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

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

doi:10.20343/teachlearninqu.1.2.23

Cited by 23 publications

(17 citation statements)

References 17 publications

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“…These leaders volunteer for service on committees that influence institutional policy, where they listen carefully to what chairs, deans and provosts say about the institution's priorities, in order to fine-tune their arguments for SoTLinformed decision-making. Their service on Research Ethics Boards positions them to educate their colleagues about SoTL research, while ensuring that SoTL work complies with the ethical principles of the Tri-Council Policy Statement (CIHR, NSERC & SSHRC, 2014;Healey et al, 2013;MacLean & Poole, 2010). In seeking the support of the Research Office to apply for teaching and learning grants, they also educate the research office staff about the field of SoTL, and act as a liaison between the research office and other colleagues to help them develop competitive grant applications.…”

Section: Quadrant 3 Emerging Sotl Microcultures Emerging Institutiomentioning

confidence: 99%

Leading Up in the Scholarship of Teaching and Learning

et al. 2017

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Scholarship of teaching and learning (SoTL) scholars, including those who are not in formal positions of leadership, are uniquely positioned to engage in leadership activities that can grow the field, influence their colleagues, and effect change in their local contexts as well as in institutional, disciplinary, and the broader Canadian contexts. Drawing upon the existing SoTL literature and our own diverse experiences, we propose a framework that describes institutional contexts in terms of local SoTL activity (microcultures) and administrative support (macro-level) and use it to describe the many ways that SoTL scholars can and do “lead up” to effect change depending on their own context. We conclude by inviting scholars to consider, reflect upon, and experiment with their leadership activities, not only for their own professional growth but also to contribute to the literature in this area. Les professeurs qui font des recherches dans le domaine de l’avancement des connaissances en enseignement et en apprentissage (ACEA), y compris ceux qui n’occupent pas un poste de leadership formel, occupent une position unique pour s’engager dans des activités de leadership qui peuvent faire avancer le domaine, influencer leurs collègues et effectuer des changements dans leurs contextes locaux ainsi que dans les contextes plus vastes de leur établissement, de leur discipline et du contexte canadien en général. En nous appuyant sur la documentation déjà publiée en ACEA et sur nos diverses expériences personnelles, nous proposons un cadre qui décrit les contextes institutionnels en termes d’activités d’ACEA locales (micro-cultures) et de soutien administratif (niveau macro) que nous utilisons pour décrire les diverses manières dont les chercheurs en ACEA peuvent en arriver à effectuer des changements selon leur propre contexte. En conclusion, nous invitons les chercheurs à prendre en considération leurs activités de leadership, à y réfléchir et à faire des expériences, non seulement pour leur propre croissance professionnelle mais également pour contribuer à la documentation dans ce domaine.

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Section: Quadrant 3 Emerging Sotl Microcultures Emerging Institutiomentioning

confidence: 99%

Leading Up in the Scholarship of Teaching and Learning

et al. 2017

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“…As the purpose of reflections shifts from enriching one's personal professional practice to providing generative information for others, the work becomes a research undertaking, which introduces new expectations related to evidentiary standards and students as potential human participants (Healey et al, 2013). With this shift from professional practice to research, university instructors can be understood as instructor-researchers with hybrid responsibilities for pedagogy and research.…”

Section: Scholarly Approaches To Teachingmentioning

confidence: 99%

“…One key consideration is that students may not be aware of the professional obligations or personal commitments that instructor-researchers hold, and may not understand the wider goals for scholarly teaching or scholarship of teaching and learning (Healey et al, 2013). Hence, it is important for institutions, departments, and individual instructor-researchers to be explicit about their commitments and what those commitments mean for students, including the various ways data may be generated and used from teaching-learning interactions.…”

Section: Scholarly Approaches To Teachingmentioning

confidence: 99%

“…It is important to recognize that instructor-researchers have different interests as instructors than as researchers, and hence may experience conflicts of interest or tensions between the two roles (Healey et al, 2013). According to TCPS2 (2014) article 7.4, such conflicts of interest must be declared and strategies must be adopted to mitigate the ensuing challenges.…”

Section: Dual Roles Conflicts Of Interest and Power-over Relationshipsmentioning

confidence: 99%

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Teaching and Researching Ethically: Guidance for Instructor-Researchers, Educational Developers, and Research Ethics Personnel

McGinn

2018

cjsotl-rcacea

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Despite now long-standing recognition of the value and importance of the scholarship of teaching and learning, questions continue to be raised about how to satisfy the hybrid responsibilities of teaching and research. The key message of this paper is that instructor-researchers, educational developers, and research ethics personnel should consider two key guidance documents in tandem: the Society for Teaching and Learning in Higher Education’s statement on Ethical Principles in University Teaching (Murray, Gillese, Lennon, Mercer, & Robinson, 1996) and the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, & Social Sciences and Humanities Research Council of Canada, 2014). Together these documents provide much needed guidance for teaching and researching ethically. Bien que la valeur et l’importance de l’avancement des connaissances en enseignement et en apprentissage soient reconnues depuis longtemps, on continue à se poser des questions pour savoir comment satisfaire les doubles responsabilités d’enseignement et de recherche. Le message principal de cet article est que les instructeurs-chercheurs, les conseillers pédagogiques et le personnel d’éthique de la recherche devraient prendre en considération deux documents principaux d’orientation en tandem : la déclaration de la Société pour l’avancement de la pédagogie dans l’enseignement supérieur sur les « Principes éthiques dans l’enseignement universitaire » (Ethical Principles in University Teaching - Murray, Gillese, Lennon, Mercer, & Robinson, 1996) et « Énoncé de politique des trois Conseils : Éthique de la recherche avec des êtres humains » (Conseil de recherches en sciences humaines du Canada, Conseil de recherches en sciences naturelles et en génie du Canada, & Instituts de recherche en santé du Canada, 2014). Ensemble, ces documents fournissent une orientation utile pour enseigner et mener des recherches de manière éthique.

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“…While not impossible, control group studies are also difficult to design ethically in a SoTL context (Healey et al, 2013). However, as the field begins to embrace increasingly diverse research methods (eg.…”

Section: What Is Sotl? the Problem Of Definitionmentioning

confidence: 99%

Conceptualizing and Communicating SoTL: A Framework for the Field

Miller-Young

Yeo

2015

Teaching & Learning Inquiry

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The emerging field of SoTL is an inherently interdisciplinary endeavor, embracing a diverse range of research methods. It desires to be hospitable to a range of disciplinary differences in world views. However, the field lacks coherence in its conceptualization and communication.Ongoing debates in the community concern the use of theory, as well as definitional questions of what constitutes SoTL and the nature of its purpose. This article offers a framework for conceptualizing the field, which attempts to broadly delineate the available theories underlying and methodologies appropriate to studying teaching and learning, while intending to be hospitable to a broad range of diverse disciplines. Further, the framework illustrates the tacit links between learning theories and methodologies, serving as a guide to potential approaches to SoTL work. The framework is illustrated with example SoTL studies. It is hoped that the framework will help to broaden the types of questions being investigated in the field, ground those investigations in appropriate theories and methodologies, and build interdisciplinary communication and understanding in the "trading zone" that is SoTL.

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

Cited by 23 publications

References 17 publications

Leading Up in the Scholarship of Teaching and Learning

Leading Up in the Scholarship of Teaching and Learning

Teaching and Researching Ethically: Guidance for Instructor-Researchers, Educational Developers, and Research Ethics Personnel

Conceptualizing and Communicating SoTL: A Framework for the Field

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