• A faculty member publishes an article without offering coauthorship to a graduate assistant who has made a substantial conceptual or methodological contribution to the article. • A professor does not permit graduate students to express viewpoints different from her own. • A graduate student close to finishing his dissertation cannot reach his traveling advisor, a circumstance that jeopardizes his degree. This book discusses these and other examples of faculty misconduct—and how to avoid them. Using data collected through faculty surveys, the authors describe behaviors associated with graduate teaching which are considered inappropriate and in violation of good teaching practices. They derive a normative structure that consists of five inviolable and eight admonitory proscriptive criteria to help graduate faculty make informed and acceptable professional choices. The authors discuss the various ways in which faculty members acquire the norms of teaching and mentoring, including the graduate school socialization process, role models, disciplinary codes of ethics, and scholarship about the professoriate and professional performance. Analyzing the rich data gleaned from the faculty surveys, they track how these norms are understood and interpreted across academic disciplines and are influenced by such factors as gender, citizenship, age, academic rank, tenure, research activity, and administrative experience.

• A faculty member publishes an article without offering coauthorship to a graduate assistant who has made a substantial conceptual or methodological contribution to the article. • A professor does not permit graduate students to express viewpoints different from her own. • A graduate student close to finishing his dissertation cannot reach his traveling advisor, a circumstance that jeopardizes his degree. This book discusses these and other examples of faculty misconduct—and how to avoid them. Using data collected through faculty surveys, the authors describe behaviors associated with graduate teaching which are considered inappropriate and in violation of good teaching practices. They derive a normative structure that consists of five inviolable and eight admonitory proscriptive criteria to help graduate faculty make informed and acceptable professional choices. The authors discuss the various ways in which faculty members acquire the norms of teaching and mentoring, including the graduate school socialization process, role models, disciplinary codes of ethics, and scholarship about the professoriate and professional performance. Analyzing the rich data gleaned from the faculty surveys, they track how these norms are understood and interpreted across academic disciplines and are influenced by such factors as gender, citizenship, age, academic rank, tenure, research activity, and administrative experience.

The authors address issues of impropriety and misconduct in the teaching role at the post-secondary level. They define and examine norms of teaching behaviour, focusing on four disciplines and exploring how individual, disciplinary and institutional differences influence professorial behaviour.

Randolph Richards and Brandon O'Brien explore the complicated persona and teachings of the apostle Paul. Unpacking his personal history and cultural context, they show how Paul both offended Roman perspectives and scandalized Jewish sensibilities, revealing a vision of Christian faith that was deeply disturbing to others in his day and remains so in ours.

The Jesus everybody likes, says Mark Strauss, is not the Jesus found in the Gospels. He preached about hell far more than the apostle Paul. He told his followers to hate their families. Not one of his twelve apostles was a woman. When we unpack these puzzling paradoxes and more, we gain greater insight into Jesus' countercultural message and mission.

The purpose of The Ethical Professor is to provide a road map to some of the ethical dilemmas that doctoral students and newer faculty members are likely to face as they enter a career in academia (the Academy). Academic career paths appear to be quite standard, transparent, and achievable with dedicated and hard work. Argued in this book, however, is that the road map to a successful academic career is not so easy. There are ethical pitfalls along the way, starting with entry into academia as a new PhD student. These ethical dilemmas remain equally opaque as faculty progress in their careers. The ethical pitfalls that plague each of the steps along the academic career path are often not visible to doctoral students and young faculty members; nor are they well prepared to spot them. Ethical issues are seldom discussed and little training is provided on how to spot and handle these potential road blocks to a successful career in the academy. Based on extant research and collective years of academic experience, The Ethical Professor seeks to shorten the learning curve around common ethical pitfalls and issues by defining them, sharing research and experiences about them, and offering a discussion framework for continued learning and reflection. This innovative new volume will be key reading for doctoral students and junior faculty members in social science departments in colleges and universities, as well as managers undertaking an MBA. Due to the increasing complexity of managing academic institutions, more seasoned professors, administrators, and college deans and presidents, will also benefit from the research presented here.

Mary Grabar, Ph.D., founder of Dissident Prof, (www.dissidentprof.com) gathers stories by six of her colleagues, professors “exiled” professionally and socially for ideas deemed heretical by today’s radical academic gatekeepers. Readers will get an inside look at how the academy operates—and how the gatekeepers deny that they discriminate. With lively and entertaining prose, these six professors tell tales of being ostracized, ridiculed, and denied opportunities to teach—even when their students protest on their behalf! They will learn how the radicals use tax and tuition money to fund studies and academic centers to smear political opponents and those who disagree with their politically correct worldviews. Contents include: “The Brain Drain: A Lament for the Loss of Intellectual Capital and the Future of Freedom” by Mary Grabar, (English) How hostile is today’s college campus to the traditional scholar? How much of our heritage are we losing because of it? “The Most Sacred Part of Them: Professors Behaving Badly” by M.D. Allen, (English) public ridicule at a public university in Wisconsin and elsewhere “Losing Friends and Dining Alone” by Martin Slann, (Political Science) what you can’t say about Islam at an academic conference “Anti-Anti-Communism and the Academy” by Paul Kengor, (Political Science) historical denial and punishment of historians who write about communism “Stalinism Lite” by Scott Herring, (English) You can never be politically correct enough. “’C’ for Conservatism, the New Scarlet Letter” by Brian Birdnow, (History) getting beat out in the history job market by scholarship on cookbooks and “the crisis of American masculinity in the 1950s” “The Creed of Political Correctness” by Jack Kerwick, (Philosophy) simple demands for faithfulness by the new priestly class “Afterword: The Formulated Phrase” by Mary Grabar, making the conservative academic an object of sociological study, and the smearing of the Tea Party and black conservatives