Giving Compass' Take:

• Pacific Standard conducted a research study on how college students think about ethics and their findings saw a troubling conclusion that students seem to value a troubling notion of impact premised on quantity over quality.

• There's a clear need to rethink what "impact" means, how can educators and philanthropists ensure their actions are teaching the next generation in the best way possible?

• Here's an article on an ethical guide to responsible giving. 

At the start and end of every school year, convocation and commencement speeches exhort incoming freshmen to use their education to make an impact—on their campuses, in their communities, and in the world beyond. But too rarely do we stop to question what kind of impact we want these students to make.

Over the past year and a half, we have conducted a pilot study at Stanford University to learn more about how college students think about ethics. Our work is part of a broader research endeavor, the National Ethics Project, to understand the state of undergraduate ethics education: How does this generation define ethics? What kinds of ethical dilemmas do they face, and who do they turn to for help navigating these challenges? Are Stanford's educational offerings about ethics even relevant to them? Throughout our work we employed methods from human-centered design and took an ethnographic approach to our in-depth interviews, so that we could prioritize students' voices and experiences.

We'll be blunt: We're worried about what we heard.

Read the full article on teaching students the wrong kinds of values by Vida Mia Garcia and Anne Newman at Pacific Standard.