Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Wesley Odom, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

is believed that results highlighted several previously unknown issues with certain itemsfrom the EERI. Fortunately, the results also provide evidence-based support for how the indicateditems may need to be updated, or justification for their removal. IntroductionThis paper is a qualitative follow-up to a paper presented at the 2019 ASEE Annual Conference.In the previous study referenced [1], results from a partial confirmatory factor analysis (PCFA)of the EERI were presented. A PCFA is a method by which some true confirmatory factoranalytic (CFA) fit statistics can be estimated without the use of structural equation modellingtechniques or software [2]. Since a PCFA can be conducted within SPSS, it

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Florida; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder; Nathan E. Canney

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Engineering Ethics

are provided. These examples of reflection activities may help engineering educatorsdetermine the best ways to integrate reflection into their teaching practices. The different typesof reflection described in the literature -- including critical, dialogic, and descriptive – provide aframework to contrast different goals for student reflection.BackgroundReflection has been used to facilitate student learning in higher education [1-4], includingengineering [5-8]. Rogers [2] examined many theories and definitions related to reflection andsummarized that reflective thought is a “cognitive and affective process or activity that requiresactive engagement by the individual while examining one’s responses, beliefs, and premises,resulting in

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University ; Michael Lamb, Wake Forest University; Alana Demaske, Wake Forest University; Carlos Santos, Wake Forest University; Michael D. Gross, Wake Forest University; Dylan Franklin Brown, Wake Forest University

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Diversity

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Engineering Ethics

alreadyincorporated into engineering education. Four prominent virtues in undergraduate engineeringeducation are detailed in this paper: (1) critical thinking (an intellectual virtue), (2) empathy (amoral virtue), (3) service (a civic virtue), and (4) teamwork (a performance virtue). Byconducting a literature review of these four virtues, we gain insight into how engineeringeducators already infuse virtues into engineering education and identify the gaps andopportunities that exist to enrich undergraduate engineering education through a virtueframework. Although virtues are part of engineering education, our findings reveal that mostengineering educators do not explicitly describe these concepts as “virtues” and tend to treatthem instead as “skills.” While

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Debartolo, Rochester Institute of Technology; Wade L. Robison, Rochester Institute of Technology; Sarah Aileen Brownell, Rochester Institute of Technology

Tagged Divisions

Engineering Ethics

assess the risks associated with anyproject they are working on to concentrate upon the risks involved in completing the project —the loss of someone with the special skills needed for an aspect of the project, a loss of funding, afailure of everyone to do the work assigned to them, a technical failure, and so on [1-4].However, most professional codes of ethics require engineers to “hold paramount the safety,health and welfare of the public”, which means considering risks beyond the immediate boundsof the project, and considering the ethical implications of their work. Engineers must broaden thearea of concern to include the introduction of their design solution into the world [5], whichmeans considering many widely varying aspects of their

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Joshua Racette, McMaster University; Shinya Nagasaki, McMaster University

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Diversity

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Engineering Ethics

outreach.Mr. Joshua Racette, Department of Engineering Physics, McMaster UniversityProf. Shinya Nagasaki American c Society for Engineering Education, 2020 WIP: Ethical Responsibility Formation of Students in a Nuclear Engineering Course through Inquiry Learning Minha R. Ha *1, Joshua Racette2, and Shinya Nagasaki2 1 Department of Mechanical Engineering, Lassonde School of Engineering, York University 2 Department of Engineering Physics, Faculty of Engineering, McMaster UniversityIntroductionEngineering ethics – both in the nature of engineering practice and the impact of engineering work– intersects ethics of many

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Tech

Tagged Divisions

Engineering Ethics

reasoning employed in this study include Deontology, VirtueEthics, Consequentialism and Utilitarianism. These frameworks are described below.Deontology is the adherence to specific directions, guidelines or rules for moral conduct, whichmay or may not be codified, which often specify what is required, permitted or forbidden [1].Sometimes, though, one or more of these guidelines may conflict with others. For example, oneof the provisions of the National Society of Professional Engineers’ Code of Ethics emphasizesthe primacy of the health, safety and welfare of the public in the conduct of engineering work,while another admonishes engineers to serve their employers and clients with fidelity. Whathappens if the welfare of the public could be

