Making the Case for the Establishment of Ethics Centers on Community College Campuses
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| Title: | Making the Case for the Establishment of Ethics Centers on Community College Campuses |
|---|---|
| Language: | English |
| Authors: | Ferguson, Ralph, Louder, Justin |
| Source: | New Directions for Community Colleges. Fall 2018 (183):95-104. |
| Availability: | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Two Year Colleges |
| Descriptors: | Community Colleges, Campuses, Ethics, College Faculty, School Personnel, Two Year College Students |
| DOI: | 10.1002/cc.20321 |
| ISSN: | 0194-3081 |
| Abstract: | This chapter describes the functions of an ethics center on a university campus and how it benefits the learning environment for faculty, staff, and students. While a full-blown ethics center may be too ambitious for some community colleges, it serves as a template for what programs could be offered on a smaller scale. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| Accession Number: | EJ1187454 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHxS9slNfNzK-6zmOkR14nmAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDM0ZGqxNWCjTx_f6fAIBEICBm0g2N1esxHLb5iIKBGL5kR-Q4M9K85Mxt-BHJL2toDK-INB9WEHWizw2qpPwrihrc2wnd0A3ltF13e-w2r5bJJ2i0Fz0UYRf65EMFQCYO59hQtvwCZ5khpmsmlTd3H4ie8Tu4Dyvvj21fcr34BkIuv6hSwF0BMQarxDjwAVtbUk90ghN9U3K4Xqop3zyx75m5V14WJSiV82YJepr Text: Availability: 1 Value: <anid>AN0131169785;0yg01sep.18;2018Aug11.11:09;v2.2.500</anid> <title id="AN0131169785-1">Making the Case for the Establishment of Ethics Centers on Community College Campuses </title> <p>Abstract: This chapter describes the functions of an ethics center on a university campus and how it benefits the learning environment for faculty, staff, and students. While a full‐blown ethics center may be too ambitious for some community colleges, it serves as a template for what programs could be offered on a smaller scale.</p> <p>A campus‐based ethics center fortifies the classwork efforts by professors by providing auxiliary activities to build critical‐thinking skills on issues that intersect with their social and professional mores. Plante ([<reflink idref="bib3" id="ref1">3</reflink>] ) asserts that thoughtfully attending to campus ethics can be in everyone's best interest. The Texas Tech University (TTU) Ethics Center has become a beehive of activity working with student organizations, faculty, and staff senate. The ethics center has five years of collected survey data that indicate interests and awareness among members of the TTU learning community. By setting up symposiums on current topics that are ethics‐related, the center reinforces best practices through utilizing faculty and guest speakers. By streaming events and workshops through social media networks, more than 500 student leaders of campus receive the links to share with members of their organization. The ethics center presents a cross section of programs to present and stream on subjects like plagiarism, the Equator Principles risk management framework used in the financial work, and human mass migration. An estimated 1,000+ self‐identified students (entering freshmen, transfers, undergraduates, and graduates) have completed surveys for the ethics center that provide a snapshot of ethical awareness among the populations. Student organizations encourage and promote ethical conduct by providing video of their service efforts in the community. The ethics center posts these videos on its social media network for global distribution and nominates the groups or individual for campus recognition awards where nominees attend a banquet that celebrates affirmative ethical behavior.</p> <p>To encourage and promote ethics research, travel grants are available for students, faculty, and staff presenting a paper on an ethics‐related topic. These papers are subject to publication in the TTU Ethics Center e‐journal after approval by the editorial committee. This symmetrical approach of workshops, symposiums, travel grants, e‐journal publication, and social media use result in student organizations, departments, and other institutional agencies soliciting to partner projects with ethics center.</p> <p>While community college administrators and faculty may not be very interested in duplicating the center's research efforts, the workshops, symposiums, and individual guest speakers are events that could be organized with the help of a few dedicated employees and student leaders. If funding were needed, to cover food for attendees and/or travel for guest speakers, a potential source would be local businesses that benefit from having ethically trained employees who are graduates of the community college.</p> <p>The absence of an ethics center on community college campuses may put transfer students at a disadvantage advancing to a higher education university. With academic integrity and research misconduct a growing concern in the learning community, the expansion of the ethics center model into community colleges serves to encourage students to think more about ethical conduct through integrative activities that may cross disciplines. Whether entering a university, profession, or vocation, the intent of an ethics center is to enhance an individual's ability to maintain their ethical compass. The engagement of ethical best practices through a center like this prepares students for the rigor in their learning, professional, and vocational communities. And those who are not planning to transfer to a university, such as vocational students, can also benefit from an ethics center through on‐going programs that punctuate the importance of professional integrity.