论文标题
在计算课程中纳入道德：教育工作者的观点
Incorporating Ethics in Computing Courses: Perspectives from Educators
论文作者
论文摘要
将道德规范纳入计算教育已成为Sigcse社区的优先事项。许多计算部门和教育工作者通过创建独立的计算伦理课程或将伦理模块和讨论整合到已经存在的课程中，为这项工作做出了贡献。在这项研究中，我们希望通过报告计算教育者对在其计算课堂中的道德态度的态度来支持这项工作，并特别关注阻碍或帮助这一努力的结构。我们调查了138位高等教育计算机讲师，以了解他们对班级中的道德规范的态度，哪些障碍可能阻止他们这样做，哪些结构最能支持他们。我们发现，即使教师通常对道德作为计算教育的组成部分是积极的，但仍有特定的障碍阻止伦理被包括在某些计算课程中。在这项工作中，我们探讨了如何减轻这些障碍和概述支持结构，这些结构可以鼓励在高等教育中进一步整合道德和计算。
Incorporating ethics into computing education has become a priority for the SIGCSE community. Many computing departments and educators have contributed to this endeavor by creating standalone computing ethics courses or integrating ethics modules and discussions into preexisting curricula. In this study, we hope to support this effort by reporting on computing educators' attitudes toward including ethics in their computing classroom, with a special focus on the structures that hinder or help this endeavor. We surveyed 138 higher education computing instructors to understand their attitudes toward including ethics in their classes, what barriers might be preventing them from doing so, and which structures best support them. We found that even though instructors were generally positive about ethics as a component of computing education, there are specific barriers preventing ethics from being included in some computing courses. In this work, we explore how to alleviate these barriers and outline support structures that could encourage further integration of ethics and computing in higher education.
