This innovative practice WIP paper describes the “Pledge of the Computing Professional” (the Pledge), its need, its relationship to two major codes of ethics, and its role in inspiring computing students to act ethically and professionally. Professional ethics are the heart and soul of any profession. In developing products and services, professionals are to conduct themselves ethically, focusing on the public good. ACM has developed the Code of Ethics and Professional Conduct, and ACM and IEEE Computer Society have together published the Software Engineering Code of Ethics and Professional Practice. ACM considers ethics a core topic in curricular recommendations. In 2011, a team of computing professionals developed the Pledge of the Computing Professional. The purpose of the Pledge is to acknowledge the impact of computing and the attendant responsibilities and to nurture a desire to promote the public good. The Pledge has now been adopted by over 75 institutions in the US. This paper clarifies the relationship between the Pledge and the codes of ethics. It is hoped that emphasizing this connection and promoting a culture surrounding the Pledge can be instrumental in producing graduates with a well-rounded sense of ethics and professionalism, who become responsible citizens that can shape the profession's future. The Pledge may be viewed as both an introduction for the students to the profound impact and responsibilities they would have in society and a means to inspire them to reflect on its meaning as computing ethics become the center of public discourse. Future work includes making the Pledge international in scope.

This Innovative Practice Full Paper presents a successful approach for scoping term project design parameters. Making connections between classroom material and real-world design has always been challenging for educators; while the technical bells and whistles tend to captivate students, there's a lessened interest in the business, customer, and societal aspects of design. However, one must remember that design is made for people. Accordingly, some programs incorporate service-learning into their curricula, usually in the junior or senior year. This paper presents two innovations: (1) using a first-year programming course as the service-learning venue where (2) elements of the entrepreneurial mindset are employed to scope the design of a software application project augmenting a client-specified theme. The entrepreneurial mindset models employed are the NABC, which helps designers develop a proposed solution, and the MVP, where an early prototype is created to avoid the risk of building something no one wants. Using these models helps teams to communicate their ideas with both clients and team members, and determine whether they are converging toward an acceptable and timely solution, creating value for others by designing software meeting identified needs. Multiple assessments have shown the effectiveness of this approach, with students appreciating having open-ended client-based problems. To facilitate adoption, a repository containing all instructional materials associated with this paper is available at the Engineering Unleashed website.

Although they might initially think otherwise, students can make positive societal impacts through their programming skills, even as early as their introductory programming courses. This paper describes a culminating first-year experience where student programming teams are paired with clients majoring in a doctor of pharmacy program to develop software applications in support of the clients' community-focused educational outreach activities on the hazards involving the use of electronic cigarettes. In the process, the programming students are exposed to various concepts beyond the expected coverage of technical competencies, focusing on ways to deliver meaningful value to others from an entrepreneurial mindset perspective. Positive feedback and data gathered from student surveys, course evaluations, alumni emails, and client comments indicates that, through this service-learning focused term project, programming students learn valuable software development and personal communication skills that will carry them beyond this course and into their professional lives. To assist those who are interested in implementing this project at their institution, adoption materials are available without charge via download from the Engineering Unleashed information repository.

Mission trips from Ohio Northern University to the Dominican Republic during the past three years have involved running engineering workshops for teachers in secondary-level schools. These workshops included design challenges often found in a first year engineering course, discussions on learning styles, and methods of integrating an engineering mindset into the Dominican curriculum. Given the great desire on the part of the Dominican teachers to have access to continuing education, it was determined that methods of bringing content to the teachers through online modules would be investigated, as it has a great potential to make a large impact without incurring considerable expenditures. The proposed methodology involved modifying an existing assignment in a second semester introductory programming course (where a team of students develop an educational game) to create a term project which primarily incorporates internationally-focused STEM lesson plans designed by an upper-level engineering education elective course. It was found that online modules can be developed to be cost-effective, interactive, and educational for both the developers and audience. This paper will present the "first generation" of modules and student work. Possible alterations to this assignment and methods of implementing successful modules will also be discussed.

The Pledge of the Computing Professional (http://computing-professional.org), endorsed by SIGCAS and the ACM Committee on Professional Ethics, was developed to both support professional responsibility in computing and to raise awareness of one's ethical responsibilities. To date, 25 institutions across the US have conducted Pledge Ceremonies to welcome their graduates into the computing profession. In a recent Inroads article, Don Gotterbarn asserts that, if one's ethics is influenced by those around us, then "just being aware of the existence of this Pledge helps to refocus us all on our own responsibility and the profession's responsibility." So in what ways can this Pledge be used both inside and outside of the classroom to better promote such traits? This session is for those interested in computing ethics and professional responsibility to get together and collaborate on new initiatives featuring The Pledge of the Computing Professional as a means to this end.

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Creating assignments is a difficult and time consuming part of teaching Computer Science. Nifty Assignments is a forum, operating at a very practical level, to promote the sharing of assignment ideas and assignment materials.Each presenter will introduce their assignment, give a quick demo, and describe its niche in the curriculum and its strengths and weaknesses. The presentations (and the descriptions below) merely introduce each assignment. For more detail, each assignment has its own web page with more detailed information and assignment materials such as handouts and data files to aid the adoption of the assignment. Information on participating in Nifty Assignments as well as all the assignment pages are available from our central page… http://cse.stanford.edu/nifty/

The portfolio is a well-established method for documenting student learning outcomes. This paper presents the development of a web-based interactive programming portfolio methodology at our institution. This methodology allows the reviewer to easily interact with the computer program under review through the use of Java applets. Both an evaluation form as well as detailed rubrics for the evaluation of the portfolio entry is accessible from the web page containing the portfolio entry. These resources allow reviewers to easily submit their feedback electronically to our students.

article Free Access Share on Experiencing the codesign process: Microcomputer Systems II laboratory Authors: John K. Estell Computer Science and Engineering Department, The University of Toledo, Toledo, Ohio Computer Science and Engineering Department, The University of Toledo, Toledo, OhioView Profile , Thomas A. Owen Computer Science and Engineering Department, The University of Toledo, Toledo, Ohio Computer Science and Engineering Department, The University of Toledo, Toledo, OhioView Profile Authors Info & Claims ACM SIGCSE BulletinVolume 27Issue 1March 1995 pp 34–38https://doi.org/10.1145/199691.199709Online:15 March 1995Publication History 2citation198DownloadsMetricsTotal Citations2Total Downloads198Last 12 Months8Last 6 weeks2 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 AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF