SoTL and the Institutional Review Board: Considerations before navigating the application process for classroom research in higher education

Main Article Content

Kathryn E. Linder
E. Deborah Elek
Lucia Calderon

Abstract

One of the more challenging areas of Scholarship of Teaching and Learning (SoTL) research can be navigating the components of human subjects research protections implemented by the Institutional Review Board (IRB). The authors of this article, a faculty developer and a current and former research compliance coordinator, discuss the history of IRB in relation to SoTL research and explicate some of the foundational components of IRB protocols for SoTL projects. In particular, the authors explore what constitutes “research” for SoTL projects, explain the different IRB types of review, and offer some sample SoTL projects with respect to their IRB implications.

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How to Cite
Linder, K., Elek, E. D., & Calderon, L. (2014). SoTL and the Institutional Review Board: Considerations before navigating the application process for classroom research in higher education. Journal of the Scholarship of Teaching and Learning, 14(2), 1-14. https://doi.org/10.14434/josotl.v14i2.4217
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Articles
Author Biography

Kathryn E. Linder, Director, Center for Teaching Excellence Suffolk University

Kathryn E. Linder is the director of the Center for Teaching Excellence at Suffolk University in Boston, MA.  She received her Ph.D. from the Ohio State University.  Her research interests include cultural studies of education, academic writing development, and faculty development. Some of her recent articles can be found in Discourse: Studies in the Cultural Politics of Education and the Journal on Centers for Teaching and Learning.