22 However as Goldweber et al note the uptake and implementation of such themes

22 however as goldweber et al note the uptake and

This preview shows page 62 - 64 out of 100 pages.

22 However, as Goldweber et al. note, the uptake and implementation of such themes in the CS curriculum has been slow. In their survey, they point out that while most institutions teach relevant topics, most narrowly focus on ethics or computing history and teach them relatively late and detached from other topics. 4 Consider- ing the recent surge in relevant courses being taught at many universities, e this may be slowly changing in response to the public discourse around societal im- pacts of digital technology. However, Ways of Thinking does not aim to be a course about societal aspects of CS. Rather, we argue CS is inherently social and no social as- pects can be meaningfully separated from CS. Consequently, we teach very fundamental concepts such as ab- straction, cryptography or complexity theory alongside and interwoven with algorithmic bias, the historical role of women in programming, or questions of privacy. This resonates with Skirpan et al., who recently argued that ethics education in CS must be continuous, in-situ, and perspectival. 19 In other words, talking about ethics must be part of talking about CS, which in turn requires the ability to take multiple perspectives on computing problems. Ways of Thinking The key premise of the course is to en- able students to apply different lenses on problems of CS, situated in the world. Each such lens, or way of think- ing, frames these problems differently, provides different theoretical founda- tions, and brings with it a unique ori- entation for questions and methods through which they can be explored. The sequence of Ways of Thinking is de- signed to be semi-historical and some- what follows a logic increasing com- plexity. However, we emphasize that these ways of thinking are neither quali- tatively ranked, nor mutually exclusive. In fact, the final assignment to students e See, for example, the collection of ethics related courses started by Casey Fiesler; . ly/2IZ2L3O The aim [of this course] is to plant the seed of critical reflection and equip students with the intellectual tools to see everything they hear subsequently as part of something bigger.
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JULY 2019 | VOL. 62 | NO. 7 | COMMUNICATIONS OF THE ACM 61 contributed articles Think , 9 Henrik Gedenryd’s How Design- ers Work 3 or Bill Buxton’s Sketching User Experiences . 2 In particular, we see de- sign as an open process, representing a stark contrast to the rationalistic and deterministic process models of tradi- tional engineering. For many students, this way of thinking bears a particular challenge to accept and understand. On one hand, they can appreciate the value of good design from successful prod- ucts on the market, with Apple being the obvious model example, for better or for worse. This creates an interest in design, insofar as they see it as a crucial element of their future work.
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  • Computer Science, K-nearest neighbor algorithm, Nearest neighbor search, Association for Computing Machinery, ACM Digital Library

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