1. Impact of the changing undergraduate curriculum on research ethics Professor John Yates 2008 HEA National Teaching Fellow

2. RAE and EPC Teaching Engineering Ethics Group Curriculum Map Aimed at undergraduate teaching A guide, not a prescription Future UK educated PGs should have some knowledge of ethics from first degree But, much broader than research ethics

3. Learning about ethics helps students to: Understand the nature of professional and personal responsibility Be able to identify the ethical element of any decision Be able to address problems arising from questionable practice using appropriate tools

4. Learning about ethics helps students to: Develop critical thinking skills and judgement Understand practical difficulties and use suitable approaches and techniques to help people produce better outcomes Develop an ethical identity to carry forward to their working life

5. The Curriculum Map The map is a guide - not a prescription Emphasis is on integration in existing engineering topics Helps to create a distinct theme of engineering ethics in a course

7. Anatomy of the map The Location explains the focus appropriate for each level and indicates where ethics may be usefully introduced at that level Learning Outcomes illustrate the expected learning outcomes at each level Content indicates possible ethics topics that might be relevant for students at each level Process gives examples of teaching methods that are suited to teaching ethics at each level

9. Engineering Ethics Topics Plagiarism, fairness and intellectual property Bribery and honesty Conflicts of interest Risk, safety and responsibility Sticking to one’s competencies

10. Engineering Ethics Topics Sustainability: duty to the environment and future generations Cultural diversity and international engineering projects The engineering profession and its relation to society The positive contribution engineers make to society

11. Ethics and Accreditation An accredited degree course must include some discussion of ethics: “[students] must appreciate the social, environmental, ethical, economic and commercial considerations affecting the exercise of their engineering judgement” (UK-SPEC)

12. Implementation Two fold: Accreditors – workshops on what to look for, what to ask students and staff Teachers – workshops on sharing experiences, approaches to teaching, available resources

13. Impact on research ethics Even more variability in backgrounds: Some will have a sound, broad knowledge of ethics and how to deal with ethical issues Opportunity for a more interesting and challenging approach to teaching ethics to PG students Ethics, or Professional Responsibilities, is relevant to all Sheffield postgraduate students