1. Engineering Ethics
Objectives:

2. Review of Goals Note the Importance of Academic Integrity
Introduce and Define Ethics
Develop a Process for Responding to Ethical Problems
Understand the Role of Engineering Codes of Ethics
Practice the Process on Engineering Cases
Modified by Dick Busick (HI 221, ) on 8/26/13 to briefly address Academic Integrity.
This session assumes that the students have worked through the pre-class website materials on ethics and engineering ethics.
A very limited review of the material presented there is given for reinforcement (The first two bullets.) A concept not in the preparation material of Ethical vs Legal is introduced.
NSPE code of ethics will be used as example code. Hopefully, the bulk of the class will be familiar with working in a discussion mode on case studies, using the method introduced in pre-reading.
Introduction To Ethics

3. Review of Academic Integrity
Your pre-class assignments outlined student responsibilities in maintaining Academic Integrity
Most problems in the First Year Engineering Program involve copied lab reports and home work problems
Created by Dick Busick (HI 221, ) on 8/26/13 to briefly address Academic Integrity.
Introductions

4. Review of Academic Integrity
Since there is zero tolerance for academic misconduct, any situation where misconduct is suspected must be submitted to The Ohio State University Committee on Academic Misconduct
Created by Dick Busick (HI 221, ) on 8/26/13 to briefly address Academic Integrity.
Introductions

5. Defining Ethics Discussion Question: So how would you define ethics?
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Ask students to provide a few examples of their definitions and understanding of ethics.

6. Available Definitions Ethics
Ethics can be defined as:
synonyms for “morally* correct” or justified; set of “justified” moral principles of obligation, rights, and ideals
particular beliefs or attitudes concerning morality
area of study or inquiry – an activity of understanding moral values, resolving moral issues, and justifying moral judgments
*Morality (from the Latin moralitas "manner, character, proper behavior")
Main source here is Martin & Schinzinger; Chap 1, pages 8 and 9
(Note that student’s do not purchase this text)
In one sense, the word ethics and its grammatical variants are synonyms for “morally correct” or justified. In this usage, engineering ethics amounts to the set of justified moral principles of obligation, rights, and ideals that ought to be endorsed, as they apply generally to engineering in particular, by those engaged in engineering. Clarifying such principles and applying them to concrete situations is the central goal of engineering ethics as an area of study.
In a second sense the word ethics refers to the particular beliefs or attitudes concerning morality that are endorsed by specific groups or individuals. Using this sense, engineering ethics consists of the requirements specified in the currently accepted engineering codes of ethics. (We will look at the NSPE Code of Ethics later in the class.) Alternatively, engineering ethics may refer to the actual conduct of individuals who are engineers.
In the sense we will use most ethics refers to an area of study or inquiry – an activity of understanding moral values, resolving moral issues, and justifying moral judgments.

7. How Are Ethics and Law Related?
Parking in A space with C sticker while taking roommate
to emergency room
Coming to Class
Legal & Ethical
Unethical
Ethical
Legal
Illegal
Illegal & Ethical
Illegal & Unethical
Legal & Unethical
Selling an
outdated
textbook to an
unaware student
Cheating on an Exam
It is an interesting question as to how law and ethics relate.
Ask for examples they can came up with for each quadrant. The following examples were given in the module:
Coming to class
Parking in A space with C sticker while taking roommate to the emergency room
Cheating on an exam
Selling an outdate (or previous edition) textbook to an unknowing student
Summary: Ethics is related but different from and above the law. Ethical behavior is references to, but more than legal behavior. Mostly involves action (what we do), not knowledge (what we know). May “know” the law and a) still not know what is morally or ethically correct, or b) may chose to violate the law. The personalized way you see your values profile to make value-laden decisions is involved.
Introduction To Ethics

8. How Are Ethics and Law Related?
Legal & Ethical
Unethical
Ethical
Legal
Illegal
Illegal & Ethical
Illegal & Unethical
Legal & Unethical
Ask teams to report what they have come up with for each quadrant.
Ask for examples.
Paying tuition and fees on time.
Speeding for an emergency, not waiting for stop light during emergency
Fraud, theft, murder
Advertising in a self-selected way (drug ads before disclaimers) or sharing the content of an exam for the students who have not yet taken the exam
Introduction To Ethics

9. Ethics Specifically for Engineering
Engineering ethics is the study of the moral values, issues, and decisions involved in engineering practice.
Why should ethics be important to you as an engineer?
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The public at large has a very high expectation for ethical practice by engineers.

