@inproceedings{jamieson_adamson_jesiek_herkert_hess_cheong_polavarapu_2023, title={ETHICS-2023: Welcome messages}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85164812765&partnerID=MN8TOARS}, DOI={10.1109/ETHICS57328.2023.10155033}, booktitle={2023 IEEE International Symposium on Ethics in Engineering, Science, and Technology: Ethics in the Global Innovation Helix, ETHICS 2023}, author={Jamieson, L.H. and Adamson, G. and Jesiek, B.K. and Herkert, J. and Hess, J. and Cheong, M. and Polavarapu, M.}, year={2023} } @inbook{adamson_herkert_2022, title={Addressing Intelligent Systems and Ethical Design in the IEEE Code of Ethics}, volume={23}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85122433777&partnerID=MN8TOARS}, DOI={10.1007/978-3-030-86201-5_8}, abstractNote={This chapter examines the process undertaken by IEEE to modify its Code of Ethics in response to a changing global technology landscape in the early twenty-first century. The changes, which were incorporated into the Code by the unanimous vote of the IEEE Board of Directors (BoD) in November 2017, include modifications to the wording of the “paramountcy clause” as well as inclusion in the Code the concepts of “ethical design,” “sustainable development,” “societal implications of technology,” and “intelligent systems.” The process was led by volunteers (including the authors) and involved an Ad Hoc Committee on Ethics Programs, consideration at two meetings of the BoD, and solicitation of IEEE members for responses to a draft proposal. The chapter attributes these changes to the intersection of three events: growing interest within the broader community around ethics and artificial intelligence; the creation of bodies within the IEEE to consider ethical issues; and a longstanding concern within the IEEE, particularly through the work of the Society on Social Implications of Technology (SSIT), for an effective code to meet the responsibility of technologists. The chapter describes this process and context, with the aim of increasing understanding of the Code revisions on the part of engineering practitioners and researchers as well as scholars of engineering ethics.}, booktitle={International Library of Ethics, Law and Technology}, author={Adamson, G. and Herkert, J.}, year={2022}, pages={145–159} } @inbook{borenstein_bucher_herkert_2022, title={Ethics, Autonomous Vehicles, and the Future City}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85143455155&partnerID=MN8TOARS}, DOI={10.1093/oso/9780197639191.003.0024}, abstractNote={Abstract Optimism regarding the use of autonomous vehicles (AVs) continues to grow, particularly as a means for increasing mobility for people who were previously unable to operate a motor vehicle independently. Yet expanding the number of people who can ride in a vehicle on their own may be in tension with the commonly voiced hope that AVs will reduce traffic congestion and air pollution. And this is only one of the key ethical tensions that city planners, policymakers, transportation engineers, vehicle designers, software engineers, and others will need to address. This chapter explores the ethical responsibilities of city planners in relation to developing land use and transportation policy for the adoption of AVs. The chapter concludes with recommendations for incorporating the ethical implications of AVs into land use and transportation policy.}, booktitle={Autonomous Vehicle Ethics: The Trolley Problem and Beyond}, author={Borenstein, J. and Bucher, J. and Herkert, J.}, year={2022}, pages={415–431} } @inbook{herkert_borenstein_miller_2022, title={Planes, Trains, and Flying Taxis}, url={https://rowman.com/ISBN/9781786613233/Test-Driving-the-Future-Autonomous-Vehicles-and-the-Ethics-of-Technological-Change}, booktitle={Test-Driving the Future: Autonomous Vehicles and the Ethics of Technological Change}, publisher={Rowman & Littlefield}, author={Herkert, Joseph and Borenstein, Jason and Miller, Keith W.}, year={2022} } @inproceedings{herkert_2021, title={ETHICS-2021: Welcome messages: ETHICS-2021 TECHNICAL PROGRAM CHAIR WELCOME}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85124003405&partnerID=MN8TOARS}, DOI={10.1109/ETHICS53270.2021.9632749B}, booktitle={Proceedings - 2021 IEEE International Symposium on Ethics in Engineering, Science and Technology: Engineering and Corporate Social Responsibility, ETHICS 2021}, author={Herkert, J.}, year={2021} } @article{borenstein_herkert_miller_2020, title={Autonomous Vehicles and the Ethical Tension Between Occupant and Non-Occupant Safety}, url={https://digitalcommons.odu.edu/sociotechnicalcritique/vol1/iss1/6/}, DOI={10.25779/5G55-HW09}, journal={Journal of Sociotechnical Critique}, publisher={Journal of Sociotechnical Critique}, author={Borenstein, Jason and Herkert, Joseph and Miller, Keith}, year={2020} } @inbook{herkert_borenstein_2020, title={Responsibilities to the Public—Professional Engineering Societies}, url={http://dx.doi.org/10.4324/9781315276502-52}, DOI={10.4324/9781315276502-52}, abstractNote={This chapter focuses on the collective social responsibilities of the engineering profession to the public from the perspective of both traditional professional engineering societies and quasi-professional engineering organizations. Traditional professional engineering societies usually have direct ties to a specific engineering discipline or the engineering profession as a whole, while quasi-professional engineering societies are organized outside of traditional professional institutions and focus on a specific issue or kind of activity. The views of traditional professional engineering societies on social responsibilities of engineers are often revealed in their formulation and consideration of public policy including issuance of formal position statements, as well as in the promulgation and enforcement of codes of ethics and in the creation of technical standards. Issues of concern to engineering societies that highlight social responsibility and public policy include such topics as privacy and security; social and environmental justice; and autonomous weapons systems. Humanitarian and social justice-oriented quasi-professional engineering societies often address such issues, but these groups lack the influence of the larger, more mainstream engineering societies. Emerging technologies raise social and ethical concerns, which highlight the need, and opportunities, for traditional professional societies to assume leadership roles in addressing such concerns.}, booktitle={The Routledge Handbook of the Philosophy of Engineering}, publisher={Routledge}, author={Herkert, Joseph and Borenstein, Jason}, year={2020}, month={Dec}, pages={592–606} } @article{roberts_herkert_kuzma_2020, title={Responsible innovation in biotechnology: Stakeholder attitudes and implications for research policy}, volume={8}, ISSN={["2325-1026"]}, url={http://dx.doi.org/10.1525/elementa.446}, DOI={10.1525/elementa.446}, abstractNote={This article explores attitudes of stakeholders involved in biotechnology towards the Responsible Innovation (RI) framework. As a framework for governance, RI has received increasing scholarly attention but has yet to be successfully integrated into U.S. research and innovation policy. Using a mixed methods approach, we analyzed the attitudes of different biotechnology stakeholders, particularly those working in areas related to genetically modified organisms (GMOs) in agriculture and the environment, towards the principles and practices of RI. Homogenous focus groups (organized by stakeholder affiliation) and pre- and post-focus group surveys were used to measure attitudes towards RI. We designed the survey questions according to the Advocacy Coalition Framework (ACF) and examined the agreement of stakeholders with policy core beliefs (general principles of RI) and secondary beliefs (implementation practices of RI). Although all stakeholder groups had neutral to positive attitudes towards RI general principles, we found significant differences in their reactions to the scholarly definitions of RI and in their attitudes towards practices to implement RI. In comparison to government and advocacy groups, stakeholders promoting biotechnology innovations–industry, trade organizations, and academics–had more negative reactions to social science definitions of RI and to RI practices that relinquish control to people outside of technology development pipelines. Qualitative analysis of focus-groups revealed barriers for implementing RI practices. For example, innovators were cynical about including external voices in innovation pathways due to inflexible funding programs and were concerned about potential delays to innovation given the highly competitive environments for financing and patents. In order to help address these tensions, we call for the co-design of RI practices between biotechnology innovators and other stakeholders. The opening-up of biotechnology innovation to RI practices of anticipation, inclusion, responsiveness and reflexivity will likely be important for future, public legitimacy of emerging genetic engineering applications such as gene editing and gene drives.}, number={1}, journal={ELEMENTA-SCIENCE OF THE ANTHROPOCENE}, publisher={University of California Press}, author={Roberts, Pat and Herkert, Joseph and Kuzma, Jennifer}, editor={Iles, Alastair and Macnaghten, PhilipEditors}, year={2020}, month={Aug} } @article{herkert_borenstein_miller_2020, title={The Boeing 737 MAX: Lessons for Engineering Ethics}, volume={26}, ISSN={["1471-5546"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85087828587&partnerID=MN8TOARS}, DOI={10.1007/s11948-020-00252-y}, abstractNote={The crash of two 737 MAX passenger aircraft in late 2018 and early 2019, and subsequent grounding of the entire fleet of 737 MAX jets, turned a global spotlight on Boeing’s practices and culture. Explanations for the crashes include: design flaws within the MAX’s new flight control software system designed to prevent stalls; internal pressure to keep pace with Boeing’s chief competitor, Airbus; Boeing’s lack of transparency about the new software; and the lack of adequate monitoring of Boeing by the FAA, especially during the certification of the MAX and following the first crash. While these and other factors have been the subject of numerous government reports and investigative journalism articles, little to date has been written on the ethical significance of the accidents, in particular the ethical responsibilities of the engineers at Boeing and the FAA involved in designing and certifying the MAX. Lessons learned from this case include the need to strengthen the voice of engineers within large organizations. There is also the need for greater involvement of professional engineering societies in ethics-related activities and for broader focus on moral courage in engineering ethics education.