NDLI: Teaching engineering ethics to undergraduates: Why? What? How?

Content Provider	Springer Nature Link
Author	Rabins, Michael J.
Copyright Year	1998
Abstract	The teaching of engineering ethics is on the increase at universities around the United States. The motivation for this increase (WHY?) has several driving forces, including: a new Accreditation Board for Engineering and Technology (ABET) accreditation criteria; new questions on Professional Engineering (PE) licensing examinations; new industrial marketplace needs; and a growing awareness in the engineering profession of a need for ethical sensitivity to the consequences of our actions as engineers.The subject (WHAT?) is likely to be taught quite differently at each school, depending upon who is teaching it, in which department, and to which audience. The approach may range from applied ethical moral theory to case-based engineering consequences; with many different mixes within these two extremes. Common features for all approaches are the generic kinds of problems dealt with and the kinds of cases utilized.Finally, the overall approach (HOW?) is perhaps as varied as the number of schools now teaching the subject. Some observers now estimate this number to be between 10 and 20 percent of all engineering schools. Again, the approaches range from stand-alone courses, elective or required, to segments in other courses whether at the introductory freshman or capstone design senior level. Some schools are adopting the pervasive approach of inserting small ethics segments into all or most of the required engineering courses.This paper explores some details of the WHY?, WHAT?, and HOW?, and presents several examples of the various approaches cited above. It ends with a brief description of a stand-alone, upper division, three credit course now required of all engineering majors (about 600–700 per semester) at Texas A&M University.
Starting Page	291
Ending Page	302
Page Count	12
File Format	PDF
ISSN	13533452
Journal	Science and Engineering Ethics
Volume Number	4
Issue Number	3
e-ISSN	14715546
Language	English
Publisher	Kluwer Academic Publishers
Publisher Date	1998-01-01
Publisher Place	Dordrecht
Access Restriction	Subscribed
Subject Keyword	engineering ethics teaching professionalism undergraduate curriculum Ethics Philosophy of Science Engineering Biomedical Engineering Medicine/Public Health Philosophy
Content Type	Text
Resource Type	Article
Subject	Issues, Ethics and Legal Aspects Health (social science) Management of Technology and Innovation Health Policy

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Essential ethics — embedding ethics into an engineering curriculum

ABET Criterion 3.f: How Much Curriculum Content is Enough?

Teaching Science and Ethics to Undergraduates: A Multidisciplinary Approach

Incorporating environmental ethics into the undergraduate engineering curriculum

Teaching ethics in science and engineering: Effective online education

Experiments: Why and How?

The Why and How of Enabling the Integration of Social and Ethical Aspects in Research and Development

What Rights Do Authors Have?

Security and Privacy: Why Privacy Matters

Teaching engineering ethics to undergraduates: Why? What? How?

Similar Documents

Essential ethics — embedding ethics into an engineering curriculum

ABET Criterion 3.f: How Much Curriculum Content is Enough?

Teaching Science and Ethics to Undergraduates: A Multidisciplinary Approach

Incorporating environmental ethics into the undergraduate engineering curriculum

Teaching ethics in science and engineering: Effective online education

Experiments: Why and How?

The Why and How of Enabling the Integration of Social and Ethical Aspects in Research and Development

What Rights Do Authors Have?

Security and Privacy: Why Privacy Matters

Teaching engineering ethics to undergraduates: Why? What? How?