Ethics and the Scholarship of Teaching and Learning

Description

This book addresses issues related to ethics and the scholarship of teaching and learning, and pays special attention to ethical concerns and experiences that have arisen from engaging in Scholarship of Teaching and Learning (SoTL) work. The book draws on a range of research projects, theoretical frameworks and narrative experiences to provide multiple perspectives of how meaning is made of research ethics in SoTL, academic community and REB partnerships, experiences of Students as Partners in SoTL, and ethically-minded approaches to teaching, learning and inquiry. Specifically, this edited book includes ethical practices that have become increasingly expansive in an ever-evolving academic environment such as navigating pandemic pedagogy and data ownership due to increased online content. In addition, contributions pertaining to academic community partnerships between REBs and faculty detail realistic narratives and lessons learned about how higher education can become more equitable, diverse and inclusive. Subsequently, decolonial ethics for teaching and learning in higher education, as well as participatory parity, exemplify the need for SoTL practitioners to be responsive to the social and cultural realities of a global context in ways that address social inequities and social responsibility. Relational ethics by way of student perspectives on vulnerability and classroom-based SoTL research underscore the need for students to be taught about their own agency as a means of providing student voice within SoTL work. Lastly, this book celebrates how ethically-minded approaches to teaching, learning and inquiry uncover strategies and pedagogy that encourage concepts such as ethical imagination and systems and design thinking practices. Foreword Editor’s Note on Peer Review Acknowledgements Introduction References Contents About the Editor Chapter 1: The Course on Research Ethics (CORE): Implications for SoTL The Tri-Council Policy Statement, Research Ethics Education Training, and SoTL Surveying Research Ethics Stakeholders: Who They Are and What They Know SoTL Researchers in the Research Ethics Landscape Calls to Action References Chapter 2: Peril and Promise in Ethical Use of Learning Analytics for SoTL Whose Data Is It? Is Participation Voluntary? Do Benefits Outweigh Risks? Who Benefits? Moving Forward References Chapter 3: Wrestling the Monster: Novice SoTL Researchers, Ethics, and the Dual Role Encountering Ethics in SoTL as ‘Difficult’ Hermeneutics and Ethical Review as Monster Living in the Hyphen Conclusions References Chapter 4: Tensions and Partnerships: Understanding Research Ethics in the Scholarship of Teaching and Learning (SoTL) Tensions and Partnerships: Understanding Research Ethics in the Scholarship of Teaching and Learning (SoTL) The 4 M Framework Ethical Considerations in Research The Current Study Methods Results and Discussion Participants Micro-level: Familiarity with Research Ethics and Perceptions of REBs Meso, Macro, and Mega Levels: Perceptions of REB Knowledge of SoTL Micro, Meso, Macro, and Mega Levels: Perceived Value of SoTL General Discussion Conclusion References Chapter 5: Embedding Ethics in Institutional SoTL Practices: The Power of Collaboration Narrative Approach Robin Mueller’s Story Lisa Fedoruk’s Story Kiara Mikita’s Story Jenny Godley’s Story Lauren McDougall’s Story Discussion General Apprehension Surrounding Ethics Service on the Research Ethics Board Ideologies within and Between Disciplines Cultural Differences in REB Processes Weaving the Narratives Together References Chapter 6: Activating SoTL Partnerships and Ethical Processes: A Model to Capture Pedagogical Innovation Ethical Considerations Are Central to a Robust SoTL Program The Particular Nature of SoTL Emerging Challenges of Passive Data Generation The Pedagogical Transformation The Pedagogical Transformation as a Catalyst for Systems Change and a Site for SoTL Investigations Setting the Stage for the Emergence of a Coordinated Scaffolding of SoTL Activities The SoTL Partnership Ethics Process Multi-disciplinary Steering Group Two-Tiered Ethics Application Process Tier 1: The Umbrella Ethics Application Tier 2: The Micro Project Ethics Application Peer Review Process Public List of Research Topics Use of Institutional Data Outcomes Multi-disciplinary Steering Group Two-Tiered Ethics Application Process Peer Review Process Public List of Research Topics Future References Chapter 7: Applying an Ethical Interdisciplinary, Collaborative Approach to the Scholarship of Teaching and Learning SoTL as Fertile Ground for Interdisciplinary Collaboration Interdisciplinary Collaborations Are Not Easy What Is to Be Gained Through Interdisciplinary Collaborations? What We Mean by Ethical Interdisciplinarity How to Engage Ethical Interdisciplinarity in SoTL Endeavors Conclusion References Chapter 8: Vulnerability and Student Perceptions of the Ethics of SoTL Understanding Vulnerability Students and Group Vulnerability Vulnerability and SoTL Data and Methods Findings Defining Vulnerability: Who or What Is Vulnerable? Power Differentials in the Classroom Coercion and Incentives Conflicts of Interest – Instructor Versus Researcher Conclusion References Chapter 9: Toward Trust in SoTL: The Role of Relational Ethics The Purposes and Ethics of SoTL Engaging with Students’ Perceptions of Ethical SoTL Exploring the Ethics of SoTL Experimental Research Design Exploring the Ethics of Instructors’ Dual Relationships in SoTL Classroom Research Exploring the Ethics of Autonomy in the Classroom Proposing a Way Forward for SoTL Research: Toward a Relational Ethic Three Considerations for Attending to Relational Ethics in Classroom-Based SoTL SoTL Research Practices Can Support or Undercut Trust Maximizing the Relational Benefits of SoTL Research Benefits Students Relational SoTL Research Is an Inclusive Practice Conclusions References Chapter 10: The Ethics of Equity When Engaging Students as Partners in SoTL Research Ethics and Relational Accountability Students as Partners Inequity and Ontological Harms Cultural Humility Cultural Humility and SaP Self-Evaluation, Self-Critique Redressing Power Imbalances Partnerships Conclusion References Chapter 11: Decolonial Ethics and the Scholarship of Teaching and Learning Decolonial Ethics and the Colonial Present Scholarship Revisited and Rethought SoTL Inquiry of Community Engaged Learning: A Case Study Conclusion References Chapter 12: Developing Ethical Mindedness and Ethical Imagination in Postgraduate Professionally Oriented Education Ethics Ethical Mindedness Ethical Imagination Stakeholders in Engendering Ethical Practice and Culture in Professions-Based Studies Stakeholder Responsibility in Professionally Oriented Education Institutional Level (to Create Ethical Mindedness) Staff Level (to Deliver Ethical Mindedness) Student Level (to Practise Ethical Mindedness) Fostering Ethical Imagination in Business and Management Learning, Teaching and Scholarship Research Ethics Perspective: Translating Ethical Theory into Practice The Role of Ethical Mindedness and Ethical Imagination in Supporting an Ethical Climate and Culture: A Proposed Framework Conclusion References Chapter 13: Everyone Teaches Ethics: An Embedded Approach to Ethics Education Student Empowerment and Ethical Development Stage One—Challenge: Embrace Ethical Ambiguity Challenge: Identifying Values-in-Tension Praxis Exemplifying Challenge Stage Two—Structure: Inquiry for Clarification Structure: Asking Questions to Harmonize Values-in-Tension Praxis Exemplifying Structure The Ethical Baseline Ethics, Imagination, and Aspirations Stage Three—Support: From Certainty to Ambiguity Support: Building Capacity for Ethical Action Praxis Exemplifying Support Conclusion References Post Script