Descriptions of the elements of excellent teaching often include lists of attitudes and behaviors. Although not always identified as such, some of these attitudes and behaviors can be understood as characterizing ethical teaching as well. Teaching Excellence
One source of ethical guidelines for university teachers is a list of Ethical Principles developed by the Society for Teaching and Learning in Higher Education that was first drafted by Canada’s Society for Teaching and Learning in Higher Education (STLHE) in 1966. Ethical Principles
These principles have been reproduced in full as well as in abbreviated form. Below is the shortened version as presented by The Penn State University Graduate School.
Principles of Ethical College and University Teaching
- Content Competence – A university teacher maintains a high level of subject matter knowledge and ensures that course content is current, accurate, representative, and appropriate to the position of the course within the student’s program of study.
- Pedagogical Competence – A pedagogically competent teacher communicates the objectives of the course to students, is aware of alternative instructional methods or strategies, and selects methods of instruction that are effective in helping students to achieve the course objectives.
- Dealing with Sensitive Topics – Topics that students are likely to find sensitive or discomforting are dealt with in an open, honest, and positive way.
- Student Development – The overriding responsibility of the teacher is to contribute to the intellect development of the student, at least in the context of the teacher’s own area of expertise, and to avoid actions such as exploitation and discrimination that detract from student development.
- Dual Relationships with Students – To avoid conflict of interest, a teacher does not enter into dual-role relationships with students that are likely to detract from student development or lead to actual or perceived favoritism on the part of the teacher.
- Confidentiality – Student grades, attendance records, and private communications are treated as confidential materials and are released only with student consent, for legitimate academic purposes, or if there are reasonable grounds for believing that releasing such information will be beneficial to the student or will prevent harm to others.
- Respect for Colleagues – A university teacher respects the dignity of her or his colleagues and works cooperatively with colleagues in the interest of fostering student development.
- Valid Assessment of Students – Given the importance of assessment of student performance in university teaching and in students’ lives and careers, instructors are responsible for taking adequate steps to ensure that assessment of students is valid, open, fair, and congruent with course objectives.
- Respect for Institution – In the interest of student development, a university teacher is aware of and respects the educational goals, policies, and standards of the institution in which he or she teaches. Principles of Ethical College and University Teaching
Another major attempt to articulate ethical principles relevant to university professors was made by the American Association of University Professors (AAUP). This Statement of Professional Ethics was originally adopted in 1966. Revisions were made in 1987 and 2009.The AAUP statement is broad in scope, not focused just on teaching; however, the second of the five principles deals explicitly with ethical teaching. Below is the relevant AAUP statement. Statement of Professional Ethics
As teachers, professors encourage the free pursuit of learning in their students. They hold before them the best scholarly and ethical standards of their discipline. Professors demonstrate respect for students as individuals and adhere to their proper roles as intellectual guides and counselors. Professors make every reasonable effort to foster honest academic conduct and to ensure that their evaluations of students reflect each student’s true merit. They respect the confidential nature of the relationship between professor and student. They avoid any exploitation, harassment, or discriminatory treatment of students. They acknowledge significant academic or scholarly assistance from them. They protect their academic freedom.
Some universities have their own code of conduct to guide and govern teaching behavior. For example, the University of California references the 1987 revision of the AAUP statement as comprising “ethical prescriptions affirming the highest professional ideals. They are aspirational in character, and represent objectives toward which faculty members should strive.” The document then provides examples of types of unacceptable conduct related to teaching and students. These include the following:
- Failure to meet responsibilities of instruction (e.g., failure to meet class, to keep office hours, or to hold examinations as scheduled; evaluation of student work by criteria not directly reflective of course performance; and undue and unexcused delay in evaluating student work)
- Discrimination and harassment
- Sexual violence and sexual harassment
- Violation of the university guidelines applying to nondiscrimination against students based on disability
- Use of the position or powers of a faculty member to coerce the judgment or conscience of a student or to cause harm to a student for arbitrary or personal reasons
Furthermore, some professional organizations have also developed ethical principles related to teaching. For example, the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct has a specific principle devoted to teaching. The most relevant elements of this section have to do with (a) distributing accurate syllabi and disseminating accurate information about the topic (7.03); (b) respecting student privacy (7.04); (c) avoiding dual relationships with students (7.05); (c) having a timely and specific method for providing feedback and evaluating students on their performance (7.06); and (c) avoiding sexual relationships with students (7.07). Additionally, there are relevant principles related to (a) teaching only within the boundaries of competence (2.01); (b) maintaining competence (2.03); (c) avoiding sexual harassment, other harassment, and exploitative relationships (3.02, 3.03, and 3.08); and (c) not divulging or exposing confidential information (4.07).
The Alliant Faculty Handbook refers to both the AAUP statement and the codes of professional ethics related to each discipline:
1.5.2. Commitment to Professional Code of Conduct
Faculty of the University recognize the public trust that is given to them and agree to abide by the Statement on Professional Ethics of the AAUP. Faculty also agree to abide by the codes of professional ethics as adopted by their respective schools as appropriate for their particular disciplines and the personnel policies put forth by the University.
Upon hiring, faculty are responsible for reviewing and abiding by the codes of professional conduct/ethics for the University as well as their individual discipline, if applicable. Reference: AAUP Statement on Professional Ethics
Sources
Pennsylvania State University Teaching Ethics
Principles of Ethical College and University Teaching
American Association for Higher Education
Ethical Principles
University of Alberta Graduate Studies
Ethical Principles in University Teaching
University of Illinois/Urbana-Champagne Center for Innovation in Teaching and Learning
Professional Conduct
University of California Office of the President
The Faculty Code of Conduct
American Psychological Association
Ethical Principles of Psychologists and Code of Conduct