Elaine E. Englehardt, Michael S. Pritchard, Robert Baker, Michael D. Burroughs, José A. Cruz-Cruz, Randall Curren, Michael Davis, Aine Donovan, Deni Elliott, Karin D. Ellison, Challie Facemire, William J. Frey, Joseph R. Herkert, Karlana June, Robert F. Ladenson, Christopher Meyers, Glen Miller, Deborah S. Mower, Lisa H. Newton, David T. Ozar, Alan A. Preti, Wade L. Robison, Brian Schrag, Alan Tomhave, Phyllis Vandenberg, Mark Vopat, Sandy Woodson, Daniel E. Wueste & Qin Zhu
Springer Verlag (2018)
Authors |
|
Abstract |
Late in 1990, the Center for the Study of Ethics in the Professions at
Illinois Institute of Technology (lIT) received a grant of more than
$200,000 from the National Science Foundation to try a campus-wide
approach to integrating professional ethics into its technical curriculum.!
Enough has now been accomplished to draw some tentative conclusions.
I am the grant's principal investigator. In this paper, I shall describe what
we at lIT did, what we learned, and what others, especially philosophers,
can learn from us. We set out to develop an approach that others could
profitably adopt. I believe that we succeeded.
|
Keywords | ethics technical courses pedagogy |
Categories | (categorize this paper) |
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ISBN(s) | 978-3-319-78938-5 |
DOI | 10.1007/978-3-319-78939-2 |
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