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Sample multiplexing enables pooled analysis during single-cell RNA sequencing workflows, thereby increasing throughput and reducing batch effects. A challenge for all multiplexing techniques is to link sample-specific barcodes with cell-specific barcodes, then demultiplex sample identity post-sequencing. However, existing demultiplexing tools fail under many real-world conditions where barcode cross-contamination is an issue. We therefore developed deMULTIplex2, an algorithm inspired by a mechanistic model of barcode cross-contamination. deMULTIplex2 employs generalized linear models and expectation–maximization to probabilistically determine the sample identity of each cell. Benchmarking reveals superior performance across various experimental conditions, particularly on large or noisy datasets with unbalanced sample compositions.

 

Because robots are perceived as moral agents, they must behave in accordance with human systems of morality. This responsibility is especially acute for language-capable robots because moral communication is a method for building moral ecosystems. Language capable robots must not only make sure that what they say adheres to moral norms; they must also actively engage in moral communication to regulate and encourage human compliance with those norms. In this work, we describe four experiments (total N =316) across which we systematically evaluate two different moral communication strategies that robots could use to influence human behavior: a norm-based strategy grounded in deontological ethics, and a role-based strategy grounded in role ethics. Specifically, we assess the effectiveness of robots that use these two strategies to encourage human compliance with norms grounded in expectations of behavior associated with certain social roles. Our results suggest two major findings, demonstrating the importance of moral reflection and moral practice for effective moral communication: First, opportunities for reflection on ethical principles may increase the efficacy of robots’ role-based moral language; and second, following robots’ moral language with opportunities for moral practice may facilitate role-based moral cultivation. 

To enable robots to exert positive moral influence, we need to understand the impacts of robots’ moral communications, the ways robots can phrase their moral language to be most clear and persuasive, and the ways that these factors interact. Previous work has suggested, for example, that for certain types of robot moral interventions to be successful (i.e., moral interventions grounded in particular ethical frameworks), those interventions may need to be followed by opportunities for moral reflection, during which humans can critically engage with not only the contents of the robot’s moral language, but also with the way that moral language connects with their social-relational ontology and broader moral ecosystem. We conceptually replicate this prior work (N=119) using a design that more precisely manipulates moral ref lection. Our results confirm that opportunities for moral reflection are indeed critical to the success of robotic moral interventions—regardless of the ethical framework in which those interventions are grounded. 

Ethics is crucial to engineering, although disagreement exists concerning the form engineering ethics education should take. In part, this results from disagreements about the goal of this education, which inhibit the development of and progress in cohesive research agendas and practices. In this regard, engineering ethics faces challenges like other professional ethics. To address these issues, this paper argues that the ultimate goal of engineering ethics education should be more long-term ethical behaviors, but that engineering ethics must more fully engage with the fields of empirical moral and cultural psychology to do so. It begins by considering reasons for adopting ethical behaviors as the ultimate goal of ethics education, and moves on to discuss why ethical behaviors have not been adopted as the goal of ethics education. The paper ends by considering responses to these problems, why ethical behaviors should still be adopted as the ultimate goal of ethics education. 

Ethics has long been recognized as crucial to responsible engineering, but the increasingly globalized environments present challenges to effective engineering ethics training. This paper is part of a larger research project that aims to examine the effects of culture and education on ethics training in undergraduate engineering students at universities in the United States, China, and the Netherlands. We are interested in how students’ curricular and extra-curricular (e.g., internships, service projects) experiences and training impact their ethical reasoning and moral dispositions, and how this differs cross-culturally. To understand this, we are conducting mixed methods research longitudinally over four years to engineering students at our participating universities to gauge their moral dispositions and ethical reasoning skills and to measure any change in these. This work-in-progress paper, however, is not about the direct outcomes of this research project. Rather, it critically examines our own practices and methods in doing this research. We begin the paper by briefly introducing the larger research project and motivating the use of comparative, multi-institutional case studies as necessary for contextualizing, complementing, and interpreting quantitative data on ethical reasoning and moral dispositions. Because the conditions related to engineering ethics education differ widely per participating institution for institutional (and also likely cultural) reasons, interpreting and analyzing quantitative survey data will require understanding contextual conditions of education at each institution. Comparative case studies can supply missing contextual information to provide a more complete picture of the engineering ethics educational contexts, strategies, and practices at each of the participating universities. However, in considering how to design and conduct these case studies, we realized we were operating under certain assumptions such as ethics in engineering as separate (and separable from) the “real,” or technical engineering curriculum. These assumptions have been widely problematized in engineering ethics education (Cech, 2014; Tormey et al. 2015; Polmear et al. 2019); they are assumptions that we in our teaching and research attempt to dispel. Our paper considers (and invites discussion on) the broader implications of methodological design in conducting cross-cultural multi-sited case studies in engineering ethics education research. It explores models for designing and conducting our case studies so as not to reproduce pernicious ideas about social and ethical issues in engineering as subsidiary “interventions” in the “actual,” (i.e., technical) curriculum. More generally we discuss how engineering ethics education research methods can be harnessed to overcome this established division. 

To enable robots to exert positive moral influence, we need to understand the impacts of robots’ moral communications, the ways robots can phrase their moral language to be most clear and persuasive, and the ways that these factors interact. Previous work has suggested, for example, that for certain types of robot moral interventions to be successful (i.e., moral interventions grounded in particular ethical frameworks), those interventions may need to be followed by opportunities for moral reflection, during which humans can critically engage with not only the contents of the robot’s moral language, but also with the way that moral language connects with their social-relational ontology and broader moral ecosystem. We conceptually replicate this prior work (N =119) using a design that more precisely manipulates moral reflection. Our results confirm that opportunities for moral reflection are indeed critical to the success of robotic moral interventions—regardless of the ethical framework in which those interventions are grounded.