Ethics in Engineering

Jerry C. Collins
Department of Biomedical Engineering
Vanderbilt University
 Overview of Presentation
• Fundamentals of Ethics
• Ethics Education in Engineering
• Codes of Ethics
Accreditation Board for Engineering and Technology
N ti
National
l Society
S i t off Professional
P f i l Engineers
E i
IEEE
ASME
BMES
• Examples of Ethical Dilemmas
• Exercise in Ethical Decision Making
Ethical issues permeate our world…
“I always thought of myself
as a man of science
science.””

“Then yyou’re in a state of

conflict.”
 Definitions of Ethics

• The study of the general nature of

morals and of the specific
p moral
choices to be made by a person;
moral philosophy.
p p y
• The rules or standards governing
the conduct of a person or the
members of a profession: medical
ethics.
ethics
 Levels of Technology
• Development and use of devices and techniques
Software
Products
Gene-transfer vector
• Effects that come in the wake of new devices and
t h i
techniques
Intensive care unit
Living will
Radioactive waste
• Way of relating to the world
Enhancement technologies
g
Objects for human manipulation
Rejection of given
Humanity exerts power
Humanity as creator, or created cocreator
Attitudes toward Technology

“Even using the yardstick of the ancient Greeks,

our whole modern existence is nothing but hubris
and godlessness….
godlessness
Hubris today characterizes our whole attitude
towards nature, our rape of nature with the help of
machines and the completely unscrupulous
inventiveness of technicians and engineers.”

Friedrich Nietzsche, On the Genealogy

of Mortality, Cambridge Press, New
York,, 1994,, 86.
 What is “hubris?”

• A Casey Clausen press conference

• Detritus on the Outer Banks after a
hurricane
• Exaggerated pride or self-confidence
 What is “hubris?”

• A Casey Clausen press conference

• Detritus on the Outer Banks after a
hurricane
• Exaggerated pride or self-confidence
Teaching engineering ethics . . . can achieve at least four
desirable outcomes:
a) increased ethical sensitivity;
b) increased knowledge of relevant standards of conduct;
c) improved ethical judgment; and
d) improved ethical will-power (that is, a greater ability to
act ethically when one wants to).
Davis, M. “Teaching ethics across the engineering curriculum.”
Proceedings of International Conference on Ethics in
Engineering and Computer Science. Available online at:
http://onlineethics org/essays/education/davis html
http://onlineethics.org/essays/education/davis.html.
Ethicall responsibility...involves
Ethi ibilit i l more than
th leading
l di
a decent, honest, truthful life. . . . And it involves
something much more than making wise choices
when such choices suddenly, unexpectedly
present themselves. Our moral obligations must . .
. include a willingness to engage others in the
difficult work of defining the crucial choices that
confront
f technological
h l i l society i ....
Langdon Winner, 1990. “Engineering ethics and political imagination.”
Pp. 53-64 in Broad and Narrow Interpretations of Philosophy of
Technology: Philosophy and Technology 7, edited by P. Durbin.
Boston: Kluwer. Cited in Joseph R. Herkert, “Continuing and Emerging
Issues in Engineering Ethics Education,” The Bridge, 32(3), 2002.
Professional Codes of Ethics
• Accreditation Board for Engineering and
T h l
Technology (ABET)
• National Society of Professional
Engineers (NSPE)
• Institute of Electrical and Electronic
Engineers
g (IEEE)
( )
• American Society of Mechanical
Engineers (ASME)
• Biomedical Engineering Society (BMES)
ABET (Accreditation Board for Engineering and Technology)
Code of Ethics of Engineers

The
he Fundamental
undamental Principles
inciples

Engineers uphold and advance the integrity, honor, and dignity of the
engineering profession by:

I. using their knowledge and skill for the enhancement of human welfare;

II. being honest and impartial, and serving with fidelity the public, their
employers, and their clients;

III. striving to increase the competence and prestige of the engineering

profession; and,

IV ssupporting
IV. pporting the professional and technical societies of their disciplines
disciplines.
Who are the groups to be
benefited in the ABET Code
of Ethics?
 ABET Code of Ethics of Engineers
The Fundamental Principles

Engineers uphold and advance the integrity,

integrity honor
honor, and dignity of the
engineering profession by:

I using their knowledge and skill for the enhancement of human welfare;
I.

