1. Community college faculty members, guided by a devout conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their students is to seek and to state the truth as they see it. To this end, faculty members devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although faculty members may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry.
2. As teachers, faculty members foster the free pursuit of learning in their students. They hold before them the best scholarly standards of their discipline. Faculty members demonstrate respect for the student as an individual and adhere to their proper role as intellectual guides and counselors. Faculty members make every reasonable effort to foster honest academic conduct and to ensure that evaluation of students reflects their true merit. They respect the confidential nature of the relationship between faculty member and student. They avoid any exploitation of students for private advantage and acknowledge significant assistance from them. They protect the academic freedom of students.

Faculty members are obligated to ensure that students conduct themselves according to principles of academic honesty specified in the Standards of Student Conduct. They further recognize their responsibility to enforce sanctions against violations of these standards.

3. As colleagues, faculty members have obligations that derive from common membership in the community of scholars. Faculty members do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates. In the exchange of criticism and ideas, faculty members show due respect for the opinions of others. They acknowledge their academic debts and strive to be objective in their professional judgment of colleagues. Faculty members accept their share of faculty responsibilities for the governance of their institution. When faculty members have concem about the professional behavior of a colleague, they apprise the individual of their concem and attempt to resolve the matter collegially.
4. As members of an academic institution, faculty members aspire to improve their effectiveness as teachers and scholars. Although faculty members observe the stated regulations of their institutions, provided the regulations do not contravene academic freedom, they maintain their right to criticize and seek revision. Faculty members give due regard to their paramount responsibilities within their institution in determining the amount and character of work done outside it. When considering the interruption or termination of their service, they recognize the effect of their decisions upon the program of the institution and give due notice of their intentions.
5. As members of their community, faculty members have the rights and obligations of all citizens. They measure the urgency of these obligations in the light of their responsibilities to their students, to their subject areas, to their profession, and to their institutions. When they speak or act as private persons, they avoid creating the impression that they speak or act for their college. As citizens engaged in a profession that depends upon freedom for its health and integrity, faculty members have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom.
6. Respecting students as individuals is an ethical imperative. All students, as individuals, deserve the respect of faculty members regardless of their cultural background, ethnicity, race, gender, religious beliefs, political ideologies, disabilities, sexual preference, age, or socioeconomic status. One of the challenges of educators is to reach their students at their current level of understanding. When relating to students as individuals, faculty members recognize the unique circumstances of each student's life. In particular, some students may possess learning styles which hinder them from benefitting from traditional methods of instruction. Faculty members have the responsibility to use all possible effective pedagogical tools to reach those students. Because students look to faculty as role models, not only must faculty exhibit an appreciation and respect for students from all backgrounds, but it is also imperative that they model behavior that is tolerant, appreciative, and respectful of others throughout the academic community.