FROM PAPER CHASE TO SIR, WITH LOVE
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sages about professional conduct and principles sent to students, either
via overtly verbal and written statements or through more subtle role mod-
eling, communicate what matters in their work and in the classroom. Mes-
sages that guide students are delivered through the instructor’s learning
outcomes, syllabus, initial class meeting, interactions with students, and
the content, evaluation, and assessment.
Improvement Orientation
Practice with guidance from more experienced others cultivates ethical ac-
tion in individuals. Learning, by its nature, is an improvement-oriented pro-
cess. Development of the ability to understand the applied meaning of court
decisions and make ethical decisions as fact patterns differ takes practice
and the confidence to make mistakes until one’s skills develop. A Higher
Education Law course provides a unique opportunity to engage in an ongo-
ing facilitated dialogue between the student, their peers, and the instructor
integrating legal knowledge (i.e., society’s expression/expectation of mini-
mally acceptable action/intent) with ethical practice (i.e. ethical sensitivity,
judgment, motivation and character
.
50
Case studies and role playing became important features of the course,
relying heavily on conceptual synthesis and application to cultivate knowl-
edge and skill. A careful review of the constitution, case law, and legisla-
tion provided examples of successful and unsuccessful strategies for cop-
ing with the challenges ahead. An ethical decision-making framework, pre-
sented early in the semester, gave students a tool to evaluate the actions of
77 (2001).
50 J
AMES
R. R
EST
et al
.,
P
M
T
EO
-K
A
(1999).
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