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  1. Augmenting Morality through Ethics Education: the ACTWith model.Jeffrey White - 2024 - AI and Society:1-20.
    Recently in this journal, Jessica Morley and colleagues (AI & SOC 2023 38:411–423) review AI ethics and education, suggesting that a cultural shift is necessary in order to prepare students for their responsibilities in developing technology infrastructure that should shape ways of life for many generations. Current AI ethics guidelines are abstract and difficult to implement as practical moral concerns proliferate. They call for improvements in ethics course design, focusing on real-world cases and perspective-taking tools to immerse students in challenging (...)
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  • Enhancing engineering ethics education (EEE) for green intelligent manufacturing: Implementation performance evaluation of core mechanism of green intelligence EEE.Shi Yin & Nan Zhang - 2022 - Frontiers in Psychology 13.
    The characteristics of green intelligent engineering ethics emphasize the necessity of GI engineering ethics education. The ethics education of GI engineering is in the development stage, and it is urgent to fully understand the significance of evaluating the development of GI EEE. Only based on the GI manufacturing situation system to understand the implementation status of the core education of EEE can we objectively grasp the improvement space of GI EEE. In this study, the corresponding indicators were selected from three (...)
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  • Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education.Diana Adela Martin, Gunter Bombaerts, Maja Horst, Kyriaki Papageorgiou & Gianluigi Viscusi - 2023 - Science and Engineering Ethics 29 (6):1-29.
    Current societal changes and challenges demand a broader role of technological universities, thus opening the question of how their role evolved over time and how to frame their current responsibility. In response to urgent calls for debating and redefining the identity of contemporary technological universities, this paper has two aims. The first aim is to identify the key characteristics and orientations marking the development of technological universities, as recorded in the history of engineering education. The second aim is to articulate (...)
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  • A Systematic Review of the 2016 National Academy of Engineering Exemplary Ethics Programs: Revisions to a Coding Framework.Justin L. Hess, Alison J. Kerr, Athena Lin & Andrew Chung - 2023 - Science and Engineering Ethics 29 (6):1-35.
    Engineering ethics is a required aspect of accredited ABET programs, but there is widespread variation in how ethics is taught, to what ends, and how those ends are assessed. This variation makes it challenging to identify practices for teaching ethics to engineers aligned with extant practices in the field. In this study, we revise a recent coding framework by reviewing exemplary engineering ethics programs recognized by the National Academy of Engineering in 2016, or what we refer to as “exemplars.” We (...)
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  • What Do We Teach to Engineering Students: Embedded Ethics, Morality, and Politics.Avigail Ferdman & Emanuele Ratti - 2024 - Science and Engineering Ethics 30 (1):1-26.
    In the past few years, calls for integrating ethics modules in engineering curricula have multiplied. Despite this positive trend, a number of issues with these ‘embedded’ programs remains. First, learning goals are underspecified. A second limitation is the conflation of different dimensions under the same banner, in particular confusion between ethics curricula geared towards addressing the ethics of individual conduct and curricula geared towards addressing ethics at the societal level. In this article, we propose a tripartite framework to overcome these (...)
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