The Routledge International Handbook of Engineering Ethics Education

Introduction: Mapping engineering ethics education

Section 1: Foundations of engineering ethics education

Overview by Thomas Taro Lennerfors

1 The purposes of engineering ethics education

Qin Zhu, Lavinia Marin, Aline Medeiros Ramos, and Satya Sundar Sethy

2 Ethical theories

Michael Kühler, Natalie Wint, Rafaela Hillerbrand, and Ester Gimenez-Carbo

3 Individual and collective dimensions of ethical decision-making in engineering

Kari Zacharias, Marion Hersh, Andrew O. Brightman, and Jonathan Beever

4 Reason and emotion in engineering ethics education

Nihat Kotluk, Johanna Lönngren, and Roland Tormey

5 Professional organizations and codes of ethics

Jeff R. Brown, Leroy Long, III, Taylor Mitchell, and Renato Bezerra Rodrigues

6 A post-normal environment-centered approach to engineering ethics education

Shannon Chance, Tom Børsen, and Gaston Meskens

7 Engineering ethics education and artificial intelligence

Cécile Hardebolle, Mihály Héder, and Vivek Ramachandran

Section 2: Interdisciplinary contributions to engineering ethics education

Overview by Roland Tormey

8 Engineering ethics education through a critical view: some philosophical foundations

Cristiano Cordeiro Cruz, Aline Medeiros Ramos, and Jie Gao

9 Sociological, Postcolonial, and Critical Theory Foundations of Engineering Ethics Education

Robert Braun, John Kleba, and Richard Randell

10 Psychological Foundations of Engineering Ethics Education

Inês Direito, Curwyn Mapaling, and Julianna Gesun

11 Organization studies and engineering ethics education: Response-able engineering and education, situating ethics-in-practice

Silvia Bruzzone and Silvia Gherardi

12 Ethics and engineering design foundations

Diana Bairaktarova, Natalie Wint, and Mauryn C. Nweke

13 Law in engineering ethics education: An exploration

Andreas Kotsios, Thomas Taro Lennerfors, and Mikael Laaksoharju

Section 3: Ethical issues in different engineering disciplines

Overview by Tom Børsen

14 Ethical considerations in civil engineering

Irene Josa, Ester Giménez-Carbo, and Christina Nick

15 Ethical issues in mechanical and aerospace engineering

Aaron W. Johnson, Corin L. Bowen, Cristiano Cordeiro Cruz, and Renato Bezerra Rodrigues

16 Ethical issues in electronic and electrical engineering

Susan M. Lord and John E. Mitchell

17 Ethics in chemical engineering

Jan Mehlich, Tom Børsen, and Dayoung Kim

18 Ethical issues in software engineering

Stephanie J. Lunn, Isis Hazewindus, Prajish Prasad, and Vivek Ramachandran

Section 4:  Teaching methods in engineering ethics education

Overview by Diana Martin

19 Literature review of teaching methods: Trends and ways forward to support engineering ethics instruction

Madeline Polmear, Tom Børsen, Heather Love, and Amir Hedayati

20 Teaching ethics using case studies

Christian Herzog, Aditya Johri, and Roland Tormey

21 Embedded ethics in problem design: The case of problem-based learning in engineering and science

Henrik Worm Routhe, Jette Egelund Holgaard, and Anette Kolmos

22 Teaching responsible engineering and design through value-sensitive design

Andrea R. Gammon, Annuska Zolyomi, Richmond Y. Wong, Eva Eriksson, Camilla Gyldendahl Jensen, and Rikke Toft Nørgård

23 Ethics in service-learning and humanitarian engineering education

Scott Daniel, Adetoun Yeaman, and William Oakes

24 Arts-based methods in engineering ethics education

Sarah Jayne Hitt, David D. Gillette, and Lauren E. Shumaker

25 Reflective and dialogical approaches in engineering ethics education

Lavinia Marin, Yousef Jalali, Alexandra Morrison, and Cristina Voinea

Section 5: Assessment of different aspects of engineering ethics education

Overview by Gunter Bombaerts

26 A framework for the assessment of ethical competencies and affective dispositions

Elena Mäkiö, Tijn Borghuis, Juho Mäkiö, and Jolanta Kowal

27 Assessing attitudes and character in engineering ethics education: Current state and future directions

Adetoun Yeaman, Balamuralithara Balakrishnan, Olga Pierrakos, and Elise M. Dykhuis

28 Employing epistemic micro-practices to assess progress and barriers in engineering students’ ethics development

Siara Isaac and Ashley Shew

29 Aspirations for ethical education in engineering curricula envisioned through the quality lens of Goodlad typology

Emanuela Tilley, Nienke Nieveen, Christine Boshuijzen-van Burken, and Folashade Akinmolayan Taiwo

30 Assessing engineering ethics education leveraging stakeholder engagement in engineering programs

Alison Gwynne-Evans, Irene Magara, Esther Matemba, and Sarah Junaid

31 Two criticisms of engineering ethics assessment: The importance of behaviors and culture

Rockwell Clancy, Xin Luo, Chunping Fan, and Fumihiko Tochinai

Section 6: Accreditation and engineering ethics education

Overview by Shannon Chance

32 Foundational perspectives on ethics in engineering accreditation

Brent K. Jesiek, Qin Zhu, and Gouri Vinod

33 Contextual mapping of ethics education and accreditation nationally and internationally

Sarah Junaid, José Fernando Jiménez Mejía, Kenichi Natsume, Madeline Polmear, and Yann Serreau

34 Accreditation and licensure: Processes and implications

Angela R. Bielefeldt, Diana Martin, and Madeline Polmear

35 A feminist critical standpoint analysis of engineering ethics education and the powers at play in accreditation, research, and practice

Jillian Seniuk Cicek, Robyn Mae Paul, Diana Martin, and Donna Riley

36 Accreditation processes and implications for ethics education at the local level

Helena Kovacs and Stephanie Hladik

Biography

Shannon Chance is Lecturer and Program Chair at Technological University Dublin, Ireland; Honorary Professor at University College London, UK; Deputy Editor of the European Journal of Engineering Education (EJEE); Registered Architect; and former Professor of Architecture at Hampton University, USA.

Tom Børsen is Associate Professor in Techno-Anthropology, Department of Sustainability and Planning, Aalborg University, Denmark, and a member of the research group in Techno-Anthropology and Participation (TAPAR) as well as of the board of the think tank Techno-Ethics.

Diana Adela Martin is a Senior Researcher with the Centre for Engineering Education, University College London, UK, holding a doctorate in engineering ethics education from Technological University Dublin (TU Dublin) in Ireland.

Roland Tormey is a sociologist and a Senior Scientist in EPFL (Swiss Federal Institute of Technology), Switzerland, where he leads the Teaching Support Centre.

Thomas Taro Lennerfors is Professor and Head of the Division of Industrial Engineering and Management, Uppsala University, Sweden.

Gunter Bombaerts is Assistant Professor in Philosophy and Ethics, Industrial Engineering and Innovation Sciences, Eindhoven University of Technology, the Netherlands.