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October 2021

SEFI Ethics Special Interest Group Newsletter

Coming up in this month’s newsletter

Dear reader,


We had a rich autumn, as the workshop of our special interest group hosted during the SEFI conference and our dedicated online seminar aimed to bring in perspectives on the institutionalisation and teaching of ethics in diverse national contexts. This reflection on the borders and walls that exist between countries in what concerns access to funding, national requirements and overall support complemented the location of this year’s SEFI conference in Berlin. Our November newsletter reports on our two events, by bringing various perspectives and experiences set in the national context of our contributors.


Alongside these contributions, you can find our usual input on upcoming events and recently published articles on Engineering Ethics Education.


We wish you a good read, and hope you will react to the opinions expressed or share with us how you teach ethics on Twitter by using #SEFIethics


Gunter Bombaerts and Diana Martin

The SEFI annual conference brought us to Berlin, a virtual location which allowed the members of the SIG Ethics group to reflect on expanding the boundaries of engineering ethics education and research towards the study of emotions or the use of the tools of sustainability sciences, but also on the ways in which borders act as a boundary to the discipline itself. We recognise a great variation in the implementation of ethics in different national contexts, manifest in the lesser or more frequent presence of ethics in the engineering curriculum, its method of implementation, the learning goals pursued, the teaching and assessment methods employed, the coverage of issues, as well as in the degree of institutional and policy support. Our contributors make a step towards a diagnosis of the current state of engineering ethics education in some of the European countries represented in our November newsletter.

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Mircea Toboșaru finds that at present, Engineering ethics in Romania is anaemic. He notes that as the economy recovered and private and successful technological companies emerged after the fall of communism, companies starting having ethics codes for their engineers. Yet, the relation between engineering and ethics has been only rarely explored in the educational context. A few graduate courses in different major university centers focused primarily on ethics, general philosophy, and the philosophy of technology, and there is only one active academic research center.

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In their editorial Engineering ethics education: insights from Spain and Portugal, Luis Adriano Oliveira and Alfredo Soeiro describe their efforts into developing this discipline and creating a network of peers. The Working Group “Ethics in Engineering Education” (WG-EEE) is an integral part of the Portuguese Society for Engineering Education (SPEE). Its main objective is to sensitize students in engineering courses to the importance of integrating the ethical aspect in their current training, as students, and in their subsequent activity, as future professionals. Alongside Ester Gimenez Carbó, the three contributors also reflect on the context of engineering ethics education in Spain and the importance of focusing on the Sustainable Development Goals, which was the focus of the SEFI online ethics seminar held in September.

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In Netherlands, TU Delft has been championing innovative and philosophically infused approaches to the teaching of engineering ethics for over two decades. Neelke Doorn, Lavinia Marin, Sabine Roeser, Taylor Stone, Janna van Grunsven reflect on the 20 year journey of TU Delft in implementing ethics and how it is informed by Responsible Research and Innovation, Design for Values and Risk-ethics. Each of these theoretical approaches encourages students to take a proactive attitude with respect to their projects and profession, thinking creatively about – and taking responsibility for – how to both prevent harm and do good via the technologies they help develop.

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Yann Serreau reflects on The place of ethics in the French engineering school accreditation. Two questions that Yann Serreau highlights touch on whether the capabilities required should be more precisely defined and whether the evaluation system should check even more rigorously how the acquisition of these capabilities is assessed. The editorial reports on a forthcoming publication of the SEFI Ethics policy group, co-authored by Sarah Junaid, Helena Kovacs, Diana Adela Martin and Yann Serreau, which is dedicated to analysing the differences of national accreditation requirements purporting to ethics.

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Zooming out from a specific national context, Dympna O’Sullivan, Damian Gordon, Ioannis Stavrakakis turn their lenses to offer A European Perspective on the Teaching of Ethics to Computer Science Students. They report on a study conducted under the flagship of the project Ethics4EU, which enquired how computer ethics is taught in programmes across EU. Their findings reveal a strong need for the development of an open set of computer ethics teaching materials that combine the expertise from several Computer Science departments, but also in partnership with Ethics departments and other related disciplines.

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The differences and deficiencies portrayed across the borders make the case for unitary efforts in strengthening the discipline and the professional status of those who teach engineering ethics. Here at the SEFI SIG Ethics, we aim to join and support these efforts.


Until soon,



Gunter Bombaerts and Diana Martin 

Invitation: SEFI SIG Ethics online seminar series

Our upcoming online workshop is dedicated to the topic of promoting STS postures. We hope to see you, by registering at the following link! Please check your spam folder if you haven’t received the registration info, or contact Diana ([email protected]).

Wednesday, 10 November, 14.30-16.30 CET / 8:30-10:30 EST



Taking STS postures is about having fun and agency as teachers and students. How we hold ourselves and move about (literally our bodies) in relation to each other, STS, education, science and technology as key to having agency in the future of science and technology. The Science, Technology and Society (STS) program at the University of Maryland aims to help STEM students to challenge the status quo and show them they have agency to change it. In the classroom, we try to fight the impulse to see human agency as limited in a technologically dominated world. We challenge STEM students to see themselves as socially responsible change agents in that world. During this seminar, we will ask for your participation in a couple of examples of how we encourage STS postures in our students.



