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

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

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 affect power dynamics between team members. As a result, much disciplinary scholarship has been wr...

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Main Author: Trent Maurer
Format: Article
Language:English
Published: University of Calgary 2017-03-01
Series:Teaching & Learning Inquiry: The ISSOTL Journal
Online Access:http://tlijournal.com/tli/index.php/TLI/article/view/5
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spelling doaj-739af8fa296e414ea2db681f99639e652020-11-25T03:10:52ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872017-03-015111710.20343/5.1.9121Guidelines for Authorship Credit, Order, and Co-Inquirer Learning in Collaborative Faculty-Student SoTL ProjectsTrent Maurer0Georgia Southern UniversityDetermining 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 affect 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 SoTL research, creates unique issues and challenges in ethically assigning authorship credit on SoTL projects. Informed by seminal disciplinary papers on authorship issues and best practices in undergraduate research, this paper 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.http://tlijournal.com/tli/index.php/TLI/article/view/5
collection DOAJ
language English
format Article
sources DOAJ
author Trent Maurer
spellingShingle Trent Maurer
Guidelines for Authorship Credit, Order, and Co-Inquirer Learning in Collaborative Faculty-Student SoTL Projects
Teaching & Learning Inquiry: The ISSOTL Journal
author_facet Trent Maurer
author_sort Trent Maurer
title Guidelines for Authorship Credit, Order, and Co-Inquirer Learning in Collaborative Faculty-Student SoTL Projects
title_short Guidelines for Authorship Credit, Order, and Co-Inquirer Learning in Collaborative Faculty-Student SoTL Projects
title_full Guidelines for Authorship Credit, Order, and Co-Inquirer Learning in Collaborative Faculty-Student SoTL Projects
title_fullStr Guidelines for Authorship Credit, Order, and Co-Inquirer Learning in Collaborative Faculty-Student SoTL Projects
title_full_unstemmed Guidelines for Authorship Credit, Order, and Co-Inquirer Learning in Collaborative Faculty-Student SoTL Projects
title_sort guidelines for authorship credit, order, and co-inquirer learning in collaborative faculty-student sotl projects
publisher University of Calgary
series Teaching & Learning Inquiry: The ISSOTL Journal
issn 2167-4779
2167-4787
publishDate 2017-03-01
description 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 affect 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 SoTL research, creates unique issues and challenges in ethically assigning authorship credit on SoTL projects. Informed by seminal disciplinary papers on authorship issues and best practices in undergraduate research, this paper 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.
url http://tlijournal.com/tli/index.php/TLI/article/view/5
work_keys_str_mv AT trentmaurer guidelinesforauthorshipcreditorderandcoinquirerlearningincollaborativefacultystudentsotlprojects
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