Prof Terry Speicher - Penn State BerksDr Chuck Gaston - Penn State York

Dr Joe McCormick - Penn State York

Conference for Industry and Education CollaborationOrlando, Florida

01 February 2012

Presentation Outline

Curricular Background Course Delivery Pedagogical Tools Case Selection Student Assessment

Presentation Outline

Curricular Background ABET-TAC Accreditation Criteria Science, Technology, and Society GenEd

Course Delivery Pedagogical Tools Case Selection Student Assessment

ABET-TAC Accreditation Criterion

2i - An engineering technology program must demonstrate that graduates have an ability to understand professional, ethical, and social responsibility.

2j - An engineering technology program must demonstrate that graduates have a respect for diversity, and a knowledge of contemporary professional, societal, and global issues.

2006-07 Criteria for Accrediting Engineering Technology Programs

Science, Technology, and Society General Education Courses S T S 200 (GS) Critical Issues in Science, Technology,

and Society (3) An overview of interactions between science, technology, and society from social sciences and humanities perspectives.

S T S 233 (GH) (PHIL 233) Ethics and the Design of Technology (3) Ethics and individual and group decision-making in the design of technology including design projects and specific attention to institutional ethics.

S T S 245 (GS;IL) Globalization, Technology, and Ethics (3) An investigation of technology and ethics in the globalized world from contemporary, socio-cultural, and historical perspectives.

Pennsylvania State University Bluebook course descriptions

Presentation Outline

Curricular Background Course Delivery

Campus Locations Course Instructors

Pedagogical Tools Case Selection Student Assessment

Campus Locations

http://www.et.psu.edu/graphics/maps/b_emet.gif

Course Instructors

One at Berks, Professional Engineer, Project Management Professional, & Assistant Professor of Engineering with experience in telecommunications industry and teaching engineering design.

Two at York, Assistant Professor of Engineering with industrial experience and Associate Professor of Political Science with multi-discipline teaching experience.

Ethics and the Design of Technology Berks Campus STS 233 offerings:

Fall 2009, 2010, & 2011 - two afternoons per week Third semester associate & baccalaureate students Engineering technology majors

York Campus STS 233 offerings: Fall 2010 – one evening , Fall 2011 - two afternoons First through seventh semester 2-yr & 4-yr students Engineering technology and non-ET majors

Course Management Platform

Distribution of syllabus, assignments, rubrics, and supplemental material

Submission of student reports Group participation in discussion forums On-line quizzes Team communication and file exchange Permanent record of student preparation

and participation

ANGEL https://cms.psu.edu/

Learning Environment

Individual station computer lab Course Management System access Internet access Socratic method Lively discussions Expository writing Critical thinking

Presentation Outline Curricular Background Course Delivery Pedagogical Tools

Ethical Frameworks Dilemma Paradigms NSPE Fundamental Canons Personal Threshold

Case Selection Student Assessment

Ethical Frameworks

Aristotle's Virtue-based ethics Individual character Golden Mean

Kant’s Duty-based ethics Organizational responsibility Golden rule

Utilitarian’s Consequence-based ethics Societal happiness Cost-benefit analysis

Martin & Schinzinger, Ethics in Engineering

Dilemma Paradigms Truth versus Loyalty - honesty, candor, or

integrity versus commitment, responsibility, or promise-keeping

Short-term versus Long-term - immediate needs or desires run counter to future goals or prospects

Individual versus Community - us versus them, self versus others, or the smaller versus the larger group

Justice versus Mercy - fairness, equity, and even-handed application of the law often conflict with compassion, empathy, and love

Kidder, How Good People Make Tough Choices

NSPE Fundamental CanonsEngineers, in the fulfillment of their professional duties, shall:

1. Hold paramount the safety, health, and welfare of the public.

2. Perform services only in areas of their competence.3. Issue public statements only in an objective and

truthful manner.4. Act for each employer or client as faithful agents or

trustees.5. Avoid deceptive acts.6. Conduct themselves honorably, responsibly,

ethically, and lawfully so as to enhance the honor, reputation, and usefulness of the profession

http://www.nspe.org/Ethics/CodeofEthics/index.html

Personal Threshold

Public safety and welfare Data integrity and representation Trade secrets and industrial espionage Gift giving and bribery Principle of informed consent Conflict of interest Accountability to clients and customers Fair treatment

Baura, Engineering Ethics: An Industrial Perspective

Presentation Outline

Curricular Background Course Delivery Pedagogical Tools Case Selection

Engineering Ethics Functional Responsibilities Organizational Culture

Student Assessment

Engineering Ethics

Social Experimentation Design process is iterative Tasks accomplished with uncertainty Final outcome is unknown

Informed Consent Information disseminated in understandable

form Proxy group represents individual interests User has limited knowledge of product risks

Martin & Schinzinger, Ethics in Engineering

Functional Responsibilities

Engineer - Decision involves technical matters requiring engineering expertise or falling within ethical standards of codes.

Manager - Decision involves cost, schedule, marketing, and employee welfare but not forcing professionals to compromise their standards.

