Ethical bases of the informed consent doctrine are explored relative to how much information students need before they take a course. Such information includes content, grading policies, assignments, course goals, teaching philosophy, and techniques. The major justification of informed consent is autonomy; individuals need adequate information to make decisions. One way to respect students' autonomy would be to offer students a choice of papers versus exams, or reading versus lecture. This allows them to learn in ways that are optimal for them and recognizes their individuality. When students' autonomy cannot be respected by offering them choices, it can be respected by adequately informing them of the nature of the course. It could be argued that college may be a "standard procedure"; students give implied consent by registering. However, teaching styles may differ significantly, necessitating more information. Some techniques may involve risk of harm so that the principle of beneficence would be operative (i.e., informed consent serves to avoid doing harm). Providing information may benefit society by increasing respect for the profession, and by facilitating professors' self-scrutiny. The discussion makes reference to the 1981 Ethical Principles of the American Psychological Association. (Author/SW)