Abstract
This is an examination of three main strategies used by engineering educators to integrate ethics into the engineering curriculum. They are: (1) the standalone course, (2) the ethics imperative mandating ethics content for all engineering courses, and (3) outsourcing ethics instruction to an external expert. The expectations from each approach are discussed and their main limitations described. These limitations include the insular status of the stand-alone course, the diffuse and uneven integration with the ethics imperative, and the orphaned status of ethics using the outside expert.
A fourth option is proposed — a special modular option. This strategy avoids the limitations of earlier approaches and harmonizes well with curricular objectives and professional values. While some help is provided by a professional ethicist, the headliner for the series of seminars is a high-profile engineer who shares an ethics dilemma encountered in professional practice. Students discuss the case and propose solutions.
The goal is to make ethics applicable to real-life problems facing working engineers and to help change behaviors.
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References
ABET Board of Directors (2003–2003) Criteria for Accrediting Engineering Programs in: Criteria for Accrediting Engineering Programs, criterion 3, f.
James, W. (1967) What pragmatism means, in: McDermott, J. ed. The writings of William James: a comprehensive edition. ed. Random House, New York: 380.
Kline, R. (2002) Using history and sociology to teach engineering ethics. IEEE Technology and Society Magazine 20: 14.
Toenjes, R. (1987) Virtue and Ethics in Business: Seminar Case Studies. Kendall/Hunt Publishers, Dubuque Iowa, viii, note 1.