|
Special issue launch: Adding to the literature on engineering ethics education is a new special focus issue of the Australasian Journal of Engineering Education. The introduction by the guest editor Shannon Chance presents the nine manuscripts and explains ties across them. The set covers ethical decision-making models and pedagogical techniques, philosophical aspects of ethics in engineering practice and education, ethics in accreditation, and the role of extra-curricular activities and gaming platforms in students’ ethical development. The set has been released digitally and will soon be published in hard copy as well. Many of the articles are open access, and a link to each is provided below. Gwynne-Evans, Junaid and Chetty argue for a repositioning of ethics at the heart of engineering graduate attributes. Martin, Conlon and Bowe examine how cases are used in the teaching of engineering ethics and argue for the use of immersive scenarios and active stakeholder engagement, as well as for the development of local repositories and metrics of effectiveness. Stransky, Bodnar, Anastasio and Burkey explore the power of immersive environments that encourage authentic, high-level engagement by students. Sivaraman proposes a 4-tier rubric for evaluating engineering students’ ethical decision-making skills in the context of hypothetical scenarios. Lawlor offers a dissenting perspective to the teaching of engineering ethics through case studies and he recommends mirroring practices used in the education of philosophers—reading, lectures, discussion, and assessment—so that students are equipped to think critically about the profession. Hess, Miller, Higbee, Fore and Wallace explore empathy and ethical becoming, with the aim of helping Biomedical students recognize issues in practice environments. Frigo, Marthaler, Albers, Ott and Hillerbrand bring to the forefront the role of phronesis and virtues in engineering education. Advocating an authentic approach to teaching ethics, Polmear, Chau and Simmons highlight the role that informal, out-of-class, or extra-curricular activities play in the students’ ethical development. Finally, Chance, Lawlor, Direito and Mitchell assess ramifications of traditional approaches to teaching ethics by asking civil engineers how they had learned about ethics and find that lessons of codes and professional practice were likely present in their engineering courses but completely unmemorable.
|
|
Call for teaching resources: The Environmental Philosophy Teaching Resources Project of the International Society for Environmental Ethics invites you to share Syllabi, Assignments, Class Activities, and other Pedagogical Resources related to environmental philosophy, environmental ethics, environmental justice, and cognate fields. The goal is to provide resources for stand-alone environmentally-focused classes, as well as for environmentally-related units in broader courses (e.g., a section on climate refugees in a political science class, a case study on the Standing Rock Sioux resistance to the Dakota Access Pipeline in an Indigenous studies course, a discussion of environmental risk assessment in an epistemology class, etc.). Contributions will be used to develop a curated collection of materials that will be freely available on the ISEE website . Please submit teaching materials by July 30, 2021 via the following Google forms link.
|
|
Call for survey participation: Johannes Siegrist (Heinrich Heine University, Germany) and Ulrike Bollmann (German Social Accident Insurance) conduct a study on the integration of the UN Sustainable Development Goal on ‘decent work and productive employment’ (SDG 8) into higher education. Those who would like to participate in the study are asked to complete this questionnaire until 15th July: https://befragungen.dguv.de/evasys/online.php?p=GL8XY More details about the study can be found at our website. |
|
|
| |
|
|
