Teaching vs. Preaching: EC2000 and the Engineering Ethics Dilemma

Abstract

Abstract The recently revised accreditation criteria issued by ABET have stirred renewed discussion of how and why to teach engineering ethics. This paper suggests that demonstrating students “understand ethics” need not (indeed, should not) imply that we assess whether our students “behave ethically,” either before or after graduation. Suggestions are provided for an approach focused on teaching ethics rather than preaching ethics, potential counter‐arguments are considered, and references to key resources in the engineering ethics literature are included.