7-6 |
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D. A. DOOLEY, Dept. of Human Nutrition, Food & Animal Sciences (HNFAS), Univ. of Hawaii, Manoa, 1995 East-West Rd., 314-H AgSci Bldg., Honolulu, HI 96822 The overall objective of this presentation will be to encourage food and nutrition educators to think more, and more carefully, when they study how they teach, how their students learn, and how teaching and learning are interconnected. Awareness of the ethics of scholarship or of teaching and learning (the ethics of inquiry) has been increasing because more educators are becoming interested in answering questions about teaching and learning and because there is more interest, in general, about the use of humans as research subjects. Some feel that this emerging concern about the ethics of inquiry is indicative of a field that is developing and maturing. When educators use their classrooms as research laboratories, questions arise about confidentiality issues related to using student work as data and/or public information, about the use of students as human subjects and informed consent, about the delicate balance between pedagogy and research in the classroom, about the respective roles of the teacher/student and researcher/subject, and about the impact of the research results on future audiences and policy decisions, especially related to future research. This presentation will review case studies about the ethics of inquiry from the literature and will examine a few personal experiences. We will discuss the possible ethical dilemmas involved, suggest practical solutions, and consider what to do if no clear, single solution exists.
Session 7, Food science education: A question of ethics
2005 IFT Annual Meeting, July 15-20 - New Orleans, Louisiana |