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Ethics and Integrity in Educational Contexts 2 Lisa M. Fedoruk Editor Ethics and the Scholarship of Teaching and Learning Ethics and Integrity in Educational Contexts Volume 2 Series Editor Sarah Elaine Eaton , Werklund School of Education, University of Calgary, Calgary, AB, Canada Editorial Board Members Tomáš Foltýnek , Department of Informatics, Mendel University, Brno, Czech Republic Irene Glendinning , Coventry University, Coventry, UK Zeenath Reza Khan , University of Wollongong, Dubai, United Arab Emirates Rebecca Moore Howard, Syracuse University, Syracuse, NY, USA Mark Israel, Australasian Human Research Ethics Consultancy Services, Perth, Australia Ceceilia Parnther, St. John’s University, Jamaica, NY, USA Brenda Stoesz, The Center for Advancement of Teaching and Learning, University of Manitoba, Winnipeg, MB, Canada The aim of this series is to provide an authoritative series of books on topics relating to ethics and integrity in educational contexts. Its scope includes ethics and integrity, defined in broad and inclusive terms, in educational contexts. It focuses on higher education, but also welcomes contributions that address ethics and integrity in primary and secondary education, non-formal educational contexts, professional education, etc. We welcome books that address traditional academic integrity topics such as plagiarism, exam cheating, and collusion. In addition, we are particularly interested in topics that extend beyond questions of student conduct, such as • Quality assurance in education; • Research ethics and integrity; • Admissions fraud; • Fake and fraudulent credentials; • Publication ethics; • Educational technology ethics (e.g., surveillance tech, machine learning, and artificial intelligence, as they are used in education); • Biomedical ethics in educational contexts; • Ethics in varsity and school sports. This series extends beyond traditional and narrow concepts of academic integrity to broader interpretations of applied ethics in education, including corruption and ethical questions relating to instruction, assessment, and educational leadership. It also seeks to promote social justice, diversity, equity, and inclusion. The series provides a forum to address emerging, urgent, and even provocative topics related to ethics and integrity at all levels of education, from a variety of disciplinary and geographical perspectives. Lisa M. Fedoruk Editor Ethics and the Scholarship of Teaching and Learning Editor Lisa M. Fedoruk Cumming School of Medicine University of Calgary Calgary, AB, Canada ISSN 2731-779X ISSN 2731-7803 (electronic) Ethics and Integrity in Educational Contexts ISBN 978-3-031-11809-8 ISBN 978-3-031-11810-4 (eBook) https://doi.org/10.1007/978-3-031-11810-4 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. 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This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Foreword For those who work in the scholarship of teaching and learning (SoTL), ethics is a Big Issue. It co-exists in the field with other Big Issues like the legitimacy of research paradigms and methodologies, and student partnership. These issues define us as SoTL scholars as much as they confound us, challenge us, and compel us to help elevate thinking in all academic endeavours. In terms of ethics in SoTL, our journey along the path of understanding has taken us on a somewhat emotional ride. You may know of institutions that have decided not to allow SoTL research on their campuses, asserting that it simply cannot be conducted ethically. The concern here is student vulnerability, another key topic related to SoTL research ethics and one that is addressed in Ethics and the Scholarship of Teaching and Learning. Other campuses have seen their researchers engage with legal counsel and ethi- cists to determine whether ethical approval is needed for all SoTL research, particularly for research that mirrors programme evaluation. The argument is that if ethical approval is required for every piece of this research, the research becomes infeasi- ble, and institutions cannot study themselves. Thus, institutional climates regarding the ethics of SoTL run the whole gamut from not requiring ethical approval for some work to not allowing any work in the area at all. Thus, the ethical researcher in SoTL encounters some rather steep hills at times— their own sense of ethics, their own beliefs about how students should be treated and involved in this research, their institution’s rules, and the rules of ethics boards. It is not an exaggeration to say that, during this journey, we have felt some urgency in our need to find a way forward, a way to climb these hills related to the ethics of our research. On this climb, we now have Ethics and the Scholarship of Teaching and Learning. I will resist the temptation to comment on each chapter in the book, though each deserves considerable thought and attention. Rather, some important themes emerged for me as I worked through the chapters, and I invite you to keep these in mind as you work your way through the book. v vi Foreword Foremost for me is the theme of collaboration. Bouncing ideas off trusted col- leagues is a time-proven way to develop a greater understanding of complex ideas such as those featured in the consideration of ethics. Working with people who bring different disciplinary, cultural, and, perhaps, ideological points of view to the table is essential to developing that understanding. Our conversations and collabora- tions with others in our significant networks can encompass everything about ethics—from the logistical to the deeply philosophical. Further, a whole set of ethical considerations come into play when we collabo- rate with others. Who has power? How do we respect and acknowledge different ways of knowing? How do we balance participation and give fair credit for that participation? These are just a few questions that arise when we work with others. Thus, collaboration furthers our understanding of ethics, and it tests our ability to apply that understanding. The second theme in these chapters is students' place in SoTL. Much has been written about students as partners