The Profession of Education: Responsibilities, Ethics and Pedagogic Experimentation 

Shannon Kincaid, Ph.D.

Philip Pecorino, Ph.D.

The art of teaching is to teach, to teach well and to teach even better.

 

Chapter: XIII.              Bibliography

Adelman, C. ed. The Politics and Ethics of Evaluation. London: Croom Helm, 1984. 

Anderson, Paul. “Ethics, Institutional Review Boards, and the Involvement of Human Participants in Composition Research.” In P. Mortensen and G. E. Kirsch (eds.), Ethics and Representation in Qualitative Studies of Literacy. Urbana, Ill.: National Council of Teachers of English, 1996 

Association of American Colleges and Universities. “Report of the Greater Expectations National Panel, Executive Summary.” Draft, distributed at AAHE National Conference on Higher Education, Chicago, Ill., Mar. 2002. 

Astington, Janet (1993). The child's discovery of the mind. Cambridge, MA: Harvard University Press. 

Bass, Randy. “The Scholarship of Teaching: What’s the Problem?” Inventio 1(1) [ http://www.doiiit.gmu.edu/Archives/feb98/randybass.htm ]. 1999. 

Batson, Trent, and Bass, Randy. “Teaching and Learning in the Computer Age: Primacy of Process.” Change, 1996, 28(2), 42–47. 

Beach, L. Andrea.  2000.  “University Committee on Research Involving Human Subjects.”  Research Integrity.  Vol. 4, No. 1 (Spring 2000) 

Beauchamp, T., Faden, R., Wallace, R,. Jr,. and Walters, L. (eds.).  1992.  Ethical Issues in Social Science Research. Baltimore:  Johns Hopkins University Press. 

Belenky, Mary Field, Clinchy, Blythe McVicker, Goldberger, Nancy Rule, & Tarule, Jill Mattuck (1986). Women's ways of knowing: The development of self, voice, and mind. New York, NY: Basic Books. 

Boyer, Ernest L. Scholarship Reconsidered: Priorities of the Professoriate. San Francisco: Jossey-Bass, 1990.

Brinthaupt, Thomas M. (2002). Teaching research ethics: Illustrating the nature of the researcher-IRB relationship. Teaching of Psychology, 29, 243-245. 

Bruner, Jerome (1996). The culture of education. New York, NY: Basic Books. 

Burgess, Robert G. (Ed.). (1988). The ethics of educational research. London, UK: Falmer. 

Burgess, R. G.  1989.  The Ethics of Educational Research. London:  Falmer Press  

Charles, C. M.  1988.  Introduction to Educational Research.  New York:  Longman. 

Cambridge, Barbara. “The Scholarship of Teaching and Learning: Questions and Answers from the Field.” AAHE Bulletin, 1999, 52 (4), 7–10. 

Campbell, P. W. “Ethics Panel Urges Better Safeguards for Human Research Subjects.” Chronicle of Higher Education, Daily News, Dec. 10, 1998. [ http://chronicle.com/daily/2002 ].

 Cassell, J., and Jacobs, S. E. “Introduction.” In J. Cassell and S. E. Jacobs (eds.), Handbook on Ethical Issues in Anthropology. Washington, D.C.: American Anthropological Association, 1987. [www.aaanet.org]. 

Cerbin, William. “Investigating Student Learning in a Problem-Based Psychology Course.” In P. Hutchings (ed.), Opening Lines: Approaches to the Scholarship of Teaching and Learning. Menlo Park, Calif.: Carnegie Foundation for the Advancement of Teaching, 2000. 

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Dale, Helen. “Dilemmas of Fidelity: Qualitative Research in the Classroom.” In P. Mortensen and G. E. Kirsch (eds.), Ethics and Representation in Qualitative Studies of Literacy. Urbana, Ill.: National Council of Teachers of English, 1996. 

de Laine, Marlene (2000). Fieldwork, participation and practice: Ethics and dilemmas in qualitative research. Thousand Oaks, CA: Sage. 

Donmoyer, Robert (1996). Educational research in an era of paradigm proliferation: What's a journal editor to do? Educational Researcher, 25(2), 19-25.  

Eisner, E. W., and Peshkin, A. (eds.).  1990.  Qualitative Inquiry in Education.  New York:  Teachers College Press. 