}, number={6}, journal={SCIENCE AND ENGINEERING ETHICS}, author={Herkert, Joseph and Borenstein, Jason and Miller, Keith}, year={2020}, month={Dec}, pages={2957–2974} } @article{borenstein_herkert_miller_2019, title={Self-Driving Cars and Engineering Ethics: The Need for a System Level Analysis}, volume={25}, ISSN={["1471-5546"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85033584947&partnerID=MN8TOARS}, DOI={10.1007/s11948-017-0006-0}, abstractNote={The literature on self-driving cars and ethics continues to grow. Yet much of it focuses on ethical complexities emerging from an individual vehicle. That is an important but insufficient step towards determining how the technology will impact human lives and society more generally. What must complement ongoing discussions is a broader, system level of analysis that engages with the interactions and effects that these cars will have on one another and on the socio-technical systems in which they are embedded. To bring the conversation of self-driving cars to the system level, we make use of two traffic scenarios which highlight some of the complexities that designers, policymakers, and others should consider related to the technology. We then describe three approaches that could be used to address such complexities and their associated shortcomings. We conclude by bringing attention to the "Moral Responsibility for Computing Artifacts: The Rules", a framework that can provide insight into how to approach ethical issues related to self-driving cars.}, number={2}, journal={SCIENCE AND ENGINEERING ETHICS}, author={Borenstein, Jason and Herkert, Joseph R. and Miller, Keith W.}, year={2019}, month={Apr}, pages={383–398} } @inbook{ellison_facemire_herkert_2018, title={Designing an EAC program for the school of life sciences at Arizona state university: Early initiatives and lessons from the literature}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85053363686&partnerID=MN8TOARS}, DOI={10.1007/978-3-319-78939-2_21}, booktitle={Ethics Across the Curriculum-Pedagogical Perspectives}, author={Ellison, K.D. and Facemire, C. and Herkert, J.R.}, year={2018}, pages={343–361} } @inbook{herkert_2017, title={Commentary Concrete Ethics}, url={http://dx.doi.org/10.4324/9781315256474-55}, DOI={10.4324/9781315256474-55}, booktitle={Engineering Ethics}, publisher={Routledge}, author={Herkert, Joseph R.}, year={2017}, month={May}, pages={663–665} } @inproceedings{herkert_kuzma_roberts_banks_stauffer_2017, title={Ethics and Responsible Innovation in Biotechnology Communities: A Pedagogy of Engaged Scholarship}, volume={2017-June}, url={http://dx.doi.org/10.18260/1-2--28299}, DOI={10.18260/1-2--28299}, abstractNote={Joseph R. Herkert, D.Sc., is Associate Professor Emeritus of Science, Technology and Society and a Visiting Scholar in the Genetic Engineering and Society Center, North Carolina State University. He was formerly Lincoln Associate Professor of Ethics and Technology in the Consortium for Science, Policy & Outcomes, Arizona State University (retired May 2015). Herkert has been teaching engineering ethics and science, technology & society courses for thirty years. He is editor of Social, Ethical and Policy Implications of Engineering: Selected Readings (Wiley/IEEE Press, 2000) and co-editor of The Growing Gap between Emerging Technologies and Legal-Ethical Oversight: The Pacing Problem (Springer, 2011), and has published numerous articles on engineering ethics and societal implications of technology in engineering, law, social science, and applied ethics journals. Herkert previously served as Editor of IEEE Technology and Society Magazine and an Associate Editor of Engineering Studies. He has been a leader in many professional organizations including the Society on Social Implications of Technology (SSIT) of the Institute of Electrical and Electronics Engineers (IEEE), the National Institute for Engineering Ethics, and the Engineering Ethics and Liberal Education/Engineering and Society (LEES) Divisions of the American Society for Engineering Education. In 2005 Herkert received the Sterling Olmsted Award, the highest honor bestowed by LEES, for ”making significant contributions in the teaching and administering of liberal education in engineering education.” Herkert is a Fellow of the American Association for the Advancement of Science, Senior Member of IEEE, and served a three-year term on the IEEE Ethics and Member Conduct Committee. He currently serves on the IEEE Ad Hoc Committee on IEEE Ethics Programs and the Advisory Group of the Center for Engineering Ethics and Society of the National Academy of Engineering. Herkert received his BS in Electrical Engineering from Southern Methodist University and his doctorate in Engineering & Policy from Washington University in St. Louis.}, booktitle={2017 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Herkert, Joseph and Kuzma, Jennifer and Roberts, Pat and Banks, Erin and Stauffer, Sharon}, year={2017} } @inproceedings{herkert_kuzma_roberts_banks_stauffer_2017, title={Ethics and responsible innovation in biotechnology communities: A pedagogy of engaged scholarship}, volume={2017-June}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85030554888&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Herkert, J.R. and Kuzma, J. and Roberts, J.P. and Banks, E. and Stauffer, S.A.}, year={2017} } @inbook{herkert_2017, title={Future Directions in Engineering Ethics Research: Microethics, Macroethics and the Role of Professional Societies}, url={http://dx.doi.org/10.4324/9781315256474-45}, DOI={10.4324/9781315256474-45}, booktitle={Engineering Ethics}, publisher={Routledge}, author={Herkert, Joseph R.}, year={2017}, month={May}, pages={551–562} } @article{borenstein_herkert_miller_2017, title={Self-Driving Cars: Ethical Responsibilities of Design Engineers}, volume={36}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85021124475&partnerID=MN8TOARS}, DOI={10.1109/MTS.2017.2696600}, abstractNote={In the wake of the exposure of Volkswagen's diesel engine test-rigging, a Bloomberg Business journalist described the company as "driven by engineering-crazed executives" [2] and The New York Times ran a story noting how with today's complex computer systems in automobiles, there are numerous opportunities for misdeeds both by automakers and hackers [3]. With the advent of so-called autonomous or self-driving cars, such issues may become even more pervasive and problematic. From a legal perspective, a key focal point is who would be at fault if and when an accident occurs [4]. Much also has been written about the ethical complexities posed by self-driving cars [5]-[6]. In accordance with Moore's Law, "[a]s technological revolutions increase their social impact, ethical problems increase" [7]. Yet relatively little has been said about the ethical responsibilities of the designers of self-driving cars.}, number={2}, journal={IEEE Technology and Society Magazine}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Borenstein, Jason and Herkert, Joseph and Miller, Keith}, year={2017}, pages={67–75} } @inbook{herkert_hollander_miller_benya_monfreda_osborne_2015, title={Energy Ethics in Science and Engineering Education}, volume={20}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85030534848&partnerID=MN8TOARS}, DOI={10.1007/978-3-319-16169-3_12}, abstractNote={Substantial global changes in energy production and use are occurring at present and will continue to occur for decades to come, with widespread ramifications for the distribution of wealth and power and humanity’s social and environmental future. This raises important ethical considerations that should be addressed in the education of engineers, whose research and practice will assuredly involve energy to some degree. The Energy Ethics in Science and Engineering Education Project, funded by the U.S. National Science Foundation, sought to enhance attention to and projects in energy ethics in graduate research education concerning energy. The partners, the Consortium for Science, Policy and Outcomes (CSPO) at Arizona State University (ASU) and the Center for Engineering, Ethics, and Society (CEES) at the National Academy of Engineering (NAE), conducted a number of research, educational, and outreach activities to develop a foundational intellectual basis for understanding the ethics of energy transitions, to provide opportunities for students to learn about energy ethics, and to disseminate ideas and materials broadly. Evaluation results indicate the project has been successful in engaging students in various formats; additionally the project has illuminated a number of fundamental ideas about the interrelationships among energy, ethics, and society.}, booktitle={Philosophy of Engineering and Technology}, author={Herkert, J. and Hollander, R. and Miller, C. and Benya, F. and Monfreda, C. and Osborne, L.}, year={2015}, pages={249–259} } @inbook{barry_herkert_2015, title={Engineering ethics}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84953898158&partnerID=MN8TOARS}, DOI={10.1017/CBO9781139013451.041}, abstractNote={Instruction and research related to engineering ethics is by no means a new field of practice. However, as the field of engineering education has been formalized and seen significant growth, the field of engineering ethics has naturally benefited. This chapter is divided into four subsections. The first section is a relatively brief overview of what engineering ethics is and how is it defined. The second section is a review of the historical development of engineering ethics in professional practice and in higher education. The third section is focused entirely on engineering ethics in education and addresses issues of curriculum content, pedagogical methods, resources, and instructor qualifications, as well as providing an overview of assessment of moral development. Finally, the fourth section focuses on engineering ethics in practice and covers such topics as the environment and sustainability, research ethics, application of ethics in international context, academic dishonesty, macroethics, and other emerging issues.}, booktitle={Cambridge Handbook of Engineering Education Research}, publisher={Cambridge University Press}, author={Barry, Brock E. and Herkert, Joseph R.}, year={2015}, pages={673–692} } @inbook{barry_herkert_2015, title={Overcoming the Challenges of Teaching Engineering Ethics in an International Context: A U.S. Perspective}, volume={22}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85062619918&partnerID=MN8TOARS}, DOI={10.1007/978-3-319-18260-5_11}, abstractNote={The delivery of high-quality instruction in the field of engineering ethics can be challenging. Multiple reports and publications have identified a general hesitation or reluctance among faculty in the engineering disciplines to teach classes in professional ethics. Additional complexity is encountered when delivering that content to an international context. However, a vast array of instructional material is available to assist with the process of preparing to teach engineering ethics. This chapter will identify unique challenges associated with teaching engineering ethics in an international context and it will also provide a detailed assessment of the available teaching resources. The teaching resources evaluated in this chapter will include traditional textbooks, on-line assets, journals, and video-based media. A review of moral development assessment tools will also be provided.}, booktitle={Philosophy of Engineering and Technology}, author={Barry, B.E. and Herkert, J.R.