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Ethics Across the Curriculum

Teaching Philosophy 16 (3):205-235 (1993)

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  1. Should Engineering Ethics be Taught?Charles J. Abaté - 2011 - Science and Engineering Ethics 17 (3):583-596.
    Should engineering ethics be taught? Despite the obvious truism that we all want our students to be moral engineers who practice virtuous professional behavior, I argue, in this article that the question itself obscures several ambiguities that prompt preliminary resolution. Upon clarification of these ambiguities, and an attempt to delineate key issues that make the question a philosophically interesting one, I conclude that engineering ethics not only should not, but cannot, be taught if we understand “teaching engineering ethics” to mean (...)
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  • Ethics and engineering courses at delft university of technology: Contents, educational setup and experiences.I. R. van de Poel, H. Zandvoort & M. Brumsen - 2001 - Science and Engineering Ethics 7 (2):267-282.
    This article reports on the development and teaching of compulsory courses on ethics and engineering at Delft University of Technology (DUT). Attention is paid to the teaching goals, the educational setup and methods, the contents of the courses, involvement of staff from engineering schools, experiences to date, and challenges for the future. The choices made with respect to the development and teaching of the courses are placed within the European and Dutch context and are compared and contrasted with the American (...)
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  • Integrating ethics into technical courses: Micro-insertion. [REVIEW]Michael Davis - 2006 - Science and Engineering Ethics 12 (4):717-730.
    Perhaps the most common reason science and engineering faculty give for not including “ethics” (that is, research ethics, engineering ethics, or some discussion of professional responsibility) in their technical classes is that “there is no room”. This article 1) describes a technique (“micro-insertion”) that introduces ethics (and related topics) into technical courses in small enough units not to push out technical material, 2) explains where this technique might fit into the larger undertaking of integrating ethics into the technical (scientific or (...)
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  • Ethics Across the Curriculum: Prospects for Broader (and Deeper) Teaching and Learning in Research and Engineering Ethics.Carl Mitcham & Elaine E. Englehardt - 2016 - Science and Engineering Ethics 25 (6):1735-1762.
    The movements to teach the responsible conduct of research and engineering ethics at technological universities are often unacknowledged aspects of the ethics across the curriculum movement and could benefit from explicit alliances with it. Remarkably, however, not nearly as much scholarly attention has been devoted to EAC as to RCR or to engineering ethics, and RCR and engineering ethics educational efforts are not always presented as facets of EAC. The emergence of EAC efforts at two different institutions—the Illinois Institute of (...)
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  • A model for teaching research ethics.Arri Eisen & Kathy P. Parker - 2004 - Science and Engineering Ethics 10 (4):693-704.
    A model is described for implementing a program in research ethics education in the face of federal and institutional mandates and current resource, disciplinary, and infrastructure limitations. Also discussed are the historical background, content and evaluation process of the workshop at the heart of the program, which reaches a diverse group of over 250 students per year—from first-year graduate students in basic research labs to clinical fellows. The workshop addresses central issues in both everyday laboratory ethics and in larger societal (...)
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  • Designing games to teach ethics.Peter Lloyd & Ibo van de Poel - 2008 - Science and Engineering Ethics 14 (3):433-447.
    This paper describes a teaching methodology whereby students can gain practical experience of ethical decision-making in the engineering design process. We first argue for the necessity to teach a ‘practical’ understanding of ethical issues in engineering education along with the usual theoretical or hypothetical approaches. We then show how this practical understanding can be achieved by using a collaborative design game, describing how, for example, the concept of responsibility can be explored from this practical basis. We conclude that the use (...)
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