The concept of ethics can be a relatively grey area as at times there are situations that emerge in which there is no clear "right" answer. What constitutes ethical practice can vary by individual. In an attempt to promote ethical professional behavior ACPA (2006), CAS (2006), and NASPA (1990) have identified ethical standards and guidelines which professionals can utilize to have a stronger concept of ethical professional practice.
Within the course Helping Skills in Student Affairs II, my cohort members and I were presented with the ethical dilemma "Illegal Work." In this case study, an academic advisor discovered that one of her international students had been unable to find a job on campus and was working illegally as a waiter (he did not have a work visa). When engaging in discussions with our cohort, responses were mixed between those who felt the student should be reported (and possibly deported), and those who believed the advisor should be sympathetic as the student's family can no longer financially support his academic pursuits. As the case-study and class discussion demonstrate, ethical situations and their resolutions are never clear-cut. It is therefore important that I remain familiar with ACPA, NASPA, and CAS's standards for ethical practice so that I may better navigate areas of incongruence between personal, institutional, and professional ethical standards.
References:
ACPA College Student Educators International. (2006). ACPA statement of ethical principles and standards. Washington, DC.
ACPA & NASPA. (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Council for the Advancement of Standards. (2006). CAS professional standards for higher education (6th Ed.). Washington, DC.
Fried, J. (2011) Ethical standards and principles. In Schuch, J.H., Jones, S.R., Harper, S.R. & associates (Eds.). Student services:a handbook for the profession. (pp. 96-199). San Franscicio, CA: Jossey-Bass
Kaplin, W. & Lee, B. (2007). The law of higher education (4th Ed.). San Francisco, CA: John Wiley & Sons Inc.
Kitchener, K. S. (1985). Ethical principles and decisions in student affairs. In H. J. Canon & R. D. Brown (Eds.), Applied ethics in student services (pp. 17-20). San Francisco: Jossey Bass.
National Association for Student Personnel Administrators. (1990). Standards of professional practice.
Sometimes, there are occasions where ethical resolutions are far clearer. As a Dual Enrollment Assistant in the Office of Enrollment Management and Student Life at Salem State University, I engaged in a variety of outreach and support initiatives with dual enrollment students (high school students who are taking college-level courses). Part of this initiative included calling students to check on their class status and course progress. Prior to conducting phone calls I needed to complete training on the Federal Education Rights and Privacy Act (FERPA). This law protects the academic and financial information of students and limits what type of information can be distributed freely. It even places limitations on the type of information available to a student’s parents or guardians (Kaplin & Lee, 2007). At Salem State, Dual Enrollment students are made to sign a form in which this right to protection is waived. Such an option is also available to fully matriculated college students. Since there may be occasions where I have access to sensitive student information, it is important for me to have knowledge of the rights and limitations of institutional and governmental law so that I may be cautious of how such information is distributed and utilized.
Ethical Professional Practice
"The Ethical Professional Practice competency area pertains to the knowledge, skills, and attitudes needed to understand and apply ethical standards to one's work. While ethics is an integral component of all the competency areas, this competency area focuses specifically on the integration of ethics into all aspects of self and professional practice."
(ACPA & NASPA, 2010, p. 12)
Within our work as student affairs professionals, Fried (2011) suggests that the following questions be considered: How shall we treat each other? How and what shall help students learn? How shall we steward the resources we are responsible for managing? Knowing where I stand on each of these questions will help me to develop my personal code of ethics so that I may engage in ethical practices within my work environment. Additionally, following Kitchener's (1985) guiding principles for ethical behavior and decision making will enable me to ensure that I conduct myself in an ethical manner on a daily basis.
Autonomy:
Respecting the right of each person to make his or her own choices and understanding how culture and upbringing influence those choices.
Do No Harm
Always know the impact your words and actions have on other individuals.
Benefit Others
Provide help and guidance to others and keep multiple perspectives in mind.
Be Just
Be fair, impartial, and consistent. Create separation between your personal feelings and the situation and individuals involved.
Be Faithful
Recognize the value and impact of interdependence. Keep appointments and commitments. Honor confidentiality. Be willing to confront those who do not live up to ethical standards.
Veracity (sixth principle identified by Fried [2011])
Be honest and tell the truth. Listen respectfully, speak honestly, and recognize that sometimes truth is a function of perspective.