</p> <hd id="AN0131169785-2">How an Ethics Center Unites Our Campus</hd> <p>There may not be an organization within an educational institution that could do more for student ethical maturity than an ethics center. Faculty, staff, and students should participate in framing the role of its service because their well‐being is inextricably linked to the values promoted to encourage excellence in character. There is an awareness among leaders in the academic world that language and conduct must be concise because “doing the right thing” has personal and professional relevance. An educational institution increases the likelihood of success of an ethics center by:</p> <p>Advocating the importance of promoting initiatives that harness disciplinary codes of ethics and/or guiding principles.</p> <p>Providing auxiliary tools such as travel grants, scholarships, and recognition awards that engage staff, students, and faculty in best practices programs.</p> <p>Adopting comprehensive ethical principles relatable to evolving student professionals.</p> <p>An effective ethics center blossoms through its many constituents on campus. Focus groups that include faculty, staff, and students from across disciplines open the door to developing meaningful projects. Fact‐based activities, such as focus groups and panel discussions on current or historical events, are essential to affirm commitment and build trust that the ethics center is driven by an interest in personal and professional growth. Whether the student's interest is to participate in a trade or to advance in higher education, an affirmative ethics program that reaches across disciplines prepares students to achieve their objectives.</p> <p>Administrative support has the potential to increase ethical conduct among stakeholders. Buy‐in from leadership to construct a framework for continuous examination of ethics in the learning community increases the likelihood of affirmation and elevation of the ethical values of students. The allocation of resources to establish an ethics initiative sends a clear message to the campus: we have an obligation to promote positive character as part of the classroom lesson. An ethics center galvanizes the campus as the crossroads to generate interdisciplinary discussions to enrich learning by both local and international students. As a beacon for interchange on campus, the learning culture evolves as participants engage in professional best practices to establish themselves as stewards of excellence in their discipline or vocation. Through administrative commitment, a sturdy foundation forms around the ethics center as students, staff, and faculty come to trust its sustainability as an agency that may influence classroom conduct to benefit teaching. Academic integrity and responsible conduct in research becomes a community dialogue to discourage misconduct in the classroom through an active ethics center serving as a conduit to stimulate greater awareness about ethical choices.</p> <p>An ethics center is a relatively inexpensive investment for the energy it can harness to raise and diversify an educational institution's instructional standards. Community college leaders can bring their institutions to the next level of innovative growth when they reason carefully in the establishment of an ethics center. Though the fundamental motivation may be to advance learning across disciplines, an ethics center is able to introduce complex domestic and international topics that explore and challenge core beliefs among the student population. An effective ethics center cultivates among students an understanding of how knowledge is integrated into decision‐making. Through the help of an ethics center, vocational, and academic students acquire greater global awareness to understand the importance of their role as future leaders in the public and private sectors. Among the numerous tools available to support classroom instruction, administrators must see the pivotal function of an ethics center as an instrument to serve as a building block for critical thinking. Participants in ethics center program say that the well‐rounded approach that blends social media, curriculum, current events, and multiple disciplines within an ethics center gives them a chance to observe and apply the use of knowledge. Due to inclusion of multiple disciplines in ethics center programs, this symmetrical approach engages awareness to sensitize participants to ethical standards in vocation and academic professions. The symmetrical approach of program design sparks a broader base of interest among faculty, students, and staff. This is important for the following reasons:</p> <p>The educational environment allows for interaction among students that is lost when they exit college.</p> <p>There is a benefit for both nontraditional and international students to share experiential knowledge with other students who may be less worldly.</p> <p>Critical‐thinking skills evolve when students participate in activities that present diverse disciplinary knowledge.</p> <hd id="AN0131169785-3">Launching an Ethics Center</hd> <p>At TTU, the decision to establish an ethics center came as a result of the campus’ reaccreditation efforts many years ago through the Southern Association of Colleges and Schools (SACS). Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). As part of that process, SACSCOC asked for a quality enhancement plan (QEP) that reflected institutional values. The Office of the Provost asked various sectors of the learning community to determine what may be an approximate QEP for the university. With an over‐arching interest in academic integrity and responsible conduct in research, the TTU Office of Planning and Assessment concluded in a report to SACS that ethics is a constant institutional value. In 2010, the ethics center was successfully launched with a part‐time director and two staff members. Due in part to unmet demands on the part‐time center, the role and scope of the center broadened in 2014 with a full‐time director, two additional staff members, and three student workers. Through partnerships with departments and colleges, the ethics center's face‐to‐face programs serve an estimated 7,000+ students across the campus. Using social media, the ethics center estimates it reaches more than 30,000 students, community, and global constituents who view programs annually. There is no fee to view ethics center programs posted on the TTU Facebook and YouTube. The public is able to click on links to a paraphrasing workshop, an ethics panel discussion including the executive director of the Texas Ethics commission, a presentation on iThenicate<sups>©</sups>, and a presentation on Turnitin. Various links on select topics are emailed to the 500+ student organizations multiple times a year.