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The third orientation lecture component integrates concepts of ethical decision-making developed by the Joseph and Edna Josephson Institute of Ethics (\"Institute\").9 This is a two-part session that takes place during the first weeks of first year students' second semester. In the initial session, Michael Josephson, the founder of the Institute and its most wellknown initiative, the Character Counts!(TM) program, delivers a lecture where he introduces students to a practice of ethical decision-making guided by six Pillars of Character(TM) (\"Pillars\"),10 which include Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship. While many students are familiar with the Pillars as an elementary school initiative, Josephson explains that the Pillars were developed after an examination of common perceptions of good character that transcend religion and culture.11 To the extent that students associate the Pillars with elementary school curricula, and to the extent that the students believe them- selves competent as ethical decision mak- ers, they tend to be skeptical of the impor- tance of the material to their legal educa- tion. To that end, Josephson is able to iden- tify compelling projects of the Institute that rely upon the Pillars, including Institute ini- tiatives in various state legislatures, with the Department of Defense, and with vari- ous law enforcement organizations. These initiatives give credibility to the material in the context of legal education and therefore enable students to understand the relationship between the Pillars and decision-making in the legal context. The grand finale of the program is the First-Year Trial Practicum (FYTP), an intensive educational experience in which students observe an actual jury trial, which takes place on campus.12 The FYTP requires extensive collaboration between the law school, the judiciary, members of the Iowa bar and, when a criminal trial is conducted, court room security personnel and deputies. Because the FYTP is another intensively interactive and experiential curricular component, its impact suffuses the entire first year of law study.13 Students observe the trial from jury selection through verdict. They also attend small-group discussions led by faculty, judges, and local attorneys who volunteer their time to marshal students through the process. At the trial's conclusion, students have the opportunity to debrief trial counsel, members of the jury, and the judge. As students resume regular classes, first year faculty are able to draw upon the students' experience to reinforce the doctrinal curricula. In its eleventh year at Drake, the FYTP is a highlight of students' legal education experience. As noted by Professor Russell E. Lovell, Associate Dean of Drake Law School, the FYTP \"has greatly enriched the first-year education of [Drake] law students, and has a lasting impact on their understanding and view of lawyers, judges, jurors, litigation as a method of dispute resolution, professionalism, civility, effective advocacy, and the reality of law in action\"14 11. In MAKING ETHICAL DECISIONS, a guide to ethical decisionmaking published by Josephson Institute for Ethics, Josephson explains the importance of universality with respect to values: \"The universal ethical value of respect for others dictates honoring the dignity and autonomy of each person ...\" MICHAEL JOSEPHSON, MAKING ETHICAL DECISIONS 4 (Josephson Institute for Ethics 2002). \"In contrast to consensus ethical values such basics as trustworthiness, respect, responsibility, fairness, caring and citizenship - personal and professional beliefs vary over time, among cultures and among members of the same society.\" Id. This explication of the genesis of the Pillars is helpful to overcome any student resistance to the material, specifically translating how the Pillars, which were a part of many students' elementary education, translate to the legal/professional context. 15. Educating Lawyers, supra note 2, at 196 (noting that \"[a] purely theoretical approach to professional ethics is unlikely to deeply affect the learner\"). In contrast, the \"aim has to be stereoscopic: the 'big picture' of the profession, its history, aims, and context, as well as that of the law itself, must inform the micro-level experience ... Students need a dynamic curriculum that moves them back and forth between understanding and enactment, experience and analysis, as they strive to become mature legal professionals.\" Id. at 196-7.