}, year={2015}, pages={167–187} } @inbook{herkert_kostyk_2015, title={Societal Implications of the Smart Grid: Challenges for Engineering}, volume={21}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85057117148&partnerID=MN8TOARS}, DOI={10.1007/978-3-319-16172-3_16}, abstractNote={The smart grid, which would combine advanced information and communication technologies with a new generation of electric power production, transmission, and distribution technologies, has been highly touted as a solution to modernizing the U.S. electric grid while simultaneously addressing other policy goals such as improving energy efficiency and expanding the use of renewable energy resources. As with any large scale socio-technical system, however, the smart grid raises a number of societal issues that are interwoven with its technical capabilities. This chapter discusses three such issues – privacy, security, and equity – and argues for addressing them concurrent with the development of the smart grid, as well as educational reforms that will better position engineers to recognize and address such issues.}, booktitle={Philosophy of Engineering and Technology}, author={Herkert, J. and Kostyk, T.}, year={2015}, pages={287–306} } @article{miller_herkert_2015, title={Special Issue on Ethics 2014/ISTAS 2014 [Guest Editorial]}, volume={34}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84933045454&partnerID=MN8TOARS}, DOI={10.1109/MTS.2015.2425964}, abstractNote={The articles in this special section were presented at the first International Symposium on Ethics in Engineering, Science, and Technology (ETHICS 2014) that was held May 23-24, 2014.}, number={2}, journal={IEEE Technology and Society Magazine}, author={Miller, K. and Herkert, J.}, year={2015}, pages={31} } @inproceedings{herkert_benya_ellison_hollander_laas_raghavan_2015, title={The Online Resource Center for Ethics Education in Engineering and Science}, volume={122nd ASEE Annual Conference and Exposition: Making Value for Society}, url={http://dx.doi.org/10.18260/p.24897}, DOI={10.18260/p.24897}, abstractNote={Joseph R. Herkert, D.Sc., is Lincoln Associate Professor of Ethics and Technology (Emeritus) in the School of Letters and Sciences and the Consortium for Science, Policy & Outcomes, Arizona State University and Visiting Scholar at the Genetic Engineering & Society Center, North Carolina State Univeristy. Herkert has been teaching engineering ethics and science, technology & society courses for more than twenty-five years. He is editor of Social, Ethical and Policy Implications of Engineering: Selected Readings (Wiley/IEEE Press, 2000) and co-editor of The Growing Gap between Emerging Technologies and Legal-Ethical Oversight: The Pacing Problem (Springer, 2011), and has published numerous articles on engineering ethics and societal implications of technology in engineering, law, social science, and applied ethics journals. Herkert previously served as Editor of IEEE Technology and Society Magazine and an Associate Editor of Engineering Studies. He is or has been an active leader in many professional organizations including the Society for Ethics Across the Curriculum, the Society on Social Implications of Technology (SSIT) of the Institute of Electrical and Electronics Engineers (IEEE), the National Institute for Engineering Ethics, and the Engineering Ethics and Liberal Education/Engineering and Society (LEES) Divisions of the American Society for Engineering Education. In 2005 Herkert received the Sterling Olmsted Award, the highest honor bestowed by LEES, for ”making significant contributions in the teaching and administering of liberal education in engineering education.” Herkert is a Senior Member of IEEE and served a three-year term on the IEEE Ethics and Member Conduct Committee. He was recently elected a Fellow of the American Association for the Advancement of Science. Herkert received his BS in Electrical Engineering from Southern Methodist University and his doctorate in Engineering & Policy from Washington University in St. Louis.}, number={122nd ASEE Annual Conference and Exposition: Making Value for Society}, booktitle={2015 ASEE Annual Conference and Exposition Proceedings}, publisher={ASEE Conferences}, author={Herkert, Joseph and Benya, Frazier and Ellison, Karin and Hollander, Rachelle and Laas, Kelly and Raghavan, Simil}, year={2015} } @inproceedings{herkert_benya_ellison_hollander_laas_raghavan_2015, title={The online resource center for ethics education in engineering and science}, volume={122nd ASEE Annual Conference and Exposition: Making Value for Society}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84941994238&partnerID=MN8TOARS}, number={122nd ASEE Annual Conference and Exposition: Making Value for Society}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Herkert, J.R. and Benya, F. and Ellison, K. and Hollander, R.D. and Laas, K. and Raghavan, S.L.}, year={2015} } @inproceedings{riley_slaton_herkert_2015, title={What is Gained by Articulating Non-canonical Engineering Ethics Canons?}, volume={122nd ASEE Annual Conference and Exposition: Making Value for Society}, url={http://dx.doi.org/10.18260/p.25059}, DOI={10.18260/p.25059}, abstractNote={As organizers of the special session on non-canonical canons in engineering ethics, we explore in this paper the processes by which professional societies develop Codes of Ethics, and how institutional power shapes both processes and outcomes. In analyzing specific episodes of canon formation, such as the process that resulted in the omission of sustainability from the ASEE Code of Ethics (despite a separate ASEE board statement on sustainable development in 1999), and the process that resulted in the recent addition of sexual orientation, gender identity, and gender expression in the IEEE Code of Ethics, we hope to reveal the ways in which ethical work in engineering (as in other settings) is always preceded by demarcation of boundaries. Who counts as a moral agent? Who is subject to the code? Does the code imply collective as well as individual responsibility? Who has standing to raise concerns? Who has clout to shape the code? Moving from analysis to action, this paper explores what it means to create an alternative, a “shadow code” that lives outside the canonical articulation of engineering ethics by professional societies. Such an alternative or non-canonical list might directly reframe existing priorities (say, inserting health or sustainability concerns across a wide range of ethical instructions for engineers) or introduce entirely new, previously unspeakable priorities (say, the notion that in any given case of engineering practice, the most ethical action may be to choose not to undertake an engineering project in that time or place). While we might count it a victory for some of the non-canonical canons to move, in time, into the accepted professional society codes, that is the not the primary purpose of creating this alternative stream of ideals in engineering ethics. Rather we hope to illuminate the political nature of the process, the ways insider-outsider dynamics play out in professional societies, and the contestation of what counts and does not count as engineering.}, number={122nd ASEE Annual Conference and Exposition: Making Value for Society}, booktitle={2015 ASEE Annual Conference and Exposition Proceedings}, publisher={ASEE Conferences}, author={Riley, Donna and Slaton, Amy and Herkert, Joseph}, year={2015} } @article{canary_taylor_herkert_ellison_wetmore_tarin_2014, title={Engaging Students in Integrated Ethics Education: A Communication in the Disciplines Study of Pedagogy and Students' Roles in Society}, volume={63}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84897456555&partnerID=MN8TOARS}, DOI={10.1080/03634523.2014.888457}, abstractNote={In this quasi-experimental study, we investigated two elements of ethics education: (1) how participating in ethics education influenced science and engineering graduate students' views of their roles in society, and (2) what students found most valuable and relevant. Participants were 98 graduate science and engineering students. Qualitative analysis indicated that the most prevalent responses reflected a desire to benefit society. Duty-based responses were more prevalent in pretest than in posttest responses. Participants in experimental conditions indicated more complicated notions of their societal roles than control participants. Participants emphasized the value of class discussions for increasing their awareness of issues, alternative views, and their own positions. Results are interpreted using the engaged communication in the disciplines framework with practical implications for educators.}, number={2}, journal={Communication Education}, author={Canary, H.E. and Taylor, J.L. and Herkert, J.R. and Ellison, K. and Wetmore, J.M. and Tarin, C.A.}, year={2014}, pages={83–104} } @article{burgess_davis_dyrud_herkert_hollander_newton_pritchard_vesilind_2013, title={Engineering Ethics: Looking Back, Looking Forward}, volume={19}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84883793457&partnerID=MN8TOARS}, DOI={10.1007/s11948-012-9374-7}, number={3}, journal={Science and Engineering Ethics}, author={Burgess, R.A. and Davis, M. and Dyrud, M.A. and Herkert, J.R. and Hollander, R.D. and Newton, L. and Pritchard, M.S. and Vesilind, P.A.}, year={2013}, pages={1395–1404} } @article{kostyk_herkert_2012, title={Computing ethics: Societal implications of the emerging smart grid}, volume={55}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84869452010&partnerID=MN8TOARS}, DOI={10.1145/2366316.2366328}, abstractNote={Seeking solutions to concerns that go beyond the engineering of the smart grid.}, number={11}, journal={Communications of the ACM}, author={Kostyk, T. and Herkert, J.}, year={2012}, pages={34–36} } @article{herkert_banks_2012, title={I Have Seen the Future! Ethics, Progress, and the Grand Challenges for Engineering}, volume={1}, url={http://dx.doi.org/10.24908/ijesjp.v1i2.4306}, DOI={10.24908/ijesjp.v1i2.4306}, abstractNote={This article is a critique of the U.S. National Academy of Engineering’s report, Grand Challenges for Engineering , based upon the “technocratic view” of progress as defined by historian Leo Marx and as exemplified by the public works of Robert Moses, including the 1964 World’s Fair, as well as technological determinist narratives on the digital age drawn from contemporary culture. While the so-called Grand Challenges purport to have social aims, a close reading of the document’s overview essay suggests that the technocratic view of progress—which views technology primarily as an end in itself rather than as a means to social progress and fails to explicitly account for engineers’ social and ethical responsibilities—still dominates the thinking of at least some leaders of the engineering profession. This technocratic thinking presents a critical barrier to achieving social justice both within engineering and in the larger world.}, number={2}, journal={International Journal of Engineering, Social Justice, and Peace}, publisher={Queen’s University Library}, author={Herkert, Joseph R. and Banks, David A.