Being Ethically Minded: Practising the Scholarship of Teaching and Learning in an Ethical Manner

Healey, Ruth L.; Bass, Tina; Caulfield, Jay L.; Hoffman, Alan J.; McGinn, Michelle K.; Miller-Young, Janice; Haigh, Martin

doi:10.2979/teachlearninqu.1.2.23

Cited by 5 publications

(3 citation statements)

References 4 publications

(5 reference statements)

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“…Following the completion of Dalhousie University's SoTL guidelines (see Dalhousie University, 2017), the protocols were translated into an interactive user guide, which allows researchers to operationalize these guiding principles within their particular project and facilitate the implementation of best practices, along with the preparation of the REB submission itself (The user guide is available at www.sites.google.com/view/sotl-user-guide/). This process encourages researchers to consciously consider and reflect on the ethical dimensions and implications of their research design (Healey et al, 2013), while ensuring that the REB receives applications that have thoughtfully and comprehensively addressed the key ethical implications stipulated in the TCPS 2.…”

Section: Dalhousie University's Reb User Guide On Sotlmentioning

confidence: 99%

Bridging the Gap between the Research Ethics Board and the Scholarship of Teaching and Learning

Schnurr

Taylor

2019

cjsotl-rcacea

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In 2016, Dalhousie University’s Research Ethics Board created an interdisciplinary working group to identify the key ethical challenges of SoTL research, with the overarching aim of recommending best practices and communicating these to researchers in order to support and expand the conduct of ethically sound SoTL research. This essay reflects on the lessons learned through this process and shines a light on the three most contentious arenas that emerged: using class time to conduct SoTL research, integrating Students Ratings of Instruction (SRI) into SoTL, and incorporating student work as a data source. This essay contributes to the emerging conversation around ethical SoTL research in two important ways. First, we argue for more lenient REB protocols that encourage SoTL research by exposing how restrictive interpretations of key issues serve as obstacles for student-centered research. Second, we introduce new tools designed to address these impediments, including the first-ever interactive user guide. The overarching aims of this essay are (a) to help SoTL researchers navigate this complex terrain, and (b) to encourage other Canadian REBs to consider implementing more permissive regimes.

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Section: Dalhousie University's Reb User Guide On Sotlmentioning

confidence: 99%

Bridging the Gap between the Research Ethics Board and the Scholarship of Teaching and Learning

Schnurr

Taylor

2019

cjsotl-rcacea

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“…This student collaborator can represent student perspectives in framing the inquiry, analyzing the collected evidence, and publishing the findings. A student collaborator can also keep you on your toes vis‐à‐vis the Platinum Rule, so you treat students not as you think they should be treated, but instead as they do (Healey et al, 2013, p. 25).…”

Section: Planning With Othersmentioning

confidence: 99%

Strategies for Ethical SoTL Practice

Chick

2019

Natl Teach & Learn Forum

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“…Taking us well beyond basic institutional review board procedures for ethical treatment of human subjects, this approach to students and their work encourages us to move “away from viewing ethics as a quality assurance process to recognizing ethical reflection as a quality enhancement process” (Healey et al. , 31). In other words, carefully thinking about how we analyze student texts is an ethical consideration and “should be viewed as opportunities to examine the critical relationships between teachers and students and how they affect learning” (Maclean and Poole , 9).…”

Section: Conclusion Best Practices and Future Workmentioning

confidence: 99%