Faden, R. “Protecting Human Subjects.” Chronicle of Higher Education, Oct. 20, 1995, p. A56 

Glassick, Charles E., Mary Taylor Huber, and Gene I. Maeroff. Scholarship Assessed: Evaluation of the Professoriate. San Francisco: Jossey-Bass, 1997

Glen, Sally (2000). The dark side of purity or the virtues of double-mindedness? In Helen Simons & Robin Usher (Eds.), Situated ethics in educational research (pp.12-21). New York, NY: RoutledgeFalmer. 

Gose, B. “Privacy Law Does Not Preclude Use of Student Graders, Supreme Court Rules.” Chronicle of Higher Education, March 1, 2002, p. A25. 

Gottlieb, Michael C. & Lasser, Jon (2001). Competing values: A respectful critique of narrative research. Ethics & Behavior, 11, 191-194. 

Gray, Bradford, H.  1992.  “The Regulatory Context of Social and Behavioral           Research,” Beauchamp, T., Faden, R., Wallace, R,. Jr,. and Walters, L. (eds.). 1992.  Ethical Issues in Social Science Research. Baltimore:  Johns Hopkins             University Press.       

Hadjistavropoulos, Thomas & Smythe, William E. (2001). Elements of risk in qualitative research. Ethics & Behavior, 11, 163-174. 

Hamilton, Neil W. Academic Ethics: Problems and Materials on Professional Conduct and Shared Governance. Westport, CT: Praeger, 2002 . 

Haynes, Joanna (2002). Children as philosophers: Learning through enquiry and dialogue in the primary classroom. London, UK: Routledge. 

Herrera, Chris D. (1996). An ethical argument against leaving psychologists to their statistical devices. Journal of Psychology, 130(3), 125-130. 

Holmes, Alexander B. Ethics in Higher Education: Case Studies for Regents University of Oklahoma Press, Norman, OK. 1996.

Hook, Sidney; Kurtz, Paul; Todorovich, Miro, eds. The Ethics of Teaching and Scientific Research. Buffalo, NY: Prometheus Books,1977. 

Huber, Mary Taylor, and Morreale, Sherry P. (eds.). Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. Washington, D.C.: American Association for Higher Education, 2002. 

Humphreys, Laud (1970). Tearoom trade: Impersonal sex in public places. Chicago, IL: Aldine.

Janesick, Valerie J. (2002, April). Problems for qualitative researchers with Institutional Review Boards: A case study. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. 

Hutchings, Pat.  Using Cases to Improve College Teaching: A Guide to More Reflective Practice. Washington, D.C.: American Association of Higher Education, 1993. 

Hutchings, Patricia, A.  2003.  “Competing Goods:  Ethical Issues in the Scholarship of             Teaching and Learning”.  Change.  September/October, 2003.  Pp. 27-33. 

Hutchings, Patricia A. (ed) Ethics of Inquiry: Issues in Scholarship of Teaching and Learning.  Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching., 2002. 

Johnson, John M. & Altheide, David L. (2002). Reflections on professional ethics. In Will C. van den Hoonaard (Ed.), Walking the tightrope: Ethical issues for qualitative researchers (pp.59-69). Toronto, ON: University of Toronto Press. 

Jones, Keith (2000). A regrettable oversight or a significant omission? Ethical considerations in quantitative research in education. In Helen Simons & Robin Usher (Eds.), Situated ethics in educational research (pp.147-161). New York, NY: RoutledgeFalmer. 

Kelly, Alison (1988). Education or indoctrination: The ethics of school-based action research. In Robert G. Burgess (Ed.), The ethics of educational research (pp.100-113). London, UK: Falmer. 

Kidder, Rushworth M. (1996). How good people make tough choices: Resolving the dilemmas of ethical living. New York, NY: Simon & Schuster. 

Kirsch, Gesa E. (1999). Ethical dilemmas in feminist research: The politics of location, interpretation, and publication. Albany, NY: State University of New York Press. 

Lagemann, Ellen Condliffe.  1989.  “The Plural Worlds of Educational Research.”  History of Education Quarterly.  Vol. 29, No. 2 (Summer 1989).  pp. 185-214.

Lee-Traweek, Geraldine & Linkogle, Stephanie (Eds.) (2000). Danger in the field: Risk and ethics in social research. New York, NY: Routledge. 

Letherby, Gayle (2000). Dangerous liaisons: Auto/biography in research and research writing. In Geraldine Lee-Traweek & Stephanie Linkogle (Eds.), Danger in the field: Risk and ethics in social research (pp.91-113). New York, NY: Routledge. 

Lewis, Michael. Poisoning the Ivy: The Seven Deadly Sins and Other Vices of Higher Education in America. Armonk, NY: E. Sharpe,1997.

Lincoln, Yvonna S. (1998). The ethics of teaching in qualitative research. Qualitative Inquiry, 4, 315-328. 

Lincoln, Yvonna S. & Tierney, William G. (2004). Qualitative research and institutional review boards. Qualitative Inquiry, 10, 219-234. 

Macfarlane, Bruce. Teaching with Integrity: the Ethics of Higher Education Practice. Routledgefalmer, London: 2004.

McGinn, Michelle K. (2002, July). Researcher identities: Research and researcher training in graduate school. Paper presented at the Society for Teaching and Learning in Higher Education annual conference, Hamilton, ON. 

McGinn, Michelle K., Dunstan, Kate, & Faulkner, Veronica. (2002, April). Learning research methods through shared research activities. Paper presented at the American Educational Research Association annual conference, New Orleans, LA. 

McGinn, Michelle K., & Bosacki, Sandra L. (2004, March). Research Ethics and Practitioners: Concerns and Strategies for Novice Researchers Engaged in Graduate Education [52 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 5(2), Art. 6. Available at: http://www.qualitative-research.net/fqs-texte/2-04/2-04mcginnbosacki-e.htm [August 22,2004). 

McNamee, Mike (2002a). The guilt of whistle-blowing: Conflicts in action research and educational ethnography. In Mike McNamee & David Bridges (Eds.), The ethics of educational research (pp.129-150). Oxford, UK: Blackwell Publishers. 

McNamee, Mike (2002b). Introduction: Whose ethics, which research? In Mike McNamee & David Bridges (Ed.), The ethics of educational research (pp.1-21). Oxford, UK: Blackwell Publishers. 

McNamee, Mike & Bridges, David (Eds.). (2002). The ethics of educational research. Oxford, UK: Blackwell Publishers. 

McNergney, Robert F. & McNergney, Joanne M.  Foundations of Education: The Challenge of Professional Practice . New York: Allyn and Bacon, 2001.: 

Milgram, Stanley (1963). Behavioral study of obediance. Journal of Abnormal and Social Psychology, 67, 371-378. 

Miller, Suzanne M., Nelson, Marie Wilson, & Moore, Michael T. (1998). Caught in the paradigm gap: Qualitative researchers' lived experience and the politics of epistemology. American Educational Research Journal, 35, 377-416. 

Mortensen, P., and Kirsch, G. E. (eds). Ethics and Representation in Qualitative Studies of Literacy. Urbana, Ill: National Council of Teachers of English, 1996. 

The National Commission for the Protection of Human Subjects of Biomedical and

Behavioral Research.  1979.  “Ethical Principles and Guidelines for the Protection

of Human Subjects of Research.”

http://ohrp.osophs.dhhs.gov/humansubjects/guidance/belmont.htm 

Newkirk, Thomas. “Seduction and Betrayal in Qualitative Research.” In P. Mortensen and G. E. Kirsch (eds.), Ethics and Representation in Qualitative Studies of Literacy. Urbana, Ill.: National Council of Teachers of English, 1996. 

Palys, Ted (n.d.). The Russel Ogden case. Retrieved April 17, 2003, from    http://www.sfu.ca/~palys/OgdenPge.htm  . 

Palys, Ted (1997). Research decisions: Quantitative and qualitative perspectives (2nd ed.). Toronto, ON: Harcourt Brace Jovanovich. 

Patai, Daphne (1991). U.S. academics and third world women: Is ethical research possible? In Sherna Berger Gluck & Daphne Patai (Eds.), Women's words: The feminist practice of oral history (pp.137-153). New York, NY: Routledge. 

Pring, Richard (2002). The virtues and vices of an educational researcher. In Mike McNamee & David Bridges (Eds.), The ethics of educational research (pp.111-127). Oxford, UK: Blackwell Publishers. 

