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1.
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
2.
Quinn MJ 《Science and engineering ethics》2006,12(2):335-343
The author has surveyed a quarter of the accredited undergraduate computer science programs in the United States. More than
half of these programs offer a “social and ethical implications of computing” course taught by a computer science faculty
member, and there appears to be a trend toward teaching ethics classes within computer science departments. Although the decision
to create an “in house” computer ethics course may sometimes be a pragmatic response to pressure from the accreditation agency,
this paper argues that teaching ethics within a computer science department can provide students and faculty members with
numerous benefits. The paper lists topics that can be covered in a computer ethics course and offers some practical suggestions
for making the course successful.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, California, 9–10 June 2005. 相似文献
3.
The Professional Practice Program, also known as the co-operative education (co-op) program, at the University of Cincinnati
(UC) is designed to provide eligible students with the most comprehensive and professional preparation available. Beginning
with the Class of 2006, students in UC’s Centennial Co-op Class will be following a new co-op curriculum centered around a
set of learning outcomes Regardless of their particular discipline, students will pursue common learning outcomes by participating
in the Professional Practice Program, which will cover issues of organizational culture, technology, professional ethics,
and the integration of theory and practice. During their third co-op work term, students will complete a learning module on
Professional Ethics. To complete the learning module students must familiarize themselves with the code of ethics for their
profession, create a hypothetical scenario portraying an ethical dilemma that involves issues covered by the code, resolve
the dilemma, and explain why their resolution is the best course of action based upon the code of ethics. A three-party assessment
process including students, employers and faculty complete the module.
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
4.
Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering
without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit
into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University
of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL
(How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004–2005. This article introduces
the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being
revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress
towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective
system for engaging students in learning about professional responsibility.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
5.
A team-taught interdisciplinary approach to engineering ethics 总被引:1,自引:0,他引:1
This paper outlines the development and implementation of a new course in Engineering Ethics at the University of Tennessee.
This is a three-semester-hour course and is jointly taught by an engineering professor and a philosophy professor.
While traditional pedagogical techniques such as case studies, position papers, and classroom discussions are used, additional
activities such as developing a code of ethics and student-developed scenarios are employed to encourage critical thinking.
Among the topics addressed in the course are engineering as a profession and its role in society; ethical successes and failures;
risk, safety, and the environment; professional responsibilities; credit and intellectual property; and international concerns.
The most significant aspect of the course is that it brings both engineering and non-engineering points of view to the topics
at hand. This is accomplished in two ways. First, as mentioned previously, it is team-taught by engineering faculty with an
interest in ethical and societal issues, and by philosophy faculty with expertise in the field of professional ethics and
an interest in science and technology. Second, the course is offered to both engineers and non-engineers. This mix of students
requires that all students must be able to explain their technical and ethical decisions in a non-technical manner. Work teams
are structured to maximize interdisciplinary interaction and to foster insights by each student into the professional commitments
and attitudes of others.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
6.
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
7.
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
8.
Engineering ethics, individuals, and organizations 总被引:1,自引:0,他引:1
Davis M 《Science and engineering ethics》2006,12(2):223-231
This article evaluates a family of criticism of how engineering ethics is now generally taught. The short version of the criticism
might be put this way: Teachers of engineering ethics devote too much time to individual decisions and not enough time to social context. There are at least six version of this criticism, each corresponding to a specific subject omitted. Teachers of engineering
ethics do not (it is said) teach enough about: 1) the culture of organizations; 2) the organization of organizations; 3) the
legal environment of organizations; 4) the role of professions in organizations; 5) the role of organizations in professions;
or 6) the political environment of organizations. My conclusion is that, while all six are worthy subjects, there is neither
much reason to believe that any of them are now absent from courses in engineering ethics nor an obvious way to decide whether
they (individually or in combination) are (or are not) now being given their due. What we have here is a dispute about how
much is enough. Such disputes are not to be settled without agreement concerning how we are to tell we have enough of this
or that. Right now we seem to lack that agreement—and not to have much reason to expect it any time soon.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
9.
Benzley SE 《Science and engineering ethics》2006,12(2):355-363
This paper presents an academic project that addresses the issue of international corruption in the engineering and construction
industry, in a manner that effectively incorporates several learning experiences. The major objectives of the project are
to provide the students a learning activity that will 1) make a meaningful contribution within the disciplines being studied;
2) teach by experience a significant principle that can be valuable in numerous situations during an individual’s career,
and 3) engage the minds, experiences, and enthusiasm of the participants in a real ethical challenge that is prevalent in
all of their chosen professional fields. The paper describes the full details of the project, the actual implementation of
it during Winter Semester 2005, the experiences gained during the initial trial, and the modifications and improvements incorporated
for future implementation.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
10.
Lozano JF 《Science and engineering ethics》2006,12(2):245-256
From the Hippocratic Oath on, deontological codes and other professional self-regulation mechanisms have been used to legitimize
and identify professional groups. New technological challenges and, above all, changes in the socioeconomic environment require
adaptable codes which can respond to new demands.