}, year={2012}, month={Nov} } @inproceedings{canary_herkert_ellison_wetmore_2012, title={Microethics and macroethics in graduate education for scientists and engineers: Developing and assessing instructional models}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029110849&partnerID=MN8TOARS}, DOI={10.18260/1-2--21691}, abstractNote={While the government and the public look to universities to educate students in research ethics, those who teach ethics to science and engineering graduate students still struggle to find the most effective models for ensuring that their students internalize professional values and make them part of their scientific and technical practices.(1) This paper will report on a four year research project to develop and assess four different instructional models that introduce and educate science and engineering graduate students to the micro-and macroethical issues in their work.Efforts at integrating micro-and macroethics in graduate education of engineers and scientists have been few.To be effective such efforts require incorporation of interdisciplinary concepts and methods drawn from such fields as science and technology studies and applied ethics.The four models included in the project are: 1) a standalone course on societal implications of science and engineering; 2) micro-and macroethics material embedded in a required science course; 3) a hybrid online/face-to-face course on responsible conduct of research; and 4) engaging ethics in the lab.In the paper we discuss development of the course models and assessment results of students' knowledge of relevant standards, ethical sensitivity, and ethical reasoning, as well as student-instructor communication.}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, publisher={ASEE Conferences}, author={Canary, Heather and Herkert, Joseph and Ellison, Karin and Wetmore, Jameson}, year={2012} } @inproceedings{canary_herkert_ellison_wetmore_2012, title={Microethics and macroethics in graduate education for scientists and engineers: Developing and assessing instructional models}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029110849&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Canary, H.E. and Herkert, J.R. and Ellison, K. and Wetmore, J.M.}, year={2012} } @inproceedings{kostyk_andrews_herkert_miller_2011, title={Energy and society: challenges ahead}, url={http://dx.doi.org/10.1109/istas.2011.7160603}, DOI={10.1109/istas.2011.7160603}, abstractNote={Barring unexpected developments, the next half century appears likely to experience a widespread transformation in the ways in which societies around the globe produce and consume energy. Enormous attention is being paid to a range of dimensions of this potential energy transition, from technological innovation to its implications for greenhouse gas emissions, energy costs, and dependence on technologies with catastrophic potential (as demonstrated by the BP oil spill and the Fukushima nuclear crisis). Yet, the broader implications of this transformation for individuals and communities have received less attention. Will the distribution of benefits and risks of new energy systems be similar or different in the future? Who will gain? Who will lose? How will ideas such as energy rights, energy justice, and energy security impact energy transitions? More subtly, how will social values, behaviors, relationships, and institutions change alongside changes in energy technologies? This panel will explore these topics in a conversation with a number of experts in energy science and policy.}, booktitle={2011 IEEE International Symposium on Technology and Society (ISTAS)}, publisher={IEEE}, author={Kostyk, Timothy and Andrews, Clinton J. and Herkert, Joseph and Miller, Clark}, year={2011}, month={May} } @inbook{herkert_2011, title={Ethical Challenges of Emerging Technologies}, volume={7}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84953877995&partnerID=MN8TOARS}, DOI={10.1007/978-94-007-1356-7_3}, abstractNote={A critical question in the ethics of technology is whether new emerging technologies raise novel ethical issues, thus requiring new ethical approaches, or simply represent different contexts for application of familiar ethical themes. Two examples of technologies that can help to address this question are humanoid robots and pervasive computing. Examination of these two examples suggest that emerging technologies may raise unique ethical problems that set them apart from earlier technological developments, due to factors such as convergence, embeddedness, malleability, and human transcendence. In responding to this evolving challenge, ethicists must give greater weight to macroethical perspectives and approaches, rather than the more traditional focus on microethics. Several innovative new concepts have been suggested and are being developed to address this challenge.}, booktitle={International Library of Ethics, Law and Technology}, author={Herkert, J.R.}, year={2011}, pages={35–44} } @book{marchant_allenby_herkert_2011, title={The Growing Gap Between Emerging Technologies and Legal-Ethical Oversight}, url={http://dx.doi.org/10.1007/978-94-007-1356-7}, DOI={10.1007/978-94-007-1356-7}, abstractNote={At the same time that the pace of science and technology has greatly accelerated in recent decades, our legal and ethical oversight mechanisms have become bogged down and slower. This book addresses t}, journal={Springer Netherlands}, publisher={Springer Netherlands}, year={2011} } @article{herkert_curriculum_2011, title={The Lincoln Teaching Fellows Program at the ASU Polytechnic Campus}, volume={11}, url={http://dx.doi.org/10.5840/tej20111121}, DOI={10.5840/tej20111121}, number={2}, journal={Teaching Ethics}, publisher={Philosophy Documentation Center}, author={Herkert, Joseph R. and Curriculum, Society}, year={2011}, pages={1–5} } @inproceedings{herkert_2011, title={Yogi Meets Moses: Ethics, Progress, and the Grand Challenges for Engineering}, url={http://dx.doi.org/10.18260/1-2--18813}, DOI={10.18260/1-2--18813}, abstractNote={Joseph Herkert, DSc, PE is Lincoln Associate Professor of Ethics and Technology in the School of Letters and Sciences and the Consortium for Science, Policy & Outcomes at Arizona State University. He has taught engineering ethics and related courses for more than twenty years. His work on engineering ethics has appeared in engineering, law, social science, and applied ethics journals. Dr. Herkert is the past Editor of IEEE Technology & Society and a founding Associate Editor of Engineering Studies. He has recently served on the IEEE Ethics and Member Conduct Committee and the Executive Board of the National Institute for Engineering Ethics.}, booktitle={2011 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Herkert, Joseph}, year={2011} } @inproceedings{herkert_2011, title={Yogi meets Moses: Ethics, progress and the grand challenges for engineering}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85029071237&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Herkert, J.R.}, year={2011} } @inproceedings{loui_smith_herkert_nichols_2010, title={Special session - Henry's daughters: A new engineering ethics movie}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-78751532731&partnerID=MN8TOARS}, DOI={10.1109/FIE.2010.5673513}, abstractNote={The National Institute for Engineering Ethics has produced a new movie, Henry's Daughters, to aid in teaching professional ethics in engineering. The movie highlights ethical issues at both individual and societal levels. In this special session, participants will learn how to use two cooperative learning strategies together with the new movie. Participants will also learn a classroom assessment technique.}, booktitle={Proceedings - Frontiers in Education Conference, FIE}, author={Loui, M.C. and Smith, J.H. and Herkert, J.R. and Nichols, S.P.}, year={2010} } @article{didier_herkert_2010, title={Volunteerism and humanitarian engineering - Part II}, volume={29}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77949894186&partnerID=MN8TOARS}, DOI={10.1109/MTS.2010.935983}, abstractNote={This Part II of the IEEE Technology and Society Magazine Special Issue on Volunteerism and Humanitarian Engineering focuses on perspectives from and about activities conducted outside of the United States.}, number={1}, journal={IEEE Technology and Society Magazine}, author={Didier, C. and Herkert, J.}, year={2010}, pages={9–11} } @inproceedings{herkert_andrews_2009, title={2009 IEEE International Symposium on Technology and Society May 18-20, 2009, Phoenix, AZ}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77951003918&partnerID=MN8TOARS}, booktitle={2009 IEEE International Symposium on Sustainable Systems and Technology, ISSST '09 in Cooperation with 2009 IEEE International Symposium on Technology and Society, ISTAS}, author={Herkert, J. and Andrews, C.}, year={2009} } @inproceedings{herkert_wetmore_canary_ellison_2009, title={Integrating Microethics And Macroethics In Graduate Science And Engineering Education: Developing Instructional Models}, url={http://dx.doi.org/10.18260/1-2--5190}, DOI={10.18260/1-2--5190}, abstractNote={Joseph Herkert, Arizona State University Polytechnic Joseph Herkert, D. Sc., P.E., is Lincoln Associate Professor of Ethics and Technology at Arizona State University. He has taught engineering ethics and related courses for more than twenty years. His work on engineering ethics has appeared in engineering, law, social science, and applied ethics journals. Dr. Herkert is the past Editor of IEEE Technology & Society and a founding Associate Editor of Engineering Studies. He received his BSEE from Southern Methodist University and his doctorate in Engineering and Policy from Washington University in St. Louis. He has been honored for his contributions by the ASEE Liberal Education Division and the IEEE Society on Social Implications of Technology.}, booktitle={2009 Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Herkert, Joseph and Wetmore, Jameson and Canary, Heather and Ellison, Karin}, year={2009} } @inbook{herkert_2009, title={Macroethics in engineering: The case of climate change}, url={https://lirias.kuleuven.be/retrieve/324873#page=435}, booktitle={Engineering in context}, publisher={Academica Aarhus, Denmark}, author={Herkert, Joseph}, year={2009} } @book{herkert_2008, title={Engineering ethics and STS subcultures}, volume={16}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-55249102745&partnerID=MN8TOARS}, DOI={10.1016/S0196-1152(08)16003-3}, abstractNote={Purpose – Mainstream science, technology, and society (STS) scholars have shown little interest in engineering ethics, one going so far as to label engineering ethics activists as “shit shovelers.” Detachment from engineering ethics on the part of most STS scholars is related to a broader and long-standing split between the scholar-oriented and activist-oriented wings of STS. This chapter discusses the various STS “subcultures” and argues that the much-maligned activist STS subculture is far more likely than the mainstream scholar subculture to have a significant impact on engineering ethics education and practice.Approach – The chapter builds on analyses of STS subcultures in research and education from the literature and identifies a similar set of subcultures for engineering ethics research and education.Findings – Reconciliation of the STS subcultures will tap an activist tradition that already has strong ties (practical, historical, and theoretical) to engineering ethics research and education. Acknowledging that STS and engineering ethics each have legitimate, activist-oriented subcultures will position STS scholars and educators for providing needed insights to engineering activists and the engineering profession as a whole. STSers should recognize and appreciate that many engineering ethicists and engineering activists are concerned both with issues internal to the profession and broader social implications of technology.Originality/value – The chapter presents an analysis of STS subcultures and their relationship to engineering ethics. As such, it will be of interest to STS scholars and engineering ethicists alike, as well as engineering ethics and STS educators.