The ethics of teaching : a casebook / Patricia Keith-Spiegel ... [and others].

Format:

Book

Contributor:

Keith-Spiegel, Patricia.

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

College teachers--Professional ethics--Case studies.

College teachers.

College teaching--Moral and ethical aspects--Case studies.

College teaching.

College teaching--Moral and ethical aspects.

College teachers--Professional ethics.

Genre:

Case studies.

Physical Description:

xxi, 273 pages ; 25 cm

Edition:

Second edition.

Place of Publication:

Mahwah, NJ : Lawrence Erlbaum, 2002.

Summary:

The bk provides a discussion of the ethical dilemmas that can arise in faculty interactions w/students as well as tips on how to avoid & deal with these predicaments when they occur. It focuses on common & gray areas rather than extreme & clear cut.

Contents:

Part I The Classroom Ambiance

1. Instructors' Classroom Policies 3

1-1 Discipline in the Classroom 3

1-2 Questions Unwelcome Here 5

1-3 Reactions to Remarks Made by Students in Class 5

1-4 Ready, Set, Go! Strict Class Start-Up Time 6

1-5 Double-Standard Absence Policy 8

1-6 A, B Conflicts Between Academic Assignments and Other Campus Activities 9

1-7 Conflicts Between Academic Assignments and Student Employment 10

1-8 A-D Excusing Students for Relationship-Related Matters 11

1-9 Changing the Course in Midstream 12

2. Student Deportment in the Classroom 14

2-1 Love Birds in Class 14

2-2 The Class Monopolist 15

2-3 The Student Who Discloses Too Much 17

2-4 A, B Disruptive Students 18

2-5 Just a Pinch 19

2-6 Very Difficult Students: The Profane 20

2-7 Very Difficult Students: The Scary 22

2-8 Handling Students Who Are Cause for Concern 23

2-9 The Large and Talkative Class: How Far Can We Go? 24

2-10 Handling Prejudicial Statements Made by Students in Class 25

Part II The Classroom Learning Experience

3. Instructors' Presentation Style and Content 29

3-1 Irritable Instructors 29

3-2 Frequent Use of Profanity in Class 30

3-3 Oral Plagiarism 32

3-4 Criticism of Colleagues in Class 33

3-5 Little White Lies to Make a Point 34

3-6 Twisting Facts 35

3-7 Lecturing From the Textbook 36

3-8 Risky Class Presentations 37

3-9 Instructors' Personal Disclosures 39

3-10 Disparities in What students Are Being Taught 40

3-11 A, B Teaching to Which Student Audience? 41

3-12 Course Descriptions Versus Actual Course Content 42

3-13 Why Are You Wasting My Time? 43

3-14 A, B When Instructors Cut Classes 44

3-15 No-Show Instructors 45

3-16 Dress Code for Instructors? 46

3-17 Requiring the Use of Technology 47

3-18 Reluctance to Change With the Times 48

4. Required In-Class Learning Activities 50

4-1 Role Playing in Class 50

4-2 Films as Surrogate Teachers 51

4-3 Sensitive Visual Images 52

4-4 Animal Demonstrations 54

4-5 Unusual Classroom Demonstrations 55

4-6 Requiring Students to Disclose in Class 56

Part III Assessment of Students

5. Testing and Other Academic Evaluations 61

5-1 "Weed-Out" Exams 61

5-2 The Professional Note-Taker 62

5-3 Unannounced Evaluations 63

5-4 Play It Again, Sam: Reusing the Same Tests 65

5-5 Same Assignments Every Term 66

5-6 Harsh Make-Up Policies 67

5-7 Variable Make-Up Policies 69

5-8 Testing on Material Not Discussed in Class 70

5-9 The Resistor 71

5-10 Equivalent Tests for Nonequivalent Sections 72

5-11 Unusual Class Assignments 73

5-12 Requiring Personal Disclosures in Assignments 75

5-13 Reading Assignments: Amount and Cost 76

6. Grading Methods 77

6-1 One-Shot Grading 77

6-2 Term Project Format Versus Substance 78

6-3 A, B Strict Curve Versus Easy Grading 79

6-4 Major/Nonmajor Grading Curves 81

6-5 Grading Essay Exams 82

6-6 Unfair Grading: Too Hard 83

6-7 Unfair Grading: Too Little Data 84

6-8 A, B Grading Students Down for Attitudes 85

6-9 Grading Students Down for Unethical Acts 87

6-10 A, B Use of the Incomplete Grade 88

6-11 Grading Group Projects 89

6-12 No Extra Credit 91

6-13 Plenty of Extra Credit 92

7. Feedback to Students 93

7-1 Written Feedback to Students 93

7-2 Oral Feedback to Students 94

7-3 Minimal Feedback to Students 95

7-4 Untimely Feedback to Students 97

8. Writing Reference Letters for Students 98

8-1 Biasing in the Service of Helpfulness 98

8-2 The Bomb Letter 100

8-3 Instructors' Hurt Feelings 101

8-4 Recommendation Letters and Previous Information 102

8-5 Recommendation Letters and Second-Hand Information 104

8-6 Reference Letters: To Whom Is One Loyal? 105

8-7 Sneaking a Peek at Reference Letters 106

8-8 The Demand to See Reference Letters 107

9. Biased Treatment of Students 109

9-1 Differential Evaluation of Students 109

9-2 Enhancing the Evaluation of Likeable Students 110

9-3 Choosing Favorites 111

9-4 Compensating for the Needs of Certain Students 112

9-5 Giving Breaks to Special Student Groups 113

9-6 Stifling Multicultural Perspectives 115

9-7 Use of Word Definition Assistance During Exams 116

9-8 Penalizing the Honest Student 117

9-9 Instructors With Bad Attitudes About Students 118

10. Academic Dishonesty 120

10-1 Impermissible Collaboration 120

10-2 Cheating or Not? 122

10-3 Protection Against Cheating Students 123

10-4 No Exit: Preventing Cheating 125

10-5 Handling Suspected Plagiarism 126

10-6 The Plagiarized Thesis 127

10-7 Cheating on Homework Assignments 129

10-8 Detecting Bogus Student Excuses 130

Part IV Outside the Classroom

11. Availability to Students 135

11-1 Failing to Meet Office Hours 135

11-2 Inconvenient Office Hours 136

11-3 Refusing to Return Students' Messages 137

11-4 Rights of Working Students 138

11-5 Spending Fun Time With Students on Campus 139

12. Student-Faculty Interactions 141

12-1 Handling Prejudicial Statements Made by Students Outside Class 141

12-2 Attending Students' Social Events 142

12-3 A, B Shared Interests After Hours 143

12-4 Students at Professional Meetings 144

12-5 Off-Campus Class Sessions 145

Part V Relationships in Academia

13. Multiple Role Relations and Conflicts of Interest 149

13-1 Look Who Showed Up in Class! 150

13-2 Friends Enrolled in Class 151

13-3 Lending Money to Students 151

13-4 A, B Gifts From Students 152

13-5 Selling Goods to Students 154

13-6 Bartering Services With Students 155

13-7 Asking Favors of Students 156

13-8 Businesses That Could Involve Students 157

13-9 Instructor-Student Love Relationships 158

13-10 Dating Graduate Students 159

13-11 Hiring Students From Personal Funds for Nonacademic Jobs 161

14. Interprofessional Relations 162

14-1 Sour Grapevines 162

14-2 Warring Colleagues 163

14-3 Colleague Interference 164

14-4 Stuck Between a Colleague and a Student 165

14-5 Recommending Colleagues to Students 167

14-6 The Anonymous Charge 168

14-7 Knowledge of Poor Judgment Off-Campus 169

14-8 It's Not in My Job Description 169

14-9 When a Student Informs Us of a Colleague's Problem 170

14-10 More Biased Assumptions 171

14-11 Negative Comments About Another Specialty 172

15. Exploitation of Students 174

15-1 Taking Over a Student's Idea 174

15-2 Inappropriate Handling of Disappointments 175

15-3 Outside Tutoring for a Fee 176

15-4 Using One's Own Work as Required Reading 177

15-5 Royalties From "Homemade" Reading Collections 178

15-6 Letting Go Is Hard to Do 178

15-7 Selling Complimentary Books 179

15-8 Biased Evidence of Teaching Effectiveness 180

15-9 Textbook Adoption Choices 182

16. Discrimination 183

16-1 Out of Step 183

16-2 Infatuated Students 184

16-3 The "Chilly Climate" 186

16-4 Stereotyped Departmental Expectations 187

16-5 Offending Colleagues' Sensibilities 188

17. Manipulative Students and Instructors 190

17-1 Helping an Irresponsible Student 190

17-2 Skipping the Final Exam 191

17-3 Too Many Chances? 193

17-4 The Unexpected Quid Pro Quo 194

17-5 Ingratiating Students 195

17-6 Playing to Student Evaluations 197

18. Supervising, Advising, and Collaboration With Students 199

18-1 Student Assistant Responsibilities 199

18-2 Student Assistant Access to Test Banks 200

18-3 Heavy Use of Student Assistants 201

18-4 Student Research Assistants 202

18-5 Classroom Students as Data Collectors 204

18-6 Authorship Order on Publications With Students 205

18-7 Excessive Mentoring 206

18-8 Misuse of Graduate Assistants 208

18-9 Promoting Uncertain Futures 209

18-10 Counseling Students on Nonacademic Matters 210

18-11 Sponsoring Controversial Student

Projects 211

Part VI Responsibilities to Students and Colleagues

19. Instructor Competency 215

19-1 Updating Lecture Notes 215

19-2 Oversticking to One's Guns 216

19-3 Physical Illness 218

19-4 Unprepared to Teach 219

19-5 Emotionally Distraught Instructors 220

19-6 Drinking on Company Time 221

19-7 Disorganized Lecture Presentations 222

19-8 Burned Out 222

19-9 Retreading to Teach New Subjects 223

19-10 Course Section Variability 225

19-11 Offering the Big Class, Regardless 226

19-12 Gaps in Survey Course Coverage 227

19-13 Remembering Students' Names 228

20. Confidentiality Issues 230

20-1 Lectures Based on Stories Students Tell Us 230

20-2 Gossip After Hours 231

20-3 A, B Sharing Information Between Student Assistants and Instructors 232

20-4 Knowledge of a Student's Illegal Act 234

20-5 Instructors' Private Lives 235

20-6 Dispersing Papers 236

20-7 Publicizing Others' Private Information 237

20-8 Unintended Effects of Cooperative Programs 238

20-9 Unwanted Knowledge 239

21. Political and Public Statements 241

21-1 Politics in the Classroom 241

21-2 Religion in the Classroom 243

21-3 Hot Topics in the Classroom 245

21-4 Campus Political Organizations 246

21-5 Controversial Speakers 247

21-6 Political Display in the Office 248

21-7 Self-Presentation Off Campus 250

21-8 The Bully Pulpit 251

22. Responsibilities to the Institution 253

22-1 Royalty Producing Work 253

22-2 A, B Using Institutional Resources Off Campus 255

22-3 Double-Dipping 256

22-4 Moonlighting 257

22-5 Using Institutional Resources During Leisure Time 258

Afterword: Prevention and Peer Intervention 260.

Notes:

Includes bibliographical references (pages 266-267) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

080584063X

OCLC:

49421727