Authors:
Harry Murray (1992 3M Fellow)
Eileen Gillese (1986 3M Fellow)
Madeline Lennon (1990 3M Fellow)
Paul Mercer (1994 3M Fellow)
Marilyn Robinson (1993 3M Fellow)PREAMBLE

The purpose of this document is to provide a set of basic ethical principles
that define the professional responsibilities of university professors in
their role as teachers.

Ethical principles are conceptualized here as general guidelines, ideals, or
expectations that need to be taken into account, along with other relevant
conditions and circumstances, in the design and analysis of university
teaching.

The intent of this document is not to provide a list of ironclad rules, or a
systematic code of conduct, along with prescribed penalties for infractions,
that will automatically apply in all situations and govern all
eventualities. Similarly, the intent is not to contradict the concept of
academic freedom, but rather to describe ways in which academic freedom can
be exercised in a responsible manner.

Finally, the present document is intended only as a first approximation, or
as `food for thought', not necessarily as a final product that is ready for
adoption in the absence of discussion and consideration of local needs.

Ethical Principles in University Teaching was developed by the Society for
Teaching and Learning in Higher Education, and is endorsed by the winners of
the national 3M teaching award whose names appear on the cover page. The
document was created by individuals actively involved in university
teaching, and will be distributed to university professors across Canada
with the support of 3M Canada.

The Society for Teaching and Learning in Higher Education (STLHE) believes
that implementation of an ethical code similar to that described herein will
be advantageous to university teachers (e.g., in removing ambiguity
concerning teaching responsibilities); and will contribute significantly to
improvement of teaching. For these reasons, STLHE recommends that the
document be discussed thoroughly at Canadian universities, with input from
professors, students, and administrators, and that universities consider
adopting or implementing ethical principles of teaching similar to those
described in this document.

PRINCIPLE 1: CONTENT COMPETENCE
A university teacher maintains a high level of subject matter knowledge and
ensures that course content is current, accurate, representative, and
appropriate to the position of the course within the student's program of
studies.

PRINCIPLE 2: PEDAGOGICAL COMPETENCE
A pedagogically competent teacher communicates the objectives of the course
to students, is aware of alternative instructional methods or strategies,
and selects methods of instruction that, according to research evidence
(including personal or self-reflective research), are effective in helping
students to achieve the course objectives.

PRINCIPLE 3: DEALING WITH SENSITIVE TOPICS
Topics that students are likely to find sensitive or discomforting are dealt
with in an open, honest, and positive way.

PRINCIPLE 4: STUDENT DEVELOPMENT
The overriding responsibility of the teacher is to contribute to the
intellectual development of the student, at least in the context of the
teacher's own area of expertise, and to avoid actions such as exploitation
and discrimination that detract from student development.

PRINCIPLE 5: DUAL RELATIONSHIPS WITH STUDENTS
To avoid conflict of interest, a teacher does not enter into dual-role
relationships with students that are likely to detract from student
development or lead to actual or perceived favouritism on the part of the
teacher.

PRINCIPLE 6: CONFIDENTIALITY
Student grades, attendance records, and private communications are treated
as confidential materials, and are released only with student consent, or
for legitimate academic purposes, or if there are reasonable grounds for
believing that releasing such information will be beneficial to the student
or will prevent harm to others.

PRINCIPLE 7: RESPECT FOR COLLEAGUES
A university teacher respects the dignity of her or his colleagues and works
cooperatively with colleagues in the interest of fostering student
development.

PRINCIPLE 8: VALID ASSESSMENT OF STUDENTS
Given the importance of assessment of student performance in university
teaching and in students' lives and careers, instructors are responsible for
taking adequate steps to ensure that assessment of students is valid, open,
fair, and congruent with course objectives.

PRINCIPLE 9: RESPECT FOR INSTITUTION
In the interests of student development, a university teacher is aware of
and respects the educational goals, policies, and standards of the
institution in which he or she teaches.
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04/22/98