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Code of Ethics
• The main objectives of the engineering code
of ethics are to (i) protect the public, (ii)
protect and further develop the profession.
Engineering ethics
• Engineering Ethics is the study of moral issues
and decisions confronting individuals and
organizations engaged in engineering.
• The Study of related questions about moral
ideals, character, policies and relationship of
people and corporations involved in
technological activity.
Outcome of Engineering Ethics
• Teaching engineering ethics can achieve at least four
desirable outcomes:
• a) increased ethical sensitivity;
• b) increased knowledge of relevant standards of conduct;
• c) improved ethical judgment; and
• d) improved ethical will-power (i.e., a greater ability to
act ethically when one wants to).
Davis, M. “Teaching ethics across the engineering curriculum.” Proceedings of
International Conference on Ethics in Engineering and Computer Science.
Available online at:
http://onlineethics.org/essays/education/davis.html.
ETHICAL RESPONSIBILITY
• “Ethical responsibility...involves more than leading a decent,
honest, truthful life. . . . And it involves something much more
than making wise choices when such choices suddenly,
unexpectedly present themselves. Our moral obligations must .
. . include a willingness to engage others in the difficult work of
defining the crucial choices that confront technological
society”
Langdon Winner, 1990. “Engineering ethics and political imagination.”pp. 53-64 in Broad and
Narrow Interpretations of Philosophy of Technology: Philosophy and Technology 7, edited by
P. Durbin. Boston: Kluwer. Cited in Joseph R. Herkert, “Continuing and Emerging Issues in
Engineering Ethics Education,” The Bridge, 32(3), 2002.
Code of Ethics
• Engineering Ethics does not have a single
uniform system, or standard, of ethical
conduct across the entire profession
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National Society of Professional Engineers (NSPE)
American Institute of Chemical Engineers (AIChE)
American Society of Civil Engineers (ASCE)
American Society of Mechanical Engineers (ASME)
Society of Manufacturing Engineers (SME)
IEEE code of ethics (IEEE)
Roles of Codes
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Inspiration and Guidance
Support
Difference and Discipline
Education and Mutual Understanding
Contributing to the Profession’s Public Image
Protecting the status Quo
Promoting Business Interests
Roles of Codes
• Inspiration and Guidance : Codes provide a
positive stimulus for ethical conduct and
helpful guidance concerning the main
obligations of engineers .
• Inspire using language with positive overtones
• Codes should be brief to be effective , they
offer mostly general guidance
Engineering Societies that have
published Code of Ethics
Examples of Engineering Codes of
Ethics
• Accreditation Board for Engineering and
Technology (ABET)
• National Society of Professional
Engineers (NSPE)
• Institute of Electrical and Electronic
Engineers (IEEE)
• American Society of Mechanical
Engineers (ASME)
• American Society of Civil Engineers
(ASCE)
Roles of Codes
• Support : Codes give positive support to those
seeking to act ethically.
• A Publicly proclaimed code allows an engineer
who is under pressure to act unethically to say
: “Iam bound by the code of ethics of my
profession , which states that …”. This by itself
gives engineers some group backing in taking
stands on moral issues.
Roles of Codes
• Difference and Discipline :
Codes can also serve as the formal basis for
investigating unethical conduct.
Paralegal Proceedings designed to get at the
truth about a given charge without violating the
personal rights of those being investigated .
Roles of Codes
• Education and Mutual Understanding :
Codes can be used in the classroom and
elsewhere to prompt discussion and reflection on
moral issues
to encourage a shared understanding among
concerning the moral responsibilities of
engineers .
- professionals,
- the public, and
- the government organizations
Roles of Codes
• Contributing to the Profession’s Public Image
– Codes can present a Positive image to the public
of an ethically committed profession .
– Help engineers more effectively serve the public
– Can win greater powers of self-regulation for the
profession itself
-Not Properly Dressed :- increase public cynicism
( distrust)
Roles of Codes
• Protecting the status Quo :
• Codes establish ethical conventions( agreements)
• Help promote an agreed upon minimum level of
ethical conduct
• Example: In 1932 , two engineers were expelled
from ASCE for violating a section of its code
forbidding public remarks critical to other
engineers
Roles of Codes
• Promoting Business Interests :
– Business Dealings can benefit
ABET (Accreditation Board for Engineering and Technology)
Code of Ethics
The Fundamental Principles
Engineers uphold and advance the integrity, honor, and dignity
of the engineering profession by:
I. using their knowledge and skill for the enhancement of
human welfare;
II. being honest and impartial, and serving with fidelity the
public, their employers, and their clients;
III. striving to increase the competence and prestige of the
engineering profession; and,
IV. supporting the professional and technical societies of their
disciplines.
ABET Code of Ethics of Engineers
The Fundamental Canons
1. Engineers shall hold paramount the safety, health, and welfare of the
public in the performance of their professional duties.
2. Engineers shall perform services only in the areas of their
competence.
3. Engineers shall issue public statements only in an objective and
truthful manner.
4. Engineers shall act in professional matters for each employer or client
as faithful agents or trustees, and shall avoid conflicts of interest.
5. Engineers shall build their professional reputation on the merit of their
services and shall not compete unfairly with others.
6. Engineers shall act in such a manner as to uphold and enhance the
honor, integrity, and dignity of the profession.
7. Engineers shall continue their professional development throughout
their careers and shall provide opportunities for the professional
development of those engineers under their supervision.
