Embedding Ethics Throughout a Master's in Integrated Engineering Curriculum.

The New Model Institute for Technology and Engineering (NMITE) in Hereford UK is a higher education start-up established to deliver a new age of engineering education. Because humanity's pressing problems are inherently interdisciplinary, NMITE's first degree, the Master's in Integrated Engineering (MEng) integrates conventionally separate strands of engineering and goes still further - integrating engineering with other disciplines such as arts, humanities, business, and ethics. The intentional and strategic process by which the course content was developed enabled the creation of an ethics curriculum that maps onto and is embedded within each of the MEng's 27 engineering modules. NMITE's ethics curriculum has several distinctive components including an ethics spine approach that is scaffolded according to stages of ethical learning development and is embedded in problem-based learning pedagogy. This paper will describe the ethics interventions within NMITE's MEng curriculum and will present autobiographic and self-reflective data from a pilot study of trial learners that contributed to an iterative process of improvement and acted as a guide to decision-making. NMITE's thorough and robust approach to embedding ethics within and throughout its Master's in Integrated Engineering has the potential to enable engineers to promote social responsibility and sustainability, to fulfil their public duty, and to engage in lifelong learning and reflection. [ABSTRACT FROM AUTHOR]