Speakers: David Tomblin and Nicole Mogul (Science, Technology and Society: University of Maryland College Park)

Register here

Tuesday, 15 December, 16.00-18.00 CET // 11.00-13.00 EST



The seminar will bring to the forefront the question of what it means to teach engineering ethics in a global manner and share perspectives on the teaching of ethics from diverse cultural contexts. Speakers will explore issues ranging from the impact of a dominant culture that is manifest in engineering ethics education to examples on how to broaden the teaching of ethics in a culturally inclusive manner.



Speakers: Glen Miller (Texas A&M University, USA), Alexandra Kazakova (Gubkin Russian State University, Russia), Satya Sundar Sethy (Indian Institute of Technology Madras, India), Qin Zhu (Colorado School of Mines, USA)

Register here

If you wish to propose a theme for a future ethics seminar, or are interested in organizing such a seminar yourself, please contact Diana ([email protected]).

News and initiatives

Launch of LANCSET: Qin Zhu and Rockwell Clancy have recently launched LANCSET, the Laboratory & Network for the Cultural Studies of Engineering & Technology, based in the Colorado School of Mines. LANCSET is an open, inclusive laboratory & community consisting of scholars committed to studying technology and engineering from culturally responsive perspectives. The group is committed to making visible and challenging cultural values and ideologies prominent in training, practices, and policies surrounding engineering and technology, using empirical and experimental methodologies to study the effects of cultural values and norms on these environments. LANCSET explores cultural factors affecting technological ecologies responsible for deprioritizing, marginalizing, or excluding individuals and groups, working to incorporate cultural resources from overlooked, non-Western traditions – especially Confucianism – into the design of professional training and emerging technologies, for example, robotics and AI-enabled technologies. It conducts philosophical and critical studies of cultural practices in engineering education (e.g., medicalization and psychologization). To learn more this work and explore collaborative opportunities, please visit LANCSET’s website

Launch of Africa chapter of the Engineering Education Researchers Network (EERN – Africa): EERN Africa is a network of African Engineering Education Researchers that developed through a WhatsApp group with the purpose of building community and strengthening African engineering education through research. The group, whose members range from experts to developing EE researchers from different countries in the African Continent, has two primary objectives: (1) to provide research-based solutions to engineering education problems that are applicable to the African context and (2) to foster representation of the African perspective of engineering education practice in the international scene through publication. The role of EERN – Africa is to build individuals’ capacity to produce high-quality EER. Activities include: Building relationships; sharing information, knowledge, and experiences; peer learning and learning by doing; supporting each other’s work. If you are interested in joining the group, please email Dr. Esther Matemba at [email protected]

Special issue on engineering ethics of the Japanese Society for Engineering Ethics: The special issue puts forward Japanese based perspectives on the teaching and assessment of engineering ethics. It can be accessed here.

Bad Blood – The Final Chapter: The podcast series by John Carreyrou follows in detail the proceedings of the trial of Theranos co-founders Elisabeth Holmes and Ramesh “Sunny” Balwani. Once described as the next Steve Jobs, Elisabeth Holmes is facing several federal fraud charges over allegations that she misled investors, doctors, and patients about the blood-testing technology of Theranos. The podcast is a follow-up to John Carreyrou’ highly acclaimed investigative journalism conducted with the help of Theranos whistleblowers, rendered in his book Bad Blood. The podcast can be accessed at link.

Extracting Accountability - Engineers and Corporate Social Responsibility: In this newly launched book, Jessica Smith investigates how the public accountability of corporations emerges from the everyday practices of the engineers who work for them. Focusing on engineers who view social responsibility as central to their profession, she finds the corporate context of their work prompts them to attempt to reconcile competing domains of accountability—to formal guidelines, standards, and policies; to professional ideals, to the public, and to themselves. Their efforts are complicated by the distributed agency they experience as corporate actors: they are not always authors of their actions and frequently act through others. Drawing on extensive interviews, archival research, and fieldwork, Smith traces the ways that engineers in the mining and oil and gas industries accounted for their actions to multiple publics—from critics of their industry to their own friends and families. More information about the book by Jessica Smith is available on the publisher site.

Open calls - Upcoming events

SEFI SiG Ethics Workshop - STS Postures: Changing How Undergraduate STEM Students Move Through the World

Wednesday, 10 November, 2.30-4.30 PM CET / 8:30-10:30 AM EST – Registration

SEFI SiG Seminar: Global perspectives for engineering ethics education

Wednesday, 15 December, 16-18 CET / 10-12 EST - Registration

31st APPE Annual Conference

24-27 February 2022, Cincinnati, Ohio, the US - Call for abstracts (dl 8 November)

The 18th CDIO International Conference
13-15 June 2022, Reykjavik, Iceland – Call for Abstracts (dl 15 November)

The 22nd ASEE Annual Conference and Exposition

26-29 June 2022, Minneapolis, USA - Call for abstracts (dl 8 February 2022)

World Engineering Education Forum and the Global Engineering Deans Council

15-18 November 2021 (Madrid, Spain, hybrid) – Registration

REES and Australasian Association for Engineering Education

5-8 December 2021 (Perth, Australia, hybrid) - Registration

Recent articles and publications

Recent publications and articles dedicated to engineering ethics education are now available on our website. 

The Ethics SIG Newsletter is issued 10 times per year and aims to share information on latest engineering ethics research and practices. If you would like to join the mailing list please use the form on the SEFI Ethics SIG website.


If you have something you want to share in the newsletter (great ideas, upcoming workshops, nice experiences …), let us know: Diana ([email protected]) and Gunter ([email protected]) Or connect with us on Twitter using #SefiEthics to signal publications, initiatives or events for inclusion in the newsletter

SEFI thanks its corporate partners for their support:

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