Kohlberg's pedagogical approach to elevating levels of moral reasoning, based on the influence of group processes and leader behaviors, was used with MPA and MHA students enrolled in ethics courses over the past decade. Pre- and post-tests of students using the Defining Issues Test revealed consistent significant increases in level of students' ethical reasoning over the course of each semester class. Results were consistent across gender and U.S. region, though significant differences were found between the generations. Implications for intended and unintended consequences of pedagogical style in ethics instruction are discussed.
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