This three-year, $188,288 project grant from the National Science Foundation's Directorate for Mathematical and Physical Sciences aims to establish ethical reasoning as a regular component of mathematical practice. Funded under the Mathematical and Physical Sciences and Improving Undergraduate STEM Education and Ethical and Responsible Research programs, the Georgetown University project will develop learning outcomes and teaching materials integrating ethical reasoning into foundational undergraduate mathematics courses such as calculus, differential equations, and linear algebra. In year one, interested instructors will attend a workshop to design their course materials. Throughout year two, participants will solicit feedback on draft materials from business, industry, and government stakeholders. In year three, instructors of other foundational mathematics courses will adapt the tested instructional resources at workshops, promoting broader implementation. Data collection will assess materials effectiveness and stakeholder perceptions. The project serves the national interest in public trust in STEM research results involving mathematics.