Pritchard, Ivor A. (2002). Travelers and trolls: Practitioner research and institutional review boards. Educational Researcher, 31(3), 3-13. 

Reiser, Jay, Dyck, A.J. and Curran, W.J. Ethics in Medicine: Historical Prospectives and Contemporary Concerns. Cambridge: MIT Press, 1977

Riddell, Sheila (1988). Exploiting the exploited: The ethics of feminist educational research. In Robert G. Burgess (Ed.), The ethics of educational research (pp.77-99). London, UK: Falmer. 

Roworth, Wendy Wassyng.  "Professional Ethics, Day By Day"  Academe, Jan-Feb, 2002, 24-27. 

Saks, Michael J., & Melton, Gary B. (1996). Conclusion/Is it possible to legislate morality? Encouraging psychological research contributions to the problem of research ethics. In Barbara H. Stanley, Joan E. Sieber, & Gary B. Melton (Eds.), Research ethics: A psychological approach (pp.225-253). Lincoln, NB: University of Nebraska Press. 

Sammons, Pamela (1988). Ethical issues and statistical work. In R. Burgess (Ed.), The ethics of educational research (pp.31-59). London, UK: Falmer. 

Schwandt, Thomas, A. (1995). Thoughts on the moral career of the interpretive inquirer. Studies in Symbolic Interaction, 19, 131-140. 

 Shelley Phillip H., "Colleges Need to Give Students Intensive Care", The Chronicle of Higher Education.  http://chronicle.com, Section: The Chronicle Review, Volume 51, Issue 18, Page B16. http://chronicle.com/free/v51/i18/18b01601.htm

Shulman, Lee S. (1988). Disciplines of inquiry in education: An overview. In Richard M. Jaeger (Ed.), Complementary methods for research in education (pp.3-20). Washington, DC: American Educational Research Association. 

Shulman, Lee S. “Teaching as Community Property: Putting an End to Pedagogical Solitude.” Change, 1993, 25(6), 6–7. 

Shulman, Lee.  1999.  “Taking Learning Seriously.”  ChangeVol. 31, No. 4 (July/August 1999).  pp. 10-17.

-----------------, “From Minsk to Pinsk: Why a Scholarship of Teaching and Learning?” Journal of Scholarship of Teaching and Learning (JOSOTL), 2000, 1 (1), 48-51        http://titans.iusb.edu/josotl/VOL_1/NO_1/SHULMAN.PDF 

-----------------, Preface to Hutchings, Patricia A. (ed) Ethics of Inquiry: Issues in Scholarship of Teaching and Learning.  Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching., 2002.  at  http://www.carnegiefoundation.org/elibrary/docs/ethics_of_inq-fore.pdf 

Simons, Helen & Usher, Robin (Eds.). (2000). Situated ethics in educational research. New York, NY: Routledge Falmer. 

Small, Robin (2002). Codes are not enough: What philosophy can contribute to the ethics of educational research. In Mike McNamee & David Bridges (Eds.), The ethics of educational research (pp.89-110). Oxford, UK: Blackwell Publishers. 

Smith, John K. (1997). The stories educational researchers tell about themselves. Educational Researcher, 26(5), 4-11. 

Smythe, William E. & Murray, Maureen J. (2000). Owning the story: Ethical considerations in narrative research. Ethics & Behavior, 10, 311-336. 

Stanley, Barbara H., Sieber, Joan E., & Melton, Gary B. (Eds.) (1996). Research ethics: A psychological approach. Lincoln, NB: University of Nebraska Press. 

Sternberg, Robert J. (2003). What is an "expert student?" Educational Researcher, 32 (8), 5-9. 

Stuart, Carol A. (1998). Care and concern: An ethical journey in participatory action research. Canadian Journal of Counselling, 32, 298-314. 

Strike, K.A., and Soltis, J.F.  (1985).  The Ethics of Teaching.  New York:  Teachers College Press.

Sullivan, William. Work and Integrity: The Crisis and Promise of Professionalism in America. New York: Harper Business, 1995. 

Sykes, Charles. Prof Scam: Professors and the Demise of Higher Education. New York: St Martin's Press, 1988.

