Ethics / 1993
93.157 Demanding virtue, while disparaging it in the classroom, 155
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Ethics / 1994
94.4 Sexual harassment, the media, and cultural diversity at Swarthmore, 172
94.15 Racial epithets and a hostile work environment [the relationship between good ethics and goodmanagement], 193
94.25 Limiting the role of lawyers [Rising incivility; 1992 deposition example; C. S. Lewis on "wecastrate and bid the gildings be fruitful"], 203
94.29 Clarifying the role of the college attorney [avoiding conflicts of interest], 209
94.54 Lawyers' ethics, 246
94.55 American youth: the best of times and the worst of times [importance of promoting a sense ofempathy], 250
94.70 UVA's honor code and "student politics" [benefits outweigh the risks of honor systems], 277
94.72 The army and higher education administration [realistic performance evaluation; taking time tothink; emphasis on values and character], 279
94.74 The future is arriving. . .ahead of schedule [resistance to increasing tuition; decline in householdincome; attraction of new technology; qualities of character and good social skills as important asacademic knowledge], 281
94.76 New data reveal increase in test cheating [more cheating at larger institutions; repetitive testcheating and fraternity membership], 285
94.78 Preparing our students for the workplace of the future [training students to collaborate in anatmosphere of trust; Alvin Toffler and Charles Handy say organizations will be smaller; review ofthe West Point Way of Leadership], 287
94.81 A reflection about civility [Rush Limbaugh and Will Rogers compared; how students can learncivility; Erich Fromm on the culture of narcissism], 294
94.83 Making new efforts to ask old questions [growth of religious sentiment; medical ethics andreligion; mental health and religion; Saul Bellow on the soul contending with ideas that deny itsexistence; MIT physicist Alan Guth on the religious impulse], 298
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Ethics / 1995
95.10 Sexual ethics [young people need guidance on forming relationships; neglecting the emotionaldimension of sex; the impact of exploitative sex on men; Walter Lippman on self-restraint;students seek self-restraint], 328.
95.12 Law school is less popular--this year [applications down; disillusion about legal ethics; law firmsrestructuring; suicide of 1990 Yale law school graduate; fewer law students intend to practicelaw], 331.
95.17 Community service may be required [community service and character education; oppositionfrom the Christian right; failed FERPA provision against "altering . . . personal values"], 341.
95.18 A wave of violence coming [violence not limited to big cities; a culture of violence; arming forself-defense; effective conflict resolution programs; patterns of violence in the past (seventeenthcentury English village); the value of self-control and other traditional virtues (Maryland"housemates wanted" example); prohibiting weapons on campus], 342.
95.21 How students see the future [a clearer image of the future--by looking at the past; grounds foreconomic optimism; finding solutions: community colleges and computers likely to transformsociety; new technologies coming; Tocqueville on the American tradition of welcoming change],350.
95.23 A media focus on academic fraud [teacher provides test answers at Chicago high school;creating false transcripts and references for Yale; misleading an interviewer at Harvard;revocation of admission does not require due process hearing], 354.
95.25 Inflated figures [colleges provide conflicting information about admissions standards andgraduation rates], 358.
95.27 Character education--a national priority [the virtue of striving for virtue; need for social supportfor character education; Public Agenda survey shows deep current of shared values], 361.
95.57 The "Basic School" and the American college; creating disciplined communities with sharedvalues, based on universal human experiences; Ernest Boyer's list of seven virtues schoolsshould teach; value of community service; suggestions for a college ethical developmentprogram, 402.
95.68 Truth or consequences [lawyers and lies; William Kunstler "adheres to a truth that is deeper thana factual one;" Foucault and poststructuralist perspectives; a renewed interest in truth-seeking;the relationship between academic freedom and the pursuit of truth], 425.
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Ethics / 1996
96.1 Ideas and trends: 1996 [defining the objective of re-engineering: serving the customer is thegoal; employers seek "emotional intelligence," while students become "virtually educated"], 435.
