Twin
Eagles
In
his presentation, Dr. Bruce Weinstein, also known as The Ethics Guy (2012),
polls his audience as to what one ought to do when faced with the flu. Do we
stay home? Do we go to work and limit interaction with others? Do we purposely
interact with those we dislike? Of the points he discusses, understanding
criticism, apologizing in an ethically intelligent manner, and making others
feel appreciated combine to help us realize what we ought to do in situations (TheEthicsGuy,
2012). Imagine a situation wherein a graduate student earnestly endeavors to
complete assignments and submit the same by the prescribed deadline. The
student has demonstrated one of “Ben’s 13 Virtues” presented by Twin Cities
Public Television (TCPT) (2002). According to TCPT (2002) resolution requires
one to perform what one ought. Should the reverse apply with regards to the
grading obligation of the professor? Should professors resolve to grade what
one ought? Weinstein expounds on the value of criticism; and, that if it can be
harnessed and applied correctly, criticism can bring out the best in others
(TheEthicsGuy, 2012).
It
has been my experience, since returning to school in 2009, graded assignments
often include feedback, a form of criticism. It is presented by the professor
in a constructive manner that, if taken by the student in an open-minded way,
can help the student learn and improve future assignments. Most of the
instructors I have been fortunate to have are able to return graded assignments
in a relatively short amount time. A select few return grades with lightning
speed which is very much appreciated when working within a seven day period to
complete assignments. One of my current professors is one of the select few. I
wonder how many students take time to not only appreciate this; but, actually
thank their professors. Weinstein demonstrates how making someone feel
appreciated can change not only that person’s outlook; it can change the
outlook of those who took the time and effort to show appreciation
(TheEthicsGuy, 2012). For me, receiving grades and feedback in a timely manner,
tells me that professor appreciates my work; and even if the feedback offers
constructive criticism, he or she took the time and believed my work worthy of
not only reading; but, the professor sees room for improvement. Yes, I am a
self-professed perfectionist and grade “weenie”; but, taking in feedback and
applying the recommendations helps me to resolve to be a better student and
listener.
Citing
Aristotle, LaFollette (2007) provides the only way to develop virtues is “by
habituation”, and that being virtuous is something one must enjoy doing (p.
215). Additionally, LaFollette (2007) queries, “Is morality demanding?” (p. 253).
I truly believe the professor who posts grades with lightning speed enjoys what
she does and resolution is a strong virtue. My second professor seems to be
experiencing difficulty with posting grades; and, although several inquiries
have been made, the reason for the delay is unclear. Is it morally wrong to not
grade a paper within a reasonable amount of time and does it fall within the
scope of morality (LaFollette, 2007)? What weight is given to grading a paper
timely or grading a paper eventually? Is it possible for a professor’s personal
interests to trump his or her resolution to grade assignments (LaFollette,
2007)? If circumstances were such the delay in returning grades could be
explained; then an “ethically intelligent apology”, defined by Weinstein as one
that demonstrates sincerity, ownership, and a plan of action to avoid future
delays, would certainly go a long way in helping this student understand and
further the student’s own sense of tranquility (TheEthicsGuy, 2012; TCPT,
2002). Unfortunately and sadly, such as not occurred. Instead, a student who
strives to learn and submit good assignments is literally left to flap in the
wind and continue with ongoing assignments without understanding or guidance
timely grading and criticism would offer.
Chuck
Gallagher (2013) speaks of an “unethical continuum” whereby if one begins to
slide down its slopes, illegal actions may result. Certainly it is not my
contention such will come to pass with a professor simply because he or she
fails to resolve to return grades in a timely fashion; however, what’s the
difference between a professor who does resolve and one who does not? Is such a
reputation good for the university? Who would know, especially if the practice
is something many professors do? Students are required to submit assignments on
time. From a moral and virtuous standpoint, a student ought to resolve to
submit his or her assignments by the deadline. Shouldn’t the same apply to the
professors? If the student were to voice concern and if the professor were to
retaliate by assigning lower grades, could that lead the professor further down
Gallagher’s (2013) continuum? If the professor could not discern any difference
between returning grades timely or returning grades eventually, if the professor
tended to personal tasks instead of university tasks like grading assignments, and
if the professor violated university policy, written or unwritten with regards
to grading and gave little consideration to his or her action; then it is
plausible the slippery slope could lead to retaliation against any student who
sought to question the process (Gallagher, 2013).
Ethics
and values can vary within the same organization. As Weinstein demonstrated,
people view what one ought to do through different lens (TheEthicsGuy, 2012).
Do I grade assignments timely? Do I only grade those assignments from student
who routinely do well? Do I grade those assignments from students I dislike?
Those professors, who resolve to do what they ought to do, grade assignments
because they believe a student deserves to know his or her grade, are to be
applauded. Those professors who choose to perform a task other than grading do
their university, their student body; and, ultimately their selves a
dis-service.
References
Chuck Gallagher. (2013, Jan.
27). Business Ethics Keynote Speaker – Chuck Gallagher – shares
Straight
Talk about Ethics! [Video file]. Retrieved from https://youtu.be/gUJ00vNGCPE
LaFollette, H. (2007). The Practice of Ethics. Malden, MA:
Blackwell Publishing.
TheEthicsGuy. (2012, Aug. 24).
Keynote Speech Excerpts from The Ethics Guy. [Video file].
Retrieved
from https://youtu.be/eLxbHBpilJQ
Twin Cities Public Television.
(2002). Ben’s 13 Virtues. PBS.org. Retrieved
from
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