(2450) ARE WE TEACHING ENGINEERING ETHICS IN THE RIGHT WAY? EVIDENCE FROM A STUDENT SURVEY

摘要

Awareness about Ethics is one of the most important learning outcomes required by governments as condition to approve the work of high education institutions that form students in all the technical disciplines. In Sweden, for example, the study programs should conform with the Higher Education Ordinance. The following translated extract provides the indication about the required learning outcome in the domain of ethics for all the technical graduates in Sweden: "Demonstrate ability to make judgments taking into account relevant scientific, social and ethical aspects as well as show awareness of ethical aspects of research and development work". In line with its purpose, while indicating the skills to be acquired, the formulation of this learning outcome leaves to each institution the decision about the detailed content and context for these abilities. One outstanding consequence of this freedom of defining the objectives in teaching ethics is that there is not consensus about the best way of doing it. Literature indicates and characterizes the three most popular delivery models in the domain of engineering. While the Standalone course, often delivered by external staff (ex. Philosopher) is a very efficient way of covering ethics in a higher education program, the embedded method is resource intensive but has been found to be more rewarding for the students. A strong argument for involvement of faculty members in the teaching of ethics is to send an indirect message to the students that ethics matter.