Whilst today's computing educators are very successful at preparing students in the technologies of computing, they are also entrusted with the responsibility of preparing them to face the complex issues surrounding ethics. These issues are perpetually changing, unpredictable, and challenging. Twenty-first century computing students graduate into a world in which many of the greatest ethical issues roiling society are centered on their field. A recent surge of scholarly interest has produced some rich overviews of computing ethics pedagogy. This paper seeks to go beyond the Western perspectives typically centered in that work to consider how these problems may be understood in quite different ways through the value systems of diverse professional groups, political systems, and cultures. The breadth of computing ethics as a subject makes a universal overview of its education here unrealistic. Instead, a selective review of relevant international literatures is presented to illustrate a range of influences on the teaching of computing ethics. Different cultural conceptualizations of ethics and contrasting curricula from a set of global regions are outlined. Other influences include (i) differing levels of professional association from global down to national; and (ii) subfields and topics of computing (including diversity and social responsibility). This position paper considers these perspectives on computing ethics education relative to each other without attempting to reconcile any differences, and emphasizes the importance of adopting culturally relevant dimensions if students are to take ownership of the ethics of their future work.

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Others to be determined Can having a mentor influence the likelihood that a woman will succeed in establishing a career in computer science?A number of studies and reports suggest that an effective mentoring relationship can, indeed, make a difference in attracting women to academic and industrial careers in computer science and then keeping them in the field.For example, in the report "Becoming a ComputerScientist (Pearl, et al, 1990), the shortage of female mentors and role models is identified as one of four major areas of generaI concern for attracting and keeping women in computer science fields.

It has become clear that, for a variety of reasons, women CS enrollments are declining at a disproportionate rate and that the number of women “in the pipeline” is insufficient to mentor and otherwise support the development of CS interests among current young women in the field. Recommendations have been made for male assistance in this mentoring effort; and some ideas toward this end are presented here. Regrettably, in this context, it is necessary to head off charges of “patronizing” our women students lest the ideas be disregarded or trivialized.

article Free Access Share on The central role of mathematical logic in computer science Author: J. Paul Myers Department of Computer Science, Trinity University, San Antonio, Texas Department of Computer Science, Trinity University, San Antonio, TexasView Profile Authors Info & Claims ACM SIGCSE BulletinVolume 22Issue 1Feb. 1990 pp 22–26https://doi.org/10.1145/319059.319071Published:01 February 1990Publication History 20citation654DownloadsMetricsTotal Citations20Total Downloads654Last 12 Months86Last 6 weeks22 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my Alerts New Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

A tremendous mismatch is developing between two of the most critical components of any computer literacy course: the textbooks and the students.We are encountering a "new generation" of students (literally as well as figuratively!)who are much better acquainted with computer usage than their earlier counterparts.Yet many textbooks with increasing emphasis in those same computer tools continue to appear.There are signs of a coming change in that a few authors and publishers apparently are becoming aware of the need for innovations in texts for non-scientists.These textbooks open the door for a new orientation to principles in the teaching of computer literacy.

A new software testing strategy is described. The strategy is "adaptive" in that previous test paths (inputs) are used as a guide in the selection of subsequent paths (inputs). Preliminary implementations have successfully exploited the method's inherent user-interactive capability. The method ensures branch coverage, requires only "order n" tests (n being the number of decision nodes in the program flowgraph), and offers considerable advantages over existing strategies in its computational requirements.