Ethics and the Scholarship of Teaching and Learning
Springer International Publishing (Verlag)
978-3-031-11812-8 (ISBN)
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.
lt;p>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 Master's of Precision Health degree at the Cumming School of Medicine, University of Calgary.
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, María Carbonetti, and Adriana Briseño-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.
| Erscheinungsdatum | 10.09.2023 |
|---|---|
| Reihe/Serie | Ethics and Integrity in Educational Contexts |
| Zusatzinfo | XIX, 220 p. 1 illus. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Gewicht | 373 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung |
| Schlagworte | Cognitive humanities • Community-based learning • Data Ownership • Decolonial ethics in SoTL • Ethical interdisciplinarity • Ethical-mindedness • Ethical SoTL practices • Experiential Learning • Free informed consent • Intercultural humility • Lliminality by design • pandemic pedagogy • Postgraduate professional oriented degrees • Research ethics board • SoTL grants • Students as Partners • Student vulnerability • Systems and design thinking • Teaching and learning grants • Tri-Council Policy Statement 2 |
| ISBN-10 | 3-031-11812-X / 303111812X |
| ISBN-13 | 978-3-031-11812-8 / 9783031118128 |
| Zustand | Neuware |
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