Tickle, Les (2002). Opening windows, closing doors: Ethical dilemmas in educational action research. In Mike McNamee & David Bridges (Eds.), The ethics of educational research (pp.41-57). Oxford, UK: Blackwell Publishers. 

Tilley, Susan A. (1998). Conducting respectful research: A critique of practice. Canadian Journal of Education, 23, 316-328. 

United States Public Health Service. (1973). Final report of the Tuskegee syphilis study ad-hoc advisory panel. Washington, DC: Author. 

Usher, Pat (2000). Feminist approaches to a situated ethics. In Helen Simons & Robin Usher (Eds.), Situated ethics in educational research (pp.22-38). New York, NY: RoutledgeFalmer. 

van den Hoonaard, Will C. (Ed.). (2002). Walking the tightrope: Ethical issues for qualitative researchers. Toronto, ON: University of Toronto Press. 

Walker, Margaret Urban (1998). Moral understandings: A feminist study in ethics. New York, NY: Routledge. 

Weinberg, Merlinda (2002). Biting the hand that feeds you, and other feminist dilemmas in fieldwork. In Will C. van den Hoonaard (Ed.), Walking the tightrope: Ethical issues for qualitative researchers (pp.79-94). Toronto, ON: University of Toronto Press. 

Williams, Cheri L. “Dealing with the Data: Ethical Issues in Case Study Research.” In P. Mortensen and G. E. Kirsch (eds.), Ethics and Representation in Qualitative Studies of Literacy. Urbana, Ill.: National Council of Teachers of English, 1996. 

Zeni, J. (ed). Ethical Issues in Practitioner Research. New York: Teachers College Press, 2001. 

On Self Efficacy

Bandura, A. (1994). Self-efficacy. In V.S.Ramachaudran (Ed.), Encyclopedia of Human Behavior (pp. 71-81). New York: Academic Press.   http://www.emory.edu/EDUCATION/mfp/self-efficacy.html

Pajares, F. (2004a). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578. 

Pajares, F. (2004b). Current directions in self-efficacy research. Advances in motivation and achievement.Volume 10, (pp.1-49).Greenwich, CT: [On-line]. Available: http://www.emory.edu/EDUCATION/mfp/effchapter.html 

Pajares, F. & Miller, D. M. (1997). Mathematics self-efficacy and mathematical problem solving: Implications of using different forms of assessment. Journal of Experimental Education, 65, 213-228.

Professions

Bayles, Michael D.  Professional Ethics , Belmont, CA: Wadsworth Inc., 1981. 

Friedson, Eliot. Ed. The Professions and their Prospects. Beverly hills: Sage Publicaitons, 1973. 

Kaufman, Andrew J. ed. Problems in Professional Responsibility. Boston: Little Brown and Co. , 1976. 

Larson, Magali Sarfletti. The Rise of Professionalism.  Berkeley: University f California Press, 1977. 

Moore, Wilbert E. The Professions: Roles and Rules. New York : ussell Sage Foundation, 1970 

Parsons, Talcott, “Professions.” In International Encyclopedia of the Social Sciences, edited by Daniel L. Sills. 2nd. Ed. New York: The Macmillan Company and the Free Press, 1968. 

Pirsig, Maynard E. Ed. Cases and Materials on Professional Responsibility. 2d ed. St.Paul Minnesotta, West Publishing Company, 1965.               

Collective Moral Responsibility                                                                               

Arendt, Hannah, “Collective Responsibility”, in Amor Mundi, ed. J.W. Bernaver (Dordrecht: Martinus Nijhoff Publishers (1987), p. 50.

Copp, David, “Collective Actions and Secondary Actions”, American Philosophical Quarterly, vol. 16 (1979), pp. 177–86.

Curtler, Hugh, Shame, Responsibility, and the Corporation (New York: Haven Publications, 1986).

Dan Cohen, Meir, Rights, Persons, and Organizations (Berkeley: University of California Press, 1986).

Donaldson, Thomas, Corporations and Morality (Englewood Cliffs, N.J.: Prentice Hall, 1982).

Feinberg, Joel, “Collective Responsibility”, Journal of Philosophy, vol. LXV, no. 21 (November 1968), pp. 222–51.

