Transformative Education in the Scholarship of Teaching and Learning: An Analysis of SoTL Literature

Guidelines for Authorship Credit, Order, and Co-Inquirer Learning in Collaborative Faculty-Student SoTL Projects

“…Though not mutually exclusive, these two foci are significantly different, and it is important to recognize and value both in SoTL (Gilpin, 2009). Indeed, the primary distinguishing feature between scholarly teaching and SoTL is the requirement for public dissemination of products for SoTL (McKinney, 2003).…”

“…Even if publication or similar dissemination is the "end goal" of the collaboration, a process-oriented approach will help to keep the focus on student collaborators' learning. For SoTL projects, which by definition already focus on student learning (Felten, 2013) and are inherently process-oriented (Gilpin, 2009), taking a processoriented approach to co-inquiring with student collaborators should represent nothing more complicated than simply broadening the definition of "learning" under investigation to include student collaborators' own learning from the process.…”

“…As noted by Willison and O'Regan (2007), most student inquiry-research or not-will be more about process than about product, especially at the early levels (Childress, 2015;Gilpin, 2009;Malachowski, 2012;Temple et al, 2010). The challenge for collaborative faculty-student SoTL projects then becomes how to balance the process-oriented piece that focuses on the student collaborators' learning and skill development with the product-oriented reality of higher education (and the genuine desire to share the results of our scholarship with the broader SoTL community).…”

“…Perhaps ironically, a framework for conceptualizing research skills proposed by Australians Willison and O'Regan (2007) For any research project, it is possible to locate the project itself on one of seven levels for each of the six facets, and to specifically identify the level on each facet that any collaborator is performing. This Framework provides a way to easily identify the relative contributions of each collaborator as recommended by both Fine and Kurdek (1993) and the APA (2010), and maintain a focus on the process of research (Childress, 2015;Gilpin, 2009;Malachowski, 2012;Temple et al, 2010) and the primacy of student learning in SoTL research. Below, I outline one way to integrate this processoriented approach into existing product-oriented disciplinary guidelines to create a new set of guidelines for best practices, authorship credit, and authorship order in collaborative faculty-student SoTL projects.…”

“…Additionally, unlike Boyer's (1990) other three scholarships (i.e., discovery, integration, and application), SoTL is uniquely focused on research into student learning. This necessitates attention not only to the final disseminated product of the SoTL project and what that product tells us about student learning, but also attention to the process of the scholarship (Gilpin, 2009), and what the student coinquirers learn from conducting the scholarship. By focusing only on authorship guidelines, we might obscure a very important part of the learning process for the students actually engaging in the scholarship.…”