96.2 Homosexual marriage and the "right of intimate association" [employer could not discriminateagainst lesbian couple on the ground of their relationship without showing that the action was"narrowly tailored to serve a compelling governmental interest"; Economist editorial supportinghomosexual marriage], 438.
96.34 Sexual harassment by teachers and peers [in Cohen v. San Bernardino Valley College, the U.S.Court of Appeals for the Ninth Circuit held that a tenured professor who used a sexuallyprovocative teaching style was subject to an unlawful "legalistic ambush" when the collegesought to discipline him for sexual harassment; a federal district court in Rubin v. Ikenberry, et.al. upheld a decision at the University of Illinois to discipline a tenured professor for repeatedsexual comments, inquiries, and jokes, in and out of class; the Office of Civil Rights (OCR) ofthe U.S. Department of Education issued a "Dear Colleague" letter, stating that schools andcolleges may be liable under Title IX of the Education Amendments of 1972 for peer harassmentthat creates a hostile environment; Economist on dangers of over-regulation, 517.
96.40 Three cases on freedom of expression [public employee speech rights; "incitement to imminentlawless action"; restrictions on "harmful" adult materials; original Lovell case decision withdrawnby the Ninth Circuit], 535.
96.45 Freedom of expression and religious liberty [ban on expression of all religious views in theworkplace likely to be unconstitutional. Example of a case where a court upheld an employer'sdecision to restrict employee free speech rights is Burnham v. Ianni (court determined thatUniversity of Minnesota at Duluth Chancellor lawfully removed photographs of two professorsfrom a campus exhibit)], 544.
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Ethics / 1997
97.17 Responding to pornography and incivility on campus [increasing coarseness in American society,reflected in greater availability of violent, hard-core pornography, and incivility in personal andpublic life], 598.
97.18 Responding to coarseness and incivility on campus [suggestions for promoting better values andbetter conduct by students; study by George E. Vaillant, author of Adaption to Life, finds thecapacity for love as the best predictor of mental health in later life; dialectic rather than rhetoricas "the method of friendship"; the disadvantages of gender and age segregation], 601.
97.22 The "Dark Alliance" series: implications for campus journalists [San Jose Mercury NewsExecutive Editor reported that the Mercury News investigative series "Dark Alliance" (implicatingthe CIA in the start of America's crack epidemic) fell short of acceptable journalistic standards;discussion of broader lessons for journalists, including those on campus], 613.
97.36 A message for new students: the importance of academic integrity, [students as "consumers"encounter a "frayed moral curriculum"; interview with D.L. McCabe on faculty attitudes towardacademic dishonesty, including reluctance of many faculty members to report academicdishonesty allegations; data on high rates of reported cheating by secondary school students;D.L. McCabe and Gary Pavela: "Ten Principles of Academic Integrity for Faculty Members"],641.
97.47 A reflection on ACCRA and the media ["entertainment" now appealing to the most base humanpursuits; the value of privacy; a modest proposal to apply ACCRA to Congress], 668.
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Ethics / 1998
98.14 New visions of ethics and a "unity of knowledge" [review of Edward O. Wilson's bookConsilience: The Unity of Knowledge; the methodology of science is the key to understandinghuman nature; "ethics is everything;" Human social existence . . . is based on the geneticpropensity to form long-term contracts that evolve by culture and moral precepts and law;"timeliness of Wilson's challenge to uninhibited individualism is reflected by a survey showingthat Ayn Rand's The Fountainhead "was named the favorite novel of the freshman class at theUniversity of California-Berkeley"], 715.
98.15 New visions of ethics and a "unity of knowledge," part II [virtues, based on self-restraint, commonthroughout the human family; retirement banquet exercise; value of good design and policepractices in creating community; Wilson's "biological" ethics fails to explain the sense ofempathy that appears in "great souls" like Gandhi or Tolstoy; interview with Elizabeth Kiss onapplied ethics on campus], 717.
