Reflections on Cyberethics Education for Millennial Software Engineers

Claudia de O. Melo Thiago C. de Sousa Faculty of Technology Urbanism and Technology Center University of Bras´ılia State University of Piau´ı Bras´ılia, Brazil Teresina, Brazil Email: [email protected] Email: [email protected]

Abstract—Software is a key component of solutions for challenges to educating millennial software engineers, which 21st Century problems. These problems are often “wicked”, requires continuous innovation in educational systems and complex, and unpredictable. To provide the best possible solution, curricula delivery [2], [7]. millennial software engineers must be prepared to make ethical decisions, thinking critically, and acting systematically. This Moreover, the design of software systems comes with reality demands continuous changes in educational systems and a special set of responsibilities to society that are much curricula delivery, as misjudgment might have serious social broader than those described in existing codes of for impact. This study aims to investigate and reflect on Software computing professionals [8]. While the potential return on Engineering (SE) Programs, proposing a conceptual framework investment in technology is usually high, the increasing pace for analyzing cyberethics education and a set of suggestions on how to integrate it into the SE undergraduate curriculum. of technological innovation raises ethical questions about its development and use [9]. Information and Communications Keywords-cyberethics; millennial software engineer; Technologies (ICT) bring ‘predictable’ and ‘less predictable’ undergraduate degree program; curriculum guideline. ethical issues [10]. Unintended consequences of technology [11] need to be investigated and a precautionary principle [12] I.INTRODUCTION applied. The current technological revolution, being a critical engine Do millennial software engineers, the current dominant of the digital transformation of the economy, is impacting all generation of workers, understand the ethical choices and disciplines and industries. The so-called “Digital Economy” related unintended consequences that the solutions for the 21st is considered the single most important driver of innovation, century might generate? Are they prepared to investigate and competitiveness and growth of countries [1]. In this context, co-design solutions with other stakeholders to ensure better it is also a consensus among nations that taking advantage solutions for all? From algorithms, data science, AI, cloud of technology to advance social and economic inclusion, and computing to digital business models and services design, to promote sustainability and peace, is paramount and will there are a number of ethical decisions a software engineer demand a “transformation of societies” [2]. is (or not) going to make while designing systems. Software engineers investigate problems, and propose and This paper aims at investigating these questions about how develop software to tackle such societal challenges. They are millennial software engineers are trained to deal with computer creating the foundations that enable and govern our online and ethics issues. We developed a conceptual framework based increasingly our offline lives, from software-controlled cars to on Brey’s “disclosive” method for cyberethics, as it provides

arXiv:1703.00619v1 [cs.SE] 2 Mar 2017 digital content consumption. In fact, software helps shape, not the major components for cyberethics decision-making, and just reflect, our societal values [3]. the most important 21st Century cybertechnologies to support Software is a key component of solutions for 21st Century our investigation. We analyze the ACM/IEEE Software problems [4]. These problems are complex and unpredictable, Engineering Guidelines and the curricula of the top two which is typical of “wicked” problems [5]. They are difficult Brazilian SE undergraduate programs. We end the paper to define and are never entirely solved, as improvements can with a set of suggestions that might be integrated into the always be made [6]. SE undergraduate curriculum, as well as conclusions and To be able to work on problems not seen before, recommendations for future studies. while applying the right knowledge and judgment, software II.CYBERETHICS engineers must think and act more systemically and more adaptively, so they can build up experience over time to make A. Global and Regional contexts sense of world challenges. Edward Snowden’s revelations on the Five-Eyes mass As the complexity of problems continues to increase, surveillance alliance, starting in 2013, are examples of how the complexity of software intensive systems or systems technology can be used to concentrate economic power and of systems also increases [7]. Therefore, there are serious create global monopolies [13]. These revelations had profound impacts on society’s possibilities for human action generated by cybertechnology perception of ethical issues in the digital age, increasing the also introduce “conceptual muddles” [16]. In these cases, importance of cyberethics. Despite that technology has great we must first eliminate the muddles by clearing up certain potential of freeing people from manual and repetitive labor, conceptual confusions before we can frame coherent policies it also brings other troubling concerns, requiring from human and laws [17]. understanding and accountability [14]. In