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Engineering Education needs to address both current and future economic, social and environmental challenges. An understanding of ethics, ethical decision making and responsibilities becomes a necessary tool for the global engineer, which helps support his/her day-to-day activities, as well as international policy making.

Objectives

  • Establish a network of educators and practicing engineers who want to develop ethics education
  • Stimulate discussion, opinion formation and decision making about the needs and opportunities for ethics in the engineering curricula
  • Share experiences, practices, developments and teaching resources in ethics and ethical leadership education

Activities

  • Organisation of themed workshops at the SEFI Annual Conference
  • Organisation of themed workshops, seminars and a two day school during the whole year
  • Joint research and publications in the field of Engineering Ethics Education, such as the Handbook of Engineering Ethics Education Research, and an international comparative research study on ethics in accreditation
  • Editing theSEFI Ethics Special Interest Group Newsletter and thematic opinion pieces
  • Facilitating the development of international research groups on specific themes of engineering ethics education: accreditation, emotions. Feel welcome to contact the co-chairs to propose new thematic projects
  • Capacity building in engineering ethics education, with a current focus on Eastern Europe

SEFI Ethics Editorials

Generative AI and the role of uncertainty in classroom assessmentAndrew Katz, Virginia Tech, USA.

AI and education for global justice Vlasta Sikimić (TU Eindhoven, The Netherlands)

The choreography of virtues for living with AI Constantin Vică (University of Bucharest, Romania)

Benchmarking AI tools and assessing integrity – Sasha Nikolic (University of Wollongong, Australia) and Scott Daniel (University of Technology Sydney, Australia)

How to counter the tech titans’ futuristic narratives about AI? – Maximilian Rossmann (Maastricht University, The Netherlands)

Discussing “plausible nonsense” and “carbon footprint” in engineering ethics – Cécile Hardebolle (EPFL, Switzerland) and Vivek Ramachandran (UCL, UK)

The Human-Centered AI Masters programme Mihály Héder (Budapest University of Technology and Economics, Hungary)

Data is Never biased, and AI is Never Unethical – Nael Barakat (University of Texas, US)

Dialogic Praxis to love the world and assume responsibility to save it Patric Wallin, Norwegian University of Science and Technology, Norway.

We become what we repeatedly do: The argument for ethics in an integrated curriculumJohn Mitchell, Centre for Engineering Education, University College London, The UK.

Rewarding collective progress – Fostering learning communities within the engineering curriculum Rubaina Khan & James Slotta, Ontario Institute for Studies in Education, University of Toronto.

Change in Engineering Education: Keeping things afloat or building a better boat in a choppy uncontrollable seaJenni Case, Virginia Tech, The US.

Change in Engineering EducationFaris Tarlochan, Qatar University, Qatar.

Reframing Racial Equity in Engineering Education Diana A. Chen, Susan M. Lord, G. D. Hoople, Department of Integrated Engineering, University of San Diego, USA; Joel Alejandro Mejia, Department of Biomedical and Chemical Engineering and Department of Bicultural-Bilingual Studies, University of Texas at San Antonio, USA.

Insights for engineering ethics education system changeGunter Bombaerts and Diana A. Martin

Addressing tensions between student learning and community benefits in service-learning – Adetoun Yeaman (Wake Forest University, USA) and Linjue Wang (University of Michigan, USA)

Student organizations as critical learning sites for ethical development of engineering students – Luan M. Nguyen (Iowa State University, The US)

The importance of socialisation and motivation in immersive work-based learning models in engineering education – Jeffrey Buckley (Technological University of the Shannon, Ireland) and Jason Power (University of Limerick, Ireland)

AREA (Anticipation, Reflection, Engagement and Action) framework is used to connect responsible innovation and challenge-based learning at UCL – Kate Roach and Tilley Emanuela (University College London, The UK)

Real Challenges for Real Responsible Engineers – On Challenge-based Learning for Engineering Ethics Education – Christian Herzog (University of Lübeck, Germany)