in SoTL, curriculum design, and general learning. In SoTL research, participants take on multiple roles. Teachers are also researchers, students are providers of data in its many forms, and they are also interpreters of those data. The impact of SoTL research is felt by all who participate in the process. These multiple roles and the participatory nature of the research make for fascinating challenges regarding ethics. For example, how do we obtain fair and informed consent from our students when we are responsible for their grades? More generally, how do we take vulnerability into account in SoTL research? Student vulnerability has been an understandable topic of discussion, and I believe there is also instructor vulnerability to consider. The microscope that can be SoTL research has the potential to reveal a great deal, and some of what is revealed can be impactful, not to mention misinterpreted. We all take a deep breath when we plunge into this world. How do we ethically invite our students into that world? A third theme is the place ethics occupies in our day-to-day thinking. To work ethically and answer difficult questions about ethics, we need to make ethical thought a habit of mind. In this, I am reminded of curriculum debates where some say there should be a separate course on ethics, and others say it should be woven into every course we teach. For what it's worth, I have always thought both sides were right. Given these themes and others, you will undoubtedly discover that it is encourag- ing that Ethics and the Scholarship of Teaching and Learning invites us to engage in conversations about ethics in SoTL—to develop a habit of mind regarding ethics, if you will. It is a vital invitation and one we should not ignore. In a world where ethical decisions can be hard to find at times, we have an opportunity within the field of SoTL to, yet again, model something important, and these chapters help us do that. As you read Ethics and the Scholarship of Teaching and Learning, I suspect that some of your questions about ethics in SoTL will be answered, some defini- tively and with clarity. That will be a significant contribution of this book. That said, we have questions about ethics that defy definitive or ideally provide clear Foreword vii answers. The best we can do is continue asking these questions and looking for answers. Ethics and the Scholarship of Teaching and Learning invites us to continue that process. As a Big Issue, ethics has, at times, felt like the proverbial elephant in the SoTL tent. Still, as has been the case with all our Big Issues in SoTL, we have persevered and, in so doing, shed some valuable light on this element of our work. With Ethics and the Scholarship of Teaching and Learning, you have before you one such light. Senior Scholar Gary Poole Centre for Health Education Scholarship Faculty of Medicine University of British Columbia Vancouver, BC, Canada Editor’s Note on Peer Review In this section, I outline the peer-review process and the criteria for assessing the chapters. Within the scholarship of teaching and learning (SoTL), as a nascent field of study, the ethical conduct of research on teaching and learning poses questions and challenges. Therefore, this book aims to provide readers with a literary resource that draws together global viewpoints on SoTL to minimise ethical research diffi- culties while supporting advancement in teaching, learning, and inquiry methods. It is my aim that this new edited book contributes to the collection of knowledge in this expanding field, as it is critical for us as a diverse community of scholars to address developing, urgent, and contentious dilemmas related to ethics and SoTL. The peer-review process included each lead chapter author receiving a de- identified chapter to review through a randomised and anonymous method. Peer reviewers followed a code of conduct and a specific template to enter feedback. The peer- review template had four categories, each with specific questions surrounding: organisation, grammar, and style; content; citations; and additional feedback. The duration in which peer reviewers had to complete their reviews and offer feedback was four weeks. Upon receiving the completed peer-review feedback templates, I engaged in a second review adding comments and suggestions on how the authors could increasingly strengthen their work. Final chapter manuscripts and a list of specific changes were sent back to me for a final review. This peer-review process was thorough, and it also generated a community of practice and scholarship among the contributors. I offer my gratitude to everyone who supported this project. Each contributor played the role of author, peer reviewer, and colleague. During the development of this book, some contributors faced enormous personal and professional obstacles, yet they stayed committed to the project. I am eternally grateful to each of you. ix Acknowledgements I would like to acknowledge all of the authors who contributed to this volume. Throughout the development of this work, many of us were confronted with obstacles and pressures amid the COVID-19 pandemic. Given the professional and personal challenges of increased workloads, transitioning to and maintaining remote teaching and learning, taking on additional caregiving roles, and experiencing the loss of loved ones, I am in awe and gratitude for all of the contributions and the perseverance demonstrated to make this book possible. I also want to express my heartfelt gratitude to Dr. Sarah E. Eaton and Springer for their mentorship and support during this process. I appreciate your input, guid- ance, and patience while we worked on this project, and I'm confident it will be a valuable addition to the series. Finally, I would like to acknowledge those who have made significant contributions to the field of SoTL, particularly in navigating the ethical issues surrounding this type of research. SoTL has exposed and challenged us with the complexities of research with human participants, specifically students in our classrooms. This book serves as a resource for establishing risk mitigation and prioritising ethical mindful- ness in future inquiries. Lisa M. Fedoruk xi