Code of Ethics for Tutors

I do not belittle my colleagues by making inappropriate remarks regarding their teaching methods or the relevance of the exercises conducted in class. I address any professional disagreements through internal channels. It is important that we adopt a unified communication approach towards students.

Course tutors must present a unified and consistent approach. It is not possible for one teacher to tolerate actions and behaviors that others prohibit or penalize. An inconsistent approach undermines motivation for all students – negatively affecting both the disadvantaged and the favored. I can refer to the principle of consistency when I reject student requests.

If tasked with preparing assignments or exams, I have more detailed knowledge than other tutors. Sharing this information with my students would create an unfair advantage. This principle also applies to providing indirect assistance, such as using seminar assignments which closely resemble upcoming exam questions.

I am aware that, as a tutor, my role is to support all students impartially, regardless of their prior knowledge or my personal biases.

A conflict of interest arises when personal connections to students (whether positive or negative) compromise my objectivity. I actively seek to prevent conflicts of interest and clearly disclose any that arise. If I know I am not able to objectively assess some students, I will ask a colleague to assess them or review my assessment to ensure fairness.

I strive for the highest standards of professionalism in my work. I arrive for my seminars on time and utilize seminar time effectively. I fully concentrate on my teaching and meet seminar objectives to the maximum extent possible.

I actively contribute suggestions for improving course materials, share successful practices with colleagues, and address any issues with the course guarantor.

I ensure timely feedback for students who submit their assignments on time. I assess my time management and communicate any potential delays to the course guarantor in advance to prevent negative impacts on students.

No one is born a master and there is no shame in not knowing, even more so in informatics. If I am unable to answer a student’s question during a seminar, I either work with the students to find the correct answer or admit my lack of knowledge and address the problem subsequently. By providing an unclear answer, I risk confusing the student.

Our common goal is to achieve the highest standard of education at the faculty. Feedback from students and colleagues is vital for enhancing educational quality. I distinguish between criticism of my work and personal criticism and view constructive feedback as an opportunity for improvement.

I emphasize the importance and applicability of the subject matter to students and encourage their intrinsic motivation through my own enthusiasm. Research indicates that teacher enthusiasm corresponds with reduced instances of student dishonesty.

I balance friendship and support for my students with a professional distance which allows for my impartial evaluation. I understand that course success depends primarily on the effort of students. I cannot help everyone and prioritize my mental health.

It is expected that students do not fully master the study material at the beginning of the seminar. My role is to assist them in acquiring the necessary knowledge patiently and without humiliation. Building trust is crucial so that students feel comfortable asking questions without fear of ridicule. I do not ridicule students, whether in their presence or absence.

I acknowledge that various factors, including personal challenges (such as illnesses and mental health problems), may contribute to a student’s underperformance. I can consult the course guarantor or the Teiresias Centre for guidance on specific situations.