We assume that ethical codes for professionals should not simply focus on regulative functions, but must also consider ideological
and educative functions. Any adaptations should take into account both contents (values, norms and recommendations) and the
drafting process itself.
In this article we propose a process for developing a professional ethical code for an official professional association (Colegio
Oficial de Ingenieros Industriales de Valencia (COIIV) starting from the philosophical assumptions of discursive ethics but
adapting them to critical hermeneutics.
Our proposal is based on the Integrity Approach rather than the Compliance Approach. A process aiming to achieve an effective ethical document that fulfils regulative and ideological functions requires a participative,
dialogical and reflexive methodology. This process must respond to moral exigencies and demands for efficiency and professional
effectiveness.
In addition to the methodological proposal we present our experience of producing an ethical code for the industrial engineers’
association in Valencia (Spain) where this methodology was applied, and we evaluate the detected problems and future potential.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
11.
Agricultural engineers’ jobs are especially related to sustainability and earth life issues. They usually work with plants
or animals, and the aim of their work is often linked to producing food to allow people to improve their quality of life.
Taking into account this dual function, the moral requirements of their day-to-day professional practice are arguably greater
than those of other professions.
Agricultural engineers can develop their ability to live up to this professional responsibility by receiving ethical training
during their university studies, not only by taking courses specifically devoted to ethics, but also by having to deal with
moral questions that are integrated into their technical courses through a program of Ethics Across the Curriculum (EAC).
The authors feel that a suitable pedagogical technique for achieving this goal is the use of moral dilemmas, following Kohlberg’s
theory of levels of morality (1981), with the final objective of attaining a post-conventional level. This paper examines
the possibilities and limitations of using moral dilemmas as a pedagogical technique for training agricultural engineers.
The cases, discussions, and evaluation used in the Agricultural Engineering Department of the Technical University of Valencia
(Spain) are also presented.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
12.
Rudnicka EA 《Science and engineering ethics》2005,11(4):645-654
Graduates of the management major at the University of Pittsburgh at Greensburg find employment in a variety of organizations.
As future managers with employees from different professions, students expressed an interest in discussing ethics cases in
the operations management class. The semester starts with students familiarizing themselves with various professional and
corporate codes of ethics. Throughout the semester a number of short ethics’ cases in operations’ areas such as inventory
management, scheduling, facility location, and product design are introduced to illustrate ethical issues that a manager and
his/her employees might face. Students prepare individual responses before the in-class discussions. The semester ends with
a long group ethics case discussion and formal case presentations. In the end-of-semester survey, students responded very
favorably to an ethics component in the operations management class.
An earlier version of this paper was presented at the Fourteenth Annual Meeting, Association for Practical and Professional
Ethics, February 24–27, 2005. 相似文献
13.
Haws DR 《Science and engineering ethics》2006,12(2):365-372
The efficiency of engineering applied to civilian projects sometimes threatens to run away with the social agenda, but in military applications, engineering often adds a devastating sleekness to the inevitable destruction of life. The relative crudeness
of terrorism (e.g., 9/11) leaves a stark after-image, which belies the comparative insignificance of random (as opposed to orchestrated) belligerence.
Just as engineering dwarfs the bricolage of vernacular design—moving us past the appreciation of brush-strokes, so to speak—the scale of engineered destruction makes
it difficult to focus on the charred remains of individual lives.
Engineers need to guard against the inappropriate military subsumption of their effort. Fortunately, the ethics of warfare
has been an ongoing topic of discussion for millennia. This paper will examine the university core class I’ve developed (The
Moral Dimensions of Technology) to meet accreditation requirements in engineering ethics, and the discussion with engineering
and non-engineering students focused by the life of electrical engineer Vannevar Bush, with selected readings in moral philosophy
from the Dao de Jing, Lao Tze, Cicero, Aurelius Augustinus, Kant, Annette Baier, Peter Singer, Elizabeth Anscombe, Philippa Foot, and Judith Thomson.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
14.
Global challenges as inspiration: A classroom strategy to foster social responsibility 总被引:1,自引:0,他引:1
Social responsibility is at the heart of the Engineer’s Creed embodied in the pledge that we will “dedicate [our] professional knowledge and skill to the advancement and betterment of
human welfare...[placing] public welfare above all other considerations.” However, half century after the original creed was
written, we find ourselves in a world with great technological advances and great global-scale technologically-enabled peril.
These issues can be naturally integrated into the engineering curriculum in a way that enhances the development of the technological
skill set. We have found that these global challenges create a natural opportunity to foster social responsibility within
the engineering students whom we educate. In freshman through senior-level materials engineering courses, we used five guiding
principles to shape several different classroom activities and assignments. Upon testing an initial cohort of 28 students
had classroom experiences based on these five principles, we saw a shift in attitude: before the experience, 18% of the cohort
viewed engineers as playing an active role in solving global problems; after the experiences, 79% recognized the engineer’s
role in solving global-scale problems. In this paper, we present how global issues can be used to stimulate thinking for socially-responsible
engineering solutions. We set forth five guiding principles that can foster the mindset for socially responsible actions along
with examples of how these principles translate into classroom activities.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
15.
