The Routledge International Handbook of Engineering Ethics Education

by Shannon Chance (Editor), Tom Børsen (Editor), Diana Adela Martin (Editor), Roland Tormey (Editor), Thomas Taro Lennerfors (Editor)

Overview

Responding to the need for a timely and authoritative volume dedicated to this burgeoning and expansive area of research, this handbook will provide readers with a map of themes, topics, and arguments in the field of engineering ethics education (EEE).

Featuring critical discussion, research collaboration, and a team of international contributors of globally recognised standing, this volume comprises six key sections which elaborate on the foundations of EEE; teaching methods; accreditation and assessment; and interdisciplinary contributions. Over 100 researchers of EEE from around the globe consider the field from the perspectives of teaching, research, philosophy, and administration. The chapters cover fast-moving topics central to our current understanding of the world such as GDPR, AI, biotechnology, and ChatGPT; new insights into best practices research to equip programme leaders and instructors delivering ethics content to students.

This Open Access volume will be of interest to researchers, scholars, postgraduate students, and faculty involved with engineering education, engineering ethics, and philosophy of education. Curriculum designers, staff developers teaching pedagogical courses to faculty, and engineering professionals may also benefit from this volume.

Product Details

ISBN-13:	9781040183380
Publisher:	Taylor & Francis
Publication date:	12/02/2024
Series:	Routledge International Handbooks of Education
Sold by:	Barnes & Noble
Format:	eBook
Pages:	672
Sales rank:	816,486

About the Author

Shannon Chance is Lecturer and Program Chair at Technological University Dublin, Ireland, Honorary Professor at University College London, UK, Deputy Editor of the European Journal of Engineering Education (EJEE), and former Professor of Architecture at Hampton University, US.

Tom Børsen is Associate Professor in Techno-Anthropology, Department of Sustainability and Planning, Aalborg University, Denmark, and member of the research group in Techno-Anthropology and Participation (TAPAR) as well as of the board of the think tank: Techno-Ethics.

Diana Martin is Senior Researcher with the Centre for Engineering Education, University College London, UK, holding a doctorate in engineering ethics education from Technological University Dublin (TU Dublin) in Ireland.

Roland Tormey is a sociologist and Senior Scientist in EPFL (Swiss Federal Institute of Technology), Switzerland, where he leads the Teaching Support Centre.

Thomas Taro Lennerfors is Professor and Head of the Division of Industrial Engineering and Management, Uppsala University, Sweden.

Gunter Bombaerts is Assistant Professor in Industrial Engineering and Innovation Sciences, Philosophy and Ethics, Eindhoven University of Technology, the Netherlands.

Table of Contents

Introduction: Mapping engineering ethics education

Section 1: Foundations of engineering ethics education

Overview

1 The purposes of engineering ethics education

2 Ethical theories

3 Individual and collective dimensions of ethical decision-making in engineering

4 Reason and emotion in engineering ethics education

5 Professional organizations and codes of ethics

6 A post-normal environment-centered approach to engineering ethics education

7 Engineering ethics education and artificial intelligence

Section 2: Interdisciplinary contributions to engineering ethics education

Overview

8 Engineering ethics education through a critical view: some philosophical foundations

9 Sociological, Postcolonial, and Critical Theory Foundations of Engineering Ethics Education

10 Psychological Foundations of Engineering Ethics Education

11 Organization studies and engineering ethics education: Response-able engineering and education, situating ethics-in-practice

12 Ethics and engineering design foundations

13 Law in engineering ethics education: An exploration

Section 3: Ethical issues in different engineering disciplines

Overview

14 Ethical considerations in civil engineering

15 Ethical issues in mechanical and aerospace engineering

16 Ethical issues in electronic and electrical engineering

17 Ethics in chemical engineering

18 Ethical issues in software engineering

Section 4: Teaching methods in engineering ethics education

Overview

19 Literature review of teaching methods: Trends and ways forward to support engineering ethics instruction

20 Teaching ethics using case studies

21 Embedded ethics in problem design: The case of problem-based learning in engineering and science

22 Teaching responsible engineering and design through value-sensitive design

23 Ethics in service-learning and humanitarian engineering education

24 Arts-based methods in engineering ethics education

25 Reflective and dialogical approaches in engineering ethics education

Section 5: Assessment of different aspects of engineering ethics education

Overview

26 A framework for the assessment of ethical competencies and affective dispositions

27 Assessing attitudes and character in engineering ethics education: Current state and future directions

28 Employing epistemic micro-practices to assess progress and barriers in engineering students’ ethics development

29 Aspirations for ethical education in engineering curricula envisioned through the quality lens of Goodlad typology

30 Assessing engineering ethics education leveraging stakeholder engagement in engineering programs

31 Two criticisms of engineering ethics assessment: The importance of behaviors and culture

Section 6: Accreditation and engineering ethics education

Overview

32 Foundational perspectives on ethics in engineering accreditation

33 Contextual mapping of ethics education and accreditation nationally and internationally

34 Accreditation and licensure: Processes and implications

35 A feminist critical analysis of engineering ethics education and the powers at play in accreditation, research, and practice

36 Accreditation processes and implications for ethics education at the local level