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6 Faculty Matters Summer 2012 your opinions “ We’ve launched a whole new online experience at FacultyMatters.com. Be sure to visit!” — Tracy Nita Pender Senior Editor, Faculty Matters comments, critiques and kudos I ’m part of the psychology online faculty, teaching undergrad through Ph.D., and have been with University of Phoenix since 2006. I’m a psychologist in my own private practice but have also been an award-winning faculty member previously at another university. I prefaced my statement with that information because I wanted you to know that I mean it when I say thank you for the University’s Faculty Matters magazine. Particularly, I’m happy to see my colleagues get the well-deserved feature profiles showing their hard work in and out of the classroom. I have been a public person for many years as an author and television oncamera expert, so I get plenty of exposure. But I have seen so many talented colleagues work and toil with no recognition at so many schools. Many universities give lip service to words such as “value of faculty, respect for faculty, etc., etc.,” but no actual follow-through. University of Phoenix’s magazine, the honoraria spotlight and featuring publications and books by faculty is refreshing and inspiring to see. — Dr. William July, University of Phoenix faculty Houston, TX The letters below were received in response to our Spring 2012 edition feature “Can faculty influence right and wrong?” I believe our behavior, ethical or not, is a function of our own belief and value system. These could be based on religious beliefs, education in philosophy, a sense of fair play, or at the simplest level a sense of what is right or wrong. These factors combine to produce our observable behaviors which are usually habitual. Since the behaviors are habitual we will usually display then if watched or not watched. — Thomas A. Graham, University of Phoenix faculty Moore, OK Iwas disappointed that the discussion of ethics in the Spring 2012 issue of Faculty Matters was so shallow and uninformed and that the article reporting the recent poll [Your Voice, pages 34-37] on ethics careened from one fallacy to another. To start, take the word “ethics”—nobody seems to have noted that the word does not refer to a pre-set, prescribed system of guidelines for behavior—“right and wrong”—but rather to any system of concepts, sometimes explicit rules, about what is “right and wrong.” As such, different cultures and different people may have (and do have) different ideas about right and wrong—and very often conflicting ideas of what is right or wrong, which is not to say that one person is ethical and another not—simply that their ethics differ. A gross example (by which I mean exceedingly unsubtle): honor killings. In the West, to kill a female relative because she transgressed an ethical code (perhaps went out on a date with a young man, was caught holding hands with a boyfriend) is considered vastly unethical; we in the West can hardly conceive anything more unethical. Yet, in some parts of the world, such is the ethical duty of males in a family. I was just reading this morning about a 16-year-old Moroccan girl, having been forced by the local court to marry the man who had raped her, committed suicide. Again, we in the West consider this a tremendous travesty and the depth of barbarism. Evidently, in some codes of Moroccan justice, forcing a woman to marry her rapist is considered the height of ethics. And, as much as I agree with and am imbued in the Western system, I have to acknowledge that the other system does constitute a system of ethics. So, to ask the questions, “Do you feel that ethics are on the decline in the U.S.?” or “Do you feel that students today are more or less ethical,” really is to ask the wrong questions—or to ask questions with mistaken presuppositions: the presupposition that there is a set standard of ethics to which everyone agrees and by which all behavior may be judged, and by this standard, ethics can be said to “rise” or “decline.” This is simply not true, and to ask the question does little more than to prompt a rousing chorus of the song from the musical Bye, Bye, Birdie: “Kids! What’s the matter with kids today?” (Which, I have read, is very similar to a complaint found on an ancient Egyptian tomb.) — Dr. Michael McIntyre, University of Phoenix faculty Crestline, CA Corrections In the article “Keeping it real,” in our spring edition, Maryse Nazon was incorrectly listed as holding her Ph.D. Dr. Nazon holds her Psy.D. In the same edition, Dr. Barb Turner, DAA of the Asia Military Campus in Okinawa, Japan, was incorrectly listed as Barbara Taylor. Dr. Turner wrote the letter alerting us to the need to change our tagline for Faculty Faces. Faculty Matters apologizes for the errors.
social media snippets From the Deans DISCUSSION pOST: Our deans have scaled mountains, volunteered with the Peace Corps and raised burros. What would your fellow faculty be surprised to learn about your life? —Kathleen Fern, Executive Editor MEMBER COMMENT: I love these fun facts about the deans. Life is not all business and no fun. This shows them in a new light. I am not a dean, but a CCC, and I personally rode a camel from the outskirts of Cairo, the Pyramids of Giza—an amazing experience. I use that in classes at the local campus for an introductions activity of two truths and a lie—always a fun way to start a class. —Dr. Shari Muench MEMBER COMMENT: I am not a dean, either, but a faculty member. I served in the Peace Corps in Mpumalanga, South Africa (2002-4), where I was an educational resource specialist. Leading a team of faculty there, I started the first library in the village. —January Riddle MEMBER COMMENT: It is a rather interesting item I will share. Back in 1984 at my days at the UW-Madison, I was part of a contemporary dance troupe. It was during this era of my life, I was offered a job as a Chippendale’s Dancer in Texas. I turned it down, of course. Several years later I injured my rotator cuff in a dancing accident and injured my lower back in a car accident. I had to give up my dancing shoes and get into my professional shoes. In the late 1980’s, I mentioned to Chris Farley, one of my high school friends, that I should have taken that job as a Chippendale Dancer because now I realized no one wanted to see an overweight Chippendale Dancer. Our Faculty Matters LinkedIn Group is hosting great conversations, such as those listed below. Join us at www.facultymatters.com/linkedin/ Well, I guess I was wrong because shortly thereafter, Chris made the Chippendale’s skit one of the most revered skits on SNL (Saturday Night Live). —Montgomery Beyer your classroom emphasis DISCUSSION pOST: Faculty member Maryse Nazon, Psy.D., emphasizes to her students the need to be self-aware. What do you emphasize in your classroom? —Tracy Nita Pender, Senior Editor MEMBER COMMENT: View learning as a full spectrum of observations and application. —Steve Brannon MEMBER COMMENT: Learning as a process, critical thinking and inquiry, research skills and mutual respect and appreciation for differing viewpoints and experiences. —Lindsay Armstrong MEMBER COMMENT: Use the classroom learning environment as a laboratory to practice the skills needed in their workplace. —Charlotte Johnson Like an article? Share it! We’ve improved our sharing capabilities at FacultyMatters.com. Look for these icons to help you easily share articles with your colleagues and social networks. What was the most-shared article in our Spring 2012 edition? It was a tie between “Can faculty influence right and wrong” and “An ocean of experience.” your editorial team Arra yerganian Chief Marketing Officer Jenifer King Editorial Director Jason Pochert Director, Faculty Relations Amy Wilson LinkedIn Community Manager facultymatters.com Kathleen Fern Executive Editor Tracy Nita Pender Senior Editor Bridget Gutierrez Communications Manager Julie Wilson Senior Writer 7
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