}, journal={Research in Social Problems and Public Policy}, author={Herkert, J.R.}, year={2008}, pages={51–69} } @article{herkert_2007, title={Goodbye, kids}, volume={26}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-37749019231&partnerID=MN8TOARS}, DOI={10.1109/MTS.2207.913308}, abstractNote={Presents the editorial for this issue of the publication.}, number={4}, journal={IEEE Technology and Society Magazine}, author={Herkert, J.R.}, year={2007}, pages={9} } @article{herkert_2006, title={Confessions of a Shoveler: STS Subcultures and Engineering Ethics}, volume={26}, url={http://dx.doi.org/10.1177/0270467606293331}, DOI={10.1177/0270467606293331}, abstractNote={Mainstream science, technology, and society scholars have shown little interest in engineering ethics, one going so far as to label engineering ethics activists as “shit shovelers.” Detachment from engineering ethics on the part of most STS scholars is related to a broader and long-standing split between the scholar-oriented and activist-oriented wings of STS. This article discusses the various STS “subcultures” and argues that the much-maligned activist STS subculture is far more likely than the mainstream scholar subculture to have a significant impact on engineering ethics education and practice.}, number={5}, journal={Bulletin of Science, Technology & Society}, publisher={SAGE Publications}, author={Herkert, Joseph R.}, year={2006}, month={Oct}, pages={410–418} } @inproceedings{herkert_2006, title={Ethical responses of large organizations to the challenge of sustainable development}, volume={2006}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-33845586262&partnerID=MN8TOARS}, DOI={10.1109/ISEE.2006.1650032}, abstractNote={Professional engineering societies and corporations respond in a variety of ways to the challenges of sustainable development. This paper dissects several prominent organizations and the ethical aspects of their responses, which range from ignoring sustainability concerns, to green washing, to measurement of triple bottom line performance, to altering the strategic objectives of the organization}, booktitle={IEEE International Symposium on Electronics and the Environment}, author={Herkert, J.}, year={2006}, pages={53–54} } @article{herkert_2006, title={Hi, ho, Silver!}, volume={25}, ISSN={["0278-0097"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-33846052710&partnerID=MN8TOARS}, DOI={10.1109/mtas.2006.261458}, number={4}, journal={IEEE TECHNOLOGY AND SOCIETY MAGAZINE}, author={Herkert, Joe}, year={2006}, pages={4–4} } @inproceedings{herkert_lavelle_2005, title={"Write things worth reading, or do things worth the writing:" A dual-degree program in engineering and the liberal arts}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-22544460519&partnerID=MN8TOARS}, booktitle={ASEE Annual Conference and Exposition, Conference Proceedings}, author={Herkert, J.R. and Lavelle, J.P.}, year={2005}, pages={16015–16028} } @article{herkert_2005, title={Ways of thinking about and teaching ethical problem solving: Microethics and macroethics in engineering}, volume={11}, ISSN={["1471-5546"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-25444478317&partnerID=MN8TOARS}, DOI={10.1007/s11948-005-0006-3}, abstractNote={Engineering ethics entails three frames of reference: individual, professional, and social. "Microethics" considers individuals and internal relations of the engineering profession; "macroethics" applies to the collective social responsibility of the profession and to societal decisions about technology. Most research and teaching in engineering ethics, including online resources, has had a "micro" focus. Mechanisms for incorporating macroethical perspectives include: integrating engineering ethics and science, technology and society (STS); closer integration of engineering ethics and computer ethics; and consideration of the influence of professional engineering societies and corporate social responsibility programs on ethical engineering practice. Integrating macroethical issues and concerns in engineering ethics involves broadening the context of ethical problem solving. This in turn implies: developing courses emphasizing both micro and macro perspectives, providing faculty development that includes training in both STS and practical ethics; and revision of curriculum materials, including online resources. Multidisciplinary collaboration is recommended 1) to create online case studies emphasizing ethical decision making in individual, professional, and societal contexts; 2) to leverage existing online computer ethics resources with relevance to engineering education and practice; and 3) to create transparent linkages between public policy positions advocated by professional societies and codes of ethics.}, number={3}, journal={SCIENCE AND ENGINEERING ETHICS}, author={Herkert, JR}, year={2005}, month={Jul}, pages={373–385} } @inproceedings{lavelle_herkert_2005, title={“Write Things Worth Reading, Or Do Things Worth The Writing:” A Dual Degree Program In Engineering And The Liberal Arts}, url={http://dx.doi.org/10.18260/1-2--15374}, DOI={10.18260/1-2--15374}, abstractNote={In recent years, much has been written about the role of liberal education in engineering, especially in light of Engineering Criteria 2000 (EC 2000) of the Accreditation Board for Engineering and Technology (ABET) (for example, see [1,2]).While some attention has been focused on traditional three-two programs or Bachelors/Masters Programs, little has been focused on dual degree programs in engineering and non-technical fields.In this paper we present a status report on the Benjamin Franklin Scholars (BFS) Dual-Degree Program now in its fifteenth year of operation at North Carolina State University.Students in the program earn a Bachelor of Science degree in engineering or computer science from the College of Engineering, and a Bachelor of Arts or Bachelor of Science degree from the College of Humanities and Social Sciences.Students may elect second majors in traditional academic departments such as English, History, Political Science, and Anthropology, or pursue interdisciplinary majors in Arts Applications, Science, Technology, and Society, or a self-designed option in Multidisciplinary Studies.In addition, all students enroll in a series of three courses that illustrate the mutual interaction of engineering and society in the areas of contemporary human values, ethical dimensions of progress, and technology assessment and policy.Through the first ten cohorts of graduates, more than seventy-five students have completed the program and gone on to careers in business, industry, and government, or to graduate and professional study in engineering, computer science, medicine, law, and public policy.In addition to providing details of the Program's curriculum and course offerings, we discuss cocurricular activities that have proven vital to the success of the Program, including social, professional, and service events conducted by the Franklin Student Council, and program recognition of outstanding students on the basis of academic achievement and community service.We also focus on the nuts-and-bolts of running the program including program administration; funding for scholarships, faculty support, and co-curricular activities; and student recruitment, selection, and advising.We report on program retention rates and placement of students following graduation, and conclude with discussion of ongoing challenges.}, booktitle={2005 Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Lavelle, Jerome and Herkert, Joseph}, year={2005}, pages={16015–16028} } @inbook{herkert_2004, title={A multidisciplinary course on technological catastrophes}, booktitle={Liberal education in twenty-first century engineering: responses to ABET/EC 2000 criteria (WPI studies ; v. 23)}, publisher={New York: Peter Lang}, author={Herkert, J. R.}, editor={D. F. Ollis, K. A. Neeley and Luegenbiehl, H. C.Editors}, year={2004}, pages={283–295} } @inproceedings{herkert_2004, title={Continuing and emerging issues in engineering ethics education and research: integrating microethics and macroethics}, url={http://dx.doi.org/10.1109/pes.2004.1372886}, DOI={10.1109/pes.2004.1372886}, abstractNote={Summary form only given. This paper discusses the significant developments in engineering ethics education in the US, including the integration of microethical and macroethical issues, the development of case materials, and the availability of online resources such as interactive case studies and a variety of other ethics-related materials.}, booktitle={IEEE Power Engineering Society General Meeting, 2004.}, publisher={IEEE}, author={Herkert, J.R.}, year={2004} } @article{o’connell_herkert_center_2004, title={Engineering Ethics and Computer Ethics}, volume={8}, url={http://dx.doi.org/10.5840/techne2004819}, DOI={10.5840/techne2004819}, abstractNote={Brian M. O’ConnellCentral Connecticut State UniversityJoseph R. HerkertNorth Carolina State UniversityOver the past two decades, engineering ethics and computer ethics have emergedas identifiable fields of applied ethics. While some individuals have madecontributions to both fields, for the most part they have developed in the USAalong parallel, but separate paths. In previous presentations (O’Connell H 2001b) we have argued that material drawn from computer ethicsshould be standard fare in all engineering ethics treatments, not just those aimedspecifically at computer engineers and scientists. This conclusion emerges fromthe ever-expanding prominence of computer technology in both engineeringeducation and practice and the form of engineered products. As noted by WilliamWulf (1997), a University of Virginia Professor and President of the NationalAcademy of Engineering:The pervasive use of information technology in both the}, number={1}, journal={Techné: Research in Philosophy and Technology}, publisher={Philosophy Documentation Center}, author={O’Connell, Brian M. and Herkert, Joseph R. and Center, Philosophy Documentation}, year={2004}, pages={36–56} } @inbook{herkert_2004, title={Integrating engineering, ethics, and public policy}, booktitle={Liberal education in twenty-first century engineering: responses to ABET/EC 2000 criteria (WPI studies ; v. 23)}, publisher={New York: Peter Lang}, author={Herkert, J. R.}, editor={D. F. Ollis, K. A. Neeley and Luegenbiehl, H. C.Editors}, year={2004}, pages={129–144} } @inbook{herkert_2004, title={STS for engineers: Integrating engineering, humanities, and social sciences through STS courses and programs}, booktitle={Liberal education in twenty-first century engineering: responses to ABET/EC 2000 criteria (WPI studies ; v. 23)}, publisher={New York: Peter Lang}, author={Herkert, J. R.