The five-year study conducted at Georgia Tech investigated how STEM students develop a sense of social responsibility during their undergraduate years. By following a group of students through surveys and interviews, researchers examined how various academic, co-curricular, and personal experiences impact their ethical awareness and professional values. The results show that although traditional classroom efforts often fall short, peer interactions and self-directed exploration have a significant influence on students’ dedication to societal well-being. This research underscores the need for more intentional and comprehensive strategies in teaching ethics and responsibility in STEM education, prompting institutions to reassess their approaches to developing socially responsible professionals.