ABSTRACT
This chapter reviews how ethics is operationalized in educational experiences in service-learning, humanitarian engineering, and community engagement pedagogies. Ethical considerations may be implicit, for example, in how ethical principles of social justice and inclusion underpin the philosophy of service-learning and the strengths-based approaches typical of humanitarian engineering practice, or they may be made explicit, for example, in discussions of broader contextual considerations in humanitarian engineering design. After describing the chapter authors’ positionality and then defining and problematizing humanitarian engineering and service learning, the chapter discusses different ways in which ethics education can be integrated and targeted in these contexts. The chapter discusses classroom approaches, such as scenario-based teaching – which can prime students to consider ethical dimensions in these field experiences – before concluding with some overall insights and recommendations for educators.