}, editor={D. F. Ollis, K. A. Neeley and Luegenbiehl, H. C.Editors}, year={2004}, pages={245–254} } @article{foster_herkert_2004, title={Scholarly/professional scientific and engineering societies and globalization}, DOI={10.1109/istas.2004.1314343}, journal={2004 International Symposium on Technology and Society (IEEE Cat. No.04CH37548)}, publisher={IEEE}, author={Foster, K.R. and Herkert, J.R.}, year={2004} } @article{herkert_2004, title={Something old and something new}, volume={23}, ISSN={["0278-0097"]}, url={http://dx.doi.org/10.1109/mtas.2004.1273464}, DOI={10.1109/mtas.2004.1273464}, number={1}, journal={IEEE TECHNOLOGY AND SOCIETY MAGAZINE}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Herkert, JR}, year={2004}, pages={4-+} } @article{herkert_2003, title={ISTAS ' 02 - Social implications of information and . communication technology}, volume={22}, ISSN={["0278-0097"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0041848232&partnerID=MN8TOARS}, DOI={10.1109/mtas.2003.1216237}, abstractNote={Presents the guest editorial for this issue of the publication.}, number={2}, journal={IEEE TECHNOLOGY AND SOCIETY MAGAZINE}, author={Herkert, JR}, year={2003}, pages={10–11} } @article{herkert_2003, title={Professional societies, microethics, and macroethics: Product liability as an ethical issue in engineering design}, volume={19}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0037219693&partnerID=MN8TOARS}, number={1 SPEC.}, journal={International Journal of Engineering Education}, author={Herkert, J.R.}, year={2003}, pages={163–167} } @inproceedings{herkert_o'conneii_2003, title={Teaching product liability as an ethical issue in engineering and computer science}, url={http://dx.doi.org/10.1109/fie.2003.1265934}, DOI={10.1109/fie.2003.1265934}, abstractNote={This paper discusses the ethical implications of product liability and strategies for teaching product liability as an ethical issue to engineering and computer science students. The product liability climate can have substantial impact on the working environment of engineers charged with product safety. Many product liability controversies turn on the notion of "standard of care", which has both legal and ethical dimensions. The importance of product liability as an ethical issue can be demonstrated for students by considering the well-known Therac-25 and McDonald's coffee cases as well as less-publicized but more common cases involving appliances and hand tools. Such cases not only illuminate ethical issues and dilemmas posed by product liability claims and policy, but also help to clarify the relationship between law and ethics.}, booktitle={33rd Annual Frontiers in Education, 2003. FIE 2003.}, publisher={IEEE}, author={Herkert, J.R. and O'ConneII, B.M.}, year={2003} } @inproceedings{herkert_2002, title={International Symposium on Technology and Society: Introduction}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0036045070&partnerID=MN8TOARS}, booktitle={International Symposium on Technology and Society}, author={Herkert, J.R.}, year={2002}, pages={1} } @article{herkert_2001, title={Commentary on: "The greening of engineers: A cross-cultural experience"}, volume={7}, ISSN={["1353-3452"]}, url={http://dx.doi.org/10.1007/s11948-001-0028-4}, DOI={10.1007/s11948-001-0028-4}, number={1}, journal={SCIENCE AND ENGINEERING ETHICS}, publisher={Springer Science and Business Media LLC}, author={Herkert, JR}, year={2001}, month={Jan}, pages={120–122} } @article{herkert_2001, title={Engineering ethics: Continuing and emerging issues - Part II - Education - Guest editors introduction}, volume={20}, ISSN={["0278-0097"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0035696220&partnerID=MN8TOARS}, DOI={10.1109/mtas.2002.974501}, abstractNote={Presents the guest editorial for this issue of the publication.}, number={4}, journal={IEEE TECHNOLOGY AND SOCIETY MAGAZINE}, author={Herkert, JR}, year={2001}, pages={4–5} } @article{herkert_2001, title={Engineering ethics: Continuing and emerging issues Part I - Analytical frameworks}, volume={20}, ISSN={["0278-0097"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0035441605&partnerID=MN8TOARS}, DOI={10.1109/mtas.2001.952759}, number={3}, journal={IEEE TECHNOLOGY AND SOCIETY MAGAZINE}, author={Herkert, JR}, year={2001}, pages={6–7} } @article{herkert_2001, title={Future directions in engineering ethics research: Microethics, macroethics and the role of professional societies}, volume={7}, ISSN={["1353-3452"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0035409023&partnerID=MN8TOARS}, DOI={10.1007/s11948-001-0062-2}, abstractNote={Three frames of reference for engineering ethics are discussed--individual, professional and social--which can be further broken down into "microethics" concerned with individuals and the internal relations of the engineering profession and "macroethics" referring to the collective social responsibility of the engineering profession and to societal decisions about technology. Few attempts have been made at integrating microethical and macroethical approaches to engineering ethics. The approach suggested here is to focus on the role of professional engineering societies in linking individual and professional ethics and in linking professional and social ethics. A research program is outlined using ethics support as an example of the former, and the issuance of position statements on product liability as an example of the latter.}, number={3}, journal={SCIENCE AND ENGINEERING ETHICS}, author={Herkert, JR}, year={2001}, month={Jul}, pages={403–414} } @inproceedings{herkert_2000, title={Engineering ethics education as a bridge from technology to society: The US experience}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0034437818&partnerID=MN8TOARS}, booktitle={International Symposium on Technology and Society}, author={Herkert, J.R.}, year={2000}, pages={29–32} } @article{herkert_2000, title={Engineering ethics education in the USA: content, pedagogy and curriculum}, volume={25}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0001311150&partnerID=MN8TOARS}, DOI={10.1080/03043790050200340}, abstractNote={Interest in engineering ethics education developed significant momentum in the USA as the 20th century drew to a close. Nevertheless, nearly 80% of engineering graduates are not required to take ethics-related courses. The content of engineering ethics education consists of 'microethical' issues focusing on individual professional responsibility and 'macroethical' issues dealing with the development of technology. The pedagogical framework of engineering ethics education has evolved primarily toward utilization of case studies and codes of ethics, in some instances supplemented by an introduction to moral theory. Substantial progress has been made in the development of case materials, including highprofile cases, everyday cases, quantitative cases and cases highlighting 'good works'. Cases are widely disseminated in textbooks and online. Online resources include interactive case studies and a rich variety of other ethics-related materials. Prominent curriculum models in the USA include a required course in engineering ethics, ethics-across-the-curriculum projects, and integration of engineering ethics and science, technology and society material. Changes in accreditation criteria for US engineering schools will potentially elevate the prominence of instruction in engineering ethics and the societal context of engineering. Many challenges remain, most notably the need for US engineering faculty to accept greater responsibility for engineering ethics education.}, number={4}, journal={European Journal of Engineering Education}, author={Herkert, J.R.}, year={2000}, pages={303–313} } @inproceedings{herkert_2000, title={Ethical responsibility and societal context: Integrating ethics and public policy considerations in the engineering curriculum}, volume={2}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0034472424&partnerID=MN8TOARS}, booktitle={Proceedings - Frontiers in Education Conference}, author={Herkert, Joseph R.}, year={2000} } @article{herkert_1999, title={Concrete ethics}, volume={5}, number={4}, journal={Science and Engineering Ethics}, author={Herkert, J. R.}, year={1999}, pages={554–555} } @misc{herkert_1999, title={Ethics and Professional Responsibility}, url={http://dx.doi.org/10.1002/047134608x.w7304}, DOI={10.1002/047134608x.w7304}, abstractNote={The sections in this article are 1 What is Engineering Ethics? 2 Who Does Engineering Ethics? 3 Role of Professional Societies in Engineering Ethics 4 Engineering and Society 5 Moral Dilemmas in Engineering 6 Frameworks for Engineering Ethics 7 Cases in Engineering Ethics 8 Critiques of Engineering Ethics 9 Some Current Developments in Engineering Ethics}, journal={Wiley Encyclopedia of Electrical and Electronics Engineering}, publisher={John Wiley & Sons, Inc.}, author={Herkert, Joseph R.}, year={1999}, month={Dec} } @article{herkert_1999, title={Ethics and professional responsibility}, volume={7}, journal={Wiley encyclopedia of electrical and electronics engineering}, publisher={New York: John Wiley & Sons}, author={Herkert, J. R.}, year={1999}, pages={173–182} } @inproceedings{wyer_ozturk_ozturk_herkert_1999, title={Incorporating women's studies into teaching about technology: problems and prospects}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0033334098&partnerID=MN8TOARS}, booktitle={International Symposium on Technology and Society}, author={Wyer, Mary and Ozturk, Mehmet and Ozturk, Hatice and Herkert, Joseph}, year={1999}, pages={139} } @inproceedings{wyer_ozturk_ozturk_herkert_1999, title={Incorporating women's studies into teaching about technology: problems and prospects}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0033334098&partnerID=MN8TOARS}, booktitle={International Symposium on Technology and Society}, author={Wyer, Mary and Ozturk, Mehmet and Ozturk, Hatice and Herkert, Joseph}, year={1999}, pages={139} } @book{herkert_1999, title={Social, Ethical, and Policy Implications of Engineering}, ISBN={0780347129}, url={http://dx.doi.org/10.1109/9780470546437}, DOI={10.1109/9780470546437}, journal={IEEE}, publisher={IEEE}, author={Herkert, Joseph R.}, year={1999} } @article{herkert_loui_1999, title={The ethics of intellectual property and the new information technologies}, volume={36}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85008048805&partnerID=MN8TOARS}, DOI={10.1109/mspec.1999.780996}, abstractNote={IEEE SPECTRUM: This is the third roundtable on engineering ethics that IEEE Spectrum has organized in the last three years. We are grateful to Case Western Reserve University, here in Cleveland, Ohio, for offering us a venue, and to professor Caroline Whitbeck for allowing us to include this discussion in her International Conference on Ethics in Engineering and Computer Science. Our first ethics roundtable took place in October 1996 in New York City and primarily focused on how professional societies can support engineers facing ethical dilemmas at work ["Doing the right thing," December 1996, pp. 25-32]. The session was moderated by Stephen H. Unger, a professor at Columbia University The second one, devoted to educating the engineer in ethics, was held last year on 1 March at the Dallas meeting of the Association for Practical and Professional Ethics ["Educating ethical engineers," June 1998, pp. 51-61]. Several of our participants today took part in that discussion. Perhaps today we will to some extent reverse or neutralize the underlying biases or presumptions of those two previous roundtables. It's fair to say that, in the first roundtable, the situation everybody had in mind was one in which the working engi-}, number={8}, journal={IEEE Spectrum}, author={Herkert, Joseph and Loui, M.