At a time when numerous audience surveys report significant loss in mass media credibility and when celebrity Internet reporters accept mediocre accuracy rates, there appears be a renewed enthusiasm across the media profession for instruction in ethical decision-making. Made urgent by increasing competition from new media, print and broadcast executives alike are scrambling shore up audience support. Stopping the erosion in trust through renewed attention ethics may be a move in the right direction. Responding this crisis, educators have done their share by making the credibility/ethics issue a priority in program design, faculty workshops, and the classroom. Mass communication programs have tripled the number of mass media ethics courses since 1977; however, many programs still do not offer a freestanding ethics course. In addition, many students may end up without an ethics course if the course is offered as an elective. This means that many mass communication students are exposed ethics education only through other communication courses. Scholarly journals such as Journalism & Mass Communication Quarterly, Journalism and Mass Communication Educator, Journal of Mass Media Ethics, and Mass Comm Review have provided an ongoing forum for discussion of issues related the teaching of ethics. A few studies assessing the effectiveness of classroom instruction in ethics have been limited stand-alone ethics courses. Therefore, this article examined ethics education as a component of a course - four or five weeks in the regular semester and a few days of threehour classes during the winter term and attempted find whether the course could contribute alleviating the media crisis in credibility. It studied whether the ethics course improved students' values and analytical skills, what students perceived they learned from the course, and what they wanted learn in an ethics class. Literature review The current crisis in journalism ethics. The first sentence of the first chapter of Ed Lambeth's 1986/1992 Committed Journalism could have been written yesterday: If a storm is not sounding within the halls of American journalism, one should be (Lambeth, 1992, p. 1). In Lambeth's classic work, he proceeds demonstrate the depth of what he calls the public malaise (p. 2), by citing national survey results showing loss of confidence in the media and recalling 1980s media scandals from The Washington Post's Janet Cooke affair ethical indiscretions at The New York Times and The Wall Street Journal. Finally, he cites the 1947 Hutchins Commission Report as an earlier example of the national media's determination self-analyze. Lambeth dismisses the contemporary value of the social responsibility theory, commenting that it contained little that would assist individual journalists in daily ethical judgments (p. 7). Concern for media well-being was the impetus for Henry Luce form the Commission on the Freedom of the Press in the 1940s. In the postWatergate, post feeding-frenzy era, it led numerous academic pundits rail at media's sudden moral lapse and ultimately gave birth an increased study of media ethics in American colleges and universities. Of course, there was nothing sudden about it. Samuel Warren and Lewis Brandeis (1890) criticized the press and its apparent need to satisfy a prurient taste (p. 220) in their article, The Right of Privacy. They, no doubt, would have been shocked at how the Clinton affair aired publicly more than 100 years after they expressed considerable disdain for newspapers filling column upon column idle gossip (p. 220). It is easy relax with the notion that indeed there were other crises which the media weathered. However, the competitive nature of the media mix in the 21st century is far different from that which existed in 1890, 1947, or even during the 1970s/1980s era about which Lambeth wrote. …