CS1 -- Fall 2005 papers: Ethical Issues in Computing
CS1 -- Fall 2001 titles: Ethical Issues in Computing
In a semester-long research project spaced over five steps, students focus on, write about, and
publish a web page about an ethical issue in contempory computing. Combining library research
skills, graphic-arts applications, and hypertext publishing on the web, student
web pages introduce their readers to an ethical issue in computing, summarize it's importance,
present quotes, and express their own opinions about its significance. In particular,
each student is charged with teaching the college community at large about a "hot issue",
where the student-selected topic focuses on technical, social, and/or professional issues
embedded in the discipline of computing. By capitalizing on student's personal interest
in a topic and their eagerness to publish on the web, the multi-step project exposes students
to a level of scholarly research that will be increasingly expected of them
while studying at Wheaton College.
The transformation from "number crunching machines" to rich and diverse information services
has confirmed that the discipline of computing is truly "more than just programming".
Yet what is not so clear is how well the introduction of mini-topics (e.g., Adams,
Leestma & Nyhoff, 1995; Impagliazzo & Nagin, 1995) or central subject
areas representing the various subdisciplines (e.g., Tucker, Bernat, Bradley,
Cupper & Scragg, 1995; Schneider & Gersting, 1995) convinces computer
science students of the social pervasiveness of the discipline. If the goal is to motivate our students
to explore the discipline "beyond the current compiler
used in their introductory computing labs", then incorporating breadth into the curriculum
appears to be a necessary but not sufficient condition towards reaching that goal.
The present semester-long in-depth project attempts to heighten student's appreciation of the discipline by focusing their attention on one "hot" ethical issue in computing.
Note that this project augments rather than replaces my continued use of examples and readings which expose students to the central areas of computing. Is it more work? Yes and yes; both for me and my students. Is it worth it? I think so and will continue to show by example below.
First, by the time my students are eligible to take independent study courses or apply for
research assistantships or internships, I want them to be capable of scholarly research in our discipline. This demands exposure to discipline-specific periodicals and requires practice with technical writing.
Although all students are required to take one course in introductory writing, the new Wheaton Curriculum
encourages individual programs to infuse writing and writing instruction throughout the courses that are
required in order to complete a major area of study.
In the spirit of providing such opportunities,
this project provides immediate practice with technical writing of a topic
related to their major area.
In addition, quality research requires a certain level of mastery with state of the art library tools.
Careful organization of the project steps integrates the requirements for a successful literature search
with technical writing while maintaining a focus on computing.
Second, throughout the project, students become exposed to a number of other software
applications in addition to their present programming environment (compiler, debugger, etc):
web browsers (especially those of different flavors) emphasize client-server environments and
Adobe PhotoShop,
digital photography, and Dream Weaver highlight hypertext writing styles and tools.
In short, this project moves students beyond the walls of their weekly laboratories.
Throughout the semester, students wrestle with and write about an ethical issue in computing and
get a taste of the larger software development picture by experiencing the tools and skills that
are needed in order to develop highly interactive, graphically appealing applications.
From the outset, the intent of this in-depth project is to focus student's minds on one
topic long enough to initiate a scholarly level of expertise
in an area of computing. Yes, I surely want them to understand that "computer science is more
than just programming", but there other important side effects of the project that should be emphasized.
Mark D. LeBlanc
Professor of Computer Science
An earlier version of this work is published in
The Journal of Computing in Small Colleges, v11(4), March, 1996, p109-116.
Introduction
Abstract
Introduction
Rationale
Project
Summary
Rationale
The rationale for including this depth component in the introductory course for majors and minors
in computer science (hereafter called CS1) is based primarily upon an insight gained from my last three years of introducing breadth into the CS1 curriculum: student evaluations do not speak highly of mini-excursions into subareas of computing. In fact, while my intent was to motivate them to appreciate the richness of the discipline, students would comment on the "wasted time spent on irrelevant topics". Despite my many hours devoted to develop programming assignments with broad themes (e.g., NVGP-Not Very Good Privacy for introducing encryption), student written evaluations and conversations about what was learned centered almost exclusively on syntax and the compiler (regardless of whether the language was Pascal, C, or C++).
Their evaluations echoed the areas in which they had gained a certain level of expertise; frankly, the only area where I focused their attention long enough so they could obtain some degree of confidence was writing, compiling, and debugging programs.
The Project
Ethical Issues in Computing and
The project is divided into five mini-projects, each due approximately every two-weeks,
thus the project runs throughout the semester in parallel to all other assignments and
laboratory work. Copies of the specifications are available below:
Student Publishing on the World-Wide-Web
Summary
Maintained by: Mark LeBlanc
Dept of Math & Computer Science
Wheaton College, Norton, Massachusetts