Professionalism and Workplace Issues in the Cs/Is Curriculum - Research Paper Example

PROFESSIONALISM AND WORKPLACE ISSUES IN THE CS/IS CURRICULUM A panel presentation by Mary J. Granger, Associate Joyce Currie Little, Professor The six elements to define profession (Benvenist 1987) are mainly included of the requirement of having skills based on special knowledge, the requirement for advanced education and training, having a means for formal testing of competence and control of admission to the field, the existence of a professional association, the existence of a code of conduct/ethics, and the existence of an accepted commitment or calling to serve the public. The graduates have technical capabilities but having those capabilities alone will not make professionals, instead professionals are those (Maister1997) who take pride in their work and show a personal commitment to quality. When one try to teach professionalism, one needs to give foundation material on the definitions of professionalism, discuss the criteria of being a professional versus having a profession, and provide a rationale for introducing these topics in the CS/IS curriculum. They will then provide examples of exercises that can be incorporated into specific courses to educate students about these concerns. Conclusion The professionals should be aware of the various types of educational programs, different job titles and functions, and some aspects of the employment supply and demand. They should be aware of the need for each computing worker to have professional responsibility for their work, and an awareness of the importance of appropriate ethical behaviour in the group. They must also have an awareness of the impact of information technology on society as a whole and on individuals, and be prepared to handle a variety of issues arising in the workplace." (Little, J.C. and Granger, M. J., 1999) Word Count 249 ASSESSMENT OF PROFESSIONAL SKILLS FOR TUDENTS IN COMPUTING AND ENGINEERING PROGRAMS Sharon P. Hall, Computing and Math Division, University of Houston Vernon C. Bryant, Engineering Division, University of Houston This paper clearly states that Instruction and assessment of students' professional skills can be accomplished in senior project courses. Common learning modules for instruction of essential professional skills and rubrics for assessing the attainment of those skills can be used by both engineering and computing programs. This paper has also proposed a process by which faculty develop program learning outcomes based on the mission of the university, then develop learning and demonstration activities to determine the degree to which those outcomes are obtained. It further describes a process which uses portfolio assessment and a senior presentation and interview day to provide faculty with opportunity to assess student behaviours and capabilities. The major synergistic assessment effort would be the development of common learning activities that focus on developing and assessing students' professional skills within the senior projects course of both programs. Common modules containing instruction and assessment materials were developed to improve student mastery of professional skills and the assessment of those skills. Professionalism is defined (Little, et al 1999) as it relates to those working in computing and information technology (CIT) fields. Conclusion They acknowledge that professionals are responsible for designing and developing systems, but state that they also are responsible for the impact of their work on society and individuals. Now in the corporate world one often wonders whether the quality of each product 'exceeds expectations', 'meets expectations', or 'does not meet expectations'. If any deliverable falls below a set threshold, a course of action must be taken State word count (max 250 words): 249 COMPUTER ETHICS IN THE UNDERGRADUATE CURRICULUM: CASE STUDIES AND THE JOINT SOFTWARE ENGINEER'S CODE Dr. Don Gotterbarn. Eastern Tennessee State University. Dept. of Computer Science Dr. Keith W. Miller, University of Illinois at Springfield, Dept. of Computer Science As society becomes more dependent on computing, there is pressure to increase the emphasis on professional ethics in college curricula. Sometimes this responsibility is assigned to professors of philosophy who understand significant ethical issues but are ill (Dr. Don Gotterbarn, Dr. Keith W. Miller 2004). This paper illustrates how to use the Software Engineering Code of Ethics and Professional Practice (D. Gotterbarn, K. Miller, and S. Rogerson, 2004) in three case studies suitable for computer science instruction. The study contends that it is essential to discuss professional ethics in technical classes taught by faculty competent in respected fields. They further hold that one effective technique is case analysis based on the respected field's Code of Ethics and Professional Practice. There are many different ways to use ethical case studies in the class rooms. Conclusion No matter how you introduce the Code in your classes, the study thinks it is useful to at least demonstrate how the Code can be applied to cases. Not