Joseph R. Herkert

Bio: Joseph R. Herkert is an academic researcher from North Carolina State University. The author has contributed to research in topics: Engineering education & Public policy. The author has an hindex of 17, co-authored 66 publications receiving 1299 citations. Previous affiliations of Joseph R. Herkert include Arizona State University & Lafayette College.

Ways of thinking about and teaching ethical problem solving: microethics and macroethics in engineering.

Abstract: 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.

Engineering Ethics Education in the USA: Content, Pedagogy and Curriculum.

Abstract: 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 i...

Future Directions in Engineering Ethics Research: Microethics, Macroethics and the Role of Professional Societies

Abstract: 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.

The growing gap between emerging technologies and legal-ethical oversight : the pacing problem

Abstract: Part I: The "Pacing Problem" 1. Governance and Technology Systems: The Challenge of Emerging Technologies Braden R. Allenby, Arizona State University 2. The Growing Gap Between Emerging Technologies and the Law Gary E. Marchant, Arizona State University 3. Ethical Challenges of Emerging Technologies Joseph R. Herkert, Arizona State University Part II: Oversight Dynamics for Emerging Technologies 4. Public Policy on the Technological Frontier David Rejeski, Woodrow Wilson International Center for Scholars 5. Software Agents, Anticipatory Ethics, and Accountability Deborah G. Johnson, University of Virginia 6. Sui Generis Rules Lyria Bennett Moses, University of New South Wales 7. Anticipatory Governance of Emerging Technologies Daniel Sarewitz, Arizona State University Part III: A Toolbox of Solutions 8. Pacing Science and Technology with Codes of Conduct: Rethinking What Works Brian Rappert, University of Exeter 9. An International Framework Agreement on Scientific and Technological Innovation and Regulation Kenneth W. Abbott, Arizona State University 10. Principles-Based Regulation and Emerging Technology Ruth Carter & Gary Marchant, Arizona State University 11. Administrative Law Tools for More Adaptive and Responsive Regulation Lyn Gaudet & Gary Marchant, Arizona State University 12. Voluntary Programs Kathleen Waugh & Gary Marchant, Arizona State University Conclusion: Gary Marchant, Arizona State University

The Growing Gap Between Emerging Technologies and Legal-Ethical Oversight

Abstract: Part I: The "Pacing Problem" 1. Governance and Technology Systems: The Challenge of Emerging Technologies Braden R. Allenby, Arizona State University 2. The Growing Gap Between Emerging Technologies and the Law Gary E. Marchant, Arizona State University 3. Ethical Challenges of Emerging Technologies Joseph R. Herkert, Arizona State University Part II: Oversight Dynamics for Emerging Technologies 4. Public Policy on the Technological Frontier David Rejeski, Woodrow Wilson International Center for Scholars 5. Software Agents, Anticipatory Ethics, and Accountability Deborah G. Johnson, University of Virginia 6. Sui Generis Rules Lyria Bennett Moses, University of New South Wales 7. Anticipatory Governance of Emerging Technologies Daniel Sarewitz, Arizona State University Part III: A Toolbox of Solutions 8. Pacing Science and Technology with Codes of Conduct: Rethinking What Works Brian Rappert, University of Exeter 9. An International Framework Agreement on Scientific and Technological Innovation and Regulation Kenneth W. Abbott, Arizona State University 10. Principles-Based Regulation and Emerging Technology Ruth Carter & Gary Marchant, Arizona State University 11. Administrative Law Tools for More Adaptive and Responsive Regulation Lyn Gaudet & Gary Marchant, Arizona State University 12. Voluntary Programs Kathleen Waugh & Gary Marchant, Arizona State University Conclusion: Gary Marchant, Arizona State University

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

스크린 위의 삶 = Life on the screen : identity in the age of the internet

Abstract: From the Publisher: A Question of Identity Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

Experimental And Quasi Experimental Designs For Research

Abstract: Thank you for reading experimental and quasi experimental designs for research. Maybe you have knowledge that, people have search numerous times for their favorite readings like this experimental and quasi experimental designs for research, but end up in malicious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they cope with some infectious virus inside their laptop.

The ABET “Professional Skills” — Can They Be Taught? Can They Be Assessed?

Abstract: In developing its new engineering accreditation criteria, ABET reaffirmed a set of “hard” engineering skills while introducing a second, equally important, set of six “professional” skills. These latter skills include communication, teamwork, and understanding ethics and professionalism, which we label process skills, and engineering within a global and societal context, lifelong learning, and a knowledge of contemporary issues, which we designate as awareness skills. We review these skills with an emphasis on how they can be taught, or more correctly learned, citing a number of examples of successful and/or promising implementations. We then examine the difficult issue of assessing these skills. We are very positive about a number of creative ways that these skills are being learned, particularly at institutions that are turning to global and/or service learning in combination with engineering design projects to teach and reinforce outcome combinations. We are also encouraged by work directed at assessing these skills, but recognize that there is considerable research that remains to be done.