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allen R. White, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Ethics

competing demands that are not, in and of themselves, moral or ethical decisions.Putting students into those situations without the subsequent consequences to their job, career, orpsyche allows them to explore the causes of and alternatives within realistic ethical situations inaddition to the consequences.Role-playing games (RPGs) allow players to assume the role of the character they are playing,their player character (PC), and act in the game world as if they were their PC. Research hasshown that RPGs can be experienced so realistically that players even store memories fromgames in the same region of the brain that they store events that happen in real-life [1]. Theyhave been shown to be effective in phycological therapy [2], in college

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jagadish Torlapati, Rowan University; Sarah K. Bauer, Rowan University; Cheng Zhu, Rowan University

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Diversity

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Engineering Ethics

reliable ethicalpractices. Engineering ethics is defined as: “(1) the study of moral issues and decisionsconfronting individuals and organizations involved in engineering and (2) the study of relatedquestions about moral conduct, character, policies, and relations of people and corporationsinvolved in technological activity” [1]. Engineering ethics has been increasingly emphasized inengineering curricula. The Accreditation Board of Engineering and Technology (ABET) hasspecific student outcomes related to ethical considerations. Despite the need for ethical decision-making among the undergraduate civil engineers, incorporating ethics into the curriculum hasnot been an easy task.In some academic institutions, ethics courses could be offered by a non

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Schroeder, University of Southern California

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Diversity

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Engineering Ethics

possibilities in all areas of human life. The utopias were a blue-sky project;students were constrained only by the limits of their imagination and their understanding ofcourse concepts. The summative project is a key example of the alternative learningmethodologies employed in this seminar, and the paper describes in depth how students fulfilledassignment goals, using examples from student projects. This paper illustrates the benefits ofemploying a humanities-based approach when teaching engineering ethics.IntroductionSince the adoption of the ABET EC 2000, ethics education in engineering has developed to agreat degree. The revised ABET criteria cited a need for students to achieve an “understanding ofprofessional and ethical responsibility [1, 2

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luan Minh Nguyen, Iowa State University ; Cristina Poleacovschi, Iowa State University; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University; Scott Grant Feinstein; Cassandra Rutherford, Iowa State University

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Diversity

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Engineering Ethics

the profession, and ethicaldilemmas with a limited scope [1], [2], [3]. In contrast, macroethics concerns sustainability, publicpolicy, and broader impacts such as human rights [1], [4], [5]. At many institutions, ethics is not arequired course for engineering students; instead, students are often instructed to memorizeabstract ethical codes, likely causing them to take ethics less seriously [6], [7]. That is, memorizingabstract ethical codes does not provide a solid foundation for providing solutions to ethicaldilemmas. As such, many students tend to draw from personal experience rather than from theirprofessional ethical education when facing ethical dilemmas, which can lead to undesirableoutcomes [6], [7], [8]).Troublingly, Cech (2014

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Benin, U.S. Coast Guard Academy; William Randall, U.S. Coast Guard Academy

Tagged Divisions

Engineering Ethics

, research and presentations, and a final project, students learnedabout, explored, and sought to discern the ethical implications of cybersecurity within thecontext of society, especially as it pertains to military and law enforcement. Student feedbackvalidated that the course challenged them, offered them an opportunity to present their views,and extended what they had learned in their classic ethics class into the cyber domain. Basedupon lessons learned, adjustments are being made for the second offering of this course in orderto improve the flow and delivery of the class and the evaluation criteria. Changes are also beingmade to account for the increased class size from single to double digits.1. IntroductionAs engineering and technology become

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Donald Winiecki, Boise State University; Lynn Catlin P.E., Boise State University; Harold Ackler, Boise State University

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Engineering Ethics

// Site-based conference canceled due to COVID-19 // Presented in Online Venue provided by ASEE) https://tinyurl.com/Winiecki-etal-ASEE-2020 1 Developing and Applying Knowledge and Skills in Ethics & Professional MoralityAbstractEven without a focused interest in the topic, as we enter the third decade of the 21st Century onewould have a difficult time ignoring the steady flow of stories reporting tragic consequencesarising from engineering decisions that appear to have omitted ethical components, and of ethicaldilemmas arising from contemporary engineering

