Share This

  1. *Customize this email by writing something in the Comments field.

All Fields
« Select a new subject area

Start Here

Select a topic and subtopic

    1. Thesis topic selection
    2. Proposals
    3. Committee selection
    4. Writing
    5. Defending
    6. Submitting
    7. Publishing
    8. Advisor relationships
    1. Literature review
    2. Organization of Research
    3. Presentation of Research
    4. Lab bench work
    5. Research Integrity
    6. Research Collaboration
    7. Comprehensives & Qualifiers
    1. Resume/CV
    2. Professional networking
    3. Getting new job postings
    4. Interviewing tips
    5. Academic
    6. Non-Academic
    7. Post-doctoral fellowships
    1. Techniques
    2. Code of conduct
    3. Campus instructional office
    4. Syllabus and grading
    5. Student complaints
    6. Learning styles
    1. Grant proposals
    2. Financial Aid/Student Loans
    3. Getting help from University Research Office
    4. Working with funding agencies
    1. Copyright issues
    2. Peer-review
    3. Conferences
    4. Building your CV
    5. Journals
    6. Open access publishing
    7. Books
    1. Time/Stress management
    2. Family Issues
    3. Campus life
    4. Physical and psychological wellness

Sponsored by ProQuest®

GradShare is a free service of ProQuest, a research solutions company.

Learn More

Expert Advice: All Topics

Track this Expert AdviceInfo< Back

Code of Conduct for University Educators

by Dr. Ruth A. Palmquist - Consultant

Most institutions of higher education produce a statement covering ethical teaching practices, but such a statement can often be buried deep within a larger Handbook for Instructors. So here are some general areas that should be considered in a higher education setting.

Honesty - Perhaps the primary characteristic for a university instructor is a commitment to honesty and integrity in all aspects of the educational process. This would include keeping promises made in the syllabus, in assignments, grading rubrics, and even class and office hour scheduling.

Fairness - Because grading is often seen as subjective, an education ought to do as much as possible to make the grading process as open and objective as possible. Many educators now do this through the creation of grading rubrics, which attempt to create unambiguous grading criteria that the students can see prior to submitting work for evaluation.

Respect for Persons - At all times, the instructor needs to foster a respect for others. This would mean communicating and modeling to students that there should be mutual respect among and between all persons??the students for each other and for the instructor. This means that the classroom should remain an area free of verbal abuse, intimidation, or harassment in any form. The instructor should show respect and courtesy to students during any interpersonal interactions and in responding promptly to students' need for help or feedback.

Content Competence - An educator should do the needed reading and professional activities necessary to keep course content current, accurate, and appropriate to the student's program of study.

Pedagogical Competence - An educator should be aware of alternative instructional methods or strategies and be willing to select those methods that are most effective in helping students achieve the course objectives.

Student Confidentiality - Student grades, letters of evaluation, and/or forms of communication should always be treated in a confidential manner. Release of any student information should be made only with the student's consent.

Student Development - The essential responsibility of the educator is to contribute to the intellectual development of the student, so the educator should avoid actions or comments that exploit or discriminate or any other behavior that might detract from the student's development.

Related Resources: The Educator's Code of Conduct. PennState Milton S. Hershey Medical Center, College of Medicine,
Thompson, Meryl and John Tomlinson. Professional Ethics and the Teacher. Trentham Books, 1997.

Dr. Ruth A. Palmquist

About the author

Now an information industry consultant, Ruth has a Ph.D. in Information Transfer from Syracuse University and an MA. In Library Science from the University of Iowa. Her research and publications are in the fields of information seeking and information architecture. During her 35 years in academia, Ruth has taught at Syracuse university, University of Tennessee at Knoxville, the University of Texas at Austin, and the University of North Carolina at Chapel Hill.

  Related Items from GradShare

Comments: 0

Add Your Comment

Publish this comment incognito as FirstAuthor Info

Comments must adhere to our Terms of Use

Please select a Subject

Welcome to GradShare. Please select your field.

  1. Remember me  

  2. Forgot password?

Register to use GradShare!

I agree to GradShare's Terms and Conditions

Thank you for registering! Now you can participate in discussions and get updates on new questions in your subject area. Please start by picking your department from the options on the right. This will help us recommend useful tools provided by your university.

Verify your account

Make sure to check your university email account for our registration letter. You must verify your account in order to complete your registration. If you don't use your university email regularly, you can set up a preferred email address under the "My Profile" section.

You've joined the one community where graduate students help each other succeed, so ask your questions and don't forget to answer questions for others. Welcome to GradShare!