International Journal for the Scholarship of Teaching and Learning
Volume 2, Number 2, July 2008
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to current issues pageEssays About SoTL
Excerpt
Power and Expertise: Student-Faculty Collaboration in Course
Design and the Scholarship of Teaching and Learning
This essay describes the process of using a team of faculty
and undergraduate students to redesign a university course, and outlines
the research we conducted on student and faculty learning from the redesign
process. We focus 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.
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Full ArticleBios
Richard Mihans
Elon University
Elon, North Carolina, USA
rmihans@elon.edu
I am an assistant professor of education at Elon University where I serve as the program coordinator for Elementary Education and teach both language arts and social studies methods education courses. My research interests include teacher retention, leadership, course design processes and beginning teacher induction programs. I also regularly attend state, national and international conferences. I was recently presented with the School of Education’s award for excellence in teaching and advising for the 2007 - 2008 academic year.
Deborah Thurlow Long
Elon University
Elon, North Carolina, USA
dlong@elon.edu
I graduated from Colby College with a degree in psychology then served in the Teacher Corps. I earned a masters degree in Elementary Education from Virginia State University and a doctorate in Curriculum, Instruction, and Educational Leadership from the University of Memphis. At Elon I have served as Coordinator of the Elementary Education Program and as Chair of the Education Department. Currently I am a professor of Education, serve as Faculty Administrative Fellow and Assistant to the President, and direct the Elon Academy, a college-access program for academically promising high school students who are typically underrepresented on college and university campuses. I have published in the areas of teacher cognition, curriculum development, problem-based learning, content integration, and the Scholarship of Teaching and Learning.
Peter Felten
Elon University
Elon, North Carolina, USA
pfelten@elon.edu
I direct the Center for the Advancement of Teaching and Learning and am an associate professor at Elon University. As a historian, I teach about race, religion, and politics in the United States. My research explores questions about learning, teaching, emotion, and visual culture. I have published recently in the Journal of American History, the Michigan Journal of Community and Service Learning, and To Improve the Academy. I serve on the Membership and Communication Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). I also direct a new classroom research program, funded by the Arthur Vining Davis Foundations, that brings together high school teachers and university faculty for collaborative SoTL inquiry, http://org.elon.edu/etlp.