Much attention has been given to the role of designed student experiences in the cultivation of the knowledge, skills, and dispositions necessary for ethical citizenship. This article focuses instead on the role of the college or university as an ethical guide for students. Drawing on Aristotle's conception of the role of habituation in ethical development and relevant data, the author hypothesized that greater commitment to public goods by colleges and universities would lead to greater ethical development among students. Data from the Personal and Social Responsibility Inventory supported this claim. The author identifies implications for university leaders, faculty and staff, and students.