In this paper I have argued for the need for a dedicated course in the area of social implications of computing. I have also indicated that that course should be early in the student's academic career, and that the material that the student learns must be applied in later courses, as part of any design work the student does for other courses.
I have also suggested that an increased focus on the social implications of technology may result in an increased number of women taking computing. This suggestion should be followed up with additional research.
The content of the social implications course was also discussed, and various models of analysis were suggested for the course. If students learn to apply those models in the dedicated course, and more importantly, in the subsequent courses, they will develop better designs and will find the course, perhaps not immediately, a very useful and rewarding part of their education.
References
[1] M. Cooley, Architect or Bee, South End Press, Boston MA. 1980.
[2] U. Franklin, The Real World of Technology, Anansi, Concord Ontario.
[3] C. Huff, and C. D. Martin. Computing Consequences: A Framework for Teaching Ethical Computing, Commun. ACM, 38 (12), pp. 75-84, December 1995.
[4] G.F. McLean, Integrating Ethics and Design, IEEE Technology and Society Magazine, Fall 1993, pp. 19-30.
[5] Delta Police Officer Doesn't Deny He Checked On Clinic Workers, The Vancouver Sun, Jan. 6, 1995, p. A1.
[6] A.T. Wood-Harper, S. Corder, J.R.G. Wood and H. Watson, How We Profess: the Ethical Systems Analyst, Commun. ACM, 39 (3), pp. 69-77. March, 1996.
[7] Ethics in the Computer Age Conference, Gatlinburg Tennessee, November, 1994