Navigating Global Engineering Education Accreditation: Assessing Ethical Integration and Charting Pathways for Progress

Shannon M. Chance; J Seniuk Cicek; A R Bielefeld; S Hladik; Diana Adela Martin; D M Riley

doi:10.18687/LACCEI2024.1.1.847

Navigating Global Engineering Education Accreditation: Assessing Ethical Integration and Charting Pathways for Progress

Shannon M. Chance, J Seniuk Cicek, A R Bielefeld, S Hladik, Diana Adela Martin, D M Riley

School of Architecture, Building, and Environment

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Accreditation in engineering has been widely adopted, enabled by notable harmonization among accrediting bodies worldwide. This alignment, facilitated by accords among nations and regions, fosters a shared understanding of expectations critical for the globalized engineering profession. While ensuring graduates are equipped with essential skills for international collaboration, engineering education grapples with defining and instilling ethics, and the problematic nature of this endeavor is complicated by vague and ambiguous terminology within accreditation documents. Addressing this gap requires navigating power dynamics among education, accreditation, and licensure alongside creating localized, meaningful educational experiences. This paper overviews one section from the forthcoming Routledge International Handbook of Engineering Ethics Education, focusing on accreditation and its interconnectedness with ethics education. Starting with historical perspectives and contemporary practices, the paper describes efforts to balance standardized outcomes with cultural relevance, aiming to cultivate socially responsible engineers capable of navigating ethical complexities in a rapidly evolving world.

Original language	English
Title of host publication	Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology
Subtitle of host publication	Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024
ISBN (Electronic)	9786289520781
DOIs	https://doi.org/10.18687/LACCEI2024.1.1.847
Publication status	Published - 19 Jul 2024

Publication series

Name	Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology
ISSN (Electronic)	2414-6390

Keywords

Accreditation
assessment
engineering education
ethics
globalization

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10.18687/LACCEI2024.1.1.847

NavigatingFinal published version, 419 KB

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Chance, S. M., Cicek, J. S., Bielefeld, A. R., Hladik, S., Martin, D. A., & Riley, D. M. (2024). Navigating Global Engineering Education Accreditation: Assessing Ethical Integration and Charting Pathways for Progress. In Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024 (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology). https://doi.org/10.18687/LACCEI2024.1.1.847

Chance, Shannon M. ; Cicek, J Seniuk ; Bielefeld, A R et al. / Navigating Global Engineering Education Accreditation: Assessing Ethical Integration and Charting Pathways for Progress. Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. 2024. (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology).

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abstract = "Accreditation in engineering has been widely adopted, enabled by notable harmonization among accrediting bodies worldwide. This alignment, facilitated by accords among nations and regions, fosters a shared understanding of expectations critical for the globalized engineering profession. While ensuring graduates are equipped with essential skills for international collaboration, engineering education grapples with defining and instilling ethics, and the problematic nature of this endeavor is complicated by vague and ambiguous terminology within accreditation documents. Addressing this gap requires navigating power dynamics among education, accreditation, and licensure alongside creating localized, meaningful educational experiences. This paper overviews one section from the forthcoming Routledge International Handbook of Engineering Ethics Education, focusing on accreditation and its interconnectedness with ethics education. Starting with historical perspectives and contemporary practices, the paper describes efforts to balance standardized outcomes with cultural relevance, aiming to cultivate socially responsible engineers capable of navigating ethical complexities in a rapidly evolving world.",

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Chance, SM, Cicek, JS, Bielefeld, AR, Hladik, S, Martin, DA & Riley, DM 2024, Navigating Global Engineering Education Accreditation: Assessing Ethical Integration and Charting Pathways for Progress. in Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology. https://doi.org/10.18687/LACCEI2024.1.1.847

Navigating Global Engineering Education Accreditation: Assessing Ethical Integration and Charting Pathways for Progress. / Chance, Shannon M.; Cicek, J Seniuk; Bielefeld, A R et al.
Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. 2024. (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - Accreditation in engineering has been widely adopted, enabled by notable harmonization among accrediting bodies worldwide. This alignment, facilitated by accords among nations and regions, fosters a shared understanding of expectations critical for the globalized engineering profession. While ensuring graduates are equipped with essential skills for international collaboration, engineering education grapples with defining and instilling ethics, and the problematic nature of this endeavor is complicated by vague and ambiguous terminology within accreditation documents. Addressing this gap requires navigating power dynamics among education, accreditation, and licensure alongside creating localized, meaningful educational experiences. This paper overviews one section from the forthcoming Routledge International Handbook of Engineering Ethics Education, focusing on accreditation and its interconnectedness with ethics education. Starting with historical perspectives and contemporary practices, the paper describes efforts to balance standardized outcomes with cultural relevance, aiming to cultivate socially responsible engineers capable of navigating ethical complexities in a rapidly evolving world.

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Chance SM, Cicek JS, Bielefeld AR, Hladik S, Martin DA, Riley DM. Navigating Global Engineering Education Accreditation: Assessing Ethical Integration and Charting Pathways for Progress. In Proceedings of the 22nd LACCEI International Multi-Conference for Engineering, Education and Technology: Sustainable Engineering for a Diverse, Equitable, and Inclusive Future at the Service of Education, Research, and Industry for a Society 5.0., LACCEI 2024. 2024. (Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology). doi: 10.18687/LACCEI2024.1.1.847

Navigating Global Engineering Education Accreditation: Assessing Ethical Integration and Charting Pathways for Progress

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