Educators work within a fluid academic and social landscape that requires frequent examination and re-examination of what constitutes ethical practice. In this book, editors R. Eric Landrum and Maureen McCarthy identify four broad areas of concern in the ethical teaching of undergraduate psychology: pedagogy, student behavior, faculty behavior toward students, and considerations in the diverse classroom. Together with their team of experts, they provide evidence-based advice and case studies that illustrate the application of relevant ethical principles.
Ethical teachers need to reflect on commonly accepted practices and make individual decisions about responsible teaching behaviors, such as honoring individual differences and respectfully challenging beliefs. Other challenges examined in this book include grading, textbook adoption, honor systems, online instruction, and conducting and using research on pedagogy to improve classroom practice. Infusing the undergraduate experience with ethics is the focus of chapters on supervising student internships, coauthoring research with students, and modeling appropriate professional boundaries.
Readers will find a host of practical suggestions for approaching ethics proactively in both traditional and virtual classrooms. This book will become an instant resource for all teachers in the social and behavioral sciences who care about ethical interactions between faculty members and students.
Contributors
Acknowledgments
Introduction
R. Eric Landrum and Maureen A. McCarthy
I. Pedagogical Concerns
- Teaching Ethically: Ongoing Improvement, Collaboration, and Academic Freedom
Thomas P. Pusateri
- Ethically Conducting the Scholarship of Teaching and Learning Research
Elizabeth V. Swenson and Maureen A. McCarthy
- The Ethics of Grading
Bryan K. Saville
- A Textbook Case of Textbook Ethics
Wayne Weiten, Diane F. Halpern, and Douglas A. Bernstein
- Ethical Challenges of Online Teaching
Patt Elison-Bowers and Chareen Snelson
- Consuming Scholarship of Teaching and Learning: Using Evidence-Based Pedagogy Ethically
Regan A. R. Gurung
II. Student Behaviors
- Strategies for Encouraging Ethical Student Behavior
Vincent Prohaska
- The Honor System: Influences on Attitudes, Behaviors, and Pedagogy
Beth M. Schwartz, Holly E. Tatum, and Jerry W. Wells
III. Considerations in the Diverse Classroom
- Aspiring to Ethical Treatment of Diverse Student Populations
Melanie M. Domenech Rodríguez and Scott C. Bates
- Challenging Students' Core Beliefs and Values
Stephen L. Chew
- Ethical Considerations in Providing Accommodations for Students With Disabilities
David W. Carroll
IV. Faculty Behavior
- Building Relationships With Students and Maintaining Professional Boundaries
Janie H. Wilson, K. Bryant Smalley, and C. Thresa Yancey
- What and When Should Undergraduates Learn About Research Ethics?
Blaine F. Peden and Allen H. Keniston
- Supervising Undergraduates in Community-Based Learning Experiences: An Ethical Approach
Karen Brakke and Phylicia Thompson
- Cultivating a Positive Collaborative Experience With Undergraduates
Scott VanderStoep and Sonja Trent-Brown
- Toward a More Equitable Model of Authorship
Maureen A. McCarthy
- Preparing to Teach: Becoming Part of an Ethical Culture
Meera Komarraju and Mitchell M. Handlesman
Index
About the Editors
R. Eric Landrum, PhD, is a professor of psychology at Boise State University; he received his doctorate in cognitive psychology (with an emphasis in quantitative methodology) from Southern Illinois University at Carbondale in 1989. His research interests center on the study of educational issues, identifying those conditions that best facilitate student success (broadly defined).
He has given over 280 professional presentations at conferences and has authored 17 books or book chapters and over 70 professional articles in peer-reviewed journals, such as Teaching of Psychology, College Teaching, and the Journal of College Student Development.
He has worked with over 275 undergraduate research assistants and taught more than 12,000 students in 19 years at Boise State. During summer 2008, he led a working group at the National Conference for Undergraduate Education in Psychology concerned with the desired results of an undergraduate psychology education.
Maureen A. McCarthy, PhD, is a professor of psychology at Kennesaw State University; she earned her doctorate from Missouri State University in research and evaluation. She previously served as president of Division 2 (Society for the Teaching of Psychology) of APA and is currently a member of APA Divisions 35 (Society for the Psychology of Women), 5 (Evaluation, Measurement, and Statistics), and 26 (Society for the History of Psychology).
She has authored and coauthored numerous publications, including article in the American Psychologist titled "Quality Benchmarks in Undergraduate Psychology Programs." An extension of this work was published in 2010 as a book titled Using Quality Benchmarks for Assessing and Developing Undergraduate Programs. This volume offers a comprehensive approach to program assessment and evaluation for to help programs and departments in the humanities, social sciences, and natural sciences use assessment data to improve undergraduate education.
Dr. McCarthy has authored numerous articles and edited several volumes addressing pedagogical issues, and she continues to pursue scholarship in pedagogical techniques, assessment of student learning, and program evaluation.
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