Teaching Information Ethics to a very diverse group of graduate students working towards careers as
information professionals raises a number of challenges. The students come from different disciplines and a
wide range of diverse educational, economic, social, and cultural backgrounds and from several different
countries. At the University of Pittsburgh, students in the Information Ethics course are enrolled in one of
three master’s or doctoral degree programs at the School of Information Sciences: information science,
library and information science or telecommunications. In addition, graduate students, and an occasional
senior-level undergraduate student, from other disciplines and schools, such as business, medicine, public
and international affairs, as well as students from other universities, such as Carnegie Mellon University, take
the fifteen-week course. Identifying and using models for ethical reflection and moral decision-making
requires drawing on materials from several disciplines and adapting those models for the course. This paper
will discuss some of the models used in the past, the advantages and disadvantages of the model currently
used (i.e., Richard Paul and Linda Elder’s, The Miniature Guide to Understanding the Foundations of Ethical
Reasoning. The Foundation for Critical Thinking, Dillon Beach, CA, 2003), and the evolution of the
Information Ethics course over its fifteen-year history.