Transforming	
  our	
  Learning	
  Experiences	
  through	
  the	
  	
  Scholarship	
  of	
  Teaching	
  and	
  Learning	
  
2014	
  STLHE	
  pre-­‐conference	
  workshop	
  
presented	
  by:	
  Bennett,	
  Manarin,	
  &	
  Miller-­‐Young,	
  Mount	
  Royal	
  University	
  
	
  
	
  
Ethical	
  Considerations	
  Handout	
  
	
  
	
  
“The	
  teacher’s	
  responsibility	
  to	
  hold	
  students’	
  educational	
  interests	
  paramount	
  provides	
  an	
  important	
  
perspective	
  when	
  considering	
  ethical	
  issues	
  for	
  research	
  in	
  teaching	
  and	
  learning”	
  	
  
(MacLean	
  &	
  Poole,	
  2010).	
  
	
  
	
  
The	
  Ethical	
  SoTL	
  Matrix	
  (Healey	
  et	
  al.,	
  2013)	
  
	
  
STAKEHOLDERS	
  

Students	
  and	
  the	
  
institutional	
  community	
  

EDUCATOR-­‐scholar	
  and	
  
the	
  teaching	
  community	
  

Educator-­‐SCHOLAR	
  and	
  
the	
  research	
  community	
  

	
  

PRAGMATIC:	
  To	
  what	
  
extent	
  do	
  potential	
  
consequences	
  of	
  the	
  SoTL	
  
inquiry	
  help	
  or	
  hurt	
  
stakeholders	
  in	
  the	
  short	
  
and	
  long	
  run?	
  
	
  
What	
  short-­‐	
  and	
  long-­‐
term	
  consequences	
  can	
  be	
  
expected	
  for	
  students	
  and	
  
the	
  institutional	
  
community	
  as	
  a	
  result	
  of	
  
the	
  SoTL	
  inquiry?	
  

What	
  short-­‐	
  and	
  long-­‐
term	
  consequences	
  can	
  be	
  
expected	
  for	
  educators	
  
and	
  the	
  teaching	
  
community	
  as	
  a	
  result	
  of	
  
the	
  SoTL	
  inquiry?	
  
What	
  short-­‐	
  and	
  long-­‐
term	
  consequences	
  can	
  be	
  
expected	
  for	
  scholars	
  and	
  
the	
  research	
  community	
  
as	
  a	
  result	
  of	
  the	
  SoTL	
  
inquiry?	
  

ETHICAL	
  TRADITIONS	
  
EXTERNAL:	
  To	
  what	
  extent	
  
are	
  external	
  factors	
  
considered?	
  
	
  

To	
  what	
  extent	
  does	
  the	
  
SoTL	
  inquiry	
  reflect	
  
external	
  factors	
  for	
  
students	
  and	
  the	
  
institutional	
  community?	
  

To	
  what	
  extent	
  does	
  the	
  
SoTL	
  inquiry	
  promote	
  
efficient	
  use	
  of	
  resources	
  
by	
  the	
  educator	
  and	
  the	
  
teaching	
  community?	
  
To	
  what	
  extent	
  does	
  the	
  
SoTL	
  inquiry	
  meet	
  the	
  
standards	
  for	
  credible	
  
evidence	
  in	
  the	
  discipline	
  
where	
  the	
  SoTL	
  inquiry	
  is	
  
conducted?	
  

DEONTOLOGICAL:	
  To	
  
what	
  extent	
  does	
  the	
  SoTL	
  
inquiry	
  demonstrate	
  
respect	
  for	
  person,	
  
autonomy,	
  and	
  choice?	
  
	
  
To	
  what	
  extent	
  does	
  the	
  
SoTL	
  inquiry	
  contribute	
  to	
  
the	
  intellectual	
  
development	
  of	
  students	
  
and	
  the	
  institutional	
  
community	
  while	
  at	
  the	
  
same	
  time	
  demonstrating	
  
respect	
  for	
  person,	
  
autonomy,	
  and	
  choice?	
  
To	
  what	
  extent	
  does	
  the	
  
SoTL	
  inquiry	
  contribute	
  to	
  
enhanced	
  teaching	
  and	
  
learning	
  while	
  respecting	
  
person,	
  autonomy,	
  and	
  
choice?	
  
