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.- Introduction.
Chapter
1. The Course on Research Ethics
(CORE): Implications for SoTL (Denise Stockley and Madison Wright).
Chapter
2. Promise and Peril: On the Ethics of Learning Analytics in SoTL (Allyson
Skene).
Chapter
3. Wrestling the Monster: Novice SoTL Researchers, Ethics,
and the Dual Role (Michelle Yeo and Cherie Woolmer).
Chapter
4. Tensions and
Partnerships: Understanding Research Ethics in the Scholarship of Teaching
and Learning (SoTL) (Amy E. De Jaeger, Brenda M. Stoesz, and Lori A. Doan).-
Chapter
5. Embedding Ethics in Institutional SoTL Practices: The Power of
Collaboration (Lisa M. Fedoruk, Jenny Godley, Robin Alison Mueller, Kiara
Mikita, and Lauren McDougall).
Chapter
6. Activating SoTL Partnerships and
Ethical Processes: A Model to Capture Pedagogical Transformation (Kaye
Cleary, Daniel Loton, and Gayani Samarawickrema).
Chapter
7. Applying an
Ethical Interdisciplinary, Collaborative Approach to the Scholarship of
Teaching and Learning (Aimee C. Knupsky and M. Soledad Caballero).
Chapter
8. Vulnerability and Student Perceptions of the Ethics of SoTL (Nathan
Innocente, Jayne Baker, and Christine Goodwin De Faria).
Chapter
9. Toward
Trust in SoTL: The Role of Relational Ethics (Sarah L. Bunnell, Peter Felten,
and Kelly E. Matthews).
Chapter
10. The Ethics of Equity When Engaging
Students as Partners in SoTL Research (Lisa M. Fedoruk and Gabrielle E.
Lindstrom).
Chapter
11. Decolonial Ethics and the Scholarship of Teaching
and Learning (Bruce Moghtader, Marķa Carbonetti, and Adriana
Briseńo-Garzón).
Chapter
12. Developing Ethical Mindedness and Ethical
Imagination in Postgraduate Professionally Oriented Education (Mamun Ala,
Svetlana De Vos, Sumesh Nair, and Janice Orrell).
Chapter
13. Everyone
Teaches Ethics: An Embedded Approach to Ethics Education (Catharyn A. Baird
and Kerry McCaig).- Post Script.
Dr. Lisa M. Fedoruk is an Educational Consultant with a demonstrated history of teaching and educational development in primary, secondary, tertiary, and industry contexts. She earned her Bachelor's degree in Education from the University of Alberta, as well as her Master's degree and Doctorate in Adult Learning from the University of Calgary. Her Ph.D. research focused on cross-cultural professional development in higher education, and her current research interests include Adult Learning, the Scholarship of Teaching and Learning (SoTL), and intercultural capacities in higher education. Dr. Fedoruk has been a significant partner, consultant, developer and instructor of SoTL programming and grants at the Taylor Institute for Teaching and Learning. She is a member of the Conjoint Faculties Research Ethics Board at the University of Calgary, and is currently collaboratively developing the Masters of Precision Health degree at the Cumming School of Medicine, University of Calgary.
