Our part of the institutions code of conduct or

Our Education system plays a profound role in the overall development and advancement of today’s society and culture. While providing a means of systemic training, formal education enables our future generation to acquire the knowledge and skills required to thrive in today’s  modern industrial society. These may range from the core fundamental academic skills such as literacy and mathematics to more specific occupational skills that foster economic security and establish ones role in society. However, the impact of education goes far beyond the functions of providing content knowledge and skill acquisition as it as also provides a framework for developing appropriate values and attitudes. In this sense, the additional curriculum reinforces a set of core values and behaviors such as responsibility, honesty, and respect that are essential for proper socialization and success in adulthood. These aspects of the curriculum may implemented along side core lessons or additionally as part of institution polices at all levels of education. As an example, some universities are implementing separate courses geared toward the development of these core values which are usually part of the institutions code of conduct or academic integrity policy. The policy utilized by ASDOH encompasses six basic virtues originally adopted by the academic integrity institution which includes Honesty , Trust, Fairness, Respect, Responsibility, and Courage (Fishman T. 2014).  Under the doctrine, these core values are to demonstrated by both students and faculty. Among my personal situations demonstrating the adherence of these values, my experiences utilizing the core virtues of fairness and respect proved to be educational as demonstrated in the following paragraphs that detail my reflections on such events. According to ASDOHs policy on academic integrity as well as that stated by international Center for Academic Integrity, the core value of Fairness mandates that an academic community has an established set of clear and transparent expectations that ensure fairness among the interactions between students and instructors. This entails that the student has the right to fair examination and grading that is consistent throughout the course and among students. In addition to this the students learning expectations are clearly communicated by the instructor and in the event of a discrepancy there are a set of procedures to address it such as grade or question disputes (Fishman T. 2014).  One of my personal experiences with the fundamental value of fairness took place while I was obtaining my undergraduate degree. During my junior year I worked as a laboratory and recitation instructor for an organic chemistry course. Under this role I was responsible for presenting lab and lecture material to two separate classes of 30 students. In addition to this I also was required to construct and grade some prefab and recitation quiz’s as well as grade exams and homework. During this time there where a few instances where I encountered the importance of fairness. The first experience involved the construction of a several small quiz’s that incorporated both lecture and laboratory topics. Unfortunately while making the quiz’s I failed to recognize that some students had different professors for the lecture component of the course and thus covered material at a different rate and order. As a result,  I failed to implement reasonable expectations for required tested knowledge as I assumed every student had covered the material. After administering and grading the quizzes I had several students complain and ask for a grade adjustment. While new to the role of teaching and its responsibilities I was unsure on how to address this situation. Due to a prior incident where I failed to administer the proper consequence to a student who continually showed up late and forgot assignments, I felt that students were taking advantage of my “nice guy personality”. Therefore as a result I felt that I needed to set an example so I could reestablish my authority over the class and overcome my desire to be liked by all my students. So I denied the students requests and continued to structure the quizzes in an unreasonable manner. Eventually, some of the students brought their concerns to my supervising instructor which kindly reminded me of the difference in lecture pace and ultimately decided to eliminate the use of the quiz’s all together. After talking with my head instructor I realized that my response to the whole situation including my response to the students concerns was wrong. I failed to adhere to the fundamental value of fairness by not only having unreasonable expectations, but also by not providing a fair response to discrepancies. Looking back, I realize I let my insecurities and fear of being taking advantage of get the best of me. While trying to reclaim my authority as teacher, I neglected the validity of the students concerns as I thought they were just trying to appeal to my easygoing submissive personality. Despite my negative responses and inability to act in a fair manner with students, this entire situation proved to be extremely beneficial as it not only helped shaped my understanding of my professional responsibility to ensure fairness but also increased my overall awareness of its many elements involved in education. This became evident after another incident that took place during my time as an instructor. Like the previous experience, this situation involves the adherence of fairness with respect to consistent and fair grading and evaluation however this time I was successful at fulfilling my responsibility. This particular case took place during a laboratory practical exam in which the students were required to extract an unknown organic acid from a solution, crystallize it and determine its identity via melting point. While the exam was being conducted I noticed half the class was getting very abnormal results despite having an accurate written procedure. In the mitts of all the panic I noticed that students received the unknown solution from one of two presumably Identical sources. So out of curiosity I decided to perform the extraction my self using an unknown solution from each jar. As my suspicion was confirmed, the two solutions where in fact not identical and therefore was the reason for some students having abnormal results while others had normal results. Therefore, I notified the students of the inconsistency and decided to grade them only on their written procedure in order to ensure that every student is graded in a fair and consistent manner. My ability to properly address this situation indeed stems from the lessons of my previous failures. I was more aware of my role to ensure fairness as well as its elements that involve fair evaluations which allowed me to quickly identify the breach in the fundamental value and proper address it.  