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Short Author Bio(s)

Philip A. Pecorino
Queensborough Community College
Bayside, New York, USA
PPecorino@qcc.cuny.edu

I have a doctorate in Philosophy from Fordham University and did post graduate work in educational psychology at New York University. I have taught Philosophy for 34 years at community colleges in the University of the City and State of New York at Queensborough CC, Nassau CC, Suffolk CC, and for the CUNY Online Baccalaureate Program, as well as Philosophy for Children in NYC classrooms (K-6). I research matters of pedagogy and instructional design and have developed extensive online materials in Philosophy. I have edited or authored six online textbooks. My research interests are in Applied and Professional Ethics and Iā€™m involved in research and publications concerning the profession of education: rights, responsibilities and ethics. I am currently working on a book on the "Ethics of Belief.ā€ Websites:
http://www.ppecorino.com/
http://www.qcc.cuny.edu/SocialSciences/ppecorino/Default.htm

Shannon Kincaid
Queensborough Community College
Bayside, New York, USA
SKincaid@qcc.cuny.edu

My academic specialization is Pragmatism and ethics. I defended my dissertation on cultural pluralism and democracy at the State University of New York at Buffalo, and I am currently researching pedagogy, applied ethics, and urban planning. I have published articles and interviews in business and environmental ethics, and I have conducted numerous seminars and classes in medical ethics. I have written several biographical entries for The Dictionary of Modern American Philosophers, an essay for Philosophy and Geography, as well asa book chapter on nationalism and democracy. In the past year, I havetwice been a co-presenter at national conferences on post-secondarypedagogy. My most recent publications include a book review for the Transactions of the Charles S. Peirce Society and an essay (with P. Pecorino) on pedagogical research for Community College Humanities Review.

Belle Gironda
Queensborough Community College
Bayside, New York, USA
BGironda@qcc.cuny.edu

Abstract

Research and experimentation in teaching effectiveness, which makes research subjects of students in regular classroom settings, should be subject to an ethical review process that is separate from, and in addition to, the mandated review of human subjects research that is conducted by Institutional Review Boards.
Furthermore, despite the moral dilemmas that often characterize ethical decisions in the review of teaching effectiveness, we should not shy away from developing and applying a basic set of normative principles for ethical decision making.

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