This volume focuses on the ethical dimensions of teaching, bringing fresh insights and perspectives to inform ongoing discussions of ethics among faculty colleagues, administrators, and students. From these chapters emerges a dominant principle: responsibility to students is directly related to understanding of one's ethical self, and the first step in establishing that ethical identity is self-reflection. By teaching ethically, faculty members model and advocate appropriate behavior to students in a voice more effective than any proclamation. They also answer calls for accountability from the public, the press, and politicians. In all, teaching ethically requires transformations of structures, attitudes, and persons--faculty as well as students--if faculty are to meet fully their responsibilities to themselves, to their students, and to society. This is the 66th issue of New Directions for Teaching and Learning.