98.20 A reflection on alcohol and student life [alcohol and the definition of self; forming a self inrelationship with others; forming a self by mastering emotions; forming a self by learning], 730.
98.25 The ethical obligations of lawyers [holding in Nix v. Whiteside: lawyer may not advocate orpassively tolerate a client giving false testimony], 739.
98.29 Addicted to speed, part I [the accelerating pace of life in technologically advanced societiesseems relentless, destructive, and addictive; educators need focus on the importance of creatingenvironments where thinking, reflection, peace, and solitude are as important as speed,convenience, and superficial socialization],749.
98.30 Addicted to speed, part II [higher experiences seem to come in a realm of consciousness wherespeed and noise are replaced by serenity and silence; Rene Dubos on how human beingsrespond to nature; sound pollution may form the background music of the campus; Shakespeareon music and harmony; Admiral Byrd on the discovery of harmony in solitude; observation of aregular "silent meeting" at a Friends' school in New York], 751.
98.33 Defining the ethical obligations of college journalists ["Ten ethical principles for collegejournalists"], 756.
98.36 Weighing "emotional intelligence" in tenure and promotion decisions, part I [Maryland Court of SpecialAppeals held in University of Baltimore v. Peri Iz held that collegiality may be considered whenfaculty members are considered for promotion and tenure, even if a specific reference tocollegiality is not made in pertinent contracts or policies], 764.
98.37 Weighing "emotional intelligence" in tenure and promotion decisions, part II [Estelle Fishbeininterview; recent Harvard Magazine article on emotional intelligence; Boyer Commission:expanding faculty role as mentors; Terry Roach on "Does Beethoven Get Tenure?"], 768.
98.38 Higher education amendments, part I [selections from amendments to the Family EducationalRights and Privacy Act (FERPA), and a non-binding "sense of Congress" statement on "BingeDrinking on College Campuses"; issues and suggested policies], 770.
98.39 Higher education amendments, part II [policy considerations that have to be addressed in light ofnew FERPA amendments; social forces prompting greater governmental intervention in campuslife; parental activism in shaping living and learning environments for students; sociologist AlanWolfe on "morality writ small;" "consensus conference" as a means to solicit communityperspectives], 773.
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Ethics / 1999
99.1 Student moral development, part I [renewed national attention to student moral development; Akibe Lerner on multiculturalism and the diminished capacity for moral outrage; academic integrity policies kept the flame of moral development alive; Darwin on ethics; Sissela Bok and the Wingspread report on shared values that can be affirmed on campus], 806.
99.2 Student moral development, part II [Edward O. Wilson on "ethics is everything;" Derek Bok on the importance of student character development; twelve principles for the design of college ethical develop-ment programs], 809.
99.12 Truth-telling and student ethical development, part I [sample presentation on why and when people should tell the truth; Einstein and W.H. Walsh on the existence of truth; Nietzsche on truth as power], 837.
99.13 Truth-telling and student ethical development, part II [sample presentation on why and when people should tell the truth; value of truthfulness; benefits of the habit of truth-telling; Sissela Bok on the importance and fragile nature of public trust], 839.
99.24 New imperatives for student ethical development [affirming core values of empathy and self-restraint; Patricia King on "Why is it so hard to teach ethics?"; Francis Fukuyama on the end of "the Great Disruption"], 865.
99.30 The growing culture of gambling [report of the National Gambling Impact Study Commission; high levels of gambling by children and adolescents; sports wagering on college campuses; expansion of Internet gambling], 880.
99.39 If "consumerism" ends, introspection may begin [speed and consumerism creating a national sense of unease; growing numbers of disenchanted professionals; Tom Wolfe and renewed interest in stoicism; efforts at repair: Alan Greenspan on ethics and finance; value of a liberal education], 901.
