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It is crucial for engineers to anticipate the socio-ethical impacts of emerging technologies. Such acts of anticipation are thoroughly normative and should be cultivated in engineering ethics education. In this paper we ask: 'how do we anticipate the socio-ethical implications of emerging technologies responsibly?' And 'how can such responsible anticipation be taught?' We offer a conceptual answer, building upon the framework of Responsible Innovation and its four core practices: anticipation, reflexivity, inclusion, and responsiveness. We forge a more explicit link between the practices of anticipation, reflexivity, and inclusion, while also enriching them with insights from disability studies, STS, design theory, and philosophy. On this basis we present responsible anticipation as an activity of reflective problem framing grounded in epistemic humility. Via the RI-practice of responsiveness we present responsible anticipation as a creative approach to engineering ethics, offering engineering students a critical yet productive perspective on how ethics may inform innovation. [ABSTRACT FROM AUTHOR]

This paper presents and evaluates a role-play simulation called 'Theatrical Technology Assessment', in which students learn about complex stakeholder dynamics around emerging technologies. This role-play combines insights from Constructive Technology Assessment, improvisational theatre and educational role-play designs. It was implemented in an online setting with bachelor students of an interdisciplinary engineering programme. Based on collected chat conversations and reflection reports in seven different simulations, we qualitatively analysed what students learned about stakeholder dynamics. The study shows that students gained novel and relevant insights regarding stakeholder perspectives on technologies, the effects of uncertainties on decision making, collective stakeholder dynamics, and strategies to steer technology development. Students considered the role-play simulations to be engaging learning experiences. The dual set-up of the role-play, with students as players and co-designers, and the integral use of improvisational theatre are novel elements of educational role-play designs. [ABSTRACT FROM AUTHOR]

Leadership is vital in engineering for individual career advancement and innovation across the profession. Although engineering educators have a key role in developing students' leadership, it is unclear what leadership training and experience they have. This research explores the sources of knowledge, experiences, and roles that engineering educators draw upon to inform their understanding of leadership. The second objective is to examine how, if at all, these experiences and roles influence educators' teaching of leadership. This study employed an exploratory qualitative approach and thematic analysis, drawing on interviews with 16 engineering educators in the United States. Findings indicated the importance of learning and practicing leadership in their current role, drawing on industry experience or speaking with professionals, leveraging personal experiences and relationships, and learning from formal training. These sources manifested in three ways in the classroom: intentional leadership instruction, informal leadership modelling and encouraging, and not feeling prepared to teach leadership. The findings contribute to a conceptualisation of the experiences that inform educators' understanding of leadership while pointing to the lack of formal training. Implications include considerations for faculty hiring and development, ways for faculty to draw on their experience, and suggestions for creating a culture supportive of leadership education. [ABSTRACT FROM AUTHOR]

The gap between industry needs and engineering graduates' competences is being tackled by project-based courses, which also help to develop key innovation competences to address current societal challenges. Nevertheless, there is limited understanding about what innovation competences are developed through the different types of project-based courses. This study discusses innovation competences development in these courses with the aim of understanding how to better design educational strategies to improve them. Through content analysis, we compare the outcomes of two groups of Telecom Engineering students undergoing a capstone course following a classical product development project approach and a challenge-based course using Design Thinking. Results show that both course types contribute to developing innovation competences. Nevertheless, depending on the chosen pedagogy some competences are developed further. The traditional project-based course demonstrates better results in Planning and Managing Projects. Creativity, Leadership, and Entrepreneurship are more developed through a challenge-based approach combined with Design Thinking. [ABSTRACT FROM AUTHOR]

Training based on Virtual Reality (VR) has reached a level of maturity that renders it applicable in many industries. By moving through learner interaction and representational fidelity, from navigable to interactable VR learning environments, the relationships between trainees, VR technology, and the world that trainees experience change. These relationships are central to the theory of technological mediation. In this theory, the central idea is that humans' perceptions and interpretations of reality are transformed when the latter are mediated by technology. Using this theory, the objective of this study is to provide insights into the different roles that mediation, in the relationship between trainees or users of this technology and construction practice, may play in the new type of context-realistic VR learning environments. To this end, the development of a framework for generating an innovative VR tool for training operators on construction sites was chosen as the subject of a case study. By focusing on the development phases of this framework one is able to scrutinise the underlying elements that shape the changing relationship between trainees, the VR environment, and the real world. [ABSTRACT FROM AUTHOR]