IMPLEMENTING A TENTH STRAND IN THE CS CURRICULUM

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75 ” Computer Science Education should not drive a wedge between the social and the technical, but rather link both through the formal and informal curriculum ” [5]. ” Societal and technical aspects of computing are interdependent. Technical issues are best understood (and most effectively taught) in their social context, and the societal aspects of computing are best understood in the context of the underlying technical detail. Far from detracting from the students’ learning of technical information, including societal aspects in the computer science curriculum can enhance students’ learning, increase their motivation, and deepen their understanding ” [10]. social responsibility are becoming increasingly important aspects of the computing profession. This is demonstrated by the publication of a number of recent articles in Communications related to these topics [2, 4, 5, 8, 13–15]. It is also demonstrated in the most recent revision to the computer science curriculum, Computing Curricula 1991 [1], which stated, ” Undergraduate programs should provide an environment in which students are exposed to the ethical and societal issues associated with the computing field. This includes maintaining currency with recent technological and theoretical developments, upholding general professional standards, and The second report from Project ImpactCS is given here, and a new required area of study—ethics and social impact—is proposed.