addition, Brey [20], [21] believes that because Considering this context, countries are launching large-scale of embedded biases in cybertechnology, the standard initiatives focused on addressing cyberethic issues. For applied-ethics methodology is not adequate for identifying and instance, in the United States, several foundations and funders acting on cyberethics issues. Brey argues that the standard recently announced the Ethics and Governance of Artificial ethics method tends to focus almost solely on the uses of Intelligence Fund, which will support interdisciplinary technology [17]. The standard method fails to pay sufficient research to ensure that AI develops in a way that is ethical, attention to certain features and practices involving the use of accountable, and advances the public interest [14]. cybertechnology that have moral import but that are not yet The European Union is currently discussing the creation known [20]. of a European agency for and AI. They aim Many practices involving computer technology are to preserve human dignity and integrity while developing morally nontransparent because they include operations of artificial intelligence and robots. [15]. technological systems that are very complex and difficult to In Brazil, Marco Civil (the Brazilian civil rights framework understand for laypersons and that are often hidden from view for the Internet) aims to protect human rights, including for the average user [21]. They also involve distant actions ensuring and expression, protecting over computer networks by system operators, providers, and personal data, ensuring equitable access to information, website owners and hackers and remain hidden from view and promoting an open, competitive online marketplace, partly from users and from the public at large [21]. by guaranteeing [13]. C. Making cyberethics decisions: Brey’s “disclosive” method B. What is cyberethics? To address aforementioned caveats on cyberethics According to Moor [16], is the “analysis decision-making, Brey proposes a “disclosive” method for of the nature and social impact of computer technology and cyberethics [20]. The aim of disclosive ethics is to identify the corresponding formulation and justification of policies for such morally opaque practices, describe and analyze them, so the ethical use of such technology”. as to bring them into view, and to identify and reflect on any Tavani [17] argues that cyberethics is a more appropriate problematic moral features of cybertechnologies [21]. and accurate term, connoting the social impact of computers Brey describes the methodology for computer ethics: it and cybertechnology in a broad sense and not merely the must first identify, or “disclose”, features that, without proper impact of that technology for computer professionals. He probing and analysis, would go unnoticed as having moral defines cyberethics as the “study of moral, legal, and social implications. Therefore, we need computer scientists (or issues involving cybertechnology.” Cybertechnology, in turn, software engineers) because they better understand computer comprises the entire range of computing and communication technology (as opposed to philosophers and social scientists) systems, from stand-alone computers to privately owned [20]. networks and to the Internet itself. Social scientists are also needed to evaluate system designs Moor [16] explains that computers are essentially a and make them more user-friendly. Philosophers can determine malleable, universally applicable tool, so the potential whether existing ethical theories are adequate to test the newly applications for human action and consequent ethical issues disclosed moral issues or more theory is needed. Finally, are novel and almost limitless [17], [18]. Some of these actions computer scientists, philosophers, and social scientists must might generate what Moor calls “policy vacuums”, because cooperate in applying ethical theory in deliberations about we have no explicit policies or laws to guide new choices that moral issues [20]. are only possible through cybertechnology. These vacuums, in Tavani [17] summarizes Brey’s disclosive method in the turn, need to be filled with either new or revised policies [17]. three following steps. According to Patrignani [19], we are living in a policy Step 1 Identify a practice involving cyber-technology, or vacuum era and nobody questions technologies. Scenarios for a feature in that technology, that is controversial their use change and evolve rapidly and there are no policies from a moral perspective.1a. Disclose any hidden addressing these new situations. Therefore, we might assume (or opaque) features or issues that have moral that whoever is designing new technologies is going to be implications. 1.b If the ethical issue is descriptive, especially responsible for any unintended consequence. assess the sociological implications for relevant Policies are “rules of conduct, ranging from formal laws social institutions and socio-demographic and to informal, implicit guidelines for actions” [16]. Policies can populations. 1c. If the ethical issue is also range from formal laws to informal guidelines [17]. However, normative, determine whether there are any specific this will not always work, because sometimes the new guidelines, that is, professional codes that can help resolve the issue. 