Introducing ethical, social and environmental issues in ICT engineering degrees
This paper describes the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politécnica of Madrid. It is an example of both bottom-up and top-down approach, as it has been positively influenced by the European Higher Educati...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/82035 |
| Acceso en línea: | https://hdl.handle.net/2117/82035 |
| Access Level: | acceso abierto |
| Palabra clave: | College learning Engineering--Education Sustainability Engineering ethics Engineering education Educational experiences Generic competences Social issues Development cooperation Ensenyament universitari Desenvolupament sostenible -- Ensenyament universitari Enginyeria -- Ensenyament universitari Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari |
| Sumario: | This paper describes the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politécnica of Madrid. It is an example of both bottom-up and top-down approach, as it has been positively influenced by the European Higher Education Area framework and some external recommendations, plus the significant contribution regarding motivation, drive and previous experience of the teachers involved. The experience before the Bologna Process was concentrated on developing elective courses related on the field of the International Development Cooperation. The integration of those topics within the current engineering curricula, adapted to the European Higher Education Area framework, is being implemented in compulsory courses, elective activities and into Final Year Project. It implies a holistic and comprehensive approach, where appropriate contents, teaching methodologies and assessment methods have been adapted to deal with ethical, social and environmental issues in our academic context. Our work is still in progress and there are a lot of challenges to face, such as improving teaching methodologies, the assessment tools and the achievement of a broader implication of the faculty |
|---|