Conclusion

The IRB serves two purposes: 1) to protect research participants' rights to informed consent, privacy, and confidentiality and 2) to assist colleagues in incorporating these protections into their own research.

If you have questions about any aspect of the IRB process or about your own research design, please don't hesitate to contact any IRB member.

For Further Reading

Burgess, R. G The Ethics of Educational Research. London: Falmer Press, 1989.

Burman, M. E., and Kleinsasser, A. "Ethical Guidelines for Use of Student Work." The
Journal of General Education
53.1, (2004) 59-79.

Hutchings, P. "Competing Goods: Ethical Issues in the Scholarship of Teaching and Learning."
Change. September/October, 2003. pp. 27-33.

Hutchings, P., ed. Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning. Menlo
Park, CA: The Carnegie Foundation for the Advancement of Teaching; 2002.

Kincaid, S. and Pecorino, P. "Ethical Issues in Pedagogical Research," Community College
Humanities Review
, 26.1 (2006)

McKinney, K. Enhancing Learning Through the Scholarship of Teaching and Learning.
Bolton, MA: Anker, 2007.

Pecorino, P., Kincaid, S., and Gironda, B. "Research and Experimentation in Teaching
Effectiveness: The Ethical Review Process and the IRB." International Journal for the Scholarship of Teaching and Learning 2.1 (2008) 1-11

Special thanks go to John Lanci, Professor of Religious Studies, who researched and compiled this guide as part of his work as the CTL Faculty Fellow for SOTL.