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 11 (4):655-658 (2005)
This paper describes how the Electrical and Computer Engineering Department at South Dakota School of Mines and Technology has chosen to integrate ethics into their curriculum. All university freshmen engineering students are introduced to ethics through the presentation of ethical dilemmas. During this exercise, students are forced to argue both sides (‘for’ and ‘against’) of a hypothetical ethical engineering dilemma. It provides a setting for great discussion with the desired outcome that they learn to carefully analyze a situation before they draw conclusions. In the sophomore year, students are introduced to methods to use the fundamental principles, the fundamental canons, and the suggested guidelines for use with the fundamental canons of ethics when analyzing appropriate action to be taken when confronted with ethical dilemmas. We currently use the ‘sophomore’ method for seniors because the sequencing is just beginning. Next year the seniors will do more indepth analysis of ethical case studies.
|Keywords||dilemmas first year engineering ethics across the curriculum|
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Citations of this work BETA
Georgina Voss (2013). Gaming, Texting, Learning? Teaching Engineering Ethics Through Students' Lived Experiences With Technology. Science and Engineering Ethics 19 (3):1375-1393.
Michael Davis (2005). Introduction to a Symposium Integrating Ethics Into Engineering and Science Courses. Science and Engineering Ethics 11 (4):631-634.
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