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Graduate Teaching Assistants: Ethical Training, Beliefs, and Practices

Mitchell M. Handelsman & Steven A. Branstetter

Ethics and Behavior 10 (1):27-50 (2000)

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Graduate students and the culture of authorship.Sarah E. Oberlander & Robert J. Spencer - 2006 - Ethics and Behavior 16 (3):217 – 232.details In the last 50 years, multiauthored publications have become more prevalent, given the increasing number of collaborative, interdisciplinary, multicenter research studies. The determination of authorship credit and order is a difficult process, especially for graduate students, whose disadvantaged power position in research settings increases their vulnerability to exploitation. The American Psychological Association has published ethical standards for determining authorship credit, but the power difference inherent in the student-faculty relationship may complicate this ethical dilemma. The authors reviewed a number of previously (...) Download Export citation Bookmark 9 citations
Ethical Issues When Graduate Students Act as Mentors.Cynthia E. Brown - 2016 - Ethics and Behavior 26 (8):688-702.details The field of ethics in psychology has devoted a great deal of attention to the ethical issues that arise when students and faculty develop mentor–mentee relationships. However, little attention has been given to examining the role of graduate students acting as mentors. Graduate students often supervise and evaluate undergraduates as a part of research and teaching responsibilities, and may act as mentors to more junior graduate students. This article discusses the unique qualities and ethical considerations of graduate students in mentoring (...) Download Export citation Bookmark 2 citations
Multiple relationships between graduate assistants and students: Ethical and practical considerations.Sarah E. Oberlander & Jeffrey E. Barnett - 2005 - Ethics and Behavior 15 (1):49 – 63.details Most, if not all, psychologists have served as teaching or research assistants during graduate school, been instructed by teaching assistants, or both. As both faculty and students themselves, graduate assistants are faced with several dilemmas for which they typically have little preparation or guidance. These issues are explored in the context of the existing literature on multiple relationships in academic settings. Recommendations are made for graduate assistants, their faculty supervisors or mentors, and administrators to proactively address and confront these challenges (...) Download Export citation Bookmark 3 citations
Managing Nonsexual Multiple Relationships in University Counseling Centers: Recommendations for Graduate Assistants and Practicum Students.Starla L. Dallesasse - 2010 - Ethics and Behavior 20 (6):419-428.details Graduate students typically serve in a wide variety of positions throughout their course of study in an academic setting. Because of the large number of roles assumed, graduate students may encounter several ethical dilemmas unique to the academic setting, particularly dilemmas regarding nonsexual multiple relationships. Although the topic of multiple relationships and psychologists has been extensively discussed in the literature, fewer articles have focused on the potential for nonsexual multiple relationships between graduate assistants, practicum students, and undergraduate students. This article (...) Download Export citation Bookmark 1 citation
Reactively, Proactively, Implicitly, Explicitly? Academics’ Pedagogical Conceptions of how to Promote Research Ethics and Integrity.Heidi Hyytinen & Erika Löfström - 2017 - Journal of Academic Ethics 15 (1):23-41.details This article focuses on academics’ conceptions of teaching research ethics and integrity. Seventeen academics from a Finnish research intensive university participated in this qualitative study. The data were collected using a qualitative multi-method approach, including think-aloud and interview data. The material was scrutinized using thematic analysis, with both deductive and inductive approaches. The results revealed variation in academics’ views on the responsibility for teaching research integrity, the methods employed to teach it and the necessity of intervening when misconduct occurs. The (...) Download Export citation Bookmark 9 citations

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