A call for expanding inclusive student engagement in SoTL

Felten, Peter; Bagg, Julianne; Bumbry, Michael; Hill, Jennifer; Hornsby, Jason; Pratt, Maria; Weller, Saranne

Abstract

Scholars in higher education increasingly recognize the transformative potential of student-faculty
partnerships focused on inquiry into teaching and learning. However, some students tend to be privileged in SoTL initiatives while others are discouraged, implicitly or explicitly, from engaging in this work. In this paper, we consider why certain students tend to be excluded from SoTL, summarize the possible developmental gains made by students and faculty when diverse student voices are included, and highlight strategies for generating a more inclusive SoTL. We call for expanding student engagement in SoTL by encouraging a diversity of student voices to engage in co-inquiry with faculty. Inclusive engagement has tremendous potential to enhance student and faculty learning, to deepen SoTL initiatives, and to help redress the exclusionary practices that too often occur in higher education.

• Journal Article Type: Article
• Acceptance Date: Feb 2, 2013
• Publication Date: Jan 1, 2013
• Deposit Date: Feb 23, 2018
• Publicly Available Date: Feb 23, 2018
• Journal: Teaching & Learning Inquiry
• Print ISSN: 2167-4779
• Electronic ISSN: 2167-4787
• Publisher: International Society for the Scholarship of Teaching and Learning
• Peer Reviewed: Peer Reviewed
• Volume: 1
• Issue: 2
• Pages: 63-74
• Keywords: SoTL, student engagement, inclusion, identity, student voice
• Public URL: https://uwe-repository.worktribe.com/output/937958
• Publisher URL: http://www.jstor.org/stable/10.2979/teachlearninqu.1.2.63
• Contract Date: Feb 23, 2018