{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113104"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113104","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Case in point: understanding how macro and micro cases impact students' ability to identify ethical issues in computer science","abstract":"While researchers have long touted the benefits of case-based learning in engineering and computer science ethics instruction, there is little empirical evidence supporting the approach's effectiveness in helping students to achieve key learning outcomes. This issue is further augmented by the lack of standardization around case development, making it even more challenging to understand what students are learning from these cases. As such, this paper presents a between-subject study that explores how macro cases (cases that feature the actions of large-scale organizations which impact multiple stakeholders) and micro cases (cases that feature the actions of individuals who impact a handful of stakeholders) impact students' ability to identify ethical issues. Through this survey, I find that micro cases may help students to identify the primary ethical issue across both case types better than macro cases. I use these findings to not only provide guidelines for departments and instructors looking to improve their computer science ethics curriculum, but also to advance the conversation on how we prepare students for the ethical challenges they will face in the computing profession.","abstract_html":"While researchers have long touted the benefits of case-based learning in engineering and computer science ethics instruction, there is little empirical evidence supporting the approach's effectiveness in helping students to achieve key learning outcomes. This issue is further augmented by the lack of standardization around case development, making it even more challenging to understand what students are learning from these cases. As such, this paper presents a between-subject study that explores how macro cases (cases that feature the actions of large-scale organizations which impact multiple stakeholders) and micro cases (cases that feature the actions of individuals who impact a handful of stakeholders) impact students' ability to identify ethical issues. Through this survey, I find that micro cases may help students to identify the primary ethical issue across both case types better than macro cases. I use these findings to not only provide guidelines for departments and instructors looking to improve their computer science ethics curriculum, but also to advance the conversation on how we prepare students for the ethical challenges they will face in the computing profession.","abstract_has_math":false,"creators":["Bullock, Beleicia"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Computer Science","degree_department":null,"school":null,"contributors":["Karahalios, Karrie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T21:47:03Z","date_published":"2022-01-12T21:47:03Z","updated_at":"2026-07-22T22:24:53Z","subjects":["computer science ethics","case based learning","case studies","micro and macro cases","computer science ethics education"],"languages":["en"],"rights":["Copyright 2021 Beleicia Bullock"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113104","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Karahalios, Karrie"]},{"key":"dc:creator","label":"Author","values":["Bullock, Beleicia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T21:47:03Z","2021-07-23","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Computer Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["computer science ethics","case based learning","case studies","micro and macro cases","computer science ethics education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Beleicia Bullock"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113104"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["While researchers have long touted the benefits of case-based learning in engineering and computer science ethics instruction, there is little empirical evidence supporting the approach's effectiveness in helping students to achieve key learning outcomes. This issue is further augmented by the lack of standardization around case development, making it even more challenging to understand what students are learning from these cases. As such, this paper presents a between-subject study that explores how macro cases (cases that feature the actions of large-scale organizations which impact multiple stakeholders) and micro cases (cases that feature the actions of individuals who impact a handful of stakeholders) impact students' ability to identify ethical issues. Through this survey, I find that micro cases may help students to identify the primary ethical issue across both case types better than macro cases. I use these findings to not only provide guidelines for departments and instructors looking to improve their computer science ethics curriculum, but also to advance the conversation on how we prepare students for the ethical challenges they will face in the computing profession.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-01-12 without embargo terms","The student, Beleicia Bullock, accepted the attached license on 2021-07-23 at 11:19.","The student, Beleicia Bullock, submitted this Thesis for approval on 2021-07-23 at 11:27.","This Thesis was approved for publication on 2021-07-23 at 11:52.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17081 on 2022-01-12 at 12:46:59","Made available in DSpace on 2022-01-12T21:47:03Z (GMT). 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This issue is further augmented by the lack of standardization around case development, making it even more challenging to understand what students are learning from these cases. As such, this paper presents a between-subject study that explores how macro cases (cases that feature the actions of large-scale organizations which impact multiple stakeholders) and micro cases (cases that feature the actions of individuals who impact a handful of stakeholders) impact students' ability to identify ethical issues. Through this survey, I find that micro cases may help students to identify the primary ethical issue across both case types better than macro cases. I use these findings to not only provide guidelines for departments and instructors looking to improve their computer science ethics curriculum, but also to advance the conversation on how we prepare students for the ethical challenges they will face in the computing profession.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-01-12 without embargo terms","The student, Beleicia Bullock, accepted the attached license on 2021-07-23 at 11:19.","The student, Beleicia Bullock, submitted this Thesis for approval on 2021-07-23 at 11:27.","This Thesis was approved for publication on 2021-07-23 at 11:52.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17081 on 2022-01-12 at 12:46:59","Made available in DSpace on 2022-01-12T21:47:03Z (GMT). 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