The following is a collection of ASEE Board of Directors statements.
ASEE has adopted a statement noting that our members, including educators and the industry partners who work with them, occupy positions of significant authority, and that authority is accompanied by significant ethical responsibilities. Those members who perform professional work as a representative of a specific disciplines are guided by the code of ethics of their professional society, including, in engineering codes, the requirement to hold paramount the safety, health, and welfare of the public.
ASEE strongly supports the position that baccalaureate graduates from ETAC/ABET accredited Engineering Technology programs are fully capable of protecting the health, safety and welfare of the public and should, therefore, be eligible, without additional requirements, to become Licensed Professional Engineers.
As the result of the accelerating pace of scientific and technological change which is rapidly transforming society and the economy, issues of ethical choice have taken on an increasing importance for all professions, and especially for engineering. In recognition of this challenge, ABET's Engineering Criteria 2000 include "an understanding of professional and ethical responsibility" among the general criteria for basic level programs in engineering. ASEE agrees that ethics education must be an essential element in the education of all engineers...
The American Society for Engineering Education (ASEE) is a nonprofit organization committed to furthering education in engineering and engineering technology. ASEE members, including educators and the industry partners who work with them, occupy positions of significant authority, and that authority is accompanied by significant ethical responsibilities. Those members who perform professional work in a technical discipline are bound by the code of ethics of their professional society, including the requirement to hold paramount the safety, health, and welfare of the public.
In order for the U.S. to remain technologically competitive, the engineering profession must better engage the knowledge and talents of our diverse population, increase the viability of engineering as a career option for all individuals, and promote the pursuit of engineering careers by historically under represented groups. Accordingly, ASEE believes that regardless of gender, age, race, ethnic background, disability, or national origin all individuals must be provided with equality of opportunity to pursue and advance in engineering careers...
Engineering students should learn about sustainable development and sustainability in the general education component of the curriculum as they are preparing for the major design experience. For example, studies of economics and ethics are necessary to understand the need to use sustainable engineering techniques, including improved clean technologies. In teaching sustainable design, faculty should ask their students to consider the impacts of design upon U.S. society, and upon other nations and cultures. Engineering faculty should use systems approaches, including interdisciplinary teams, to teach pollution prevention techniques, life cycle analysis, industrial ecology, and other sustainable engineering concepts...