II. being honest and impartial, and serving with fidelity the public, their
employers,
p y , and their clients;;

III. striving to increase the competence and prestige of the engineering

profession; and,

IV. supporting the professional and technical societies of their disciplines.

Groups Who Benefit (ABET)
• The human family
• Public
• Employers
• Cli t
Clients
• Profession
• Professional and technical societies
 ABET Code of Ethics of Engineers
The Fundamental Canons

1. Engineers
g shall hold paramount
p the safety,
y, health,, and welfare of
the public in the performance of their professional duties.
2. Engineers shall perform services only in the areas of their
competence.
3. Engineers shall issue public statements only in an objective and
truthful manner.
4. Engineers shall act in professional matters for each employer or
client
li t as ffaithful
ithf l agents
t or trustees,
t t andd shall
h ll avoid
id conflicts
fli t off
interest.
5. Engineers shall build their professional reputation on the merit of
their services and shall not compete unfairly with others
others.
6. Engineers shall act in such a manner as to uphold and enhance the
honor, integrity, and dignity of the profession.
7. Engineers shall continue their professional development throughout
their careers and shall provide opportunities for the professional
development of those engineers under their supervision.
 ABET Program Outcomes
Engineering programs must demonstrate that their graduates have
• Ability to apply knowledge of mathematics, science, engineering
• Ability
Abilit to
t design
d i and d conduct
d t expts,
t analyze
l andd interpret
i t t data
d t
• Ability to design system, component, or process
• Ability to function on multidisciplinary teams
• Ability to identify, formulate, and solve engineering problems
• An understanding of professional and ethical responsibility
• Ability to communicate effectively
• Broad education necessary to understand engineering impact in a
global and societal context
• Recognition of need for and ability to engage in life-long learning
• Knowledge of contemporary issues
• Ability to use techniques, skills and modern engineering tools
necessary for engineering practice
Ethics in ABET Program Outcomes
Engineering programs must demonstrate that their graduates have
• Ability to apply knowledge of mathematics, science, engineering
• Ability
Abilit to
t design
d i and d conduct
d t expts,
t analyze
l andd interpret
i t t data
d t
• Ability to design system, component, or process
• Ability to function on multidisciplinary teams
• Ability to identify, formulate, and solve engineering problems
• An understanding of professional and ethical responsibility
• Ability to communicate effectively
• Broad education necessary to understand engineering impact in a
global and societal context
• Recognition of need for and ability to engage in life-long learning
• Knowledge of contemporary issues
• Ability to use techniques, skills and modern engineering tools
necessary for engineering practice
Engineering Ethics Education
Current State
• Awareness of need is increasing
– Social issues
– ABET accreditation standards
• 70% of accredited programs have no ethics course
requirement (Stephan, 1999)
• Key concept: "professional responsibility" (moral
responsibility
ibilit based
b d on an individual's
i di id l' special
i l knowledge)
k l d )
(Whitbeck, 1998).
• Typical concerns: conflicts of interest, integrity of data,
whistle-blowing loyalty,
whistle-blowing, loyalty accountability,
accountability giving credit where
due, trade secrets, gift giving and bribes (Wujek and
Johnson, 1992).
Herkert, The Bridge, 32(3), 2002
 Engineering Ethical Education
Issues to be Considered

• Ethical implications of public policy relevant to

engineering:
Sustainable development
Health care
Risk and product liability
Information technology
• Culturally embedded engineering practice
(institutional and political aspects of engineering,
such as contracting,
contracting regulation
regulation, and technology
transfer)
• Macroethical issues (e.g., overconsumption)
Herkert, The Bridge, 32(3), 2002
 Sustainable Development

The guiding principle of sustainable development is

development that meets the needs of the present without
compromising
p g the ability
y of future generations
g to meet
their own needs. Sustainable development recognizes the
interdependence of environmental, social and economic
systems and promotes equality and justice through
people empowerment and a sense of global citizenship.
Whilst we cannot be sure what the future may bring, a
preferable future is a more sustainable one.

