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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...
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... [30]). In HCI, Munteanu et al. [67] discuss how evolving real-world situations are detached from formal procedures for research ethics making researchers under-prepared in dealing with unanticipated ethical challenges involving vulnerable or at-risk participants. They propose a more "situational" approach to enable researchers to better Distrib. ...
... adapt to the unexpected conditions that arise after the design of a research and ethics protocol [67]. Also in HCI, Frauenberger et al."s "In-Action" approach assumes any position on the ethics of technology projects must be tentative and evolving and prompts researchers to actively reflect on how their actions shape the moral trajectory of their work [39]. ...
... A growing body of work in HCI stresses how institutional regulations, such as formal ethics requirements for research activities, can be challenging to navigate [39,67]. In presenting ethics as "widely interpreted as a static, anticipatory and formalised process", these scholars point out, regulations for ethics procedures do not account for the dilemmas that might arise on the ground [39]. ...
Despite the increase in university courses and curricula on the ethics of computing there are few studies about how CS programs should account for the diverse ways ethical dilemmas and approaches to ethics are situated in cultural, philosophical and governance systems, religions and languages. We draw on the experiences and insights of 46 university educators and practitioners in Latin America, South-Asia, Africa, the Middle East, and Australian First Nations who participated in surveys and interviews. Our modest study seeks to prompt conversation about ethics and computing in the Global Souths and inform revisions to the ACM's curricular guidelines for the Society, Ethics and Professionalism knowledge area in undergraduate CS programs. Participants describe frictions between static and anticipatory approaches to ethics in globalised regulations and formal Codes of ethics and professional conduct, and local practices, values and impacts of technologies in the Global Souths. Codes and regulations are instruments for international control and their gap with local realities can cause harm, despite local efforts to compensate. However, our insights also illustrate opportunities for university teaching to link more closely to priorities, actions and experiences in the Global Souths and enrich students’ education in the Global North.
Language use is central for accessing, learning, and communicating understanding of undergraduate engineering knowledge. There is a need to understand students’ experiences, interpretations, and expectations of language use – conceptualised as related notions of language and disciplinary literacies – in their transition from school to and through first-year university. We use interviews with nine first-year mechanical engineering students to describe this transition as a to-and-fro process of navigating a continuum of complexity. All students experienced this as a process of uncritical socialisation into undergraduate engineering. Yet navigating this continuum was harder for some, a process that was inflected through their language repertoires and schooling experiences, but also agentive and personal. Students identified an absence of opportunities to bring their knowledges, languages and identities to this process. These findings and our conceptual tools have purchase in wider debates concerned with the transition into engineering programmes in which diversity is increasingly the norm.
The characteristics of green intelligent (GI) engineering ethics emphasize the necessity of GI engineering ethics education (EEE). 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 dimensions of cultivation education, collaborative education, and situational education to form the element community of evaluation indicators. The fuzzy analytic hierarchy process and the fuzzy comprehensive evaluation method were used to empirically evaluate the implementation of the key mechanism of GI EEE. The results are as follows. (1) The key education of GI EEE includes cultivation education of micro dimension, collaborative education of medium dimension, and situational education of macro dimension. (2) The most important education is to strengthen the ethics education of GI engineering in the training process of college students. The coordination of GI EEE is becoming more and more important, and the integration and construction are the important pursuit of GI EEE. (3) The cultivation education, collaborative education, and situational education of GI EEE are all at a general level. (4) There is not only a gap between theory and practice in GI EEE but also insufficient attention to localization and coordination issues. The willingness of the government to participate in the ethical education of GI engineering is very insufficient. The optimized space of training education includes teaching cases and full-cycle ethical education.