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott A. Civjan, University of Massachusetts, Amherst; Nicholas Tooker, University of Massachusetts, Amherst

Tagged Divisions

Engineering Ethics

decisions engineers face in practice are far more common andmundane than implied by case studies, with typical examples cited in Harding et al. [1]. Ethicsinstruction that does not address these every day decisions may promote ethical fading whenthose decisions are required. This is reinforced by McGinn [14] survey results which concludedthat student ethical preparation was not sufficient for the ethical dilemmas that practicingengineers actually experience. Teaching students to internalize ethical decisions, ponder howthey personally arrive at their decision and raise awareness of the multitude of ethical dilemmasthey face may be more effective at altering future ethical decisions.It is important to distinguish between the teaching of morals, laws

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua Gargac, University of Mount Union

Tagged Divisions

Engineering Ethics

professional responsibilities inengineering situations, and make informed judgements...” [1]. Typically, ethics education issummarized into four main goals: 1) to make students aware of professional expectations, 2) tosensitize students to potential ethical issues that may arise, 3) to improve the students’ ethicaldecision making, and 4) to motivate them to behave ethically [2].The recent unscrupulous activity at high profile companies like Volkswagen [3] and Boeing [4]underscores the need to better prepare students for their professional practice. Unfortunately,effectively forming ethically-minded students is challenging due to credit hour limitations in theengineering curriculum, low student engagement, and a lack of perceived value in the

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Tech ; Scott A. Civjan, University of Massachusetts Amherst

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Diversity

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Engineering Ethics

; Exposition,Seattle, WA.Roberts, L. (1997). One oppression or many. Philosophy in the Contemporary World, 4, 1/2, 41-47.Royce, Josiah. (1885). The moral insight, in The religious aspect of philosophy: A critique of thebases of conduct and of faith (pp. 131-170). Boston: Houghton, Mifflin and Company.Scarry, E. (1985). The Body in pain: The making and unmaking of the world. Oxford: OxfordUniversity Press.Shuman, L.J., Besterfield-Sacre, M., & McGourty, J. (2005). The ABET “professional skills”-Can they be taught? Can they be assessed? Journal of Engineering Education, 94, 1, 41-55.Zhu, Q., & Jesiek, B.K. (2017). A pragmatic approach to ethical decision-making in engineeringpractice: Characteristics, evaluation, criteria, and implications for

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong University Joint Institute; Charlemagne Manuel, University of Michigan Shanghai Jiao Tong University Joint Institute; Richard James Clancy, University of Colorado Boulder

Tagged Divisions

Engineering Ethics

aboutethics-related issues. These methods have been used to explore regional differences in valuesfrom obituaries, folk conceptual dualism, and the authorship and organization of texts, forinstance, but not the ethics-related views of engineering students.[1]–[3]Data for analysis comes from free-response, reflection questions about topics interspersedthroughout readings on global engineering ethics. These are hosted on https://cgae.sjtu.edu.cn, awebsite used for a semester-long, two-credit hour course on engineering ethics, “GlobalEngineering Ethics,” at the University of Michigan-Shanghai Jiao Tong University Joint Institute(UM-SJTU JI), a foreign-Chinese educational venture in Shanghai, China. Versus fixed-response, multiple choice questions

Conference Session

Assessing Ethics Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David S. Greenburg, The Citadel; Robert J. Rabb P.E., The Citadel

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Diversity

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Engineering Ethics

exposed to formal and informalexpectations.IntroductionThe role and latitude of the engineering profession continues to change rapidly. Global issues,technological innovation, expansion of discipline boundaries, and increased professionalexpectations highlight the importance of Engineers acting ethically as they make choices duringtheir professional practice of engineering [1]. Engineering graduates are expected to havetechnical knowledge, skills, and abilities to think creatively and critically, effectivelycommunicate, and work in teams to solve challenging problems that are built on a foundation inprofessional and ethical practices, therefore the development of ethical judgment skills is a keycompetency for engineering students [2

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katy Luchini-Colbry, Michigan State University; Melissa McDaniels, Michigan State University