Encyclopedia of Sustainable Development

http://www.doc.mmu.ac.uk/aric/esd/menu.html
 National Society of Professional
Engineers (NSPE) Code of Ethics
. Fundamental
F ndamental Canons
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 A
4. Actt ffor each
h employer
l or client
li t as faithful
f ithf l agents
t or trustees.
t t
5. Avoid deceptive acts.
6. Conduct themselves honorably, responsibly, ethically, and
lawfully so as to enhance the honor
honor, reputation
reputation, and usefulness of
the profession.

(More extensive Rules of Practice follow in the Code)

http://www.nspe.org/ethics/eh1-code.asp
 IEEE Code of Ethics
We, the members of the IEEE, in recognition of the
importance of our technologies in affecting the quality of
life throughout the world
world, and in accepting a personal
obligation to our profession, its members and the
communities we serve, do hereby commit ourselves to
the highest ethical and professional conduct and agree:

1. to accept
p responsibility
p y in makingg engineering
g g decisions
consistent with the safety, health and welfare of the
public, and to disclose promptly factors that might
endanger the public or the environment;

2. to avoid real or perceived conflicts of interest whenever

possible,
ibl and d tto di
disclose
l th
them tto affected
ff t d parties
ti when
h
they do exist;
 IEEE Code of Ethics (cont.)
3. to be honest and realistic in stating claims or estimates
based on available data;

4. to reject bribery in all its forms;

5 to improve the understanding of technology

5. technology, its
appropriate application, and potential consequences;

6 to maintain and improve our technical competence and

6.
to undertake technological tasks for others only if
qualified by training or experience, or after full
disclosure of pertinent limitations;

7. to seek, accept, and offer honest criticism of technical

work to acknowledge and correct errors
work, errors, and to credit
properly the contributions of others;
 IEEE Code of Ethics (concl.)
8. to treat fairly all persons regardless of such factors as
race,, religion,
g , gender,
g , disability,
y, age,
g , or national origin;
g ;

9. to avoid injuring others, their property, reputation, or

employment
p y byy false or malicious action;;

10. to assist colleagues and co-workers in their

professional development
p p and to support
pp them in
following this code of ethics.

http://www.ieee.org/portal/index.jsp?pageID=corp
p // eee o g/po a / de jsp page co p_level1&p
e e &p
ath=about/whatis&file=code.xml&xsl=generic.xsl
 ASME Code of Ethics
Code of Ethics of Engineers
from The American Society of Mechanical Engineers

THE FUNDAMENTAL PRINCIPLES

Engineers uphold and advance the integrity, honor, and

dignity
g y of the Engineering
g g profession
p by:
y
I. using their knowledge and skill for the enhancement
of human welfare;
II being honest and impartial
II. impartial, and serving with fidelity
the public, their employers and clients, and
III. striving to increase the competence and prestige of
the engineering profession.
 ASME Code of Ethics
Code of Ethics of Engineers From ASME
THE FUNDAMENTAL CANONS
1. Engineers shall hold paramount the safety, health and welfare of the
public in the performance of their professional duties.
2. Engineers shall perform services only in the areas of their
competence.
competence
3. Engineers shall continue their professional development throughout
their careers and shall provide opportunities for the professional
development of those engineers under their supervision.
4. Engineers shall act in professional matters for each employer or client
as faithful agents or trustees, and shall avoid conflicts of interest.
5. Engineers shall build their professional reputations on the merit of
their services and shall not compete unfairly with others.
others
6. Engineers shall associate only with reputable persons or
organizations.
7. Engineers shall issue public statements only in an objective and
truthful manner.
 BMES Code of Ethics
Biomedical engineering is a learned profession that combines expertise and
responsibilities in engineering, science, technology, and medicine. Mindful that public
health and welfare are pparamount considerations in each of these areas, the Societyy
identifies in this Code principles of ethical conduct in professional practice, health care,
research, and training. This Code reflects voluntary standards of professional and
personal practice recommended for biomedical engineers.

Biomedical Engineering Professional Obligations

Biomedical engineers in the fulfillment of their professional engineering duties shall:
1. Use their knowledge, skills, and abilities to enhance the safety, health, and welfare
of the public.
2. Strive by action, example, and influence to increase the competence, prestige, and
honor of the biomedical engineering profession.

