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1.
Catalano GD 《Science and engineering ethics》2004,10(2):409-415
A senior level capstone design experience has been developed and offered with a particular emphasis on many of the professional
issues raised in Accreditation Board for Engineering and Technology (ABET) Engineering Criterion IV. The course has sought
to develop student awareness of the ethical foundation of the engineering profession, the global and societal framework within
which engineers practice, and the environmental impact on engineering. The capstone design course also focused upon improving
the technical communications skills of the graduating senior class with both extensive instruction in writing and multiple
workshops dealing with the art of making an effective oral presentation. The effectiveness of the design course was assessed
using Kirkpatrick’s model for evaluating training programs.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
2.
Charles E. Harris Jr. 《Science and engineering ethics》1998,4(3):321-331
Increasing numbers of engineers from developed countries are employed during some part of their careers in lesser-developed
nations (LDN’s), or they may design products for use in LDN’s. Yet determining the implications of professional engineering
codes for engineers’ conduct in such settings can be difficult. Conditions are often substantially different from those in
developed countries, where the codes were formulated. In this paper I explore the implications of what I call the “welfare
requirement” in engineering codes for professional engineering conduct in LDN’s.
An earlier version of this paper was presented at the Engineering Foundation Conference on “Ethics for Science and Engineering
Based International Industries”, Durham, NC, USA, 14–17 September 1997. 相似文献
3.
In order to fulfill ABET requirements, Northern Arizona University’s Civil and Environmental engineering programs incorporate
professional ethics in several of its engineering courses. This paper discusses an ethics module in a 3rd year engineering
design course that focuses on the design process and technical writing. Engineering students early in their student careers
generally possess good black/white critical thinking skills on technical issues. Engineering design is the first time students
are exposed to “grey” or multiple possible solution technical problems. To identify and solve these problems, the engineering
design process is used. Ethical problems are also “grey” problems and present similar challenges to students. Students need
a practical tool for solving these ethical problems. The step-wise engineering design process was used as a model to demonstrate
a similar process for ethical situations. The ethical decision making process of Martin and Schinzinger was adapted for parallelism
to the design process and presented to students as a step-wise technique for identification of the pertinent ethical issues,
relevant moral theories, possible outcomes and a final decision. Students had greatest difficulty identifying the broader,
global issues presented in an ethical situation, but by the end of the module, were better able to not only identify the broader
issues, but also to more comprehensively assess specific issues, generate solutions and a desired response to the issue. 相似文献
4.
Elder KE 《Science and engineering ethics》2004,10(2):325-336
As a result of in-house discussions stimulated by previous Gonzaga engineering ethics conferences, Coffman Engineers began
the implementation of what is to be a company-wide ethics training program. While preparing a curriculum aimed at consulting
engineers, we found very little guidance as to how to proceed with most available literature being oriented towards the academic
environment. We consulted a number of resources that address the teaching of engineering ethics in higher education, but questioned
their applicability for the Consulting Engineering environment. This lack of guidance led us to informal research into the
ethical knowledge and attitudes of both consulting engineers and engineering students. Some of our findings were unexpected,
and suggest that a simpler approach to teaching ethics to working professionals might be preferred to that typically promoted
in higher education.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
5.
Chris Gastmans Fernand Van Neste Paul Schotsmans 《Christian Bioethics: Non-Ecumenical Studies in Medical Morality》2006,12(3):265-280
In this article, the place and the nature of an ethical dialogue that develops within Christian healthcare institutions in Flanders, Belgium is examined. More specifically, the question is asked how Christian healthcare institutions should position themselves ethically in a context of a pluralistic society. The profile developed by Caritas Catholica Flanders must take seriously not only the external pluralistic context of our society and the internal pluralistic worldviews by personnel/employees and patients, but also the inherent inspiration of a Christian healthcare institution. This article concludes with ten general orientations that could shape the ethical dialogue from a Christian inspiration in a pluralistic context. 相似文献
6.
Cummings ML 《Science and engineering ethics》2006,12(4):701-715
The Accreditation Board of Engineering and Technology (ABET) has declared that to achieve accredited status, “engineering
programs must demonstrate that their graduates have an understanding of professional and ethical responsibility.” Many engineering
professors struggle to integrate this required ethics instruction in technical classes and projects because of the lack of
a formalized ethics-in-design approach. However, one methodology developed in human-computer interaction research, the Value-Sensitive
Design approach, can serve as an engineering education tool which bridges the gap between design and ethics for many engineering
disciplines. The three major components of Value-Sensitive Design, conceptual, technical, and empirical, exemplified through
a case study which focuses on the development of a command and control supervisory interface for a military cruise missile. 相似文献
7.
