hand held x SP9: Economic issues in computing devices, stand-alone computers, privately x SP10: Philosophical frameworks of owned computer networks and the public ethics (Tavani, 2002) internet. Issues addressed examined the moral responsibility of computer professionals in the Of particular interest to ethics instruction per se broader context of social and ethical are the methods and tools of analysis (SP3) applications of information systems and which provides students with instruction on how computer technology. to make and evaluate ethical arguments, and then identify and evaluate ethical choices In this course, students were discussing ethical (Tavari, 2002). Among the topics challenges and ethical controversies using recommended for inclusion in SP 10 are actual case examples and contentious scenarios instructions on philosophical frameworks that to illustrate the various ethical dilemmas and include deontological and utilitarian theories. various stakeholder viewpoints. In contrast to traditional science and engineering, ethical Currently there is a joint committee called issues and cases do not have clear-cut Computing Curricula 2001 ( CC2001) involving straightforward solutions. Hence, it is important the Association for Computing Machinery and to look for strategies, stakeholder interests and the IEEE Computer Society, which is producing different viewpoints of each stakeholder for curriculum guidance for the broad area of analyzing these issues. Students must learn to computing. The purpose of CC2001 is to examine topics from a variety of perspectives evaluate future developments in computer that sometimes conflict with each other (Dark, engineering in the next ten years (2013) and et al., 2008). The course was designed to beyond. The CC2001 Task Force was asked to encourage student creativity, student develop a set of curricular guidelines that would engagement, research and writing skills. match the latest developments of computing technologies and endure through the next Motivation for Teaching Ethics decade. Principle 10 from the CC2001 Task The ABET accreditation requirements state that Force states: the program of study “enables the student to “The computer engineering curriculum must achieve, by the time of graduation: include professional practice as an integral x An understanding of professional, component of the undergraduate curriculum. ethical, legal, security and social issues These practices encompass a wide range of and responsibilities. activities, including management, ethics and x An ability to analyze the local and global values, written and oral communication, impact of computing on individuals, working as part of a team, and remaining organizations and society” (Homkes & current in a rapidly changing discipline” Strikwerda, 2009). (McGettrick, et al., 2003, p. 9). The IEEE-CS/ACM Joint Task Force on In addition to the requirements of the ABET Computing Curricula recently mandated the accreditation standards and those of the IEEE- inclusion of sixteen core hours of instruction on CS/ACM, an understanding of ethics is topics that are social, ethical, and professional particularly important to Computer and IT in the curriculum for undergraduate computer students due to the ubiquitous nature of science students. These topics, each prefaced computers, information technology, web with an SP designation, define one “knowledge systems and internet applications in our daily ©2011 EDSIG (Education Special Interest Group of the AITP) Page 38 www.aitp-edsig.org /www.isedj.org Information Systems Education Journal (ISEDJ) 9 (4) September 2011 lives. Computer applications and information x Promote management’s understanding systems are used by people to drive cars, of information processing, control life preserving and life taking devices, x Act with honesty and respect, and affect many daily functions from banking, shopping, entertainment, education, etc. x Participate to the best of their abilities Computer and Information Systems are a in the distribution of IT knowledge, critical component of our society and citizens and customers do not and cannot be expected x Protect confidential knowledge, to understand the systems on which they x Uphold the ethical and moral principles depend for vital life functions (Johnson, 2007). of educational institutions, Computer professionals must act in a socially x Practice trust to their employers to responsible and ethical manner to be worthy of guard the employer’s interests and the public trust. The special talent and knowledge required for developing and x Respect their countries and the chosen managing these IT systems leads to a social way of life of those countries responsibility to use it for the good of society (Brinkman, 09). (Reddy, 2004). Students need to think about The seven values or key concepts comprising the consequences of their professional any code of ethics are consistency, respect for decisions, evaluate their actions in terms of individuals, autonomy for all, integrity, justice, their social responsibility and the long-range utility and competence (Panye & Landry, 2006). ethical impact. Challenges Relevant Codes of Ethics This is a major thought process shift from the The ACM code of ethics and the IEEE code of traditional software development methodology ethics are presented in the course to expose of merely writing code and solving problems students to the broad social consciousness of (Reedy, 2004). It is challenging to have “Cause No Harm” and in cases where there is undergraduate students understand the low quality work or potential for dangerous importance of ethics and professional outcomes, it is your responsibility to act responsibility. Hence, the notion of what is positively to rectify the situation (Reddy, 2004). professionally acceptable and good in The original ACM code of Ethics and Professional computing and information systems is best Conduct
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