Scholarship of Teaching and Learning - IRB
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The document discusses the basics of Scholarship of Teaching and Learning (SoTL), including the typical reflective process and goals of improving student learning. It outlines the five primary steps of SoTL: generating a research question, designing a study, collecting data, analyzing data, and presenting findings. The role of the Institutional Review Board (IRB) in reviewing research involving human subjects is also described. The document provides guidance on determining if a SoTL study requires IRB review, completing the necessary CITI training, and submitting a study for IRB approval through the online system. It offers additional tips and resources for conducting ethical SoTL work and considering publication outlets.
Scholarship of Teaching and Learning - IRB
- 1. SoTL: Scholarship of Teaching and Learning IRB Basics Dr. Staci Trekles, [email protected]
- 2. Review: SoTL Basics • Reflective process, similar to research in any disciplinary field • Goals typically relate to improving student learning and experiences • Five primary steps (Bishop-Clark & Dietz-Uhler, 2012): 1. Generate the research question and do literature review 2. Design the study 3. Collect data 4. Analyze data 5. Present and publish
- 3. The Role of IRB • The Institutional Research Board is the university’s governing body for ensuring that research is conducted in a way that is responsible • IRB determines whether there is a potential risk to participants, including a risk to their personal information and privacy • Since SoTL involves human subjects and the data they generate (like grades, survey information, and exam scores), it is usually subject to IRB review
- 4. Determining if You Need a Review • Any experiment done on people (whether giving them medications or examining their thoughts or performance on an issue) is human subjects research • Any such research that will be published elsewhere (presentations, articles, etc) must have gone through IRB review • SOME (not all) anonymous survey types of research do not require IRB approval • It is always best to ask rather than make an assumption! Your research will be deemed ”Exempt” from IRB review in many cases, you but you must ask first
- 5. Purdue IRB • Main website for Purdue’s IRB: https://www.irb.purdue.edu • First step: Complete CITI ethics training if you have not already done so (online course to assess your understanding of human subjects research • https://www.citiprogram.org/
- 6. CITI Training • IRB for any institution you have worked for (or that you may have completed when you did master’s or doctoral research) will count as long as you can prove it • You only need to take the modules pertaining to your type of research
- 7. Submitting a Study for Review • First, go to the online form submission tool: https://coeus.itap.purdue.edu/coeu s/userAuthAction.do • Note that if you cannot log in, you must request your account to activate: https://www.purdue.edu/business/ coeus/Requests/access.php
- 8. Using COEUS for IRB Study Submission • Once logged in, click My IRB Protocols • Click Create New Protocol to begin a new submission. • Choose the type of protocol you’re asking for (typically request for Exemption, sometimes IRB Not Required Determination) • Identify all people involved (they have to be CITI certified as well!), your financial interests, and information about your subjects • Review https://www.irb.purdue.edu/forms.php for necessary forms as attachments – helpful templates are also available here • The IRB Manual available at the link above is also very helpful as a guide
- 9. What to Consider in Your Proposal • What is the purpose of your research study? • What are the potential risks and benefits to participants? • Will deceptive tactics be used in any way (often is a red flag!) • Who are your participants (working with children under 18, pregnant women, and children always calls for additional review) • How will participants be asked to participate (or how will you gather data and from what sources)? • How will participants be able to consent to the research and how will they be warned of any risks? • How will their confidentiality be kept safe?
- 10. Things You Might Need Along the Way • Information on how you will recruit students to your study and how they will be able to opt out (in SoTL, this is typically the option to decline to participate in the research study, from within your class) • Blank surveys and other measurement tools you will be using • Recruitment and consent forms
- 11. Your Turn! • What are you working on now for your research? • Did you go through CITI training yet? • Have you determined yet whether your research will likely be exempt? How will you ask IRB for this exemption?
- 12. Publishing • Consider conferences with practitioner focus in your field, or in the education or social science disciplines (i.e., EDUCAUSE, SITE, AACE, Quality Matters, MERLOT, Teaching Professor, Lilly International Conferences) • Conferences and journals with a education focus in your discipline (i.e., Computer Science Education, Teaching of Psychology, Nurse Education Today, Journal of Research in Mathematics Education) • Many publications specialize in SOTL research: • http://www.issotl.com/issotl15/node/21 • http://www.fctl.ucf.edu/ResearchAndScholarship/SoTL/journals/
- 13. More Resources • Vanderbilt SOTL “getting started” guide: https://my.vanderbilt.edu/sotl/doing- sotl/getting-started/ • Guidebook to SOTL – thinking of a problem and the questions: https://my.vanderbilt.edu/sotl/files/2013/09/1SoTLProblem4.pdf • Annual SoTL Conferences: http://www.washington.edu/teaching/sotl-annual-conferences/ • Faculty Center for Teaching and Learning at Univ. of Central Florida: http://www.fctl.ucf.edu/ResearchAndScholarship/SoTL/ • Center for Engaged Learning at Elon University videos: https://www.youtube.com/channel/UCNIm8Apo1feU73SPyxEXXgg
- 14. References • Bishop-Clark, C, & Dietz-Uhler, B (2012). Engaging in the scholarship of teaching and learning. Sterling, VA: Stylus. • Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professorate. San Francisco, CA: Jossey-Bass. • Hutchings, P. (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: Carnegie. • Nelson, C. (2003). Doing it: Examples of several of the different genres of the scholarship of teaching and learning. Journal of Excellence in College Teaching, 14(2), 85- 94.