The Role of the Engineer in Society

Introduction:

Engineers help to shape and impact our society. In this process, they are guided by professional codes of conduct. Professional engineers should internalize these codes.

Viewing the ethical codes as static statements made by other people limits an engineer’s investment in the codes. For in reality, codes of conduct are dynamic and the ability to understand and apply the codes should be an integral part of the engineering process.

Engineering is a scientific discipline in that it requires the study of scientific principles and methodology. However, science in and of itself is generally done to develop knowledge and understanding of the physical universe. Thus the pursuit of science is not driven by societal needs.

Scientific study is somewhat of a “curiosity-driven process” and societal values do not necessarily direct the scope or limit the bounds of scientific curiosity. We can envision the base of scientific knowledge as an amoebae-like structure that is uneven in how it branches in various directions.

Although engineering also uses the power of curiosity, it is mainly driven by the application of science to the needs of society. In this sense, engineering is often an applied and practical application of science.

We are not suggesting that engineers are not creative. Instead we promote the Accreditation Board for Engineering and Technology’s (ABET) definition that identifies engineering as, “the profession in which knowledge of the mathematical and natural sciences gained by study, experience, and practice is applied with judgment to develop ways to utilize, economically, the materials and forces of nature for the benefit of mankind.”

Consider the intersection of scientific knowledge with societal need as illustrated in this Venn diagram. Each of the sectors represents the following:

· Sector A – purely analytical talents within the engineering domain. This is engineering science, the ability to model complex systems and predict their response to various inputs under numerous conditions.

· Sector B – creative capacity within the engineering domain. This is viewed as those sudden intuitive leaps that can result in revolutionary advances in technology.

· Sector C – the intersection of knowledge and the need for both creative and analytical capabilities. This is engineering design, the ability to work at “real world” problem solving.

· Sector D – the culmination of societal need, analysis, knowledge and creativity. This is the ideal role of engineering and the individual engineer.

Our four-circle representation illustrates that engineers need to acquire analytical skills, but that in order to be productive engineers, creativity is also essential. Life seldom offers problems with single solutions and engineers often face complex and intricate dilemmas that require both analytical and creative skills.

Engineers, by the very nature of their work, have a responsibility to society. In this role, they have extensive professional responsibilities and they have to address ethical dimensions of engineering problems, designs, and interactions. Students of engineering should graduate with experience in working in teams, have strong written and oral communication skills, and be well-versed in the economic, social, environmental, and international context of engineering professional activities.

In particular, engineers have a duty to Society to understand and abide by their discipline’s Codes of Ethics. All such codes address the three primary duties of an engineer – duty toward society, fiduciary responsibility toward employer or client, and safeguarding the reputation and status of the engineering profession.

Based on article by Steven P. Nichols and William F. Weldom in Science and Engineering Ethics, Volume 3, Issue 3, 1997.