Challenge-Based Learning As A Tool For Socially Oriented Education, A Lifelong Learning Approach – Jorge Membrillo-Hernández, Genaro Zavala and Jin Michael Fung (Tecnologico de Monterrey, Mexico)

Implementing challenge-based learning for university students, technicians, elementary and middle school students in the Biorefineries and Renewable Energies Supported by ICT project (BERSTIC) – Ramón Fernando Colmenares-Quintero and Sergio Barbosa-Granados (Universidad Cooperativa de Colombia, Colombia)

The Green Competence Sustainability Competence Framework stimulates engineering ethics – Alfredo Soeiro (AECEF, Portugal)

Video on engineering ethics education in an interdisciplinary challenge-based learning course – Gunter Bombaerts, Adam Watkins and Regina Lüttge (TU Eindhoven, the Netherlands)

Sustainability should become our new religion – Aleksandra Evtimova and Simona Eichkorn (TU Eindhoven, the Netherlands)

Advances towards Embedding Sustainable Development in Engineering Degrees, a case at the University of the Basque Country – Zaloa Aginako, Teresa Guraya (School of Engineering of Bilbao, Spain)

Students need non-technical competences and holistic learning for sustainability success – Una Beagon (TU Dublin, Ireland) and Klara Kövesi (ENSTA Bretagne, France)

Siemens Skills for Sustainability Network – How can industry play their part in developing engineering students with skills for sustainability? – Jennifer Bradford, Siemens

Sustainability as a university top priority starts with students making it their personal priority Fionn Rogan (University College Cork, Ireland)

What can mindfulness offer to engineering education for sustainable development? Ana M. Gómez Olmedo (ESIC University)

Understanding students’ engament and agentic behavior towards sustainability in a PBL environmentAida Guerra, Aalborg University, Denmark

From apathy to empathy: A journey in understating students’ engagement in issues of sustainability– Natalie Wint (Swansea University, UK)

Navigating the complex landscape of sustainable engineering design: Skills and mindsets over methods and tools– Jordan Nickel, Rob Duimering, Ada Hurst (Department of Management Sciences, University of Waterloo, Ontario, Canada)

Teachers’ pedagogical support for sustainability integration – Paula Schönach, Meeri Karvinen, Noora Jaakkola (Aalto University, Finland)

How Do You Create Passion And Potential To Contribute To A Safe And Just World? Dr Jonathan Truslove, Education Lead, Engineers Without Borders UK 

Redefining the “dominated” power position in global engineering and in globalization studies in engineering education Esther Matemba (Curtin University, Australia)

More Intercultural Ethics of TechnologyAlessio Gerola (Wageningen University, The Netherlands )

Broadening Western engineering ethics with religious and cultural values from different parts of the World – Balamuralithara Balakrishnan (Sultan Idris Education University, Malaysia)

Engineering Ethics Education: An Indian PerspectiveSatya Sundar Sethy (Associate Professor of Philosophy, Indian Institute of Technology Madras, Chennai, India)

Ethics in Engineering Education. Case study of mining in South AfricaMalebogo Ngoepe, Corrinne Shaw, Kate le Roux and Brandon Collier-Reed (University of Cape Town, South Africa)

Developing students’ understanding of context through a humanities-informed engineering course Kirsten A. Davis, Siddhant S. Joshi, Lori Czerwionka, Gabriel Rios Rojas, Francisco J. Montalvo Purdue University, USA

Engineering Education and Practice: Assessing the State of the Art Rana Tallal Javed (Ibtidah Solutions and University of Oslo, Norway), Junaid Qadir (Qatar University, Doha, Qatar)

Urban water provision; Engineering considerations and Ethical [Framings,] – Edmond Byrne, University College Cork, Ireland

Rethinking Success and Failure in Community-Oriented Engineering – Ben Pauli, Kettering University, USA

TEK and the Challenge of a “Broad” Water Ethics – Ricki Levi, Jindal School of Environment and Sustainability, O.P. Jindal Global University, Sonipat, India; Daniel Mishori, Porter School of the Environment and Earth Sciences, Tel Aviv University, Israel