</p> <p>Establishing an ethics center requires administration to connect with faculty, staff, and students to create buy‐in and ownership. An ethics center provides an innovative opportunity for community college administrations to elevate ethical conduct across disciplines. To galvanize the establishment of an ethics center, community college administrators may want to start by doing the following:</p> <p>Form an advisory committee consisting of a diverse cross section of members including administrators, staff, and students to study organizational structures of ethics centers at public and private institutions.</p> <p>Organize focus groups to get feedback from faculty, staff, and students (both domestic and international) to determine campus needs and how the center would be integrated into the learning community.</p> <p>Engage with internal and external constituencies as a form of outreach and input.</p> <p>Determine learning objectives for the center and how they would be assessed.</p> <p>Identify space to house the ethics center on campus.</p> <p>Secure funds to equip and staff the ethics center.</p> <p>The start‐up cost of an ethics center vary depending on the model that leadership decides to use. When campus governance is a select volunteer team that may serve terms as designated by the college president or designee, the cost to the institution is their time, which is being paid for as staff and faculty. This cross section of campus representatives may establish programs utilizing institutional resources. In another scenario, staff or faculty can be given a part‐time assignment (50% of their time) to administer ethics center projects. Part‐time student workers would help staff the office, which would be open at least 8 hours per day. They can collect messages and manage the calendar subject to approval of the appointed half‐time individual assigned to direct the ethics center. To ultimately have a full‐time staff or faculty administrator, the resources must be available at the college. A staff or faculty member with proper administrative and leadership skills may transition into the directorship of the ethics center. Or, the leadership can bring in an external administrator with prior experience to lead the development of the ethics center.</p> <p>The good news is that each model is a solid step toward institutionalizing the importance of ethics in the learning community. To signal the innate value of an ethics center, it is essential to link the project to the highest administrative office on campus. This extends the level of esteem so that other leaders on campus believe they are investing time and energy in a sustainable visionary concept that can morph with societal changes.</p> <p>Once a community college campus has an ethics center, administrators must nurture its development. To achieve success in promoting ownership of the ethics center concept, the organizers should develop a program strategy that includes global, social, and academic issues. They should also plan a symposium to showcase disciplines. In addition, an ongoing social media plan should be implemented to publicize events and receive feedback.</p> <hd id="AN0131169785-4">The Many Benefits of an Ethics Center</hd> <p>Ethics centers strengthen participants’ knowledge base when they attend programs that discuss academic integrity and research, in addition to other complex ethics‐related topics such as xenophobia. With the quantity of information streamed to students through social media and the Internet, an ethics center may be an instrumental mechanism to provide supplemental training on how to decipher to determine the accuracy of reported facts. Aside from providing an opportunity to broaden their scope on social justice, ethics center activities may enrich emotional intelligence that prepares students for advanced higher education and vocational employment in their profession.</p> <p>Faculty and staff benefit from programs and seminars on ethics‐related topics that reinforce fundamental values not to cause harm. Community college students transferring to traditional four‐year institutions large and small, benefit because their experience at the ethics center readied them for the rigor of an advanced higher education learning environment. The tendency at a four‐year public institution is to coach students about the importance of ethics through a curriculum that stresses academic research integrity. Students transferring from a community college that provided them with knowledge of academic research integrity should, at least in theory, be at less risk for disciplinary misconduct once they are at a university.</p> <p>Leadership at community colleges alleviate this disadvantage with the development of ethics centers on campuses. Faculty members often find an ethics center to be a meaningful resource because it maintains constant engagement for students through activities, events, and programs. Association for Practical and Professional Ethics (APPE) and International Center for Academic Integrity (ICAI) report that more than a 1,000 centers have a membership in their association. To acclimate students to ethics from the beginning of their college education through completion, such centers serve as a cornerstone of values that will make them valued leaders in the public and private sectors.