Overview
- Outlines pandemic pedagogy and the ethics of data ownership in a higher educational landscape
- Introduces cultural theoretical and conceptual lenses such as Indigenous perspectives on ethics
- Presents information about decolonial ethics for teaching and learning
Part of the book series: Ethics and Integrity in Educational Contexts (EIEC, volume 2)
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Table of contents (13 chapters)
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Front Matter
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Back Matter
Keywords
- Community-based learning
- Cognitive humanities
- Data ownership
- Decolonial ethics in SoTL
- Ethical interdisciplinarity
- Ethical SoTL practices
- Experiential learning
- Ethical-mindedness
- Free informed consent
- Intercultural humility
- Lliminality by design
- Pandemic pedagogy
- Postgraduate professional oriented degrees
- Research ethics board
- Students as partners
- SoTL grants
- Student vulnerability
- Systems and design thinking
- Teaching and learning grants
- Tri-Council Policy Statement 2
About this book
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.
Editors and Affiliations
About the editor
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.
Bibliographic Information
Book Title: Ethics and the Scholarship of Teaching and Learning
Editors: Lisa M. Fedoruk
Series Title: Ethics and Integrity in Educational Contexts
DOI: https://doi.org/10.1007/978-3-031-11810-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
Hardcover ISBN: 978-3-031-11809-8Published: 08 September 2022
Softcover ISBN: 978-3-031-11812-8Published: 09 September 2023
eBook ISBN: 978-3-031-11810-4Published: 07 September 2022
Series ISSN: 2731-779X
Series E-ISSN: 2731-7803
Edition Number: 1
Number of Pages: XIX, 220
Number of Illustrations: 1 b/w illustrations
Topics: Higher Education, Educational Philosophy, Education, general, Educational Policy and Politics