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Limitations to Kohlberg��s theory of moral development have been adequately discussed elsewhere (Gilligan, 1982; Haidt, 2001). The DIT, however, remains a useful tool for measuring changes in one aspect of ethical thinking (May and Luth, 2013) and was deemed suitable for use in this class as our goal was to improve moral judgment. Figure 1. Average class scores on the Defining Issues Test (DIT) in 2012 and 2013. Data are mean �� stdev, N= 37, 32, 78 in Jan 2012, May 2012, Jan 2013, respectively. One way ANOVAs for Post Conventional and Maintain Norms scores were significant, pPfizer Licensed Compound Library order (PI), Maintaining Norms (M), and Postconventional (P). Each of these scores is the percent of items selected that invoke that schema. The score for each schema (PI, M or P) then represents the extent to which someone prefers that type of moral reasoning. The score reports also include an N2 score, which represents the extent to which someone prefers Temsirolimus (CCI-779, NSC 683864) Postconventional schema and rejects Personal Interests schema; thus, the N2 score depends on changes in both Postconventional and Personal Interests scores (Bebeau and Thoma, 2010). At the beginning of the semester in spring of 2012, the class average DIT1 Postconventional (P) score was 44.54 (Fig. 1). Undergraduate students�� DIT1 P scores average in the lower 40s and their DIT2 P scores average in the 30s and 40s, so our undergraduates�� pre-course P scores are consistent with those reported in the literature (Rest et al., 1999b; Bebeau and Thoma, 2010). By the end of that semester, the class average DIT2 P score was 53.15, an increase of almost 9 points, significantly greater than at the beginning of the semester and appropriate p53 inhibitor for 45 hours of classroom time. This degree of change was comparable to that observed in some case-study based medical and legal ethics courses (Self et al., 1998; Bebeau, 2002). The next cohort of students�� average DIT2 P score was 44.46 at the beginning of the semester in spring of 2013, which was not significantly different from the initial DIT1 P score of spring 2012 students (one-way ANOVA). In spring of 2012, the class average Maintaining Norms (MN) score decreased significantly as well, indicating the use of reasoning that upheld established norms declined. The effect sizes for these changes were small, with a Cohen��s d for P of 0.18 and for MN of 0.26. The class average Personal Interests (PI) score, reflecting use of justifications for decisions based upon the interests of the protagonist, did not change over the semester. The average N2 score also did not change significantly as a consequence.