To	
  what	
  extent	
  does	
  the	
  
SoTL	
  inquiry	
  provide	
  
credible	
  evidence	
  to	
  
scholars	
  and	
  the	
  research	
  
community	
  while	
  
respecting	
  person,	
  
autonomy,	
  and	
  choice?	
  

Transforming	
  our	
  Learning	
  Experiences	
  through	
  the	
  	
  Scholarship	
  of	
  Teaching	
  and	
  Learning	
  
2014	
  STLHE	
  pre-­‐conference	
  workshop	
  
presented	
  by:	
  Bennett,	
  Manarin,	
  &	
  Miller-­‐Young,	
  Mount	
  Royal	
  University	
  
	
  
	
  
Managing	
  Dual	
  Role	
  
•
•
•
•
•
•
•
•
•

Specify	
  how	
  much	
  class	
  time	
  will	
  be	
  used	
  for	
  research	
  purposes	
  
Get	
  permission	
  to	
  use	
  student	
  data	
  as	
  research	
  data	
  
Be	
  clear	
  about	
  which	
  forms	
  of	
  data	
  originate	
  from	
  regular	
  class	
  activities	
  and	
  which	
  data	
  are	
  generated	
  for	
  
research	
  purposes	
  only	
  
Prepare	
  strategy	
  for	
  handling	
  any	
  conflicts	
  of	
  interest	
  that	
  may	
  arise	
  
Have	
  someone	
  else	
  recruit	
  
Use	
  neutral	
  tone	
  in	
  recruitment	
  and	
  consent	
  materials	
  
Assure	
  participants	
  they	
  have	
  the	
  right	
  to	
  refuse	
  to	
  participate	
  
Keep	
  participants’	
  identities	
  anonymous	
  to	
  the	
  researcher	
  until	
  they	
  are	
  no	
  longer	
  the	
  researcher’s	
  
students	
  
Assure	
  students	
  that	
  their	
  participation	
  or	
  non-­‐participation	
  will	
  have	
  no	
  effect	
  on	
  their	
  course	
  outcomes	
  

	
  
Guidance	
  Documents	
  
Panel	
  on	
  Research	
  Ethics.	
  (2010).	
  Tri-­‐Council	
  policy	
  statement:	
  Ethical	
  conduct	
  for	
  research	
  involving	
  humans.	
  
Available	
  at	
  www.pre.ethics.gc.ca/eng/policy-­‐politique/initiatives/tcps2-­‐eptc2/Default/	
  
Mount	
  Royal	
  University	
  Human	
  Research	
  Ethics	
  Board	
  (2012)	
  Ethical	
  Considerations	
  for	
  Dual-­‐Role	
  Research:	
  
Conducting	
  Research	
  with	
  Students	
  in	
  your	
  own	
  Classroom.	
  Available	
  at	
  
http://www.mtroyal.ca/wcm/groups/public/documents/pdf/dualroleresearchers.pdf	
  
Articles	
  
Healey,	
  R.L.,	
  Bass,	
  T.,	
  Caulfield,	
  J.,	
  Hoffman,	
  A.	
  McGinn,	
  M.K.,	
  Miller-­‐Young,	
  J.,	
  Haigh,	
  M.	
  (2013)	
  Being	
  Ethically	
  
Minded:	
  Practising	
  the	
  Scholarship	
  of	
  Teaching	
  and	
  Learning	
  in	
  an	
  Ethical	
  Manner.	
  Teaching	
  and	
  Learning	
  Inquiry	
  
1(2),	
  pp.	
  23-­‐33.	
  Available	
  at	
  http://www.jstor.org/stable/10.2979/teachlearninqu.1.issue-­‐2	
  
MacLean,	
  M.,	
  &	
  Poole,	
  G.	
  (2010).	
  An	
  introduction	
  to	
  ethical	
  considerations	
  for	
  novices	
  to	
  research	
  in	
  teaching	
  and	
  
learning	
  in	
  Canada.	
  The	
  Canadian	
  Journal	
  for	
  the	
  Scholarship	
  of	
  Teaching	
  and	
  Learning	
  1(2).	
  Available	
  at	
  
http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1016&context=cjsotl_rcacea