National events highlight a critical need for refined decision-making skills; tragic ethical shortcomings are all too common in our society (James Madison University, 2013; Smith, Fulcher, & Sanchez, 2015). While employers around the world seek professionals with developed reasoning abilities (Hart Research Associates, 2013; Lau, 2010), higher education shies away from teaching ethical decision-making skills. But as Sternberg (2012) suggests, we can and should be teaching college and university students how to reason ethically. Nevertheless, educating all university students to be proficient in ethical reasoning is easier said than done. To create campus-wide opportunities for ethical reasoning skill development, a diverse university taskforce sought to answer four perplexing questions: What is ethical reasoning? What skills produce well-informed decisions and actions? How can these skills be taught? How can ethical reasoning skill development be measured?