all case studies require sophisticated analysis. The Joint Code of ethics can and should be used in the respected classes. Its use there shows the relevance of professional behaviour in the development of quality outcome. By using the Code and cases, a professional course faculty member can make the study of ethics relevant and compelling to students who are looking forward to careers of their own interests. State word count (max 250 words): 225 THE ROLE OF IT POLICIES IN THE CS/IS CURRICULA Felix Dreher, Maeve Cummings, and James Harris Computer Science-Information Systems Pittsburg State University, Pittsburg, Kansas 66762 A code of ethics within an organization can serve three purposes (ACM Code of Ethics and Professional Conduct, 2004): (1) to demonstrate a concern about organizational ethics; (2) to communicate what the standards and expectations of management are; and (3) to affect the behaviour of the members by laying down such expectations. Introducing material must overcome a mismatch between the student's background and the complexity of the materials to be covered. Students do not yet have the subject mastery, the domain knowledge, and the experience required of a professional. They begin their interactions with computer technology early in their life but often without an awareness of the legal and ethical issues related to using such technology. Upon graduation, they must perform as professionals. To give them a professional level of understanding, we must introduce ethical and policy issues that begin with the simplest and most concrete and then move towards more complex issues. Other policies that need to be outlined include policies related to document retention, document disposal, and the legal and regulatory basis for policies that impact upon the storage of internal memo's, working papers, e-mails, contracts, personal evaluations, etc (Felix Dreher, Maeve Cummings, and James Harris 2006). Conclusion Society expects competent and ethical behaviour from our graduates, so it is important that we provide them with a firm foundation to use in making ethical and professional decisions. Information assurance and computer security deal with policies used to create an environment in which organizational goals related to the confidentiality, integrity, accessibility, and accountability for information resources can be achieved. State word count (max 250 words): 252 Concept of Professionalism meeting the Ethical expectations of the society Perfection of business morality is the minimum expectation of a civilian on a professional, how far a professional is trained adequately to attain this professional virtue in the technical curriculum. Professionals responsible for the health and welfare of society, whose actions can literally save or take even a life, should appropriately be held to higher ethical standards (Williams & Wilkins 2004). That makes them strongly equipped to be effective in and out of the company they would work for in the future for instance when an issue involves two or more sides in conflict, all significant interests should be given an opportunity to respond. The quality of the experience a client has in working with professional will be enhanced when the client reciprocates his or her expectations by treating the professional with the respect inherent in the relationship described in this material. Business Expectations for a Professional in today's information saturated world, where an organization's success is determined by the power of its brand, professional become even more important in ensuring that companies communicate effectively with bottom-line impact. Furthermore, a professional's ability to execute communications projects efficiently and economically is more critical than ever. When a client invests in the services of a professional, he or she hires an individual who aspires to the highest level of strategic performance, ensuring a higher return on investment. If a professional meets the following criteria, he or she will demonstrate the integrity and honour of the professional. Experience and Knowledge a professional is quailed by education, experience and practice to assist organizations with strategic communication. A professional has mastered a broad range of conceptual, formal and technological skills. A professional applies his/her knowledge about physical, cognitive, social and cultural human factors to communication planning and the creation of an appropriate form that interprets, inform, instructs or persuades. A professional does not work on assignments that create potential conflicts of interest without a client's prior consent. A professional treats all work and knowledge of a client's business as confidential. A professional provides realistic design and production schedules for all projects and will notify the client when unforeseen circumstances may alter those schedules. A professional will clearly outline all intellectual property ownership and usage rights in a project proposal or estimate. Thus, one hopes that the Code of Ethics and Professional Conduct will serve as a catalyst for others to study, deliberate, and expect ethics