scholarly journals THOUGHTS ON ENGINEERING ETHICS EDUCATION IN CANADA

2013 ◽  
Author(s):  
Andrew Roncin
Keyword(s):  
Professional Ethics ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Codes Of Conduct ◽  
Engineering Ethics ◽  
Ethical Conflicts ◽  
Engineering Ethics Education ◽  
The Impact

The purpose of this paper is to summarize current research in engineering ethics education and interpret it within the Canadian engineering and accreditation context. Outcome 3.1.10 of the Canadian Engineering Accreditation Board is that upon graduation students have an "ability to apply professional ethics, accountability, and equity". Yet teaching students to memorize a few canons and acts does little to help them recognize and resolve ethical conflicts effectively. The ability to apply their knowledge implies that students have had practice recognize ethical conflicts, interpret the positions of stakeholders, and designing solutions that address the myriad of ethical viewpoints that stakeholders may have. Our engineering acts, bylaws, and codes of conduct affirm that Engineering is about more than just crunching numbers, it is about serving the needs of society and creating solutions that work. In order to learn this, young engineers need opportunities to experience, explore, and resolve ethical dilemmas and in doing so develop a deeper understanding of the impact of engineering on society.

scholarly journals UNDERSTANDING THE INTERPRETATON, IMPLEMENTATION, AND IMPACT OF ENGINEERING ETHICS EDUCATION IN CANADA

2020 ◽  
Author(s):  
Emma Jane Randall ◽  
David S. Strong
Keyword(s):  
Ethics Education ◽  
Engineering Ethics ◽  
Review Literature ◽  
Ethical Responsibility ◽  
Current State ◽  
Current Implementation ◽  
Fundamental Goal ◽  
Large Level ◽  
Engineering Ethics Education ◽  
The Impact

Engineers have direct influence on the evolving planet. With the fundamental goal of continually creating a better world, it is essential for engineers to meaningfully understand ethical responsibility and the impact of engineering on society and the environment [4, 15]. Although efforts have been made to identify the objectives of engineering ethics education (EEE), little has been done to thoroughly investigate the impact EEE is having on individuals’ ethical development [6, 7, 13]. Furthermore, there is a large level of uncertainty as to the amount of exposure students have to EEE between programs, as well as the variability of ethics content students experience as a result of diverse interpretation of EEE objectives. The amount of exposure and type of content students are exposed to will affect the impact EEE has on them and hence, it is important to evaluate these aspects of the current implementation of EEE in Canada.   This paper will review literature regarding the current state of EEE within Canada and the objectives of EEE, as well as propose a study to investigate students’ experience with EEE throughout undergrad and the impact that engineering ethics education may have on their ethical behaviours within an engineering context.

scholarly journals ENGINEERING ETHICS EDUCATION: MORE THAN A CEAB REQUIREMENT

2015 ◽  
Author(s):  
Cindy Rottmann ◽  
Doug Reeve ◽  
Robin Sacks ◽  
Mike Klassen
Keyword(s):  
Pilot Study ◽  
Engineering Education ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Engineering Ethics ◽  
Requirement Engineering ◽  
Engineering Ethics Education

The Canadian Engineering AccreditationBoard (CEAB) requires faculties of engineering toincorporate graduate attribute 3.1.10 “ethics and equity”into their curricula. More than the CEAB requirement,engineering educators have an obligation to preparestudents for the ethical dilemmas they will inevitably facein their workplaces and their lives. Our analysis of surveydata collected during a pilot study of our ethical casestudies project examines a gap between students’perceptions about the effectiveness and importance ofengineering ethics education. While there was aconsiderable range in participants’ ratings of theeffectiveness of previous engineering ethics coursework,they consistently placed a high value on the importance ofethics in engineering education. This finding is significantbecause it challenges the prevailing assumption thatengineering students’ disinterest in non-technicaleducation is the primary barrier to effective ethicsinstruction.

Engineering Ethics Education for New Electrical Construction Engineers

2019 ◽  
Vol 139 (10) ◽  
pp. 437-444
Author(s):  
Kenji Takahara ◽  
Chikako Miyamoto ◽  
Kunihiko Uneno ◽  
Yasuhiro Kusatomi ◽  
Michiko Yamada ◽  
...  
Keyword(s):  
Ethics Education ◽  
Engineering Ethics ◽  
Engineering Ethics Education

scholarly journals A Multi-level Review of Engineering Ethics Education: Towards a Socio-technical Orientation of Engineering Education for Ethics

2021 ◽  
Vol 27 (5) ◽  
Author(s):  
Diana Adela Martin ◽  
Eddie Conlon ◽  
Brian Bowe
Keyword(s):  
Engineering Education ◽  
Ethics Education ◽  
Engineering Ethics ◽  
Theoretical Research ◽  
Policy And Practice ◽  
Individual Level ◽  
Multi Level ◽  
Engineering Ethics Education ◽  
Four Levels ◽  
The Individual

AbstractThis paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in the context of accreditation. Finally, there is the level of the culture of engineering education. The multi-level analysis allows us to address some of the limitations of higher education research which tends to focus on individual actors such as instructors or remains focused on the levels of policy and practice without examining the deeper levels of paradigm and purpose guiding them. Our approach links some of the challenges of engineering ethics education with wider debates about its guiding paradigms. The main contribution of the paper is to situate the analysis of the theoretical and empirical findings reported in the literature on engineering ethics education in the context of broader discussions about the purpose of engineering education and the aims of reform programmes. We conclude by putting forward a series of recommendations for a socio-technical oriented reform of engineering education for ethics.

Sign in / Sign up

Export Citation Format

Share Document