Open AccessTHOUGHTS ON ENGINEERING ETHICS EDUCATION IN CANADA
Author(s) -
Andrew Roncin
Publication year - 2013
Publication title -
proceedings of the ... ceea conference
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.v0i0.4909
Subject(s) - accreditation , engineering ethics , viewpoints , engineering education , graduation (instrument) , accountability , ethical code , context (archaeology) , political science , sociology , engineering , pedagogy , engineering management , law , art , paleontology , visual arts , biology , mechanical engineering
The purpose of this paper is to summarize current research in engineering ethics education and interpret it within the Canadian engineering and accreditation context. Outcome 3.1.10 of the Canadian Engineering Accreditation Board is that upon graduation students have an "ability to apply professional ethics, accountability, and equity". Yet teaching students to memorize a few canons and acts does little to help them recognize and resolve ethical conflicts effectively. The ability to apply their knowledge implies that students have had practice recognize ethical conflicts, interpret the positions of stakeholders, and designing solutions that address the myriad of ethical viewpoints that stakeholders may have. Our engineering acts, bylaws, and codes of conduct affirm that Engineering is about more than just crunching numbers, it is about serving the needs of society and creating solutions that work. In order to learn this, young engineers need opportunities to experience, explore, and resolve ethical dilemmas and in doing so develop a deeper understanding of the impact of engineering on society.