Why Engineers should care about Water EthicsIngrid Leman Stefanovic, Professor Emerita, University of Toronto, Canada

A Water Ethics Framework for Engineers – David Groenfeldt, Director Water-Culture Institute & University of New Mexico in the US

Water Cooperation Quotient- An Engineering Perspective – Ilmas Futehally, Executive Director Strategic Foresight Group, Mumbai, India

Creating space for ethical discussion in environmental engineering education – Sarah Cotterill, University College Dublin, Ireland

Engineering Ethics in Romania: an anemia diagnosisMircea Toboșaru, University Politehnica of Bucharest, Department of Teacher Education and Social Sciences Engineering Ethics in Romania

Engineering ethics education: insights from Spain and PortugalLuis Adriano Oliveira, Ester Gimenez Carbó and Alfredo Soeiro

Ethics for Comprehensive Engineers: A Retrospective and Prospective Sketch of TU Delft’s Engineering Ethics EducationNeelke Doorn, Lavinia Marin, Sabine Roeser, Taylor Stone, Janna van Grunsven

The place of ethics in the French engineering school accreditationYann Serreau, Campus d’enseignement supérieur et de formation professionnelle, CESI, France
Check Your Tech: A European Perspective on the Teaching of Ethics to Computer Science StudentsDympna O’Sullivan, Damian Gordon, Ioannis Stavrakakis (TU Dublin)

SEFI Ethics Newsletters

 CO-CHAIRS

Helena Kovács

Ecole Polytechnique Fédérale de Lausanne EPLF
Lausanne, Switzerland

Diana Martin

University College London
London, United Kingdom

Latest news

Call for participation in the 2024 SEFI Ethics Spring School

Democracy in Engineering Education Do we need ethics or sustainability in engineering? How to decide on this question? SEFI Spring School 2024 is jointly organized by the two SEFI Special Interest Groups on Ethics and Sustainability. Date: 10 – 12 April…

Generative AI. Generating morality. Generating Engineering Ethics Education.

Dear reader, Fall 2023. What an exciting time to be in engineering education! We all have been preaching our entire careers, be it months or decades, that engineering students should be scaffolded to develop themselves as more responsible engineers. We,…

Plausible Nonsense and Carbon Footprint: Micro and Macro Ethics of Generative AI in the Classroom

A paradigm shift has occurred in the discourse around the influence of Artificial Intelligence (AI) on our livelihood over the past year 2022 due to the release of multiple Generative AI-tools i.e., tools that generate audio/visual/text-based content using large datasets…

Generative AI and the role of uncertainty in classroom assessment

Almost one year ago, OpenAI released ChatGPT for public use. In the following months, other large organizations started releasing competitor large language models for text generation.  To some observers, these technologies opened a Pandora’s box. Downsides from the perspective of…

AI and education for global justice

The potential use of advanced digital tools in education extends over algorithmic grading, individualized feedback, attention measuring using eye-tracking and other tools, the use of virtual reality or augmented reality in classrooms, etc. Moreover, the questions of whether and how…

Benchmarking AI tools and assessing integrity: Assessment integrity in the AI age

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The choreography of virtues for living with AI

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How to counter the tech titans’ futuristic narratives about AI?

In the ever-evolving landscape of education and technology, the spotlight has recently been seized by innovations in the world of Artificial Intelligence (AI). One particular manifestation of AI, transformer-based models like GPT-3, has been making waves not just within academic…

The Human-Centered AI Masters programme

A consortium of four European universities – three of them SEFI members-, together with research institutes and AI companies have established the Human-Centered AI Masters Programme (HCAIM), which has launched last year at (alphabetical order) Budapest University of Technology and…

Data is Never biased, and AI is Never Unethical

According to a report by Goldman Sachs, Generative Artificial Intelligence (AI) presents the potential to raise the global GPD by 7% (Goldman Sachs Report).  Considering the recent vast and rapid advances in implementing AI in every aspect of life, qualifications…

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