The ultimate expectations that all Colleges of Engineering are challenged to meet are the Accreditation Board for Engineering and Technology [ABET] criteria. Included in the ABET 2000 criteria are very specific requirements for Colleges of Engineering to provide substantive course content focusing on ethical education and decisions that engineers will face in the real world. Ethics requirements are listed alongside technical and other social competencies. Science and engineering librarians are in an excellent position to partner with engineering faculty to design and participate in course content and instruction. Specific issues involving ethics are woven through the fabric of library instruction. Information literacy focuses on educating engineering students about thoughtful evaluation of web and scholarly resources. As the presence of the Internet grows exponentially, we cannot assume that students are equipped with skills to objectively research and evaluate resources. In addition, the 'Napster Generation' can have an entirely different perspective on fair use and appropriation of information accessed, resulting in problems ranging from improper citation of resources to plagiarism. This paper will focus on the convergence of these important contextual elements followed by specific ways that engineering and library faculty can partner to include ethics within the context of both programmatic and course offerings. Engineering librarians and faculty are encouraged to share further ideas of specific subject content applicable to the infusion of ethics in course instruction.
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