Harris, Pritchard, & Rabins, Engineering Ethics: Concepts and Cases

Organizational Culture

Engineering-Oriented Companies Safety and quality top priorities Consensus negotiations

Customer-Oriented Companies Business considerations over quality Conflicting points of view

Finance-Oriented Companies Centralized control of information Engineers seen as advisors

Harris, Pritchard, & Rabins, Engineering Ethics: Concepts and Cases

Baura Cases: Cost v. Safety

Ford Explorer – development tests of vehicle rollover stability

Guidant Ancure Endograft – regulatory reporting of medical device effectiveness

Hospital Biomedical Engineer - preventative maintenance of critical medical equipment

Baura, Engineering Ethics: An Industrial Perspective

Harris et al. Cases: Cost v. Safety

Cartex - product enhancement for military application

Highway Safety Improvements – funding limitations for intersection improvements

Pulverizer - legal liability of chipper operator accidents

Harris, Pritchard, & Rabins, Engineering Ethics: Concepts and Cases

Presentation Outline Curricular Background Course Delivery Pedagogical Tools Case Selection Supplemental Resources

Berks Reading Materials York Reading Materials

Student Assessment Lessons Learned

Berks Reading Materials

Manning & Stroud, A Practical Guide to Ethics: Living and Learning with Integrity. Virtue, duty, and consequence ethics readings.

Martin & Schinzinger, Ethics in Engineering. Engineering and safety ethics readings.

IEEE, professional employment guidelines ISO and ANSI, industrial standards

material

York Reading Materials NSPE, PE: The Magazine for Professional

Engineers. “On Ethics,” regular feature of a real case ethical scenario with Board of Ethical Review ruling.

2010 BP Gulf Oil Spill: team project on ethics, tradeoffs, key decisions, & deep-sea drilling technology. First group focused on period before explosion. Second group focused on immediate disaster

and efforts to stop oil flow. Third group focused on long-term effects and

changes to prevent reoccurrence.

PBS Frontline, “The Spill.” http://www.pbs.org/wgbh/pages/frontline/the-spill/bp-troubled-past/

Presentation Outline Curricular Background Course Delivery Pedagogical Tools Case Selection Student Assessment

Mean Values Plot Outcome Statements Stacked Percentage Plot

Mean Values Plot

Ethics Outcome Statements1. I have a clear understanding of why ethics is important to me as an

engineer.2. I can write a clear definition of engineering ethics.3. I can give more than two examples of ethical issues related to my field of

engineering.4. I can clearly explain at least one ethical framework, for example: virtue-

based, duty-based, or consequence-based ethics.5. I can apply different ethical frameworks to analyze an ethical problem.6. I can apply an engineering code of ethics to analyze an ethical problem.7. Engineers frequently encounter ethical problems as they do their work.8. Ethical considerations are more important than financial and time

considerations involved with engineering projects.9. I have heard of a code of ethics for engineers.10. I know where to find a code of ethics for engineers.11. I can list the six fundamental canons of the code of ethics for professional

engineers.

Stacked Percentage Plot

Mean Values Plot

Professionalism Outcome Statements1. I have the ability to understand social responsibilities.2. I can clearly explain at least one technology, for example: construction,

manufacturing, information, transportation, or health.3. I can explain at least one case study in design failure, for example: Hyatt Regency

Skywalk Collapse, Ford Explorer Rollover, Northeast 2003 Blackout, Exxon Valdez Oil Spill, or Guidant Ancure Endograft System.

4. I have a respect for diversity.5. I can give more than two examples of member diversity related to participating on a

team project.6. I have knowledge of contemporary societal issues.7. I can clearly explain at least one contemporary societal issue, for example:

robustness of building codes, effectiveness of traffic safety, reliability of electrical grid, sustainability of environmental resources, or hazard of medical devices.

8. I can clearly explain at least one societal transformation, for example: structures, machines, networks, processes, or organisms.

9. I can list the safety requirements to design a robot for use in a home environment.10. I have knowledge of contemporary global issues.11. I can clearly explain at least one global issue, for example: energy, ecology, health,

population, or war.

Stacked Percentage Plot

Presentation Outline Curricular Background Course Delivery Pedagogical Tools Case Selection Supplemental Resources Student Assessment Lessons Learned

Instructional Recommendations What’s an ethical issue?

Instructional Recommendations

Detailed assignment rubric for grading Mixture of individual and group

assignments Instructor determines group members Exchange information on Course

Management System Peer evaluation of low-stakes exercises Solicit student feedback throughout

semester

What’s an ethical issue?“The things engineers do have consequences,

both positive and negative, some unintended, often widespread, and occasionally irreversible.”

“…engineering has a great deal to do with ethics, and most of the engineers whom I have seen get into trouble on ethical matters did so not because they were not decent people but because they failed to recognize that they were confronting an ethical issue.”

Norm Augustine, retired Chairman & CEO of Lockheed Martin, 2002, Ethics and the Second Law of Thermodynamics. The Bridge 32(3):4-7.

Thank you!

Questions?

Paper is in the proceedings