99.42 The mind as a datebook [the quest for and the benefits of solitude; Maslow on creativity and solitude; Tolstoy and Zen master Thich Nhat Hanh on the timelessness of each experience; speed and the decline of civility; Pico Iyler on silence as a presence, not absence], 910.
99.47 Helping students define success [review of Vanderbilt Law Review article by Patrick Schiltz on the practice of law and the quality of life; psychologists Myers and Diener on components of happiness; www.balancequest.com; Saint-Exupery on know-ledge and wisdom as components of happiness], 920.
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Ethics / 2000
00.6 Student conduct regulations and the authority to withhold a degree [decision in Robert J. Harwood , Jr. v. Johns Hopkins University holding that the award of a college degree represents more than academic achievement, and includes consideration of the nature and quality of student conduct], 944.
00.7 Evaluating clinical–and personal–skills [decision in Sreeram v. Louisiana State Medical Center holding that objective qualifications can not overcome evidence of deficient clinical skills; importance of personal relationships in medicine; Daniel Goleman on assessment of emotional intelligence], 947.
00.15 Thinking about the Web 2000 [Prodigy, America Online, and Microsoft creating and fostering corporate "communities" in central (physical) locations; Affection, affiliation, and the molding of minds; education and the "collaborate dance of love"], 970.
00.17 New research on academic integrity: The success of "modified" honor codes [Interview with Rutgers University researcher Donald L. McCabe, who found less self-reported student cheating at schools with honor codes, including "modified" codes like that used at the University of Maryland at College Park], 975.
00.18 Developing a "modified" honor code [components of modified codes; suggestions on how a modified code can be implemented], 978.
00.20 Learning from Bob Knight [Controlling abusive coaches; examining the role of college athletics; athletics and student ethical development; role of campus values statements, like the "Potsdam Pledge"], 983.
00.37 Religion and public education, part I [In Chandler v. Stegelman the U.S. Court of Appeals for the Eleventh Circuit gave a narrow interpretation to the Supreme Court decision in Santa Fe Independent School District v. Doe and held that "genuinely student-initiated religious speech" may not be censored], 1035.
0.38 Religion and public education, part II [Tocqueville on man's religious nature; defining "religion"; spiritual awareness may be welcome again; Gould and Darwin on science and the religious sensibility; Michael Shermer on spirituality and the moral sense; the relationship between truth-seeking and spirituality; Parker Palmer on teaching as a "sacred" endeavor ], 1037.
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Ethics / 2001
01.2 The revival of humanism [humanism defined; humanists, like scientists, look for patterns; postmodernist direction of the humanities in American universities; science writers trying to insert humanism back into humanities; student affairs administrators often leading proponents of humanistic perspectives; resurgence of "values statements" and honor pledges; William A. Galston on shared values in America; John Dewey and humanism from a liberal perspective], 1061.
01.12 Spiritual emptiness on campus. [Review of an article by David Brooks in the April 2001 issue of The Atlantic ("The Organization Kid"). Brooks focuses on the characteristics and values of the "millennial generation" (Americans born in or after 1982) who he portrays as having led highly structured lives, organized by compulsive parents "to be group-oriented, deferential to authority, and achievement obsessed." Related interview with Colgate University religion professor Coleman Brown],1085.
01.15 Expanding the duty of care: Faculty academic malfeasance. [Johnson v. Schmitz, 119 F. Supp. 2d 90 (D. Conn. 2000): Relationship between student and university is contractual; courts may entertain a cause of action for institutional breach of a contract for educational services; court allows plaintiff to pursue the claim that "Yale [University] failed to deliver on its express and implied contractual duties to safeguard students from academic misconduct"; commercialization of higher education is likely to produce many more disputes between graduate students and faculty members about intellectual property], 1094.
01.19 Revitalizing the concept of honor. [Interview with Arthur Schwartz], 2005.
01.20 The Columbine Report. [Report of the State of Colorado Columbine Review Commission; suicide and homicidal rage; challenging the student "code of silence"; tactical lessons learned], 2008.
