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Classroom evaluation and research: Do I need ethics approval?

Facilitators: Trish Varao-Sousa, Evaluation and Research ConsultantBruce Moghtader, Scholarship of Teaching and Learning Facilitator

Institute of the Scholarship of Teaching and Learning, UBC (ISoTL)

September 24, 202010-11:30AM

Overview of Workshop

IntroductionsYour facilitators Goals for today

Part 1What is the Scholarship of Teaching and Learning (SoTL)?To BREB or not to BREB?

Part 2Being ethical in research/evaluation Working with students

Q&A 2

MotivationGoals for this Workshop

● To gain more clarity around whether BREB is required for your particular inquiry/context.

● To know where to go for further assistance with BREB/ evaluation support

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Discipline Pedagogy

Research Scholarship of Teaching and Learning

Three main Scholarship of Teaching and Learning (SoTL) objectives:1. To enhance student learning through engaging teaching practices.

2. To conduct scholarly examination of what takes place inside the classroom, ask questions and collect evidence on the effectiveness of different methods of teaching.

3. To make the results of this analysis readily available to other scholars, inviting their comment and review, and contributing to knowledge on student learning.

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Research exempt from review1. Research that relies exclusively on publicly available

information (TCPS2, 2.2)○ Legally accessible to public & appropriately protected by

law○ Publicly accessible information & no reasonable

expectation of privacy

Secondary use of anonymous information or human biological materials originally collected for a purpose other than the current research purpose (TCPS2, 2.4)

○ So long as process of data linkage does not generate identifiable information

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3. Naturalistic observation of people in public places where:No intervention staged by researcher or direct interaction with individuals or groups (TCPS2, 2.3)

● Individuals or groups targeted for observation have no reasonable expectation of privacy

● Dissemination of research results does not allow identification of specific individuals

Research exempt from review

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Quality assurance & improvement studies, program evaluation & performance reviews, or testing within normal educational requirements when used exclusively for assessment, management or improvement purposes (TCPS2, 2.5)

Activities not requiring BREB Review

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“To BREB or not to BREB?”

8https://isotl.ctlt.ubc.ca/breb-application/

Evaluation: Associate outcomes with practices; improve teaching and learning practices; scope is limited to the specific context

Research: Add to an existing body of knowledge (i.e., uncover or create new knowledge); publish for wider audience; apply scope to broader context (departmental or institutional)

TCPS2 definition of research: “An undertaking intended to extend knowledge through a disciplined inquiry or systematic investigation … Disciplined inquiry refers to an inquiry that is conducted with the expectation that the method, results, and conclusions will be able to withstand the scrutiny of the relevant research community” (Recent TCPS2 Clarification, 2.1.)

Part 1: To BREB or not to BREB:

*What is the primary intent of your project?

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Evaluation: Your research question might not necessarily be building off a particular theory - more about what you are experiencing in your particular classroom context

Research: Heavily integrated in write-up and analysis; seeks to produce generalizable knowledge

*There may be no research intent to begin with, but as soon as a research intent develops, you must do a BREB. There are no such things as Retroactive BREBs. You can apply for use of secondary data after it has already been collected. It can be challenging to obtain consent from students if the semester is over.

Part 1: To BREB or not to BREB:

What is the role of theory in your project?

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Evaluation: Within normal classroom practice, time and expectations

Research: Often goes beyond normal classroom expectations (i.e., gathering info about them such as gender, socio-economic status, past grades, etc.)

*Consider how your students will be impacted by your inquiry. If there is nothing out of the ordinary (outside of your usual classroom practice happening, you likely don’t need BREB). For example: a discussion style “focus group”, giving feedback on course assignments, etc.

Part 1: To BREB or not to BREB:

What are your expectations of students in your project?

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Evaluation: Not generally a key goal; usually in evaluative journal or events/conferences; often reflection on project outcome and inquiry process, learning experience; draws on SoTL literature

Research: One of the driving goals; often published within your own discipline; meant to build on existing literature and theory

Part 1: To BREB or not to BREB:

Do you plan to publish the results?

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Activity: Research or evaluation checklist

https://ethics.research.ubc.ca/sites/ore.ubc.ca/files/documents/BREB_ChecklistForResearchRequiringEthicsReview.pdf

Take a moment to read over the BREB Checklist.

Does your project warrant review by the BREB office?

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Having BREB ≠ Being ethical

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A sample scenario from UBC

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● Getting consent from students for surveys, interviews, focus groups○ Think about who should ask for consent○ Even without a consent form, share the project goals with students

■ Vulnerability/coercion ■ Transparency

● New norms for doing in-person research during the COVID-19 pandemic: https://ethics.research.ubc.ca/behavioural-research-ethics/ubc-behavioural-guidance-during-covid-19-research-restrictions

Part 2: Doing ethical research / evaluation

Working with students

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● What incentives are appropriate?○ No incentive○ Bonus marks (most effective)○ A small incentive to all (e.g., food and drinks)○ A raffle

Part 2: Doing ethical research / evaluation

Working with students

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● Ensuring confidentiality and/or anonymity○ Have an assistant (GRA, GTA) recode and anonymise data

before giving to the instructor

○ Record student IDs for reward incentives separately from the data (e.g., separate, linked surveys to sign up for raffles)

○ Store student information securely■ For any data that contains Personally Identifiable Information

(i.e., it could be traced back to a UBC individual), store the data on UBC server space (e.g., Workspace)

■ Use the FIPPA-compliant UBC Survey Tool (Qualtrics)

Part 2: Doing ethical research / evaluation

Working with students

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Beyond BREB: Scholarly Integrity

Our Centre is committed to UBC policies supporting scholarly practices that fosters researchers’ abilities to act honestly, accountably, openly and fairly.

Other potential dilemmas: ● Conflict of interest● Power relationships● Cultural and social context● Fairness in presentation of results● Right of opt out after consent● Authorship and intellectual contributions (of GTA)

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Part 2: Doing ethical research / evaluation

If you need to apply to the BREB....

Questions?

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Thank you for participating!

Connect with usBruce: bruce.moghtader@ubc.caTrish: trish.varao-sousa@ubc.ca

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Guidance notes on behavioural applications

UBC BREB for SoTL Resources:https://isotl.ctlt.ubc.ca/breb-application/

https://ethics.research.ubc.ca/behavioural-research-ethics/breb-guidance-notes/guidance-notes-behavioural-applications#6pt52

Ethics in SoTL:

https://taylorinstitute.ucalgary.ca/sites/default/files/Ethics%20in%20SoTL-Taylor%20Institute%20Guide.pdf

Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and Social Sciences and Humanities Research Council of Canada, Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, December 2014.

Kipnis, K. (2001). Vulnerability in research subjects: A bioethical taxonomy. In National Bioethics Advisory Commission, Ethical and policy issues in research involving human participants, Vol.2 (pp. G1-G13). Bethesda: National Bioethics Advisory Commission.

References and essential readings

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