The Future of Teaching Engineering Ethics Thursday 7 September 2006

Welcome & Introduction Professor David Barton Head of School of Mechanical Engineering Formerly Pro-Dean for Learning & Teaching Chair, Engineering Ethics Theme Team Engineering Faculty University of Leeds

Faculty of Engineering Five Schools: –Civil Engineering –Computing –Electronic & Electrical Engineering –Mechanical Engineering –Process, Environmental & Materials Engineering Over 2100 undergraduates registered on (mainly) professionally accredited degree schemes Around 350 students on taught MSc programmes All 5 Schools ranked at 5 or 5* in RAE2001

Collaboration between Engineering Faculty & IDEA CETL  Nov’ 05: Launch of Joint Faculty/CETL Engineering Ethics Theme Team  Feb’ 2006: Audit to gauge current level of teaching ethics to engineering students (+ post-audit interviews)  March 2006: School-specific working groups set up  June 06: Theme Team intranet & circulation list  July 06: Plans in place to teach Engineering Ethics at level 1 in four Schools within Faculty from Oct 06  Sept’ 06: Conference – The Future of Teaching Engineering Ethics  Oct’ 06: Survey of students to gauge their understanding of ethics as applied to their chosen profession

Teaching of Ethics in Engineering – the National Picture UK Standard for Professional Engineering Competence (EC UK, 2004) Specific learning outcome in engineering: “Understanding of the need for a high level of professional and ethical conduct in engineering” Revised Benchmark Statement for Engineering (QAAHE, 2005) The characteristics of engineering graduates: “When faced with an ethical issue, they will be able to formulate and operate with appropriate codes of conduct” The Royal Academy of Engineering Joint RAE/EPC Teaching of Engineering Ethics Working Group (Conference, national survey, curriculum map)

Today’s conference Organised jointly with Engineering Subject Centre of Higher Education Academy Supported by Royal Academy of Engineering and the Engineering Professors Council Aims –Analyse how current and future developments in engineering ethics relate to what it is to be a professional engineer. –Consider the impact of accreditation as a major driver for change. –Reflect on the how engineering ethics can be further integrated into the HE curricula.

How does ethics fit into Professional Engineering? The Anglo American plc. Perspective Dr John Groom, Anglo American plc. The increasing importance of ethics in the education of engineers & the expectations of the accreditation bodies Richard Shearman, UK Spec, Engineering Council UK Integrating Ethics into the Curriculum Andrew Haslett, ICI and EPC/RAE Teaching Ethics to Engineers Group (TEEG) with Dr Chris Megone, Inter-Disciplinary Ethics Applied CETL The Programme

Developing best practice in teaching engineering ethics Four parallel workshops How can I help my students to become ethically responsible engineers? Professor Ian Howard, University of Sheffield & Dr Sue Chetwynd, Warwick University Making effective use of Engineering Ethics Case Studies Dr Rob Lawlor, Inter-Disciplinary Ethics Applied CETL, University of Leeds Integrating Ethics at Level 1 using a customisable teaching pack Dr Christopher Megone, Inter-Disciplinary Ethics Applied CETL, University of Leeds Implementing the TEEG Curriculum Map Professor John Monk, The Open University

The Future Implementation of Engineering Ethics The Panel  Dr John Groom (Anglo American plc.)  Richard Shearman (Engineering Council UK)  Andrew Haslett (ICI & Teaching Ethics to Engineers Group (TEEG))  Dr Chris Megone (Inter-Disciplinary Ethics Applied CETL)  Professor Ian Howard (University of Sheffield)

The First Speaker How does ethics fit into Professional Engineering? The Anglo American plc. Perspective Dr John Groom Head of Safety, Health and Environment Anglo American plc.