01.21 A reflection on the Columbine Report. [The attraction of social Darwinism; connection with Leopold and Loeb case; Darwin's perspectives; Ralph Waldo Emerson's essay on "The Times"], 2010.
01.22 Stanton Samenow on "the chessboard view of life." ["People do make choices. There has to be accountability and consequences"], 2013.
01.29 Moral development program does not enhance religion. [In Daugherty v. Vanguard Charter School and Academy 116 F. Supp.2d 897 (W.D. Mich. 2000) the court upheld a school moral development program as having a "laudable secular purpose"], 2031.
01.31 Who is the Sucker? [The May 30, 2001 New York Times reported on comments by Israeli Prime Minister Ariel Sharon about the collapse of a wedding hall in Jerusalem. The collapse–which killed at least 25 and injured 350 people–has been attributed to shoddy construction], 2032.
01.33 Student ethical development and "positive psychology." [The March 5, 2001 New Republic contains an article by essayist Greg Easterbrook on the growing field of "positive psychology" ("Psychology discovers happiness"). Positive psychology is a concept pioneered by University of Pennsylvania psychologist Martin Seligman, past president of the American Psychological Association. It focuses on identifying and fostering the habits, emotions, and mental processes that promote happiness ], 2033.
01.34 The philosophy of civil disobedience. [The June 3, 2001 New York Times contains an article on trends in civil disobedience. The Times reports that judges seem more willing to levy jail sentences for unlawful protests, reflected in a recent 90-day sentence imposed on the Rev. Al Sharpton; Martin Luther King's "Letter from a Birmingham Jail"], 2033.
01.38 Talking with students in times of crisis. [Responding to the terrorist attacks of September 11, 2001], 2039.
01.44 Lincoln and postmodernism. [Lincoln as a model of resolute commitment without any claim to absolute certainty], 2051.
01.45 Developing and promoting an honor pledge, 2052.
01.49 Defining and encouraging moral leadership. [Commentary on designing and creating an award for moral leadership], 2061.
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Ethics / 2002
02.2 Can business ethics be taught? [quiz on a recentadvisory given by the Arthur Anderson accounting firm], 2072.
02.3 The future after September 11, 2001 [Peggy Noonan's1999 prediction; roots of fundamentalism; V.S. Naipaulon "Our universal civilization"; The power of stoicism in Western cultural life; Greek and Roman influences; Albert Camus on duty and commitment], 2074.
02.5 Plagiarism and the intent to deceive [The imposition of a moral stigma should be reserved for deliberateacts. Otherwise, colleges risk trivializing even the most serious acts of fraud by equating them with simple negligence], 2079.
02.10 The limits of "values statements" ["Values statements" are becoming increasing common forcolleges as well as corporations. However, as the Enron example indicates, such statements are worse thanuseless if they have no intrinsic support, and are not openly debated, regularly reformulated, and widely practiced], 2088.
02.13 Student suicide: a case study, Part II [Causes and prevention of suicide], 2095.
02.14 Using the "WR" case study for student development programming [Suicide encompasses philosophical andspiritual issues (inquiries into broader meaning), as well as mental illness. Indeed, the absence of important"psychic protections" (like the capacity for self-insight, and a sense of purpose) may contribute to mentalillness. In this sense, teachers and administrators likemental health professionals are physicians of the soul,partners in helping students develop ways of thinking and feeling that promote life over death], 2097.
02.16 Post game riots [No challenging rite of passage has been created for students, although many seem to crave one], 3002.
02.17 Cheating and Social Darwinism [Habits of cheating may reflect a predatory world-view ], 3002.
02.19 Model Code of Student Conduct Online [Excerpts from the Model Code, available at www.collegepubs.com; defining a set of communityvalues; private institutions and freedom of expression; punishing "hate crimes;" due process and legal representation; due process and the right of appeal], 3007.
