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Schnurr  \nDalhousie University, [matthew.schnurr@dal.ca](matthew.schnurr@dal.ca)[ ](matthew.schnurr@dal.ca)Alanna Taylor  \nDalhousie University, [alannataylor@dal.ca](alannataylor@dal.ca)  \nFollow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)  \n[https://doi.org/10.5206/cjsotl-rcacea.2019.1.8003](https://doi.org/10.5206/cjsotl-rcacea.2019.1.8003)  \nRecommended Citation  \nSchnurr, M. A., & Taylor, A. (2019) . Bridging the gap between the research ethics board and the scholarship of teaching and learning. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). [https://doi.org/10.5206/cjsotl-rcacea.2019.1.8003](https://doi.org/10.5206/cjsotl-rcacea.2019.1.8003)  \nBridging the Gap between the Research Ethics Board and the Scholarship of Teaching and Learning  \nAbstract  \nIn 2016, Dalhousie University’s Research Ethics Board created an interdisciplinary working group to identify the key ethical challenges of SoTL research, with the overarching aim of recommending best practices and communicating these to researchers in order to support and expand the conduct of ethically sound SoTL research. This essay reflects on the lessons learned through this process and shines a light on the three most contentious arenas that emerged: using class time to conduct SoTL research, integrating Students Ratings of Instruction (SRI) into SoTL, and incorporating student work as a data source.  \nThis essay contributes to the emerging conversation around ethical SoTL research in two important ways. First, we argue for more lenient REB protocols that encourage SoTL research by exposing how restrictive interpretations of key issues serve as obstacles for student-centered research. Second, we introduce new tools designed to address these impediments, including the first-ever interactive user guide. The overarching aims of this essay are (a) to help SoTL researchers navigate this complex terrain, and (b) to encourage other Canadian REBs to consider implementing more permissive regimes.  \nEn 2016, le comité d’éthique de la recherche de l’Université Dalhousie a mis sur pied un groupe de travail interdisciplinaire pour identifier les défis éthiques principaux de la recherche en ACEA, avec pour but suprême de recommander les meilleures pratiques et de communiquer celles-ci aux chercheurs afin de soutenir et d’élargir la conduite de recherches éthiques en ACEA. Cet article sepenche sur les leçons apprises tout au long de ce processus et met en lumière les trois questions les plus controversées qui ont été dévoilées : employer les heures de classe pour mener des recherchesen ACEA, intégrer les évaluations de l’enseignement des étudiants dans l’ACEA et incorporer lestravaux des étudiants en tant que source de données.  \nCet article contribue à la nouvelle conversation concernant l’éthique de la recherche en ACEA de deux manières importantes. Tout d’abord, nous proposons des protocoles de CÉR plus indulgents qui encouragent la recherche en ACEA en exposant comment les interprétations restrictives des questions principales constituent des obstacles à la recherche centrée sur les étudiants. Ensuite, nous introduisons de nouveaux outils conçus pour répondre à ces obstacles, y compris le tout premier guide de l’utilisateur interactif. Les objectifs suprêmes de cet article sont a) d’aider les chercheurs en ACEA à naviguer dans ce terrain complexe et b) d’encourager d’autres CÉR canadiens à envisager d’adopter des régimes plus permissifs.  \nKeywords  \nresearch ethics, SoTL, TCPS 2, REB review, consent, class time  \nCover Page Footnote  \nFunding for this project was provided by Dalhousie University’s Centre for Learning and Teaching. Special thanks to the Director o","cbCaisJDWndf5fg3","https://ap.wps.com/l/cbCaisJDWndf5fg3","pdf",214270,12,"English","# Bridging the Gap between the Research Ethics Board and the Scholarship of Teaching and Learning\n## Abstract\n## Keywords\n## Research Ethics and SoTL","[{\"question\":\"What ethical challenges does the essay focus on in SoTL research?\",\"answer\":\"It focuses on three main areas: using class time, integrating Students Ratings of Instruction (SRI), and incorporating student work as a data source.\"},{\"question\":\"What is the essay’s main argument regarding REB protocols?\",\"answer\":\"The essay argues for more lenient or permissive REB protocols to encourage ethically sound, student-centered SoTL research.\"},{\"question\":\"What tools does the essay introduce to help researchers and REBs?\",\"answer\":\"It introduces new tools designed to address key impediments, including an interactive user guide.\"}]","Bridging the Gap between the Research Ethics Board and the Scholarship of Teaching and Learning | PDF",1792082115]