Rich Mihans, Deborah Long, and Peter Felten have published
an article in the July 2008 edition of the International
Journal for the Scholarship of Teaching and Learning.
The article, “Power
and Expertise: Student-Faculty Collaboration in Course Design and the
Scholarship of Teaching and Learning,” describes the process of
using a team of faculty and undergraduate students to redesign a university
course, and outlines the research the authors conducted on student and faculty
learning from the redesign process. The article focuses particular attention on
power relations and issues of expertise, raising questions with implications
for faculty who wish to engage students in similar course design projects,
regardless of academic discipline, and who partner with undergraduates in
Scholarship of Teaching and Learning research.
Mihans is an assistant professor of education; Long is
coordinator of civic education, director of the ELON Academy, and professor of
education; and, Felten directs the Center for the Advancement of Teaching and
Learning.
The text of the article is available online at
http://academics.georgiasouthern.edu/ijsotl/v2n2/essays_about_sotl/_Felten/index.htm