Nichols SP 《Science and engineering ethics》2000,6(3):399-412
ABET 2000 Criteria encourages development of proficiency in professional responsibility in engineering as part of the undergraduate
curriculum. This paper discusses the use of industrially sponsored capstone design projects to encourage active discussion
of professional responsibility in engineering that naturally occurs during the engineering design process. The paper also
discusses student participation in designing responses and approaches to issues such as engineering ethics. The paper includes
specific examples of topics addressed by students and the approaches developed (by students) in addressing these issues.
An earlier version of this paper was presented at the International Conference on Ethics in Engineering and Computer Science,
Case Western Reserve University, Cleveland, March 21–24, 1999. 相似文献
8.
WILLIAM F. COX Jr. NANCY J. HAMELOTH DANIEL P. TALBOT 《Journal of Research on Christian Education》2013,22(2):181-210
A reasonable expectation of textbooks used in Christian schools is that they should regularly incorporate biblical content. It is also reasonable to expect the biblical content to be integrated—not segregated—to influence matters such as worldview, biblical relevance, character, and integrative skills. This expectation was tested via a representative sampling of 15 texts across a span of elementary, middle, and high school grades and representative content areas from eight Christian schools in the eastern Virginia region. Important findings include: close to half the texts used in the schools were from non-Christian publishers; textbooks from Christian publishers were predominantly from only two companies; the adequacy of textbook worldview scores is not in alignment with research showing major student deficiency in Christian worldviews; and approximately half of the scores for Christian textbooks were below the minimally acceptable level. 相似文献
9.
This paper addresses several concerns in teaching engineering ethics. First, there is the problem of finding space within
already crowded engineering curricula for meaningful discussions of ethical dimensions in engineering. Some engineering programs
may offer entire courses on engineering ethics; however, most do not at present and may not in the foreseeable future. A promising
possibility is to weave ethics into already existing courses using case studies, but most current case studies are not well
integrated with engineering technical analysis. There is a danger that case studies will be viewed by both instructors and
students as departures from “business as usual”—interesting perhaps, but not essentially connected with “real” engineering.
We offer a case study, inspired by the National Society of Professional Engineer’s popular video Gilbane Gold, that can be used to make the connection. It requires students to engage in technical analysis, but in a context that makes
apparent the ethical responsibility of engineers. Further, the case we present marks a significant departure from more typical
cases that primarily focus on wrongdoing and its prevention. We concentrate more positively on what responsible engineering
requires. There is a need for more such cases, regardless of whether they are to be used in standard engineering courses or
in separate courses in engineering ethics.
This article is the product of the NSF/Bovay Endowment “Workshop to Develop Numerical Problems Associated With Ethics Cases
for use in Required Undergraduate Engineering Courses” (NSF Grant DUE-9455141) held at Texas A&M University in August 1995.
For further information about this project, contact Michael J. Rabins, Director of the Ethics and Professionalism Program
in the Look College of Engineering at Texas A&M University. Additional case studies from this workshop are available on the
Internet site http://ethics.tamu.edu. The writing of this article was supported in part by “Engineering Ethics: Good Works”
(NSF/EVS Grant SBR-930257).
Michael Pritchard teaches ethics and is co-author of Engineering Ethics: Concepts and Cases (1995) with C.E. Harris and Michael Rabins (Wadsworth, Belmont CA).
Mark Holtzapple teaches chemical engineering and is author of Foundations of Engineering (McGraw-Hill) which includes an ethics chapter suitable for freshman engineering students. 相似文献
10.
Lau AS 《Science and engineering ethics》2004,10(2):359-368
One of the methods used at Penn State to teach engineering students about ethics is a one-credit First-Year Seminar entitled
“How Good Engineers Solve Tough Problems.” Students meet in class once a week to understand ethical frameworks, develop ethical
problem-solving skills, and to better understand the professional responsibilities of engineers. Emphasis is on the ubiquity
of ethical problems in professional engineering. A learning objective is the development of moral imagination, similar to
the development of technical imagination in engineering design courses. Making sound arguments is also addressed in the process
of reasoning through cases, and critiquing other’s arguments. Over the course of the semester, students solve five engineering
ethics cases. Each week, a student team of four people is responsible for reading the assigned section of the text, developing
a summary, and leading the class discussion.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
11.
