Most academic disciplines promulgate codes of ethics that serve as public statements of professional norms of their membership. These codes serve both symbolic and practical purposes, stating to both members and the larger public what a discipline's highest ethics are. This article explores what scholarly society codes of ethics could say about the role of graduate faculty. This article begins by outlining what people know about norms that pertain to graduate teaching and mentoring and then delineates how these norms could be translated into meaningful, flexible codes of ethics. (Contains 1 note.)