</p> <p>There is sound reasoning to trust that an ethics center may stimulate greater awareness among disciplines to enrich student learning in the classroom. With the transition into a global knowledge‐based society, college expansion of their curriculum through the inclusion of ethics centers broadens the interdisciplinary learning of students that will be beneficial navigating social and political issues ahead. For faculty, an ethics center program is favorable for an exchange of ideas that their students may see where disciplines intersect to address complex professional problems. Moreover, faculty may partner with external experts to enlighten students about short and long‐term issues requiring professional vocational and academic attention. The versatility that an ethics center brings to enhance the learning experience through diversification of instructional methodologies may lift the overall ethical sensitivity of students, staff, and faculty.</p> <p>At TTU, which is a public institution, the ethics center has standard activities that students attend each year when registration opens. Another series of programs have evolved from academic partnerships with Humanities and STEM departments tailored to their audience's interest. Students participate in specialty presentations to gain advanced subject‐based information or to increase awareness where they have limited knowledge. Inclusion of the ethics center in the community college model serves to provide an alternative instructional tool to enrich student readiness when transferring to a four‐year public institution or becoming a vocational practitioner.</p> <hd id="AN0131169785-5">Benefits of an Ethics Center to Community College Students</hd> <p>Community colleges with an ethics center fill an important gap in the learning community for participants. Introductory philosophy classes, which teach ethical decision‐making skills, are offered in community colleges but not all students enroll, and those who do, might not be taught the basics of academic ethical training. Yet, there is an expectation that by the time they are juniors and seniors in college, students have an effective ethical compass. Transfer students from community colleges are at risk to stumble if they arrive without a solid ethics foundation at four‐year institution with emphasis on academic integrity and responsible conduct in research. An ethics center may administer programs to hone skills such as learning to cite properly, rewriting to avoid plagiarism, and reducing research misconduct errors.</p> <p>Vocational and academic students exit their community college with a quality supplemental skillset in critical thinking that will serve them for life as global citizens. Faculty members are key in capturing the nuance of subject matter for programs to best enhance students learning through an ethics center.</p> <p>The omission of the first two years at a four‐year public institution leaves community college students working in the classroom to learn their discipline and institutional values associated with academic integrity and responsible conduct in research. During this time, they are vulnerable to misconduct errors that may dampen their effort toward completion. The presence of an ethics center on community college campuses that includes academic integrity and research training offer transfer students a higher level of mastery to meet and understand rigorous standards required at four‐year public institutions.</p> <p>For international students, academic integrity and research conduct may be unfamiliar practices depending on the depth of their experience in the U.S. learning community. Nontraditional students may find the ethics center a vehicle to strengthen their skills after being away from the learning community. The ethics center serves as an extension of the classroom to reinforce best practices for these student populations. Community colleges with an ethics center assist acculturation and may contribute to attracting more students to the campus. To influence ethical conduct for traditional, nontraditional, and international students, it is prudent to heed Ferguson's ([<reflink idref="bib2" id="ref2">2</reflink>] ) comment that ethics singularly is not about doing right, but how to prevent doing harm. Community colleges through an ethics center expand their capacity to have a positive influence on the ethical conduct of faculty, students, and staff and provide their learning community with additional preparation to address domestic and global challenges.</p> <p>Since founding of the ethics center through 2017, the ethics center team survey students fall and spring semesters. Survey data 2015–2016 from 108 self‐identified transfer students at TTU indicate that community colleges do provide some ethics training. However, more than 50% of respondents said their community college did not emphasize lessons about academic misconduct. The responses confirm within their learning community the completers did get some best practices guidance. With such a small sample size, it is difficult to generalize the impact on transfer students from the current community college model. The peril is not knowing whether training or other factors influence the outcome of the survey responses. The engagement of community colleges in the development of ethics centers signals a broader commitment to best practices consistent with the rigorous standards at four‐year public institutions.</p> <p>To inculcate ethics centers into the community college would further assist transfer students whether traditional, nontraditional, or international. Students may believe they can smoothly navigate the transition to advanced higher education rigor. However, the absence of readiness can put transfer students at risk because they will be entering a learning community that typically has a low tolerance for misconduct (planned or accidental) related to academic integrity and research conduct. The opportunity for students to have the training provided by an ethics center prior to entry into their vocational specialty and academic discipline may increase the likelihood of degree completion. Also, an ethics center may be a preventive tool to reduce the frequency of future academic challenges that students may have when transferring to another institution to achieve a degree.