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Human Rights as a Lens for Engineering Ethics?

Conference Session
Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 2
Collection
2019 ASEE Annual Conference & Exposition
Authors
Angela R. Bielefeldt, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
website. http://courses.ics.hawaii.edu/ics314s17/morea/ethics/experience-se-ethics-case-study-privacy.html [Accessed October 21, 2018].[42] Princeton. Optimizing Schools: Case Study 3. Princeton Dialogues on AI and Ethics. 7 pp. https://aiethics.princeton.edu/wp-content/uploads/sites/587/2018/10/Princeton-AI-Ethics-Case-Study-3.pdf [Accessed Oct 21, 2018].[43] A. Azuela and C. Herrera. Taking land around the world: International trends in the expropriation for urban and infrastructure projects. Paper commissioned by the World Bank and the Lincoln Institute of Land Policy for the Urban Research Symposium, Washington, May 2007, 42 pp.[44] J.J. Kelly, “‘We shall not be moved’: urban communities, eminent domain and the
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Hidden Curriculum Perspective on the Importance of Ethics and Societal Impacts in Engineering Education

Conference Session
Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 2
Collection
2019 ASEE Annual Conference & Exposition
Authors
Madeline Polmear, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Chris Swan, Tufts University; Nathan E. Canney, CYS Structural Engineers Inc.
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
curriculum. Instead of reforming what students are taught,effective change will result after examining what students learn. It is within this space thathidden curriculum reveals discontinuities and opportunities for improvement since “most of whatis learned- in medical school takes place not within the formal course offerings but withinmedicine’s ‘hidden curriculum’” [4, pp. 403].The parallels between medical and engineering education illustrate the applicability of thisframework in the engineering context. Both are professions that are bound by codes of ethics [7-8]. Medicine and engineering also rely on formal education to acculturate future professionals [9-10]. This process of “socialization and identity formation” is significantly impacted by
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