1d. If the normative ethical issues and Services Design become crucial for software companies remain, proceed to Step 2. competing against the already known experiences customers Step 2 Analyze the ethical issue by clarifying concepts and have with the Facebooks, Apples, and Amazons of the world situating it in a context. 2a. If a policy vacuum exists, [23]. Finally, software security and technological social impact proceed to Step 2b; otherwise continue to Step 3. are must-have components. 2b. Clear up any conceptual muddles involving the After removing ICTs that we considered too futuristic (e.g., policy vacuum and proceed to Step 3. neuroelectronics or human-machine symbiosis), we ended with Step 3 Deliberate on the ethical issues. The deliberation a list of 9 crucial cybertechnologies for the 21st century that process requires two stages: 3a. Apply one or more are relevant to this study. For didactic purposes, we divided ethical theories to the analysis of the moral issue, and the critical into two groups: technical and non-technical then go to step 3b. 3b.Justify the position you reached components. The technical components are: 1) Data Science; by evaluating it against the rules for logic/critical 2) Cloud Computing; 3) Algorithms; 4) Artificial Intelligence; thinking. Robotics; 5) Internet; ; Mobile; Social Media; 6) Secure Software Engineering. The non-technical III.CONCEPTUALFRAMEWORKFORANALYZING components are: 7) Experience, Product and Services Design; MILLENNIAL SOFTWARE ENGINEERS EDUCATION FOR Design Thinking; 8) Digital Business Models; Economics; 9) CYBERETHICS Software and Society; Cyberlaw. To be able to analyze millennial software engineers’ Table I presents the nine suggested components, a summary education under the lens of cyberethics, we derived a of their moral controversies and key references. conceptual framework from 1) Brey’s “disclosive” method on cyberethics decision-making and 2) the required pieces IV. AN ANALYSIS OF THE SECURRICULUM of knowledge to apply it, which should be provided by 3) a In this section, we analyze the ACM/IEEE Curriculum certain Software Engineering curriculum. Figure 1 illustrates Guidelines for Undergraduate Degree Programs in Software our conceptual framework. Engineering [42], as well as the top two Brazilian Despite that we provide a number of required knowledge Software Engineering Programs for evidence of ethics as an pieces, this paper focuses only on cybertechnologies and interdisciplinary approach addressing the needs of the future. practices, as well as the usage of already available More specifically, we searched for topics related to ethics in SE/CS professional codes. We reviewed the literature on the ACM/IEEE Software Engineering Education Knowledge cybertechnologies to identify the most relevant technical (SEEK) and in the two Brazilian SE undergraduate courses and nontechnical components that are crucial for Software to check if the teaching of Ethics is one given appropriate Engineers in the 21st century, as they might exhibit attention in millennial software engineers’ education. For controversial issues from a moral perspective. We took this purpose, we performed a search for some Ethics-related advantage of our previous 15 years experience in global topics presented in syllabi of this discipline, such as “Ethics”, software development companies to refine and complement “Society”, “Sustainability”, “Environment”, “General Systems this list of relevant cybertechnologies. Theory”, “Complex and Adaptive System”, “Law”, “Legal”, In 2011, the Etica project, funded by the European “Social” and “Humanity”. Commission, analyzed 100 technologies, 70 application Ethics is one of the most valued concepts presented examples and 40 artifacts to synthesize the emergent ICTs in the ACM/IEEE Computing Curricula. In addition to coming in 10 to 15 years. The emergent technologies are explicitly citing the Software Engineering Code of Ethics and high-level socio-technical systems that have potential to affect Professional Practice [43], the Curriculum Guideline number the way humans interact with the world [22]. 15 states that “Ethical, legal, and economic concerns and the They highlighted 11 ICTs: Affective Computing, Ambient notion of what it means to be a professional should be raised Intelligence, Artificial Intelligence, Bioelectronics, Cloud frequently.” Moreover, the Ethics word appears 19 times. Computing, Future Internet, Human-machine symbiosis, The proposed SEEK, which is inspired in the SWEBOOK Neuroelectronics, Quantum Computing, Robotics, and [44] and describes the body of knowledge that is appropriate Virtual/Augmented Reality. for software engineers, suggests 467 hours of fundamental We found that some additional components must be content for the design, implementation, and delivery of part of the list of cybertechnologies. For instance, despite the educational units that make up a software engineering that Data Science, Social Media, and Mobile are not curriculum. However, there was only one Ethics-related topic, emergent, they are structuring technologies for the necessary named “Professionalism” with 6 hours, which corresponds hyper-connectivity that enables the Digital Economy. Rapid to 1.3% of the total content, which seems to be an advances in technology can boost whole business models [23], inconsistency. Although there are no Curriculum Guidelines which means that digital business models can have enormous for Undergraduate Degree Programs in Software Engineering impact on society and the economy. As customers expect