Susan Anthony Salladay Judith Allen Shelly 《Christian Bioethics: Non-Ecumenical Studies in Medical Morality》1997,3(1):20-38
Moral strangerhood is due in part to competing worldviews. The profession of nursing is experiencing a paradigm shift which creates ethical dilemmas for both Christian nurses and Christian patients. Nursing's new focus on spirituality and spiritual care presents itself as broadly defining a desired state or patient outcome -- spiritual integrity -- supposed to be applicable to all patients of all faiths. Analysis of nursing's definition of spirituality reveals assumptions and values consistent with an Eastern/New Age worldview which may cause hostility towards Christian patients stereotyped as dogmatic or noncompliant. 相似文献
12.
Rein Nauta 《Journal of religion and health》2008,47(1):75-87
Augustine’s conversion is considered exemplary for its Christian testimony. However, the psychological aspects are also relevant,
for Augustine’s conversion to Christianity was as much inspired by personal and cultural ambitions as by religious convictions.
For Augustine, the conversion to the Christian faith spelled a life of asceticism—a life of celibacy, a virtuous and chaste
existence, which also offered him a means of escape from the threatening ambiguity of parental relations and a chance to realize
the cultural ideal of the civilized philosopher who has subjugated the passions of the flesh. In this paper we explore the
psychological dynamics of the absent father, the suffering mother and the prodigal son and the role they played in Augustine’s
conversion to Christianity. 相似文献
13.
Vivian M. Weil 《Science and engineering ethics》1998,4(3):303-314
A summary of the career of a Russian engineer who practiced a century ago in western Europe, as well as in Russia, provides
an example of how ethical standards can influence practice across national boundaries. An examination of his career and his
conception of engineering, of the evolution of engineering standards and codes, and of the process of formulating codes in
particular instances explains how international standards can shape practice in an international context.
An earlier version of this paper was presented at the Engineering Foundation Conference on “Ethics for Science and Engineering
Based International Industries”, Durham, NC, USA, 14–17 September 1997. 相似文献
14.
Don Gotterbarn 《Science and engineering ethics》1998,4(3):351-356
The types of errors that emerge in the development and maintenance of software are essentially different from the types of
errors that emerge in the development and maintenance of engineered hardware products. There is a set of standard responses
to actual and potential hardware errors, including: engineering ethics codes, engineering practices, corporate policies and
laws. The essential characteristics of software errors require new ethical, policy, and legal approaches to the development
of software in the global arena.
An earlier version of this paper was presented at the Engineering Foundation Conference on “Ethics for Science and Engineering
Based International Industries” Durham, NC, USA. September 1997. 相似文献
15.
Fleischmann ST 《Science and engineering ethics》2004,10(2):369-381
Ethical decision-making is essential to professionalism in engineering. For that reason, ethics is a required topic in an
ABET approved engineering curriculum and it must be a foundational strand that runs throughout the entire curriculum. In this
paper the curriculum approach that is under development at the Padnos School of Engineering (PSE) at Grand Valley State University
will be described. The design of this program draws heavily from the successful approach used at the service academies — in
particular West Point and the United States Naval Academy. As is the case for the service academies, all students are introduced
to the “Honor Concept” (which includes an Honor Code) as freshmen. As an element of professionalism the PSE program requires
1500 hours of co-op experience which is normally divided into three semesters of full-time work alternated with academic semesters
during the last two years of the program. This offers the faculty an opportunity to teach ethics as a natural aspect of professionalism
through the academic requirements for co-op. In addition to required elements throughout the program, the students are offered
opportunities to participate in service projects which highlight responsible citizenship. These elements and other parts of
the approach will be described.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting, New Orleans, 2003. 相似文献King Solomon
16.
Mindfulness-based interventions have grown in prominence over the past decade. Evidence of their efficacy has been an important driver of their widespread acceptance and proliferation. Although secularised, these mindfulness-based interventions are derived from and influenced by Eastern spiritual traditions, particularly Buddhism. For this reason, there is a need to explore the acceptability of such approaches among individuals firmly committed to theistic traditions such as Judaism, Christianity and Islam. This article examines the rise of mindfulness-based interventions, exploring the sparse literature concerning the acceptability of such approaches among individuals with theistic perspectives divergent from both secular worldviews and Buddhist narratives. Finally, the article proposes several bridging concepts that might help practitioners of mindfulness-based approaches communicate key aspects of these interventions in a manner more culturally attuned and religiously resonant with the worldviews of Muslim clients. 相似文献
17.