</p> <p>Students cultivate an interest in the TTU ethics center programs because activities indicate someone is listening to their concerns related to the learning community and the working world. Focus groups with students integrate their interest into the design of programs for the ethics center to host. Community college faculty have a pivotal voice with staff and students to frame the balance of programs for discussion in their learning community. Faculty build the architecture of the course, seminar, or program including students’ interest. Administrators cannot damp down programs that students, staff, and faculty believe need examination. Under the ethics umbrella, the campus community has ownership of the programs. To encourage sororities, fraternities, social, and academic organizations to utilize the ethics center, the development of a compassionate ethics program to showcase their ethics service work through the ethics center is needed. Social media network stimulates participation. Students enjoy using their e‐devices to show friends and family institutional recognition. Various enrichment programs that can benefit students directly include:</p> <p>A workshop called “Paraphrasing: Dos &amp; Don'ts” assists students with understanding how to properly cite.</p> <p>Another workshop called “The Nuts &amp; Bolts of iThenicate” demonstrates the use of technology to check plagiarism.</p> <p>Veteran &amp; nontraditional student workshops to increase awareness of their challenges in the learning community.</p> <p>Global Ethics Day is a panel discussion using faculty experts on topics: water, war migration, food, climate, ecology, etc.</p> <p>A race and community relations program partnership with political science department where students across disciplines in the dialogue with a university guest speaker.</p> <p>A peer‐to‐peer team delivers an ethical principles presentation in the classroom as well as to student organizations at their meetings.</p> <hd id="AN0131169785-6">Conclusion</hd> <p>The above programs reflect a small sample at this four‐year public institution that may occur multiple times in an academic year. The majority of programs at our university are presented over the lunch hour and attendance may vary from 30 to more than 100, depending on programming and the size of the community college.</p> <p>Four‐year public institutions and community colleges prepare students from the same communities to enter the professional competitive market. The leadership at U.S. learning institutions are cognizance that student backgrounds have a role in academic achievement. The American Association of Community Colleges ([<reflink idref="bib1" id="ref3">1</reflink>] ) reported that for the academic year 2013–2014, more than 795,000 associate degrees and approximately 495,000 certificates were awarded to students. In their Fast Facts, the organization affirmed their student demographics consisted of students identified as 36% first generation, 17% single parents, 7% non‐U.S. citizens, 4% student veterans, and 12% students with disabilities were attendees. The availability of an ethics center presents students invested in their education an opportunity to increase their knowledge related to academic integrity and research. The American Association of Community Colleges ([<reflink idref="bib1" id="ref4">1</reflink>] ) indicate in their information that community colleges are a life‐changing pathway to transition into advance higher education and income bracket for a variety of students.</p> <p>At this four‐year public institution, the collaborative effort with faculty and ethics center signals through more than 1,000 respondents to the survey that there is a broader understanding of academic integrity among the students. The vitality of the ethics center engagement increases confidence in self‐management when students have to complete assignments. Significantly more than 50% of the students surveyed understood that academic integrity means no tolerance for misconduct. Ethics is an important component to the learning process. To influence ethical conduct, the effort must be constant using a variety of delivery strategies to attract broad and diverse groups. Part of the mission in education is to encourage students to perform in their studies and future professions with the highest ethical standards. An ethics center promotes ethical behavior in the learning community through partnerships with faculty, students, staff, and administration. Of equal importance, it adds a dimension to community colleges that supports students’ readiness for their future. An ethics center provides an avenue to enhance and enrich learning across disciplines with a revenue allocation consistent with the means of the institution. For a community college, an ethics center puts it sync with advance higher education, competitive market professionalism, and strengthen critical‐thinking skills among students on their campus.</p> <ref id="AN0131169785-7"> <title>References</title> <blist> <bibl id="bib1" idref="ref3" type="bt">1</bibl> <bibtext>American Association of Community Colleges. (2016). Fast Facts Data. Retrieved from https://<ulink href="http://www.aacc.nche.edu/AboutCC/Pages/fastfactsfactsheet.aspx">www.aacc.nche.edu/AboutCC/Pages/fastfactsfactsheet.aspx</ulink></bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext>Ferguson, R. (2015, August). Fulbright specialist program report. Texas Tech University. </bibtext> </blist> <blist> <bibl id="bib3" idref="ref1" type="bt">3</bibl> <bibtext>Plante, T. G. (2015, September). Six ways universities can foster better ethics on campus. Retrieved from <ulink href="http://www.psychologytoday.com">www.psychologytoday.com</ulink> and https://<ulink href="http://www.scu.edu/plante">www.scu.edu/plante</ulink></bibtext> </blist> </ref> <aug> <p>By Ralph Ferguson and Justin Louder</p> <p></p> <p>Ralph Fergurson, PhD is managing director, TTU Ethics Center and Fulbright Specialist.</p> <p>Justin Louder, EdD is associate vice‐provost for Worldwide eLearning and inaugural director of TTU Ethics Center at Texas Tech University.</p> </aug> |
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