Incorporating ethics into computing education has become a priority for the SIGCSE community. Many computing departments and educators have contributed to this endeavor by creating standalone computing ethics courses or integrating ethics modules and discussions into preexisting curricula. In this study, we hope to support this effort by reporting on computing educators' attitudes toward including ethics in their computing classroom, with a special focus on the structures that hinder or help this endeavor. We surveyed 138 higher education computing instructors to understand their attitudes toward including ethics in their classes, what barriers might be preventing them from doing so, and which structures best support them. We found that even though instructors were generally positive about ethics as a component of computing education, there are specific barriers preventing ethics from being included in some computing courses. In this work, we explore how to alleviate these barriers and outline support structures that could encourage further integration of ethics and computing in higher education.

翻译：将伦理融入计算机教育已成为SIGCSE社区的一项优先事项。许多计算机院系和教育者通过创建独立的计算机伦理课程，或将伦理模块与讨论整合到现有课程中，为此做出了贡献。在本研究中，我们希望通过报告计算机教育者对在课堂中纳入伦理问题的态度，特别是关注阻碍或促进这一努力的结构因素，来支持此项工作。我们调查了138名高等教育计算机教师，以了解他们对在课程中纳入伦理的态度、可能阻止他们这样做的障碍，以及最能支持他们的结构。我们发现，尽管教师普遍对伦理作为计算机教育的一个组成部分持积极态度，但仍存在特定障碍阻止伦理被纳入某些计算机课程。在本文中，我们探讨如何缓解这些障碍，并概述能够鼓励在高等教育中进一步整合伦理与计算机的支持结构。