and values. Further, one hopes that the Code will ultimately be used to build upon and evolve one's profession. A professional shall acquaint himself or herself with a client's business and design standards and shall act in the client's best interest within the limits of professional responsibility. A professional shall not work simultaneously on assignments that create a conflict of interest without agreement of the clients or employers concerned, except in specific cases where it is the convention of a particular trade for a one to work at the same time for various competitors. A professional shall not knowingly accept any professional assignment on which another one of his own status has been or is working without notifying the one concerned or until he or she is satisfied that any previous appointments have been properly terminated and that all materials relevant to the continuation of the project are the clear property of the client. A professional must not attempt, directly or indirectly, to supplant another professional through unfair means; nor must he or she compete with another by means of unethical inducements. A professional must be fair in criticism and shall not denigrate the work or reputation of fellow workers. A professional shall not accept instructions from a client that involve infringement of another person's property rights without permission, or consciously act in any manner involving any such infringement. A personal working in a country other than his or her own shall observe the relevant Code of Conduct of the national society concerned. The Code of Ethics and Professional Conduct are usually divided into sections that contain standards of conduct which are aligned with the values that would be identified as most important to the project management community. Some sections of the Code include comments. Comments are not always mandatory parts of the Code, but usually provide examples and other clarification. The Code of Ethics and Professional Conduct includes both aspirational standards and mandatory standards. The aspirational standards describe the conduct that we strive to uphold as practitioners. Although adherence to the aspirational standards is not easily measured, conducting ourselves in accordance with these is an expectation that we have of ourselves as professionals-it is not optional. Respect is, in fact, each professional's duty to show a high regard for them, others, and the resources entrusted to us. Resources entrusted to the professionals may include people, money, reputation, the safety of others, and natural or environmental resources. An environment of respect engenders trust, confidence, and performance excellence by fostering mutual cooperation - an environment where diverse perspectives and views are encouraged and valued. Fairness needs to be considered as one's duty to make decisions and act impartially and objectively. Our conduct must be free from competing self interest, prejudice, and favouritism. These are in fact some of the expectations of the society. A professional by his/her very own professional nature is obliged to meet these needs. Society expects competent and ethical behaviour from our graduates, so it is important that we provide them with a firm foundation to use in making ethical and professional decisions. So it is the need of the hour to train them in such a way. No matter how you introduce the Code in your classes, the study thinks it is useful to at least demonstrate how the Code can be applied to cases. They acknowledge that professionals are responsible for designing and developing systems, but state that they also are responsible for the impact of their work on society and individuals. Now in the corporate world one often wonders whether the quality of each product 'exceeds expectations', 'meets expectations', or 'does not meet expectations'. References Benveniste, G. (1987) Professionalizing the Organization, Jossey-Bass Publishers, San Francisco, California. Maister, D. H. (1997) True Professionalism, The Free Press, New York, New York. Little, J.C., Granger, M.J. (co-chairs), Boyle, R, Gerhardt-Powals, J., Impagliazzo, J. Janik, C., Kubilus, N.J., Lippert, S.K., McCracken, W.M., Paliwoda, G. and Soja, P. (1999)"Integrating Professionalism and Workplace Issues into the Computing and Information Technology Curriculum" forthcoming in The Working Group Reports of the 4th Annual SIGCSE/SIGCUE Little, J.C., Granger, M.J., et al(1999)., Integrating professionalism and workplace issues into the computing and information technology curriculum, ITiCSE '99 Working Group Reports. D. Gotterbarn, K. Miller, and S. Rogerson(2004). Software Engineering Code of Ethics and Professional Practice. (n.d). ACM Code of Ethics and Professional Conduct (2006), http://www.acm.org/constitution/code.html Felix Dreher, Maeve Cummings, and James Harris (2006) The role of its policies in the CS/IS curricula. Dr. Don Gotterbarn, Dr. Keith W. Miller (2004). Computer ethics in the under graduate curriculum. Williams & Wilkins (2004) An Editorial Comment on the Report of the ACCF/AHA Consensus Conference on Professionalism and Ethics. Read More