02.26 How can trust be taught? [Data from Donald L. McCabe on the habit of cheating; Alan Greenspan ontrust and business ethics; trust and friendship; Allan Bloom on trust and friendship; friendship defined; teachers and friends; Jefferson on teachers as moralguides; student ethical development will take shape in the context of relationships with others], 3028.
02.36 A reflection on the post-Enron generation [There aremultiple signs college students will be encountering a sustained emphasis on character and professionalresponsibility in the years ahead; new legal, accounting and employment standards], 3053.
02.37 Ten principles for members of student conduct hearing boards, 3053.
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Ethics / 2003
03.9 The imperative of trust [Warren Buffett and Francis Fukuyama on the social function of trust; Argentina case study of a breakdown in trust], 3117.
03.19 The Jayson Blair story, Part I [Why truth telling matters], 3140.
03.20 The Jayson Blair story, Part II [Role of mentoring; violations should be sanctioned sooner rather thanlater; involve co-workers in sanctioning; administrative units need to communicate more effectively], 3143.
03.32 Ethics and good business [Recent research exploring the connection between "virtuous behavior" and corporate profitability], 3173.
03.34 Personal connection matters [A considerable body of research is confirming that personal connection and the emotions associated with connection are evenmore essential to healing, learning, and thinking than educators may have realized; significance of placebo effect in Zoloft trials], 3177.
03.45 Students challenge the "contagion" of cheating [A front page story in the November 26, 2003 New York Times ("Exposing the Cheat Sheet, With the Student'sAid") explores an apparent increase in school cheating,and suggests a solution: give students a major voice inchallenging academic dishonesty by their peers; advice on creating an honor code], 3204.
03.46 Rejecting the corporate style [The management style of Vartan Gregorian, president of the Carnegie Corporation of New York and former president of Brown University; Nannerl O. Keohane on not following corporate pay scales], 3205.
03.50 What is Truth? [Universities are ancient institutions,older than any nation. Many had religious foundations, but most harken back to a third great city, that of Athens and Plato's academy. In this tradition,objective truth exists, and is very much worth pursuing. The joy of discovering truth discussed in Simon Blackburn's review of Richard Dawkins' new book A Devil's Chaplain: Reflections on Hope, Lies, Science, and Love], 3213.
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Ethics / 2004
04.4 When will students listen? [Instead of telling students how to behave, educators might discuss some of the mistakes they made in college and what they learned from them], 3222.
04.8 The limits of moral reasoning [The role of emotion in moral decision making; insights from Jefferson and Darwin], 3231.
04.10 Moving "pre-beings" into the present [Students are so stressed about the future that they can't live or think in the present], 3233.
04.13 Truth telling and social justice [Faked hate crime at Claremont McKenna College], 3238.
04.18 Talking with students about love and friendship [Americans know (or pretend to know) a great deal about sex, but they spend precious little time exploring the dimensions of love and friendship; Sorbonne philosopher Andre Compte-Sponville on friendship], 3248.
04.34 Friendship, fidelity, and academic integrity [speech at Trinity University; friendship, integrity, and the structure of the self], 3288.
04.45 Encouraging civility in times of polarization [Teaching and modeling civility; the "spirit of truth-seeking" should encompass listening to student perspectives about the wisdom of university policies; Judge Learned Hand: "The spirit of liberty is the spirit which is not too sure that it is right; the spirit of liberty is the spirit which seeks to understand the mind of other men and women"], 3315.
04.48 Tom Wolfe on campus life [If secular educators don't help students explore what Socrates called the "examined life" religious fundamentalists will], 3322.
04.49 Civility and student life, Part I [Defining civility; the art of dialogue; promoting emotional intelligence and mental discipline; the mystery of empathy; the role of beauty in physical surroundings], 3324.
04.50 Civility and student life, Part II [Defining civility; the art of dialogue; promoting emotional intelligence and mental discipline; the mystery of empathy; civility and the role of beauty in physical surroundings], 3327.
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