10. Ethics and Practicing Engineering
The point of this slide is to point out that engineers work in a system.
This system also includes their families. If they lose their job or it impacts their performance it will also impact their family. If they are not comfortable with work, it will also impact their family.
Want to focus on what engineering professions can use as resources, like Codes of Ethics. Page 17 (Martin & Schinzinger)

11. What resources are available to help you make ethical decisions?
Codes of Ethics - Professional organizations address complex moral issues in their fields by developing codes of ethics.
Example: NSPE Code in pre-reading
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Question raised - What resources are available to help you make ethical decisions when confronted with a engineering based moral dilemma?

12. Engineering Code of Ethics
Professional codes of ethics consist primarily of principles of responsibility that delineate how to promote the public good.
One example is NSPE’s
Fundamental Cannons
Rules of Practice
Professional Obligations
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Roles of Codes of Ethics

13. Roles of Codes Shared Standards Positive Support to Act Ethically
Guidance Concerning Obligations
Motivation
Education
Deterrence and Discipline
Professional Image
Shared Values – The great diversity of moral views makes it essential that professions establish explicit standards. Shared standards throughout the profession have values, even if not idea.
Support – Codes give positive support to those seeking to act ethically. “I am bound by the code of ethics of my profession to …”
Guidance – Give helpful guidance concerning the main obligations of engineers. More specific directions may be in supplemental materials or can be developed by discussion based on fundamental guidance. Give forum to discuss.
Inspiration – Reflections profession’s positive statement of intent. Show that you have support of others for following positive ethical practices.
Education and Mutual Understanding – Good tool for classroom and continuing education. Case studies published in every issue of NSPE Newsletter, for example. These examples and discussion help develop common understanding and experience.
Deterrence and Discipline – Can serve as the formal basis for investigation of unethical conduct. Professional societies do suspend members based on violations.
Contributing to the Professional Image – Positive image to the public of a committed professional. Represents self-regulation of the profession that helps reduce other regulation.
Need to acknowledge that code can be abused and does have limitations. For example, people may want to protect public image (of themselves or their company) when wrong has occurred or want to protect the status quo when progress is needed. Codes are no substitute for individuals grappling with concrete dilemmas.
Introduction To Ethics

14. Review - Developing a Well-Reasoned Response to a Moral Dilemma
Moral dilemmas are situations in which two or more moral obligations, duties, rights, goods, or ideals come into conflict with one another.
How does one decide whether a response is well-reasoned? What criteria apply? Can we reliably judge?
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Various approaches to ethical or moral dilemmas are presented in the literature on ethics. We will use a very basic definition of moral dilemma.

15. Responses can be judged on whether the response:
Addresses each of the issues and points of ethical conflict presented in the case or problem;
Considers each interested party’s legitimate expectations;
Recognizes the consequences (positive and negative) of acting and specifically describes and incorporates them into the decision; and
Describes the duties or obligations, which are grounded in moral considerations.
We will use a fairly simple approach as outlined in the pre-reading. This is not the only possible approach, but give a common one that we can then use to structure case study discussions.
These terms should be familiar to the students from the pre-reading and exercises.
Might want to ask if they have any questions regarding these.
Review Definition of Protagonist - protagonist. leading figure: a main participant in an event, for example, a contest or dispute, for example, "two protagonists in a long-running dispute"
NOTE: definition and UNDERSTANDING of the difference between a protagonist and other interested parties and how these two pieces interact is extremely important.

16. In-Class Exercise 1 Materials: Large Group Discussion for First Case
On-line Case Statement (EEIC website)
Worksheet (handout),
NSPE Code of Ethics (on upcoming slide)
Large Group Discussion for First Case
Modified by Dick Busick (HI 221, ) on 8/26/13 to change method of supplying NSPE Code of Ethics using a slide.
Materials should be available for each student and contain the following information.
Copy of the full NSPE Code of Ethics – slide provided
On-line from EEIC website Case Statement for In-Class Exercise 1. Analysis of this case is instructor lead. Students should be encouraged to complete an Ethical Dilemma Worksheet as the case is discussed.
2 Blank Ethical Dilemma Worksheets
On-line from EEIC website Case Statements (4) for In-Class Exercise 2. Instructors can assign cases to each table (or allow free choice). Students should complete an Ethical Dilemma Worksheet for the Case they select. Instructors could inform student teams that sheet will be picked randomly to display for class discussion. (Allow student 10 minutes max. to do Worksheet as a team.)
The purpose of this exercise is to make sure students understand the methodology discussed in the module and this presentation. Try to be sure students don’t get caught up in the details of the case before laying it out based on the methodology. The worksheets should help in this regard.
In-Class Discussion Process
Make sure each student has a handout packet. As them to read the Case statement for Exercise 1. (Chris Jackson Case)
Display the first case summary for the class. Using the worksheet, have the class help you fill out the different sections of the worksheet for the first case.
Assign cases for the Second In-Class Exercise by table.
Have each table do the case together. One person at the table would fill out the worksheet. Let them discuss for some amount of time,
Bring the full group back together and discuss each case, perhaps presenting student Worksheets for each case.
Since more than one table will have the same case, let students at different tables debate if they have non-corresponding answers on their handouts.

