It should not be forgotten that faculty can also learn from students. In discussions with Professor R,
none of the faculty identified the responsibilities of the student to whom the gift authorship was given.
When we brought this same case to a group of students, one said that he would not accept authorship in
this case because he would not want to assume responsibility for data he had not collected himself.
The course that we developed was targeted for graduate students, but we feel that it could be used
with some modifications for researchers at all stages of their careers. Because ethics education involves
the development of complex skills more than the incorporation of empirical information, the study of
ethics and its practical applications can and should be a process that continues throughout one’s career.
The course that we outline in the next section can only begin this process.