  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.
