In this work, we use a series of case studies to introduce ethical thinking, environmental sustainability, and social responsibility in a level 3 undergraduate engineering course. Specifically, in teaching the principles of Finite Element Analysis, used to perform engineering and performance analysis of designs, we introduce several real-world engineering ethics situations closely connected to the technical topics taught in the class. In taking up each case, the instructor provides a context, and the underlying micro-ethics and macro-ethics dilemmas are outlined. Students in two different cohorts are given the same problems. In the first cohort, the students submit an individual commentary following an analysis and selfreflection. In the second cohort, the students prepare a commentary in groups following a detailed deliberation between the peers. From the analysis of the commentaries of the two cohorts, we found that students in the second cohort had more evolved and rich commentaries. This cohort demonstrated a more developed moral imagination, significantly stronger ethical reasoning skills due to the exchange of ideas and knowledge between their peers, and facilitation by the faculty member. We also found that these debates and discussions help students hone their negotiation, strategic planning, public speaking, and evidence-presenting skills. Students also learn to empathize with peers' views and opinions, honing their collaboration and teamwork abilities while arriving at a consensus on open-ended problems.