The American Society of Civil Engineers’ Canon 8: Codifying Diversity as Ethics

Abstract

in the Brown School of Engineering. Canek's research interests broadly relate to efforts to broaden participation in engineering. Currently, he is working on a project to improve mathematics education for visually impaired students.

Looking to the future: Four key purposes of engineering leadership education

“…A commitment to public service is one of the key defining features of any profession (Larson, 1977), and one that has been codified (in the United States) and legislated (in Canada) through public paramountcy clauses in engineers’ ethical codes. More recently, engineers’ professional societies have begun integrating diversity, equity and inclusion (DEI) into their ethical codes (IEEE, 2017; Phillips et al., 2018). While some EL educators may be reluctant to name DEI as a formal element of engineers’ professional ethical responsibility, ignoring social justice will result in the reification of existing inequities in the profession and society (Cech, 2013).…”

Game Over: Reframing Ethical Decision-Making through Failure for Engineering Education

“…There have been recent changes in to two discipline's codes of ethics -IEEE (Institute of Electrical and Electronics Engineers) and ASCE (American Society of Civil Engineers) to infuse equity into engineering by adding non-discrimination and fair treatment clauses to their respective codes [6], [7], [4], however, this progress is slow and incremental, resulting in professional codes of ethics not fully capturing the ideas of equity and justice at the forefront of contemporary engineering ethics issues. More recent work has asserted that engineering ethics should go well beyond ensuring students are aware of engineering guidelines and codes of ethics, integrating ethics into situated everyday decisions that engineers make as they do their work [8].…”