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Diversity

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Engineering Ethics

2017, an NRMN-trained “Master Facilitator” adapted (with permission) portions of curriculathat focused on equity, inclusion and ethics. The result was a 3-4 hour interactive workshop forengineering students that: (1) introduces issues in equity, inclusion and ethics as they apply toengineering; (2) models approaches for establishing safe and inclusive learning spaces; and (3)engages participants in case studies and active learning experiences. As part of the workshop,participants examine the code of ethics of the National Society of Professional Engineers (or anappropriate ethical code from their area of engineering specialization). This paper describes thedevelopment of this workshop, including early pilot testing and training of facilitators

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rob Sleezer, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

technical learning [1][2], however in most cases where fiction is used, it supports professional learning in areas likeethics. In this paper, the authors go beyond the presentation of a case study where literature wasused to frame and guide discussions around ethics in an engineering course by coding studentartifacts for values. Specifically, the student engineers participating in a seminar course wererequired to read and reflect in writing on Prey by Michael Crichton [3]. To set the stage for thiscase, some of the moral philosophy arguments around the use of fiction are discussedculminating in the conclusion that fiction is an appropriate tool in the teaching of ethics. Then,we will examine how literature has been broadly used in technical courses

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong University Joint Institute

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

place with participants from WesternEducated Industrialized Rich Democratic (WEIRD) cultures, which have been found to beoutliers on a number of psychological dimensions.[1]–[8] Since engineering and technology areincreasingly cross cultural and international, it is important to expand empirical research onengineering ethics beyond these narrow samples. Further, a growing body of work has called intoquestion the extent to which ethical judgments and behaviors result primarily or exclusively fromethical reasoning, a prominent and influential example of which is Moral Foundations Theory(MFT).[9]–[11] According to MFT, ethical judgments result primarily from intuitions, associatedwith suites of fast-acting, informationally encapsulated, and

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Karen C. Davis, Miami University

Tagged Divisions

Engineering Ethics

Education in 2016. Dr. Davis received a B.S. degree in Computer Science from Loyola University, New Orleans in 1985 and an M.S. and Ph.D. in Computer Science from the University of Louisiana, Lafayette in 1987 and 1990, respectively. c American Society for Engineering Education, 2020 Ethics in Data Science EducationAbstractThere is a growing recognition of the importance of ethics education in data science programs.Recent news stories about data breaches and algorithmic biases indicate that big data projectsraise ethical concerns with the potential to inflict harm on a wide societal or global scale. In thispaper, we address three main research questions: (1) what curricular

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Grant A. Fore, Indiana University Purdue University, Indianapolis; Justin L. Hess, Purdue University; Andrew Katz, Virginia Tech

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Diversity

Tagged Divisions

Engineering Ethics

, experimentation, and iteration. This paper argues that 1) being attentive isrequired to achieve awareness of a given need or problem, 2) taking responsibility is a necessarypractice for making and acting on one’s judgements related to the need at hand, 3) competence ina relevant skill is needed to experiment with one’s judgements, and 4) careful consideration ofhow others respond to how one has addressed a need is essential for the purposes of iteration.While all four contribute to the notion of engineering in ethics, the relationship betweencompetence and experimentation is where engineering is most evidently seized as an ethicalexpression. How one competently wields engineering knowledge and skillfully performsdisciplinary techniques is, here, foremost

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Stafford Sands II, Florida Gulf Coast University; Annie R. Pearce, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Min Jae Suh, Sam Houston State University; Christine Marie Fiori, Drexel University

Tagged Divisions

Engineering Ethics

aregaps in current academic literature that does not highlight the use of various pedagogicalapproaches or content unique to construction ethics instruction.IntroductionEthics refers to the code of principles by which a group of people lives. It is the good and bad orright and wrong of behavior that is socially acceptable to a particular group [1],[2],[3],[4],[5],[6]and the construction industry as a group has been infamous with regard to ethical conduct.Unethical conduct in the construction industry is indiscriminate of global region or stakeholder.The global construction industry has been recognized as the most corrupt of any internationalbusiness sector [5],[7],[8],[9].Research suggests that there are various issues specifically related to the