Fisse, Brent and Peter A. French, eds., Corrigible Corporations and Unruly Law (San Antonio: Trinity University Press, 1985).

French, Peter A., ed., Individual and Collective Responsibility (Cambridge, Mass.: Schenkman, 1973).

French, Peter A., Collective and Corporate Responsibility (New York: Columbia University Press, 1984).

French, Peter A., “The Hester Prynne Sanction”, Business and Professional Ethics Journal, vol. 4, no. 2 (Winter 1985).

Goodpaster, Kenneth, “Morality and Organizations”, in Ethical Issues in Business (2nd ed.) eds., Thomas Donaldson and Patricia Werhane (Englewood Cliffs, N.J.: Prentice-Hall, 1983).

Jackall, Robert, Moral Mazes (New York: Oxford University Press, 1988).

Keeley, Michael, “Organizations as Non Persons”, Journal of Value Inquiry, 15 (1981), pp. 149–55.

Ladd, John, “Morality and the Ideal of Rationality in Formal Organizations”, Monist, vol. 54, no. 1 (October 1970), pp. 488–516.

Ladd, John, “Corporate Mythology and Individual Responsibility”, International Journal of Applied Philosophy, vol. 2, no. 1 (Spring 1984).

May, Larry and Stacey Hoffman, eds., Collective Responsibility (Savage: Rowman and Littlefield, 1991).

May, Larry, The Morality of Groups (Notre Dame: Notre Dame University Press, 1987).

Risser, David T., “The Social Dimension of Moral Responsibility: Taking Organizations Seriously”, Journal of Social Philosophy, vol. 27, no. 1 (Spring 1996), pp. 189–207.

Risser, David T. (with co-authors: Peter A. French and Jeffrey Nesteruk), Corporations in the Moral Community (Fort Worth: Harcourt Brace College Publishers, 1992).

Risser, David T., “Punishing Corporations: A Proposal”, Business and Professional Ethics Journal, vol. 8, no. 3 (Fall 1989), pp. 83-92.

Sigler, Joy and Joseph Murphy, Interactive Corporate Compliance (Westport, Conn.: Greenwood Press, 1988).

Stone, Christopher, Where the Law Ends: The Social Control of Corporate Behavior (New York: Harper and Row, 1975).

Thompson, Dennis, Political Ethics and Public Office (Cambridge, Mass.: Harvard University Press, 1987).

Velasquez, Manuel, “Why Corporations Are Not Morally Responsible for Anything They Do”, Business and Professional Ethics Journal, vol. 2, no. 3 (Fall 1983).

 

 

Scholarship of Teaching and Learning

Scholarship of Teaching and Learning at Indiana, Bloomington  http://www.indiana.edu/~sotl/bandj.html

 

Craig E. Nelson . HOW COULD I DO SCHOLARSHIP OF TEACHING & LEARNING? :Selected Examples of Several of the Different Genres of SOTL .  http://php.indiana.edu/~nelson1/GENRES.html 

Internet Resources 

BILL of RIGHTS 

AN ACADEMIC BILL OF RIGHTS         http://naples.cc.sunysb.edu/Pres/boyer.nsf/webform/rights

 

Some of the following bibliography is from:

http://www.qualitative-research.net/fqs-texte/2-04/2-04mcginnbosacki-e.htm#g2

McGinn, Michelle K., & Bosacki, Sandra L. (2004, March). Research Ethics and Practitioners: Concerns and Strategies for Novice Researchers Engaged in Graduate Education [52 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 5(2), Art. 6. Available at:

http://www.qualitative-research.net/fqs-texte/2-04/2-04mcginnbosacki-e.htm 

AAUP (American Association of University Professors). Protecting Human Beings: Institutional Review Boards and Social Science Research. Washington, D.C.: American Association of University Professors. [ http://www.aaup.org/statements/Redbook/repirb.htm   ]. 2001.

 AAUP (American Association of University Professors). Statement on Professional Ethics. Washington, D.C.: American Association of University Professors , http://www.aaup.org/statements/Redbook/Rbethics.htm   1987 

Center for Academic Excellence: Portland State University. “Center for Academic Excellence (Home).” [ http://www.oaa.pdx.edu/CAE ].  N.d. 

