As data-driven solutions become increasingly prevalent in society, embedding ethics and human-centered content in computing courses is crucial for educating responsible professionals. We conducted a pilot study embedding human-centered material and activities into a semester-long introductory programming course for information science graduate students. Through five semi-structured interviews, we found that integrating real-world datasets and reflections advanced both technical skills and awareness of societal impacts. However, participants expressed uncertainty about applying ethical decision-making principles in workplace contexts, particularly when confronting unethical practices by colleagues or superiors. Our findings suggest that while integrated human-centered content effectively complements technical education, additional scaffolding is needed to empower students for ethical action in professional settings. We propose directions for embedding human-centered content throughout information science curricula to reinforce these competencies alongside technical skills.