Robert Strikwerda | Saint Louis University (original) (raw)
Papers by Robert Strikwerda
Teaching Philosophy, 1981
Proceedings of the 10th ACM conference on SIG-information technology education - SIGITE '09, 2009
There are nine common outcomes which apply to Computer Science (CS), Information Systems (IS), an... more There are nine common outcomes which apply to Computer Science (CS), Information Systems (IS), and Information Technology (IT) programs that seek accreditation by ABET. One of these is that the graduating students have an "understanding of professional, ethical, legal, security and social issues and responsibilities." ABET does not mandate how this program outcome is to be achieved, so programs can
Journal of the National Collegiate Honors Council, Mar 22, 2007
Proceedings of the 2011 conference on Information technology education - SIGITE '11, 2011
The approaches typical of philosophers teaching introductory ethics are often strikingly differen... more The approaches typical of philosophers teaching introductory ethics are often strikingly different from those commonly used in information technology courses. Instead of teaching methods and topics commonly accepted across the discipline, philosophers typically immediately introduce students to competing theories and approaches. Unfortunately, a pedagogical approach that emphasizes this "essentially contested" [7] nature of philosophical disputes has the risk of bewildering students and occupying much course time. Conversely, using an artificially narrowed and prescribed approach to teaching IT ethics such as professional codes of ethics or historical case studies does not do justice to the topic or to the students. Here the student may end up with a good appreciation of historical codes or cases, but little grounding in philosophical thought to help them in the unknown situations that will arise in their professional careers. In seeking a middle ground, we survey the literature regarding instructional methodologies for teaching ethics in engineering and technology. Following is a discussion of disputes among philosophical ethical theories, especially utilitarian, deontological, and virtue ethics. We then suggest a simplified framework that captures important elements of these theories while still allowing students to use a unitary conceptual framework in ethical decision-making. This approach, conveniently labeled the CPR Framework, includes the three elements of Character, Principles, and Results. It incorporates elements from the different theories into a framework to be used by students, both in class discussions, and hopefully, in their professional careers.
Journal of Social Philosophy, 1991
Hypatia, 1992
... Some traditional male experiences have led to a form of friendship that may pass for intimacy... more ... Some traditional male experiences have led to a form of friendship that may pass for intimacywhat we call comradeship. The sharing of certain kinds of experiencessuch as those of teenage boys in a summer resort community, of soldiers in the trenches, or of sailors on long ...
Teaching Philosophy, 1981
Proceedings of the 10th ACM conference on SIG-information technology education - SIGITE '09, 2009
There are nine common outcomes which apply to Computer Science (CS), Information Systems (IS), an... more There are nine common outcomes which apply to Computer Science (CS), Information Systems (IS), and Information Technology (IT) programs that seek accreditation by ABET. One of these is that the graduating students have an "understanding of professional, ethical, legal, security and social issues and responsibilities." ABET does not mandate how this program outcome is to be achieved, so programs can
Journal of the National Collegiate Honors Council, Mar 22, 2007
Proceedings of the 2011 conference on Information technology education - SIGITE '11, 2011
The approaches typical of philosophers teaching introductory ethics are often strikingly differen... more The approaches typical of philosophers teaching introductory ethics are often strikingly different from those commonly used in information technology courses. Instead of teaching methods and topics commonly accepted across the discipline, philosophers typically immediately introduce students to competing theories and approaches. Unfortunately, a pedagogical approach that emphasizes this "essentially contested" [7] nature of philosophical disputes has the risk of bewildering students and occupying much course time. Conversely, using an artificially narrowed and prescribed approach to teaching IT ethics such as professional codes of ethics or historical case studies does not do justice to the topic or to the students. Here the student may end up with a good appreciation of historical codes or cases, but little grounding in philosophical thought to help them in the unknown situations that will arise in their professional careers. In seeking a middle ground, we survey the literature regarding instructional methodologies for teaching ethics in engineering and technology. Following is a discussion of disputes among philosophical ethical theories, especially utilitarian, deontological, and virtue ethics. We then suggest a simplified framework that captures important elements of these theories while still allowing students to use a unitary conceptual framework in ethical decision-making. This approach, conveniently labeled the CPR Framework, includes the three elements of Character, Principles, and Results. It incorporates elements from the different theories into a framework to be used by students, both in class discussions, and hopefully, in their professional careers.
Journal of Social Philosophy, 1991
Hypatia, 1992
... Some traditional male experiences have led to a form of friendship that may pass for intimacy... more ... Some traditional male experiences have led to a form of friendship that may pass for intimacywhat we call comradeship. The sharing of certain kinds of experiencessuch as those of teenage boys in a summer resort community, of soldiers in the trenches, or of sailors on long ...