Existing Competencies in the Teaching of Ethics in Computer Science Faculties

This report is one of the deliverables for the Ethics4EU project. It presents results obtained from a survey conducted in early 2020 that polled faculty from Computer Science and related disciplines on teaching practices in Computer Ethics in Computer Science across Europe. The survey was completed by respondents from 61 universities across 23 European countries. Participants were surveyed on whether or not Computer Ethics is taught to Computer Science students at each institution, the reasons why Computer Ethics is or is not taught, how Computer Ethics is taught (for example, as a standalone course or embedded within other courses), the background of staff who teach Computer Ethics and the scope of Computer Ethics curricula. Data was also gathered on teaching and learning methods used (theory, case studies, practical work) and how Computer Ethics is assessed. The results of the survey are a comprehensive insight into teaching practices for Computer Ethics in Computer Science and related disciplines and will inform the development of new curricula and learning resources for Digital Computer Ethics as part of the Computer Ethics4EU project

The teaching of computer ethics on computer science and related degree programmes. a European survey

Within the Computer Science community, many ethical issues have emerged as significant and critical concerns. Computer ethics is an academic field in its own right and there are unique ethical issues associated with information technology. It encompasses a range of issues and concerns including privacy and agency around personal information, Artificial Intelligence and pervasive technology, the Internet of Things and surveillance applications. As computing technology impacts society at an ever growing pace, there are growing calls for more computer ethics content to be included in Computer Science curricula. In this paper we present the results of a survey that polled faculty from Computer Science and related disciplines about teaching practices for computer ethics at their institutions. The survey was completed by respondents from 61 universities across 23 European countries. Participants were surveyed on whether or not computer ethics is taught to Computer Science students at each institution, the reasons why computer ethics is or is not taught, how computer ethics is taught, the background of staff who teach computer ethics and the scope of computer ethics curricula. This paper presents and discusses the results of the survey

Review of Curriculum Development in Library and Information Science Education in Nigerian Universities: Issues and Prospects

The study includes a review of curriculum development in Library and Information Science Education (LISE) in Nigerian Universities: Issues and Prospects. Analysis on curriculum development were given (history of curriculum development, types of curricula and usefulness of curriculum development for educators and challenges of curriculum development). Curriculum development is core issue in the feasibility and growth of any discipline, library and information science education inclusive. Modern day librarianship, that is 21st century library and information science education (LISE) should integrate full information and communication technology programmes and not just computer application for professional efficiency and global acceptability. Therefore, curriculum of LIS in Nigerian Universities should be reviewed both at undergraduate and postgraduate level

An Evaluation of Three Chinese CS&T Curricula

This paper describes the undergraduate computer science and technology (CS&T) curriculum at three Chinese universities - one national and two regional. On the basis of admission criteria, curriculum content, and internships these curricula are compared with equivalent US universities. The purpose of this analysis is to help American educators and IT professionals understand what CS&T product is produced by their Chinese counterpart. With offshore outsourcing going to China, this information will be useful to decision makers who wish to know the quality of the potential IT labor force in the Chinese market

Foundations for Esports Curricula in Higher Education

Esports has generated an industry of increasing economic and cultural importance. In recent years, universities and other higher education institutions have responded to its growth by establishing programmes of study which aim to satisfy the needs of innovators operating in the area. However, there is not yet consensus on what an esports curriculum should include. Despite being a technology-driven sector with ethical and professional dimensions that intersect computing, current ACM and IEEE curricula do not mention esports. Furthermore, existing courses tend to provide teaching and training on a wide variety of topics aside from those traditionally in computer science. These include: live events management; psychological research; sports science; marketing; public relations; video (livestream) production; and community management; in addition to coaching and communication. This working group examined the requirements for developing esports studies at universities with a focus on understanding career prospects in esports and on the challenges presented by its interdisciplinary complexity. Thereby, paving the way for a framework to support the design of esports curricula in higher education

Developing an Autonomous and Interdisciplinary Teaching of Cyberlaw in Argentinean Universities

The conceptualizations that doctrine has elaborated on cyberlaw have a visible interrelation between two disciplines: law and computer science. For this reason, this paper proposes to provide a foundation on the importance of teaching its contents at the university level in an autonomous method: encompassing them in a single course, and interdisciplinary; analyzing the information and communication technologies that underlie the legal regulation. To this end, we will examine the curriculum of the subject of Computer Law at a university in the Autonomous City of Buenos Aires, and will also inquire about the current status of its inclusion in the curricula of other universities in the district.Fil: Zermo Dopico, Patricio Alan. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Argentina de la Empresa. Secretaria Academica y de Investigacion. Instituto de Ciencias Sociales y Disciplinas Proyectuales.; Argentina. Universidad de Buenos Aires; Argentin

Communication and leadership skills in the Computer Science and Information Systems curricula: A case study comparison of US and Bulgarian programs

In this paper we present results from our curriculum research on the behavioral educational topics being in the computer science (CS) and information systems (IS) academic programs in two countries USA and Bulgaria. Specifically, we address learning outcomes as they pertain to IT Project Management. Our research reveals that the two countries approach undergraduate education from different vantage points. The US universities provide a flexible general education curriculum in many academic areas and students have the opportunity to strengthen their soft skills before they enter the workforce. Bulgarian universities provide specialized education in main CS subject areas and the students are technically strong upon graduation. Is there a way to balance out this divergent educational experience so that students get the best of both worlds? Our paper explores this aspect and provides possible solutions