Authorship credit and co-inquirer learning in faculty-student SoTL projects
Track
Non-Research Proposal / About SoTL
Abstract
The collaborative interdisciplinary nature of much SoTL work, along with the increasing focus of SoTL on students as co-inquirers into SoTL research, creates unique issues and challenges in ethically assigning authorship credit on SoTL projects. Additionally, given the focus of SoTL on student learning, it is critical to explicitly focus attention on student co-inquirers’ learning during the research process. Informed by seminal disciplinary papers on authorship issues and best practices in undergraduate research, this session proposes a new model to identify the relative contributions of student collaborators and explicitly incorporate a process-focused approach to collaborative faculty-student SoTL projects.
Session Format
Presentation Session
Location
Room 3
Publication Type and Release Option
Event
Recommended Citation
Maurer, Trent W., "Authorship credit and co-inquirer learning in faculty-student SoTL projects" (2017). SoTL Commons Conference. 42.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/42
Authorship credit and co-inquirer learning in faculty-student SoTL projects
Room 3
The collaborative interdisciplinary nature of much SoTL work, along with the increasing focus of SoTL on students as co-inquirers into SoTL research, creates unique issues and challenges in ethically assigning authorship credit on SoTL projects. Additionally, given the focus of SoTL on student learning, it is critical to explicitly focus attention on student co-inquirers’ learning during the research process. Informed by seminal disciplinary papers on authorship issues and best practices in undergraduate research, this session proposes a new model to identify the relative contributions of student collaborators and explicitly incorporate a process-focused approach to collaborative faculty-student SoTL projects.
