Ethics of Teaching: Beliefs and Behaviors of Community College Faculty Page: 3
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intruded successfully on values that govern the educational
process (Counelis, 1993). Institutions value actions that
increase their ability to meet market demands more than those
that raise the quality of the educational experience. Such an
environment argues against facing difficult questions that
require answers before the academy can reach a standardized code
of ethics and ethical behavior for college teaching.
Barbara Tabachnick and colleagues call for a re-examination
of the ethical state of higher education in the face of a so-
called amoral educational system (Tabachnick, Keith-Spiegel, and
Pope, 1991). In an article on the ethics of psychologists as
teachers, these researchers note that scrutiny is evident among
stakeholders; e.g., governing bodies, legislative groups,
professional organizations and the public. Current students and
their families, alumni, taxpayers, college boards, and local,
state and federal governments now hold colleges accountable for
particular performance outcomes.
Society looks to higher education to produce knowledgeable
graduates who will become responsible and productive
participants in their communities, the nation, and the world
(Smith & Reynolds, 1990). Since college teachers play a
significant role in defining appropriate professional behavior
for students, a close examination of their ethical beliefs and
behaviors is critical if questions of ethics are to be raised
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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/m1/9/: accessed May 22, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .