University and departmental policies guide graduate teaching assistants through difficult situations, student assessment and evaluation, and social interactions with students. The Office of the Provost’s Web site cautions that, “A faculty member accepts an obligation…to discharge his or her duties in a fair and conscientious manner in accordance with the ethical standards generally recognized within the academic community” . This policy extends to TAs and TFs; however, many of the experiences they have in the classroom make complex demands not only on the “ethical standards…within the academic community,” but also on their personal codes of ethics. The unique dynamic between undergraduate and graduate students presents challenges to graduate teaching and contributes to tensions among professional, collegial, or peer relationships.
Ethical Responsibilities
The roles and responsibilities for TAs and TFs are constantly shifting. Many are placed in the classroom soon after completing their undergraduate degrees. Consequently, it can sometimes be more natural to identify with the students rather than the instructor; however, best practices and University policy can facilitate professional judgment.
Graduate students can be challenged in devoting time to both their teaching and student obligations. However, University policy states that instructors “must meet their classes when scheduled and be available…for appointments” and should “make appropriate preparation for classes and other meetings”.
Dealing with Difficult Situations
Thorough preparation is a key to crisis management, and the syllabus is the first line of defense as the “contract” between the instructor and students. When one is not provided, a TA should enlist help to create a comprehensive draft of his or her own; many departments even maintain a syllabus bank.
Professional conduct is essential to an ethical classroom. Rocheleau and Speck (2007) suggest the following guidelines:
Professors (individually) and institutions (collectively) should work to curb attitudes that lead to disrespectful treatment of students. In particular, faculty should attempt to curb the tendencies of dogmatic dismissal of opposing views; Angry or strategic polarization of disagreements; Ignorance about and insensitivity toward diverse views; Disappointment due to unrealistic expectations; Fatigue with the teaching process and its results.
Student Assessment and Evaluation
Grading presents ethical considerations, and a grading rubric can help in establishing course policies and consistent student evaluations. However, graduate assistants should also establish policies addressing issues such as absences, tardiness, and late assignments. If an exception is made, the instructor should consult his or her advisor, document the exception, and offer comparable considerations to other students. Any compromise of syllabus policies should be done so with transparency and appropriate documentation. Communication regarding students’ assessment and evaluation should occur at designated times (e.g., office hours) and through designated channels (e.g., e-mail accounts). If communication occurs outside the University environment, the TA should document the conversation, its context, and outcome.
Social Interactions with the Student Community
One of the pitfalls of graduate teaching is failing to establish appropriate relationships with students. The University policy on consensual relationships is as follows:
Personal relationships must not…interfere with the academic or professional integrity of the teacher-student, staff-student, supervisor-employee or other professional relations within the University. University Policy 02-04-03 prohibits intimate relationships between a faculty member and a student whose academic work, teaching or research is being supervised or evaluated by the faculty member. If an intimate relationship should exist or develop…, the University requires the faculty member to remove himself/herself from all supervisory, evaluative, and/or formal advisory roles with respect to the student. Failure to do so may subject the faculty member to disciplinary action.
While the role of an instructor should preclude any intimate relationship, there are, nevertheless, many strategies to avoid compromising situations.
First, observe all legal codes at functions where undergraduates are present. Accept invitations to undergraduate events only if other graduate students attend. Consult your advisor on departmental standards for social interactions with undergraduates. Be professional and avoid discussing coursework and classroom experiences. Finally, avoid references in the classroom to social interactions.
One of the most effective ways to create an ethical classroom is to initiate and maintain a dialogue with graduate faculty. While University policies can provide guideposts for making principled decisions, individual instructors must develop best practices for ethical teaching through communication with colleagues, pursuit of ethical models, and frequent self-reflection.
References
“Faculty Obligations and Student Rights”
. University of Pittsburgh, 2007.
Keith-Spiegel, Patricia, et al. The Ethics of Teaching: A Casebook. Muncie, Indiana: Ball State University, 1993.
Murray, Harry, et al. Ethical Principles in University Teaching. Ontario: Center for Support of Teaching, 1996.
Rocheleau, Jordy and Bruce W. Speck. Rights and Wrongs in the College Classroom: Ethical Issues in Postsecondary Teaching. Boston: Anker Publishing Company, 2007.
Colleen Reilly worked at CIDDE’s TA Services last year and left last summer to become project archivist for the Yale University Arts Library, working primarily with the Drama Special Collections. She is preparing these collections (photographs, programs, posters, and ephemera) for their move to the newly renovated Arts Library (opening Summer 2008).
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