Explicit and implicit ethics teaching in engineering education

Abstract

JNUSTA: Does ethics feature centrally in Engineering education? Do you get any opportunity to teach about ethics in the courses you have taught? In your view, is ethics best “transmitted tacitly” or overtly taught “within a seminar on professional practice”? Jeffrey Chan thinks neither approach works well – what do you think?

Laksh: Yes, we focus centrally on ethics in the Engineering curriculum. For example, the Engineering Accreditation Board (EAB) set up by the Institution of Engineers Singapore (IES) to accredit Engineering programmes in Singapore clearly states that Engineering programmes seeking accreditation from EAB (a signatory to the Washington Accord) should demonstrate beyond doubt that its students “understand professional, ethical and moral responsibility”. The Accreditation Board for Engineering and Technology (ABET) also requires that students have “an understanding of professional and ethical responsibility”. Similar requirements are specified by other accrediting bodies. (Abstract taken from first paragraph of document)