REGISTRATION OPEN: SEFI Ethics Spring School
The SEFI Ethics Spring School 2021 will offer one and a half days of interactive workshops, papers, and discussions on new ideas and practices in teaching and researching engineering ethics.
SEFI @ work: Inspiration events – Using case studies in engineering ethics education
Ethics Seminar: Using case studies in engineering ethics education 04 March 2021, 15-17:00 CET - online Register here Speakers: Cindy Rottmann (University of Toronto, Canada) Decoupling ethics from equity is neither ethical nor equitable Aditya Johri (George Mason University, USA) Implementing…
Engineering ethics and the professionalization of engineering in France: a personal journey
Christelle Didier, University of Lille, France A few years after I had given up engineering education to embrace social work and education, a question made me become a researcher « Why are there code of ethics written by engineers for engineers…
Increasing the importance of ethics in engineering education in Portugal with accreditation bodies and associations of engineers
Fátima Monteiro, (Instituto Superior de Engenharia de Coimbra) and Carlinda Leite (Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto ) Portugal The professional practice of engineering implies decisions that often lean on ethical and deontological issues,…
What we assess for accreditation and what we teach need not be completely aligned
Donna Riley (Kamyar Haghighi Head of the School of Engineering Education at Purdue University, US) Across its many disciplines and settings, engineering maintains ethical standards that guide professional practice. Ethics is an essential component of preparation for an engineering career…
Restricting accreditation to “objective” content knowledge precludes a focus on values and attitudes indispensable for a practising engineer
Alison Gwynne-Evans (Professional Communication Studies, University of Cape Town, South Africa) In South Africa, the accreditation of engineering programmes at undergraduate level is formulated by the Engineering Council of South-Africa (ECSA) in terms of three criteria, positioned at different levels…
How accreditation leads to Japanese-specific teaching materials for Japanese-specific engineering ethics
Hidekazu Kanemitsu (Kanazawa Institute of Technology, Japan) Accidents and accreditation In Japan, engineering ethics education is widespread, and offered by many engineering academic and professional societies. Two important reasons are the internationalization of engineering education and the establishment of an…
Successfully Pivoting to an Online Process of Engineering Programme Accreditation
Catherine Deegan (School of Electrical and Electronic Engineering, TU Dublin, Ireland) https://twitter.com/cath_deegan In Ireland, engineering programmes are accredited every 5 years. Engineers Ireland developed a set of criteria, ranging from specific programme skills and knowledge to the more general, transversal…
The role of top-down and bottom-up efforts for broadening engineering ethics education
Sarah Junaid (Aston University, UK) Accrediting bodies are increasingly expecting to see evidence in the delivery and assessment of ethics throughout engineering programmes. From the UK and Irish context, and the national picture elsewhere, ethics has begun to play a…
Interactive Course for Control Theory: an Erasmus+ Project
FROM MEMBERS Students from the engineering schools around the world often find Control Theory very challenging compared to other engineering courses. Therefore, teachers and researchers from University of Ljubljana (Slovenia), Budapest University of Technology and Economics (Hungary), University of Pisa…