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Recent policy reports on responsible innovation emphasize the need to make ethics integral to advanced engineering programs. Students, however, usually perceive ethics as a set of rules and principles embedded in codes rather than as a set of open-ended approaches and a potential source of innovative research questions. We report on the pilot offering of an intensive summer program for graduate students, Global Perspectives: Engineering Ethics Across International and Academic Borders, which aimed to shift this perspective by creating opportunities for students to explore the challenging situation of ethics within graduate engineering education and specifically to engage in collaborative, interdisciplinary ethics research. By synthesizing scholarship from the philosophy of emotion, student voice, and early engagement, we aimed to create a space for student exploration, collaborative learning, and active knowledge production. The student commentaries that follow the article serve as the program's preliminary assessment and draw attention to the important role that students may play in shaping new pedagogical initiatives.
Sunderland et al. (Sun,) studied this question.