Due to an extremely ambitious planning schedule and a late start date in planning this workshop, the plans have shifted to hold the workshop in the Summer of 2013.
Please look for announcements on this workshop starting in early Fall 2012.

Thank you for your interest.

The workshop will introduce a new approach for the instruction of graduate science and engineering ethics. This initiative is being developed and implemented at Virginia Tech, USA, with the financial support of the Ethics Education in Science and Engineering (EESE) program of the National Science Foundation (NSF)."

Science and engineering have significant impacts on the lives of ordinary people that are rarely explored in science and engineering education. This workshop lays the groundwork for teaching science and engineering ethics on the basis of the following premise: that scientists and engineers who are distant from the publics they serve are more vulnerable to self-interest and institutional pressures that can contribute to unethical and, ultimately, harmful decisions.

The workshop is designed to tune scientists and engineers to listen to the public by taking into account critically relevant local knowledges and perspectives, in order to:

• Reduce tolerance for unethical conduct
• Put a human face on ethical dilemmas
• Gain competence in effective moral reasoning


Faculty in Science, Engineering, and Science/Engineering Ethics; PhD Students in Science or Engineering, with an interest in science/engineering ethics.

Titled “Bridging the Gap Between Engineers and Society: Learning to Listen,” the Virginia Tech initiative offers an interdisciplinary, empirical approach to science and engineering ethics education that answers calls for:
• Improved grounding of ethical dilemmas in their societal contexts
• Recognition that the practice of science and engineering is becoming
   increasingly interdisciplinary and complex
• Increased focus on macroethical issues in science and engineering
   ethics education
• Development of case studies that capture not only unethical
   professional conduct, but also exemplary behavior by engineers and scientists alike

Learning Objectives:

Participants will be able to:
• Describe the role and key features of empirical ethics instruction in
   science and engineering graduate education
• List three key methods by which unfolding, real-world cases and the 
   stakeholders involved in them can be utilized for ethics instruction in
   science and engineering graduate education
• Explain why “active listening” is a necessary ingredient of competent 
   moral reasoning and practice in science and engineering

Marc Edwards, PhD and Yanna Lambrinidou, PhD
                     (other instructors to be announced)
 Duration: 5 days


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