The Center for the Study of Ethics in the Professions (CSEP) was established in 1976 to promote research and teaching on practical moral problems in the professions, and throughout this long history Center faculty have continued to publish important works in the areas of professional and applied ethics.
Recent Publications by CSEP Fellows
Davis, Michael and Kelly Laas. "Broader Impacts" or "Responsible Research and Innovation"? A Comparison of Two Criteria for Funding Research in Science and Engineering. Science and Engineering Ethics. 20(4): 963-983.
Hildt, Elisabeth (2015). What will this do to my brain? Ethical Issues in brain-to-brain interfacing. Frontiers in Systems Neuroscience. 9(17) 1-4.
Hildt, Elisabeth, Klaus Lieb, Christiana Bagusat, and Andreas D. Franke (2015). Reflections on Addiction in Students Using Stimulants for Neuroenchancement: A Preliminary Interview Study. BioMed Research International. Article ID 621075.
Laas, Kelly and Vivian Weil (2014). Taking a Proactive Approach Towards Responsibility: Indications of Nano Policy-Making Around the World. Annals of Economics and Statistics. 115/116: 1-23.
Notable Publications by CSEP Fellows
This article, CSEP Senior Fellow Michael Davis, is an extremely good description of how codes of ethics are used in professional practice.
Code Making: How Software Engineering Became a Profession by Dr. Michael Davis
During the period of 1993-2000, CSEP fellows and staff were participant observers in a joint project of the IEEE Computer Society (IEEE-CS) and the Association of Computing Machinery (ACM) f to help organize software developers and engineers into a profession. One of the main goals of this project was to develop a universal code of ethics for software engineers. Dr. Davis was a participant observer throughout the drafting of the Software Engineering Code of Ethics, and afterward wrote a detailed account of how the code was developed by the ACM and IEEE-CS committee. “Code Making” gives insight in how the profession of software engineering was formed and wrote its own code of professional ethics, and also looks at this project as a case study to see how other professional societies can better go about drafting and revising their own codes of ethics. The entire book is available for free download under a Creative Commons License.
A list of all publications produced by CSEP faculty associates, scholars and others from 1976 to the present, including presentations, Center publications, journal articles and books. Divided by topic.
(Make into stand-alone publication entries when possible)
This monograph offers guidance for special education due process hearing officers in their efforts to write good due process decisions. It has four sections dealing respectively with:
- Summary and explanation of factual findings;
- Justification of legal conclusions;
- Framing and determination of rulings and orders;
- Writing choices in a special education due process opinion as to word selection, organizational structure, style, rhetoric, and tone.
The monograph is not intended to replace, but instead to supplement, the use of comprehensive summaries of substantive and procedural special education law. It aims to address an essential, yet presently unmet need – for an educational approach that helps special education due process hearing officers to focus critical reflection upon processes involved both in thinking through issues in a case and finding words to express the conclusions arrived at in writing a decision.
This paper presents a moral analysis of the limitations upon legitimate authority to suspend and expel students in K-12 public schools. The paper has four sections. The first presents two case vignettes that pose difficult moral issues concerning suspensions and expulsions in K-12 public schools. The second section develops an analysis of the moral bases of a child’s right to receive a K-12 public education. Section three extends the analysis in section two, relating it specifically to limitations upon morally legitimate authority to suspend and expel students in K-12 public schools. The fourth section returns to the two case vignettes and discusses the moral issues they pose from the standpoint of the analysis developed in sections two and three. The analysis will benefit educators, parents, and the general public in helping to identify, clarify their understanding of, and gain insight into principles, which underlie any morally justifiable policy concerning K-12 public school suspensions and expulsions.