Indiana University Office of Research and University Graduate School. “Bloomington Campus Committee for the Protection of Human Subjects.” [ http://www.indiana.edu/~resrisk/stusub.html ]. Nov. 29, 2000. 

Scholarship of Teaching & Learning at Indiana University. “Resources Regarding the Protection of Human Subjects in SOTL Research.” [ http://www.indiana.edu/~sotl/humansub.html ]. Feb. 8, 2002. 

Visible Knowledge Project: Learning, Technology, Inquiry. [ http://crossroads.georgetown.edu/vkp ]. N.d. 

New York State Code of Ethics for Educators.  2004. 

            http://www.highered.nysed.gov/tcert/resteachers/codeofethics.htm

 

State Code of Ethics for Educators – Iowa

http://www.uni.edu/teached/_students/ethics.shtml 

http://humansubjects.stanford.edu/nonmedical

http://kerlins.net/bobbi/research/qualresearch/consentletter.html

http://nexus.sscl.uwo.ca/anthropology/jorgensen/ethics_pages.htm

http://ohrp.osoph.dhhs.gov

http://ohrp.osoph.dhhs.gov/irb/irb_guidebook.htm

http://www.access.gpo.gov/nara/cfr/index.html

http://www.cis.yale.edu/grants/policies.html

http://www.ed.gov/offices/OCFO/humansub.html

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As an example of a code for educators consider that of the American Association of Univerity Professors (AAUP).  http://www.aaup.org/publications/Academe/2002/02JF/02jfrow.htm

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Statement on Professional Ethics

The statement which follows, a revision of a statement originally adopted in 1966, was approved by the Association’s Committee on Professional Ethics, adopted by the Association’s Council in June 1987, and endorsed by the Seventy-third Annual Meeting.

INTRODUCTION

From its inception, the American Association of University Professors has recognized that membership in the academic profession carries with it special responsibilities. The Association has consistently affirmed these responsibilities in major policy statements, providing guidance to professors in such matters as their utterances as citizens, the exercise of their responsibilities to students and colleagues, and their conduct when resigning from an institution or when undertaking sponsored research. The Statement on Professional Ethics that follows sets forth those general standards that serve as a reminder of the variety of responsibilities assumed by all members of the profession.

In the enforcement of ethical standards, the academic profession differs from those of law and medicine, whose associations act to ensure the integrity of members engaged in private practice. In the academic profession the individual institution of higher learning provides this assurance and so should normally handle questions concerning propriety of conduct within its own framework by reference to a faculty group. The Association supports such local action and stands ready, through the general secretary and the Committee on Professional Ethics, to counsel with members of the academic community concerning questions of professional ethics and to inquire into complaints when local consideration is impossible or inappropriate. If the alleged offense is deemed sufficiently serious to raise the possibility of adverse action, the procedures should be in accordance with the 1940 Statement of Principles on Academic Freedom and Tenure, the 1958 Statement on Procedural Standards in Faculty Dismissal Proceedings, or the applicable provisions of the Association’s Recommended Institutional Regulations on Academic Freedom and Tenure.

THE STATEMENT

1. Professors, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subject is to seek and to state the truth as they see it. To this end professors devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although professors may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry.

2. 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.

3. As colleagues, professors have obligations that derive from common membership in the community of scholars. Professors do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates. In the exchange of criticism and ideas professors show due respect for the opinions of others. Professors acknowledge academic debt and strive to be objective in their professional judgment of colleagues. Professors accept their share of faculty responsibilities for the governance of their institution.

4. As members of an academic institution, professors seek above all to be effective teachers and scholars. Although professors observe the stated regulations of the institution, provided the regulations do not contravene academic freedom, they maintain their right to criticize and seek revision. Professors give due regard to their paramount responsibilities within their institution in determining the amount and character of work done outside it. When considering the interruption or termination of their service, professors recognize the effect of their decision upon the program of the institution and give due notice of their intentions.

5. As members of their community, professors have the rights and obligations of other citizens. Professors measure the urgency of these obligations in the light of their responsibilities to their subject, to their students, to their profession, and to their institution. When they speak or act as private persons, they avoid creating the impression of speaking or acting for their college or university. As citizens engaged in a profession that depends upon freedom for its health and integrity, professors have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom.

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@copyright 2004 by S. Kincaid and P. Pecorino

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