A single instrument: Engineering and engineering technology students demonstrating competence in ethics and professional standards 总被引:1,自引:0,他引:1
This paper details efforts by the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis
(IUPUI) to create a single instrument for honors science, technology, engineering and mathematics (STEM) students wishing
to demonstrate competence in the IUPUI Principles of Undergraduate Learning (PUL’s) and Accreditation Board for Engineering
and Technology (ABET) Engineering Accreditation Criterion (EAC) and Technology Accreditation Criterion (TAC) 2, a through
k. Honors courses in Human Behavior, Ethical Decision-Making, Applied Leadership, International Issues and Leadership Theories
and Processes were created along with a specific menu of activities and an assessment rubric based on PUL’s and ABET criteria
to evaluate student performance in the aforementioned courses. Students who complete the series of 18 Honors Credit hours
are eligible for an Honors Certificate in Leadership Studies from the Department of Organizational Leadership and Supervision.
Finally, an accounting of how various university assessment criteria, in this case the IUPUI Principles of Undergraduate Learning,
can be linked to ABET outcomes and prove student competence in both, using the aforementioned courses, menu of items, and
assessment rubrics; these will be analyzed and discussed.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, California, 9–10 June 2005.
Timothy Diemer is a visiting assistant professor in the Dept. of Organizational Leadership and Supervision and director of
international services in the Purdue School of Engineering and Technology at IUPUI.
Stephen P. Hundley is an Associate Professor of Organizational Leadership and Supervision in the Purdue School of Engineering
and Technology at IUPUI.
Robert M. Wolter is a lecturer in the Dept. of Organizational Leadership and Supervision at IUPUI and teaches ‘Human Behavior
in Organizations’ and ‘Applied Leadership’. 相似文献
16.
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
17.
Simonson L 《Science and engineering ethics》2005,11(4):655-658
This paper describes how the Electrical and Computer Engineering Department at South Dakota School of Mines and Technology
has chosen to integrate ethics into their curriculum. All university freshmen engineering students are introduced to ethics
through the presentation of ethical dilemmas. During this exercise, students are forced to argue both sides (‘for’ and ‘against’)
of a hypothetical ethical engineering dilemma. It provides a setting for great discussion with the desired outcome that they
learn to carefully analyze a situation before they draw conclusions. In the sophomore year, students are introduced to methods
to use the fundamental principles, the fundamental canons, and the suggested guidelines for use with the fundamental canons
of ethics when analyzing appropriate action to be taken when confronted with ethical dilemmas. We currently use the ‘sophomore’
method for seniors because the sequencing is just beginning. Next year the seniors will do more indepth analysis of ethical
case studies.
An earlier version of this paper was presented at the Fourteenth Annual Meeting, Association for Practical and Professional
Ethics, February 24–27, 2005. 相似文献
18.
Billington DP 《Science and engineering ethics》2006,12(2):205-222
The goal of this paper is to stress the significance of ethics for engineering education and to illustrate how it can be brought
into the mainstream of higher education in a natural way that is integrated with the teaching objectives of enriching the
core meaning of engineering. Everyone will agree that the practicing engineer should be virtuous, should be a good colleague,
and should use professional understanding for the common good. But these injunctions to virtue do not reach closely enough
the ethic of the engineer as engineer, as someone acting in a uniquely engineering situation, and it is to such conditions
that I wish to speak through a set of specific examples from recent history. I shall briefly refer to four controversies between
engineers. Then, in some detail I shall narrate three historical cases that directly involve the actions of one engineer,
and finally I would like to address some common contemporary issues.
The first section, “Engineering Ethics and the History of Innovation” includes four cases involving professional controversy.
Each controversy sets two people against each other in disputes over who invented the telegraph, the radio, the automobile,
and the airplane. In each dispute, it is possible to identify ethical and unethical behavior or ambiguous ethical behavior
that serves as a basis for educational discussion. The first two historical cases described in “Crises and the Engineer” involve
the primary closure dam systems in the Netherlands, each one the result of the actions of one engineer. The third tells of
an American engineer who took his political boss, a big city mayor, to court over the illegal use of a watershed. The challenges
these engineers faced required, in the deepest sense, a commitment to ethical behavior that is unique to engineering and instructive
to our students. Finally, the cases in “Professors and Comparative Critical Analysis” illuminate the behavior of engineers
in the design of structures and also how professors can make public criticisms of designs that seem wasteful.
This paper was the keynote address at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, California, USA, 9–10 June 2005. 相似文献
19.
Science and Engineering Ethics - A joint effort by the University of California at Berkeley and Delft University of Technology to develop a graduate engineering ethics course for PhD students... 相似文献
20.
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