and led theeffort to reorganize the resources on the site. Tom Powers of the Center for Science,Ethics and Public Policy at the University of Delaware is PI for that team’s effort toimprove the international offerings on the site. Any opinions, findings, and conclusionsor recommendations expressed in this article are those of the authors and do notnecessarily reflect the views of the National Science Foundation or the sponsoringinstitutions.References1. Herkert, Joseph R. (2001) Future Directions in Engineering Ethics Research: Microethics, Macroethics and the Role of Professional Societies. Science and Engineering Ethics 7(3): 403-414.2. Herkert, Joseph R.; Benya, Frazier F.; Ellison, Karin; Hollander, Rachelle D.; Laas, Kelly
with other people's lying, cheating, and being immoral and unethical. 4. An action is not immoral, unethical unless it directly hurts someone. 5. Should all immoral, unethical acts be crimes under the law? 6. Stealing something and then use it for a good purpose is ethical. 7. Promoting a less worthy person ahead of a more worthy person for an irrelevant reason is ethical. 8. If in my business I promote a less worthy person ahead of a more worthy person for an irrelevant reason, am I treating the less worthy person unethically? 9. If in my business I hold back a more worthy person because I need to promote a less worthy person, is that ethical? 10. If I don't cooperate as much as I can with my coworkers, am I being unethical? 11. If, as an
/murdoughcenter/products/cases.php) 4. Global Construction Summit Report, Engineering News Records and Oxford Economics, New York City, September 2015 5. Morals versus Professional Ethics, Professional Responsibility, The University of Texas at Austin, Cockrell School of Engineering 6. National Society of Professional Engineers (NSPE), Code of Ethics for Engineers (http://www.nspe.org/resources/ethics/code-ethics) 7. Ordre des ingénieurs du Québec, Code de déontologie des ingénieurs, December 2015 (http://www2.publicationsduquebec.gouv.qc.ca) 8. Ordre des ingénieurs du Québec, Test d’une décision éthique, November 2013 (http://gpp.oiq.qc.ca/test_d_une_decision_ethique.htm) 9. Ordre des ingénieurs du Québec
. 2012. Elusive Partnerships: Gas extraction and CSR in Bangladesh. Resources Policy, 37(2), 168–174.16. Herkert, Joseph R. 2001. Future Directions in Engineering Ethics Research: Microethics, Macroethics and the Role of Professional Societies.” Science and Engineering Ethics 7(3): 403–414.17. Holsapple, M. A., Carpenter, D. D., Sutkus, J. A., Finelli, C. J., & Harding, T. S. 2012. Framing Faculty and Student Discrepancies in Engineering Ethics Education Delivery. Journal of Engineering Education, 101(2), 169–186.18. Kirsch, S. 2014. Mining Capitalism: Dialectical Relations Between Corporations & Their Critics. Berkeley: University of California Press.19. Koehn, J., P. Nagumantri, E. Koehn. 2008
. (2007). The Impact of Business Education on Moral Judgement Competence: An Empirical Study. Journal of Business Ethics, 74(1), 73-87.6. Linda K. Lau, Brandon Caracciolo, Stephanie Roddenberry, Abbie Scroggins, Longwood University: March 2012. “College students’ perception of ethics”.7. Shurden, S., Santandreu, J., and Shurden, M. (2010). How Student Perceptions of Ethics Can Lead to Future Business Behavior. Journal of Legal, Ethical and Regulatory Issues, 13(1), 117-127.8. Weeks, F. (2012). How does a culture of learning impact on student behavior? Journal of Social Sciences, 8(3), 332-342.9. Kitahara, R., Westfall, F., and Mankelwicz, J. (2011). New, Multi-Faceted Hybrid Approaches to Ensuring Academic
Civil, comp Professional issues course 17 Curricular 8 Mech 15 25 Other 12 Curricular 11 Chemical 18 Civil 7 First year design 12 Humanities and/or social science 9 Curricular 9 course Full course on engineering ethics 7 Curricular 12 Computer 15 Chemical 7* For columns 3, 4, and 5, only statistically significant results are shownDifferent topics also appeared to be associated with particular course types. For example, in fullcourses on
focus areas. The expertise areas weredivided in the following categories: 1. Customer needs 2. Concept generation 3. Product reliability 4. Product architecture 5. Product robustness 6. Legal and ethical 7. BudgetingThe above mentioned expertise areas encompass the entire EDM syllabus and include the variousdesign tools and methods covered in class lectures. The main goals for including this approach areas follows: • Students are encouraged to not only grasp the aspects of the entire design cycle in general, but also are exposed to individual responsibility by choosing a focus area, a practice that they would take in working on their design projects. • Teams and their leaders learn the practice of