Ethics in ABET Program Outcomes
Engineering programs must demonstrate that their graduates have
• Ability to apply knowledge of mathematics, science, engineering
• Ability to design and conduct expts, analyze and interpret data
• Ability to design system, component, or process
• Ability to function on multidisciplinary teams
• Ability to identify, formulate, and solve engineering problems
• An understanding of professional and ethical responsibility
• Ability to communicate effectively
• Broad education necessary to understand engineering impact in a
global and societal context
• Recognition of need for and ability to engage in life-long learning
• Knowledge of contemporary issues
• Ability to use techniques, skills and modern engineering tools
necessary for engineering practice
IEEE Code of Ethics
• Last revised in 1990.
• All members are required to abide by the Code.
– Stated on membership form which they sign
• Violations of the Code are subject to appropriate
action.
IEEE Code of Ethics
• We, the members of the IEEE, in recognition
of the importance of our technologies in
affecting the quality of life throughout the
world, and in accepting a personal obligation
to our profession, its members and the
communities we serve, do hereby commit
ourselves to the highest ethical and
professional conduct and agree:
1. Safety, health and welfare of the
public
• to accept responsibility in making decisions
consistent with the safety, health and welfare
of the public, and to disclose promptly factors
that might endanger the public or the
environment;
2. Conflicts of interest
• to avoid real or perceived conflicts of interest
whenever possible, and to disclose them to
affected parties when they do exist;
3. Honest and realistic on claims
• to be honest and realistic in stating claims or
estimates based on available data;
4. Reject bribery
• to reject bribery in all its forms;
5. Improve understanding of
technology
• to improve the understanding of technology,
its appropriate application, and potential
consequences;
6. Technical competence
• to maintain and improve our technical
competence and to undertake technological
tasks for others only if qualified by training or
experience, or after full disclosure of pertinent
limitations;
7. Honesty in criticism and credit
• to seek, accept, and offer honest criticism of
technical work, to acknowledge and correct
errors, and to credit properly the
contributions of others;
8. Fair
• to treat fairly all persons regardless of such
factors as race, religion, gender, disability, age,
or national origin;
9. Truthful
• to avoid injuring others, their property,
reputation, or employment by false or
malicious action;
10. Supportive
• to assist colleagues and co-workers in their
professional development and to support
them in following this code of ethics.
Ethical Aspects of Engineering Practice
to the Public:
Conflict of Interest:
 Occurs whenever an engineer is in a
Public Safety and Welfare
position to make a decision
 Expert Information on Public Issues; that can result in his/her personal gain.
 Whistle-blowing
 Disclosure of Potential Conflict of
 Volunteering
Interest;
 Competition with Former Employer
 Employers Related Private
to the Client:
Consultation After Public Employment
 Disclosure of Design Errors
 Confidentiality
Fair Trade Practices:
 Adherence to Codes
 Intellectual Property Rights
 Monitoring of Sub-Contractors
 Criticism of Competitors Competence
 Inflated Claims in Advertising
to the Profession:
 Shared Credit
 Maintaining Professional Standards
 Recruiting/Service the Public
Institutions for the public good;
 Letters of Recommendation
 Signing off on Drawing
 Participation in Professional
Societies
The Challenger Case
• After much delays Challenger’s 8th flight was
set
• Up to 28th Jan 1986 Allan McDonald of
Morton – Thiokol who designed the solid–
rocket booster knew the problems with the
field joints on previous cold weather joints.
And 28th Jan was expected to be cold.
http://www.hss.iitm.ac.in/courses/mathews/What%20is%20Engineering%20Ethics1.pdf
• Seal experts Arnold Thompson and Roger Boisjoly of
Morton – Thiokol, explained to NASA representatives
how upon launch the booster rocket walls bulge and the
combustion gases can blow past one or even both of
the O-rings that make up the field joints.
• The rings char and erode, as had been observed on
many previous flights. In cold weather the problem is
aggravated because the rings and the putty packing are
less pliable then (more brittle)
• Senior Vice President Jerry Mason told Bob Lund (Vice
President Engineering) “TO TAKE OFF YOUR
ENGINEERING HAT AND PUT ON YOUR MANAGEMENT
HAT”. The managers (not engineers) voted that the seals
COULD NOT BE SHOWN TO BE UNSAFE.
The slippery slope fallacy
At what temperature was it
safe to launch?
Non-experts making
decisions
The temperature at launch was 36
F. As the rocket carrying the
Challenger rose from the ground,
cameras showed smoke emanating
through the O-rings.
Soon these turned into a flame that
hit the external fuel tank and a
strut holding the booster
rocket.
Cases - Deadline
• Ruskin Manufacturing has guaranteed Parker Products that it will deliver
the complete order of small machines by the 10th of the month, a Friday.
Parker had already extended its deadline once. This time, it insists, the
date must be met. Tim Vinson, head of quality control, had been
confident the deadline would be met. But on the 8th he learns that a new
component of the machines is in short supply. He thinks of several
options:
1. Approve breaking up and regrinding the remaining supply of the old
component that was being replaced. This could probably be
accomplished in time, but the speed at which it would have to be done
raises concerns about impurities in the process.
2. Approve using the old component in place of the new one. The product
would still function well, and it would be unlikely that Parker would
ever detect the difference. Although Parker would not be getting
exactly what it ordered, the product would meet minimal safety and
durability standards.
3. Discuss the problem with the design engineer and see what he
suggests.
• Which of these options would you recommend? Can you think of any
other options that might be preferable?
*From
NSF Engineering Ethics Case Report.
http://ethics.tamu.edu/1992nsf.htm
Engineering Ethics Case Reports
• Review the following web page (or others):
http://www.onlineethics.org/
Your group should prepare a 10-min powerpoint
presentation on one case that you will present
to class and articulate an opinion on the
proper ethical conduct of those involved.
Let me know by e-mail which case you will
present by no later than Monday.