Do we need a set of ethical principles to guide us in our teaching?

The Society for Teaching and Learning in Higher Education (STLHE) in Canada saw a set of ethical principles as necessary for teachers in universities and in 1996 five of the nation's 3M Teaching Fellows came up with nine principals with the following titles:

• Principle 1: Content competence
• Principle 2: Pedagogical competence
• Principle 3: Dealing with sensitive topics
• Principle 4: Student development
• Principle 5: Dual relationships with students
• Principle 6: Confidentiality
• Principle 7: Respect for colleagues
• Principle 8: Valid assessment of students
• Principle 9: Respect for institution

(see http://www.tss.uoguelph.ca/stlhe/ethics.html for an elaboration of each)

The preamble to these principles describes them 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'. Some are reasonably straight-forward. Others are just a little curious and possibly contentious. Principle 1 implores us to know what we are talking about, to 'maintain a high level of subject matter knowledge'. There could be little questioning of such a principle. Principle 2 asks that we know how to teach, that the teacher 'has adequate pedagogical knowledge and skills, including communication of objectives, selection of effective instructional methods, providing opportunity for practice and feedback, and dealing with student diversity'. Do we know how to teach? How did we find out? How confident are we in the adequacy of our teaching? Principle 4 highlights that 'the teacher's most basic responsibility is to design instruction that facilitates learning and encourages autonomy and independent thinking in students, to treat students with respect and dignity, and to avoid actions that detract unjustifiably from student development' - much more than just standing up in front of a class. For anyone struggling with 'dual relationships' with a student, Principle 5 provides some guidance.

The preamble to the nine principles describes them 'only as a first approximation, or as food for thought'. However, they do provide a relatively broad coverage of ethical issues, including relationships with colleagues and the university, as relevant here as they would be in Canada. Certainly food for thought, and some action.