This document discusses engineering ethics and provides background information. It covers several key points: 1. Engineering ethics examines engineers' obligations to the public, clients, employers, and the profession. Codes of ethics vary by discipline and jurisdiction. 2. In the US, licensed Professional Engineers are governed by statute and generally consistent codes, while industry engineers rely more on business ethics. 3. A primary principle of engineering ethics codes is to hold paramount public safety, health and welfare. Whistleblowing is also discussed as an important ethical issue. 4. Other common ethical issues include relationships with clients/others, ensuring legal compliance, conflicts of interest, and confidentiality. Business ethics also informs engineering ethics

1. ENGINEERING ETHICS

2. Engineering Ethics
 Engineering ethics is the field of applied ethics
which examines and sets standards for engineers’
obligations to the public, their clients, employers
and the profession.
 Engineering does not have a single uniform
system, or standard, of ethical conduct across the
entire profession.

3. Engineering Ethics
 Ethical approaches vary somewhat by discipline
and jurisdiction, but are most influenced by
whether the engineers are independently
providing professional services to clients, or the
public if employed in government service; or if
they are employees of an enterprise creating
products for sale.
 In the United States the first are usually licensed
Professional Engineers, are governed by statute,
and have generally consistent codes of professional
ethics.

4. Engineering Ethics
 The latter, working as engineers in industry, are
governed by various laws including whistle
blowing, and product liability laws, and often rely
on principles of business ethics rather than
engineering ethics.

5. PROFESSIONAL ENGINEERS

6. Professional and Chartered Engineers
 Professional engineers (Chartered engineers in the
United Kingdom) are distinct from other engineers
in that they have obtained some form of license,
charter, or registration from a government agency
or charter-granting authority acting on their
behalf.
 As such they are subject to regulation by these
bodies, as are other regulated professions.
 Professional and chartered engineers enjoy
significant influence over their regulation.

7. Professional and Chartered Engineers
 They are often the authors of the pertinent codes
of ethics used by some of these organizations.
 These engineers in private practice often, but not
always, find themselves in traditional professional-
client relationships in their practice.
 Engineers employed in government service find
themselves on the other side of the same
relationship.

8. Professional and Chartered Engineers
 Engineers in industry, sometimes termed
“graduate engineers” in the US if they hold a
bachelor’s degree, are not formally accredited by
government agencies.
 Their professional relationships are much more
likely to be employee-employer relationships.
 Despite the different focus, engineers in industry
or private practice face similar ethical issues and
reach similar conclusions.

9. NSPE
 One American engineering society, the National
Society of Professional Engineers (NSPE) has
sought to extend professional licensure and a code
of ethics across the field regardless of practice area
or employment sector.

10. CURRENT CODES OF ETHICS

11. Current Codesof Ethics
 Many American engineering professional
societies have prepared codes of ethics.
 Some go back to the early decades of the
twentieth century.
 These have been incorporated to a greater or
lesser degree into the regulatory laws of several
states.

12. Historyof Engineering Ethics
 The engineering profession’s emphasis on ethics
dates back to the end of the 19th century. In 1946,
the National Society of Professional Engineers
released it Canons of Ethics for Engineers and
Rules of Professional Conduct, which evolved to
the current Code of Ethics, adopted in 1964.
 While these statements of general principles
served as a guide, many engineers requested
interpretations of how the Code would apply to
specific circumstances.

13. Historyof Engineering Ethics
 These requests ultimately led to the creation of the
Board of Ethical Review in 1954.
 Ethics cases rarely have easy answers, but the BER’s
nearly 500 advisory opinions have helped bring clarity
to the ethical issues engineers face daily.
 The Institution of Civil Engineers (ICE) in the UK has
a code of ethics incorporated into its standards of
conduct.
 The Canadian societies of Professional engineers
likewise have as well.
 These codes of ethics share many similarities.

14. GENERAL PRINCIPLES

15. General Principles
 Codes of engineering ethics identify a specific
precedence with respect to the engineer’s
consideration for the public, clients, employer, and
the profession.
 “A practitioner shall, regard the practitioner’s duty
to public welfare as paramount” – Professional
Engineers Ontario
 “Engineers, in the fulfillment of their professional
duties, shall hold paramount the safety, health, and
welfare of the public” – National Society of
Professional Engineers

16. Fundamental Canons
1. Engineers shall hold paramount the safety,
health and welfare of the public and shall strive
to comply with the principles of sustainable
development in the performance of their
professional duties.
2. Engineers shall perform services only in areas of
their competence.
3. Engineers shall issue public statements only in
an objective and truthful matter.

17. Fundamental Canons
1. Engineers shall act in professional matters for
each employer or client as faithful agents or
trustees, and shall avoid conflicts of interest.
2. Engineers shall build their professional
reputation on the merit of their services and
shall not compete unfairly with others.
3. Engineers shall act in such a manner as to uphold
and enhance the honor, integrity, and dignity of
the engineering profession and shall act with
zero-tolerance for bribery, fraud, and corruption

18. Fundamental Canons
1. Engineers shall continue their professional
development throughout their careers, and shall
provide opportunities for the professional
development of those engineers under their
supervision.

19. First Principle
 As noted above, generally the first duty recognized
by Professional and Chartered engineers is to the
safety of the public.

20. Professional Engineers Ontario (PEO)
“A practitioner shall, regard the practitioner’s duty to
public welfare as paramount.”

21. The Orderof the Engineerin Quebec (OIQ)
“In all aspects of his work, the engineer must respect
his obligations towards man and take into account
the consequences of the performance of his work
on the environment and on the life, health and
property of every person.”

22. National Societyof Professional Engineers
(NSPE)
“ Engineers, in the fulfillment of their professional
duties, shall: Hold paramount the safety, health,
and welfare of the public.”

23. American Societyof Mechanical Engineers
(ASME)
“Engineers shall hold paramount the safety, health
and welfare of the public in the performance of
their professional duties.”

24. Instituteof Electrical and Electronics
Engineers (IEEE)
“We, the members of the IEEE, . . . Do hereby
commit ourselves to the highest ethical and
professional conduct and agree: 1. to accept
responsibility in making decisions consistent with
the safety, health, and welfare of the public, and to
disclose promptly factors that might endanger the
public or the environment;”

25. American Instituteof Chemical Engineers
(AIChE)
“To achieve these goals, members shall hold
paramount the safety, health and welfare of the
public and protect the environment in
performance of their professional duties.”

26. WHISTLE BLOWING
The Space Shuttle
Challenger disaster
is used as a case
study of whistle
blowing and
organizational
behavior including
groupthink.

27. Whistle Blowing
 A basic ethical dilemma is that an engineer has the
duty to report to the appropriate authority a
possible risk to others from a client or employer
failing to follow the engineers directions.
 According to first principles, this duty overrides
the duty to a client and/or employer.
 An engineer may be disciplined, or have their
license revoked, even if the failure to report such a
danger does not result in the loss of life or health.

28. Whistle Blowing
 In many cases, this duty can be discharged by advising
the client of the consequences in a forthright manner,
and assuring the client takes the engineer’s advice.
 However, the engineer must ensure that the remedial
steps are taken and, if they are not, the situation must
be reported to the appropriate authority.
 In very rare cases, where even a governmental
authority may not take appropriate action, the
engineer can only discharge the duty by making the
situation public.

29. Whistle Blowing
 As a result, whistle blowing by professional
engineers is not an unusual event, and courts have
often sided with engineers in such cases,
overruling duties to employers and confidentiality
considerations that otherwise would have
prevented the engineer from speaking out.

30. OTHER ETHICAL ISSUES

31. Other Ethical Issues
 There are several other ethical issues that
engineers may face.
 Some have to do with technical practice, but many
others have to do with broader considerations of
business conduct. These include:
 Relationships with clients, consultants, competitors,
and contractors
 Ensuring legal compliance by clients, client’s
contractors, and others
 Conflict of Interest
 Bribery and kickbacks

32. Briberyand Kickbacks
 Gifts, meals, services, and entertainment
 Treatment of confidential or proprietary
information
 Consideration of the employer’s assets
 Outside employment/activities (Moonlighting)
 Some engineering societies are addressing
environmental protection as a stand-alone
question of ethics.

33. Business Ethics
 The field of business ethics often overlaps and
informs ethical decision making for engineers.

34. The nineteenth century and growing concern
BACKGROUND
The first Tay Bridge collapsed in 1879. At least sixty were killed.

35. Background
 As engineering rose as a distinct profession during
the nineteenth century, engineers saw themselves
as either independent professional practitioners or
technical employees of large enterprises.
 There was considerable tension between the two
sides as large industrial employers fought to
maintain control of their employees.

36. Background
 In the United States growing professionalism gave
rise to the development of four founding
engineering societies: ASCE (1851), the American
Institute of Electrical Engineers (AIEE), ASME
(1880), and the American Institute of Mining
Engineers (AIME) (1871).
 ASCE and AIEE were more closely identified with
the engineer as learned professional, where ASME,
to an extent, and AIME almost entirely, identified
with the view that the engineer is a technical
employee.

37. Background
 Even so, at that time ethics was viewed as a
personal rather than a broad professional concern.

38. Turning of the twentieth century and turning point
BACKGROUND
The Boston
molasses
disaster
provided a
strong impetus
for the
establishment of
professional
licensing and
codes of ethics
in the United
States.

39. Background
 When the nineteenth century drew to a close and
the twentieth century began, there had been a
series of significant structural failures, including
some spectacular bridge failures, notably the
Ashtabula River Railroad Disaster (1876), Tay
Bridge Disaster (1879), and the Quebec Bridge
collapse (1907).
 These had a profound effect on engineers and
forced the profession to confront shortcomings in
technical and construction practice, as well as
ethical standards.

40. Background
 One response was the development of formal
codes of ethics by three of the four founding
engineering societies.
 AIEE adopted theirs is 1912.
 ASCE and ASME did so in 1914.
 AIME did not adopt a code of ethics in its history.

41. Background
 Concerns for professional practice and protecting
the public highlighted by these bridge failures, as
well as the Boston molasses disaster (1919),
provided impetus for another movement that had
been underway for some time: to require formal
credentials (Professional licensure in the U.S.) as a
requirement to practice.
 This involves meeting some combination of
educational, experience, and testing requirements.

42. Background
 Over the following decades most American states
and Canadian provinces either required engineers
to be licensed, or passed special legislation
reserving title rights to organization of
professional engineers.
 The Canadian model is to require all persons
working in fields of engineering that posed a risk
to life, health, property, the public welfare and the
environment to be licensed, and all provinces
required licensing by the 1950s.

43. Background
 The U.S. model has generally been only to require
those practicing independently (i.e. consulting
engineers) to be licensed.
 This has perpetuated the split between professional
engineers and those in industry.
 Professional societies have adopted generally uniform
codes of ethics.
 On the other hand technical societies have generally
not adopted these, but instead sometimes offer ethics
education and resources to members similar to those
of the professional societies.

44. CURRENT STATUS
William
LeMessurier’s
response to
design
deficiencies
uncovered after
construction of
the Citigroup
Center is often
cited as an
example of
ethical conduct.

45. Current Status
 The difference in perspective between the
“engineer as a professional” and the “engineer as
employee” is still reflected today in the use of the
title “engineer”.
 In the U.S. industry, the title “engineer” is
determined by the firm and can often apply to
anyone executing design work.
 These can include individuals with an Associate
degree or degree in engineering technology.

46. Current Status
 Here, the term “graduate engineer” is pertinent to
differentiate those with a bachelor of science
degree in engineering.
 While most American sate licensure laws require a
bachelor of science degree for licensure, the
current U.S. model law for Professional Engineers
requires a minimum of a master of science degree
in engineering, or a bachelor of science degree
with additional equivalent graduate level work.
 This has received strong support from civil
engineers.

47. Current Status
 That difference in perspective has also led to the
division of engineering societies broadly into
professional and technical societies.
 Both professional and technical societies advance
technical practice through developing standards,
and providing educational, and training resources.
 However, professional societies like ASCE, ASME,
IEEE, and later AIChE (1907), and NSPE (1934),
also focus on professional practice issues facing
the engineer such as licensing laws and ethics.

48. Current Status
 Technical societies like AIME, the American
Railway Engineering Association (AREA) (1899),
and later the Society of Automotive Engineers
(SAE) (1905) and Society of Manufacturing
Engineers (SME) (1932) generally don’t address
professional practice issues, including ethics.

49. CURRENT ETHICAL ISSUES

50. Current Ethical Issues
 Efforts to promote ethical practice continue.
 In addition to the professional societies and
chartering organizations efforts with their
members, the Canadian Iron Ring and American
Order of the Engineer trace their roots to the 1907
Quebec Bridge collapse.
 Both require members to swear an oath to uphold
ethical practice and wear a symbolic ring as a
reminder.

51. Case Studiesand Key Individuals
 Petroski notes that most engineering failures are
much more involved than simple technical
miscalculations and involve the failure of the
design process or management culture.
 However, not all engineering failures involve
ethical issues.
 The infamous collapse of the first Tacoma Narrows
Bridge, and the losses of the Mars Polar Lander
and Mars Climate Orbiter were technical and
design process failures.

52. ENGINEERING FAILURES

53. Engineering Failures
 Space Shuttle Columbia disaster (2003)
 Space Shuttle Challenger disaster (1986)
 Therac-25 accidents (1985 to 1987)
 Chernobyl disaster (1986)
 Bhopal disaster (1984)
 Kansas City Hyatt Regency walkway collapse (1981)
 Love Canal (1980), Lois Gibbs
 Three Mile Island accident (1979)
 Citigroup Center (1978), William Lemessurier
 Ford Pinto safety problems (1970s)

54. Engineering Failures
 Minamata disease (1908-1973)
 Chevrolet Corvair safety problems (1960s), Ralph
Nader, and Unsafe at Any Speed
 Boston molasses disaster (1919)
 Quebec Bridge collapse (1907), Theodore Cooper
 Johnstown Flood (1889), South Fork Fishing and
Hunting Club
 Tay Bridge Disaster (1879), Thomas Bouch, William
Henry Barlow, and William Yolland
 Ashtabula River Railroad Disaster (1876), Amasa Stone