provided by the Brazilian Computer Society, the Computing increasingly faster, cheaper, and better products and services, Curriculum Manuscripts described by the Brazilian regulatory practices involving Design Thinking and Experience, Product agency (Ministry of Education of Brazil) indicate that the word Fig. 1. Conceptual framework for analyzing cyberethics of Software Engineering curriculum ethics appears 9 times. Moreover, the Brazilian government The SE program of the Federal University of Goias´ has documents are clear about software engineers’ skills required a work load of approximately 3,000 hours and, according to make sound ethical choices: “To be able to investigate, the pedagogical project, the former students must be able to understand and structure the features of application domains in “develop an active and ethical posture”. However, there is only diverse contexts considering ethical, social, legal and economic one mandatory Ethics-related course named “Ethics, Norms, issues, individually and/or as a team.” and Professional Posture” being 64 hours in length, which Since undergraduate degree programs in Software corresponds only to 2.13% of the total content. This course Engineering are relatively new in Brazil and there are few introduces the following topics: “Notions of ethics. A Code quality indicators for a more accurate selection, we focused of ethics for software engineers. Overview of international our research on the top two Brazilian Software Engineering norms and standards, laws and local resolutions relevant programs (5 Stars) according the Student Guide 2016 [45], to Software Engineering. Nomenclature used by the area the most popular university ranking guide of the nation. according to IEEE Std. 12207-2008. Conflict resolution. How So, the study sample consists of analyzing the pedagogical to prepare for and behave in meetings. Hygiene aspects. project of these courses: University of Bras´ılia (UNB) and Presentation aspects. Aspects of conduct. Entrepreneurial Federal University of Goias´ (UFG). The analysis was mainly attitudes. Entrepreneur instruments (business plan and others). based on searching for the word ethics on the course syllabi. Techniques for identifying opportunities and procedures for The SE program of the University of Bras´ılia has a work opening a business”, which contains many other unrelated load of 3,480 hours and its undergraduate students must be topics. able to “be oriented to act as a social transformer, aiming V. INTEGRATINGCYBERETHICSINTOTHE SE at social welfare and ethically evaluating the social and CURRICULUM environmental impact of their interventions.” However, there is only one compulsory ethics-related course named “Humanity A. Institutional level and Citizenship” with 60 hours, which corresponds to 1.72% Software engineering professors are in the best position to of the total content. This course aims to “Introduce the spark a dialogue about being a professional in a community concepts of humanities, social sciences and citizenship to that shares the same weighty responsibilities [3]. They, foster the critical view and awareness of the humanistic, social, therefore, must be prepared to conduct a controversial and ethnic-racial, political, economic, ethical and environmental relevant dialogue with students. Professors need to collaborate issues involved in the professional action of the engineer.” with ethicists, complex systems scholars, professional societies There are also two other optional courses that reflect an ethics and a number of other discipline representatives in order to perspective: “Information, Communication and the Knowledge keep themselves updated. Society” and “Productivity and Professionalism in Software Therefore, the institution must create the necessary Engineering”. conditions to foster this community. Cooperation among TABLE I 21STCENTURYCYBERTECHNOLOGIESCONTROVERSIALISSUES

Cybertechnologies Controversial practices or features, from a moral perspective References [24] Data Science Discoveries in data mining, propensity and group privacy. [25] [26] Cloud Computing Consumer privacy, reliability of services, data ownership and technology neutrality. [27] [28] Algorithms Inconclusive evidence leading to unjustified actions, inscrutable evidence leading to opacity, [29] misguided evidence leading to bias, unfair outcomes leading to discrimination, transformation effects leading to challenges for and traceability leading to moral responsibility. [30] Experience, Product and Services Participatory design conflict, amount of time and energy required by successful integration into [31] Design; Design Thinking design team and tension between firm grounding contexts and abstracted model of design. [32] Artificial Intelligence; Robotics Machine learning, bias in natural language processing and robots as sexual partners, caregivers, and [33] servants. [34] Digital Business Models; Intellectual rights, economic market impact and customer relationship. [35] Economics [36] Internet; IoT; Mobile; Social Individual privacy preferences, access controls, emergent social conventions and infrastructures for [37] government surveillance. [38] Software and Society; Cyberlaw Cryptocurrency, net neutrality, proprietary code and content and freedom of speech. [39] [40] Secure Software Engineering Purposeful human errors injection, software piracy and software development for espionage, [41] extortion, vandalism and theft.

