Ethical Challenges Affecting Engineers and Engineering Education

P. Bhattacharya, Jiecai Luo
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Abstract

Engineering is a creative field produced by an intelligent mixing of science, practice and policy (or ethics). Engineers design, create and test products and processes to enhance safety, improve health and welfare of the public in performance of their professional duties. We are making these changes to stay on the cutting edge of technologies and markets that are of crucial importance to our stakeholders – engineers, students and industries that support engineering applications. Challenges to ethically drive innovations to produce connectivity between people, systems and their performance in most circumstances have started affecting engineering education. This paper will map future ethical challenges affecting engineering education. The knowledge base, economy and globalization continue to challenge the basic industrial and hi-tech era assumptions upon which most public schools, curricula and evaluation mechanisms are based. After the start of digital divide period, new interactive digital media are diffusing in rapidly, even in low income groups, inculcating a youth-media culture that is gate crashing into schools and educators like a huge tsunami, producing inconsistent student performance across the U.S. making engineering education lag behind those of other countries. On an ethical level an American engineer is intimately involved in growing global US relations – and in reaching agreements between U.S. and other countries producing enormous outsourcing contracts. It is a good question, as to how do one feel that these challenges have to be answered in the right perspective to accomplish amicable results for the society in the time of economic downturn. Though training in ethics, in recent years has achieved widespread and enthusiastic acceptance throughout the engineering community, yet a lot needs to be done to teach ethical principals in every engineering subject. This paper is an introduction to all points of interest in university-industry and student relations to evolve a road map to a rewarding engineering career
影响工程师和工程教育的伦理挑战
工程是由科学、实践和政策(或伦理)的智能混合产生的创造性领域。工程师设计、创造和测试产品和流程,以加强安全,改善公众的健康和福利,履行他们的专业职责。我们正在做出这些改变,以保持在技术和市场的前沿,这对我们的利益相关者——工程师、学生和支持工程应用的行业——至关重要。在大多数情况下,从道德上推动创新以实现人、系统及其性能之间的联系,这一挑战已经开始影响工程教育。本文将描绘未来影响工程教育的伦理挑战。知识基础、经济和全球化继续挑战大多数公立学校、课程和评估机制所基于的工业和高科技时代的基本假设。在数字鸿沟时期开始后,新的交互式数字媒体迅速扩散,甚至在低收入群体中,灌输了一种青年媒体文化,这种文化像巨大的海啸一样冲击着学校和教育者,导致美国各地学生的表现不稳定,使工程教育落后于其他国家。在道德层面上,一名美国工程师密切地参与到美国日益增长的全球关系中,并在美国和其他国家之间达成协议,签订巨额外包合同。这是一个很好的问题,在经济低迷时期,人们如何看待这些挑战,以正确的角度来回答,以实现对社会的友好结果。尽管近年来伦理学的培训在整个工程界得到了广泛和热情的接受,但在每个工程学科中都需要做很多工作来教授伦理原则。本文介绍了大学-工业和学生关系的所有兴趣点,以发展到一个有回报的工程职业的路线图
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