}, year={1999}, pages={29–37} } @article{herkert_nielsen_1998, title={Assessing the impact of shift to electronic communication and information dissemination by a professional organization - An analysis of the Institute of Electrical and Electronics Engineers (IEEE)}, volume={57}, ISSN={["0040-1625"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0031701066&partnerID=MN8TOARS}, DOI={10.1016/S0040-1625(97)00077-2}, abstractNote={Large, decentralized scientific and engineering organizations based in North America and Europe have identified electronic media as a strategic technology for communication and information dissemination to their members and other stakeholders. The Institute of Electrical and Electronics Engineers (IEEE), the largest technical society in the world, recognized its increasing dependence on electronic media and commissioned a study to assess the social, organizational, and economic impacts of this shift on its members and other stakeholders. Results of the study are reported herein. The Delphi research method was chosen to gather expert opinion from 30 IEEE members and other stakeholders regarding their predictions of the range and depth of impacts, types of benefits, and undesirable effects. The purpose of this research is to provide a series of recommendations as to how scientific and technical organizations may take full advantage of electronic media technology, while taking actions to avoid the negative consequences of this technological change.}, number={1-2}, journal={TECHNOLOGICAL FORECASTING AND SOCIAL CHANGE}, author={Herkert, JR and Nielsen, CS}, year={1998}, pages={75–103} } @article{sweet_davis_harris_herkert_loui_nair_pritchard_rabins_sammet_skooglund_et al._1998, title={Educating ethical engineers}, volume={35}, ISSN={["0018-9235"]}, DOI={10.1109/MSPEC.1998.681972}, abstractNote={A PANEL OF EXPERTS convened by IEEE Spectrum met on 1 March, in Dallas, to discuss engineering ethics education. For Spectrum, it was the second roundtable on engineering ethics, the first having taken place in New York City at Columbia University in the fall of 1996 [see "Doing the right thing," December 1996, pp. 25–32]. That discussion centered on ways the profession could support the ethically minded engineer, but also touched on matters of educational technique and resources. Concentrating a roundtable strictly on ethics education seemed the next logical step.}, number={6}, journal={IEEE SPECTRUM}, author={Sweet, W and Davis, M and Harris, C and Herkert, J and Loui, M and Nair, I and Pritchard, M and Rabins, M and Sammet, G and Skooglund, CM and et al.}, year={1998}, month={Jun}, pages={51–61} } @article{herkert_nielsen_1998, title={Guest Editor's Gloss: Reflections on the Future: Special Issue on the NSF/IEEE Workshop on the Socioeconomic Dimensions of Electronic Publishing}, volume={4}, url={http://dx.doi.org/10.3998/3336451.0004.201}, DOI={10.3998/3336451.0004.201}, number={2}, journal={The Journal of Electronic Publishing}, publisher={University of Michigan Library}, author={Herkert, Joseph R. and Nielsen, Christine S.}, year={1998}, month={Dec}, pages={1–11} } @book{herkert_nielsen_1998, title={Proceedings, Socioeconomic Dimensions of Electronic Publishing Workshop: Meeting the needs of the engineering and scientific communities: Santa Barbara, CA, USA, 23-25 April 1998}, ISBN={0780351010}, publisher={Piscataway, NJ: IEEE}, author={Herkert, J. R. and Nielsen, C. S.}, year={1998} } @article{herkert_1998, title={Special issue: ISTAS '97: Computers and society at a time of sweeping change - Introduction}, volume={16}, ISSN={["0894-4393"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84993710534&partnerID=MN8TOARS}, DOI={10.1177/089443939801600301}, abstractNote={technology field. Although these groups have struggled with issues such as human-machine interaction, privacy, equitable access, freedom of speech, and the impacts of information technology on work, leisure, and education, it often has seemed that the engineers and computer scientists responsible for the development of information technology have had little, if any, concern for these matters in their rush to develop a faster microprocessor or a &dquo;killer&dquo; application. Although this characterization may be true of most technical people, groups of information technology professionals concerned with the social and ethical implications of their work also have emerged over the past two decades (Herkert & Cartwright, 1998). The most visible of these are the Computer Professionals for Social Responsibility, the Special Interest Group on Computers and Society of the Association for Computing Machinery (ACM), and the Society on Social Implications of Technology (SSIT) of the Institute of Electrical and Electronics Engineers (IEEE), the latter of which also is concerned with other fields of electrotechnology that fall within the scope of the IEEE. These groups sponsor publications, conferences, and electronic forums for the purpose of establishing dialogue with other information technology professionals, teachers and scholars in the humanities and social sciences, policymakers, and the public on the social and ethical dimensions of existing and emerging information technology. The articles in this special issue of Social Science Computer Review (SSCR) were presented at the 1997 International Symposium on Technology and Society (ISTAS ’97), the annual meeting of the SSIT, that was held in Glasgow in June with the cosponsorship of the Institution of Electrical Engineers (United Kingdom). The theme of ISTAS ’ ’97, &dquo;Technology and Society at a Time of Sweeping Change,&dquo; focused on the vital role of technology in the post-cold war era and its effects on the tension between global cooperation on environmental and social problems and increasing global economic competition. The articles included here were chosen from about 10 papers presented at ISTAS ’97 that addressed the role of information technology in this changing world. (Another selection of articles from ISTAS ’97 was published in the March 1998 issue of IEEE Technology and Society Magazine.) In recognition of the growing importance of the social implications of information technology, the theme of ISTAS ’98, held in June in South Bend, Indiana, was &dquo;Wiring the World: The Impact of Information Technology on Society.&dquo; The four contributions from ISTAS ’97 selected for this special issue of SSCR represent the views of social scientists (and one attorney) from three industrialized countries (the United States, the United Kingdom, and Australia) who approach the social implications of}, number={3}, journal={SOCIAL SCIENCE COMPUTER REVIEW}, author={Herkert, JR}, year={1998}, pages={237–239} } @article{herkert_1998, title={Sustainable development, engineering and multinational corporations: Ethical and public policy implications}, volume={4}, ISSN={["1471-5546"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0001302354&partnerID=MN8TOARS}, DOI={10.1007/s11948-998-0025-y}, number={3}, journal={SCIENCE AND ENGINEERING ETHICS}, author={Herkert, JR}, year={1998}, month={Jul}, pages={333–346} } @article{herkert_1998, title={Sustainable development: Ethical and public policy implications}, volume={28}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0011126395&partnerID=MN8TOARS}, number={11}, journal={CHEMTECH}, author={Herkert, J.R.}, year={1998}, pages={47–53} } @article{herkert_cartwright_1998, title={The conscience of computer science: Organizations that target the ethical & social implication of technology}, volume={30}, DOI={10.1080/00091389809602596}, abstractNote={(1998). The Conscience of Computer Science: Organizations That Target the Ethical & Social Implications of Information Technology. Change: The Magazine of Higher Learning: Vol. 30, No. 1, pp. 61-63.}, number={1}, journal={Change (New Rochelle, N.Y.)}, author={Herkert, Joseph and Cartwright, G. P.}, year={1998}, pages={61–63} } @inproceedings{herkert_1997, title={A Multidisciplinary Course On Technological Catastrophes}, url={http://dx.doi.org/10.18260/1-2--6693}, DOI={10.18260/1-2--6693}, abstractNote={This paper describes a multidisciplinary course entitled “Technological Catastrophes” that is offered as a General Education elective in Science, Technology and Society (STS) at North Carolina State University. All students entering the university since Fall 1994, including engineering students, are required to take at least one STS course [1]. The purpose of the STS requirement is threefold: 1) develop an understanding of the influence of science and technology on civilization; 2) develop the ability to respond critically to technological issues in civic affairs; and 3) contribute to an understanding of the interactions among science, technology and human values.}, number={1997}, booktitle={1997 Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Herkert, Joseph}, year={1997} } @article{herkert_1997, title={Collaborative learning in engineering ethics}, volume={3}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0344594024&partnerID=MN8TOARS}, DOI={10.1007/s11948-997-0047-x}, number={4}, journal={Science and Engineering Ethics}, author={Herkert, Joseph}, year={1997}, pages={447–462} } @article{herkert_1997, title={Making connections: engineering ethics on the World Wide Web}, volume={40}, url={http://dx.doi.org/10.1109/13.759672}, DOI={10.1109/13.759672}, abstractNote={Summary form only given. Though only a few years old, the World Wide Web is a rich and rapidly growing resource of information on engineering ethics. The Web provides a convenient gateway to on-line instructional materials for faculty preparing engineering ethics courses or course modules, resources for use by students and practicing engineers, and archival information for research on engineering ethics by scholars and representative of engineering societies. This paper focuses on the use of the World Wide Web in engineering education, with particular relevance to courses on engineering ethics and/or the social implications of engineering. Course materials and resources for use by students include: ethics centers that focus on engineering ethics and/or other fields of professional ethics; case studies and other instructional materials; course syllabi; codes of engineering ethics; ethics pages of professional societies; papers, articles and reports with relevance to engineering and computer ethics; and on-line ethics journals and newsletters. There is also a wealth of primary source material, including, for example, bulletins of the Nuclear Regulatory Commission and the Food and Drug Administration, and extensive archival sites such as the server NASA maintains on the Challenger disaster and Project Polyn, a Russian site with scientific information on the Chernobyl accident. In addition to providing information on engineering ethics, the Web lends itself to use as a place to post a "living" course syllabus with hypertext links to on- and off-site reading materials.