Entry Gotterbarn:1999:ICE from sigcse1990.bib

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BibTeX entry

@Article{Gotterbarn:1999:ICE,
  author =       "Don Gotterbarn",
  title =        "Integration of computer ethics into the {CS}
                 curriculum: attachment or synthesis",
  journal =      j-SIGCSE,
  volume =       "31",
  number =       "4",
  pages =        "13--14",
  month =        dec,
  year =         "1999",
  CODEN =        "SIGSD3",
  DOI =          "https://doi.org/10.1145/349522.349368",
  ISSN =         "0097-8418 (print), 2331-3927 (electronic)",
  ISSN-L =       "0097-8418",
  bibdate =      "Sat Nov 17 16:56:41 MST 2012",
  bibsource =    "http://portal.acm.org/;
                 http://www.math.utah.edu/pub/tex/bib/sigcse1990.bib",
  abstract =     "The Impact CS project, described in Dianne Martin's
                 current and previous SIGCSE column, addresses
                 Curriculum 91's mandate ``to include the social and
                 ethical implications of computing'' in the curriculum.
                 I have two concerns with this mandate. The mandate
                 leaves open how to include the material and exactly
                 what material to include to satisfy the mandate. For
                 the past ten years the discussion about how to include
                 the material has repeatedly focused on three methods of
                 inclusion: have a separate course---taught by
                 philosophy or CS, have a capstone project course, or
                 integrate ethics into several of the CS courses. Since
                 the initial mandate, the discussion of what to include
                 has broadened to include the professional
                 responsibilities of the computing practitioner. This
                 broadening of the subject matter has contributed to
                 favoring the integration approach as a method of
                 inclusion. An approach which (ten years ago) has been
                 empirically proven to be the most effective way to
                 teach ethics. It may seem that we now have a clear path
                 and Impact CS Report 3 provides us with the theoretical
                 underpinnings to ``integrate'' computer ethics into the
                 curriculum. But I think we still have one further issue
                 to clear up. Material can be ``integrated'' into a
                 course simply by adding another reading. We can attach
                 the material to a course and treat it much the way
                 ethics was treated in Curriculum 91, as an appendage to
                 the real CS curriculum. The material could be
                 ``integrated'' into the course in another way. We could
                 show the unity of professional, social, and ethical
                 issues with computer science. If professional, social,
                 and ethical concerns are simply treated as an
                 appendage, then teachers will leave these discussion
                 for the last day of class (if there is time left).
                 Teachers will feel that there is no time to include
                 these issues in their classes; students will believe
                 that ethics is included only to minimally meet the
                 requirements of CSAB accreditation and they will not
                 have a clear understanding of their professional
                 responsibilities. On the other hand, we could teach
                 professionalism and ethics as a part of computer
                 science. Good computer science is a combination of the
                 application of technical skill guided by professional
                 responsibility. For example, we could demonstrate that
                 doing good software design involves designing the
                 software in an ethically sensitive way. I am concerned
                 that, because of the use of terms like ``units'' and
                 ``stages'' in Impact CS Report 3, some may interpret it
                 as advocating ``attaching'' ethics units to courses,
                 attaching units that are neatly separable from computer
                 science. The material discussed in the ``units'' and
                 ``stages'' of Report 3 can be synthesized with the CS
                 curriculum in some fairly straightforward ways. In what
                 follows I will summarize some of those ways and
                 indicate some of useful resources to help you
                 ``demonstrate that ethical computer science is computer
                 science.",
  acknowledgement = ack-nhfb,
  fjournal =     "SIGCSE Bulletin (ACM Special Interest Group on
                 Computer Science Education)",
  journal-URL =  "http://portal.acm.org/browse_dl.cfm?idx=J688",
}

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