cal processes, faculty can help them open their eyes to the ethical issues and political decisions that often affect science and technology (e.g., Coppola and Smith, 1996).

Professionalism in a faculty member’s relationships and interactions with students also should be based on criteria such as the following:

  • Faculty meet with all classes and assigned teaching laboratories, post and keep regular office hours, and hold exams as scheduled.

  • They demonstrate respect for students as individuals; this includes respecting the confidentiality of information gleaned from advising or student conferences.

  • They encourage the free pursuit of learning and protect students’ academic freedom.

  • They address sensitive subjects or issues in ways that help students deal with them maturely.

  • They contribute to the ongoing intellectual development of individual students and foster confidence in the students’ ability to learn and discover on their own.

  • They advise students who are experiencing problems with course material and know how to work them in venues besides the classroom to help them achieve. On those occasions when students clearly are not prepared to undertake the challenges of a particular course, faculty should be able to counsel them out of the course or suggest alternative, individualized approaches for learning the subject matter.

  • They uphold and model for students the best scholarly and ethical standards (e.g., University of California Faculty Code of Conduct).5

5. Involvement with and Contributions to One’s Profession in Enhancing Teaching and Learning

Effective teaching needs to be seen as a scholarly pursuit that takes place in collaboration with departmental colleagues, faculty in other departments in the sciences and engineering, and more broadly across disciplines (Boyer, 1990; Glassick et al., 1997; Kennedy, 1997). Faculty can learn much by working with colleagues both on and beyond the campus, thereby learning to better integrate the materials they present in their own courses with what is being taught in other courses (Hutchings, 1996; NRC, 1999a).

5  

The University of California System’s Faculty Code of Conduct Manual is available at <http://www.ucop.edu/acadadv/acadpers/apm/>.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement