ETHICS FOR UNIVERSITY TEACHERS

Prof. K. Sivapalan

Ethics

Moral Principles that control or influence a person’s behaviour

A system of moral principles or rules of behaviour

The branch of philosophy that deals with moral principles

Value of Ethics

Some people do not want ethics to be taught. To claim that position is rather like being opposed to motherhood, apple pie, and baseball. Some people may not like any of those three things, but, customarily, they don’t argue vigorously against them.

Throughout history, almost all aggressors represented themselves as being the victims of aggression rather than the perpetrators of it. So it is with ethics.

The most unethical people, groups, and institutions enjoy being seen as paragons of virtue. Were the devil himself to appear, he would choose the guise of a saint.

University Education

The pursuit of truth in all disciplines requires a profound respect for all persons, a willingness to take different points of view seriously, and an openness to new and challenging ideas.

This demands that academic staff show commitment to the search for understanding and wisdom in their teaching.

They will encourage their students to be motivated to discipline and form their minds so that they gain an integrated understanding of what they study.

Institution and Individuals

The fact that the boss is ethical does not mean that the organization will be a moral exemplar; and the fact that the boss is corrupt does not mean that everyone in the unit will be infected with ethical disease.

Four Norms to Govern Teaching

Honesty Promise-Keeping Respect for Persons Fairness

Code of Ethics for

University Teachers

1. Respect for Institution

A university teacher should be aware and respect the mission, goals, policies, procedures and expectations of the University

And support them in dealings with students and colleagues.

Further the teacher should contribute constructive suggestions on how institutional practices of the University can be improved.

2. Respect for Self

A university teacher dresses and behaves respectfully as a model to the undergraduates

3. Respect for Colleagues

A university teacher respects the dignity of colleagues and works cooperatively with colleagues in the interest of fostering student development.

4. Respect for Supporting Staff

The academic staff recognises the dignity and the role of supporting staffs in teaching / learning activities

And gives appropriate responsibility, guidance and instructions to them with due respect.

5. Respect for Students

An academic staff member treats students with respect and dignity, recognises a range of backgrounds and abilities that may exist among students and seeks to promote the intellectual and personal development of each individual student.

Respects the right of students to hold different points of view, while seeking to challenge students to be aware of and evaluate alternative perspectives, values and opinions.

Staff member should avoid actions such as exploitation and discrimination that detract from student development and should not get involved in sexual harassment or abuse.

6. Guidance to Students

An academic staff is genuinely interested in the welfare of the students and provides guidance to overcome any problem that can affect the progress of the students.

The problem may mental, physical or social.

The academic staff should refrain from using the vulnerability of the students to manipulate them for promotion of self interests of the teacher.

7. Keep Promises

A teacher keeps the promises made to students and staff.

The promises include timely action on syllabi, assignments, grading, and class and office hour schedules.

8. 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 studies

And strives to ensure that teaching and learning are informed by relevant research.

The staff member is well prepared for each teaching activity.

9. Pedagogical Competence

The responsibility of the teacher is to contribute to the intellect development of the student.

A pedagogically competent teacher communicates the objectives of the course to students and is aware of alternative instructional methods or strategies

Selects methods of instruction that, according to research evidence (including personal or self-reflective research), are effective in helping students to achieve the course objectives

And provides constructive, accurate and timely feedback to students on their performance during and after each unit within a course.

10. Valid Assessment of Students

Given the importance of assessment of student performance in university teaching and in students' lives and careers, teachers are responsible for taking adequate steps to ensure that assessment of students is valid, open, fair, and congruent with course objectives.

11. 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.

12. Dual Relationships with Students

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.

13. Dealing with Sensitive Topics

Topics that students are likely to find sensitive or discomforting are dealt with in an open, honest, and positive way with respect to student views and feelings.

14. Honesty

A University teacher does not compromise honesty under any circumstances

Some Examples of

Ethical Problems

Ethics in Teaching

Which of the following is unethical?  Ignoring a student’s cheating Teaching a class without being adequately

prepared that day Privately tutoring students in your department

for pay Teaching in classes so crowded that it affects

your effectiveness

(all)

Consider this situation: You are a new faculty member at the

faculty. Your program head tells you that you must teach a class in an area that is only tangential to what you know.

Ethically, can you teach it? What should you

do?

Consider Teaching Class in an Area You Don’t Know

It is a private matter that you don’t know the content but it affects your public personality if you pretend to teach what you do not know.

Will you be able to evaluate students’ learning and knowledge of an area you do not know yourself?

Another Ethical Example

You have several international students taking your class. A few of these students bring you gifts near the end of the semester because that is what they do in their respective cultures. They do not understand the American idea of accepting such gifts as possibly bribing the teacher.

What would you do or say?

Questions to Ask Before Accepting Gifts

What would other students in the class think if they found out that you were given and accepted these gifts? Could you mention the gifts to other students without feeling uncomfortable?

 How valuable are these gifts to the students? To

you? Are they valuable enough to change your opinion of the students? Will a gift cause you to evaluate a student differently than you would have otherwise?

 

Questions to Ask Before Accepting Gifts

Do other faculty accept gifts from students? Do students at UTD recognize this practice as typical?

 Would other students believe that giving

you gifts could gain them favor?

Being an Ethical Faculty Member

What is the most important way you can be ethical as a faculty member?

Talk about ethics to your students. Tell them that everyone will make mistakes but that you are dedicated to upholding the highest ethical ideals of our profession. Have a conversation with them about how they can be ethical students and how you will be an ethical faculty member.