Ethics of Teaching: Beliefs and Behaviors of Community College Faculty Page: 36
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programs in Arizona, Colorado, Utah, Wyoming, New Mexico,
Oklahoma, Montana, Nevada, Nebraska, Kansas, and Idaho. Results
showed that graduate assistants taught material they had not
mastered, ignored cheating, dated undergraduate students, and
overlooked the unethical behavior of faculty. In addition,
these professionals-in-training insulted students in their
presence, engaged in sexual relationships with faculty,
inadequately supervised students, and failed to update lecture
material. In general, graduate assistants at the beginning of
their appointments and those advanced in their studies agreed on
the unethical nature of a number of the behaviors included in
the survey. However, more advanced graduate assistants reported
higher rates of engagement in the same behaviors. Additionally,
males generally rated as acceptable a greater number of sexual
behaviors. Male respondents also practiced the behaviors more
often than females.
Developing and Teaching a Code of Ethics. Callahan (1982)
explored whether or not there should be an academic code of
ethics. He pointed to concern about the ethical example being
set by the university itself and the kinds of morals professors
manifest. He summed up his opinion about teaching an
established code of ethics with two reservations: 1) that other
codes have not been the salvation of the profession (for
example, the Code of Hippocrates in the medical profession) 2)
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Reference the current page of this Dissertation.
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/m1/42/: accessed May 22, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .