Preamble

The purpose of this document is to provide a set of basic ethical principles that define the professional responsibilities of university professors in their role as teachers.

Ethical principles are conceptualized here as general guidelines, ideals or expectations that need to be taken into account, along with other relevant conditions and circumstances, in the design and analysis of university teaching.

The intent of this document is not to provide a list of ironclad rules, or a systematic code of conduct, along with prescribed penalties for infractions, that will automatically apply in all situations and govern all eventualities. Similarly, the intent is not to contradict the concept of academic freedom, but rather to describe ways in which academic freedom can be exercised in a responsible manner.

Finally, this document is intended only as a first approximation, or as food for thought, not necessarily as a final product that is ready for adoption in the absence of discussion and consideration of local needs.

Ethical Principles in University Teaching was developed by the Society for Teaching and Learning in Higher Education and is endorsed by the winners of the National 3M Teaching Award whose names appear on the cover page. The document was created by individuals actively involved in university teaching, and will be distributed to university professors across Canada.

The Society for Teaching and Learning in Higher Education (STLHE) believes that implementation of an ethical code similar to that described herein will be advantageous to university teachers (e.g., in removing ambiguity concerning teaching responsibilities) and will contribute significantly to improvement of teaching. For these reasons, STLHE recommends that the document be discussed thoroughly at Canadian universities, with input from professors, students and administrators, and that universities consider adopting or implementing ethical principles of teaching similar to those described in this document.

Principle 1: 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 programme of studies.

Principle 2: 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,according to research evidence (including personal or self-reflective research), are effective in helping students achieve course objectives.

Principle 3: Dealing with Sensitive Topics

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

Principle 4: Student Development

The overriding responsibility of the teacher is to contribute to the intellectual development of the student, at least in the con text of the teacher’s own area of expertise, and to avoid action. such as exploitation and discrimination that detract from student development.

Principle 5: Dual Relationships with Students

To avoid conflicts of interest, a teacher does not enter into dual role relationships with students that are likely to detract form student development or lead to actual or perceived favoritism or the part of the teacher.

Principle 6: Confidentiality

Student grades, attendance records and private communications are treated as confidential materials and are released only with student consent or for legitimate academic purposes or if then are reasonable grounds for believing that releasing such information will be beneficial to the student or will prevent harm to others.

Principle 7: 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.

Principle 8: Valid Assessment of Students

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

Principle 9: Respect for Institution

In the interests 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.

*This is an abridged version of a document published by the Society for Teaching and Learning in Higher Education.

References

The authors are indebted to the following for ideas that were incorporated into the present document.

American Psychological Association (1990). Ethical principles of psychologists. American Psychologist 45, 390-395.

University of Calgary (1994). Code of Professional Ethics for Academic Staff.

Matthews, J.R. (1991). The teaching of ethics and the ethics of teaching. Teaching of Psychology, 18, 80-85.