TY - GEN
T1 - ACCREDITATION CONSIDERATIONS IN ENGINEERING ETHICS EDUCATION
T2 - 53rd Annual Conference of the European Society for Engineering Education, SEFI 2025
AU - O'Gorman, L.
AU - Gwynne-Evans, A.
AU - Ridgway, L.
AU - Rebow, M.
AU - Chance, S.
N1 - Publisher Copyright:
© SEFI 2025.All rights reserved.
PY - 2025
Y1 - 2025
N2 - Accreditation can drive curricular innovation and change in engineering and can have a role in encouraging students' development of ethics-related competencies. Despite engineering educators' competence in the technical aspects of design and research, there can be an element of discomfort in planning and delivering lessons relating to ethics that span social justice, diversity and inclusion, environmental sustainability, and ethical theories. Because engineering accreditation can encourage and/or require the inclusion of ethical content in accredited engineering courses, the recently published Routledge Handbook of Engineering Ethics Education dedicated an entire section to the topic. This paper critically assesses the handbook's accreditation section in terms of its value and usefulness for engineering educators whose primary focus is teaching rather than research. Overall, the paper summarises a discussion of a recent symposium panel focused on the handbook's accreditation section, probing the section's relevance and practicality for the SEFI community, and amplifying the handbook's core messages for a wider audience.
AB - Accreditation can drive curricular innovation and change in engineering and can have a role in encouraging students' development of ethics-related competencies. Despite engineering educators' competence in the technical aspects of design and research, there can be an element of discomfort in planning and delivering lessons relating to ethics that span social justice, diversity and inclusion, environmental sustainability, and ethical theories. Because engineering accreditation can encourage and/or require the inclusion of ethical content in accredited engineering courses, the recently published Routledge Handbook of Engineering Ethics Education dedicated an entire section to the topic. This paper critically assesses the handbook's accreditation section in terms of its value and usefulness for engineering educators whose primary focus is teaching rather than research. Overall, the paper summarises a discussion of a recent symposium panel focused on the handbook's accreditation section, probing the section's relevance and practicality for the SEFI community, and amplifying the handbook's core messages for a wider audience.
KW - Accreditation
KW - Critical Dialogue
KW - Ethics
KW - Panel Report
KW - Reflectivity
UR - https://www.scopus.com/pages/publications/105031574948
U2 - 10.5281/zenodo.17631810
DO - 10.5281/zenodo.17631810
M3 - Conference contribution
AN - SCOPUS:105031574948
T3 - SEFI 2025 - 53rd Annual Conference of the European Society for Engineering Education: Engineering and Society, Proceedings
SP - 1663
EP - 1672
BT - SEFI 2025 - 53rd Annual Conference of the European Society for Engineering Education
A2 - Kangaslampi, Riikka
A2 - Langie, Greet
A2 - J�rvinen, Hannu-Matti
A2 - Nagy, Bal�zs
PB - European Society for Engineering Education (SEFI)
Y2 - 15 September 2025 through 18 September 2025
ER -