Educators work within a fluid academic and social landscape that requires frequent examination and re-examination of what constitutes ethical practice. In this book, editors R. Eric Landrum and Maureen McCarthy identify four broad areas of concern in the ethical teaching of undergraduate psychology: pedagogy, student behavior, faculty behavior toward students, and considerations in the diverse classroom. Together with their team of experts, they provide evidence-based advice and case studies that illustrate the application of relevant ethical principles. Ethical teachers need to reflect on commonly accepted practices and make individual decisions about responsible teaching behaviors, such as honoring individual differences and respectfully challenging beliefs. Other challenges examined in this book include grading, textbook adoption, honor systems, online instruction, and conducting and using research on pedagogy to improve classroom practice. Infusing the undergraduate experience with ethics is the focus of chapters on supervising student internships, coauthoring research with students, and modeling appropriate professional boundaries. Readers will find a host of practical suggestions for approaching ethics proactively in both traditional and virtual classrooms. This book will become an instant resource for all teachers in the social and behavioral sciences who care about ethical interactions between faculty members and students. Contents include: (1) Teaching Ethically: Ongoing Improvement, Collaboration, and Academic Freedom (Thomas P. Pusateri); (2) Ethically Conducting the Scholarship of Teaching and Learning Research (Elizabeth V. Swenson and Maureen A. McCarthy); (3) The Ethics of Grading (Bryan K. Saville); (4) A Textbook Case of Textbook Ethics (Wayne Weiten, Diane F. Halpern, and Douglas A. Bernstein); (5) Ethical Challenges of Online Teaching (Patt Elison-Bowers and Chareen Snelson); (6) Consuming Scholarship of Teaching and Learning: Using Evidence-Based Pedagogy Ethically (Regan A. R. Gurung); (7) Strategies for Encouraging Ethical Student Behavior (Vincent Prohaska); (8) The Honor System: Influences on Attitudes, Behaviors, and Pedagogy (Beth M. Schwartz, Holly E. Tatum, and Jerry W. Wells); (9) Aspiring to Ethical Treatment of Diverse Student Populations (Melanie M. Domenech Rodriguez and Scott C. Bates); (10) Challenging Students' Core Beliefs and Values (Stephen L. Chew); (11) Ethical Considerations in Providing Accommodations for Students With Disabilities (David W. Carroll); (12) Building Relationships With Students and Maintaining Professional Boundaries (Janie H. Wilson, K. Bryant Smalley, and C. Thresa Yancey); (13) What and When Should Undergraduates Learn About Research Ethics? (Blaine F. Peden and Allen H. Keniston); (14) Supervising Undergraduates in Community-Based Learning Experiences: An Ethical Approach (Karen Brakke and Phylicia Thompson); (15) Cultivating a Positive Collaborative Experience With Undergraduates (Scott VanderStoep and Sonja Trent-Brown); (16) Toward a More Equitable Model of Authorship (Maureen A. McCarthy); and (17) Preparing to Teach: Becoming Part of an Ethical Culture (Meera Komarraju and Mitchell M. Handlesman).