Proposal Title

Guidelines for Authorship Credit and Order in Collaborative Faculty-Student SoTL Projects

Proposal Abstract

Determining authorship credit and order in collaborative research projects can be difficult, can introduce or increase conflict in the research environment, and can exacerbate existing inequalities and power dynamics between team members. As a result, much disciplinary scholarship has been written to develop potential guidelines for authorship credit and order. However, the collaborative interdisciplinary nature of much SoTL work, along with the increasing focus of SoTL on students as co-inquirers into and consumers of SoTL research (Felten, 2013; Felten et al., 2013; McKinney, 2012), creates unique issues and challenges in ethically assigning authorship credit on SoTL projects. Informed by Hutchings’ (2000) Taxonomy of SoTL questions, Willison and O’Regan’s (2007) Research Skills Development Framework, and seminal disciplinary papers on authorship issues (e.g., Bartle, Fink, & Hayes, 2000; Fine & Kurdek, 1993; Winston, 1985), this session proposes to start a discussion about critical issues in authorship credit and order in collaborative faculty-student SoTL projects. After a review of the relevant literature and some existing disciplinary guidelines, the presenter will facilitate a discussion of several case studies and work with attendees to draft preliminary guidelines for authorship credit and order.

Location

Room 2005

Publication Type and Release Option

Presentation (Open Access)

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Mar 25th, 11:00 AM Mar 25th, 11:45 AM

Guidelines for Authorship Credit and Order in Collaborative Faculty-Student SoTL Projects

Room 2005

Determining authorship credit and order in collaborative research projects can be difficult, can introduce or increase conflict in the research environment, and can exacerbate existing inequalities and power dynamics between team members. As a result, much disciplinary scholarship has been written to develop potential guidelines for authorship credit and order. However, the collaborative interdisciplinary nature of much SoTL work, along with the increasing focus of SoTL on students as co-inquirers into and consumers of SoTL research (Felten, 2013; Felten et al., 2013; McKinney, 2012), creates unique issues and challenges in ethically assigning authorship credit on SoTL projects. Informed by Hutchings’ (2000) Taxonomy of SoTL questions, Willison and O’Regan’s (2007) Research Skills Development Framework, and seminal disciplinary papers on authorship issues (e.g., Bartle, Fink, & Hayes, 2000; Fine & Kurdek, 1993; Winston, 1985), this session proposes to start a discussion about critical issues in authorship credit and order in collaborative faculty-student SoTL projects. After a review of the relevant literature and some existing disciplinary guidelines, the presenter will facilitate a discussion of several case studies and work with attendees to draft preliminary guidelines for authorship credit and order.