The other fundamental value in which I have had some experience with is respect. As stated according to both ASDOH’s academic integrity policy and the International Center For Academic Integrity, all members of an academic community must show respect for oneself and others. This includes respect for ones values, ideas or opinions whether contradictory or not. In this sense one demonstrates respect by taking advantage of the cooperative and participatory nature of learning in which one contributes to discussions and listens to others points of view. Regardless if such opinions are contradictory one refrains from being rude or demeaning and instead values the diversity of their ideas and perhaps considers them over their own. These same requirements extend to instructors and administrative staff as they show respect to students by reciprocating the above guidelines in regards to students ideas or opinions as well as provide constructive feedback (Fishman T. 2014). This fundamental value has found its way in numerous aspects of my personal life, most notably involving my employment experiences at Mountain Vista Medical Center. A prime example of this took place during a staff meeting which primarily focused on developing solutions to critical problem involving the high number of patient fall incidents. As expected, there were numerous employees of varying positions that voiced their opinions and concerns for reducing falls and improving patient safety. With my role as the unit administrator and cardiac monitor technician I had fairly good understanding of how the overall unit functions and how each team member fits into this system. To put plainly, I had a very good understanding of the stresses involved with each team member position and unfortunately how these stresses result in the development of bad habits. For instance, if a patient calls and need assistance to go to the bathroom but both the nurse and aid are busy they both tend to rely on the assumption that the other will get to it or simply forget as they struggle to deal with a large list of responsibilities. In the case for the patient fall incidents, such accidents happen as a result of the clinic staff failing to answer a patients call light in an adequate amount of time. This and the previous example occurs simply because the nursing staff is extremely busy and often have to juggle a large number of rapid changing responsibilities and tasks which unfortunately makes them prone to forgetting. In the case for the call light which produces a loud sound until answered. Some clinic staff will answer the call light but forget to check on the patient. My solution was simply to remove the phone answering option which turns off the alarm and thus requires staff to physically go to the patients room to turn it off. Therefore this ensures the patient is checking in and their needs meet in an appropriate time, thus eliminating such cases of patients going to the bathroom themselves due to the long wait. While my solution was simple, virtually free and effective I decided to wait until everybody voiced their opinions and concerns before providing my input. I decided to do this because the majority of the clinical staff were upset as they felt they were being blamed for the problem and ultimately felt any policy change would make for even more hectic , forgetful prone atmosphere. In a sense, I was showing respect for their concerns and opinions regardless of whether I agreed or not. In addition this allowed me to demonstrate value for their ideas which I ultimately used in constructing my final recommendation. For instance, some clinic staff expressed a need for reducing responsibilities and/or adjusting staff/patient ratios with the idea that it would improve not just one but all aspects of patient care. Therefore, I recommended designating a single staff member with the responsibility of addressing  these needs. Ideally the staff member would have few to no patients like the position I currently held. Looking back, I realize the main reason for acting the way I did was simply because there was a large degree of frustration and among the various staff members that ultimately contributed to their very strong and opinionated beliefs. By waiting and listing to their ideas as well as providing support for their concerns I was able to show them respect which as a result was ultimately  reciprocated when I voiced my idea. These experiences have had a profound impact on my overall professional attitude and behavior that I feel will carry on throughout my career as a dental student and dental professional. In a sense they have provided me with constructive learning experiences that allowed me to practice the fundamental values and thus reflect and make changes to how I implement them in future professional situations. This will prove beneficial in all aspects of my professional career. For example, with my experiences I feel I will be able to adequately address policy changes or other problems that I may face in owning a dental practice. Additionally, my experiences and lessons of respect will prove useful when working with other dental professionals in attempts to treat a patient or change certain aspects of a shared practice.Fishman T. (2014). The Fundamental Values of Academic Integrity, Second Edition, Clemson   University. Retrieved from http://www.academicintegrity.org/icai/assets/Revised_FV_2014.pdf