Abstract

The teaching of engineering ethics is on the increase at universities around the United States. The motivation for this increase (WHY?) has several driving forces, including: a new Accreditation Board for Engineering and Technology (ABET) accreditation criteria; new questions on Professional Engineering (PE) licensing examinations; new industrial marketplace needs; and a growing awareness in the engineering profession of a need for ethical sensitivity to the consequences of our actions as engineers. The subject (WHAT?) is likely to be taught quite differently at each school, depending upon who is teaching it, in which department, and to which audience. The approach may range from applied ethical moral theory to case-based engineering consequences; with many different mixes within these two extremes. Common features for all approaches are the generic kinds of problems dealt with and the kinds of cases utilized.