Introducing ethical, social and environmental issues in ICT engineering degrees

Miñano Rubio, Rafael; Fernández Aller, Celia; Anguera de Sojo Hernández, Áurea y Portillo Aldana, Eloy (2015). Introducing ethical, social and environmental issues in ICT engineering degrees. "Journal of Technology and Science Education", v. 5 (n. 4); pp. 272-285. ISSN 2014-5349. https://doi.org/http://dx.doi.org/10.3926/jotse.203.

Descripción

Título: Introducing ethical, social and environmental issues in ICT engineering degrees
Autor/es:
  • Miñano Rubio, Rafael
  • Fernández Aller, Celia
  • Anguera de Sojo Hernández, Áurea
  • Portillo Aldana, Eloy
Tipo de Documento: Artículo
Título de Revista/Publicación: Journal of Technology and Science Education
Fecha: Diciembre 2015
Volumen: 5
Materias:
Palabras Clave Informales: Engineering education, Educational experiences, Generic competences, Social issues, Sustainability, Engineering ethics
Escuela: E.T.S.I. de Sistemas Informáticos (UPM)
Departamento: Matemática Aplicada a las Tecnologías de la Información y las Comunicaciones
Licencias Creative Commons: Reconocimiento - Sin obra derivada - No comercial

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Resumen

This paper describes the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politécnica de Madrid. The experience before the Bologna Process was concentrated on developing elective courses related mainly on the field of the International Development Cooperation. The integration of those topics within the current ICT engineering curricula, adapted to the European Higher Education Area framework, has significantly improved. It reaches all of our students, as the programs include compulsory courses which focus on ethical and social issues, and these topics have to be considered when carrying out the Final Year Project. A holistic and comprehensive approach is being implemented, with a broad view of professional responsibility and sustainability. Appropriate contents, teaching methodologies and assessment methods have been aligned in order to make our students? training more effective. The result is an example of both bottom-up and top-down approach. It has been positively influenced by the European Higher Education Area framework and some external recommendations. However, the significant contribution regarding motivation, drive and previous experience of the teachers involved has been essential.

Más información

ID de Registro: 40274
Identificador DC: http://oa.upm.es/40274/
Identificador OAI: oai:oa.upm.es:40274
Identificador DOI [BETA]: http://dx.doi.org/10.3926/jotse.203
URL Oficial: http://www.jotse.org/index.php/jotse/article/view/203/170
Depositado por: Memoria Investigacion
Depositado el: 31 Mar 2017 19:37
Ultima Modificación: 31 Mar 2017 19:41
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