Conceptual Tools to Inform Course Design and Teaching for Ethical Engineering Engagement for Diverse Student Populations

• Published in: Science and engineering ethics 2022-04, Vol.28 (2), p.20-20, Article 20
• Main Authors: Ngoepe, Malebogo N., le Roux, Kate, Shaw, Corrinne B., Collier-Reed, Brandon
• Format: Article
• Language: English
• Subjects: Biomedical Engineering and Bioengineering; Classrooms; Colleges & universities; Context; Design; Education; Engineering; Engineering education; Engineering profession; Ethics; Ethics, Professional; Humans; Language; Medicine/Public Health; Morals; Original Research/Scholarship; Pedagogy; Philosophy; Philosophy of Science; Socialization; Students; Universities
• ISSN: 1353-3452; 1471-5546
• DOI: 10.1007/s11948-022-00367-4

Contemporary engineering education recognises the need for engineering ethics content in undergraduate programmes to extend beyond concepts that form the basis of professional codes to consider relationality and context of engineering practice. Yet there is debate on how this might be done, and we argue that the design and pedagogy for engineering ethics has to consider what and to whom ethics is taught in a particular context. Our interest is in the possibilities and challenges of pursuing the dual imperatives of socialization and critique. Socialization involves creating opportunities for all, in a diverse cohort of students, to access and engage with the dominant professional engineering ethics knowledge, while critique involves engaging with a range of ways of knowing, valuing, being and using language as relevant in contemporary engineering practice. We identify conceptual tools from engineering ethics and ethical pedagogy in education scholarship for our context. We illustrate how we use these tools systematically to strengthen our reflective practice in a first-year university engineering ethics module to a deeper form of reflexivity. Specifically, we explore the ways in which we attend to the dual imperatives and also highlight opportunities that we miss. We identify as key opportunities design choices such as how we formulated questions and prompts, and how we attended to content, context and language in selecting classroom texts. Other key opportunities were pedagogical choices of when and how to use student contributions in discussion, and what was made explicit in the classroom and assessment. We share our plans to take our learnings forward in our practice and consider the generative possibilities of these learnings and the concepts in other contexts.