software engineers, corporations, social scientists, ethicists, Adding cyberethics content in the ACM/IEEE SEEK philosophers, faith leaders, economists, lawyers, and expands the ethics program to 66.8% of the total content, policymakers will shape cyberethics’ policies for the 21st instead of the previous 1.3% (Professionalism- 6 hours), century. and in the top two Brazilian SE Programs extend the Institutions need to establish an ethical-oriented culture, ethics-related topics on average to 37.8%, instead of previous incorporating cyberethics in their strategic plans, allocating 1.9% (Ethics, Norms and Professional Posture - 64 hours and resources for related initiatives, and designing curricular and Humanity and Citizenship - 60 hours). Regarding content, we extracurricular activities for all students, faculty and staff [46]. recommend that professors pursuing integrating cyberethics into their disciplines analyze the most prominent controversies B. Curricular level in cybertechnologies from our conceptual framework (Table I). At the curricular level, we need to consider that different strategies should be considered in designing the academic C. Instrumental level curricula to integrate cyberethics content. The incorporation of At this level, instructors need to set specific learning content in cyberethics through stand-alone subjects (specific objectives and decide on the pedagogical tools to be used. courses) or embedded subjects (different courses) constitutes A number of methodologies can be used. In this phase, we one of the principal current debates of how to teach ethics confirm research findings and recommendations on assessing [46]. millennial generation’s learning preferences and learning Based on related studies [3], [47], we recommend the styles [3], [48]–[50]. We thus provide some concrete advice embedded subjects approach, as knowledge from different based on these studies and our own teaching experience. disciplines can allow for a more holistic understanding of According to Wilson and Gerber [49], millennials are controversial cyberethics issues. This means that cyberethics decidedly active learners. They have a hypertext mindset, should be integrated into different SE courses. Stand-alone which diminishes the applicability of a lecture-style training disciplines can be added to guarantee the commitment of a format. They are also multitaskers with a propensity for certain number of credit hours in the curriculum. innovation fueled by curiosity, discovery, and exploration. Following the proposed conceptual framework, we suggest Factors such as shorter attention spans, low boredom tolerance, a mapping of cybertechnology technical (Table II) and and necessity of hands-on elements contribute to the millennial non-technical components (Table III) to the ACM/IEEE SEEK generation’s active learning style. units and to the disciplines of the top two Brazilian SE Millennials expect to have choices, so the learning Programs, also expressing their workload. It is possible process should provide opportunities for creating their own to observe that these components have an interdisciplinary learning or meaning within courses, a form of active approach, increasing the number of courses in which involvement through self-tailoring. Case studies, hypotheticals, cyberethics debates can take place. role-playing, storytelling, simulations, journaling, activity TABLE II MAPPINGTECHNICALCOMPONENTSTO SECURRICULA

Cybertechnologies Related ACM/IEEE SEEK units (hours) Related disciplines of top 2 BR SE Programs (hours) (technical components) Data Science Modeling foundations (8); Design strategies UFG - Systems (64); Software Development for Persistence (6); Detailed design (14); (64); Detailed Software Design (64). UNB - Database Systems I (60); Database Systems II (60). Cloud Computing Construction technologies (20); Architectural UFG - Concurrent Software Development (64); Networks and Distributed design (12); Detailed design (14); Systems (64); Operating Systems (64). UNB - Programming for Parallel and Distributed Systems (60); Computer Network Fundamentals (60); Operating Systems Fundamentals (60). Algorithms Computer science