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The Ethical and Legal Aspects of CAR: ''How to Obtain Institutional Approval and Student Consent'' (2013-2014 Distinguished Teacher-Scholar Project )

Event Type
Office of the Provost and the Center for Innovation in Teaching and Learning
Room 428 Armory Buildling
Nov 13, 2013   11:30 am - 1:00 pm  
Amy Woods, 2013-2014 Distinguished Teacher-Scholar & Cheelan Bo-Linn (CITL)
No cost for joining the learning community
Registration is required. Please click here to register.
Amy Woods or Cheelan Bo-Linn
Amy Woods 333.9602 or Cheelan Bo-Linn 244.3859
Originating Calendar
Center for Innovation in Teaching & Learning (new)

The Ethical and Legal Aspects of CAR: “How to Obtain Institutional Approval and Student Consent”*

 If you decide to present or publish findings from your classroom action research, you will need to receive approval from our campus Institutional Research Board (IRB). CAR research often falls into the exempt category of IRB approval, making the process fairly simple and straightforward. Even when IRB approval is not required, it is ethical to notify your students of your research and request their permission to use their classroom data.

In this 5th session, you will come to better understand the IRB process at the University of Illinois. Kim Graber, our campus Distinguished Teacher-Scholar and recipient of the Excellence in Undergraduate Teaching Award, has much experience in receiving IRB approval for both her and her students’ projects. She will guide the group through the approval procedures and provide example documents.


* This is part of the series from the project of Amy Woods, University of Illinois 2013-2014 Distinguished Teacher-Scholar: “Inquiry into the University Classroom: A Journey toward Scholarly Teaching”

When asked, we can tell you when a specific strategy or assignment worked well or didn’t and perhaps, to a lesser degree, when a particular concept was not well understood by our students.  But if asked to explain why, how many of us can really explain the reasons for those successful and not as successful moments?

In this series we will design and implement a structured examination of the teaching and learning in our courses. Specifically, we will address a unique problem or issue and then develop a process to test our inquiry question. The results of our inquiry should lead to more reflective, purposeful teaching and enhanced student learning.

 Learning Community Discussions and Work Session

Please mark these sessions on your calendar

1. Sept. 25th - Introduction to Scholarly Teaching and Classroom Action Research: “Asking Questions about Your Teaching is a Good Thing”

2. Oct. 9th - Defining an Inquiry Hypothesis: “What Question Do You Want to Explore?”

3. Oct. 23rd - Developing an Investigative Plan: “What Are the Steps in Your Study?"

4. Nov. 6th- Using Quantitative and/or Qualitative Data: “Where Can You Find Key Data?”

5. Nov. 13th - The Ethical and Legal Aspects of CAR: “How to Obtain Institutional Approval and Student Consent”


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