  This paper gives a brief overview of cognitive and educational sciences'
perspectives on learning outcomes (LOs) to facilitate the integration of LOs
specific to ethical reasoning into any mathematics or quantitative course. The
target is undergraduate (adult) learners but these LOs can be adapted for
earlier and later stages of learning. Core contents of Ethical Reasoning are:
1. its six constituent knowledge, skills, and abilities; 2. a stakeholder
analysis; and 3. ethical practice standards or guidelines. These are briefly
summarized. Five LOs are articulated at each of three levels of cognitive
complexity (low/med/high), and a set of assignment features that can be adapted
repeatedly over a term are given supporting these LOs. These features can
support authentic development of the knowledge, skills, and abilities that are
the target of ethical reasoning instruction in math and quantitative courses at
the tertiary level. Three contexts by which these can be integrated are
Assumption (what if the assumption fails?), Approximation (what if the
approximation does not hold?), and Application (is the application appropriate?
what if it is not?). One or more of the three core contents of Ethical
Reasoning can be added to any problem already utilized in a course (or new
ones) by asking learners to apply the core to the context. Engagement with
ethical reasoning can prepare students to assume their responsibilities to
promote and perpetuate the integrity of their profession across their careers
using mathematics, statistics, data science, and other quantitative methods and
technologies.