foundations (120); Problem UFG - Introduction to Programming (64); Algorithms Fundamentals and analysis and reporting (5); Analysis Data Structures (64); Software Development for Web (64). fundamentals (8). UNB - Data Structures II (60); Analysis of Algorithms (60); Techniques of Programming in Emerging Platforms (60). Artificial Intelligence; Construction technologies (20); Construction UFG - Computer Architecture (64); Software Architecture (64). Robotics tools (12); Architectural design (12); UNB - Embedded Systems Fundamentals (60); Theory of Digital Engineering foundations for software (22). Electronics I (60); Computer Architecture Fundamentals (60). Internet; Internet of Construction technologies (20); Architectural UFG - Software Architecture (64); Integration of Applications (64); Things; Mobile; Social design (12); Detailed design (14); Computer Software Development for Devices (64). Media and network security (8); Introduction to UNB - Software Architecture (60); Embedded Systems Fundamentals Computer Systems (60). (60). Secure Software Security fundamentals (4); Computer and UFG - Secure (64); Networks and Distributed Systems (64). Engineering network security (8); Developing secure UNB - Computer Network Fundamentals (60); Operating Systems software (8). Fundamentals (60).

TABLE III MAPPINGNON-TECHNICALCOMPONENTSTO SECURRICULA

Cybertechnologies Related ACM/IEEE SEEK units (hours) Related disciplines of top 2 BR SE Programs (hours) (non-technical components) Experience, Product and Eliciting requirements (10); Types of models (12); UFG - Software Requirements (64); Human-computer Interaction Services Design; Design Process concepts (3); Design strategies (6). (64); Software Engineering Methods (64). Thinking UNB - Software Requirements (60); Human-computer Interaction (60); Software Development Methods (60). Software and Society; Software quality concepts and culture (2); Group UFG - Introduction to Software Engineering (96); Ethics, Norms Cyberlaw dynamics and psychology (8); Security fundamentals and Professional Posture (64). (4); Professionalism (6). UNB - Software Product Engineering (60); Engineering and Environment (60); Humanity and Citizenship (60). Digital Business Models; Engineering economics for software (8); UFG - Software Requirements (64); Software Economic Economics Requirements fundamentals (6); Types of models (12); Engineering (64). UNB - Software Requirements (60); Economic Engineering (60). logs, and teaching approaches are common tools of Curriculum Guidelines, as well as the top Brazilian SE contemporary education that lend to millennials’ preference undergraduate programs. Suggestions on how to introduce this for tailored classes. theme as an interdisciplinary curriculum approach are also Finally, common feature of contemporary classes involves provided. decreasing the amount of content from courses, because This work points to the need for some interesting future students have greater and continuous access to content. studies. The next step is to more thoroughly investigate Content-mastery is less crucial than thoughtful processing cyberethics education concrete outcomes by administering and critical analysis. This could be achieved by a deeper a survey to professors and students. Another important exploration of materials. area involves evaluating additional SE curriculum guidelines from different countries and investigating cultural factors VI.CONCLUSION influencing cyberethics. Finally, future studies may aim to Millennial Software Engineers must think and act ethically determine a strategy to introduce cyberethics in any SE-related in order to deal with critical issues of the new century. course as a fundamental feature of millennial software However, there is still open challenges in the educational engineers instruction. systems and curricula delivery since ethics concerns are presented in isolated courses. This study presented a REFERENCES conceptual framework for cyberethics and conducts an analysis [1] E. Commission, “The importance of the digital economy,” Official of the SE curriculum proposed by the ACM/IEEE SE website. [Online]. 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