The recentpublicity over ethical misconduct has raised concern about the low priority ethics training receives in colleges and universities. The author argues that the mentor/apprenticeship model is an inadequate solution for teaching ethical decision making. The profession needs to make ethical practices in teaching and research a first priority. The author proposes that ethical training for graduate students be infused in the curriculum and supported by programs at the department, college, and university levels.
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Kimberly A. Folse (1991) studied this question.
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