Table of Contents
Table of Contents
Preface
Chapter 1. Supporting the Development of Ethical Teachers: The Role of Teacher Education Programs
(Alison Puliatte, Teacher Education, State University of New York College at Plattsburgh, Plattsburgh, NY, US)
Chapter 2. Ethical Practices in the College Classroom: Teaching and Learning from the Next Generation about Academic Honesty
(V. Sue Atkinson, Department of Teaching, Learning, and Educational Leadership, Binghamton University, Binghamton, NY, US)
Chapter 3. A Scoping Review of Ethics-Related Literature in the Speech-Language Pathology Profession and Its Relevance to Teaching Ethics in Higher Education
(Sharimila Ambrose and Yong Yu, Communication Sciences and Disorders Department, State University of New York at Plattsburgh, Plattsburgh, NY, US, and others)
Chapter 4. A Literature Review of Faculty Ethics: How Culturally Competent Are They in Teaching Diverse Students?
(Huachuan Wen, School of Education, Newman University, Wichita, KS, US)
Chapter 5. Higher Education Faculty Addressing the Diverse Learning Needs of Students with Disabilities within the Universal Design for Learning Framework
(Emily Hoeh and Michelle L. Bonati, Education, State University of New York at Plattsburgh, Plattsburgh, NY, US)
Chapter 6. Motherscholar: Motherleader and the Ethical Double Bind
(Heidi L. Schnackenberg, Education Unit, SUNY Plattsburgh, Plattsburgh, NY, US)
Chapter 7. Integrating Ethics into Undergraduate Education in Communication Sciences and Disorders: Increasing Engagement and Uptake
(Victoria Reynolds, Communication Sciences and Disorders, State University of New York at Plattsburgh, Plattsburgh, NY, US)
Chapter 8. The Graduate-Level Bottleneck in Communication Sciences and Disorders: Reconceputalized as an Ethical Issue
(Rachel Flemming, Ashley Gambino and Victoria Reynolds, Communication Sciences and Disorders, State University of New York College at Plattsburgh, Plattsburgh, NY, US)
Index
Audience
This publication would appeal to several audiences in higher education, including academic faculty, student affairs staff, and administrative staff. The current proposal is intentionally broad to capture topics such as teaching of ethics, ethical practices on campus, case studies in ethics and higher education, ethics and leadership in the academy, ethics in hiring practices at colleges/universities, ethics and campus-sponsored research, as well as other topics relevant to higher education. Therefore, the book could be used by teaching, clinical, and research faculty; college/university administrators; and professional employees.
Keywords
Ethics
Higher Education
Teacher Preparation Program
Reviews
“Professions have rules and guidelines that define the standards of practice. It is the responsibility of programs in higher education that prepare persons for the professions to imbue the profession’s standards and to assure that those standards have been learned and practiced. While most books on ethics in the Academy are of a general nature, Ethics in Higher Education focuses on professional preparation in the fields of education and Speech-Language Pathology. The book’s editors and chapter authors provide literature reviews and practices that offer a general discussion of ethics in teacher preparation programs and for clinical practitioners in the Speech-Language Pathology professions. Taken as a whole, the book’s content gives a good overview of ethics standards detailed by professional associations and accrediting bodies in general and in the areas of teacher education and Speech-Language Pathology preparation. In addition, comprehensive documentation of research related to standards and practices in preparing practitioners in these areas is provided. Suggestions for additional or improved preparation practices supported by research (e.g., best practices) are offered. The topic of ethics and ethical practice is particularly relevant in today’s political context. We are trying to address a history of racism and other ethical issues, including those related to the management of a pandemic. These circumstances make it all the more important for professionals to practice in an ethical manner that recognizes the needs of all individuals. The comprehensive literature reviews in each chapter in the book can inform our understanding of today’s ethical challenges in the preparation of professionals and strategies for addressing them. Three chapters in particular speak more directly to the need to educate the next generation of practitioners in sound ethical practices. These chapters focus on academic honesty (chapter 2), cultural competence in teaching diverse students (chapter 4), and strategies for addressing students’ diverse learning needs (chapter 5). All chapters provide recommendations for strategies to use in teaching ethical practices. There are several audiences for this book. These include Education and Speech-Language Pathology doctoral students preparing to teach in higher education settings, current faculty in higher education, and administrators in higher education who are responsible for overseeing preparation programs. The book makes a compelling case for improving both the programs that prepare professionals and the development of faculty responsible for the preparation.” -David S. Hill, Ed.D., Faculty Emeritus, SUNY College at Plattsburgh
