prof terry speicher - penn state berks dr chuck gaston ...ciec/proceedings_2012/papers/etd-352/...i...
TRANSCRIPT
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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
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Presentation Outline
Curricular Background Course Delivery Pedagogical Tools Case Selection Student Assessment
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Presentation Outline
Curricular Background ABET-TAC Accreditation Criteria Science, Technology, and Society GenEd
Course Delivery Pedagogical Tools Case Selection Student Assessment
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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
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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
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Presentation Outline
Curricular Background Course Delivery
Campus Locations Course Instructors
Pedagogical Tools Case Selection Student Assessment
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Campus Locations
http://www.et.psu.edu/graphics/maps/b_emet.gif
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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.
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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
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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/
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Learning Environment
Individual station computer lab Course Management System access Internet access Socratic method Lively discussions Expository writing Critical thinking
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Presentation Outline Curricular Background Course Delivery Pedagogical Tools
Ethical Frameworks Dilemma Paradigms NSPE Fundamental Canons Personal Threshold
Case Selection Student Assessment
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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
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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
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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
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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
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Presentation Outline
Curricular Background Course Delivery Pedagogical Tools Case Selection
Engineering Ethics Functional Responsibilities Organizational Culture
Student Assessment
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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
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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
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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
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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
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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
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Presentation Outline Curricular Background Course Delivery Pedagogical Tools Case Selection Supplemental Resources
Berks Reading Materials York Reading Materials
Student Assessment Lessons Learned
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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
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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/
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Presentation Outline Curricular Background Course Delivery Pedagogical Tools Case Selection Student Assessment
Mean Values Plot Outcome Statements Stacked Percentage Plot
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Mean Values Plot
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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.
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Stacked Percentage Plot
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Mean Values Plot
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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.
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Stacked Percentage Plot
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Presentation Outline Curricular Background Course Delivery Pedagogical Tools Case Selection Supplemental Resources Student Assessment Lessons Learned
Instructional Recommendations What’s an ethical issue?
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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
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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.
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Thank you!
Questions?
Paper is in the proceedings