Engineering Ethics Education

2016 ◽  
pp. 1383-1393
Author(s):  
Balamuralithara Balakrishnan
Keyword(s):  
Ethics Education ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Technological Development ◽  
Engineering Ethics ◽  
Major Elements ◽  
Ethical Education ◽  
Survey Results ◽  
Engineering Ethics Education ◽  
Students Attitudes

In this chapter, the importance of engineering ethics education in engineering programmes is discussed, involving major elements that build ethics education. Definitions and concepts of engineering ethics are introduced, along with an engineering code of ethics. Ethical education in engineering programmes is analyzed, focusing on teaching approaches and the effect of science and technological development on engineering socio-ethical issues. Survey results are presented, which illustrate students' attitudes toward engineering ethics, where it is found that students' attitudes were poor. Some strategies are suggested to improve engineering ethical education in engineering programmes.

Engineering Ethics Education

2015 ◽  
pp. 133-143 ◽  
Author(s):  
Balamuralithara Balakrishnan
Keyword(s):  
Ethics Education ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Technological Development ◽  
Engineering Ethics ◽  
Major Elements ◽  
Ethical Education ◽  
Survey Results ◽  
Engineering Ethics Education ◽  
Students Attitudes

In this chapter, the importance of engineering ethics education in engineering programmes is discussed, involving major elements that build ethics education. Definitions and concepts of engineering ethics are introduced, along with an engineering code of ethics. Ethical education in engineering programmes is analyzed, focusing on teaching approaches and the effect of science and technological development on engineering socio-ethical issues. Survey results are presented, which illustrate students' attitudes toward engineering ethics, where it is found that students' attitudes were poor. Some strategies are suggested to improve engineering ethical education in engineering programmes.

Software Engineering Ethics Education

2015 ◽  
pp. 228-250 ◽  
Author(s):  
Gada Kadoda
Keyword(s):  
Software Engineering ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Ethics Education ◽  
Ethical Issues ◽  
Engineering Ethics ◽  
Software Engineers ◽  
Engineering Ethics Education ◽  
Service Learning Projects ◽  
Human Desire

The difficulties inherent in the nature of software as an intangible object pose problems for specifying its needs, predicting overall behavior or impact on users, and therefore on defining the ethical questions that are involved in software development. Whereas software engineering drew from older engineering disciplines for process and practice development, culminating in the IEEE/ACM Professional Code in 1999, the topic of Software Engineering Ethics is entwined with Computer Science, and developments in Computer and Information Ethics. Contemporary issues in engineering ethics such as globalization have raised questions for software engineers about computer crime, civil liberties, open access, digital divide, etc. Similarly, computer-related ethics is becoming increasingly important for engineering ethics because of the dominance of computers in modern engineering practice. This is not to say that software engineers should consider everything, but the diversity of ethical issues presents a challenge to the approach of accumulating resources that many ethicists maintain can be overcome by developing critical thinking skills as part of technical training courses. This chapter explores critical pedagogies in the context of student outreach activities such as service learning projects and considers their potential in broadening software engineering ethics education. The practical emphasis in critical pedagogy can allow students to link specific software design decisions and ethical positions, which can perhaps transform both student and teacher into persons more curious about their individual contribution to the public good and more conscious of their agency to change the conditions around them. After all, they share with everyone else a basic human desire to survive and flourish.

Software Engineering Ethics Education

2016 ◽  
pp. 1068-1089
Author(s):  
Gada Kadoda
Keyword(s):  
Software Engineering ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Ethics Education ◽  
Ethical Issues ◽  
Engineering Ethics ◽  
Software Engineers ◽  
Engineering Ethics Education ◽  
Service Learning Projects ◽  
Human Desire

The difficulties inherent in the nature of software as an intangible object pose problems for specifying its needs, predicting overall behavior or impact on users, and therefore on defining the ethical questions that are involved in software development. Whereas software engineering drew from older engineering disciplines for process and practice development, culminating in the IEEE/ACM Professional Code in 1999, the topic of Software Engineering Ethics is entwined with Computer Science, and developments in Computer and Information Ethics. Contemporary issues in engineering ethics such as globalization have raised questions for software engineers about computer crime, civil liberties, open access, digital divide, etc. Similarly, computer-related ethics is becoming increasingly important for engineering ethics because of the dominance of computers in modern engineering practice. This is not to say that software engineers should consider everything, but the diversity of ethical issues presents a challenge to the approach of accumulating resources that many ethicists maintain can be overcome by developing critical thinking skills as part of technical training courses. This chapter explores critical pedagogies in the context of student outreach activities such as service learning projects and considers their potential in broadening software engineering ethics education. The practical emphasis in critical pedagogy can allow students to link specific software design decisions and ethical positions, which can perhaps transform both student and teacher into persons more curious about their individual contribution to the public good and more conscious of their agency to change the conditions around them. After all, they share with everyone else a basic human desire to survive and flourish.

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.

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