Ethics training needs to be a core subjectfor all those in the STEM field, beginning atthe earliest appropriate level and for all advanced degrees.
Effective STEM ethics curricula should be informed by experts outside the STEM community_ _from a variety of cultural and educational backgrounds to ensure that students acquire sensitivity to a diversityof robust perspectives on ethics and design.
Such curricula should teach aspiring engineers, computer scientists, and statisticians about the relevance and impact of their decisions in designing A/IS technologies. Effective ethics education in STEM contexts and beyond should span primary, secondary, and postsecondary education, and include both universities and vocational training schools.
Relevant accreditation bodies should reinforce this integrated approach as outlined above.
## Further Resources
[IEEE P7000TM Standards Project for a Model ](https://standards.ieee.org/develop/project/
html)[Process for Addressing Ethical Concerns During System Design.](https://standards.ieee.org/develop/project/
html) IEEE P7000 aims to enhance corporate IT innovation practices by providing processes for embedding a values- and virtue-based thinking, culture, and practice into them.
Z. Lipton and J. Steinhardt, Troubling Trends in Machine Learning Scholarship. ICML conference paper, July
J. Holdren, and M. Smith. “Preparing for the Future of Artificial Intelligence.” Washington, DC: Executive Office of the President, National Science and Technology Council,
Comparing the UK, EU, and US approaches to AI and ethics: C. Cath, S. Wachter, B. Mittelstadt, et al., “[Artificial Intelligence and the ‘Good Society’: The US, EU, and UK Approach.](https://link.springer.com/article/
1007/s11948-017-9901-7)” Science and Engineering Ethics, _vol. 24, _pp. 505-528,
p122-123