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Ethics Across the Curriculum: Prospects for Broader (and Deeper) Teaching and Learning in Research and Engineering Ethics.

Authors
  • Mitcham, Carl1, 2
  • Englehardt, Elaine E3
  • 1 School of Philosophy, Renmin University of China, Beijing, 100872, China. [email protected] , (China)
  • 2 Liberal Arts and International Studies, Colorado School of Mines, Golden, CO, 80401, USA. [email protected]
  • 3 Utah Valley University, Orem, UT, USA.
Type
Published Article
Journal
Science and Engineering Ethics
Publisher
Springer-Verlag
Publication Date
Dec 01, 2019
Volume
25
Issue
6
Pages
1735–1762
Identifiers
DOI: 10.1007/s11948-016-9797-7
PMID: 27549801
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

The movements to teach the responsible conduct of research (RCR) and engineering ethics at technological universities are often unacknowledged aspects of the ethics across the curriculum (EAC) movement and could benefit from explicit alliances with it. Remarkably, however, not nearly as much scholarly attention has been devoted to EAC as to RCR or to engineering ethics, and RCR and engineering ethics educational efforts are not always presented as facets of EAC. The emergence of EAC efforts at two different institutions-the Illinois Institute of Technology and Utah Valley University (UVU)-provide counter examples. The remarkably successful UVU initiative gave birth to EAC as a scholarly movement and to the associated Society for Ethics Across the Curriculum. EAC initiatives at the Colorado School of Mines, however, point up continuing institutional resistances to EAC. Finally, comparative reflection on successes and failures can draw some lessons for the future. One suggestion is that increasing demands for accountability and pedagogical research into what works in teaching and learning offers special opportunities.

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