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A team-taught interdisciplinary approach to engineering ethics.

Glenn C Graber1, Christopher D Pionke

  • 1Dept of Philosophy, University of Tennessee, Knoxville, TN 37996, USA. ggraber@utk.edu

Science and Engineering Ethics
|April 13, 2006
PubMed
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This engineering ethics course integrates engineering and philosophy perspectives, using diverse methods to foster critical thinking in both engineering and non-engineering students for enhanced ethical reasoning.

Area of Science:

  • Engineering Education
  • Professional Ethics

Background:

  • Traditional engineering curricula often lack comprehensive ethics components.
  • Interdisciplinary approaches are crucial for developing well-rounded engineering professionals.

Purpose of the Study:

  • To describe the development and implementation of a novel Engineering Ethics course.
  • To foster critical thinking and interdisciplinary understanding among students.

Main Methods:

  • Team-taught by engineering and philosophy faculty.
  • Utilized case studies, position papers, discussions, and unique activities like developing a code of ethics.
  • Opened the course to both engineering and non-engineering students.

Main Results:

  • The course successfully integrated diverse viewpoints by combining faculty expertise and student backgrounds.

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  • Students were challenged to articulate technical and ethical decisions accessibly.
  • Structured work teams promoted interdisciplinary interaction and mutual understanding.

    • Conclusions:

    • The interdisciplinary, team-taught model effectively enhances ethical reasoning in engineering education.
    • This approach prepares students for complex societal and professional ethical challenges.