1. Ethics in University Teaching Vi Maeers Director, Teaching and Learning University of Regina

2. Ethical Principles 1.Content Competence 2.Pedagogical Competence 3.Dealing With Sensitive Topics 4.Student Development 5.Dual Relationships With Students 6.Confidentiality 7.Respect for Colleagues 8.Valid Assessment of Students 9.Respect for Institution

3. ACTIVITY There are 9 principles You will need to organize yourselves into 9 different groups You will get a folder with information about one of the principles Your task, in your group, is to do the following:

4. 1.Read your section of the paper and answer the following questions: I.What does your principle mean/imply etc? II.What would serve as evidence that you had achieved your principle? III.What would serve as evidence that you had failed to achieve your principle? 2.Create a slide for this presentation with an outline of your principle (do it on paper—I will type it in later— this presentation will be posted to the wiki) 3.‘Present’ your slide to the whole group. Each group is the expert on its principle. Be prepared to answer questions.

5. 1. Content Competence Description –Subject matter competence—knowing WHAT you are going to teach Evidence –Keep up-to-date with content –Knowledge of pre-requisite content –Knowledge of your class may be a pre-requisite for other classes Failure –Insufficient knowledge base –Misinterpretation of research

6. 2. Pedagogical Competence Description –Communicates course objectives –Aware of teaching alternatives –Selection of strategies to help students achieve objectives Evidence –Implements different teaching strategies Failure –Not giving students adequate opportunity to practice skills –Using instructional materials not related to stated course objectives

7. 3. Dealing With Sensitive Topics Description –Ability to identify sensitive topics and plan to accommodate them—to create a safe environment –Share views and respect parameters for respectful discourse Evidence –Selection of appropriate poetry and literature (e.g., Huck Finn) Failure –Not placing the teaching of content in context –Students are uncomfortable –No parameters set

8. 4. Student Development Description –Responsibility for students’ intellectual development Evidence –Design instruction to encourage autonomy Failure –Under-prepared –Fails to design effective instruction –Fails to discuss alternatives –Is disrespectful to students

9. 5. Dual Relationships With Students Description –Relationship outside of the teacher/students one— perception of favoritism –Interference with students’ development Evidence –Students experience reasonable fairness –Students are supported in their development Failure –Students perceive favoritism –Dual relationship causes interference in learning and development

10. 6. Confidentiality Description –Personal info (grades, attendance) kept confidential Evidence –Returning assignments with no identifying information –Not discussing student information with others Failure –Violation of confidentiality; students mistrust the professor

11. 7. Respect for Colleagues Description –Disagreements handled privately –Comments regarding other professors are positive Evidence –Professional respect in referring to colleagues and their work Failure –Prof doesn’t know what he/she is doing –Research is weak –Prof tries to influence students taking a class from a colleague

12. 8. Valid Assessment of Students Description –Valid assessment techniques, consistent with course for all students –Open and fair assessment Evidence –Rational grading system –Appropriate feedback Failure –Testing on skills that are not part of the course –Using grading systems not discussed in advance

13. 9. Respect for Institution Description –Be prepared and involved in your work –Properly prepare your students for course material –Avoid activities that interfere with teaching responsibilities Evidence –Well informed students –Organized labs Failure –Student complaints –Poor student performance

14. ACTIVITY The University of Guelph has some ethical dilemmas in its TA handbook—-an excellent resource http://www.tss.uoguelph.ca/id/ta/tahb/tahinde x.htmlhttp://www.tss.uoguelph.ca/id/ta/tahb/tahinde x.html Each group will get one scenario—either from this site or one that I have encountered at the U of R. Discuss your scenario. What would you do if you were in this situation?

15. Activity Have you ever been in, or can you think of, additional ethical dilemmas—please share some with your small group? Please appoint someone in your group to write out your dilemma—this will be added to the powerpoint to be posted to the TDC site. Please—no names or identifying information if this indeed is an actual event.

16. ACTIVITY ROLES you play as a TA –Go around your small group and describe all the different roles each of you has in your position as TA (e.g., lab instructor, co-op student supervisor, graduate student, teaching assistant, football coach, etc). Appoint someone to create a chart and check off on the chart the different roles that each person has. –We will collate all the information from the charts into one large chart on the whiteboard. –How do you balance these responsibilities? –How can CTL help you?

17. LINKS Queens University has a good link to information on the rights and responsibilities of a TA. Go to http://www.queensu.ca/secretariat/senate/policies/TAs.html#VII http://www.queensu.ca/secretariat/senate/policies/TAs.html#VII The TDC has a handbook for TAs, but we would like to update it. Suggestions for updating this handbook would be appreciated. Contact Information: Vi Maeers CW 112 Tel: 585-5284; Fax: 585-5286 E-mail: vi.maeers@uregina.cavi.maeers@uregina.ca