Engineering ethics at the Catholic University of Lille (France): Research and teaching in a European context

Didier, Christelle

doi:10.1080/03043790050200368

Cited by 23 publications

(15 citation statements)

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“…4 Another initiative has been the writing of a European textbook on engineering ethics, a project that was initiated by the European Ethics Network, a co-operation between the Ethics Centre in Lille (France) and the Catholic University of Leuven (Belgium). 5 Despite these initiatives, experiences with the teaching of engineering ethics in Europe are more limited and, indeed, more recent than those in the USA. In Delft, but probably also elsewhere in Europe, American courses on engineering ethics have provided an important example and point of reference.…”

Section: Teaching Engineering Ethics In Europe and The Netherlandsmentioning

confidence: 98%

“…This case method approach is also commonly used at other places where engineering ethics is taught. 17,5 In our courses, we try to select European or Dutch cases, but we also use certain well-known American examples. One of the European cases that we find particularly instructive is the Herald of Free Enterprise, a roll-on/roll-off ferry that capsized and sunk in Zeebrugge in 1987.…”

Section: Contents Of the Coursesmentioning

confidence: 99%

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Ethics and engineering courses at Delft University of Technology: Contents, educational setup and experiences

2001

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This article reports on the development and teaching of compulsory courses on ethics and engineering at Delft University of Technology (DUT). Attention is paid to the teaching goals, the educational setup and methods, the contents of the courses, involvement of staff from engineering schools, experiences to date, and challenges for the future. The choices made with respect to the development and teaching of the courses are placed within the European and Dutch context and are compared and contrasted with the American situation and experiences.

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Section: Teaching Engineering Ethics In Europe and The Netherlandsmentioning

confidence: 98%

Section: Contents Of the Coursesmentioning

confidence: 99%

Ethics and engineering courses at Delft University of Technology: Contents, educational setup and experiences

2001

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“…In academic settings, role-play is used to teach ethics in engineering (Cooley et al 1991;Didier 2000;Herkert 1997), journalism (Brislin 1995), business (Brown 1994;Raisner 1997;Sanyal 2000), clinical psychology (Johnson and Corser 1998), and health professions (Doron 2007;Garvin and Stefani 1993;Jensen and Richert 2005;Nelson and Eliastam 1991;Sofaer 1995).…”

Section: Role-playsmentioning

confidence: 99%

Development of Role-Play Scenarios for Teaching Responsible Conduct of Research

et al. 2010

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We describe the development, testing, and formative evaluation of nine role-play scenarios for teaching central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative evaluation surveys, students reported that the role-plays were more engaging and promoted deeper understanding than a lecture or case study covering the same topic. In the future, summative evaluations will test whether students display this deeper understanding and retain the lessons of the role-play experience.

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“…But the specific expectations placed upon engineers in the United States for professionalism and ethical conduct are based upon the particular conceptions of engineers' roles and obligations that exist in the U.S. Those conceptions are products of the necessarily unique historical interplay of U.S. engineering professional organizations, the U.S. engineering industry, U.S. engineering educational institutions, and the wider U.S. culture and ethos (Lawson 2004). But such societal conceptions of engineering, and of engineers' professional responsibilities, have evolved differently in different countries and cultures, and at different times (Downey et al 2007;Luegenbiehl 2003aLuegenbiehl , b, 2004Didier 1999Didier , 2000Johnston et al 2000;Iino 2005;Brumsen 2005;Hoole and Hoole 2005). As a result, we believe there is a spectrum of what might be termed engineering cultures and that any two countries may be very close, or relatively far apart on that spectrum regardless of geographic propinquity.…”

Section: National/cultural Variations In Engineering Ethicsmentioning

confidence: 98%

Acclimating International Graduate Students to Professional Engineering Ethics

et al. 2009

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This article describes the education portion of an ongoing grant-sponsored education and research project designed to help graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated with engineering practice in the United States. While the curriculum developed for this project is used for both domestic and international students, the educational materials were designed to be sensitive to the specific needs of international graduate students. In recent years, engineering programs in the United States have sought to develop a larger role for professional ethics education in the curriculum. Accreditation requirements, as well as pressures from the private sector, have helped facilitate this shift in focus. Almost half of all engineering graduate students in the U.S. are international students. Further, research indicates that the majority of these students will remain in the U.S. to work post-graduation. It is therefore in the interest of the profession that these students, coming from diverse backgrounds, receive some formal exposure to the professional and ethical expectations and norms of the engineering profession in the United States to help ensure that they have the knowledge and skills--non-technical as well as technical--required in today's engineering profession. In becoming acculturated to professional norms in a host country, international students face challenges that domestic students do not encounter; such as cultural competency, language proficiency, and acculturation stress. Mitigating these challenges must be a consideration in the development of any effective education materials. The present article discusses the project rationale and describes the development of on-line instructional materials aimed at helping international engineering graduate students acclimate to professional engineering ethics standards in the United States. Finally, a brief data summary of students' perceptions of the usefulness of the content and instructional interface is provided to demonstrate the initial effectiveness of the materials and to present a case for project sustainability.

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Engineering ethics at the Catholic University of Lille (France): Research and teaching in a European context

Abstract: :The first chapter relates to the development of non-technical education (and ethics within them)

Cited by 23 publications

References 5 publications

Ethics and engineering courses at Delft University of Technology: Contents, educational setup and experiences

Ethics and engineering courses at Delft University of Technology: Contents, educational setup and experiences

Development of Role-Play Scenarios for Teaching Responsible Conduct of Research

Acclimating International Graduate Students to Professional Engineering Ethics

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