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dc.contributor.authorHealey, Ruth L.en
dc.contributor.authorBass, Tinaen
dc.contributor.authorCaulfield, Jayen
dc.contributor.authorHoffman, Adamen
dc.contributor.authorMcGinn, Michelle K.en
dc.contributor.authorMiller-Young, Janiceen
dc.contributor.authorHaigh, Martinen
dc.date.accessioned2015-02-23T14:21:16Zen
dc.date.available2015-02-23T14:21:16Zen
dc.date.issued2013en
dc.identifier.citationTeaching and Learning Inquiry, 1(2), 2013, pp. 23-32en
dc.identifier.issn2167-4779en
dc.identifier.doi10.2979/teachlearninqu.1.2.23en
dc.identifier.urihttp://hdl.handle.net/10034/344812en
dc.descriptionThis article was published as Being ethically minded: Practising the scholarship of teaching and learning in an ethical manner in Teaching and Learning Inquiry, 1(2), 2013, pp. 23-32. No part of this article may be reproduced, stored in a retrieval system, transmitted, or distributed, in any form, by any means, electronic, mechanical, photographic, or otherwise, without the prior permission of Indiana University Press. For educational re-use, please contact the Copyright Clearance Center (508-744-3350). For all other permissions, please visit Indiana University Press' permissions page.en
dc.description.abstractThe authors propose a working definition of ethical SoTL, an ethical framework for SoTL inquiry, and present a case study that illustrates the complexity of ethical issues in SoTL. The Ethical SoTL Matrix is a flexible framework designed to support SoTL practitioners, particularly in the formative stages of their inquiries. Three dominant ethical traditions form the basis of the matrix: teleological or pragmatic, external, and deontological. The key message of the paper is that SoTL practitioners should reflect on different perspectives in their efforts to do what is right in any given situation. The matrix introduces three dominant ethical traditions, but SoTL practitioners may ultimately move beyond these traditions to explore a range of ethical considerations appropriate to their projects and disciplines.
dc.language.isoenen
dc.publisherIndiana University Pressen
dc.relation.urlhttp://www.jstor.org/page/journal/teachlearninqu/about.htmlen
dc.subjectscholarship of teaching and learningen
dc.subjectethicsen
dc.titleBeing ethically minded: Practising the scholarship of teaching and learning in an ethical manneren
dc.typeArticleen
dc.identifier.eissn2167-4787en
dc.contributor.departmentUniversity of Chester ; Coventry University ; Marquette University ; University of Dubuque ; Brock University ; Mount Royal University ; Oxford Brookes Universityen
dc.identifier.journalTeaching & Learning Inquiry: The ISSOTL Journalen
dc.contributor.sponsorThis article was submitted to the RAE2014 for the University of Chester - Geography, Environmental Studies and Archaeology: Geography and Development Studies.en
refterms.dateFOA2018-08-13T21:34:36Z
html.description.abstractThe authors propose a working definition of ethical SoTL, an ethical framework for SoTL inquiry, and present a case study that illustrates the complexity of ethical issues in SoTL. The Ethical SoTL Matrix is a flexible framework designed to support SoTL practitioners, particularly in the formative stages of their inquiries. Three dominant ethical traditions form the basis of the matrix: teleological or pragmatic, external, and deontological. The key message of the paper is that SoTL practitioners should reflect on different perspectives in their efforts to do what is right in any given situation. The matrix introduces three dominant ethical traditions, but SoTL practitioners may ultimately move beyond these traditions to explore a range of ethical considerations appropriate to their projects and disciplines.


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