l’Univeristé d’Ottawa / University of Ottawa 14:47 ECO1102 Macroeconomics 1 Ethics in Academia

Université d’Ottawa / University of Ottawa 14:47 2 Principle 1: Content Competence l A university teacher maintains a high level of subject matter knowledge and ensures that course content is  current,  accurate,  representative, and  appropriate to the position of the course within the student's program of studies. l Examples of failure to fulfill the principle occur when an instructor  teaches subjects for which she or he has an insufficient knowledge base,  misinterprets research evidence to support a theory or social policy favored by the instructor, or  when responsible for a prerequisite survey course teaches only those topics in which the instructor has a personal interest.

Université d’Ottawa / University of Ottawa 14:47 3 Principle 2: Pedgogical Competence l Communicates the objectives of the course to students, l is aware of alternative instructional methods or strategies, and l selects methods of instruction that, according to research evidence (including personal or self- reflective research), are effective in helping students to achieve the course objectives.

Université d’Ottawa / University of Ottawa 14:47 4 Pedagogical Competence l Implies that a teacher has adequate pedagogical knowledge and skills, including  communication of objectives,  selection of effective instructional methods,  provision of practice and feedback opportunities,  accommodation of student diversity. l If mastery of a certain skill is part course objectives and will be considered in evaluation and grading of students, the teacher provides students with adequate opportunity to practice and receive feedback on that skill during the course.

Université d’Ottawa / University of Ottawa 14:47 5 Pedagogical Competence l To maintain pedagogical competence,  instructor takes active steps to stay current regarding teaching strategies that will help students learn relevant knowledge and skills and will provide equal educational opportunity for diverse groups. l For instance, reading general or discipline-specific educational literature, attending workshops and conferences, or experimentation with alternative methods of teaching a given course or a specific group of students.

Université d’Ottawa / University of Ottawa 14: Dealing with Sensitive Topics l Sensitive topics dealt with in an open, honest, and positive way.  acknowledges from the outset that a particular topic is sensitive, and explains why it is necessary to include it in the course syllabus.  identifies his or her own perspective on the topic and compares it to alternative approaches or interpretations, thereby providing students with an understanding of the complexity of the issue and the difficulty of achieving a single "objective" conclusion.  invites all students to state their position on the issue, sets ground rules for discussion, is respectful of students even when it is necessary to disagree, and encourages students to be respectful of one another.

Université d’Ottawa / University of Ottawa 14: Student Development l Overriding responsibility is to contribute to the intellectual development of the student,  at least in the context of the teacher's own area of expertise, and  to avoid actions such as exploitation and discrimination that detract from student development.

Université d’Ottawa / University of Ottawa 14:47 8 Relationships with Students l To avoid conflict of interest,  do not enter into dual-role relationships with students that are likely to detract from student development or lead to actual or perceived favoritism.

Université d’Ottawa / University of Ottawa 14: Confidentiality l Student grades, attendance records, and private communications are confidential materials, and are released only with student consent, or for legitimate academic purposes, or if there are reasonable grounds for believing that releasing such information will be beneficial to the student or will prevent harm to others.

Université d’Ottawa / University of Ottawa 14: Respect for Colleagues l Respect the dignity of colleagues and work cooperatively with colleagues in the interest of fostering student development.

Université d’Ottawa / University of Ottawa 14: Valid Assessment of Students l Given the importance of assessment of student performance in university teaching and in students' lives and careers, instructors are responsible for taking adequate steps to ensure that assessment of students is valid, open, fair, and congruent with course objectives.

Université d’Ottawa / University of Ottawa 14: Respect for Institution l In the interests of student development, a university teacher is aware of and respects the educational goals, policies, and standards of the institution in which he or she teaches.

Université d’Ottawa / University of Ottawa 14:47 13 Intellectual Property: Yours and Theirs l Copyright law secures for the creator of a creative effort the exclusive right to control who can make copies, or make works derived from the original work. l If you create something, and it fits the definition of a creative work, you get to control who can make copies of it and how they make copies. l You can also sell or licence this right, or, if you do the work for somebody who hired you to do it, they buy this right in advance.

Université d’Ottawa / University of Ottawa 14:47 14 Creative Work l The law requires that it exist in some tangible form – not just in your head. l Has to be on disk, paper, carved in stone (sculpture) or the like. l It has to be creative (that's a tough one for lawyers to define) and that means it can't just be factual data. l What you say isn't copyrighted until it's put onto tape -- it has to be in tangible form. l Anything you write and post to the Internet is almost certainly a creative, copyrightable work. l Anything you post-process with a computer (like object code) is a derivative work, still copyrighted.

Université d’Ottawa / University of Ottawa 14:47 15 Creative Work l You can also do creative editing or collecting work. l Facts can't be copyrighted, but clever organization of the facts can be.

Université d’Ottawa / University of Ottawa 14:47 16 Making Copies l Making copies is making copies. l Computers create temporary copies in packet buffers or on screens, and copies left on backup tape. l Assume that just about any computerized operation on a work involves copying it. l The copyright holder gets to say if you can do this. But that's where it all gets modified by the issues.

Université d’Ottawa / University of Ottawa 14:47 17 Fair Use/Fair dealing l Allows certain types of copying without permission in areas where it is felt that some more important social principles would be violated otherwise. l If you are doing things like comment on a copyrighted work, making fun of it, teaching about it or researching it, you can make some limited use of the work without permission

Université d’Ottawa / University of Ottawa 14:47 18 Copyright Myths 1. "If it doesn't have a copyright notice, it's not copyrighted." l Used to be so l Strengthens the copyright "Copyright [dates] by [author/owner]" You can use C in a circle © instead of "Copyright" but "(C)" has never been given legal force. The phrase "All Rights Reserved" used to be required in some nations but is now not needed.

Université d’Ottawa / University of Ottawa 14: If I don’t charge for it, it’s not a violation.” l It just makes it less likely you’ll get sued and financially penalized, but...

Université d’Ottawa / University of Ottawa 14: “ If it's posted to the Internet it's in the public domain." l Nothing modern is in the public domain anymore unless the owner explicitly puts it in the public domain. l Explicitly, as in you have a note from the author/owner saying, "I grant this to the public domain." Those exact words or words very much like them. l Granting something to the public domain is a complete abandonment of all rights. l You can't make something "PD for non-commercial use." If your work is PD, other people can even modify one byte and put their name on it.

Université d’Ottawa / University of Ottawa 14: "My posting was just fair use!" l Fair use is usually a short excerpt and almost always attributed. (One should not use more of the work than is necessary to make the commentary.) It should not harm the commercial value of the work -- in the sense of people no longer needing to buy it (which is another reason why reproduction of the entire work is a problem.)

Université d’Ottawa / University of Ottawa 14: "If you don't defend your copyright you lose it." -- "Somebody has that name copyrighted!" l Copyright is effectively never lost these days, unless explicitly given away. l You also can't "copyright a name" or anything short like that, such as almost all titles. l Trade marks apply to names, and can be weakened or lost if not defended.

Université d’Ottawa / University of Ottawa 14: "If I make up my own stories, but base them on another work, my new work belongs to me." l Copyright law is quite explicit that the making of what are called "derivative works" -- works based or derived from another copyrighted work -- is the exclusive province of the owner of the original work. l True even though the making of these new works is a highly creative process. l If you write a story using settings or characters from somebody else's work, you need that author's permission.

Université d’Ottawa / University of Ottawa 14: "They can't get me, defendants in court have powerful rights!" l Copyright law is mostly civil law. If you violate copyright you would usually get sued, not be charged with a crime. l "Innocent until proven guilty" is a principle of criminal law, as is "proof beyond a reasonable doubt." l These don't apply the same way or at all. l Mostly which side and set of evidence the judge or jury accepts or believes more, though the rules vary based on the type of infringement. l In civil cases you can even be made to testify against your own interests.

Université d’Ottawa / University of Ottawa 14: "Oh, so copyright violation isn't a crime or anything?" l Recently in the USA commercial copyright violation involving more than 10 copies and value over $2500 was made a felony.

Université d’Ottawa / University of Ottawa 14: "It doesn't hurt anybody -- in fact it's free advertising." l It's up to the owner to decide if they want the free ads or not. l If they want them, they will be sure to contact you. l Don't rationalize whether it hurts the owner or not, ask them

Université d’Ottawa / University of Ottawa 14: "They ed me a copy, so I can post it." l To have a copy is not to have the copyright. l All the you write is copyrighted. l However, is not, unless previously agreed, secret. l So you can certainly report on what you are sent, and reveal what it says. l You can even quote parts of it to demonstrate.

Université d’Ottawa / University of Ottawa 14: "So I can't ever reproduce anything?" l Copyright has two main purposes,  the protection of the author's right to obtain commercial benefit from valuable work,  and more recently the protection of the author's general right to control how a work is used. l The author's right to control what is done with a work, however, has some validity, even if it has no commercial value.

Université d’Ottawa / University of Ottawa 14:47 29 For more information l l l l l l l l l l