Case in point: understanding how macro and micro cases impact students' ability to identify ethical issues in computer science

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.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Computer Science

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2022

Author dc:creator

• Bullock, Beleicia

Contributors dc:contributor

• Karahalios, Karrie

• computer science ethics
• case based learning
• case studies
• micro and macro cases
• computer science ethics education

Statement dc:rights

• Copyright 2021 Beleicia Bullock

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/113104

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/113104