Case studies are typically used to teach 'ethics', but when the content of a course is focused on formulae and proofs, a case analysis and the knowledge, skills, and abilities they require can be distracting. Moreover, case analyses are typically focused narrowly on research issues: obtaining consent, dealing with research team members, and/or research policy violations. Not all students in quantitative courses plan to become researchers, and ethical practice of mathematics, statistics, data science, and computing is an essential topic regardless of the learner's career plans. While it is incorrect to treat 'social justice' as a proxy for 'ethical practice', the topic of 'social justice' may be more interesting to both students and instructors. This paper offers concrete recommendations for integrating social justice content into quantitative courses in ways that limit the burden of new knowledge, skills, and abilities but also support reproducible and actionable assessments. Five tools can be utilized to integrate social justice into a course in a way that also meets calls to integrate 'ethics'; minimizes the burden on instructors to create and grade new materials and assignments; minimizes the burden on learners to develop the skill set to complete a case analysis; and maximizes the likelihood that the ethics content will be embedded in the learners' cognitive representation of the knowledge being taught in the quantitative course. These tools are: a. Curriculum Development Guidelines b. 7-task Statistics and Data Science Pipeline c. ASA Ethical Guidelines for Statistical Practice d. Stakeholder Analysis e. 6-step Ethical Reasoning paradigm This paper discusses how to use these tools in quantitative courses. The tools and frameworks offer structure, and facilitate ensuring that changes made to any course are evaluable and generate actionable assessments for learners.

翻译：案例研究通常用于教授“伦理”，但当课程内容聚焦于公式与证明时，案例分析所需的知识、技能和能力可能分散学习注意力。此外，案例分析通常狭窄地聚焦于研究问题：获取同意、处理研究团队成员及/或研究政策违规。学习定量课程的学生并非都计划成为研究者，而数学、统计学、数据科学及计算领域的伦理实践，无论学习者职业规划如何，都是一项重要议题。尽管将“社会正义”视为“伦理实践”的替代词并不正确，但“社会正义”主题可能对师生更具吸引力。本文提出具体建议，旨在以限制新知识、技能与能力负担的方式，将社会正义内容融入定量课程，同时支持可复现与可操作的评估。五种工具可用于将社会正义融入课程，同时满足整合“伦理”的要求；最小化教师创建与评分新材料及作业的负担；最小化学习者掌握完成案例分析所需技能集的负担；并最大化伦理内容嵌入学习者对定量课程知识的认知表征的可能性。这些工具包括：a. 课程开发指南 b. 七任务统计与数据科学管道 c. 美国统计协会统计实践伦理指南 d. 利益相关者分析 e. 六步伦理推理范式。本文讨论了如何在定量课程中使用这些工具。这些工具与框架提供了结构化支持，并确保对任何课程的修改均可评估，且能为学习者生成可操作的评估结果。