}, number={4}, journal={IEEE Transactions on Education}, publisher={Institute of Electrical and Electronics Engineers (IEEE)}, author={Herkert, J.R.}, year={1997}, pages={7 pp.} } @inproceedings{herkert_1997, title={Sts For Engineers: Integrating Engineering, Humanities And Social Sciences}, url={http://dx.doi.org/10.18260/1-2--6799}, DOI={10.18260/1-2--6799}, abstractNote={This paper discusses the use of science, technology and society (STS) courses as a means of integrating perspectives drawn from engineering, humanities and social sciences, with particular focus on the STS general education requirement (GER), the STS Minor Program}, number={1997}, booktitle={1997 Annual Conference Proceedings}, publisher={ASEE Conferences}, author={Herkert, Joseph}, year={1997} } @article{herkert_1997, title={Sustainable development and engineering: Ethical and public policy implications}, ISBN={["0-7803-3982-7"]}, DOI={10.1109/istas.1997.658881}, abstractNote={The paper explores the concept of sustainable development and its ethical and public policy implications for engineering. Sustainable development involves achieving objectives in three realms: ecological (sustainable scale), economic (efficient allocation) and social (just distribution). The success of public policy to promote sustainable development is dependent upon achieving all three objectives of a sustainable society. However, questions of just distribution and other questions of equity are often left off the table when engineers (and others) consider sustainable development policies and issues. Indeed, almost all the effort of engineers and engineering organizations on the issue of sustainable development has been focused on the need to strike a balance between economic development and environmental protection. Such a cost benefit approach, which is well entrenched in the engineering culture, leaves little room for consideration of the social objective of sustainable development. There have been some efforts aimed at incorporating environmental and social equity concepts into engineering ethics. Here again, however, social concerns have been secondary to environmental issues. The incongruity between the ideal of sustainable development and the way it which it is typically characterized by the engineering community has significant implications for engineering and public policy, engineering ethics, and the potential role of engineers as facilitators of a transition to a sustainable society.}, journal={TECHNOLOGY AND SOCIETY AT A TIME OF SWEEPING CHANGE - PROCEEDINGS}, publisher={IEEE}, author={Herkert, JR}, year={1997}, pages={175–180} } @inproceedings{herkert_1997, title={Sustainable development and engineering: Ethical and public policy implications}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0031386842&partnerID=MN8TOARS}, booktitle={International Symposium on Technology and Society}, author={Herkert, J.R.}, year={1997}, pages={175–180} } @inproceedings{porter_herkert_1996, title={Engineering and humanities: bridging the gap}, url={http://dx.doi.org/10.1109/fie.1996.567791}, DOI={10.1109/fie.1996.567791}, abstractNote={The Benjamin Franklin Scholars (BFS) Program at North Carolina State University (NCSU) offers selected engineering students an opportunity to earn both a BS in one of our ten academic departments in engineering or computer science and a BA or BS in Multidisciplinary Studies. The BA/BS in Multidisciplinary Studies (MDS) includes a concentrated course of study focused on a student-defined area of interest. The course of study is designed to impart knowledge and skills that enhance both the ability and desire to become a leader in an area of national need. Scholars have developed concentrations in diverse areas such as leadership, environmental ethics and policy, theories of human behavior, health care policies, business organization and communications, and cross-cultural communications. A three course core sequence is now in place: Technology and Values (first year), Ethical Dimensions of Progress (second or third year), and the Franklin Capstone (fourth or fifth year). The capstone experience is a course in technology assessment and public policy that stresses team work and cooperative learning strategies and is centered on multidisciplinary problem identification, definition, assessment, and communication.}, booktitle={Technology-Based Re-Engineering Engineering Education Proceedings of Frontiers in Education FIE'96 26th Annual Conference}, publisher={IEEE}, author={Porter, R.L. and Herkert, J.R.}, year={1996} } @inproceedings{herkert_nielsen_1996, title={Identifying obstacles in the shift to electronic media by professional societies: a Delphi study of the IEEE}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0029711889&partnerID=MN8TOARS}, booktitle={International Symposium on Technology and Society}, author={Herkert, J.R. and Nielsen, C.}, year={1996}, pages={337–346} } @inproceedings{herkert_1996, title={Making connections: Engineering ethics on the World Wide Web}, volume={3}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0030378722&partnerID=MN8TOARS}, booktitle={Proceedings - Frontiers in Education Conference}, author={Herkert, Joseph R.}, year={1996}, pages={1445} } @article{herkert_farrell_winebrake_1996, title={Technology choice for sustainable development}, volume={15}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0030164776&partnerID=MN8TOARS}, DOI={10.1109/44.507626}, abstractNote={At the heart of the concept of sustainable development is the concern that human interactions with the environment are becoming, or have already become, impossible to maintain in the long run. Eventually, these interactions could lead to an inability of the global biosphere to provide essential amenities and services for further human development. Thus, sustainable development is first a concern about environmental degradation, at least as understood by most observers in the industrial world. We adopt the Brundtland Report definition of sustainable development, and also recognize that in this terminology, development clearly represents more than material consumption and economic growth. It includes, among other things, education, cultural and social activity, health, justice, peace, and security. One of the critical elements of sustainable development lies in understanding the role that technological innovation plays in this process. Recognizing that technology is a critical ingredient in the sustainable development recipe, we devise an operational knowledge based tool that can help determine which technologies are best suited to the needs of a sustainable society. Our purpose is to present and explore this decision support tool in order to assist researchers and technology policy makers in structuring and making decisions in light of sustainable development goals.}, number={2}, journal={IEEE Technology and Society Magazine}, author={Herkert, J.R. and Farrell, A. and Winebrake, J.J.}, year={1996}, pages={12–20} } @article{herkert_1995, title={On Throwing Out the Baby}, volume={14}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84936895502&partnerID=MN8TOARS}, DOI={10.1109/MTAS.1995.464636}, number={3}, journal={IEEE Technology and Society Magazine}, author={Herkert, J.}, year={1995}, pages={2–3} } @inproceedings{herkert_farrell_winebrake_1995, title={Operationalizing sustainable development in a technology choice context: moving from theory to practice}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0029428988&partnerID=MN8TOARS}, booktitle={Proceedings of the Interdisciplinary Canadian Conference on Foundations and Applications of General Science Theory}, author={Herkert, Joseph R. and Farrell, Alex and Winebrake, James}, year={1995}, pages={130–139} } @article{herkert_1994, title={Ethical Risk Assessment: Valuing Public Perceptions}, volume={13}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0028398825&partnerID=MN8TOARS}, DOI={10.1109/44.273764}, abstractNote={Engineers are confronted with an array of moral issues and dilemmas as the complexity modern technology results in equally complex efforts to assess the accompanying environmental and safety risks. The author examines the connections between engineering ethics, risk communication, and the engineering culture. First moral issues in risk assessment are reviewed and the ethical responsibilities of engineers with respect to risk assessment and risk communication are discussed. The conventional model of risk communication, which holds that only experts possess relevant risk information, is then critiqued, and the findings of social scientists and humanists with respect to the dual importance of expert and public risk information are reviewed. Following a discussion of the prevailing engineering culture, particularly as it relates to the problems involved in risk communication, some suggestions are made for transforming the engineering culture in a manner conducive to more meaningful discussion of risk.<>}, number={1}, journal={IEEE Technology and Society Magazine}, author={Herkert, J.R.}, year={1994}, pages={4–10} } @inproceedings{herkert_1993, title={Ethics, risk communication and the culture of engineering}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0027848395&partnerID=MN8TOARS}, author={Herkert, Joseph R.}, year={1993}, pages={128–132} } @article{herkert_viscomi_1991, title={Introducing professionalism and ethics in engineering curriculum}, volume={117}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0026237153&partnerID=MN8TOARS}, DOI={10.1061/(ASCE)1052-3928(1991)117:4(383)}, abstractNote={A number of educators have recently called for increased emphasis in the engineering curriculum on the relationship between technology and social, political, economic, ethical, and legal concerns. ...}, number={4}, journal={Journal of Professional Issues in Engineering Education and Practice}, author={Herkert, J.R. and Viscomi, B.V.}, year={1991}, pages={383–388} } @article{herkert_1991, title={Management's hat trick: Misuse of "engineering judgment" in the challenger incident}, volume={10}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0040094826&partnerID=MN8TOARS}, DOI={10.1007/BF00382881}, number={8}, journal={Journal of Business Ethics}, author={Herkert, J.R.}, year={1991}, pages={617–620} } @article{herkert_1990, title={Science, Technology and Society Education for Engineers}, volume={9}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0025493699&partnerID=MN8TOARS}, DOI={10.1109/44.60551}, abstractNote={The value of exposing engineering students to social issues raised by science and technology is discussed. A required engineering course at Lafayette College, 'Engineering Professionalism and Ethics', which is designed to provide all engineering majors with an introduction to science, technology, and society topics, is described. Experience with the course is evaluated.<>}, number={3}, journal={IEEE Technology and Society Magazine}, author={Herkert, J.R.}, year={1990}, pages={22–26} }