ORCID
- Marek Rebow: 0009-0005-4941-8306
- Shannon Chance: 0000-0001-5598-7488
Abstract
Accreditation can drive curricular innovation and change in engineering and can have a role in encouraging students' development of ethics-related competencies. Despite engineering educators' competence in the technical aspects of design and research, there can be an element of discomfort in planning and delivering lessons relating to ethics that span social justice, diversity and inclusion, environmental sustainability, and ethical theories. Because engineering accreditation can encourage and/or require the inclusion of ethical content in accredited engineering courses, the recently published Routledge Handbook of Engineering Ethics Education dedicated an entire section to the topic. This paper critically assesses the handbook's accreditation section in terms of its value and usefulness for engineering educators whose primary focus is teaching rather than research. Overall, the paper summarises a discussion of a recent symposium panel focused on the handbook's accreditation section, probing the section's relevance and practicality for the SEFI community, and amplifying the handbook's core messages for a wider audience.
DOI Link
Publication Date
2025-01-01
Event
53rd Annual Conference of the European Society for Engineering Education, SEFI 2025
First Page
1663
Last Page
1672
Acceptance Date
2025-09-17
Deposit Date
2025-09-22
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional Links
Recommended Citation
O'Gorman, Louise; Gwynne-Evan, Alison; Ridgeway, Leah; Rebow, Marek; and Chance, Shannon, "ACCREDITATION CONSIDERATIONS IN ENGINEERING ETHICS EDUCATION: BRIDGING GLOBAL STANDARDS AND LOCAL PRACTICES: BRIDGING GLOBAL STANDARDS AND LOCAL PRACTICES" (2025). Research Outputs: 2025-Present. 34.
https://arrow.tudublin.ie/arbuenro/34