The design and economic realities associated with Personal Computers (PCs) was used as a model for implementing ethical issues
into the core-engineering curriculum. Historically, products have not been designed to be recycled easily. By incorporating
environmental ethics into our classrooms and industries, valuable materials can be recovered and harmful materials can be
eliminated from our waste stream. Future engineers must consider the economic cost-benefit analysis of designing a product
for easy material recovery and recycling versus the true cost of the disposal and continued use of virgin materials. A three
hour unit on the economic and environmental impacts of product design is proposed for inclusion in the ABET accredited engineering
program.
An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting,
New Orleans, 2003. 相似文献
18.
Gloria L. Schaab 《Zygon》2010,45(4):897-904
The theology of God in the scholarship of John Haught exemplifies rigor, resourcefulness, and creativity in response to ever‐evolving worldviews. Haught presents insightful and plausible ways in which to speak about the mystery of God in a variety of contexts while remaining steadfastly grounded in the Christian tradition. This essay explores Haught's proposals through three of his selected lenses—human experience, the informed universe, and evolutionary cosmology—and highlights two areas for further theological development. 相似文献
19.
Unger SH 《Science and engineering ethics》2000,6(3):423-430
Nine examples are presented illustrating the kinds of problems encountered in actual practice by conscientious engineers.
These cases are drawn fom the records of the IEEE Ethics Committee, and from the experience of the ethics help-line initiated
recently by the Online Ethics Center for Engineering and Science. They range from situations in which companies try to cheat
one another to those in which human health and safety are jeopardized. In one case, an engineer learned that even a quiet
resignation can prove very costly in a personal sense. Some ways in which professional societies might make ethical practice
of engineering somewhat easier are mentioned.
An carlier, shorter version of this paper was presented at the International Conference on Ethics in Engineering and Computer
Science, Case Western Reserve University, Cleveland, March 21–24, 1999, and can be accessed on line at http://onlineethics.org/cases/unger.html.
In all cases described in this paper, the names of individuals and organizations have been suppressed or fictionalized.
Professor Unger was Chairman of the IEEE (Institute of Electrical and Electronics Engineers) Ethics Committee (1997–1998). 相似文献
20.
Charles Glagola Moshe Kam Caroline Whitebeck Michael C. Loui 《Science and engineering ethics》1997,3(4):463-480
At a conference, two engineering professors and a philosophy professor discussed the teaching of ethics in engineering and
computer science. The panelists considered the integration of material on ethics into technical courses, the role of ethical
theory in teaching applied ethics, the relationship between cases and codes of ethics, the enlisting of support of engineering
faculty, the background needed to teach ethics, and the assessment of student outcomes. Several audience members contributed
comments, particularly on teaching ethical theory and on student assessment.
This panel discussion took place at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9,
1997.
Biographical information on panelists:
Charles Glagola is an assistant professor of civil engineering at the University of Florida. He is a registered professional engineer in
the states of Florida and Alabama. Before coming to academia, he had extensive industry experience culminating with his owning
and operating a construction and engineering firm in Pensacola, Florida. He currently teaches engineering ethics as part of
a professional issues course in the Department of Civil Engineering, and a one-hour engineering ethics course that is offered
to all engineering students through the College of Engineering.
Moshe Kam is professor of electrical and computer engineering at Drexel University. He heads Drexel’s Data Fusion Laboratory which
specializes in multisensor systems and robot navigation. His professional interests include detection and estimation, distributed
decision making, forensic applications of image processing, and engineering ethics.
Michael Loui is professor of electrical and computer engineering and associate dean of the Graduate College at the University of Illinois
at Urbana-Champaign. From 1990 to 1991, he served at the National Science Foundation in Washington, D.C. His scholarly interests
include computational complexity theory, theory of parallel and distributed computation, fault-tolerant software, and professional
ethics.
Caroline Whitbeck is a philosopher of science, technology and medicine and is the Elmer G. Beamer-Hubert H. Shneider Professor in Ethics at
Case-Western Reserve University. She also directs the WWW Ethics Center for Engineering & Science— http://ethics.cwru.edu—
under a grant from the National Science Foundation. The focus of her current work is practical ethics, especially ethics in
scholarly and scientific research. Her book, Ethics in Engineering Practice and Research, will appear from Cambridge University Press in winter 1997–98. 相似文献