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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 or seminars during the whole year
  • Joint research and publications in the field of Engineering Ethics Education
  • Reporting on congresses, conferences or different meetings that take place all over the world, related to the ethics of engineering and engineering ethics education
  • Preparation the SEFI Ethics Special Interest Group Newsletter

SEFI Ethics Editorials

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

Technische Universiteit Eindhoven
Eindhoven, Netherlands

Latest news

SEFI@work: ‘Experiencing stakeholder dynamics around emerging technologies: Theatrical role-plays in engineering education’

November 21st from 15:00-17:00 CET Experiencing stakeholder dynamics around emerging technologies: Theatrical role-plays in engineering education is a practical online seminar that can help you to understand how a role-play simulation is a powerful means for students to learn about…

Badass Heroes

Adam Watkins, TU Eindhoven, the Netherlands Anco Peeters, Radboud University , The Netherlands You’re more likely to find us dropping into a science fiction book rather than one of the classics. We have nothing against literary heroes such as Huckleberry…

The importance of socialisation and motivation in immersive work-based learning models in engineering education

Jeffrey Buckley, Faculty of Engineering and Informatics, Athlone Campus, Technological University of the Shannon: Midlands Midwest, Athlone, Ireland Jason Power, School of Education, University of Limerick, Limerick, Ireland. The relationship between industry and academia remains as important as ever for…

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, Sergio Barbosa-Granados  Universidad Cooperativa de Colombia, Colombia University education must have a critical approach, which allows new professionals to contribute to the current difficulties of an increasingly changing society. Thus, one of the planet’s crises is that…

Real Challenges for Real Responsible Engineers – On Challenge-based Learning for Engineering Ethics Education

Christian Herzog, University of Luebeck, Germany The field of the ethics of technology is a vibrant one. In the advent of seemingly ubiquitous and pervasive digital technologies, artificial intelligence and autonomous systems, ethical and societal issues have received widespread interdisciplinary…

A framework for embedding responsible innovation in challenge-based learning at UCL:  Anticipation, Reflection, Engagement and Action (AREA)

Kate Roach, Emanuela Tilley, UCL, The UK Undergraduate programmes at UCL Engineering underwent major reform in 2014 with the inauguration of what became known as the Integrated Engineering Programme (IEP) (Graham 2018).  It consists of a series of modules and…

Addressing tensions between student learning and community benefits in service-learning in Engineering Education

Adetoun Yeaman, Wake Forest University, USA Linjue Wang, University of Michigan, USA Service-learning (SL) is becoming an increasingly valuable pedagogy in engineering education as it provides students with real-world exposure and hands-on experience. The essence of service-learning in engineering is…

Ethics and GreenComp

The Green Competence Sustainability Competence Framework stimulates engineering ethics Alfredo Soeiro – AECEF (www.aecef.net) The Green Competence Sustainability Competence Framework (GreenComp) has been published January 2022 by the Joint Research Centre of the European Union. It is the result of…

Challenge-Based Learning As A Tool For Socially Oriented Education, A Lifelong Learning Approach

Jorge Membrillo-Hernández, Genaro Zavala and Jin Michael Fung, Institute for the Future of Education, Tecnologico de Monterrey, Mexico Every element of the classroom has had an accelerated advance compared to the previous century and the past few decades. The reality…

Student organizations as critical learning sites for ethical development of engineering students

Luan M. Nguyen, Iowa State University, The US Engineering education tends to focus on technical aspects and issues internal to engineering practice (Nguyen et al., 2020). Although ethics is intrinsically part of engineering work, this focus on technical aspects has…

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