Biomedical Engineering Health Care Obligations

Biomedical engineers involved in health care activities shall:
1. Regard responsibility toward and rights of patients, including those of
confidentiality and privacy, as a primary concern.
2. Consider the broader consequences of their work in regard to cost, availability, and
delivery of health care.
BMES Code of Ethics (Cont.)
Biomedical Engineering Research Obligations
Bi
Biomedical
di l engineers
i iinvolved
l d in
i researchh shall:
h ll
1. Comply fully with legal, ethical, institutional, governmental, and other
applicable research guidelines, respecting the rights of and exercising the
responsibilities to human and animal subjects, colleagues, the scientific
communityi andd theh generall public.
bli
2. Publish and/or present properly credited results of research accurately
and clearly.

Biomedical
Bi di l Engineering
E i i Training
T i i Obligations
Obli ti
Biomedical engineers entrusted with the responsibilities of training others
shall:
1. Honor the responsibility not only to train biomedical engineering students
i proper professional
in f i l conduct
d t in
i performing
f i researchh andd publishing
bli hi results,
lt
but also to model such conduct before them.
2. Keep training methods and content free from inappropriate influence of
special interests.
 THE DILEMMA OF BIOENGINEERING
RESEARCH ON HUMAN SUBJECTS

“Times are difficult for

researchers using human
subjects.”
bj ”

The Scientist 14:1, 2000.

THE DILEMMA OF BIOENGINEERING
RESEARCH ON HUMAN SUBJECTS

“Make the rules protecting patients too

l
lax, and
d subjects
bj t willill suffer
ff and
d even di
die
needlessly. Make them too strict, and
lifesaving medications won’t make it out
of the lab quickly enough to help the
people who need them most.”

Time, April 22, 2002.

TIMELINE: 1932 - present 2000 – OHRP

1999 – death
1991 – The Common Rule (OHSR) of Jesse
Gelsinger
1979 – Belmont Report
1974 – National Research Act (OPRR)

1970 – Tuskegee Study exposed

1964 – Declaration of Helsinki

1947 – Nurem- 1950’ss – Thalidomide tragedy

1950
b
berg C
Code
d

1940 – Nazi medical experiments

 THE NAZI DOCTORS

At a second trial of medical

underlings, Dr. Edward
Katzenellenbogen, a former
member of the faculty of
the Harvard Medical School,
asked the court for the
death sentence. “Any
physician who committed
the crimes I am charged
with deserves to be killed,”
h exclaimed.
he l i d H He was given
i
life imprisonment.

Shirer WL. The Rise and Fall of the Third Reich, 1960.
 Nuremberg Code (1947)

“ethical yardstick against which defendants were judged”

• informed
i f d consentt
• risk & benefit (equipoise)
• subject can terminate her/his involvement
• experiment should be based upon prior animal studies
• only scientifically qualified individuals should conduct
human experimentation
• physical and mental suffering and injury should be
avoided
id d
• there should be no expectation that death or disabling
injury will occur from the experiment
Conditions for Clinical Trial
Participation

• Under what conditions would you

participate in a clinical trial of a drug
or device or procedure?
• Under what conditions would you
allow a friend or a member of your
family to participate in a clinical trial?
 USPHS Studyy of Syphilis
yp

• 1932: Started as a short

study (6-8 months) with 200-
300 syphilitic black males in
M
Macon C
County
• Free medical examinations
• Not told of their disease,
not treated
• Study continued with yearly
physicals
h i l
Conditions for Clinical Trial
Participation

• Under what conditions would you

participate in a clinical trial of a drug
or device or procedure?
• Under what conditions would you
allow a friend or a member of your
family to participate in a clinical trial?
Ethics in ABET Program Outcomes
Engineering programs must demonstrate that their graduates have
• Ability to apply knowledge of mathematics, science, engineering
• Ability
Abilit to
t design
d i and d conduct
d t expts,
t analyze
l andd interpret
i t t data
d t
• Ability to design system, component, or process
• Ability to function on multidisciplinary teams
• Ability to identify, formulate, and solve engineering problems
• An understanding of professional and ethical responsibility
• Ability to communicate effectively
• Broad education necessary to understand engineering impact in a
global and societal context
• Recognition of need for and ability to engage in life-long learning
• Knowledge of contemporary issues
• Ability to use techniques, skills and modern engineering tools
necessary for engineering practice