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首页> 外文会议>Research on Equity and Sustained Participation in Engineering, Computing, and Technology >We Learn by Doing: Modeling Inclusive Pedagogy in a Graduate CS Ethics Course
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We Learn by Doing: Modeling Inclusive Pedagogy in a Graduate CS Ethics Course

机译：我们通过DO做来学习：在毕业生CS伦理课程中建模包容性教育学

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摘要

While the need for undergraduate CS ethics education is well-established, less has been said about what graduate ethics education should look like. Graduate programs, particularly professional MS programs, present rich opportunities for modeling inclusivity and equity in education, enabling a sustainable continuation of CS ethics education. During our course, Ethical Considerations in Computing, graduate students learn to view the impact of their work through different lenses while exploring ideas around power and identity. A better understanding of ethical theories, particularly when mediated by women and other underrepresented people asserting their experiences, enables students to see how they can shape the CS culture, inside and outside the classroom. We argue that the intentionally inclusive and equitable course design that depicts ethics as something we `do' rather than something we `know', results in opportunities for broadening participation in computing beyond this course.
机译：虽然对本科CS伦理教育的需求很好地，但仍然达到了研究生道德教育应该是什么样的。毕业生课程，特别是专业的女士计划，目前提供了丰富的机会，用于建模包容性和教育股权，从而实现CS伦理教育的可持续延续。在我们的课程期间，在计算中的道德考虑，研究生学会通过不同镜头观察他们工作的影响，同时探索权力和身份的想法。更好地了解道德理论，特别是当由妇女和其他经验的人介导的人介导的人声明他们的经历时，使学生能够看到他们如何塑造CS文化，课堂内外。我们争辩说，故意包容性和公平的课程设计描绘了伦理器，作为我们“做”而不是我们“知道”的东西，导致扩大在本课程超越计算的机会。

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