{'fraction_non_alphanumeric': 0.009602194787379973, 'fraction_numerical': 0.0, 'mean_word_length': 6.227722772277228, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Experiential teaching strategies for ethical reasoning skills relevant to sustainability

Introduction of the principles of sustainable development into the canons of engineering professional societies has presented several serious challenges to science and engineering educators. There are few pedagogical guideposts for current educators teaching sustainability as an ethical concept. Moreover, traditional approaches to ethics education in science and engineering courses is unlikely to be successful for sustainability. This paper describes the challenge of sustainability ethics education and discusses a new initiative in the Rochester Institute of Technology regarding ethics education in the Sustainability Ph.D. program.