Building Inclusive Ethical Cultures in STEM

Elisabeth Hildt is a Professor of Philosophy and the director of the Center for the Study of Ethics in the Professions at the Illinois Institute of Technology.Kelly Laas is a librarian, researcher, and ethics instructor at the Center for the Study of Ethics in the Professions at the Illinois Institute of Technology. Eric Brey is the David and Jennifer Spencer Distinguished Chair, Edward E. Whitacre, Jr. Endowed Chair of Biomedical Engineering and the Interim Dean of the College of Engineering and Integrated Design at the University of Texas at San Antonio. Christine Z. Miller is a Design Management Professor at the Savanna College of Art and Design.

• Chapter1. Introduction – The Relevance of Ethics Education in STEM (Elisabeth Hildt, Kelly Laas, Christine Z. Miller, Eric M. Brey:).- Part I: Restructuring Ethics Education in STEM: Chapter2. Social Responsibility Development in Undergraduate STEM Students: Influences and Inhibitors (Daniel Schiff, Jason Borenstein, Ellen Zegura).- Chapter3.Ethics education in engineering and technological institutes in India: Challenges and looking forward (Reena Cheruvalath:).- Chapter4. Developing an Ethics Credential for Undergraduate STEM Majors (Alexandra Bradner, Rebecca A. Bates).- Chapter5. Enhancing Ethics Culture in STEM in Eastern Europe, Practices in Use (Aive Pevkur).- Chapter6. Engineering Ethics Education in China: Development, Promoters and Challenges for the Future (Lina Wei).- Part II: Underrepresented Groups, Inclusivity, and Ethical Cultures : Chapter7. Race Matters as a Matter of Ethics in Engineering and Technology: Reflections on exclusivity in device design(Rosalyn Berne).- Chapter8. Building Connections Using Culturally Relevant Practices in STEM Departments (Karina Vielma).- Chapter9. Ethics Education in Science, Technology, Engineering and Mathematics (STEM) in Africa: A Reflection on the Successes, Failures and the Way Forward in the Era of a Global Pandemic(F. K. Abagale and M. A. Akudugu).- Part III: Embedding Ethics Education in Practice Contexts and Labs: Chapter10. Towards a Virtue-based RCR Training for Data Scientists (Louise Bezuidenhout, Emanuele Ratti).- Chapter11. Encouraging Transparency in Lab Safety via Teachable Moments and Positive Feedback (Melinda Box, Maria Gallardo Williams).- Chapter12. A Bottom-Up Approachto Building a Culture of Responsible Research and Practice in STEM (Elisabeth Hildt, Kelly Laas, Christine Z. Miller, Eric M. Brey, Laura Gaviria, Francisca Acosta).- Chapter13. Towards a Neuroethical Ethos: A Case Study in Reframing Neuroethics Education for Engineers and Researchers (Juhi Farooqui, Devapratim Sarma, Josep-Maria Balaguer).- Part IV: New Approaches in Framing Ethical Issues. Chapter14. Using a Brain Processes Map as a Framework to Strengthen Ethical Culture in Research Labs (J. Brooke Hamilton).- Chapter15. Inclusivity in the Education of Scientific Imagination (Mike Stuart, Hannah Sargent).- Chapter16. Tinkering with Technology: An Exercise in Inclusive Experiential Engineering Ethics (Janna van Grunsven, Lavinia Marin, Trijsje Franssen).- Chapter17. Storytelling as Facilitation Tool for Inclusive Ethics Training (Marietjie Botes).- Part V: Community Outreach Approaches: Chapter18. Philosophy in the Rainforest: Reflections on Integrating Philosophy and Fieldwork (Clair Mossiry).- CChapter19. Building Inclusive Cultures through Community Research(Jennifer Nyland, Timothy Stock, Michéle Schlehofer).- Chapter20. Concluding chapter: Reflection on Promising Approaches and Outlook