17. Case Summary Chris Jackson, environmental engineer, Z-Corp,
Z-Corp factory currently discharging lead (and arsenic) to city treatment system.
Z-Corp is anticipating a major expansion
Chris is instructed to scale up the current process.
Chris knows the diluted lead will be absorbed by the city's sewage sludge and ultimately end up on farmers’ fields
Chris is considering becoming a whistleblower which could lead to disastrous consequences for him personally and for Z-Corp.

18. NSPE Code of Ethics
Engineers, 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.
Created by Dick Busick (HI 221, ) on 8/26/13 to enable display of NSPE Code of Ethics while students are working on Exercise 1 and Exercise 2.
Introductions

19. Ethical Dilemma Worksheet
Issues and Points of Ethical Conflict
Should Z-Corp continue to discharge lead and arsenic knowing that it is legal but may be dangerous for agricultural crops?
Should Chris become a whistleblower and if so who does he inform?
Interested Parties or Stakeholders
Chris Jackson
Z-Corp
Citizen of Gilbane
Nearby farmers who accept sludge on fields
Competitors of Z-Corp
Jackson Family
Duties or Obligations of the Protagonist to Stakeholders
The protagonist is _Chris Jackson____________________
Stakeholder 1
Obligations to Stakeholder
Needs to uphold Code of Ethics – for example Hold paramount Health and Safety
Want to keep job and support family
Be a loyal employee of his company.
Help his company remain profitable.
Stakeholder 2
Needs to be able to make profit for shareholders
Needs to be a good citizen
Stakeholder 3
Citizens of Gilbane
Needs to protect jobs of local industry
Needs to protect health of community
Needs to avoid unnecessary cost in waste treatment
Stakeholder 4
Stakeholder 5
Potential Actions and Their Consequences (Positive and Negative)
Action A - Just follow directions and scale dilution process. “Do nothing.”
Consequences
No laws were being or contemplated of being broken.
Maybe accumulated lead will not show up.
Keeps job and income
Company remains profitable
Employees more people at plant
Company is found out and reputation is destroyed
Action B – Present concern to management in Z-Corp
May get him fired or get bad reputation with company
May be a hero to the company.
May have no consequences.
Action C – Present Concern to city officials in Gilbane
Action D - Design an alternative to dilution for dealing with lead and arsenic
Selected Action and Rationale
The analysis given on the presented web site guides students through the relevant calculations to show that Action D is the best answer. The Chemical Engineer should be competent enough to recognize this. Their results are:
Option
Description
Cost 1
Dilution
$1,095,000 2
Ion Exchange
$270,000 3
Artificial Wetland
$150,000
Ion exchange is more proven. Artificial wetlands are new technology. Both are cheaper. Both reduce pollution far below present day levels even with the contemplated expansion.

20. In-Class Exercise 2 Small Group Discussion: Cases 2(a-d)
Using the case assigned to your group, fill out the in-class discussion worksheet and write any comments on the back.
After all groups have completed this exercise, teams will report their findings to the class.
Use four cases from previous version of class.

21. Review Class Results

22. Summary Defined ethics and engineering ethics
Tried one approach to developing a well-reasoned response to a moral dilemma
Introduced the NSPE Engineering Code of Ethics
Tried application of the Code of Ethics to engineering cases
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Summary:
Defined ethics and engineering ethics
One common def. = set of justified moral principles of obligation, rights, and ideals
Eng. Ethics = The study of the moral values, issues, and decisions involved in engineering practice.
Tried one approach to developing a well-reasoned response to a moral dilemma
Issues or points of conflict
Interested Parties (others not mentioned in case may have a stake)
Consequences (identify those that have a good probability of occurring)
Obligations (primarily protagonist toward various interested parties)
Introduced the NSPE Engineering Code of Ethics – remind students that other codes of ethics exit, they may want to check out their societies version.
Tried application of the Code of Ethics to engineering cases

23. Follow-up
In this course - Ethics cases will be used as a basis for oral presentations later in the term.
Steps include:
Team picks three cases of interest to submit to GTA.
GTA assigns case to Team
Team submits completed Worksheet and draft presentation plan (including draft visuals) to GTA
GTA gives feedback
Team does Oral Presentation on their Ethics Case
In the future – You will take an ethics course as part of your General Education requirements and you will encounter the topic in one of your major classes.