Routledge International Handbook of Engineering Ethics Education

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.

• Introduction: Mapping engineering ethics educationSection 1: Foundations of engineering ethics educationOverview1 The purposes of engineering ethics education2 Ethical theories3 Individual and collective dimensions of ethical decision-making in engineering4 Reason and emotion in engineering ethics education5 Professional organizations and codes of ethics6 A post-normal environment-centered approach to engineering ethics education7 Engineering ethics education and artificial intelligenceSection 2: Interdisciplinary contributions to engineering ethics education Overview8 Engineering ethics education through a critical view: some philosophical foundations9 Sociological, Postcolonial, and Critical Theory Foundations of Engineering Ethics Education10 Psychological Foundations of Engineering Ethics Education11 Organization studies and engineering ethics education: Response-able engineering and education, situating ethics-in-practice12 Ethics and engineering design foundations13 Law in engineering ethics education: An explorationSection 3: Ethical issues in different engineering disciplinesOverview14 Ethical considerations in civil engineering15 Ethical issues in mechanical and aerospace engineering16 Ethical issues in electronic and electrical engineering17 Ethics in chemical engineering18 Ethical issues in software engineeringSection 4: Teaching methods in engineering ethics education Overview19 Literature review of teaching methods: Trends and ways forward to support engineering ethics instruction20 Teaching ethics using case studies21 Embedded ethics in problem design: The case of problem-based learning in engineering and science22 Teaching responsible engineering and design through value-sensitive design23 Ethics in service-learning and humanitarian engineering education24 Arts-based methods in engineering ethics education25 Reflective and dialogical approaches in engineering ethics educationSection 5: Assessment of different aspects of engineering ethics education Overview26 A framework for the assessment of ethical competencies and affective dispositions27 Assessing attitudes and character in engineering ethics education: Current state and future directions28 Employing epistemic micro-practices to assess progress and barriers in engineering students’ ethics development29 Aspirations for ethical education in engineering curricula envisioned through the quality lens of Goodlad typology30 Assessing engineering ethics education leveraging stakeholder engagement in engineering programs31 Two criticisms of engineering ethics assessment: The importance of behaviors and cultureSection 6: Accreditation and engineering ethics education Overview32 Foundational perspectives on ethics in engineering accreditation33 Contextual mapping of ethics education and accreditation nationally and internationally34 Accreditation and licensure: Processes and implications35 A feminist critical standpoint analysis of engineering ethics education and the powers at play in accreditation, research, and practice36 Accreditation processes and implications for ethics education at the local level