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.
Mihans, Richard J. II; Long, Deborah T.; and Felten, Peter
"Power and Expertise: Student-Faculty Collaboration in Course Design and the Scholarship of Teaching and Learning,"
International Journal for the Scholarship of Teaching and Learning:
2, Article 16.
Available at: https://doi.org/10.20429/ijsotl.2008.020216