Rich Mihans, Deborah Long, and Peter Felten have publishedan article in the July 2008 edition of the InternationalJournal for the Scholarship of Teaching and Learning.

The article, “Powerand Expertise: Student-Faculty Collaboration in Course Design and theScholarship of Teaching and Learning,” describes the process ofusing a team of faculty and undergraduate students to redesign a universitycourse, and outlines the research the authors conducted on student and facultylearning from the redesign process. The article focuses particular attention onpower relations and issues of expertise, raising questions with implicationsfor faculty who wish to engage students in similar course design projects,regardless of academic discipline, and who partner with undergraduates inScholarship of Teaching and Learning research.

Mihans is an assistant professor of education; Long iscoordinator of civic education, director of the ELON Academy, and professor ofeducation; and, Felten directs the Center for the Advancement of Teaching andLearning.

The text of the article is available online at

http://academics.georgiasouthern.edu/ijsotl/v2n2/essays_about_sotl/_Felten/index.htm