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A & M Core Values

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From the beginning of their college career, most engineering students believe that the end goal for an engineering student is to graduate with a degree in engineering and possibly get a good paying job. As they start getting close to their junior year they realize that the true goal of an engineer is to create and design products for humans that will be safe and beneficial to them. Throughout a student's four - or maybe longer for some - years in college they are taught virtues; some are learned in class, others are learned from practices and working with other students. Most students will not realize that they have acquired virtues during the school experience until they have taken the engineering ethics class, and find that virtue ethics …show more content…

What makes up a virtuous mindset? At Texas A&M, students are taught to embody the core values of the University from day one – its students shaped into leaders and individuals of excellence, integrity, leadership, loyalty, respect, and selfless service. All students at Texas A&M are expected to exercise its core values at all levels of professional and social interaction every day, thereby setting an example for all future students to follow. A strong sense of integrity is constantly reinforced in order to prepare the students for the challenges of the workforce, where important decisions are not always easy to make and a strong constitution is key for success. Students learn and live loyalty during their stay at Texas A&M, adding to the rich history of tradition and preparing to become productive members of society in the …show more content…

Working in multidisciplinary teams can be a challenge, but respect for others can help facilitate interactions between team members and can extend to the interaction between the different branches of a company. Selfless service is a virtue that goes beyond just doing a good job - making sure that the decisions taken in a certain direction are considerate of the network a company operates in, doing what is right because it is right and not for personal profit or

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Students not only need to gain the knowledge for the field that they will be working in, but more importantly they need the knowledge of basic life skills on how to think and react to life experiences. It is important for people to understand that knowledge is power, and knowing that it’s not all about you is one of the best realizations one can have. We are all here to collectively work together for some type of common goal. No one person is more valuable than the other. So the next time we are waiting in line in Walmart, we shouldn’t be cursing about how the cashier is too slow, or that they need to open more lines because we are in a hurry.

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As far as the virtue ethics tradition goes, the topic called duty (or principle) ethics arose. Duty, or principle ethics, differs from virtue ethics in that it focuses more on objective actions and interpretations. For example, Wilczenski stated that principle ethics encourages the use of situational, ethical conflict-resolving behavior in the school counseling environment (Wilczenski pg. 8). While I agree that objectivity and self-restraint should be learned and applied in certain situations, I cannot abandon the subjective outlook that virtue ethics provide in philosophic skill building.

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Feminist engineering ethics should find out who counts morally in engineering, the communities that engineers represent, the modes of effective communication in engineering, who decides what is ethical and how do they constrict engineers’ moral agency. Riley is right to pose such questions of moral integrity on engineering profession because at the end of the day we cannot tolerate the destruction of communities, ecosystems and wrecking havoc on a global scale in the name of development. Therefore, engineers need to work on their identity and moral agency irrespective of what the public and management think of

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Lencioni presented in the book three virtues that make up the ideal team player; they are as follows: humility, hunger, and smarts. Ironically, these traits must be taught, and not inherent. However, it is through life and work experiences that will implore these traits in people’s lives. Lencioni writes that when these qualities are not exhibited in people, it is hard for them to become the ideal team player and hard to build a competent

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Unlike Utilitarian ethics, a consequentialist moral theory, or Kantian ethics, a moral theory based on the alignment of one’s will and one’s duty, Aristotle’s Virtues Ethics does not discuss morality of single actions but rather “what sort of person should one be? What does it mean to live a good life?” This is important for engineers to ask a similar question in their professional career, “What does it mean to be a good engineer?” because they impact society’s ability to innovate and progress technologically, while maintaining or increasing society’s quality of life. The effects engineers have has been discussed in class, including examples like the development of the lightbulb, radio, and concrete.

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Therefore, this will allow me to put my interests aside and place the needs of others above when working in a professional capacity. This value will guide me to use my professional voice to promote the well-being of my clients. Moreover, this will extend to promoting personal development in

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To some extent, it is impossible for an approach to normative ethics to remain entirely irrelevant to any field of human action, and any educator is going to have to think about and deal with questions of integrity, honesty, plagiarism, cooperation, work ethic, etc. But from a virtue ethics perspective, as an educator, my central task is to inculcate virtue, which is inseparable from imparting knowledge and skills. Virtue ethics would similarly help me if I were a legislator, or if I were a novelist or television producer, or if I were a physician, or civil engineer, or attorney, or entrepreneur, or marketing executive, or software engineer, or venture capitalist,

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Virtues are important to engineering because they can act as a guide for engineers to make morally correct choices. An engineer without virtues cannot be considered a good person; therefore, they will likely make immoral decisions that only benefit themselves. This paper will explore Aristotle’s understanding of eudaimonia and arête, the differences between virtues of thought and virtues of character, and several virtues that are important to engineering and will allow me to flourish over the course of my career. According to Aristotle, eudaimonia (happiness) is a term that encompasses what it means to live well.

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According to Sommers, the main problem today is that college students aren’t learning ethics how they are suppose to. Sommers, stated that college students debate subjects such as abortion, DNA research, and learn almost nothing what the real ethic class should be about. Ethics should be about private decency, honesty, personal responsibilities, etc. She also stated that social morality is only half of moral life; the other half is private morality. (Sommers, February 2, 1992).

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