Ethics of Teaching: Beliefs and Behaviors of Community College Faculty Page: 18
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place is the interaction between faculty and students (Brown &
Acknowledging the need for standards, Larry Churchill and
David Dill (1982) initiated a colloquy to identify value
conflicts and ethical issues for faculty in higher education.
They concluded that ethical codes of conduct address situations
such as research related to human subjects and failure to
attribute student work or other forms of plagiarism. Codes do
not identify appropriate behaviors in classroom teaching or
other faculty roles, nor do they consider questions of service
to the profession. Absent, too, are recommendations in more
controversial categories; e.g., fitness for duty, diversity
issues, racism, sexual harassment and other forms of sex
discrimination, and fundraising and handling public and private
funds (May, 1990).
Behavioral codes such as those of the American Association
of University Professors (AAUP) identify certain activities as
unacceptable for faculty. AAUP codes primarily address academic
freedom, conditions for attaining tenure, and expectations for
institutional behavior. Chambers (1983) cites other areas in
need of standards. Faculty ought to enjoy individual freedom to
advance knowledge, but not without restrictions. Teachers
should self-regulate the quality of their professional services,
but minimal standards should apply. Further, ethical conduct
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Scales, Renay Ford. Ethics of Teaching: Beliefs and Behaviors of Community College Faculty, dissertation, August 2002; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc3212/m1/24/: accessed May 25, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .