It also presents the approach followed in designing a module on Engineering Ethics in an introductory freshman course in our university. The objective of this paper is to explore the existing solution space for the curriculum design, content and assessment of ethics instruction. An aim to achieve this will require engineering educators to include of the principles of Engineering Ethics is the curriculum. Thus, the professionals need to be trained in exploring the solution space of problems related to engineering ethics during their formative four years. However, the ethical problems are ill-structured and lack a set of prescriptive and enumerable solutions. In such a professionally obligatory setting, ethical dilemmas come into foreplay which will decide the course of action which the problem solver will seek to take. An engineer thus works in an environment where equally competing considerations for different stakeholders need to be accounted for before providing uncompromised solutions. An engineering professional's work demands that the technological solutions designed to solve practical problems of society are addressing the safety, health and welfare of the public.
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