How to Use the Social & Ethical Scenarios

A guide to getting the most out of each week's ethical discussions.

Why These Scenarios Exist

Technology and computing systems play an increasingly significant role in our daily lives. As our world becomes more reliant on technology, it is vital to ensure that not only the creators but also the users of technology understand the ethical implications of their decisions. From issues related to privacy and security to concerns about algorithmic bias, accessibility, and the unequal distribution of technical burdens, there are numerous social and ethical considerations that shape how computing affects real people.

Teaching about these issues helps students develop a deeper understanding of the broader impacts of computing and empowers them to make informed decisions about the technologies they create and use. It also helps foster a more responsible and inclusive computing culture — one that prioritizes the well-being of individuals and communities.

Each week's scenarios are not hypothetical edge cases — they are grounded in real patterns that emerge when technical decisions meet human consequences. Some are based directly on real events; others are realistic composites. All of them connect to the specific CS concepts you studied that week.

How to Work Through the Scenarios

Read each scenario carefully. For each one, consider writing down your thoughts on the following questions before your small group discussion. You don't need to address every question — use them to help you think:

  1. Who are the stakeholders? Don't stop at the obvious. Think beyond who might be "at fault" to include those who were in a position to catch a problem and didn't, as well as those who were harmed by decisions they had no part in making.
  2. Where were the decision points? At what moments in the scenario could a different choice have been made? Who had the power to make it?
  3. Were poor decisions made in good faith? Were they the result of carelessness, cost-cutting, or reasonable judgment that turned out to be wrong? Does that distinction matter?
  4. What could have been done differently? What might have been the reasoning — technical, financial, or organizational — for not making a better choice?
  5. What connects this scenario to this week's material? What specific CS concepts are at the heart of the problem?

After working through these questions, begin to form some opinions about what went wrong and, where it feels appropriate, who bears responsibility.

A note on approach: Every time we teach this course, a few participants feel uncomfortable giving opinions because they aren't lawyers or engineers and don't know how a real case turned out. That's understandable — but it misses the point. These scenarios are not legal exercises. They are invitations to think carefully about the decisions we make as educators, citizens, and future CS teachers. There are no verdicts to reach. There are only perspectives worth considering.

A Few Practical Notes

You don't need to work through every scenario in depth every week. Reading all of them gives you the big picture; your small group will choose which ones to dig into together. Two scenarios discussed well is better than five scenarios skimmed.

When a scenario is based on a real event, we say so and provide a link where you can read more. You are never required to do additional reading — but if a scenario catches your interest, following the link is worth your time.

Finally: bring your disagreements. These scenarios are chosen because reasonable people see them differently. If something strikes you as obvious or unfair, say so. That reaction is data, and your small group wants to hear it.