skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


Title: How to Teach Computer Ethics with Science Fiction
Computer science faculty have a responsibility to teach students to recognize both the larger ethical issues and particular responsibilities that are part and parcel of their work as technologists. This is, however, a kind of teaching for which most of us have not been trained, and one which faculty and students approach with some trepidation. In this article we explore the use of science fiction as an effective tool to enable those teaching AI to engage students and practitioners about the scope and implications of current and future work in computer science.  more » « less
Award ID(s):
1646887
PAR ID:
10048703
Author(s) / Creator(s):
; ;
Date Published:
Journal Name:
Communications of the ACM
ISSN:
0001-0782
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. null (Ed.)
    In this Research Full Paper we examine the reported experiences of Black students who are majoring in or switched from electrical (EE), computer (CPE), or mechanical (ME) engineering. Prior work has shown different persistence trajectories for Black students in these majors relative to White students, as well as differences between Black men and Black women. We surveyed 79 students at four institutions in the USA, three Predominantly White Institutions and 1 Historically Black University. In all, 33 students who had ever majored in ME, 27 in CPE, and 19 in EE completed a pre-interview survey that asked about aspects of the learning environment, faculty and peer relationships, and perception of belonging. Fifty-six students persisted in these majors while 23 switched to other majors. Compared to switchers, persisters are more likely to feel that the quality of instruction is higher, feel more encouraged by professors and peers to continue, and feel a greater sense of belonging in their departments. ME students are much more likely to experience group learning in their classes than either EE or CPE students and their ME peers are more likely to encourage them to persist. The difference in persistence between EE and CPE may be explained in part by the attraction of the computer science major as an alternative option for computer engineering majors; half of our CPE switchers switched to computer science. However, teaching quality may be an additional factor as CPE students perceived teaching quality to be lower than EE students did. Future research will explore these findings in the context of our in-depth interviews with these students. Keywords—Black Students, Persistence, Classroom Experiences, Faculty-Student Interaction, MIDFIELD 
    more » « less
  2. With support from the National Science Foundation’s Division of Undergraduate Education, this five-year project led by a two-year HSI seeks to provide underrepresented students with mentored work experiences in computer information systems. Students will have access to on-campus work experiences and internships in businesses and industries. It is anticipated that some examples of potential student projects include mobile application development, cybersecurity, and computer support. It is expected that these experiences will increase undergraduate student interest, persistence, and success in computer information systems, as well as in STEM more broadly. To ensure that they are well-prepared for and gain the most from their work experiences, students will receive training on employability skills such as communication, teamwork, and project management. In addition, during their work experiences, students will be mentored by faculty, industry professionals, and peers. To strengthen the capacity of faculty to serve all students, including Hispanic students, the project will provide faculty with professional development focused on equity mindset. This framework to provide mentored work experiences will be developed and piloted at Phoenix College, in the computer information technology department and eventually expanded to other STEM fields at the institution. Following this, the project also intends to expand this framework four other two-year HSIs in the region. Through this work, the project aims to develop a replicable model for how two-year institutions can develop work experiences that foster increased student graduation and entry into STEM career pathways. This project, which is currently in its first year, seeks to examine how a curriculum that integrates cross-sector partnerships to provide work experiences can enhance STEM learning and retention. Using mixed methods and grounded theory, the project will expand knowledge about: (1) the impact of cross-sector partnerships that support work-focused experiential teaching and learning; (2) systematic ways to maintain and better use cross-sector partnerships; and (3) the degree to which a model of work-focused learning experiences can be adopted at other two-year HSIs and by other STEM fields. Baseline data about Hispanic serving identity at the pilot institution has been collected and assessed at the institutional, departmental, and for different educator roles including faculty, support staff, and administrative leaders to produce inputs towards developing a detailed plan of action. Early results from baseline data, visualizations, and planning responses will be reported in the submission. Expected long term results of the project include: development of sustainable mechanisms to foster cross-sector partnerships; increased student retention and workforce readiness; and measurable successes for STEM students, particularly Hispanic students, at two-year HSIs. 
    more » « less
  3. Computer science education (CSEd) is a growing interdisciplinary area that continues to gain momentum from students, researchers, and educators. Yet, there are few formal programs or degree options for students interested in pursuing graduate work in CSEd. This article explores the existing state of CSEd in the United States (U.S.) through semi-structured interviews with ( n = 15) faculty engaged in CSEd research. Thematic coding of the transcripts revealed the complexities involved in the development of formal programs, the distinct considerations for faculty, and the value of having strong ties to both computer science and education. The themes described positive aspects of support and cohesion within the larger community and opportunities to expand knowledge across fields. Applying Cornell and Parker’s principles of interdisciplinary science to the field of CSEd, we provide recommendations for ways forward and discuss the potential impact on institutional structures, research capacity, individual and group identities, and teaching and learning. The findings from this investigation not only inform on the present state of CSEd in the U.S., but also offer guidance for CSEd-focused graduate programs. 
    more » « less
  4. Incorporating quality research in a college setting where undergraduate teaching is the primary goal is always challenging. Engaging undergraduate students in research-related activities using a research theme to arrange teaching materials and assignments can be beneficial. Students can be introduced to basic concepts in lower-level courses and later become effective research assistants. This paper presents such practices at Mercer University’s Computer Science Department from the students’ and faculty’s perspectives. The focus is on how to plan for breaking down the needs of research projects among student teams in various courses and provide collaboration opportunities between faculty and student researchers. Activities related to a research project supported through a NSF grant show satisfactory results for both students and the faculty advisor. 
    more » « less
  5. null (Ed.)
    Purpose The purpose of this case study is to explore the perceptions of science, technology, engineering and mathematics (STEM) faculty members toward mentoring undergraduates. Design/methodology/approach Within the context of a student scholarship and faculty development project, funded by the National Science Foundation (NSF), STEM faculty members were interviewed at a small teaching-focused university in South Texas, United States. This research study utilized a qualitative case study approach based on semi-structured interviews with nine Mathematics and Computer Science faculty members. Transcripts were coded thematically, beginning with open coding and continuing with repeated rounds of comparison leading to the identification of four themes. Findings Four themes were identified in the data: describing settings where mentoring occurs, identifying the tasks of mentoring, developing skills for mentoring others and inhabiting the identity of a mentor. These findings suggest that increasing faculty engagement and effectiveness in mentoring STEM students may be a matter of broadening the definition of mentoring and helping faculty members develop the identity of a mentor. Practical implications In an effort to promote retention of students, specifically within STEM fields, many initiatives highlight the importance of faculty mentoring for undergraduate students. This research suggests that faculty members' perceptions of the role and structure of a mentoring relationship will shape this relationship and have an impact on student persistence and success. Originality/value While most studies of faculty–student mentoring focus on the experiences of students, this study explored faculty members' perceptions of that relationship. 
    more » « less