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University

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Diversity

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Engineering Ethics

identify distincttypes of incidents. Critical incidents have been sorted into 25 themes and seven categories whichrepresented potential causes of changes in ways of experiencing engineering ethics in the healthproducts industry. Categories included: (1) Cultural Immersion, (2) Acting Ethically, (3) EthicalFailures, (4) Interpersonal Encounters, (5) Mentorship and Management, (6) Reflection andAssociation, and (7) Prior Ethics Training. These findings suggest the importance of workplaceculture in changing or solidifying individuals’ ways of experiencing ethical practice. Thesefindings can inform post-secondary engineering ethics instruction as well as workplace training.BackgroundSince ABET EC 2000, interest in and emphasis on engineering ethics

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Greg Rulifson P.E., U.S. Agency for International Development; Angela R. Bielefeldt, University of Colorado Boulder

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Diversity

Tagged Divisions

Engineering Ethics

can be supportive ofstudents across the timeline of their trauma.BackgroundAcross the country and around the world, the physical and mental health challenges of collegestudents is gaining more attention [1]–[4]. College is a time of great change, self-searching, andlikely stress [5]. Recent studies on mental health include perspectives of both students andfaculty members. In a World Health Organization study of 14,000 college students, 35% of themscreened positive for a mental disorder [2]. A study at two universities in Australia found“’silence’ surrounding mental health problems permeates the university environment and impactson help seeking behaviors, the provision of support and on the recovery and wellbeing ofaffected individuals

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vignesh Subbian, University of Arizona; Linda R. Shaw, University of Arizona

Tagged Divisions

Engineering Ethics

-informeddecision.BackgroundThere exists a number of ethical decision-making models that borrow from multiple fields andtheoretical perspectives and seek to equip engineering students with a methodology foraddressing even very complex ethical dilemmas [1]–[3]. These models are important additions tothe ethics curriculum as they allow for movement beyond deontological approaches andincorporate ideas drawn from consequentialist ethical approaches (consideration of theconsequences of various actions) and virtue ethics (focus on reflecting whether one’s actions areconsistent with the type of virtuous person one might wish to be). Most of the decision-makingmodels developed for the field of engineering education to date are logically sequenced stepsdesigned to reduce stress

Conference Session

New Media for Ethics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie H. Summet, Rollins College; Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

societies. However, there has been debate about how and fromwhom students should receive ethics instruction. Embedding ethics into a technical,content-driven course often leaves faculty feeling time-pressured or unequipped to deliver ethicsinstruction. In this paper, we present a series of science fiction readings and discussion questionsas a practical way to tie technical content to an engaging narrative. These exercises are intendedto be stand-alone modules for a single 50-75 minute class period and could lead to furtherinstruction in ethics. We also present resources for self-study of ethical theories, tips for leadingclass discussions, and other short stories for further study.1 IntroductionVirtually every professional organization for

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Nathan E. Canney, CYS Structural Engineers Inc.; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

Tagged Divisions

Engineering Ethics

education have reverberated through industry andgovernment with increasing intensity over the past few decades (e.g., [1], [2]). Engineeringprograms have responded to the growing recognition of the need to foster students’ ethicaldevelopment and awareness of societal impacts in a variety of ways [3]-[5]. Without consensuson how engineering ethics should be taught or which outcomes the instruction should aim toachieve, different approaches have been implemented with varying perceptions of efficacy [6].Engineering ethics and societal impacts (ESI) integration strategies include ethics across thecurriculum (intentional distribution of content throughout the engineering coursework),standalone ESI-related courses (required or elective), and modules in

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Tech; Umair Shakir, Virginia Tech

Tagged Divisions

Engineering Ethics

substantial cost to society writ large.Given the consequential nature of engineers’ decisions, one might expect the engineeringeducation community to care about engineering ethics education. Of course, this might beg thequestion of what engineering ethics means to different members of the engineering community.Canney et al.[1] demonstrate this point in their study of faculty beliefs about macro ethics. Indeed, in practice, there is evidence to suggest the community considers engineeringethics education to be an essential element of an engineer’s professional development. One needsto look no further than accreditation standards for this. That fact is a hopeful one for anyoneconcerned with improving decisions and behavior within engineering. On