David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Science and Engineering Ethics 10 (2):353-358 (2004)
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.
|Keywords||engineering educators ethics dilemma training values|
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References found in this work BETA
William James (1967). The Writings of William James. New York, Modern Library.
Citations of this work BETA
Aldrin E. Sweeney (2006). Social and Ethical Dimensions of Nanoscale Science and Engineering Research. Science and Engineering Ethics 12 (3):435-464.
Georgina Voss (2013). Gaming, Texting, Learning? Teaching Engineering Ethics Through Students' Lived Experiences With Technology. Science and Engineering Ethics 19 (3):1375-1393.
Mary E. Sunderland (2013). Using Student Engagement to Relocate Ethics to the Core of the Engineering Curriculum. Science and Engineering Ethics:1-18.
Gina M. Eosco, Meghnaa Tallapragada, Katherine A. McComas & Merrill Brady (2014). Exploring Societal and Ethical Views of Nanotechnology REUs. NanoEthics 8 (1):91-99.
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