Theory And Practice Of Humanitarian Ethics In Graduate Engineering Education

Abstract

The engineering education ethics focus on individual and social responsibilities has overlooked an important dimension of engineering practice that deserves clearer ethical articulation and curriculum development: the role of engineers in humanitarian activities. Additionally, reform initiatives in science and engineering (S&E) graduate education have yet to realize their potential for integrating ethics into curricula. Addressing such challenges, this paper will describe activities to date of an interdisciplinary faculty team at the Colorado School of Mines (CSM) working on the development of graduate-level curriculum in humanitarian engineering ethics (HEE). The HEE faculty team has 1) reviewed and critically assessed relations between humanitarianism and engineering in order to develop an applicable concept of humanitarian ethics (HE) in engineering education and practice; 2) researched barriers and opportunities in the development and implementation of humanitarian-related curricula in a number of engineering schools; and 3) undertaken the development and implementation of HE initiatives in graduate engineering education. The paper outlines the literature review and philosophical analysis conducted in different areas related to humanitarianism, how these activities were incorporated in a faculty development workshop, and how they are being used in curriculum development and

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