sCEEne magazine

Meet the engineer of tomorrow in sCEEne, a new e-magazine

How do we educate engineers for a world that keeps changing?

Our 4TU+.CEE e-magazine series explores this question through the people, educational research and teaching practices shaping engineering education today. As we keep bringing together the expertise spanning five universities to collaborate on innovation in engineering education, this e-magazine series shares that knowledge more widely, connecting educational research and innovation with the people who put it into practice.

Each issue of sCEEne focuses on a theme. We bring together stories from our universities, alongside interviews, research results, teaching practices and practical teaching/learning tools. The magazine is made by and for people who care about engineering education and the role engineers play in society.

The first issue focuses on the Responsible Engineer, Responsible Engineering and Engineering Ethics Education. It looks at how we can prepare engineers to make thoughtful, ethical and sustainable decisions in a complex world.

Read the first issue

We don't see things as they are,
we see them as we are.

Anais Nin

First sCEEne

What does responsibility look like in practice? And how can we help students develop the confidence to recognise and navigate ethical questions?

The issue takes a close look at COMET 3.0, a CEE-supported TU Delft project exploring Comprehensive Ethics Teaching for Engineering and Design Students. It brings together the tools and approaches developed through the project, showing how ethics can become part of engineering education rather than something added on afterwards.

“The moment they start creating, they realise how many choices they have to make.” That process makes ethics tangible. Students experience that every vision holds priorities, exclusions, and assumptions.” ~ Martin Sand, TUD

But COMET 3.0 is just one part of the issue. You’ll also find approaches to practising responsibility through serious games at RUG, WUR and TU/e, and an UT MSc student account of humanitarian engineering fieldwork in Calais and Brazil.

“I still don’t have a neat definition of a “responsible engineer.” What I do have is a set of questions I carry with me: Where am I drawing the box, and who disappears when I do? What am I enabling and for whom?” ~ Annusuya Ghimire, UT

Together, these contributions offer different views on what it means to educate a responsible engineer. The first issue is now available. We invite you to read it and explore how responsibility is taught across our universities.

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