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  1. Matthew W. Keefer, Sara E. Wilson, Harry Dankowicz & Michael C. Loui (2013). The Importance of Formative Assessment in Science and Engineering Ethics Education: Some Evidence and Practical Advice. Science and Engineering Ethics (1):1-12.
    Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress (...)
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  2. David J. Kijowski, Harry Dankowicz & Michael C. Loui (2013). Observations on the Responsible Development and Use of Computational Models and Simulations. Science and Engineering Ethics 19 (1):63-81.
    Most previous works on responsible conduct of research have focused on good practices in laboratory experiments. Because computation now rivals experimentation as a mode of scientific research, we sought to identify the responsibilities of researchers who develop or use computational modeling and simulation. We interviewed nineteen experts to collect examples of ethical issues from their experiences in conducting research with computational models. We gathered their recommendations for guidelines for computational research. Informed by these interviews, we describe the respective professional responsibilities (...)
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  3. Bradley J. Brummel, C. K. Gunsalus, Kerri L. Anderson & Michael C. Loui (2010). Development of Role-Play Scenarios for Teaching Responsible Conduct of Research. Science and Engineering Ethics 16 (3):573-589.
    We describe the development, testing, and formative evaluation of nine role-play scenarios for teaching central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative evaluation surveys, students reported that the role-plays were more engaging and promoted deeper understanding than a lecture or case study covering the same topic. In the future, summative evaluations will test whether students display this deeper understanding and retain the lessons of the role-play experience.
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  4. Golnaz Hashemian & Michael C. Loui (2010). Can Instruction in Engineering Ethics Change Students' Feelings About Professional Responsibility? Science and Engineering Ethics 16 (1):201-215.
    How can a course on engineering ethics affect an undergraduate student’s feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two short cases that (...)
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  5. Michael C. Loui (2006). Commentary on “an Analytical Hierarchy Process Model to Apportion Co-Author Responsibility”. Science and Engineering Ethics 12 (3):567-570.
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  6. Michael C. Loui (2005). Educational Technologies and the Teaching of Ethics in Science and Engineering. Science and Engineering Ethics 11 (3):435-446.
    To support the teaching of ethics in science and engineering, educational technologies offer a variety of functions: communication between students and instructors, production of documents, distribution of documents, archiving of class sessions, and access to remote resources. Instructors may choose to use these functions of the technologies at different levels of intensity, to support a variety of pedagogies, consistent with accepted good practices. Good pedagogical practices are illustrated in this paper with four examples of uses of educational technologies in the (...)
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  7. Michael C. Loui (2002). Duncan Langford. Internet Ethics. Ethics and Information Technology 4 (2):167-168.
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  8. Michael C. Loui (2002). Seven Ways to Plagiarize: Handling Real Allegations of Research Misconduct. Science and Engineering Ethics 8 (4):529-539.
    As the research integrity officer at my university for two years, I handled eight allegations of plagiarism. These eight cases show that initial appearances can be mistaken, that policies for handling allegations of research misconduct cannot cover every contingency, and that many cases can be resolved collegially without resort to formal procedures.
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  9. Michael C. Loui (2000). Fieldwork and Cooperative Learning in Professional Ethics. Teaching Philosophy 23 (2):139-156.
  10. Daniel Lin & Michael C. Loui (1998). Taking the Byte Out of Cookies: Privacy, Consent, and the Web. Acm Sigcas Computers and Society 28 (2):39-51.
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  11. Michael C. Loui (1998). The Engineer's Responsibility for Quality. Science and Engineering Ethics 4 (3):347-350.
    This paper offers a definition of quality for products, explains why engineers are morally responsible for quality, and outlines how engineers can fulfill this responsibility.
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  12. Willem Bakker Ii & Michael C. Loui (1997). Can Designing and Selling Low-Quality Products Be Ethical? Science and Engineering Ethics 3 (2):153-170.
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  13. I. I. Bakker & Michael C. Loui (1997). Can Designing and Selling Low-Quality Products Be Ethical? Science and Engineering Ethics 3 (2):153-170.
    Whereas previous studies have criticized low-quality products for inadequate safety, this paper considers only safe products, and it examines the ethics of designing and selling low-quality products. Product quality is defined as suitability to a general purpose. The duty that companies owe to consumers is summarized in the Consumer-Oriented Process principle: “to place an increase in the consumer’s quality of life as the primary goal for producing products.” This principle is applied in analyzing the primary ethical justifications for low-quality products: (...)
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  14. Willem Bakker & Michael C. Loui (1997). Can Designing and Selling Low-Quality Products Be Ethical? Science and Engineering Ethics 3 (2):153-170.
    Whereas previous studies have criticized low-quality products for inadequate safety, this paper considers only safe products, and it examines the ethics of designing and selling low-quality products. Product quality is defined as suitability to a general purpose. The duty that companies owe to consumers is summarized in the Consumer-Oriented Process principle: “to place an increase in the consumer’s quality of life as the primary goal for producing products.” This principle is applied in analyzing the primary ethical justifications for low-quality products: (...)
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  15. Charles Glagola, Moshe Kam, Caroline Whitebeck & Michael C. Loui (1997). Teaching Ethics in Engineering and Computer Science: A Panel Discussion. Science and Engineering Ethics 3 (4):463-480.
    At a conference, two engineering professors and a philosophy professor discussed the teaching of ethics in engineering and computer science. The panelists considered the integration of material on ethics into technical courses, the role of ethical theory in teaching applied ethics, the relationship between cases and codes of ethics, the enlisting of support of engineering faculty, the background needed to teach ethics, and the assessment of student outcomes. Several audience members contributed comments, particularly on teaching ethical theory and on student (...)
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  16. Michael C. Loui (1997). Commentary on “Better Communication Between Engineers and Managers” (Michael Davis). Science and Engineering Ethics 3 (2):215-216.
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  17. Michael C. Loui (1997). Preface to a Special Section. Science and Engineering Ethics 3 (4):431-431.
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  18. Michael C. Loui (1994). Against Qualia: Our Direct Perception of Physical Reality. In European Review of Philosophy, Volume 1: Philosophy of Mind. Stanford: CSLI Publications.
  19. Michael C. Loui (1994). European Review of Philosophy, Volume 1: Philosophy of Mind. Stanford: CSLI Publications.