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Routledge International Handbook of Engineering Ethics Education [Kietas viršelis]

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Edited by (TU/e, Netherlands), Edited by (EPFL, Switzerland), Edited by (TU/e, Netherlands), Edited by (Aalborg University, Denmark), Edited by (UCL, UK), Edited by (Uppsala University, Sweden)
  • Formatas: Hardback, 676 pages, aukštis x plotis: 246x174 mm, weight: 1450 g, 16 Tables, black and white; 9 Line drawings, black and white; 1 Halftones, black and white; 10 Illustrations, black and white
  • Serija: Routledge International Handbooks of Education
  • Išleidimo metai: 03-Jan-2025
  • Leidėjas: Routledge
  • ISBN-10: 1032678526
  • ISBN-13: 9781032678528
Kitos knygos pagal šią temą:
Routledge International Handbook of Engineering Ethics EducationDidesnis paveikslėlis
  • Formatas: Hardback, 676 pages, aukštis x plotis: 246x174 mm, weight: 1450 g, 16 Tables, black and white; 9 Line drawings, black and white; 1 Halftones, black and white; 10 Illustrations, black and white
  • Serija: Routledge International Handbooks of Education
  • Išleidimo metai: 03-Jan-2025
  • Leidėjas: Routledge
  • ISBN-10: 1032678526
  • ISBN-13: 9781032678528
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781032678528.html
Raktažodžiai:
"Responding to the need for a timely and authoritative volume dedicated to this burgeoning and expansive area of research, this handbook will provide readers with a map of themes, topics, and arguments in the field of engineering ethics education (EEE). Featuring critical discussion, research collaboration, and a team of international contributors of globally recognised standing, this volume comprises six key sections which elaborate on the foundations of EEE; teaching methods; accreditation and assessment; and interdisciplinary contributions. Over 100 researchers of EEE from around the globe consider the field from the perspectives of teaching, research, philosophy, and administration. The chapters cover fast-moving topics central to our current understanding of the world such as GDPR, AI, biotechnology, and ChatGPT; new insights into best practices research to equip programme leaders and instructors delivering ethics content to students. This Open Access volume will be of interest to researchers, scholars, postgraduate students, and faculty involved with engineering education, engineering ethics, and philosophy of education. Curriculum designers, staff developers teaching pedagogical courses to faculty, and engineering professionals may also benefit from this volume"--

Responding to the need for a timely and authoritative volume dedicated to this burgeoning and expansive area of research, this handbook will provide readers with a map of themes, topics, and arguments in the field of engineering ethics education (EEE).

Featuring critical discussion, research collaboration, and a team of international contributors of globally recognised standing, this volume comprises six key sections which elaborate on the foundations of EEE; teaching methods; accreditation and assessment; and interdisciplinary contributions. Over 100 researchers of EEE from around the globe consider the field from the perspectives of teaching, research, philosophy, and administration. The chapters cover fast-moving topics central to our current understanding of the world such as GDPR, AI, biotechnology, and ChatGPT; new insights into best practices research to equip programme leaders and instructors delivering ethics content to students.

This Open Access volume will be of interest to researchers, scholars, postgraduate students, and faculty involved with engineering education, engineering ethics, and philosophy of education. Curriculum designers, staff developers teaching pedagogical courses to faculty, and engineering professionals may also benefit from this volume.



Responding to the need for a timely and authoritative volume dedicated to this burgeoning and expansive area of research, this handbook will provide readers with a map of themes, topics, and arguments in the field of engineering ethics education (EEE).

Introduction: Mapping engineering ethics education

Section 1: Foundations of engineering ethics education

Overview

1 The purposes of engineering ethics education

2 Ethical theories

3 Individual and collective dimensions of ethical decision-making in
engineering

4 Reason and emotion in engineering ethics education

5 Professional organizations and codes of ethics

6 A post-normal environment-centered approach to engineering ethics
education

7 Engineering ethics education and artificial intelligence

Section 2: Interdisciplinary contributions to engineering ethics education


Overview

8 Engineering ethics education through a critical view: some philosophical
foundations

9 Sociological, Postcolonial, and Critical Theory Foundations of Engineering
Ethics Education

10 Psychological Foundations of Engineering Ethics Education

11 Organization studies and engineering ethics education: Response-able
engineering and education, situating ethics-in-practice

12 Ethics and engineering design foundations

13 Law in engineering ethics education: An exploration

Section 3: Ethical issues in different engineering disciplines

Overview

14 Ethical considerations in civil engineering

15 Ethical issues in mechanical and aerospace engineering

16 Ethical issues in electronic and electrical engineering

17 Ethics in chemical engineering

18 Ethical issues in software engineering

Section 4: Teaching methods in engineering ethics education


Overview

19 Literature review of teaching methods: Trends and ways forward to support
engineering ethics instruction

20 Teaching ethics using case studies

21 Embedded ethics in problem design: The case of problem-based learning in
engineering and science

22 Teaching responsible engineering and design through value-sensitive
design

23 Ethics in service-learning and humanitarian engineering education

24 Arts-based methods in engineering ethics education

25 Reflective and dialogical approaches in engineering ethics education

Section 5: Assessment of different aspects of engineering ethics education


Overview

26 A framework for the assessment of ethical competencies and affective
dispositions

27 Assessing attitudes and character in engineering ethics education: Current
state and future directions

28 Employing epistemic micro-practices to assess progress and barriers in
engineering students ethics development

29 Aspirations for ethical education in engineering curricula envisioned
through the quality lens of Goodlad typology

30 Assessing engineering ethics education leveraging stakeholder engagement
in engineering programs

31 Two criticisms of engineering ethics assessment: The importance of
behaviors and culture

Section 6: Accreditation and engineering ethics education


Overview

32 Foundational perspectives on ethics in engineering accreditation

33 Contextual mapping of ethics education and accreditation nationally and
internationally

34 Accreditation and licensure: Processes and implications

35 A feminist critical analysis of engineering ethics education and the
powers at play in accreditation, research, and practice

36 Accreditation processes and implications for ethics education at the local
level
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 Bųrsen 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.