Educating for Ethical Engagement: Teaching Ethics to Graduate and Professional Students

I teach at an institution whose vision statement includes the term “ethically engaged. ” Indeed, the goal is to engage in discourse in a way that fosters “openness and diversity of thought, experience, and culture”; to have scholars and students who “actively debate principles ” with a commitment to “integrity and honor”; and to enhance the environment “through innovative stewardship ” (Emory University). The commitment demonstrated by the administration to these principles should not be understated; without support at the top of an institution’s hierarchy, any effort to enforce policies or standards at the lower levels will inevitably fail. In addition, the culture of an organization is at least partly shaped by its leadership, and as a result having an administration dedicated to ethical action among its scholars and students helps generate a sense of positive energy toward “doing the right thing, ” as it were. Yet it is at the level of direct interaction where ethical engagement is both developed and tested. We want graduate student researchers to use proper scientific methods, to respect individuals and populations who are partners with them in their research, and to craft research products that are both intellectually rigorous and useful to others. We want professional students to learn to conduct business transactions fairly; to honor the dignity and integrity of patients