H.Jeff Smith, H.

Kallman, Ernest A.

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Association for Information SystemsAIS Electronic Library (AISeL)AMCIS 1995 Proceedings Americas Conference on Information Systems(AMCIS)8-25-1995Teaching Ethics in I/S courses: TwoComplementary ApproachesErnest A. KallmanBentley CollegeH. H.Jeff SmithGeorgetown UniversityFollow this and additional works at: http://aisel.aisnet.org/amcis1995This material is brought to you by the Americas Conference on Information Systems (AMCIS) at AIS Electronic Library (AISeL). It has been acceptedfor inclusion in AMCIS 1995 Proceedings by an authorized administrator of AIS Electronic Library (AISeL). For more information, please contactelibrary@aisnet.org.Recommended CitationKallman, Ernest A. and H.Jeff Smith, H., "Teaching Ethics in I/S courses: Two Complementary Approaches" (1995). AMCIS 1995Proceedings. 153.http://aisel.aisnet.org/amcis1995/153Teaching Ethics in I/S courses: Two Complementary Approaches  Ernest A. Kallman  Bentley College  Waltham, MA 021544705  Phone (617) 8912549  H.Jeff Smith  Georgetown University  Washington, DC 20057  Phone (202) 6873824  Foreword  Increasingly, the I/S field is being prodded to consider the ethical ramifications of its process and products. Codes of conduct for I/S professionalsdistributed by various organizations (e.g., ACM, DPMA)reinforce the need for a strong level of ethical awareness throughout the I/S community. Since college I/S courses provide the foundations of understanding for future I/S professionals, it is quite appropriate for I/S curricula to make a sizeable investment in the ethical training of these students. It is indeed heartening to note the growinglevel of interest in such training at various colleges and universities. Furthermore, such classroom ethics coverage is encouraged and/or required by business and computer accrediting associations.  Ironically, though, it has been our experience that few I/S instructors feel very comfortable in confronting and teaching the subject of I/S ethics. In this workshop, we propose to introduce two complementary approaches to teaching I/S ethics, to offer guidelines from the two perspectives, and to share our collective experience in this domain.  One of the presenters has extensive experience in I/S ethics education and is coauthor of a major I/S ethics textbook. The other presenter is the author of a number of major I/S ethicscases which have been published by Harvard Business School Press. He has extensive experience with large case exercises at both the graduate and undergraduate levels.  At the university of one of the presenters, ethics instruction is required in both graduate and undergraduate introductory and MIS courses as well as in a number of major courses. Ultimately all I/S courses are expected to have an ethics module. At the other presenter's university, ethics cases are routinely included in graduate and undergraduate I/S courses. As one of the business school's major theme areas, ethical decisionmaking is addressed in all subject areas at the second presenter's school.  INTRODUCTION  Instructors in I/S and CS programs come from varied backgrounds including math, engineering, business and the liberal arts. This is still true even with the number of CS and I/S degrees now being granted. But few teachers in these technical disciplines, if any, have a strong background in philosophy or ethics. I/S and CS instructors naturally feel uncomfortable tackling computer ethics in the classroom. They hesitate because they mistrust their ability to teach what they perceive as a "soft" topic, compared to the clearcut, objective, technical area of computers.  The first classroom discussion is indeed the hardest. However, teaching computer ethics can be a truly rewarding experience. One doesn't have to be a philosopher. One definitely doesn't have to have all the answers. The major skill is in leading a discussion and eliciting students' participation. The place to start is with an understanding of basic ethical principles and a few good cases.  THE PURPOSE OF THE WORKSHOP  The workshop is primarily for faculty members (both CS and I/S), although students, information systems professionals, and computer users will find it useful. It is meant for those who (1) want to know more about ethics, (2) want to gain some experience dealing with ethical dilemmas, and most of all, (3) may be called upon to teach computer ethics.The workshop is constructed with the inexperienced computer ethics teacher in mind. Sufficient background will be provided in ethical decision making and its underlying principles. The connection between information technology and ethics is also explained. Real world cases are used to illustrate the steps for analyzing a specific situation and making defensible ethical decisions.  WORKSHOP OVERVIEW  The workshop is divided into four modules of approximately the same length.  Module 1: Ethics is Not a Four Letter Word  What's the problem?  Why an ethics component in I/S courses  Required course components  Ethical decision making:  Recognition factors  Ethical principles  Module 2: Overview of the Large Case Techniques  What "large cases" are about  How to choose the cases  How to use the cases:  Student/Instructor preparation  Providing sufficient background  Separating wheat from chaff  Guiding the discussion  Closure in the process  Exercise:  The case "Agrico, Inc." (dealing with software copying) is synthesized for participants. A miniclass is then taught to illustrate one possible teaching approach.  Module 3: Overview of the Short Case Techniques  What "small cases" are about  How to choose the cases  How to use the cases:  Instructor preparation  Student preparation  Assign readings from the text  Discuss pinciples  Day before assignments  Managing the classroom  Using small groups:  Group composition  Pro and con groups  Role playing  Encouraging notetaking  Managing the discussion:  International students and cultural diversity  Varying case complexity  Blackboard or overhead use  Move to principles  Losing control  Finding the shushers  Coming to closure and achieving consensus  Initiating discussion and reporting solutions  Pivot point analysis  Written case analyses  Exercise:  A short case is solved as it would be in a computer course. Audience prepares individual and group solutions. Instructor demonstrates classroom techniques.  Module 4: Putting it All Together  Where to find the time  How to evaluate student learning  Complementary assignments  Suggested readings and references  Other sources for currency and growth   

Teaching Ethics in I/S courses: Two Complementary Approaches

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Teaching Ethics in I/S courses: Two Complementary Approaches

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